How to convert psi to atm (atmospheric pressure)?

The volume of the solid that is generated is: [tex]2\pi[/tex][tex][ In|x| - x^-^1]^2_1[/tex]

Now, According to the question:

The formula for the shell method is :

[tex]=\int\limits^a_b {2\pi rh} \, dx[/tex]

where, a and b are the x - bound, which are  x=1 and x=2,

So, a = 1 and b = 2

r is the distance from a certain x-value in the interval [1, 2] and the axis of rotation, which is x = -1 .

r = x - (-1) = x + 1

h is the height of the cylinder at a certain x-value in the interval [1, 2],  which is [tex]\frac{1}{x^{2} } - 0[/tex] = [tex]\frac{1}{x^{2} }[/tex] (because [tex]\frac{1}{x^{2} }[/tex] is always greater than 0 and h must be positive).

Plugging it all in volume

[tex]\int\limits^2_1 {(2\pi (x + 1)(\frac{1}{x^2} ))} \, dx[/tex]

=  [tex]2\pi \int\limits^2_1 { (x + 1)(\frac{1}{x^2} ))} \, dx[/tex]

[tex]2\pi[/tex][tex][ In|x| - x^-^1]^2_1[/tex]

Hence, The volume of the solid that is generated is: [tex]2\pi[/tex][tex][ In|x| - x^-^1]^2_1[/tex]

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Multiply the mass in pounds by 0.45359237 to convert 145 lbs to kilogrammes.

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Answer: 16

Step-by-step explanation:

274-50=224/14=16

Answer:

16

Step-by-step explanation:

Answer:

its "equally likely and unlikely" because since its 50% for the chocolate chip then its 25% for both oatmeal raisin, and sugar cookies, which both of their percentages are equivalent to 50% so its a 50/50 chance between getting chocolate chip cookies to getting oatmeal raisin and/or sugar cookies

Step-by-step explanation:

The graph of y=16x2 is a parabola that is symmetric about the y-axis and opens upwards. Its vertex is at (0,0) and its intercepts are at (0,0) and (±√16,0). As x increases, the graph increases at a faster rate.

The graph of y=16x2 is a parabola that is symmetric about the y-axis and opens upwards. The vertex of the parabola is the point (0,0), which is the point where the parabola changes direction. The y-intercept of the graph is the point (0,0) and the x-intercepts are the points (±√16,0). This means that the graph crosses the x-axis at x=±√16.  As x increases, the graph increases at a faster rate. This is because the exponent of x is 2, meaning that the graph is a quadratic equation. When x=0, the graph is at 0, and as x gets larger, the graph increases more quickly. The graph reaches its maximum at x=√16, where y=16. From this point, the graph decreases until it reaches 0 again at x=-√16.

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Answer:

The answer is -18

Step-by-step explanation:

You plug in -4 and solve

f(-4)= 5(-4) +2

Answer:

  g(x) = 2x +1

Step-by-step explanation:

You want the complete table and the linear function that describes it, given the points (x, g(x)) = (-3, -5) and (-1, -1).

We note the differences between the x-values shown are -1 -(-3) = 2. The corresponding differences between those y-values is -1 -(-5) = 4.

This lets us fill in the values for x=1 and x=3 as being -1+4 = 3, and 3+4 = 7

We observe that the missing x-value corresponds to g(x)=1, which is halfway between g(x)=-1 and g(x)=3. That means its corresponding x-value will be halfway between x=-1 and x=1, at x=0.

The table is shown in the attachment.

The change in g(x) being 4 when the change in x is 2 means the slope is 4/2 = 2. The y-value of 1 when x=0 means the y-intercept is 1.

These are used to write the slope-intercept form of the equation:

  y = mx +b . . . . . . slope is m, y-intercept is b

For a slope of 2 and a y-intercept of 1, the equation is ...

  y = 2x +1

When we write that in "functional form", the expression g(x) replaces y:

  g(x) = 2x +1

Answer: 5 (a-5)

Step-by-step explanation:

5 divided by 25 is 5 so that's where 5 came from and then just move the 5 from the a to get just a.

The percentage mark up of the hockey is 40%

From the question, we have the following parameters that can be used in our computation:

Selling = 7.84 and cost = 5/60

The markup price can be calculated as follows:

markup price = (selling price - cost price) / cost price * 100%

So, we have

markup price = (7.84 - 5.60) / 5.60 * 100%

Evaluate

markup price = 40%

So, the mark up price is 40%.

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Ameen has been eating the candy for 27 days and now has 82 pieces left

An equation is an expression that uses mathematical operations to show the relationship between numbers and variables. Types of equations are linear, quadratic, cubic and so on.

Let x represent the number of days he had been eating candy.

Ameen had 300 pieces of candy. He was allowed to eat 8 pieces of candy each day. He has 82 left. This can be represented by:

300 - 8x = 82

8x = 300 - 82

8x = 218

x = 27.25

He has been eating the candy for 27 days

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Answer:

A package that weighs 5 pounds will cost $15 for both options.

Step-by-step explanation:

The equation for the cost of the first shipping option is y = 5 + 2x, where x represents the amount of pounds of the package. The cost, y, increases by $2 per pound of the package. So, if the package weighs 5 pounds, the cost of the first option would be y = 5 + 2 * 5 = $15.

The equation for the second shipping option is y = 15, representing a one-time fee of $15 to send the box. The cost is fixed at $15 regardless of the weight of the package.

Therefore, if the package weighs 5 pounds, the cost of both shipping options would be $15, and the two options would cost the same.

The work done by the gas on the walls of the cylinder is zero, since the piston is held in place. The heat energy added to the gas will cause it to expand, but since the cylinder has a fixed volume, the pressure of the gas will increase without the gas doing any work on the walls of the cylinder.

An ideal gas is a hypothetical gas which follows the ideal gas laws. These laws state that the pressure, volume, and temperature of an ideal gas are related to each other in a predictable and measurable way. In this case, the cylinder has a fixed length and diameter, and the piston is held in place. This means that the volume of the cylinder is fixed and cannot change, even if heat is added to the gas. Therefore, when 80 J of heat is added, the pressure of the gas will increase, but the gas will not do any work on the walls of the cylinder since it cannot expand. Therefore, the work done by the gas on the walls of the cylinder is zero.

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The probability that she will choose to use a cab exactly one time is 4/9.

It has been given that In the morning she has 3 transportation choices. And in the evening the same 3 choices.

i) bus

ii) cab

iii) train

Since each choice have an equal chance of being chosen,

The probability of Choosing a bus will be 1/3

The probability of Choosing a cab will be 1/3

The probability of Choosing a train will be 1/3

Now, the Probability of Not Choosing the cab will be the sum of the probabilities of choosing a bus and train i.e, 2/3

Now there will be two possibilities-Either She chooses a cab in the morning and something else in the evening Or She chooses a cab in the evening and something else in the morning.

Therefore, the probability of choosing a cab exactly one time =

( Probability of cab in morning x Probability of no cab in the evening) + (Probability of no cab in morning x Probability of cab in evening)
Probability of choosing a cab exactly once

= 1/3 x 2/3  + 2/3 x 1/3

= 4/9

Therefore, the probability that she will choose to use a cab exactly one time is 4/9.

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Answer:

225

Step-by-step explanation:

15 x 15 = 225

The value of the equation x + 17 = 0 is x = -17

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the equation be represented as A

Now , the value of A is

Substituting the values in the equation , we get

x - ( -7 ) = - 10   be equation (1)

On simplifying the equation , we get

x + 7 = -10

Adding 10 on both sides of the equation , we get

x + 17 = 0

Now , subtracting 17 on both sides of the equation , we get

x = -17

Hence , the value of equation is x = -17

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There is a correlation between the number of hours spent practicing and the score in the game.

Part A: Yes, there is a correlation between the number of hours spent practicing and the score in the game. This is evidenced by the linear trend that is seen in the data, with the score increasing as the number of hours spent practicing increases.

Part B: The function that best fits the data is y = 4x + 5.

Part 2: The slope of the plot indicates that for every hour spent practicing, the score increases by 4 points. The y-intercept indicates that the score is 5 when no hours are spent practicing.

There is a correlation between the number of hours spent practicing and the score in the game.

The function that best fits the data is y = 4x + 5, where the slope indicates that for every hour spent practicing, the score increases by 4 points, and the y-intercept indicates that the score is 5 when no hours are spent practicing.

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Since Polygon X is a scaled copy of Polygon Y using a scale factor of 3, a statement which is true include the following: D. The area of Polygon X is 9 times the area of Polygon Y.

In Geometry, the scale factor of a geometric figure can be calculated by dividing the dimension of the image (new figure) by the dimension of the pre-image (original figure):

Scale factor = Dimension of image (new figure)/Dimension of pre-image(original figure)

Therefore, the area of Polygon X with respect to Polygon Y based on the given scale factor of 3 is as follows;

Area of Polygon X/Area of Polygon Y = 3²

Area of Polygon X/Area of Polygon Y = 9.

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The answer is that the triangle should be here in the image.

Any shape that is 180 degrees turn from (x, y) to (-x, -y).

So pretend a point is on (2, 3), do a 180 degree rotation it will be (-2, -3).

Mark me Brainliest. :D

Answer:

you

Step-by-step explanation:

130 jwphbsmhisjs

zjoshsksn

The statement that must be true is (c) x² = a/b

From the question, we have the following parameters that can be used in our computation:

√a/√b = x

Take the square root of both sides

So, we have the following representation

a/b = x²

Rewrite the equation as

x² = a/b

Hence, the solution is x² = a/b

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Answer:

Step-by-step explanation:

To evaluate g(-5), you simply plug in -5 for x in the equation:

g(-5) = (-5)²-10 which is 25 - 10 which is 15. Therefore, g(-5) = 15

"cX" is a function that takes two inputs and returns a scalar result and the value of "cX" depends on the values of the scalar "c" and the constant X.

Gamma (Γ) is a mathematical constant that is used in various areas of mathematics, including probability theory, statistics, and engineering.

The symbol "c" is a constant that represents a scalar multiplier in mathematics. This means that when you multiply a value by "c", you are multiplying it by a constant number. In this case, when we say "cX", we are multiplying the value of X (which is gamma) by the constant "c".

So, in mathematical terms, the expression "cX" can be defined as a function that takes a scalar value (c) and a constant value (X = gamma) as inputs, and returns a scalar result. This function can be used to determine the value of "cX" for a given value of "c".

It is important to note that the value of "cX" depends on the value of the scalar "c". For example, if "c" is equal to 2, then "cX" would be equal to 2 times the value of gamma.

On the other hand, if "c" is equal to 0.5, then "cX" would be equal to 0.5 times the value of gamma.

Complete Question:

Show that if X is gamma distributed and c(> 0) is a constant, then cX is gamma distributed. In particular, if X is chi-squared distributed, then cX is gamma distributed.

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using the substitution u=5x−2, ∫x5x−2−−−−−√ⅆx is equivalent to  ∫u+2 /5 du/5

What is Derivative?

Calculus defines a derivative as the rate at which one quantity, y, changes in relation to another, x. The differential coefficient of y with respect to x is another name for it. Finding a function's derivative is the process of differentiation. A function's derivative is typically represented by d/dx (f(x)) (or df/dx (or Df(x) (or f')). Let's examine the technical definition of a derivative. Two points on a function f(x) curve are (x, f(x)) and ((x + h), f(x + h)), respectively. If so, [f(x + h) - f(x)]/(x + h - x) = [f(x + h) - f(x) / h] will be the slope of the secant line through these points. The second point overlaps the first point in the figure below when the distance between two points is nearly equal to 0 (i.e., as h approaches 0), and the secant line turns into the tangent line. Calculus refers to the slope of the tangent line as the function's derivative.

x = 1/y + 1

y + 1 = 1/x

y = 1/x - 1

differentiating y w.r.t to x

dy/dx=-1/x^2

using subsitution u= 5x-2

then x= u+2/5

∫u+2 /5 du/5

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The phrases can be represented by the algebraic expression x + 14 are Option 2 (A number plus 14), Option 4 (Fourteen more than a number), and Option 5 (A number increased by 14).

Given that we have to find the phrases represented by algebraic expression

Given expression is:

x + 14

This expression means that "x" is increased by 14 or 14 is added to x

Let us check the options one by one

Option 1:

The quotient of a number and 14

So this expression is wrong, since it involves quotient which is not related to given expression

Option 2

A number plus 14

Writing it mathematically,

number + 14

If the number be "x", then we get x + 14

So this option is correct

Option 3

Fourteen less than a number

Writing it mathematically,

number - 14

If the number be "x", then we get x - 14

So this Option is wrong

Option 4

Fourteen more than a number

Here, "more than" means addition

Writing it mathematically,

14 + number

If the number be "x", then we get 14 + x which is same as x + 14

So this option is correct

Option 5

A number increased by 14

Here, "increased by" means addition

Writing it mathematically,

number + 14

If the number be "x", then we get x + 14

So this option is correct

Thus correct options of the algebraic expression x + 14 are option 2, 4, 5.

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Full Question:

Which phrases can be represented by the algebraic expression x + 14? Select three options.

1. the quotient of a number and 14

2. a number plus 14

3. fourteen less than a number

4. fourteen more than a number

5. a number increased by 14

The phrases can be represented by the algebraic expression x + 14 are Option 2 (A number plus 14), Option 4 (Fourteen more than a number), and Option 5 (A number increased by 14).

Given that we have to find the phrases represented by an algebraic expression

Given expression is:

x + 14

This expression means that "x" is increased by 14 or 14 is added to x

Let us check the options one by one

Option 1:

The quotient of a number and 14

So this expression is wrong since it involves a quotient which is not related to the given expression

Option 2

A number plus 14

Writing it mathematically,

number + 14

If the number be "x", then we get x + 14

So this option is correct

Option 3

Fourteen less than a number

Writing it mathematically,

number - 14

If the number be "x", then we get x - 14

So this option is wrong

Option 4

Fourteen more than a number

Here, "more than" means addition

Writing it mathematically,

14 + number

If the number be "x", then we get 14 + x which is same as x + 14

So this option is correct

Option 5

The number increased by 14

Here, "increased by" means the addition

Writing it mathematically,

number + 14

If the number be "x", then we get x + 14

So this option is correct

Thus correct options of the algebraic expression x + 14 are option 2, 4, 5.

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Full Question:

Which phrases can be represented by the algebraic expression x + 14? Select three options.

1. the quotient of a number and 14

2. a number plus 14

3. fourteen less than a number

4. fourteen more than a number

5. a number increased by 14

ln t = 145.69 days day will 125  people be infected with the virus (500/125)/-.005 = t

This question uses the theory of exponential growth and decay.

The equation y=500/1990e^-. 5(t) models the spread of a flu virus through a population, where y is the total number of people infected after t days.

The equation follows an exponential decay curve, where the number of people infected decreases with each passing day. In this case, the rate of decay is -.005.

given below

Step 1: Rearrange the equation to isolate t.

y = 500/1990e^-.005(t)

500/y = 1990e^-.005(t)

500/y = e^-.005(t)

ln(500/y) = -.005(t)

Step 2: Substitute the given values of y (125) and solve for t.

ln(500/125) = -.005(t)

ln(500/125)/-.005 = t

t = 145.69 days

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The formula v · v = kvk2 can be seen to hold for all vectors in Rn, as the dot product of a vector and itself is equal to the magnitude of the vector squared.

The formula v · v = kvk2 is true for all vectors v in Rn. This is because the dot product of a vector and itself is equal to the magnitude of the vector squared. The dot product of two vectors is defined as the sum of the products of their components. Therefore, when a vector v is multiplied by itself, the result is the sum of the squares of all its components. The magnitude of a vector is defined as the square root of the sum of the squares of its components. Thus, the formula v · v = kvk2 can be seen to hold for all vectors in Rn, as the dot product of a vector and itself is equal to the magnitude of the vector squared.

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The bacteria will reach its maximum size at t = 8.94 weeks.

To find when the bacteria will reach its maximum size, we need to find the maximum value of p(t). The first step is to find the derivative of p(t):

dp(t)/dt = -8000(t^2 - 80)/(80 + t^2)^2

Next, we need to find the critical points of this derivative by setting it equal to 0 and solving for t:

dp(t)/dt = 0

-8000(t^2 - 80)/(80 + t^2)^2 = 0

t^2 - 80 = 0

t = √80

t = 4√5

t ≈ 8.94

Since t = 4√5 is the only critical point, we can see that it is a local maximum. To confirm this, we need to find the second derivative and evaluate it at t = 0:

d^2p(t)/dt^2 = 16000t (t^2 - 240) / (80 + t^2)^3

d^2p(t)/dt^2 = 160000 * -160 / (80 + 80)^3 < 0

Since the second derivative at t =  4√5 is less than 0, it is a local maximum.

--The question is incomplete, answering to the question below--

"The size of a bacteria population grows at a rate of p(t) = 8000t/ (80 + t^2) where t is measured in weeks. Determine when the bacteria will reach its maximum size."

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The missing angles and side of the triangle are;

m∠FXD = 44°

EG = 14

m∠FZG = 32°

We are told that the angle bisectors of ΔXYZ are XG, YG and ZG

The parameters are;

∠DYE = 94°

∠FXG = 22°

Thus;

m∠FXD = 2* 22°

m∠FXD = 44°

The sum of angles in a triangle is 180 degrees. Thus;

m∠FZE + 94 + 22 = 180

m∠FZE = 180 - (94 + 22)

m∠FZE = 64°

Thus;

m∠FZG = 64°/2

m∠FZG = 32°

The incenter of a triangle lies at equal distances from the three line segments forming the sides of the triangle, and also from the three lines containing those segments. Thus;

DG = EG = FG = 14

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The solution to the division problems after rounding off to 1 significant figure are;

a) 9

b) 40

c) 2

The first significant figure of a number is defined as the first digit which is not zero. Hence, the first significant figure of 20,499 is 2 and the first significant figure of 0.0020499 is 2

a) 98 ÷ 11

When this is divided, we have;

8.91

Rounding off to one significant figure gives 9.

b) 764/19

When this is divided, we have;

40.21

Rounding off to one significant figure gives 40.

c) 798/(8 * 41)

When this is divided, we have; 2.43

Rounding off to one significant figure gives 2.

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Contrapositive: If not isosceles, then not two equal sides or angles. Converse: If two equal sides or angles, then isosceles. Inverse: If not isosceles, then not two equal sides or angles.

What is triangle ?

A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry. A triangle with vertices A, B, and C.

Contrapositive: If a triangle is not an isosceles triangle, then it does not have either two equal sides or two equal angles.

Converse: If a triangle has either two equal sides or two equal angles, then it is an isosceles triangle.

Inverse: If a triangle is not an isosceles triangle, then it does not have either two equal sides or two equal angles.

Contrapositive: If not isosceles, then not two equal sides or angles. Converse: If two equal sides or angles, then isosceles. Inverse: If not isosceles, then not two equal sides or angles.

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The factorization is given as 9x² - 9x - 44

Factorize fully 3 ( x − 4 )² + 15 ( x − 4 )

(3x - 4)² + 15(x-4)

(3x - 4)(3x - 4) + 15(x-4)

we have to open the bracket

9x² - 12x - 12x + 16 + 15x - 60

take the like terms in the equation

9x² - 24x + 15x +16 - 60

9x² - 9x - 44

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