Two gasoline distributors, A and B, are 367 km apart on a highway. A charges $1.80/L and B charges $1.68/L. Each charges 0.16y/l per kilometre for delivery. Where on this highway is the cost to the customer the same?

Answer:

Yes

Step-by-step explanation:

Let the numbers be p q r such that p>q>r

So p + q + r = 3q

2q = p+ r

And q< p but q> c,

So by Solving this would give

q= (p+ r)/2

so q is the mean of p & r.

Since the only other number that fits is q,

Then q is the mean of the numbers p,q,r

As so q is also the median of this set

Thus proving that the mean is the same as the median.

We will have a Deficit balance of $30 at the end of the month.

"Unilateral transfer" is the term used to describe the balance of payments deficit's most obvious cause. For instance, Americans who contribute money to another country in the form of foreign aid do not receive anything in return (economically speaking). Few economists would argue that foreign aid-related balance of payment deficits are a "bad thing."

Weekly net income = $380

Monthly net income = $380 * 4 weeks = $1520.

Monthly expenses = $1550

Balance = Monthly income - monthly expenses = $-30.

The negative sign shows a deficit of $30 monthly

Therefore, We will have a Deficit balance of $30 at the end of the month.

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Answer:

y= -4/6x+2

Step-by-step explanation:

x(0) = 0.25 in (initial displacement from equilibrium). x'(0) = 0 ft/s (initial velocity)

We can use Newton's second law to formulate the initial value problem that governs the motion of the mass. The equation is given by:

m*a = F_net

where m is the mass, a is the acceleration, and F_net is the net force acting on the mass.

The net force can be found as the sum of the spring force, the viscous resistance force, and the force due to gravity. Therefore, we have:

F_net = F_spring + F_viscous + F_gravity

where F_spring is the force exerted by the spring, F_viscous is the force due to the viscous resistance, and F_gravity is the force due to gravity.

The force exerted by the spring is given by Hooke's law:

F_spring = -k*x

where k is the spring constant and x is the displacement from the equilibrium position. Since the spring stretches 3 in under a weight of 4 lb, we can find k as:

k = F/x = 4/3 = 4/0.25 = 16 lb/in

Therefore, the force exerted by the spring is:

F_spring = -16*x

The force due to viscous resistance is proportional to the velocity of the mass and is given by:

F_viscous = -c*v

where c is the viscous damping coefficient and v is the velocity of the mass. Since the viscous resistance force is 6 lb when the velocity is 3 ft/s, we can find c as:

c = F_viscous/v = 6/3 = 2 lb·s/ft

Therefore, the force due to viscous resistance is:

F_viscous = -2*v

The force due to gravity is given by:

F_gravity = -m*g

where g is the acceleration due to gravity (32.2 ft/s^2).

Substituting these equations into the equation for net force, we get:

ma = -16x - 2v - mg

Since the displacement x and the velocity v are both functions of time t, we can rewrite this equation as a second-order ordinary differential equation in terms of x:

mx'' + 2cx' + kx = m*g

where x' and x'' denote the first and second derivatives of x with respect to t, respectively.

This is the initial value problem that governs the motion of the mass, subject to the initial conditions:

x(0) = 0.25 in (initial displacement from equilibrium)

x'(0) = 0 ft/s (initial velocity)

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Answer:

wah??

Step-by-step explanation:

Answer:

Step-by-step explanation:

Let s represent the speed of the bus.

From the information given, the bus needs to cover a distance of 240 km in less than 5 hours. The formula for calculating the speed of the bus, s is expressed as

Speed, s = distance covered by the bus/ time taken to cover the distance

Therefore,

Speed, s = 240/5 = 48 km/hr

A higher speed would ensure the bus covers the distance in less than 5 hours. Therefore, the inequality that represents the speed (s) of the bus would be

s ≥ 48

Answer:

Let's assume the first number is represented by the variable 'x'.

According to the given information, the second number is 4 less than three times the first number. In other words, the second number can be represented as 3x - 4.

The sum of the two numbers is 44, so we can set up the equation:

x + (3x - 4) = 44

Now, we can solve this equation to find the value of 'x':

4x - 4 = 44

Adding 4 to both sides of the equation:

4x = 48

Dividing both sides by 4:

x = 12

So the first number is 12.

To find the second number, we can substitute the value of x back into the equation:

3x - 4 = 3(12) - 4 = 36 - 4 = 32

Therefore, the second number is 32.

Step-by-step explanation:

By examining the pattern of correlations between multiple traits and methods, we must identify method effects using the MTMM matrix.

The MTMM matrix is a matrix of correlations that compares the inter-correlations between multiple traits (variables) and multiple methods used to measure those traits.

To identify method effects using the MTMM matrix, we need to look at the pattern of correlations between the traits and methods. Specifically, we are interested in the pattern of correlations where the same trait is measured using different methods.

Additionally, we can also examine the pattern of correlations between different traits measured with the same method. If the correlations between different traits measured with the same method are high, this suggests that the method is reliable and valid.

However, if the correlations are low, this may indicate that the method is not accurately measuring the traits, or that there are other factors (e.g., method effects) influencing the results.

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Answer:

1.) 60

2.) 36

3.) -9

4.) 74

5.) -36

6.) \(\frac{2}{6} =\frac{1}{3}\)

Step-by-step explanation:

1.) 2×3[7+(6÷2)]

2×3[7+3]

2×3×10

2×30

60

2.) 3[-3(2-8)-6]

3[-3(-6)-6]

3[18-6]

3×12

36

3.) 3×3[2-(9÷3)]

3×3[2-3]

3×3[-1]

3×3×-1

9×-1

-9

4.) 2[-5(4-12)-3]

2[-5(-8)-3]

2[40-3]

2×37

74

5.) [(3×3)-(30÷6)]+(-27)-13

[9-5]+(-27)-13

4-27-13

4-40

-36

6.) 2÷[(4÷2)+(32÷8)]

2÷[2+4]

2÷6

\(\frac{2}{6} =\frac{1}{3}\)

Hope this helps!

Answer:

57 Cents.

Step-by-step explanation:

0.50 per foot

1 1/7 is how long the wooden board is.

Take the 1, which is 0.50 cents

Now we have seperated the 1, and left with 1/7

0.50 of 1/7

Divide 0.50 by 7

0.07142857

simplified

0.07

So the board was worth approximetly 57 cents.

Answer:

Around $2

Step-by-step explanation:

Answer:

y=2x

Step-by-step explanation:

If x represents months and she reads 2 books each month 2x would represent the amount of books read. Words like each and per usually indicate the m in the equation y=mx+b, which in this case the word each indicated that 2 is your m.

Answer:

the answer would be d

which is 0.006

Answer:

-3x2+4x+1

Step-by-step explanation:

assuming the numbers after x are squares, cubes etc. 12x3    -16x2     -4x all need to be divided by -4x. 12x3/-4x(12/4 and to divided x cubed by x, -1 to the exponent) =-3x2. -16x2/-4x(-16/-4 and to divide x squared by x, -1 to the exponent)=4x. -4x/-4x(anything divided by itself is 1) therefore you have -3x2+4x+1

Answer:

\(-3x^2+4x+1\)

Step-by-step explanation:

\(=\frac{4x\left(3x^2-4x-1\right)}{-4x}\)

\(=\frac{x\left(3x^2-4x-1\right)}{-x}\)

\(\mathrm{Apply\:the\:fraction\:rule}:\quad \frac{a}{-1}=-a\)

\(=-\left(3x^2-4x-1\right)\)

\(Simplify\)

\(=-\left(3x^2-4x-1\right)\)

hope this helps :P

Answer:

\(\huge\boxed{\sf x = 30}\)

Step-by-step explanation:

Angles on a straight line add up to 180 degrees.

According to the statement,

4x - 16 + 2x + 16 = 180

4x + 2x - 16 + 16 = 180

6x = 180

x = 180/6

\(\rule[225]{225}{2}\)

The number of possible combinations of three coins from the bag of 16 coins with different dates can be calculated using the formula for combinations, which is nCr = n! / r!(n-r)!, where n is the total number of objects, r is the number of objects to be chosen, and ! denotes factorial (the product of all positive integers up to the given number).

In this case, we have n = 16 (the total number of coins in the bag) and r = 3 (the number of coins to be chosen for each combination). Using the formula for combinations, we can calculate the number of possible combinations as follows:

nCr = 16! / 3!(16-3)!
nCr = (16 x 15 x 14) / (3 x 2 x 1)
nCr = 560

Therefore, 560 possible combinations of three coins can be chosen from the bag of 16 coins with different dates. These combinations could represent different historical events, significant dates, or other symbolic meanings depending on the dates inscribed on the coins. The calculation of combinations is an important concept in combinatorics and probability theory, and it has many real-world applications in fields such as statistics, economics, and computer science.

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13.) -3/4

14.) takes a lot of work

15.)5

16.) corresponding

14.) d=24

15.)25x+5=26x

Answer:

13.) -3/4

14.) takes a lot of work

15.)5

16.) corresponding

14.) d=24

15.)25x+5=26xStep-by-step explanation:

Answer:

To graph the inequality y ≤ x - 2 on the axes, you would:

Plot the line y = x - 2 on the graph. The line will be a straight line passing through the point (-2,0) and has a slope of 1.

Determine the direction of the inequality symbol. Since it is a less-than-or-equal-to symbol, we will shade the region that is less than or equal to the line.

Shade the region that is less than or equal to the line in the graph. In this case, the region above the line y = x - 2.

The line is solid, it's not dotted.

Note: The graph will be a straight line that is tilted towards the top right of the coordinate axes, the region above the line will be shaded.

Step-by-step explanation:

Answer:

3a-27

Step-by-step explanation:

Distribute the 3

3 x a is 3a

3 x 9 is 27

To make $3000 selling game tickets, the boys football team needs to sell a combination of adult and student tickets. Solving the system of equations gives the number of adult and student tickets that must be sold 150 adult tickets and 300 student tickets.

The first equation relates the number of adults and students: since there are twice as many students as adults, we can write

b = 2a

where b is the number of students and a is the number of adults.

The second equation relates the revenue from ticket sales to the number of adults and students

8a + 6b = 3000

where 8a is the revenue from adult tickets and 6b is the revenue from student tickets.

Now we can substitute the first equation into the second equation to get

8a + 6(2a) = 3000

Simplifying, we get

20a = 3000

Dividing by 20, we get

a = 150

This means we need to sell 150 adult tickets. Using the first equation, we can find the number of student tickets

b = 2a = 2(150) = 300

So we need to sell 300 student tickets.

Therefore, the boys football team must sell 150 adult tickets and 300 student tickets to reach their goal of making $3000.

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The correct answer is: C. 50%. According to the findings of the Kepler spacecraft, approximately 50% of stars in the Milky Way have at least one planet of any size.

The Kepler spacecraft was a NASA mission designed to survey a specific region of our galaxy, the Milky Way, in search of exoplanets (planets outside our solar system). It used the transit method, which detects planets by measuring the slight dimming of a star's brightness when a planet passes in front of it.

Over the course of its mission, the Kepler spacecraft observed a large number of stars in the Milky Way and detected the presence of numerous exoplanets. Based on the data collected by Kepler, scientists were able to estimate the occurrence rate of planets around stars.

Studies analyzing the Kepler data have found that roughly half of the stars in the Milky Way have at least one planet. This implies that around 50% of stars in our galaxy are host to planets of various sizes, ranging from small rocky planets to gas giants.

Therefore, based on the findings of the Kepler spacecraft, the percentage of stars in the Milky Way with at least one planet of any size is approximately 50%.

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Answer:

D.

Step-by-step explanation:

x ={-1, 0, 2, 4, 7}

We see every x value only one time, so given pairs (x,y) is a function.

Answer is D.

Answer: C

Step-by-step explanation:

\(A = \frac{1}{2} (b+c)h\\\) -> This is the original equation

\(\frac{A}{h} = \frac{1}{2} (b+c)\\\) -> Divide by h on both sides

\(2\frac{A}{h} = b+c\\\) -> Multiply both sides by 2

\(2\frac{A}{h}-b = c\\\) -> subtract b from both sides

Metcalfe and Wiebe (1987) conducted an experiment to examine whether individuals could predict how close they were to solving insight problems and algebraic problems. In insight problems, solutions are not immediately evident, whereas in algebraic problems, the correct solution is often clear but requires time to complete.

The primary objective of their research was to see whether people could anticipate when they would solve a problem, which would provide insight into the problem-solving process's nature.For their experiment, participants were given a series of algebraic and insight problems. After every ten seconds of problem-solving, they were asked to guess whether they were close to solving the problem.

Participants were less successful in predicting their progress on insight problems than on algebraic ones.

Participants were better able to forecast their progress on algebraic problems than on insight problems, according to the findings.

Participants who were more successful at solving insight problems were more likely to be able to predict their progress.

Participants were more likely to correctly anticipate their progress on the next few seconds of algebraic problems than on insight problems, according to the study's findings.

The research concluded that people's ability to predict their progress in insight problem-solving was worse than in algebraic problem-solving.

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Answer:

It would be none of the above. The factors would be (2x+11)(4x^2-22x+121).

Step-by-step explanation:

Answer:

14.5

Step-by-step explanation:

\( \frac{2}{7} = \frac{5}{m + 3} \)

\(2(m + 3) = 7 \times 5\)

\(2m + 6 = 35\)

\(2m = 35 - 6\)

\(2m = 29\)

\(m = 14.5\)

Answer:

m = 14.5

Step-by-step explanation:

\(\frac{2}{7}\) = \(\frac{5}{m+3}\) ( cross- multiply )

2(m + 3) = 35

2m + 6 = 35 ( subtract 6 from both sides )

2m = 29 ( divide both sides by 2 )

m = 14.5

Answer:

Already in simplilest form