If a peregrine falcon dove at its maximum speed for half a mile to catch prey, how many seconds would the dive take

Answer:

1. a)

[tex] \begin{gathered} \frac{2}{ \sqrt{3} - 1 } = \frac{2}{ \sqrt{3} - 1} \times \ \frac{ \sqrt{3} + 1}{ \sqrt{3} + 1 } \\ = \frac{2 \sqrt{3} + 2 } {( \sqrt{3} ) {}^{2} - 1 {}^{2} } = \frac{2 \sqrt{} 3}{3 - 1} = \frac{2 \sqrt{3} }{2} \\ = \sqrt{3} \end{gathered}[/tex]

[tex]\\[/tex]

b)

[tex]\begin{gathered} = > \: \: \frac{7}{ \sqrt{12} - \sqrt{5} } \\ \\ = > \: \: \frac{7}{ \sqrt{12} - \sqrt{5} } \times \frac{ \sqrt{12} + \sqrt{5} }{ \sqrt{12} + \sqrt{5} } \\ \\ = > \: \: \frac{7( \sqrt{12} + \sqrt{5} ) }{ {( \sqrt{12}) }^{2} - {( \sqrt{5}) }^{2} } \\ \\ = > \: \: \frac{7( \sqrt{12} + \sqrt{5}) }{12 - 5} \\ \\ => \: \: \frac{ \cancel{7}( \sqrt{12} + \sqrt{5} ) }{ \cancel{7}} \\ \\ => \: \: \sqrt{12} + \sqrt{5} \end{gathered}[/tex]

1-:

[tex] \displaystyle \frac{2}{ \sqrt{3} - 1 } [/tex]

[tex] \displaystyle = \frac{2}{( \sqrt{3} - 1)( \sqrt{3} + 1 } \\ [/tex]

[tex] \displaystyle2 \frac{ \sqrt{3} + 1 }{ \sqrt{3 {}^{2} - 1 {}^{2} } } [/tex]

[tex] \displaystyle2 \frac{ \sqrt{3} + 1}{3 - 1} [/tex]

[tex] \displaystyle \: \sqrt{3} + 1[/tex]

[tex] \displaystyle2 - ) \frac{7}{ \sqrt{12} - \sqrt{5} } [/tex]

[tex] \displaystyle\frac{ \sqrt{12} \sqrt{5} }{ \sqrt{12 {}^{2} } \times \sqrt{5 {}^{2} } } [/tex]

[tex] \displaystyle7\frac{ \sqrt{12} + \sqrt{5} }{7} = \sqrt{12} + \sqrt{5} [/tex]

[tex] \displaystyle3) = \frac{8 + 3 \sqrt{5} }{64 - 45} \\ = \frac{8 - 3 \sqrt{5} }{19} [/tex]

Answer:

it's only 2pi/B because the period of sin and cos is 2pi. If we were dealing with tan it'd be pi/B, since the period of tan is just pi.

Answer:

Domain: ( Positive infinity, Negative Infinity)

Range: (-3, Positive Infinity )

Step-by-step explanation:

The sum of two terms are:

The sum of two numbers is one that tells you to find the sum of two or more numbers, and as such, you have to add the numbers altogether.

t₅, ₃ =  5 + 3

= 8

t₁₁, ₂ = 11 + 2

= 13

t₁₅,₁₃ =  15 + 13

= 28.

Hence the correct sum of two terms are:

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Step-by-step explanation:

[tex] {2}^{4n} \times {2}^{2n} = 512[/tex]

[tex] {2}^{4n} \times {2}^{2n} = {2}^{9} [/tex]

[tex] {2}^{4n + 2n} = {2}^{9} [/tex]

[tex]6n = 9[/tex]

[tex]n = \frac{3}{2} [/tex]

The linear inequality in standard form is: x + y < -2 or x + y + 2 < 0

To determine what sign to use, follow these rules:

The graph given has the following features:

Find the slope:

Slope (m)= rise/run = -(2 units) / (2 units).

Slope (m) = -1.

The y-intercept (b) = -2.

Substitute m = -1 and b = -2 into y < mx + b:

y < (-1)x + (-2)

y < -x - 2

Rewrite

x + y < -2

x + y + 2 < 0

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Answer:

c

Step-by-step explanation:

1) eliminate the negative answers since we need the amount of feet below a section and a negative number below a section doesn't make sense in this context and would result in a distance higher than the shallowest section.

Just find the absolute value or the difference between 135 and 50 resulting in 85

Answer:

4

Step-by-step explanation:

If the probability of drawing a yellow jelly beans is 1/4, the box is has 1/4 yellow jellybeans.

1/4b=6

b=24

14+6+x=24

20+x=24

x=4

Answer:

36 blue jelly beans

Step-by-step explanation:

We can find the total number of jelly beans by adding all red, yellow, and blue jelly beans together.

14+6+x

This simplifies to 20+x

For probability, it is (the number of things you want)/(the total number of things there are).

If the probably of drawing a yellow jelly bean is 1/4, we can set up this equation:

[tex]\frac{14}{20+x}=\frac{1}{4}[/tex]

We can cross multiply:

[tex]20+x=14(4)\\x+20+56\\x=36[/tex]

There are 36 blue jelly beans.

we conclude that the system of inequalities has more solutions than the system of equations.

We have the system of equations:

y = (-1/2)*x + 1

y = x - 5

And the system of inequalities:

y > (-1/2)*x + 1

y < x - 5

First, if you look at the first system you can see that we have two non-parallel lines, so that system has only one solution.

Now let's look at the system of inequalities, we can get solutions like:

x = 10

y = 1

1 > (-1/2)*10 + 1 = -4

1 < 10 - 5 = 5

So both inequalities are true, which means that the point (10, 1) is a solution.

And also is the point (11, 1), and (12, 1), and infinite other points.

Then we conclude that the system of inequalities has more solutions than the system of equations.

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Answer:

50a^6b^5

Step-by-step explanation:

I don't see answer choices, but this is the simplified version. To do this, multiply 10*5, a^3 * a^3 (which adds the exponents), and then b^3*b^2.

Answer:

5 units

Step-by-step explanation:

Given the following question:

To find the answer to this question we will use the formula to calculate distance.

(6, 5) = (x1, y1)
(-3, 1) = (x2, y2)

[tex]d=\sqrt{(x1-x2)^2+(y1-y2)^2}[/tex]
[tex]d=\sqrt{(-6-(-3))^2+(5-1)^2}[/tex]
[tex]-6+3=-3[/tex]
[tex]5-1=4[/tex]
[tex]d=\sqrt{(-3^2+4^2)}[/tex]
[tex]-3^2=-3\times-3=9[/tex]
[tex]4^4=4\times4=16[/tex]
[tex]d=\sqrt{9+16}[/tex]
[tex]9+16=25[/tex]
[tex]\sqrt{25}[/tex]
[tex]\sqrt{25} =5\times5=25[/tex]
[tex]=5[/tex]

Which means the distance between the two points is "5 units."

Hope this helps.

Answer:

3x-5=1

3x=5+1

3x=6

x=6/3

x=2

Since the sum of any two sides is greater than the third, hence the three sides for the sides of a triangle

A triangle is a 2-D shape with 3sides and angles. According to the question, we are to determine whether the given measures form sides of a triangle.

For the following measure to form the sides of a triangle, the sum of any two sides must be equal to the third as shown:

3 + 12  = 15 > 13

3 + 13 = 16 > 12

13 + 12 = 25 > 3

Since the sum of any two sides is greater than the third, hence the three sides for the sides of a triangle

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Answer:

112

Step-by-step explanation:

If she takes 1/8 of an hour to complete one then she can finish 8 in 1 hour.

8 x 14 = 112

Answer:

Step-by-step explanation:

I got you  first you want to get some little ceasers

Answer:

20 hrs

Step-by-step explanation:

growth per hour=5%

no of hrs to double=100/5=20

(it may be wrong)<3

Answer:

A) 1/9, 3, 27

Step-by-step explanation:

i think you mean 3^x (and not 3x).

because otherwise none of the answer options withdraw makes any sense.

3^-2 = 1/(3²) = 1/9

3¹ = 3

3³ = 27

Answer:

C = 364.24

Step-by-step explanation:

Comment

The circumference and the radius are related to one another. The constant relating them is pi which is a fixed number of 3.14 The formula for the circumference is C = 2*pi * r

Givens

pi = 3.14

r = 58 cm

Circumference = ?

Formula

C = 2*pi * r

C = 2 * 3.14 * 58

C = 364.24

The polynomial is P(z) = 5z * (z - 1) and the equivalent forms are P(z) = 5z^2 - 5z and P(z) = -5z + 5z^2

The GCF is given as:

GCF = 5z

This means that the polynomial can be represented as:

P(z) = GCF * Another factor

We can make use of the following function

P(z) = 5z * (z - 1)

Expand

P(z) = 5z^2 - 5z

Rewrite as:

P(z) = -5z + 5z^2

Hence, the polynomial is P(z) = 5z * (z - 1) and the equivalent forms are P(z) = 5z^2 - 5z and P(z) = -5z + 5z^2

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A 99% confidence interval for the population mean of high school students that take the bus to school every day is b) ci=(44.34%, 54.43%)

We need to find the 99% confidence interval for the population mean of high school students that take the bus to school everyday

A confidence interval is a range of estimates for an unknown parameter. The confidence interval is calculated at the specified confidence level; the most common is the 95% confidence level, but sometimes other levels are used, such as 90% or 99%.

The confidence interval of proportions is given by:

π ± z √(π (1-π) /n)

π is the sample proportion.

z is the critical value.

n is the sample size.

For 99% confidence interval the value of z is 2.58

π = 321/650

The confidence interval is given by

=321/650 ± 2.58 √( (321/650) × [ 1 - (321/650) ] ÷ 650)

= (0.493846 ± 0.050594)

=(0.4434 , 0.5443)

=(44.34 % , 54.43 %)

Hence a 99% confidence interval for the population mean of high school students that take the bus to school every day is ci=(44.34%, 54.43%)

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Step-by-step explanation:

hello : here is an solution

The obstacle has a total area of 69 square feet and a volume of 276 cubic feet.

To determine the total area, we calculate and add up the area of each shape.

The shapes in the figure are:

Using the area formula of each shape, the total area is:

Total = 0.5 * 1 * 6 + 0.5 * 5 * 8 + 2 * 2 + 7 * 6

Evaluate

Total = 69

Hence, the obstacle has a total area of 69 square feet.

This is calculated as:

Volume = Base area * Height

The height is 4.

So, we have:

Volume = 69 * 4

Evaluate

Volume = 276

Hence, the obstacle has a volume of 276 cubic feet.

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The probability of matching six numbers is [tex]\frac{1}{47C_{6}}[/tex].

To find the probability, we have to divide the favorable events by the total number of events.

The total number of events is given by:

[tex]47C_{6}[/tex]

We use combinations since the order doesn't matter.

The total number of favorable events is given by:

[tex]6C_{6}[/tex]

The probability is given by:

[tex]\frac{\text{Favorable events}}{\text{Total events}}=\frac{6C_{6}}{47C_{6}} \\= \frac{1}{47C_{6}}[/tex]

We have found the probability of matching all six balls to be [tex]\frac{1}{47C_{6}}[/tex].

Therefore, we have found that the probability of matching six numbers is [tex]\frac{1}{47C_{6}}[/tex].

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Disclaimer: The question was incomplete, the complete question is attached below.

Question: In the Michigan lottery game, LOTTO 47, the state selects six balls randomly out of 47 numbered balls. The player selects six different numbers out of the first 47 positive integers. Prizes are given for matching all six numbers in any order (the jackpot) and matching five numbers ($2500). A ticket costs $1.00 and this dollar is not returned to the player. Find the probability of matching six numbers.

3a) The coordinate of R after dilation is; R' = (-6, 21)

3b) The coordinate of T after dilation is; T' = (1, 3)

5) A dilation by a scale factor of 2 followed by a translation right 1 up 3.

3a) We are given the coordinates of the rectangle as;

Q(-2, -1), R(-2, 7), S(4, 7), T(4, -1)

Now, we are told that R(-2, 7) is dilated about the origin with a scale factor of 3. Thus;

R' = (-2 *3), (3 * 7)

R' = (-6, 21)

3b) We are now told that T(4, -1) is dilated by a scale factor of 1/2 with R as center of origin. R has a coordinate of (-2, 7). Thus;

Coordinate of T' = (-2, 7) + ¹/₂((4, -1) - (-2, 7))

Coordinate of T' = (-2, 7) + ¹/₂(6, -8)

Coordinate of T' = (-2, 7) + (3, -4)

Coordinate of T' =  (1, 3)

5) We can see that LN is 2 units while L'N' is 4 units and so we can say scale factor in the transformation of ΔLMN to ΔL'M'N' is 2.

Now, if we apply scale factor of 2 to coordinates of N before transformation, we will have; 2(3, 1) = (6, 2)

Comparing to N' which is (5, 5) we can say that it was shifted up by 3 units and right by 1 unit.

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It takes 165 minutes per week if 10% increase in volume for an exercising client.

A client is exercising for 150 minutes per week. I.e., 30 minutes, 5 days per week.

So, 10% increase results,

30 minutes × 10% = 3

So, the increased minutes per day = 30 + 3 = 33 minutes/day.

After the 10% increase, the minutes per day = 33 minutes

Since 5 days a week, he does exercise, the total minutes per week

= 33 × 5 = 165 minutes.

So, a 10% increase in volume would result in 165 minutes total per week.

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The data should be displayed using a line graph, as shown in the attached figure.

Definition of a Line Graph

In a line graph, also known as a line plot or a line chart, each data point is connected by its own line. A line graph displays numerical values across a chosen time span.

Why is a line graph the best choice in this situation?

A line graph would be the best option for showing the data for David's family's grocery spending over the previous 10 weeks because it would show us the trend in the data. This graph tells us of how we can recognize instances where there were significant expenses by analyzing the trend from the line graph.

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In a(n) reversal design, two or more treatments are alternated relatively quickly on a regular schedule.

Reversal designs are used to observe the impact of a remedy on the conduct of a single player. The participant is observed time and again previous to remedy to establish a baseline stage of behavior.

One ought to not use a reversal layout with behaviors that aren't reversible. For instance, if you train a person to fish, that man or woman is not probable to forget about how to fish, making a reversal design a negative preference for evaluating your fishing intervention.

Reversal layout: reversing among remedies (e.g., baseline, treatment, NCR, treatment, NCR, remedy, and many others.) Withdrawal design: reversing among treatment and no treatment (e.g., baseline, remedy, baseline, treatment, etc.)

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The dot plot that could represent the same data as the frequency table is  the second plot. This is further explained below.

Generally, Data points are represented as dots on a graph with an x- and y-axis in a dot plot sometimes referred to as a strip plot or dot chart, which is a straightforward kind of data visualization.

The frequency table displays the number of ill patients in each age group. The first two plots are incorrect because the sum of the dots connecting the numbers 24, 25, 26, 27, 28, and 29 in the first two plots is 3, but not in the other two plots.

In conclusion, there are only 4 ill individuals when the dots from the 30-34 age range on the first plot are added together. There are a total of 6 cases in that age group on the second graph. As a result, the second dot plot is the one that matches the frequency table.

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Answer:

id b on edge