Imagine a spherical cell with a radius of 10 pm. What is the cells surface area in pm2? Its volume, in pm3? What is the ratio of surface area to volume for this cell? Now do the same calculations for a second cell, this one with a radius of 20 pm. Compare the surface-to-volume ratios of the two cells. How is this comparison significant to the functioning of cells? (Note. For a sphere of radius r, surface area = 4rcr2 and volume = rrr3. Remember that the value of it is 3.14.)

Answer:

Whole numbers include 0 while natural numbers do not.

Step-by-step explanation:

Natural numbers are 1, 2, 3, 4, etc.

Whole numbers are 0, 1, 2, 3, 4, etc.

Answer:

45 & 30

Explanation:

30 x 3 = 90.

45 x 2 = 90.

So the two of these are the answers. Hope it helps!

Answer:

45 and 30

Step-by-step explanation:

Answer:

$10.40

Step-by-step explanation:

Just like any other percent problem, subtract 20%.

$13 - 30% = $10.40

Your answer is $10.40. Hope this helps!

Answer:I'm confused to

Step-by-step explanation:

Answer:

Can you explain more 2-1 as in a ratio

Step-by-step explanation:

Answer:

-40g+20

Step-by-step explanation:

-5(8g-4)

-40g+20

Answer:

80, 160

Step-by-step explanation:

It's just multiplying the last term by 2.

Answer:

80 and 160

Step-by-step explanation:

5 × 2 = 10

10 × 2 = 20

20 × 2 = 40

40 × 2 = 80

80 × 2 = 160

Hope it helps!

Answer:

See Explanation

Step-by-step explanation:

The question has missing details; However, the following explanation will guide.

Represent the boots print with y and the Liz's feet with x

To calculate how much the boot is longer than her feet, we simply get the difference between the length of the boot's print and her feet;

i.e.

[tex]Difference = y - x[/tex]

Note that her boot print (y) will always be greater than her feet (x)

Take for instance;

[tex]y = 3\ ft[/tex]

[tex]x = 2\ ft[/tex]

The difference will be

[tex]Difference = 3ft - 2ft[/tex]

[tex]Difference = 1ft[/tex]

Answer:

Step-by-step explanation:

6y - 5z = -8 .......... Equation 1

3z = -6 ................... Equation 2

4x - 3y - 2z= 21...... Equation 3

First solve for z in Equation 2

That's

3z = - 6

Divide both sides by 3

Next substitute the value of z into Equation 1 in order to find y

We have

6y - 5(-2) = - 8

6y + 10 = - 8

6y = - 8 - 10

6y = - 18

Divide both sides by 6

Finally substitute the values of y and z into Equation 3 to find the value of x

That's

4x - 3(-3) - 2(-2) = 21

4x + 9 + 4 = 21

4x + 13 = 21

4x = 21 - 13

4x = 8

Divide both sides by 4

So the solutions are

Hope this helps you

answer=my buttttttttttttttttttttttttttttttttttttttttttttttttt

Answer:

Step-by-step explanation:

Before we figure out the student mistake, let us find the product of the complex numbers ourselves first.

(4+5i) (3-2i)

open the parenthesis

= 4(3)-4(2i)+3(5i)+5i(-2i)

= 12-8i+15i-10i²

Note that in complex number, i² = -1, hence the expression will become;

= 12-8i+15i-10(-1)

= 12-8i+15i+10

collect like terms by separating the real from imaginary part

= 12+10-8i+15i

= 22+7i

From the students answer i.e 12-10i, it can be concluded that;

In the multiplication of the imaginary parts, the student forgot to square the i and the student has only multiplied the real parts and the imaginary parts 4 and 3 to get 12

Answer:

one solution

Step-by-step explanation:

2x+3y=6      multiply this equation  with 3

-3x+5y=-15    multiply this equation  with 2

so

6x+9y=18

-6x+10y=-15

----------------------

add these equation

so 6x-6x+9y+10y=18-15

     19y=3

y=3/19

so 2x+3*3/19=6      multiply this equation  with 19

2x*19+9=6*19

38x+9=114

-9          -9

38x=105

x=105/38

Steps to solve:

4x - 12 + 3x + 9

~Combine like terms

(4x + 3x) + (-12 + 9)

~Simplify

7x - 3

Best of Luck!

Answer:

X = 3/7

Step-by-step explanation:

4X - 12 + 3X + 9 = 0 (separate them)

4X + 3X = 12 - 9 (add)

7X = 3 (divide 7 on both sides)

X = 3/7

Answer:

-4x -10

Step-by-step explanation:

remove paranthese: 2x−4−6x−6

collect like terms: (2x−6x)+(−4−6)

−4x−10

The simplified Algebraic Expression of (2x-4) - (6x +6) is -4x - 10.

A mathematical operation such as subtraction, addition, multiplication, or division is used to combine terms into an expression. In a mathematical expression, the following terms are used:

Given:

(2x-4) - (6x +6)

Now, solving the above expression

= (2x-4) - (6x +6)

= 2x - 4 - 6x - 6

Combining the like terms

= (2x- 6x) + (-4-6)

= -4x - 10

Hence, the simplified expression is -4x-10.

Learn more about expression here:

https://brainly.com/question/14083225

#SPJ3

Answer:

interest owned = PTR/100

                          = 5955*(42/365)*8.75/100 =59.96

maturity value = 5955+59.96=6054.96

Step-by-step explanation:

Answer:

2.9309

Step-by-step explanation:

2.9309 is the answer

Answer: Observational ; does not

Step-by-step explanation: The main distinguishing factor between an experimental study and an observational study lies in the administration of treatment to the participant of the study. In experimental study, some or all the participant in the study are subjected or exposed to a certain treatment and their response to such treatment. ON THE OTHER HAND, Observational study is usually employed when there is a need to gather information on a particular subject matter without directly influencing the participants. In the scenario above, participants were not given any TREATMENT as they were only required to gather information and not to measure the effect of a treatment.

Answer:

The change for the input would be 1, and the change for the output would be 0.35. The rate of change should be 0.35 also.

Step-by-step explanation:

Answer:

Please find the answer in the explanation

Step-by-step explanation:

Suppose the material is being heated.

a. What change of state is represented by line segment A?

The solid changes to liquid state. The change of state is Melting.

b. What is happening to the average kinetic energy of the particles during the change of state represented by line segment B? The average kinetic energy of the particle increases as the heat is applied but remains constant during the change of state.

c. What physical property does the temperature at point B represent?

Vapourisation.

If the liquid is kept at this temperature what state of matter will be observed?

If the temperature persists, the state of matter that will be observed will be gas. Because the liquid must have turned out to vapour.

Answer:

9,9,9,9,9

Step-by-step explanation:

Let the five unknown numbers be x

= [tex]\frac{x+x+x+x+x}{5} = 9[/tex]

Simplify

[tex]\frac{5x}{5} = \frac{9}{1}[/tex]

Cross-cancel common factor ; 5

[tex]5x\div 5 = x\\\\x = \frac{9}{1} \\\\x = 9[/tex]

Answer:

18.1 m

Step-by-step explanation:

For this problem, we will simply use the initial height of 0 meters, the height of 25 meters after 2 minutes, the decline of 2.2 meters every minute for 7 minutes, and a final increase of 8.5 meters to find the final altitude of the ballon.

0m + 25m - 2.2m(7) + 8.5m = ?

25m - 15.4m + 8.5m = ?

9.6m + 8.5m = ?

18.1m = ?

Hence, the final altitude of the ballon is 18.1m.

Cheers.

(7,550 - 5,000) / 850 = 3 standard deviations.

The percentage could vary depending on the bell curve diagram your professor uses. I was taught that anything more than 3 standard deviations is 0.15%. So, only about 0.15% of blue whales eat more than 7,550lbs of fish.

Answer:

the answer is 0.15 percent, give the person above me brainlyest for helping!

Step-by-step explanation:

Answer:

Step-by-step explanation:

[tex]\mathrm{Line\:passing\:through\:}\left(1,\:13\right)\mathrm{,\:}\left(-2,\:4\right)\\\\(1,13)=(x_1,y_1)\\(-2,4) = (x_2,y_2)\\\\\frac{y-13}{x -1} = \frac{4-13}{-2-1}\\ \\\frac{y-13}{x-1} = \frac{-9}{-3}\\\\ -3(y-13)=-9(x-1)\\\\-3y +39 =-9x +9\\\\-3y =-9x+9-39\\\\-3y =-9x -30\\\\\frac{-3y}{-3} = \frac{-9x}{-3} - \frac{30}{-3} \\\\y = 3x+10[/tex]

Answer:

 y - 4 = 3 ( x + 2 )

Step-by-step explanation:

so ,

( 1 , 13 )   and    ( - 2 , 4 )

x1   y1                 x2   y2

formulae of slope m is y2-y1

                                     over

                                     x2-x1

4-13

  /

-2-1

-9/-3

therefore m=3

now to get the equation of line is

y-y1=m(x-x1)

y - 13 = 3 ( x -  1 )

y - 13 = 3 x - 3

y = 3 x - 3 + 13

y = 3 x + 10

y - 4 = 3 x + 6

y - 4 = 3 ( x + 2

Answer:

[tex]\boxed{ \bold{ \huge{ \boxed{ \sf{5}}}}}[/tex]

Step-by-step explanation:

Given data : 6 , 3 , 2 , 1 , 9 , 9

Σfx = 6 + 3 + 2 + 1 + 9 + 9 = 30

N ( total number of observation ) = 6

Finding the mean

[tex] \boxed{ \sf{mean = \frac{Σfx}{N} }}[/tex]

[tex] \dashrightarrow{ \sf{mean = \frac{30}{6} }}[/tex]

[tex] \dashrightarrow{ \sf{mean = 5}}[/tex]

Hope I helped!

Best regards! :D

Answer:

4 packages

Step-by-step explanation:

ndbi bought 16 packages of blueberries for $48, which means he bought 1 package for $3 because 48 / 16 = 3.

jacob has $12, so he can buy 4 packages of blueberries because 12 / 3 = 4.

Answer:

C

Step-by-step explanation:

The answer is C

Answer:

one tank can hold 108.1 gallons. half full is 54.05

Step-by-step explanation:

Answer:

54.05 gallons

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

[tex]=\left(-5,\:-\frac{5}{2}\right)[/tex]

Step-by-step explanation:

[tex]\mathrm{Midpoint\:of\:}\left(x_1,\:y_1\right),\:\left(x_2,\:y_2\right):\quad \left(\frac{x_2+x_1}{2},\:\:\frac{y_2+y_1}{2}\right)\\\\\left(x_1,\:y_1\right)=\left(-10,\:2\right),\:\left(x_2,\:y_2\right)=\left(0,\:-7\right)\\\\=\left(\frac{0-10}{2},\:\frac{-7+2}{2}\right)\\\\= (\frac{-10}{2} , \frac{-5}{2})\\ \\=\left(-5,\:-\frac{5}{2}\right)[/tex]

Answer:

x = 1?

Step-by-step explanation:

I think functions are basically just variables but extra so they both act the same. I'm not 100% sure but I Think

if f(x) = -5x + 1 when f(x) = 6,

replace f(x) with 6 so,

6 = 5x + 1

1 - 6 = 5x + 1 - 1

(subtract one on both sides to isolate the variable)

5 = 5x

5/5 = 5x/5

(to Actually isolate the variable lol

1 = x or x = 1

I believe is the answer? please comment if I'm wrong

*I WAS TOLD MY THOUGHT PROCESS IS WRONG ANYONE WHO SEES THIS PLEASE DISREGARD

Answer:

-the set of people with Social Security cards and the set of Social Security numbers

Explanation:

There's literally no relation between the height of a tree and the number of trees in a forest that can be clearly seen. Same goes to models and people in a certain town. Birthdays and Students in Class definitely have no correlation as isolated pieces of information. The number of people with social security numbers and the amount of numbers in a SS Card, though, have a direct relation, since the number has to be large so the amount of people that need such a number can have unique numeric representations of their Social Security.