Which expressions are equivalent to 6 + 12x



A 3(2+4x)
B. 3(2+6x)+2x
C. 5(1+2x)+1+2x
D7(1+2x)-2x-1
E 7 (1+2x)+2x-1

Answers

Answer 1

Answer:

A,C and D

Step-by-step explanation:

A: 3x2=6

    3x4X=12X

     6+12X

C: 5x1=5

    5x2X=10X

    5+10X+1+2X

   6+12X

D: 7x1=7

    7x2X=14X

     7+14X-2X-1

     6+14X-2X

     6+12X


Related Questions

Five cards are randomly selected from a deck of 52. How many different hands are possible if at least three of the cards are Jacks?

Answers

There are 4,512 different hands possible if at least three of the cards are Jacks. The number of different hands possible if at least three of the cards are Jacks can be calculated by considering the combinations of Jacks and the remaining two cards from the deck.

To determine the number of different hands possible, we need to consider the different combinations of Jacks that can be selected and the remaining two cards that can be chosen from the deck.

First, let's consider the number of ways we can select three Jacks from the four available in the deck. This can be calculated using the combination formula: C(4, 3) = 4.

Next, we need to consider the remaining two cards that can be chosen from the deck, excluding the Jacks that have already been selected. We have 52 - 4 = 48 cards remaining in the deck. We can choose any two cards from these 48, which can be calculated as C(48, 2) = 1,128.

To find the total number of different hands possible, we multiply the number of ways to select three Jacks (4) by the number of ways to choose the remaining two cards (1,128): 4 x 1,128 = 4,512.

Therefore, there are 4,512 different hands possible if at least three of the cards are Jacks.

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what is the distance along the unit circle between any two successive 8th roots of 1?

a. π/8
b. π/6
c. π/4
d. π/2

Answers

The distance along the unit circle between any two successive 8th roots of 1 is c) π/4.

To find the distance along the unit circle between any two successive 8th roots of 1, we can consider the concept of angular displacement.

Each 8th root of 1 represents a point on the unit circle that is evenly spaced by an angle of 2π/8 = π/4 radians.

Starting from the point corresponding to 1 on the unit circle, we can move π/4 radians to reach the first 8th root of 1. Moving π/4 radians further will bring us to the second 8th root of 1, and so on.

Since we are moving by π/4 radians for each successive 8th root of 1, the distance between any two successive 8th roots of 1 is π/4 radians.

Therefore, the correct answer is option c. π/4.

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apply the gram-schmidt orthonormalization process to transform the given basis for rn into an orthonormal basis. use the vectors in the order in which they are given. b = {(8, 15), (1, 0)}

Answers

To transform the given basis for R^n, which is b = {(8, 15), (1, 0)}, into an orthonormal basis using the Gram-Schmidt orthonormalization process, we follow these steps:

1. Let v_1 be the first vector in the given basis, which is (8, 15). Normalize it to obtain the first orthonormal vector u_1 by dividing v_1 by its magnitude: u_1 = (8, 15) / ||(8, 15)||.

2. Let v_2 be the second vector in the given basis, which is (1, 0). Subtract the projection of v_2 onto u_1 from v_2 to obtain a new vector v'_2: v'_2 = v_2 - (v_2 · u_1)u_1.

3. Normalize v'_2 to obtain the second orthonormal vector u_2 by dividing v'_2 by its magnitude: u_2 = v'_2 / ||v'_2||.

Now, the orthonormal basis for R^n is given by b' = {u_1, u_2}.

By following the Gram-Schmidt process with the given basis b = {(8, 15), (1, 0)}, you can calculate the orthonormal basis b' and obtain the vectors u_1 and u_2, which will be orthogonal and normalized.

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y = xe-x
1 ≤ x ≤ 2
(a) Set up, but do not evaluate, an integral for the area of the surface obtained by rotating the curve about the x-axis.
(b) Set up, but do not evaluate, an integral for the area of the surface obtained by rotating the curve about the y-axis.

Answers

Integral for the surface area obtained by rotating the curve about the x-axis is given by [tex]S = \int[1,2] 2\pi xe^(^-^x^) \sqrt{(1 + (e^{(-x)} - xe^{(-x)})^2)} dx[/tex] and about y-axis is given by [tex]S = \int[c,d] 2\pi y \sqrt{(1 + (1/y)^2)} dy[/tex].

What is meant by integral ?

Integral is used to calculate the total or net value of a function over a given interval or to find the area between a function and the x-axis.

(a) To set up the integral for the area of the surface obtained by rotating the curve [tex]y = xe^{(-x)}[/tex] about the x-axis, we can use the formula for the surface area of revolution:

[tex]S = \int[a,b] 2\pi y \sqrt{(1 + (dy/dx)^2)} dx[/tex]

In this case, the curve is given by [tex]y = xe^{(-x)}[/tex], so we need to find [tex]dy/dx[/tex]:

[tex]dy/dx = d/dx (xe^{(-x)})[/tex]

[tex]= e^{(-x)} - xe^{(-x)}[/tex]

Now, we can substitute [tex]y = xe^{(-x)}[/tex] and [tex]dy/dx[/tex] into the formula for surface area:

[tex]S = \int[a,b] 2\pi xe^{(-x)} \sqrt{(1 + (e^{(-x)} - xe^{(-x))^2})} dx[/tex]

Since the bounds of integration are given as 1 ≤ x ≤ 2, the integral becomes:

[tex]S = \int[1,2] 2\pi xe^(^-^x^) \sqrt{(1 + (e^{(-x)} - xe^{(-x)})^2)} dx[/tex]

(b) To set up the integral for the area of the surface obtained by rotating the curve [tex]y = xe^{(-x)}[/tex] about the y-axis, we can use a similar formula:

[tex]S = \int[c,d] 2\pi x \sqrt{(1 + (dx/dy)^2)} dy[/tex]

To find [tex]dx/dy[/tex], we can rearrange the equation [tex]y = xe^{(-x)}[/tex] and solve for x:

[tex]x = y / e^(^-^x^)[/tex]

[tex]x = ye^x[/tex]

Taking the natural logarithm of both sides:

[tex]ln(x) = ln(y) + x[/tex]

[tex]x - ln(x) = ln(y)[/tex]

Differentiating both sides with respect to y:

[tex]dx/dy - (1/x) = 1/y * dy/dy[/tex]

[tex]dx/dy - (1/x) = 1/y[/tex]

Now, we can substitute [tex]x = ye^x[/tex] and [tex]dx/dy[/tex] into the formula for surface area:

[tex]S = \int\dx [c,d] 2 \pi y \sqrt{(1 + (1/y)^2)} dy[/tex]

Since the bounds of integration are not specified in this case, we can leave them as c and d until further information is provided. The integral becomes:

[tex]S = \int[c,d] 2\pi y \sqrt{(1 + (1/y)^2)} dy[/tex]

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HEEEEELLLPPPP!!!! i need this!!

Answers

The missing height for the parallelogram in this problem is given as follows:

h = 5 units.

How to obtain the area of a parallelogram?

The area of a parallelogram is given by the multiplication of the base of the parallelogram by the height of the parallelogram, according to the equation presented as follows:

A = bh.

The parameters for this problem are given as follows:

A = 35 units².b = 7 units.

Hence the height is obtained as follows:

7h = 35

h = 5 units.

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now consider the two-lens system and the final image it forms, i.e., the image created by the second lens. what is the distance, in centimeters, between the object and its final image?

Answers

The distance between the object and its final image in a two-lens system depends on the specific configuration and characteristics of the lenses. It is not possible to determine the distance without additional information about the focal lengths and positions of the lenses.

In a two-lens system, the distance between the object and its final image is influenced by the focal lengths of the lenses, the distance between the lenses, and the position of the object with respect to the lenses. By applying the lens formula and using the principles of geometric optics, it is possible to calculate the image distance.

To determine the distance between the object and its final image, the specific values of the lens parameters, such as focal lengths and positions, need to be provided. Without this information, it is not possible to provide a specific numerical value for the distance between the object and its final image.

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Find a Möbius transformation sending 0,00 to -1,1, respectively. Note that this maps the y-axis onto the unit semicircle (b) Use the transformation from part (a) to find an infinite sequence of points on the mit semicircle that are equally spaced in the sense of non-Euclidean length. az + b (c) What map 2 is the product of reflections in the y-axis and unit cz +d circle? Does this map have a fixed point? til not provide

Answers

(a) The transformation is the identity transformation, which leaves the points unchanged.

(b) Using the transformation f(z) = z, we can map the y-axis onto the unit semicircle. Points on the unit semicircle can be represented as e^(iθ) for θ ranging from 0 to π. Mapping these points using f(z) = z gives us:

f(e^(iθ)) = e^(iθ)

(c) The fixed points of this transformation are ±i.

(a) To find a Möbius transformation that maps 0 to -1 and 1 to 1, we can use the general form of a Möbius transformation:

f(z) = (az + b) / (cz + d)

First, let's find the transformation that maps 0 to -1:

We have f(0) = -1, which gives us the equation:

(0a + b) / (0c + d) = -1

This simplifies to b / d = -1.

Next, let's find the transformation that maps 1 to 1:

We have f(1) = 1, which gives us the equation:

(a + b) / (c + d) = 1

This equation gives us a + b = c + d.

Using the condition b / d = -1, we can substitute b = -d into the equation a + b = c + d:

a - d = c + d

Now, we have two equations:

a - d = c + d

a + b = c + d

Simplifying these equations, we get:

2a = 2c + 2d

2a = 2c

From these equations, we can see that a = c = 1 and d = 0.

Therefore, the Möbius transformation that maps 0 to -1 and 1 to 1 is:

f(z) = (z + 0) / (z + 0)

Simplifying further, we get:

f(z) = z

This means that the transformation is the identity transformation, which leaves the points unchanged.

(b) Now, using the transformation f(z) = z, we can map the y-axis onto the unit semicircle. Points on the unit semicircle can be represented as e^(iθ) for θ ranging from 0 to π. Mapping these points using f(z) = z gives us:

f(e^(iθ)) = e^(iθ)

So the points on the unit semicircle that are equally spaced in the sense of non-Euclidean length are simply the points e^(iθ) for θ ranging from 0 to π.

(c) The product of reflections in the y-axis and unit circle can be represented by the transformation f(z) = -1/z. This transformation reflects points across the y-axis and then reflects them across the unit circle. To find the fixed point of this transformation, we set f(z) = z and solve for z:

-1/z = z

Multiplying both sides by z, we get:

-1 = z^2

Taking the square root of both sides, we obtain:

z = ±i

So the fixed points of this transformation are ±i.

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Use algebra tiles to model the expression, and then combine like terms. Check all that apply.
3 + 2x + x
a. 3
b. 2x
c. x
d. None of the above

Answers

The expression 3 + 2x + x can be simplified to 3 + 3x. We cannot combine 3 with any other term because it does not contain a variable. The final answer is option D. None of the above.

The given expression is 3 + 2x + x.

The first thing you should do is to use algebra tiles to model the expression,

and then combine like terms. Let us use algebra tiles to model the expression.  

We can represent 3 using three unit tiles as shown below.  

Next, we can represent 2x by using two x-tiles as shown below.

Finally, we can represent x by using one x-tile as shown below.  

Now that we have modeled the expression using algebra tiles, we can combine like terms.

The terms 2x and x are like terms since they have the same variable (x) raised to the same power (1).

Therefore, 2x + x can be written as 3x.

We cannot combine 3 with any other term because it does not contain a variable.

Therefore, the expression 3 + 2x + x can be simplified to 3 + 3x. The given option D. None of the above.

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ZA=6x-18°
HELP NOW!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
ZB=14x + 38°
B
A

Answers

Check the picture below.

[tex](14x+38)+(6x-18)=180\implies 20x+20=180\implies 20x=160 \\\\\\ x=\cfrac{160}{20}\implies x=8\hspace{9em}\underset{ \measuredangle A }{\stackrel{ 6(8)-18 }{\text{\LARGE 30}^o}}[/tex]

The equation for the regression line that predicts home equity using FICO credit score as the explanatory variable is
Ý – 1798X + 0 =
What is the interpretation of the slope?
________
What is the interpretation of the intercept?
________

Answers

The interpretation of the slope is that the FICO credit score increases.

The interpretation of the intercept is that it is the home equity when FICO credit score.

What is the slope-intercept form?

In Mathematics and Geometry, the slope-intercept form of the equation of a straight line is given by this mathematical equation;

y = mx + b

Where:

m represent the slope or rate of change.x and y are the points.b represent the y-intercept or initial value.

Based on the information provided above, a linear equation that models the home equity using FICO credit score is given by;

y = mx + b

y = 1798x + 0

In conclusion, we can logically deduce that the slope is 1798 and it represents the explanatory variable and an increase in FICO credit score because it is positive.

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Missing information:

The question is incomplete and the complete question is shown in the attached picture.

You've decided to go into business making personal pizzas. Answer the following questions given x is the number of pizzas you sell (in hundreds) and p is the price in dollars. The demand equation for pizzas is given by p = 25 - X The cost equation for producing pizzas is C(x) = 109.25 + 4x a) Find R(x), the revenue obtained from selling x pizzas. R(x) [Select] b) Find P(x), the profit obtained from selling x pizzas, and simplify. P(x) = (Select] c) Find the Break-Even point(s) for P(x). x = [Select] d) Find the vertex of P(x) using Calculus or the formula. vertex = (Select] e) Find the Marginal Profit at a production level of 1000 pizzas. Marginal Profit = $ [Select ] f) The answer from part (e) tells us that increasing x by one at a production level of 1000 pizzas will

Answers

a The revenue obtained from selling x pizzas is 25x - x²

b The profit obtained from selling x pizzas, is x² + 21x - 109.25

c The break-even points are approximately x = 9.94 and x = 11.06.

d The vertex of the demand equation is (12.5, 12.5).

e The marginal profit at a production level of 1000 pizzas is $11.

f Increasing x by one at a production level of 1000 pizzas will result in a marginal profit of $10.

How to calculate the value

a) Find R(x), the revenue obtained from selling x pizzas.

R(x) = x * p

R(x) = x * (25 - x)

R(x) = 25x - x²

b) Find P(x), the profit obtained from selling x pizzas, and simplify.

Profit is calculated as revenue minus cost.

P(x) = R(x) - C(x)

P(x) = (25x - x²) - (109.25 + 4x)

P(x) = -x² + 21x - 109.25

c) Find the Break-Even point(s) for P(x).

The break-even point is where the profit is zero.

Setting P(x) = 0:

x² + 21x - 109.25 = 0

x = (-b ± ✓(b² - 4ac)) / (2a)

For our equation:

a = -1, b = 21, c = -109.25

x = (-21 ± ✓(21² - 4(-1)(-109.25))) / (2(-1))

x = (-21 ± ✓(441 - 436.5)) / (-2)

x = (-21 ± ✓(4.5)) / (-2)

x = (-21 ± 2.121) / (-2)

x1 = (-21 + 2.121) / (-2) ≈ 9.94

x2 = (-21 - 2.121) / (-2)

≈ 11.06

The break-even points are approximately x = 9.94 and x = 11.06 (rounded to two decimal places).

d) Using the formula x = -b/2a, we can calculate the x-coordinate of the vertex:

x = -(25)/(2*(-1)) = -25/-2 = 12.5

p = 25 - x = 25 - 12.5

= 12.5

Therefore, the vertex of the demand equation is (12.5, 12.5).

e To find the marginal profit, we need to calculate the derivative of the profit function. The profit function is given by P(x) = xp - C(x).

P'(x) = p - C'(x)

C'(x) = 4

Substituting the values into the formula for marginal profit:

MP = p - C'(x) = 25 - x - 4

= 21 - x

To find the marginal profit at a production level of 1000 pizzas (x = 10), we substitute x = 10 into the marginal profit equation:

MP = 21 - 10 = 11

Therefore, the marginal profit at a production level of 1000 pizzas is $11.

f. Increasing x by one at a production level of 1000 pizzas means x will become 11. To find the new marginal profit, we substitute x = 11 into the marginal profit equation:

MP = 21 - 11

= 10

Therefore, increasing x by one at a production level of 1000 pizzas will result in a marginal profit of $10.

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Let G be an abelian group and n a fixed positive integer. Prove that H = {a^n | a ∈ G} is a subgroup of G

Answers

When G be an abelian group and n a fixed positive integer, H satisfies all three conditions (closure, identity, and inverse) of being a subgroup of G and therefore H is indeed a subgroup of G.

To prove that H = {[tex]a^{n}[/tex] | a ∈ G} is a subgroup of G, we need to show that H satisfies the three conditions of being a subgroup: closure, identity, and inverse.

Firstly, let's consider closure. Take any two elements [tex]x^n, y^n[/tex] ∈ H. We need to show that their product [tex](xy)^n[/tex] is also in H. Since G is abelian, we have[tex](xy)^n[/tex] = [tex]x^n y^n[/tex].

Since [tex](xy)^{n}[/tex] and [tex]y^n[/tex] are both in H, it follows that their product is also in H. Therefore, H is closed under multiplication.

Next, we need to show that H has an identity element. The identity element e of G satisfies [tex]e^n[/tex] = e. Therefore, e is in H and serves as the identity element of H.

Finally, we need to show that every element of H has an inverse in H. Let [tex]a^n[/tex] be any element of H. Since G is abelian, we can write [tex]a^n[/tex] as (a^{-1})^n.

Since a^{-1} is also in G, it follows that (a^{-1})^n is also in H. Therefore, every element of H has an inverse in H.

Thus, we have shown that H satisfies all three conditions of being a subgroup of G and therefore H is indeed a subgroup of G.

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In an ideal, unlimited environment, a population's growth follows a(n) __________ model exponential logistic hypergeometric geometric

Answers

In an ideal and unlimited environment, a population's growth follows an exponential model.

Exponential growth is when a population's growth rate keeps increasing over time because the population has access to an unlimited supply of resources, and its rate of reproduction is not limited by a lack of food, water, or space. In a population, exponential growth would result in an increase in the number of individuals in the population over time. Thus, in an ideal, unlimited environment, a population's growth follows an exponential model.Exponential growth can be mathematically represented by the following formula:Nt = Noertwhere:Nt = the population size at time tNo = the initial population sizee = Euler's numberr = the per capita growth rate of the populationt = the amount of time that has elapsed.

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In quadrilateral ABCD, ABC is a right angle and AB = 4 units. Quadrilateral ABCD is dilated by a scale factor of 2 with point B as the center of dilation,
resulting in the image, quadrilateral ABCD. Which statement is true?
OA AB is 6 units long and lies on the same line as AB.
OB. AB' is 8 units long and lies on the same line as AB.
OC. AB' is 8 units long but lies on a different line than AB.
OD. AB is 6 units long but lies on a different line than AB.
Reset
Next

Answers

Answer:

  B.  A'B' is 8 units long and lies on the same line as AB.

Step-by-step explanation:

You want to know the true statement about segment A'B' after quadrilateral ABCD is dilated about point B with a scale factor of 2, given that AB has length 4.

Dilation

Dilation multiplies each segment length by the scale factor. So, the original segment AB = 4 will be multiplied by 2 to give A'B' = 8. (Eliminates choices A and D.)

The center of dilation is invariant. Dilation moves points directly toward, or away from, the center of dilation. Any line from a preimage point through that center will be the same line as the one through the dilated point and the center. That is, AB and A'B will be the same line, when B is the center of dilation. (Eliminates choice C.)

The true statement is ...

  B.  A'B' is 8 units long and lies on the same line as AB.

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Final answer:

When quadrilateral ABCD is dilated by a scale factor of 2 from point B, the length of line segment AB doubles to become 8 units. The dilated segment AB' continues to lie on the same line as AB.

Explanation:

In the given problem, quadrilateral ABCD is dilated by a scale factor of 2 with B as the center of dilation. Dilation is a transformation that alters the size of a figure without changing its shape. It's important to note that when a shape is dilated from a specific point, the lengths of the lines from that point to every other point on the shape are multiplied by the scale factor.

Here, the line segment AB is being dilated from point B. This means that AB becomes AB', and its length is multiplied by the scale factor. Given that the original length of AB was 4 units and the scale factor is 2, the length of AB' after dilation is 4 * 2 = 8 units. Since B was the center of dilation and the dilation does not rotate the shape, AB' still lies on the same line as AB.

Therefore, the correct answer is: 'AB' is 8 units long and lies on the same line as AB (Option B).

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let f(x)=x2 3x 2. what is the average rate of change of f(x) from 3 to 6?

Answers

The average rate of change of f(x) from 3 to 6 is -9. This means that if x increases by 1, f(x) decreases by 9.

The average rate of change of a function is calculated using the following formula:

Average rate of change =[tex](f(b) - f(a)) / (b - a)[/tex]

In this case, a = 3 and b = 6. Therefore, the average rate of change is:

Average rate of change = [tex](f(6) - f(3)) / (6 - 3) = (36 - 18) / 3 = -9[/tex]

This means that if x increases by 1, f(x) decreases by 9.

In other words, the function is decreasing at a rate of 9 units per unit change in x.

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Consider the integral Jeliza |iz| + z dz (a) Compute the above integral when I is the circle 1-1 = 2, traversed once counterclockwise. (b) Give the value of the integral when I is the circle [2] = 2 traversed 6 times clockwise.

Answers

(a) The value of the integral over the circle |z - 1| = 2 traversed once counterclockwise is 0.

(b) Therefore, the value of the integral over the circle [2] = 2 traversed 6 times clockwise is 0

(a) To compute the integral ∮|iz| + zdz over the circle |z - 1| = 2 traversed once counterclockwise, we can parameterize the circle using z = 2e^(it), where t ranges from 0 to 2π. Then, dz = 2ie^(it)dt. Substituting these into the integral, we get:

∮|iz| + zdz = ∫[0,2π] |i(2e^(it))| + (2e^(it))(2ie^(it))dt

= ∫[0,2π] 2e^(it) + 4e^(2it)dt

= ∫[0,2π] 2e^(it)dt + 4∫[0,2π] e^(2it)dt

= 2∫[0,2π] e^(it)dt + 4∫[0,2π] e^(2it)dt

Evaluating these integrals, we find:

2∫[0,2π] e^(it)dt = 2[e^(it)]|[0,2π] = 2(e^(2πi) - e^(0i)) = 0

4∫[0,2π] e^(2it)dt = 4[1/2i e^(2it)]|[0,2π] = 4(1/2i(e^(4πi) - e^(0i))) = 0

Therefore, the value of the integral over the given circle is 0.

(b) If the circle [2] = 2 is traversed 6 times clockwise, we can use the same parameterization as in part (a) but with the direction reversed. The integral becomes:

∮|iz| + zdz = ∫[0,-12π] |i(2e^(it))| + (2e^(it))(2ie^(it))dt

= ∫[0,-12π] 2e^(it) + 4e^(2it)dt

= 2∫[0,-12π] e^(it)dt + 4∫[0,-12π] e^(2it)dt

Following the same steps as in part (a) and considering the negative sign due to the clockwise traversal, we find that the value of the integral over the given circle traversed 6 times clockwise is 0.

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Two buses, 385 miles apart, are traveling directly toward each other on the same road. One is averaging 60 mph and the other averages 50 mph. After how long will they meet?

Answers

The two buses will meet after 3.5 hours of traveling. This calculation is based on the assumption that both buses maintain a constant speed and travel in a straight line towards each other. Factors such as traffic conditions or stops may affect the actual time of their meeting.

To determine when the two buses will meet, we can use the concept of relative velocity. Since the buses are traveling toward each other, their velocities are additive.

Let's consider the time it takes for the buses to meet. We can set up the equation: Distance = Velocity × Time. The combined distance traveled by both buses will be 385 miles, and the combined velocity will be 60 mph + 50 mph = 110 mph.

Therefore, we have the equation 385 = 110 × Time. Solving for Time, we divide both sides of the equation by 110, giving us Time = 385 / 110 = 3.5 hours.

Hence, the two buses will meet after 3.5 hours of traveling.

It's important to note that this calculation assumes the buses maintain a constant speed and travel in a straight line toward each other. In reality, factors such as traffic conditions or stops may affect the actual time it takes for the buses to meet.

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Kyle got a new video game and is using the bar chart given below to keep track of how many points he gets on each level. How many points will he earn on level 14?

Answers

In the sequence, at level 14, the number of points will be 47

How to explain the sequence

An arithmetic sequence is a sequence of numbers in which the difference between consecutive terms is constant. This constant difference is called the common difference.

The general form of an arithmetic sequence can be written as: a, a + d, a + 2d, a + 3d, ..., where 'a' is the first term and 'd' is the common difference.

At level 1, points = 8

At level 2, points = 11

At level 3, points = 14

At level 4 , points = 17

Difference between two consecutive points =  11 - 8 = 14 - 11 = 17 - 14 = 3 ( common difference)

The number will be:

= 8 + (14 - 1) × 3

= 8 + (13 × 3)

= 47

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Answer: 2n+1

Step-by-step explanation:

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Batting averages in baseball are defined by A = h/b, where h>=20 is the total number of hits and b>=0 is the total number of at-bats. Find the batting average for a batter with 60 hits in 180 at-bats. Then find the total differential if the number of the batter's hits increases to 62 and at-bats increases to 184. What is an estimate for the new batting average?

Answers

The batting average for a batter with 60 hits in 180 at-bats is 0.333.

The total differential when the number of hits increases to 62 and at-bats increase to 184 is 0.01.

The estimated new batting average is 0.343.

The batting average for a batter is calculated using the formula A = h/b, where h is the total number of hits and b is the total number of at-bats.

Given that the batter has 60 hits in 180 at-bats, we can calculate the batting average as follows:

Batting average = h/b = 60/180 = 0.3333

The batting average for this batter is 0.3333 or approximately 0.333.

To find the total differential when the number of hits increases to 62 and at-bats increase to 184, we can calculate the differential of the batting average:

dA = (∂A/∂h) * dh + (∂A/∂b) * db

Since the partial derivative (∂A/∂h) is equal to 1/b and (∂A/∂b) is equal to -h/b^2, we can substitute these values into the total differential equation:

dA = (1/b) * dh + (-h/b^2) * db

Substituting the given values dh = 62 - 60 = 2 and db = 184 - 180 = 4:

dA = (1/180) * 2 + (-60/180^2) * 4

= 0.0111 - 0.0011

= 0.01

Therefore, the total differential is 0.01.

To estimate the new batting average, we add the total differential to the original batting average:

New batting average = Batting average + Total differential

= 0.333 + 0.01

= 0.343

The estimated new batting average is approximately 0.343.

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the measure of angle e, the angle of elevation from point a to point b, is (3x+1). The measure of angle s, the angle of depression from point b to point a, is 2(x+8). Find the measure of each angle.

Answers

The measure of each angle of elevation and depression on point a and point b are both equal and is 46°

How to calculate for the angle of elevation and depression

The angle of elevation e and depression s are alternate interior angles which are congruent or said to be equal in measure so;

3x + 1 = 2(x + 8)

3x + 1 = 2x + 16

collect like terms

3x - 2x = 16 - 1

x = 15

e = s = 2(15 + 8)

s = 2 × 23

e = s = 46°

Therefore, the measure of each angle of elevation and depression on point a and point b are both equal and is 46°

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Q6: Let 8 be an angle in standard position lying in QII. If cos 0 = -a, where a € [0,1), find sin 0 in terms of a. 1 1 Q7: Simplify the expression + 1 cosx 1+cosx Q8: Find the possible value(s) of x

Answers

For an angle of 8 in standard position lying in QII, if cos θ = -a, where a ∈ [0,1), the value of sin θ can be expressed in terms of a as sin θ = √(1 - a²).

In standard position, the cosine of an angle represents the x-coordinate of the corresponding point on the unit circle, and the sine represents the y-coordinate. Since the given angle 8 lies in QII, the x-coordinate (cosine) is negative. Given that cos θ = -a, where a ∈ [0,1), we can use the Pythagorean identity sin²θ + cos²θ = 1 to find sin θ.

Substituting the given value of cos θ = -a into the identity, we get sin²θ + (-a)² = 1. Simplifying this equation, we have sin²θ + a² = 1. Solving for sin θ, we take the positive square root to get sin θ = √(1 - a²). This expression represents the value of the sine of angle 8 in terms of the given value a.

Therefore, sin θ = √(1 - a²) is the value of sin 0 in terms of a for an angle of 8 in standard position lying in QII.

Q7: The expression (1 + cos x) / (1 + cos x) can be simplified to 1.

Q8: The possible values of x can be any real number except for those that make the denominator (1 + cos x) equal to zero.

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Part4: (Surn and difference identities) Show all your work. a) Fadel calculated sin(135) as shown below: V2 V2+2 sin(135) = sin(90 + 45)° = sin 90° + sin 45º = 1 + 2 Is Fadel correct in his calculation, if NOT, Correct the calculation to get the correct answer.(3marks) DA b) Use the formula sin(A + B) = sin A cos B + cos A sin B to show sin 2x = 2 sin x cos x (Hint: Take A=B=x) (2marks) c) Use the formula cos(A + B) = cos A cos B-sin A sin B to show cos 2x = 1 - 2 sin²x. (5marks) d) Use the formula sin(A + B) = sin A cos B + cos A sin B AND the answers of parts b and c to show that sin 3x = 3 sin x-4 sin³ x

Answers

[tex]sin(135) = sin(90 + 45) = sin(90)cos(45) + cos(90)sin(45) = 1 \times (\sqrt2/2) + 0 \times (\sqrt2/2) = \sqrt2/2.[/tex] Using the formula sin(A + B) = sin(A)cos(B) + cos(A)sin(B)

a) Fadel's calculation for sin(135) is incorrect. The correct calculation involves using the sum identity for sine, sin(A + B) = sin(A)cos(B) + cos(A)sin(B). In this case, sin(135) can be written as sin(90 + 45) because 135 degrees can be expressed as the sum of 90 degrees and 45 degrees. Applying the sum identity, we have sin(135) = sin(90)cos(45) + cos(90)sin(45). Since sin(90) = 1 and cos(90) = 0, the correct calculation is [tex]sin(135) = 1 * (\sqrt2/2) + 0 * (\sqrt2/2) = \sqrt2/2.[/tex]

b) Using the formula sin(A + B) = sin(A)cos(B) + cos(A)sin(B) and substituting A = B = x, we get sin(2x) = sin(x)cos(x) + cos(x)sin(x). Since sin(x)cos(x) + cos(x)sin(x) = 2sin(x)cos(x), we have shown that sin(2x) = 2sin(x)cos(x).

c) Using the formula cos(A + B) = cos(A)cos(B) - sin(A)sin(B) and substituting A = B = x, we get cos(2x) = cos(x)cos(x) - sin(x)sin(x). Simplifying further, cos(2x) = cos²(x) - sin²(x). Since cos²(x) - sin²(x) = 1 - sin²(x), we have shown that cos(2x) = 1 - 2sin²(x).

d) By using the formulas from parts b and c, as well as the sum identity for sine, sin(3x) = sin(2x + x). Using the formula sin(A + B) = sin(A)cos(B) + cos(A)sin(B), we can rewrite sin(3x) as sin(2x)cos(x) + cos(2x)sin(x)

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Assume that you plan to use a significant level of a equals 0.05 to test the claim that P1 equal pay to use the given sample size and numbers of success is defined the polled estimate P round your answer to the nearest thousand n1= 255 n2= 270 X1 = 82 X2= 88

Answers

The test statistic (-1.094) does not exceed the critical z-value (1.96) in absolute value, we fail to reject the null hypothesis.

To test the claim that P1 equals P2, where P1 is the proportion of success in the first sample and P2 is the proportion of success in the second sample, we can use the z-test for two proportions.

First, let's calculate the pooled estimate of the proportion, denoted by P. The pooled estimate is calculated as: P = (X1 + X2) / (n1 + n2)

where X1 and X2 are the numbers of successes in each sample, and n1 and n2 are the sample sizes.

Using the given values:

X1 = 82, X2 = 88, n1 = 255, and n2 = 270

P = (82 + 88) / (255 + 270) ≈ 0.323

Next, we calculate the standard error (SE) for the difference in proportions:

[tex]SE = \sqrt{(P * (1 - P) / n1) + (P * (1 - P) / n2)}\\\\SE = \sqrt {(0.323 * (1 - 0.323) / 255) + (0.323 * (1 - 0.323) / 270)}\\SE = 0.032[/tex]

To conduct the hypothesis test at a significance level (α) of 0.05, we will compare the observed difference in proportions to the critical value.

The observed difference in proportions is given by:

d = P1 - P2 = X1 / n1 - X2 / n2

d = 82 / 255 - 88 / 270 ≈ -0.035

To find the critical value, we can use the standard normal distribution. Since the alternative hypothesis is not specified (two-sided test), we will divide the significance level by 2 (0.05 / 2 = 0.025) to find the critical z-value.

Using a standard normal distribution table or calculator, the critical z-value for a significance level of 0.025 (two-tailed) is approximately 1.96.

Finally, we can calculate the test statistic (z-score):

z = (d - 0) / SE

z = (-0.035 - 0) / 0.032 ≈ -1.094

Since the test statistic (-1.094) does not exceed the critical z-value (1.96) in absolute value, we fail to reject the null hypothesis.

Therefore, with a significance level of 0.05, there is not enough evidence to conclude that the proportions P1 and P2 are significantly different.

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Consider the subgroup H = (2) in Fži (a) List all of the elements of H (the powers of 2 (mod 31)). (b) Write Fşı as a disjoint union of cosets of H. (c) Find a transversal for H in F 31 X 31

Answers

Consider the subgroup H = {2 mod 31} in F₁₅₊₁. The elements of H (the powers of 2 mod 31) are {2, 4, 8, 16, 1}. F₁₅₊₁ can be written as a disjoint union of cosets of H.

(a) The elements of H (the powers of 2 mod 31) can be obtained by repeatedly multiplying 2 by itself modulo 31. Starting with 2, we have {2, 4, 8, 16, 1} as the elements of H.

(b) To write F₁₅₊₁ as a disjoint union of cosets of H, we consider the right cosets of H in F₁₅₊₁. Each coset is of the form H + a for some a ∈ F₁₅₊₁. The cosets can be represented as {H, H + 1, H + 2, H + 3, ..., H + 30}, where the addition is performed modulo 31. This represents a disjoint union of cosets covering all elements of F₁₅₊₁.

(c) A transversal for H in F₃₁ₓ₃₁ can be obtained by selecting one representative from each coset. For example, we can choose 0 from H, 1 from H + 1, 2 from H + 2, and so on, until we have selected 31 representatives. These representatives form a transversal for H in F₃₁ₓ₃₁.

In summary, the elements of H are {2, 4, 8, 16, 1}. F₁₅₊₁ can be written as a disjoint union of cosets of H, and a transversal for H in F₃₁ₓ₃₁ can be obtained by selecting one representative from each coset.

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Please solve the problem with clear steps in one hour!
3. ODE solutions using Laplace transforms Solve the following initial value problem using Laplace transforms: y' + 2y = 0, y(0) = 1.5

Answers

The solution to the initial value problem is;y(t) = 1.5[tex]e^{-2t}[/tex].

We are to solve the initial value problem below using Laplace transforms: y' + 2y = 0, y(0) = 1.5

To solve this, we will take the Laplace transform of both sides, then solve for Y(s), and finally find the inverse Laplace transform of Y(s) to get the solution.

Taking Laplace transform of both sides of y' + 2y = 0We have;

L{y'} + 2L{y} = 0sY(s) - y(0) + 2Y(s) = 0y(0) = 1.5 (given)

Substituting y(0) into the equation;sY(s) - 1.5 + 2Y(s) = 0

Solving for Y(s);

sY(s) + 2Y(s) = 1.5Y(s)(s+2) = 1.5Y(s) = 1.5/(s+2) (1)

Therefore, we have;

L{y' + 2y} = L{0}L{y'} + 2L{y} = 0sY(s) - y(0) + 2Y(s) = 0sY(s) + 2Y(s) = y(0)Y(s) = 1.5/(s+2) (1)

Finding the inverse Laplace transform of Y(s) to obtain the solution.To achieve this, we will express Y(s) in a suitable form that will enable us to apply partial fraction decomposition.

So,Y(s) = 1.5/(s+2) (1) = (A/(s+2))

Applying partial fraction decomposition, we have;

1.5/(s+2) = A/(s+2)A

= 1.5Y(s) = 1.5/(s+2) (1) = 1.5/(2+(s-(-2)))

= 1.5/(s-(-2)+2)

Taking the inverse Laplace transform of both sides of Y(s), we have;

y(t) = L⁻¹{Y(s)} = L⁻¹{1.5/(s+2)} = L⁻¹{1.5/(s+2)}

= 1.5[tex]e^{-2t}[/tex] (using L⁻¹{(1)/(s+a)} = [tex]e^{-at}[/tex] )

Therefore, the solution to the initial value problem is;y(t) = 1.5[tex]e^{-2t}[/tex]

[tex]e^{-2t}[/tex]

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A sample of seniors taking the SAT in Connecticut in 2016 revealed the following results for the math portion of the exam by Gender. • Calculate the difference as Males Females. We will assume equal variances. . We will use an alpha level of .05. . We will test to see if the two means are different from each other. Males Females Mean 514 487 130 120 Std Dev N 105 105 If we wanted to do a difference of means test, creating a pooled variance is reasonable because We game degs of freedombyg The ratio of the two warances is close to 1.0 The variances are cracily cual The sample sa Question 22 Difference of Means Test. Axample of samirs taking the SAT in Connecticut in 2016 ned the following results for the math partion of the exam by Gender • Calculate the difference as Males - Females. . We will assume equal variances. . We will use an alpha level of .05. We will test to see if the two means are different from each other. Males Females Mean 514 487 130 120 Std Dev N 105 105 The hypothesis test of the difference of the mean level of Math SAT scores between males and females is a two-talled test. O Tue Fab Question 23 Correlations. The following data looks at the tallest buildings in New York City. The data were taken from a Wikipedia article on the subject. The variables are . HetFt The height of the building in feet •

Answers

The correct answer is: The ratio of the two variances is close to 1.0.

Explanation: To compare the difference of means between two independent populations, a pooled variance can be created for each sample. Using a pooled variance is reasonable because it improves the accuracy of the estimate of the population variance. The formula to calculate the pooled variance is:  

Sp2 = ((n1-1) S12 + (n2-1) S22) / (n1+n2-2), where n1 and n2 are the sample sizes, and S1 and S2 are the sample Standard deviations.

The ratio of the two variances is close to 1.0 is the reason why creating a pooled variance is reasonable. The ratio of the variances is calculated by dividing the larger variance by the smaller variance. If the ratio is close to 1.0, then it indicates that the variances are similar. This is important because when the variances are equal, the pooled variance is a good estimate of the population variance.

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Q1 (a) Convert (110010), into octal number system step by step (b) Convert 4652, into the binary number system in detail. [10 Marks]

Answers

The binary and decimal numbers can be converted into octal and binary numbers as follows;

a) 110010₂ = 62₈

b) 4652₁₀ = 1001000110100₂

What are binary  numbers?

Binary numbers are numbers in the binary or base-2 numeral system that makes use of only the digits, 0 and 1.

a) The binary number 110010 can be converted into an octal by grouping the digits in the binary number into groups of three as follows;

110010 ⇒ 110 010

110 = 1 × 2 ² + 1 × 2¹ + 0 × 2⁰ = 6

010 = 0 × 2 ² + 1 × 2¹ + 0 × 2⁰ = 2

Therefore; 110010 ⇒ 110 010 = 62

b) The decimal number 4652 can be converted into the binary number system by successive division as follows;

                    [tex]{}[/tex]                Remainder

4652/2 = 2326;        [tex]{}[/tex]      0

2326/2 = 1163;         [tex]{}[/tex]       0

1163/2 = 581;              [tex]{}[/tex]      1

581/2 = 290;         [tex]{}[/tex]           1

290/2 = 145;         [tex]{}[/tex]           0

145/2 = 72;        [tex]{}[/tex]               1

72/2 = 36;        [tex]{}[/tex]            [tex]{}[/tex]    0

36/2 = 18;        [tex]{}[/tex]            [tex]{}[/tex]     0

18/2 = 9;         [tex]{}[/tex]            [tex]{}[/tex]      0

9/2 = 4;        [tex]{}[/tex]            [tex]{}[/tex]         1

4/2 = 2;         [tex]{}[/tex]            [tex]{}[/tex]       0

2/2 = 1;         [tex]{}[/tex]            [tex]{}[/tex]        0

1/2 = 0;        [tex]{}[/tex]            [tex]{}[/tex]         1

Therefore; 4652₁₀ = 1001000101100₂

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The patient has an order for gentamicin (Garamycin) 4 mg/kg/day divided into 3 doses.
The patient weighs 188 lb. The medication available is gentamicin 4 mg/mL. How many
mg should be administered for each dose? ___ mg (If needed, round to the nearest
whole number.

Answers

We need to calculate the total daily dosage based on the patient's weight and divide it into three equal doses. Each dose of gentamicin should be approximately 114 mg.


To determine the amount of gentamicin to be administered for each dose, we need to calculate the total daily dosage based on the patient's weight and divide it into three equal doses.

First, we convert the patient's weight from pounds to kilograms: 188 lb ≈ 85.27 kg.

Next, we calculate the total daily dosage of gentamicin based on the weight: 4 mg/kg/day × 85.27 kg = 341.08 mg/day.

Since the total daily dosage should be divided into three equal doses, we divide 341.08 mg by 3: 341.08 mg ÷ 3 = 113.693 mg.

Rounding to the nearest whole number, each dose should be approximately 114 mg of gentamicin.


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Consider the following. h(x) = x²/(x - 1)

Answers

The function h(x) = x²/(x - 1) is a rational function that is defined for all real numbers except x = 1. It represents a parabolic curve with a vertical asymptote at x = 1. The numerator x² represents a quadratic function with its vertex at the origin (0, 0), and the denominator (x - 1) represents a linear function with a root at x = 1.

The graph of h(x) exhibits several important characteristics. As x approaches positive or negative infinity, the function approaches zero. However, as x approaches 1 from the left or right, the function approaches positive or negative infinity, respectively, resulting in a vertical asymptote at x = 1. The graph intersects the x-axis at x = 0, indicating that (0, 0) is the only x-intercept.

Moreover, the function h(x) is not defined at x = 1 since division by zero is undefined. This causes a hole in the graph at x = 1. Overall, h(x) represents a parabolic curve with a vertical asymptote, an x-intercept at (0, 0), and a hole at x = 1.

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The complete question is:

Consider the following. h(x) = x²/(x - 1)

What are the characteristics and properties of the function h(x) = x²/(x - 1)? Please provide a detailed explanation.

Find a polar equation for the curve represented by the given Cartesian equation. (Assume 0 s0 < 2n.) V3x y = 3

Answers

The polar equation for the curve represented by the Cartesian equation V3x y = 3 is r = 3 / √(3cosθ + sinθ).

To convert the given Cartesian equation into polar form, we can use the relations x = rcosθ and y = rsinθ. Substituting these values into the equation V3x y = 3, we get V3(rcosθ)(rsinθ) = 3. Simplifying this expression, we have V3[tex]r^2[/tex]cosθsinθ = 3.

Next, we can square both sides of the equation to eliminate the radical: 3[tex]r^2[/tex]cosθsinθ = 9. Rearranging the terms, we have [tex]r^2[/tex]cosθsinθ = 3. Now, we can use the identity cosθsinθ = 1/2sin2θ to further simplify the equation: [tex]r^2[/tex](1/2sin2θ) = 3. Multiplying both sides by 2, we obtain[tex]r^2[/tex]sin2θ = 6.

Finally, we can rewrite the equation in terms of r and θ: [tex]r^2[/tex]= 6/sin2θ. Taking the square root of both sides, we have r = √(6/sin2θ). Simplifying further, we get r = √(6/(2sinθcosθ)). Since sinθ = r/[tex]\sqrt(r^2 + z^2)[/tex] and cosθ = z/[tex]\sqrt(r^2 + z^2)[/tex], we can substitute these values into the equation: r = √(6/(2(r/[tex]\sqrt(r^2 + z^2)[/tex])(z/[tex]\sqrt(r^2 + z^2)[/tex]))). Simplifying this expression, we finally arrive at r = 3 / √(3cosθ + sinθ), which is the polar equation for the given curve.

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Other Questions
Read the passage.A Flag with 50 StarsThe first American flag to have red and white stripes and white stars on a blue field was flown in 1776, shortly after the United States declared its independence from Great Britain. Legend has it that a Philadelphia seamstress named Betsy Ross was hired by George Washington himself to create this flag. There is no evidence that this legend is true, and no one knows for certain who made the first flag, which had 13 stars and 13 stripes. However, we know for a fact that the first flag to have 50 starsthe one we have todaywas designed by a high school student. In 1958, Bob Heft was a 17-year-old student at Lancaster High School in Ohio. At that time, the United States had only 48 states but was on the verge of accepting two more: Alaska and Hawaii. The U.S. flag at the time had six neat rows of eight stars each. What would be the best way to add two more stars while keeping the arrangement neat and orderly? This was the question that Bobs history teacher posed to the class. The teacher gave the students an assignment: design a flag with 50 stars. Bob spent hours in the attic of his house, cutting up a 48-star flag and rearranging the stars until they fit just right. He was pleased with his solution to the problem, but his teacher found it less than perfect and gave him a B minus. Outraged, Bob told his teacher that he was going to send his design to his member of Congress, Walter Moeller. His teacher replied that if Bobs design was accepted as the new flag, he would be more than happy to change the grade to an A. A year later, Bob had graduated and was working as a draftsman when he received a call at work. He never would have imagined a call from President Eisenhowerbut that's who it was! Now that Alaska and Hawaii had been admitted as states, Congressman Moeller had succeeded in having Bob's design chosen as the new U.S. flag. Bob Heft was invited to Washington, D.C., for a ceremony during which his design was officially adopted as the new flag of the United States.Which statement best describes the authors viewpoint toward Bob Heft in A Flag with 50 Stars?Bob was not a very good student at Lancaster High School.Bob should not have contacted a member of Congress about a trivial matter.Bob's grade did not reflect the outcome of the story.Bob should not have spent so much time on his project. Florida Immigration 9 Points 910 randomly sampled registered voters in Tampa, FL were asked if they thought workers who have illegally entered the US should be allowed to keep their jobs and apply for US citizenship. (ii) allowed to keep their jobs as temporary guest workers but not allowed to apply for US citizenship, (iii) lose their jobs and have to leave the country, or (iv) not sure. 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QUICK WHOEVER GETS IT GETS BRAINLIES or however you spell it The number of pizzas consumed per month by university students is normally distributed with a mean of 12 and a standard deviation of 3. A. What proportion of students consume more than 13 pizzas per month? Probability = = B. What is the probability that in a random sample of size 10, a total of more than 110 pizzas are consumed? Probability = Note: You can earn partial credit on this problem. Food intake may decrease after the first year of life and caloric need is not as great because: As a CEO, you are concerned that your firm and the industry in your country are being devastated by foreign imports. Trade lawyers suggest that you file an antidumping case against leading foreign rivals and assure you a win. Would you file an antidumping case or not Goldman, Inc. is a manufacturer of lead crystal glasses. The standard direct materials quantity is 0.9 pound per glass at a cost of $0.30 per pound. The actual result for one month's production of 7,000 glasses was 1.4 pounds per glass, at a cost of $0.20 per pound. Calculate the direct materials cost variance and the direct materials efficiency variance. Select the formula, then enter the amounts and compute the cost variance for direct materials and identify whether the variance is favorable (F) or unfavorable (U). Actual Cost . Standard Cost ') x Actual Quantity = Direct Materials Cost Variance 6300 9660 ) x D .20 672 U How do the properties of air influence weather? How is structure linked to function? please no upload files. The Candy Store is selling packs of gummies. A pack has 2 and 1/3 poundof pineapple gummies and 1 and 5/6 pound of strawberry gummies. Howmay pounds of gummies is in a pack? Why it is important to read multiple sources when becoming informed by news media. Your essay must be based on ideas and information. The ratio of boys to girls at the play was 4 to 3. If there were 15 girls, how many boys were there? PLS ANWSER FAST WILL GIVE BRAINL!!!!Explain to me in YOUR own words, how convection currents create a cycle? In other words, tell me how heat and cooling create a cycle. Please help me! due today! Identify an example of dramatic irony in cupid and Psyche. If your story has not presented any examples of dramatic irony, describe your own suggestion for adding dramatic irony to a scene from your novel or short story.