Please solve the question in the picture below.

The volume of the given solid. bounded by the coordinate planes and the plane 6x + 8y + z = 48 is 384.

In the given question, we have to find the volume of the given solid. bounded by the coordinate planes and the plane 6x + 8y + z = 48.

Cut by a plane at x = x(0) = constant, then z= 48-6x-8y while you are moving with y at x=x(0) constant

At this plane (x = x(0)), an element of area will be dA = z dy and an element of volume dV = dA dx

So , V = [tex]\int\int zdydx[/tex]

v = [tex]\int_{0}^{8}\int_{0}^{(48-6x)/8}(48-6x-8y)dy.dx[/tex]

v = [tex]\int_{0}^{8}[48y-6xy-4y^2]_{0}^{(48-6x)/8}dx[/tex]

v = [tex]\int_{0}^{8}[48\times((48-6x)/8)-6x\times((48-6x)/8)-4((48-6x)/8)^2-0]dx[/tex]

v = [tex]\int_{0}^{8}[9/4(x-8)^2]dx[/tex]

Let u = x-8

v = [tex]9/4\int_{0}^{8}(u)^2[/tex]

v = [tex]9/4\left[\frac{(u)^3}{3}\right]^{8}_{0}[/tex]

v = [tex]3/4[(x-8)^2]_{0}^{8}[/tex]

v = 3/4[(8-8)^3+(0-8)^3]

v = 3/4[0-(-512)]

v = 384

The volume of the given solid. bounded by the coordinate planes and the plane 6x + 8y + z = 48 is 384.

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The equation y = (-2/3)x + 4 in standard form is 2x + 3y = 12.

An equation is a mathematical statement that is made up of two expressions connected by an equal sign.

We have,

y = (-2/3)x + 4

The equation of a line in standard form is ax + by = c

Now,

y = (-2/3)x + 4

3y = -2x + 12

Adding 2x on both sides.

2x + 3y = 12

Thus,

The equation in standard form is 2x + 3y = 12.

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By completing the squares we will see that the solutions are:

a) For 2x^2 + 8x - 1 = 0:

x = -2 ±√4.5

b) For x^2+4x-7 = 0

x = ±√11 - 2

Remember that the perfect square trinomial is:

(a + b)^2 = a^2 + 2ab + b^2

The first quadratic equation is:

2x^2 + 8x - 1 = 0

Dividing by 2 we get:

x^2 + 4x - 1/2 = 0

We can rewrite this as:

x^2 + 2*2*x - 1/2 = 0

Adding and subtracting 2^2 = 4, we get:

x^2 + 2*2*x + 4 - 4 - 1/2 = 0

(x + 2)^2 - 4 - 1/2 = 0

(x + 2)^2 = 4.5

Now we can solve this:

x + 2 = ±√4.5

x = -2 ±√4.5

These are the two solutions.

The other quadratic equation is:

x^2+4x-7 = 0

We can rewrite this as:

x^2 + 2*2*x - 7 = 0

Again, add and subtract 4 to get:

x^2 + 2*2*x + 4 - 4 - 7 = 0

(x + 2)^2 = 11

Solving this we get:

x = ±√11 - 2

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The gradient of 3x+ 1 is conjecture states that this function can be iterated over and over until it yields the number 1, starting from any positive integer n.

A conjecture turns into a theorem when it is rigorously proven. A conjecture is not merely a tool for professional mathematicians; it is an essential step in problem-solving. It is extremely uncommon for a problem's solution to be immediately obvious while tackling problems on a daily basis. Instead, establishing a conjecture about the answer and then proving it through evidence are steps in the problem-solving process that include reviewing cases and the problem's structure. When one observes a pattern that holds true in numerous instances, hypotheses start to form. A pattern may be true in many instances, but that does not guarantee that it will be true in all instances. For a mathematical observation to be fully accepted, conjectures must be proven.

Given

The 3x + 1

Conjecture states that this function can be iterated over and over until it yields the number 1, starting from any positive integer n.

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Answer:

[tex]2^{\frac{1}{2}}[/tex]

Step-by-step explanation:

Taking the square root of a number is equivalent to putting that number to the power of 1/2.

Step-by-step explanation:

x^(a/b)

means

[tex] \sqrt[b]{ {x}^{a} } [/tex]

the numerator of the exponent is the actual "to the power of" factor.

the denominator defines the degree of the root to be taken.

as any integer number is also a fraction like

6 = 6/1

this applies to any form of rational numbers like

x^0.25 = x^(25/100) = x^(1/4) =

[tex] \sqrt[4]{ {x}^{1} } = \sqrt[4]{x} [/tex]

with irrational numbers as exponents this gets trickier, as with infinite numbers without a pattern after the decimal point we have a problem to precisely specify the degree of the root, as we also have a problem to specify the irrational number itself.

we try to find the origin of the irrational number (like a square root)

[tex] {x}^{ \sqrt{3} } [/tex]

or

[tex] \sqrt[ \sqrt{3} ]{ {x}^{2} } = {x}^{2 \div \sqrt{3} } [/tex]

so,

[tex] \sqrt{2} = \sqrt[2]{2} = {2}^{1 \div 2} [/tex]

A man runs for an hour and a half at 8 miles an hour due south. he then continues south on a bus traveling at 55 miles an hour for 24 minutes. He will traveled 34 miles.

He covered 8 miles the first hour, and then half of that in his next half hour,

So, 8+4 = 12 miles.

The bus took 24 minutes, which is [tex]\frac{2}{5}[/tex] of an hour.

[tex]\frac{60}{5} = 12[/tex]

So, after 12 minutes on the bus, he travelled [tex]\frac{55}{5} = 11[/tex] miles

And after 24 minutes, 22 miles.

In total 12+22=34 miles.

Speed(v) is related to distance(d) and time(t) by

v= [tex]\frac{d}{t}[/tex].

Equivalently, d= v×t

So, d= 8×1.5+55×24×[tex]\frac{1}{60}[/tex]

= 34 miles.

Therefore, he traveled 34 miles.

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Using the vertical line test, there are only two graphs that represent functions (graph function): graph, 1 and graph 6.

A graph function is a graph that represents a function on a coordinate plane, which means that every point on the graph fulfills the function equation. In a graph function, an x corresponds to only one y.

If we want to know whether a graph represents a function or not, we can perform a vertical line test. In this test, we can drag a vertical line from left to right on the graph. If the vertical line intersects with the graph at one point at a time, then it's a function.

Otherwise, if the vertical line intersects with the graph at two or more points at a time, then it's not a function. It could happen when an x value gives two or more y values (1 input results in multiple outputs), which means the graph is not a function.

Now we take a look at the given picture.

Graph 1: when we drag a vertical line from left to right on the graph, it intersects with the graph at one point at a time. So yes, the graph represents a function.

Graph 2: when we drag a vertical line from left to right on the graph, it intersects with the graph at two points. So no, the graph doesn't represent a function.

Graph 3: when we drag a vertical line from left to right on the graph, it intersects with the graph at one point at first. But later on, it crosses two points in the graph. So no, the graph doesn't represent a function.

Graph 4: when we drag a vertical line from left to right on the graph, it intersects with the graph at two points. So no, the graph doesn't represent a function.

Graph 5: when we drag a vertical line from left to right on the graph, it also intersects with the graph at two points. So no, the graph doesn't represent a function.

Graph 6: when we drag a vertical line from left to right on the graph, it intersects with the graph at one point at a time. So yes, the graph represents a function.

So there are only two graphs that represent functions: graph, 1 and graph 6 since the other graphs fail the vertical line test.

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The nature of roots of quadratic equation 5x²- 4x +5= 0

are unreal.

An algebraic equation of the second degree in x is a quadratic equation. The quadratic equation is written as ax2 + bx + c = 0, where x is the variable, a and b are the coefficients, and c is the constant term.

Nature of Roots of the Quadratic Equation

The symbols alpha () and beta () are typically used to denote a quadratic equation's roots. Here, we'll learn more about how to identify a quadratic equation's nature without locating the equation's roots. Additionally, look at the formulas for calculating the product and sum of the equation's roots.

Without actually locating the roots (, ) of the equation, the nature of the roots of a quadratic equation can be determined. By using the discriminant value, which is a component of the quadratic equation solution formula, this is made achievable. The discriminant of a quadratic equation is denoted as "D" and has the value b2 - 4ac. Using the discriminatory value as a basis, the nature of the roots of the quadratic equation can be predicted.

Discriminant: D = b2 - 4ac

D > 0, the roots are real and distinct

D = 0, the roots are real and equal.

D < 0, the roots do not exist or the roots are imaginary.

From the given quadratic equation, we can observe that:

a = 5

b = -4

c = 5

On finding discriminant, we get:

D = b² - 4ac

D = (-4)² - (4 × 5 × 5)

D = 16 - 100

D = -84

We can notice that, D(-84) < 0, which means the roots are unreal. Therefore, no roots exist!

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The nature of roots of quadratic equation 5x²- 4x +5= 0

are unreal.

An algebraic equation of the second degree in x is a quadratic equation. The quadratic equation is written as ax2 + bx + c = 0, where x is the variable, a and b are the coefficients, and c is the constant term.

Nature of Roots of the Quadratic Equation

Discriminant: D = b2 - 4ac

D > 0, the roots are real and distinct

D = 0, the roots are real and equal.

D < 0, the roots do not exist or the roots are imaginary.

From the given quadratic equation, we can observe that:

a = 5

b = -4

c = 5

D = b² - 4ac

D = (-4)² - (4 × 5 × 5)

D = 16 - 100

D = -84

We can notice that, D(-84) < 0, which means the roots are unreal. Therefore, no roots exist!

The value of x is 11 and ∠LMN = 190°

What is Linear Equation in One Variable?

A linear equation is a one-variable equation of a straight line. The variable's only power is 1. Linear equations in one variable of the form   ax + b = 0 are solved using simple algebraic techniques.

Solution:

Since, MO bisects the angle

we can say that, ∠LMO = ∠OMN

6x + 19 = 9x - 14

3x = 33

x = 11

so, ∠LMO = 66 + 19 = 85°

Therefor the ∠LMN = 190°

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Using the concept of conditional probability and using the values provided, The answer is 0.4.

Probability is the likelihood that something will occur. When we don't know how an event will turn out, we might discuss the likelihood of various outcomes.

The possibility of an event or outcome happening contingent on the occurrence of a prior event or outcome is known as conditional probability. The probability of the prior event is multiplied by the current likelihood of the subsequent, or conditional, occurrence to determine the conditional probability.

p(h)=0.5

p(f)=0.3

p(h ∩ f) = 0.2

p(f/h) = p(h ∩ f) / p(h)

=0.2/0.5

=0.4

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Answer:

y=4

Step-by-step explanation:

slope doesn't exist

so y=0x+4 >>>>> y=4

A positive y-intercept means that the line crosses the y-axis above the origin, and a negative y-intercept means that the line crosses below the origin. Arbitrary lines can be defined simply by changing the values ​​of m and b.

Slope Intercept:

The slope intercept of the straight line is used to find the equation of the straight line. The slope intercept formula requires knowing the slope of the line and the intersection of the line with the y-axis. Consider a line with slope 'm' and y-intercept 'b'. The slope-intercept shape formula for a straight line with slopes 'm' and 'b' as y-intercept is given as y = mx + b.

Positive Intercept:

A positive slope refers to a line that is slanted and slopes upward when viewed from left to right. The positive slope of a straight line can be calculated using the formula m = (y2 - y1)/(x2 - x1) = Tanθ = f'(x) = dy/dx. A positive slope means that the two quantities represented along the two axes of the coordinate system increase or decrease simultaneously. A line with a positive slope is a positive value for the ratio of climb to run. A straight line with a positive slope makes an acute angle with the positive x-axis.

                    Positive slope (m) = +slope/run = +Δy/Δx

Negative Intercept:

Negative slope means that the coordinates of the two given points are negatively related. A line with a negative slope has m < 0, and the angle θ it makes with the positive x-axis is obtuse θ, such that 90° < θ < 180°. The slope-to-run ratio of the negative slope line is negative. where slope is the change in y value, denoted by Δy, and run is the change in x value, denoted by Δx.

                          Negative slope = -rise/run = -Δy/Δx

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The equation of the line would be y - 20 = 12(x - 1).

Option (C) is correct.

What is the slope-point form of the line?

For the line having slope "m" and the point (x1, y1) the equation of the line passing through the point (x1, y1) having slope 'm' would be

                     y - y1 = m(x - x1)

Let's suppose on the y-axis there will be a number of copies sold and on the x-axis, there will be a number of days.

On day 1, he sold 20 copies so point would be (1, 20)

On day 2, he sold 32 copies so point would be (2, 32)

Slope of the line = (y2 - y1)/(x2 - x1)

                            = (32 - 20)/(2 - 1)

                         m = 12

By using the slope-point form of the line,

       y - y1 = m(x - x1)

       y - 20 = 12(x - 1)

Hence, the equation of the line would be y - 20 = 12(x - 1).

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The value of the discriminant in the quadratic equation 2x² 5x + 3 = 0 is 1.

The discriminant of a quadratic equation is the expression under the square root sign in the quadratic formula. It is used to determine the number and type of solutions for the equation. In the case of the equation 2x² 5x + 3 = 0, the discriminant can be found by using the quadratic formula and substituting the values for a, b, and c. The formula is given by b² - 4ac, where a = 2, b = 5 and c = 3. So the discriminant is then 5² - 4(2)(3), which is equal to 1. This means that the equation has a single real solution, which is -1.

Discriminant = b² - 4ac

= 5² - 4(2)(3)

= 1

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Answer: f(0) = 7

Step-by-step explanation:

f(x) = x² + 6x + 7

f(0), we just need to put 0 in for all the x

f(0) = 0^2 + 6(0) +7

f(0) = 0 + 0 + 7

f(0) = 7

If the coordinates of point F are (x,y), then the coordinates of point F' after the dilation will be (3x, 3y).

To find the location of point F' after the triangle is dilated by a scale factor of 3, you need to multiply the coordinates of point F by the scale factor.

For example, if the coordinates of point F are (x,y), then the coordinates of point F' after the dilation will be (3x, 3y).

It's important to note that the dilation will change the size of the triangle, but not its shape. The angles of the triangle will remain the same, and the ratios of the side lengths will also remain the same.

If you have a specific triangle and the coordinates of point F, I can provide more detailed guidance on finding the coordinates of point F' after the dilation.

∴ If the coordinates of point F are (x,y), then the coordinates of point F' after the dilation will be (3x, 3y).

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The two-step process of how RNA determines the sequence of amino acids in proteins and polypeptides begins with transcription.

During transcription, DNA is copied into messenger RNA (mRNA) in the nucleus. mRNA consists of codons that are read in triplets to code for specific amino acids. The codons are then translated into transfer RNA (tRNA) in the ribosome located in the cytoplasm. tRNA is made up of anticodons, which are complementary to the codons of mRNA. The anticodons of tRNA bind to the codons of mRNA, forming a codon-anticodon pair. This codon-anticodon pair carries the amino acid that corresponds to the codon of mRNA. This carried amino acid is then added to a growing polypeptide chain.

The process is summarized by the following formula: DNA → mRNA → tRNA → Polypeptide. DNA is first transcribed into mRNA. The codons of mRNA are then translated into the anticodons of tRNA, which carry the corresponding amino acid. Finally, the amino acid is added to the polypeptide chain, forming a protein. This two-step process of transcription and translation is how RNA determines the sequence of amino acids in proteins and polypeptides.

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Answer: mRNA, Translation

Step-by-step explanation: trust me bro

Answer:

Given the point-slope form of a line, y = mx + b, to get the y-intercept of a line, you first have to solve for b by setting x = 0. This gives you the b-value of y = 0 + b = b. We see that b is the y-intercept.

Step-by-step explanation:

Answer:

See below

Step-by-step explanation:

The point-slope form of a line looks like
y - [tex]y_{1}[/tex]  = m( x - [tex]x_{1}[/tex])

The number that is the place of the 'm' is the slope.

For example:

If we had the equation

y - 3 = 12(x +4)

The slope would be 12.

Step-by-step explanation:

this is answered by "how often does 3/4 fit into 3 1/2 ?".

and that is what division is for :

3 1/2 / 3/4

(3×2 + 1)/2 / 3/4

7/2 / 3/4 = (7×4)/(2×3) = 28/6 = 14/3 = 4 2/3

Maddy can make 4 bows.

and she has some tape left, but not enough to make a 5th.

Lines that have the same slope are said to be parallel, and if the slope of one line is equal to the negative reciprocal of the slope of the other, the two lines are said to be perpendicular; otherwise, they are merely intersecting lines.

A line's slope in mathematics is defined as the ratio of the change in the y coordinate to the change in the x coordinate.

Both the net change in the y-coordinate and the net change in the x-coordinate are denoted by y and x, respectively.

m = Δy/Δx = dy/dx = change in y/change in x

where "m" represents a line's slope.

Additionally, the slope of the line may be shown as

tan θ = Δy/Δx

A line's slope often indicates the steepness and direction of the line.

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m = Δy/Δx = dy/dx = change in y/change in x

where "m" represents a line's slope.

Additionally, the slope of the line may be shown as

tan θ = Δy/Δx

The percentage of data that falls between 1.9 inches and 2.3 inches of rainfall is roughly (D) 68% if the distribution is normal.

In essence, percentages are fractions with 100 as the denominator.

We place the percent symbol (%) next to the number to indicate that the number is a percentage.

For instance, you would have received a 75% grade if you answered 75 out of 100 questions correctly on a test (75/100).

So, we determine each's z-score:

z-score = (x-mean)/SD

z1 = (1.9-2.1)/0.2 = -1

z2 = (2.3-2.1)/0.2 = 1

Then, the percentage we want to determine is:

P(-1<x<1)

For this, we utilize the normal scoring table:

P(-1<x<1) = P(x<1) -P(x<-1) = 0.68269

= 68%

Therefore, the percentage of data that falls between 1.9 inches and 2.3 inches of rainfall is roughly (D) 68% if the distribution is normal.

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Complete question:
The average daily rainfall for the past week in the town of Hope Cove is normally distributed, with a mean rainfall of 2.1 inches and a standard deviation of 0.2 inches. If the distribution is normal, what percent of data lies between 1.9 inches and 2.3 inches of rainfall? a) 95% b) 99.7% c) 34% d) 68%

The value of function f(3) is -1

What is a Mapping Diagram?

A mapping diagram is an image of two circles which shows two values corresponding to each other, such that one is the input value to the function and the other is the output value.

Given ordered pairs :

(- 1, 0), (0, 3), (3, - 1), (9, 9)

Domain and range from given ordered pairs.

Domain - means x - axis

Range - means y-axis

Now, take out domain and range like that,

Domain of the function : (-1, 0, 3, 9)             [ input values]

Range of the function : (0, 3, -1, 9)               [ output values]

Now, we need to determine the value of function f(3).

It means 3 is input value in f(3) so the output value at 3 is,

f(3) = -1

Hence, the value of function f(3) is -1.

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From the examples given in the question, we can say that Both are illustrations of social change that is taking place at various rates.

The Latin phrase "per centum," which means "by the hundred," is where the English word "percentage" comes from. Percentage segments are those with a numerator of 100. In other words, it is a connection where the whole is always deemed to be valued 100.

As per the given data,

Approximately 12,000 years ago, people began to domesticate grain in what we now call the Middle East. And it spread around the world over 6,000 to 7,000 years.

In this, it is taking a lot of time, which means that the rate is slower.

But on the other hand,

In 1984, 8 percent of u.s. households had a computer, but that number was above 70 percent in 2008.

But in this case, in around 24 years there are 70% of households have computers, which means that the rate is higher.

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Answer: 2 metric tons per hour

Step-by-step explanation:

We know that to get from 1/4 hour to 1 hour we have time 4

So we take 1/2 times 4 = 4/2 = 2 metric tons per hour!

The first 3 consecutive odd numbers are 1,3,5. x and x + 2 are consecutive odd numbers if x is an odd number.

Consecutive numbers are those that always appear in the same order, from smallest to largest.

For instance:

The numbers 1, 2, 3, 4, 5, 6, and so on are consecutive.

consecutive odd numbers:

Let's call the odd number "x." The subsequent term becomes "x + 4" and the next consecutive odd number becomes "x + 2."

Numbers that begin with 1, 3, 5, 7, or 9 are considered odd. 1, 3, 5, 7, 9, 11, 13, 15, and so on are examples of consecutive odd numbers.

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The example of Triangle inequality theorem 2 is 4 + 8 = 12, which is less than 15 in total. Triangle Inequality Theorem is not satisfied by this set of side lengths.

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The required inverse of the given function is expressed as [tex]y=\sqrt{\frac{x+10}{7} }[/tex]

A relation between a collection of inputs and outputs is known as a function. A function is, to put it simply, a connection between inputs in which each input is connected to precisely one output. Each function has a range, codomain, and domain. The usual way to refer to a function is as f(x), where x is the input.

Replacing y with x

x = 7y² – 10

Making y the subject of the formula:

7y² = x+ 10

Dividing both sides by 7

7y²/7 = (x+10)/ 7

y² = (x+10)/ 7

Taking the square root of both sides

[tex]\sqrt{y^{2} } =\sqrt{\frac{x+10}{7} }[/tex]

[tex]y=\sqrt{\frac{x+10}{7} }[/tex]

Hence the required inverse of the given function is expressed as  [tex]y=\sqrt{\frac{x+10}{7} }[/tex]

Complete question:

Which equation is the inverse of y = 7x² – 10

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There is a mode formula, that is Mode = l + [(f₁-f₀)/(2f₁-f₀-f₂)] * h

Where,

l = lower limit of the modal class

h = size of the class interval

f₁ = frequency of the modal class

f₀ = frequency of the class preceding the modal class

f₂ = frequency of the class succeeding the modal class

The value that consistently appears in a given set is the mode. The mode or modal value in a data set is sometimes referred to as the value or number that occurs most frequently in the data set. In addition to mean and median, it is one of the three measures of central tendency.

A mode is described as the value in a group of values that occurs more frequently. The value that appears the most frequently is this one.

To find the mode we use the formula Mode = l + [(f₁-f₀)/(2f₁-f₀-f₂)] * h

Where,

l = lower limit of the modal class

h = size of the class interval

f₁ = frequency of the modal class

f₀ = frequency of the class preceding the modal class

f₂ = frequency of the class succeeding the modal class

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