7.954 rounded to the tenths-

1. A. These are directly proportional quantities.

2. B. They are indirectly proportional quantities.

3. D. These are inversely squared proportional quantities.

1. In the equation U = TS/A², the relationship between quantity U and quantity T is these are directly proportional quantities.

When the value of T increases, the value of U increases.

Similarly, when the value of T decreases, the value of U decreases.

This inverse relationship indicates that they are directly proportional.

2. In the equation U = TS/A², the relationship between quantity T and quantity S is they are indirectly proportional quantities.

When the value of T increases, the value of U also increases. Conversely, when the value of T decreases, the value of U decreases as well. This direct relationship indicates that they are directly proportional.

3. In the equation U = TS/A², the relationship between quantity U and quantity A is these are inversly  squared proportional quantities.

When the value of A increases, the value of U decreases.

On the other hand, when the value of A decreases, the value of U increases.

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1. In the following equation: U=TS/A².

How is quantity U related to quantity T ?

A. These are directly proportional quantities.

B. These are indirectly proportional quantities.

c. These are inversely proportional quantities.

D. These are inversely squared proportional quantities.

2. In the following equation: U=TS/A². How is quantity T related to quantity S ?

A. They are directly proportional quantities.

b. They are indirectly proportional quantities.

c. They are inversely proportional quantities.

d. They are inversely squared proportional quantities.

3. 1. In the following equation: U=TS/A².

How is quantity U related to quantity A ?

A. These are directly proportional quantities.

B. These are indirectly proportional quantities.

c. These are inversely proportional quantities.

D. These are inversely squared proportional quantities.

- U is directly proportional to T (answer A).
- T is inversely proportional to S (answer C).
- U is directly proportional to A (answer C).

In the given equation U = A^2 * TS, let's analyze the relationship between the quantities.

For the first question, "how is quantity U related to quantity T?", we can see that U is directly proportional to T.

This means that as T increases, U also increases, and as T decreases, U decreases.

The correct answer is A.

These are directly proportional quantities.

Moving on to the second question, "how is quantity T related to quantity S?", we can see that T and S are inversely proportional to each other.

This means that as T increases, S decreases, and vice versa.

The correct answer is C. They are inversely proportional quantities.

Finally, for the third question, "how is quantity U related to quantity A?", we can see that U is directly proportional to A.

This means that as A increases, U also increases, and as A decreases, U decreases.

The correct answer is C. These are directly proportional quantities.

In summary:
- U is directly proportional to T (answer A).
- T is inversely proportional to S (answer C).
- U is directly proportional to A (answer C).

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Answer:

4(2x+1)=-28

2x+1=-7

2x=-7-1

2x=-8

x=-4

Answer:

Step-by-step explanation:

Sorry I can't explain how it is done. It is very difficult to explain on paper.

For the given equation 6+(x/2)=1/4(x-4)-1 the solution is x= -32. So, option D is correct.

A solution is a process of giving the unknown variables values that make the equation's equality true. A value or group of values (one for each unknown) that, when substituted for the unknowns, cause the equation to produce an equality is known as a solution.

In order to build an equation, the equal sign is placed between two numerical or variable expressions, as in 3x+5=11. The solution to an equation is a number that may be used as the variable to generate a true number statement. 6+5=11 is true, as stated by the formula 3(2)+5=11. The solution is consequently 2,

6+(x/2)=1/4(x-4)-1

(12+x)/2=(x-4-4)/4

24+2x=x-8

x= -32

Therefore, option D is correct.

For the given equation 6+(x/2)=1/4(x-4)-1 the solution is x= -32. So, option D is correct.

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Answer:

\(\frac15\)

Step-by-step explanation:

Hello!

The constant of proportionality is basically how much the graph rises for every change of 1 unit in x.

We can calculate the constant of proportionality by finding the change in y between 2 points divided by the change in x between two points.

The two points I'll pick are (0,0) and (5,1).

Constant of proportionality: \(\frac 15\)

For figure 1: ⇒ volume = 254.6 mi³

For figure 2: ⇒ volume = 1017.36 cubic cm

For figure 3: ⇒ volume = 864  m³

For figure 1:

It contains a cylinder,

Height = 7 mi

radius =  r = 3 mi

And a hemisphere of radius = 3 mi

Since we know that,

Volume of cylinder = πr²h  

And volume of hemisphere = (2/3)πr³

Therefore put the values we get ;

Volume of cylinder = π(3)²x7

                                = 197.80 mi³

And volume of hemisphere = (2/3)π(3)³

                                              = 56.80 mi³

Therefore total volume = 197.80 + 56.80

                                       = 254.6 mi³

For figure 2:

It contains a cylinder,

Height = 9 cm

radius =  r = 6 cm

And a cone,

radius  =  6 cm

Height =  5 cm

Volume of cylinder =  π(6)²x9

                                = 1017.36 cubic cm

Volume of cone = πr²h/3

                           = 3.14 x 36 x 5/3

                           = 188.4 cubic cm

Therefore,

Total volume = 1017.36 + 188.4

                      = 1205.76 cubic cm

For figure 3:

It contains a rectangular prism,

length = l = 12 m

Width  = w = 9 m

Height = h = 5 m

Volume of   rectangular prism = lwh

                                                  = 12x9x5

                                                  =  540 m³

And a triangular prism,

Height = h = 6 m

base    = b = 9 m

length = l = 12 m

We know that volume of triangular prism = (1/2) x b x h x l

                                                                     = 0.5 x 9 x 6 x 12

                                                                     = 324 m³

Total volume = 540 + 324

                      = 864  m³

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Answer:

Step-by-step explanation:

1 1/6 + (x/3 · 1/4) = 1 3/4

solve for x

1 1/6 + x/12 = 1 3/4

1 1/6 - 1 3/4 = -x/12

-7/12 = -x/12

-7 = -x

x = 7

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

check

1 1/6 + (7/12 * 1/4) = 1 3/4

1 1/6 + 7/48 = 1 3/4

1 15/16 = 1 3/4

1 3/4 = 1 3/4

the answer is good

Answer:

Step-by-step explanation:

Hello,

there is not always an intersection point

let's take the example of on the appropriate domain

\(f(x)=e^x \ \ \ f^{-1}(x)=ln(x)\)

there is no intersection point

if there is one it means that the point (x,f(x)) and the point (x,\(f^{-1}(x)\)) is the same so that have to solve

\(f(x)=f^{-1}(x)\)

for instance if we take

\(f(x)=x^2 \ \ \ f^{-1}(x)=\sqrt{x} \ \ \ for \ x >= 0\)

intersection point are for x >= 0

\(x^2=\sqrt{x} <=>x^4=x<=>x^3=1 \ or \ x=0<=> x = 1 \ or \ x=0\)

hope this helps

Answer:

D

Step-by-step explanation:

The plane intercepts on the x,y, z axes are 1, ∞, and 1/2. Hence, the Miller indices for the plane inside the cubic unit cell is (102).

Miller indices are used to specify planes and directions. These planes and directions could be in lattices or crystals. The number of indices will correspond to the size of the lattice or crystal.

In the given graph, the plane intercepts are:

x-intercept : 1

y-intercept : ∞  (since the planes does not intercept y-axes)

z-intercept = 1/2

Take the reciprocal:

1/1 = 1

1/∞ = 0

1/(1/2) = 2

Hence, the miller indices are (102)

The graph in your question is missing. Most likely it was like on the attached picture.

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Answer: 10

Step-by-step explanation: you have to simplify for it to equal 10

Answer: The domain is \(-\infty < x < \infty\) (or \((-\infty,\infty)\) in interval notation). The range is \(y\geq 3\) (or \([3,\infty)\) in interval notation).

Step-by-step explanation:

The domain is \(-\infty < x < \infty\) because quadratic functions always extend forever in either direction along the x-axis. You do not include infinity because these values are not actually numbers.

The range is \(y\geq 3\) because the y-value of the vertex as shown in the graph is 3, and the graph is a positive graph. You include the 3 because when x=0, y=3.

Mate's car can travel approximately 5 more minutes per gallon of gas compared to Jenna's car.

To determine how many more minutes Mate's car can travel per gallon of gas compared to Jenna's car, we would need additional information about the fuel efficiency or miles per gallon (MPG) for each car.

Fuel efficiency is typically measured in terms of miles per gallon, indicating the number of miles a car can travel on a gallon of gas.

To calculate the difference in travel time, we would also need to know the average speed at which the cars are traveling.

Once we have the MPG values for Mate's car and Jenna's car, we can calculate the difference in travel time per gallon of gas by considering their respective fuel efficiencies and average speeds.

If Mate's car has a fuel efficiency of 30 MPG and Jenna's car has a fuel efficiency of 25 MPG, we can calculate the difference in travel time by comparing the distances they can travel on a gallon of gas.

Let's assume both cars are traveling at an average speed of 60 miles per hour.

For Mate's car:

Travel time = Distance / Speed

= (30 miles / 1 gallon) / 60 miles per hour

= 0.5 hours or 30 minutes.

For Jenna's car:

Travel time = Distance / Speed

= (25 miles / 1 gallon) / 60 miles per hour

= 0.4167 hours or approximately 25 minutes.

Without specific information about the MPG values and average speeds of the cars, it is not possible to provide an accurate answer regarding the difference in travel time per gallon of gas between Mate's car and Jenna's car.

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x = 4

The area of the figure can be found below.

The size of the farm is a rectangle therefore, we use the area of a rectangle to find the area of the farm.

The predicted outcome of the game, or the strategy profile played in the game, would then depend on the remaining strategies.

1. A strategy is considered strictly dominant for a player if it always leads to a higher payoff than any other strategy, regardless of the choices made by the other player. In this game, for player 1 to have a strictly dominant strategy, the payoff for strategy U must be strictly higher than the payoffs for strategies M and D, regardless of the choices made by player 2.

2. For player 2 to have a strictly dominant strategy, the payoff for strategy R must be strictly higher than the payoffs for strategies L and any other possible strategy that player 2 can choose.

3. To determine if any player has a strictly dominant strategy, we need to compare the payoffs for each strategy for both players. In this specific example, using the given values (a=2, b=3, c=4, x=5, y=5, z=2, and w=3),

4. The order in which strategies are deleted does matter when using iterative deletion of weakly dominated strategies. In the given example, when we delete the weakly dominated strategy M for player 1, we are left with a 2x2 game.

(c) In the original game of part (4), when we note that U is a weakly dominated strategy for player 1, we can look for a strategy that weakly dominates it. By comparing the payoffs, we can determine the weakly dominant strategy.

(d) After deleting U and noting that L is weakly dominated for player 2, we can delete it as well. The predicted outcome of the game, or the strategy profile played in the game, would then depend on the remaining strategies.

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Answer:

y= 2x -2

Step-by-step explanation:

........................................

Answer: x = - 1/2

Step-by-step explanation:

The  vector equation for the line segment from (3, -1, 6) to (5, 7, 5) is:

r(t) = (3, -1, 6) + t(2, 8, -1), 0 ≤ t ≤ 1

To find the vector equation for the line segment from (3, -1, 6) to (5, 7, 5), we first need to find the vector that points from the starting point to the ending point. We can do this by subtracting the coordinates of the starting point from the coordinates of the ending point:

(5, 7, 5) - (3, -1, 6) = (2, 8, -1)

This vector represents the direction and length of the line segment. We can parameterize this vector using the parameter t by multiplying it by t:

t(2, 8, -1)

To get the position vector for any point on the line segment, we need to add this parameterized vector to the starting point (3, -1, 6):

(3, -1, 6) + t(2, 8, -1)

So the vector equation for the line segment from (3, -1, 6) to (5, 7, 5) is:

r(t) = (3, -1, 6) + t(2, 8, -1), 0 ≤ t ≤ 1

Note that the parameter t ranges from 0 to 1 to ensure that we only get points on the line segment between the starting and ending points.

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Answer:

y=5x

Step-by-step explanation:

slope =5

y intercept= 0

To find the circumference of a circle with a radius of 7 cm, Erin should use 2×7×π. This is because the circumference of a circle is calculated by the formula 2×π×r.

The circumference is the measure of the perimeter of a circle. Since we know that from every point on the circle to its center has an equal length and is said to be its radius, the perimeter of the circle we can write as

Circumference = 2 × π × r units.

Here r is the radius of the circle.

It is given that Erin wants to find the circumference of a circle with a radius of 7 cm.

So, first, she has to know the formula for finding the circumference.

Here the radius is given as 7 cm i.e., r = 7 cm

Then, the circumference of the given circle is

= 2 × π × r

On substituting the radius value into the above formula, we get

Circumference = 2 × π × 7 cm

⇒ 14π cm

So, she needs to use option A. 2 × 7 × π  for finding the required circumference. This is the first step for finding the circumference of a circle.

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Answer:

A is a function.

Step-by-step explanation:

All the others are one-to-many relations.

For example in B, 3 maps to 10 and also maps to 30 ( one - to - many).

A function is a one-to-one or many-to-one mapping.

Answer:

Step-by-step explanation:

Options B, C and D have repeat x-values with different y-values.

The relationship is many-to-one.

If graphed, those point appear on a vertical line.

Option A has one-to-one relation, so is the only functional relationship

Answer:

g=2 i hope this helps

It always helps if you rate,like and mark brainliest :D

have a good day.

Answer:

Choice C: 6

Step-by-step explanation:

Get the difference between each consecutive terms.

\( \mathbb{ANSWER:}\)

\(\sf d=a_n - a_{n-1}\)

\(\sf d = 10 - 4\)

\(\sf d = 6\)

∴ The common difference is 6

Answer:

i think the is 14.13.

Step-by-step explanation:

Answ 21?

Step-by-step explanation:

Answer:

19

Step-by-step explanation:

The value of h(6) can be found by substituting 6 into the given equation where x is.

h(6)=7+2(6)=7+12=19

Answer:

x=15/19

Step-by-step explanation:

You have to start by multiplying the denominators by the numerators. I doesn't matter which you do first, as you can see, I chose to multiply the 6 by the 4x first.

Once that is completed, it is a simple matter of rearranging the equation so it begins with x=...

To do this, just subtract 5x and then divide by 19 on both sides to get the final fraction.

I have attached a photograph of my workings.

Answer:

-g(x), g(2x), g(-x)

Step-by-st-ep explanation:

if f (–x) = f (x), so all of the signs are the same

you can also try on desmos, the graph is more helpful than words explain sometimes

The functions that are odd are -g(x), g(2x), and g(-x). The correct option is A, B, and E.

A function assigns the value of each element of one set to the other specific element of another set.

For an odd function, -f(x) = f(-x).

Given that the function, g(x) = 3x³ + x is an odd function. Therefore, the transformation of the function that will again result in an odd function is,

A.)  –g(x)

-g(x) = -(3x³ + x) = -3x³ - x

g(-x) = 3(-x)³ + (-1x = -3x³ - x

Thus, this is an odd function.

B.)  g(2x) ⇒ Since this will result in the same function, the only difference will be that the function will be vertically stretched.

E.)   g(–x)

-g(x) = -(3x³ + x) = -3x³ - x

g(-x) = 3(-x)³ + (-1x = -3x³ - x

Thus, this is an odd function.

Hence, the functions that are odd are -g(x), g(2x), and g(-x).

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The line segments PR and QR and PQ to form an equilateral triangle.
The three blue line segments are PQ, PR, and QR.


To construct an equilateral triangle with PQ as one side using a compass and straightedge:

1.  Draw a line segment PQ.

2. Place the compass at point P and draw a circle with radius PQ.

3. Without changing the radius of the compass, place the compass at                  
      point Q and draw another circle.

4. The intersection of the two circles is point R.

Draw line segments PR and QR to form an equilateral triangle.

The three blue line segments are PQ, PR, and QR.
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