Please determine the conjugate of 9 - 3i ?

Answer:

\(\frac{dx^{2} (x+1)S^{2} }{2(x^{2} +6x+3)^{2} }+ C\)

Step-by-step explanation:

Answer:

x=5 is in the domain

Step-by-step explanation:

sqrt(x-5) ≥ 0

Square each side

(sqrt(x-5))^2 ≥ 0^2

x-5≥0

x≥5

This is the domain of x

Answer:

stratified random sampling technique

The sampling technique described, where sixteen students are randomly selected from each grade level, is called "stratified random sampling."

We have,

Stratification involves dividing the population (in this case, the high school students) into distinct subgroups or strata based on certain characteristics

By selecting a random sample from each stratum (each grade level), the sampling technique aims to ensure that each subgroup is represented in the sample in proportion to its size within the population.

This approach allows for a more representative sample and provides insights into the eating habits of students across different grade levels.

Thus,

The sampling technique described, where sixteen students are randomly selected from each grade level, is called "stratified random sampling."

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Answer:

6^_7

Step-by-step explanation:

6^7*6^-7=1

Proved

Answer:

the first one

Step-by-step explanation:

3x3=9x3=27

Answer:

17.1%

Step-by-step explanation:

To find the percentage of oak trees in the wood, divide the number of oak trees by the total number of trees (sum of all tree types), and then multiply by 100 to express it as a percentage:

\(\begin{aligned}\textsf{Percentage of oak trees}&= \dfrac{\textsf{Number of oak trees}}{\textsf{Total number of trees}} \times 100\\\\&= \dfrac{130}{420+130+210} \times 100\\\\&= \dfrac{130}{760} \times 100\\\\&=0.171052631... \times 100\\\\&=17.1\%\; \sf (1\;d.p.)\end{aligned}\)

Therefore, approximately 17.1% of the trees in the wood are oak trees.

Answer:

17.1%

Step-by-step explanation:

In order to calculate the percentage of trees that are oak trees, we can use the following formula:

\(\textsf{Percentage of oak trees }=\dfrac{\textsf{ Number of oak trees }}{\textsf{total number of trees} }\cdot 100\% \)

We know that the number of oak trees is 130 and the total number of trees is 420 + 130 + 210 = 760.

Substituting these values into the formula, we get:

\(\textsf{Percentage of oak trees }=\dfrac{130}{760}\cdot 100\% \\\\ = 0.1710 \cdot 100\% \\\\ \approx 17.1 \% \textsf{( in 1 d.p.)}\)

Therefore, 17.1% of the trees in the wood are oak trees.

Answer: no they are not similar

Step-by-step explanation: if you find the ratio of sides 85:17, it is 5

The ratio of sides 30 to 6 is also 5

However, the ratio of sides 54 to 9 is 6 so it is not similar

The ratio has to be the same for all sides to be similar

Given:

A table of x and y values

To determine the equation based on the given table, we get first the change y over change in x as shown below:

We can notice that the change in x is 1, while the change in y is 4.

Next, we use the slope formula:

Slope = Change in y/Change in x

So,

Then, we use the slope intercept formula:

where:

m=slope

b=y-intercept

We also note that the y-intercept is where the corresponding x-coordinate always zero. As we can see on the given table, x equals zero when y=-2, so the y-intercept is -2.

We plug in m=4 and b=-2 into y=mx+b:

Therefore, the equation is y=4x-2.

The ship started at the Position 0.14 units.

To determine the starting position of the ship, we can consider the distance sailed to the left and the distance to the treasure.

Given that you sailed 0.055 units to the left and found the treasure at 0.085 units, we can represent this situation mathematically as follows:

Starting position + Distance sailed to the left = Distance to the treasure

Let's assign a variable, "x," to represent the starting position of the ship.

The equation becomes:

x - 0.055 = 0.085

To find the value of x, we can solve this equation by isolating x on one side:

x = 0.085 + 0.055

x = 0.14

Therefore, the ship started at the position 0.14 units.

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Answer:

I think its 6.25  (6 and 1/4) but I'm not a teacher or anything so it may be incorrect.

Answer:

Step-by-step explanation:

The answer is B

Answer:

450×6.75 = 2 956.5

So the serviceman will get 2 956.5 after 6.75 hours of doing the job

Answer:

Inconsistent

Step-by-step explanation:

None

The slope-intercept equation of the line with a slope of 8 and a y-intercept of (0, 9) is y = 8x + 9.

To find the slope-intercept equation of a line, we use the form y = mx + b, where m represents the slope and b represents the y-intercept.

Given:

Slope (m) = 8

Y-intercept (0, 9)

We can substitute these values into the slope-intercept form:

y = mx + b

y = 8x + 9

Consequently, y = 8x + 9 represents the slope-intercept equation for the line with a slope of 8 and a y-intercept of (0, 9).

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Answer:

i am not sure about your question but if it is 3 divided by y-3 =12 divide by y+3 you can use this

Step-by-step explanation:

3÷y-3=12÷y+3

cross multiply

12(y-3)=3(y+3)............brackets off

12y-36=3y+9..............group the same

12y-3y=9+36

9y=45.......duved by 9 both sides

y=5

Answer:

a=(-4,0)

b=(2,3)

c=(-5,1)

Step-by-step explanation:

So since you are replicating it on the y-axis, you won't need to change anything on the x axis. Just conut until the centerpoint and replicate that on the y axis

Answer:

4080

Step-by-step explanation:

(a) √2 · √8. The simplified surd expression is 4.

(b) √80. The simplified surd expression is  4√5.

(c) √5/√20. The simplified surd expression is  1/2.

(d) √20. The simplified surd expression is  2√5.

The given surd expression is simplified as follows;

(a) √2 · √8

we can simplify it as;

√2 · √8 = √(2 x 8) = √16 = 4

(b) √80

we can simplify it as;

√80 = √ (16 x 5) = √16  x √5 = 4√5

(c) √5/√20

we can simplify it as;

√5/√20  x  √20 / √20

= (√5  x √20 ) /(20)

= √100 / 20

= 10/20

= 1/2

(d) √20

we can simplify it as;

√20 = √4  x √5 = 2√5

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Answer:

The area of the shaded region is 36.

Step-by-step explanation:

First, let's find the area of the rectangle as a whole, which will be 5*10 = 50. How did we get 50? The right side is 5 (from 2+3), and the top is 10 (3+7). Multiplying those numbers together will give you the area.

Now, the problem asks to find the shaded region. Let's solve for the area of the non-shaded region: (7*2) = 14.

Now, we can subtract the whole rectangle area minus the non-shaded region to find the shaded region:

50 - 14 = 36

= 5^-2 * (2³) ^(1/3)

= 1/5² * 2¹

= 1/25 * 2

= 0.08

Hello mate ☺️,

Step 1: Calculate 5 to the power of -2 and get 1/25, so,

\( \frac{1}{25} \sqrt[3]{8} \)

Step 2: Calculate ³√8 to get 2, so,

\( \frac{1}{25} \times 2\)

\( \frac{2}{25} \)

Step 3: Now, divide 25 by 2 to get 0.08

So, the answer is 0.08.

✍️ By Benjemin ☺️

The vector function that represents the curve of intersection is: r(t) = [x(t), y(t), z(t)] =\([t, 4t^2, 5t^2 + 32t^4]\)

To find a vector function that represents the curve of intersection between the paraboloid and the cylinder, we need to express the coordinates (x, y, z) in terms of a parameter t.

Let's start by expressing the cylinder equation in terms of x and y:

y =  \(4x^2\):

We can rewrite this as:

y - 4x^2 = 0

Now, we'll substitute this expression for y in the equation of the paraboloid:

z =\(5x^2 + 2y^2\)

Replacing y with \(4x^2\):

\(z = 5x^2 + 2(4x^2)^2\\z = 5x^2 + 32x^4\)

Now we have the equations for x and z in terms of t:

x = t

z = 5t^2 + 32t^4

To obtain the y-coordinate, we substitute the x value into the equation of the cylinder:

y =  \(4x^2\):

y =\(4t^2\)

Therefore, the vector function that represents the curve of intersection is: r(t) = [x(t), y(t), z(t)] =\([t, 4t^2, 5t^2 + 32t^4]\)

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Answer:

541.9

Step-by-step explanation:

Should be, don’t trust me 100%

25% of the students in the seminar are shorter than 65 inches.

To find the percentage of students who are shorter than 65 inches, we first need to find the number of students whose height is less than 65 inches:

There are three students who are shorter than 65 inches: 62, 60, and 58.

Therefore, the percentage of students who are shorter than 65 inches is:

(3 students / 12 students) × 100% = 25%

Note that the value given for 1% × 5 does not appear to be relevant to this question, and is not necessary for the calculation of the percentage of students who are shorter than 65 inches.

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Answer:

I believe it's 9 hope this helps

a) As per the given budget, the amount of interval that would be better for the city is 95% confidence interval.

b) The interval that be worse for the planners is depends on sample size

c) They achieve an interval estimate that would better serve their planning needs is depends on margin of error

d) The number of days worth of data should they collect to have confidence of estimating the true mean to 30 days

To obtain a better estimate, the city can create a confidence interval, which is a range of values that is likely to contain the true population mean with a certain degree of confidence.

However, there are also some disadvantages to using a confidence interval. The interval estimate may be wider than a point estimate, which means that the budget planners may have to allocate a larger budget to account for the uncertainty in the estimate.

To achieve a better interval estimate, the city could increase the sample size or reduce the variability of the data. Increasing the sample size reduces the margin of error and increases the precision of the estimate.

Finally, to determine how many days' worth of data the city should collect to estimate the true mean with a certain degree of confidence, the city would need to consider the desired level of precision, the variability of the data, and the desired level of confidence.

Typically, a larger sample size will provide a more accurate estimate, but this also depends on the variability of the data. In general, a sample size of at least 30 is recommended for a reasonably accurate estimate.

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a. To complete the model for -3 + (5), we start at -3 on the number line and add 5 by moving 5 units to right. This brings us 2, which is the result of the addition. The completed model looks like: 1 1 1 1 1 —10 —8 —6 —4 —2 0 2

A number line is a visual representation of numbers and their relative positions. It is a straight line where each point corresponds to a unique real number.

A number line can be used to represent both positive and negative numbers, as well as zero.

b. To complete the model for -5 + (3), we start at -5 on the number line and then add 3 by moving 3 units to the right. This brings us to -2, which is the result of the addition. The completed model looks like this:

1 1 1 1 1 —10 —8 —6 —4 —2 0

Note that the direction of the arrows on the number line represents the sign of the chips being added. Arrows pointing to the right represent positive chips and arrows pointing to the left represent negative chips.

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