add ( 7x^2-5x+3)+(2x^2+7x-8)

Answer:

a) deceleration = 0.4 m/s^2

b) distance = 320m

Step-by-step explanation:

a)

using formula a = (v-u)/t,

acceleration a = unknown (deceleration is the negative of acceleration)

final velocity v = 0 m/s (rest)

initial velocity u = 16 m/s

time t= 40s.

a = (0-16)/40

a = -0.4

Hence deceleration = 0.4 m/s^2

b)

Use formula v²-u² = 2as

distance s = unknown

0²+16² = 2(-0.4)(s)

s = 320m

Answer:  

Step-by-step explanation:

≅ mens the triangles are congruent (the same arcs and the same sides in both). Basicaly it means they are the same exept its positon (can be mirrored or rotated)

So if ΔDEF is the same as ΔABC and the same as ΔMNO that maens ΔMNO must be the same as ΔABC

{ΔABC≅ΔDEF  and ΔDEF≅ΔMNO} ⇒ ΔABC≅ΔMNO

And if ΔMNO is the same as ΔABC and the same as ΔPQR that maens ΔPQR must be the same as ΔABC

{ΔABC≅ΔMNO and ΔMNO≅ΔPQR} ⇒ ΔABC≅ΔPQR

Answer:

Output work = 1Nm

Input work = 1Nm

Load arm = 0.02m

Step-by-step explanation:

Given the following :

Effort applied = 10N

Load = 50N

Effort distance = 10cm = 10/100 = 0.1m

Calculate : the load arm, input work and output work

Input work = Effort × distance moved by effort

Input work = 10N × (0.1)m = 1J

B) Load arm or load distance :

Mechanical advantage (MA) = load / effort

MA = 50 / 10

MA = 5

MA = input distance / output distance

5 = 0.1 / load arm

load arm = 0.1 / 5

load arm = 0.02m

C.) Output work :

Load × load distance

50N × 0.02

Output work = 1J

Answer:

Choice C.

Step-by-step explanation:

There are students listening to music for 6.5 hours. So, the students will be in a range where the numbers on the x-axis go to 9.

According to the table, there are 11 students who listen to music for 0 to 3 hours. There are 3 students who listen to music for 3 to 6 hours. There is 1 student listening to music from 6 to 9 hours. This data matches up with the histogram from Choice C.

Hope this helps!

Answer:

The two points solutions to the system of equations are: (2, 3) and (-1,6)

Step-by-step explanation:

These system of equations consists of a parabola and a line. We need to find the points at which they intersect:

[tex]x^2-2x+3=-x+5\\x^2-2x+x+3-5=0\\x^2-x-2=0\\(x-2)(x+1)=0[/tex]

Since we were able to factor out the quadratic expression, we can say that the x-values solution of the system are:

x = 2 and x = -1

Now, the associated y values we can get using either of the original equations for the system. We pick to use the linear equation for example:

when x = 2 then  [tex]y=-(2)+5=3[/tex]

when x= -1  then  [tex]y=-(-1)+5=6[/tex]

Then the two points solutions to the system of equations are: (2, 3) and (-1,6)

Answer:

y = -2/9 |X| - 8

Step-by-step explanation:

I'm not certain whether the -7 is part of the |X| or it's just out of the equation. But shifting an equation up or down is very intuitive.

If you want to move an equation up a certain unit, you just add that many units (positive) onto the end of an equation. The same goes for moving a unit down, where you subtract that many units you want to go down.

Answer:

y=-2/9 |x| -8

Step-by-step explanation:

y = f(x) + C  C < 0 moves it down

y=-2/9 |x| -7 Shift down 1 by subtracting 1

y=-2/9 |x| -7-1

y=-2/9 |x| -8

Answer:

Step-by-step explanation:

r = 15 ft

h = 22 ft

Volume of cylinder = πr²h

                                = π * 15 * 15 * 22

                                = 4950π

                                = 4950 * 3.14

                               = 15543 cubic ft

Answer:

the most accurate argument is (C) The transportation and brokerage costs that Suriland's farmers would face if they sold their wheat outside Suriland could amount to almost a dollar per bushel.

Step-by-step explanation:

The cost of transportation and other logistics is being covered by the government that is why the government pay less than dollar per bushel.

so the price of the wheat would have to decrease at home so that the cost of the transportation can be covered by the government who are buying directly from the farmers.

Answer:

The answer is 3.

Step-by-step explanation:

In order to get 5 as the denominator, you would divide 25 by 5. Hence, you would do the same to the numerator. 15 divided by 5 equals three.

Hope this helps! Stay safe! So cool that you live in the UK!

xx gloriouspurpose xx

p.s. from america lol

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Answer: 50

Step-by-step explanation:

I am rounding it to 1 significant figure.

9.8 = 10 (round up when the last digit is 5, 6, 7, 8 or 9)

5.2 = 5 (round down when the last digit end with 0, 2, 3 or 4)

So it now is 10 x 5 = 50

Rounding to 1 significant figure, we get the product of 9.8 * 5.2 is 50. Thus, option B is correct.

Rounding some number to a specific value is making its value simpler (therefore losing accuracy), mostly done for better readability or accessibility.

Rounding to some place keeps it accurate on the left side of that place but rounded or sort of like trimmed from the right in terms of exact digits.

Given product is 9.8 * 5.2

Now we are rounding it to 1 significant figure.

Round up when the last digit is 5, 6, 7, 8 or 9

9.8 = 10

Round down when the last digit end with 0, 2, 3 or 4

5.2 = 5

So, 10 x 5 = 50

Thus, option B is correct.

Learn more about rounding numbers  here:

https://brainly.com/question/1285054

#SPJ2

Answer:

30%

Step-by-step explanation:

Since its 10 marbles we can just add 1 zero to each number

5 marbles = 50%

3= 30%

2= 20%

Answer:

Step-by-step explanation:

P=3/5 ×1/6=1/10

Answer:

[-1, infinity)

Step-by-step explanation:

I must assume that you meant y = √(x - 5) - 1.

The range of the square root function is [0, infinity.

If 1 is subtracted from the square root function, the range of the resulting function is [-1, infinity).

Answer:

B. y > = -1

Step-by-step explanation:

edge 2020

Answer:

Step-by-step explanation:

(1-3)/(5-1)= -2/4 = -1/2

y - 3 = -1/2(x - 1)

y - 3 = -1/2x + 1/2

y - 6/2 = -1/2x + 1/2

y = -1/2x + 7/2

Answer:

(11, 3)

Step-by-step explanation:

Answer:

23

Step-by-step explanation:

Here we will use BODMAS

42 - 3⋅4 + 7

42 - 12 + 7

42 - 19 = 23

Answer:

Answer is 11

Step-by-step explanation:

I took the quiz

Answer:

acceleration=force/mass

Due to variation in the mass[ as same force as per magnitude acts on both of them] the acceleration developed in the bug will be more and the acceleration developed in the car is negligible.

impulse=change in momentum

The impulse of bug is more and that of car is small.

momentum changes=change in momentum

force=change in momentum/time of contact

the force exerted by car on the bug will be more than the converse

Total. momentum is conserved , so magnitude of change in momemtum or impulse is same. By Newtons third law, since the bug have smaller mass, its change in magnitude of velocity is larger.

Step-by-step explanation:

Answer:

The pressure decreased by 18%

Step-by-step explanation:

Given two scenarios:

Step 1: Find the initial pressure

Initial force = 90 Newtons

Initial surface force is applied on = 20 cm²

Initial pressure = initial force/initial surface

*Note: the SI unit for pressure is N/m²

We need to convert cm² to m²

1 cm² = 0.0001 m²

20 cm² = 0.002 m²

Initial pressure = 90/0.002 m²

Initial pressure = 45,000 N/m²

Step 2: find new pressure

New force = 90+5 = 95N

New area = 20+5 = 25 m² = 0.0025m²

New pressure = 95/0.0025 = 38,000

Step 3: find the outcome of the increases by calculating the % change in pressure

% change in pressure = (new pressure - initial pressure)/initial pressure × 100

Thus,

% change in pressure = (38,000 - 45,000)/38,000 × 100

= -7,000/38,000 × 100

= -18.42 ≈ -18%

The outcome of the increase resulted in a decrease in pressure. Thus,

The pressure decreased by 18%

Answer:

The pressure is decreased by 15.56%

Answer:

x=−3y−15

Step-by-step explanation:

Let's solve for x.

x+3y=−15

Step 1: Add -3y to both sides.

x+3y+−3y=−15+−3y

x=−3y−15

Answer:

x=−3y−15

Answer:

It cost $164 to produce 765 gallons of chocolate chunk ice

Step-by-step explanation:

The function C(g) represents the cost (C) to produce g gallons of chocolate chunk ice.

Given the statement:

C(765)=164

Comparing with C(g), we have that:

Cost, C = $164

Number of gallons of chocolate chunk ice. g=765

Therefore, the meaning of the given statement is:

It cost $164 to produce 765 gallons of chocolate chunk ice

Answer:

The approximate area of the hexagon is 42 in²

Now, the length of one side is 4 inches.

Answer:

B. 42 in.^2

Step-by-step explanation:

Just took the Unit Test on Edg (2020-2021)!!

the product of a rational number multiplied by itself.

Answer:-12=-24 FALSE

Step-by-step explanation:

6-18= -12

18-42= -24

The statement is false

<!> Brainliest is appreciated! <!>

[tex]\text{Solve:}\\\\6(1-3) = 2(9-21)\\\\\text{Use the distributive property}\\\\6-18 = 18-42\\\\-12=-24\\\\\text{This would make the equation False, since -12 doesn't equal -24}[/tex]

Answer:

y<3

Step-by-step explanation:

It is  y<3 because all areas below y=3 are shaded.

In addition, the line y=3 is dotted, which means it is not part of the inequality (i.e. strict inequality).

If it had been a full line, then it would be y<=3.

Answer:

c

Step-by-step explanation:

Answer:

[tex] 4y^3 [/tex]

Step-by-step explanation:

[tex] \dfrac{4}{y^{-3}} = [/tex]

[tex] = 4 \times y^3 [/tex]

[tex] = 4y^3 [/tex]

Answer:

4y^3

Step-by-step explanation:

Answer:

D (6,1)

Step-by-step explanation:

[tex]x + 3y = 9[/tex]

[tex]y = x-5[/tex]

When [tex]y = x-5[/tex], it means we don't need to move the variables to the left side and right side. We can use [tex]y = x-5[/tex] to substitute into the first equation [tex]x + 3y = 9[/tex] directly.

[tex]x + 3y = 9[/tex]

[tex]x+3(x-5)=9[/tex]

[tex]x+3x-15=9[/tex]

[tex]4x=9+15[/tex]

[tex]4x=24[/tex]

[tex]x=6[/tex]

When x=6, we can substitute the value of x into any equation whatever you want. You can choose [tex]x + 3y = 9[/tex] or [tex]y = x-5[/tex]. I choose [tex]y = x-5[/tex] is easier to get the value of y.

When x=6, substitute into [tex]y = x-5[/tex]

[tex]y=6-5[/tex]

[tex]y=1[/tex]

Hooray, now you have the value of x and y which are x=6 and y=1.

I hope you will understand the answer.

You can ask any question here if you still cannot get the point. Don't be shy.

Answer:

d (6,1)

Step-by-step explanation:

a pex