Brian took eight years to pay off his $71,900 loan. The loan had an interest rate of 8. 16%, compounded quarterly. If Brian paid quarterly and made the same payment every time, how much was each payment that he made? a. $2,342. 66 b. $3,081. 54 c. $1,022. 28 d. $1,466. 76 Please select the best answer from the choices provided A B C D.

The table for converting decimeters to meters is straightforward. Each decimeter is equal to one-tenth of a meter, so to convert decimeters to meters, you divide the value in decimeters by 10.

To convert decimeters to meters, you can use the conversion factor of 1 decimeter = 0.1 meter. This means that each decimeter is equal to one-tenth of a meter. To convert a given value in decimeters to meters, you divide the value by 10. For example, if you have 50 decimeters, you divide 50 by 10 to get the equivalent value in meters, which is 5 meters. Another example, if you have 3 decimeters, dividing it by 10 gives you 0.3 meters.

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After 5 months, the total cost of the car from Sally Sue's dealership will be greater than the cost from Billie Jean's.

Sally Sue's dealership charges $250 per month and a $1,500 down payment. Billie Jean's dealership, on the other hand, charges $200 per month and a $2,200 down payment.

In order to determine after how many months Sally Sue's dealership will cost more than Billie Jean's dealership, a formula can be used.

That formula is: x = the number of months $250x + $1,500 = $200x + $2,200.

After simplification, the equation becomes:50x = 700x = 14

Therefore, Sally Sue's dealership will cost more than Billie Jean's dealership after 5 months.

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[tex]To find out which pair of fractions is equivalent to 5/6 and 3/5, we need to convert them to fractions with a common denominator.[/tex]

The common denominator of 6 and 5 is 30. Thus, we need to convert both fractions into 30th fractions. 5/6=25/30, and 3/5=18/30. Therefore, the pair of fractions that is equivalent to 5/6 and 3/5 is 25/30 and 18/30.Explanation:Given fractions are 5/6 and 3/5To make a pair of equivalent fractions, we need to find out a common denominator.Now, let's try to find out the LCM of 6 and 5.LCM of 6 and 5 is 30Thus,We need to convert fractions with a common denominator of 30.5/6 = 25/303/5 = 18/30Therefore, the pair of equivalent fractions is 25/30 and 18/30.

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The perimeter of the rectangle is 10 cm.

To find the perimeter of the rectangle, we need to convert the base two dimensions to base ten and then use the formula for calculating the perimeter.

The width of the rectangle is 10 base two cm. In base ten, this is equivalent to 2 cm (since 10 base two is equal to 2 in base ten).

The length of the rectangle is 11 base two cm. In base ten, this is equivalent to 3 cm (since 11 base two is equal to 3 in base ten).

Now, we can calculate the perimeter using the formula:

Perimeter = 2 * (Width + Length)

Perimeter = 2 * (2 cm + 3 cm)

Perimeter = 2 * 5 cm

Perimeter = 10 cm

Therefore, the perimeter of the rectangle is 10 cm.

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The table provided displays the results of Anthony's survey on whether students at his school play a sport, categorized by gender. The question at hand is whether being a girl and playing sports are independent events.

In order to determine if being a girl and playing sports are independent events, we need to understand the concept of independence in probability. Two events are considered independent if the occurrence of one event does not affect the probability of the other event happening.

Looking at the table, we can analyze the data for girls and boys separately. If the proportion of girls playing sports is consistent regardless of the total number of girls surveyed, then being a girl and playing sports can be considered independent events. However, if the proportion of girls playing sports varies depending on the total number of girls surveyed, then being a girl and playing sports are not independent events.

To determine the independence, we would need additional information about the total number of girls surveyed and the proportion of girls playing sports across different sample sizes. Without that information, we cannot definitively conclude whether being a girl and playing sports are independent events based solely on the provided table.

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To describe how long Rosa's rocket flew, we can use the given information that Rosa's rocket flew 2.5 seconds longer than 1.5 times the number of seconds Gina's rocket flew.

Let's denote the number of seconds Gina's rocket flew as x. According to the information given, Rosa's rocket flew 1.5 times the number of seconds Gina's rocket flew, which is 1.5x. Additionally, Rosa's rocket flew 2.5 seconds longer than that.

Therefore, the expression that describes how long Rosa's rocket flew is:

1.5x + 2.5

So Rosa's rocket flew for 1.5x + 2.5 seconds.

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Cost of commission he or she be paid is, $675

We have,

At the Stanford Used Car Dealership, a salesperson is paid a commission of 5% of the sale price for every car he or she sells.

Here, Cost of a car = $13,500

Hence, Cost of commission he or she be paid is,

5% of $13,500

5/100 x $13,500

5 x $135

$675

Therefore, Cost of commission he or she be paid is, $675

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The perimeter of the larger rectangle is 160. The ratio of the perimeters of the two hexagons is 36/7.

To find the perimeter of the larger rectangle, we can use the concept that the perimeter scales with the scale factor.

If the scale factor of 4/3 is applied to the smaller rectangle, it means that the corresponding sides of the larger rectangle are 4/3 times longer than the sides of the smaller rectangle. Since the perimeter is the sum of all the sides, we can multiply the perimeter of the smaller rectangle by the scale factor to find the perimeter of the larger rectangle.

Given that the perimeter of the smaller rectangle is 120, we can calculate the perimeter of the larger rectangle as follows:

Perimeter of the larger rectangle = Scale factor * Perimeter of the smaller rectangle

Perimeter of the larger rectangle = (4/3) * 120

Perimeter of the larger rectangle = 160

Therefore, the perimeter of the larger rectangle is 160.

Using the same logic as in the previous question, we can find the perimeter of the larger rectangle when the perimeter of the smaller rectangle is 45.

Perimeter of the larger rectangle = Scale factor * Perimeter of the smaller rectangle

Perimeter of the larger rectangle = (4/3) * 45

Perimeter of the larger rectangle = 60

Therefore, the perimeter of the larger rectangle is 60.

The ratio of the areas of the two hexagons is given as 36:49. Since the area of a hexagon is proportional to the square of its side length, we can take the square root of the area ratio to find the ratio of their side lengths.

√(Area ratio) = √(36/49) = 6/7

The ratio of their side lengths is 6/7. Since the perimeter of a regular hexagon is equal to six times the length of its side, we can multiply the ratio of the side lengths by 6 to find the ratio of their perimeters.

Ratio of perimeters = 6 * (6/7) = 36/7

Therefore, the ratio of the perimeters of the two hexagons is 36/7.

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The number of students whose favorite color is blue will be 40 students is the best prediction of the favorite colors by the 120 students based on the survey results given.

Here are the reasons why the other options are incorrect as follows: The number of students whose favorite color is green will be 12 more than the number of students who choose purple as their favorite color:

This statement cannot be a good prediction of the 120 students' favorite color.

It is possible that only two students chose purple, so if only two students choose purple as their favorite color, then the number of students whose favorite color is green would be 14, which does not make sense.

The number of students whose favorite color is red will be twice the number of students who choose purple as their favorite color:

This statement cannot be the best prediction of the 120 students' favorite color.

Even though 4 students chose red as their favorite color, only two students chose purple as their favorite color.

If the statement were accurate, then the number of students who chose red as their favorite color would be 4 × 2 = 8, which does not seem like a reasonable prediction.

The number of students whose favorite color is blue will be 12 less than the number of students who choose green: The statement cannot be the best prediction of the 120 students' favorite color.

Because according to the survey results, 8 students choose blue, but if this statement were accurate, the number of students who choose green would be 8 + 12 = 20.

This implies that the total number of students who choose blue is 20 - 12 = 8 students.

This is contradictory because the number of students who choose  is already given in the survey results. Therefore, this statement cannot be the best prediction.

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After forty years with interest compounded every twenty years, the total amount will be ₹100,625 and the total interest will be ₹50,625.

In this scenario, the principal amount is ₹50,000, and the rate of interest is 0.5% per annum. The interest is compounded every twenty years, which means that after twenty years, the interest earned is added to the principal, and the new total becomes the principal for the next twenty-year period.

To calculate the total amount after forty years, we need to compound the interest twice. First, we calculate the amount after twenty years:

Principal + Interest = ₹50,000 + (0.5% of ₹50,000) = ₹50,000 + (0.005 * ₹50,000) = ₹50,000 + ₹250 = ₹50,250.

Then, for the next twenty-year period, we compound the interest again:

Principal + Interest = ₹50,250 + (0.5% of ₹50,250) = ₹50,250 + (0.005 * ₹50,250) = ₹50,250 + ₹251.25 = ₹50,501.25.

Therefore, after forty years, the total amount will be ₹50,501.25. The total interest earned can be calculated by subtracting the principal amount from the total amount:

Total Interest = Total Amount - Principal = ₹50,501.25 - ₹50,000 = ₹501.25.

Hence, the total interest earned after forty years will be ₹501.25, and the total amount will be ₹50,501.25.

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Monkeyman is one of the two protagonists in the short story "The Day They Burned the Books" written by Jean Rhys. This story is about the societal norms that exist in the Caribbean in the 1900s.

Monkeyman is a young boy from the West Indies who is fascinated by the books in the library but feels that he is too insignificant to touch them. Monkeyman's actions have consequences.The consequences of Monkeyman's actions are that The Tigros want to hurt him. The Tigros are two girls, who are friends of Peaches, the other protagonist in the story.

Monkeyman and Peaches have a close friendship, but because of Monkeyman's actions, The Tigros are angry with him. Monkeyman finds out that The Tigros are angry with him when he overhears them talking. He tries to apologize to them but they are not interested in listening to him.The situation becomes worse when The Tigros start looking for Monkeyman. They are angry and want to hurt him. Monkeyman has to hide from them in the library, and he is terrified. The situation is tense, and it is not clear what will happen. This is the consequence of Monkeyman's actions.

The story shows how the societal norms of the Caribbean in the 1900s affect the lives of the people who live there. Monkeyman's actions show that he is not willing to accept these norms, but he has to deal with the consequences of his actions.

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To solve the given function: f(x) = x², g(x) = 5x, and h(x) = x + 4 for [f ◦ (h ◦ g)](2), we have to calculate for the following steps:

To find [h ◦ g](x), we substitute g(x) into h(x) as follows:

h(g(x)) = g(x) + 4

Substitute g(x) with 5x, we get:

h(g(x)) = 5x + 4

Therefore, [h ◦ g](x) = 5x + 4

To find [f ◦ (h ◦ g)](x), we substitute [h ◦ g](x) into f(x) as follows:

f(h(g(x))) = [h(g(x))]²

Substitute [h ◦ g](x) with 5x + 4, we get:

f(h(g(x))) = [5x + 4]²= (5x + 4)(5x + 4)= 25x² + 40x + 16

Therefore, [f ◦ (h ◦ g)](x) = 25x² + 40x + 16

The final step is to find [f ◦ (h ◦ g)](2). Substitute x = 2, we get:

[f ◦ (h ◦ g)](2)= 25(2)² + 40(2) + 16= 100 + 80 + 16= 196

Hence, we have found that [f ◦ (h ◦ g)](2) = 196.

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the 19th term in the sequence is 150994944 and the 20th term in the sequence is 301989888.

The formula for the n-th term of a geometric sequence is a = arn−1where a is the first term, r is the common ratio, and n is the number of terms.

In the given sequence, a1 = 18, and a n = 2 a n−1 , which is a geometric sequence with common ratio r = 2.

The explicit formula of the sequence is a(n) = a1 x r^(n - 1) where a1 = 18 and r = 2.Using the explicit formula,a(19) = 18 x 2^(19-1) = 18 x 2^18 = 150994944a(20) = 18 x 2^(20-1) = 18 x 2^19 = 301989888

Given a geometric sequence a n =2a n-1 with an initial value of a 1 = 18. Let's find the explicit formula of the sequence.The formula for the n-th term of a geometric sequence is given as:

a = arn−1 Where a is the first term, r is the common ratio, and n is the number of terms. Here, a1 = 18, and a n = 2 a n−1.

Hence the common ratio r is 2.To find the explicit formula for this sequence, we substitute a1 and r in the above formula. Hence the explicit formula for this sequence is given as:

a(n) = a1 x r^(n - 1)where a1 = 18 and r = 2.Let's find the 19th and 20th term in the sequence using this explicit formula.

Substituting n = 19 in the explicit formula, we get,a(19) = 18 x 2^(19 - 1)= 18 x 2^18= 150994944

Substituting n = 20 in the explicit formula, we get,a(20) = 18 x 2^(20 - 1)= 18 x 2^19= 301989888Hence the 19th term in the sequence is 150994944 and the 20th term in the sequence is 301989888

The explicit formula of the sequence is a(n) = a1 x r^(n - 1) where a1 = 18 and r = 2.Using this formula, we have found that the 19th term in the sequence is 150994944 and the 20th term in the sequence is 301989888.

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Normal Saline (0.9% NaCl) is an isotonic crystalloid solution that is used to replenish fluids and electrolytes in patients with dehydration or hypovolemia.

The volume and rate of fluid infusion are calculated based on the patient's clinical condition and fluid status.  According to the given data ,A patient will receive 750ml of normal saline and the fluid is delivered at 25mL/hour. To determine the time that it will take for the fluid to infuse, we can use the formula: Time = Volume ÷ Rate  Substituting the given values into the formula: Time = 750 ÷ 25Time = 30  , it will take 30 hours for the 750ml of normal saline to infuse at a rate of 25mL/hour.

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Answer:

2,040,816 days ≈ 2.04 × 10⁶ days

Step-by-step explanation:

To calculate the time it takes for light to travel from the Sun to the Andromeda galaxy, we need to use the formula:

[tex]\boxed{\sf Time = \dfrac{Distance}{Speed}}[/tex]

Given:

Substitute these values into the formula:

[tex]\sf Time=\dfrac{1.2 \times 10^{19}\;miles}{5.88 \times 10^{12}\;miles/day}[/tex]

Simplify the calculation:

[tex]\sf Time=\dfrac{1.2}{5.88} \times \dfrac{10^{19}}{10^{12}}\;days[/tex]

Divide the numbers 1.2 and 5.88:

[tex]\sf Time=0.204081632...\times \dfrac{10^{19}}{10^{12}}\;days[/tex]

[tex]\textsf{Apply the exponent rule:} \quad \dfrac{a^b}{a^c}=a^{b-c}[/tex]

[tex]\sf Time= 0.204081632...\times 10^{19-12}\;days[/tex]

Therefore:

[tex]\begin{aligned}\sf Time&=\sf 0.204081632...\times 10^{7}\;days\\&=\sf 2.04081632...\times 10^{6}\;days\\&=\sf 2,040,816\;days\end{aligned}[/tex]

Therefore, it takes approximately 2.04 million days for light to travel from the Sun to the Andromeda galaxy.

To find the number of sales in 1989, we need to substitute the corresponding value of x into the given equation. Since x=0 corresponds to 1982, we need to calculate the value of y when x=7. Using the equation y=80x + 5700, the number of sales in 1989 is 6,860.

The given equation is y = 80x + 5700, where y represents the number of sales in year x, with x=0 corresponding to 1982.

To find the number of sales in 1989, we need to determine the value of y when x=7. Since x=0 corresponds to 1982, we count 7 years forward to reach 1989.

Substituting x=7 into the equation, we have:

y = 80(7) + 5700

y = 560 + 5700

y = 6,860

Therefore, the number of sales in 1989 is 6,860.

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The finance charge on Rachel's loan, if she takes all 36 months to pay it off, is $1,730.16 (option B). This finance charge represents the total amount of interest that Rachel will pay over the course of the loan.

To calculate the finance charge, we first need to determine the total amount repaid by Rachel over the 36-month period. The monthly payment of $173.06 multiplied by 36 months gives us a total repayment of $6,225.36. Subtracting the original loan amount of $4,500 from this total repayment gives us the finance charge, which is $1,725.36.

However, we need to take into account any rounding or approximation in the answer choices. When rounding to the nearest cent, the finance charge becomes $1,730.16, which matches option B.

Therefore, the correct answer is option B, $1,730.16, representing the finance charge on Rachel's loan if she takes all 36 months to pay it off.

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A square of side 18 inches is cut to make an open box with equal squares cut from each corner. The volume of the box to be 432 cubic inches. We have to find the minimum length of the sides of the squares cut from each corner.

Let x be the length of the sides of the squares cut from each corner. The length of the open box will be (18 - 2x), since we are cutting x length from each corner.Height of the box will be x. Volume of the box V = Length × Width × Height We know that, V = 432 cubic inches Given, V = Length × Width × Height We have, Length = (18 - 2x) Width = (18 - 2x)

Height = xV

[tex](18 - 2x) × (18 - 2x) × x= (18 - 2x)² × x= x(324 - 72 x + 4x²)[/tex]

=432 cubic inches

x(4x² - 72x + 324) - 432 = 0 Now, solving this equation, we get: 4x² - 72x + 324 - 432/x = 0 Multiplying both sides by x, we get: 4x³ - 72x² + 324x - 432 = 0 Factorizing it, we get:

4(x - 6)² (x - 3) = 0x = 3, 6 As the length of the side can not be negative.

Therefore, the minimum length of the side of the square cut from each corner be 3 inches.Volume, V of the box as a function of x can be calculated as follows:V = x(324 - 72x + 4x²)

= 4x³ - 72x² + 324 x cubic inches. Answer: Therefore, the minimum length of the side of the square cut from each corner should be 3 inches.

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The number of birds at the Bronx Zoo is 139. There are 139 birds at the Bronx Zoo, based on the information provided by Maggie's animal count and leg count.

Let's use algebraic equations to solve for the number of birds at the Bronx Zoo.

Let's assume that the number of mammals is represented by the variable "m" and the number of birds is represented by the variable "b."

From the given information, we know that the total number of animals counted, whether mammals or birds, is 200. This can be expressed as:

m + b = 200 (Equation 1)

Additionally, we know that the total number of legs counted is 522. Mammals have 4 legs each, while birds have 2 legs each. Therefore, the total number of legs can be calculated as:

4m + 2b = 522 (Equation 2)

To solve this system of equations, we can use substitution or elimination method.

Let's solve using the elimination method:

Multiply Equation 1 by 2 to make the coefficients of "b" in both equations the same:

2m + 2b = 400 (Equation 3)

Now subtract Equation 3 from Equation 2:

4m + 2b - (2m + 2b) = 522 - 400

Simplifying:

2m = 122

Divide both sides by 2:

m = 61

Now substitute the value of "m" back into Equation 1 to solve for "b":

61 + b = 200

Subtract 61 from both sides:

b = 200 - 61

b = 139

Therefore, the number of birds at the Bronx Zoo is 139.

By solving the given algebraic equation, we determined that there are 139 birds at the Bronx Zoo, based on the information provided by Maggie's animal count and leg count.

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The growth/decay factor of the given exponential function y = 6(1.07)^x is 1.07, and the y-intercept is 6.

In the exponential function y = 6(1.07)^x, the base of the exponential term is 1.07. Since the base is greater than 1, it represents a growth factor. This means that as x increases, the value of y will grow exponentially.

The coefficient 6 represents the initial value or y-intercept of the function. When x is equal to 0, the exponential term becomes 1, and multiplying it by 6 gives us the y-intercept of 6. This means that when x is 0, the value of y is 6.

Therefore, the correct answer is:

d. Growth factor is 1.07; y-intercept is 6.

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The slope of line PQ, which has endpoints (5, -8) and (-5, 8), can be determined by finding the ratio of the change in y-coordinates to the change in x-coordinates.

The slope represents the rate at which the line rises or falls as we move from one endpoint to the other. The slope formula is given by:

Slope = (change in y-coordinates) / (change in x-coordinates)

To calculate the slope of PQ, we subtract the y-coordinate of one endpoint from the y-coordinate of the other endpoint and divide it by the difference of the corresponding x-coordinates. In this case, the calculation would be as follows:

Slope = (8 - (-8)) / (-5 - 5) = 16 / -10 = -8 / 5

Therefore, the slope of line PQ is -8/5. This means that as we move from the point (5, -8) to (-5, 8), the line rises 8 units for every 5 units it moves to the left.

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To advise school leavers on stress management techniques to deal with the psychological impact of unemployment, it is essential to encourage self-care practices, maintain a positive mindset, seek support from others, develop new skills, and explore alternative opportunities.

1. Self-care practices: Emphasize the importance of self-care activities such as exercise, proper sleep, healthy eating, and engaging in hobbies or activities that bring joy and relaxation. These practices help reduce stress and promote overall well-being.

2. Positive mindset: Encourage school leavers to maintain a positive outlook by focusing on their strengths, setting realistic goals, and maintaining a sense of optimism. Remind them that unemployment is a temporary phase and that opportunities will arise in the future.

3. Seek support: Encourage school leavers to reach out to family, friends, or mentors for emotional support and guidance. Sharing their concerns and feelings with others can help alleviate stress and provide valuable perspectives.

4. Develop new skills: Suggest utilizing the free time to learn new skills or enhance existing ones. This could involve taking online courses, volunteering, or participating in community projects. Skill development increases confidence and expands future job prospects.

5. Explore alternative opportunities: Encourage school leavers to explore alternative paths such as entrepreneurship, freelancing, internships, or part-time work. Encouraging them to think creatively and consider different options can help them find fulfilling opportunities.

By adopting these stress management techniques, school leavers can proactively cope with the psychological impact of unemployment, maintain a positive mindset, and continue developing themselves for future opportunities.

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The reflected coordinates are: A' = (-3, -4) and B' = (-6, 5). To reflect a point in the x-axis, we keep the x-coordinate the same and change the sign of the y-coordinate.

To reflect a point in the x-axis, we imagine a mirror placed horizontally at the x-axis. The reflection of the point occurs by flipping it across the x-axis. This means that the x-coordinate remains the same, but the sign of the y-coordinate changes.

Let's consider point A with coordinates (-3, 4). To reflect point A in the x-axis, we keep the x-coordinate (-3) the same, but change the sign of the y-coordinate (4) to -4. So, the reflected point A' is (-3, -4).

Now, let's move on to reflecting point B in the y-axis. This time, we imagine a mirror placed vertically at the y-axis. The reflection of the point occurs by flipping it across the y-axis. This means that the y-coordinate remains the same, but the sign of the x-coordinate changes.

Point B has coordinates (6, 5). To reflect point B in the y-axis, we keep the y-coordinate (5) the same, but change the sign of the x-coordinate (6) to -6. So, the reflected point B' is (-6, 5).

The reflection of point A (-3, 4) in the x-axis is A' (-3, -4).

The reflection of point B (6, 5) in the y-axis is B' (-6, 5).

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A rocket launched into the air reaches a height of 720 feet after 5 seconds. After 10 seconds, the rocket lands. Let the x-axis be the ground and the y-axis be at the starting point of the rocket. Equation modeling the path of the rocket where h is the height of the rocket and t is the time in seconds after the rocket is launched is:

a. H(t) = -16t² + vt + h

Where: H(t) = Height of rocket at time t (in feet)

h = Initial height (in feet) = 0

v = Initial velocity (in feet/sec) = 0

Gravity = 32 ft/s²

(Since the rocket is going upward)So the equation for the path of the rocket is:

H(t) = -16t² + 0t + 0

H(t) = -16t²b.

The height of the rocket 7 seconds after it was launched can be determined by using the formula derived above:

H(t) = -16t² + 0t + 0

H(7) = -16(7)²

= -784

b. The height of the rocket after 7 seconds of launch is 784 feet.

c. Time duration the rocket is in the air is given by the formula:

H(t) = -16t² + 0t + 0

We can determine the time at which the rocket lands by equating the height of the rocket to 0:

H(t) = -16t² + 0t + 0

= 0

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The area of a square with side length 3xy^2 can be expressed as a monomial, which is 9x^2y^4.

The area of a square is calculated by multiplying the length of its side by itself. Given a side length of 3xy^2, we can express the area as a monomial by simplifying the expression. First, we square the side length: (3xy^2)^2. Applying the exponent to each term within the parentheses, we get 9x^2y^4. This monomial represents the area of the square with a side length of 3xy^2. It indicates that the area is the product of the coefficient, 9, and the variables raised to their respective exponents, x^2 and y^4. Therefore, the monomial expression for the area of the square is 9x^2y^4.

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The solution that can be eliminated is -0.2 s. The reason for eliminating this solution cannot be a negative value in this context. The height of football at t is modeled by quadratic equation h(t) = -16t^2 + 40t + 7,

When solving the equation h(t) = 0 to find the times when the height of the football is zero, we obtain two solutions: -0.2 s and 2.7 s (rounded to the nearest tenth). We need to determine which solution is valid and which one should be eliminated.

In this case, the solution -0.2 s can be eliminated because time cannot be negative. Time represents the duration after the ball is thrown, and it cannot go back in time before the throw occurred. Therefore, -0.2 s does not make sense in the context of this problem.

On the other hand, 2.7 s is a valid solution as it represents the time when the football reaches a height of zero during its trajectory. This solution indicates that after approximately 2.7 seconds, the football has landed or reached its lowest point in its flight path.Thus, the solution -0.2 s can be eliminated because time cannot be negative in this situation.

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Based on the fact that time values cannot be negative, the value which can be eliminated is -0.2s. Hence, the correct option is A.

The time values given are -0.2s and 2.7s. Time values cannot be negative. Hence, 2.7s is a more reasonable solution for the value of Time in this scenario.

Also, passes Can be thrown in any direction around the field. Hence, passes could be thrown forward or backward as the case may be.

Therefore, the solution which could be eliminated is -0.2 seconds.

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The headstart that runner 1 must give runner 2 is approximately 0.8 meters, rounded to the nearest meter.

To determine the headstart that runner 1 must give runner 2 in order for them to run the same distance, we need to consider the relative positions of the runners and the width of the lanes.

Let's assume that the circular track has a circumference of C meters. Runner 1 runs along the inner lane, while runner 2 runs along the outer lane, which is 80 cm (0.8 meters) wider than the inner lane.

When runner 1 completes one lap around the track, they will have covered a distance equal to the circumference of the inner lane (C_inner). On the other hand, runner 2 will need to run an additional distance equal to the width of the outer lane (0.8 meters) to complete one lap around the track.

Since both runners need to cover the same distance for their runs to be equivalent, we can set up the following equation:

C_inner = C_outer + 0.8

Now, let's solve for the headstart that runner 1 must give runner 2:

C_inner = C_outer + 0.8

C_inner - C_outer = 0.8

Since the difference in distances between the inner and outer lanes is 0.8 meters, runner 1 needs to start 0.8 meters ahead of runner 2 for them to cover the same distance.

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The total number of people who take the elevator is 19.

Based on the given two-way table, the number of people who take the elevator is found in the "Elevator" column, which includes both athletes and non-athletes.

Looking at the "Elevator" column, we can see that the number of athletes who take the elevator is 3, and the number of non-athletes who take the elevator is 16.

To find the total number of people who take the elevator, we add the number of athletes and non-athletes who take the elevator:

3 (athletes) + 16 (non-athletes) = 19

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Therefore, the simplified value of the expression 8.5 + (12 + 4) × 2 − 7 is 33.5.

To make simple or simpler: such as. : to reduce to basic essentials. : to diminish in scope or complexity : streamline. was urged to simplify management procedures. : to make more intelligible : clarify.

The simplified value of the expression below is 33.5.

Expression:8.5 + (12 + 4) × 2 − 7

To solve the given expression, let's use the order of operations, which is:

Parentheses, Exponents, Multiplication and Division (from left to right), Addition and Subtraction (from left to right)Now let's solve the expression using the above rule and get the answer.

8.5 + (12 + 4) × 2 − 7= 8.5 + 16 × 2 − 7

[Simplify (12+4)]  = 8.5 + 32 − 7 [Perform multiplication]  = 40.5 − 7 [Perform addition]  = 33.5

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