Answer:Group of answer choices
Step-by-step explanation:
What you first want to do is like and unlike terms so basically liketerms are terms withthe same sign and unlike terms are terms with diferent signs for instinse 3g and 2g are like terms so -33 and -9 and -9 and 9 are unlike terms so you just have to find the like and unlike terms to answer the question!
Answer:
= 
with T₁ = 5000
Step-by-step explanation:
There is a common ratio r between consecutive terms in the sequence, that is
r = 
= 
= 
=
This indicates the sequence is geometric with recursive rule
= r
Here tr = , thus
= , T₁ = 5000
Exponentail thingies
easy, look at all them them, see that they have 5 in common?
rremember how esay it was to factor
ax^2+bx+c=0
now we have
5^(2x)-6(5^x)+5=0
remember that 5^(2x)=(5^2)^x or (5^x)^2
in other words, we can rewrite it as
1(5^x)^2-6(5^x)+5=0
if yo want, replace 5^x with a and factor
1a^2-6a+5=0
(a-1)(a-5)=0
a=5^x
(5^x-1)(5^x-5)=0
set each to zero
5^x-1=0
5^x=1
take the log₅ of both sides
x=log₅1
5^x-4=0
5^x=4
take the log₅ of both sides
x=log₅4
x=log₅1 and/or log₅4
second quesiton
same thing
1(2^x)-10(2^x)+16=0
factor
(2^x-8)(2^x-2)=0
set each to zero
2^x-8=9
2^x=8
x=3
2^x-2=0
2^x=2
x=1
x=3 or 1
first one
x=log₅1 and/or log₅4
second one
x=1 and/or 3
Answer:
Step-by-step explanation:
1. The independent variable in this experiment would be the separation of students into distinct groups based on standardized tests of ability and achievement.
2. To implement the independent variable, the experimenter needs to divide the 100 volunteers into separate groups based on standardized tests of ability and achievements. He must also make sure that each groups’ students’ ability levels are the same. Then they would be given tasks as per their ability level.
3.The dependent variable here would be the academic achievements of the groups formed based on ability.
4. First, the volunteers’ achievement would be tested. Then based on their abilities as per standardized tests, they would be divided into groups of students with similar abilities. Then they would be given tasks as pr their abilities. Finally, their achievements would be measured to see if there is any significant difference in achievement between them before and after the grouping as per ability.
5.
6. Null Hypothesis: There would be no significant difference between the academic achievements in high school students of varying abilities due to separation into distinct groups based on standardized tests of ability and achievement.
Alternative Hypothesis: There would be a significant difference between the academic achievements in high school students of varying abilities due to tracking.
