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hram777 [196]
3 years ago
5

A building has 23 floors of offices above ground and 5 floors below ground. Nathan parks on the 2nd floor below ground and has a

n office on the 18th floor. The ground floor is floor zero. Which absolute value expression represents how many floors he must go up to get from his car to his office?
Mathematics
1 answer:
Ahat [919]3 years ago
4 0

Answer: he must go through 14 floors

Step-by-step explanation: i asked someone

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The functions f and g are differentiable for all real numbers x. The table below gives values for the functions and their first
sertanlavr [38]

Answer:

13/9

y =-22x+32

Step-by-step explanation:

Given that the functions f and g are differentiable for all real numbers x. The table below gives values for the functions and their first derivatives at selected values of x.

x f(x) f'(x) g(x) g'(x)

1 4 -3 5 2

2 -3 -1 4 6

3 π 8 -1 4

4 -5 unknown 0 3

a) h(x) = \frac{f(x)}{g(x)} \\h'(x) = \frac{g(x)f'(x)-f(x)g'(x)}{(g(x))^2}

(using quotient rule)

Substitute 1 for x

h'(1) = \frac{g(1)f'(1)-f(1)g'(1)}{(g(1))^2}\\=\frac{9-(-4)}{9} \\=\frac{13}{9}

b) r(x) = f(x) g(x)\\r'(x) = f(x) g'(x)+g(x)f'(x)

when x =2, r(x) = r(2) = f(2) g(2) = -12

point of contact is (2,-12)

Slope of tangent =r'(2) = f(2) g'(2)+g(2)f'(2)\\=-18+(-4) \\=-22

Using point slope form, tangent is

y+12 = -22(x-2)\\y = -22x +32

7 0
4 years ago
What do the unknown factor and quotient represent?
beks73 [17]
Unknown factor is known as the factor that is not understood and not know(you have no idea what the value is)

quotient is the answer of two different numbers called dividend and divisor being divided with each other
7 0
3 years ago
Read 2 more answers
Scientists use supporting evidence to create an explanation. Explain why using evidence to support your explanations is a good p
lesya [120]

Answer: Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world. National Science Education Standards, p. 23.

As pointed out in the National Science Education Standards (National Research Council, 1996), students who use inquiry to learn science engage in many of the same activities and thinking processes as scientists who are seeking to expand human knowledge of the natural world. Yet the activities and thinking processes used by scientists are not always familiar to the educator seeking to introduce inquiry into the classroom. By describing inquiry in both science and in classrooms, this volume explores the many facets of inquiry in science education. Through examples and discussion, it shows how students and teachers can use inquiry to learn how to do science, learn about the nature of science, and learn science content.

A good way to begin this investigation is to compare the methods and thinking process of a practicing scientist with the activities of an inquiry-based science lesson. The stories in this chapter set the stage for many of the themes to follow. The sidebars suggest some important aspects of the investigations of both scientists and students.

INQUIRY IN SCIENCE

A geologist who was mapping coastal deposits in the state of Washington was surprised to discover a forest of dead cedar trees near the shore. A significant portion were still standing, but they clearly had been dead for many years. He found similar

3 0
3 years ago
3. At a poster shop, Han paid $16.80 for 2 large posters and 3 small posters of his
Sunny_sXe [5.5K]

Answer:

small posters cost $2.30 each

large posters cost $4.95 each

Step-by-step explanation:

Let

price of large poster be "l", and

price of small poster be "s"

$16.80 for 2 large and 3 small, we can write:

2l + 3s = 16.80

Then,

$14.15 for 1 large and 4 small, we can write:

l + 4s = 14.15

We can write this as:

l = 14.15 - 4s

Now we substitute this expression for "l" into first equation and solve for s first:

2l+3s=16.80\\2(14.15 - 4s)+3s=16.80\\28.30-8s+3s=16.80\\5s=11.5\\s=2.30

small posters cost $2.30 each

Now, we know l = 14.15 - 4s, so

l = 14.15 -4(2.30)

l = 4.95

large posters cost $4.95 each

7 0
4 years ago
C3 if c = 2 need help
7nadin3 [17]

Answer:

6

Step-by-step explanation:

If c is 2 then that means you would multiply 2 and 3 to get 6

4 0
3 years ago
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