Answer: 3e-1
Step-by-step explanation: when it's going behind the decimal it will always be negative plus the reason it's one is because if you slide the decimal once it'll be the complete opposite
40
There isnt a way the LCD can go lower, because 5 only counts by 5's and 5 and 8 meet at 40.
Answer:
The formula T= 10d +20
A) what does each term on the right side of the equation represent?
- 10d⇒ 10 degrees increase per 1 km and 20 deg surface temperature
B) Estimate the depth where the temperature is 60 degrees C.
C) What is the approximate temperature at a depth of 4km?
Answer:
I'm going to paint you a picture in words of what this looks like on paper. We have a train leaving from a point on your paper heading straight west. We have another train leaving from the same point on your paper heading straight east. This is the "opposite directions" that your problem gives you.
Now let's make a table:
distance = rate * time
Train 1
Train 2
We will fill in this table from the info in the problem then refer back to our drawing. It says that one train is traveling 12 mph faster than the other train. We don't know how fast "the other train" is going, so let's call that rate r. If the first train is travelin 12 mph faster, that rate is r + 12. Let's put that into the table
distance = rate * time
Train 1 r
Train 2 (r + 12)
Then it says "after 2 hours", so the time for both trains is 2 hours:
distance = rate * time
Train 1 r * 2
Train 2 (r + 12) * 2
Since distance = rate * time, the distance (or length of the arrow pointing straight west) for Train 1 is 2r. The distance (or length of the arrow pointing straight east) for Train 2 is 2(r + 12) which is 2r + 24. The distance between them (which is also the length of the whole entire arrow) is 232. Thus:
2r + 2r + 24 = 232 and
4r = 208 so
r = 52
This means that Train 1 is traveling 52 mph and Train 2 is traveling 12 miles per hour faster than that at 64 mph
Step-by-step explanation:
Answer:
In its broadest definition, “civic education” means all the processes that ... That makes the question of good citizenship relative to the ... These questions are rarely treated together as part of comprehensive theories of civic education; ... of virtue, so would the polis itself become more virtuous and excellent.
Step-by-step explanation:
