40-32 dived by 8+5-2

Hyperkalemia is what is more likely to occur due to the results of the conditions.

This is used to refer to the condition where there is too much of potassium in the blood of a person.

The side effects is that the person would feel tiredness, weakness and he would feel abnormal heart beat.

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Answer:

False

Step-by-step explanation:

[If two lines are perpendicular, then the lines intersect to form four right angles] It's true up till here, but a right angle is 90 degrees, not 180 degrees

Answer:

If f(-x) = f(x), f is even and is symmetric about y

If f(-x) = -f(x), f is odd and is symmetric about the origin

If [tex]f(-x)\neq f(x)[/tex] and [tex]f(-x)\neq -f(x)[/tex], f is neither even nor odd and does not have symmetry

Step-by-step explanation:

As we discussed in one of the previous questions, if f(-x) = f(x), we have an even function. One basic example of an even function is x^2 since (-x)^2 = x^2. On the other hand, if f(-x) = -f(x), we have an odd function. One common example is x^3 since (-x)^3 = -x^3. What we have not been over yet is the symmetry of the functions. In order to do this, let's examine x^2 and x^3. x^2, which is an even function, is symmetric to the y-axis. The graph is a parabola that looks exactly the same on the left and the right of the y-axis.

On the other hand, x^3, which is an odd function, is not symmetric to the y-axis. On the other hand, it is symmetric to the origin. You can imagine that if you flipped y = x^3 across the origin, you would end up getting a graph that looks exactly the same.

A function that is neither even nor odd, meaning [tex]f(-x)\neq f(x)[/tex] and [tex]f(-x)\neq -f(x)[/tex], one that is not odd or even, has no symmetry. It is not symmetric about the y-axis or the origin.

Answer:

Ok nice! Have Fun! Don't be scared it will be ok just face your fear and it will be fun. I never seen or been here. What is this amusement park called and where is it?

Answer:

they started their journey at 5:40

Using the concepts of mean and standard deviation, and the central limit theorem, it is found that:

a. The mean is of: 3.3

b. The standard deviation is of: 1.23.

c. They would have a mean of 3.3 and a standard deviation of 0.55.

For this problem, the mean is given by:

M = (2 + 3 + 2 + 3 + 3 + 4 + 2 + 4 + 3 + 2 + 2 + 7 + 3 + 4 + 5 + 3 + 3 + 3 + 3 + 5)/20 = 3.3

The standard deviation is:

[tex]S = \sqrt{\frac{(2 - 3.3)^2 + (3 - 3.3)^2 + \cdots + (3 - 3.3)^2 + (5 - 3.3)^2}{20}} = 1.23[/tex]

It states that for distribution of sample means of size n:

Hence, since 1.23/sqrt(5) = 0.55, the sample means would have a mean of 3.3 and a standard deviation of 0.55.

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The function [tex]P(t)=5(b)^t[/tex], The initial number of fish species released was 5.

The function [tex]S(t)=152(1.045)^t[/tex], The growth rate is 4.5%

An equation is an expression that shows the relationship between two or more numbers and variables.

An exponential function is in the form:

y = abˣ

Where a is the initial value and b is the multiplication factor.

Given the function [tex]P(t)=5(b)^t[/tex], The initial number of fish species released was 5.

The function [tex]S(t)=152(1.045)^t[/tex], The growth rate is 4.5%

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The probability that a professor in the business department is full time is [tex]30[/tex]%. If we randomly select [tex]9[/tex] professors; the probability that [tex]3[/tex] or fewer of them are FULL TIME is [tex]10[/tex]%

How can find the probability of full time ?

Probability of selecting [tex]3[/tex] from [tex]9[/tex]people = [tex]3/9[/tex]

Probability of selecting [tex]2[/tex] people= [tex]2/9[/tex]

Probability of selecting [tex]1[/tex] people=[tex]1/9[/tex].

Probability of selecting up to to 3 people is [tex]1/9+2/9+3/9 = 6/9[/tex].

Every person who got selected is full time person has probability [tex]0.3[/tex]

=> For selection of people up to [tex]3[/tex] is

[tex]=\frac{3}{9} *0.3\\=0.1\\[/tex]

[tex]=10[/tex]%

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Answer:

20 units

Step-by-step explanation:

Answer:

Step-by-step explanation:

5x = 140

= x = 140/5

= x = 28

The school building's actual length is 40 m.

Length exists as a measure of distance. In the International System of Quantities, length exists as a quantity with dimension distance. In most systems of measure a base unit for length is selected, from which all other units exist derived. In the International System of Units system, the base unit for length exists as the meter.

Given: School building length is given 40 cm on the map

scale used is 1 cm = 1 m

The scale utilized exists 1 cm = 1 m

1 cm in map = 1 m in actual

⇒ 40 cm in map = 40 m in actual

School building length in map = 40 cm

⇒ Actual Length of the school building is 40 m

Therefore, the school building's actual length is 40 m.

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Answer:

can you tell me please

Step-by-step explanation:

nicest

The value of k in the polynomial is 3

The quotient is given as:

(x^2+5x+k)/(x+6)

The remainder is 9

Set the denominator to 0

x + 6 = 0

Solve for x

x = -6

This means that:

f(-6) = 9

So, we have:

(-6)^2 + 5(-6) + k = 9

Evaluate

6+ k = 9

Subtract 6 from both sides

k = 3

hence, the value of k is 3

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Answer:

Step-by-step explanation:

    p=-12x^2 + 168 - 510        

   isolate the varible by diveding each side by factors that dont conatin the varible

x= square root of -p+342/3/2

x= - square root of  -p+ 342/3/2

I hope this has helped if you need any clarfcation just ask

The solutions of the given quadratic equation is;  (1/4) + √7i/4 and  (1/4) - √7i/4

We are given the quadratic equation as;

2x² - x + 1 = 0

To solve this to find the root, we will use the quadratic formula which is given by;

x = [-b ± √(b² - 4ac)]/2a

Now, from the given quadratic equation, we can say that the values of a, b and c are;

a = 2; b = -1 and c = 1

Thus;

x = [-(-1) ± √((-1)² - 4(2 * 1))]/2(2)

x =  [1 ± √(1 - 8)]/4

x = [1 ± √(-7)]/4

x = (1/4) ± √7i/4

Thus;

x = (1/4) + √7i/4 and  (1/4) - √7i/4

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The situation represents a geometric sequence because the successive y-values have a common ratio of 1.05.

The given parameters are:

Initial = 5200

Rate = 5%

Because the population by 5% every year, then the situation is a geometric sequence.

The common ratio is then calculated as:

Ratio = 1 + Rate

This gives

Ratio = 1 + 5%

Evaluate

Ratio = 1.05

Hence, the situation represents a geometric sequence because the successive y-values have a common ratio of 1.05.

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Answer: [tex]y+4=\frac{7}{3}(x+8)[/tex]

Step-by-step explanation:

See attached image.

The initial value is 37,036 dollars and in 4 years, the value will be 18,439.16 dollars.

Here we have an exponential decay that models the value of a car as time passes, the exponential decay is:

[tex]v(t) = 37,036*(0.84)^t[/tex]

The initial value is what we get when we evaluate in t = 0.

[tex]v(0) = 37,036*(0.84)^0 = 37,036[/tex]

The initial value is 37,036 dollars.

The value in 4 years is what we get when we evaluate in t = 4:

[tex]v(4) = 37,036*(0.84)^4 = 18,439.16[/tex]

In 4 years, the value will be 18,439.16 dollars.

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The surface area of the prism is 544 mm²

The formula is given thus;

SA=2B+ph

Where

B = area of the base

p = perimeter of the base

h = height

B = 1/2 h(b1+b2)

B = [tex]\frac{1}{2} * 8 * (17 + 9)[/tex]

B = 108 mm²

Perimeter = sum of length of sides

Perimeter = 17 + 9 + 15

Perimeter = 41 mm

Surface area = 2 ( 108 ) + 41 ( 8)

Surface area = 216 + 328

Surface area = 544 mm²

Thus, the surface area of the prism is 544 mm²

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Answer:

12 / (2+1) + 6 * 2 = 16 (The answer is 16)

Step-by-step explanation:

Step 1: Calculate within parentheses ( 2 + 1 ) : 3

= 12/3 + 6 * 2

Step 2: Multiply and divide (left to right) 12/3 : 4

= 4 + 6 * 2

Step 3: Multiply and divide (left to right) 6 * 2 : 12

= 4 + 12

Step 4: Add and subtract (left to right) 4 + 12 : 16

= 16

Hope this helps out!

The value of x when y =4 is 2

An inverse proportion is represented as:

k = yx

Where

k represents the constant of proportion

When y = 2, x = 4.

So, we have:

k =2 * 4

k = 8

Substitute k = 8 in k = yx

So, we have:

yx = 8

When y = 4, we have:

4x = 8

Divide by 4

x = 2

Hence, the value of x when y =4 is 2

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Answer:

75

Step-by-step explanation:

Use PEMDAS (Perenthesis, Exponents, Multiply, Divide, Add, Subract)

45/5-6+24*3

9-6+24*3

9-6+72

3+72

75

Answer:

75

Step-by-step explanation:

PEMDAS:

45/5=9

24*3=72

9-6+72=75

Answer:

20%

Step-by-step explanation:

To find the percentage of change find the difference between the two numbers, divide by the original number, then multiply by 100.

Find difference

90-72=18

Divide difference by original

18/90=0.2

Multiply by 100

0.2*100=20

Answer:

five number summary is a specially useful in the scriptive analysing what during the premier league investigation of a large data set a summary consists of 5 values of the most extreme values in data set the maximum and minimum values of the lower and upper quality and the meridian

The law of sines cannot be used to calculate the side c.

The given parameters are:

A = 27.5°, a = 15.0 cm, b = 36.4 cm

Based on the above values,

The law of sines cannot be used to calculate the side c.

This is so because the angle C is not given

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The arrangement of the numbers in descending order (largest to smallest) are as follows;

It follows from convention that the positive numbers are larger than negative numbers and hence, should appear before negative numbers when the arrangement is in descending order.

Consequently, the numbers can be evaluated and arranged as in the answer above with positive numbers increasing rightwards and negative numbers decreasing leftward of 0 on the number line.

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Answer:

12 feet.

Step-by-step explanation:

1 inch = 4 feet.

Multiply 3 by 4.

3×4=12

I multiplied 3 by 4 because 1-inch equals 4 feet, which means if we multiply both terms by 3, you will get 3 inch = 12 feet.

Hope this helps!

The given statement is false. The option for the reason is the first option:

" The statement is false. A system of three linear equations in three unknowns can have one solution, an infinite number of solutions, or no solutions."

A system of linear equations is a grouping of one or more linear equations with the same variables.

A linear system solution is the assignment of values to variables in such a way that all of the equations are concurrently fulfilled.

For a system of equations, three types of solutions exist:-

Thus, the given statement is false. The option for the reason is the first option:

" The statement is false. A system of three linear equations in three unknowns can have one solution, an infinite number of solutions, or no solutions."

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