Domain is the input of a function and **range **is the output of a function, for f(x) = sin(x), domain will be (-inf, +inf) and range will be [0,1].

A mathematical phrase, rule, or law that establishes the link between an independent **variable **and a dependent variable (the dependent variable).

Domain is the input of a function and range is the output of a function.

Examples:

f(x) = sin(x), domain = (-inf, +inf) and range = [0,1].

f(x) = cos(x), domain = (-inf, +inf) and range = [0,1].

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The ratio of reeta and neha income is 8:6. If reeta income is 2800. Find the income of neha

**Answer: I don't believe the explanation above provides the correct answer. You would need to use the concept of proportions to solve this problem. The Answer I got is 2100.**

**Step-by-step explanation:**

It is very simple all you have to do is setup a proportion with Reena's on top and Neha's on the bottom.

8/6 = 2800/x

Now cross multiply,

2800 * 6 = 8x

x=16800/8

x=2100

Now we can double-check by dividing the original ratio with the ratio we found.

8/6 = 1.3333333...

2800/2100 = 1.333333...

Thus, the answer is correct.

What are the 3 types of triangle?

**Step-by-step explanation:**

obtuse-larger than 90 degrees

acute-smaller that 90 degrees

right-exactly 90 degrees

Why is i squared equal to 1?

The **square **root of -1 is the definition of i. A square **root **is squared to eliminate the two and leave the original number.

Given that,

We have to find why i squared is equal to **negative **1.

We know that,

The **imaginary **numbers are denoted as i.

We occasionally obtained negative integers in equations when using the radican (square root) symbol to solve them. When they realized this, some would halt and respond, "no actual **solution**," which is technically accurate. We can further simplify radicals by using the imaginary **number **I which is the square root of real numbers. We occasionally even manage to get rid of the fictitious element, which provides us with actual solutions.

The square root of -1 is the definition of i. A square root is squared to eliminate the two and leave the original number.

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Aiden misses 20% of the free throws he attempts in a season. How many total free throws did he attempt if he missed 54?

**Answer:** 270

**Step-by-step explanation:**

20 percent = 2/5

Times 54 or 54/1 with 2/5

**You should get 270. So Aiden missed 270 free throws.**

Tori and Matias work as jewelers. Tori has an hourly wage of $24 and gets overtime for every hour she works over 40 hours. The overtime pay rate is 150% of the normal rate. Matias makes 5% commission on all jewelry he sells. Who earns more money in a week if Tori works 60 hours and Matias sells $21,000 worth of jewelry? Explain.

Tori** earns more** money.

Given data :

Tori** **: $24/h; 150% OT

Calculate Tori's overtime (OT) pay

Convert OT rate to decimals --> 150% = 1.

Tori's OT wage is 1.5*$24 = $36

Tori** **worked for 20h OT. (60h-40h = 20h)

(Regular pay X regular hours worked) + (OT wage X OT hours worked)

= ($24 X 40h) + ($36 X 20h)

= $1680

Matias : 5% commission

Convert 5% to decimals --> 0.05

(Jewelry sold) X (commission rate)

= $21000 X 0.05

= $1050

Since $1680 > $1080, Tori** **earns more.

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Which of the following represents a linear inequality in open-sentence form? (Select all that apply.)

2x + 8 = 10y

2x - 7y > 10

8 + x > 5

3 < 5

**Answer:**

2x - 7y > 10

8 + x > 5

3 < 5

**Step-by-step explanation:**

The equations are

Ax + By + C < 0 or Ax + By + C > 0

There is no equal in a linear inequality

The first option 2x + 8 = 10y is an equation, so it is wrong. The other 3 are correct!

What are the three identities?

Answer: (a+b)2 = a2 + b2 + 2ab., (a-b)2 = a2 + b2 – 2ab.,a2 – b2 = (a+b) (a-b)

Step-by-step explanation:

What is the multiplicative of 5?

**Answer:**

**1/5 apparently**

3,286-(1,221+217)…….

**Answer:**

1848

**Step-by-step explanation:**

Pleaseee help me out

If\(\triangle XYZ\sim\triangle EDFV), the measure of angle F is

**Answer:**

63 degrees

**Step-by-step explanation:**

similar triangles have the same angles.

XYZ is similar to EDF. Therefore the measure of angle Z is the same as angle F. The measure of angle Z is 63, so the measure of angle F is also 63.

teachers' salaries california and new york lead the list of average teachers' salaries. the california yearly average is while teachers in new york make an annual salary of . random samples of teachers from each state yielded the following. california new york sample mean population standard deviation use for the average teachers' salaries in california. at , is there a difference in means of the salaries?

Therefore, we lack adequate data to draw the conclusion that **population **means differ.

A result of a statistical test of a **hypothesis** is a number known as the test statistic. It displays how closely the distribution predicted by your observed data fit the null hypothesis of that** statistical** test.

Here,

First hypothesis : [tex]H_{0}[/tex] : u1 - u2 = 0

Alternate hypothesis : [tex]H_{A}[/tex]: u1 - u2 ≠ 0

for 0.1 level with two tail test , critical z = 1.645

Rule of Decision: [tex]H_{0}[/tex] Reject if the test statistic's absolute value is |z|>1.645

California , New York

x1 = 64510.00 x2 = 62900.00

n1 = 45 n2 = 45

σ1 = 8200.00 σ2 = 7800.00

std error σx1-x2=√(σ21/n1+σ22/n2)=[tex]\sqrt{(8200^2/45+7800^2/45) }[/tex]= 1687.0750

test stat z =(x1-x2-Δo)/σx1-x2 =(64510-62900)/1687.0750 = 0.95

We cannot reject the null hypothesis because the test statistic does not fall into the rejection zone.

Therefore, we lack adequate data to draw the conclusion that population means differ.

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Find the measure of each angle indicated. Round to the nearest tenth.

The **measurement **of **angles **are given as 20.92°, 40.83°, 57.76°, 71.17°, 26.21° and 44.7°respectively.

The** trigonometric ratios **are defined for a **right **angled **triangle**.

The **example **of these **ratios **are sin, cos, tan, cosec, sec and cot.

The trigonometric ratios are useful in determining the **heights **and **distances **of the large **objects**.

The given problem can be solved by applying the** trigonometric ratios **to all of the **triangle **as follows,

(11) In the given **triangle**,

Sinθ = 5/14

=> θ = Sin⁻¹(5/14) = 20.92°

(12) In the given triangle,

Tanθ = 7/8.1

=> θ = Tan⁻¹(7/8.1) = 40.83°

(13) In the given triangle,

Cosθ = 8/15

=> θ = Cos⁻¹(8/15) = 57.76°

(14) In the given triangle,

Tanθ = 8.8/3

=> θ = Tan⁻¹(8.8/3) = 71.17°

(15) In the given triangle,

Tanθ = 6.4/13

=> θ = Tan⁻¹( 6.4/13) = 26.21°

(16) In the given triangle,

Tanθ =9.4/9.5

=> θ = Tan⁻¹( 9.4/9.5) = 44.7°

Hence, the **measures **of the **angles indicated **in the **triangles **are **obtained **as 20.92°, 40.83°, 57.76°, 71.17°, 26.21° and 44.7°respectively.

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A student randomly guesses on 10 true or false questions. Use the binomial model to find the probability that the student gets 7 out of the 10 questions right.

As per the **binomial distribution,** the probability that the student gets 7 out of the 10 questions right is **0.1171875**

The term binomial distribution refers a **probability **distribution used in **statistics **that summarizes the likelihood that a value will take one of two independent values under a given set of **parameters **or assumptions.

Here we have given that the student randomly guesses on 10 true or false questions

And we have to use the binomial model to find the probability that the student gets 7 out of the 10 questions right.

While we looking into the given question, the thing we have identified are listed as follows:

Number of **questions **= 10

Number of right answer = 7

The **probability **of getting right answer = 1/2

The probability of getting wrong **answer **= 1/2

Now, as per the **binomial **distribution formula it can be written as,

=> P(r) = [10!/7!(10-7)!] x [1/2]⁷ x [1/2]¹⁰⁻⁷

When we **simplify **this one, then we get,

=> P(r) = 0.1171875

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Why is it called a real number?

A set of all rational and irrational numbers is called the **real numbers**. All real numbers can be plotted on the number line. It is not imaginary number which cannot be quantified. It is denoted by capital Latin letter R.

**Rational numbers** are number that can be expressed as p/q where p and q are integers and value of q not equal to 0.

For example, -3/4, 5/3, 6/1.

**Irrational numbers** are not rational numbers but they can be plotted on the number line. It cannot be expressed as a simple ratio.

For example π, √2, -√7.

But √(-7) is an imaginary number.

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!Please Help.! I'm falling behind in the math and don't how to do this.

**Answer:**

m = 12

**Step-by-step explanation:**

The equation is y=mx +b

Where m is the slope

So, in this case slope is 12

12 is an integer, so my answer is correct!

y = mx + b

m = slope

b= y-intercept

So

m = 12 and b = 6

Answer for is one would be 12.

Don’t be scared. You got it.

m = slope

b= y-intercept

So

m = 12 and b = 6

Answer for is one would be 12.

Don’t be scared. You got it.

What is special about rigid motion transformations?

A **rigid body **motion, also known as a rigid transformation, happens when a point or object travels while maintaining its size and shape.

While the image's size and shape are unaffected by rigid body **motion**, its location and orientation are. The three **fundamental movements** of a rigid body are translation, reflection, and rotation. Prior to movement, archetypes depict points or forms.

A rigid body motion, also known as a rigid transformation, happens when a point or object travels while maintaining its size and shape. Stretching and other non-rigid motions, which alter an object's size, are not comparable to this.

Area of triangle = 1/2 X b X h

b= 10

h=5

A = 1/2 X 10X 5

A = 25 unit sq.

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the school of business has 3 fax machines. the toner in each machine needs to be changed after about 5 hours of use. there is one unit secretary who is responsible for the fax machine maintenance. it takes him 15 minutes to replace the toner cartridge. what is the average time spent in the system? a. 0.2749 hrs b. 0.0142 hrs c. 0.1563 hrs d. 0.0249 hrs e. none of the above

The **average time** spent in the system which consists three **fax machines** is 0.026470 hour. So, option (e) none of the above is right here.

The M/M/1 queuing system is a **single-server**, **infinite-capacity** system in which the arrival interval is exponentially distributed with the parameter lambda and the service time is also exponentially distributed with the parameter. If the number of servers is maximum and all are equal, this model is considered an **M/M/C** **queue**.

We have, total number of fax machine in a business school is equals to three.

The toner of each machine needs to be changed in 5 hours of use . Time taken by secretary to replace **toner cartridge** = 15 minutes

We have to calculate average time spent in the system. fax machines** **, k = 3

**Service person** , R = 1

Arrival rate, λ = 3/5per hour = 0.6/hour

**Service rate**, μ =( 60/15) per hour

= 4/hour

Now, using the equation of finite population model M/M/1, the average time spent to maintain the fax machines in system is ,

L = λ² /μ (μ - λ )

plugging the value of μ and λ in above formula we get, L = (0.6)²/4(4-0.6)

= 0.36/13.6 = 0.026470

So, required answer is 0.026470 hour .

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if two distinct numbers are chosen at random from the set {1, 5, 10, 100} what is the probability that their sum will be greater than 100?

can someone save my grades and ego and explain this

please!

The **probability** of having the sums that would exceed 100 has been **calculated** to be 0.5

We have the set or the sample space as:{1 , 5 , 10 , 100) It is said that two numbers would be able to be gotten from the set that we have. Given that the total **numbers** are 4, we would have ⁴C₂ = 6

The two numbers would be gotten from the set of 4 numbers in 6 **different ways**.

We are to find the **numbers** which when we add them up would be able to give us a sum that is greater than 100 these values are (100, 1), (100, 5), (100, 10)

Hence three **pairs **out of the given six that we already have would be able to give us values that are more than 10. We would have to **divide** through such that 3 / 6 = 1 / 2 = 0.5

Hence the **probability **that their values when summed would have to be greater than 100 is 0.5

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What is the value of the current I?

The current value of "**i**" in the **complex numbers** is **√(-1)**

The value of **I** as **current** is expressed as** Amperes**

In order to know what "i" is and what its value is, we must first know what kind of number it is.

How is current expressed?The** current** is the flow of **electric charge,** it is denoted with the letter "**I**" and its unit of measure is** Amperes**, it can take any value even **complex numbers.**

**Complex numbers** are known as imaginary numbers and can be defined as an extension of the set of real numbers, since in its structure it has a real number followed by an imaginary number denoted with the letter "**i**".

In function to this type of numbers there is a particular value and it is the "i" which is the result of the square root of -1, then we have:

**√(-1) = i**

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The speed of a runner increased steadily during the first three seconds of a race. her speed at half-second intervals is given in the table. find lower and upper estimates for the distance that she traveled during these three seconds.

t(s) 0 0.5 1.0 1.5 2.0 2.5 3.0

V (ft/s) 0 6.2 10.8 14.9 18.1 19.4 20.2

She can only move a certain** distance **in three seconds, with a lower distance of 33.45 feet and a **upper distance **of 43.45 feet.

The first three seconds of a race saw a runner's **speed** rapidly grow.

The time is therefore 3 seconds.

The table provides her speed at half-second intervals.

We are aware,

Speed = Distance / Time

Similarly

**Distance** = Speed × Time

t equals 0.5 seconds

Then, the** lower **distance** traveled** overall is equal to 0.5(0 + 6.7 + 9.2 + 14.1 + 17.5 + 19.4).

Terms are multiplied and added.

= 0.5 × 66.9

= 33.45 feet

The **upper distance** traveled is equal to 0.5 (6.7 + 9.2 + 14.1 + 17.5 + 19.4 + 20)

= 0.5 × 86.9

= 43.45 feet

As a result, Her lower distance in three seconds is therefore 33.45 feet, and her upper distance in three seconds is 43.45 feet.

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If f(x) is a third degree polynomial function and g(x) = f(−2x), which of the following is NOT true?

F f(x) and g(x) have the same x-intercepts.

G f(x) and g(x) have the same y-intercept.

H f(2) = g(−1)

J f(x) and g(x) have the same

number of zeros.

**Answer:**

F

**Step-by-step explanation:**

F. False. The graph of [tex]g[/tex] involved performing a horizontal compression on the graph of [tex]f[/tex].

G. True. Setting [tex]x=0[/tex] yields [tex]g(0)=f(0)[/tex].

H. True. Set [tex]x=-1[/tex].

J. True. The horizontal compression does not change the number of their roots, just the location.

What is the slope of 3x 5y =- 15?

**Answer:**

m = -3/5

**Step-by-step explanation:**

**We have to get to the equation y = mx + b**

3x 5y = -15

We subtract 3x from both sides

5y = -3x - 15

Then we divided by 5 into both sides

y = -3/5x - 3

We know our equation is y = mx + b

m = the slope

b = y-intercept

The slope is -3/5

if ABC = PQR, then AC =

**Answer:**

PR

**Step-by-step explanation:**

Because both triangles are equal to each other, so their sides will equal each other too!

algebra 1 please help i will give brainliest :)

The admission fee at a small fair is $1.50 for children and $4.00 for adults. On a certain day, 2,200 people enter the fair and $5,050 is collected. Determine how many children and adults attended?

Answer:

Step-by-step explanation: Let A stand for Adults and C stand for Children.

The equation that represents the people is :

A+C=2200.......represents equations 1

The equation that represents the admission fee for both adults and children is:

4A+1.50C=5050.....represents equation 2

A+C=2200....eq1

4A+1.50C=5050....eq2

We can eliminate the adult variable first by multiplying eq1 by -4

-4A-4C=-8800

So now can add the new eq1 to eq 2

-4A-4C=-8800

4A+1.50C=5050

-2.5A=-3750

A=-3750/-2.5=1500

We can substitute the value of A into any of the original values

We can substitute into original equation 1 which gives the following:

A+C=2200

1500+C=2200

Solve for C by getting C alone

Take 1500 from both sides gives us

C=700

Step-by-step explanation: Let A stand for Adults and C stand for Children.

The equation that represents the people is :

A+C=2200.......represents equations 1

The equation that represents the admission fee for both adults and children is:

4A+1.50C=5050.....represents equation 2

A+C=2200....eq1

4A+1.50C=5050....eq2

We can eliminate the adult variable first by multiplying eq1 by -4

-4A-4C=-8800

So now can add the new eq1 to eq 2

-4A-4C=-8800

4A+1.50C=5050

-2.5A=-3750

A=-3750/-2.5=1500

We can substitute the value of A into any of the original values

We can substitute into original equation 1 which gives the following:

A+C=2200

1500+C=2200

Solve for C by getting C alone

Take 1500 from both sides gives us

C=700

Whats a mean example?

The **mean** of the **given** **data** set is 29.5.

The term "**mean**" refers to the arithmetic **average** of the data set and is derived by dividing the total number of data points in the data set by the total number of data **points**. It is a data point that **represents** the average of all the data points in the **collection**.

**Example** :

Find the mean of the following data **set**.

10, 20, 36, 12, 35, 40, 36, 30, 36, 40

Given,

xi = 10, 20, 36, 12, 35, 40, 36, 30, 36, 40

n = 10

**Mean** = ∑xi/n

= (10 + 20 + 36 + 12 + 35 + 40 + 36 + 30 + 36 + 40)/10

= 295/10

= 29.5

Therefore, the mean of the **given** **data** set is 29.5.

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Find the mean of the following data set.

10, 20, 36, 12, 35, 40, 36, 30, 36, 40

Given,

xi = 10, 20, 36, 12, 35, 40, 36, 30, 36, 40

n = 10

Mean = ∑xi/n

= (10 + 20 + 36 + 12 + 35 + 40 + 36 + 30 + 36 + 40)/10

= 295/10

= 29.5

the proportion of people in each sample who experience side effects is recorded. are the sample sizes large enough to assume that the sampling distribution of the difference in sample proportions is approximately normal?

As the **sample size** is large enough to assume so the sample proportion mentioned in the above question is approximately normally distributed.

It is a statistical expression used to determine an **approximate** value of some random variables.

we measure the approximately normal proportion by the outcome of the product of the size of population, n and the proportion of population, p

p =X/n, where X is the sample size and n denote the size of population

If n×p ≥ 10 then the sampling distribution is approximately normal.

hence, as we have large proportion of sample, so it is approximately normal.

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What is the solution to the system of equations 3x 2y Z 7 5x 5y 4z 3 3x 2y 3z 1?

The answer is **x = 4**

y = -1

z = -3

3x+2y+z=7

5x+5y+4z=3

3x+2y+3z=1

________

Let's take the** first **and the** third equation**, multiply the first one by (-1) and **sum** them up:

3x+2y+z=7

3x+2y+3z=1

____

**-3x-2y-z=-7**

3x+2y+3z=1

____

2z = -6

z = -6/2

z = -3

**Substitute z** in all equations:

3x+2y+z=7

5x+5y+4z=3

3x+2y+3z=1

______

3x + 2y - 3 = 7

5x + 5y - 12 = 3

3x + 2y - 9 = 1

______

3x + 2y = 10

5x + 5y = 15

3x + 2y = 10

The first and the **third equations **are the same, so one can be excluded:

3x + 2y = 10

5x + 5y = 15

Multiply the first** equation by -5 **and the second equation by 2 and sum them up:

-15x - 10y = -50

10x + 10y = 30

_________

-5x = -20

x = -20/-5

**x = 4**

Substitute x:

3x + 2y = 10

12 + 2y = 10

2y = 10 - 12

2y = -2

y = -2/2

**y = -1**

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What is the base of x2?

The given** expression** x² is an algebraic expression where x is the base and 2 is the exponent.

Therefore, the answer is x.

In an expression aᵇ, a is the **base** and b is the exponent. Here the expression aᵇ implies the base a is multiplied b times. For example x² implies x multiplied twice, that is

x² = x × x

Base number is the number which is multiplied to itself and the **exponent** denotes the number of times it is multiplied to itself. For example

x⁰ = 1

x¹ = x

x² = x×x

x³ = x×x×x

x⁴ = x×x×x×x

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a statistics instructor wants to conduct a hypothesis test to determine if the mean number of credit hours taken by all ucf students is more than 11 hours. the instructor takes a sample of 27 ucf students and finds that they have a mean of 11.3 hours and a standard deviation of 3.0 hours. assume the population distribution of credit hours taken is approximately normal. what are the hypotheses for the test?

Hypotheses for the test are **Null** **hypothesis** and **Alternative** **hypothesis**

**What is Hypothesis?**

A **hypothesis** is an educated guess while using reasonable thinking, about the answer to a **scientific** question. Although it is not **proof** in an **experiment**, it is the **predicted** outcome of the **experimentation**. It can either be supported or not supported at all, but it depends on the **data** gathered.

The **hypotheses** for the **test** in this case are:

**Null hypothesis (H0):** The mean number of credit hours taken by all UCF students is not significantly different from 11 hours.

**Alternative hypothesis (H1):** The mean number of credit hours taken by all UCF students is significantly greater than 11 hours.

The **null** **hypothesis** represents the assumption that there is no difference between the **mean** number of credit hours taken by all UCF **students** and the value being tested (in this case, 11 hours). The alternative **hypothesis** is the **opposite** of the **null** **hypothesis**, and represents the claim that the mean number of credit hours taken by all UCF students is **significantly** different from 11 hours.

In this case, the instructor is specifically interested in testing whether the **mean** number of **credit** hours taken by all UCF **students** is significantly greater than 11 hours. Therefore, the alternative **hypothesis** is that the **mean** number of **credit** hours taken by all UCF students is **significantly** **greater** than 11 hours.

Hypotheses for the test are **Null** **hypothesis** and **Alternative** **hypothesis**

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What do you call 2 4 6 8 10?

The general rule that describe 2 4 6 8 10 **the sequence.**

**What exactly are sequence and example?**

An ordered list of numbers is a **sequence**. To go forward in the defined pattern, three dots are shown. A phrase is used to describe each number in the series.

One is the first word, three is the second, five is the third, and so on, in the series 1, 3, 5, 7, 9,...

**Which four forms of sequence are there?**

**Arithmetic sequences, **geometric sequences, quadratic sequences, and special sequences are the four primary categories of distinct sequences you need to be familiar with.

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the discussion about martin luther king and the civil rights movement illustrates how and why strategists are often better off when they:
game zone is a well-known games park located in manhattan that allows gamers to engage in multiplayer competitions. the competitions function smoothly on the opening day, but on the following days, there are multiple instances of the computers getting disconnected temporarily from the wireless network. these connections however function normally when they are reconnected. which type of attack is this most likely to be?
Dianne Doolittle wants to download an itemized invoice for the QuickBooks Online subscriptions on her wholesale billing account for last month. The statement can be downloaded in which 2 file formats? (Select all that apply) O XLS(X) O CSV O JPEG O PDF O DOC
Who were narrators neighbor?
Please help me I'm stuck and can't figure out this question
ExerciseTwo countries: the U.S. and JapanTwo goods: computers and wheat One resource: labor, measured in hours We will look at how much of both goods each countryproduces and consumes - if the country chooses to be self-sufficient - if it trades with the other countryComputer is on Horizontal axis.USJapan50,000 labor hours 30,000 labor hoursComputer Wheat Computer Wheat50,000 030,000040,000 10,000 25,0005,00030,000 20,000 20,000 10,00025,000 25,000 15,000 15,000.20,000 30,000 10,000 20,00010,000 40,000 5,00025,000050,000030,000USProduction100 hours = 1 computer 125 hours = 1 computer10 hours 1 ton of wheat 25 hours = 1 ton of wheatJapanProductionComputer Wheat0500Computer240Wheat0a. Calculate the production of computer and wheat for eachcountry.b. Draw a production possibility curve for the US. Supposethe U.S. uses half its labor to produce each of the twogoods. Then it will produce and consume 250 computersand 2500 tons of wheat. Plot it on the graph.c. Draw a production possibility curve for Japan. SupposeJapan uses half its labor to produce each good. Then it willproduce and consume 120 computers and 600 tons ofwheat.d. Suppose the U.S. produces 3400 tons of wheat. How manycomputers would the U.S. be able to produce with itsremaining labor? Draw the point representing thiscombination of computers and wheat on the U.S. PPF.e. Suppose Japan produces 240 computers. How many tonsof wheat would Japan be able to produce with its remaininglabor? Draw this point on Japan's PPF.f. Suppose the U.S. exports 700 tons of wheat to Japan, andimports 110 computers from Japan. (So, Japan imports 700tons wheat and exports 110 computers.) How much eachcountry gain from trade?g. Who has the absolute advantages? Comparativeadvantages? Why?
What number is 5% of 20?
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What is value with example?