Answers
Answer:
32
Step-by-step explanation:
let a = 5
a² + 7 | Original equation
5² + 7 | Substitution of a as 5
25 + 7 | 5 to the power of 2 is 25, as 5*5 = 25.
32 | 25 + 7 = 32
Answer:
2-2-2
History
The 2-2-2 configuration appears to have been developed by Robert Stephenson and Company in 1834, as an enlargement of their 2-2-0 Planet configuration, offering more stability and a larger firebox. The new type became known as Stephenson's Patentee locomotive.[1] Adler, the first successful locomotive to operate in Germany, was a Patentee supplied by Robert Stephenson and company in component form in December, 1835 was one of the earliest examples. Other examples were exported to the Netherlands, Russia and Italy.[2] By 1838 the 2-2-2 had become the standard passenger design by Robert Stephenson and Company.[3]
Eighteen of the first nineteen locomotives ordered by Isambard Kingdom Brunel for the opening of the Great Western Railway in 1837/8 were of the 2-2-2 type.[4] These included six 2-2-2 locomotives built by Charles Tayleur at his Vulcan Foundry. Also in 1837 the successful North Star broad gauge locomotive was delivered to the Great Western Railway by Stephenson, becoming the first of a class of twelve locomotives by 1841.
Great Western Railway North Star at Swindon
Later UK developments
Sharp, Roberts and Company constructed more than 600 2-2-2 locomotives between 1837 and 1857. Ten of these supplied to the Grand Junction Railway became the basis of Alexander Allan's successful designs for the railway from 1845 (the first of which, formerly named Columbine, is preserved). J. & G. Rennie supplied 2-2-2 locomotives to the London and Croydon Railway from 1838 and the London and Brighton Railway in 1840.[5] Arend ("eagle") was one of the two first steam locomotives in the Netherlands, built by R. B. Longridge and Company of Bedlington, Northumberland in 1839.
The Great Western Railway continued to order both broad gauge and standard gauge locomotives on the railway, including the Firefly and Sun classes (1840–42), which were enlarged versions of North Star. Bury, Curtis, and Kennedy supplied six 2-2-2 locomotives to the Bristol and Gloucester Railway in 1844, and fourteen to the Great Southern and Western Railway in Ireland in 1848, (the last of these has been preserved at Cork Kent railway station.
The original "Jenny Lind" locomotive, 1847.
The Jenny Lind locomotive, designed by David Joy and built in 1847 for the London Brighton and South Coast Railway by the E.B.Wilson and Company of Leeds, became the basis of hundreds of similar passenger locomotives built during the 1840s and 1850s by this and other manufacturers for UK railways. The London & North Western Railway Cornwall locomotive was designed at Crewe Works as a 4-2-2 by Francis Trevithick in 1847, but was rebuilt as a 2-2-2 in 1858.
Although by the 1860s the 2-2-2 configuration was beginning to be superseded by the 2-4-0 type with better adhesion, the invention of steam sanding gave 2-2-2 singles a new lease of life, and they continued to be built until the 1890s. Notable late examples include William Stroudley's singles of 1874-1880, William Dean's 157 class of 1878-79,[6] and his 3001 class (1891–92),[7][8] both for the Great Western Railway. James Holden of the Great Eastern Railway created some 2-2-2 singles in 1889 by removing the coupling rod from a 2-4-0.
Belgium
Replica of 'Le Belge' 1835
The first steam railway locomotive built in Belgium in 1835, and was built by John Cockerill under license to a design by Robert Stephenson & Co. It was built for use on the first main line on the European mainland, the Brussels-Mechelen line.[9] A replica was built at the workshops of Boissellerie Cognaut for the 150th anniversary of the formation of Belgium.[10]
Italy
Two 2-2-2 locomotives were imported from Longridge and Co of Bedlington Ironworks England for the Naples–Portici railway in 1839 named Bayard and Vesuvio. A replica of 'Bayard is at the Naples Railway Museum.[11]
Germany
Most of the earliest locomotives to operate in what is now Germany before the mid-1840s were 2-2-2s delivered by UK manufacturers. However, by 1839 the type was also being built locally see List of Bavarian locomotives and railbuses. The Pegasus of 1839 was the first locomotive to be built by the Sächsische Maschinenbau-Compagnie in Chemnitz. August Borsig and Company manufactured Beuth in 1843 which was highly successful; its valve design became de facto standard for locomotives for decades to come.[12] By 1846 he had manufactured more than a hundred similar locomotives. Both the Leipzig-Dresden Railway and Royal Bavarian State Railways (Königlich Bayerische Staatsbahn) built several 2-2-2 classes 1841-1859. Similarly, the Grand Duchy of Mecklenburg Friedrich-Franz Railway grouped various 2-2-2 steam locomotives procured from German manufacturers between 1848 and 1863 into its Mecklenburg I class.
Related Questions
15 POINTS. Pls match and state clearly. :)
Answers
Line graph- shows frequency of data...
I don’t know the rest but I tried and good luck.
A sketch of Jessie’s neighborhood is shown below. Which equation can Jessie use to determine x, the distance from home to school?
Answers
Answer:
Hello the Answer is A!
Step-by-step explanation:
Here's how to do it
When you have the triangle of her school you add your first to angles together and subtract from 180. Then you are going to set is up as law of sine. So the order would be 6/sin110* = x/sin50*
Hope this helps <3
The distance from home to school will be 5 meters.
What is the Pythagorean theorem?
Pythagorean theorem states that in the right angle triangle, the hypotenuse square is equal to the square of the sum of the other two sides. According to this statement, the areas of the squares on the other two sides add up to the size of the square whose side is the hypotenuse.
From the given image the distance between the home and school is followed by the square 3 meters from the home and the school is 4 meters making a right-angle triangle.
The minimum distance between the school and the home will be calculated as;-
D = √ ( 3² + 4² )
D = √ ( 25 )
D = 5 meters'
Therefore, the distance will be 5 meters.
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Alicia can paint a small room 21 hours faster than Nina aloneness 4 hours slower than Alicia and Nina together. How long will it take them to paint the room together? Express your answer in decimal form
Answers
Answer:
11.413 Hours.
Step-by-step explanation:
Alicia can paint a house in 21 hours; Which means in 1 hour she can paint 1/24 of the house.
Nina can paint the same house in (21+4) hours. Which means in 1 hour she can paint 1/25 of the house.
Together in 1 hour they can paint: 1/21 + 1/25 = 46/525 of the house.
Total Hours for painting the house together will be 525/46 = 11.413 Hours.
Blanca has 3/4 pound of tuna salad. She uses 1/3 of the tuna salad to make sandwiches. How much of the tuna salad did Blanca use?
Answers
Answer:
33.33% or 1/3
Step-by-step explanation:
3/4 = 9/12
1/3 = 4/12
9/12 pounds is the total and 4/12 pounds were used were us
1/12 is equal to 8.333% because 9/12 is the 100%, so, the total tuna salad used was 33.33% = 1/3 of the total.
Brainliest please ;)
Answer:
3/12
Step-by-step explanation:
3/4 x 1/3 = 3/12 (3x1) = 3 (1x3) = 12
The price of a t-shirt was $25.45. Lizzy gave the clerk $50. How much change did Lizzy get?
Answers
So the answer is $24.55.
Answer: $24.55
Step-by-step explanation: subtract $25.45 from $50 and you get $24.55.
If your sisters brother is 12 on his 16th birthday, how many dishes can he fold?
A.) Orange
B.) Closet
C.) Nike
D.) 7
Answers
Answer:
none of them, its actully an ant eater
Step-by-step explanation:
b. The area of the playground is one and a half times that of the swimming pool. Fir
the swimming pool and the playground.
Lesson 18:
Relate decimal and fraction multiplication.
©2018 Great Minds eureka-math.org
Answers
Answer:
Step-by-step explanation:The area of the playground is one and a half times that of the swimming pool. Fir
the swimming pool and the playground.
Without more information, we cannot determine the area of the playground and swimming pool.
Explanation:To find the area of the playground and swimming pool, we need more information such as the dimensions or area of one of the shapes. Without that information, we cannot solve the problem.
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Susan invests 3 times as much money at 10% as she does at 6%. If her total interest after 1 year is $1800, how much does she have invested at each rate?
Answers
Susan has $5000 invested at 6% and $15000 invested at 10%.
To solve the problem, let's use algebra to define the amount Susan has invested at each rate. Let the amount invested at 6% be represented by x, and consequently, the amount invested at 10% will be 3x, as it is three times the amount invested at 6%. The total interest from both investments is $1800 after one year.
The interest from the investment at 6% is 0.06x, and the interest from the investment at 10% is 0.10(3x), which is 0.30x. The equation representing the total interest is:
Total Interest = Interest from 6% + Interest from 10%
1800 = 0.06x + 0.30x
Combining like terms gives us:
1800 = 0.36x
Dividing both sides of the equation by 0.36 to solve for x:
x = 1800 / 0.36
x = $5000
This is the amount invested at 6%. The amount invested at 10% is 3 times that, so:
3x = 3 * $5000
3x = $15000
Therefore, Susan has $5000 invested at 6% and $15000 invested at 10%.
what is the solution to the equation 5a^2-44=81
Answers
Answer:
5
Step-by-step explanation:
[tex]5a^{2} -44=81\\5a^{2} -44+44=81+44\\5a^{2} =125\\\frac{5a^{2} }{5} =\frac{125}{5}\\a^2=25\\\sqrt{25} =x=5[/tex]
Gavin is training for a marathon and varies his workouts from day to day. Gavin ran 10 MPH during Monday's workout and 50% slower during Tuesday's workout. How fast did he run on Tuesday?
MPH
Answers
Solution:
Given that,
Gavin ran 10 MPH during Monday's workout
50% slower during Tuesday's workout
Therefore,
Speed in tuesday = 50 % slower than monday
Which means,
Speed in tuesday = 10 - 50 % of 10
Solve the above
[tex]\text{ Speed in tuesday } = 10 - \frac{50}{100} \times 10\\\\\text{ Speed in tuesday } = 10 - 0.5 \times 10\\\\\text{ Speed in tuesday } = 10 - 5\\\\\text{ Speed in tuesday } = 5\\\\[/tex]
Thus, he ran 5 mph in tuesday
Wha rid the value of n very confused and need help
Answers
Answer:
n = 6
Step-by-step explanation:
Two intersecting chords. The product of the parts of one chord is equal to the product of the parts of the other chord, that is
7(n + 4) = 5(n + 8) ← distribute parenthesis on both sides
7n + 28 = 5n + 40 ( subtract 5n from both sides )
2n + 28 = 40 ( subtract 28 from both sides )
2n = 12 ( divide both sides by 2 )
n = 6
A bag contains 25 cookies there are 15 chocolate chip cookies 7 peanut butter cookies and the rest are oatmeal raisin cookies what is the probability of randomly choosing a chocolate chip or peanut butter cookies from the bag
Answers
Answer:
22
----
25
Step-by-step explanation:
to get the answer you should add up the amount of chocolate chip and peanut butter cookies to get your total and then put it over the total amount of cookies you have
The probability of randomly choosing a chocolate chip or peanut butter cookie from the bag is 22/25 or 0.88 (rounded to two decimal places).
What is probability?The probability of randomly choosing a chocolate chip or peanut butter cookie can be found by adding the probabilities of choosing a chocolate chip cookie and a peanut butter cookie.
The probability of choosing a chocolate chip cookie is the number of chocolate chip cookies in the bag divided by the total number of cookies:
P(chocolate chip) = 15/25 = 3/5
The probability of choosing a peanut butter cookie is the number of peanut butter cookies in the bag divided by the total number of cookies:
P(peanut butter) = 7/25
So, the probability of choosing a chocolate chip or peanut butter cookie is:
P(chocolate chip or peanut butter) = P(chocolate chip) + P(peanut butter)
P(chocolate chip or peanut butter) = 3/5 + 7/25
P(chocolate chip or peanut butter) = 15/25 + 7/25
P(chocolate chip or peanut butter) = 22/25
Therefore, the probability of randomly choosing a chocolate chip or peanut butter cookie from the bag is 22/25 or 0.88 (rounded to two decimal places).
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The farthest distance a satellite signal can directly reach
is the length of the segment tangent to the curve of Earth's
surface. If the measure of the angle formed by the tangent
satellite signals is 135, what is the measure of the intercepted
satellite
arc on Earth? (The figure is not drawn to scale.)
Answers
Answer:
45°
Step-by-step explanation:
The sum of interior angles of the quadrilateral that has vertices at the center of the Earth, the two points of tangency, and the satellite is 360°. The angles at the points of tangency are 90°, so the angle at the satellite and the central angle are supplementary.
The arc has a measure of 180° -135° = 45°.
10. Write the number 2,049 in
expanded form.
Answers
Step-by-step explanation:
[tex]2049 = 2 \times 1000 + 0 \times 100 + 4 \times 10 + 9 \times 1 \\ = 2000 + 0 + 40 + 9 \\ = 2000 + 40 + 9[/tex]
Answer:
2,000 + 0 + 40 + 9
Explanation:
Expanded form or expanded notation is a way of writing numbers to see the math value of individual digits.
Hope this helps
- Amelia The Unknown
The perimeter of a triangle is 65 meters. The second side is 5 meters less than the first side The third side is 7
meters more than the first side. What is the length of each side?
Answers
Answer:
x=21
y=16
z=28
Step-by-step explanation:
Let
The first side=x
The second side =y
The third side=z
The rest is in the attached file
Answer:
First side (x)[tex]=21m[/tex]
Second side[tex]=x-5=21-5=16m[/tex]
Third side[tex]= x+7=21+7=28m[/tex]
Step-by-step explanation:
Perimeter of the triangle= Sum of all the three sides
Let the First side be [tex]'x'[/tex]
Then, Second side [tex]=x-5[/tex]
Third side= [tex]x+7[/tex]
Perimeter[tex]=65 m[/tex]
Perimeter of the triangle= First side + Second side + Third side
[tex]65=x+(x-5)+(x+7)\\\\65=x+x+x-5+7\\\\65=3x+2\\\\3x=65-2\\\\3x=63\\\\x=63/3\\\\x=21 m\\\\[/tex]
First side (x)[tex]=21m[/tex]
Second side[tex]=x-5=21-5=16m[/tex]
Third side[tex]= x+7=21+7=28m[/tex]
Which TWO linear equations represent perpendicular lines?
y = ½x + 4
x - 3y = -8
y = -2x - 3
y = 2x - 4
Answers
Step-by-step explanation:
[tex]y = \frac{1}{2} x + 4[/tex]
and,
[tex]y = - 2x - 3[/tex]
represents perpendicular lines.
Two lines are perpendicular when product of their slopes = -1
In, y =½x+4
m1 = ½
In y = -2x -3
m2 = -2
Now, m1× m2 = ½× (-2) = -1
My teacher assigned 2(3x+4) to my class and I and I’m not quite sure how to solve it because I don’t know and I’m also not quite sure if my friends and classmates know how to solve this problem either
Answers
Answer:
The answer is 6x+4
Step-by-step explanation:
2(3x+4) multiply both constant and variable by the value outside of the parenthesis
and you'll get 6x+4
if you need help then before you look for the answer online be sure to ask your teacher for help so you can understand and want have to look for the answer online
Joni’s hair is 13 inches long and grows at an average rate of ⅔ in per month. Her friend Kate’s hair is 16 inches long and grows at an average rate of ½ in per month. How many months will pass before the two friends have the same hair length?
Answers
Answer:
18
Step-by-step explanation:
13 + (⅔)t = 16 + (½)t
(⅔ - ½)t = 3
t/6 = 3
t = 18
If k(x) = 5x – 6, which expression is equivalent to (k + k)(4)?
Answers
Answer:
28
Step-by-step explanation:
(k + k)(4)
2k(4)
2[5(4) - 6]
2(14)
28
At the end of a baseball game, the players were given the choice of having a bottle of
water or a box of juice. Of all of the players, 12 chose a bottle of water, which was three-fourths of the total number of players. Write and solve an equation to determine p,
the total number of players at the baseball game.
Answers
Answer:
16 players
12(3/4) = p
Step-by-step explanation:
12/[tex]\frac{3}{4}[/tex] = 16
or 12/3 = 4 x 4 = 16
Answer:16 players
Step-by-step explanation:
7x+5(-6)=-9 solve for x
Answers
Answer:
x=3
Step-by-step explanation:
Answer:
x=3
Step-by-step explanation:
7x+5(-6)=-9
7x-30=-9
7x=21
x=3
Determine whether the point is on the graph of the equation 2x+3y=8.
(1,2)
Answers
The point [tex](1,2)[/tex] is on the graph of the equation.
Explanation:
The equation is [tex]2x+3y=8[/tex]
We need to determine the point [tex](1,2)[/tex] is on the graph.
To determine the point [tex](1,2)[/tex] is on the graph, we need to substitute the point in the equation and find whether the LHS is equal to RHS.
Thus, substituting the point [tex](1,2)[/tex] in the equation [tex]2x+3y=8[/tex], we get,
[tex]2(1)+3(2)=8[/tex]
Multiplying the terms within the bracket, we have,
[tex]2+6=8[/tex]
Adding the LHS, we have,
[tex]8=8[/tex]
Thus, both sides of the equation are equal.
Hence, the point [tex](1,2)[/tex] is on the graph of the equation [tex]2x+3y=8[/tex]
Solve each equation.
a. 10 = 4y
b.5y = 17.5
c. 1.036 = 10y
d. 0.6y = 1.8
e. 15 = 0.1y
Answers
Answer:
a. y = 2.5
b. y = 3.5
c. y = 0.1036
d. y = 3
e. y = 150
Step-by-step explanation:
a. 10 ÷ 4 = 2.5
b. 17.5 ÷ 5 = 3.5
c. 1.036 ÷ 10 = 0.1036
d. 1.8 ÷ 0.6 = 3
e. 15 ÷ 0.1 = 150
joe and Eric have to ship 75 packages. Joe can do the job alone in 5 hours. if Eric helps, they get it done in 4 hours. How long would it take Eric to do the job alone?
Answers
Eric took 20 hours to do the job alone.
Step-by-step explanation:
Given :
Total work = 75 packagesJoe took 5 hours to complete the total work.The amount of work Joe alone can do per hour = 75/5 = 15 packages.
The amount of work Joe and Eric together do per hour = 75/4 = 18.75
The amount of work Eric alone can do per hour = 18.75 - 15 = 3.75
The time Eric took to complete the entire work = 75 / 3.75 = 20 hours.
Is the relation a function? Yes or No? (4,5),(4,-7), (4,2), (4,0), (4,9)
Answers
Answer:
No, because 4 is repeated in the domain.
Step-by-step explanation:
Answer:
No it's not a function
Step-by-step explanation:
When the domain repeats either once or more, it's never a function
To solve for z, you divide each side of the equation by what number?
3/4z = 15
a. 4/3
b. 3/4
c. 15
d. 4
Answers
you multiply 15 to solve by 4/3.
B is where you actually separate the variable (z) by dividing by 3/4.
Hope this helps!
Answer:
B
Step-by-step explanation:
PLEASE GIVE BRAINLYEST
What is the value of k in the equation?
20k/20^4=20^9
Answers
20k/20⁴=20⁹
20k=20⁴×20⁹=20¹³
k=20¹³/20=20¹²
Answer: k=20¹²
The value of k in the equation (20k)/(20⁴) = 20⁹ is k = 20¹¹.
To solve for the value of k in the equation (20k)/(20⁴) = 20⁹, we can follow these steps:
1. Simplify both sides of the equation:
(20k)/(20⁴) = 20⁹
So, (20k)/(20⁴) = (20⁴)²
2. Evaluate the exponent on the right side:
(20k)/(20⁴) = 20⁸
3. Multiply both sides by (20⁴) to eliminate the denominator on the left side:
[(20k)/(20⁴)] * (20⁴) = (20⁸) (20⁴)
Simplifying the left side:
20k = 20¹²
4. Divide both sides by 20 to solve for k:
(20k)/20 = (20¹²)/20
k = 20¹² / 20
5. Further simplify the right side:
k = 20¹¹
Therefore, the value of k in the equation (20k)/(20⁴) = 20⁹ is k = 20¹¹.
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Rewrite the expression by favoring out the greatest common factor: 9b+12
Answers
Answer:
3(3b + 4)
the GCF is 3
Step-by-step explanation:
Which equation represents a linear function that has a slope of Four-fifths and a y-intercept of –6?
y = negative 6 x + four-fifths
y = four-fifths x minus 6
y = four-fifths x + 6
y = 6 x + four-fifths
Answers
Answer:
Option B.
Step-by-step explanation:
The slope intercept form of a line is
[tex]y=mx+b[/tex]
where, m is a slope and b is y-intercept.
It is given that slope of line is 4/5 and y-intercept is -6.
Substitute m=4/5 and b=-6 in the above formula.
[tex]y=\dfrac{4}{5}x+(-6)[/tex]
[tex]y=\dfrac{4}{5}x-6[/tex]
Hence, the correct option is B.
Angle x and angle y are complementary. Angle x is supplementary to a 128 degrees angel. What are the measures of angle x and y
Answers
Answer: x is 52 and y is 38.
Step-by-step explanation:
x+128=180
x=52
52+y=90
y=38
Answer: X=128 y=52
Step-by-step explanation:
If x=128 take 180-128=52 and 52=y