is -16/-2 an integer?

I'll go ahead and assume you meant to say that S is the surface given by

[tex]S = \left\{(x,y,z) \mid z = \cos(y)\text{ with } 0\le y\le \pi\text{ and }0\le x\le4\right\}[/tex]

This immediately gives us a parameterization for the surface,

[tex]\vec r(x, y) = \left\langle x, y, \cos(y)\right \rangle[/tex]

The upward-pointing normal vector to this surface is then

[tex]\vec n = \dfrac{\partial\vec r}{\partial x} \times \dfrac{\partial\vec r}{\partial y} = \left\langle0,\sin(y),1\right\rangle[/tex]

Then the flux of [tex]\vec F(x,y,z) = \left\langle e^{-z}, 4z, 6xy\right\rangle[/tex] across S is

[tex]\displaystyle \iint_S \vec F(x,y,z)\cdot\mathrm d\vec s = \int_0^4\int_0^\pi \vec F(x,y,\cos(y))\cdot\vec n\,\mathrm dy\,\mathrm dx \\\\ = \int_0^4\int_0^\pi \left\langle e^{-\cos(y)},4\cos(y),6xy\right\rangle \cdot \left\langle0,\sin(y),1\right\rangle \,\mathrm dy\,\mathrm dx \\\\ = \int_0^4\int_0^\pi (4\sin(y)\cos(y)+6xy)\,\mathrm dy\,\mathrm dx \\\\ = 2 \int_0^4\int_0^\pi (\sin(2y) + 3xy)\,\mathrm dy\,\mathrm dx = \boxed{24\pi^2}[/tex]

Answer:

x - y + z = 8

2x +3y -z= -2

3x - 2y -9z = 9

Step-by-step explanation:

[1 - 1  1  8]

[2  3  -1 -2]

[3 -2 -9  9]

Answer:

Speed of Jim=18miles/3hours=6miles/hour

Answer:

2 zeros for odd numbers less than 10

3 zeros for even numbers less than 10

Step-by-step explanation:

Non-zero whole numbers less than 10 are;

1, 2, 3,4, 5, 6, 7, 8, and 9

The odd numbers include:

3, 5, 7, and 9

The product of 500 and any of these numbers will contain 2 zeros, the ones in the number 500.

On the other hand, the even numbers include;

2, 4, 6, and 8

The product of 500 and any of these numbers will contain 3 zeros of which 2 are the ones in the number 500 and 1 zero is as a result of multiplying 5 by an even number.

Answer:

2 cubed is 8

Step-by-step explanation:

Chow,...!

Answer:

$18,424.92

Step-by-step explanation:

Assuming this is compound interest, we'll have to use this formula

A = P(1 + r)ⁿ

A = Final amount (100,000)

P = Starting amount (?)

r = Rate (.07)

n = Years (?)

65 - 40 = 25

This means you will save for 25 years, making n = 25

So far, our equation looks like this: 100,000 = P(1.07)²⁵

To isolate the variable, P, divide both sides by 1.07²⁵

100,000/1.07²⁵ = P(1.07)²⁵/1.07²⁵

P = 18,424.917752223962

You would need to set aside around $18,424.92 if you want to accumulate $100,000 in 25 years with 7% compound interest rate.

80 is diviser , 240 is dividend and 3 is quotient

you can use photo-math it solves equations with steps

Answer: -3.4

Step-by-step explanation:

[tex]-3\frac{2}{5} \\-\frac{3*5+2}{5} \\-\frac{15+2}{5} \\-\frac{17}{5} \\= -3.4[/tex]

Answer:

1st option

Step-by-step explanation:

Each exponent inside the bracket is multiplied by the exponent outside , that is

[tex](\frac{2^{5} }{3^{2} )} ^{4}[/tex]

= [tex]\frac{2^{5(4)} }{3^{2(4)} }[/tex]

= [tex]\frac{2^{20} }{3^{8} }[/tex]

Answer:

the answer for angle 7 is 150 degrees

Step-by-step explanation:

angle 4 is corresponding to angle 30 and it forms a linear pair hence180 degrees-30 degrees =150 degrees

Answer:

∠ 7 = 30°

Step-by-step explanation:

30° and ∠ 7 are alternate exterior angles and are congruent , then

∠ 7 = 30°

Answer: 5

Step-by-step explanation:

5(n-1)-10=2n

5n-5-10=2n

5n-2n = 10+5

3n = 15

n = 15/3

n = 5

Answer:

No one knows how ;(

Step-by-step explanation:

sorry person

Answer:

D

Step-by-step explanation:

A= 3,213,213

B= 780,000

C= 6,300,000

D= 11,014,114

Answer:

Three non-collinear points determine a plane.

Step-by-step explanation:

This statement means that if you have three points not on one line, then only one specific plane can go through those points. The plane is determined by the three points because the points show you exactly where the plane is

Answer:

165 minutes

Step-by-step explanation:

Step-by-step explanation:

Fractions are numbers and can be shown on a number line:

Fractions represent equal parts of a whole object or shape:

Whole numbers can be expressed as fractions: For example: 4 = 4⁄1 and 1 = 4⁄4

Answer:

first add then divide

Step-by-step explanation:

Answer:

6×10-6 have greater value than 2×10-8

Step-by-step explanation:

6×10-6

60-6

=54

And

2×10-8

20-8

=12

Thus, 6×10-6 had the greatest value by 42 more than 2×10-8

6×10-6 have greater value than 2×10-8

The greater value is 600 x 10⁻⁸. And the lesser value is 2 x 10⁻⁸. The number 600 x 10⁻⁸ is 300 times greater number 2 x 10⁻⁸.

The analysis of mathematical representations is algebra, and the handling of those symbols is logic.

PEMDAS rule means the Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This rule is used to solve the equation in a proper and correct manner.

Compare the numbers 6 x 10⁻⁶ and 2 x 10⁻⁸.

Then the numbers can be written as,

⇒ 6 x 10⁻⁶ and 2 x 10⁻⁸

⇒ 600 x 10⁻⁸ and 2 x 10⁻⁸

The number  600 x 10⁻⁸ times greater than the number 2 x 10⁻⁸ will be

⇒ 600 x 10⁻⁸ / 2 x 10⁻⁸

⇒ 300

The greater value is 600 x 10⁻⁸. And the lesser value is 2 x 10⁻⁸. The number 600 x 10⁻⁸ is 300 times greater number 2 x 10⁻⁸.

More about the Algebra link is given below.

https://brainly.com/question/953809

#SPJ5

Recta: es una sucesión infinita de puntos. No tiene comienzo ni fin.

Segmento: es una porción de línea definida por sus puntos extremos. Tiene una longitud determinada.

Rayo: es aquella línea que tiene punto de partida en un extremo, pero en el otro se proyecta hasta el infinito. espero que te sirve

Step-by-step explanation:

estellita por favor

Answer:

Answer is 16 i just got it right!

Step-by-step explanation:

Answer:

1.2 is less so your answer should be 1.2.

= 1.2

If you're measuring mountains, they're both huge.

If you're measuring green peas, they're both small.

Either way, 1.2 is smaller than 1.7 .

Answer:

[tex] - 2x + 2 \geqslant - 2[/tex]

subtract 2 from either sides:

[tex]( - 2x + 2) - 2 \geqslant - 2 - 2 \\ - 2x \geqslant - 4[/tex]

divide either sides by -2 [ division rule of equality ]

[tex] \frac{ - 2x}{ - 2} \geqslant \frac{ - 4}{ - 2} \\ \\{ \boxed{ \boxed{ x \leqslant 2}}}[/tex]

Step-by-step explanation:

I think the Answer is option A

Use the power, product, and chain rules:

[tex]y = x^2 (3x-1)^3[/tex]

• product rule

[tex]\dfrac{\mathrm dy}{\mathrm dx} = \dfrac{\mathrm d(x^2)}{\mathrm dx}\times(3x-1)^3 + x^2\times\dfrac{\mathrm d(3x-1)^3}{\mathrm dx}[/tex]

• power rule for the first term, and power/chain rules for the second term:

[tex]\dfrac{\mathrm dy}{\mathrm dx} = 2x\times(3x-1)^3 + x^2\times3(x-1)^2\times\dfrac{\mathrm d(3x-1)}{\mathrm dx}[/tex]

• power rule

[tex]\dfrac{\mathrm dy}{\mathrm dx} = 2x\times(3x-1)^3 + x^2\times3(3x-1)^2\times3[/tex]

Now simplify.

[tex]\dfrac{\mathrm dy}{\mathrm dx} = 2x(3x-1)^3 + 9x^2(3x-1)^2 \\\\ \dfrac{\mathrm dy}{\mathrm dx} = x(3x-1)^2 \times (2(3x-1) + 9x) \\\\ \boxed{\dfrac{\mathrm dy}{\mathrm dx} = x(3x-1)^2(15x-2)} [/tex]

You could also use logarithmic differentiation, which involves taking logarithms of both sides and differentiating with the chain rule.

On the right side, the logarithm of a product can be expanded as a sum of logarithms. Then use other properties of logarithms to simplify

[tex]\ln(y) = \ln\left(x^2(3x-1)^3\right) \\\\ \ln(y) =  \ln\left(x^2\right) + \ln\left((3x-1)^3\right) \\\\ \ln(y) = 2\ln(x) + 3\ln(3x-1)[/tex]

Differentiate both sides and you end up with the same derivative:

[tex]\dfrac1y\dfrac{\mathrm dy}{\mathrm dx} = \dfrac2x + \dfrac9{3x-1} \\\\ \dfrac1y\dfrac{\mathrm dy}{\mathrm dx} = \dfrac{15x-2}{x(3x-1)} \\\\ \dfrac{\mathrm dy}{\mathrm dx} = \dfrac{15x-2}{x(3x-1)} \times x^2(3x-1)^3 \\\\ \dfrac{\mathrm dy}{\mathrm dx} = x(15x-2)(3x-1)^2[/tex]

Answer:

Step-by-step explanation:

7 2/5 + ___ = 8

(As on left side there is 7 2/5 on right side it will be -7 2/5)

=> ____ = 8 - 7 2/5

(Converting - 7 2/5 to improper fraction that is -37/5)

=> ____ = 8 - 37/5

=> ____ = (40 - 37)/5

=> ____ = 3/5

Hence,

3/5 is the answer

Answer:

BOTTOM RIGHT CHART, JUST TOOK THE TEST

Step-by-step explanation:

PLATO

Answer:

this app is for learning not for driving schools also i dont know abth it sry if i soud rude!

this site is for driving schools selection i guess

Answer:

11x4=44

Step-by-step explanation:

Cus 11/25, change the 25 to 100 by multiplying by 4 so you also have to multiply 11 by 4 too and yeah...answer

Answer:44

Step-by-step explanation: You want to multiply your denominator by a certain number that will turn it into 100. In this case 25 time 4 is 100. so now that you've multiplied your denominator you also need to multiply your numerator by 4. So the next step would be 11 times 4, which is 44.