Assume that the demand curve D(p) given below is the market demand for widgets:
Q=D(p)=1204−11p, p > 0
Let the market supply of widgets be given by:
Q=S(p)=−3+6p, p > 0
where p is the price and Q is the quantity. The functions D(p) and S(p) give the number of widgets demanded and supplied at a given price.
What is the equilibrium price?
Please round your answer to the nearest hundredth.
What is the equilibrium quantity?
Please round your answer to the nearest integer.
What is the consumer surplus at equilibrium?
Please round the intercept to the nearest tenth and round your answer to the nearest integer
What is the producer surplus at equilibrium?
Please round the intercept to the nearest tenth and round your answer to the nearest integer.
What is the unmet demand at equilibrium?
Please round your answer to the nearest integer.
Answers
Answer:
Step-by-step explanation:
I'll use y for quantity and x for price [love my x and y] and rewrite the demand and supply functions:
Demand: y=1204−11x
Supply: y = -3 + 6x
==
We want to know the equilibrium price and quantity. The quantities purchased and sold would be equal to the quantities supplied:
1204−11x = -3 + 6x
-17x = - 1207
x = 71 The price of a widget is 71 units ($, €,£,¥, etc.) at equilibrium
A price of 71 would lead to a demand and supply of:
y = 1204−11x
y = 1204−11(71)
y = 423 Widgets
We can also plot this to find the point (71,423). See the attachment.
At this point, I'm uncertain how to answer the "producer surplus" and "unmet demand" at equilibrium. This is what I did, so please judge if it is correct.
The demand line, y=1204−11x, tells us that if the price were 0, the demand would be 1204, which I'll assume in the maximum, since it is stipulated that x > 0 (I imagine it may no longer be a straight line when the price goes into negative territory. I'd be the first in line to accept a widget and $5 if they were priced at -$5).
At equilibrium, therefore, we would still have an unmet demand of (1204 - 423) or 781 widgets that customers wanted, but wouldn't pay the price.
It seems to me that this would also be the unmet demand: Product that could have been sold, but wasn't, due to the price. I'm unsure, however.
Related Questions
Maya solved 1/4 of a crossword puzzle before dinner and a part of it after dinner. If Maya solved 3/4 of the crossword in all, what fraction of the puzzle did she solve after dinner?
Choose the equation that matches the word problem.
Answers
Answer:2/4
Step-by-step explanation: you would just subtract 3/4 by 1/4 to get 2/4
If DEF and MNO are two triangles such that DE=MN and EF=NO, which of the following would be sufficient to prove that triangles are congruent
Answers
Answer:
D. ∠E ≅ ∠N
Step-by-step explanation:
The pair of sides meet at vertex E in ∆DEF and at vertex N in ∆MNO. Since the sides that make up angles E and N are shown congruent, it is sufficient to show ...
∠E ≅ ∠N
Then the SAS congruence postulate can be claimed.
__
Additional comment
The alternative is to show DF ≅ MO. That would allow you to claim SSS congruence. That is not an answer choice.
Please help i rlly need itttt
Answers
Answer:
The value of x is the value where the line crosses the x-axis!
________________________________________________________
Hope this helps!!
Please tell me if I have made a mistake!!
I enjoy learning from them:)
Answer:
x = y - b/m (with the obvious restriction m ≠ 0 )
Step-by-step explanation:
If
y = mx + b
subtracting b from both sides
y - b = mx
dividing both sides by m
y - b/m = x
flipping the sides (to make it look more normal)
x = y - b/m
Please help me prove that ED is congruent to BA! I thought I had it right by proving right and vertical angles, but I’m missing something
Answers
Step-by-step explanation:
[tex]\overline{DA} \text{ bisects } \overline{EB}[/tex] is given
[tex]\overline{BC} \cong \overline{EC}[/tex] definition of bisect
[tex]\overline{EB} \perp \overline{ED}, \, \overline{EB} \perp \overline{BA}[/tex] are both given
[tex]\angle B, \, \angle E \text{ are right angles}[/tex] definition of perpendicular
[tex]\angle B \cong \angle E[/tex] because all right angles are congruent
[tex]\angle{ACB} \cong \angle{DCE}[/tex] vertical angles are congruent
[tex]\triangle{ACB} \cong \triangle{DCE}[/tex] ASA (angle-side-angle)
[tex]\overline{ED} \cong \overline{BA}[/tex] CPCTC (corresponding parts of congruent triangles are congruent)
Casey borrowed $4500 at a 5% interest rate for 4 years.
What was the total interest?
Enter your answer in the box.
Hint: Use the formula I=P*R*T where
I= Interest Earned/Owed
P= Principal
R= Rate
T= Time
PLEASE HURRYYYY!
Answers
I = $4500 x 5% x 4
5% = .5
4500 x .5 x 4 = 9,000
I think this should be correct .
-2/7 × 9.75 what is answer
Answers
Answer:
-2.78
Step-by-step explanation:
You first divide and then multiply.
Evaluate the function h(x) = 13 – x when x= -3,0, and 8.
Answers
Answer:
h(-3)=16
h(0)=13
h(8)=5
Step-by-step explanation:
[tex]h( -3) = 13 - ( - 3) = 16 \\ h(0) = 13 - 0 = 13 \\ h(8) = 13 - 8 = 5[/tex]
Cushman Company had $842,000 in sales, sales discounts of $12,630, sales returns and allowances of $18,945, cost of goods sold of $399,950, and $289,650 in operating expenses. Gross profit equals:
Answers
Answer: $120825
Step-by-step explanation:
Add everything up then subtract $842000 by it
Find the GCF and LCM for 16 and 24.
Answers
Greatest Common Factors (GCF) of 16 and 24 = 8
Least Common Multiple of 16 and 24 = 48
GCF means Greatest Common Factors
Factors of 16 = 1, 2, 8, 4, and 16
Factors of 24 = 1, 2, 3, 4, 6, 8, 12, and 24
Common Factors of 16 and 24 = 1, 2, 4, and 8
Greatest Common Factors (GCF) of 16 and 24 = 8
LCM means Least Common Multiples
Multiples of 16 = 16, 32,48, 54.....
Multiples of 24 = 24, 48, 72....
The Least Common Multiple of 16 and 24 = 48
Learn more on GCF and LCM here: https://brainly.com/question/219464
Evaluate the expression
[3(15+4)2 +2(20+5)2]0
0
5
1
2
Answers
0, 5, 5, 1, 2
is evaluate
Josh drives 504 miles in 8 hours. At the same rate, how many miles would he drive in 5 hours?
Answers
Answer:
315 miles
Step-by-step explanation:
The unit rate is 63 miles per hour, and 63×5=315 miles.
[tex]\begin{array}{ccll} miles&hrs\\ \cline{1-2} 504&8\\ x&5 \end{array}\implies \cfrac{504}{x}=\cfrac{8}{5}\implies 2520=8x\implies \cfrac{2520}{8}=x\implies 315=x[/tex]
Some government leaders propose allowing oil companies to drill in currently protected lands that may be rich in oil reserves. Environmental researchers argue that drilling in such lands would be harmful to the surrounding ecosystem. To measure support for drilling in such lands, an oil company representative uses random-digit telephone dialing to contact adults in the region and measure opinion for increased drilling. One question in the survey asks, "Given that an increase in drilling could result in increased tax revenue and additional jobs to the region, would you support a proposal to allow drilling in lands currently protected from drilling?" What type of bias could be most likely affecting the survey results? This is undercoverage bias because some segments of the population will be excluded from the sample. This is response bias because those selected for the survey may not provide truthful opinions about oil drilling. This is voluntary res
Answers
The type of bias in this survey is question-wording bias because the question is influencing the response (option D).
Question-wording bias occurs when the words selected in the question influence a specific response. Here is one example:
Do you believe a cruel practice such as bullfighting should be forbidden?In this question, the use of the word cruel qualifies bullfighting as negative, and therefore in most cases, people will answer that bullfighting should be forbidden.
This effect occurs in the question for this survey because the section given that an increase in drilling could result in increased tax revenue and additional jobs to the region indirectly states drilling is positive and therefore influences the response of those surveyed.
Note: This question is incomplete because some of the options are missing; here are the complete options:
What type of bias could be most likely affecting the survey results?
A. This is undercoverage bias because some segments of the population will be excluded from the sample.
B. This is response bias because those selected for the survey may not provide truthful opinions about oil drilling.
C. This is voluntary response bias because those most passionate about drilling will be more likely to register an opinion.
D. This is question-wording bias because the information given at the start of the question may lead those surveyed towards a desired response.
Learn more about bias in: https://brainly.com/question/6078134
Write an equation for the situation: Kristian has $200 which is two times Alejo's money plus $20.
Answers
Answer:
x= 2y + 20
Step-by-step explanation:
we could say kristian and alejo, Bob and Bill, shelled and Jackie or just about any other two words so let's call them x any y. kristian is x and also is y.
so kristian (x) has twice as much money plus another 20.
this means x has 2 times plus 20 more than y.
so x= 2y + 20
SOSSSS:
Find all the values of x between 0 and 4 for which 3 cos(2x - 1) = 2
Answers
Answer:
0.29 π(52.5°)
Step-by-step explanation: here is the explanation
The car arrives from city A to city B in 3 hours. How many hours will it take to go the same way if you increase the speed by 20%?
Answers
Given :-
The car arrives from city A to city B in 3 hours.Speed is increased by 20% .To find :-
The new time taken .Solution :-
Let us assume the distance between A and B be x and the initial speed by y . After 20% increase in the speed , new speed will be ,
[tex]\blue{\dashrightarrow} [/tex] Speed = 120y/100
[tex]\blue{\dashrightarrow} [/tex] Speed = 6/5y
• According to the Question ,
[tex]\red{\dashrightarrow} [/tex] Distance = Speed * Time
[tex]\blue{\dashrightarrow} [/tex] x = y * 3 hrs
[tex]\red{\dashrightarrow} [/tex] x = 3y
And ,
[tex]\blue{\dashrightarrow} [/tex] t = Distance/Speed
[tex]\red{\dashrightarrow} [/tex] t = x ÷ (6y/5)
[tex]\blue{\dashrightarrow} [/tex] t = 5x/6y
[tex]\red{\dashrightarrow} [/tex] t = 5 (3y)/6y
[tex]\blue{\dashrightarrow} [/tex] t = 5/2 hrs
[tex]\red{\dashrightarrow} [/tex] t = 2.5 hrs
Hence now it will take 2.5 hrs to go from A to B .
Answer:
Step-by-step explanation:
Let's say the distance between A and B is 3 miles (3, because I see a need to divide the distance by 3 hours to determine the car's speed). The actual distance makes no difference in the answer, since it is asking for a relative speed change (20%).
We find the speed to be 3 miles/3 hours, or 1 mph. A 20% increase in speed would be (1.20)(1) = 1.20 mph.
We can find the time for a 1.2 mph car to go 3 miles by:
(3 miles)/(1.2 mph) = 2.5 hours
=====
[Note that if we assumed a different distance, say 6 miles, we'd get the same result:
6 miles/3 hours = 2 mph
1.2*2 = 2.4 mph
New time = 6/2.4 = 2.5 hours; same as before]
4. Prove or disprove the following statement: Given two numbers, increasing both numbers by 10% results in two numbers whose difference is the same as the difference of the two original numbers. Give a numerical example and explain.
Answers
Step-by-step explanation:
increase by 10% is the same as multiplying by 1.1.
so, we get the assumption that
x - y = 1.1x - 1.1y = 1.1(x - y)
for the case that x <> y, now we can divide both sides by (x - y) and get
1 = 1.1
and that is wrong in all cases.
so, it is disproven for all x <> y.
for x = y the statement is true, the difference is in both cases 0.
e.g.
100 and 200
the difference is 100
100+10% = 110
200+10% = 220
and the difference is 110 (different to the original 100).
but 100 and 100, sure, the difference is 0, and the difference between 110 and 110 is still 0.
adding a % to a number means the size of the added part depends on the size of the basic number. the same % of a larger number is larger than the same % of a smaller number. therefore, the distance grows.
Use >,<, or = to solve
the inequality below.
4/5 1/2
Answers
Answer:
4/5 > 1/2
Step-by-step explanation:
4/5 1/2
\/
4/5 -> 8/10
1/2 -> 5/10
\/
8/10 > 5/10
\/
4/5 > 1/2
Have a nice day!
I hope this is what you are looking for, but if not - comment! I will edit and update my answer accordingly. (ノ^∇^)
- Heather
Answer:
4/5>1/2
Step-by-step explanation:
To get the answer, we first convert each fraction into decimal numbers. We do this by dividing the numerator by the denominator for each fraction as illustrated below:
4/5 = 0.8
1/2 = 0.5
Then, we compare the two decimal numbers to get the answer.
0.8 is greater than 0.5.
Therefore, 4/5 is greater than 1/2
How many solutions does this system have?
y = -6x - 5
-2y +7 = 12x
A.
One Solution
B.
Two Solutions
C.
No Solutions ***** (what i think)
D.
Infinitely Many Solutions
Answers
A system of equation may have one, zero or infinitely many solutions
The system of equation has no solutions
The systems of equation are given as:
[tex]y = -6x - 5[/tex]
[tex]-2y +7 = 12x[/tex]
Substitute -6x - 5 for y in [tex]-2y +7 = 12x[/tex]
[tex]-2(-6x - 5) +7 = 12x[/tex]
Open brackets
[tex]12x + 10 +7 = 12x[/tex]
[tex]12x + 17 = 12x[/tex]
Subtract 12x from both sides of the equation
[tex]17 = 0[/tex]
The above equation is not true i.e.[tex]17 \ne 0[/tex]
Hence, the system of equation has no solutions
Read more about solutions of equations at:
https://brainly.com/question/9338739
could you help me with this? its an ss here:
Answers
When subtracting a negative number, you will actually add. You can double check this by counting on the number line. Make sure you count by 2.
Describe how to find your x-intercepts ?
Answers
9x + 3 – 7x + 4
Help me out please?
Answers
Answer: The answer is 2x + 7.
Explanation: First, we need to add the numbers:
9x + 3 – 7x + 4
9x + 7 - 7x
And finally, we combine like terms:
9x + 7 - 7x
2x + 7
What is the inverse of y=5x-5
Answers
Answer:the answer is in the picture below
Step-by-step explanation:plz give brainlist
Help help help math math
Answers
Answer:
x = 11
Step-by-step explanation:
Lines are parallel. 5x + 10 and 10x + 5 are supplements of each other.
Move 5x+ 10 to the corresponding position on the figure. It will be next to 10x + 5 and form a linear pair with 10x + 5. A linear pair form a straight angle or two supplementary angles. Supplementary angles = 180°
Therefore 5x +10 + 10x + 5 = 180°
15x + 15 = 180°
15x = 180 - 15
15x = 165
x = 11
Breakfast eaten and the slim camp-outfit lashed to the sled, the men turned their backs on the cheery fire and launched out into the darkness. At once began to rise the cries that were fiercely sad—cries that called through the darkness and cold to one another and answered back. Conversation ceased. Daylight came at nine o'clock. At midday the sky to the south warmed to rose-colour, and marked where the bulge of the earth intervened between the meridian sun and the northern world. But the rose-colour swiftly faded. The grey light of day that remained lasted until three o'clock, when it, too, faded, and the pall of the Arctic night descended upon the lone and silent land.
As darkness came on, the hunting-cries to right and left and rear drew closer—so close that more than once they sent surges of fear through the toiling dogs, throwing them into short-lived panics.
At the conclusion of one such panic, when he and Henry had got the dogs back in the traces, Bill said:
"I wisht they'd strike game somewheres, an' go away an' leave us alone."
"They do get on the nerves horrible," Henry sympathized.
They spoke no more until camp was made.
The introductory paragraph to this section of text starts with breakfast and ends with the setting of Arctic sun. How does this short paragraph add to the conflict in the story? (5 points)
It suggests time is running out before the story even begins.
It suggests the cold will only increase in the coming days.
It suggests the days are intense but beautiful.
It suggests the characters do not get far during the short days. I AM GIVING 100 POINTS!!!
Answers
Answer:
It suggests the days are intense but beautiful.
Step-by-step explanation:
According to the introductory paragraph that starts with breakfast and ends with the setting of Arctic sun. This short paragraph adds to the conflict in the story because It suggests the days are intense but beautiful.
Although the question is incomplete, i can infer that the story you are referring to is White Fang by Jack London, where the story is told of the people talking about events happening around them.
They talk about the sun and the work around them and also the cold. How thsir short conversation added to the conflict in the story is that It suggests the days are intense but beautiful
0.80x= 28 what is x
please help
Answers
Answer: x is nothing.
Step-by-step explanation: The goal is to get x by itself not with the numbers. You just have to solve the equation and whatever you get is equal to X. Example- your problem is 0.80x= 28 which would equal 172 if you're tryna find the solution. X does not matter in your equation and remember x can be any number! I'm not good at explaining so i'm sorry if you have no idea what i'm talking about. I hope this helps!
Your answer is 172.
-Notsonerdy
Janessa recently increased the size of his Jeep tires from the original P230/85R18 to the larger P250/85R21. If Janessa didn’t recalibrate her odometer, how far did she really travel on the new tires when her odometer shows she has traveled 23425 miles?
Answers
The distance Janessa traveled on the new tires with the given size is 26,470.25 miles.
The given parameters:
Original size of the tire, = P230/85R18The width of the smaller tire, = 230 mmAspect ratio, = 85%Larger size of the tire, = P250/85R21The width of the larger tire, = 250 mmAspect ratio, = 85%Reading of the odometer = 23,425 milesThe diameter of the smaller tire is calculated as follows;
[tex]0.85 = \frac{h}{230} \\\\h = 0.85 \times 230 \\\\h = 195.5 \ mm\\\\h = 195.5 \ mm \times \frac{1 \ in}{25.4 \ mm} \\\\h = 7.7 \ in[/tex]
diameter of the smaller tire;
D = 2(7.7 in) + 18 in
D = 33.4 in
The circumference of the smaller tire;
[tex]C_1 = \pi D\\\\C_1 = 3.142 \times 33.4 \\\\C_1 = 104.94 \ in[/tex]
The diameter of the larger tire is calculated as follows;
[tex]0.85 = \frac{h}{250} \\\\h = 0.85 \times 250 \\\\h = 212.5 \ mm\\\\h = 212.5 \ mm \times \frac{1 \ in}{25.4 \ mm} \\\\h = 8.37 \ in[/tex]
diameter of the larger tire;
D = 2(8.37 in) + 21 in
D = 37.74 in
The circumference of the larger tire;
[tex]C_2 = \pi D\\\\C_2 = 3.142 \times 37.74 \\\\C_2 = 118.58 \ in[/tex]
After one rotation, the larger tire will travel the following distance more than the smaller tire;
[tex]n = \frac{C_2}{C_1} = \frac{118.58}{104.94} = 1.13[/tex]
The distance Janessa traveled on the new tires when her odometer shows she has traveled 23425 miles;
[tex]distance = 1.13 \times 23,425\\\\distance = 26,470.25 \ miles[/tex]
Learn more about tire sizes and distance traveled: https://brainly.com/question/4822144
Which term of the AP 21, 18, 15 ...... is -81 ?
Answers
Given AP is 21 ,18,15,...
First term = 21
Common difference = 18-21 = -3
Let an = -81
We know that
an = a+(n-1)d
⇛21+(n-1)(-3) = -81
⇛ 21-3n+3 = -81
⇛24-3n = -81
⇛ 24+81 = 3n
⇛ 105= 3n
⇛ n = 105/3
⇛ n = 35
35th term of the AP is -81.
also read similar questions: Which term of a AP 5 , 13 , 21 ,... is 181?
https://brainly.com/question/2406241?referrer
Which term of the AP:3, 8, 13, 18,...,is 78?
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Simplify: 5 + p > 3
A.p < 8
B.p > 8
C.p < - 2
D.p > - 2
Answers
Answer:
D) p > -2
Step-by-step explanation:
5 + p > 3
5 + p - 5 > 3 - 5
p > -2
Step by step
De cuántas formas pueden mezclarse los siete colores del arco iris tomándolos de tres en tres?
Answers
Answer:
hi
Step-by-step explanation:
1+1=2
Solve 2/5 - 1/7
Help pls this is timed!!!!
Answers
Answer:
9/35
Step-by-step explanation:
Answer:
9/35
Step-by-step explanation:
ok so find the lcm of 2/5 and 1/7: this is 35
then convert them
2/5 = 14/35
1/7 = 5/35
14/35 - 5/35 is 9/35