This question is testing one's ability to compose functions that are modeled by real world situations. Questions like these require in-depth critical reasoning skills and the ability to identify the meaning of composition of functions as they relate to scenarios.

For the purpose of Common Core Standards, composed functions falls within the Cluster A of build a function that models a relationship between two quantities concept (CCSS.Math.content.HSF.BF.A). Questions in this cluster depend heavily of building an understanding between real life situations as seen through a mathematical perspective.

Knowing the standard and the concept for which it relates to, we can now do the step-by-step process to solve the problem in question.

Step 1: Identify what the question is asking for.

Step 2: Identify what is given/known from the question.

Step 3: Using algebraic methods creating function to describe relationship.

Step 4: Answer the question.

Following the steps listed above for this particular problem is as follows.

Step 1: Identify what the question is asking for.

The question is asking to find the composition of the two functions.

In other words, find .

Step 2: Identify what is given/known from the question.

The two functions are given in mathematical form.

Step 3: Using algebraic methods creating function to describe relationship.

To solve this problem, replace every  in the pressure function with the entire function .

Step 4: Answer the question.

The explicit expression that illustrates the amount of pressure of the gas in the container related to the time in minutes is,

This question is testing one's ability to compose functions that are modeled by real world situations. Questions like these require in-depth critical reasoning skills and the ability to identify the meaning of composition of functions as they relate to scenarios.

For the purpose of Common Core Standards, composed functions falls within the Cluster A of build a function that models a relationship between two quantities concept (CCSS.Math.content.HSF.BF.A). Questions in this cluster depend heavily of building an understanding between real life situations as seen through a mathematical perspective.

Knowing the standard and the concept for which it relates to, we can now do the step-by-step process to solve the problem in question.

Step 1: Identify what the question is asking for.

Step 2: Identify what is given/known from the question.

Step 3: Using algebraic methods creating function to describe relationship.

Step 4: Answer the question.

Following the steps listed above for this particular problem is as follows.

Step 1: Identify what the question is asking for.

The question is asking to find the composition of the two functions.

In other words, find .

Step 2: Identify what is given/known from the question.

The two functions are given in mathematical form.

Step 3: Using algebraic methods creating function to describe relationship.

To solve this problem, replace every  in the pressure function with the entire function .

Step 4: Answer the question.

The explicit expression that illustrates the amount of pressure of the gas in the container related to the time in minutes is,

This question is testing one's ability to compose functions that are modeled by real world situations. Questions like these require in-depth critical reasoning skills and the ability to identify the meaning of composition of functions as they relate to scenarios.

For the purpose of Common Core Standards, composed functions falls within the Cluster A of build a function that models a relationship between two quantities concept (CCSS.Math.content.HSF.BF.A). Questions in this cluster depend heavily of building an understanding between real life situations as seen through a mathematical perspective.

Knowing the standard and the concept for which it relates to, we can now do the step-by-step process to solve the problem in question.

Step 1: Identify what the question is asking for.

Step 2: Identify what is given/known from the question.

Step 3: Using algebraic methods creating function to describe relationship.

Step 4: Answer the question.

Following the steps listed above for this particular problem is as follows.

Step 1: Identify what the question is asking for.

The question is asking to find the composition of the two functions.

In other words, find .

Step 2: Identify what is given/known from the question.

The two functions are given in mathematical form.

Step 3: Using algebraic methods creating function to describe relationship.

To solve this problem, replace every  in the pressure function with the entire function .

Step 4: Answer the question.

The explicit expression that illustrates the amount of pressure of the gas in the container related to the time in minutes is,

This question is testing one's ability to compose functions that are modeled by real world situations. Questions like these require in-depth critical reasoning skills and the ability to identify the meaning of composition of functions as they relate to scenarios.

For the purpose of Common Core Standards, composed functions falls within the Cluster A of build a function that models a relationship between two quantities concept (CCSS.Math.content.HSF.BF.A). Questions in this cluster depend heavily of building an understanding between real life situations as seen through a mathematical perspective.

Knowing the standard and the concept for which it relates to, we can now do the step-by-step process to solve the problem in question.

Step 1: Identify what the question is asking for.

Step 2: Identify what is given/known from the question.

Step 3: Using algebraic methods creating function to describe relationship.

Step 4: Answer the question.

Following the steps listed above for this particular problem is as follows.

Step 1: Identify what the question is asking for.

The question is asking to find the composition of the two functions.

In other words, find .

Step 2: Identify what is given/known from the question.

The two functions are given in mathematical form.

Step 3: Using algebraic methods creating function to describe relationship.

To solve this problem, replace every  in the pressure function with the entire function .

Step 4: Answer the question.

The explicit expression that illustrates the amount of pressure of the gas in the container related to the time in minutes is,

This question is testing one's ability to identify and understand an arithmetic sequence and create the recursive function. Recall that for a function to be recursive, it depends on the previous term in the sequence. It is also important to recall that the difference in an arithmetic sequence is just a constant.

For the purpose of Common Core Standards, writing arithmetic and geometric recursive and explicit sequences, falls within the Cluster A of build a function that models a relationship between two quantities concept (CCSS.Math.content.HSF.BF.A). 

Knowing the standard and the concept for which it relates to, we can now do the step-by-step process to solve the problem in question.

Step 1: Identify the arithmetic difference of the sequence.

Step 2: Identify the basic form for an arithmetic recursive sequence.

where 

Step 3: Substitute known values into the form from Step 2.

Following the steps from above for this particular problem is as follows.

Step 1: Identify the arithmetic difference of the sequence.

Step 2: Identify the basic form for an arithmetic recursive sequence.

where 

Step 3: Substitute known values into the form from Step 2.

This question is testing one's ability to identify and understand an arithmetic sequence and create the recursive function. Recall that for a function to be recursive, it depends on the previous term in the sequence. It is also important to recall that the difference in an arithmetic sequence is just a constant.

For the purpose of Common Core Standards, writing arithmetic and geometric recursive and explicit sequences, falls within the Cluster A of build a function that models a relationship between two quantities concept (CCSS.Math.content.HSF.BF.A). 

Knowing the standard and the concept for which it relates to, we can now do the step-by-step process to solve the problem in question.

Step 1: Identify the arithmetic difference of the sequence.

Step 2: Identify the basic form for an arithmetic recursive sequence.

where 

Step 3: Substitute known values into the form from Step 2.

Following the steps from above for this particular problem is as follows.

Step 1: Identify the arithmetic difference of the sequence.

Step 2: Identify the basic form for an arithmetic recursive sequence.

where 

Step 3: Substitute known values into the form from Step 2.

This question is testing one's ability to identify and understand an arithmetic sequence and create the recursive function. Recall that for a function to be recursive, it depends on the previous term in the sequence. It is also important to recall that the difference in an arithmetic sequence is just a constant.

For the purpose of Common Core Standards, writing arithmetic and geometric recursive and explicit sequences, falls within the Cluster A of build a function that models a relationship between two quantities concept (CCSS.Math.content.HSF.BF.A). 

Knowing the standard and the concept for which it relates to, we can now do the step-by-step process to solve the problem in question.

Step 1: Identify the arithmetic difference of the sequence.

Step 2: Identify the basic form for an arithmetic recursive sequence.

where 

Step 3: Substitute known values into the form from Step 2.

Following the steps from above for this particular problem is as follows.

Step 1: Identify the arithmetic difference of the sequence.

Step 2: Identify the basic form for an arithmetic recursive sequence.

where 

Step 3: Substitute known values into the form from Step 2.

This question is testing one's ability to identify and understand an arithmetic sequence and create the recursive function. Recall that for a function to be recursive, it depends on the previous term in the sequence. It is also important to recall that the difference in an arithmetic sequence is just a constant.

For the purpose of Common Core Standards, writing arithmetic and geometric recursive and explicit sequences, falls within the Cluster A of build a function that models a relationship between two quantities concept (CCSS.Math.content.HSF.BF.A). 

Knowing the standard and the concept for which it relates to, we can now do the step-by-step process to solve the problem in question.

Step 1: Identify the arithmetic difference of the sequence.

Step 2: Identify the basic form for an arithmetic recursive sequence.

where 

Step 3: Substitute known values into the form from Step 2.

Following the steps from above for this particular problem is as follows.

Step 1: Identify the arithmetic difference of the sequence.

Step 2: Identify the basic form for an arithmetic recursive sequence.

where 

Step 3: Substitute known values into the form from Step 2.

This question is testing one's ability to identify and understand an arithmetic sequence and create the recursive function. Recall that for a function to be recursive, it depends on the previous term in the sequence. It is also important to recall that the difference in an arithmetic sequence is just a constant.

For the purpose of Common Core Standards, writing arithmetic and geometric recursive and explicit sequences, falls within the Cluster A of build a function that models a relationship between two quantities concept (CCSS.Math.content.HSF.BF.A). 

Knowing the standard and the concept for which it relates to, we can now do the step-by-step process to solve the problem in question.

Step 1: Identify the arithmetic difference of the sequence.

Step 2: Identify the basic form for an arithmetic recursive sequence.

where 

Step 3: Substitute known values into the form from Step 2.

Following the steps from above for this particular problem is as follows.

Step 1: Identify the arithmetic difference of the sequence.

Step 2: Identify the basic form for an arithmetic recursive sequence.

where 

Step 3: Substitute known values into the form from Step 2.

This question is testing one's ability to identify and understand an arithmetic sequence and create the recursive function. Recall that for a function to be recursive, it depends on the previous term in the sequence. It is also important to recall that the difference in an arithmetic sequence is just a constant.

For the purpose of Common Core Standards, writing arithmetic and geometric recursive and explicit sequences, falls within the Cluster A of build a function that models a relationship between two quantities concept (CCSS.Math.content.HSF.BF.A). 

Knowing the standard and the concept for which it relates to, we can now do the step-by-step process to solve the problem in question.

Step 1: Identify the arithmetic difference of the sequence.

Step 2: Identify the basic form for an arithmetic recursive sequence.

where 

Step 3: Substitute known values into the form from Step 2.

Following the steps from above for this particular problem is as follows.

Step 1: Identify the arithmetic difference of the sequence.

Step 2: Identify the basic form for an arithmetic recursive sequence.

where 

Step 3: Substitute known values into the form from Step 2.