The new variance is 0.41.
Given that the mean cost of a box of Cheerios oat crunch is $4.00 and the variance is 0.35.
The variance represents the average of the squared deviations from the mean, so we can write:
variance = (standard deviation)^2
The standard deviation is the square root of the variance, so we have:
standard deviation = sqrt(variance) = sqrt(0.35) = 0.59
Now, if the price of a box of Cheerios oat crunch increases by 25 cents, the new mean cost will be:
new mean = $4.00 + $0.25 = $4.25
To find the new variance, we need to calculate the new squared deviations from the mean and take their average. The squared deviation of each observation is given by:
(new cost - new mean)^2
We can simplify this expression by substituting the new mean and the original standard deviation:
(new cost - $4.25)^2 = (old cost - $4.00 + $0.25)^2 = (old cost - $4.00)^2 + 2($0.25)(old cost - $4.00) + $0.25^2
The first term on the right-hand side is the squared deviation of the original cost, the second term represents the change in the squared deviation due to the increase in price, and the third term is a constant that does not affect the variance.
To find the new variance, we need to take the average of these squared deviations. Since the original variance was 0.35, we have:
new variance = (1/n) * [sum of (new cost - new mean)^2]
where n is the number of observations (we assume it is large enough to use the normal distribution approximation). Using the expression above for the squared deviation, we can write:
new variance = (1/n) * [sum of (old cost - $4.00)^2 + 2($0.25)(old cost - $4.00) + $0.25^2]
We can simplify this expression by using the properties of summation:
new variance = (1/n) * [sum of (old cost - $4.00)^2] + (2/$n) * ($0.25) * [sum of (old cost - $4.00)] + ($0.25^2)
The first term is the original variance, the second term is zero (since the sum of deviations from the mean is always zero), and the third term is a constant that does not affect the variance. Therefore, the new variance is:
new variance = 0.35 + ($0.25)^2 = 0.41
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calculate using a 1:20 dilution and the five rbc counting squares of the neubauer counting chamber, an average of 54 sperm is counted. the sperm concentration is:
The answer is option B: 54,000,000/mL. The sperm concentration is 0.54 million per cubic centimeter, or 54 million per milliliter.
To calculate the sperm concentration using a Neubauer counting chamber, we can use the following formula:
Sperm concentration = (number of sperm counted ÷ number of counting squares) ÷ dilution factor
In this case, we have:
Number of sperm counted = 54
Number of counting squares = 5
Dilution factor = 1:20
First, we need to calculate the total volume of the diluted sperm sample that was loaded onto the counting chamber. To do this, we can use the following formula:
Total volume = volume of loaded sample ÷ dilution factor
Since the dilution factor is 1:20, this means that the volume of loaded sample is 1/20th of the total volume. The total volume depends on the depth of the chamber and is usually 0.1 mL (or 100 μL) for a standard Neubauer counting chamber. Therefore:
Total volume = 0.1 mL ÷ 20 = 0.005 mL
Next, we can calculate the sperm concentration using the formula above:
Sperm concentration = (54 ÷ 5) ÷ 1/20
Sperm concentration = 54 ÷ 5 × 20
Sperm concentration = 54 ÷ 100
Sperm concentration = 0.54 million/cc
Therefore, the answer is option B: 54,000,000/mL. The sperm concentration is 0.54 million per cubic centimeter, or 54 million per milliliter.
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Your question is incomplete, but probably the complete question is :
Using a 1:20 dilution and the 5 RBC counting squares of the Neubauer counting chamber, an average of 54 sperm is counted. The sperm concentration is:
A. 54,000/cc
B. 54,000,000/mL
C. 108,000/cc
D. 108,000,000/mL
PLEASEEE HELPP
a vertical flagstaff is on top of a building which stands on level ground. From point P on ground level the angle of elevation of the top of the flagstaff is observed to be 32°, and the angle of elevation of the bottom of the flagstaff to be 29°. from a point Q on ground level, 75m closer to the building, the angle of elevation of the top of the flagstaff is 38°.
calculate to three significant figures:
a) the distance of P from the base of the building
b) the height of the building
c) the length of the flagstaff
a) The distance of P from the base of the building is 168.0 m.
b) The height of the building is 43.8 m.
c) The length of the flagstaff is 25.8 m.
The given information is used to solve the three parts of the problem. First, to calculate the distance of P from the base of the building, the tangent of the angle of elevation of the top of the flagstaff, 32°, is used. The tangent of 32° is 0.6, and this is equal to the ratio of the height of the building and the distance from P to the base of the building. This gives the equation 0.6 = 43.8/x, where x is the distance of P from the base of the building. Solving for x gives x = 168.0 m.
Second, to calculate the height of the building, the tangent of the angle of elevation of the bottom of the flagstaff, 29°, is used. The tangent of 29° is 0.546, and this is equal to the ratio of the height of the building and the distance from P to the base of the building. This gives the equation 0.546 = h/168.0, where h is the height of the building. Solving for h gives h = 43.8 m.
Third, to calculate the length of the flagstaff, the tangent of the angle of elevation of the top of the flagstaff, 38°, is used. The tangent of 38° is 0.717, and this is equal to the ratio of the length of the flagstaff and the distance from Q to the base of the building. This gives the equation 0.717 = x/93.0, where x is the length of the flagstaff. Solving for x gives x = 25.8 m.
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please help i have until saturday
To meet the recommendation, the ramp needs to have a horizontal distance of at least 16 feet. The ramp has a horizontal distance of 17.9 feet.
Why is this the recommended horizontal distance for a ramp?If the ramp has a horizontal distance of 17.9 feet, it meets the recommended minimum distance of 16 feet for a ramp with a maximum slope of 1:12, as per the ADA Accessibility Guidelines.
It's important to note that the slope of the ramp should also be taken into consideration to ensure that it is safe and easy to use for individuals with disabilities. If the ramp's slope is too steep or too shallow, it may not meet accessibility standards and could pose a hazard to users.
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The population of a city in Arizona is 3200 in 2010. The city's population is increasing at a rate of 3% per decade. Using this information, predict the population of the city in the year 2030. Round your answer to the nearest person.
The predicted population of the city in the year 2030 is 5,780 person.
How to determine the population of the city in the year 2030?In Mathematics, a population that increases at a specific period of time represent an exponential growth. This ultimately implies that, a mathematical model for any population that increases by r percent per unit of time is an exponential function of this form:
P(t) = I(1 + r)^t
Where:
P(t ) represent the population.t represent the time or number of years.I represent the initial value of car.r represent the exponential growth rate.Years = 2030 - 2010 = 20 years.
By substituting given parameters, we have the following:
[tex]P(t) = I(1 + r)^t\\\\P(t) = 3200(1 + 3/100)^{20}\\\\P(t) = 3200(1 + 0.03)^{20}[/tex]
P(t) = 5,779.56 ≈ 5,780 person.
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in a class, there are 18 girls and 14 boys. if the teacher selects two students at random to attend a party with the principal, what is the probability that the two students are the same sex? 0.49 0.50 0.51 0.52 0.53
In a class, there are 18 girls and 14 boys. If the teacher selects two students at random to attend a party with the principal, the probability that the two students are the same sex is 0.49.
For getting, the total number of students in the class. There are 18 girls and 14 boys.Therefore, the total number of students = 18 + 14 = 32
Find the number of ways of choosing two students from 32 students.This can be calculated by using the combination formula: ⁿC₂ = n! / ((n - r)! r!).
Here, n = 32 (total number of students), and r = 2 (number of students that we have to select).
ⁿC₂ = 32C₂ ⇒ 32! / ((32 - 2)! 2!) ⇒ (32 × 31) / (2 × 1) ⇒ 496
Find the number of ways of selecting two students of the same sex.The number of ways of selecting two girls = ¹⁸C₂ ⇒ 153
The number of ways of selecting two boys = 14C₂ ⇒ 91
Find the probability of selecting two students of the same sex.Total number of ways of selecting two students of the same sex = 153 + 91 = 244
Probability of selecting two students of the same sex = (Number of ways of selecting two students of the same sex) / (Total number of ways of selecting two students)
⇒ 244 / 496 ⇒ 0.49
Therefore, the probability that the two students are the same sex is 0.49.
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[tex]\sqrt 80x^{2}[/tex] can't figure it out
Answer: 4x√5
Simplify the radical by breaking the radicand up into a product of known factors, assuming positive real numbers.
PLEASE HELP MEEEEEEEEE
What is an equation of the line that passes through the points (-6, 1) and (6, 7)?
Answer:y = (1/2)x + 4
Step-by-step explanation:
The equation of the line that passes through the points (-6, 1) and (6, 7) can be found using the slope-intercept form of a line. The slope m is calculated as (y2 - y1)/(x2 - x1), where (x1,y1) and (x2,y2) are the coordinates of the two points. Plugging in the values for these points gives us a slope of m = (7-1)/(6-(-6)) = 1/2.
Now that we have the slope, we can use point-slope form to find the equation of the line: y - y1 = m(x - x1). Substituting one of our points and our calculated slope into this equation gives us y - 1 = (1/2)(x + 6). Simplifying this expression gives us y = (1/2)x + 4, which is the equation of our line in slope-intercept form.
So, an equation for this line is y = (1/2)x + 4.
Answer:
y = [tex]\frac{1}{2}[/tex] x + 4
Step-by-step explanation:
the equation of a line in slope- intercept form is
y = mx + c ( m is the slope and c the y- intercept )
calculate m using the slope formula
m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]
with (x₁, y₁ ) = (- 6, 1 ) and (x₂, y₂ ) = (6, 7 )
m = [tex]\frac{7-1}{6-(-6)}[/tex] = [tex]\frac{6}{6+6}[/tex] = [tex]\frac{6}{12}[/tex] = [tex]\frac{1}{2}[/tex] , then
y = [tex]\frac{1}{2}[/tex] x + c ← is the partial equation
to find c substitute either of the 2 points into the partial equation
using (6, 7 )
7 = [tex]\frac{1}{2}[/tex] (6) + c = 3 + c ( subtract 3 from both sides )
4 = c
y = [tex]\frac{1}{2}[/tex] x + 4 ← equation of line
PLEASE HELP I NEED THE ANSWER
What is the correct numerical expression for "subtract the sum of 2 and 9 from the product of 4 and 3?"
2 + 9 − 4 x 3
(2 + 9) − 4 x 3
(4 x 3) − (2 + 9)
4 x (3 − 2) + 9
Answer: (4 x 3) - (2 + 9)
The correct numerical expression is:
(4 x 3) - (2 + 9)
A large rectangle has sides 8 cm and 10 cm. Two small rectangles are removed from this large rectangle. This leaves the shaded shape. What is the perimeter of the shaded shape?
Answer:
To find the perimeter of the shaded shape, we need to determine the length of the sides of the shaded shape.
First, we need to find the area of the two small rectangles that were removed from the large rectangle:
Area of small rectangle 1: length x width = 4 cm x 3 cm = 12 cm²
Area of small rectangle 2: length x width = 4 cm x 2 cm = 8 cm²
The total area of small rectangles: 12 cm² + 8 cm² = 20 cm²
Now we can find the area of the shaded shape by subtracting the area of the small rectangles from the area of the large rectangle:
Area of large rectangle: length x width = 10 cm x 8 cm = 80 cm²
Area of shaded shape: 80 cm² - 20 cm² = 60 cm²
Since the shaded shape is rectangular, we can find the length and width by dividing the area by a factor pair:
60 cm² ÷ 6 cm = 10 cm
60 cm² ÷ 10 cm = 6 cm
So the shaded shape has sides of 6 cm and 10 cm.
Finally, we can find the perimeter of the shaded shape by adding up the lengths of all four sides:
Perimeter = 6 cm + 10 cm + 6 cm + 10 cm = 32 cm
Therefore, the perimeter of the shaded shape is 32 cm.
Step-by-step explanation:
Find the volume & surface area of each figure. Round your answers to the nearest hundredth, if
necessary.
We can conclude by answering the provided question that As a result, Figure B has a capacity of approximately 226.19 cubic centimetres and a surface area of approximately 94.25 square centimetres.
what is surface area ?The surface area of an object indicates the total volume filled by its surface. The surface area of a three-dimensional shape is the entire quantity of space that surrounds it. The surface area of a three-dimensional object refers to its total surface area. By adding the areas of each face, the surface area of a cuboid with six rectangular sides can be determined. As an alternative, you can use the following algorithm to identify the box's dimensions: 2lh + 2lw + 2hw = surface (SA). Surface area is a measurement of the total quantity of room occupied by the surface of a three-dimensional shape (a three-dimensional shape is a shape that has height, width, and depth).
For each figure, we will compute the volume and surface area individually.
Diagram A:
Figure A is a rectangle pyramid in form. It measures 10 centimetres long, 6 cm wide, and 4 cm tall.
Diagram B:
Figure B is a cylindrical in form. It has a radius of 3 centimetres and a height of 8 cm.
Image B volume = x radius2 x height = x 32 x 8 cm3 = 226.19 cubic centimetres
Figure B surface area = 2 x radius x height + 2 x radius2 = 2 x 3 cm x 8 cm + 2 x 32 cm2 = 94.25 square centimetres
As a result, Figure B has a capacity of approximately 226.19 cubic centimetres and a surface area of approximately 94.25 square centimetres.
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Two or more terms having the same variables are called?
Answer:
Like terms
Step-by-step explanation:
Are the terms that contain same variables, same exponents of variables and same coefficients.
HOPE THIS HELPS
A major fishing company does its fishing in a local lake. The first year of the
company's operations it managed to catch 130,000 fish. Due to population decreases,
the number of fish the company was able to catch decreased by 4% each year. How
many total fish did the company catch over the first 13 years, to the nearest whole
number?
The company caught approximately 1,461,880 fish over the first 13 years. We can calculate it in the following manner.
Since the number of fish caught by the company decreases by 4% each year, the number of fish caught in the second year will be 96% of the first year, and the number of fish caught in the third year will be 96% of the second year, and so on.
To find the total number of fish caught by the company over the first 13 years, we can use the following formula:
Total fish caught
[tex]= 130,000 + 0.96130,000 + 0.96^{2130,000} + ... + 0.96^{12*130,000}[/tex]
Using the formula for the sum of a geometric series, we can simplify this to:
Total fish caught = 130,000 * (1 - 0.96¹³)/(1 - 0.96)
Plugging in the values and solving for the total fish caught, we get:
Total fish caught = 130,000 * (1 - 0.96¹³)/(1 - 0.96) = 1,461,880
Therefore, the company caught approximately 1,461,880 fish over the first 13 years.
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A toy shop purchases 125 identical stuffed animals for a total cost of $321.50 and sells them for $7 each. What is the percent markup?
A toy shop purchases 125 identical stuffed animals for a total cost of $321.50 and sells them for $7 each. The percent markup is 171.9%.
The total cost of purchasing 125 identical stuffed animals is $321.50.
To find the cost per stuffed animal, we divide the total cost by the number of stuffed animals:
Cost per stuffed animal = Total cost / Number of stuffed animals
Cost per stuffed animal = $321.50 / 125
Cost per stuffed animal = $2.572
The toy shop sells each stuffed animal for $7.
To find the markup, we need to calculate the difference between the selling price and the cost price, and then express that difference as a percentage of the cost price:
[tex]Markup = (Selling price - Cost price) / Cost price * 100%[/tex]
Markup = ($7 - $2.572) / $2.572 x 100%
Markup = $4.428 / $2.572 x 100%
Markup = 1.719 x 100%
Markup = 171.9%
Therefore, the percent markup is 171.9%.
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find the area of the shaded region
Answer:
196
Step-by-step explanation:
what two double digit numbers intercept with eachother at the same time in a graph
Answer:
how web is it you feel like a a a a a a a a a make
Step-by-step explanation:
hf and I have been working on the topic on the topic on the topic on the topic on the topic ona the topic on the topic on the topic on the topic on the
A man that is 6 feet tall cast a shadow that is 15 feet if a child Cassa shadow that is 10 feet long then how tall is the child
A man that is 6 feet tall cast a shadow that is 15 feet if a child Cassa shadow that is 10 feet long then the child is 4 feet tall.
To find the height of the child, we can use the concept of similar triangles. The man's height and shadow form one
triangle, and the child's height and shadow form another.
Step 1: Identify the given information.
Man's height = 6 feet
Man's shadow = 15 feet
Child's shadow = 10 feet
Step 2: Set up a proportion using the given information.
Man's height/Man's shadow = Child's height/Child's shadow
6/15 = Child's height/10
Step 3: Solve for Child's height.
To do this, cross-multiply:
6 × 10 = 15 × Child's height
60 = 15 × Child's height
Step 4: Divide both sides by 15 to find the Child's height.
Child's height = 60 / 15
Child's height = 4 feet
So, the child is 4 feet tall.
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if (0.57, 0.63) is a 50% confidence interval for p, what does n k equal, and how many observations were taken?
The number of observation taken to obtain confidence interval of 50% is equal to 484.
Confidence interval for p = 50%
Use the formula for the confidence interval of a proportion to find the sample size n,
p ± z√(p×(1-p)/n) = (0.57, 0.63)
where z is the z-score corresponding to a 50% confidence interval, which is 0.674.
Midpoint of the interval is,
(p1 + p2) / 2
= (0.57 + 0.63) / 2
= 0.60
Rewrite the equation as,
0.60 ± 0.674√(0.60(1-0.60)/n) = (0.57, 0.63)
Simplifying this equation, we get,
⇒ 0.674√(0.60(1-0.60)/n) = 0.03/2
⇒ 0.674√(0.60(1-0.60)/n) = 0.015
Squaring both sides and solving for n, we get,
⇒n = 0.60×(1-0.60)×(0.674/0.015)^2
⇒n = 483.84
Rounding up to the nearest integer, the sample size is n = 484.
Therefore, n k equals 484 k, and 484 observations were taken to obtain the 50% confidence interval of (0.57, 0.63) for p.
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Triangle ABC
maps to triangle XYZ
by a rotation of 90∘
counterclockwise about the origin followed by a reflection across the line y=x.
In triangle ABC,
m∠A=45∘,
m∠B=55∘,
and m∠C=80∘.
What is the measure of ∠Y?
First, we need to find the coordinates of each vertex of triangle ABC. Let's assume that A is located at (a,b), B is located at (c,d), and C is located at (e,f). Since we know the measures of the angles, we can also determine the slopes of the lines connecting the vertices:
The slope of line AB is (d-b)/(c-a), which is equal to tan(55°).
The slope of line BC is (f-d)/(e-c), which is equal to tan(80°).
The slope of line AC is (f-b)/(e-a), which is equal to tan(55°-45°) = tan(10°).
Using these slopes, we can find the equations of the three lines and solve for the coordinates of the vertices:
Line AB: y-b = tan(55°)(x-a)
Line BC: y-d = tan(80°)(x-c)
Line AC: y-b = tan(10°)(x-a)
Solving these equations simultaneously, we get:
A = (b + (c-a)tan(55°), b + (c-a)tan(55°-45°))
B = (c + (f-d)/tan(80°), d + (f-d))
C = (e + (b-f)/tan(10°), f + (e-a)tan(10°))
Next, we need to apply the rotation and reflection to these vertices to find the corresponding vertices of triangle XYZ. The rotation by 90° counterclockwise about the origin transforms a point (x,y) into (-y,x), while the reflection across the line y=x transforms a point (x,y) into (y,x). So:
Vertex A of ABC is mapped to vertex X of XYZ: (a,b) → (-b,a) → (a,-b)
Vertex B of ABC is mapped to vertex Y of XYZ: (c,d) → (-d,c) → (c,d)
Vertex C of ABC is mapped to vertex Z of XYZ: (e,f) → (-f,e) → (e,f)
Now we need to find the measure of angle Y. Since we don't know the exact coordinates of the vertices of XYZ, we'll use the fact that the rotation by 90° counterclockwise about the origin preserves angles and the reflection across the line y=x changes the orientation of angles but not their measure. Therefore:
m∠Y = m∠ZOX, where O is the origin
m∠ZOX = 90° - m∠XOZ
m∠XOZ = m∠COA = 55° + 45° = 100°
Therefore, m∠Y = 90° - 100° = -10°, but since angles can't have negative measures, we add 360° to get m∠Y = 350°.
So the measure of angle Y in triangle XYZ is 350°.
Question 1
1/1
Triangle ABC
maps to triangle XYZ
by a rotation of 90∘
counterclockwise about the origin followed by a reflection across the line y=x.
In triangle ABC,
m∠A=45∘,
m∠B=55∘,
and m∠C=80∘.
What is the measure of ∠Y?
Enter your answer as the correct value, like this: 42
55 is the answer I'm not joking try it lol
The area of a door is 3024 scare inches the the length of the door is 48 inches longer than the width of the door what is the width of the door
Answer:
Let's assume the width of the door is x inches. Then, according to the problem, the length of the door is 48 inches longer than the width, which means the length is x+48 inches.
The area of the door is given as 3024 square inches, so we can set up an equation:
Area = width x length
3024 = x(x+48)
Simplifying the equation, we get:
x^2 + 48x - 3024 = 0
Now we can solve for x using the quadratic formula:
x = (-b ± √(b^2 - 4ac)) / 2a
where a = 1, b = 48, and c = -3024
x = (-48 ± √(48^2 - 4(1)(-3024))) / 2(1)
x = (-48 ± √(2304 + 12096)) / 2
x = (-48 ± √14400) / 2
We take the positive root since the width of a door cannot be negative:
x = (-48 + 120) / 2
x = 36
Therefore, the width of the door is 36 inches.
Step-by-step explanation:
An icicle in the shape of a cone is hanging from a gutter. It is 12 in. long and has a radius of 1 in. What is the volume of the icicle? Round
answer to the nearest hundredths place.
As a result, the icicle has a volume of about 4.19 cubic inches.
. The formula V = (1/3)r2h, where r is the radius of the base and h is the height of the cone, determines the volume of a cone.
Define radius?The distance between a circle's center to any other point on the circle is known as the radius. It is frequently represented by the letter "r."
The radius of a sphere, in this example, is the separation between any two points on its surface from the sphere's centre.
In this instance, the icicle is shaped like a cone with a 1 in. radius and a 12 in. height.
As a result, the icicle's volume is:
V = (1/3)π(1 in.)²(12 in.)
V ≈ 4.19 cubic inches
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The probability that shares of acme will increase in value over the next month is 50% and the probability that shares of acme and shares of best will both increase in value over the next month is 40%
The probability that shares of Acme and Best will both increase in value over the next month is 0.2 (20%). This is calculated by multiplying the individual probabilities of each stock increasing in value (50% x 40%)
1. Calculate the individual probability of Acme increasing in value: 50%
2. Calculate the individual probability of Best increasing in value: 40%
3. Multiply the two individual probabilities together to calculate the probability that both stocks will increase in value: 50% x 40% = 0.2 (20%)
The probability that shares of Acme and Best will both increase in value over the next month is 0.2 (20%). This is calculated by multiplying the individual probabilities of each stock increasing in value (50% x 40%)
The complete question is :
The probability that shares of acme will increase in value over the next month is 50% and the probability that shares of acme and shares of best will both increase in value over the next month is 40%.What is the probability that shares of Acme and shares of Best will both increase in value over the next month?
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The Pines Golf Course is offering free ice cream cones to golfers who hit their tee shot on the green at hole 7! The following bar graph summarizes the tee shots from this morning.
Answer:
Step-by-step explanation:
when may you want to use lower gears when driving
They should be used carefully because they can potentially increase fuel consumption and engine damage.
what is distance ?The space or length separating two points or objects is measured as distance. It is used to define the distance between objects in space or their relative position in space, and it is a fundamental idea in mathematics and physics. The distance formula, which is based on the Pythagorean theorem, is typically used in mathematics to calculate distance. In a two-dimensional coordinate system, the distance between two locations is calculated as the square root of the sum of the squares of the disparities between their x and y coordinates.
given
While travelling at slower speeds, ascending hills, or travelling down or up steep inclines, lower gears are often employed. When driving, you might want to shift into a lower gear in the following circumstances:
Driving on ice or snow Using a lower gear can provide you more traction and help you keep control of the car when driving in slick conditions.
Driving on windy roads: Using a lower gear while driving on winding roads might help you keep a steady speed and prevent the car from accelerating too quickly.
In general, when the engine needs to work harder than usual, using lower ratios might provide you greater power and control.
They should be used carefully because they can potentially increase fuel consumption and engine damage.
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Explain how to use what you know about whole number division to check your work when you divide with fractions, use at least three terms from the world word list in your explanation
using what we know about whole number division can be helpful when dividing with fractions. We can use the inverse operation of multiplication, simplify fractions, and use estimation to check our work and ensure that our division is accurate.
When dividing with fractions, one can use what they know about whole number division to check their work. This is because the rules of division remain the same for both whole numbers and fractions. One important rule is that division is the inverse operation of multiplication. In other words, when we divide, we are essentially finding how many times one number (the divisor) fits into another number (the dividend).
To check our work when dividing with fractions, we can use the same approach. We can multiply the quotient (the result of our division) by the divisor to see if we get back the dividend. If we do, then we know that our division was correct. For example, if we divide 3/4 by 1/2 and get a quotient of 3/2, we can check our work by multiplying 3/2 by 1/2.
Another important rule is that we can simplify fractions before dividing them to make the process easier. This means that we can divide both the numerator and the denominator by a common factor to get an equivalent fraction with smaller numbers. For example, if we want to divide 6/8 by 2/3, we can simplify 6/8 to 3/4 and 2/3 to 8/12. Then we can divide 3/4 by 8/12, which is much easier.
Finally, we can also use estimation to check our work when dividing with fractions. Estimation involves rounding the fractions to the nearest whole number or using benchmarks, such as 1/2 or 1, to get an approximate answer. This can help us quickly check if our quotient is reasonable or if we made an error in our division.
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What is the measure of 24? Enter your answer in the box.
m24=
1
2/3
60%
4 61°
S
P
9
Answer:
59
Step-by-step explanation:
60 + 61 + m<4 = 180
m<4 = 59°
Directions: The following is an axiomatic system. Answer each question as required.
Axiom Set:
Axiom 1: Each line is a set of three points
Axiom 2: Each point is contained by two lines. Axiom 3: Two distinct lines intersect at exactly one point.
Question:
1. What are the undefined terms in this axiom set? 2. Is the axiomatic system consistent? Why? Why not? State what specific property is the given axiomatic system.
The undefined terms in this axiom set are "line" and "point." These terms are not defined within the axioms themselves and are assumed to be understood.
The axiomatic system is consistent. The axioms do not contradict each other, and it is possible to construct a model of the system that satisfies all the axioms.
For example, we can imagine a Euclidean plane where each line is a set of three non-collinear points, and each point is contained by exactly two lines. Two distinct lines in this plane intersect at exactly one point, satisfying all the axioms.
The specific property of this axiomatic system is that it defines a Euclidean plane, which is a specific type of geometry characterized by the three axioms given.
The axioms capture some of the fundamental properties of Euclidean geometry, such as the existence of points and lines, the intersection of lines, and the relationship between points and lines.
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A hockey coach recorded the number of shots taken by the home team and the number taken by the visiting team in 20 games. He displayed the results in the box plots below.
A box plot titled Number of Shots Taken by home team players. The number line goes from 10 to 32. The whiskers range from 16 to 32, and the box ranges from 20 to 23. A line divides the box at 22.
Number of Shots Taken by Home Team Players
A box plot titled Number of Shots Taken by visiting team players. The number line goes from 10 to 32. The whiskers range from 14 to 32, and the box ranges from 16 to 24. A line divides the box at 18.
Number of Shots Taken by Visiting Team Players
Which describes an inference that the coach might make after comparing the medians of the two data sets?
Answer:The most accurate inference from this boxplot is that: The visiting team had more variability in the number of shots taken.
Step-by-step explanation:
The box and whiskers plot is a way of presenting data that gives 5 major information about the distributionFrom the whiskers of the plot, one can read- The minimum value - The maximum value Then, from the boxplot, one can read- The Median, represented by the middle line of the boxplot.- The first Quartile or 25th percentile, represented by the lower end of the boxplot.- The third quartile or 75th percentile, represented by the upper end of the boxplot.Other variables that can be obtained from these five data points include- The range of the distribution (maximum value minus minimum value)- The interquartile range (a measure of variation, which is the difference between the third and first quartile of the distribution)For the two boxplots that the coach madeHome teamWhiskers range from 16 to 32Minimum value = 16maximum value = 32the box ranges from 20 to 23. A line divides the box at 22.First quartile = 20Third quartile = 23Median = 22IQR = 23 - 20 = 3For the visiting teamWhiskers range from 14 to 32Minimum value = 14maximum value = 32the box ranges from 16 to 24. A line divides the box at 18.First quartile = 16Third quartile = 24Median = 18IQR = 24 - 16 = 8Since the median only represents the midpoint of the distribution, one cannot conclude with certainty that home team took more shots than the visiting team, information on the mean would confirm that. A less controversial and evident inference is that the visiting team had more variability in their shots as their distribution has a higher Interquartile Range (IQR of 8 > 3) which is a direct measure of variation for distributions.
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(Please answer quick missing assignment)
(Repost)
Answer:
No you would not use all your money, you would have 9 bananas with $0.10 left.
Step-by-step explanation:
t = m(x)
substitute
3.25 = .35(x)
inverse operations (divide by .35 on both sides)
3.25/.35 = (x)
9(rounded to the nearest whole number) = x
9 is the number of bananas. Now we need to find the change.
9 * .35 = 3.15
3.25 - 3.15 = .10
You will have 9 bananas with 10 cents left.
10. Jade accidentally dropped a candy wrapper from the top of a building that was 600 feet tall.
The height of the wrapper in feet, f(x), can be represented using f(x) = -16x² - 2x + 600 where x
is the time in seconds.
o. If the candy wrapper is now 450 feet in the air, set up an equation that could be used to find
the amount of time since dropping the wrapper.
b. Solve the equation using the quadratic formula.
c. Which solution makes the most sense in the context of the situation? Explain.
After answering the provided question, we can conclude that As a result, equation the wrapper must have been dropped around 4.875 seconds ago.
What is equation?An equation in mathematics is a statement that states the equality of two expressions. An equation is made up of two sides that are separated by an algebraic equation (=). For example, the argument "2x + 3 = 9" asserts that the phrase "2x + 3" equals the value "9". The purpose of equation solving is to determine the value or values of the variable(s) that will allow the equation to be true. Equations can be simple or complicated, regular or nonlinear, and include one or more elements. The variable x is raised to the second power in the equation "x2 + 2x - 3 = 0." Lines are utilised in many different areas of mathematics, such as algebra, calculus, and geometry.
a) Set f(x) to 450 and solve for x to find the amount of time since dropping the wrapper when it is 450 feet in the air:
-16x² - 2x + 600 = 450
b)
-16x² - 2x + 150 = 0
[tex]x = (-(-2) + \sqrt((-2)^2 - 4(-16)(150))) / (2(-16))\\x = (2 + \sqrt(4 + 9600)) / (-32)\\x = (2 + \sqrt(9604)) / (-32)\\x = (2 + 98) / (-32)\\x = -3.125\\ or\\ x = 4.875\\[/tex]
c) Because time cannot be negative and the candy wrapper cannot have been at a height of 450 feet before it was dropped, the solution that makes the most sense in the context of the circumstance is x = 4.875. As a result, the wrapper must have been dropped around 4.875 seconds ago.
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