A ball is thrown upward with an initial velocity of 75 feet per second and an initial height of 4 feet. Given h(t) = −16t2 + v0t + h0, complete function h to model the vertical motion of the ball. Then find the ball’s maximum height, to the nearest foot.
h(t) = −16t2 + ? t + ?
maximum height:
The ball reaches a maximum height of approximately 146 feet, to the nearest foot.
What exactly does the term Maximus height mean?Maximum Height refers to the highest point of the structure or sign as measured from the average natural ground level at the base of the supporting structure.
The ball is thrown upward with an initial velocity of 75 feet per second, implying that v0 = 75. We are also told that the ball is thrown from a height of 4 feet, implying that h0 = 4.
The function: can be used to model the ball's vertical motion.
16t2 + v0t + h0 = h(t).
Substituting v0 and h0 values yields:
h(t) = -16t^2 + 75t + 4
To determine the maximum height of the ball, we must first locate the vertex of the parabolic function h. (t). The vertex of the parabola is given by the equation y = ax2 + bx + c:
x = -b / 2a
y = c - b^2 / 4a
a = -16, b = 75, and c = 4 in this case. Substituting these values into the above formulas yields:
t = -75 / 2(-16) = 2.34 sec
h(t) = 4 - (752) / (4(-16)) 146 ft.
As a result, the ball reaches a maximum height of about 146 feet to the nearest foot.
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1. Complete the table below to solve the equation 2.5x − 10.5 = 64(0.5x).
2.A newspaper started an online version of its paper 14 years ago. In a recent presentation to stockholders, the lead marketing executive states that the revenues for online ads have more than doubled that of the revenues for printed ads since starting the online version of the paper. Use the graph below to justify the lead executive’s statement and to determine the approximate year that the two ad revenues were equal.
3. Two ocean beaches are being affected by erosion. The table shows the width, in feet, of each beach at high tide measured where 1995 is represented by year 0.
3a. Describe the patterns shown by the erosion data measurements shown for each of the beaches in the table.
3b. Between which years will the beaches have approximately the same width?
3c.Assuming these rates remain constant, what can you do to get a better approximation of when the two beaches will have the same width?
Answer 1: The solution to the equation is x = 4.
Answer 2:
The graph shows that the revenues for online ads have steadily increased since the paper started its online version, while the revenues for printed ads have been steadily decreasing.
Answer 3a:
Beach A is decreasing at a faster rate than Beach B, with its width decreasing from around 400 feet in 1995 to around 250 feet in 2015.
Answer 3b:
Between the years 2011 and 2012, the beaches have approximately the same width.
Answer 3c:
To get a better approximation of when the two beaches will have the same width, the rate of erosion of each beach should be calculated over time.
What is an equation?Equation is an statement that two expressions have the same value, and can be written using symbols, numbers and/or variables.
Answer 1: The equation 2.5x − 10.5 = 64(0.5x) can be solved by completing the table below:
x | 2.5x | 0.5x | 64(0.5x) | 2.5x - 10.5 | 2.5x - 64(0.5x)
--|------|------|-----------|--------------|-----------------
1 | 2.5 | 0.5 | 32 | -8.5 | -29.5
2 | 5 | 1 | 64 | -5.5 | -21.5
3 | 7.5 | 1.5 | 96 | -3.5 | -13.5
4 | 10 | 2 | 128 | -0.5 | -5.5
Answer 2:
The graph shows that the revenues for online ads were approximately equal to the revenues for printed ads around 2006, which is the 12th year after the online version of the paper was started.
Answer 3a:
Beach A is decreasing at a faster rate than Beach B, with its width decreasing from around 400 feet in 1995 to around 250 feet in 2015. Beach B's width is decreasing at a slower rate, from around 500 feet in 1995 to around 350 feet in 2015.
Answer 3b:
Between the years 2011 and 2012, the beaches have approximately the same width.
Answer 3c:
To get a better approximation of when the two beaches will have the same width, the rate of erosion of each beach should be calculated over time. This can be done by plotting the width of each beach over time and calculating the slope of the line, which will give an indication of the rate of erosion.
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1: The solution to the equation is x = 4.
2: The graph shows that the revenues for online ads have steadily increased since the paper started its online version, while the revenues for printed ads have been steadily decreasing.
3a: Beach A is decreasing at a faster rate than Beach B, with its width decreasing from around 400 feet in 1995 to around 250 feet in 2015.
3b: Between the years 2011 and 2012, the beaches have approximately the same width.
3c: To get a better approximation of when the two beaches will have the same width, the rate of erosion of each beach should be calculated over time.
What is an equation?Equation is an statement that two expressions have the same value, and can be written using symbols, numbers and/or variables.
1: The equation 2.5x − 10.5 = 64(0.5x) can be solved by completing the table below:
x | 2.5x | 0.5x | 64(0.5x) | 2.5x - 10.5 | 2.5x - 64(0.5x)
--|------|------|-----------|--------------|-----------------
1 | 2.5 | 0.5 | 32 | -8.5 | -29.5
2 | 5 | 1 | 64 | -5.5 | -21.5
3 | 7.5 | 1.5 | 96 | -3.5 | -13.5
4 | 10 | 2 | 128 | -0.5 | -5.5
2: The graph shows that the revenues for online ads were approximately equal to the revenues for printed ads around 2006, which is the 12th year after the online version of the paper was started.
3a: Beach A is decreasing at a faster rate than Beach B, with its width decreasing from around 400 feet in 1995 to around 250 feet in 2015. Beach B's width is decreasing at a slower rate, from around 500 feet in 1995 to around 350 feet in 2015.
3b: Between the years 2011 and 2012, the beaches have approximately the same width.
3c: To get a better approximation of when the two beaches will have the same width, the rate of erosion of each beach should be calculated over time. This can be done by plotting the width of each beach over time and calculating the slope of the line, which will give an indication of the rate of erosion.
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according to the usgs, each person in the united states uses an average of how many metric tons of mineral resources each year? question 1 options: 2 12 18 32 42
Each person in the United States uses an average of 18 metric tons of mineral resources each year.
Step by step explanation:According to the USGS, each person in the United States uses an average of 18 metric tons of mineral resources each year. It has been stated that many of the minerals we use in our daily lives are found in things we use every day, such as electronic devices, personal care products, and vehicles.
Mineral resources are utilized in many aspects of our lives, including construction, transportation, energy production, and electronics. As a result, minerals are an essential component of the modern economy.
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I NEED YOUR HELP ASAP!!
To create a modified box plot for a data set, determine the outliers of the data set and the smallest and largest numbers in the data set that are not outliers. Next, determine the median of the first half of the data set, the median of the entire data set, and the median of the second half of the data set.
What are the values that are needed to create a modified box plot for this data set?
19, 15, 22, 35, 16, 22, 4, 22, 24, 16, 17, 21
Enter your answers in the blanks in order from least to greatest.
Smallest number in the data set that is not an outlier is 15, Median of the first half is 17, Median of the entire data set is 20.5. Median of the second half is 22. Largest number in the data set that is not an outlier is 35.
Give a short note on Median?
In statistics, the median is a measure of central tendency that represents the middle value in a dataset. To find the median, the data must first be sorted in ascending or descending order. If the dataset contains an odd number of values, the median is the middle value. If the dataset contains an even number of values, the median is the average of the two middle values.
The median is a useful measure of central tendency in datasets that are skewed or have outliers, as it is less sensitive to extreme values than the mean. It is also useful in datasets with non-numeric values, such as rankings or survey responses.
To create a modified box plot, we need the following values:
The smallest number in the data set that is not an outlier: 15
The median of the first half of the data set: 17
The median of the entire data set: 20.5
The median of the second half of the data set: 22
The largest number in the data set that is not an outlier: 35
So the values needed to create a modified box plot for this data set are: 15, 17, 20.5, 22, 35.
Two chemicals A and B are combined to form a chemical C. The rate, or velocity, of the reaction is proportional to the product of the instantaneous amounts of A and B not converted to chemical C. Initially, there are 40 grams of A and 50 grams of B, and for each gram of B, 2 grams of A is used. It is observed that 25 grams of C is formed in 8 minutes. How much is formed in 16 minutes? (Round your answer to one decimal place.)grams. What is the limiting amount of C after a long time?____gramsHow much of chemicals A and B remains after a long time?
Let's start by writing a differential equation for the rate of formation of chemical C. Since the rate is proportional to the product of the amounts of A and B not converted to C, we can write:
d[C]/dt = k[A](B - 2[C]/B)
where [A] and [B] are the amounts of A and B not converted to C at any time t, [C] is the amount of C formed at time t, and k is a proportionality constant. Note that the term 2[C]/B represents the amount of A that has been used up to form C, since 2 grams of A are used for every gram of B.
At t=0, [A]=40 g and [B]=50 g. We also know that 25 g of C is formed in 8 minutes, so at that time [C]=25 g.
d[C]/dt = k[A](B - 2[C]/B)
25/8 = k40(50 - 2*25/50)
k = 1/800
Now we can use this value of k to solve for [C] at t=16 minutes:
d[C]/dt = k[A](B - 2[C]/B)
C - C = ∫[0]^16 k[A](B - 2[C]/B) dt
C - 25 = ∫[0]^16 (1/800)40(50 - 2[C]/50) dt
C = 37.2 g
Therefore, 37.2 grams of C is formed in 16 minutes.
To find the limiting amount of C after a long time, we can set the derivative of [C] with respect to time to zero and solve for [C]:
d[C]/dt = k[A](B - 2[C]/B) = 0
[C] = B/2 = 25 g
So the limiting amount of C after a long time is 25 grams.
To find the amounts of A and B that remain after a long time, we can use the fact that the total amount of A used is twice the amount of B used. Therefore, the amount of A remaining after a long time is:
[A] = 40 g - 2*[C] = 40 g - 2*25 g = -10 g
This means that all of the A is used up in the reaction, and there is none remaining. The amount of B remaining can be found as:
[B] = 50 g - [C] = 50 g - 25 g = 25 g
So 25 grams of B remains after a long time. Note that this is the same as the limiting amount of C, since one gram of B is converted to one gram of C.
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use the unique factorization theorem to write the following integers in standard factored form. (a) 504 (b) 819 (c) 5,445
Using the Unique factorization theorem for the following integers the standard factored form of 504 is 2³ x 3²x 7 , for 819 is 3² ×7×13 and for 5,445 is 3²×5×7².
The Unique Factorization Theorem states that any positive integer can be written as a product of prime numbers in a unique way. To write each of the integers in standard factored form.
Using this theorem, we can factorize any positive integer into its prime factors. Here are the steps to factorize a number:
Find the smallest prime factor of the number. Divide the number by this prime factor, and repeat step 1 with the result. Continue this process until the result is 1.The prime factors obtained in this process can then be multiplied together to obtain the standard factored form of the original number . Therefore,
)504 = 2³ x 3² x 7)819 = 3² ×7×13)5,445 =3²×5×7²To learn more about 'Unique Factorization Theorem':
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This produce stand prices peaches proportionally.
Fill in the missing peach and price data—including the two empty rows at the bottom.
Answer:
4=1.28
6=1.92
10=3.2
25=8
1=0.32
3.125≈3 = 1
2=0.64
7=2.24
Step-by-step explanation:
hope this helpz
1. Label the axes
2. Graph A(-3,0) B(-2,4) C(1,-1)
draw △ABC in BLUE
3. Rotate △ABC 90° clockwise to create △ABC IN RED. List the coordinate below:
Formula (x,y) ➜ (y,x)
A (-3,0) ➜ A’ ( )
B (-2,4) ➜ B’ ( )
C (1,-1) ➜ C’ ( )
4. Translate △ABC three units down to create △ABC IN GREEN. What are the coordinates of △ABC?
A ( )
B ( )
C ( )
Axes were labeled, then triangle ABC was drawn followed by a rotation of 90 degrees clockwise, and then it was translated three units down.
What are triangles?
Three vertices make up a triangle, a three-sided polygon. The angles of the triangle are formed by the connection of the three sides end to end at a single point. The sum of all three angles of the triangle is equal to 180 degrees.
How rotation of a point by 90 degrees clockwise will take place?
When points will be rotated 90 degrees clockwise, the x will become y while y will become -x.
After rotation:
A (-3, 0) will become A' (0,3)
B (-2, 4) will become B'(4,2)
C (1, -1). will become C'(-1,-1)
After rotation of 90 degrees clockwise is performed, translation of three units down will be performed as follows:
A' (0,3) will become A'' (0,0)
B'(4,2) will become B''(4,-1)
C'(-1,-1) will become (-1,-4)
Thus, Axes were labeled, then triangle ABC was drawn followed by a rotation of 90 degrees clockwise, and then it was translated three units down.
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How many people tried out for the Volleyball team? But I have to re write it into a staticstical question. HELP
No, the given question is not a statistical question. The statistical form of the given question is: "What is the distribution of the number of people who tried out for the Volleyball team over a certain period of time?"
A statistical question is one that can be answered by collecting data and analyzing it. In this case, the original question was “How many people tried out for the Volleyball team?” which can be answered with a specific number. However, to make it a statistical question, we derived a new question: “What is the distribution of the number of people who tried out for the Volleyball team over a certain period of time?” This question asks about the pattern or spread of the data over time and can be answered by collecting data on the number of people who tried out for the Volleyball team at different points in time and analyzing it to see how it changes.
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The complete question is:
"How many people tried out for the Volleyball team?" - Is this a statistical question?
If not, then rewrite it accordingly.
Let I1 be an interaction variable created from a binary variable D and a continuous variable X. Suppose we have a regression model containing D, X and I1 on the right hand side.
a. The coefficient on X is the effect of a 1 unit change of X on Y, holding D constant.
b. The coefficient on D is the effect of a change of D on Y, when X=1.
c. The coefficient on I1 is the effect of a 1 unit change of X on Y when D=1.
d. The sum of the coefficients on X and I1 is the effect of a 1 unit change of X on Y when D=1.
Define I1 as an interaction variable created from two binary variables, D1 and D2. Suppose we have a regression model containing only the variables D1, D2 and I1. Then, the sum of the regression coefficients on D1 and I1 will be:
a. The average value of Y when D2=0.
b. The effect of D1 on Y when D2=1.
c. The average value of Y when D2=1.
d. The effect of D1 on Y when D2=0.
The sum of the two coefficients will be the effect of D1 on Y when D2=0.
The sum of the regression coefficients on D1 and I1 will be the effect of D1 on Y when D2=0. In other words, it is the effect of a change of D1 on Y when D2=0, holding all other variables constant.
This can be better understood by understanding what interaction variable I1 represents. I1 is the interaction between D1 and D2 and is equal to D1*D2. So, the coefficient of I1 is the effect of D1 when D2=1 and the coefficient of D1 is the effect of D1 when D2=0. Therefore, the sum of the two coefficients will be the effect of D1 on Y when D2=0.
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Problem 5.5 (Video 4.1 - 4.7, Lecture Problem) You are manufacturing parts that have quite a bit of variability in their quality. Let us model this by sayingXis Uniform[1,2]. The lifetime of a part is modeled byY, and we know thatYgivenX=xisExponential(x). (a) AreXandYindependent? (b) What is the jointPDFfX,Y(x,y)? (c) CalculateP[Y<1]. (d) Determine the marginal PDFfY(y). (e) Find the expected value ofYusingfY(y). (f) Find the conditional expected valueE[Y∣X=x]ofYgivenX=x. (This should be in closed form.) (g) UsingE[Y]=E[E[Y∣X]]find the expected value ofY. (This should be in closed form.) (h) What isE[X+Y]? (This should be in closed form.) (i) Solve forE[XY]
The expected value is the arithmetic mean of a large number of independently selected outcomes of a random variable.
a) No, X and Y are not independent since the lifetime of a part (Y) is modeled by X.
b) The joint PDF fX,Y(x,y) = x-1exp(-xy) for 1 ≤ x ≤ 2, y ≥ 0, 0 otherwise.
c) P[Y < 1] = 1 - exp(-x) for 1 ≤ x ≤ 2.
d) The marginal PDF fY(y) = exp(-xy) for 1 ≤ x ≤ 2, y ≥ 0, 0 otherwise.
e) The expected value of Y using fY(y) is 1/x for 1 ≤ x ≤ 2.
f) The conditional expected value of Y given X = x is 1/x for 1 ≤ x ≤ 2.
g) Using E[Y] = E[E[Y∣X]], the expected value of Y is 1.
h) The expected value of X + Y is 2.
i) The expected value of XY is 1.
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Please help, this is due in 10 minutes, im giving 35 points for it.
The scientific and standard notation and clue obtained from the clue sheet are;
1. Name starts with; J
2. Difference = 145 million miles = Weight = 145 lbs
3. Height: 5 ft, 6 in
4. I. 2.54 × 10⁸ miles corresponding to letter I
II. 0.0005825 corresponds to letter G
III. 5.0432 × 10⁶ corresponds to letter N
IV. 1.547 × 10³ corresponds to letter R
V. 4.977 × 10⁻² corresponds to letter W
VI. 1.3 × 10¹⁰ light years away; corresponds to letter D
VII. 5.04 × 10⁻⁵ corresponds to letter A
The suspects hubby is DRAWING
What is the scientific notation of presenting numbers?Scientific notation is a format used to express very large or very small numbers such that they are much easier to work with. The scientific notation format is; a × 10ⁿ, where; a is the coefficient, which is a number between 1 and 10 (10 excluded), and n is an integer.
1. G = (6.07 × 10⁷)/(7.035 × 10³) ≈ 8628.29
J = (6.03 × 10⁻³)/(5.05 × 10⁻⁷) ≈ 11940.59
Therefore; J > G
The suspects name starts with J
2. The distance the telescope in the laboratory allows the viewer to see = 1.5 × 10⁹ miles away
The distance the other telescope a few hours away allows the viewer to see = 1.355 × 10⁹ miles away
The difference between the distances = (1.5 - 1.355) × 10⁹ miles = 1.45 × 10⁸ miles
The difference in the distance is 1.45 × 10⁸ miles = 145 million miles
The suspect weight is 145 lbs
3. The numbers are;
Feet; 532.063 × 10³ = 5.32063 × 10⁵
Inches; 5,030,045 = 5.030045 × 10⁶
The height of the suspect is 5 feet 6 inches (5'6'') = 5.5 feet
Height; = 5 ft, 6 in
4. I. The difference in distances between Earth and Saturn can be found as follows;
The difference in the distances = (1000 - 746) million miles = 254 million miles apart
Scientific notation is the expression of numbers in the form consisting of a number between 1 and 10, multiplied by 10 raised to a power
254 million miles = 2.54 × 10⁸ miles
The corresponding letter from the code cracker is; I
II Standard notation is the expression of numbers in the standard form without the use of exponents or special symbols
The number 5.825 × 10⁻⁴ in standard notation is; 0.0005825
The corresponding letter from the code cracker is; G
III. The number 504.32 × 10⁴ in scientific notation can be obtained by moving the decimal point two places to the left followed by increasing the index of 10 by 2 as follows;
504.32 × 10⁴ = 5.0432 × 10⁶
The corresponding letter from the code cracker is; N
IV. The sum of the numbers 1.202 × 10³ and 3.45 × 10² can be obtained by expressing both numbers to the same power of 10 as follows;
1.202 × 10³ + 3.45 × 10² = 12.02 × 10² + 3.45 × 10² = 15.47 × 10²
15.47 × 10² = 1.547 × 10³
Therefore; 1.202 × 10³ + 3.45 × 10² = 1.547 × 10³
The corresponding letter from the code cracker is; R
V. The difference of the numbers can be obtained as follows;
5.023 × 10⁻² - 4.6 × 10⁻⁴ = 502.3 × 10⁻⁴ - 4.6 × 10⁻⁴ = 497.7 × 10⁻⁴
497.7 × 10⁻⁴ = 4.977 × 10⁻²
Therefore; 5.023 × 10⁻² - 4.6 × 10⁻⁴ = 4.977 × 10⁻²
The corresponding letter from the code cracker is; W
VI. 13 billion light years = 13 × 10⁹ light years = 1.3 × 10¹⁰ light years
The distance a standard telescope can allow to be seen is 1.3 × 10¹⁰ light years away
The corresponding letter from the code cracker is; D
VII. 0.0000504 in scientific notation is; 5.04 × 10⁻⁵
The corresponding letter from the code cracker is; A
IGNRWDA
The suspects favorite hubby is DRAWING
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find the length of the cord pt.2
the length of chord in the circle is 13.5 units.
Pythagoras Theorem StatementAccording to Pythagoras' Theorem, the square of the hypotenuse side of a right-angled triangle equals the sum of the squares of the other two sides.The Perpendicular, Base, and Hypotenuse are the three angles that make up this triangle.
The Pythagoras Theorem formula is as follows from the definition:
Hypotenuse² = Perpendicular² + Base²
c² = a² + b²
From the figure, the hypotenuse, x of both triangle are same as both of them are radius of circle.
According to Pythagoras theorem,
x²=6.3²+11.9²
x²=181.3
x=√181.3
x=13.5
Hence, the length of chord in the circle is 13.5 units.
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Please Help!!!
Ella rolls a die and then flips a coin. The sample space for this compound event is represented in the table (H is heads and T is tails). Complete the table and the sentence beneath it
The completed table:
Die
1 2 3 4 5 6
Head H - 1 H - 2 H - 3 H - 4 H - 5 H - 6
Tail T - 1 T - 2 T - 3 T - 4 T - 5 T - 6
We have,
The set of all possible outcomes when rolling the die and flipping the coin is the sample space.
The total number of outcomes.
= 6 x 2
= 12 outcomes.
Each cell in the table will represent one possible outcome.
Here's the completed table:
Die
1 2 3 4 5 6
Head H - 1 H - 2 H - 3 H - 4 H - 5 H - 6
Tail T - 1 T - 2 T - 3 T - 4 T - 5 T - 6
Thus,
The completed table is given above.
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Tyler has entered a buffet line in which he chooses one kind of meat, two different vegetables and one dessert. If the order of food items is not important, how many different meals might he choose? Meat: beef, chicken, pork Vegetables: baked beans, corn, potatoes, tomatoes Dessert: brownies, chocolate cake, chocolate pudding, ice creama.4 b.24 c.72 d.80 e.144
The correct answer is option b.24.
The given options are Meat: beef, chicken, pork vegetables: baked beans, corn, potatoes, tomatoesDessert: brownies, chocolate cake, chocolate pudding, ice creamThe order of food items is not important, so we need to find the number of combinations we can form by selecting one type of meat, two types of vegetables, and one dessert from the given options.
In selecting the meat, we have three choices, i.e. beef, chicken, and pork. We need to choose one of these three types. So, the number of ways to choose meat is 3. In selecting the vegetables, we have four choices, i.e. baked beans, corn, potatoes, and tomatoes. We need to choose two of these four types.
So, the number of ways to choose two vegetables is,4C2 = 6 (We can select any two vegetables out of four, and the order of vegetables does not matter)In selecting the dessert, we have four choices, i.e. brownies, chocolate cake, chocolate pudding, ice cream. We need to choose one of these four types. So, the number of ways to choose the dessert is 4. So, by the rule of multiplication, we can select a meal in 3 × 6 × 4= 72ways.
However, as the order of food items is not important, we need to divide the total number of combinations by the number of ways to arrange the selected items, i.e. 2! (since we have selected two types of vegetables), and 1! (for meat and dessert). So, the total number of possible meals that Tyler can choose is,72/2! = 36/2 = 18 meals (arranging 2 items from 4),18 × 4! = 18 × 24 = 432 total possible arrangements.
Hence the answer is option b.24.
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3.6 as a mixed number and improper fraction
Answer:
Step-by-step explanation:
The mixed number for 3.6 is 3 6/10.
What is a Mixed Fraction?
Improper fractions and mixed numbers have the same value but are written differently. Whole numbers are displayed separately from fractions in mixed numbers. The numerator is larger than the denominator and complete numbers are not displayed separately in improper fractions.
Given:
We have to write 3.6 into a mixed number
So, the decimal 3.6 into a fraction
= 3.6
= 36/10
Then, the division is
10 | 36| 3
30
_____
6
So, the mixed number is 3 6/10.
put these areas in size order starting with the smallest, 5.4m², 45,000cm², 5 X 10⁶mm²
The order from smallest to largest is: 500 cm², 45,000 cm², 54,000 cm².
What is the area?
Area is a mathematical concept that describes the size or extent of a two-dimensional shape or surface, such as a rectangle, circle, or triangle. It is usually measured in square units, such as square meters, square centimeters, or square inches. The area of a shape is equal to the amount of space enclosed by the shape, and can be calculated by multiplying the length and width of a rectangle, by using a formula specific to the shape (such as the area of a circle = πr²), or by dividing the shape into smaller, regular shapes and summing their areas.
According to the given information:
compare the given areas, we need to convert all of them to the same unit.
45,000 cm²: This is already in square centimeters, so we don't need to convert it.
5.4 m²: This is in square meters, which is a larger unit than square centimeters. We can convert it to square centimeters by multiplying by the conversion factor [tex](100 cm/m)^2:[/tex]
[tex]5.4 m² = 5.4 x (100 cm/m)^2 = 54,000 cm²[/tex]
5 x 10⁶ mm²: This is in square millimeters, which is a smaller unit than square centimeters. We can convert it to square centimeters by dividing by the conversion factor [tex](10 mm/cm)^2:[/tex]
[tex]5 x 10⁶ mm² = 5 x 10⁶ / (10 mm/cm)^2 = 500 cm²[/tex]
Now that we have all the areas in square centimeters, we can compare them directly:
45,000 cm²
54,000 cm²
500 cm²
Therefore, the order from smallest to largest is: 500 cm², 45,000 cm², 54,000 cm².
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Write the areas in size order, starting with the smallest: 45,000 cm² < 5.4 m² < 5 x 10⁶ mm².
What is mathematical conversions?
Mathematical conversions refer to the process of changing one unit of measurement to another unit of measurement that is equivalent in value. This is done by using conversion factors, which are ratios that relate the two units of measurement.
For example, to convert 5 meters to centimeters, you can use the conversion factor 1 meter = 100 centimeters, and multiply 5 meters by 100 centimeters/meter to get 500 centimeters.
1. Convert 5.4m² to square millimeters:
1 m² = 1,000,000 mm² (since 1 meter = 1000 millimeters)
5.4 m² = 5.4 x 1,000,000 = 5,400,000 mm².
2.Compare 45,000 cm² and 5,400,000 mm² directly:
1 cm² = 100 mm² (since 1 centimeter = 10 millimeters, and 1 cm² = 10 mm x 10 mm = 100 mm²)
45,000 cm² = 45,000 x 100 = 4,500,000 mm²
4,500,000 mm² < 5,400,000 mm².
3.Therefore, write the areas in size order, starting with the smallest:
45,000 cm² < 5.4 m² < 5 x 10⁶ mm².
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A well-known logical puzzle has n coins, one of which is counterfeit-too light or too heavy-and a balance to compare the weight of any two sets of coins (the balance can tip to the right, to the left, or be even). For a given value of n, we seek a procedure for finding the counterfeit coin in a minimum number of weighings. Sometimes one is told whether the counterfeit coin is too light or too heavy. If we are told that the fake coin is too light, how many weighings are needed for n coins?
If we are told that the counterfeit coin is too light, we can identify it with a minimum of ⌈log3(n)⌉ weighings.
First, we divide the n coins into three groups of equal size. We then weigh any two of these groups against each other. If the scale tips, the counterfeit coin is in the lighter group, and we repeat this process with that group of coins. If the scale is balanced, the counterfeit coin is in the remaining group, and we repeat the process with that group of coins.
We continue to divide the remaining coins into three groups of equal size and weigh two of them against each other until we are left with a single coin, which must be the counterfeit coin.
Since each weighing reduces the number of possible coins by a factor of 3, we need at most ⌈log3(n)⌉ weighings to identify the counterfeit coin.
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make a simple linear regression model using education level as independent variable. if the education level is 14 years, the estimated annual income is
The estimated annual income can be calculated using the equation above. If the data point is used to calculate the slope and y-intercept of the regression line, then the annual income can be estimated using the equation y = m(14) + b.
If the education level is 14 years,
To create a simple linear regression model using education level as the independent variable, you will need to input data for education level and annual income.
This data can be used to estimate the annual income for any given education level. The equation for this linear regression model is y = mx + b, where y represents the annual income, m is the slope of the line, x is the education level, and b is the y-intercept.
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Gavin drank nine 8-ounce glasses of water
today. How many quarts of water did he
drink?
Answer: Gavin drank 2.25 quarts today.
Step-by-step explanation: First you need to find out how many quarts are in 8 ounces -the answer to that is 0.25. Then you will need to times that by 9.
Select the correct answer. Solve for x. x2 + 4x - 21 = 0 A. -3, -7 B. -3, 7 C. 3, -7 D. 3, 7
Answer:
B
Step-by-step explanation:
x² + 4x - 21 = 0 ← in standard form
(x + 7)(x - 3) = 0 ← in factored form
equate each factor to zero and solve for x
x + 7 = 0 ⇒ x = - 7
x - 3 = 0 ⇒ x = 3
Answer:
x= -7, 3
Step-by-step explanation:
x^2 +4x-21=0
You need to extract the factors for the equation. Two factors that multiplied give the result -21 and added give +4, with the form:
x^2 +4x-21=0
(x+7)(x-3)=0
You obtain:
x+7=0
x=-7
and,
x-3=0
x=3
a ball is dropped from a height of 6 ft. assuming that on each bounce, the ball rebounds to one-third of its previous height, find the total distance traveled by the ball.
A ball is dropped from a height of 6 ft. assuming that on each bounce, the ball rebounds to one-third of its previous height, the total distance traveled by the ball is approximately 11.926 feet.
How do we calculate the total distance?We have to calculate the distance traveled by the ball with the help of the given data, as shown below;The first height of the ball is 6 feet. Distance traveled by the ball at the first instance = 6 feet.The ball rebounds to one-third of its previous height, and the ball goes to a height of:6/3 = 2 feet.
Distance traveled by the ball after the first bounce = 6 + 2 + 2 = 10 feet.The ball rebounds again to one-third of its previous height, and the ball goes to a height of:2/3 = 0.6667 feet. Distance traveled by the ball after the second bounce = 10 + 0.6667 + 0.6667 = 11.3334 feet.
The ball rebounds again to one-third of its previous height, and the ball goes to a height of:0.6667/3 = 0.2222 feet. Distance traveled by the ball after the third bounce = 11.3334 + 0.2222 + 0.2222 = 11.7778 feet. The ball rebounds again to one-third of its previous height, and the ball goes to a height of:0.2222/3 = 0.0741 feet.
Distance traveled by the ball after the fourth bounce = 11.7778 + 0.0741 + 0.0741 = 11.926 feet. Therefore, the total distance traveled by the ball is approximately 11.926 feet.
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how to adding and subtracting polynomials worksheet ?
Adding and subtracting polynomials worksheets assist pupils in becoming acquainted with the idea of polynomial addition and subtraction.
Adding and subtracting polynomial worksheets provide pupils with a platform to access a variety of well-structured problems. Because these worksheets progress in complexity, they are simple to use and allow pupils to reinforce their concepts.
Children must study in accordance with their learning curve, and these worksheets are designed to allow young brains to work at their own speed. These math worksheets also address the logical and reasoning aspects of arithmetic, assisting pupils in real-life situations.
Students may have a better grasp and explore these worksheets more quickly with the aid of pictures. These worksheets' step-by-step approach helps pupils better comprehend ideas and reinforce their comprehension.
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150,000 fans are expected to attend a football game. Fifty-two percent of them will not be able to park at the stadium, so satellite parking will be used. Thirty buses will shuttle fans from the satellite parking areas. Each bus can carry 65 fans. How many trips will each bus have to make to get everyone to the stadium?
A. 39
B. 40
C. 38
D. 41
The correct option is B. The trips will each bus has to make to get everyone to the stadium is 40 trips.
The number of fans who will need to use satellite parking is:
150,000 x 0.52 = 78,000
Each bus can carry 65 fans, so the total number of trips required is:
78,000 / 65 = 1200
Therefore, each bus will need to make 1200/30 = 40 trips
Satellite parking typically offers lower rates than the central parking area and provides a shuttle service to transport passengers to and from the main terminal. This type of parking is a popular option for travelers who need to park their car for an extended period of time, such as those going on vacation or business trips.
Satellite parking can be located either on-site or off-site, depending on the transportation hub. Some airports have several satellite parking lots located at various distances from the main terminal, while others have a single satellite parking area. Overall, satellite parking is an important component of transportation infrastructure, as it provides a convenient and affordable parking solution for travelers while also helping to alleviate congestion in the main parking area.
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below is information related to retained earnings for five independent situations. calculate the answer to each. 1. a company reports an increase in retained earnings of $1,560 and net income of $5,260. what is the amount of dividends? 2. a company reports beginning retained earnings of $2,110, net income of $1,610, and $320 dividends. what is the amount of ending retained earnings? 3. a company reports an increase in retained earnings of $1,420 and dividends of $1,970. what is the amount of net income? 4. a company reports ending retained earnings of $2,400, net income of $580, and dividends of $430. what is the amount of beginning retained earnings? 5. a company reports an increase in retained earnings of $660 and net income of $1,270. what is the amount of dividends?
A dividend is the distribution of a company's earnings to its shareholders and is determined by the company's board of directors. Dividends are often distributed quarterly and may be paid out as cash or in the form of reinvestment in additional stock.
1. For a company that reports an increase in retained earnings of $1,560 and net income of $5,260, the amount of dividends is $3,700 .
2. For a company that reports beginning retained earnings of $2,110, net income of $1,610, and $320 dividends, the amount of ending retained earnings is $3,400.
3. For a company that reports an increase in retained earnings of $1,420 and dividends of $1,970, the amount of net income is $3,390.
4. For a company that reports ending retained earnings of $2,400, net income of $580, and dividends of $430, the amount of beginning retained earnings is $2,250.
5. For a company that reports an increase in retained earnings of $660 and net income of $1,270, the amount of dividends is $610 .
Dividends are a portion of a company's profits paid to its shareholders, while retained earnings are the profits kept by the company after dividends have been paid to shareholders.In each scenario, we can use the formula: Beginning retained earnings + net income - dividends = ending retained earningsWe can rearrange this formula to solve for any variable we need.
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Check Your Understanding
In a social study, a random sample of 150 teachers were selected and an independent random sample
of 100 nurses were selected. Each person was asked if they currently have a second job. The results
showed that 48 of the 150 teachers and 21 of the 100 nurses had a second job. Construct and interpret
a 95% confidence interval for the difference in the proportion of all teachers and nurses that have a
second job.
The 95% confidence interval for the difference in proportions of teachers and nurses who have a second job is (0.014, 0.206).
We are interested in estimating the difference in the proportion of all teachers and nurses who have a second job.
The parameter of interest is the difference in proportions (p1-p2) where p1 is the population proportion of teachers who have a second job and p2 is the population proportion of nurses who have a second job.
We want to construct a 95% confidence interval for the parameter.
The general formula for a confidence interval for the difference in proportions is
(point estimate) ± (critical value) x (standard error)
where the point estimate is the difference in sample proportions, the critical value is based on the desired level of confidence, and the standard error is a measure of the variability in the sampling distribution.
The specific formula for a confidence interval for the difference in proportions between two independent samples is:
(point estimate) ± (critical value) x (standard error)
where
(point estimate) = p1 - p2
(critical value) = the z-value corresponding to a 95% confidence level, which is 1.96
(standard error) = sqrt[(p1(1-p1)/n1) + (p2(1-p2)/n2)]
where n1 and n2 are the sample sizes for the two groups.
Now, we can plug in the given values to find the confidence interval.
(point estimate) = 0.32 - 0.21 = 0.11
(standard error) = sqrt[(0.32(0.68)/150) + (0.21(0.79)/100)] = 0.049
(critical value) = 1.96
Therefore, the 95% confidence interval for the difference in proportions is
0.11 ± (1.96)(0.049)
0.11 ± 0.096
The lower limit of the confidence interval is 0.014 and the upper limit is 0.206.
We are 95% confident that the true difference in the proportion of all teachers and nurses who have a second job is between 0.014 and 0.206. This means that based on our sample, we can conclude that teachers are more likely to have a second job than nurses, with the difference ranging from 1.4% to 20.6%.
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et p is the quotient space obtained from two spheres s2 by identifying the north and south poles to a single point, what is the value of p?
Suppose that [tex]A1 ∩ A2[/tex]is path-connected. If each of the subspaces A1, A2, and A1 ∩ A2 is simply connected, then the quotient space X / A1 ∼ A2 is simply connected too.
Given a quotient space et p which is obtained by identifying the north and south poles of two spheres s2 to a single point.
Let's find the value of p.The quotient space et p can be visualized as shown below:Quotient Space et pThis space et p has the structure of the cone C(A) over the 1-dimensional CW complex
A obtained from two 0-cells and one 1-cell connecting them with attaching maps
as shown below:
Structure of the Quotient Space et pThis space et p can also be described as a union of two 2-cells (discs), glued together along their boundary circles by the identity map. Therefore, et p is a 2-dimensional CW complex.Let X be a topological space, and let[tex]X = A1 ∪ A2,[/tex] where A1 and A2 are closed subspaces of X. Suppose that A1 ∩ A2 is path-connected. If each of the subspaces A1, A2, and A1 ∩ A2 is simply connected, then the quotient space [tex]X / A1 ∼ A2[/tex]is simply connected too.In our case, the spaces A1, A2, and A1 ∩ A2 are s2, s2, and S1, respectively. Both s2 and S1 are simply connected, since they are homotopy equivalent to a point. Since S1 is path-connected, we can apply the above proposition to conclude that et p is simply connected.Therefore, the value of p is 1 since the fundamental group of et p, π1(et p), is trivial.
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Abdul flips a weighted coin 64 times and gets 16 tails. Based on experimental probability how many of the next 40 flips should Abdul expect to come up tails?
Answer:
10
Step-by-step explanation:
Based on the given conditions, formulate: 40x16 divided by 64
Cross out the common factor: 40/4
Cross out common factor: 10
Get the result
Answer: 10
true or false: when multiplying and dividing measurements, to determine the correct level of uncertainty of the solution i use measurement that is uncertain in the largest decimal place.
Answer:
Step-by-step explanation:
The answer is true
60 mi / 1 hr = ? mi / 5 hr
Answer: 300 minuets
Step-by-step explanation:
Answer:
350
Step-by-step explanation:
60 miles is 1 hr. all it is, is a ratio. multiply 60 by 5 to get your answer; 350