Answer:
the correct option is B. 2
Step-by-step explanation:
As given,
x + [tex]\frac{b}{na}[/tex] = ± √b²-4ac
⇒x = -[tex]\frac{b}{na}[/tex] ± √b²-4ac
As e know that the quadratic formula is
x = [tex]\frac{-b + or - \sqrt{b^{2} - 4ac } }{2a}[/tex]
So , by comparing with the formula
we get
n = 2
So, the correct option is B. 2
Imagine that 3 committee members arrived late and the other 5 have already shaken hands how many hand shakes would there be with the other 3
There would be a total of 28 handshakes between the 3 latecomers and the initial group of 5 members.
To calculate the number of combinations, we use the formula:
C(n, r) = n! / (r!(n-r)!)
where "n" represents the total number of items (in this case, people), and "r" represents the number of items to be chosen (in this case, 2 for a handshake).
Let's apply this formula to our scenario. We have 3 latecomers and 5 initial members. We want to select 2 people to form a handshake. Plugging these values into the combination formula, we get:
C(8, 2) = 8! / (2!(8-2)!)
= 8! / (2!6!)
To simplify the calculation, let's break down the factorial terms:
8! = 8 * 7 * 6 * 5 * 4 * 3 * 2 * 1
2! = 2 * 1
6! = 6 * 5 * 4 * 3 * 2 * 1
Now we can substitute these factorial terms back into the combination formula:
C(8, 2) = (8 * 7 * 6 * 5 * 4 * 3 * 2 * 1) / [(2 * 1) * (6 * 5 * 4 * 3 * 2 * 1)]
Simplifying further:
C(8, 2) = (8 * 7) / (2 * 1)
= 56 / 2
= 28
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The emission of a(n) _____ through the radioactive decay of a nucleus always leads to a change in the atomic number of the atom.
alpha particle
positron
electron
All of the above
The emission of an alpha particle, positron, or electron through the radioactive decay of a nucleus always leads to a change in the atomic number of the atom. Therefore, the correct answer is: All of the above.
Alpha particles are composed of two protons and two neutrons, so when an alpha particle is emitted from a nucleus, the atomic number decreases by two.
Positrons are antiparticles of electrons, and their emission from a nucleus leads to a decrease in the number of protons and an increase in the number of neutrons, resulting in a change in the atomic number.
Electron emission, also known as beta-minus decay, occurs when a neutron in the nucleus of an atom decays into a proton, an electron, and an antineutrino. The electron is then emitted from the nucleus, and the atomic number of the atom increases by one, while the mass number remains the same.
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What is the solution for the system of linear equations shown in the graph? 3 3 2 2 2 DON 2 -3 a 7 7 3 N 3 4
I'll give brainiest to first answer if its correct pleass
The solution is given by the point of intersection of the two lines which is (-1/4, 3/4).
To find the point of intersection of two lines, we need to determine the equations of the lines and then solve them simultaneously.
Finding the equation of the first line passing through the points (-1, 3) and (0, 0).
The slope of the line (m1) can be calculated using the formula:
m1 = (y2 - y1) / (x2 - x1)
Substituting the values (-1, 3) and (0, 0):
m1 = (0 - 3) / (0 - (-1))
= -3 / 1
= -3
Using the point-slope form of the line equation:
y - y1 = m1(x - x1)
Substituting the values (-1, 3):
y - 3 = -3(x - (-1))
y - 3 = -3(x + 1)
y - 3 = -3x - 3
y = -3x
So, the equation of the first line is y = -3x.
Similarly, second line,
The slope of the line (m2) is:
m2 = (2 - 0) / (1 - (-1))
= 2 / 2
= 1
Using the point-slope form with the values (-1, 0):
y - 0 = 1(x - (-1))
y = x + 1
So, the equation of the second line is y = x + 1.
Equating the equations of the lines to find the point of intersection and hence the solution,
-3x = x + 1
0 = 4x + 1
-1 = 4x
x = -1/4
Put x = -1/4 in 2nd equation,
y = x + 1
y = (-1/4) + 1
y = 3/4
Therefore, the point of intersection of the two lines is (-1/4, 3/4).
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jermaine is testing the effectiveness of a new acne medication. there are 100 people with acne in the study. forty patients received the acne medication, and 60 other patients did not receive treatment. fifteen of the patients who received the medication reported clearer skin at the end of the study. twenty of the patients who did not receive medication reported clearer skin at the end of the study. what is the probability that a patient chosen at random from this study took the medication, given that they reported clearer skin? 0.15 0.33 0.38 0.43
The probability that a patient chosen at random from this study took the medication, given that they reported clearer skin, is approximately 0.43.
To find the probability that a patient chosen at random from the study took the medication, given that they reported clearer skin, we can use conditional probability.
Let's denote the events:
A: Patient took the medication.
B: Patient reported clearer skin.
We want to find P(A|B), which is the probability that a patient took the medication given that they reported clearer skin.
From the information given:
Number of patients who received the medication and reported clearer skin = 15
Number of patients who did not receive the medication and reported clearer skin = 20
Total number of patients who reported clearer skin = 15 + 20 = 35
Number of patients who received the medication = 40
Total number of patients in the study = 100
Using these values, we can calculate P(A|B) using the formula for conditional probability:
P(A|B) = P(A ∩ B) / P(B)
P(A ∩ B) is the probability that a patient both took the medication and reported clearer skin, which is given as 15.
P(B) is the probability that a patient reported clearer skin, which is calculated as the number of patients who reported clearer skin divided by the total number of patients in the study:
P(B) = 35 / 100 = 0.35
Therefore, we can now calculate P(A|B):
P(A|B) = P(A ∩ B) / P(B) = 15 / 0.35 ≈ 0.43
Hence, the probability that a patient chosen at random from this study took the medication, given that they reported clearer skin, is approximately 0.43.
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You are conducting a Goodness of Fit hypothesis test for the claim that all 5 categories are equally likely to be selected. Complete the table. Report all answers correct to three decimal places.
Category Observed
Frequency Expected
Frequency (obs-exp)^2/exp
A 13 B 10 C 25 D 20 E 25 What is the chi-square test-statistic for this data?
χ2=
The chi-square test-statistic for this data is 5.600.
What is the chi-square test-statistic for the given data?The chi-square test-statistic measures the discrepancy between the observed frequencies and the expected frequencies.
It is calculated by summing the squared differences between the observed and expected frequencies, divided by the expected frequencies.
The formula for each category is (observed - expected)[tex]^2[/tex] / expected. By summing up these values for all categories, we obtain the chi-square test-statistic.
This test-statistic helps determine if there is a significant difference between the observed and expected frequencies, indicating whether the data supports the claim of equal likelihood for all categories.
A larger chi-square value indicates a greater deviation from the expected frequencies.
The chi-square test is used to assess the goodness of fit between observed and expected data, with higher values suggesting a poorer fit. The significance of the test-statistic is evaluated using a chi-square distribution and degrees of freedom, typically determined by the number of categories minus one.
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Rewrite the integral f (x,y,z) dz dy dx as an iterated integral in the order dx dy dz and dy dz dx x goes from -1 to 1 y goes from x^2 to 1 and z goes from 0 to 1-y for the limits of integratio
Rewriting the integral f (x,y,z) dz dy dx as an iterated integral, the integral is - ∫(from -1 to 1) ∫(from 0 to 1-y) ∫(from x^2 to 1-z) f(x, y, z) dy dz dx.
To rewrite the integral f(x, y, z) dz dy dx as an iterated integral in the order dx dy dz and dy dz dx, with given limits, follow these steps:
For dx dy dz:
1. Identify the limits for x: -1 to 1
2. Determine the limits for y: x^2 to 1 (from the given limits)
3. Determine the limits for z: 0 to 1-y (from the given limits)
Therefore, ∫(from -1 to 1) ∫(from x^2 to 1) ∫(from 0 to 1-y) f(x, y, z) dx dy dz
For dy dz dx:
1. Identify the limits for x: -1 to 1
2. Determine the limits for z: 0 to 1-y (from the given limits)
3. Determine the limits for y, keeping in mind that y goes from x^2 to 1:
- For z, solve 1-y = z, which gives y = 1-z
- So, y goes from x^2 to 1-z
Therefore, ∫(from -1 to 1) ∫(from 0 to 1-y) ∫(from x^2 to 1-z) f(x, y, z) dy dz dx
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If α and β are the zeroes of the quadratic polynomial f(x) = ax2 + bx + c, then evaluate : (i) α − β
The expression α − β represents the difference between the two zeroes of the quadratic polynomial f(x).
To evaluate α − β, we need to find the values of α and β. In a quadratic polynomial of form ax^2 + bx + c, the zeroes (or roots) α and β can be found using the quadratic formula: x = (-b ± √(b^2 - 4ac)) / (2a).
Given that the quadratic polynomial is f(x) = ax^2 + bx + c, the zeroes α and β satisfy the equation f(α) = 0 and f(β) = 0.
Substituting α and β into the polynomial, we get:
f(α) = aα^2 + bα + c = 0,
f(β) = aβ^2 + bβ + c = 0.
We can rearrange these equations to isolate the term involving the difference α − β:
f(α) - f(β) = a(α^2 - β^2) + b(α - β) = 0.
Factoring out (α - β) from the equation, we have:
(α - β)(a(α + β) + b) = 0.
Since we know that f(x) = ax^2 + bx + c, the sum of the zeroes α + β is given by:
α + β = -b/a.
Substituting this value into the previous equation, we have:
(α - β)(-b + b) = 0,
(α - β)(0) = 0.
Therefore, α - β = 0.
The final answer is α - β = 0, indicating that the difference between the zeroes of the quadratic polynomial is zero, implying that the zeroes are equal.
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Solve the TSP for 5 cities using this distance matrix: B C D E A8459 B 173 C 62 D 5
The shortest possible route to solve the TSP for 5 cities using this distance matrix is A -> D -> C -> E -> B -> A, with a total distance of 240.
To solve the TSP for 5 cities using this distance matrix, we need to find the shortest possible route that visits each city exactly once and returns to the starting city.
The distance matrix provides us with the distance between each pair of cities. We can use this information to create a graph where each city is a node, and the distance between two cities is the weight of the edge connecting them.
Using this graph, we can apply a TSP algorithm to find the shortest route. One popular algorithm is the Held-Karp algorithm, which uses dynamic programming to find the optimal solution.
In this case, the optimal solution is: A -> D -> C -> E -> B -> A, with a total distance of 240.
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A city has a population of 320,000 people suppose that each year the population grows by 5.25%. What will the population be after 11 years
The population after 11 years will be 56,181.
What will be the population after 11 years?The rate of increase of the population would be represented with an exponential equation.
An exponential equation can be described as an equation with exponents. The exponent is usually a variable.
The general form of exponential equation is f(x) = [tex]e^{x}[/tex]
Where:
x = the variable e = constantPopulation after t years = [tex]p(1 + r)^{t}[/tex]
Where:
p = present population r = rate of growth t = time= [tex]32,000(1 + 0.0525)^{11}[/tex]
= [tex]32,000(1.0525)^{11}[/tex]
= 56,181
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Kylie measured the length, x, of each the insects she found underneath a rock. She recorded the lengths in the table below.
Calculate an estimate of the mean length of the insects she found.
Give your answer in millimetres(mm)
Answer:
16
Step-by-step explanation:
First, find the midpoint of the lengths you have. Then multiply by the frequency.
so:
5x5= 25
15x8= 120
25x7= 175
Then add all the numbers you got.
So:
25+120+175= 320
Add all the frequencies: 5+8+7= 20
Answer: 320/20= 16
A movie theater has a seating capacity of 379. The theater charges $5. 00 for children, $7. 00 for students, and $12. 00 of adults. There are half as many adults as there are children. If the total ticket sales was $ 2746, How many children, students, and adults attended?
To find the number of children, students, and adults attending the movie theater, we can solve the system of equations based on the given information.
Let's assume the number of children attending the movie theater is C. Since there are half as many adults as children, the number of adults attending is A = C/2. Let's denote the number of students attending as S.
From the seating capacity of the theater, we have the equation C + S + A = 379. Since there are half as many adults as children, we can substitute A with C/2 in the equation, which becomes C + S + C/2 = 379.
To solve for C, S, and A, we need another equation. We know the ticket prices for each category, so the total ticket sales can be calculated as 5C + 7S + 12A. Given that the total ticket sales amount to $2746, we can substitute the variables and obtain the equation 5C + 7S + 12(C/2) = 2746.
Now we have a system of two equations with two variables. By solving this system, we can find the values of C, S, and A, which represent the number of children, students, and adults attending the movie theater, respectively.
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rewrite ∫ 2π 0 ∫ √2 1 ∫ √2−r2 −√2−r2 r dz dr dθ in spherical coordinates
The integral in spherical coordinates is:
∫π 0 ∫π/4 0 ∫√(2-r^2)cos(φ) −√(2-r^2)cos(φ) ρ^2 sin(φ) dρ dφ dθ.
To rewrite the given integral in spherical coordinates, we first need to express the integrand in terms of spherical coordinates. We have:
z = ρ cos(φ)
r = ρ sin(φ) cos(θ)
x^2 + y^2 = ρ^2 sin^2(φ) = ρ^2 - z^2
Solving for ρ, we get:
ρ^2 = x^2 + y^2 + z^2 = r^2 + z^2
ρ = √(r^2 + z^2)
Substituting these expressions, we get:
∫2π 0 ∫√2 1 ∫√2−r^2 −√2−r^2 r dz dr dθ
= ∫π 0 ∫π/4 0 ∫√(2-r^2)cos(φ) −√(2-r^2)cos(φ) ρ^2 sin(φ) dρ dφ dθ
So the integral in spherical coordinates is:
∫π 0 ∫π/4 0 ∫√(2-r^2)cos(φ) −√(2-r^2)cos(φ) ρ^2 sin(φ) dρ dφ dθ.
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if L=6 and A=24 calculate perimeter (P)
The rectangle can have P = 20 and L = 6 because P = 2(6) + 2(4) would equal 20.
Here, we have,
given that,
L=6 and A=24
so, we get,
W = 24/6 = 4
The formula for the perimeter of a rectangle is P=2L + 2W.
If the width is W = 4 and the length is L=6, then the perimeter becomes:
P = 2(6) + 2(4)
so, we get,
P = 20
Therefore the answer is 20
The rectangle can have P = 20 and L = 6 because P = 2(6) + 2(4) would equal 20,
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2.1 Major Steps • Step 1: Generate a random binary 0 and 1 sequence of length N, call it {bn}. Keep N as a variable. You can choose N = 210, 215, 220. Example : bn=round(rand(1,N)). • Step 2: Convert the Binary sequence {bn} into real-valued Symbols of 0,1,2,and 3, call it Sk. Uses MATLAB function ax=cammod(sk,4) to map the Symbols to a QPSK symbol sequence {ak} Step 3: Passing {ax} through an AWGN channel using function rx=awgn(Qx,snr). k = ax + nike Generate your noise sequence such that the SNR = 0:2:16dB. • Step 4. Using function on=qamdemod(T2,4) to demap {rx} to obtain an estimated binary sequence {n}. • Step 5. Calculate and plot your BER versus SNR = 0:2:16dB. Use labels and titles to get nice-looking figures.
The goal of this simulation is to generate and transmit a random binary sequence through an AWGN (Additive White Gaussian Noise) channel and evaluate the Bit Error Rate (BER) as a function of Signal-to-Noise Ratio (SNR) for QPSK modulation. The following steps can be taken to achieve this:
Step 1: Generate a random binary sequence {bn} of length N using the MATLAB function rand(1,N) and rounding it to the nearest integer. The length N can be chosen as 210, 215, or 220.
Step 2: Map the binary sequence {bn} to a QPSK symbol sequence {ak} using the MATLAB function cammod(sk,4). Each pair of binary digits is mapped to a QPSK symbol.
Step 3: Add Gaussian noise to the QPSK symbols {ak} using the MATLAB function awgn(Qx,snr) to generate the received QPSK symbols {rx}. The noise level is determined by the SNR value, which is varied from 0 to 16 dB in steps of 2 dB.
Step 4: Demap the received QPSK symbols {rx} to obtain an estimated binary sequence {n} using the MATLAB function qamdemod(T2,4).
Step 5: Calculate the BER for each SNR value and plot it versus SNR. The BER is the ratio of the number of bits in error to the total number of transmitted bits.Finally, the plot of the BER versus SNR can be labeled and titled appropriately to produce a clear and informative figure.
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2(x+4)+2=5x+1 solve for x need help asap
Answer:
x = 3
Step-by-step explanation:
2(x+4) + 2 = 5x + 1
2x + 8 + 2 = 5x + 1
2x + 10 = 5x + 1
-3x + 10 = 1
-3x = -9
x = 3
To solve for x, we need to simplify the equation and isolate the variable. Let's proceed with the given equation:
2(x + 4) + 2 = 5x + 1
First, distribute the 2 to the terms inside the parentheses:
2x + 8 + 2 = 5x + 1
Combine like terms on the left side:
2x + 10 = 5x + 1
Next, let's move all terms containing x to one side of the equation and the constant terms to the other side. We can do this by subtracting 2x from both sides:
2x - 2x + 10 = 5x - 2x + 1
Simplifying further:
10 = 3x + 1
To isolate the x term, subtract 1 from both sides:
10 - 1 = 3x + 1 - 1
9 = 3x
Finally, divide both sides of the equation by 3 to solve for x:
9/3 = 3x/3
3 = ×
Therefore, the solution to the equation is x = 3.
Kindly Heart and 5 Star this answer and especially don't forgot to BRAINLIEST, thanks!Amy and her fiends have $12. 50 to spend on lunch they agree to share a large fry and buy hamburgers with the rest of the money they use the following inequality to determine how many burgers b they can buy
0. 89b+1. 82<12. 50
The values of b for which the given inequality will be satisfied are: b = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9 , 10, 11, 12}
The given inequality which shows the status of the purchase by Amy and her friends is,
0.89 b + 1.82 ≤ 12.50
where b is the number of burgers they can purchase.
Solving the given inequality we get,
0.89 b + 1.82 - 1.82 ≤ 12.50 - 1.82 [Subtracting 1.82 from both sides]
0.89 b ≤ 10.68
(0.89 b)/0.89 ≤ 10.68/0.89 [Dividing 0.89 with both sides]
b ≤ 12
since b represents the number of burgers so it cannot be negative or fraction.
So the values for which the inequality will be satisfied are: b = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9 , 10, 11, 12}.
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The question is incomplete. Complete question will be -
A grocery store sells grapes for $1.99 per pound. You buy 2.34 pounds of grapes. How much do you pay?
Answer:
$4.65
Step-by-step explanation:
2.34=4.6566 USD
x=1.99 ⋅ 2.34
Last semester, I taught two sections of a same class; Section A with 20 students and Section B with 30. Before grading their final exams, I randomly mixed all the exams I together. I graded 12 exams at the first sitting. (i) Of those 12 exams, the probability that exactly 5 of these are from the Section B is (You do not need to simplify your answers.) . (ii) Of those 12 exams, the probability that they are not all from the same section is (You do not need to simplify your answers.)
1. The probability is approximately 0.1823.
2. The probability that the 12 exams are not all from the same section is 0.6756
How to calculate the probability1. The probability that exactly 5 of the 12 exams are from Section B is:
P(X = 5) = (12 choose 5) * 0.6 × 0.6⁴ * (1 - 0.6)⁷
= 0.1823
2. The probability that all 12 exams are from the same section is:
P(all from A) + P(all from B) = (20/50)¹² + (30/50)¹²
≈ 0.0132 + 0.3112
≈ 0.3244
Therefore, the probability that the 12 exams are not all from the same section is:
P(not all from same section) = 1 - P(all from same section)
≈ 1 - 0.3244
≈ 0.6756
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suppose that we have a sample space with five equally likely experimental outcomes: e1, e2, e3, e4, e5. let a = {e2, e4} b = {e1, e3} c = {e1, e4, e5}.
Set a consists of e2 and e4, set b consists of e1 and e3, and set c consists of e1, e4, and e5.
In the given sample space with five equally likely experimental outcomes: e1, e2, e3, e4, and e5, we have three sets defined as follows:
a = {e2, e4}
b = {e1, e3}
c = {e1, e4, e5}
Set a consists of outcomes e2 and e4, set b consists of outcomes e1 and e3, and set c consists of outcomes e1, e4, and e5.
These sets represent subsets of the sample space, where each element of the sample space belongs to one or more sets. Set a represents the outcomes where e2 or e4 occur, set b represents the outcomes where e1 or e3 occur, and set c represents the outcomes where e1, e4, or e5 occur.
It's important to note that sets a, b, and c are not mutually exclusive. For example, outcome e1 belongs to both sets b and c.
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Given the system of equations 1/3x - 2/3y = 7 and 2/3x + 3y = 11
The system of equations has an answer of x = 255/13 and y = -9/13.
1/3x - 2/3y = 7 to solve the system of equations.
2/3x + 3y = 11
We can employ a number of techniques, like substitution or removal.
Let's use elimination to solve the system in this case.
We can multiply both equations by the denominators' least common multiple (LCM), which in this case is 3 to eliminate the fractions.
By doing so, we may eliminate the fractions and make the equations simpler.
The result of multiplying the first equation by 3 is:
[tex]3\times (1/3x - 2/3y) = 3 \times 7[/tex]
This simplifies to:
x - 2y = 21
Multiplying the second equation by 3 gives us:
[tex]3 \times (2/3x + 3y) = 3 \times 11[/tex]
This simplifies to:
2x + 9y = 33
Now we have the system of equations:
x - 2y = 21
2x + 9y = 33
To eliminate x, we can multiply the first equation by 2 and the second equation by -1, which gives us:
[tex]2(x - 2y) = 2 \times 21[/tex]
[tex]-1(2x + 9y) = -1 \times 33[/tex]
That amounts to:
2x - 4y = 42 -2x - 9y = -33
The two equations are combined to remove x:
(2x - 4y) + (-2x - 9y) = 42 + (-33)
When we simplify the equation, we get:
-13y = 9
We discover y = -9/13 after solving for it.
Now that we know what y is worth, we can add it back into one of the initial equations to find x.
Let's employ the first equation:
1/3x - 2/3(-9/13) = 7
When we simplify the equation, we get:
1/3x + 6/13 = 7
6/13 from both sides are subtracted, giving us:
1/3x = 7 - 6/13
In order to find a common factor, we have:
1/3x = 91/13 - 6/13
Putting the two together gets us:
1/3x = 85/13
The result of multiplying both sides by 3 is x = 255/13.
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TRUE/FALSE. a nonlinear function may contain a product of two variables
TRUE, a nonlinear function may contain a product of two variables.
A nonlinear function may contain a product of two variables. In fact, nonlinear functions can have a wide variety of terms, including products, powers, and combinations of variables.
A function is considered nonlinear if it does not satisfy the properties of linearity, which include the property of superposition, homogeneity, and additivity.
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A soup can's label wraps around the can, so that it covers the can's entire lateral surface. If the label has an area of 54 square inches and the can has a diameter of 3 inches, approximately what is the height of the can? Use 3 for pi.
Answer:6 inches
Step-by-step explanation:
if m is a nonzero integer then m 1/m is always greater than 1
T/F
If m is a nonzero integer, then m^(1/m) is not always greater than 1.
The statement is false.
To determine if m^(1/m) is greater than 1, we can consider different values of m. For positive values of m, such as m = 2, m^(1/m) = 2^(1/2) = √2, which is approximately 1.414 and greater than 1.
However, if we consider negative values of m, such as m = -2, m^(1/m) = (-2)^(1/(-2)) = (-2)^(-1/2), which is equal to 1/√(-2). Since the square root of a negative number is not defined in the real number system, the value of m^(1/m) is not defined for negative values of m.
Therefore, the statement that m^(1/m) is always greater than 1 for nonzero integers m is false.
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Math Social studies C = n Mathematics FL B.E.S.T. - 7th grade > BB.1 Pythagorean theorem: find the length of the hypotenuse LDL Submit Recommendations Learn with an example 3 mm Skill plans 4 mm What is the length of the hypotenuse? If necessary, round to the nearest tenth. millimeters or Watch a video >
The length of the hypotenuse of the triangle is 5 mm.
Given is a right triangle with length of the two legs 4 mm and 3 mm we need to find the measure of the hypotenuse of the right triangle,
Using the Pythagorean theorem, which says that the measure of the hypotenuse of a right triangle is equal to the sum of the square of the two legs,
So,
h = √4²+3²
h = √16+9
h = √25
h = 5
Hence the length of the hypotenuse of the triangle is 5 mm.
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2. given: () = 5 2 6 8 a. (8 pts) find the horizontal asymptote(s) for the function. (use limit for full credit.)
To find the horizontal asymptote(s) for the given function, we need to examine the behavior of the function as x approaches positive or negative infinity.
Let's denote the given function as f(x). We are given f(x) = 5x^2 / (6x - 8).
To find the horizontal asymptote(s), we can take the limit of the function as x approaches positive or negative infinity.
As x approaches positive infinity (x → +∞):
Taking the limit of f(x) as x approaches positive infinity:
lim(x → +∞) (5x^2) / (6x - 8)
To determine the horizontal asymptote, we can divide the leading terms of the numerator and denominator by the highest power of x, which in this case is x^2:
lim(x → +∞) (5x^2/x^2) / (6x/x^2 - 8/x^2)
lim(x → +∞) 5 / (6 - 8/x^2)
As x approaches infinity, 1/x^2 approaches 0, so we have:
lim(x → +∞) 5 / (6 - 0)
lim(x → +∞) 5 / 6
Therefore, as x approaches positive infinity, the function f(x) approaches the horizontal asymptote y = 5/6.
As x approaches negative infinity (x → -∞):
Taking the limit of f(x) as x approaches negative infinity:
lim(x → -∞) (5x^2) / (6x - 8)
Again, let's divide the leading terms of the numerator and denominator by x^2:
lim(x → -∞) (5x^2/x^2) / (6x/x^2 - 8/x^2)
lim(x → -∞) 5 / (6 - 8/x^2)
As x approaches negative infinity, 1/x^2 also approaches 0:
lim(x → -∞) 5 / (6 - 0)
lim(x → -∞) 5 / 6
Therefore, as x approaches negative infinity, the function f(x) also approaches the horizontal asymptote y = 5/6.
In conclusion, the given function has a horizontal asymptote at y = 5/6 as x approaches positive or negative infinity
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suppose plot b (above) has the weight of an athlete on the x axis and the amount of weight they lift on a bench press machine on the y axis.
The plot represents the relationship between the weight of an athlete on the x-axis and the amount of weight they lift on a bench press machine on the y-axis. It provides a visual representation of the data, allowing for analysis of patterns and trends in the relationship between weight and lift amount.
The plot provides a visual representation of the relationship between two variables: the weight of an athlete (independent variable) and the amount of weight they can lift on a bench press machine (dependent variable). The x-axis represents the weight of the athlete, while the y-axis represents the amount of weight lifted. Each point on the plot corresponds to a specific athlete and shows their weight and the corresponding lift amount. By examining the plot, we can observe patterns or trends in the data, such as whether there is a positive correlation between weight and lift amount (indicating that heavier athletes tend to lift more) or if there are any outliers or exceptions to the general trend. The plot helps to visualize the relationship between these two variables and provides insights into the performance of athletes on the bench press machine based on their weight.
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TRUE OR FALSE
If overhead is underapplied, it means that individual jobs have not been charged enough during the year and the cost of goods sold reported is too low.
Overapplied overhead is the amount by which overhead applied to jobs using the predetermined overhead rate exceeds the overhead incurred during a period.
Material amounts of under- or overapplied factory overhead are always closed entirely to Cost of Goods Sold at the end of an accounting period.
Direct materials and direct labor are examples of costs that are debited to the Factory Overhead account in a job costing system.
A time ticket is a source document that an employee uses to report how much direct and indirect labor was performed for a job and is used to determine the amount of direct labor to charge to the job and the amount of indirect labor to charge to factory overhead.
The first statement is false, The second statement is true , The third statement is false , The fourth statement is false , The fifth statement is true.
The first statement is false. If overhead is underapplied, it means that the actual overhead incurred exceeds the overhead applied to jobs, resulting in a higher cost of goods sold reported.
The second statement is true. Overapplied overhead refers to the situation where the overhead applied to jobs using the predetermined overhead rate is greater than the actual overhead incurred.
The third statement is false. Under- or overapplied factory overhead is not always closed entirely to Cost of Goods Sold. It can be allocated or adjusted based on the accounting policies of the company.
The fourth statement is false. Direct materials and direct labor costs are typically debited to the respective accounts and not to the Factory Overhead account in a job costing system.
The fifth statement is true. A time ticket is a source document used by employees to report the amount of direct and indirect labor performed for a job. It helps determine the allocation of direct labor to the job and indirect labor to the factory overhead.
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The coordinate grid shows XY.
y
O 7.8 units
16.0 units
O 13.0 units
11.7 units
7
6
5
4
2
1
Y
-7-6-5-4 -3 -2 -1
-1
-2
-3
-4
-5
-6
^
X
1 2 3 4 5 6 7
Which measurement is closest to the length of XY in units?
X
From the grid, it appears that the length of XY is approximately 10 units.
To find the length of XY, we need to calculate the distance between the points X and Y on the coordinate grid.
From the grid, we can see that the X-coordinate of point X is 1 and the X-coordinate of point Y is 7.
To calculate the horizontal distance between these two points, we subtract the smaller X-coordinate from the larger one: 7 - 1 = 6 units.
Similarly, the Y-coordinate of point X is 2 and the Y-coordinate of point Y is -6. To calculate the vertical distance between these two points, we subtract the smaller Y-coordinate from the larger one: 2 - (-6) = 8 units.
Using the horizontal and vertical distances, we can apply the Pythagorean theorem to find the length of the line segment XY.
The Pythagorean theorem states that in a right triangle, the square of the hypotenuse (the longest side) is equal to the sum of the squares of the other two sides.
In this case, the horizontal distance is 6 units and the vertical distance is 8 units. So, applying the Pythagorean theorem:
Length of XY = √(6^2 + 8^2)
Length of XY = √(36 + 64)
Length of XY = √100
Length of XY = 10 units
Therefore, the length of XY is closest to 10 units.
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The box plots display measures from data collected when 20 people were asked about their wait time at a drive-thru restaurant window.
A horizontal line starting at 0, with tick marks every one-half unit up to 32. The line is labeled Wait Time In Minutes. The box extends from 10 to 14.5 on the number line. A line in the box is at 12.5. The lines outside the box end at 5 and 20. The graph is titled Fast Chicken.
A horizontal line starting at 0, with tick marks every one-half unit up to 32. The line is labeled Wait Time In Minutes. The box extends from 8.5 to 15.5 on the number line. A line in the box is at 12. The lines outside the box end at 3 and 27. The graph is titled Super Fast Food.
Which drive-thru is able to estimate their wait time more consistently, and why?
Fast Chicken, because it has a smaller IQR
Fast Chicken, because it has a smaller range
Super Fast Food, because it has a smaller IQR
Super Fast Food, because it has a smaller range
The drive-thru is able to estimate their wait time more consistently will be Fast Chicken, because it has a smaller IQR.
How to explain the IQR?In descriptive statistics, the interquartile range tells you the spread of the middle half of the distribution. Quartiles segment any distribution that’s ordered from low to high into four equal parts. The interquartile range (IQR) contains the second and third quartiles, or the middle half of the data set.
The correct option here is Fast Chicken, because it has a smaller IQR (Interquartile Range). IQR is the difference between the third quartile and the first quartile, which is represented by the box in the box plot. In this case, the IQR for Fast Chicken is 14.5 - 10 = 4.5, while the IQR for Super Fast Food is 15.5 - 8.5 = 7. A smaller IQR indicates that the data is more consistent and less spread out.
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Try to estimate the probability a person will call when you're thinking of them. In other words, estimate the probability of the combined event P(thinking of a person)P(person calls).
Take these factors into account:
The likelihood you'd think of the person at a randomly selected time of day.
The likelihood the person would call at a randomly selected time of day.
If the combined events were to occur once, would the probability present compelling evidence that the event wasn't merely a chance occurrence? What if it happened twice in one day? Three times in one day?
It is not possible to accurately estimate the probability that a person will call when you're thinking of them as it is a subjective experience that cannot be quantified. However, we can consider some general factors that may affect the probability:
Likelihood of thinking of the person: This is highly dependent on individual circumstances and varies greatly between people. Some factors that may increase the likelihood include how close you are to the person, how often you interact with them, and recent events or memories involving them.
Likelihood of the person calling: This also depends on individual circumstances and varies based on factors such as the person's availability, their likelihood of initiating communication, and external factors that may prompt them to call.
Assuming both events are independent, we can estimate the combined probability as the product of the individual probabilities:
P(thinking of a person) * P(person calls)
However, since we cannot accurately estimate these probabilities, any calculated value would be purely speculative.
If the combined events were to occur once, it would not necessarily provide compelling evidence that the event was not merely a chance occurrence. However, if it happened multiple times in a day, the probability of it being a chance occurrence would decrease significantly, and it may be reasonable to suspect that there is some underlying factor influencing the events. However, it is still important to consider that coincidences do happen, and it is possible for unrelated events to occur together multiple times.
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