The correct answer is This study demonstrates clearly that seat belts save children from injury.
Given that,
According to an analysis of the 27,000 child passenger vehicle incidents in Michigan with records currently available, around 10% of children who were wearing seatbelts (group SB) and 15% of children who were not (group NSB) sustained injuries. Which of the following statements is NOT appropriate for a report summarizing this study?
Options are :
(A)Driver conduct could be a complicating variable.
(B) The location of the youngster in the vehicle could be a complicating variable.
(C) Since this study was not an experiment, drawing conclusions about causes and effects is not appropriate.
(D) This study amply demonstrates how seat belts protect kids from harm.
(E) It is dangerous to draw the conclusion that seatbelts protect kids from harm, at least until the study is independently reproduced.
So,The correct answer is This study demonstrates clearly that seat belts save children from injury.
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Given the following table of values for a one-to-one function g^-1(x), determine the graph of g(x). X 3 4 6 10 18 g^-1(x) 0 1/2 1 3/2 2
The plot inverse function g^-1(x) is attached below.
What is inverse function?
A function that returns the initial value for which a function has produced output is called an inverse function. If f(x) is a function that produces the value y, then f-1(y), which is the inverse function of y, will produce the value x. Inverse and reciprocal functions should not be confused. The output's original value is returned by the function's inverse, represented by the symbol f-1 (x). While the reciprocal of a function is represented by 1/f(x) or f(x)-1
Those that do are referred to as invertible. For a function f: X Y to have an inverse, it must possess the characteristic that there is exactly one x in X such that f(x) = y for every y in Y. This characteristic guarantees the existence of a function g: Y X that has the required connection to f.
X 3 4 6 10 18
g^-1(x) 0 1/2 1 3/2 2
In the given table x and g^-1(x) is shown.
Hence, THe plot inverse function g^-1(x) is attached below.
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whats the puzzle answer? i need help on this
Answer:
next person to answer give them the brainly crow
Step-by-step explanation:
I need help solving this
The cylinder has a volume of 150.796 in³. The cylinder has a surface area of 175.929 in².
What's volume of cylinder ?The quantity of three-dimensional space that an object or closed surface occupies is referred to as volume in mathematics. The cubic units of volume are m³, cm³, in³, and so on.
How does surface area work?The sum of all of an object's faces is its surface area in three dimensions. Wrapping, painting, and finally building things to achieve the best possible design are examples of real-world applications of the concept of surface areas.
Evaluating :Given that a volume of cylinder = h × r² × π
h = 12 in
r = 2 in
volume = ?
Volume of cylinder = h × r² ×π
= =12 × 3.14×(2)²
=37.68 × 4
=150.796 in³
B). Surface area of cylinder= 2πr² + 2πrh
=2× 3.14 × (2)²+2× 3.14× 2×12
=175.929in²
The formula V=r²(h) can be used to determine a cylinder's volume. Simply multiplying the area of the circular base shape by the height is all that is required to determine a cylinder's volume.
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The figure shown consists of a right triangle and two squares. If the figure's total area equals 850 square inches, what is the value of x in inches?
Answer: 5
Step-by-step explanation:
The area of the square with side length [tex]5x[/tex] is [tex]25x^2[/tex].
The area of the square with side length [tex]2x[/tex] is [tex]4x^2[/tex].
The area of the triangle is [tex]\frac{1}{2}(2x)(5x)=5x^2[/tex].
It follows that [tex]25x^2 +4x^2 +5x^2=850 \implies x=5[/tex]. Note that we reject [tex]x=-5[/tex] since the length cannot be negative.
2. Higher Order Thinking
Tyler's ruler has
markings every inch. How can he use
the ruler to draw a line that is close to 5
of an inch long?
16
If you measure a flower stem, its termination will be on the eleventh line from the 5 inch mark. The length of the blossom stem is 5 and 11/16 inches.
What is Measurement?
An object or event's attributes are quantified through measurement so that they can be compared to those of other things or occurrences. Measurement, then, is the process of establishing how big or little a physical quantity is in relation to a fundamental reference quantity of the same kind.
We have to measure 5 inches on scale we have to follow these steps:
Step 1: Get a ruler for inches. There will be 12 lines on the ruler that represent inches, indicating that it is an inch ruler. A foot is equivalent to 12 inches (0.305 m). Inches are divided into each foot. On the ruler, each inch is divided into 15 smaller marks for a total of 16 marks per inch.
Step 2: Find out what an inch is. 12 inch markings make up a ruler. The longest lines on the ruler serve to identify them, which are usually the numbered marks. Put one end of the nail, for instance, directly on the left side of the ruler when you need to measure it. The nail is 5 inches long if it terminates just over the long line next to the big number 5.
Step 3: Discover the 1/2 inch markings. The 1/2 inch marks, which are half as long as the inch marks, will be the second-longest lines on the ruler. Due to the fact that it is just half an inch, each 1/2 inch mark will be placed halfway between each inch number. This indicates that the 1/2 inch lines are located immediately between the 0 and 1 inch, 1 and 2 inch, 2 and 3 inch, and so on across the ruler. On a 12 inch ruler, there are a total of 24 of these marks.
Step 4 : Recognize the 1/4-inch markers. There will be a smaller line that represents a 1/4 of an inch halfway between each 1/2 inch line. These markers will indicate 1/4, 1/2, 3/4, and 1 inch inside the first inch. Despite having separate lines, the 1/2 inch and 1 inch markers are still included in the 1/4 inch measures since 2/4 of an inch equals half an inch and 4/4 of an inch equals one inch. On a 12 inch ruler, there are a total of 48 of these marks.
Step 5: Recognize the 1/8-inch scale. The tiny marks on the ruler that are situated between the 1/4-inch markers are the 1/8-inch marks. There are markers that stand for 1/8, 1/4, 3/8, 1/2, 5/8, 6/8, 3/4, 7/8, and 1 (or 8/8) of an inch between 0 and 1 inch. On a 12 inch ruler, there are 96 of these marks in total.
Step 6 : Recognize the 1/16-inch scale. The little lines at the midpoint of each 1/8 inch represent the 1/16 inch. These are the ruler's tiniest lines as well. The 1/16-inch mark is located on the very first line on the ruler's left side. There are symbols that stand for 1/16, 2/16, 1/8, 3/16, 4/16, 5/16, 6/16, 3/8, 1/2, 9/16, 10/16, 5/8, 11/16, 12/16, 3/4, 13/16, 14/16, 7/8, 15/16, and 16/16 of an inch, respectively, between 0 and 1 inch. There are 192 of these lines on the ruler in total.
Hence, If you measure a flower stem, its termination will be on the eleventh line from the 5 inch mark. The length of the blossom stem is 5 and 11/16 inches.
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if the probability of a hen truly having french citizenshi pis 0.81, find the proability of exactly two french hens our of the three
The binomial probability formula calculates the probability of getting exactly "x" successes in "n" independent trials, where each trial has a probability "p" of success.
In this case, the success is a French hen, with probability 0.81, and the number of trials is 3 (the number of hens).
The binomial coefficient "n choose x" represents the number of ways to choose "x" successes from "n" trials. It can be calculated as:
(n choose x) = n! / (x! * (n-x)!)
where n! is the factorial of n, which is the product of all positive integers up to n.
Plugging in the values from the problem, we have:
P(X=2) = (3 choose 2) * (0.81)^2 * (0.19)^1
= (3! / (2! * (3-2)!) ) * (0.81)^2 * (0.19)^1
= 3 * 0.81^2 * 0.19
= 0.324
So, the probability of getting exactly 2 French hens out of 3 is approximately 0.324.
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the steps on how to solve multiplying rational expressions involving quadratics with leading coefficients of 1
Fully factor the numerator and denominator of each rational expression. Write as one fraction by multiplying the numerators together and multiplying the denominators together.
Multiplication:
Step 1: Factor both the numerator and the denominator.
Step 2: Write as one fraction. Write it as a product of the factors of the numerators over the product of the factors of the denominators. DO NOT multiply anything out at this point.
Step 3: Simplify the rational expression.
Step 4: Multiply any remaining factors in the numerator and/or denominator.
Multiplying Rational Expressions Involving Quadratics with Leading Coefficients of 1
Step 1: Fully factor the numerator and denominator of each rational expression.
Step 2: Write as one fraction by multiplying the numerators together and multiplying the denominators together.
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Jessica invests $3,065 in a savings account with an annual interest rate of 5% compounded continuously. What will the account balance be after 5 years? Round to the nearest dollar
The account balance after 5 years will be $3935.53.
What is compound interest?Compound interest is interest that is paid on both principal and interest at regular intervals. The first year of compound interest is similar to the first year of simple interest, but the difference begins in the second year.
Continuously compounded interest means that an account balance is constantly earning interest and reinvesting that interest so that it, too, earns interest.
Given that Jessica invests $3,065 in a savings account with an annual interest rate of 5% compounded continuously.
The account balance after 5 years will be calculated as:-
[tex]P(t) = P_oe^{rt}\\P(t) = 3065\times e^{0.05\times 5}\\P(t) = \$3935.53[/tex]
Therefore, the balance in the account after 5 years will be $3935.53.
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9. Choose Efficient Methods Explain
how you can make 5-3 a simpler
problem. Then subtract.
7
10
The lowest corresponding fraction of the integer is its simplest form. so we get the answer is 0.96.
What is an efficient strategy?A method is considered efficient if it can generate an answer quickly and without needing a page of computations. A successful strategy is one that solves every issue of a certain class (i.e., one that is generalizable to many problems using the same operation).
The lowest corresponding fraction of the integer is its simplest form.
Take the denominator's LCM as the first step. Step 2: Multiply the numerator and the denominator by the same number to convert the denominators to the LCM Value. Step 3: Subtract the numerator once the denominator is equal. Step 4: If required, simplify the resultant fraction.
5-3 a simpler problem. Then subtract.7 /10
5 / 3 - 7 / 10 =
50 - 21 / 30 = 29 / 30 = 0.96 .
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there is a right triangle abc, where
If the sum of the squares on its other two sides equals the square of its greatest side.
Given:
AB = 9 cm CB = 40 cm AC = 41 cm
The Pythagorean Theorem states that
If the largest side's square is equal to the sum of the squares on the other two sides, the triangle will have a right angle.
AB = 9 cm CB = 40 cm AC = 41 cm
The Pythagorean Theorem states that
AC 2 =BC² +AB ²
41²=40²+9²
41 ²=40 ² +9 ²
1681 = 1600 + 81
1681 = 1681
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The question is incomplete
Show that the triangle ABC is a right-angled triangle; if:
AB = 9 cm, BC = 40 cm, and AC = 41 cm.
If you subtract twelve from twice a number, the result is six.what is the number?
the function f is defined by f of x equals x plus 1 all over begin quantity 1 over x minus 1 end quantity period simplify the limit of f of x as x approaches 0 using limit theorems.
The limit of f(x) as x approaches 0 is 1.
The limit of f of x as x approaches 0 can be calculated using limit theorems. First, we rewrite the function as:
f(x) = (x + 1) / (1 / (x - 1))
Then, we can simplify this by multiplying both the numerator and denominator by (x - 1):
f(x) = (x + 1)(x - 1) / 1
Next, we can apply the limit theorem that states the limit of a product is the product of the limits. Thus, we can calculate the limit as:
lim f(x) = lim (x + 1)(x - 1) / 1
= lim (x + 1) * lim (x - 1) / 1
= 0 + 1 * 0 - 1 / 1
= 1 / 1
= 1
Therefore, the limit of f(x) as x approaches 0 is 1.
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Please HELP
Tyshawn is ordering a taxi from an online taxi service. The taxi charges four dollars for just a pick up then an additional $1.50 per mile driven. write a linear function in the form of (y= mx+b) to represent the situation.
The linear function in the form is y = 4x + 1.5 to the situation.
What is meant by function?
Functional refers to an object's operation or usefulness. It also denotes that it relates to how it performs or operates.A mathematical machine known as a function accepts one or more numbers as inputs and outputs another number.One or more functions may be inputs to a functional, which outputs a number. A Functional is a function of Functions, then.All biological activities, including digestion, elimination, respiration, and others, can be performed by a cell.The functional unit of life is referred to be such for this reason. Each and every living thing is made up of cells, which are the smallest unit of life.Initial fee: $4
Per mile: $1.50
Set up an equation where = the taxi charges
Using y = mx + b form:
y = 4x + 1.5
The linear function in the form is
y = 4x + 1.5
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Find a positive value c, for x, that satisfies the conclusion of the Mean Value Theorem for f(x) = 3x^2 - 5x + 1 on the interval [2, 5]. A) c=1 B) c = 0 C)c= 16 D) c=13/6 E) c=7/2
The Mean Value Theorem states that there exists a point c in the interval of the given function such that the derivative of the function at this point is equal to the average rate of change of the function on the interval. In this case, c = 7/2 satisfies the theorem for f(x) = 3x^2 - 5x + 1 on the interval [2, 5].
Using the Mean Value Theorem, we can find c by solving the equation 3c^2 - 5c + 1 = (3(5)^2 - 5(5) + 1 - (3(2)^2 - 5(2) + 1)) / (5 - 2). Simplifying, we get c = 7/2.
The Mean Value Theorem states that there exists a point c in the interval of the given function such that the derivative of the function at this point is equal to the average rate of change of the function on the interval. To find this point c, we must solve the equation
3c^2 - 5c + 1 = (3(5)^2 - 5(5) + 1 - (3(2)^2 - 5(2) + 1)) / (5 - 2).
This simplifies to c = 7/2, which means that this value of c satisfies the conclusion of the Mean Value Theorem for
f(x) = 3x^2 - 5x + 1
on the interval [2, 5]. This means that for any value of x within the interval, the rate of change of the function is always equal to 7/2.
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Pat is the CEO of Pat's Pickle-Packing Plant, but can still pack 18 jars of pickles per hour. Kim, a rising star in the industry, packs 24 jars per hour. Kim arrived at work at 9:00 am one day to find that Pat had been packing pickles since
7:30 am. Later that day, Kim had packed exactly the same number of jars as Pat. At what time, and how many jars had each packed?
Using the equation
Pat picked for 6 hours, Kim picked for 4.5 hours and they both picked 108 jars.How to find the time and number of jars picked?Since Pat is the CEO of Pat's Pickle-Packing Plant, but can still pack 18 jars of pickles per hour. Kim, a rising star in the industry, packs 24 jars per hour. Kim arrived at work at 9:00 am one day to find that Pat had been packing pickles since
7:30 am. Later that day, Kim had packed exactly the same number of jars as Pat.To find the time and number of jars picked, we solve an equation.
What is an equation?An equation is a mathematical expression that shows the relationship between two variables.
Let
t = time Pat starts,n = number of jars of pickles picked by Pat and n' = number of jars of pickles picked by KimSince Pat picks at a rate of 18 jars of pickles per hour, the number of jars Pat picks is n = 18t
Also, Kim picks at a rate of 24 jars per hour, 1.5 hours later the number of jars Kim picks is n' = 24(t + 1.5)
Since n = n', we have that
18t = 24(t - 1.5)
18t = 24t - 36
18t - 24t = -36
-6t = -36
t = -36/-6
t = 6 hours
Since Kim's time is t - 1.5 = 6 - 1.5 = 4.5 hours
To find the number of jars each picked, substitute t = 6 into n. so, we have that
n = 18t
= 18(6)
= 108 jars
So,
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When a test is ________
If the value of interest falls outside a 95% confidence interval, we will reject the null hypothesis at the a =______ significance level If the value of interest falls outside a 99% confidence interval, we will reject the null hypothesis at the =_____< significance level
When a test is two-sided and one-sided: We will reject the null hypothesis at the = X 0.01 0.050. 10 significance level if the value of interest falls outside a 95% confidence interval. If the value of interest falls outside a 99% confidence interval, the null hypothesis will be rejected at the = 0.010.
What is confidence interval?A confidence interval is a range of estimates for an unknown parameter in frequentist statistics. A confidence interval is calculated at a specified confidence level; the 95% confidence level is most commonly used, but other levels, such as 90% or 99%, are occasionally used. The confidence interval is the range of values within which you expect your estimate to fall a certain percentage of the time if you repeat your experiment or re-sample the population in the same manner.
Here,
When a test is two-sided and one-sided: If the value of interest falls outside a 95% confidence interval, we will reject the null hypothesis at the = X 0.01 0.050. 10 significance level. The null hypothesis will be rejected at = 0.010 if the value of interest falls outside a 99% confidence interval.
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Answer:
two sided.
.05
.01
Step-by-step explanation:
Let f(x) = x^3 If g(x) is the graph of f(x) shifted left 2 units write a formula for g(x)
The translated function g(x) can be written as:
g(x) = (x + 2)^2
How to get the formula for f(x)?First, remember that an horizontal shift of N units applied to a function f(x) is:
g(x) = f(x + N)
if N > 0, the shift is to the right.
if N < 0, the shift is to the left.
Here we want a shift of 2 units to the left is:
g(x) = f(x + 2)
Where f(x) = x^3
Then the formula for the function g(x) is:
g(x) = (x + 2)^2
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a gallup poll report revealed that 72% of teens said they seldom or never argue with their friends. Yvonne wonders whether this result holds true in her large high school. so she surveys a random sample of 150 students at her school.
It is likely that the result of the Gallup poll generally holds true for Yvonne's school.
Yvonne can calculate the sample proportion of teens who report that they seldom or never argue with their friends by using the formula:
P = (number of teens who report that they seldom or never argue with their friends / sample size)
For Yvonne's survey of 150 students, if 108 of them report that they seldom or never argue with their friends, then the sample proportion is:
P = (108/150) = 0.72
This result is very close to the 72% reported in the Gallup poll. Therefore, it is likely that the result of the Gallup poll generally holds true for Yvonne's school.
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Find the value of 80 ÷ 10^4. Explain the change in value between 80 and 80 ÷ 10^4.
Answer:
8÷10^3 (8×10^-3)
Step-by-step explanation:
8÷1000 can be considered final answer
And can be written 8÷10^3 or 8×10^-3
[tex]80÷10^4
\\ =80÷10000
\\ = \frac{80}{1000} (multiply \: and \: divide \: left \: and \: right) \\ = \frac{8}{1000} = \frac{1}{125} (cancel \: common \: factor \: 8)
[/tex]
Jennifer opened a savings account and deposited $300.00. The account earns 13% interest, compounded monthly. If she wants to use the money to buy a new bicycle in 2 years, how much will she be able to spend on the bike?
If Jennifer wants to use the money to buy a new bicycle in 2 years, she can spend (future value) $388.54 on the bike as the account earns 13% interest, compounded monthly.
What is compounded interest?Compound interest is a system of interest computation where interest accumulates on the principal and previously accumulated interests.
Compounding the present value means adding interest to the principal amount when calculating subsequent interests.
N (# of periods) = 24 months (2 years x 12)
I/Y (Interest per year) = 13%
PV (Present Value) = $300
PMT (Periodic Payment) = $0
Results:
Future Value (F) = $388.54
Total Interest = $88.54
Thus, with a deposit of $300, Jennifer can spend $388.54 after earning 13% monthly compounded interest.
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A market strategy is implemented in order to expedite the placement of collaborators towards economically affected groups. These measures should not be seen in a lucrative way and for this reason they plan that their income from "q" collaborators, will be part of a function I(q)=60q-0.02q^2. The initial cost of the expenses is $300 for rights, in addition it would have unit costs per worker equivalent to $50.
a) Calculate the model that would explain the utility that could be obtained.
b) Determine the number of workers that would originate the maximum benefit for the collaborators. How much is this utility?
c) Represent the income function graphically, obtain the maximum income and interpret it.
The model that would explain the utility is U(q) = - 0.02q^2 - 300 + 10q.
The maximum number of workers is 250 and utility is 950
The model that would explain the utilityFrom the question, we have the following parameters that can be used in our computation:
The total income as I(q) = 60q - 0.02q^2.
The total cost as C(q) = 300 + 50q.
The utility model can then be calculated as
U(q) = I(q) - C(q)
So, we have
U(q) = 60q - 0.02q^2 - 300 - 50q.
U(q) = - 0.02q^2 - 300 + 10q.
The maximum number of workers and utilityWe have
U(q) = - 0.02q^2 - 300 + 10q.
Differentiate and set to 0
-0.04q + 10 = 0
So, we have
-0.04q = -10
This gives
q = 250 --- max workers
Recall that
U(q) = - 0.02q^2 - 300 + 10q.
So, we have
U(250) = - 0.02* 250^2 - 300 + 10 * 250
U(250) = 950 --- amount of utility
The income functionSee attachment for the graph of I(q)=60q-0.02q^2
On the graph, we have the interpretation to be a maximum income of $45000 at 1500 workers
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SOMEONE HELP ME PLEASE I WILL GIVE BRAINLIEST QUICK
Answer:
Shape A: 647 (area) and 120 (perimeter)
Shape B: 192 (area) and 70 (perimeter)
Step-by-step explanation:
For shape A, we can find the area by:
- splitting the rectangle into 2 (horizontally), one that will have 16 and 12 as the sides, and another with 35 and 13 as the sides. Then, we can multiply the two rectangles and add them to find the area: (16*12) + (35*13) = 647
We can find the perimeter by:
- adding all the numbers: 25+16+12+19+13+35 = 120
For shape B, we can apply the same method as shape A:
- Area: (12*8) + (8*12) = 192
- Perimeter: 12+8+8+7+7+8+8+12 = 70
Answer:
Shape a) Area: (25*16)+(19*13)=400+247=647
Perimeter: 16+12+19+13+35+25=120
Shape b)Area: (12*8)+(12*8)=96+96=192
Perimeter: 12+8+7+8+12+8+7+8 = 70
To find volume: calculate volume of each rectangle, then add them.
[tex]V=Length*width[/tex]
I've highlighted which rectangle to calculate.
To find perimeter: add up all sides.
An invertible function is represented by the values in the table.
X
f(x)
-3
-4.4
-2
-0.6
Which graph shows the inverse of this function?
-1
0.8
1
1.2
2
2.6
3
6.4
A function is invertible if and only if for every y in the range of the function, there is one and only one x in the domain such that f(x) = y. The inverse of a function is a new function that "swaps" the x and y values of the original function.
So, the inverse of a function represented by the table you provided would be a new function where the x values are -4.4, -0.6, 0.8, 1.2, 2.6 and 6.4 and the y values are -3, -2, -1, 1, 2 and 3 respectively.
The graph of the inverse function would be a reflection of the original function over the line y=x, meaning that it would be the same shape but flipped across the line y = x.
A sphere of radius r is cut by a plane h units above the equator, where h < r. Find the volume of solid (spherical segment) above the plane.____A manufacturer drills a hole through the center of a metal sphere of radius R. The hole has a radius r. Find the volume of the resulting ring.____
The volume of the spherical segment above the plane is[tex](1/3) *\pi * (r^2 - (r-h)^2) * h[/tex] and the volume of the ring resulting from drilling a hole through the center of a sphere is [tex]\pi * (R^2 - r^2) * R.[/tex].
A sphere of radius "r" is cut by a plane "h" units above the equator. To find the volume of the solid (spherical segment) above the plane, we first need to find the height of the segment, which is (r - h). Then, we can use the formula for the volume of a spherical segment: [tex](1/3) * \pi * (r^2 - (r-h)^2) * h.[/tex]
A manufacturer drills a hole through the center of a metal sphere of radius R. The hole has a radius r. To find the volume of the resulting ring, we can use the formula for the volume of a cylindrical ring: [tex]\pi * (R^2 - r^2) * h[/tex], where h is the height of the ring. Since the hole goes all the way through the sphere, the height of the ring is equal to the radius of the sphere, R. So the volume of the ring is [tex]\pi * (R^2 - r^2) * R[/tex].
In the first problem, the volume of the solid (spherical segment) above the plane is [tex](1/3) * \pi * (r^2 - (r-h)^2) * h[/tex]. In the second problem, the volume of the resulting ring is [tex]\pi * (R^2 - r^2) * R.[/tex]
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An investigator has a computer file showing family incomes for 1,000 sub- jects in a certain study. These range from $5,800 a year to $98,600 a year. By accident, the highest income in the file gets changed to $986,000. (a) Does this affect the average? If so, by how much? (b) Does this affect the median? If so, by how much?
A group of students were asked which club they planned to join.
Club Percent of Students
Garden Club 0.1
Robotics Club 0.2
Technology Club 0.5
Zoology Club 0.2
Compare the probabilities of a randomly selected student joining a club and interpret the likelihood. Choose the statement that is true.
The student will be more unlikely to join the Robotics Club than the Garden Club because P(Robotics) < P(Garden).
The student will be equally likely to join the Zoology Club or Robotics Club because P(Robotics) = P(Zoology).
The student will be more likely to join the Zoology Club than the Robotics Club because P(Zoology) > P(Robotics).
The student will be more likely to join the Garden Club than the Robotics Club because P(Garden) > P(Robotics).
Answer:
The student will be equally likely to join the Zoology Club or Robotics Club because P(Robotics) = P(Zoology). 2nd Option B
Step-by-step explanation: I saw it in another one so id like to help
Need help please help
Answer:
[tex]\frac{7d}{15}[/tex]
Step-by-step explanation:
Find the y-intercept and the x-Intercept of the line below. Click on "None" If applicable.
(a) y-intercept:
(b) x-Intercept:
The x-intercept of the line is (-1, 0). And the y-intercept of the line is not there.
What is a linear equation?A connection between a number of variables results in a linear model when a graph is displayed. The variable will have a degree of one.
The linear equation is given as,
y = mx + c
Where m is the slope of the line and c is the y-intercept of the line.
From the graph, the line is parallel to the y-axis, then the equation of the line parallel to the y-axis will be given as,
x = c
From the equation, the line is passing through (-1, 0), then we have
- 1 = c
c = - 1
Then the equation of the line is x = -1. Then the x-intercept of the line is (-1, 0). And the y-intercept of the line is not there.
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It is given that m ∠ AOB = 42 ∘ and m ∠ EOF = 66 ∘ . By the ___________, ∠ EOF ≅ ∠ BOC . Therefore, m ∠ BOC = 66 ∘ . By the ________ , m ∠ AOC = 108 ∘ , and by ________ the , m ∠ AOC + m ∠ COD = 180 ∘ . After application of the ___________, m ∠ COD = 72 ∘ .
The required appropriate properties to fit the black space is given as,
(a) Congruent angles
(b) Addition of angles
(c) straight angles
(d) Subtraction of angles.
Orientation of the one line with respect to the horizontal or other respective line is known as a measure of orientation and this measure is known as the angle.
It is given that m ∠ AOB = 42 ∘ and m ∠ EOF = 66 ∘ . By the definition of congruent angles, ∠ EOF ≅ ∠ BOC. Therefore, m ∠ BOC = 66 ∘ . In the addition, m ∠ AOC = 108 ∘ , and by definition of the straight angle, m ∠ AOC + m ∠ COD = 180 ∘ . After application of the subtraction of the angle, m ∠ COD = 72 ∘ .
Thus, the required appropriate properties to fit the black space is given as,
(a) Congruent angles
(b) Addition of angles
(c) straight angles
(d) Subtraction of angles.
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Answer:
It is given that m∠AOB = 42º and m∠EOF = 66º. By the vertical angles theorem, ∠EOF ≅ ∠BOC. By the angle addition postulate, m∠AOC = 108º, and by the linear pair theorem, m∠AOC + m∠COD = 108º. After the application of the subtraction property of equality, m∠ COD = 72º.
Step - by - step
first box: vertical angles theorem
second box: angle addition postulate
third box: linear pair theorem
fourth box: subtraction property of equality
Let f be a continuous function that is defined for all real numbers x and that has the following properties. (0) (x) dx = 1 (ii) S S(x)dx = 10 (a) Find the average (mean) value of f over the closed interval (1,3). (b) Find the value of (25(x)+6)dx. (c) Given that f(x) = ax +b, find the values of a and b.
The value of a and b is -5/4. The value describes the value of each digit in relation to its position in the number.
What is meant by real numbers?A quantity in mathematics that can be represented by an infinite decimal expansion. In contrast to the counting-derived natural numbers 1, 2, 3,..., real numbers are used to quantify constantly altering quantities such as size and time. The kind of number we typically use, such 1, 15.82, 0.1, 3/4, etc. Real Numbers can be positive or negative, big or tiny, whole values, fractions, or decimal numbers. They are not imaginary numbers, which is why they are termed "Real Numbers." A extremely large actual number is one billion (1,000,000,000). Three types of numbers fall under the heading of "real numbers," which we will discuss in a moment. Real numbers include all types of numbers, including whole, rational, and irrational numbers.(a) Mean Value = [tex]\frac{1}{3-1} \int_1^3 f(x)=\frac{1}{2}-\frac{5}{2}=\frac{5}{4}[/tex]
b) [tex]} \int_3^5 f(x) d x=\int_1^5 f(x) d x-\int_1^3 f(x) d x=10-\frac{5}{2}=\frac{15}{2} \\[/tex]
[tex]& \left.\int_3^5(2 f(x)+6) d x=2 \int_3^5 f(x) d x+6 \int_3^5 d x=2\left(\frac{15}{2}\right)+6 x\right]_3^5=15+6(2)=27 \\[/tex]
c) [tex]} f(x)=a x+b \\[/tex]
[tex]& \left.\int_1^3(a x+b) d x=\frac{a x^2}{2}+b x\right]_{x=1}^3=\frac{9}{2} a+3 b-\frac{a}{2}-b=4 a+2 b=\frac{5}{2} \\[/tex]
Simplifying,
[tex]\left.\int_1^5(a x+b) d x \cdot \frac{a x^2}{2}+b x\right]_{x=1}^5=\frac{25 a}{2}+5 b-\frac{a}{2}-b=12 a+4 b=10 \\[/tex]
[tex]4 a+2 b=5 / 2 \stackrel{n-3}{\rightarrow}-12 a-6 b=-15 / 2[/tex]
Then we get,
[tex]12 a+4 b=10[/tex]
[tex]$ \frac{12 a+4 b=20/2}{ -2 b=5 / 2} b=\frac{-5}{4}[/tex]
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