A recipe calls for 1/2 cup sugar and 1 cup flour. How much flour will you need if you use 3/4 cup of sugar?
1 and 3/4
1/2
1 1/2
3/4

Answer: y =21; x = 7√3

have: cos 60° = x/(14√3) = 1/2 => x = 1/2. (14√3) = 7√3

sin 60° = y/(14√3) = (√3)/2 => y = (√3)/2 . 14√3 = 21

Step-by-step explanation:

Answer:

put it over 100 and x by it

Step-by-step explanation:

There is an error with this question since in order to find the percentange the total amount is needed. Like 1.5346 out of how much.

So for this their is no total value; we can think the total value as, " x ". And to find percentage of any number you need to multiply it by 100.

Ans: 1.5346/x * 100

Brainliest please!

Answer:

  both are "all real numbers"

Step-by-step explanation:

The graph appears to be of a cubic polynomial (degree 3). Any polynomial has a domain of "all real numbers."

Any odd-degree polynomial has a range of "all real numbers."

Both the domain and range are "all real numbers", (-∞, ∞).

Answer:

Step-by-step explanation:

Area of a triangle: .5(b*h)

which means that

.5(4(x-1)*(2x+5))=30

mulitply the two equations

(4x-4)(2x+5) = 8x²+12x-20

distribute the 1/2

.5(8x²+12x-20)

4x²+6x-10 = 30

divide both sides by 2

2x²+3x-5= 15

move everything to one side

2x²+3x-20=0

not sure if you need to solve it but x= 2.5 or x= -4

Given the function w:

\( \displaystyle \large{w(x) = {x}^{2} + 1 }\)

Since we want to find w(x+3), the input would be x+3.

Substitute x = x+3 in.

\( \displaystyle \large{w(x + 3) = {(x + 3)}^{2} + 1 }\)

Alternate Solution

The answer above works if you want it in vertex form. For this alternate solution, I will convert the function in standard form.

As we know:

\( \displaystyle \large{ {(x + y)}^{2} = {x}^{2} + 2xy + {y}^{2} }\)

Therefore:

\( \displaystyle \large{ {(x + 3)}^{2} = {x}^{2} + 2(x)(3) + {3}^{2} } \\ \displaystyle \large{ {(x + 3)}^{2} = {x}^{2} + 6x+ 9}\)

Now for function w:

\( \displaystyle \large{w(x + 3) = {x}^{2} + 6x + 9+ 1 } \\ \displaystyle \large{w(x + 3) = {x}^{2} + 6x + 10}\)

Hence:

Answer:

D

Step-by-step explanation:

Answer:

One reason, is because it clearer and easier to read.

Seeing two numbers (3^5) can let you know, in this example, 3x3x3x3x3 is harder to understand than 3^5.

3 is the number being multiplied, and 5 tells you how many times.

~Hope this helps~

Answer:

2.08 this is answer

(i) The average values for the variables andre, pri gpa, and act is sum of all the values divided by the total number of values.

(ii) The model atenderte 5 b0 1 b1 prigpa 1 b2act 1 u in equation form  is atenderte = b₀ + b₁ x prigpa + b₂ x act + u

(iii) The slope coefficients is  b₁ and b₂

(iv) The predicted atenderte if prigpa 5 3.65 and act 5 20 is atenderte = b₀ + b₁ x 3.65 + b₂ x 20 + u

(v) if student a has prigpa 5 3.1 and act 5 21 and student b has prigpa 5 2.1 and act 5 26, then the predicted difference in their attendance rates is  0.5

In this exercise, we will be exploring a regression model that predicts the attendance rate of students based on their academic performance variables. We will be using three variables to predict the attendance rate: "andre", "pri gpa", and "act". Here are the answers to the questions:

(i) To obtain the minimum, maximum, and average values for the variables "andre", "pri gpa", and "act", we need to first look at the data. The minimum value is the smallest value for each variable, the maximum value is the largest value for each variable, and the average value is the sum of all the values divided by the total number of values.

(ii) The regression model that predicts the attendance rate is written in equation form as

=> "atenderte = b₀ + b₁ x prigpa + b₂ x act + u".

This equation means that the predicted attendance rate (atenderte) is equal to the intercept (b₀) plus the product of the coefficient for "pri gpa" (b₁) and the value of "pri gpa" plus the product of the coefficient for "act" (b₂) and the value of "act".

(iii) The estimated slope coefficients (b₁ and b₂) tell us the expected change in the attendance rate for each one-unit increase in "pri gpa" or "act". If b₁ is positive, it means that as "pri gpa" increases, the attendance rate is expected to increase. Similarly, if b₂ is positive, it means that as "act" increases, the attendance rate is expected to increase.

(iv) To find the predicted attendance rate if "pri gpa" is 3.65 and "act" is 20, we can substitute these values into the regression equation:

atenderte = b₀ + b₁ x prigpa + b₂ x act + u

atenderte = b₀ + b₁ x 3.65 + b₂ x 20 + u

This will give us the predicted attendance rate for a student with "pri gpa" of 3.65 and "act" of 20. If there are any students in the sample with these values of the explanatory variables, then their actual attendance rate should be close to the predicted value.

(v) To find the predicted difference in attendance rates between student A (with "pri gpa" of 3.1 and "act" of 21) and student B (with "pri gpa" of 2.1 and "act" of 26), we can first use the regression equation to predict the attendance rates for each student:

Student A:

atenderteA = b0 + b1 x 3.1 + b2 x 21 + u

Student B:

atenderteB = b0 + b1 x 2.1 + b2 x 26 + u

Then, we can take the difference between the predicted attendance rates for each student:

=> atenderteA - atenderteB

=> 52.6 - 52.1 = 0.5

This will give us the predicted difference in attendance rates between the two students.

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(a) The standard deviation of the required distribution for vitamin C is approximately 7.98 mg/d.
(B) The plot should show a bell-shaped curve centered at 60 mg/d, with the RDA located slightly to the right of the center.

(a) To determine the standard deviation of the required distribution for vitamin C, we can use the information provided about the estimated average requirement (EAR) and the recommended dietary allowance (RDA). The EAR is the mean of the distribution (60 mg/d), and the RDA (75 mg/d) is assumed to be the 97.72 percentile.

We can use the Z-score formula to find the standard deviation:

Z = (X - μ) / σ

Where Z is the Z-score, X is the value of the RDA, μ is the mean (EAR), and σ is the standard deviation.

First, find the Z-score corresponding to the 97.72 percentile. Using a standard normal table or calculator, we find that Z ≈ 2.0.

Now, plug in the values into the Z-score formula:

2.0 = (75 - 60) / σ
σ = (75 - 60) / 2.0
σ = 15 / 2.0
σ = 7.5 mg/d
Plugging in the values, we get:
1.88 = (75 - 60) / σ

Solving for σ, we get:
σ = (75 - 60) / 1.88 = 7.98

The standard deviation of the required distribution is 7.5 mg/d.

(b) To sketch the distribution of vitamin C requirements for 19- to 30-year-old women, follow these steps:

1. Draw a normal distribution curve.
2. Mark the mean (EAR) at 60 mg/d on the horizontal axis.
3. Mark the RDA at 75 mg/d and the UL at 2000 mg/d on the horizontal axis.
4. Indicate that the standard deviation is 7.5 mg/d.

The distribution of vitamin C requirements for 19- to 30-year-old women is Normal, with a mean of 60 mg/d and a standard deviation of 7.98 mg/d. The EAR, RDA, and UL can be marked on the plot as follows:

- EAR: 60 mg/d, located at the center of the distribution
- RDA: 75 mg/d, located at the 97.72 percentile of the distribution
- UL: 2000 mg/d, located at the far right end of the distribution (beyond the range of the plot)

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The answer is B. 2

The explanation is pretty simple. You look at the grids, the line and the height.

Answer:

Step-by-step explanation: In the problem, they tell us that

dL / dt = 7 cm/s (the rate at which the length is changing) and

dw / dt = 8 cm/s (the rate at which the width is changing)

Want dA/dt (the rate at which the area is changing) when L = 7 cm and w = 5 cm

The equation for the area of a rectangle is:

A = L·w, so will need the product rule when taking the derivative.

dA/dt = L (dw/dt) + w (dL/dt)

Now just plug in all of the given numbers:

dA/dt = (7)(7) + (5)(8) = 49+40 = 89  cm²/s

Distance from point A to point B is approx. 3m

What is the difference between Distance and Displacement?

While distance and displacement appear to signify the same thing, they actually have very different definitions and meanings.

A scalar quantity known as distance measures "how much ground an object has traversed" while moving.

An object's total change in position is referred to as displacement, a vector variable that measures "how far out of place an object is."

Distance is the sum of an object's movements, regardless of direction. Regardless of an object's starting or ending position, distance can be defined as the amount of ground it has covered.

The term "displacement" refers to a shift in an object's position. It is a vector quantity with a magnitude and direction. The symbol for it is an arrow pointing from the initial location to the ending place. For instance, if an object shifts from location A to position B, its position changes. Displacement is the term used to describe this shift in an object's position.

∠BCD = 36°

∠ACD = 32°

CD= 26m

tan∠BCD=0.726

tan∠ACD=0.624

since,

BD=CD x tan∠BCD

AD=CD x tan∠ACD

thus,

AB = BD-AD

= CD x tan∠BCD - CD x tan∠ACD

= CD x [0.726 - 0.624]

= 2.652

= approx 3 m

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Answer:

3(m)

Step-by-step explanation:

The parametric representation of the curve is defined by (x, y) = ((0.5 + 0.5√(1 + tan² θ)) · cos θ, (0.5 + 0.5√(1 + tan² θ)) · sin θ), where θ is in radians.

In this problem we must derive the parametric representation of a curve that partitions line segment QR in two parts of equal length, that is, an expression in rectangular form and in terms of angle θ, in radians. By Pythagorean theorem and trigonometric functions, we get the following expression:

(x, y) = (OP · cos θ, OP · sin θ)

(x, y) = ((1 + PQ) · cos θ, (1 + PQ) · sin θ)

Now we determine the length of the line segment PQ by Pythagorean theorem:

QR = √(1 + d²) - 1

PQ = 0.5 · QR

PQ = 0.5√(1 + d²) - 0.5

Then, we derive the following parametric formulae:

(x, y) = ((0.5 + 0.5√(1 + d²)) · cos θ, (0.5 + 0.5√(1 + d²)) · sin θ)

Where d is the vertical distance from O to R, whose trigonometric function is:

d = tan θ

(x, y) = ((0.5 + 0.5√(1 + tan² θ)) · cos θ, (0.5 + 0.5√(1 + tan² θ)) · sin θ)

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Simple random sampling is a frequently chosen for its simplicity and periodicity.

What is frequently ?

Frequently refers to something that happens or occurs often or many times. It is an adverb that describes the regularity of an action or event, indicating that it happens with a high frequency or on a regular basis.

Simple random sampling is a random sampling technique that is frequently chosen by researchers for its simplicity and its periodic quality. This technique involves randomly selecting a sample from a larger population, with each individual in the population having an equal chance of being selected. Simple random sampling is considered to be an unbiased and efficient method for selecting a representative sample, and it is often used as a benchmark for comparing other sampling methods.

Simple random sampling is a frequently chosen for its simplicity and periodicity.

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Hello and Good Morning/Afternoon:

Let's take this problem step-by-step:

What does this problem want us to find:

   \(\hookrightarrow \text{which graph is a linear equation}\)

A linear equation's

  \(\hookrightarrow \text{would be a straight line}\)

           \(\hookrightarrow \text{ because linear lines are lines with one set slope }\)

                           \(\hookrightarrow \text{across the whole graph}\)

All other lines in general:

 \(\hookrightarrow \text{slope's change as you move along their graph}\)

Thus Top-right graph is a linear equation graph

Answer: Top-Right Graph

Hope that helps!

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The answers that  best explains how we check to make sure that this condition is met is: c. Make sure there is similar spread around the sample mean of y.

The equal spread condition states that the residuals (differences between the actual and predicted values of y) should have roughly equal variance at each value of x.

To check if this condition is met, we examine the residual plot, which is a scatterplot of the residuals versus the independent variable x. If the spread of residuals around the mean is roughly equal for all x, then the equal spread condition is satisfied.

Therefore the correct option is C.

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Answer:

A and D

Step-by-step explanation:

so sorry im in school

x+y=4

 -y.  -y

x=4-y

4-y-y=2

4-2y=2

-4      -4

-2y= -2

/-2.   /-2

y=1

x+1=4

  -1 -1

x=3

so A and D is correct

Answer:

A

Step-by-step explanation:

A because when you find the product you need to add

Answer:

b 5

Step-by-step explanation:

because has the frequency of 3 in the question

The probability that at most 2 females are chosen in the situation described is 0.21.

Probability is the measure of the likelihood of an event occurring in a given experiment.

In this scenario, we will employ the binomial probability formula, which is given as P(X=x) = nCx * p^x * q^(n-x)Where: nCx is the combination of n things taken x at a time, p is the probability of success on any given trial, q is the probability of failure on any given trial, and n is the number of trials.

We must first determine the values of p, q, n, and x in this scenario.

There are 7 people in total, 3 of which are female, hence the probability of selecting a female is p=3/7. q is equal to 1-p, which is 4/7.

We need to determine the probability of selecting at most 2 females, which means that we need to find the probability of selecting 0 females, 1 female, or 2 females.

We will do this by adding up the probabilities for each of these cases.

To do so, we use the formula P(X≤2) = P(X=0) + P(X=1) + P(X=2) = (4C0)(3/7)^0(4/7)^4 + (4C1)(3/7)^1(4/7)^3 + (4C2)(3/7)^2(4/7)^2 = 0.2107.

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Step-by-step explanation:

it's a right angle so x + 63 = 90

that means x = 90-63

therefore x = 27

Answer:

Hey mate.....

Step-by-step explanation:

This is ur answer.....

x = 90-63

x = 27

Hope it helps you,

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If I discovered two numerical values that were twice as big as the next highest value, I would expunge them because they can affect the final results.

A numerical data is also referred to as a quantitative data and it can be defined as a data set that is primarily expressed in numbers only.

This ultimately implies that, a numerical data is a data set consisting of numbers rather than words.

An outlier can be defined as a numerical value that is either unusually too small or large (big) in comparison with the overall pattern of the numerical values contained in a data set.

Assuming I am counting the number of expert tutors on Brainly and I discovered two numerical values that were twice as big as the next highest value, I would expunge them because they can affect the final results.

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Answer:

The area changes by 4 times. Or, 4*L*W

This is because when you double the length and width, you are simply creating 3 more copies of that rectangle, all inside one rectangle

Answer:

Step-by-step explanation:

The statetement does not make sense because we can rewrite the equation of the line in the slope intercept form

1) add -Ax at both members

Ax + By - Ax = -Ax + C

By = -Ax + C

2) divide both members by B (assuming that its value is not 0)

y = (-A/B) x  + C/B

the slope of the line is the therm that multiply x, so

m = -A/B

Answer:

1 2/5

Step-by-step explanation:

Step 1:

1.4 = 140/100

Step 2:

140/100 = 70/50

Step 3:

70/50 = 35/25

Step 4:

35/25 = 7/5

Step 5:

7/5 = 1 2/5

Answer:

1 2/5

Hope This Helps :)

Strategies such as fast-tracking, crashing, prioritization, and resource optimization can be employed to reduce the project completion time by 5 weeks.


To reduce the completion time of the project by 5 weeks, we need to analyze the provided information and make appropriate adjustments. The initial completion time of the project is 25 weeks.

To achieve a reduction of 5 weeks, we can consider several strategies:

1. Fast-tracking: This involves overlapping or parallelizing certain project activities that were initially planned to be executed sequentially. By identifying tasks that can be performed concurrently, we can potentially save time. However, it's important to evaluate the impact on resource allocation and potential risks associated with fast-tracking.

2. Crashing: This strategy focuses on expediting critical activities by adding more resources or adopting alternative approaches to complete them faster. By compressing the schedule of critical tasks, we can reduce the overall project duration. However, this may come at an additional cost.

3. Prioritization: By reevaluating the project tasks and their priorities, we can allocate resources more efficiently. This ensures that critical activities receive higher attention and are completed earlier, resulting in an accelerated project timeline.

4. Resource optimization: Analyzing the resource allocation and identifying potential areas for optimization can lead to time savings. By ensuring that resources are utilized effectively and efficiently, we can streamline the project execution process.

It's important to note that implementing any of these strategies requires careful evaluation, considering factors such as project constraints, risks, cost implications, and stakeholder agreements. A comprehensive analysis of the project plan, resource availability, and critical path can guide the decision-making process for reducing the project completion time.

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Every year, 1800 units crossover point. The process focus is less expensive for volumes over 1800.

When all tax credits have been used up by a limited partnership and the limited partners are left with a tax burden, that moment is known as the crossover point.

When both projects have positive values, the crossover point is formed by the intersection of two IRR curves.

The weighted average cost of capital, also known as the crossover rate, is the rate of return at which the net present values (NPV) of two projects are equal.

The rate of return at which the net present value profiles of two projects cross each other is what this term denotes.

So, annual crossover sales are 1800 units.

Process emphasis is less expensive and less important for volumes under 1800 units; repeated manufacturing concentration is less expensive and less important for volumes exceeding 1800 units.

Fixed cost ÷ variable cost

$90000÷50 =$1800

$9,000÷5=$1800

Therefore, every year, 1800 units cross over. The process focus is less expensive for volumes over 1800.

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Correct question:

A product is currently made in a process-focused shop, where fixed costs are $9,000 per year and variable costs are $50 per unit. The firm is considering a fundamental shift in process, to repetitive manufacturing. The new process would have fixed costs of $90,000, and variable costs of $5. The cross over is at 1800 units annually. for volumes over 1800, the process focus is cheaper.