PLEASE HELP!!


Step 3: If you took an inventory of your house 200 years ago, would more or fewer items come from your home country?

Step 4: How has transportation helped shape what we buy?

Step 5: How have labor costs helped shape what we buy?


Part B

Directions: Read the definition of trade balance below. Use the graph to calculate the Trade Balance for 1850, 1900, 1950, and 2000.

Definition: The trade balance is the cost of the imports subtracted from the exports. The chart below shows information about the United States. Use what you just learned about imports, exports, and trade balance to complete the chart. The first one has been done for you.

Hint: Subtract the import from the export. If the 'import' is greater than the 'export' your answer will be a negative number, because the U.S. imported more goods than were exported.


Trade Balance:
1. 1800 = -20
2. 1850 = ?
3. 1900 = ?
4. 1950 = ?
5. 2000 = ?

To investigate whether there is convincing evidence, at a 5 percent level of significance,

that a longer hand length is associated with a decrease in the time to complete the 100-meter freestyle, the researcher should use a two-sample t-test.

The independent variable is hand length, and the dependent variable is time to complete the 100-meter freestyle.

The t-test compares the mean time to complete the 100-meter freestyle for swimmers with longer hand lengths to the mean time for swimmers with shorter hand lengths.

The t-test is appropriate because the sample size is small, and the researcher is comparing two groups.

By conducting a two-sample t-test, the researcher can determine whether the observed difference in mean times is statistically significant or due to chance.

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The probability that all three selected students are boys is approximately 0.3929 or 39.29%.

To calculate the probability that all three selected students are boys, we need to consider the total number of possible outcomes and the number of favorable outcomes.

In this case, there are 12 boys and 4 girls in the class, making a total of 16 students. We want to select three students, and we want all three of them to be boys.

The total number of ways to select three students from the class is given by the combination formula, which can be represented as:

Total Possible Outcomes = nCr(16, 3) = (16!)/((16-3)! * 3!) = 560

Now, let's consider the number of favorable outcomes where all three selected students are boys. Since there are 12 boys, we can choose three of them using the combination formula:

Favorable Outcomes = nCr(12, 3) = (12!)/((12-3)! * 3!) = 220

Therefore, the probability that all three selected students are boys is:

Probability = Favorable Outcomes / Total Possible Outcomes = 220 / 560 ≈ 0.3929, or approximately 39.29%.

Hence, the probability that all three selected students are boys is approximately 0.3929 or 39.29%.

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The length of the sider labelled f in the right triangle, found using Pythagorean Theorem expressed in simplest radical form is 2·√2 centimeters

Pythagorean Theorem states that the square of the length of the hypotenuse side of a right triangle is equivalent to the sum of the squares of the lengths of the legs of the right triangle. The side f is the hypotenuse side of the triangle.

The rectangle angle mark indicates that the figure is a right triangle.

The measures of the interior angles of the right triangle are; 45° and 45°

The 45° right triangle is an isosceles triangle.

Therefore, the lengths of the legs of the right triangle are congruent

The length of one of the legs is 2 centimeters, therefore

The length of the other leg is also 2 centimeters

The side labelled f in the right triangle is the hypotenuse side and the Pythagorean Theorem, indicates therefore, that we get;

f² = 2² + 2² = 8

f = √8 = √(4 × 2) = 2·√2

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For a one-tailed test with a 0.05 level of significance, the critical z statistic is 1.645, but the critical t statistic is 1.96. The statement is false.

The statement is incorrect. For a one-tailed test with a 0.05 level of significance, the critical z statistic is indeed 1.645. However, the critical t statistic value depends on the degrees of freedom (df), which is not provided in the statement. The 1.96 value mentioned is actually the critical z statistic for a two-tailed test with a 0.05 level of significance.

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Answer:

nope

Step-by-step explanation:

As the number of zygotes increases, it can lead to both increased genetic diversity and increased chances of beneficial or harmful traits.

These factors can play a role in shaping the evolution of a population over time.

As the number of zygotes increases, there are a few possible outcomes:

1. Increased genetic diversity:

When gametes are chosen at random to form zygotes, it increases the chances of combining different sets of genetic information. This can lead to an increase in genetic diversity among the zygotes.

2. Higher chances of beneficial traits:

With a larger number of zygotes, there is a higher probability of beneficial genetic variations occurring. These beneficial traits can provide advantages to the organism, such as improved survival or reproduction.

3. Increased chances of harmful traits:

On the flip side, as the number of zygotes increases, there is also a greater likelihood of harmful genetic variations occurring. These harmful traits can lead to decreased fitness or survival disadvantages for the organism.

4. Natural selection:

With an increased number of zygotes, there is a greater pool of potential variations for natural selection to act upon. Natural selection favors individuals with traits that are better suited to their environment, leading to the survival and reproduction of those individuals and their genetic traits becoming more common in subsequent generations.

Overall, as the number of zygotes increases, it can lead to both increased genetic diversity and increased chances of beneficial or harmful traits. These factors can play a role in shaping the evolution of a population over time.

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As the number of zygotes increases, the genetic diversity within the population may increase, and the overall population size may also increase.

When gametes, which are the reproductive cells (sperm and egg), combine to form zygotes, the process is random. This means that the choice of gametes that come together to form a zygote is not predetermined or controlled.

As the number of zygotes increases, there are a few possible outcomes. One possible outcome is that the genetic diversity within the population will also increase.

This is because with a larger number of zygotes being formed, there is a higher chance of different combinations of gametes coming together.

For example, let's say there are 10 gametes available: A, B, C, D, E, F, G, H, I, and J. If two gametes are chosen randomly to form a zygote, the possible combinations could be AB, CD, EF, GH, or IJ.

As the number of zygotes increases, the chance of different combinations occurring also increases. This can lead to a greater variety of genetic traits within the population.

Additionally, as the number of zygotes increases, the overall population size may also increase.

If each zygote develops into a fully grown individual, then with a larger number of zygotes, there will be a larger number of offspring.

To summarize, as the number of zygotes increases, the genetic diversity within the population may increase, and the overall population size may also increase.

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Answer:

60:13

60 students to 13 teachers

Answer:

none

Step-by-step explanation:

the two shortest lengths combined have to be longer than the longest length

4+7=11

11<15

the 4 cm side and the 7 cm side wouldn't touch

The required answer is the approximately 5.98 feet.

The area of a circular trampoline is given as 112.07 square feet.

To find the radius of the trampoline,

area of a circle:

A = πr^2

where A is the area and r is the radius of the circle.

To find the radius,

r = √(A/π)

Substituting the given area, we have:

r = √(112.07/π)

Now,  calculate the value of the radius using a calculator or estimation. the value of π to be approximately 3.14:

r = √(112.07/3.14)
r ≈ √(35.70675)
r ≈ 5.98

Therefore, the radius of the circular trampoline is approximately 5.98 feet.

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Answer:

x = 19

Step-by-step explanation:

Answer:

90 hope this helps~!

Step-by-step explanation:

Many psychologists consider the distinguishing feature of adolescent thought to be the ability to think in terms of abstract concepts or hypothetical situations.

These cognitive abilities play a crucial role in adolescent development, facilitating problem-solving, decision-making, and the exploration of identity and future possibilities.

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John has the same preference as Kim. John loves to eat mango and the banana. Kim loves to eat mango but not the apple. Jim loves to eat banana but not the mango. John and Kim have the same preference for mango.

John's preference for mango can be inferred from the given information that he loves to eat mango and the banana. However, it does not mention anything about his preference for apples. Kim, on the other hand, loves to eat mango but not the apple. This aligns with John's preference for mango.

Among the given children, John and Kim have the same preference for fruits. They both love to eat mango, while John also enjoys eating bananas.

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(a) To show that W1 and W2 are orthogonal subspaces, we need to show that the dot product of any vector in W1 with any vector in W2 is zero. We can do this by showing that the dot product of each pair of basis vectors from W1 and W2 is zero.

(b) We can write y as a linear combination of the basis vectors, then solve for the coefficients using a system of equations. We get y = (-5/8)*v1 + (19/8)*v2 + (11/4)*v3 + (5/4)*v4. We can then take the appropriate linear combinations of v1, v2, v3, and v4 to get a vector in W1 and a vector in W2 that add up to y.

(a) To show that the subspaces W1 and W2 are orthogonal to each other, we need to show that every vector in W1 is orthogonal to every vector in W2. In other words, we need to show that the dot product of any vector in W1 with any vector in W2 is zero.

Let's take an arbitrary vector w1 in W1, which can be written as a linear combination of v1 and v2:

w1 = a1v1 + a2v2

Similarly, let's take an arbitrary vector w2 in W2, which can be written as a linear combination of v3 and v4:

w2 = b1v3 + b2v4

Now we can take the dot product of w1 and w2:

w1 · w2 = (a1v1 + a2v2) · (b1v3 + b2v4)

= a1b1(v1 · v3) + a1b2(v1 · v4) + a2b1(v2 · v3) + a2b2(v2 · v4)

We know that v1 · v3 = v1 · v4 = v2 · v3 = 0, because these pairs of vectors are not in the same subspace. Therefore, the dot product simplifies to:

w1 · w2 = a2b2(v2 · v4)

Since v2 · v4 is a scalar, we can pull it out of the dot product:

w1 · w2 = (v2 · v4) * (a2*b2)

Since a2 and b2 are just constants, we can say that w1 · w2 is proportional to v2 · v4. But we know that v2 · v4 = 0, because the dot product of orthogonal vectors is always zero. Therefore, w1 · w2 must be zero as well. This holds for any choice of w1 in W1 and w2 in W2, so we have shown that W1 and W2 are orthogonal subspaces.

(b) To find a vector in W1 that adds up to y, we can take the projection of y onto the subspace spanned by v1 and v2. Similarly, to find a vector in W2 that adds up to y, we can take the projection of y onto the subspace spanned by v3 and v4.

The projection of y onto W1 is given by proj_W1(y) = (-5/8)*v1 + (19/8)*v2.

The projection of y onto W2 is given by proj_W2(y) = (11/4)*v3 + (5/4)*v4.

Therefore, a vector in W1 that adds up to y is (-5/8)*v1 + (19/8)*v2, and a vector in W2 that adds up to y is (11/4)*v3 + (5/4)*v4.

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1, 140 °

2, 40°

3, 100 °

4, 100°

5, 40°

6, 90 °

7, 120 °

8, 130 °

Step-by-step explanation:

1, BOA IS EQUAL TO FOH = 140°

2, FOE EQUAL TO BOA = BOA = 40° = FOE = 40°

3, BOA° + GOF° =40° + 60° = 100 °

4, GOE = BOC WHICH MEAN GOE = 100° = BOC = 100°

5, COD = HOG =40 °

6, EOD= AOG = 90°

7, AOD = GOE + COD = 100° + 40 ° = 140°

8, BOG = 140 °

Answer:

Step-by-step explanation:

Use SOH CAH TOA to recall how the trig functions fit on a triangle

SOH: Sin(Ф)= Opp / Hyp

CAH: Cos(Ф)= Adj / Hyp

TOA: Tan(Ф) = Opp / Adj

The triangles are similar   so

x + 46 + 78 = 180

x = 56°

Answer:

11

Step-by-step explanation:

The height is 11 inches.

In this case, we'll have to carry out several steps to find the solution.

Step 01:

data:

triangle:

sides:

a = 14 cm

b = 9 cm

c = 6 cm

Step 02:

law of cosines:

B = arc cos 0.8988

B = 25.99

The answer is:

B = 26°

To find a nonzero solution to a system of homogeneous equations, the corresponding matrix must be singular, meaning it has no inverse and its determinant is zero, allowing for the existence of eigenvectors corresponding to the eigenvalue λ = 0.

When we have a system of homogeneous equations, it means that all the equations in the system have a right-hand side of zero. Such a system can be written as Ax = 0, where A is the coefficient matrix and x is the column vector of variables.

To find a nonzero solution, we need to find a value of x such that Ax = 0, but x ≠ 0.

If A is a singular matrix, it means that it has no inverse, and its determinant is zero. This implies that the rows of A are linearly dependent, which in turn means that the columns of A are also linearly dependent. In other words, some of the columns of A can be expressed as linear combinations of the others.

When we multiply a singular matrix A by any nonzero vector x, we get a linear combination of its columns that equals zero, since the columns of A are linearly dependent.

Therefore, we can always find a nonzero vector x that satisfies Ax = 0. This nonzero vector x is called an eigenvector corresponding to the eigenvalue λ = 0, which is the only eigenvalue of a singular matrix.

Hence, finding a nonzero solution to a system of homogeneous equations requires that the matrix corresponding to this system is singular because only singular matrices have eigenvectors corresponding to the eigenvalue λ = 0, which are the solutions to the homogeneous equation Ax = 0.

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Answer:

2.29883

formula

\(c = 2 \times \pi \times r\)

solving for (r) radius

\(r = \frac{c}{2\pi} = \frac{14.44}{2 \times \pi} \)

= 2.29883

Answer:

Bring the first dot down to 1 but leave it in the 15 row

Then the middle one bring to the right one line (to 30) and then down two rows (to 2)

And the one on the right bring one line to the right

Using proportions, the coordinates of point G are given as follows:

(1.8, 1.6).

A proportion is a fraction of a total amount, and the measures are related using a rule of three. Due to this, relations between variables, either direct(when both increase or both decrease) or inverse proportional(when one increases and the other decreases, or vice versa), can be built to find the desired measures in the problem, or equations to find these measures.

The points A and B are given as follows:

A(-3, 4) and B(5,0).

For this problem, we have that the ratio of AG to GB is 3:2, hence:

AG = 3/5AB

G - A = 3/5(B - A).

The x-coordinate of G is found as follows:

x + 3 = 3/5(5 + 3)

x + 3 = 4.8

x = 1.8.

The y-coordinate of G is found as follows:

y - 4 = 3/5(0 - 4)

y - 4 = -2.4

y = 1.6.

Hence the coordinates of point G are given as follows:

(1.8, 1.6).

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Answer:

m=3

Step-by-step explanation:

6m-2=16

6m=18

m=3

Answer:

m = 3

Step-by-step explanation:

So what times 6 minus 2 will get you 16.

That would be 3 my good sir.

Here is an equation, hope this helps.

6(3) - 2 = 16

6 x (3) - 2 = 16

18 - 2 = 16

16 = 16 .          

Hope it helps You out.

Answer:

8 packages of pasta and 8 jar of sauce which is $32 dollars and 20lbs in total

Step-by-step explanation:

8 pack of pasta is 8$ and 8lbs

8 jars of sauce is 24$ and 12lbs

8 plus 12 is 20 which is the max of lbs Tyler can carry.

Answer:

(x-4)²

Step-by-step explanation:

(x-4)²

(x-4)(x-4)

x(x-4)-4(x-4)

x²-4x-4x+16

x²-8x+16

Answer:m,m,

Step-by-step explanation:

Answer:

Zeros:

Step-by-step explanation:

Given quadratic polynomial:

\(x^2+x -20\)

The zeros of a function f(x) are the x-values that satisfy the equation f(x)=0.  

Therefore, to find the zeros of the given function, set it to zero and solve for x.

Factor the quadratic:

\(\implies x^2+x-20=0\)

\(\implies x^2+5x-4x-20=0\)

\(\implies x(x+5)-4(x+5)=0\)

\(\implies (x-4)(x+5)=0\)

\(\boxed{\begin{minipage}{8.4 cm}\underline{Zero Product Property}\\\\If $a \cdot b = 0$ then either $a = 0$ or $b = 0$ (or both).\\\end{minipage}}\)

Apply the Zero Product Property:

\(\implies x-4=0 \implies x=4\)

\(\implies x+5=0 \implies x=-5\)

Therefore, the zeros of the given quadratic polynomial are:

Answer:

30.8

Step-by-step explanation: round bozo