Can someone please help me with this please!!!!!

The length of the chord located 0.7 cm from the centre of a circular ring with a 2.5 cm radius is approximately 3.5 cm.

To calculate the length of the chord, we can use the following formula:

Chord Length = 2 x √(r^2 - d^2)

Where r is the radius of the circular ring and d is the distance between the chord and the centre of the circle.

In this case, r = 2.5 cm and d = 0.7 cm. Plugging these values into the formula, we get:

Chord Length = 2 x √(2.5^2 - 0.7^2) ≈ 3.5 cm (rounded to the nearest tenth)

Therefore, the length of the chord is approximately 3.5 cm. This hidden watermark technique is a simple but effective security measure that can help prevent counterfeiting or tampering with important documents. By incorporating a unique and difficult-to-replicate watermark, the jewellery company can protect its brand identity and ensure the authenticity of its official documents.

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(a) Example question: "How often do you look at social media while doing schoolwork?

(b) Sofie can select a simple random sample of students by using a random number generator to assign a unique identification number to each student in the online high school.

(c) The sample for Sofie's research is the 32 completed surveys she received. These surveys represent the responses of a subset of the population. The population, in this case, refers to all the students at the online high school.

(d) If Sofie uses only the completed surveys, she can conclude that approximately 50% (16 out of 32) of the students who completed the survey reported using social media while doing schoolwork.

(a) Please select one of the following options: never, rarely, occasionally, frequently, or always."

(b) She can then use the random number generator again to select a specific number of students from the entire population of students, ensuring that each student has an equal chance of being selected. For example, if there are 500 students in total and Sofie wants a sample size of 50, she can generate 50 random numbers and select the corresponding students based on their identification numbers.

(d) However, it is important to note that this conclusion is specific to the sample of completed surveys and cannot be generalized to the entire population of high school students.

To make an inference about the percent of all high school students who use social media while doing schoolwork, Sofie would need a larger and more representative sample that covers a wider range of students in the online high school.

Additionally, she should consider potential biases in the sample, such as non-response bias if the students who chose not to complete the survey have different social media usage patterns compared to those who did respond.

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Given:

Perimeter of rectangle is 78 feet

Let the width of the rectangle be w

Then the length of the rectangle be 2w

Now, the perimeter is given by the formula:

Substitute l= 2w and b=w

Given perimeter = 78 feet so,

Hence, the width of rectangle is 13 feet

The length of rectangle is 2w= 2(13)=26 feet.

The direct distance form A to C is represented by the inequality

AC < 40 yards.

A triangle is a polygon with three sides , three vertices and three angles.

It is given that

Distance form point A to B is 15 yards

Distance form point B to C is 25 yards.

Distance AC = ?

In a Triangle the sum of two sides is always greater than the third side.

Therefore

AC < 15 +25

AC < 40 yards.

Therefore the direct distance form A to C is represented by the inequality AC < 40 yards.

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Answer:

B

Step-by-step explanation:

Answer:

BC = 5.87

Step-by-step explanation:

Reference angle = 50°

Side Opposite to reference angle = 7

Adjacent side = BC = ?

Apply trigonometric function, TOA, thus:

Tan 50 = Opp/Adj

Tan 50 = 7/BC

BC × Tan 50 = 7

BC = 7/Tan 50

BC = 5.87369742 ≈ 5.87 (nearest hundredth)

Answer:

5.87

Step-by-step explanation:

khan said it was correct.

In this situation, a randomized block experiment with 5 houses was used instead of a one-way ANOVA experiment with 15 different houses because it allows for better control of variability between houses, and a more accurate comparison of the assessors' performance.

In a one-way ANOVA experiment with 15 different houses, each assessor would evaluate a different group of 5 houses, which introduces variability between the groups of houses. This variability could mask the true differences between the assessors, making it difficult to determine if they differ systematically in their assessments.

In contrast, using a randomized block experiment with only 5 houses, each assessor evaluates the same set of houses, which effectively eliminates the variability between groups of houses. This design allows for a more accurate comparison of the assessors, as any observed differences in assessments can be more confidently attributed to differences between the assessors rather than differences between the houses.

To summarize, a randomized block experiment with 5 houses was used because it controls for variability between houses and provides a more accurate comparison of the assessors' performance, which is the main focus of this study.

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The probability that at least 15 in the sample are among the group of athletes who have been told by coaches to neglect their studies is approximately 0.0998.

Probability can be used to make predictions or decisions in a variety of situations, such as in gambling, finance, and science. In these situations, probabilities can be calculated based on statistical data or by using mathematical models.

To find the probability that at least 15 in the sample are among the group of athletes who have been told by coaches to neglect their studies, we can use the binomial cumulative distribution function. This is given by:

$$P(X \ge 15) = \sum_{k=15}^{50} \binom{50}{k} (0.4)^k (0.6)^{50-k}$$

We can calculate this probability using a calculator or computer, or we can approximate it using the normal distribution. To do this, we can use the continuity correction and compute:

$$P(X \ge 15) \approx P\left(\frac{X-n p}{\sqrt{n p (1-p)}} \ge \frac{15 - 50 \cdot 0.4}{\sqrt{50 \cdot 0.4 \cdot 0.6}}\right) = P(Z \ge 1.28)$$

Where $Z$ is a standard normal random variable. Using a standard normal table or calculator, we find that $P(Z \ge 1.28) \approx 0.0998$.

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Answer:

A.) 93

B.) 77

C.) 369

Step-by-step explanation:

Answer:

Its the same one that I answered lol

Step-by-step explanation:

Answer:

c

Step-by-step explanation:

i done it and it c

Answer:

(1.5,-3) and (4.5,-3)

Step-by-step explanation:

9514 1404 393

Answer:

  \(\begin{cases}3x+12&\text{if }x>-4\\0&\text{if }x=-4\\-3x-12&\text{if }x<-4\end{cases}\)

Step-by-step explanation:

The absolute value function negates its argument when its argument is negative. The expression 3x+12 will be negative when ...

  3x +12 < 0

  x +4 < 0

  x < -4 . . . . . makes the absolute value function change its argument's sign

Using this fact, we can divide the domain into intervals below -4, at -4, and above -4. The above answer shows the function value in each domain interval.

The first term on the left-hand side represents the flux of the quantity D(pu δ) across the cell boundaries, and the second term represents the change of this flux within the cell.

To integrate the 1D steady-state convection-diffusion equation over a typical cell, we can start with the given equation:

D/dx(pu δ) = d/dx (rd δ/dx)

Here, D is the diffusion coefficient, p is the velocity, r is the reaction term, u is the concentration, and δ represents the Dirac delta function.

To integrate this equation over a typical cell, we need to define the limits of the cell. Let's assume the cell extends from x_i to x_i+1, where x_i and x_i+1 are the boundaries of the cell.

Integrating the left-hand side of the equation over the cell, we have:

∫[x_i to x_i+1] D/dx(pu δ) dx = D∫[x_i to x_i+1] d(pu δ)/dx dx

Using the integration by parts technique, the integral can be written as:

= [D(pu δ)]_[x_i to x_i+1] - ∫[x_i to x_i+1] d(D(pu δ))/dx dx

Similarly, integrating the right-hand side of the equation over the cell, we have:

∫[x_i to x_i+1] d/dx (rd δ/dx) dx = [rd δ/dx]_[x_i to x_i+1]

Combining the integrals, we get:

[D(pu δ)][x_i to x_i+1] - ∫[x_i to x_i+1] d(D(pu δ))/dx dx = [rd δ/dx][x_i to x_i+1]

This equation can be further simplified and manipulated using appropriate boundary conditions and assumptions based on the specific problem at hand.

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Answer:

a) 15

b) 97/2

Step-by-step explanation:

a) f(g(6))

  g(6) = 6

   2(6)+3

    12 + 3

      15

b) gf(x) = 10

    2x+3

    2x+3 = 100

    2x = 97

     x = 97/2

Answer:

It is greater

Step-by-step explanation:

Answer:

Step-by-step explanation:

Think of the triangles separately to write a proportion.

Answer:

K= 4

Step-by-step explanation:

Answer:

First we need to Find the lcm and equalise the denominators,

⇒3/5+1/6

  LCM = 5*6 = 30

∴[3*6]/[5*6]  +  [1*5]/[6*5]

⇒18/30+5/30

Now we can add the numerators and keep the denominator as it is,

⇒18+5/30

⇒23/30

∴3/5+1/6=23/30

Answer:

$16.02

Step-by-step explanation:

Answer:

$20.22

Step-by-step explanation:

The number line for the set of jump distances to make a new record.

Option B is the correct answer.

It is the representation of numbers in real order.

The difference between the consecutive numbers in a number line is always positive.

We have,

The school record in the long jump = 518 cm

Now,

To make a new record the set of jump distances should be greater than 518 cm.

To represent the set of jump distances on a number line we can not have a black dot on 513 on the number line.

The dot should be an open dot.

Thus,

Option B is the number line for the set of jump distances to make a new record.

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Answer:

\(\huge\boxed{\sf 288.9\ unit\²}\)

Step-by-step explanation:

Given that,

a = 29

b = 28

c = 22

= Sum of all sides

= 29 + 28 + 22

= 79

= P / 2

= 79 / 2

= 39.5

= \(\sqrt{s(s-a)(s-b)(s-c)}\)

Where s is semi-perimeter.

Put the given data:

= \(\sqrt{39.5(39.5-29)(39.5-28)(39.5-22)}\)

= \(\sqrt{39.5(10.5)(11.5)(17.5)}\)

= \(\sqrt{83468.4}\)

All corresponding angles and sides of △ABE and △CDE are congruent: ∠A ≅ ∠C, ∠B ≅ ∠D, AB ≅ CD, and BE ≅ DE.

To prove that △ABE ≅ △CDE, we can use the concept of corresponding angles and sides of parallel lines. Given that AB ∥ DC and AB ≅ DC, we need to show that △ABE and △CDE have congruent corresponding angles and sides.

Proof:

Given: AB ∥ DC, AB ≅ DC

Since AB ∥ DC, corresponding angles are congruent. Therefore, ∠A ≅ ∠C.

Also, AB ≅ DC, which means corresponding sides are congruent. Therefore, AB ≅ CD.

Consider △ABE and △CDE. We have ∠A ≅ ∠C (from step 2) and AB ≅ CD (from step 3).

To prove that △ABE ≅ △CDE, we need to show that all corresponding angles and sides are congruent.

We have already established that ∠A ≅ ∠C and AB ≅ CD.

Now, since AB ∥ DC, we can conclude that ∠B ≅ ∠D (corresponding angles of parallel lines).

Furthermore, since AB ≅ DC, we can also conclude that BE ≅ DE (corresponding sides of △ABE and △CDE).

Therefore, all corresponding angles and sides of △ABE and △CDE are congruent: ∠A ≅ ∠C, ∠B ≅ ∠D, AB ≅ CD, and BE ≅ DE.

By proving that all corresponding angles and sides of △ABE and △CDE are congruent, we can conclude that △ABE ≅ △CDE by the criteria of congruence (ASA - Angle-Side-Angle).

Hence, we have successfully proved that △ABE ≅ △CDE based on the given information and the concept of corresponding angles and sides of parallel lines.

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Answer:

8 + 23x ≤ 100

x ≤ 4

Step-by-step explanation:

Let x = number of people in attendance.

There is a constant fee of $8, and it costs $23 per person. The maximum they can spend is $100. Therefore, the inequality can be formed as:

8 + 23x ≤ 100

Solving:

Subtract 8 from both sides:

23x ≤ 92

Divide both sides by 23:

x ≤ 4

Therefore, 4 friends or fewer can attend without going over budget.

Answer:

4 people can go to the amusement park

Step-by-step explanation:

100-8= 92

92-23x= 4

First, let's find the area of the triangle:

\(A=\dfrac{1}{2}bh=\dfrac{1}{2}\times3\times4=6\)

Now, we multiply this area by the length of the prism, which is 20

\(20\times6=120\)

All 3 answers have 120. However, since we're calculating volume, it will be represented by \(\text{units}^3\). Since no specific unit (such as cm or in) is specified, it will be left at that.

Thus, the answer is answer choice D.

Let me know if you need any clarifications, thanks!

The volume of prism is 120 unit³.

The correct option is D.

Volume is a three-dimensional measurement that's used to gauge a solid shape's capacity. It implies that the volume of a closed form determines how much space it can occupy in three dimensions.

First, Area of Triangle

= 1/2 x b x h

= 1/2 x 3 x 4

= 3 x 2

= 6

So, the volume of prism is

= 6 x 20

= 120 unit³

Thus, the volume of prism is 120 unit³.

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The entering basic value is α and the leaving basic variable is x2.

Given that the formula for the line passing through the points (2, 4, 3) and (4, 2, 4) can be written as (2,4,3)+α[(4,2,4)−(2,4,3)] = (2,4,3)+α(2,−2,1), where 0 ≤ α ≤ 1 for just the line segment between these points. After augmenting with the slack variables x4, x5, x6, x7 for the respective functional constraints, this formula becomes (2,4,3,2,0,0,0) + α(2,−2,1,−2,2,0,0).We have to use this formula directly to answer each of the following questions and relate the algebra and geometry of the simplex method as it goes through one iteration in moving from (2,4,3) to (4,2,4). The questions are:(a) What is the entering basic variable?The entering basic variable is the variable that increases in the formula which in this case is α.(b) What is the leaving basic variable?The leaving basic variable is the variable that makes one of the original basic variables zero and takes its place as a basic variable in the new basic feasible solution. Here, the leaving basic variable is x2.(c) What is the new BF solution?The new basic feasible solution is found by replacing the entering basic variable α for the leaving basic variable x2 and then using Gaussian elimination to solve the linear system. Here is how it is done:At α = 0, we have the point (2,4,3,2,0,0,0).At α = 1, we have the point (4,2,4,0,2,0,0).Let α be the entering basic variable, then we can take x2 to leave the basis. Thus, at α = 0, we have (2,4,3,2,0,0,0) as the BFS and at α = 1, we have (4,2,4,0,2,0,0) as the next BFS.Then we need to use Gaussian elimination to solve the linear system. After Gaussian elimination, we get the new basic feasible solution as (10/3,4/3,0,0,2/3,0,0).Hence, the new BF solution is (10/3,4/3,0,0,2/3,0,0).Thus, the entering basic variable is α, the leaving basic variable is x2, and the new BF solution is (10/3,4/3,0,0,2/3,0,0).

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answer

Solved 3a. (10 pts) fa? x2 arctan (3.c) dx = 3b. (10 pts)

Step-by-step explanation:

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The value of 1 cm : 1 km is 6.66666667e-7

The ratio expression is given as:

1 cm : 15 km

Convert km to cm

So, we have

1 cm : 1 km = 1 cm : 1500000 cm

Express as quotient

1 cm : 1 km = 1 cm/1500000 cm

Evaluate the quotient

1 cm : 1 km = 6.66666667e-7

Hence, the value of 1 cm : 1 km is 6.66666667e-7

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Answer:

-5, 4                           10, 1

Step-by-step explanation:

Answer:

Step-by-step explanation: Ascending means increasing, so arrange the weights from the smallest to the biggest.

The weights are all in kilograms (kg) so no conversion is needed. Just arrange the weights by the numbers, 28.76 is the smallest here, and 32.63 is the biggest number, and it is repeated, so in that case the order doesn't matter.

Aman can come before Asif and vice versa since they have the same weights.