Eliminate the parameter t, write the equation in Cartesian coordinates, then sketch the graph of the vector- valued function r(t)=(2 sint, 3 cost) showing orientation.

Answer:

17/30

Step-by-step explanation:

Find LCM which is 60 then simplify.

Answer:

- 42 y + 14 z

Step-by-step explanation:

The metric unit from pounds to tons is 250 pounds = 0.125 tons

From the question, we have the following parameters that can be used in our computation:

250 pounds = how many tons

As a general rule, we have

1 pound = 0.0005 tons

Multiply both sides of the equation by 250

So, we have

250 * 1 pound = 0.0005 tons * 250

Evaluate the products

250 pounds = 0.125 tons

Hence, the conversion is 250 pounds = 0.125 tons

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Answer:

the answer is D :3

Step-by-step explanation:

you must use the dividen to answer the question

Answer:

StartFraction 5 Over 136 EndFraction

Step-by-step explanation:

The total number of books in Nadia's bookshelf is 10 + 2 + 5 = 17.

To calculate the probability, we multiply the probability of picking up a reference book (2 out of 17) by the probability of picking up a nonfiction book (5 out of 16, since one reference book has already been picked).

Probability = (2/17) * (5/16) = 10/272 = 5/136

Therefore, the correct answer is StartFraction 5 Over 136 EndFraction.

i hope i helped!

The measure of Angle f from the the figure is \(53^{o}\).

On a shared plane, parallel lines do not cross one another. Now, if a transversal crosses two parallel lines at two separate sites, four angles are created at each location. The characteristics of parallel lines with respect to transversals are therefore listed below.

The pair of alternative internal angles are equal when two parallel lines are crossed by a transversal.

When a transversal cuts between two parallel lines, the interior angles on the same side of the transversal are additional.

In the problem angle

a = \(119^{o}\)

e = \(66^{o}\)

Now , c = e ( alternate angles, interior)

⇒ c = \(66^{o}\)

a + b = \(180^{o}\) ( as sum of angles on a straight line is \(180^{o}\) )

b = \(180^{o}\) - \(119^{o}\) = \(61^{o}\)

f + b+ c = \(180^{o}\)                [sum of angles of a Triangle is \(180^{o}\) ]

f = \(180^{o}\)  - \(61^{o}\) - \(66^{o}\) = \(53^{o}\).

The measure of Angle f from the the figure is \(53^{o}\).

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Answer:

12

Step-by-step explanation:

16 divided by 4 is 4

8 + 4 : 12

Answer:12

Step-by-step explanation: plug the 16 into were the a is in the question

Given that the area between x = y and x = x, which lies at [0, 2], is rotated about the x-axis. We are to find the volume of the solid formed.

Step-by-step explanation:

Let’s plot the curve of the area given below:

The area is the region bounded by y = x and y = x², between x = 0 and x = 2.The given curve is shown below:

Now, the solid formed when this curve is rotated about the x-axis is shown below:

Volume of the solid formed = π ∫a^b [f(x)]^2 dx, where a = 0, b = 2And f(x) = x - x²∴ Volume of the solid = π ∫0^2 (x - x²)^2 dx= π ∫0^2 (x² - 2x³ + x⁴) dx= π [x³/3 - x⁴/2 + x⁵/5] from 0 to 2= π [8/3 - 16/2 + 32/5]= π [(40 - 120 + 96)/15]= 8π/15The volume of the solid formed when the area between and (x) = x which lies at [0, 2] is rotated about the x-axis is 8π/15. Answer: 8π/15.

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There are total 720 ways that Canesha and her friend sit in these six seats.

A combination is a mathematical technique that determines the number of possible arrangements in a collection of items where the order of the selection does not matter. In combinations, you can select the items in any order.

For the first seat, Canesha and 5 of her friends can all sit in. So there are a possible of 6 different persons.

For the second seat, because one has already sat down, there are a possible of 5 different persons sitting in the second seat.

Continuing on, the total number of different ways Canesha and her friends can sit in those 6 seats are:

= 6*5*4*3*2*1

= 720

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Answer:

the first one n second one

Answer:

A.)

Step-by-step explanation:

Try each choice to see which one works.

A.)

a_n = 4n + 10

a_5 = 4(5) + 10 = 30

a_6 = 4(6) + 10 = 34

a_7 = 4(7) + 10 = 38

Answer: A.)

R is the modulation index of q and p as a result.

For a scientist, a proof serves to persuade or justify that a particular proposition is true, in accordance with Bleiler-Baxter & Pair [22]. Yet it also aids in better understanding the outcome and associated ideas. Because of this, a proof can also serve as an explanation.

Three positive real numbers, p, q, and r, where p is the arithmetic average of r and p and q is the arithmetic average of q and r, shall be called the p-q-r system.

We are aware of what the definition of the mathematical mean between two numbers is:

p = (q + r) / 2

The midpoint of two digits is similarly described as:

q = √pr

That r is indeed the mean of q and p must now be demonstrated. The definition of the harmonized mean of two integers is:

1/r = (1/2) × (1/p + 1/q)

In the equation above, if we substitute the p values and q, we get:

1/r = (1/2) × (1/p + 1/√pr)

By condensing the right side, we obtain:

1/r = (1/2p) × (√pr) + 1)

When we multiply all side by r, we obtain:

1 = (r/2p) × (√pr) + 1) × r

By condensing the right side, we obtain:

1 = (r² + r×√pr) / (2p)

When we multiply both halves by 2p, we obtain:

2p = r² + r×√pr

By condensing the right side, we obtain:

2p = r(r + √pr)

By multiplying both halves by r, we obtain:

2p/r = r + √pr

√pr is subtracted from both sides to yield:

2p/r - √pr = r

When we multiply both halves by r, we obtain:

r(2p - √p × r) = r²

By multiplying both halves by r, we obtain:

1/r = (2p - √pr)/r²

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The director of college admissions at a local university is comparing the predictive abilities of high school GPA and SAT scores on a student's subsequent college GPA.

Two models have been formulated:
Model 1: College GPA prediction based on high school GPA
Model 2: College GPA prediction based on SAT score
To determine which predictor is better, the director would need to analyze the statistical measures of both models, such as correlation coefficients and significance levels.

The model with a higher correlation coefficient and lower p-value would indicate a stronger relationship between the predictor and the college GPA.

It is important to note that high school GPA reflects a student's academic performance over a longer period, while the SAT score is a single test. Both factors can have an impact on college success, but their relative importance may vary depending on the specific university and its admission criteria.

Ultimately, the director should consider a holistic approach to college admissions, considering various factors in addition to high school GPA and SAT scores to make a well-rounded assessment of a student's potential for success in college.

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The complete question is attached below,

The given statement is False. A test statistic based on point estimation is not used to construct the decision rule which defines the rejection region.

In hypothesis testing, a test statistic is calculated using sample data and a specific hypothesis to assess the strength of evidence against the null hypothesis. The decision rule, which determines whether to reject or fail to reject the null hypothesis, is based on the test statistic's distribution under the null hypothesis, rather than the point estimate itself.

The construction of the decision rule involves selecting a significance level (alpha), which represents the probability of rejecting the null hypothesis when it is actually true. The rejection region is determined based on the chosen significance level and the distribution of the test statistic. If the calculated test statistic falls within the rejection region, the null hypothesis is rejected; otherwise, it is not rejected.

Point estimation, on the other hand, is used to estimate an unknown parameter of interest, such as the population mean or proportion, based on sample data. It involves calculating a single value (point estimate) that represents the best guess for the parameter value. The point estimate is not directly involved in constructing the decision rule or defining the rejection region in hypothesis testing.

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False. A test statistic based on point estimation is not used to construct the decision rule that defines the rejection region.

The process of hypothesis testing involves constructing a decision rule to determine whether to accept or reject a null hypothesis based on sample data. The decision rule is typically defined using a critical region or rejection region, which is a range of values for the test statistic.

Point estimation, on the other hand, is a method used to estimate an unknown population parameter based on sample data. It involves calculating a single value (point estimate) that serves as an estimate of the population parameter.

While point estimation and hypothesis testing are both important concepts in statistics, they serve different purposes. Point estimation is used to estimate population parameters, whereas hypothesis testing involves making decisions based on sample data.

The decision rule for hypothesis testing is typically constructed based on the significance level (alpha) and the distribution of the test statistic, such as the t-distribution or the standard normal distribution. The test statistic is calculated using sample data and compared to critical values or calculated p-values to determine whether to reject the null hypothesis.

Therefore, the statement that a test statistic based on point estimation is used to construct the decision rule defining the rejection region is false.

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Answer:

2(11n+6)

Step-by-step explanation:

=2n3+16n+12

=2n*3+16n+12

=6n+16n+12

=22n+12

=2(11n+6)

:Hope it helps you

please,,mark me as brainillist

Answer:

m< JKL = 63°

m< MKL = 27°

Step-by-step explanation:

(12x+3) + (6x-3) =90°

18x = 90

x= 90/18

x=5

m< JKL (12x+3) = 12(5)+3=60+3=63

m< MKL (6x-3)=6(5)-3=30-3=27

I hope I helped you^_^

Answer:

It might be b i have no clue so dont exactly trust my awnser.

Step-by-step explanation:

I am taking the test right now and am also confused .

Answer:

¿Qué quieres comer?

Step-by-step explanation:

Given

The parallelogram,

To name all pairs of congruent triangles in the given parallelogram.

Explanation:

It is given that,

That implies,

The area of the region bounded by the parabola y=2-x^2, and the lines x-y=0 and 2x-y=0 is 2.667 square units.


To find the area, we set up a double integral over the given region. The region is bounded by the curves y=2-x^2, x-y=0, and 2x-y=0. We need to determine the limits of integration for x and y. The parabola intersects the x-axis at x=-2 and x=2.

The line x-y=0 intersects the parabola at x=-1 and x=1. The line 2x-y=0 intersects the parabola at x=-√2 and x=√2. Therefore, the limits for x are -√2 to √2, and the limits for y are x-y to 2-x^2. Integrating the constant 1 over these limits, we obtain the area as approximately 2.667 square units.

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The linear function graphed on the grid will be g(x) = (15/2) x + 45. Option D is correct.

First, let us understand the linear equation:

When a graph is exhibited, a relationship between a number of variables results in a linear model. The variable will be of degree one.

The linear equation is given as,

x/a + y/b = 1

Where 'a' is the x-intercept of the line and ‘b’ is the y-intercept of the line.

From the graph, we are given the x-intercept is - 6, and the y-intercept is 45.

Substitute the given values in the above formula, we will get;

x / (-6) + y / 45 = 1

- 15x + 2y = 90

y = (15/2) x + 45

g(x) = (15/2) x + 45

Thus, the linear function graphed on the grid will be g(x) = (15/2) x + 45. Option D is correct.

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Simply here we can see ID is a straight line.

So, angle IHL + angle EHK = 180°

or, 75° + angle EHK = 180°

or, angle EHK= 105°

Hope it helps uh.

Step-by-step explanation:

105 is now total final value

Answer:

105..................

Given matrices are u=6 −3 6 and v= −4 −2 3. u•v=0u2 =81v2 =29u v2 =0

When multiplying two matrices, it is important to verify that the inner dimensions match. If you try to multiply two matrices that don't have compatible inner dimensions, you will get the following error message:

"Error using * Inner matrix dimensions must agree.

"The product of matrices AB is defined if the number of columns of A is equal to the number of rows of B.The product matrix AB is defined as follows:

If A is an m x n matrix and B is an n x p matrix then AB is an m x p matrix u•v Calculation:6 −3 6 • −4 −2 3= (6)(-4)+(-3)(-2)+(6)(3)=-24+6+18=0So, u•v=0u2

Calculation:u2 =u•u= 6 −3 6 •6 −3 6= (6)(6)+(-3)(-3)+(6)(6)=36+9+36=81

Therefore, u2 =81v2 Calculation:v2 =v•v= −4 −2 3 • −4 −2 3=(−4)(−4)+(−2)(−2)+(3)(3)=16+4+9=29Therefore, v2 =29u v2 Calculation:u v2 =u•v•v= (6 −3 6 )• ( −4 −2 3 )2u v2 =0•(−4 −2 3 )=0Therefore, u v2 =0.

Summary:Given matrices are u=6 −3 6 and v= −4 −2 3. u•v=0u2 =81v2 =29u v2 =0

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The **compression constant** of the human hand is typically around **500 N/mm**.

The compression constant refers to the amount of force per unit area that can be applied to compress or deform a material. In the case of the human hand, it represents the capacity of the hand to withstand compressive forces. The compression constant of 500 N/mm indicates that for every millimeter of the hand's surface area, it can withstand up to 500 newtons of compressive force.

The human hand is a complex structure composed of bones, ligaments, tendons, muscles, and soft tissues. It possesses remarkable strength and flexibility, allowing us to perform various tasks requiring grip, dexterity, and manipulation. The compression constant of 500 N/mm highlights the hand's ability to endure compressive forces exerted during activities like gripping objects, applying pressure, or absorbing impacts.

It's important to note that the compression constant can vary among individuals due to factors such as hand size, bone density, muscle strength, and overall hand health. Additionally, the compression capacity of the hand may change in certain conditions, such as injuries or degenerative diseases affecting the hand's structures. However, the average compression constant for a healthy human hand is around 500 N/mm, showcasing its impressive ability to withstand compressive forces.

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Answer:

m > -20

Step-by-step explanation:

Multiply the 5 on both sides. Now you have 3m > -60. Divide both sides by 3. Now you have m > -20.

Voila