HELP ME ak = y +w, for a

Answer:

The point of intersection is located at approximately (1.75,7.75), which means both planes will be at an altitude of about 7,750 feet after approximately 1.75 minutes, or 1 minute, 45 seconds.

This is what the graph looks like:

Step-by-step explanation:

The intersection of the lines will be (1.692, 7.769). Then the graph of the lines is drawn below.

The allocation of weights to the important variables that produce the calculation's optimum is referred to as a direct consequence.

Plane A is plummeting toward the neighborhood air terminal at a pace of 2,500 feet/minute. It is right now at an elevation of 12,000 feet. Plane B is climbing from a similar air terminal at a pace of 4,000 feet/minute. It is at present at an elevation of 1,000 feet. This arrangement of conditions models what is happening, where x addresses the time in minutes and y addresses the elevation in a large number of feet:

y = 12 − 2.5x              ...1

y = 1 + 4x                  ...2

From equations 1 and 2, we have

1 + 4x = 12 - 2.5x

6.5x = 11

x = 1.692

Then the value of 'y' will be given as,

y = 12 - 2.5 (1.692)

y = 7.769

The intersection of the lines will be (1.692, 7.769). Then the graph of the lines is drawn below.

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Answer:

C) 8 : 14

Step-by-step explanation:

From the Question, we have

Six butterfly stroke laps

Eight freestyle Laps.

Total number of laps = (6 + 8)laps

= 14 laps

Hence,

The ratio of freestyle laps to total laps is:

Freestyle laps : Total laps

= 8 : 14

Option C is correct.

Proved that function Tan x cos3 x / (sec x)(1 − sen2 x) = f(sen x)

We can start by simplifying the left-hand side of the equation using trigonometric identities

Tan x cos3 x / (sec x)(1 − sen2 x)

= (sin x / cos x) (cos3 x) / (1/cos x)(cos2 x)

= sin x cos3 x / cos x cos2 x (1 − sen2 x)

= sin x cos2 x (cos x cos2 x) / cos x cos2 x (1 − sen2 x)

= sin x cos2 x / (1 − sen2 x)

= sin x cos2 x / cos2 x / cos2 x − sen2 x

= tan x / (1 − sen2 x/cos2 x)

= tan x / (cos2 x/cos2 x − sen2 x/cos2 x)

= tan x / (1 − tan2 x)

= f(sen x) (proven)

Where f(sen x) = sen x / (1 − sen2 x) is a function of the sine of x only, and we used the identity tan x = sin x / cos x and the Pythagorean identity cos2 x + sen2 x = 1.

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The hypotheses for the test are H₀: σ₁² = σ₂² and H₁: σ₁² ≠ σ₂². This is a two-tailed test to assess if there is a difference in the standard deviations of sound levels between the areas designated as "casualty doors" and operating theaters. The claim being investigated is whether or not there is a difference in the standard deviations.

The hypotheses for the test are:

H₀: σ₁² = σ₂² (There is no difference in the standard deviations of the sound levels between the areas designated as "casualty doors" and operating theaters.)

H₁: σ₁² ≠ σ₂² (There is a difference in the standard deviations of the sound levels between the areas designated as "casualty doors" and operating theaters.)

This hypothesis test is a two-tailed test because the alternative hypothesis is not specifying a direction of difference.

To substantiate the claim that there is a difference in the standard deviations, we will conduct a two-sample F-test at a significance level of 0.10, comparing the variances of the two groups.

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Answer:

\(\huge\boxed{\sf 6xy-3x^2}\)

Step-by-step explanation:

Given Expression:

(x + y)² - (x - y)² + 2xy - 3x²​

Formulas used:

Expand the above expression according to the formulas

\(=x^2+2xy+y^2-(x^2-2xy+y^2)+2xy-3x^2\\\\= x^2+2xy+y^2-x^2+2xy-y^2+2xy-3x^2\\\\cancel \ out \ x^2 \ and \ y^2\\\\= 2xy+2xy+2xy-3x^2\\\\= 6xy-3x^2\\\\\rule[225]{225}{2}\)

Answer:

3x+4

PLEASE MARK ME AS BRAINLIEST PLEASEEEEEE

Step-by-step explanation:

True. If the zero conditional mean assumption holds, the coefficients can be given a causal interpretation.

True. If the zero conditional mean assumption, also known as the exogeneity assumption or the assumption of no omitted variables bias, holds in a regression model, then the coefficients can be given a causal interpretation.

The zero conditional mean assumption states that the error term in the regression model has an expected value of zero given the values of the independent variables. This assumption is important for establishing causality because it implies that there is no systematic relationship between the error term and the independent variables.

When this assumption is satisfied, we can interpret the coefficients as representing the causal effect of the independent variables on the dependent variable, holding other factors constant. However, if the zero conditional mean assumption is violated, the coefficients may be biased and cannot be interpreted causally.

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Answer:

P/2 -w = l

Step-by-step explanation:

P = 2l + 2w

Subtract 2w from each side

P-2w = 2l + 2w-2w

P -2w = 2l

Divide each side by 2

(P-2w)/2 = 2l/2

P/2 -w = l

The congruence relation is not a one-to-one mapping, so it is not always possible to conclude a ≡ b (mod n) from ac ≡ bc (mod n).

The statement "For every a, b, c ∈ N, if ac ≡ bc (mod n), then a ≡ b (mod n)" is not true in general.

Counterexample:

Let's consider a = 2, b = 4, c = 3, and n = 6.

ac ≡ bc (mod n) means 2 * 3 ≡ 4 * 3 (mod 6), which simplifies to 6 ≡ 12 (mod 6).

However, we can see that 6 and 12 are congruent modulo 6, but 2 and 4 are not congruent modulo 6. Therefore, the statement does not hold in this case.

In general, if ac ≡ bc (mod n), it means that ac and bc have the same remainder when divided by n.

However, this does not necessarily imply that a and b have the same remainder when divided by n.

The congruence relation is not a one-to-one mapping, so it is not always possible to conclude a ≡ b (mod n) from ac ≡ bc (mod n).

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Answer: 3-5x

4/5

4

Step-by-step explanation: if we say y=(-x+3)/5 to take the inverse:

we need to leave x alone

5y=-x+3

5y-3=-x as to x=3-5y

now we can say that inverse of g(x) is equal to 3-5x

for Q2

x=1 for 3-5x

and that is 3-5*1=-2

now X=-2 for -x+3/5 and that is 4/5

for last one we need to find y=0 (bc of inverse function)

\((\stackrel{x_1}{10}~,~\stackrel{y_1}{a})\qquad (\stackrel{x_2}{-2}~,~\stackrel{y_2}{8}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{8}-\stackrel{y1}{a}}}{\underset{run} {\underset{x_2}{-2}-\underset{x_1}{10}}} ~~ = ~~\stackrel{\textit{\LARGE m}}{\cfrac{1}{4}} \\\\\\ \cfrac{8-a}{-12}=\cfrac{1}{4}\implies 32-4a=-12\implies 44-4a=0 \\\\\\ 44=4a\implies \cfrac{44}{4}=a\implies \boxed{11=a}\)

Therefore, while these results do suggest that there may be a difference in SAT Critical Reading scores between students who learned English and another language simultaneously and the general population, further research is needed to understand the extent and causes of this difference.

Based on the information provided, it seems that students who learned English and another language simultaneously score lower on the SAT Critical Reading exam than the general population of test takers. The mean score of the general population is 501, while the mean score of the sample of 100 test takers who learned English and another language simultaneously is 485. This is a difference of 16 points, which could be considered statistically significant.

However, it is important to note that the standard deviation of the sample is quite high at 116. This suggests that there is a lot of variability in the scores of students who learned English and another language simultaneously, which could be due to a variety of factors such as differences in language proficiency or educational background.

Therefore, while these results do suggest that there may be a difference in SAT Critical Reading scores between students who learned English and another language simultaneously and the general population, further research is needed to understand the extent and causes of this difference.

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The results do not provide sufficient evidence to suggest that students who learn English and another language simultaneously score worse on the SAT critical reading exam than the general population of test takers.

We will use the terms: mean, standard deviation, sample size, and hypothesis testing.
Mean score among all test takers: 501
Mean score of the bilingual students' sample: 485
Standard deviation of the bilingual students' sample: 116
Sample size: 100.
To determine if bilingual students score worse on the SAT critical reading exam, we will conduct a hypothesis test.
Formulate the hypotheses
Null hypothesis (H0):

Bilingual students' mean score = General population mean score
Alternative hypothesis (H1):

Bilingual students' mean score < General population mean score
Calculate the test statistic
Test statistic = (Sample mean - Population mean) / (Standard deviation / sqrt(Sample size))
Test statistic = (485 - 501) / (116 / sqrt(100))
Test statistic = -16 / 11.6
Test statistic ≈ -1.38
Determine the critical value and significance level
We'll use a one-tailed test with a significance level (α) of 0.05. Using a standard normal (Z) table, the critical value is -1.645.
Compare test statistic to critical value
Since our test statistic (-1.38) is greater than the critical value (-1.645), we fail to reject the null hypothesis.

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The correct measure of center for the data-set of the bands who have played at a single music venue over the past five years is given by:

Mode.

The three measures of center are listed and explained as follows:

The cases in which each of them are used are given as follows:

The variable in this problem is given as follows:

Bands.

Which is a qualitative variable, as it assumes names, and hence the mode is the measure of center that should be used.

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The perimeter of the larger rectangle found using the scale factor of 4/5 is 56.25 cm.

What is meant by the perimeter of a figure?

A closed path that covers, encircles, or outlines a one-dimensional length or a two-dimensional shape is called a perimeter. The complete length of a shape's boundary is referred to as the perimeter in geometry. A shape's perimeter is calculated by adding the lengths of all of its sides and edges.

Given,

the scale factor = 4/5

The perimeter of the smaller rectangle = 45 cm

We are asked to find the perimeter of the larger rectangle(x).

Here both the rectangle are similar figures.

So the scale factor is the ratio of their corresponding sides.

But since the perimeter of a rectangle is the sum of the length of its sides.

The scale factor is also the ratio of the perimeter of the smaller rectangle to the larger rectangle.

Perimeter of small rectangle/Perimeter of large rectangle = 4/5

45/x = 4/5

x = 45 * 5 / 4 = 56.25cm

Therefore the perimeter of the larger rectangle found using the scale factor of 4/5 is 56.25 cm.

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The required arc length of sector VW is 8\(\pi\).

Given that, in a circle U, radius  UV = 9 and  central angle of sector m∠VUW = 160°.

To find the arc length of sector VW, we can use the formula:

Arc length = (central angle / 360) x circumference of the circle.

First,  find the circumference of the circle by the  formula for the circumference of a circle is given by:

Circumference = 2 x \(\pi\) x radius.

Circumference = 2 x \(\pi\) x 9 = 18π.

Now, let's find the arc length of sector VW using the central angle of 160 degrees:

Arc length = (160/360) x 18π

Arc length = (4/9) * 18\(\pi\) = 8\(\pi\).

Therefore, the arc length of sector VW is 8\(\pi\).

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Answer:

A right triangle is shown. The length of the hypotenuse is 16, the base is 13.9, and the other side is 8. The top angle is 60 degrees and the bottom right angle is 30 degrees.

Step-by-step explanation:

The measures of the angles of in a triangle should correspond to the length size of the side opposite each angle in a triangle.

In simple terms, this means that the larger the measure of an angle, the longer the length of the side opposite that angle. Therefore, the smallest measure of an the 3 angles in the triangle should correspond with the shortest length.

Therefore, the triangle with the correct side length would be "A right triangle is shown. The length of the hypotenuse is 16, the base is 13.9, and the other side is 8. The top angle is 60 degrees and the bottom right angle is 30 degrees." Check the attachment below to see how each side length corresponds with each angle opposite them.

Answer:

D

Step-by-step explanation:

your welcome

The game to be fair, the player should win 60.

In order to determine the fair winnings for this game, we need to calculate the probability of winning and then set it equal to the cost of playing the game.
Step 1: Calculate the probability of winning.
There are two scenarios for winning:
1. First roll is even, and the second roll matches the first.
2. The probability of rolling an even number on a six-sided die is 3/6 or 1/2, since there are three even numbers (2, 4, and 6).
Step 2: Calculate the probability of the second roll matching the first roll.
Since there are 6 sides to the die, the probability of the second roll matching the first is 1/6.
Step 3: Calculate the combined probability of both events.
To find the combined probability of both events, multiply the probabilities: (1/2) × (1/6) = 1/12. So the probability of winning is 1/12.
Step 4: Set up an equation to determine fair winnings.
Let x be the fair winnings for the game. The cost of playing the game is $5. In order for the game to be fair, the expected value (probability of winning multiplied by the winnings) should equal the cost of playing the game:
(1/12) × x = 5
Step 5: Solve the equation for x.
To solve for x, multiply both sides of the equation by 12:
x = 5 × 12
x = 60
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The variance of (X + Y)/2 is 5/9. The variance of a random variable is defined as E[(X - E[X])^2], where E[X] is the expected value of the random variable.

We are given the joint probability density function of X and Y as f(x,y) = (x+y)/8 for 0 < x < 2 and 0 < y < 2.

We need to find the variance of (X + Y)/2.

Let Z = (X + Y)/2. Then, the expected value of Z is:

E[Z] = E[(X + Y)/2] = E[X]/2 + E[Y]/2

We can find E[X] and E[Y] as follows:

E[X] = ∫∫x f(x,y) dxdy = ∫∫x(x+y)/8 dxdy

= ∫0²∫0²x(x+y)/8 dydx = 2/3

Similarly, E[Y] = 2/3.

Therefore, E[Z] = 2/3.

Now, we need to find E[Z^2]:

E[Z^2] = E[(X + Y)^2/4] = E[X^2]/4 + E[Y^2]/4 + E[XY]/2

We can find E[X^2], E[Y^2], and E[XY] as follows:

E[X^2] = ∫∫x^2 f(x,y) dxdy = ∫0²∫0²x^2(x+y)/8 dydx = 2

E[Y^2] = ∫∫y^2 f(x,y) dxdy = ∫0²∫0²y^2(x+y)/8 dydx = 2

E[XY] = ∫∫xy f(x,y) dxdy = ∫0²∫0²xy(x+y)/8 dydx = 1/2

Therefore, E[Z^2] = (2/4) + (2/4) + (1/4) = 1.

Finally, we can find the variance of Z as:

Var(Z) = E[Z^2] - E[Z]^2 = 1 - (2/3)^2 = 5/9.

Therefore, the variance of (X + Y)/2 is 5/9.

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The required value of y for the unit circle is: 2/3

The circle is defined as the locus of a point whose distance from a fixed point is constant i.e center (h, k).

The equation of the circle is given by:

(x - h)² + (y - k)² = r²

where:

h, k is the coordinate of the center of the circle on coordinate plane.

r is the radius of the circle.

Here,

Equation of the unit circle is given as,

x² + y² = 1

Now substitute the given value in the equation,

5/9 + y² = 1

y² = 1 - 5/9

y² = 4/ 9

y = √(4/9)

y = 2/3

Thus, the required value of y for the unit circle is 2/3

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The solution to the LP problem is:
p = 7
x = 3
y = 2

To solve this Linear Programming (LP) problem, we will follow these steps:

1. Identify the objective function and the constraints.
2. Graph the feasible region.
3. Identify the vertices of the feasible region.
4. Test each vertex in the objective function to find the optimal solution.

1. Objective function and constraints:
Objective function: Maximize p = x + 2y
Constraints:
  x + 6y ≤ 15
  3x + y ≤ 11
  x ≥ 0
  y ≥ 0

2. Graph the feasible region:
First, we'll graph the inequality constraints:
  x + 6y ≤ 15, this can be rewritten as y ≤ (15-x)/6
  3x + y ≤ 11, this can be rewritten as y ≤ 11-3x
  x ≥ 0
  y ≥ 0

The feasible region is the area where all the constraints are satisfied.

3. Identify the vertices of the feasible region:
By observing the graph, we can identify the vertices of the feasible region as (0,0), (0,2.5), and (3,2).

4. Test each vertex in the objective function to find the optimal solution:
Evaluate p = x + 2y for each vertex:
  For (0,0): p = 0 + 2(0) = 0
  For (0,2.5): p = 0 + 2(2.5) = 5
  For (3,2): p = 3 + 2(2) = 7

Since we are maximizing p, the optimal solution occurs at the vertex (3,2), where p = 7.

So, the solution to the LP problem is:
p = 7
x = 3
y = 2

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Answer:

I hope someone can help you :)

Step-by-step explanation:

BTW I can't see the image its white for  me :( Sorry

The given problem involves finding the approximate percentage of newborns who weighed less than 4105 grams given the mean weight and standard deviation. To do this, we need to find the z-score which is calculated using the formula z = (x - μ) / σ where x is the weight we are looking for. Plugging in the values, we get z = (4105 - 3234) / 871 = 0.999.

Next, we need to find the area under the normal curve to the left of z = 0.999 which is the probability of newborns weighing less than 4105 grams. Using a standard normal distribution table or calculator, we find that the area to the left of z = 0.999 is 0.8413. Therefore, the approximate percentage of newborns who weighed less than 4105 grams is 84.13% rounded to two decimal places, which is the nearest answer of 84%.

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Therefore, the solution is: (a) Yes, x(1) is real.(b) No, x(1) is not even.(c) No, dx(t)/dt is not even.

(a) Yes, x(1) is real because the function x(t) is periodic and the given Fourier series coefficients are 2,

= {²¹4, ak = k = 0 otherwise}.

A real periodic function is the one whose imaginary part is zero.

Hence, x(t) is a real periodic function. Thus, x(1) is also real.(b) Is x(1) even?

To check whether x(1) is even or not, we need to check the symmetry of the function x(t).The function is even if x(t) = x(-t).x(t) = 2, = {²¹4, ak = k = 0 otherwise}.

x(-t) = 2, = {²¹4, ak = k = 0 otherwise}.Clearly, the given function is not even.

Hence, x(1) is not even.(c) Is dx(t)/dt even?

To check whether the function is even or not, we need to check the symmetry of the derivative of the function, dx(t)/dt.

The function is even if dx(t)/dt

= -dx(-t)/dt.x(t)

= 2,

= {²¹4, ak = k = 0 otherwise}.

dx(t)/dt = 0 + 4cos(t) - 8sin(2t) + 12cos(3t) - 16sin(4t) + ...dx(-t)/dt

= 0 + 4cos(-t) - 8sin(-2t) + 12cos(-3t) - 16sin(-4t) + ...

= 4cos(t) + 16sin(2t) + 12cos(3t) + 16sin(4t) + ...

Clearly, dx(t)/dt ≠ -dx(-t)/dt.

Hence, dx(t)/dt is not even.

The symbol "ak" is not visible in the question.

Hence, it is assumed that ak represents Fourier series coefficients.

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The company should not buy the machine since it earns a negative NPV of $$122,000,000,000.

The net present value (NPV) or net present worth (NPW) applies to a series of cash flows occurring at different times. The present value of a cash flow depends on the interval of time between now and the cash flow. It also depends on the discount rate. NPV accounts for the time value of money

Cost of machine in present value = $61,000

Projected lifespan = 7 years

Additional annual income = $9,000

Compound interest rate = 6%

Present value annuity factor for 6% for 7 years = 0.45

Present value of annual income = $61,000 ($9,000/0.45)

Net present value = -$122,000,000,000

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\( \boxed{ \red{ \mathfrak{Perimeter \: of \: semi - circle =\pi r + 2r }}}\)

\( \pink \longmapsto \purple { \mathfrak { Perimeter= \frac{22}{7}\times11 +22 }}\)

\( \pink \longmapsto \purple { \mathfrak { Perimeter= \frac{242}{7}+22 }}\)

\( \pink \longmapsto \purple { \mathfrak { Perimeter= \frac{396}{7}}}\)

\( \pink \longmapsto \purple { \mathfrak { Perimeter= 56.5 \: cm}}\)

The equation of line in slope intercept form is obtained for the graph as:

y = -3x + 4.

There are numerous viable ways to write an equation for a line, and every one of those ways is possible.

A method of formulating a line's equation that makes it simple to identify the slope and y-intercept is known as the slope-intercept form. The point where the line crosses its y-axis is known as the y-intercept, and the slope refers to how steep the line is.

The general form of slope intercept is:

y = mx + c

m is the slope and c is the y intercept

Consider point fro graph:

(0, 4) and (2 - 2)

Slope m = (-2 - 4)/(2 - 0)

m = -6/2 = -3

Y-intercept 'c' from the graph is found as 4, where the line intersects the y-axis.

Thus, equation of line becomes:

y = -3x + 4.

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Answer: C. Never

Similar polygon are never different shapes. They are always the same shape. As usual, read the question carefully before choosing an answer.

Step-by-step explanation: hope this help:)

Answer:

11

Step-by-step explanation: