If 50 are randomly selected, approximately how many are expected to study fewer than 20 minutes per week

Answer:

A. 1.5 s; 42 ft

Step-by-step explanation:

1.5 sec and will reach a height of 42 feet

that is the vertex

for y=ax^2+bx+c

the x value of teh vertex is  

the y value is found by subsituting the x value of the vertex for x

so

h=-16t^2+48t+6

a=-16

b=48

c=6

x value of vertex is  

subsituting it for x we get

it reaches the max height of 42ft at 1.5 seconds

The interquartile range of the given data is 35.

The given set of data is,

{85, 50, 34, 56, 82, 78, 40, 50}

To find the interquartile range,

calculate median of the given data set.

Now arrange the data into ascending order,

34, 40, 50, 50, 56, 78, 82, 85

The median is the middle value, which is 56.

The median of the lower half of the data set (34, 40, 50, 50).

The median of the lower half is (40 + 50) / 2 = 45.

Finally, find the median of the upper half of the data set (56, 78, 82, 85). The median of the upper half is (78 + 82) / 2 = 80.

The interquartile range is the difference between the median of the upper half and the median of the lower half.

Hence,

Interquartile range = 80 - 45 = 35.

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Answer:

$10 owed for lunch.

Step-by-step explanation:

"asset" means to benefit, so the question is asking which one of these is not benefiting his net worth. he has $15 and $25 in savings, these both benefit him. he also has a $50 rare baseball card this also benefits him. the only one that takes away money is the money he owes for lunch.

The equation of the plane passing through the points \((0, 6, 6), (6, 0, 6), and (6, 6, 0)\) is \(36x + 36y + 36z = 432\).

To find the equation of the plane passing through the points \((0, 6, 6), (6, 0, 6), and (6, 6, 0)\), we can use the point-normal form of the equation of a plane.

Step 1: Find two vectors in the plane.

Let's find two vectors by taking the differences between the given points:

Vector v₁ = \((6, 0, 6) - (0, 6, 6) = (6, -6, 0)\)

Vector v₂ = \((6, 6, 0) - (0, 6, 6) = (6, 0, -6)\)

Step 2: Find the normal vector.

The normal vector is perpendicular to both v₁ and v₂. We can find it by taking their cross product:

Normal vector n = v₁ \(\times\) v₂ = \((6, -6, 0) \times (6, 0, -6) = (36, 36, 36)\)

Step 3: Write the equation of the plane.

Using the point-normal form, we can choose any point on the plane (let's use the first given point, \((0, 6, 6)\)), and write the equation as:

n · (x, y, z) = n · (0, 6, 6)

Step 4: Simplify the equation.

Substituting the values of n and the chosen point, we have:

(36, 36, 36) · (x, y, z) = (36, 36, 36) · (0, 6, 6)

Simplifying further:

\(36x + 36y + 36z = 0 + 216 + 216\\36x + 36y + 36z = 432\)

Therefore, the equation of the plane passing through the given points is:

\(36x + 36y + 36z = 432\)

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The first differential equation has a third-order derivative of y and the second differential equation has a fifth-order derivative of y.

The order of a differential equation refers to the highest derivative present in the equation. In the first differential equation, y' represents the first derivative of y, while y'' represents the second derivative of y. However, there is no term explicitly representing the third derivative of y, so the order of this equation is 0.

The second differential equation involves multiple derivatives. The term "dy/dx" represents the first derivative of y, "cos y" represents the function of y, and "x^3" represents the third power of x. The equation also includes various differentiation operators, such as dx^5/dx^3. When simplified, we find that the highest derivative present is the fifth derivative of y, represented as "d^5y/dx^5". Therefore, the order of this differential equation is 5.

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The unique challenges of lack of baseline data, sample size, and objectivity pose significant obstacles in environmental science. Researchers must work diligently to overcome these challenges through careful data collection, innovative methodologies, and critical analysis.

The challenge of lack of baseline data in environmental science refers to the difficulty in establishing a starting point or reference point to compare future observations or changes. Baseline data provides important information about the current state of the environment, such as air quality, water quality, biodiversity, and ecosystem health. Without this baseline data, it becomes challenging to assess and monitor changes over time accurately.

Sample size is another unique challenge in environmental science. It refers to the number of observations or data points collected for a particular study or analysis. A larger sample size generally provides more reliable and representative results. However, in environmental science, it is often difficult to obtain large sample sizes due to logistical constraints, limited resources, and the complexity of natural systems. This limitation can affect the precision and generalizability of research findings.

Objectivity is a critical aspect of scientific inquiry, including environmental science. It involves conducting research without bias or personal opinion, relying on empirical evidence and logical reasoning. However, achieving complete objectivity is challenging because researchers may have inherent biases, conscious or unconscious. Additionally, interpreting data can be subjective, leading to different conclusions. Environmental scientists strive to minimize subjectivity by using rigorous methodologies, peer review, and transparent reporting.

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The length of the protein molecule, in meters, is 208 × 10⁻⁹m.

To find the length of the protein molecule:

Diameter of hydrogen atom = 104 × 10⁻¹⁰m

We are given that A protein molecule has an overall length of 2000 times (or 2 cross times 10 cubed times) the diameter of a hydrogen atom.

Therefore, the length of the protein molecule, in meters, is 208 × 10⁻⁹m.

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The correct question is given below:

The diameter of a hydrogen atom is about 1.04 cross times 10 to the power of negative 10 end exponent meters. A protein molecule has an overall length of 2000 times (or 2 cross times 10 cubed times) the diameter of a hydrogen atom. What is the length of the protein molecule, in meters, if it were written in scientific notation?

Answer:

680

Step-by-step explanation:

x = total number

.6x  = bus riders = 408              (.6 is decimal for 60%)

.6x = 408

x = 408/.6 = 680

Answer:

62400

Step-by-step explanation:

Lets ignore everything above 394 because those numbers are the only ones we are focusing on right now.

94 is not less than 50

94 is bigger than or equal to 50

Round up:

394 ---> 400

= 62,400

Answer:

62,400

Step-by-step explanation:

You would round 90 to the nearest hundred which is 400

Answer:

-0.76

Step-by-step explanation:

Answer:

-0.76

Step-by-step explanation:

this is pretty simple subtraction but you just take 14.36 and subtract it by 15.12 and you know it will be a negative number because 15.12 is bigger than 14.36 and so your answer is -0.76

The given statement is false because In programming, the break and continue statements serve different purposes and can be used independently or together within nested loops.

The break statement is used to exit the current loop prematurely. When encountered, it terminates the loop and continues with the next statement after the loop. This can be useful when a specific condition is met, and you want to stop the execution of the loop immediately.

The continue statement, on the other hand, is used to skip the current iteration of a loop and move on to the next iteration. It allows you to skip certain iterations based on a specific condition without terminating the entire loop.

Both break and continue statements can be used within nested loops. In such cases, the break statement will exit only the innermost loop it is placed in, while the continue statement will skip to the next iteration of the innermost loop.

By using break and continue strategically within nested loops, you can control the flow of execution based on specific conditions. This flexibility allows you to fine-tune the behavior of your program and optimize its efficiency.

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Note : This is a computer science question

The average value of the function f(x) = -4x⁽⁻²⁾over the interval [-5, -2] is -1/4.

To find the average value, we need to compute the definite integral of the function over the given interval and divide it by the length of the interval.

To calculate the definite integral, we can integrate the function f(x) with respect to x. The integral of -4x⁽⁻²⁾ is -4 * (-1/x) = 4/x.

To evaluate the definite integral over the interval [-5, -2], we subtract the value of the integral at the lower limit (-2) from the value of the integral at the upper limit (-5). In this case, the definite integral is 4/(-2) - 4/(-5) = -10/2 + 2/5 = -5 + 2/5 = -23/5.

The length of the interval [-5, -2] is (-2) - (-5) = 3. Finally, we divide the value of the definite integral (-23/5) by the length of the interval (3) to find the average value: (-23/5) / 3 = -23/15 = -1/4.

Therefore, the average value of f(x) = -4x⁽⁻²⁾ over the interval [-5, -2] is -1/4.

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Answer:

874

Step-by-step explanation:

not rounded is 873.702, and since the first decimal point is above a 5, we round up, giving us 874

Answer:

Step-by-step explanation

For the time, call f(x) = y

Interchange x and y

y = 2x - 12

x = 2y - 12  

Add 12 to both sides

x + 12 = 2y

Divide both sides by 2

x/2 + 12/2 = y

x/2 + 6 = y

x/2 + 6 = h(x)

Nothing I'm getting looks like what you've given us. Perhaps this is a different question?

Answer:

456

Step-by-step explanation:...

The argument to be proven is Δ: ~(x)(Bx ⊃ Dx). This can be demonstrated using a proof by contradiction, assuming the negation of Δ and deriving a contradiction.

To prove Δ: ~(x)(Bx ⊃ Dx), we will use a proof by contradiction. We assume the negation of Δ, which is ((x)(Bx ⊃ Dx)). By double negation, this can be simplified to (x)(Bx ⊃ Dx).

Next, we will introduce a new assumption, let's call it γ, which states (∃x)(Bx • ~Dx). We will aim to derive a contradiction from this assumption.

By using the existential elimination (∃E) rule, we can introduce a specific variable, say c, such that (Bc • ~Dc) holds.

Now, we can apply the universal elimination (∀E) rule to the assumption (x)(Bx ⊃ Dx) using the variable c, which gives us Bc ⊃ Dc.

Using modus ponens, we can combine Bc ⊃ Dc with Bc • ~Dc to derive a contradiction, which negates the assumption γ.

Having derived a contradiction, we can conclude that the negation of Δ: ~(x)(Bx ⊃ Dx) is true, leading to the validity of Δ itself: ~(x)(Bx ⊃ Dx).

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The argument to be proven is Δ: ~(x)(Bx ⊃ Dx). This can be demonstrated using a proof by contradiction, assuming the negation of Δ and deriving a contradiction.

To prove Δ: ~(x)(Bx ⊃ Dx), we will use a proof by contradiction. We assume the negation of Δ, which is ((x)(Bx ⊃ Dx)). By double negation, this can be simplified to (x)(Bx ⊃ Dx).

Next, we will introduce a new assumption, let's call it γ, which states (∃x)(Bx • ~Dx). We will aim to derive a contradiction from this assumption.

By using the existential elimination (∃E) rule, we can introduce a specific variable, say c, such that (Bc • ~Dc) holds.

Now, we can apply the universal elimination (∀E) rule to the assumption (x)(Bx ⊃ Dx) using the variable c, which gives us Bc ⊃ Dc.

Using modus ponens, we can combine Bc ⊃ Dc with Bc • ~Dc to derive a contradiction, which negates the assumption γ.

Having derived a contradiction, we can conclude that the negation of Δ: ~(x)(Bx ⊃ Dx) is true, leading to the validity of Δ itself: ~(x)(Bx ⊃ Dx).

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Answer:

Step-by-step explanation:

first plug 362.50 in for y since that is our office supply expense

362.50 = 10.50x + 100

then we solve for x

362.50 = 10.50x + 100

262.50 = 10.50x

25 = x

so 25 are working in the office that month

hope this helps <3

The selection depends on individual needs, preferences, and the intended use of the tiny house.

a) To find the amount of space inside each house, we need to calculate the volume for each design.

House on the left:

Volume = length x width x height = 2.5 m x 18 m x 2.8 m = 126 m³

Triangular house:

Volume of a triangular prism = (base area x height) / 2

Base area = (1/2) x base x height = (1/2) x 4 m x 10 m = 20 m²

Volume = (20 m² x 7 m) / 2 = 70 m³

b) When comparing the environmental impacts of each house, several factors need to be considered:

Positive impacts:

1. Material usage: Tiny houses use fewer materials, reducing resource consumption and waste generation.

2. Energy efficiency: Smaller living spaces require less energy for heating, cooling, and lighting, leading to lower energy consumption.

3. Land utilization: Tiny houses can be built on smaller plots of land, preserving green spaces and reducing urban sprawl.

Negative impacts:

1. Construction materials: Although tiny houses use less material overall, the environmental impact depends on the types of materials used. Sustainable and eco-friendly materials should be prioritized.

2. Water and waste management: Adequate provisions for water supply and waste disposal should be implemented to minimize environmental impacts.

3. Transportation: The transportation of tiny houses to their locations can contribute to carbon emissions if not done efficiently.

c) The choice of design for a tiny house depends on personal preferences and priorities. However, considering the provided information:

The house on the left offers a larger interior space of 126 m³, providing more room for living and storage. It may be suitable for individuals or couples who desire more space and functionality within their tiny house.

The triangular house has a smaller interior volume of 70 m³ but offers a unique design and aesthetic appeal. It may be preferred by individuals who prioritize a distinctive architectural style or who are looking for a minimalist and cozy living space.

Ultimately, the selection depends on individual needs, preferences, and the intended use of the tiny house. Factors such as lifestyle, desired amenities, and personal values regarding sustainability and resource conservation should be considered when making the final decision.

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To create a stemplot, we first need to separate the data into "stems" and "leaves." Each stem represents the first digit(s) of each data point, while each leaf represents the last digit(s). For example, if the data point is 12.3, the stem would be 12 and the leaf would be 3.

To make a stemplot, the data should be arranged in increasing order, and then separated into stems and leaves.

However, you can use the data given and arrange it in increasing order and separate it into stems and leaves to make a stemplot. A stemplot is a good way to check if the data follow a normal distribution quite closely, the more the data is spread out and the more symmetric it is, the more likely it is to follow a normal distribution.

Also, it is important to mention that from the given data, it is not possible to conclude if the percent change in this population has standard deviation of 2.5%. This parameter can only be estimated from a sample if it follows a normal distribution which is not clear from the given data.

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The scale factor was used for each dilation are-

A transformation that changes the size of a figure is called a dilatation. This indicates that the preimage as well as image are similar and have been scaled up or down, respectively.

A dilatation that results in a reduction (imagine shrinking) or an enlargement (think stretching) produces a smaller or larger image, respectively.

Part a: For ΔABC

Length AB = 2 units

Length A'B' = 4 units

A'B' = 2 *AB

Thus,  For ΔABC - scale factor = 2

Part b: For ΔDEF -

Length DF = 2 units

Length D'F' = 1  units

D'F' = 1/2 DF

Thus, For ΔDEF - scale factor = 1/2

Part c: For ΔGHJ -

Length GH = 3 units

Length G'H' = 1  units

G'H' = 1/3 GH

Thus,  For ΔGHJ - scale factor = 1/3

Part d: For ΔKML -

Length KM = 2 units

Length K'M' = 6  units

K'M' = 3*KM

Thus, For ΔKML - scale factor = 3

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Answer:

Probably c

Step-by-step explanation:

Tbh

Answer: 150x18 means the length is 150 and the width is 18

to find area multiply them by each other

Step-by-step explanation:

To find the slope of the curve at the point (1, 1) and the derivative dy/dx for the given equations, we can use implicit differentiation.

For the equation 3xy^2 + 6y = 9:

Taking the derivative of both sides with respect to x, we get:

d/dx(3xy^2 + 6y) = d/dx(9)

Using the product rule and chain rule, we differentiate each term:

3y^2 + 6xy(dy/dx) + 6(dy/dx) = 0

Simplifying the equation, we have:

6xy(dy/dx) + 6(dy/dx) = -3y^2

Factoring out dy/dx:

(6xy + 6)(dy/dx) = -3y^2

Solving for dy/dx:

dy/dx = -3y^2 / (6xy + 6)

Substituting the point (1, 1) into the equation, we have:

dy/dx = -3(1)^2 / (6(1)(1) + 6) = -3/12 = -1/4

For the equation 7xy + 12x - 9 = 2y:

Differentiating both sides with respect to x, we get:

d/dx(7xy + 12x - 9) = d/dx(2y)

Using the product rule and chain rule, we differentiate each term:

7y + 7x(dy/dx) + 12 - 0 = 2(dy/dx)

Simplifying the equation, we have:

7y + 7x(dy/dx) + 12 = 2(dy/dx)

Rearranging the equation to solve for dy/dx, we get:

(7x - 2)(dy/dx) = -7y - 12

dy/dx = (-7y - 12) / (7x - 2)

Substituting the point (1, 1) into the equation, we have:

dy/dx = (-7(1) - 12) / (7(1) - 2) = (-7 - 12) / (7 - 2) = -19/5

Therefore, the slope of the curve at the point (1, 1) for the equation 3xy^2 + 6y = 9 is -1/4, and for the equation 7xy + 12x - 9 = 2y, it is -19/5.

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Answer:

Can you convert pounds to dollars?

Step-by-step explanation:

Answer:

I need this tooo, did u find it??

Step-by-step explanation:

Answer:

\(\huge\bf\underline{\underline{\pink{A}\orange{N}\red{S}\green{W}\purple{E}\blue{R}}}\)

\( 60\% \: of \: 80 \\ = \frac{60}{100} \times 80 \\ = \frac{4800}{100} = 48\)

\(\color{purple}{HOPE}\) \(\color{purple}{THIS}\) \(\color{purple}{WILL}\) \(\color{purple}{HELPS}\) \(\color{purple}{YOU}\)

It will take Paris two hours to catch up with Helen.

Suppose Paris catches up with Helen after x hours, and in that time Paris travels d kilometers. Then, since Helen has a 4-km head start, Helen travels d + 4 kilometers in x hours. We can write a distance formula for each person as follows:

Distance covered by Helen = 6x + 4 (since Helen is traveling at 6 kph)

Distance covered by Paris = 8x (since Paris is traveling at 8 kph)

Since they will be at the same distance when Paris catches Helen, we can set both these equations equal. Solving for x, we get:

6x + 4 = 8x

2x = 4

x = 2

We can also verify our answer by finding the distance they each travel over the two hours. Since Paris is traveling at 8 kph for two hours, he will travel a distance of 16 km. Since Helen has a 4-km head start and is traveling at 6 kph for two hours, she will travel a distance of (6 x 2) + 4 = 16 km. This confirms that Paris has caught up with Helen after two hours.

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The sequence cos(0),cos(π),cos(2π),cos(3π),cos(4π),… can be represented as a function k: N -> R, where N is the set of natural numbers and R is the set of real numbers. The domain of the function is the set of natural numbers, and the codomain is the set of real numbers. The function l: N -> {-1,1}, where l(n) = (-1)^(n).

The sequence 1,14,19,116,… can be represented as a function f: N -> N, where N is the set of natural numbers. The rule for determining the outputs of the function is as follows: f(1) = 1, f(2) = 14, f(3) = 19, f(4) = 116, and so on.
The sequence 13,19,127,181,… can be represented as a function g: N -> N, where N is the set of natural numbers. The rule for determining the outputs of the function is as follows: g(1) = 13, g(2) = 19, g(3) = 127, g(4) = 181, and so on. The domain of the function is the set of natural numbers, and the codomain is also the set of natural numbers. We can see that this sequence is not equal to any of the other sequences given.

The sequence 1,−1,1,−1,1,−1,… can be represented as a function h: N -> {-1,1}, where N is the set of natural numbers. The rule for determining the outputs of the function is as follows: h(1) = 1, h(2) = -1, h(3) = 1, h(4) = -1, and so on. The domain of the function is the set of natural numbers, and the codomain is the set {-1,1}. We can see that this sequence is equal to the function f: N -> {-1,1}, where f(n) = (-1)^(n+1).

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||5u - 3v||² = 25||u||² - 30(u · v) + 9||v||²

To calculate ||5u - 3v||², we can use the properties of vector norms and dot products. Let's break it down step by step.

Step 1:

Start with the expression 5u - 3v. This means we are scaling vector u by a factor of 5 and vector v by a factor of -3, and then subtracting the two resulting vectors.

Step 2:

Next, we need to calculate the norm (or magnitude) of this resulting vector. The norm of a vector ||x|| is calculated as the square root of the dot product of the vector with itself, i.e., ||x|| = √(x · x).

Step 3:

Expanding ||5u - 3v||² using the properties of norms and dot products, we get:

||5u - 3v||² = (5u - 3v) · (5u - 3v)

            = (5u) · (5u) - (5u) · (3v) - (3v) · (5u) + (3v) · (3v)

            = 25(u · u) - 15(u · v) - 15(v · u) + 9(v · v)

            = 25||u||² - 30(u · v) + 9||v||²

In this final expression, ||u||² represents the squared norm of vector u, (u · v) represents the dot product of vectors u and v, and ||v||² represents the squared norm of vector v.

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