Is it ok for someone can help me. Thank you

Alyssa Ann Verrett

Answer:

1. distance is 210km

2. distance is 163•3km

Step-by-step explanation:

SPEED=DISTANCE÷TIME

90km/h= X ÷ 2 hrs and 20mins

CHANGE 20 MINS INTO HRS

1 hr = 60mins

? = 20mins

20mins * 1hr= 1/3hr

60mins

Speed=distance÷time

90km/h= X ÷ 21/3

Distance= speed * time

X = 90km/h * 21/3hrs

distance is 210km

Speed=distance ÷

70km/h= X ÷ 21/3hrs

Distance=speed * time

X = 70km/h * 21/3hrs

The approximate number of students with Scores between 68 and 83 is 98.Answer: a. 98

The five-number summary for scores on a statistics exam is: 35, 68, 77, 83 and 97. In all, 196 students took this exam About how many students had scores between 68 and 83?

The five-number summary consists of the minimum value, the first quartile, the median, the third quartile, and the maximum value.

The interquartile range is the difference between the third and first quartiles. Interquartile range (IQR) = Q3 – Q1, where Q3 is the third quartile and Q1 is the first quartile. The 5-number summary for scores on a statistics exam is given below:

Minimum value = 35

First quartile Q1 = 68

Median = 77

Third quartile Q3 = 83

Maximum value = 97

The interval 68–83 is the range between Q1 and Q3.

Thus, it is the interquartile range.

The interquartile range is calculated as follows:IQR = Q3 – Q1 = 83 – 68 = 15

The interquartile range of the scores between 68 and 83 is 15. Therefore, the number of students with scores between 68 and 83 is roughly half of the total number of students. 196/2 = 98.

Thus, the approximate number of students with scores between 68 and 83 is 98.Answer: a. 98

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Answer:

Simplifying

10x + -5(3x + -1) = 15

Reorder the terms:

10x + -5(-1 + 3x) = 15

10x + (-1 * -5 + 3x * -5) = 15

10x + (5 + -15x) = 15

Reorder the terms:

5 + 10x + -15x = 15

Combine like terms: 10x + -15x = -5x

5 + -5x = 15

Solving

5 + -5x = 15

Solving for variable 'x'.

Move all terms containing x to the left, all other terms to the right.

Add '-5' to each side of the equation.

5 + -5 + -5x = 15 + -5

Combine like terms: 5 + -5 = 0

0 + -5x = 15 + -5

-5x = 15 + -5

Combine like terms: 15 + -5 = 10

-5x = 10

Divide each side by '-5'.

x = -2

Simplifying

x = -2

Step-by-step explanation:

The Equation of a Straigth Line has the form:

where m is the slope and b the intersection with the vertical axis (y-axis).

As we can see based on the graph, b = 0, and m can be calculated as follows:

To use the latter, we have to choose two points from the graph. For example, assuming that each square from the graph represents one unit:

• (0,0)

• (-2,1)

Replacing these coordinates:

Answer:

The interest to be paid on $120 at 5% rate for 6 years is $36

Simple interest is the amount paid on a principal amount of money that is borrowed or loaned to someone. It is calculated using the formula: SI = (P × R × T) / 100. Where P is the principal amount, R is the rate and T is the time.

From the question;

P = $120

R = 5%

T = 6years

we shall evaluate for the simple interest as follows:

Simple interest = ($120 × 5 × 6)/ 100

Simple interest = $3600/100

Simple interest = $36

Therefore, the interest to be paid on $120 at 5% rate for 6 years is $36.

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Let:

x = total inches of trim he needs to cut

n = Number of pieces he needs to cut

a = length of the pieces

so:

a. John's indifference map would show a preference for combinations of eggs and toast where the ratio of toast to eggs is 3:2.

b. Xi's indifference map would show an equal preference for different combinations of bread and chocolate, as she is neutral about bread but views chocolate as a good.

c. Ramesti's indifference map would show perfect substitution between tickets to the opera and baseball games, indicating that he is equally satisfied with either option.

d. Ahmad's indifference map would show a diminishing marginal utility for chocolate bars, where his satisfaction decreases after consuming a certain number of chocolate bars in a day.

which is because:

John's indifference map would consist of curves or lines that represent combinations of eggs and toast where the ratio of toast to eggs is 3:2. Each curve or line represents a different level of satisfaction or utility for John. As he moves further away from his preferred ratio of 3:2, his satisfaction decreases.

Xi's indifference map would show straight lines or curves that represent combinations of bread and chocolate where she is indifferent between different combinations. Since she views chocolate as good and is neutral about bread, the lines or curves would be parallel to the chocolate axis, indicating that she values chocolate more than bread.

Ramesti's indifference map would consist of straight lines that represent perfect substitution between tickets to the opera and baseball games. Any combination of tickets along a line would provide the same level of satisfaction for Ramesti, indicating that he is willing to trade one ticket for the other at a constant rate.

Ahmad's indifference map would show a downward-sloping curve that represents diminishing marginal utility for chocolate bars. As he consumes more chocolate bars in a day, the curve would become flatter, indicating that the additional satisfaction he derives from each additional chocolate bar decreases. This reflects his dislike for chocolates after consuming a certain quantity.

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The Ponchon-Savarit method for calculating theoretical stages in a binary distillation can be more accurate than the McCabe-Thiele method because it takes into account the non-ideal behavior of the liquid and vapor phases.

In the Ponchon-Savarit method, the equilibrium curve is represented as a polynomial equation, which allows for a more accurate representation of the separation process. This method also considers the effect of varying reflux ratios on the number of theoretical stages required. By accounting for non-ideal behavior and varying reflux ratios, the Ponchon-Savarit method provides a more accurate estimation of the theoretical stages required for a binary distillation.

On the other hand, the McCabe-Thiele method assumes ideal behavior and constant reflux ratio, which can lead to less accurate results. It represents the equilibrium curve using a straight line, which simplifies the calculations but does not account for non-ideal behavior. Additionally, the McCabe-Thiele method does not consider the effect of varying reflux ratios on the separation process.

In summary, the Ponchon-Savarit method is more accurate than the McCabe-Thiele method in calculating the theoretical stages in a binary distillation because it considers non-ideal behavior and varying reflux ratios.

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Ravi deposited $4000 into an account with 3.4% interest, compounded semiannually. After 8 years, the balance in the account would be $5,135.35.

The formula for calculating the compound interest is given by, A = P(1 + (r/n))^(n*t), where A represents the amount in the account after t years, P is the principal amount invested, r is the annual interest rate, n is the number of times the interest is compounded per year and t is the time in years. Here, the principal amount is $4000, the annual interest rate is 3.4%, n is 2 as it is compounded semiannually and t is 8 years.

Substituting the given values in the formula, we have, A = $4000(1 + (0.034/2))^(2*8) = $5,135.35. Therefore, the balance in the account after 8 years would be $5,135.35.

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Answer:60

Step-by-step explanation:

Answer:

45 hope this helps! If its wrong let me know!

After calculating the partial derivatives and the cross product, we can find the double integral of the magnitude over the region (0 ≤ r ≤ √3, 0 ≤ θ ≤ 2π). This double integral gives the surface area of the part of the plane inside the cylinder.

To find the area of the surface of the part of the plane x + 2y + 3z = 1 that lies inside the cylinder x^2 + y^2 = 3, we can use a parametric representation for the plane and cylinder intersection.

Let x = r * cos(θ) and y = r * sin(θ), where r^2 = 3 (from the cylinder equation). Now, we can find z in terms of r and θ using the plane equation:

z = (1 - x - 2y) / 3
z = (1 - r * cos(θ) - 2r * sin(θ)) / 3

Now, we have the parametric representation of the intersection: (r * cos(θ), r * sin(θ), (1 - r * cos(θ) - 2r * sin(θ)) / 3). To find the surface area, we need to calculate the partial derivatives with respect to r and θ and then find the magnitude of the cross product.

After calculating the partial derivatives and the cross product, we can find the double integral of the magnitude over the region (0 ≤ r ≤ √3, 0 ≤ θ ≤ 2π). This double integral gives the surface area of the part of the plane inside the cylinder.

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Performing the integration, will obtain the numerical value of the integral, which represents the evaluated expression ∫∫T 12x dA.

To evaluate the integral ∫∫T12xdA, where T is the part of the plane x+y+5z=9 in the first octant, we need to find the surface area of the region T and multiply it by 12x.

Start by expressing the given plane equation in terms of z to obtain the limits of integration. Rearrange the equation as follows:

z = (9 - x - y) / 5

Determine the limits of integration for x and y in the first octant. In this region, x, y, and z all vary from 0 to the corresponding limits.

Set up the double integral using the limits of integration and the differential element dA, which represents the differential area on the surface. In this case, dA represents the differential area on the plane.

Since we are integrating with respect to surface area, dA is given by dA = √(1 + (∂z/∂x)² + (∂z/∂y)²) dxdy. Compute the partial derivatives (∂z/∂x) and (∂z/∂y), and substitute them into the formula for dA.

Simplify the expression for dA and substitute it into the double integral setup. The integral becomes:

∫∫T 12x dA = ∫∫T 12x √(1 + (∂z/∂x)² + (∂z/∂y)²) dxdy

Evaluate the integral by performing the integration over the given limits. This involves integrating with respect to x first and then y.

After performing the integration, you will obtain the numerical value of the integral, which represents the evaluated expression ∫∫T 12x dA.

Note that the specific values for the limits of integration and the resulting numerical value of the integral will depend on the given region T and the specific plane equation x+y+5z=9.

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Weight of a 24 square foot, 2 inch thick aluminum plate will be: 720 lbs.

A single unit's value can be determined from the values of multiple units, and multiple units' values can be determined from the values of single units using the unitary method.

Given:

To find: weight of a 24 square foot, 2 inch thick aluminum plate

Finding:

By unitary method, we get:

Weight of 1 square foot aluminum plate = 15 lbs.

Weight of 24 square foot aluminum plate = 15(24) lbs = 360 lbs.

Again, by unitary method, we get:

Weight of 1 square foot, 1 inch thick aluminum plate = 15 lbs.

Weight of 24 square foot, 1 inch thick aluminum plate = 15(24) lbs = 360 lbs.

Weight of 24 square foot, 2 inch thick aluminum plate = 360(2) lbs = 720 lbs.

Hence, Weight of 24 square foot, 2 inch thick aluminum plate = 720 lbs.

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A linear equation in slope intercept form is: \(y = mx+ c\).

The slope intercept form of \(3x + 3y = 24\) is \(y = -x + 8\)

Given

\(3x + 3y = 24\)

Subtract 3x from both sides

\(3x - 3x + 3y = -3x + 24\)

\(3y = -3x + 24\)

Divide both sides by 3

\(\frac{3y}3 = \frac{-3x}3 + \frac{24}3\)

\(y = -x + 8\)

By comparing \(y = -x + 8\) and \(y =mx + c\);

We can conclude that: \(y = -x + 8\) is the slope intercept form of \(3x + 3y = 24\)

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The researcher should conclude that there is strong evidence which practice improves performance.

The researcher's hypothesis is that practice will improve performance, so they are conducting a one-tailed test.

The critical t-value for this test with a significance level of 0.05 and degrees of freedom is equal to the sample size minus one would be 1.96.

The observed t-value is -7.42 which means that the difference between the pre-practice and post-practice scores is much larger than what would be expected by chance.

This concept suggests that there is strong evidence that practice did indeed improve performance.

For make a decision about the hypothesis,

the researcher needs to compare the observed t-value to the critical t-value.

Since the observed t-value (-7.42) is much smaller in magnitude than the critical t-value (1.96).

The researcher can reject the null hypothesis that there is no difference between pre-practice and post-practice performance.

Therefore, the researcher should conclude that there is strong evidence which practice improves performance.

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Answer:

it would be at 3

cause double negatives cancel out- if u c something like -- or -(-) they would become a positive- so you would plot it at positive 3

hope this helps (again lol)

<33

Step-by-step explanation:

Answer:

plot at 3

Step-by-step explanation:

a negative number times another negative number will result in a positive number

therefore,  - (-3)=3

The value of x is 57 degrees. This was obtained by the use of the trigonometric ratios.

A right triangle, also known as a right-angled triangle, is one that we can say that an angle in this triangle would be 90 degrees.

The Pythagorean theorem can be used to obtain the lengths of the various sides that we have in the right angled triangle. This is one of the fundamental theories in the right angled triangle.

Let us now use the cosine to find the angle as shown below;

We know that;

Cos x = 11/20

x = Cos-1(11/20)

x = 57 degrees

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Suppose X = the time that elapses between the bell and the end of the lecture and suppose the pdf of X is f(x)= kox, then the pdf of X is f(x) = (1/2)x, for 0 ≤ x ≤ 2.

Given that X represents the time elapsed between the bell and the end of the lecture, and the probability density function (pdf) of X is f(x) = kx, we can analyze the situation within the context of probability distributions.

Since the professor always finishes within 2 minutes after the bell, the range of X is between 0 and 2 minutes (0 ≤ x ≤ 2). To find the value of k, we need to ensure that the pdf integrates to 1 over this range, as required by probability density functions:

∫(from 0 to 2) kx dx = 1

After integrating, we get:

(k/2) * x² |(from 0 to 2) = 1

Evaluating at the limits:

(4k/2) - (0) = 1

Solving for k:

k = 1/2

Therefore, the pdf of X is f(x) = (1/2)x, for 0 ≤ x ≤ 2.

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Answer:

AC ≈ 9,7sm

Step-by-step explanation:

AB=7  One side of a right triangle

BC=12  Hypotenuse of a right triangle

AC=?=x  The other side of a right triangle

x²+7²=12²  

x²=144-49

x²=95

x=√(95) ≈ 9,7

AC ≈ 9,7sm

The coordinates of X that partitions XY in the ratio 5 to 4 include the following: X (-1.6, -7).

In this scenario, line ratio would be used to determine the coordinates of the point X on the directed line segment AB that partitions the segment into a ratio of 5 to 4.

In Mathematics and Geometry, line ratio can be used to determine the coordinates of X and this is modeled by this mathematical equation:

M(x, y) = [(mx₂ + nx₁)/(m + n)],  [(my₂ + ny₁)/(m + n)]

By substituting the given parameters into the formula for line ratio, we have;

M(x, y) = [(5(2) + 4(-6))/(5 + 4)],  [(5(-11) + 4(-2))/(5 + 4)]

M(x, y) = [(10 - 24)/(9)],  [(-55 - 8)/9]

M(x, y) = [-14/9],  [(-63)/9]

M(x, y) = (-1.6, -7)

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Missing information:

The question is incomplete and the complete question is shown in the attached picture.

In 2009, the Fish and Wildlife Service made a decision that meant that gray wolves would no longer be completely protected as  Gray wolves were taken off the federal endangered species list, so option B is correct.

The Wildlife Services program aims to provide Federal leadership and expertise to address wildlife interactions that endanger agricultural production, personal property, and natural resources in addition to public health and safety.

The primary duties of the U.S. Fish and Wildlife Services are to conserve endangered species, manage migratory bird populations, and restore wildlife habitat.

The Service published a final rule that exempts Wyoming-based northern Rockies gray wolves from the Endangered Species Act's protections. The Great Lakes region's gray wolf protections were also removed under the ruling.

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Report on Commonalities Among Three Chosen Regions

For this assignment, three regions of the world have been selected to identify commonalities among them. The chosen regions are North America, Europe, and East Asia. Through internet research, several commonalities have been identified that are shared among these regions. Below are five commonalities found:

Economic Development:

All three regions, North America, Europe, and East Asia, are characterized by significant economic development. They are home to some of the world's largest economies, such as the United States, Germany, China, and Japan. These regions exhibit high levels of industrialization, technological advancement, and trade activities. Their economies contribute significantly to global GDP and are major players in international commerce.

Technological Advancement:

Another commonality among these regions is their emphasis on technological advancement. They are known for their innovation, research and development, and technological infrastructure. Companies and industries in these regions are at the forefront of technological advancements in fields such as information technology, automotive manufacturing, aerospace, pharmaceuticals, and more.

Cultural Diversity:

North America, Europe, and East Asia are culturally diverse regions, with a rich tapestry of different ethnicities, languages, and traditions. Immigration and historical influences have contributed to the diversity seen in these regions. Each region has a unique blend of cultural practices, cuisines, art, music, and literature. This diversity creates vibrant multicultural societies and fosters an environment of cultural exchange and appreciation.

Democratic Governance:

A commonality shared among these regions is the prevalence of democratic governance systems. Many countries within these regions have democratic political systems, where citizens have the right to participate in the political process, elect representatives, and enjoy individual freedoms and rights. The principles of democracy, rule of law, and respect for human rights are important pillars in these regions.

Education and Research Excellence:

North America, Europe, and East Asia are known for their strong education systems and institutions of higher learning. These regions are home to prestigious universities, research centers, and educational initiatives that promote academic excellence. They attract students and scholars from around the world, offering a wide range of educational opportunities and contributing to advancements in various fields of study.

In conclusion, the regions of North America, Europe, and East Asia share several commonalities. These include economic development, technological advancement, cultural diversity, democratic governance, and education and research excellence. Despite their geographical and historical differences, these regions exhibit similar traits that contribute to their global significance and influence.

Answer:

For this assignment, three regions of the world have been selected to identify commonalities among them. The chosen regions are North America, Europe, and East Asia. Through internet research, several commonalities have been identified that are shared among these regions. Below are five commonalities found:

Economic Development:

All three regions, North America, Europe, and East Asia, are characterized by significant economic development. They are home to some of the world's largest economies, such as the United States, Germany, China, and Japan. These regions exhibit high levels of industrialization, technological advancement, and trade activities. Their economies contribute significantly to global GDP and are major players in international commerce.

Technological Advancement:

Another commonality among these regions is their emphasis on technological advancement. They are known for their innovation, research and development, and technological infrastructure. Companies and industries in these regions are at the forefront of technological advancements in fields such as information technology, automotive manufacturing, aerospace, pharmaceuticals, and more.

Cultural Diversity:

North America, Europe, and East Asia are culturally diverse regions, with a rich tapestry of different ethnicities, languages, and traditions. Immigration and historical influences have contributed to the diversity seen in these regions. Each region has a unique blend of cultural practices, cuisines, art, music, and literature. This diversity creates vibrant multicultural societies and fosters an environment of cultural exchange and appreciation.

Democratic Governance:

A commonality shared among these regions is the prevalence of democratic governance systems. Many countries within these regions have democratic political systems, where citizens have the right to participate in the political process, elect representatives, and enjoy individual freedoms and rights. The principles of democracy, rule of law, and respect for human rights are important pillars in these regions.

Education and Research Excellence:

North America, Europe, and East Asia are known for their strong education systems and institutions of higher learning. These regions are home to prestigious universities, research centers, and educational initiatives that promote academic excellence. They attract students and scholars from around the world, offering a wide range of educational opportunities and contributing to advancements in various fields of study.

In conclusion, the regions of North America, Europe, and East Asia share several commonalities. These include economic development, technological advancement, cultural diversity, democratic governance, and education and research excellence. Despite their geographical and historical differences, these regions exhibit similar traits that contribute to their global significance and influence.

Answer:

the value of theta i 45°

Answer:

I don't think any of the answers here are right. They aren't a proportional relationship since they don't pass through the origin. So I would believe the answer would be C. Sorry if I'm wrong!!

Step-by-step explanation:

I learned about this stuff :D

Answer:

C, because you would need two numbers to find the slope of the graph.

Step-by-step explanation:

I had to take a minute to understand this question.

Answer:

uno de los 5 mejores deseos para el colegio y para la comunidad educativa en la definición 3 x 6=√57

Answer:

The percent decrease is 20%

Step-by-step explanation:

\(5 \times \frac{20}{100 } \)

\( = 1\)

\(5 - 1 \\ = 4\)

Answer:

the percent decrease is 20%

Step-by-step explanation:

the

Answer: 98*

Alternate exterior angles are equal

Answer: 98 degrees

Step-by-step explanation:

98 degrees and x are alternate exterior angles.