Lines l and m are parallel.
Use the diagram to determine the measure of ∠3.

Answer:

about 3000

Step-by-step explanation:

Answer: \(\frac{5}{9}\ m\)

Step-by-step explanation:

Given

Area of the rectangular piece of paper is \(A=\frac{1}{3}\ m^2\)

Length of the paper is \(l=\frac{3}{5}\ m\)

Suppose width of the paper is \(w\)

Area is the multiplication of length and width

\(\therefore A=lw\\\\\Rightarrow \dfrac{1}{3}=\dfrac{3}{5}\times w\\\\\Rightarrow w=\dfrac{5}{9}\ m\)

Thus, the width of the paper is \(\frac{5}{9}\ m\)

Brian will have 46.90 miles to his destination after 41 minutes of driving.

In the question ,

it is given that

Brian has 69 miles left to his destination after 15 minutes of driving

let x denotes the driving time ( in minutes)

and y denote the remaining distance ( in miles )

so the point is represented by (15,69)  

and given that

Brian has 58.8 miles to his destination after 27 minutes of driving

so the second point is (27,58.8).

Since the relationship is given to be linear , hence it will represent a line .

the equation of line passing through the two points (15,69) and (27,58.8) is given by

(y-69)=(58.8-69)/(27-15) * (x-15)

y-69 = -10.2/12 * (x-15)

y-69 = -0.85(x-15)

y-69= -0.85x+12.75

y = -0.85x + 81.75

So , the linear relationship between remining distance and driving time is given by y = -0.85x + 81.75 .

to find miles will he have to his destination after 41 minutes of driving

Substituting x=41 we get

y = -0.85(41) + 81.75

y = -34.85 + 81.75

y = 46.90 .

Therefore , Brian will have 46.90 miles to his destination after 41 minutes of driving.

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The modified Reynolds analogy, also known as the Chilton-Colburn analogy, is expressed mathematically as Nu = f * Re^m * Pr^n. It relates the convective heat transfer coefficient (h) to the skin friction coefficient (Cf) in fluid flow. This equation is widely used in heat transfer analysis and design applications involving forced convection.

The modified Reynolds analogy is a useful tool in heat transfer analysis, especially for situations involving forced convection. It provides a correlation between the heat transfer and fluid flow characteristics. The Nusselt number (Nu) represents the ratio of convective heat transfer to conductive heat transfer, while the Reynolds number (Re) characterizes the flow regime. The Prandtl number (Pr) relates the momentum diffusivity to the thermal diffusivity of the fluid.

The equation incorporates the friction factor (f) to account for the energy dissipation due to fluid flow. The values of the constants m and n depend on the flow conditions and geometry, and they are determined experimentally or by empirical correlations. The modified Reynolds analogy is widely used in engineering calculations and design of heat exchangers, cooling systems, and other applications involving heat transfer in fluid flow.

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Answer:

F type connector

Step-by-step explanation:

Use an F-type connector for broadband cable connections that use coaxial cable.

The F connector is a coaxial RF connector commonly used for "over the air" terrestrial television, cable television and universally for satellite television and cable modems,

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Answer:

A. The mean price was about 15,000 higher than the median price.

Step-by-step explanation:

The areas that needs correction has been attended to and they include the following:

4.)533.8 meters

5.)22686.5 m²

8.)19.06 m

To determine the radius of a circle, the diameter should be divided into two.

For the wheel, the radius is calculated as follows;

Diameter = 150/2

= 85 meters.

For 4.)

The circumference of the wheel with the given radius;

Formula = 2πr

= 2×3.14×85

= 533.8 meters

For 5.)

Area of the wheel = πr²

= 3.14×85×85 = 22686.5 m²

For 8.) The arc length between the two cars;

= circumference/number of compartment

= 533.8/28

= 19.06 m

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Answer:

move 6 places right (1kg=10^6mg=1,000,000mg)

Step-by-step explanation:

ex:

1kg= 1,000,000mg

39kg=39,000,000

4.2kg=4,200,000

An eigenvalue of a matrix is a scalar value that satisfies the equation ax = λx for some vector x. If a is an n × n matrix, then if ax = λx for some vector x, λ is an eigenvalue of a

An eigenvalue of a matrix is a scalar value that satisfies the equation ax = λx for some vector x. If a matrix a is an n × n matrix, then the equation ax = λx can be used to find the eigenvalues associated with the matrix. By taking the equation ax = λx and rearranging it, we can isolate the eigenvalue λ on the left side of the equation, leaving the vector x on the right side. λ is then the eigenvalue of the matrix a. For example, if we have a 2 x 2 matrix a, and we have an equation of the form ax = λx, where x is a 2-dimensional vector, then by rearranging the equation we can find the eigenvalue λ associated with the matrix a. In summary, if a is an n × n matrix and ax = λx for some vector x, then λ is an eigenvalue of a.

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(a) When performing an ANOVA with the data the alternative hypothesis is at least two of the restaurants have different mean delivery times.

(b)75.8

Analysis of variance. or ANOVA, is a statistical method that separate observed variance data into different components to use for additional tests. A one way ANOVA is used for three or more groups of data, to gain information about the relationship between the dependent and independent variables.

The ANOVA table shows how the sum of squares are distributed according to source of variation, and hence the mean sum of squares.

It is given that a pizza lover wants to compare the average delivery times.

Therefore the null hypothesis and alternate hypothesis implies that,

H₀ =  all restaurants have equal mean delivery time

Hₐ = at least two restaurants have different two deliveries

Hence the alternate hypothesis for performing an ANOVA with the data is at least two of the restaurants have different mean delivery times.

The alternate hypothesis (Hₐ) defines that there is a statistically important relationship between two variables. Whereas null hypothesis states that is no statistical relationship between the two variables.

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The Justice Policy Institute suggests expanding the use of mathematical principles, particularly probability theory, in the health and human services sector to promote positive outcomes instead of relying on suppression.

Probability theory is a branch of mathematics that deals with the analysis of uncertain events. By applying probability theory, we can quantify the likelihood of different outcomes and make informed decisions based on evidence. In the context of health and human services, expanding the use of probability theory can provide valuable insights and guide policy decisions towards positive outcomes.

Instead of relying on suppression, which often focuses on punitive measures or attempts to control behavior through strict enforcement, a probabilistic approach can offer a more nuanced and comprehensive perspective. It allows us to understand the underlying factors contributing to certain behaviors or outcomes and design interventions accordingly.

This model can help identify the factors that increase the risk of substance abuse and those that promote positive behaviors. By incorporating statistical techniques, such as regression analysis or machine learning algorithms, we can identify significant predictors and develop tailored interventions to mitigate risks and enhance protective factors.

By expanding the use of probability theory and other mathematical concepts in the health and human services sector, we can move away from suppression and towards a more proactive and evidence-based approach. This approach allows us to understand the underlying mechanisms driving certain behaviors and design interventions that have a higher likelihood of success.

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Answer:

x=3 and x=-1.25

Step-by-step explanation:

4x^2-7x=15

subtract 15 from each side:

4x^2-7x-15=0

factor  (trying different numbers that the sum is 7 and the quotient is 15)

(2x-6 )(2x+2.5 )=0

2x-6=0 add 6 to each side

2x=6

x=3

2x+2.5=0   subtract 2.5 from each side

2x=-2.5

x=-1.25

Answer:

y = \(\frac{4}{3}\) x

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

y = - \(\frac{3}{4}\) x + 1 ← is in slope- intercept form

with slope m = - \(\frac{3}{4}\)

Given a line with slope m then the slope of a line perpendicular to it is

\(m_{perpendicular}\) = - \(\frac{1}{m}\) = - \(\frac{1}{-\frac{3}{4} }\) = \(\frac{4}{3}\) , thus

y = \(\frac{4}{3}\) x + c ← is the partial equation

To find c substitute (9, 12) into the partial equation

12 = 12 + c ⇒ c = 12 - 12 = 0

y = \(\frac{4}{3}\) x + 0 , which simplifies to

y = \(\frac{4}{3}\) x

If the researchers conducted a two-tailed test instead of a one-tailed test, the critical value, test statistic, and p-value would change.

In a one-tailed test, the critical value is determined based on the chosen significance level and the direction of the alternative hypothesis. For a significance level of 0.05 in a one-tailed test, the critical value corresponds to the upper tail of the distribution.

However, in a two-tailed test, the critical value is split between the two tails of the distribution. Since the researchers are interested in both the possibility of increased food consumption and decreased food consumption, they would need to divide the significance level (0.05) equally between the two tails. This means that each tail would have a significance level of 0.025.

The test statistic remains the same regardless of whether it is a one-tailed or two-tailed test. In this case, the test statistic for the insufficient sleep condition is 1.7.

The p-value would change in a two-tailed test because the researchers would need to consider both tails of the distribution. In a one-tailed test, the p-value represents the probability of observing a test statistic as extreme as the one obtained, in the specified direction. However, in a two-tailed test, the p-value represents the probability of observing a test statistic as extreme as the one obtained, in either direction. Therefore, the p-value in a two-tailed test would be larger than the p-value in a one-tailed test.

To summarize, in a two-tailed test:

- The critical value would be different, with equal significance levels allocated to both tails of the distribution.

- The test statistic would remain the same.

- The p-value would be larger than the p-value obtained in a one-tailed test.

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Answer:

-1 over 2

Step-by-step explanation:

give brainliest lol

Answer:

\(\frac{\sqrt{21} }{6}\)

Step-by-step explanation:

Using the half angle identity

cos(\(\frac{1}{2}\) x ) = ± \(\sqrt{\frac{1+cosx}{2} }\)

Given cosx = \(\frac{1}{6}\) , then

cos(\(\frac{1}{2}\) x )

= ± \(\sqrt{\frac{1+\frac{1}{6} }{2} }\)

= ± \(\sqrt{\frac{\frac{7}{6} }{2} }\)

= ± \(\sqrt{\frac{7}{12} }\)

= ± \(\frac{\sqrt{7} }{\sqrt{12} }\) × \(\frac{\sqrt{12} }{\sqrt{12} }\)  ( rationalising the denominator )

= ± \(\frac{\sqrt{84} }{12}\)

= ± \(\frac{2\sqrt{21} }{12}\)

= \(\frac{\sqrt{21} }{6}\) ← positive value

Answer

Distance = 4.1 km

Explanation

Let the distance between Jane's house from school be x

The distance can be calculated using pythagora's theorem

Therefore, the distance between Jane's house from school is 4.1 km

Answer:

H = 12ft

Step-by-step explanation:

24/6 = 4 scale factor

4 x 3 =12

Hope this helps!

Answer:

2x - 19

Step-by-step explanation:

Perimeter = sum of sides

First let's simplify each side

We can simplify each side by using distributive property. Distributive property is where you multiply the number on the outside of the parenthesis by the numbers on the inside of the parenthesis.

2(x + 5)

Distribute by multiplying x and 5 by 2

2 * x = 2x and 2 * 5 = 10

2x + 10

1/2(4x + 8)

Distribute by multiplying 4x and 8 by 1/2

1/2 * 4x = 2x and 1/2 * 8 = 4

2x + 4

-3(2x + 11)

Distribute by multiplying 2x and 11 by -3

-3 * 2x = -6x

-3 * -33

-6x - 33

Finally add all the simplified expressions ( remember that they represent the side lengths of the triangle )

2x + 10 + 2x + 4 - 6x - 33

Combine like terms

2x + 2x - 6x = -2x

10 + 4 - 33 = -19

Perimeter: -2x - 19

Answer:

Perimeter = - 2x - 19

Step-by-step explanation:

\(Perimeter \: of \: a \: triangle \\ = Sum \: of \: the \: length \: of \: all \: sides \\ = [2(x+5)]+[-3(2x+11)]+[ \frac{1}{2} (4x+8)] \\ = [(2 \times x)+(2 \times 5)]+[(-3 \times 2x)+( - 3 \times 11)]+[ (\frac{1}{2} \times 4x) + ( \frac{1}{2} \times 8)] \\ = (2x + 10) + ( - 6x - 33) + (2x + 4) \\ = 2x + 10 - 6x - 33 + 2x + 4 \\ = 2x - 6x + 2x + 10 - 33 + 4 \\ = - 2x - 19\)

So, the perimeter is - 2x - 19.

Answer:

22 degrees

Step-by-step explanation:

The total degree of a triangle is 180 degrees.

we are given two degrees already; 90 degrees (from the right angle sign) and 68 degrees from the problem. If we create an equation to reflect this we can find the missing angle:

180 = 90 + 68 + x

180 = 158 + x

x = 22

Step-by-step explanation:

<TSU=68

<STU=90

<SUT=

90+68=158

180-158=22

\(y' = (x\sqrt{(a^2-x^2 )}  / y) * (\sqrt{(a^2-x^2 -x^2)/\sqrt{(a^2-x^2 ) - x^2 / (a^2-x^2)\) is the relationship between the fluxions for the given equation, using Newton's rules.

Isaac Newton created a primitive type of calculus called fluxions. Newton's Fluxion Rules were a set of guidelines for employing fluxions to find the derivatives of functions. These guidelines served as a crucial foundation for the modern conception of calculus and paved the path for the creation of the derivative.

To find the relationship of the fluxions using Newton's rules for the equation\(y^2-a^2-x\sqrt{√(a^2-x^2 )} =0\), we first need to express z in terms of x and y. We are given that z=x√(a^2-x^2 ), so we can write:

\(z' = (\sqrt{(a^2-x^2 )} -x^2/\sqrt{(a^2-x^2 ))} y' + x/\sqrt{(a^2-x^2 )}  * (-2x)\)

Next, we can use Newton's rules to find the relationship between the fluxions:

y/y' = -Fz/Fy = -(-2z) / (2y) = z/y

y' = z'/y - z/y^2 * y'

Substituting the expressions for z and z' that we found earlier, we get:

\(y' = (x\sqrt{(a^2-x^2 )}  / y) * (\sqrt{(a^2-x^2 -x^2)/\sqrt{(a^2-x^2 ) - x^2 / (a^2-x^2)\)

This is the relationship between the fluxions for the given equation, using Newton's rules.

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When a right rectangular prism is sliced in a way that the plane passes through three intersecting edges, cutting off a corner of the prism, the resulting cross section is a triangle.

Imagine a rectangular prism with the vertices A, B, C, D and H in order to understand this. Assume that the edges AE, and AG are crossed by the plane as it cuts off the corner indicated by vertex A. The triangle formed by the intersection of the plane and the prism will therefore have vertices at positions EFG.

The resulting cross section is a triangle EFG, which is a part of the original rectangular prism. The shape and size of the triangle will depend on the dimensions and orientation of the prism, as well as the specific location where the plane intersects the edges.

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Based on the solution of the system of equations, we can conclude that the answer is (H) 50% of the people working were bus persons.

To find the number of servers and bus persons, we can solve the given system of equations:

25x + 8y = 249    (Equation 1)
x + y = 12        (Equation 2)

We can solve this system of equations using various methods, such as substitution or elimination. Let's use the elimination method:

Multiplying Equation 2 by 8, we get:
8x + 8y = 96    (Equation 3)

Subtracting Equation 3 from Equation 1, we have:
25x - 8x = 249 - 96
17x = 153
x = 9

Substituting the value of x into Equation 2, we get:
9 + y = 12
y = 3

The solution to the system of equations is x = 9 and y = 3. This means that there were 9 servers and 3 bus persons working that night.

To determine the percentage of bus persons, we calculate (y / (x + y)) * 100:
(3 / (9 + 3)) * 100 = (3 / 12) * 100 = 25%

Therefore, 25% of the people working were bus persons. None of the given options (F), (G), or (I) are correct. The correct conclusion is (H) 50% of the people working were bus persons.

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Answer:

As a decimal: 0.13

As a fraction: 5/36

Step-by-step explanation:

Answer: 5

Step-by-step explanation: hope this helps!

The x-coordinates of the inflection points of this function are −1 and −1/3.

In this case, we are looking for the open intervals on which the function f(x) = −x⁴ − 9x³ + 4x − 6 is concave up (down) and the x-coordinates of the inflection points of the function.

To find the open intervals on which f is concave up, we must first calculate the second derivative of the function.

The second derivative of the function f(x) is

=> f''(x) = −12x³ − 27x² + 4.

This means that the function f is concave up when f''(x) > 0 and concave down when f''(x) < 0. Solving the equation f''(x) > 0 will give us the intervals on which the function is concave up.

These are the intervals (−∞, −1), (−1, −1/3), and (−1/3, ∞).

Similarly, solving the equation f''(x) < 0 will give us the intervals on which the function is concave down. These intervals are (−1, −1/3) and (−1/3, 0).

We can now determine the x-coordinates of all inflection points of the function f by finding the x-values at which the second derivative is equal to zero.

Solving the equation f''(x) = 0 will give us the x-coordinates of the inflection points, in this case −1 and −1/3.

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So, if you have a pressure measurement of 1 bar, multiplying it by 100 gives you 100 kilopascals.

Converting between different units of pressure, such as bars and kilopascals, is a common task in physics, engineering, and many other fields.

Here's a more detailed explanation: One bar is equivalent to 100 kilopascals (kPa). This means that if you have a pressure measurement in bars, you can convert it to kilopascals by multiplying it by 100.

It's important to note that the conversion factor of 100 is constant, so any value in bars can be easily converted to kilopascals by multiplying by 100.

For example,

if you have a pressure measurement of 2 bars, multiplying it by 100 gives you 200 kilopascals. And if you have a pressure measurement of 0.5 bars, multiplying it by 100 gives you 50 kilopascals.

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\(▪▪▪▪▪▪▪▪▪▪▪▪▪  {\huge\mathfrak{Answer}}▪▪▪▪▪▪▪▪▪▪▪▪▪▪\)

Question 9. The Angles (3 + 5x) and (x + 15) are forming linear pair, so

Question 10. Angle 58° + Angle (2x + 4) = 90, so

Question 11. 5x = 70°

Question 12. Angle 106° and Angle (2x +4) forms linear pair, so

Answer:

9. \(x=27\)

10. \(x=14\)

11. \(x=14\)

12. \(x=35\)

Step-by-step explanation:

9. \(3+5x+x+15=6x+18\)

==>> \(6x+18=180\); subtract 18 from 180 giving you 162, and finally 162 divided by 6 equals 27.

10.  \(90+58 = 148\\180 - 148 = 32\\2(14)+4=32\)

11. 70 and 5x are congruent so, \(180-70=110; 110/5 = 35\)

12. \(180-106=74; 74-4 = 70; 70/2 = 35\)

The standard error of the mean for a sample of size 8 and population mean 436 is equals to the 36.42.

The standard error of the mean, or usually say standard error, shows how different the population mean from a sample mean. We have a population with population mean, \(\mu\) = 436

Standard deviations for population, \( \sigma\) = 103

Sample size, n = 8

We have to determine the value of standard error of the mean. SEM is calculated simply as dividing the standard deviation by the square root of the sample size, n. Mathematically,

\(SE = \frac{ \sigma}{\sqrt n}\)

Substitues all known values in above formula, \(= \frac{ 103}{\sqrt 8}\)

= 36.42

Hence, required standard error value is 36.42.

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