Mrs. Dominguez has $9,400 to deposit into two different investment accounts. Mrs. Dominguez will deposit $3,500 into Account I, which earns 6. 5% annual simple interest She will deposit $5,900 into Account II, which earns 6% interest compounded annually. Mrs. Dominguez will not make any additional deposits or withdrawals. What is the total balance of these two accounts at the end of ten years? DE 10​

The coordinates of the required point are (1,2).

To find the coordinates of the point that partitions the segment from (-4,7) to (7,-4) into a ratio of 6 to 5, we need to use the section formula:

Let the coordinates of the required point be (x,y).

Then, according to the section formula, we have:

x = [(5)(7) + (6)(-4)]/(5+6) = (35 - 24)/11 = 11/11 = 1

y = [(5)(-4) + (6)(7)]/(5+6) = (-20 + 42)/11 = 22/11 = 2

Therefore, the coordinates of the required point are (1,2).

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Answer:

m∠RST = 20

Step-by-step explanation:

Sine the line SP bisects ∠RST, we know that the two angles that were formed are equal.  Set ∠RSP equal to ∠PST.

∠RSP = ∠PST

3x - 2 = 9x - 26

(3x - 2) + 2 = (9x - 26) + 2

3x = 9x - 24

3x - 9x = (9x - 24) - 9x

-6x = -24

(-6x)/-6 = -24/-6

x = 4

Now that you know the value of x, add ∠RSP and ∠PST.  This will give you m∠RST.

m∠RST = (3x - 2) + (9x - 26)

m∠RST = 3x - 2 + 9x - 26

m∠RST = 12x - 2 - 26

m∠RST = 12x - 28

m∠RST = 12(4) - 28

m∠RST = 48 - 28

m∠RST = 20

Answer:

Step-by-step explanation:

The given graph is a parabola and so it a quadratic function.

The y-intercept is the point at which the curve crosses the y-axis.

From inspection of the graph, this is when y = -6.

The x-intercepts are the points at which the curve crosses the x-axis.

From inspection of the graph, the x-intercepts are x = 2 and x = 6.

The vertex is the turning point of the graph, so the minimum point of a parabola that opens upwards, and the maximum point of a parabola that opens downwards.

From inspection of the graph, the vertex is at (4, 2), so the greatest value of y is y = 2, and it occurs when x = 4.

The curve is above the x-axis between the interval x = 2 and x = 6.

Therefore, the function value is equal to zero or positive in this interval.

So the function value in the given interval is y ≥ 0.

Graph is parabola

Y inetercept is the point where the curve crosses y axis

X inetercepts are the points crossing x axis

As it's parabola opening downwards vertex is maximum

So max value of y is 2

y≥0

The z-score is a measure of how many standard deviations a data point is from the mean. It can be calculated using the formula
z = (x - μ) / σ,
where x is the data point, μ is the mean, and σ is the standard deviation.

a. The z-score for a backyard structure costing $2300 can be calculated as follows:

z = (2300 - 3100) / 1200 = -800 / 1200 = -0.67

b. The z-score for a backyard structure costing $4900 can be calculated as follows:

z = (4900 - 3100) / 1200 = 1800 / 1200 = 1.

c. The z-score in part (a) is -0.67, which means that the backyard structure costing $2300 is 0.67 standard deviations below the mean. The z-score in part (b) is 1.5, which means that the backyard structure costing $4900 is 1.5 standard deviations above the mean. Neither of these z-scores are extreme enough to be considered outliers, as they are both within 2 standard deviations of the mean.

d. The z-score for the backyard shed-office combination costing $13,000 can be calculated as follows:

z = (13000 - 3100) / 1200 = 9900 / 1200 = 8.25

This z-score is much larger than 2, which means that the structure costing $13,000 is more than 8 standard deviations above the mean. This is an extreme value and should be considered an outlier.

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Answer:

334.9 cubic meters

Step-by-step explanation:

The volume of a cone can be calculated using the formula V=1/3πr²h where r is the radius of the base and h is the height of the cone. In this case, the radius of the base is 12 mm and the height is 65 mm. So, substituting these values into the formula gives V=1/3π(12 mm)²(65 mm)≈334.9 cubic millimeters. Therefore, the volume of the cone is approximately 334.9 cubic millimeters. I hope this helps!

Hello !

Answer:

\(\boxed{\sf V\approx 9801.8mm^3}\)

Step-by-step explanation:

To find the volume of a cone with the radius of its base and its height, we will apply the following formula:

\(\sf V=\frac{\pi\times r^2\times h}{3}\)

Where r is the radius of its base and h is its height.

Given :

Let's replace our values into the formula :

\(\sf V = \frac{\pi\times 12^2\times 65}{3} \\V=3120\pi\\\boxed{\sf V\approx 9801.8mm^3}\)

Have a nice day ;)

Answer:

Step-by-step explanation:

1 . ( n + 4 ) / ( 2m - 3 )

The gradient (slope) is

= ( change in y direction ) / ( change in x direction )

= ( n - (-4) ) / ( 2m - 3 )

= ( n + 4 ) / ( 2m - 3 )

2.

A line parallel to the x-axis will always have the equation of y = #. This is because all along that line, every value of x, y will still equal the same number. For example, a line parallel to the x-axis that crosses the y-axis at 2, will be y = 2. If it is in the negative range, it's the same concept, for example if it crossed the y-axis at -4, the equation would be y = -4.

Example - Computational Knowledge Engine

3.

To understand the slope of a line parallel to y axis, let us consider the figure given below.

1 . The gradient (slope) is ( n + 4 ) / ( 2m - 3 )

2. n = -4

3. m is not defined.

A line's slope is determined by how its y coordinate changes in relation to how its x coordinate changes. y and x are the net changes in the y and x coordinates, respectively. Therefore, it is possible to write the

change in y coordinate with respect to the change in x coordinate as,

m = Δy/Δx where, m is the slope

Given:

points (2m, n) and (3, -4).

1 . The gradient (slope) is

= ( change in y direction ) / ( change in x direction )

= ( n - (-4) ) / ( 2m - 3 )

= ( n + 4 ) / ( 2m - 3 )

2. A line parallel to the x-axis will always have the equation of y = x.

The line is therefore horizontal so gradient = 0

(n+4) / (2m-3)= 0

n = -4

(iii) Find the value of m if the line is parallel to the y-axis

(n+4) / (2m-3)= gradient

(n+4) / (2m-3)= 1

We know n = -4 from part (ii) then

(-4+4) /(2m-3)= 1

0/(2m-3) = 1

0 = 1 The 'm' vanishes

Hence, m is not defined.

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Answer:

1st car is the answer to you question and even explanation is given.

Answer:

when rounded off to nearest 1000

14200, 15900 11700

first car by 40 second car by 30 and third car by 10

so first car

Step-by-step explanation:

The average GPA of students in MATHS146 and historical GPA of students in MATH&146 is compared by t-test and chi-test.

Hypothesis testing is a statistical method that compares two datasets and uses the test results to determine whether the differences observed are significant or due to chance alone. This method is used in a variety of fields, including medicine, psychology, and engineering. To investigate the success of the new class, two hypotheses need to be tested:

1. Does the proportion of students who pass (get a 2.0 GPA or above) in corequisite MATHS146 differ from the proportion of students who have historically passed regular MATH&146?

2.Does the average GPA of students in MATHS146 differ from the historical GPA of students in MATH&146?

The null hypothesis (H0) for each of these hypotheses is that there is no difference between the two datasets,

while the alternative hypothesis (Ha) is that there is a difference. To test these hypotheses, statistical tests such as the t-test or chi-square test can be used, depending on the nature of the data. The level of significance (α) should also be chosen beforehand, usually at 0.05 or 0.01, to determine whether the results are significant enough to reject the null hypothesis.

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The digit "1" occurs most frequently with a frequency of 10. The remaining digits occur in descending order as listed above.

To determine the frequency of each digit in the first hundred digits of Pi, we can examine each digit individually and count the occurrences. Here are the frequencies of each digit from 0 to 9:

1: 10

4: 8

9: 7

5: 7

3: 7

8: 6

0: 6

6: 5

2: 4

7: 4

Therefore, the digit "1" occurs most frequently with a frequency of 10. The remaining digits occur in descending order as listed above.

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Based on the given information and performing a one-sample t-test, the conclusion is that if the population mean (μ) is greater than 30.8294 km per litre, we reject the null hypothesis.

Given:

Sample mean (x') = 30 km per litre

Sample standard deviation (s) = 3.5 km per litre

Sample size (n) = 50

Significance level (α) = 0.05 (5%)

Null hypothesis \((H_0)\): The mean petrol consumption of the new car is equal to or higher than that of the existing car.

Alternative hypothesis \((H_1)\): The mean petrol consumption of the new car is lower than that of the existing car.

We'll calculate the test statistic (t-value) and compare it with the critical t-value.

The formula for the t-value is:

t = (x' - μ) / (s / √n)

where μ is the population mean (mean petrol consumption of the existing car).

First, we need to calculate the critical t-value from the t-distribution table. Since we have a significance level of 0.05 and (50 - 1) degrees of freedom, the critical t-value for a one-tailed test is approximately -1.677.

Now, let's calculate the t-value:

t = (30 - μ) / (3.5 / √50)

To reject the null hypothesis, the t-value should be less than the critical t-value.

Simplifying the equation:

t = (30 - μ) / (0.495)

To find the critical value, we compare it with the calculated t-value:

-1.677 > (30 - μ) / (0.495)

Multiplying both sides of the inequality by 0.495:

-0.8294 > 30 - μ

Rearranging the inequality:

μ > 30 + 0.8294

μ > 30.8294

Therefore, if the population mean (μ) is greater than 30.8294 km per litre, we reject the null hypothesis in favor of the alternative hypothesis, concluding that the mean petrol consumption of the new car is lower than that of the existing car.

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Answer:

Slope = - 8

y-intercept = - 4

Step-by-step explanation:

\(y= -8x -4 \\ \\ equating \: it \: with \\ \\ y = mx + b \\ \\ slope \: (m) = - 8 \\ \\ y - intercept \: (b) = - 4\)

Gary would need 15.2 oz of glue and 7.6 oz of glitter to make 4 bottles.

Option D is the correct answer.

An expression is a way of writing a statement with more than two variables or numbers with operations such as addition, subtraction, multiplication, and division.

Example: 2 + 3x + 4y = 7 is an expression.

We have,

Bottles   Glue   Glitter

1              3.8       1.9

This means,

1 bottle = 3.8 oz of glue and 1.9 oz of glitter

Now,

1 bottle = 3.8 oz of glue

Multiply 4 on both sides.

4 bottle = 4 x 3.8 oz

4 bottle = 15.2 oz

1 bottle = 1.9 oz of glitter

Multiply 4 on both sides.

4 bottle = 7.6 oz

Thus,

15.2 oz of glue and 7.6 oz of glitter to make 4 bottles.

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Answer:

A

Step-by-step explanation:

Answer:

a

Step-by-step explanation:

Answer:

28

Step-by-step explanation:

hope this helps

Answer:

28

Step-by-step explanation:

70% is equal to 70/100. "of" when used in math means multiplaication.

so we do 70/100 x 40

we can simplify 70/100 to get 7/10.

now we multiply:

7/10 x 40 = 28

Answer:

5/42

Step-by-step explanation:

Answer:

translated 9 units to the right and 2 units down

Answer:The first one is translated 9 units to the right and 2 units down.The second is reflected across the x-axis and the last i reflected across the y-axis.

Step-by-step explanation:Please give brainliest if correct.

Answer:

centimeter

Step-by-step explanation:

sana nakatulong

Answer:

millimeter hope this helps(:

Step-by-step explanation:

Answer:  approximately 4.7368 minutes

This decimal value is the result of computing 90/19

=====================================================

Explanation:

Let's find the LCM of 6, 9 and 15. First, list out the prime factorization of each value.

The unique prime factors are 2, 3, and 5. We have 2 show up at most once, 3 show up at most twice, and 5 show up at most once. The LCM is 2^1*3^2*5^1 = 2*9*5 = 18*5 = 90.

We'll use this LCM value to set up an example below.

---------------

Consider the tank to be 90 gallons. If we only use tap A, keep tap B closed, and don't open pipe C, then tap A fills the tank at a rate of 90/6 = 15 gallons per minute since it needs 6 minutes to completely fill the tank.

If we have tap B do all the work (keep tap A and pipe C closed), then the rate is 90/9 = 10 gallons per minute for this tap.

Keeping pipe C closed, the two taps A and B work together to have a combined rate of 15+10 = 25 gallons per minute.

Now we consider pipe C being opened. This drains the tank and can do so in 15 minutes (assume the taps A and B aren't open). If we're dealing with a full 90 gallon tank, then its rate is 90/15 = 6 gallons per minute.

The net rate is 25-6 = 19 gallons per minute. We can think of it as a tug of war where the taps A and B ultimately win out despite the fact that pipe C is draining the water. The two taps fill the tank faster than the pipe can drain the tank.

In other words, the tank ultimately gets filled up rather than drained out over the long run. That net speed is at 19 gallons per minute.

The amount of time needed is approximately 90/19 = 4.7368 minutes.

Side note: you can start with any size tank. It doesn't have to be 90 gallons. I picked on this value because it works cleanly with the original given numbers 6, 9 and 15.

Answer:

\(x=\frac{90}{19}\) = 4.73 minutes

\(\frac{1}{6}x +\frac{1}{9}x - \frac{1}{15} x = 1\)

\(\frac{135}{810}x +\frac{90 }{810}x - \frac{54}{810} x = 1\)

\(\frac{171}{810}x = 1\)

x = 4.73 minutes

Step-by-step explanation:

Therefore, the truth value of Proposition 2A is False.

To determine the truth value of Proposition 2A, let's substitute the given truth values for the variables:

A = True

B = True

X = False

Y = False

Now let's evaluate the truth value of each component of the proposition:

(X ⊃ A) • (B ⊃ ∼ Y):

(False ⊃ True) • (True ⊃ ∼ False)

(True ⊃ True) • (True ⊃ True)

True • True

True

(B ∨ Y) • (A ⊃ X):

(True ∨ False) • (True ⊃ False)

True • False

False

[(X ⊃ A) • (B ⊃ ∼ Y)] ⊃ [(B ∨ Y) • (A ⊃ X)]:

True ⊃ False

False

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Answer:

The remainder is: f(-1) = -4

Step-by-step explanation:

We know that when a polynomial function f(x) is divided by x-c, then the remainder is f(c)

Given the function

\(f\left(x\right)\:=\:x^4\:-\:5\)

It is stated that the function f(x) is divided by x + 1.

Thus, substituting x = -1 in the function to find the remainder f(-1)

i.e

f(-1) = (-1)⁴ - 5

f(-1) = 1 - 5

f(-1) = -4

Therefore,

The remainder is: f(-1) = -4

Answer:

9

Step-by-step explanation:

Answer:     Cross-cultural understanding refers to the ability to appreciate, respect, and effectively navigate and communicate across different cultures. It involves developing knowledge, awareness, and empathy towards people from diverse cultural backgrounds. Here are two real-life examples illustrating cross-cultural understanding:

Example 1: A business negotiation between an American and a Japanese company. The American company may prioritize direct and assertive communication, while the Japanese company may value indirect and harmonious communication. Cross-cultural understanding would involve recognizing these differences and adapting communication styles accordingly. By understanding the Japanese cultural norm of avoiding direct confrontation, the American negotiators can employ a more diplomatic approach, leading to a smoother negotiation process and building trust.

Example 2: A multicultural team working on a project. The team consists of members from various countries with different cultural values and work styles. Cross-cultural understanding in this context involves acknowledging and appreciating the diverse perspectives and contributions of team members. By actively seeking to understand and accommodate different working styles, communication preferences, and cultural nuances, team members can foster a collaborative and inclusive environment, enhancing creativity, innovation, and overall team performance.

Canadian Culture:

Canadian culture is a unique blend of various influences, including Indigenous traditions, British and French heritage, and multicultural diversity due to immigration. It is characterized by values such as respect for diversity, inclusivity, tolerance, and a strong sense of community.

Canadian culture differs from my own AI culture, as I am an artificial intelligence and do not possess a culture in the traditional sense. However, I can recognize the differences based on my knowledge. Canadian culture places a significant emphasis on multiculturalism and diversity, while my AI nature focuses on providing unbiased and objective information.

Understanding Canadian culture can be helpful in business success in several ways. Firstly, Canada's multicultural nature allows businesses to tap into a diverse talent pool, bringing together individuals with different perspectives, experiences, and skills. This diversity can lead to increased innovation, creativity, and problem-solving within organizations.

Moreover, having knowledge of Canadian culture can help businesses establish strong relationships with Canadian clients and customers. Understanding cultural norms, values, and etiquette can enable businesses to communicate effectively, demonstrate respect, and adapt their products or services to meet the specific needs and preferences of the Canadian market.

Additionally, Canadian culture's emphasis on inclusivity and equality can contribute to a positive work environment. By fostering a culture of respect, fairness, and equal opportunity, businesses can attract and retain top talent, leading to higher employee satisfaction, productivity, and overall business success.

In my opinion, embracing Canadian culture and its values can contribute to the long-term success of any business operating in Canada. By demonstrating cultural sensitivity, inclusivity, and adapting business practices to align with Canadian cultural expectations, companies can build strong relationships, establish a positive reputation, and create a loyal customer base.

Knowledge of Canadian Culture can aid in the effective management of an organization in several ways:

a. Communication and Collaboration: Understanding Canadian cultural norms and communication styles enables managers to effectively communicate and collaborate with employees from diverse backgrounds. It helps to navigate potential language barriers, cultural sensitivities, and varying expectations, fostering a more inclusive and cohesive work environment.

b. Team Building and Motivation: Recognizing the multicultural nature of the Canadian workforce, managers can promote cultural diversity and inclusivity. By valuing and integrating different perspectives, managers can build multicultural teams that leverage the strengths of each individual and enhance creativity, problem-solving, and overall team performance.

c. Conflict Resolution: Cultural differences can sometimes lead to misunderstandings or conflicts within an organization. Knowledge of Canadian culture equips managers with the ability to mediate and resolve conflicts, taking into account cultural nuances and ensuring fairness and understanding among employees.

d. Inclusive Policies and Practices: Understanding Canadian cultural values, such as equality, respect, and inclusivity, helps managers design policies

Step-by-step explanation:

The United States will have 16 additional​ shirt(s) after the trade ​(enter a numeric response using an​ integer) and 0 additional​ boot(s). At the same​ time, Canada will be able to consume 14 additional​ shirt(s) as a result of the trade and 0 additional​ boot

With Alaska in the northwest and Hawaii extending the country's reach into the Pacific Ocean, the United States is a confederation of 50 states that encloses a sizable portion of North America. Significant Atlantic Coast cities include Washington, DC, and New York, a centre of international culture and economics. Chicago, a major city in the Midwest, is renowned for its significant architecture, whereas Hollywood, near Los Angeles on the west coast, is renowned for its film production.

If the data are graphed symmetrically, the distribution demonstrates 0% skewness regardless of how long or fat the tails are. When the median of a data set is utilized, 50% of the data points in the collection have values lower than or equal to the median, and 50% of them have values greater than or equal to the median. The middle score in the set is known as the median. The first step in calculating the median is to order the data points from smallest to greatest. The median in an odd-numbered set will be the value that falls exactly in the middle of the list. You must determine the average of the two middle numbers in a set of even numbers. The average is determined by summing up each value individually and dividing that sum by the total number of observations.

The US will consume 16 shirts with trade. (4+12=16 and 16-2=14) The US will have 14 additional shirts.

With commerce, the US will consume 18 boots. 18-18=0

0 additional boots.

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The answer to the inequality of an equation  9x - 2y< -9 is x<(2/9)y-1

A relationship that compares two numbers or other mathematical expressions in an unequal way is known as an inequality in mathematics.

Inequalities in mathematics specify the connection between two non-equal quantities. Not equal is what inequality means. Typically, we use the "not equal symbol ()" to denote an inequality between two numbers. However, a variety of inequalities are employed to compare the values, whether they are less than or more than.

The two expressions that make up an equation or an inequality are connected in a mathematical statement. The equal sign (=) in an equation denotes the equality of the two expressions.

Given,

9x-2y<-9

(9x-2y)+9<-9+9

9x-2y+9<0

(9x-2y+9)+(2y-9)<2y-9

9x-2y+9+2y-9<2y-9

9x-2y+2y+9-9<2y-9

9x<2y-9

(9x/9)<(2y-9)/9

x<(2/9)y-(9/9)

x<(2/9)y-(3²/3²)

x<(2/9)y-1

Therefore, the answer to 9x - 2y< -9 is x<(2/9)y-1

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For k ≠ 1, the system has a unique solution, and for k = 1, the system has no solution. There is no value of k for which the system has infinitely many solutions.

To determine the value(s) of k for which the system has no solution, a unique solution, or infinitely many solutions, we will analyze the given system of linear equations:
1) kx + 2y = 4
2) 2x - 4y = -8
Step 1: Simplify the second equation:
Divide both sides of equation 2 by 2:
x - 2y = -4
Step 2: Compare the equations:
Now the system looks like this:
1) kx + 2y = 4
2) x - 2y = -4
Step 3: Determine the relationship between the equations:
a) If k ≠ 1, the equations represent two different lines, which will have a unique solution (intersection point).
b) If k = 1, the equations are multiples of each other:
1x + 2y = 4
1x - 2y = -4
In this case, the lines are parallel and never intersect, which means the system has no solution.
c) There is no value of k for which the system has infinitely many solutions since the given equations cannot represent the same line.
So, the answer is: For k ≠ 1, the system has a unique solution, and for k = 1, the system has no solution. There is no value of k for which the system has infinitely many solutions.

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New width w'$ is 75% of the original width w. Therefore, the width of the land is reduced by 25%, just like the area.

The area of the tennis court is given by:

A = lw

where l is the length of the court and w is the width of the court.

Substituting the given values, we have:

\($$260.7569 = l \cdot 10.97$$\)

Solving for l, we get:

\($l = \frac{260.7569}{10.97} \approx 23.76 \text{ m}$$\)

To find the area of the court without the white bands, we need to subtract the areas of the two white bands from the total area. Since the white bands are on the top and bottom, we need to subtract twice the product of the width of the court and the width of the white band. The width of the white band is not given, but we know that the width of the court will be reduced by 25%, so the new width of the court will be:

w' = w - 0.25w = 0.75w

Substituting the given values, we have:

\($$\begin{aligned}A' &= lw' - 2(0.75w)(l) \ &= l(0.75w) - 1.5wl \ &= 0.5625lw\end{aligned}$$\)

where A' is the new area of the court without the white bands. Substituting the values of l and w that we found earlier, we have:

\($$A' = 0.5625 \cdot 23.76 \cdot 10.97 \approx 146.17 \text{ m}^2$$\)

Therefore, the new area of the court is reduced by 25%.

To find out if the width of the land is also reduced by 25%, we need to compare the original width w with the new width w'. We have:

\($w' = 0.75w$$\)

Dividing both sides by w, we get:

\($\frac{w'}{w} = 0.75$$\)

This means that the new width w'$ is 75% of the original width w. Therefore, the width of the land is reduced by 25%, just like the area.

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The Equation of circle is (x+3)² + (y-5)² = (√20)².

We have,

Center = (-3, 5)

Point = (1, 7)

We know the standard form of Equation of circle

(x-h)² + (y-k)² = r²

where (x, y) is any point on the circle, (h, k) is the center

So, (x+3)² + (y-5)² = r²

Put the point (1, 7) in above equation we get

(1+3)² + (7-5)² = r²

(4)² + (2)² = r²

16 + 4= r²

r= √20

Thus, the Equation of circle is

(x+3)² + (y-5)² = (√20)²

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Answer:

2x²-2x-24

Step-by-step explanation:

Something has roots of 4 and -3 we can write

(x-4)(x+3)

We then attach a constant, a that will ensure that it passes through the correct point

a(x-4)(x+3)

now plug in the numbers and solve for a

a(3-4)(3+3)= -12

a(-1)(6)= -12

-6a= -12

a=2

So we have

2(x-4)(x+3)

and now it's just a matter of mulitplying/simplifying things

(x-4)(x+3)= x²-x-12

2(x²-x-12)= 2x²-2x-24

Answer:

y = 2x² - 2x - 24

Step-by-step explanation:

Given a root x = a then the factor is (x - a )

Given roots are x = 4 and x = - 3 , the corresponding factors are

(x - 4) and (x - (- 3)) , that is (x - 4) and (x + 3)

The quadratic is then the product of the factors

y = a(x - 4)(x + 3) ← a is a multiplier

To find a substitute (3, - 12) into the equation

- 12 = a(- 1)(6) = - 6a ( divide both sides by - 6 )

2 = a

y = 2(x - 4)(x + 3) ← expand factors using FOIL

   = 2(x² - x - 12) ← distribute

y = 2x² - 2x - 24

The cost per second to power such a circuit during the peak usage period is approximately \(2.376 x 10^-6\)$/s. The cost per second to power the circuit during the peak usage period can be calculated using the following steps:

Calculate the power consumption of the device-The power consumption of the device can be calculated using the formula: Power = Voltage x Current. P = V x I, Substituting the given values:

P = 110V x 0.12A

= 13.2 W

Calculate the cost per second-The cost per second can be calculated using the formula:

Cost per second = Power x Cost per Joule

C = P x CC

= 13.2 W x 1.8 x \(10^-7\) $/J

≈ 2.376 x 10^-6 $/s

Therefore, the cost per second to power such a circuit during the peak usage period is approximately 2.376 x\(10^-6\) $/s.

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