Simplify.
Remove all perfect squares from inside the square root.
√/3065 =

Answer:

its actually d

Step-by-step explanation:

it compares height to time

The cartesian equation of the curve defined by x = sin(t) and y = csc(t), 0 < t < π/2,  is y = √(1 - x²).

To eliminate the parameter t, we can use the trigonometric identity

csc(t) = 1/sin(t).

Substituting this into the equation y = csc(t), we have y = 1/sin(t).

Rearranging the equation, we get sin(t) = 1/y. Now, we can substitute the expression for x from the equation x = sin(t) into this equation. This gives sin(t) = 1/y = x.

Taking the square of both sides, we have

sin²(t) = (1/y)²

= x².

Using the Pythagorean identity sin²(t) + cos²(t) = 1,

we can rewrite the equation as cos²(t) = 1 - x².

Since cos²(t) = 1 - sin²(t), we can substitute this into the equation to get

1 - sin²(t) = 1 - x².

Simplifying, we have sin²(t) = x².

Taking the square root of both sides, we get sin(t) = ±x.

Finally, substituting sin(t) with its expression x in the equation y = csc(t), we have y = 1/sin(t) = 1/(±x).

Simplifying further, we have y = ±(1/x).

Hence, the cartesian equation of the curve is y = ±(1/x), or equivalently,

y = √(1 - x²) for the positive root.

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a. Percentage of overweight girls = 7.29%

b. Percentage of overweight boys = 12.60%

c. Percentage of overweight students = 9.8% .

The percentage is depicted as a ratio represented as a fraction of a hundred.

a) To calculate the percentage of girls that are overweight, we need to divide the number of overweight girls (31) by the total number of girls (425) and then multiply by 100 to get the percentage:

Percentage of overweight girls = (31/425) x 100% = 7.29%

b) To calculate the percentage of boys that are overweight, we need to divide the number of overweight boys (48) by the total number of boys (381) and then multiply by 100 to get the percentage:

Percentage of overweight boys = (48/381) x 100% = 12.60%

c) To calculate the percentage of all students that are overweight, we need to add up the number of overweight girls and boys (31+48 = 79) and divide by the total number of students (425+381 = 806) and then multiply by 100 to get the percentage:

Percentage of overweight students = (79/806) x 100% = 9.8% (rounded to one decimal place)

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The greenhouse effect is caused by atmospheric gases, which trap heat radiated from the Earth. Option B is answer.

The greenhouse effect refers to the process by which certain gases in the Earth's atmosphere trap heat and prevent it from escaping into space. These gases, including carbon dioxide, methane, and water vapor, act like a blanket, allowing sunlight to enter the atmosphere but trapping a portion of the heat radiated by the Earth's surface. This trapped heat leads to an overall increase in temperature, contributing to global warming and climate change.

The correct answer is "atmospheric gases, which trap heat radiated from Earth" as they play a crucial role in creating the greenhouse effect. The other options, such as the oceans absorbing heat or solar energy reflected back into space by clouds, are not the primary causes of the greenhouse effect. It is the accumulation of greenhouse gases in the atmosphere that leads to the warming of the planet.

Option B is answer.

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The greenhouse effect is caused by atmospheric gases, which trap heat radiated from Earth. The correct answer is B.

The greenhouse effect refers to the process by which certain gases in the Earth's atmosphere trap heat radiated from the Earth's surface, thereby keeping the planet warm. These gases are known as greenhouse gases, and they include carbon dioxide (CO₂), methane (CH₄), nitrous oxide (N₂O), and water vapor (H₂O).

When sunlight reaches the Earth's surface, it is absorbed and then re-emitted as heat. Some of this heat energy radiates back into space, while some is trapped by the greenhouse gases in the atmosphere.

These gases act like a blanket, allowing sunlight to pass through but preventing a significant amount of the heat from escaping. As a result, the Earth's surface and lower atmosphere warm up.

This natural greenhouse effect is essential for maintaining a livable climate on Earth, as it helps to regulate temperatures. However, human activities, particularly the burning of fossil fuels (such as coal, oil, and natural gas) and deforestation, have significantly increased the concentration of greenhouse gases in the atmosphere.

This enhanced greenhouse effect is contributing to global warming and climate change.

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At a 98% confidence level, the margin of error is 0.8765.

Because the method is based on probability, the confidence interval has a margin of error.

A confidence interval's margin of error again for the population mean is determined by:

ME = \(Z_{\alpha /2}\) × \(s_{x}\)

The data mentioned in the question,

n = 20

s = 2

1 - \(\alpha\) = 0.98

The following equation may be used to calculate the standard error:

\(s_{x}\) = s ÷ √n

\(s_{x}\) = 2 ÷ √20

\(s_{x}\) = 0.4472

Now, the critical value \(Z_{\alpha /2}\) is found using MS Excel,

\(Z_{\alpha /2}\) = NORMSINV(\(\alpha /2\))

\(Z_{\alpha /2}\) = NORMSINV(0.9750)

\(Z_{\alpha /2}\) = 1.9599639845

Finally, the confidence interval's margin of error is:

ME = \(Z_{\alpha /2}\) × \(s_{x}\)

ME = 1.96 × 0.4472

ME = 0.8765

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Answer:

\(3(x-1)^2 +6\)

Step-by-step explanation:

Write \(3x^2-6x+9\) in the form: \(x^2 + 2ax + a^2\).

Factor out 3.

\(3(x^2 -2x+3)\)

Add and subtract \(\left(-1\right)^2\:\).

\(3\left(x^2-2x+3+\left(-1\right)^2-\left(-1\right)^2\right)\)

You dont have to write this section down but its for notes:

\(x^2+2ax+a^2=\left(x+a\right)^2\)

\(x^2-2x+\left(-1\right)^2=\left(x-1\right)^2\)

Continue writing this down to show work:

Complete the square

\(3\left(\left(x-1\right)^2+3-\left(-1\right)^2\right)\)

Simplify

\(3\left(x-1\right)^2+6\)

Answer: It's A

Step-by-step explanation:

Answer:

0.6

Helpful? Click "Thanks" please.

Answer: Heyaa!!

✔ Your Answer Is.. 60%

Step-by-step explanation:

Convert the fraction to a decimal, then multiply by 100.

Hopefully this helps you !

- Matthew

Answer:4.62x10^13

Step-by-step explanation:

The better deal would be 500 individual nerds candy for $5.

One of the four basic mathematical operations, along with addition, subtraction, and multiplication, is division. The equal partition of bigger groupings into smaller parts is referred to as division.

The order of work assigned to and completed by the team of employees in order to optimize efficiency is known as the division of labor.

The splitting down of a job into multiple separate parts that make up the total is referred to as the division of labor. 500 individual nerds candy for $5 is preferable since you will have more candy and it will last longer.

Thus, The better deal would be 500 individual nerds' candy for $5 since you will have more candy and it will last longer.

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The questions for grade 7 math worksheets are typically prepared by math teachers, curriculum specialists, and educational publishers.

These professionals use their knowledge of math concepts and pedagogy to create questions that are appropriate for the grade level and aligned with educational standards.

Additionally, they may use feedback from students and other teachers to refine the questions and ensure they are effective for teaching and learning. It is important for the questions to be clear, accurate, and challenging in order to help students develop their math skills and prepare for more advanced concepts.

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The solution to the absolute value of the inequality is given as 1 ≤ t ≤ 4

To represent the number of hours this student spent studying every day, we can use the variable t. Given that the average study time is 2.5 hours a day, we can write the absolute value inequality as:

|t - 2.5| ≤ 1.5

To solve this inequality, we consider two cases:

Case 1: t - 2.5 ≥ 0 (t ≥ 2.5)

In this case, the absolute value inequality simplifies to:

t - 2.5 ≤ 1.5

Solving for t:

t ≤ 4

Case 2: t - 2.5 < 0 (t < 2.5)

In this case, the absolute value inequality becomes:

-t + 2.5 ≤ 1.5

Solving for t:

t ≥ 1

Therefore, the solution to the absolute value inequality is 1 ≤ t ≤ 4.

Interpretation in context:

The inequality 1 ≤ t ≤ 4 implies that the student spent between 1 and 4 hours studying each day. This satisfies the condition that the student always studied within 1.5 hours of the daily average of 2.5 hours.

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Answer: I believe it is option 1

Step-by-step explanation:

The points should be going through (-2,0) (0,4)

Answer:

hope this helps

Step-by-step explanation:

option 4

There are 10,000 possible combinations if there are no restrictions on the number of times talula can use each number.

since the lock has four number positions and each position can have any number from 0 to 9, we can use the multiplication    principle   to determine the total number of possible combinations:

10 options for the first position x 10 options for the second position x 10 options for the third position x 10 options for the fourth position

this gives us:

10 x 10 x 10 x 10 = 10,000

biking talula got a new bicycle lock that has a four-number combination. each number in the combination is from 0 to 9. a. how many combinations are possible

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Answer:

\(4^m\)

Step-by-step explanation:

When you exponent an exponent, you multiply the powers together.

When you divide exponents, you subtract the powers.

Step 1: Convert to same base

log₄64 = 3

Step 2: Rewrite equation

\(\frac{(4^3)^{0.5m}}{4^{0.5m}}\)

Step 3: Simplify

\(\frac{4^{1.5m}}{4^{0.5m}}\)

Step 4: Simplify

\(4^m\)

Answer:

where's the question?

Step-by-step explanation:

I don't see a question.

Answer:

Area= 1/2 x base x height

So, 40 squared= 1/2 x 20x h

40 squared= 10h

40/10=10h/10

4 = height

Step-by-step explanation:

Answer:

\(y=3x+5\)

Step-by-step explanation:

Parallel lines have the same slope.

This means that we would only have to change the y-intercept to get our new line.

We are asked to write an equation of a parallel line with the y-intercept of five.

Rewrite the infomation to create the new equation. Note that parrarell lines have the same slope.

\(y = 3x + 2\rightarrow\boxed{y=3x+5}\)

Hope this helps.

Answer:

10cm (I think)

Step-by-step explanation:

2/3 = .66666666 x 6 = 4

4 +6 = 10

The interest rate is 10.89%

1. Given,С = 200+ 0.69YI = 80 - 1,000rG = 20NX = 850.09ee = 90M = 115YL = 0.5Y - 200rY = 300Using the equation for National Saving, we get,National Saving = Investment + Government Saving + Net exports(S – I) + (T – G) + (X – M) = 0T = 0, hence (S – I) + (X – M) = 0(1 – t)Y – C – (I + G) + NX = 0Where t = 0, we get,0.5Y – 200r – 200 – 69/100Y + 80 – 850.09e = 0.5Y – 200r – 970.09e – 120 = 0.5Y – 200r – 970.09e – 120 = 0Therefore, Y = 325.0454 - 0.5r + 4.851eThis is the equation for the IS curve.On the other hand, the equation for the LM curve is given by,Ms / P = YL(i)115 / 1 = 0.5Y - 200rTherefore, Y = 400 + 400rThis is the equation for the LM curve.The interest rate is given by the point of intersection of the two curves. Equating Y from both equations, we get,325.0454 - 0.5r + 4.851e = 400 + 400rSolving the above equation for r, we get r = 0.1089 or 10.89%..

The size of the nominal money supply in the new short-run equilibrium is 121.07.

2. From the equilibrium found in Question (1), if the foreign interest rate increases by 0.05, the domestic output will change in two ways, depending on the flexibility of the nominal exchange rate.Flexible Exchange Rates:In this case, the nominal exchange rate will depreciate (e decreases). This will increase net exports and shift the IS curve to the right. The new equilibrium will be at a higher level of output.Real exchange rate will fall.Increase in output will be higher compared to the fixed exchange rate case.Fixed Exchange Rates:In this case, the nominal exchange rate will remain constant. Therefore, there will be no effect on net exports.IS curve will not shift.Real exchange rate will remain unchanged.Increase in output will be less compared to the flexible exchange rate case.The nominal money supply in the new short-run equilibrium will change in the case of Fixed Exchange Rates. In the fixed exchange rate case, the domestic interest rate will increase, leading to an inflow of capital. This will increase the money supply and the LM curve will shift downwards until it intersects the IS curve at the new equilibrium point.

Real exchange rate will remain unchanged.

3. From the equilibrium found in Question (1), if the foreign interest rate increases by 0.05, the domestic output will change in two ways, depending on the flexibility of the nominal exchange rate. Flexible Exchange Rates :In this case, the nominal exchange rate will depreciate (e decreases). This will increase net exports and shift the IS curve to the right. The new equilibrium will be at a higher level of output .Real exchange rate will fall. Value of the real exchange rate in the new equilibrium is 0.891.Fixed Exchange Rates: In this case, the nominal exchange rate will remain constant. Therefore, there will be no effect on net exports.IS curve will not shift.

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Answer:

18 feet

Step-by-step explanation:

9 x 2 = 18

In parallelogram ABCD, ∠b = 55°; ∠d = 55. So, the correct answer is (a).

We know that opposite angles of a parallelogram are congruent. In another words, opposite angles of  parallelogram are equal. Therefore, we equate the angle B and angle D to each other and solve.

angle B = angle D

2n + 15 = 3n - 15

n = 30

The value of n is 30.

Now we can find the measures of angles B and D:

angle B = 2n + 15 = 2(30) + 15 = 75 degrees

angle D = 3n - 15 = 3(30) - 15 = 75 degrees

Therefore, the answer is (a) ∠b = 55°; ∠d = 55

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____The given question is incomplete, the complete question is given below:

In parallelogram ABCD measure of angle b is 2n+15 and angle d is 3n - 15. What are the measures of angles b and d? a)∠b = 55°; ∠d = 55° b) ∠b = 55°; ∠d = 125° c) ∠b = 97°; ∠d = 97° d)∠b = 83°; ∠d = 97°

Answer:

The Answer is A

Step-by-step explanation:

I just took the test! 2023Edg

Answer:

To get the empirical/simplest formula of 3x−2y=−25x+8y=−603x-2y=-25x+8y=-60 divide 3x−2y=−25x+8y=−603x-2y=-25x+8y=-60 by 22.3x−y=−5x+8y=−60

Step-by-step explanation:

The associated radius of convergence, R is infinity, or R = ∞.

To obtain the Maclaurin series for f(x) = xe^8x, we can use the known Maclaurin series for e^x, which is:

e^x = 1 + x + x^2/2! + x^3/3! + ...

Substituting 8x for x, we get:

e^(8x) = 1 + 8x + (8x)^2/2! + (8x)^3/3! + ...

Multiplying both sides by x, we get:

xe^(8x) = x + 8x^2 + (8x)^3/2! + (8x)^4/3! + ...

Therefore, the Maclaurin series for f(x) = xe^8x is:

f(x) = x + 8x^2 + (8x)^3/2! + (8x)^4/3! + ...

To find the radius of convergence, we can use the ratio test:

lim_n→∞ |(8x)^(n+1)/(n+1)!| / |(8x)^n/n!| = 8|x|/(n+1)

This limit approaches zero for all values of x, so the series converges for all x. Therefore, the radius of convergence is infinity, or R = ∞.

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Step-by-step explanation:

5x+6+6x-25=180

We move all terms to the left:

5x+6+6x-25-(180)=0

We add all the numbers together, and all the variables

11x-199=0

We move all terms containing x to the left, all other terms to the right

11x=199

x=199/11

x=18+1/11

A = [1 0 0; 0 1 0; 0 0 0] and B = [1 1 0; 0 0 0; 0 0 0] are two integer matrices that are not multiples of each other such that Nul(A) = Nul(B) and Col(A) = Col(B).

To find integer matrices A and B that are not multiples of each other such that Nul(A) = Nul(B) and Col(A) = Col(B), we can start with the following matrices:

A = [1 0 0; 0 1 0; 0 0 0]

B = [1 1 0; 0 0 0; 0 0 0]

The null space of A consists of all vectors of the form [x; y; 0], where x and y are integers. Similarly, the null space of B also consists of all vectors of the form [x; y; 0]. Therefore, Nul(A) = Nul(B).

The column space of A consists of all vectors of the form [x; y; 0], where x and y are integers. Similarly, the column space of B also consists of all vectors of the form [x; y; 0]. Therefore, Col(A) = Col(B).

We can verify that A and B are not multiples of each other by computing their determinants. The determinant of A is 0, while the determinant of B is 0 as well. However, A and B are not multiples of each other because the first column of A is [1; 0; 0], while the first column of B is [1; 0; 0] + [0; 1; 0], which is a linear combination of the columns of A.

Therefore, A = [1 0 0; 0 1 0; 0 0 0] and B = [1 1 0; 0 0 0; 0 0 0] are two integer matrices that are not multiples of each other such that Nul(A) = Nul(B) and Col(A) = Col(B).

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Find integer matrices A, B not multiples of each other such that Nul(A)=Nul(B)andCol(A)=Col(B)?

Answer:

7.5 in

Step-by-step explanation:

Answer:

6

Step-by-step explanation:

Corresponding sides of similar triangles have proportional side lengths.

\(\frac{x}{4.5}=\frac{4}{3} \\ \\ x=\frac{4.5(4)}{3} \\ \\ x=6\)

Jimmy may purchase \(820\) roses for $\(0.80\) each, which is an inequality.

The equation-like form of the formula 5x 4 > 2x + 3 has an arrowhead in lieu of the equals sign. That is an illustration of inequality. This shows that the left half, 5x 4, is bigger than the right part, 2x + 3.

Throughout the recent past, wealth disparity in India has grown, with the wealthy gap ranking among the widest among various comparable nations. According to household polls, inequality may have decreased slightly along with the recent slowdown in growth.

\(r = (5000 - [(5000 * 0.3) + (4000 * 0.6) + (300 * 0.25)])0.8\)

\(r = (5000 - [1500 + 2400 + 75])0.8\)

\(r = (5000 - 3975)0.8\)

\(r = 1025(0.8)\)

\(r = 820\)

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