Tell me why the incorrect answer is wrong, what the correct answer is, and why that answer is correct.

Question: If a scale drawing has a scale of 4 inches: 8 feet, how many feet are in one inch?

Incorrect answer: 1 foot

Correct answer: 2 feet

Answer:

54.07

Step-by-step explanation:

Step-by-step explanation:

Let's define the variable "x" as the amount of baked goods the baker sold this week.

The absolute value equation to represent the scenario is:

|560 - x| = 42

This equation states that the absolute value of the difference between the baker's goal ($560) and the actual amount of baked goods sold (x) is equal to $42.

To solve this equation, we need to consider two cases:

Case 1: 560 - x = 42

In this case, the amount of baked goods sold is:

x = 560 - 42 = 518

Case 2: 560 - x = -42

In this case, the amount of baked goods sold is:

x = 560 + 42 = 602

Therefore, the minimum amount the baker received for her baked goods is $518, and the maximum amount is $602.

Answer:

42 I think LOL

The correct rule to describe the function g as a function of f and gives the correct rule is that g(x) = 3x³-6x²+21x-33.

This function is obtained by multiplying the function f(x) by a constant, which in this case is 3.

The correct rule to describe the function

g(x) = 3f(x)

in terms of the function f(x) = x³-2x²+7x-11 is that

g(x) = 3(x³-2x²+7x-11) and thus

g(x) = 3x³-6x²+21x-33.

In order to obtain the function g(x) from the given function f(x), it is necessary to multiply it by a constant, in this case 3.

Therefore, g(x) = 3f(x) means that g(x) is three times f(x).

Thus, we can obtain g(x) as follows:

g(x) = 3f(x) = 3(x³-2x²+7x-11) = 3x³-6x²+21x-33

Therefore, the correct rule to describe the function g as a function of f and gives the correct rule is that

g(x) = 3x³-6x²+21x-33.

This function is obtained by multiplying the function f(x) by a constant, which in this case is 3.

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A student can select the questions in 420 different ways implies that the student can select any number of questions from the set, without any restrictions or limitations, the number of ways to select questions would be determined by the power set of the question set.

To calculate the number of ways a student can select the questions, we need to consider the combinations of selecting questions from Part I and Part II, while ensuring that at least 3 questions are selected from each part.

Number of questions in Part I: 5

Number of questions in Part II: 7

Total number of questions to be attempted: 8

We can consider different combinations of selecting questions from each part to meet the requirements. Let's break it down into cases:

Case 1: Selecting 3 questions from Part I and 5 questions from Part II

Number of ways to select 3 questions from Part I: C(5,3) = 10

Number of ways to select 5 questions from Part II: C(7,5) = 21

Total ways for Case 1: 10 * 21 = 210

Case 2: Selecting 4 questions from Part I and 4 questions from Part II

Number of ways to select 4 questions from Part I: C(5,4) = 5

Number of ways to select 4 questions from Part II: C(7,4) = 35

Total ways for Case 2: 5 * 35 = 175

Case 3: Selecting 5 questions from Part I and 3 questions from Part II

Number of ways to select 5 questions from Part I: C(5,5) = 1

Number of ways to select 3 questions from Part II: C(7,3) = 35

Total ways for Case 3: 1 * 35 = 35

Therefore, the total number of ways a student can select the questions, while meeting the given criteria, is:

Total ways = Total ways for Case 1 + Total ways for Case 2 + Total ways for Case 3

= 210 + 175 + 35

= 420

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A student can select the questions in 14,400 different ways.

To find the number of ways a student can select the questions, we can break down the problem into two parts: selecting questions from Part I and selecting questions from Part II.

In Part I, there are 5 questions, and the student needs to select at least 3. So, there are 3 possible choices for the first question, 4 for the second, and 5 for the third. However, the remaining 2 questions can be selected in any way. So, the number of ways to select questions from Part I is 3 * 4 * 5 * 2 * 1 = 120.

In Part II, there are 7 questions, and the student needs to select at least 3. So, there are 3 possible choices for the first question, 4 for the second, and 5 for the third, just like in Part I. The remaining 4 questions can be selected in any way.

So, the number of ways to select questions from Part II is also 120.

To find the total number of ways a student can select the questions, we multiply the number of ways from Part I and

Part II together: 120 * 120 = 14,400.

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There were 13 small boxes shipped and 6 large boxes shipped.

Let's denote the number of small boxes as 's' and the number of large boxes as 'l'.

According to the given information, the volume of each small box is 6 cubic feet, so the total volume of all small boxes can be calculated as 6s cubic feet.

Similarly, the volume of each large box is 13 cubic feet, so the total volume of all large boxes can be calculated as 13l cubic feet.

We are also given that the combined volume of all the boxes is 156 cubic feet, so we can write the equation:

6s + 13l = 156 ...(1)

Additionally, we know that a total of 19 boxes were shipped, so we can write another equation:

s + l = 19 ...(2)

Now, we have a system of equations (equation 1 and equation 2) that we can solve simultaneously to find the values of 's' and 'l'.

To solve this system of equations, we can use substitution or elimination method. Let's use the substitution method here.

From equation 2, we can rewrite it as s = 19 - l.

Substituting this value of s into equation 1, we get:

6(19 - l) + 13l = 156

Simplifying the equation:

114 - 6l + 13l = 156

Combining like terms:

7l = 42

Dividing both sides by 7:

l = 6

Now, we can substitute this value of l back into equation 2 to find the value of s:

s + 6 = 19

s = 13

The number of small boxes shipped is 13, and the number of large boxes shipped is 6.

There were 13 small boxes shipped and 6 large boxes shipped.

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Answer:

d/10 + 600 + d/6 = 720

450 fts

Step-by-step explanation:

Given that:

Speed from hive to flowerbed = 10 ft/s

Time used in flowerbed = 10 minutes

Speed from flowerbed to hive = 6ft/s

Total time at which bee is away from hive = 12 minutes

Equation to find distance of flowerbed from hive :

Let distance from hive to flowerbed = d

Time taken = distance / speed

Time taken from hive to flowerbed = d/ 10

Time used in flowerbed = 10 minutes = (10 * 60) = 600 seconds

Time taken from flowerbed to hive = d/6

Total time away from hive = 12 mins = (12 * 60) = 720 seconds

A. What equation can you use to find the distance of the flowerbed from the​ hive?

Distance can be obtained from the formula :

d/10 + 600 + d/6 = 720

B. How far is the flowerbed from the​ hive?

d/10 + 600 + d/6 = 720

Take L. C. M of 10 and 6 = 30

(3d + 18000 + 5d) = 21600

8d + 18000 = 21600

8d = 21600 - 18000

8d = 3600

d = 3600/8

d = 450

Distance of flowerbed from hive = 450 fts

Step-by-step explanation:

h na jwhwwhwhwhwhwhwhwhwjjwjwjwjje i don't know thrle answer

5.7 wire should be used for the square in order to maximize the total area.

A piece of wire 13 m long is cut into two pieces.

Let the length of the wire used for square = x

the length of the wire used for an equilateral triangle = 13 - x.

Now let us find the area

A = (x/4)² = x²/16

Area of equilateral triangle = √3/4 * (13 - x)² / 3²

Total area = Area of equilateral triangle + Area of  square

A = √3/4 * (13 - x)² / 3² + x²/16

On differentiating

A' = x/8 + (-13 - x)/6√3

On critical point 0.

0 = x/8 + (-13 - x)/6√3

9x + 4√3x = 52√3

x ≈ 5.7

Also we have x = 0 and 13

A(5.7) = 4.6

A(0) = 8.1

A(13) = 10.6

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Answer:

my final answer is a three legged stool will not wobble

Step-by-step explanation:

Four-legged chairs are by far the most common form of chair. However, only three legs are necessary to maintain stability whilst sitting on the chair. If the chair were to tilt, then with both a four-legged and three-legged chair, there is only one direction in which the chair can tilt whilst retaining two legs on the ground. So why not go for the simpler, cheaper, three-legged chair? Or how about a more robust, five-legged chair? What is so special about the four-legged case?

One suggestion is that the load supported by each leg is lower in a four-legged chair, and so the legs themselves can be weaker and cheaper. But then why not 5 or 6 legs? Another suggestion is that the force to cause a tilt is more likely to be directly forwards or sideways with respect to the person's body, which would retain two legs on the floor with a four-legged chair, but not a three-legged chair. A third suggestion is that four-legged chairs just look the best asthetically, due to the symmetry. Finally, perhaps it is just simpler to manufacture a four-legged chair, again due to this symmetry.

Answer:

domain { -9,1,3,8)

range{ -2,1,2,8}

Step-by-step explanation:

The domain is the inputs

Domain = 3,8,-9,1

We write them in the order from smallest to largest

domain { -9,1,3,8)

The range is the outputs

Range  = -2,1,2,8

We write them in the order from smallest to largest

range{ -2,1,2,8}

Have they given you a y=something? If not y-12 is the answer. If they have given a number for y, put that in the y's place. An example would be:

y=20. What is y-12 and you would put 8.

If \($x$\) is an element of the set \($\{ -1, 1, 2 \}$\) and \($y$\) is an element of \($\{ -2, -1, 0, 1, 2 \}$\), the number of distinct values of \($x^y$\) that are positive is 5.

When the base is positive, the exponent produces positive powers.

Now, let's evaluate the power for each possible combination of \($x$\) and \($y$\):

For \($x = -1$\) and \($y$\) being an even number, we get a positive power. Here are the possible even values for \($y$\):
\($y = -2$\) and \($y = 0$\).  Therefore, \($x^y$\) is positive for two possible combinations: \($(-1)^{-2} = 1$\) and \($(-1)^{0} = 1$\).

For \($x = 1$\) and any value of \($y$\), the power of \($x$\) is always positive, and the value of \($x$\) is always 1. Therefore, there's only one possible combination: \($1^y = 1$\).

For \($x = 2$\) and \($y$\) being an even number, we get a positive power. Here are the possible even values for \($y$\):
\($y = -2$\) and \($y = 0$\). Therefore, \($x^y$\) is positive for two possible combinations: \($2^{-2} = 1/4$\) and \($2^{0} = 1$\)

For \($x = 2$\) and \($y$\) being an odd number, we get a negative power. Here are the possible odd values for \($y$\):
\($y = -1$\) and \($y = 1$\). Therefore, \($x^y$\) is positive for zero possible combinations.

Therefore, the total number of distinct values of \($x^y$\) that are positive is \($2+1+2 = 5$\).

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The influence of a small alpha level in the context of hypothesis testing is:

c. A small alpha level reduces the likelihood of a Type I error.

A hypothesis known as the null hypothesis states that sample observations are the result of chance.

The correct statement regarding the influence of a small alpha level in the context of hypothesis testing is:

c. A small alpha level reduces the likelihood of a Type I error.

A small alpha level (typically denoted as α) is the significance level used in hypothesis testing to determine the threshold for rejecting the null hypothesis. By setting a small alpha level, such as 0.01 or 0.05, we are reducing the probability of making a Type I error, which is the incorrect rejection of a true null hypothesis.

In other words, a small alpha level provides a stricter criterion for rejecting the null hypothesis, making it less likely to reject the null hypothesis when it is true. This reduces the likelihood of claiming a significant result when there is no true effect or relationship in the population.

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Answer:

y = 3/5x + 3/5.

Step-by-step explanation:

the /'s are division symbols.              3            3

                                                  y =     _   +       _

                                                           5            5

Answer:

3628800 ways if the women are always required to stand together.

To solve this problem, we can consider the number of ways to arrange the women and men separately, and then multiply the results together.

First, let's consider the arrangement of the women. Since no two men can be seated next to each other, the women must be seated in between the men. We can think of the 5 men as creating 6 "gaps" where the women can be seated (one gap before the first man, one between each pair of men, and one after the last man).

Out of these 6 gaps, we need to choose 7 gaps for the 7 women to sit in. This can be done in "6 choose 7" ways, which is equal to the binomial coefficient C(6, 7) = 6!/[(7!(6-7)!)] = 6.

Next, let's consider the arrangement of the 5 men. Once the women are seated in the chosen gaps, the men can be placed in the remaining gaps. Since there are 5 men, this can be done in "5 factorial" (5!) ways.

Therefore, the total number of ways to seat the 5 men and 7 women is 6 * 5! = 6 * 120 = 720.

There are 720 ways to seat the 5 men and 7 women in a row such that no two men are next to each other.

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Answer:

the x- coordinate of the turning point = - 2.5

Step-by-step explanation:

given

x² + bx + c

c is the value of the y- coordinate where the curve crosses the y- axis, so c= - 14

x² + bx - 14

given x = 2 is a root , then equating to zero gives

2² + 2x - 14 = 0

4 + 2x - 14 = 0

- 10 + 2x = 0 ( add 10 to both sides )

2x = 10 ( divide both sides by 2 )

x = 5

then equation is

x² + 5x - 14 = 0  ← in standard form

(x + 7)(x - 2) = 0 ← in factored form

equate each factor to zero and solve for x

x + 7 = 0 ⇒ x = - 7

x - 2 = 0 ⇒ x = 2

the roots are x = - 7, x = 2

the x- coordinate of the vertex is at the midpoint of the roots , that is

x- coordinate of the turning point = (- 7 + 2) ÷ 2 = - 5 ÷ 2 = - 2.5

Answer:

40 at (4,1)

Step-by-step explanation:

See the attached graph

(a)The population of interest is the entire university community at Botho University. (b)The sample is the random sample of 200 members. (c)The average time spent in the library, which is 30 minutes, is a statistic because it is computed from the sample and represents a characteristic of the sample, not the entire population.

a) The population of interest in this case would be the entire university community at Botho University. It includes all members of the university community who could potentially spend time in the library.

b) The sample in this case is the random sample of 200 members that was taken from the university community. It represents a subset of the population of interest and is used to make inferences about the larger population.

c) In this case, 30 minutes is a statistic, not a parameter.

A statistic is a value calculated from a sample that describes some characteristic of the sample. In this case, the average time spent in the library, which is 30 minutes, was computed from the sample of 200 members. It represents the average time spent in the library by the sampled members.

On the other hand, a parameter is a value that describes a characteristic of the population. Since the average time spent in the library is based on the sample and not the entire population, it cannot be considered a parameter.

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A 95% confidence interval for the population mean can be calculated by finding the sample mean and the margin of error for a given level of confidence.

To do this, we need to find the sample mean and standard deviation of the sample data and then use the standard error of the mean.

Here are the steps to calculate the 95% confidence interval:

Calculate the sample mean:

The sample mean is calculated by summing up all the sample data points and dividing by the total number of data points:

Sample mean = (148 + 154 + 158 + 160 + 161 + 162 + 166 + 170 + 182 + 195 + 236) / 11 = 167.36

Calculate the sample standard deviation:

The sample standard deviation is calculated as follows:

Sample standard deviation = sqrt(((148-167.36)^2 + (154-167.36)^2 + (158-167.36)^2 + (160-167.36)^2 + (161-167.36)^2 + (162-167.36)^2 + (166-167.36)^2 + (170-167.36)^2 + (182-167.36)^2 + (195-167.36)^2 + (236-167.36)^2) / 11-1) = 33.07

Calculate the standard error of the mean:

The standard error of the mean is calculated as follows:

Standard error of the mean = sample standard deviation / sqrt(sample size) = 33.07 / sqrt(11) = 11.11

Calculate the margin of error:

The margin of error is calculated as follows:

Margin of error = t-value * standard error of the mean

where t-value is the critical value from the t-distribution table for a given degree of freedom and level of confidence. For a 95% confidence level and 10 degrees of freedom, the t-value is approximately 1.833.

Margin of error = 1.833 * 11.11 = 20.53

Calculate the lower and upper bounds of the confidence interval:

The lower and upper bounds of the confidence interval are calculated as follows:

Lower bound = sample mean - margin of error = 167.36 - 20.53 = 146.83

Upper bound = sample mean + margin of error = 167.36 + 20.53 = 187.89

Therefore, the 95% confidence interval for the population mean is [146.83, 187.89]. This means that we are 95% confident that the true population mean lies between 146.83 and 187.89.

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The required answer is  sec θ = -√2.

Explanation:-

Part 1: Given cosine of theta is equal to radical 3 over 2 on the domain [0,[infinity]).

To determine three possible angles θ,  the cosine inverse function which is a cos and since cosine function is positive in the first and second quadrant. Therefore  conclude that, cosine function of θ = radical 3 over 2 implies that θ could be 30 degrees or 330 degrees or 390 degrees. So, θ = {30, 330, 390}.Part 2:To convert 495° to radians, multiply by π/180°.495° * π/180° = 11π/4To find sec θ, we use the reciprocal of the cosine function which is sec.

Therefore, sec θ = 1/cos θ.To find cos 11π/4,  the reference angle, which is 3π/4. Cosine is negative in the third quadrant so the final result is sec θ = -√2.

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IM NOT QUIT SO SURE BUT IF MY CALCULATIONS ARE CORRECT ITS C

Answer:

i got u, its A

Step-by-step explanation:

Answer:

x = 3

Step-by-step explanation:

12x =  36

There is only one step

Divide both sides by 12

x = 3

Answer: what he said

Step-by-step explanation:..

Answer:

12:00 i think

Step-by-step explanation:

hope this helps

The value of c that makes the equation true is c = 64, when x = 6 and y = 3.

To find the value of c that makes the equation true, we can start by simplifying both sides of the equation using exponent rules and canceling out common factors.

First, we can simplify 3√(x^3) to x√x, and 3√y to y√y, giving us:

x√x/cy^4 = x/4y(y√y)

Next, we can simplify x/4y to 1/(4√y), giving us:

x√x/cy^4 = 1/(4√y)(y√y)

We can cancel out the common factor of √y on both sides:

x√x/cy^4 = 1/(4)

Multiplying both sides by 4cy^4 gives us:

4x√x = cy^4

Now we can solve for c by isolating it on one side of the equation:

c = 4x√x/y^4

We can substitute in the values of x and y given in the problem statement (x>0 and y>0) and simplify:

c = 4x√x/y^4 = 4(x^(3/2))/y^4

c = 4(27)/81 = 4/3 = 1.33 for x = 3 and y = 3

c = 4(64)/81 = 256/81 = 3.16 for x = 4 and y = 3

c = 4(125)/81 = 500/81 = 6.17 for x = 5 and y = 3

c = 4(216)/81 = 64 for x = 6 and y = 3

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Answer:

no

Step-by-step explanation:

No, it is not since 2 points have the same x-coordinate and different y-coordinates.

For sp3d hybridized central atoms, the only possible molecular geometry is trigonal bipyramidal.

Hybridisation (or hybridization) is a process of mathematically combining two or more atomic orbitals from the same atom to form an entirely new orbital different from its components and hence being called as a hybrid orbital.

In this case, if all the bonds are in place, the shape is also trigonal bipyramidal.

In chemistry, a trigonal bipyramid formation is a molecular geometry with one atom at the center and 5 more atoms at the corners of a triangular bipyramid.

Bond angle(s): 90°, 120°

Coordination number: 5

Point group: D3h

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The classical errors-in-variables (CEV) assumptions require that the measurement error in tv hours is not related to the true value of television viewing.In other words, the error should be random and not correlated with the actual amount of time spent watching TV.

Additionally, the CEV assumptions require that the measurement error has a mean of zero and a constant variance. Whether or not the CEV assumptions are likely to hold in this application depends on several factors. One important consideration is the accuracy of the survey instrument used to collect data on tv hours.

If the survey is poorly designed or administered, it may introduce systematic measurement error that is correlated with the true value of television viewing.

Another important factor is the population being surveyed. If the population is highly diverse with respect to television viewing habits, it may be difficult to ensure that the CEV assumptions hold for all subgroups.

Overall, while it is possible that the CEV assumptions hold in this application, it is also possible that they do not. Researchers should carefully consider the potential sources of measurement error and take steps to minimize them if possible.

Additionally, sensitivity analyses can be conducted to explore the robustness of study results to violations of the CEV assumptions.

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Answer:

the answer is 20m/s

Step-by-step explanation:

speed = distance/time which equals to speed = 800/40, so the answer is 20m/s

Answer:

20m /s

Step-by-step explanation:

Speed = \(\frac{Distance}{time}\)

             \(= \frac{800}{40}=\frac{80}{4}= 20\)