Answer:
Step-by-step explanation:
Left Hand Side
Change to sin(theta) and cos(theta)
csc(theta) = 1/sin(theta)
cot(theta) = cos(theta)/sin(theta)
1/sin(theta) - cos(theta)/sin(theta) Put over Sin(theta) Common denominator
[1 - cos(theta)] / sin(theta) Multiply numerator and denominator by 1 + cos(theta)
(1 - cos(theta)(1 + cos(theta) ) / sin(thata)*(1 + cos(theta))
(1 + cos(theta)(1 - cos(theta)) = 1 - cos^2(theta)
sin^2(theta) / (sin(theta)* ( 1 + cos(theta)
sin(theta) / (1 + cos(theta) )
Right hand Side.
See Above.
Point M is on line segment LN. Given LN=4x, MN= x, and LM=3, determine the numerical length of LN.
Answer:
LN = 4 units
Step-by-step explanation:
Since M is on LN , then
LN = LM + MN , that is
4x = 3 + x ( subtract x from both sides )
3x = 3 ( divide both sides by 3 )
x = 1
Then
LN = 3 + x = 3 + 1 = 4
The required length of the line LN = 4.
Given that,
Point M is on the line segment LN. Given LN=4x, MN= x, and LM=3, to determine the numerical length of LN.
The line is a curve showing the shortest distance between 2 points.
LN = LM + MN
4x = 3 + x
4x - x = 3
3x = 3
x = 3 / 3
x = 1
Length of LN
LN = 4x
= 4 * (1)
= 4
Thus the required length of the line LN = 4.
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Many golfers wear wrist bracelets containing magnets because they claim the magnets improve balance and the length of shots played off the tee. A golfer would like to determine if the claim has merit and plans to collect data on the length of shots played by golfers who use the magnetic bracelets. Another golfer points out that many golfers who purchase the bracelets also purchase other expensive golf equipment, such as golf clubs, and this could be a confounding variable.
Which statement best describes the effect of the confounding variable?
A. Because golfers purchase expensive golf clubs, they may stop wearing their magnetic bracelets, which would interfere with the outcome of the study.
B. Because golfers can be randomly assigned to receive either magnetic bracelets or expensive golf clubs, the expensive golf clubs are a confounding variable.
C. Because golfers using the magnetic bracelets believe they are hitting longer shots, the study may show their shots are not as long as they believe.
D. Because golfers may use both magnetic bracelets and expensive golf clubs, it will be difficult to determine which variable contributes most to longer shots.
Answer:
d
Step-by-step explanation:
just made a 100
The statement "Because golfers may use both magnetic bracelets and expensive golf clubs, it will be difficult to determine which variable contributes most to longer shots." best describes the confounding variable.
What is a confounding variable?A confounding variable is a third variable used to examine research based on a cause and effect relationship.
Golfers who are likely to use the magnetic bracelets also buy and use other expensive golf equipment. This means that it would be difficult to determine whether the bracelet is having any effect on the performance of the golfers. The effect of the expensive equipment will hinder the results of the study.Therefore, we have determined that statement D "Because golfers may use both magnetic bracelets and expensive golf clubs, it will be difficult to determine which variable contributes most to longer shots." best describes the effect of the confounding variable.
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The quadratic function h is shown on the graph. If the graph is h(x) = (3/5 ) (x – d)(x + 6), what is the value of d?
Answers ↓
(A) -14
(B) 14
(C) -60
(D) 42/5
9514 1404 393
Answer:
(B) 14
Step-by-step explanation:
"d" is a value that makes the function be zero. The x-intercepts (zeros) of the function are at x=-6 and x=14, corresponding to factors (x +6) and (x -14). The (x+6) factor is already given in the equation, so we must conclude d=14.
help lol i can’t do math and everything is due at midnight
: Find the equation of the tangent line to the curve f(x)= e^xat x_0= 2, and show this line on the graph.
The tangent line to f(x) = e ˣ at the point x = 2 has slope equal to f ' (2):
f(x) = e ˣ → f '(x) = e ˣ → f ' (2) = e ²
At x = 2, the function takes on a value of f (2) = e ². Use the point-slope formula to get the equation of the tangent line:
y - e ² = e ² (x - 2)
Solve for y :
y = e ² x - e ²
nabiha wants to decorate her home for an upcoming party she bought a roll of ribbon from "dollarama" which is 3.2 m long
(a) how many 15 cm of ribbon can be cut from a 3.2m long ribbon
(b) how long is the remaining peice
Answer:
A = 21
B = 5
Step-by-step explanation:
1 meter = 100 centimeters
This means that she has 320cm of ribbon. Now you need to divide 320 by 15
320/15 = 21.3333333333
So to check your work you could multiply 15 by 21
15 x 21 = 315
This answer is less than 320 so you now know that Nabiha can cut 21 pieces of ribbon that are 15cm long. You also know that the remaining piece is 320 - 315 = 5.
Please award me brainiest! Hope this helps!
Write and equation and solve it for the following:
Seven more that twice a number is 25. What is the number?
Answer: Equation: 2n+7=25 Number: n=9
Step-by-step explanation: Twice a number is 2 × n= 2n. 7 more is +7. Hence we get 2n+7=25. Subtract 7 from both sides then divide by 2 and we get 9!
Answer:
9
Step-by-step explanation:
Work backwards
25 - 7 = 18
18 ÷ 2 = 9
You can solve the problem normally to check.
9 × 2 = 18
18 + 7 = 25
That proves that the answer is right. Hope this helps you! Let me know how you did!
Is that the answer please help no links no links please help
Answer:
360
Step-by-step explanation:
V= L•W•H/3
10×12×9÷3
The table shows the number of pages Michael read and the number of hours he read each day.
Answer:
i love fishing!
Step-by-step explanation:
what is 6/3 + (- 1/6)
Answer:
The answer to your problem is 1 5/6
Answer:
11/6
Step-by-step explanation:
First you need to get a common denomintor in order to add fractions. Here you can multiply 6/3 by two to get 12/6. Then you can just do 12/6-1/6 since adding a negative number is the same as subtracting, leaving you with 11/6, which cannot be reduced so that is your final answer.
simplify the sum x-2/x+3 + 10x/x^2-9 please show your work
Answer:
Step-by-step explanation:
simpify each term
x- 2/x +3+ 10/x -9
combine fractions
x+3 -9 + 8/x
find common denominator then simplify terms [tex]\frac{x*x}{x}+\frac{3x}{x}+\frac{-9x}{x}+\frac{8}{x}[/tex]
[tex]\frac{x^{2}-6x+8 }{x}[/tex]
factor
[tex]\frac{(x-4) (x-2)}{x}[/tex]
Answer:
(x−4)(x−2)x
Step-by-step explanation:
Darren has traveled
2/3
of his total trip. He has traveled 21 miles so far. How many more miles does he have to travel?
Answer:
The answer is 7 miles
Step-by-step explanation:
2/3 × 21 = 14
21-14 = 7
For each of the following studies, say whether you would use a t test for dependent means or a t test for independent means.
a. A researcher randomly assigns a group of 25 unemployed workers to receive a new job skills program and 24 other workers to receive the stan- dard job skills program, and then measures how well they all do on a job skills test.
b. A researcher measures self-esteem in 21 students before and after taking a difficult exam.
c. A researcher tests reaction time of each member of a group of 14 individuals twice, once while in a very hot room and once while in a normal- temperature room.
Answer:
1. T test for independent means
2. T test for dependent means
3. T test for dependent means
Step-by-step explanation:
In number 1, the two groups are unrelated. The first group has 25 subjects and they're all unemployed. The second group has 24 subjects and their employment status is not stated and might not be the same all through. Also, the first group is receiving a new type of job skills program while the second group is taking the standard job skills program.
- The groups in the experiment are unrelated
- The tests in the research are unrelated
- The purpose of the research is unreasonable - the researcher seeks to measure how well all 49 subjects perform on 'a' job skills test! No comparison between the scores or mean scores of the two groups.
In number 2, the researcher uses the same subjects and also measures the same variable but twice. This is a good example of a study where the t test for dependent means can be taken. Same applies in case 3.
1 Which expression can be used to find the volume, in cubic centimeters, of the solid shown? Choose all that apply. 3 cm 4 cm 7 cm 5 cm 9 cm A (3 X 4 X 5) + (3 X 5 X 9) B (3 X 5 X 6) + (5 X 4 X 3) C (9 X 5 X 3) + (3 X 5 X 7) D (7 X 5 X 3) + (6 X 5 X 3) E (3 X4 X 7) + (6 X 5 X 4)
Answer:
I think its D
Step-by-step explanation:
WILL GIVE BRAINLIEST TO BEST EXPLAINOR
how do you find and (draw) graph slope.
Answer:
y=-x+4
The equation is in the form y=mx+c, where m is the slope and c is the y-intercept, so we know that the slope (m) is -1, and the y-intercept (c) is 4.
The y-intercept is the value of y when x=0. So you can mark (0,4) as a point on the line.
The next thing I would do is take any value for x and find another point on the line. Let's let x=2:
y=-2+4
y=2
So now we know another point on the line (2,2). Mark this on the graph too.
Then connect these two points and extend to the line to finish off your graph, and you're done!
(PS: if the whole 'y-intercept' thing gives you a headache, you can just pick any two values for x, sub them in to find the points, mark those points and connect. There's also a method for graphing using just the slope and y-intercept, but the method above is usually what people prefer to do)
I've attached a sketch that corresponds to my answer to give you an idea:
An operation manager at an electronics company wants to test their amplifiers. The design engineer claims they have a mean output of 429 watts with a standard deviation of 10 watts. What is the probability that the mean amplifier output would be greater than 432.1 watts in a sample of 76 amplifiers if the claim is true
Answer:
0.0035 = 0.35% probability that the mean amplifier output would be greater than 432.1 watts.
Step-by-step explanation:
To solve this question, we need to understand the normal probability distribution and the central limit theorem.
Normal Probability Distribution:
Problems of normal distributions can be solved using the z-score formula.
In a set with mean [tex]\mu[/tex] and standard deviation [tex]\sigma[/tex], the z-score of a measure X is given by:
[tex]Z = \frac{X - \mu}{\sigma}[/tex]
The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the p-value, we get the probability that the value of the measure is greater than X.
Central Limit Theorem
The Central Limit Theorem estabilishes that, for a normally distributed random variable X, with mean [tex]\mu[/tex] and standard deviation [tex]\sigma[/tex], the sampling distribution of the sample means with size n can be approximated to a normal distribution with mean [tex]\mu[/tex] and standard deviation [tex]s = \frac{\sigma}{\sqrt{n}}[/tex].
For a skewed variable, the Central Limit Theorem can also be applied, as long as n is at least 30.
Mean output of 429 watts with a standard deviation of 10 watts.
This means that [tex]\mu = 429, \sigma = 10[/tex]
Sample of 76:
This means that [tex]n = 76, s = \frac{10}{\sqrt{76}} = 1.147[/tex]
What is the probability that the mean amplifier output would be greater than 432.1 watts?
This is 1 subtracted by the pvalue of Z when X = 432.1. So
[tex]Z = \frac{X - \mu}{\sigma}[/tex]
By the Central Limit Theorem
[tex]Z = \frac{X - \mu}{s}[/tex]
[tex]Z = \frac{432.1 - 429}{1.147}[/tex]
[tex]Z = 2.7[/tex]
[tex]Z = 2.7[/tex] has a pvalue of 0.9965
1 - 0.9965 = 0.0035
0.0035 = 0.35% probability that the mean amplifier output would be greater than 432.1 watts.
Which sign makes this number sentence true?
|-6| __ |6|
A. >
B. <
C. =
D.
Answer:
C. =
Step-by-step explanation:
whenever you have | | It will always be positive so -6 turns to 6 and that makes it equal.
The diameter of a circle is 16 kilometers. What is the angle measure of an arc 6 kilometers long?
In simplest form
Answer: 135/pi
Step-by-step explanation: Circumference is 16pi. So then 6/16pi is the fraction of the 360 arc measure of the entire circle that is the angle measure of the arc, so we multiply 6/16pi times 360 and yield 135/pi. Hope this helps!
Please help answer !:)
Will give brainlst!!
Have a nice day
Answer:
6) .000000947
7) 244000000
8) .076
40 points help me please
Answer:
x=60
Step-by-step explanation:
(1/6)(x+6)=11
Multiply both sides by six:
(6)(1/6)(x+6)=11(6)
x+6=66
Take six from both sides:
x+6-6=66-6
x=60
5(a-b), if a= -4, b =-2
Answer:
-10
Step-by-step explanation:
a= -4
b = -2
5(a-b)
5( -4 - (-2))
5( -4 + 2)
5(-2)
-10
Which is the graph of x - y = 1?
y
y
5
5
4
4
3
3
3
2
2
2
1
1
4
3
1 2
5
5
4-3-2-1,
1 2 3 4 5 X
4
1 2 3
5-4-3-2-11
5-4-3-2-1
2
-2
2-
-3
3
4
4
5
5
ly
5
4
3
Answer:
the 3rd graph
Step-by-step explanation:
The graph which represents x-y = 1 is; The 3rd graph.
Graph of a straight lineFrom the task content, the given equation of the line is; x - y = 1.
By rearranging the equation to take the slope-intercept form;.
y = x - 1.Hence, slope of the graph is 1 and the y-intercept of the graph is -1.
On this note, only the 3rd graph satisfies the conditions above.
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Find the value 0.5 x 0.5 x 0.5=
Answer:
0.125
Step-by-step explanation:
0.5 x 0.5 x 0.5 = 0.125
Anna spent 3/4 of her money for a dress, She has 2.00 left, How much does she have at first?
WILL GIVE BRAINLIEST IF SOLVED IN 10 MINS : Solve each equation with the quadratic :
Answer:
5. x = -1 or x = -3
6. b = -2 or b = 6
7. n = 5 or n = 4
Step-by-step explanation:
5. x² + 4x + 3 = 0
Factorize
x² + 3x + x + 3 = 0
x(x + 3) +1(x + 3) = 0
(x + 1)(x + 3) = 0
Set each of the factors equal to zero and solve for x
x + 1 = 0 or x + 3 = 0
x = -1 or x = -3
6. b² - 4b - 14 = -2
Put all terms on one side of the equation leaving zero on one side
b² - 4b - 14 + 2 = 0
b² - 4b - 12 = 0
Factorize
b² - 6b + 2b - 12 = 0
b(b - 6) +2(b - 6) = 0
(b + 2)(b - 6) = 0
Set each of the factors equal to zero and solve for b
b + 2 = 0 or b - 6 = 0
b = -2 or b = 6
7. n² = 9n - 20
Put all terms on one side of the equation leaving zero on one side
n² - 9n + 20 = 0
n² - 5n - 4n + 20 = 0
n(n - 5) -4(n - 5) = 0
(n - 5)(n - 4) = 0
Set each of the factors equal to zero and solve for b
n - 5 = 0 or n - 4 = 0
n = 5 or n = 4
A family goes out to dinner, and their bill before tax costs $68. Tax is 7.5%. They give a tip of 20% of the bill, calculated after adding tax. What was the total cost of their dinner, after-tax, and tip?
Answer
87.72
Step-by-step explanation:
7.5% of 68 is 5.1 so 68+5.1=73.1
20% of 73.1=14.62 sooooo 14.62+73.1=87.72
hi can I send a screenshot?
Answer:
Yeah
Step-by-step explanation:
☁️ Answer ☁️
Yes! Send a screenshot and ask ur question
Brainliest for correct answer
Answer:
I think 1
Step-by-step explanation:
If I'm wrong I'm sorry I haven't done this since middle school
Sammy finds satellite images of a school and a museum. They put the images on a coordinate grid (shown
below).
School
Coordinate values are in meters.
Compare the area of the school and the museum.
Answer:
c
Step-by-step explanation:
ka
The area of the school is about 827 m² less than the area of the museum.
What is area?Area is the amount of area occupied by an object's flat (2-D) surface or shape.
Given:
Sammy finds satellite images of a school and a museum. They put the images on a coordinate grid (shown below).
School coordinate values are in meters.
To find the area of the school:
The school is rectangular.
Area of the rectangle = length x width
To find the length,
use distance formula.
We interpreted coordinates,
Fort length (-20, 20) and (-40, 80)
For width (-50, 10) and (80, -20)
Distance of length = √(60)²+(-20)² = 20√10
Distance of width = √(30)²+(10)² = 10√10
Area of the rectangle = length x width
Area of the rectangle = 20√10 x 10√10 = 2000 m²
The area of the museum is πr².
And r = 30
The area of the museum = π(30)². ≈ 2827 m².
Subtracting the area's = 827 m².
Therefore, the area of the school is about 827 m² less than the area of the museum.
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Cindy works on the weekends at the local coffee shop. Last Saturday she worked 7.5 hours and
on Sunday she worked 8 hours. She earns $9 per hour. How much did she earn last weekend?
F:97.00 G:89.50 H:139.50 J:109.00