Solve these problems​

Step-by-step explanation:

Answer:

306cm

Step-by-step explanation:

15x12=180  18+7=126

180+126=306

P.S i'm emo

The position of the particle at t=1 second is 11 meters.  To find the position of the particle at t = 1 second, we need to integrate the acceleration function to get the velocity function and then integrate the velocity function to get the position function.

a(t) = 20t^3 + 12t^2

Integrating with respect to t:

v(t) = 5t^4 + 4t^3 + C1

Using the initial velocity condition v(0) = 4 m/s:

4 = 0 + 0 + C1

C1 = 4

So, the velocity function is:

v(t) = 5t^4 + 4t^3 + 4

Integrating with respect to t:

s(t) = (5/5)t^5 + (4/4)t^4 + 4t + C2

Using the initial displacement condition s(0) = 5 m:

5 = 0 + 0 + 0 + C2

C2 = 5

So, the position function is:

s(t) = t^5 + t^4 + 4t + 5

Finally, to find the position of the particle at t = 1 second:

s(1) = 1^5 + 1^4 + 4(1) + 5 = 11

Therefore, the position of the particle at t = 1 second is 11 m.

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The experimental probability of selecting a card with an A is 1/10

From the question, we have the following parameters that can be used in our computation:

Number of times = 30

Number of times A is selected = 3

using the above as a guide, we have the following:

P(A) = A selected/Total

So, we have

P(A) = 3/30

Evaluate

P(A) = 1/10

Hence, the probability is 1/10

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The value of a in the right triangle is 5

From the question, we have the following parameters that can be used in our computation:

The right triangle

Using the pythagoras theorem, we have

(leg₁)² + (leg₂)² = (hypotemuse) ²

Substitute the known values in the above equation, so, we have the following representation

(a + 1)² + (a + 3)² = (a + 5)²

When evaluated, we have

a = 5

Hence, the value of a is 5

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Answer:

Horizontal label

Step-by-step explanation:

Horizontal label has numbers going from the bottom to the top from 0 to 100.

In addition to telling us at what percentile a given score (or mean) falls, Z scores tell us (B) how extreme the difference is.

Z scores are a standardized measure of how far a data point or sample mean deviates from the population mean in standard deviation units. In addition to telling us at what percentile a given score or mean falls, Z scores also tell us how extreme the difference is. A high positive or negative Z score indicates that the data point or sample mean is far from the population mean, while a low Z score indicates that the data point or sample mean is close to the population mean.

However, Z scores do not tell us whether our results are due to chance or not. To determine whether our results are significant, we need to calculate a p-value, which tells us the probability of obtaining a sample as extreme as ours by chance alone. If the p-value is below a predetermined threshold (usually 0.05), we can conclude that our results are statistically significant and not just due to chance.

Therefore, the correct answer is B: Z scores tell us how extreme the difference is, but they do not provide evidence for or against the hypothesis that our results are due to chance or that our data is different from a population. Additional statistical tests are needed to make such conclusions.

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The statement true about the rectangle and scale factor is

A scale factor of 2.5 was applied to create the enlargement

Given data ,

A rectangle with a long side of 3 and an arrow points to a larger rectangle with a long side of 7.5

Now , the long side of the original rectangle is 3 units, and the long side of the enlarged rectangle is 7.5 units.

And , the ratio of the long sides is 7.5/3 = 2.5, which indicates that the rectangle was enlarged by a factor of 2.5.

Hence , the scale factor of dilation is d = 2.5

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Answer:

-13 < x < 13

Step-by-step explanation:

let base, b = 11

side, a = 7

missing side, hypotenuse, c = x

according to the phythagoras theorem,

a² + b² = c²

7² + 11² = c²

49 + 121 = c²

170 = c²

thus, third side = +- 13

The probability of Event 1 is 5/36 and the probability of Event 2 is 1/2.

Comparing the results of the roll of two fair die yields the probability of each of the following events:

There are 6 × 6 = 36 outcomes that could occur.

Event 1: The total exceeds eight.

There are five outcomes where the total exceeds eight.

P(Event 1)=5/36

Event 2: The sum can be divided by two.

Where the total is divisible by 2, there are 18 possible results.

The likelihood of this occurrence is:

P(Event 2) =18/36

P(Event 2) equals 1/2

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The two given figures are neither similar nor congruent

Congruent figures are geometric figures that have the same shape and size. That is, if you can transform one figure into another figure by a sequence of translations , rotations , and/or reflections , then the two figures are congruent.

Similar triangles are defined as triangles that have the same shape, but their sizes may vary. Therefore, if two triangles are similar, then their corresponding angles are congruent and corresponding sides are in equal proportion.

Now, it is clear that both shapes are not congruent because the lengths are not congruent.

Similarly, the ratio of the two corresponding sides are not the same. Thus:

We can say neither of both are similar or congruent.

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To find the length of the curve r(t) = (5t, 3 cos t, 3 sin t), -4 ≤ t ≤ 4, we can use the formula for arc length: L = ∫√(dx/dt)^2 + (dy/dt)^2 + (dz/dt)^2 dt
Applying this formula to r(t),

we get: L = ∫_(-4)^(4) √(25 + 9sin^2t + 9cos^2t) dt Simplifying the expression under the square root, we get: L = ∫_(-4)^(4) √34 dt
Evaluating the integral, we get: L = 8√34

Therefore, the length of the curve is 8√34, To find the length of the curve √2ti + e^tj + e^-tk, 0 ≤ t ≤ 2, we can use the same formula: L = ∫√(dx/dt)^2 + (dy/dt)^2 + (dz/dt)^2 dt.

Applying this formula to the given curve, we get:
L = ∫_0^(2) √(2^2 + e^(2t) + e^(-2t)) dt, Simplifying the expression under the square root, we get: L = ∫_0^(2) √(e^(2t) + 2 + e^(-2t)) dt
Making a substitution u = e^t + e^(-t),

we get: L = 1/2 ∫_2^(e^2 + e^(-2)) √(u^2 - 4) du Making another substitution v = u/2, we get:
L = ∫_√2^(√(e^2 + e^(-2))/2) √(v^2 - 1) dv
Using a trigonometric substitution v = sec θ, we get:
L = ∫_(π/4)^(π/2) sec θ dθ
Evaluating the integral, we get:
L = ln(1 + √2) + ln(√(e^2 + e^(-2)) + 1)
Therefore, the length of the curve is ln(1 + √2) + ln(√(e^2 + e^(-2)) + 1).

To reparametrize the curve r(t) = 3ti + (6 - 4t)j + (8 + 2t)k with respect to arc length measured from the point where t = 0 in the direction of increasing t, we can use the formula for arc length:
s = ∫√(dx/dt)^2 + (dy/dt)^2 + (dz/dt)^2 dt.

We first find the arc length of the curve from t = 0 to some arbitrary value t: s = ∫_0^t √(9 + 16 + 4) dt
Simplifying, we get:
s = 3√29 t
Solving for t in terms of s, we get:
t = s/(3√29)
Substituting this expression into the given curve, we get:
r(s) = 3(s/(3√29))i + (6 - 4(s/(3√29)))j + (8 + 2(s/(3√29)))k
Simplifying,

we get: r(s) = si/√29 + (6 - 4s/(3√29))j + (8 + 2s/(3√29))k
Therefore, the reparametrized curve is r(s) = si/√29 + (6 - 4s/(3√29))j + (8 + 2s/(3√29))k.

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Based on the information, we can infer that the relationship between the duration of a film and the number of actors is positive, that is, the more actors, the more time. On the other hand, the relationship between hours of practice and errors is inverse.

Based on the information, we can infer that the relationship between these factors would be the following:

Case A

For the length of a movie and the number of actors in the movie, I would expect to see a positive association. Typically, movies with larger ensemble casts will require a longer runtime to properly develop each character and storyline.

Case B.

For the number of hours a musician spends practicing and the number of mistakes the musician makes in a performance, I would expect to see a negative association. The more time a musician spends practicing, the better prepared they will be for their performance.

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Based on the survey results, it can be concluded with 90% confidence that the proportion of students who prefer exercising outside over-exercising in a gym is between 0.8085 and 0.9296. This interval does not include the previously known proportion of 0.822, which suggests that there may have been a change in student preferences over time.

However, it should be noted that the sample size of 84 is relatively small and there may be some degree of sampling error present. Overall, the SRC should continue to monitor student preferences for exercising and consider offering a variety of options to accommodate different preferences.

In the Student Recreation Center, it was found that 73 out of 84 students preferred exercising outside over exercising in a gym. This gives us a sample proportion of 73/84 = 0.869. This proportion's 90% confidence interval is (0.8085, 0.9296).

Since the past data proportion of 0.822 falls within the 90% confidence interval, we can conclude that there is no significant difference between the past data and the current survey results regarding students' preferences for outdoor exercise over gym exercise.

Based on past data, the Student Recreation Center knew that the proportion of students who prefer exercising outside over-exercising in a gym was 0.822. To update their records, the SRC conducted a survey. Out of 84 students surveyed, 73 indicated that they preferred outdoor exercise over-exercising in a gym. The 90% confidence interval is ( 0.8085, 0.9296 ).

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If comparing means of two groups with equal sample sizes, always use a paired test. The statement is false.

A paired test is used when each observation in one sample is paired with a corresponding observation in the other sample. This pairing can occur naturally (e.g. before and after treatment in a clinical trial) or can be done by matching subjects based on relevant characteristics. Paired tests have greater power to detect differences between groups because they account for the individual variability in the observations and reduce the influence of extraneous factors that affect each observation similarly. However, they are only appropriate when there is a natural pairing or matching of observations. If the samples are independent, meaning that the observations in one sample are not paired with the observations in the other sample, then a paired test is not appropriate. In this case, an independent sample t-test is used to compare the means of the two groups. The sample size does not determine whether a paired test or an independent sample t-test should be used; rather, it depends on the nature of the observations and the research question being investigated.

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The domain of the function f(x)=−1/2x⁵ is found to be all natural number and the range is all real number using leading coefficient and degree method.

The end behavior of the function f(x) = -(1/2)x⁵ can be determined using the leading coefficient and degree. The leading coefficient is -1/2, which is negative. The degree of the polynomial is 5, which is odd. As a result, we may deduce that the function's final behavior is as follows,

The value of the function f(x) approaches negative infinity as x approaches negative infinity. This indicates that when x travels to the left, the graph of the function declines without bound.

The value of the function f(x) approaches positive infinity as x approaches positive infinity. This indicates that when x travels to the right, the graph of the function grows without bound.

The domain of the function f(x) is all real numbers. Because the function f(x) may take on any feasible value of y, its range is all real numbers.

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Using the Pythagorean's theorem we can see that length of the segment AB =is6.4 units

We can see that this is a right triangle, notice that we know two sides, these are

AC = 4

CB = 5

(to know that just count the number of squares between the given vertices)

Using Pythagorean's theorem (the sum of the squares of the legs is equal to the square of the hypotenuse) we can write an equation that allows us to find the length of AB, the hypotenuse of the right triangle:

AB² = 4² + 5²

AB = √(16 + 25)

AB = 6.4 units.

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The length of the arc intercepted by a central angle of 1.1 radians is 6.6 cm.

A central angle is an angle with its vertex at the center of a circle and its rays extending out to the edge of the circle, creating an intercepted arc.

The length of the arc intercepted by a central angle of 1.1 radians can be found by using the formula:

Length of arc = (central angle / 2π) × 2πr

where r is the radius of the circle.

Plugging in the given values, we get:

Length of arc = (1.1 / 2π) × 2π(6)

Length of arc = 1.1 × 6

Length of arc = 6.6 cm

Therefore, the length of the arc intercepted by a central angle of 1.1 radians is 6.6 cm.

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The future value of the annuity due is $1,848.20, rounded to the nearest cent.

To find the future value of an annuity due of $1,000 paid at the beginning of each 6-month period for 5 years, we can use the formula:

[tex]FV = Pmt x ((1 + r/m)^n - 1) x (1 + r/m)[/tex]

where:

Pmt is the payment amount, which is $1,000 in this case

r is the interest rate per year, which is 6%

m is the number of compounding periods per year, which is 2 since interest is compounded semiannually

n is the total number of compounding periods, which is 10 since there are 5 years and interest is compounded semiannually

(1 + r/m) is the interest factor

Substituting the values, we get:

[tex]FV = $1,000 x ((1 + 0.06/2)^10 - 1) x (1 + 0.06/2)[/tex]

= $1,000 x [tex](1.06^{10[/tex] - 1) x 1.03

= $1,000 x 1.79155 x 1.03

= $1,848.20

Therefore, the future value of the annuity due is $1,848.20, rounded to the nearest cent.

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This statistics is an example of the "interference theory" in motor learning.

Interference theory suggests that when individuals learn multiple skills or movements in a random order, they perform better in retention and transfer tests compared to those who learn the same skills or movements in a blocked or constant order. The random practice group in this scenario was able to better transfer their knot-tying skills to new situations because they learned the knots in a more varied and unpredictable way, which helped them develop more adaptable and flexible motor patterns.

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There are 82 people you should survey if you want to know, at a 98% confidence level, that the sample mean SAT score is within 50 points of the true mean SAT score.

We have,

a college board sample estimated the standard deviation of 2016 SAT scores to be 194 points.

We used the formula,

= x ± Z (α/2) × σ/√n

Here, α = 1 - 98% = 0.02

Z (α/2) = Z (0.02/2) = 2.326

Hence, We get;

Z (α/2) × σ/√n = 50

2.326 x 194 /√n = 50

√n = 2.326 x 194 / 50

n = 82

Therefore, There are 82 people you should survey if you want to know, at a 98% confidence level, that the sample mean SAT score is within 50 points of the true mean SAT score.

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The polygons are similar with similarity ratio of 1.5, respectively

To check if the polygons are similar, we divide corresponding sides and check if the ratios are equal

So, we have

Rectangle

So, the similarity ratio is 1.5

Triangle

So, the similarity ratio is 1.5

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The amount of money he will have in the account is $922.46

From the question, we have the following parameters that can be used in our computation:

Principal, P = 594

Rate , r = 4.5%

TIme = 10 years

Teh amount of money is calcilated s

Amount =  P * (1 + r)^t

substitute the known values in the above equation, so, we have the following representation

Amount = 594 * (1 + 4.5%)^10

Evaluate

Amount = 922.46

Hence, the amount is $922.46

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The constant of proportionality for Vic at the hardware shop is found to be $0.49 per bolt sold.

To find the constant of proportionality, we need to divide the total amount earned by the number of bolts sold in the hardware shop.

Let's first calculate the price per bolt:

Price per bolt = Total amount earned / Number of bolts sold

Price per bolt = $70.56 / 144 bolts

Price per bolt = $0.49 per bolt

Now, we can see that for every bolt sold, the price is $0.49. Therefore, the constant of proportionality is $0.49 per bolt.

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The given equation in standard form can be written as (x - 1)² + (y + 3)² = 5².

The given equation is as follows;

x² - 2x + y² + 6y = 15

(x² - 2x) + (y² + 6y) = 15

(x² - 2x + 1 - 1) + (y² + 6y) = 15

The first three terms inside the parentheses can be factored as a perfect square:

(x - 1)² - 1 + (y² + 6y) = 15

(x - 1)² - 1 + (y² + 6y + 9 - 9) = 15

The first three terms inside the second set of parentheses can be factored as a perfect square:

(x - 1)² - 1 + (y + 3)² - 9 = 15

Combining like terms and simplifying, we get:

(x - 1)² + (y + 3)² = 25

So, the equation in standard form is:

(x - 1)² + (y + 3)² = 5²

Therefore, the center of the circle is at (1,-3) and the radius is 5.

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The domain of the relation given by the graph is {-5, -2, -1, 0, 1, 5}.

Given a graph.

Here x represents the independent variable and y represents the dependent variable.

Domain of a relation is the set of all independent variables for which the relation is defined.

Here domain is the set of all values of x.

We have the points marked on the graph as,

(-5, 1), (-2, 0), (-1, -1), (0, 2), (1, 3), (5, 1).

Here domain is the set of all x values.

Domain = {-5, -2, -1, 0, 1, 5}

Hence the correct option is A.

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True. Seasonality refers to a regular, repeating pattern in the data that takes longer than one year to complete. It can occur in various forms such as monthly, quarterly, or even weekly patterns.

These patterns are usually associated with external factors such as weather, holidays, or other events that influence consumer behavior. By identifying seasonality in the data, businesses can use it to predict future trends and adjust their strategies accordingly. This information can be valuable in a range of industries such as retail, tourism, and agriculture.

Overall, understanding the repeating patterns in data is essential for making informed decisions and staying ahead of the competition.

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The integer 6 represents the mean change in points per minute.

We have,

Video played for 13 min.

points loose= 78

So, the mean change in points per minute is

=  ( total loss of points / total minutes of playing the game )

= 78/ 13

= 6 points per minute.

Thus, the mean change in points per minute is 6.

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The point estimate of the difference between the two population means is -51.975.

The point estimate of the difference between the two population means can be calculated by finding the difference between the sample means. From the given samples, the sample mean for the first sample is (-20 + 30 + (-223))/3 = -71, and the sample mean for the second sample is (-20.1 -24 + 5 - 40)/4 = -19.025.

It is important to note that this is only an estimate and may not perfectly represent the true difference between the two population means.

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To solve the problem, we can use the formula for compound interest:

A = P(1 + r/n)^(n*t)

where A is the final amount, P is the principal (initial deposit), r is the interest rate (as a decimal), n is the number of times interest is compounded per year, and t is the time (in years).

In this case, P = $8,100, r = 0.05, n = 1 (compounded annually), and t = 4. Plugging these values into the formula, we get:

A = $8,100(1 + 0.05/1)^(1*4)

A = $8,100(1.05)^4

A = $10,563.23

Therefore, Priscilla will earn $10,563.23 - $8,100 = $2,463.23 in interest over the next 4 years.

The data collected from the survey was then used to inform decision-making and planning in relation to college programs and services.

In February and March 2007, an online survey was conducted to collect data from college parents. The survey was sent via email to 41,000 parents who were listed in either the College Parents of America database or the Student Advantage database. The goal was to invite parents to participate in the survey and provide their feedback.

Out of the 41,000 parents who were invited, 1727 completed the online survey. The survey was designed to protect the anonymity of the participants, meaning their identities were not disclosed, and their responses were kept confidential.

However, the survey did not allow more than one response from an individual IP address. This means that if multiple responses were received from the same IP address, only the first response would be counted.

Overall, this online survey was conducted to gather information from college parents, and the results were based on the responses received from the 1727 parents who completed the survey. The data collected from the survey was then used to inform decision-making and planning in relation to college programs and services.

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