Answer:
y = x - 5
Step-by-step explanation:
The equation is y = mx + b
m = the slope
b = y-intercept
Slope = rise/run or (y2 - y1) / (x2 - x1)
Points (-1, -6) and (6, 1)
We see the y increase by 7, and the x increase by 7, so the slope is
m = 7/7 = 1
Y-intercept is located at (0, -5)
So, the equation is y = x - 5
[tex](\stackrel{x_1}{-1}~,~\stackrel{y_1}{-6})\qquad (\stackrel{x_2}{6}~,~\stackrel{y_2}{1}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{1}-\stackrel{y1}{(-6)}}}{\underset{\textit{\large run}} {\underset{x_2}{6}-\underset{x_1}{(-1)}}} \implies \cfrac{1 +6}{6 +1} \implies \cfrac{ 7 }{ 7 } \implies 1[/tex]
[tex]\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-6)}=\stackrel{m}{ 1}(x-\stackrel{x_1}{(-1)}) \implies y +6 = 1 ( x +1) \\\\\\ y+6=x+1\implies {\Large \begin{array}{llll} y=x-5 \end{array}}[/tex]
suppose a scientist designs an experiment to test a hypothesis. which of the following is true? 1 point if the experimenter does the test correctly, the hypothesis will be proven correct. a good experiment is one that produces the most data. an experiment should always be done in a professional science lab, using lab equipment. the results of the experiment might support the hypothesis, or might not.
The results of the experiment might support the hypothesis, or might not.
The correct statement is that the results of the experiment might support the hypothesis, or might not. It is important to design a well-controlled experiment that tests the hypothesis in a rigorous and systematic way. The goal is not to prove the hypothesis correct, but rather to gather evidence that either supports or contradicts the hypothesis. It is also important to conduct the experiment in a suitable environment with appropriate equipment and procedures to ensure accurate and reliable results.
Your question focuses on understanding the relationship between a hypothesis, an experiment, and the possible outcomes.
An experiment is designed to test a hypothesis, which is an educated guess or prediction about a phenomenon. When conducting an experiment, the results might either support the hypothesis or contradict it, leading to further investigation and refinement of the hypothesis. A well-designed experiment should be able to provide valuable data and insights, regardless of the outcome.
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The statement that is true is:
"The results of the experiment might support the hypothesis or might not."
A scientist designs an experiment to test a hypothesis.
In such a scenario, it is important to note that the outcome of the experiment cannot be predicted with certainty.
The scientific method involves formulating a hypothesis, designing an experiment to test the hypothesis,
collecting and analyzing data and drawing conclusions.
The hypothesis is an educated guess that can be tested through experimentation.
It is important to remember that a hypothesis can never be proven to be 100% correct, only supported or refuted by the evidence obtained through experimentation.
It is not accurate to say that if the experimenter does the test correctly, the hypothesis will be proven correct.
This is because there are many variables that can affect the outcome of the experiment, and it is impossible to control all of them.
Additionally, a good experiment is not necessarily one that produces the most data.
A good experiment is one that is well-designed, carefully controlled, and yields reliable results.
The use of lab equipment is also not a requirement for conducting experiments.
While it is often necessary for certain types of experiments, many experiments can be conducted with simple materials and equipment.
Ultimately, the results of the experiment might support the hypothesis, or might not. If the results support the hypothesis, it can be considered a step towards validating the hypothesis.
The results do not support the hypothesis, it does not necessarily mean that the hypothesis is incorrect.
It could mean that the experiment was flawed, or that the hypothesis needs to be revised based on the new information obtained from the experiment.
Designing and conducting experiments is an important part of the scientific method.
Guarantee that an experiment will yield the desired results, a well-designed and carefully controlled experiment can provide valuable information that can help scientists understand the natural world.
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3. What is the surface area of this composite solid? Show your work.
The surface area of the composite solid is 162 unit²
What is surface area?The area occupied by a three-dimensional object by its outer surface is called the surface area.
The composite solid has 6 faces . The area of each face is calculated as follows;
Face 1
area = 5×7 = 35 units²
face 2
area = 1/2bh + l×b
= 1/2 ×3×4 + 3×4
= 6+12 = 18units²
face 3 = face 2
area = 18units²
face 4
area = 3× 7 = 21units²
face 5
area = 4×7
= 28units²
face 6
area = 3×7 + 3×7
= 21+21 = 42units²
Therefore total surface area = 42+28+21+18+18+35
= 162 units²
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In triangle LMN, angle N = 90 degrees. LM = 10, MN = 6, & LN = 8
What is tan of angle M?.
In a right triangle, tangent of one of non-right angles is equal to ratio of the length of opposite side to the length of adjacent side. The tangent of angle M is 5/3.
In this case, we want to find tangent of angle M.
Let's label the sides of triangle opposite, adjacent, and hypotenuse, as follows:
Opposite: side LM, which is opposite to angle M.
Adjacent: side MN, which is adjacent to angle M.
Hypotenuse: side LN, which is the longest side and opposite to the right angle N.
Using the Pythagorean theorem, we can find the length of the hypotenuse LN:
[tex]LN^2 = LM^2 + MN^2 \\LN^2 = 10^2 + 6^2\\LN^2 = 100 + 36\\LN^2 = 136LN = sqrt(136) = 2*sqrt(34)[/tex]
Now, we can use the tangent formula:
tan(M) = opposite/adjacent = LM/MN
tan(M) = 10/6 = 5/3
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Find the circumference of each circle with a diameter of 22 cm. Use 3.14 for the value of Pi. Round your answer to the nearest tenth. IM IN 7TH
Rounding to the nearest tenth, the circumference of the circle is 69.1 cm.
Describe Diameter?Diameter is a term used to describe the measurement of a straight line passing through the center of a circle or sphere and connecting two points on its circumference. It is the longest chord that can be drawn in a circle, passing through the center and splitting the circle into two equal halves.
In other words, the diameter is the distance across the circle or sphere, passing through its center, and it is twice the length of the radius. The diameter is a fundamental measurement in geometry and is used to determine other important properties of circles and spheres such as their circumference, area, volume, and surface area.
Diameter is commonly denoted by the symbol "d" and can be calculated using the formula:
d = 2r
where "r" is the radius of the circle or sphere. The diameter can also be found using the Pythagorean theorem, where the diameter is the hypotenuse of a right triangle with sides equal to the radius.
Understanding the concept of diameter is important in many fields, including mathematics, engineering, and science, and is useful for solving problems related to circular and spherical objects.
The formula for the circumference of a circle is C = πd, where d is the diameter.
Given that the diameter is 22 cm, we can plug this into the formula:
C = πd
C = 3.14 × 22
C = 69.08
Rounding to the nearest tenth, the circumference of the circle is 69.1 cm.
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4 √(20) + 6 √(45) - √(80)
Answer:
22√5
Step-by-step explanation:
√20=√4x5 = √4 x √5 = 2√5
√45 = √9 x 5 = √9 x √5 = 3√5
√80 = √16 x 5 = √16 x √5 = 4√5
4√20 = 6 √45 - √80 = 4(2√5) + 6(3√5)- 4√5
8√5 + 18√5 - 4√5 = 22√5
So its 22√5
Answer:
[tex]22 \sqrt{5} [/tex]
Step-by-step explanation:
the explaination is avaliable in the picture i sent you
and please give me branliest
2525 students in a high school health class are asked to write down what foods they ate last week. Of the
25
2525 students,
14
1414 write steak,
6
66 write chicken, and
5
55 write both steak and chicken. Using this information, answer each of the following questions.
Let
�
SS be the event that a randomly selected student writes steak and
�
CC be the event that a randomly selected student writes chicken.
What is
�
(
�
)
P(S)P, left parenthesis, S, right parenthesis, the probability that a student writes steak?
What is
�
(
�
)
P(C)P, left parenthesis, C, right parenthesis, the probability that a student writes chicken?
What is
�
(
�
and
�
)
P(S and C)P, left parenthesis, S, start text, space, a, n, d, space, end text, C, right parenthesis, the probability that a student writes steak and chicken?
What is
�
(
�
or
�
)
P(S or C)P, left parenthesis, S, start text, space, o, r, space, end text, C, right parenthesis, the probability that a student writes steak or chicken?
according to the question the probabilities of event can be P(s)= 14/2525, P(C) = 6/2525, P(S and C) = 5/2525, P(S or C) = 3/505
explain probability?Probability theory, a subfield of mathematics, quantifies the likelihood that an event is going to happen or that a statement is true. The probability for an event is a number between 0 and 1, where 0 roughly denotes how probable the event is to occur and 1 denotes certainty. A probability is a numerical representation of the likelihood that a certain event will occur. In addition to numbers from 0 to 1, probability values can also be stated as percentages between 0% and 100%. the fraction of an entire set of equally likely possibilities that result in a certain occurrence out of all possible outcomes, expressed as a ratio.
given,
To solve the problem, we can use the formula:
P(A and B) equals P(A) plus P(B) minus P(A or B)
where P(A) is the probability of event A, P(B) is the probability of event B, and P(A or B) is the probability of either A or B occurring (including the case where both A and B occur).
P(S): the probability that a student writes steak is 14/2525.
P(C): the probability that a student writes chicken is 6/2525.
The likelihood that a student would write steak plus chicken equals 5/2525.A or B. P(A and B) Equals P(A) +P(B), which -P(P(S or C))
P(S or C): the probability that a student writes steak or chicken can be calculated as:
P(S or C) = P(S) + P(C) - P(S and C)
= (14/2525) + (6/2525) - (5/2525)
= 15/2525
= 3/505
Therefore, the answers to the questions are:
P(S) = 14/2525
P(C) = 6/2525
P(S and C) = 5/2525
P(S or C) = 3/505
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assuming we are testing a hypothesis using the one-way anova test with more than 2 independent normally distributed populations, how can the f-statistic be calculated?
One measure we use to determine the F-statistics is the ratio of the variability within and across groups when we are doing the one way-ANOVA test.
We are interested in discovering whether there are significant differences between the means of the populations when doing a one-way ANOVA test on more than two independent normally distributed populations. A test statistic used to reach this conclusion is the F-statistic.
The ratio of the variability of the between group and within group is the a tool that we use to find the F-statistics.
F is equal to (SSB/k-1) / (SSW/N-k)
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how many atheletes in total were acccused of using performance-enhancing drugs? of these, how many were using and how many were not? what percentage of those accused of using were falsely accused?
There have been numerous cases of athletes being accused of using performance-enhancing drugs, and the numbers may vary depending on the sport, country, and time period in question.
Additionally, determining how many athletes were using or not using performance-enhancing drugs would require specific information on individual cases.
Regarding the percentage of athletes falsely accused of using performance-enhancing drugs, it is difficult to determine an accurate figure without examining each case in detail. False accusations may occur due to various reasons, such as flawed testing procedures or contaminated supplements, and the percentage of false accusations may vary depending on the situation.
If you have a specific case or sport in mind, I can try to provide you with more information on that topic.
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the auto parts department of an automotive dealership sends out a mean of 6.9 special orders daily. what is the probability that, for any day, the number of special orders sent out will be exactly 5 ? round your answer to four decimal places.
The answer to this question is 0.1754
_________are important to a systems analyst who must work with people at all organizational levels, balance conflicting needs of users, and communicate effectively.
Organizational skills
Organizational skills and the ability to communicate effectively are crucial for a systems analyst who needs to work with individuals at all levels of an organization, manage conflicting user needs, and ensure that information is communicated clearly and efficiently. Interpersonal skills are important to a systems analyst who must work with people at all organizational levels, balance conflicting needs of users, and communicate effectively. The knowledge and skills in leadership and strategic management are essential for the creation and achievement of an organizational vision and strategy. These skills include effective communication, decision-making, and the ability to evaluate and measure success, as well as a deep understanding of the organization and its environment. Leadership and strategic management play a crucial role in the success of any organization. A strong and effective leader with a well-developed understanding of strategic management is essential for the creation and achievement of an organizational vision and strategy.
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Find the differential of the function. Z = e−4x cos(4πt)
The differential of the function Z is -4e⁻⁴ˣcos(4πt) - 4πsin(4πt)e⁻⁴ˣ
To find the differential function of Z = e⁻⁴ˣ cos(4πt), we will use the product rule of differentiation. The product rule states that the derivative of the product of two functions is equal to the first function multiplied by the derivative of the second function plus the second function multiplied by the derivative of the first function.
Let's apply the product rule to our function Z:
First, we differentiate the first function e⁻⁴ˣ with respect to x. The derivative of e⁻⁴ˣ is -4e⁻⁴ˣ.
Next, we differentiate the second function cos(4πt) with respect to t. The derivative of cos(4πt) is -4πsin(4πt).
Therefore, the differential function of Z is:
dZ/dt = -4e⁻⁴ˣcos(4πt) - 4πsin(4πt)e⁻⁴ˣ
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A gray whale swims 161 kilometers in 24 hours. The equation below can be used to find the rate (r), in kilometers per hour (kph), at which the gray whale swims. Rounded to the nearest tenth, what is the rate at which the gray whale swims?
The rate at which the gray whale swims is 6.7 kilometers per hour.
What is the equation that relates the distance, rate, and time?
The equation that relates the distance, rate, and time is distance = rate × time
This equation can be used to calculate any one of the three variables if the other two are known.
For example, if you know the rate at which an object is moving and the time it has been moving, you can use this equation to find the distance it has traveled. Or, if you know the distance traveled and the time it took to travel that distance, you can use this equation to find the average rate of travel.
We are given that the distance traveled by the gray whale is 161 kilometers in 24 hours. Therefore, we can use the equation to find the rate at which the gray whale swims,
rate = distance / time = 161 km / 24 h ≈ 6.7 kph
Rounding to the nearest tenth, the rate at which the gray whale swims is approximately 6.7 kilometers per hour.
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Jada swims 4 laps, which is 2/5
of the number of laps she plans to swim.
How many laps does Jada plan to swim? Use x
for the number of laps Jada plans to swim.
Equation:
Solution:
Let x be the number of laps Jada plans to swim.
According to the problem, 4 laps is 2/5 of the number of laps she plans to swim, so we can write:
4 = 2/5 * x
To solve for x, we can first multiply both sides by the reciprocal of 2/5, which is 5/2:
4 * 5/2 = x
Simplifying the left side:
10 = x
Therefore, Jada plans to swim 10 laps.
Verify Associative property: 2/3 + (3/4 + 1/5) = (2/3 + 3/4) + 1/5..
Please help tomorrow is my final exam
We verified that the associative property of addition holds for the given expression below
Verifying the Associative propertyLet's verify the associative property of addition for the given expression:
2/3 + (3/4 + 1/5) = (2/3 + 3/4) + 1/5
We can simplify both sides of the equation by finding a common denominator for the fractions:
2/3 + (3/4 + 1/5) = (2/3 + 3/4) + 1/5
Multiplying 2/3 by 20/20, we get:
40/60 + (3/4 + 1/5) = (2/3 + 3/4) + 1/5
Multiplying 3/4 by 15/15, we get:
40/60 + 45/60 + 1/5 = (2/3 + 3/4) + 1/5
Combining the first two terms on the left-hand side, we get:
85/60 + 1/5 = (2/3 + 3/4) + 1/5
Simplifying the fraction 85/60, we get:
17/12 + 1/5 = (2/3 + 3/4) + 1/5
Multiplying 2/3 by 4/4, we get:
17/12 + 1/5 = (8/12 + 9/12) + 1/5
Combining the fractions in the parentheses, we get:
17/12 + 1/5 = 17/12 + 1/5
Since both sides of the equation are equal, we have verified that the associative property of addition holds for the given expression:
2/3 + (3/4 + 1/5) = (2/3 + 3/4) + 1/5.
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3. Soshi's rhombus has a base of 12 in. and a
height of 10 in. Jack's rhombus has base and
height measures that are double those of Soshis
rhombus. Compare the area of Jack's rhombus to
the area of Soshi's rhombus.
Answer:
The area of Jack's rhombus is four times the area of Soshi's rhombus.
Step-by-step explanation:
First, calculate the area of Soshi's rhombus. Use the formula for the area of a rhombus:
[tex]A = bh=\\A=(12)(10)=\\A=120[/tex]
Now, we have the Soshi's rhombus is 120 [tex]in^2[/tex].
Jack's rhombus' base and height are double those of Soshi's; multiply each value by two.
[tex]12*2=24\\\\10*2=20[/tex]
Now, substitute the values in the formula for the area of a rhombus:
[tex]A = bh=\\A=(24)(20)=\\A=480[/tex]
Notice that 480 is 4 times 120.
This is because area is a two-dimensional measure (measured in units squared, like [tex]in^2[/tex]) while length is a one-dimensional measure (measured in regular units, like cm and in), The one-dimensional measures of Jack's rhombus are double those of Soshi's, and to translate this to the two-dimensional measure of area, square 2 (2 squared is 2 times 2).
2 squared is 4, so:
the area of Jack's rhombus is four times that of Soshi's.
If each book is 5$ and I have 133$ then how many books can I buy?
Answer:
26
Step-by-step explanation:
You just divide 133 and 5 and you get 26.6
Answer:
26
Step-by-step explanation:
[tex]\frac{133}{5}[/tex] = 26.6
You cannot buy part of a book, so you can buy 26 books
26 x 5 = 130. You will have $3.00 left over.
Helping in the name of Jesus.
you want to rent an unfurnished one-bedroom apartment for next semester. the mean monthy rent for a random sample of 45 apartments advertised in the local newspaper is $775. assume the standard deviation is $110. find a formula used to generate the 98% confidence interval for the mean monthly rent for unfurnished one-bedroom apartments available for rent in this community.
Formula:
98% Confidence Interval = (Mean - (2*Standard Deviation/√n), Mean + (2*Standard Deviation/√n))
98% Confidence Interval = ($775 - (2*$110/√45), $775 + (2*$110/√45))
98% Confidence Interval = ($735.56, $814.44)
A can contains
15/16 pounds of vegetables. One serving of these vegetables weights
pound.
What is the total number of servings of vegetables in the can?
As portion of the vegetables weights 1/4 pound and totals **15/16 pounds , the can has **3 and 3/4 servings** of veggies.
What does pound and weight mean?A pound is a unit of weight or mass measurement. The Latin word "libra," which means "weight" or "balance," denotes a measurement system employed in ancient Rome and which is equivalent to around 12 ounces.
Mass is the quantity of matter in a thing, whereas weight is the force of gravity acting on the object
Each portion of the vegetables weights 1/4 pound and totals **15/16 pounds** in the can. We must divide the can's overall weight by the weight of one serving to determine how many servings of veggies are included therein.
We thus have:
'''The can weighs 15/16 pounds in total.
Weight of one serving is one-fourth of a pound.
We divide the entire weight of the can by the weight of one serving to get how many servings are in it:
``` (15/16) ÷ (1/4) = (15/16) × (4/1)
= 60/16 = 3 3/4 ```
As a result, the can has **3 and 3/4 servings** of veggies.
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Find the area of the trapezoid. 1. 6 m
4 m
12 m
2. 10 in. 15 in. 6 in
3. 2 yd
8 yd
6 yd
4. H = 10 cm, b,
= 3 cm, by = 5 cm
The area of the trapezoid is 72 square meters.
In order to find the area of a trapezoid, we need to use the formula:
Area = (b1 + b2) x h / 2
where b1 and b2 are the lengths of the parallel sides, and h is the height of the trapezoid.
In this case, we are given the lengths of the parallel sides as 6m and 12m respectively, and the height of the trapezoid is 4m.
So, we can plug these values into the formula to get:
Area = (6m + 12m) x 4m / 2
Area = 18m x 4m Area = 72m²
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Complete Question:
Find the area of the trapezoid.
Base 1 = 6 m
Height = 4 m
Base 2 = 12 m
unit 8 homework 4 numbers 11 and 13
Step-by-step explanation:
how could you solve 10., if you cannot solve 11. ? they are using the same thing : law of sine.
a/sin(A) = b/sin(B) = c/sin(C)
a, b, c being the sides, and A, B, C being the corresponding opposite angles.
11.
x/sin(90) = 13/sin(70)
as sin(90) = 1
x = 13/sin(70) = 13.83431104...
13.
remember, the sum of all angles in a triangle is always 180°.
angle JLM = 180 - 90 - 51 = 39°
angle LJK = 180 - 90 - 72 = 18°
14/sin(39) = JL/sin(51)
JL = 14×sin(51)/sin(39)
JL/sin(90) = JL = 14×sin(51)/sin(39) = KL/sin(18)
KL = 14×sin(51)×sin(18)/sin(39) = 5.342458907...
Find the three trigonometric ratios. If needed, reduce fractions.
[tex]\sin(X )=\cfrac{\stackrel{opposite}{36}}{\underset{hypotenuse}{45}}\implies \sin(X )=\cfrac{4}{5} \\\\\\ \cos(X )=\cfrac{\stackrel{adjacent}{27}}{\underset{hypotenuse}{45}}\implies \cos(X)=\cfrac{3}{5} \\\\\\ \tan(X )=\cfrac{\stackrel{opposite}{36}}{\underset{adjacent}{27}}\implies \tan(X)=\cfrac{4}{3}[/tex]
have a new hobby - a saltwater fish tank that will contain mostly live corals (called a reef tank). i am currently in the planning stage and am gathering knowledge to give me the best chance of success with my tank. as part of the planning stage, i reached out to 700 experienced central florida reefers (people who currently have a reef tank) and asked them to provide the following information: size of the tank (in gallons), type of lighting used (florescent, led, hybrid, or other), and how long (in years) they have been in the hobby. part of the analysis involves trying to estimate the proportion of all central florida reefers who use led lighting. a 95% confidence interval was constructed to be: (.755, .816). the sample proportion reported was .7855. was the sample size considered large in the construction of this confidence interval? group of answer choices no, since n is less than 30. yes, since n is at least 30. yes, since np and nq are both at least 15. no, since np and nq are not both at least 15.
This indicates that the sample size was large enough to construct a reasonably precise confidence interval.
Since n is at least 30" or "yes, since np and nq are both at least 15."
The sample size, we cannot definitively choose between these two options.
Information provided; the sample size is not explicitly stated.
Determine whether the sample size is considered large enough for the construction of a confidence interval based on the conditions for using a normal approximation to the binomial distribution.
One condition is that np and nq are both at least 15, where n is the sample size, p is the proportion of interest (in this case, the proportion of central Florida reefers who use LED lighting), and q is the complement of p (i.e., 1-p). This condition ensures that the distribution of the sample proportion is approximately normal.
Another condition is that the sample size is large enough that the standard error of the sample proportion (sqrt[pq/n]) is small enough to use a normal approximation.
This condition is not explicitly stated, but it is typically considered to be met when n is at least 30.
Since we do not know the sample size, we cannot directly determine whether the conditions are met.
That a 95% confidence interval was constructed with an interval estimate of (.755, .816) and a sample proportion of .7855.
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A bus is traveling at a speed of 15m/s2. The driver approaches the same traffic light in another traffic lane. He does not brake and continues at the same speed. Write an equation for the distance the bus travels in time (t) (Hint: At a constant speed, the acceleration is 0m/s2)
This equation tells us that the distance the bus travels is directly proportional to the time it travels at a constant speed of 15m/s.
What is speed?
Speed is the method of measuring how quickly an object moves from one place to another. It is a scalar quantity that expresses the rate of change of distance over time. In other words, it is the distance traveled per unit of time.
If the bus is traveling at a constant speed of 15m/s, then its acceleration is 0m/s². Therefore, we can use the formula for distance traveled at constant speed:
distance = speed × time
In this case, the speed of the bus is 15m/s, so the equation for the distance the bus travels in time (t) is:
distance = 15t
This equation tells us that the distance the bus travels is directly proportional to the time it travels at a constant speed of 15m/s.
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the equations y = a and x = a are perpendicular true or false
Answer: True
Step-by-step explanation:
trust
Answer:
I believe they are true
Step-by-step explanation:
the $5\times 5$ grid shown contains a collection of squares with sizes from $1\times 1$ to $5\times 5$. how many of these squares contain the black center square?
the total number of squares that contain the black center square is[tex]$1 + 4 + 9 + 16 + 1 = \boxed{31}$.[/tex]
To solve this problem, we need to count the number of squares of each size that contain the black center square.
There is only one square of size[tex]$5\times 5$[/tex], which is the entire grid and obviously contains the black center square.
For squares of size[tex]$4\times 4$[/tex], there are [tex]$4$[/tex]possible squares that contain the black center square (one for each corner).
For squares of size[tex]$3\times 3$,[/tex] there are 9 possible squares that contain the black center square (one for each position that the center square could occupy, and then each of those squares could be oriented in three different ways).
For squares of size $2\times 2$, there are $16$ possible squares that contain the black center square (one for each pair of adjacent squares).
For squares of size [tex]$1\times 1$[/tex], there is only one possible square that contains the black center square (the center square itself).
Therefore, the total number of squares that contain the black center square is[tex]$1 + 4 + 9 + 16 + 1 = \boxed{31}$.[/tex]
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There are 11 squares containing the black center square in the 5x5 grid.
To find the number of squares that contain the black center square, we'll consider the sizes of the squares and their positions in the 5x5 grid.
The black center square is a 1x1 square itself, so that's 1 square.
For 2 x 2 squares containing the center square, there are 4 possible positions (the center square can be in any corner). So, that's 4 squares.
For 3x3 squares containing the center square, there is only 1 possible position (the center square is exactly in the middle). So, that's 1 square.
4. For 4x4 squares containing the center square, there are 4 possible positions (the center square can be in any corner). So, that's 4 squares.
5. For 5x5 squares containing the center square, there is only 1 possible position (the center square is exactly in the middle).
So, that's 1 square.
Now, we'll add up the number of squares we found in each step:
1 + 4 + 1 + 4 + 1 = 11.
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A random number generator assigned each pepper to one of two groups. The weights of the peppers in each group, given three randomizations, appear in the tables.
First Randomization
Group A Group B
13.6 9.2
12.1 8.2
15.9 11.5
11.2 13.8
9.7 14.6
Second Randomization
Group A Group B
8.2 12.1
13.8 14.6
15.9 13.6
9.2 11.2
9.7 11.5
Third Randomization
Group A Group B
8.2 12.1
9.7 13.8
11.5 13.6
14.6 11.2
15.9 9.2
For each table, calculate the mean weight for each group,
x
A
¯
and
x
B
¯
, and find the difference of the mean of group A and the mean of group B (
x
A
¯
−
x
B
¯
).
After the first randomization,
x
A
¯
is ,
x
B
¯
is , and (
x
A
¯
−
x
B
¯
) is .
After the second randomization,
x
A
¯
is ,
x
B
¯
is , and (
x
A
¯
−
x
B
¯
) is .
After the third randomization,
x
A
¯
is ,
x
B
¯
is , and (
x
A
¯
−
x
B
¯
) is .
Therefore, the mean weight for each group in the three randomizations are:
First Randomization:
Group A: 12.5
Group B: 11.46
Second Randomization:
Group A: 11.56
Group B: 12.4
Third Randomization:
Group A: 12.18
Group B: 12.18
What is mean?The mean, also known as the average, is a measure of central tendency in statistics. It is found by adding up all the values in a data set and dividing by the number of values in the set. The mean is sensitive to extreme values, or outliers, in the data set, and can be influenced by them. It is one of the most commonly used measures of central tendency, along with the median and mode.
Here,
First Randomization:
Group A: (13.6 + 12.1 + 15.9 + 11.2 + 9.7) / 5 = 12.5
Group B: (9.2 + 8.2 + 11.5 + 13.8 + 14.6) / 5 = 11.46
Second Randomization:
Group A: (8.2 + 13.8 + 15.9 + 9.2 + 9.7) / 5 = 11.56
Group B: (12.1 + 14.6 + 13.6 + 11.2 + 11.5) / 5 = 12.4
Third Randomization:
Group A: (8.2 + 9.7 + 11.5 + 14.6 + 15.9) / 5 = 12.18
Group B: (12.1 + 13.8 + 13.6 + 11.2 + 9.2) / 5 = 12.18
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Answer:
LOOK BELOW FOR ANSWER !!
Step-by-step explanation:
After the first randomization,
A is 12.5
B is 11.46
and A-B is 1.04
After the second randomization,
A is 11.36
B is 12.6
A and B is -1.24
After the third randomization,
A is 11.98
B is 11.98
A and B is 1
.
Determine if I triangle can be constructed with the following sides. Explain
2/3 , 4/5 , 1/2
what value of x would allow a triangle to be constructed with the following measures?
a. 21,8,x
b. 13,7,x
With the image Find x
Yes, a triangle can be constructed with sides of 2/3, 4/5, and 1/2. the value of x is 17.
Since a triangle is a polygon that has three sides and three vertices. It is one of the basic figures in geometry.
To determine if a triangle can be constructed, we need to check if the sum of the two smaller sides is greater than the largest side.
In this case, we can see that
2/3 + 1/2 > 4/5,
2/3 + 4/5 > 1/2,
1/2 + 4/5 > 2/3,
Therefore, a triangle can be formed.
The value of x can be calculated as;
45 + 68 + 3x + 16 = 180
3x = 51
x = 17
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Which simulation is a representation of independent events?
The independent events are the ones in the third option, spinning the spiner twice.
Which simulation represents independent events?Two events are called independent if the outcome of the first event does not affect the outcome of the second event.
From the given options, the only two that are independent are spining the spinner two times.
For example in the case of the candy, when you pull one candy and eat it, you can't pull it again, so the outcomes for the second event are modified.
In the case of the spinner that does not happen, that is why the events are independent.
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find the surface area of a cylinder with a radius of 2 feet and height of 8 feet
a marketing organization claims that less than 15% of its employees are paid minimum wage. if a hypothesis test is performed that fails to reject the null hypothesis, how would this decision be interpreted? g
If a hypothesis test is performed and fails to reject the null hypothesis, it would mean that there is not enough evidence to support the claim that less than 15% of the marketing organization's employees are paid minimum wage.
Therefore, it would not be concluded that the claim is true. The null hypothesis assumes that the claim is false or that the percentage of employees paid minimum wage is not significantly different from 15%.
The failure to reject the null hypothesis means that the evidence does not contradict the null hypothesis, but it does not necessarily prove it to be true.
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