A block of metal with volume 15 m³ 3 and density 8,800 kg/m³ is combined with another metal of 3 mass 850 kg and volume 6.2 m³ to form an alloy. What is the density of the alloy to the nearest integer?​

Answer:

Temporary Differences Reported First on:     The Income Statement                       The Tax Return   Revenue      Expense                       Revenue              Expense1)       $272)                          $273)                                                                $274)                                                                                            $275)     $22             $276)                         $27                               $227)     $22             $27                                                             $178)     $22             $27                               $12                        $17Taxable Income assuming pretax accounting income is $100 million1)  Pretax Income - Revenue = $100m - $27m = $73m2) Pretax Income + Expense = $100m + $27m = $127m3) Pretax Income + Revenue Return = $100m + $27m = $127m4) Pretax Income - Expense Return = $100m - $27m = $73m5) Pretax Income - Revenue + Expense = $100m - $22m + $27m = $105m6) Pretax Income + Expense + Revenue Return = $100m + $27m + $22m = $149m7) Pretax Income - Revenue + Expense - Expense Return = $100m - $22m + $27m - $17m = $88m8) Pretax Income - Revenue + Expense + Revenue Return - Expense Return = $100m - $22m + $27m + $12m- $17m = $100m

Step-by-step explanation:

First, return is added to differentiate revenue and expense from the tax return from that of the income statement.Temporary difference is defined as the difference between the tax and financial reporting bases of assets and liabilities. These differences can result in taxable or deductible amounts in future years (deferred tax assets or liabilities).For each scenario, temporal difference of revenue reported first in the income statement is deducted from the pretax accounting income while expenses are added back to the pretax accounting income.For temporal differences from the tax return, the revenue is added to the pretax accounting income while expenses are deducted.

Initially, 1/4 of the tank was filled.

After adding 12 gallons, it was 3/4 full.

Increase in fuel filled portion =

[tex]\dfrac{3}{4} -\dfrac{1}{4} =\dfrac{3-1}{4} =\dfrac{2}{4}[/tex]

So 2/4 of the tank = 12 gallons

1/4 of tank [tex]= 12 \div 2 = 6[/tex] gallons

4/4 of tank [tex]= 6\times4 = 24[/tex] gallons

____________________

Portion remaining to be filled =

[tex]1-\dfrac{3}{4} =\dfrac{4-3}{4} =\dfrac{1}{4}[/tex]

Fuel needed [tex]= \dfrac{1}{4} \times 24 = 6[/tex] gallons

So you need 6 more gallons to fill the tank

(a) The 95% confidence interval for the difference in proportions of people who may find these medications effective is 0.029 to 0.231, which suggests that medication A is more effective than medication B in relieving joint pain.

(b) No, the interval does not contain zero, which means that the difference in proportions is statistically significant and supports the hypothesis that medication A is more effective than medication B.

Answer:

a) To find the probability that a randomly chosen student completes the activity in less than 30.1 seconds, we need to standardize the value using the formula z = (x - mu) / sigma, where x is the time taken, mu is the mean, sigma is the standard deviation, and z is the standard normal variable.

z = (30.1 - 34.7) / 7.6 = -0.6053

Using a standard normal distribution table or calculator, we find that the probability of a standard normal variable being less than -0.6053 is 0.2739.

Therefore, the probability that a randomly chosen student completes the activity in less than 30.1 seconds is 0.2739.

b) To find the probability that a randomly chosen student completes the activity in more than 38.1 seconds, we need to standardize the value using the same formula.

z = (38.1 - 34.7) / 7.6 = 0.4474

Using a standard normal distribution table or calculator, we find that the probability of a standard normal variable being greater than 0.4474 is 0.3274.

Therefore, the probability that a randomly chosen student completes the activity in more than 38.1 seconds is 0.3274.

c) To find the proportion of students taking between 30.9 and 38.5 seconds, we need to standardize both values and then find the area between them in the standard normal distribution.

z1 = (30.9 - 34.7) / 7.6 = -0.5

z2 = (38.5 - 34.7) / 7.6 = 0.5

Using a standard normal distribution table or calculator, we find that the probability of a standard normal variable being between -0.5 and 0.5 is 0.3830.

Therefore, the proportion of students taking between 30.9 and 38.5 seconds to complete the activity is 0.3830.

d) To find the time taken by 90% of all students to finish the activity, we need to find the z-value corresponding to the 90th percentile of the standard normal distribution using a standard normal distribution table or calculator.

The z-value corresponding to the 90th percentile is approximately 1.28.

Now, we can use the formula z = (x - mu) / sigma to find the corresponding time value.

1.28 = (x - 34.7) / 7.6

x - 34.7 = 1.28 * 7.6

x - 34.7 = 9.728

x = 44.428

Therefore, 90% of all students finish the activity in less than 44.428 seconds.

Answer: Option A

Step-by-step explanation:

The t-statistic and P-value can be calculated using statistical software or a t-test calculator. Using a two-tailed t-test with a significance level of 0.05 and 8 degrees of freedom (n1 + n2 - 2), we obtain:

t = -1.4789

P-value = 0.173292

Therefore, the correct answer is A. With a t statistic of -1.4789 and a P-value of 0.173292, we fail to reject the null hypothesis that the prices have not changed significantly since the new owner took over. We cannot conclude that the prices have changed significantly.

With a T statistic of 0.7394 and a P value of 0.478505, fail to reject the no hypothesis that prices have not changed. The correct option is D.

A null hypothesis is a type of statistical hypothesis that asserts that there is no statistical significance in a given set of observations.

Using sample data, hypothesis testing is used to assess the credibility of a hypothesis.

To determine if the prices of goods at a supermarket have significantly changed since the new owner took over, we can perform a two-sample t-test with the null hypothesis being that the mean difference in prices before and after the new owner took over is zero.

Using a significance level of 0.05, the critical t-value for a two-tailed test with 9 degrees of freedom is approximately 2.306.

To calculate the t-statistic, we first need to calculate the mean and standard deviation of the differences in prices:

Mean difference = (0.30 - 0.07) / 10 = 0.023

Standard deviation = 2.967

t-statistic = (0.023 - 0) / (2.967 / sqrt(10)) = 0.7394

The calculated t-value of 0.7394 is less than the critical t-value of 2.306, and the corresponding p-value is 0.4785. This means we fail to reject the null hypothesis that the mean difference in prices is zero.

Therefore, based on the given data and using a significance level of 0.05, the correct P-value and conclusion are:

Thus, the correct option is D.

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We cannot make a general assumption about whether the mean is greater or less than 3.5 based solely on the fact that the median is 3.5.

The mean is a measure of central tendency that represents the average value of a set of numbers. It is also called the arithmetic mean or simply the average.

We cannot make a general assumption about whether the mean is greater or less than 3.5 based solely on the fact that the median is 3.5.

The mean and the median are two different measures of central tendency, and they can have different values depending on the distribution of the data. In general, if a data set is symmetric and bell-shaped, the mean and the median are close to each other. However, if the data set is skewed, the mean and the median may be different.

For example, consider the following two data sets:

Set 1 data: 1, 2, 3, 4, and 5.

The median is 3.

The mean is (1 + 2 + 3 + 4 + 5) / 5 = 15 / 5 = 3.

Data set 2: 1, 2, 3, 4, 10

The median is 3.

The mean is (1 + 2 + 3 + 4 + 10) / 5 = 20 / 5 = 4.

In data set 1, the mean is the same as the median. In data set 2, the mean is greater than the median because the value 10 is an outlier that pulls the mean up.

Therefore, without additional information about the distribution of the data, we cannot make a general assumption about whether the mean is greater or less than 3.5 based solely on the fact that the median is 3.5.

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The answers f(g(x)) = x and g(f(x)) = x tell us that the two functions f(x) and g(x) are inverses of each other.

The inverse of a function is a second function that "undoes" the effect of the first function. More specifically, if f is a function that maps elements from a set A to a set B, then its inverse function, denoted as f^(-1), maps elements from B back to A.

(a) To find f(g(x)), we need to substitute the expression for g(x) into f(x):

f(g(x)) = g(x) / (6 + g(x))

Substituting the expression for g(x) yields:

f(g(x)) = (6x / (1 - x)) / (6 + (6x / (1 - x)))

This equation can be made simpler by first locating a common denominator:

f(g(x)) = (6x / (1 - x)) / ((6(1 - x) / (1 - x)) + (6x / (1 - x)))

f(g(x)) = (6x / (1 - x)) / ((6 - 6x + 6x) / (1 - x))

f(g(x)) = (6x / (1 - x)) / (6 / (1 - x))

f(g(x)) = 6x / 6

f(g(x)) = x

To find g(f(x)), we need to substitute the expression for f(x) into g(x):

g(f(x)) = 6f(x) / (1 - f(x))

Substituting the expression for f(x) yields:

g(f(x)) = 6(x / (6 + x)) / (1 - (x / (6 + x)))

To simplify this expression, we can first find a common denominator:

g(f(x)) = 6(x / (6 + x)) / (((6 + x) / (6 + x)) - (x / (6 + x)))

g(f(x)) = 6(x / (6 + x)) / ((6 + x - x) / (6 + x))

g(f(x)) = 6(x / (6 + x)) / (6 / (6 + x))

g(f(x)) = x

(b) The answers f(g(x)) = x and g(f(x)) = x tell us that the two functions f(x) and g(x) are inverses of each other. This means that when we apply one function and then the other, we get back to the original input value. Specifically, if we apply f(x) to x and then apply g(x) to the result, we get x back, and if we apply g(x) to x and then apply f(x) to the result, we also get x back. This is a useful property when analyzing functions and their relationships.

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Answer:

Step-by-step explanation:it will be 44/1 = 44

Since 4 2/5 x 10

We will use 10 as 10/1

and 4 2/5 as 22/5 so

22/5 x 10/1 we cross out the 5 and 10 since there a factor of each other

then it will be 22/1 x 2/1 it will be much easier

Then 22 x 2 = 44

1x1 = 1

=44/1 = 44

Answer:

f(-x) = 8^-x

Step-by-step explanation:

The distance that the person will be able to cover in an hour would be = 45 miles

The distance that the individual covers in in 40 mins = 30 miles.

Therefore in an hour(60 mins) the distance would be = X mile

That is ;

40 mins = 30 miles

60 mins = X

make X the subject of formula;

X = 60×30/40

X = 1800/40

x = 45 miles.

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Answer:

3/10 = 0.3

19/50 = 0.38

5/10 = 0.5

1/5 = 0.2

14/25 = 0.56

3/25 = 0.12

However, we need to choose the positive value for t, since time cannot equation be negative in this case. Therefore, the rocket will be 20 feet from the ground approximately 1.411 seconds after it is launched.

An equation in mathematics is a statement that states the equality of two expressions. An equation is made up of two sides that are separated by an algebraic equation (=). For example, the argument "2x + 3 = 9" asserts that the phrase "2x Plus 3" equals the value "9." The purpose of equation solving is to determine the value or values of the variable(s) that will allow the equation to be true. Equations can be simple or complicated, regular or nonlinear, and include one or more elements. The variable x is raised to the second power in the equation "x2 + 2x - 3 = 0." Lines are utilised in many different areas of mathematics, such as algebra, calculus, and geometry.

So we have:

[tex]-16t^2 + 170t + 30 = 20\\-16t^2 + 170t + 10 = 0\\8t^2 - 85t - 5 = 0\\t = (-b + \sqrt(b^2 - 4ac)) / 2a\\t = (-(-85) + \sqrt((-85)^2 - 4(8)(-5))) / 2(8)\\t = (85 + \sqrt(7225 + 160)) / 16\\t = (85 + \sqrt(7385)) / 16[/tex]

However, we need to choose the positive value for t, since time cannot be negative in this case. Therefore, the rocket will be 20 feet from the ground approximately 1.411 seconds after it is launched.

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Answer:

9 seconds

Step-by-step explanation:

right side of the graph touches the x axis at 9

The solutions to the quadratic equations are as follows

4a. The rocket was launched from an initial height of 10 meters.

b. The maximum height of the rocket was 55 meters.

c. The rocket reaches its maximum height at 3 seconds

d. the rocket is in the air for t = 6.316 seconds

5. when the horizontal distance is 1 foot, the height of the balloon is 8.875 feet

b. when the horizontal distance is 33 feet, the height of the balloon is 0.875 feet.

The function is a quadratic equation, and here is how we solve each problem;

a. The initial height of the rocket is the value of h when t=0. So we substitute t=0 into the equation to find:

h = -5(0)² + 30(0) + 10 = 10 meters

b. & c. The maximum height of a projectile launched upward occurs at the vertex of the parabola represented by the quadratic function. For a quadratic function in the form y = ax² + bx + c, the time at which the maximum (or minimum) occurs is -b/2a. In this case, a = -5 and b = 30. So:

t = -b/2a = -30 / (2×-5) = 3 seconds

So, the rocket reaches its maximum height at t=3 seconds. We can find this maximum height by substituting t=3 into the equation:

h = -5(3)² + 30(3) + 10 = -5×9 + 90 + 10 = 45 meters

The rocket is in the air from the time it was launched until it hits the ground. The time when it hits the ground is when h = 0. So we can set the equation to 0 and solve for t:

0 = -5t² + 30t + 10

This is a quadratic equation and can be solved using the quadratic formula: t = [-b ± √(b² - 4ac)] / (2a)

Let's calculate the roots:

t = [-30 ± √((30)² - 4×-5×10)] / (2×-5)

= [-30 ± √(900 + 200)] / -10

= [-30 ± √(1100)] / -10

= 6.316 or -0.32

5. a. To find the height of the balloon when d=1, we substitute d=1 into the equation:

h = -1/8(1)²+ 4(1) + 5 = -1/8 + 4 + 5 = 8.875 feet

b. To determine whether the balloon hits your enemy, we need to see if the balloon's height (h) is above ground level (h > 0) when d=33. So, we substitute d=33 into the equation:

h = -1/8(33)² + 4(33) + 5

h = -1/8×1089 + 132 + 5

h = -136.125 + 132 + 5

h = 0.875 feet

when the horizontal distance is 33 feet, the height of the balloon is 0.875 feet. This means the balloon is above ground level and therefore would indeed hit your nemesis standing 33 feet away.

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Answer:

12/12 and 1/12

Step-by-step explanation:

Answer:

Null Hypothesis (H0): There is no significant difference in life span for people in the two towns.

Alternative Hypothesis (H1): There is a significant difference in life span for people in the two towns.

Answer:

The null and alternative hypotheses that should be used to test this claim are:

Null hypothesis: There is no significant difference in lifespan for people in the two towns. Symbolically, this can be represented as H0: μ1 = μ2, where μ1 and μ2 are the population mean lifespans of Town A and Town B, respectively.

Alternative hypothesis: There is a significant difference in lifespan for people in the two towns. Symbolically, this can be represented as Ha: μ1 ≠ μ2.

To test this claim, the researcher can conduct a two-sample t-test using the data collected from the two towns. The test statistic can be calculated as:

t = (x1 - x2) / (s1^2/n1 + s2^2/n2)^0.5

where x1 and x2 are the sample mean lifespans of Town A and Town B, respectively, s1 and s2 are the sample standard deviations of Town A and Town B, respectively, and n1 and n2 are the sample sizes of Town A and Town B, respectively.

Using the given data, the test statistic can be calculated as:

t = (78.5 - 74.4) / (11.2^2/20 + 12.3^2/20)^0.5 = 1.02

At a significance level of 0.05 with 38 degrees of freedom (df = n1 + n2 - 2), the critical value for a two-tailed test is ±2.024. Since the calculated t-value (1.02) falls within the acceptance region (-2.024 < t < 2.024), the null hypothesis cannot be rejected. Therefore, we do not have enough evidence to conclude that there is a significant difference in lifespan for people in the two towns.

Step-by-step explanation:

hope its help <:

AB/BC = DE/EF

35/15 = DE/60

DE = 35*60 / 15

DE = 140

answer

A 140

The survey results, it can be estimated that approximately 17.93% of adult Americans have seen a ghost at some point in their lives[tex] (718/4,005 = 0.1793)[/tex].

However, it is important to note that this estimate is based on a sample and there may be some degree of error or variability.

Additionally, the term "supernatural experiences" may encompass a wide range of phenomena beyond just seeing ghosts, so the estimate may not accurately reflect the prevalence of all types of supernatural experiences in the population.

In the given survey on supernatural experiences, 718 out of 4,005 adult Americans reported having seen a ghost. Assuming this sample is representative of the adult American population, you can calculate the proportion of adults who have seen a ghost.

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The highest point of the quadratic equation that opens down can be (-5, 8)

We have a quadratic equation whose graph opens downwards, and we know that it also passes through the points (-2,5) and (-8, 5).

The highest point will be of the form (x, y).

Such that y is larger than 5, and the value of x is right between the two values above:

x = (-2 - 8)/2

x = -5

So the point is of the form (-5, y) where again y  > 5.

From the given options the only of this form is (-5, 8)

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Answer:

0.0234

Step-by-step explanation:

please give brainliest

Answer:

a) We can use similar triangles to find PB in terms of a and b. Let x be the length of AD. Then, using the fact that AP = 4PC, we have:

PC = CP = x - b

AP = 4(x - b)

Also, using the fact that DC = (1/4)AB, we have:

AD = x

AB = 4DC = x/4

BC = AB - AD = x/4 - x = -3x/4

Now, consider the similar triangles PBC and ABD:

PB/AB = BC/AD

PB/(x/4) = (-3x/4)/x

PB = -3/4(x/4) = -3x/16

Finally, substituting x = a + b, we have:

PB = -3(a + b)/16

b) Using the same similar triangles as in part (a), we have:

DP/DC = PB/BC

DP/(1/4)AB = PB/(-3x/4)

DP = -3/4(PB)(DC/BC)AB

DP = -3/4(PB)(1/4)/(AB - AD)AB

Substituting the expressions for PB, AB, and AD from part (a), we get:

DP = -3(a + b)/16 * 1/4 / (-3(a + b)/4) * (a + b)/4

DP = -3/16 * 1/4 * 4/(3(a + b)) * (a + b)

DP = -3/16

So, DP = -3/16(a + b)

c) To check if DPB forms a straight line, we need to verify if the slopes of DP and PB are equal. Using the expressions we found in parts (a) and (b), we have:

Slope of PB = Δy/Δx = (-3/16(a+b) - 0)/(0 - (-3(a+b)/16)) = 3/16

Slope of DP = Δy/Δx = (-3(a+b)/16 - (-3/16(a+b)))/(1/4 - 0) = -3(a+b)/4

Since the slopes are not equal, DPB does not form a straight line.

Answer:

-6

Step-by-step explanation:

The simplification of the polynomial using factor by substitution is: ((3y - 2)⁴ - 1)/(3y - 2)²

Factoring polynomials simply means separating a polynomial into its component polynomials.

Sometimes, in the event that polynomials are particularly complicated, it is usually easiest to substitute a simple term and factor down.

We have the equation:

(3y - 2)² - (3y - 2)⁻²

Let 3y - 2 be denoted by S and as such we have:

S² - S⁻²

= S² - 1/S²

Using the denominator as factor, we have:

= (S⁴ - 1)/S²

Plugging 3y - 2 for S gives us:

((3y - 2)⁴ - 1)/(3y - 2)²

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The supplementary angle will be 60°.

What are supplementary angles?

Supplementary angles are angles (only two) whose sum is equal to 180 degrees. In other words, if we add two angles together and the result is 180 degrees, those angles are considered supplementary.

For example, if we have angle A that measures 60 degrees, its supplement angle B will measure 120 degrees (180 - 60 = 120). Angles A and B are supplementary angles.

Supplementary angles can be adjacent, meaning they share a common vertex and side, or they can be non-adjacent. In either case, their sum will always be 180 degrees.

Supplementary angles are commonly used in geometry and trigonometry to solve problems related to angles and triangles.

Now,

Let x = measure of the angle.

Then, the supplement angle is 180 - x.

According to the problem, x is twice less than the supplement angle. In other words, the supplement angle is twice greater than x. We can write this as:

180 - x = 2x

Solving for x, we get:

180 = 3x

x = 60

Therefore, the angle measures 60 degrees.

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Right Question:- The measure of an angle is twice less than that of its supplement angle. find that angle?

Answer:

44.064x

Step-by-step explanation:

Answer: when you time 88.128 by 0.5, it gives you an answer of 44.064

Hope this helps :)

Answer:

Since only 66 states approve the amendment, it falls short of the required 7/9 majority. Therefore, the constitution will not be amended.

Step-by-step explanation:

To determine whether the constitution will be amended, we need to compare the number of states that have approved the amendment to the required number of states needed for approval.

The requirement is that 7/9 of the 84 states must approve the amendment. So, we need to calculate 7/9 of 84 to find out how many states need to approve the amendment:

(7/9) x 84 = 66.67

Rounding up, we see that 66.67 is equivalent to 67 states. This means that in order for the amendment to be approved, at least 67 states must approve it.

Since only 66 states approve the amendment, it falls short of the required 7/9 majority. Therefore, the constitution will not be amended.

Answer:

we will do TanA = perpendicular / Base

A = 35°

Tan 35° = 217 / W

value of Tan 35° is approx = 0.7

0.7 = 217/ W

W = 217 / 0.7

W = 310

The value of the definite integral is determined as -1/28.

A definite integral is a mathematical concept that represents the area under a curve between two specific points, called the limits of integration. The definite integral is denoted by the symbol ∫, and the limits of integration are written as a and b, where a is the lower limit and b is the upper limit.

To evaluate the definite integral, we will use the following method:

[tex]\int\limits^2_0 {- \frac{6x}{(3x + 2)^2} } \, dx ; u = 3x^2 + 2[/tex]

We can start by substituting [tex]$u=3x^2+2$[/tex], which gives us [tex]$du/dx=6x$[/tex], or [tex]$x,dx=du/6$[/tex].

Using this substitution, we can rewrite the integral as:

[tex]\int\limits^2_0 - \frac{6x}{(3x^2 + 2)^2} , dx &\\\\\\\=\ \int\limits^{u(2)}{u(0)} -\frac{1}{u^2},du/6\\\\\\&= \left[ \frac{1}{6u} \right]^{u(2)}{u(0)} \\\\\\&= \frac{1}{6}\left(\frac{1}{u(2)} - \frac{1}{u(0)}\right)\\\\\\\&= \frac{1}{6}\left(\frac{1}{3(2)^2 + 2} - \frac{1}{3(0)^2 + 2}\right) \\\\\\\&= \frac{1}{6}\left(\frac{1}{14} - \frac{1}{2}\right)\\\\\\\ &= \frac{1}{6}\left(-\frac{6}{28}\right) \\\\\\\\&= \boxed{-\frac{1}{28}}\end{align*}[/tex]

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Answer:

     6.75 inches.

Step-by-step explanation:

[tex]183.69 = 2*3.14*3^2 + 2*3.14*3*h[/tex]

[tex]= 56.52 + 18.84h[/tex]

[tex]183.69 - 56.52 = 18.84h[/tex]

[tex]127.17 = 18.84h[/tex]

[tex]=\frac{127.17}{18.84}[/tex]

[tex]=6.75[/tex]