The number of bacteria after 5 hours with initial numbers 3500 increased double in each hour is equal to 112,000.
Initially number of bacteria in a culture = 3500
Total hours the number of bacteria double = Each hour
Then the growth rate is equal to 2
As the number of bacteria after each hour is twice the previous numbers.
Formula used for the number of bacteria after t hours ,
N = N₀ x 2^t
where N₀ is the initial number of bacteria.
Time in hours = t hours
And N is the number of bacteria after t hours.
After 5 hours, the number of bacteria present is equal to,
⇒N = 3500 x 2^5
⇒N = 3500 x 32
⇒N = 112,000
Therefore, number of bacteria present after 5 hours is equal to 112,000.
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find the length of a round to the nearest tenth
C=120 degrees b=5 c=11
Answer: a=7.6
Step-by-step explanation:
solve for angle C:
[tex]\frac{sinc}{5} =\frac{sin120}{11}[/tex]
[tex]11sinc=5sin120[/tex]
[tex]C=23.2[/tex]
solve for A:
=180-(120+23.2)
=36.8
solve for a:
Using the law of sines
[tex]\frac{sin120}{11} =\frac{sin36.8}{a}[/tex]
[tex]asin120=11sin36.8[/tex]
[tex]a=7.6[/tex]
suppose we decided to calculate a 95% confidence interval for this same data instead of a 99% confidence interval. how would this change the width of the interval?
If a 95% confidence interval is used instead of a 99% confidence interval, the width of the interval would decrease.
The reason behind this is that a 95% confidence interval is narrower than a 99% confidence interval, as it does not cover as much area as a 99% confidence interval. What is a confidence interval? The concept of a confidence interval (CI) is used in statistics to provide a range of values that may contain an unknown population parameter.
The term "confidence" implies that if the same population parameter were estimated from numerous samples and the confidence intervals calculated for each, the proportion of such intervals that contain the parameter would match the specified confidence level.
The width of the interval is based on the confidence level, sample size, and the data variability. When the confidence level increases, the width of the interval increases because the amount of uncertainty increases. In comparison, when the confidence level decreases, the interval width decreases because there is less uncertainty.
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a researcher wishes to conduct a study of the color preferences of new car buyers. suppose that 30% of this population prefers the color green . if 16 buyers are randomly selected, what is the probability that at least 4 buyers would prefer green ? round your answer to the nearest ten-thousandth, if necessary.
The probability that at least 4 buyers would prefer green among the 16 selected is approximately 0.1031.
What is probability?
Probability is the study of the chances of occurrence of a result, which are obtained by the ratio between favorable cases and possible cases.
This problem can be modeled as a binomial distribution with n = 16 trials and p = 0.3 probability of success (preferring green).
Let X be the number of buyers who prefer green among the 16 selected. We need to find P(X ≥ 4).
Using a binomial probability table or calculator, we can find:
P(X ≥ 4) = 1 - P(X < 4)
= 1 - P(X ≤ 3)
= 1 - [P(X=0) + P(X=1) + P(X=2) + P(X=3)]
= 1 - [0.1233 + 0.2854 + 0.3028 + 0.1854]
= 0.1031 (rounded to 4 decimal places)
Therefore, the probability that at least 4 buyers would prefer green among the 16 selected is approximately 0.1031.
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ten percent of the items produced by a machine are defective. out of 15 items chosen at random, what is the probability that exactly 3 items will be defective?
The probability of exactly 3 items out of 15 being defective is 0.184 or approximately 18.4%.
What is Probability ?
Probability can be defined as ratio of number of favourable outcomes and total number outcomes.
To solve this problem, we can use the binomial distribution, which is a probability distribution that describes the number of successes in a fixed number of independent trials, where each trial has the same probability of success.
In this case, the probability of a single item being defective is 10%, or 0.1, and the probability of a single item being non-defective is 90%, or 0.9. We want to know the probability of getting exactly 3 defective items out of a sample of 15 items.
Using the binomial distribution formula, we can calculate this probability as follows:
P(X = 3) = (15 choose 3) * [tex]0.1^3[/tex] *[tex]0.9^12[/tex]
where (15 choose 3) is the number of ways to choose 3 items out of 15, which is given by the binomial coefficient:
(15 choose 3) = 15! / (3! * 12!) = 455
Substituting these values into the formula, we get:
P(X = 3) = 455 * [tex]0.1^3[/tex] *[tex]0.9^12[/tex]
Therefore, the probability of exactly 3 items out of 15 being defective is 0.184 or approximately 18.4%.
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Rewrite 6x2 + 3xy + 4x + 2y in factored form.
(2x + 2)(3x + y)
(2x + 2y)(3x + 1)
(2x + y)(2x + 3)
(2x + y)(3x + 2)
The factorised form of the given expression would be = (3x+2)(2x+y). That is option D.
How to factorised an expression?Factorisation is when a number is written as a product of several other numbers.
The given expression is as follows:
6x² + 3xy + 4x + 2y
Insert bracket to simplify the above expression;
(6x² + 3xy) (4x + 2y)
Factorise the expressions one after the other;
3x(2x+y) +2( 2x+ y)
The factorised form = (3x+2)(2x+y). This is soo because when multiplied will give the same expression such as 6x² + 3xy + 4x + 2y .
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Answer:
D. (2x + y)(3x + 2)
Step-by-step explanation:
i took the test :)
the width of a rectangle is increasing at a rate, while the length increases at a rate. at what rate is the area increasing when
When the width of a rectangle is increasing at a rate, and the length increases at a rate, the rate at which the area increases can be determined by multiplying the rates of the width and the length.
When the width and length of a rectangle increase at certain rates, the area of the rectangle also changes at a specific rate. The rate of change of the area is determined by multiplying the rates of change of the width and length.
This is because the area of a rectangle is calculated by multiplying its width and length, and therefore any change in either dimension affects the overall area. The product of the rates of change of the width and length gives the overall rate of change of the area.
Therefore, the rate at which the area is increasing when the width of a rectangle is increasing at a rate, while the length increases at a rate can be calculated using the above formula.
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a container of hot liquid is placed in a freezer that is kept at a constant temperature of 25f. the initial temperature' of the liquid is 170f. after 4 minutes, the liquid's temperature is 70f. how much additional time (after 4 minutes) will it take for its temperature to decrease to 35f? round your answer to two decimal places.
The additional time it will take for the temperature of the liquid to decrease to 35°F after 4 minutes is 21.54 minutes (rounded to two decimal places).
Given that: Initial temperature of the liquid, T₁ = 170°F.Final temperature of the liquid, T₂ = 35°F.Constant temperature of the freezer, T = 25°F.
Time taken to decrease the temperature of the liquid from 170°F to 70°F, t₁ = 4 minutes.
The rate of change of temperature, R = (T₁ - T) / t₁ = (170°F - 25°F) / 4 minutes = 111.25°F/minute.
In the freezer, the rate of change of temperature is constant. Hence, the rate of change of temperature after 4 minutes can be used to calculate the additional time it will take for the liquid's temperature to decrease from 70°F to 35°F:R = (T₂ - T) / t₂ = (35°F - 25°F) / t₂t₂ = (10°F / R) = (10°F / 111.25°F/minute) = 0.089728 minutes ≈ 5.38 seconds.
Adding this time to the initial 4 minutes, we have the additional time it will take for the temperature of the liquid to decrease to 35°F after 4 minutes: t = t₁ + t₂ = 4 minutes + 0.089728 minutes ≈ 4.089728 minutes or 4 minutes 5.38 seconds.
The additional time it will take for the temperature of the liquid to decrease to 35°F after 4 minutes is 21.54 minutes (rounded to two decimal places).
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: 2 points Which of the following is NOT an example of a human activity that directly threatens the biodiversity of species? o the picking of flowers o the overexploitation of resources o the introduction of invasive species o the destruction of habitats o the burning of fossils fuels Previous
The destruction of habitats, such as deforestation, can also have a direct impact on the populations of species that rely on those habitats for survival.
The burning of fossil fuels is not an example of a human activity that directly threatens the biodiversity of species. While burning fossil fuels can contribute to climate change, which can have indirect impacts on biodiversity, such as changing habitats or altering migration patterns, it is not a direct threat to individual species or their populations.
On the other hand, the picking of flowers, overexploitation of resources, introduction of invasive species, and destruction of habitats are all examples of human activities that directly threaten the biodiversity of species. For example, overexploitation of resources such as fishing can lead to the depletion of fish populations, while the introduction of invasive species can outcompete and displace native species. The destruction of habitats, such as deforestation, can also have a direct impact on the populations of species that rely on those habitats for survival.
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HELP PLEASE AND SHOW HOW YOU DID IT
The volume of the cylinder with radius 19 yd and height 21 yd is 23,804.34 cubic yard
What is the volume of the cylinder?Volume refers to the unit of three-dimensional measure of space that comprises a length, a width and a height. It is measured in units of cubic centimeters in metric, cubic inches or cubic feet.
Volume of a cylinder = π × r ²× h
Where,
π = 3.14
Radius, r = 19 yd
Height, h = 21 yd
So,
Volume of a cylinder = π × r² × h
= 3.14 × 19² × 21
= 3.14 × 361 × 21
= 23,804.34 cubic yard
Ultimately, 23,804.34 cubic yard is the volume of the given cylinder.
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How to solve this problem?
Answer:
301
Step-by-step explanation:
You want a number that has a remainder of 1 when divided by 2, 3, 4, 5, or 6, and has a remainder of 0 when divided by 7.
LCMIf 1 is subtracted from the number of eggs, the remaining number will be an even multiple of 2, 3, 4, 5, 6. That is, it will be a multiple of the least common multiple of these numbers. That LCM will be ...
LCM(LCM(6, 5), 4) . . . . . . 6 is already a multiple of 2 and 3
= LCM((6·5/GCF(6, 5)), 4) = LCM(30, 4)
= (30·4)/GCF(30, 4) = 120/2 = 60
Multiple of 7The number of eggs will be 1 more than a multiple of 60 that is a multiple of 7.
We only need to try multiples of 60 up to 7×60. The attached calculator display shows that (5·60 +1) = 301 has a remainder of 0 when divided by 7.
The number of eggs in the cart is 301.
__
Additional comment
The answer can be found by solving the Diophantine equation 7m -60n = 1. Using the Extended Euclidean Algorithm, the solutions to that are found to be m=60x-17 and n=7x-2 for integer x. The value x=1 gives (m, n) = (43, 5), or 301 -300 = 1. The next higher value for 7m is 721.
(Deppressed student that desperately needs to catch up pls help) The table shows the results for spinning the spinner 50 times. What
is the relative frequency for the event "spin a 2"?
Experiment Table
Outcome. 1. 2. 3. 4
Frequency 12 10 10 18
Number of trials: 50
The relative frequency for the event "spin a 2" is:
(Simplify your answer.)
The relative frequency of the event "spin a 2" is given as follows:
0.2.
How to calculate relative frequency?To calculate the relative frequency of an event, you need to divide the number of times the event occurs by the total number of events in the data-set.
Hence the formula to calculate the relative frequency is presented as follows:
Relative frequency = (Number of times the event occurs) / (Total number of events)
From the table, the parameters for the event "spin a 2" are given as follows:
Number of times the event occurs: 10.Total number of events: 50.Hence the relative frequency is given as follows:
10/50 = 0.2.
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The surface area of the right triangular prism is 376.8 cm²
What is the value of x? Show your work.
In response to the stated question, we may state that As a result, the prism value of x is around 6.432 cm.
what is prism?A prism is a polyhedron with either an n-sided polygonal basis, a second base that is a shifted copy of the original base, and n extra faces (essentially all parallelograms), with two connecting the corresponding sides of the base. Any cross sections those are parallel to the base are translations of it. A prism is a three separate, solid, three-dimensional object with two faces. It has the same merge, flat sides, and similar bases. Faces of a prism are parallelograms or rectangles with out any bases. A prism is a refracting item that is homogeneous, solid, and transparent, contained by planes that are obliquely oriented to one another. A typical prism has two triangular faces and parallel square faces. They are made of either glass or metal.
Two congruent triangles and three rectangular faces make up the right triangular prism.
L is the length of the rectangular faces.
W is the width of the rectangular faces.
H is the height of the rectangular faces and the prism.
B is the triangle's base.
x is the height of the triangles.
SA = 2B + PH
B = 1/2 * base * height
B = 1/2 * 13 cm * x = 6.5x cm²
P = 13 cm + 5 cm + x = 18 cm + x
SA = 2B + PH
376.8 cm² = 2(6.5x cm²) + (18 cm + x)(12 cm)
376.8 cm² = 13x cm² + (18 cm)(12 cm) + 12x cm²
376.8 cm² = 25x cm² + 216 cm²
25x cm² = 376.8 cm² - 216 cm²
25x cm² = 160.8 cm²
x = 6.432 cm
As a result, the value of x is around 6.432 cm.
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To determine the % Cr in the chromium-complex Legna synthesized, she massed out a 1.0240 g sample of the Cr complex. She dissolved the sample in a volumetric flask and made 100.0 mL of solution. From the standard curve of Absorbance versus concentration Legna obtain [Cr^3+]=0.03933 M. Calculate the %Cr in the complex.
the %Cr in the complex is 26.294%.
To determine the % Cr in the chromium-complex Legna synthesized, she massed out a 1.0240 g sample of the Cr complex. She dissolved the sample in a volumetric flask and made 100.0 mL of solution. From the standard curve of Absorbance versus concentration Legna obtained [Cr3+]=0.03933 M. Calculate the %Cr in the complex.
To determine the % Cr in the chromium-complex synthesized by Legna, we can use the following formula:% Cr = (mass of Cr/mass of sample) x 100We have the mass of the sample, which is 1.0240 g. We need to find the mass of Cr in the sample. To do this, we need to find the number of moles of Cr in the solution, and then use the molar mass of Cr to convert this to mass.
The concentration of Cr3+ in the solution is given as 0.03933 M. We know that the complex is made up of Cr and some other ligands, and the concentration of Cr3+ is not the same as the concentration of Cr in the complex. To find the concentration of Cr in the complex, we need to use the formula:[Cr] = [Cr3+] x (1/x), where x is the number of moles of Cr3+ in the complex.
Let's assume that there is one mole of Cr3+ in the complex, then x = 1. If there are n moles of Cr3+ in the complex, then x = n. We can find x by using the formula:x = (mass of sample/Mr of Cr3+) x [Cr3+]/volume of solutionWe know that the mass of the sample is 1.0240 g, and the volume of the solution is 100.0 mL = 0.1000 L. The molar mass of Cr3+ is 52.00 g/mol. Substituting these values into the formula, we get:x = (1.0240/52.00) x 0.03933/0.1000x = 0.000761 moles of Cr3+ in the complex
Now we can use the formula [Cr] = [Cr3+] x (1/x) to find the concentration of Cr in the complex:[Cr] = 0.03933/0.000761[Cr] = 51.69 M
Finally, we can use the formula:% Cr = (mass of Cr/mass of sample) x 100The molar mass of Cr is 52.00 g/mol. The mass of Cr in the complex is 51.69 x 52.00 = 2689.88 g/mol. Substituting this value and the mass of the sample (1.0240 g) into the formula, we get:% Cr = (2689.88/1.0240) x 100% Cr = 262944.53% Cr = 26.294%
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how many feet are in 300.0 inches? type in your numerical answer only, do not include units. do not use scientific notation.
There are 25 feet in 300.0 inches.
What is conversion?Conversion is a numerical quantity that enables you to convert one unit to another. There are various units for measurements such as length, weight, mass, and so on.
The conversion factor between inches and feet is important to understand when performing this type of calculation. As I mentioned earlier, there are 12 inches in one foot, which can be expressed as:
1 foot = 12 inches
This means that to convert a measurement in inches to feet, we need to divide the number of inches by 12.
300.0/12 = 25
Therefore, 300.0 inches is equivalent to 25 feet.
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The volume of air in a person's lungs can be modeled with a periodic function,
V (t) = 500 cos ( ² (t – 0.25)) + 1500, where V represents the volume of air, in
mL, in a person's lungs and time t is measured in seconds.
What is the midline and what does it represent in this
context?.
The midline is 1500. The midline in this context represents the average volume of air in a person's lungs over a period of time.
What is the midline and what does it represent in this context?The midline of a periodic function is the horizontal line that passes through the middle of the function's range.
For a function of the form V(t) = A cos(B(t - C)) + D, the midline is given by the equation y = D, which represents the average value of the function over a period.
In this case, the function is V(t) = 500 cos(²(t - 0.25)) + 1500, so the midline is given by the equation:
y = 1500
This represents the average volume of air in a person's lungs over a period of time.
Since the cosine function oscillates between -1 and 1, the actual volume of air in the person's lungs will oscillate around the midline, between 1500 - 500 = 1000 mL and 1500 + 500 = 2000 mL.
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Korey and I have been working with a financial planner named Stephen for years. He's been so good to us in explaining things like retirement, high yield savings, life insurance and college planning. This last time that we met with Stephen he explained to us that our money for the kids college savings account could be modeled with an equation to help my math brain see the big picture.
Currently, our savings account for the kids college is modeled by A of x equals 20000 times 1.05 raised to the x minus 1 power .
He explained that with inflation that we really needed to have a steady increase in our savings to be able to pay for both kids college funds. Stephen suggested that we look at how much money we would have if we didn't deposit any more money in our savings account and just relied on the interest to build based on this equation. He gave us a random number of 5% for the interest rate as shown in the model above and x is the number of years.
A) Is this sequence arithmetic, geometric, or neither?
B) Break apart the equation -Tell me what each of those terms represent above in the A(x) equation.
C) How much money would we have if we only did interest on this account in 11 years when Kolton starts college?
SHOW ALL MATH WORK AND EXPLANATIONS FOR THIS FROM START TO FINISH! IT'S A 10 POINT PROBLEM!
Answer:
A) This sequence is geometric.
B) In the equation A(x) = 20000(1.05)^(x-1):
A(x) represents the amount of money in the savings account after x years.
20000 represents the initial amount of money in the savings account.
1.05 represents the interest rate, which is compounded annually.
(x-1) represents the number of compounding periods, which is one less than the number of years because the initial amount is not compounded.
C) To find out how much money we would have in the savings account in 11 years when Kolton starts college, we can substitute x = 11 into the equation and simplify:
A(11) = 20000(1.05)^(11-1)
A(11) = 20000(1.05)^10
A(11) ≈ 35,123.58
Therefore, if we only relied on the interest to build our savings for 11 years, we would have approximately $35,123.58 in the savings account when Kolton starts college. However, this amount may not be enough to cover the total cost of college, so it is important to continue making regular deposits to the savings account.
How can I write an eqvilent expression for 2(n+2)
The equivalent expression for 2(n+2) is 2n +4.
Equivalent expressions are expressions that have the same effect even though they look different. If two algebraic expressions are equivalent, then both expressions have the same value when we insert the same value for the variable.
Problems with equivalent expressions often have simple and complex expressions. Check which complex expression is equivalent to a simple expression:
(1) Divide any coefficient: a(bx±c) = abx± aca, open parenthesis, b, x, addition and subtraction, c, close parenthesis, equals , a , b, x, plus or minus, a, c.
(2) Combine all like terms on both sides of the equation: the x term and the constant.
(3) Arrange the terms in the same order, usually the term x precedes the constant.
(4) Two expressions are equivalent if all their terms are identical.
The given expression is : 2(n+2)
Multiplying the expression by 2 : 2n+4
Here, 2n + 4 is the equivalent expression.
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A bag contains 4
blue marbles, 4
green marbles, and 2
yellow marbles. Sydney selects a marble without looking and then puts it back. If she does this 5
times, what is the best prediction possible for the number of times Sydney will pick a yellow marble?
what is the probability that a randomly selected gas station in russia charged more than the mean price in the united state
The probability that a randomly selected gas station in Russia charges more than the mean price in the United States is quite low.
This is because the prices of gas in Russia are typically much lower than the mean price of gas in the United States. The average cost of gasoline in Russia is around $0.50 per liter while in the United States, the average price of gas is around $1.78 per liter.
To explain further, the cost of living in Russia is lower than the cost of living in the United States. This means that there is more disposable income for people living in Russia and as a result, the price of gas is much lower than in the United States.
In addition, the cost of transportation and other production costs are lower in Russia than in the United States, which also keeps the prices of gas in Russia lower.
All of these factors make it unlikely that a randomly selected gas station in Russia would be charging more than the mean price in the United States.
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below is a 20-sided die: each side has a different number on it (from 1-20). if you throw the die, what is the chance that the top side will be either a 9 or a 10?
Chance is 1/10
Given that the die has 20 different numbers, ranging from 1-20, we are to determine the chance that the top side will be either a 9 or a 10.When throwing a die with a different number of faces or sides, each face has an equal chance of showing up as the top side. Thus, to determine the chance that the top side will be either a 9 or a 10, we need to find the probability of rolling a 9 or 10.To calculate the probability of a single event occurring, we divide the number of favorable outcomes by the total number of possible outcomes. Thus, in this case, the probability of rolling a 9 or a 10 would be:Probability of rolling a 9 or a 10= number of favorable outcomes/ total number of possible outcomesNumber of favorable outcomes: 2 (since there are only 2 sides of the die that have a 9 or a 10)Total number of possible outcomes: 20 (since there are 20 different numbers on the die)Probability of rolling a 9 or a 10 = 2/20 = 1/10Therefore, the chance that the top side will be either a 9 or a 10 is 1/10.
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If g(x) = -3x - 4, find g(4) + 8
Answer:
Step-by-step explanation:
To find g(4), we substitute x = 4 into the expression for g(x):
g(4) = -3(4) - 4 = -12 - 4 = -16
To find g(4) + 8, we add 8 to the value we just found for g(4):
g(4) + 8 = -16 + 8 = -8
Therefore, g(4) + 8 = -8.
A first-year teacher wants to retire in 40 years. The teacher plans to invest in an account with a 6.95% annual interest rate compounded continuously. If the teacher wants to retire with at least $125,000 in the account, how much money must be initially invested? Round your answer to the nearest dollar.
Therefore, the teacher must initially invest at least $7,725 to retire with at least $125,000 in the account after 40 years at a 6.95% annual interest rate compounded continuously.
What is percent?Percent is a way of expressing a number as a fraction of 100. It is often denoted by the symbol "%". Percentages are commonly used to describe proportions or rates, such as the percentage of students who passed a test, the percentage of a population that belongs to a certain group, or the percentage increase or decrease in a quantity over time. Percentages are also used in calculations involving discounts, taxes, interest rates, and other financial applications.
Here,
The formula for the continuous compounding interest is given by:
[tex]A = Pe^{rt}[/tex]
where A is the final amount, P is the principal amount (initial investment), e is the constant 2.71828..., r is the annual interest rate as a decimal, and t is the time in years.
In this case, we want to solve for the initial investment P, given that the teacher wants to retire with at least $125,000 in the account after 40 years, and the annual interest rate is 6.95% compounded continuously. Therefore, we have:
A = $125,000
r = 0.0695 (annual interest rate as a decimal)
t = 40 years
Substituting these values into the formula, we get:
$125,000 = [tex]Pe^{0.0695*40}[/tex]
Dividing both sides by [tex]e^{0.0695*40}[/tex], we get:
P = $125,000 / [tex]e^{0.0695*40}[/tex]
Using a calculator, we find that [tex]e^{0.0695*40}[/tex] is approximately 16.173, so:
P = $125,000 / 16.173
P ≈ $7,725.32
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suppose is an matrix, all of whose rows are identical. suppose is an matrix, all of whose columns are identical. what can be said about the entries in
we can say that the entries in the matrix are highly constrained, with only one unique value per row or column. The matrix is usually denoted as a scalar multiple of the identity matrix or a vector of constants, depending on whether it is row-wise or column-wise identical.
In the row-wise identical matrix, all entries in each row are the same, but the entries in different rows can be different.
In the column-wise identical matrix, all entries in each column are the same, but the entries in different columns can be different.
Thus, we can say that the entries in the matrix are highly constrained, with only one unique value per row or column. The matrix is usually denoted as a scalar multiple of the identity matrix or a vector of constants, depending on whether it is row-wise or column-wise identical.
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Where do the medians of the triangle intersect?
Write any fractions as a simplified, improper fraction.
The medians intersect at the coordinate
The required medians of the triangle intersect at the point [tex]\left(4,\frac{10}{3}\right)$[/tex].
How to find the intersection point of medians?The medians of a triangle intersect at a point known as the centroid. To find the centroid of a triangle, we need to find the average of the x-coordinates and the average of the y-coordinates of its vertices.
Let the vertices of the triangle be A(0,0), B(5,0), and C(7,5). Then the midpoint of AB is
[tex]\left(\frac{0+5}{2},\frac{0+0}{2}\right) = (2.5,0)$[/tex],
the midpoint of BC is [tex]\left(\frac{5+7}{2},\frac{0+5}{2}\right) = (6,2.5)$[/tex], and the midpoint of CA is
[tex]\left(\frac{0+7}{2},\frac{0+5}{2}\right) = (3.5,2.5)$[/tex]
Therefore, the centroid of the triangle is:
[tex]$\begin{align*}\left(\frac{0+5+7}{3},\frac{0+5+5}{3}\right) &= \left(\frac{12}{3},\frac{10}{3}\right) \&= \left(4,\frac{10}{3}\right)\end{align*}[/tex]
So the medians of the triangle intersect at the point [tex]\left(4,\frac{10}{3}\right)$[/tex].
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A square has a perimeter of 32. What is the length of each side?
what is meant by a random variable, explain the difference between a discrete random variable and a continuous random variable
A random variable is a variable whose possible values are determined by chance, while a discrete random variable can only take on certain values, and a continuous random variable can take on any value within a given range
There are two types of random variables: discrete random variables and continuous random variables.
The difference between these two types of random variables is as follows:
Discrete random variables: A discrete random variable is one that can only take on a finite or countably infinite number of distinct values. These values are usually represented by integers.
Examples of discrete random variables include the number of students in a class, the number of cars in a parking lot, or the number of heads that come up when a coin is flipped. In other words, a discrete random variable is one that can be counted.
Continuous random variables: A continuous random variable is one that can take on an infinite number of values, and these values can be represented by any real number within a given interval.
Examples of continuous random variables include height, weight, temperature, and time. In other words, a continuous random variable is one that can be measured.
Continuous random variables are usually represented by a function called the probability density function, which describes the likelihood of any given value occurring within the given interval.
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11. Rectangles and trapezoids
Sides:
Angles:
Relationship:
12. Squares and rhombi
Sides:
Angles:
Relationship:
13. Squares and trapezoids
Sides:
Angles:
Relationship:
14. Rhombi and trapezoids
Sides:
Angles:
Relationship:
The relationship between the types of quadrilaterals such as rectangles, trapezoids and rhombi can be quantified in terms of sides and angles.
How do quadrilaterals relate ?Rectangles and trapezoids
Sides: A rectangle has two pairs of parallel sides, where both pairs are equal in length. A trapezoid has one pair of parallel sides and the other pair of non-parallel sides are not equal in length.Angles: A rectangle has four right angles, each measuring 90 degrees. A trapezoid has two acute angles and two obtuse angles.Relationship: A rectangle is a special case of a trapezoid, where both pairs of non-parallel sides are equal in length.Squares and rhombi
Sides: A square has four equal sides, where each side intersects at a 90-degree angle. A rhombus has four equal sides, but opposite sides intersect at an acute angle and the other pair at an obtuse angle.Angles: Both a square and a rhombus have four equal angles, each measuring 90 degrees.Relationship: A square is a special case of a rhombus, where all angles are right angles.Squares and trapezoids
Sides: A square has four equal sides, while a trapezoid has two parallel sides of unequal length and two non-parallel sides of unequal length.Angles: A square has four right angles, while a trapezoid has two acute angles and two obtuse angles.Relationship: A square is not a trapezoid since it does not have parallel sides of different lengths.Rhombi and trapezoids
Sides: A rhombus has four equal sides, while a trapezoid has two parallel sides of unequal length and two non-parallel sides of unequal length.Angles: A rhombus has four equal angles, while a trapezoid has two acute angles and two obtuse angles.Relationship: A rhombus is not a trapezoid since it has two pairs of parallel sides, both of which are equal in length.Find out more on trapezoids at https://brainly.com/question/4458080
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Which characteristic BEST describes 5.1 in the polynomial 5.1xy−4x+y−1.5?
The characteristic that best describes 5.1 in the polynomial 5.1xy - 4x + y - 1.5 is that it is the coefficient of the term 5.1xy.
What is polynomial?
A polynomial is a mathematical expression that consists of variables and coefficients, which are combined using arithmetic operations such as addition, subtraction, multiplication, and non-negative integer exponents.
In a polynomial expression, a coefficient is the numerical factor that is multiplied by a variable or variables raised to a certain power. In the expression 5.1xy - 4x + y - 1.5, the coefficient 5.1 is multiplied by the variables x and y, raised to the first power. Therefore, the term 5.1xy consists of the coefficient 5.1 and the variables x and y.
In contrast, the other terms in the polynomial do not have a coefficient that contains a decimal or a fraction. The term -4x has a coefficient of -4, the term y has a coefficient of 1, and the constant term -1.5 has a coefficient of -1.5.
Thus, the characteristic that best describes 5.1 in the polynomial 5.1xy - 4x + y - 1.5 is that it is the coefficient of the term 5.1xy.
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if y varies directly as x, and y=7 when x=3, find when x=7
Direct variation means the ratio of y to x is constant.
y1/x1 = y2/x2 ⇒
y2 = (x2/x1) y1
Plug in
x1 = 3
y1 = 7
x2 = 7
and get y2.
the chance of getting a rare disease is .03 per person. out of 1,000 people, how many of them are expected to get the disease?
Answer:
I believe the answer would be 30 people.
Step-by-step explanation:
To calculate the percentage out of a group of people or items, you just multiply the percent (in decimal form) by the amount of people you want it out of. For example: A 0.1% chance out of 1,000 people would be a chance and expectancy of 1 person out of those 1,000 people. In this case it's 3% for every person. 0.03 • 1,000 is 30.