A paraglider is towed behind a boat by 400-ft ropes attached to the boat at a point 15 ft above the water. The spotter in the boat estimates the angle of the ropes to be 35 o above the horizontal. Estimate the paraglider’s height above the water to the nearest foot. Enter a number answer only.

The value of x found by expressing the information as an equation is 100

An equation is a statement usually made using mathematical symbols, numbers and variables, that consists of joining two expressions with an 'equals' sign.

The volume of water in the aquifer = 146,000 ft³

The rate at which water exits the aquifer daily = 500 ft³ per day

Rate at which the aquifer is replenished = x ft³ per day

The time it takes the water to be used up = 1 year

The number of days in a year = 365 days

The value of x can be found by expressing the information as an equation as follows;

The sum of the volume of water in the aquifer and the volume of water that replenishes the aquifer in a year, less the water that exits the aquifer in a year is zero, therefore;

Water in the aquifer; 146,000 - 500 × 365 + x × 365 = 0

-36500 + 365·x = 0

365·x = 36500

x = 36500 ÷ 365 = 100

x = 100

The value of x is 100

The water is replenished at 100 cubic feet per day

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Answer:

1,2, and 4

Step-by-step explanation:

I attached a picture with the graph

y= -4 is a straight horizontal line (red line) and  

y≤10 will give a horizontal line passing trough y=10 (blue line)

the solution is all points under and on the line  y=10

1, 2, and 4 are part of the solution set

(the blue area is the solution of the system of equations)

Answer:

( - 2, 7 )

Step-by-step explanation:

D(a₁, an) ≤ D(a₁, a₂) + D(a₂, a₃) + ⋯ + D(aₙ₋₁, aₙ) for any metric space (M, D) and elements a₁, a₂, ..., aₙ ∈ M.

To prove the inequality D(a₁, an) ≤ D(a₁, a₂) + D(a₂, a₃) + ⋯ + D(aₙ₋₁, aₙ) for any metric space (M, D) and elements a₁, a₂, ..., aₙ ∈ M, we can use the triangle inequality property of a metric space.

The triangle inequality states that for any three points x, y, and z in a metric space, the distance between x and z is always less than or equal to the sum of the distances between x and y, and between y and z. Mathematically, it can be written as:

D(x, z) ≤ D(x, y) + D(y, z)

Now, let's consider the elements a₁, a₂, ..., aₙ ∈ M.

By applying the triangle inequality repeatedly, we can write:

D(a₁, aₙ) ≤ D(a₁, a₂) + D(a₂, a₃) + ... + D(aₙ₋₁, aₙ)

This inequality holds because we can view the distance between a₁ and aₙ as the sum of the distances between adjacent points in the sequence a₁, a₂, ..., aₙ.

Therefore, we have proved that D(a₁, an) ≤ D(a₁, a₂) + D(a₂, a₃) + ⋯ + D(aₙ₋₁, aₙ) for any metric space (M, D) and elements a₁, a₂, ..., aₙ ∈ M.

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The Electron Geometry Chart is a visual representation of the arrangement of electrons in a molecule. It is used to predict the molecular shape and the bond angles of a molecule based on its electron-group geometry.

Electron geometry is a term used to describe the arrangement of electron groups around a central atom in a molecule. This arrangement is important in determining the molecular shape and the bond angles of the molecule, which can affect its physical and chemical properties.

The Electron Geometry Chart provides a simple and visual way of understanding the arrangement of electrons in a molecule. It shows the number of electron groups surrounding a central atom and the shape that they form.

The chart also shows the bond angles between the electron groups and the central atom, which can be used to predict the molecular shape of the molecule.

The value of the Electron Geometry Chart lies in its ability to help students and scientists understand the relationship between the electron arrangement in a molecule and its molecular shape and bond angles.

By using the chart, students can develop a deeper understanding of molecular geometry and its impact on the physical and chemical properties of a molecule.

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Answer:

Pls take a clearer picture or type down the values pls. Is angle D=6x+3 or something else?

To solve this problem, we need to use the z-score formula to convert the given values to standard units. This will allow us to use the normal distribution table to find the percentage of pregnancies that fall within a certain range of lengths.

First, let's find the z-score for a pregnancy lasting more than 274 days:

z = (274 - 266) / 16 = 0.5

Next, let's use the normal distribution table to find the percentage of pregnancies that are longer than 274 days. Since the z-score we calculated is positive, we need to look in the right tail of the distribution. From the table, we find that the percentage of pregnancies that are longer than 274 days is approximately 30.85%.

Now let's find the z-score for a pregnancy lasting less than 246 days:

z = (246 - 266) / 16 = -1.25

To find the percentage of pregnancies that are shorter than 246 days, we need to look in the left tail of the distribution. From the table, we find that the percentage of pregnancies that are shorter than 246 days is approximately 8.38%.

Therefore, the percentage of children that are born from pregnancies lasting more than 274 days is approximately 30.85%, and the percentage of children that are born from pregnancies lasting less than 246 days is approximately 8.38%.

To find the percentage of children who are born from pregnancies lasting more than 274 days or less than 246 days, we need to use the z-score formula to convert the lengths of pregnancies to standard units and the standard normal distribution to find the percentage of children who fall within the given range of pregnancy lengths.

The z-score formula is:

z = (x - mu) / sigma

where z is the z-score, x is the raw score, mu is the mean, and sigma is the standard deviation.

In this case, we are given that mu = 266 days and sigma = 16 days. We can use this information to find the z-score for the lower and upper bounds of the pregnancy length range, 246 days and 274 days, respectively.

For the lower bound of the pregnancy length range, we have:

z = (246 - 266) / 16

= -20 / 16

= -1.25

For the upper bound of the pregnancy length range, we have:

z = (274 - 266) / 16

= 8 / 16

= 0.5

Now we can use the standard normal distribution to find the percentage of children who have a z-score between -1.25 and 0.5. The standard normal distribution is a normal distribution with a mean of 0 and a standard deviation of 1, so the percentage of children who fall within the given pregnancy length range is the same as the percentage of children who have a z-score within this range.

To find the percentage of children who have a z-score between -1.25 and 0.5, we can use a standard normal distribution table to look up the z-scores and find the corresponding probabilities. The standard normal distribution table shows the percentage of values that fall within a given range of z-scores, so to find the percentage of children who have a z-score between -1.25 and 0.5, we need to look up the percentage of values that fall within this range.

According to the standard normal distribution table, the percentage of values that fall within the range of z-scores -1.25 to 0.5 is approximately 0.38. Therefore, the percentage of children who are born from pregnancies lasting more than 274 days or less than 246 days is approximately 38%, to the nearest hundredth.

Answer:

17. Slope-intercept form: y = -2x+16

18. Slope-intercept form: y = 1/2x-5

Step-by-step explanation:

Slope-intercept form, y = mx + b

Answer:

see below

Step-by-step explanation:

2/3 +y =1/4

Subtract 2/3 from each side

2/3-2/3 +y =1/4-2/3

y = 1/4 -2/3

Get a common denominator

y = 1/4 (3/3) - 2/3 *4/4

  = 3/12 - 8/12

  =-5/12

or if

2/(y+3) = 1/4

Using cross products

y+3 = 2*4

y+3 = 8

y =8-3

y = 5

Answer:

y = -5/12

Step-by-step explanation:

2/3 + y = 1/4

y = 1/4 - 2/3

y = 3 - 8/ 12

y = -5/12

Sample mean in sample b to be less variable and more representative of  population mean than sample mean in sample a.

Standard error measures the variability of sample means around the population mean.

It decreases as sample size increases.

Using the formula for the standard error of the mean,

Calculate the standard errors for each sample,

Standard error of sample a

= s/√(n)

= 850/√(9)

= 283.33

Standard error of sample b

= s/√(n)

= 850/√(36)

= 141.67

Where s is the sample standard deviation

And n is the sample size.

The standard error of sample b is smaller than the standard error of sample a.

Sample mean in sample b is more likely to be closer to true population mean than sample mean in sample a.

Therefore, sample mean b is more surprising as larger sample size makes it more likely and accurately represents population mean.

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The approximate volume of the larger candle is 244 cubic centimeters.

To find the volume of the larger candle, we need to compare the side lengths of the smaller and larger candles. Let's denote the side length of the smaller candle as "s."

According to the information given, the side length of the larger candle is five-fourths (5/4) as long as the side length of the smaller candle. Therefore, the side length of the larger candle can be calculated as (5/4) * s.

The volume of a square pyramid is given by the formula V = (1/3) * s^2 * h, where s is the side length of the base and h is the height.

Since both the smaller and larger candles have the same shape, their volume ratios will be equal to the ratios of their side lengths cubed.

Let's substitute the values into the volume ratio equation:

(125 / V_larger) = (s_larger / s_smaller)^3

Given that V_smaller = 125 cubic centimeters, we can rewrite the equation as:

(125 / V_larger) = ((5/4) * s_smaller / s_smaller)^3

Simplifying the equation:

(125 / V_larger) = (5/4)^3

Calculating (5/4)^3:

(125 / V_larger) = (125 / 64)

Cross-multiplying the equation:

125 * 64 = V_larger * 125

Solving for V_larger:

V_larger = (125 * 64) / 125

Approximating the value:

V_larger ≈ 64 cubic centimeters

The approximate volume of the larger candle is 244 cubic centimeters, rounded to the nearest cubic centimeter

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Answer:

A, y = x

Step-by-step explanation:

Slope is equal to one

Y-intercept is origin

Answer:

A.) Y=X

Step-by-step explanation:

It intercepts with origin

Answer:

\(y-2=4(x+5)\)

Step-by-step explanation:

The given point is (-5, 2) and the slope is 4.

Point-slope form is given by:

\(y-y_1=m(x-x_1)\)

We will let (-5, 2) be (x₁, y₁) and will substitute 4 for m. Therefore:

\(y-(2)=4(x-(-5))\)

Simplify:

\(y-2=4(x+5)\)

The area of a rectangular backyard = 2(4x - 5y)

The algebraic expression has a equivalent expression as = 2 x 4x + 2 x 5y

= 8x + 10y

Answer: x = 3

Step-by-step explanation: 3 + 3 = 6 ; 30 divided by 6 = 5.

Answer:

x = 3

Step-by-step explanation:

\(\frac{30}{3+x}\) = 5 ( models the statement )

multiply both sides by 3 + x

30 = 5(3 + x)

30 = 15 + 5x ( subtract 15 from both sides )

15 = 5x ( divide both sides by 5 )

3 = x

Answer: Answer and explanation in pic

Step-by-step explanation:

Answer:

15(a)(b)(c)

Step-by-step explanation:

I don't know what your asking for

Answer:

0

Step-by-step explanation:

6x-12-6x+12=

0x-12+12=0

Answer:  The factors of 12 are 1, 2, 3, 4, 6, and 12. The factors of 88 are 1, 2, 4, 8, 11, 22, 44, and 88.

So, the common factors of both 12 and 88 are 1, 2, and 4.

Therefore, two numbers that are factors of both 12 and 88 are 2 and 4.

Step-by-step explanation:

Two numbers that are factors of both 12 and 88 are, 4 and 2.

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

To find two numbers that are factors of both 12 and 88.

Now, Some factors of 12 are,

⇒ 2, 3, 4, 6, ...

Some factors of 88 are,

⇒ 2, 4, 8, 11, ...

Hence, Two numbers that are factors of both 12 and 88 are, 4 and 2.

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Answer:

Step-by-step explanation:

To determine the number of ways to select 3 men and 2 women for a committee from a union chapter consisting of 6 men and 4 women, we can use the concept of combinations.

The number of ways to select 3 men from 6 men is given by the combination formula: C(6, 3) = 6! / (3! * (6 - 3)!) = 20.

Similarly, the number of ways to select 2 women from 4 women is given by the combination formula: C(4, 2) = 4! / (2! * (4 - 2)!) = 6.

To obtain the total number of ways to select 3 men and 2 women for the committee, we multiply these two combinations together: 20 * 6 = 120.

Therefore, there are 120 ways to select 3 men and 2 women for a committee from the given union chapter.

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Answer:

C. 15800 to spare

Step-by-step explanation:

All you have to do is add up the total money he has to spend  money, then you add up the total cost, and subtract the total money he has to spend by the total cost, and you're left with he has 15,800 left to spare. ;)

He should make a loan from the investors about 4.6%..

To determine the volume or chance of commodity in terms of 100, use the chance formula. Per cent simply means one in a hundred. With the chance formula, a number between 0 and 1 can be expressed. A number that's expressed as a bit of 100 is what it is. It's substantially used to compare and determine rates and is represented by the symbol.

Total quantum plutocrat Korey have

= Saving plutocrat heritage plutocrat

= $,500$,000

= $,500

Total quantum of charges

= Store Fixtures amount + Computer and Cash Register amount + Inventory  amount +Rent amount + Insurance amount

=  $2700 + $1200 + $17400 +$10800 + $3000

= $35100

So, Fund taken through loans and investor

= Total quantum of charges -Total quantum plutocrat Korey have

= $ 35100-$ 33500

= $ 1600

and, the percentage is

= 1600 x 100 / 35100

= 4.6%

He should make a loan from the investors about 4.6%.

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The total cost  of he meat with tax and tip is $ 22.42

To calculate the total cost with tax and tip, we need to follow these steps:

multiply the meal cost by the tip rate. when  the tip rate is 18%, we have:

Tip amount = $19.00 * 0.18 = $3.42

Add the meal cost, sales tax, and tip amount to get the total cost:

Total cost = Meal cost + Sales tax + Tip amount

= $19.00 + $3.42

= $ 22.42

Therefore, the total cost with tax and tip is $22.42

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Answer:

2x+1+4x-19=180, 6x-18=180, 6x=198, x=33

Answer:

55° because 2and 6 are corresponding angles (they are equal)

6 and 8 are vertically opposite angles (they are equal)

Step-by-step explanation:

hope this is helpful

Answer:

the answer is 1/3

Step-by-step explanation:

Answer:

Answer is 69

Step-by-step explanation:

The missing values in the ratio table are given as follows:

Hence the equivalent ratios are given as follows:

A proportional relationship is a linear function with an intercept of zero modeled as follows:

y = kx.

In which k is the constant of proportionality.

The input and output variables for this problem are given as follows:

Hence the constant of proportionality is obtained as follows:

k = 8/(1/3) = 24.

Hence the equation is given as follows:

y = 24x.

The time for 4 meters is given as follows:

4 = 24x

x = 4/24

x = 1/6.

The distance for 1/4 minutes is given as follows:

y = 24 x 1/4

y = 6 meters.

The distance for 5/12 minutes is given as follows:

y = 24 x 5/12

y = 120/12

y = 10 meters.

The equivalent ratios for each case are given as follows:

y = y : x.

The problem is given by the image presented at the end of the answer.

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65% of female humpback whales are shorter than 14.1565 meters.

Given that, a normal distribution with a mean of 13.7 meters and a standard deviation of 0.5 meters.

We know that, Z=(x-μ)/σ

Z=standard score, x=observed value, μ=mean of the sample and σ=standard deviation of the sample

The z-score for the 65th percentile is 0.8416

Here, where x = the 65th percentile, μ = the mean value, and σ = the standard deviation.

So, we can rearrange the formula as follows:

x = z × σ + μ

Substituting the values:

x = 0.8413 × 0.5 + 13.7

x = 14.1565 meters

Therefore, 65% of female humpback whales are shorter than 14.1565 meters.

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To determine what must be included within a 99% confidence interval for the population proportion, we need to consider the properties of confidence intervals and the level of confidence.

A confidence interval is an interval estimate that provides a range of plausible values for an unknown population parameter. In the case of a population proportion, the confidence interval estimates the range of plausible values for the true proportion of a certain characteristic or attribute in the population.

For a 99% confidence interval, we are 99% confident that the interval contains the true population proportion. This means that out of multiple samples taken from the same population, 99% of the intervals constructed using the same method will contain the true proportion.

In constructing a confidence interval for the population proportion, we use sample data and statistical techniques. The confidence interval has two components: a point estimate and a margin of error.

The point estimate is the sample proportion, which provides an estimate of the population proportion based on the observed data. The margin of error represents the range of uncertainty around the point estimate and accounts for the variability in the sampling process.

Given the level of confidence (99%), the confidence interval will be wider than if we were using a lower level of confidence, such as 95%. This is because a higher level of confidence requires a larger margin of error to capture a greater proportion of the possible sample proportions.

Therefore, what must be included within a 99% confidence interval for the population proportion is the point estimate (sample proportion) along with the margin of error. The interval will extend from the lower bound (point estimate - margin of error) to the upper bound (point estimate + margin of error). The specific values of the point estimate and the margin of error will depend on the sample data and the statistical method used to construct the interval.

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Using Cosine law,

the distance between pilot's current position and his starting position is 2596 miles.

Cosine law:

The law of cosines can help you find the side lengths of a triangle. The sum of the squares of the remaining side lengths minus the product of twice the remaining side length times the opposite cosine angle.

Let a, b, and c be the sides and A, B, and C

be the corners of the triangle.

By the Law of Cosines (also called the Cosine Rule) says:

c² = a²+ b² − 2ab cos(C)

We are given that the constant speed = 650mph

A pilot flies in a straight path for 1 h 45 min. Thus, time = 1.75 hours

The distance travelled in 1.75 hrs (a) = 1.75 × 650

= 1137.5 miles

The pilot makes a course correction, heading 15 degrees to the right of her original course, and flies 2 h in the new direction.

Angle = 15°

The distance traveled in 2 hrs and 30 minutes (b)

= 650×2.5 = 1625 miles

let the distance between pilot current position and starting position be c miles .

Determining the length of c by using the Cosine law: c² = a²+ b² − 2ab cos(C)

putting all the values into above equation

c² = (1137.5)² + (1625)² - 2×1625(1137.5)Cos (15)

=> c² = 6740459.38

=> c = 2596.23 ~ 2596 miles

Hence, the distance between pilot's current position and starting position is 2596 miles.

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Answer:

18 units

Step-by-step explanation:

(-4 , 10) and (-4, -8)

Distance = \(\sqrt{(x_{2}+x_{1})^{2}+(y_{2}-y_{1})^{2}}\\\)

              \(= \sqrt{(-4-[-4])^{2}+(-8-10)^{2}}\\\\= \sqrt{(-4+4)^{2}+(-18)^{2}}\\\\=\sqrt{0 + 324}\\\\=\sqrt{324}\\\\= 18\)