A possible reason for inaccurate measurement

Answer:

See step-by-step explanation

Step-by-step explanation:

16. C, <AOB = 20

The total angle (<AOC) is equal to the sum of the angles inside of it (<AOB and < BOC).

<AOC= <AOB + <BOC

47=<AOB+27

<AOB=20

17. 24

Area of a square = \(s^{2}\)

36= \(s^{2}\)

s= 6

One side is 6

The perimeter of a square is 4(s)

4(6) = 24

Word of encouragement:

Good luck!

Answer:

Step-by-step explanation:

the measure of the angle= 47-27=20

since it is a square all sides are equal

A=a*a=36

length=width=6

perimeter 2L+2W=12+12=24

The sum of squares for the game, computed by squaring each value and summing them up, is approximately 37.6296.

To compute the sum of squares for the game, we square each value in the set and then add them up. In this case, we have the values {1, 0, 0, 3.64, 2.7, 0.3, 4}. Squaring each value gives us {1, 0, 0, 13.2496, 7.29, 0.09, 16}. Adding up these squared values results in a sum of squares of approximately 37.6296. This value represents the total variability or dispersion of the game outcomes. It can be used to assess the spread or distribution of the values and to compute other statistical measures such as variance and standard deviation.

The sum of squares for the game is a measure of the total variability in the game outcomes. It quantifies the dispersion of the values and can be used in statistical analysis to assess the spread and calculate other descriptive statistics.

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a. It is rewritten as 15/4 + 4⅓

b. The fraction would be positive

c. The solution as a mixed fraction is: 8\(\frac{1}{12}\)

A mixed fraction is a number that has a combination of a fraction part and a whole number. For example, 2⅓ is a mixed fraction.

Given the expression,  15 / 4 – (-4⅓), the steps below can be used to solve the fractional expression as a mixed fraction:

a. Rewrite as addition:

15/4 + 4⅓ [note, minus multiplied by minus = plus]

b. The answer would be positive because we are adding two positive fractions.

c. Solve as mixed fraction as shown below:

15/4 + 13/3

The common denominator of the two fractions is 12, thus:

= [3(15) + 4(13)]/12

= [45 + 52]/12

= 97/12

Express as mixed fraction:

97/12 = 8\(\frac{1}{12}\)

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c. incremental model Agile methods are iterative and incremental approaches to software development that prioritize customer satisfaction through the early and continuous delivery of working software.

The incremental model is a key aspect of agile methods, where the software is developed incrementally through a series of iterations or sprints. At the end of each iteration, user feedback is collected and incorporated into the next iteration, allowing the software to evolve and adapt to changing requirements. This approach allows for greater flexibility and responsiveness to user needs and helps ensure that the final product meets customer expectations.

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In this dissertation about the insect Desmolithica Geogebra, the searching period S(t) of the insect depends on the air temperature denoted by t and is directly proportional to t-20.

The percentage of the larvae that survive this period N(t) is inversely proportional to t-20 and depends on t.

These statements can be mathematically represented as:

S(t) ∝ (t - 20)

and

N(t) ∝ 1/(t - 20)

For S(t) and N(t) to be directly and inversely proportional to (t - 20), respectively, we need to assume that the relationship is linear.

That is, S(t) and N(t) can be represented by linear equations of the form:

S(t) = m(t - 20)

and

N(t) = k/(t - 20)

where m and k are constants that depend on the particular observation regarding the behavior of the insect.

These constants can be determined by using the data from the observations.

The dissertation can further explain the significance of these relationships in understanding the behavior of the insect, as well as in developing strategies to control or prevent the damage caused by the insect.

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The alternative hypothesis and null are:

H₀ : p = 0.31 vs H₁ : p > 0.31

Given that;

A sample of 900 computer chips revealed that 34% of the chips do not fail in the first 1000 hours of their use. the company's promotional literature states that 31% of the chips do not fail in the first 1000 hours of their use. the quality control manager wants to test the claim that the actual percentage that do not fail is different from the stated percentage.

To get decision rule for rejecting the null hypothesis, h0, at the 0.10 level;

n = 900

P = 0.34

p = 0.31

α = 0.10

Claim: More than 31% do not malfunction within the first 1000 hours of operation.

The null and alternative hypothesis must be stated.

This is a right-tailed test because the claim is directional to the right side (> type).

Therefore, the alternative hypothesis and null are:

H₀ : p = 0.31 vs H₁ : p > 0.31

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Please mark answer as brainliest

Answer:

  (c)  AE = x·cos(α)/sin(θ)

  (d)  BD = x·cos(α)cos(α-θ)/cos(θ)

Step-by-step explanation:

In the given diagram, you want expressions for (c) AE and (d) BD in terms of x, α, and θ.

The law of sines can be used in ∆ACE to give the measure of AE.

\(\dfrac{AE}{\sin(C)}=\dfrac{CE}{\sin(\theta)}\\\\\boxed{AE=\dfrac{x\,\cos(\alpha)}{\sin(\theta)}}\qquad\text{where $\sin(C)=\cos(\alpha)$ and $CE=x$}\)

The length BD can be found in terms of AD and θ:

  BD = AD·tan(θ)

The length AD can be found in terms of AE and (α-θ):

  AD = AE·cos(α-θ)

Using the value of AE from part (c), we have ...

  BD = AE·cos(α-θ)·tan(θ) = x·cos(α)cos(α-θ)·tan(θ)/sin(θ)

  BD = x·cos(α)cos(α-θ)/cos(θ) . . . . . . . using tan/sin = 1/cos

__

Additional comment

We assume angle EAC is θ throughout, as it is in part (a).

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Answer:

−16n² −4n −4

Step-by-step explanation:

=(4)(−4n²+−n+−1)

=(4)(−4n²)+(4)(−n)+(4)(−1)

=−16n² −4n −4

Answer:

No

Step-by-step explanation:

For a relation to be a function

Each value of x must map to exactly one unique value of y

Here x = 3 → y = 2 and x = 3 → y = - 2

This fact excludes the relation from being a function

Maxim said the formula is f(n)=54+9n

Salma said the formula is f(n)=9+54n

Both are wrong.

Given,

In the question:

Maxim and Salma were asked to find an explicit formula for the sequence 54,63,72,81,.....,

Maxim said the formula is f(n)=54+9n

Salma said the formula is f(n)=9+54n

To find the which one of them is right?

Now, According to the question:

The given sequence is:

54,63,72,81,.....,

The first term of the sequence is

a = 54

The common difference is:

d = 63 - 54 = 9

The explicit rule is given by:

f(n) = a + d(n - 1)

f(n) = 54 + 9(n - 1)

f(n) = 54 + 9n - 9

We expand to get the:

f(n) = 45 + 9n

Hence, None of them is right .

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Answer: 36 square units.

Step-by-step explanation:

First, you can separate the figure into a 4x6 rectangle and a 6x4 isosceles triangle. You can find the area of the rectangle by using the rectangle area formula, A = l x w .

4 x 6 = 24 units

Then, to find the area of the triangle, you can use the triangle area formula, A = \(\frac{1}{2}\) b x h .

1/2 x 4 x 6 = 12 units

Finally, you can simply add 24 + 12 to get the total area of 36 units. Since the area is the measure found, you would use the square symbol (²) at the end of the units:

36 units²

I hope this helps!

Answer:

\(2.28*10^7\)

Step-by-step explanation:

\((2.4*10^3)(9.5*10^3)=(2.4*9.5)(10^3*10^3)=22.8*10^6=2.28*10^7\)

Answer:

228,000

Step-by-step explanation:

(2.4x10^3) x (9.5x10^3)

(2.4x100) x (9.5x100)

240x950

228,000

Answer:

x^4-18x^2+81

Step-by-step explanation:

Answer:

x 2  − 6 x + 9

Step-by-step explanation:

the number 2 is a exponent

Question 7

---------------------

Work Shown:

angle B = angle D = 56

angle C = angle F = 64

The missing angle A adds with B and C to get 180

A+B+C = 180

A = 180-B-C

A = 180-56-64

A = 60

Since angles B and D are congruent, and C and F are congruent, this must mean angle A = angle E. I'm using the angle angle (AA) similarity rule.

angle E = angle A

3x+15 = 60

3x = 60-15

3x = 45

x = 45/3

x = 15

Side note: I'm not sure why your teacher marked angle E as the same as angles C and F.  They should have used another angle marker to indicate that angles A and E are the same.

================================================

Question 8

------------------------------

Work Shown:

Triangle ABC is congruent to triangle EDF. The order is important. We have A first, then B, then C for ABC. Also, we have E first, then D, then F for EDF.

Therefore, we have these three pairings

We'll first need angle C

A+B+C = 180

C = 180-A-B

C = 180-42-108

C = 30

which we'll then solve for x

angle F = angle C

4x-4 = 30

4x = 30+4

4x = 34

x = 34/4

x = 8.5

which doubles to

2x = 2*8.5

2x = 17

Answer:  v = -2

Step-by-step explanation:

-5v - v = 12

-6v = 12           [Divide -6 from both side]

v = -2

Answer:

Answer Option C

Step-by-step explanation:

They make a big plus sign, PLUS=PERPENDICULAR

The eigenvalues of the matrix A over Z3 are λ = 0, 1, and 2.

To find all of the eigenvalues of the matrix A over the indicated Z3, we can follow these steps:

1. Write down the matrix A in the specified format:

A = | 1 1 |
     | 2 0 |

2. Compute the characteristic equation of the matrix A by finding the determinant of (A - λI), where λ represents the eigenvalues and I is the identity matrix.

(A - λI) = | 1-λ  1   |
                      |  2    -λ |

3. Calculate the determinant:

det(A - λI) = (1-λ)(-λ) - (1)(2) = -λ^2 + λ - 2

4. Solve the characteristic equation modulo 3 (Z3):

In Z3, we have 0, 1, and 2 as elements. Substitute these values for λ and check which values satisfy the equation:

For λ = 0:
det(A - λI) = -0^2 + 0 - 2 ≡ 1 (mod 3)

For λ = 1:
det(A - λI) = -1^2 + 1 - 2 ≡ 1 - 1 - 2 ≡ -2 ≡ 1 (mod 3)

For λ = 2:
det(A - λI) = -2^2 + 2 - 2 ≡ 4 + 2 - 2 ≡ 4 ≡ 1 (mod 3)

The eigenvalues of the matrix A over Z3 are λ = 0, 1, and 2.

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Answer:

see explanation

Step-by-step explanation:

using the property of exponents

• \(a^{m}\) × \(a^{n}\) = \(a^{(m+n)}\)

given

3x²\(y^{5}\) × 4x³\(y^{7}\) ( separate like parts in the product )

= 3 × 4 × x² × x³ × \(y^{5}\) × \(y^{7}\)

= 12 × \(x^{(2+3)}\) × \(y^{(5+7)}\)

= 12\(x^{5}\)\(y^{12}\)

The process of adding the matrix is explained blow.

Matrices are powerful tools used to analyze data and solve complex equations.

A 3x3 matrix, or E₁₃, is a matrix composed of 3 rows and 3 columns. It can be used to perform various operations, including adding two rows together.

(a) To answer the first question, a 3x3 matrix E₁₃ can add row 3 to row 1 by performing a row operation. This involves taking the second row and adding it to the first, thus adding the values on each row together.

(b) To answer the second question, a 3x3 matrix E₁₃ can add row 1 to row 3 and at the same time add row 3 to row 1 by performing a row exchange operation. This results in a 3x3 matrix where each value in the first row is equal to the corresponding value in the third row.

(c) To answer the third question, a 3x3 matrix E₁₃ can add row 1 to row 3 and then add row 3 to row 1 by performing two separate row operation and then taking the third row and adding it to the first, thus adding the values of each row together again.

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Answer:

There you go , happy to help

Let the number of free throws Jeramiah got be x and the field goals he got be 17-x.

x + 2(17-x) = 28

x = 6

Jeramiah made 6 field throws.

To determine the speed of the car at the bottom of the hill, we can use the principle of conservation of energy. As the car rolls down the hill, it will convert its potential energy at the top into kinetic energy at the bottom, neglecting any energy losses due to friction or air resistance.

The potential energy of the car at the top of the hill is given by the formula:

Potential Energy = mass × gravity × height

Since the mass of the car is not provided, we can assume it to be a constant value for the purpose of this calculation. Gravity is approximately 9.8 m/s².

The kinetic energy of the car at the bottom of the hill is given by the formula:

Kinetic Energy = (1/2) × mass × velocity²

Since the potential energy at the top is equal to the kinetic energy at the bottom, we can equate the two equations and solve for velocity.

mass × gravity × height = (1/2) × mass × velocity²

Simplifying the equation, we find:

velocity² = 2 × gravity × height

Taking the square root of both sides, we get:

velocity = √(2 × gravity × height)

Substituting the given values, with gravity as 9.8 m/s² and height as 50 m, we can calculate the velocity. Plugging the values into the equation, we find: velocity = √(2 × 9.8 m/s² × 50 m) ≈ 31.3 m/s

Therefore, the car will be going at approximately 31.3 meters per second (m/s) at the bottom of the hill.

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Answer:

sure

Step-by-step explanation:

The equation of the line in point-slope form is y + 3 = (1/2)(x - 6), and in slope-intercept form is y = (1/2)x - 6.

To write the equation of a line in point-slope form and slope-intercept form given a point (6, -3) and a slope of 1/2:

1. Point-Slope Form:

The point-slope form of a linear equation is given by: \(y - y_1 = m(x - x_1)\), where (\(x_1, y_1\)) is a point on the line and m is the slope.

Substituting the values into the equation:

y - (-3) = 1/2(x - 6)

y + 3 = 1/2(x - 6)

2. Slope-Intercept Form:

The slope-intercept form of a linear equation is given by: y = mx + b, where m is the slope and b is the y-intercept.

Using the given slope (1/2) and the point (6, -3), we can solve for the y-intercept (b).

-3 = (1/2)(6) + b

-3 = 3 + b

b = -6

The equation in slope-intercept form is:

y = 1/2x - 6

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Answer:

0

Step-by-step explanation:

because you have 3 1/4 - 2 2/3 it would really be something like .666666 or .33333 because you have 1 1/2 after subtracting the whole numbers, the subtracting the fractions would end in a decimal closest to 0

Answer:

2100

Step-by-step explanation:

2000+400= 2400

2400-300= 2100

Answer: Perpendicular.

Step-by-step explanation:

If you multiply the slopes together you will get -1:

\(3 * -\frac{1}{3} = -1\)

Parallel means they have the same slope, so that is easily ruled out here.

When they say f(-1) = -5 they mean the point (-1, 5) is on the line.

When they say f(3) = 4 they mean the point (3, 4) is on the line.

Find the slope: m = (y2-y1)/(x2-x1) = (4-5)/(3-(-1)) = -1/4

then we replace m, and one of the given points in the slope-point equation of a linear function:

(y-4)=-1/4(x-3) then:

and it would be the final answer, you can check f(-1)=5 and f(3)=4 to verify that it's the correct function.

Answer:

slope = 0

Step-by-step explanation:

(-3, 2) and (6, 2)

slope = (y1 - y2)/(x1 - x2)

remember, either x or y can be used but you have to be consistent

slope = (2-2)/(-3-6)

slope = 0/(-9)

slope = 0

Answer: no slope or 0

Step-by-step explanation:

The y-coordinates are the same for both points but the x coordinates are different. This signals a no-slope line, or a line where the slope is 0. Even if we apply the formula, which is \(\frac{y_2-y_1}{x_2-x_1}\), it still ends up with 0.

Work Shown:

x = 2 is the input

y = 2x+1

y = 2(2)+1

y = 4+1

y = 5 is the output

 A function is a relationship between inputs where each input is related to exactly one output.

The value of the output of function 2x + 1 when x =2 is 5.

A function is a relationship between inputs where each input is related to exactly one output.

Example:

1.

f(x) = 3x + 2

x = 1,

f(1) = 3x1 + 2 = 3 + 2 = 5

Input = 1

Output = 5

2.

g(x) = 4x + 2

For x = 1, g(1) = 4x1 + 2 = 4 + 2 = 6

Input = 1

Output = 6

We have,

Function:

2x + 1

Input = 2

The value of the output of the function 2x + 1 when x =2:

= 2x + 1

= 2x2 + 1

= 4 + 1

= 5

Thus,

The value of the output of function 2x + 1 when x =2 is 5.

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The two triangles are similar If they have the same shape, but their sizes are different.

Similar triangles are triangles that have the same shape, but their sizes may be same or different. In other words, if two triangles are similar, then their corresponding angles are congruent and corresponding sides are in equal proportion. The similarity of triangles are denoted by ‘~’ symbol

AA (or AAA) or Angle-Angle Similarity

If any two angles of a triangle are equal to any two angles of another triangle, then those two triangles are similar to each other.

SAS or Side-Angle-Side Similarity

If the two sides of a triangle are in the same proportion of the two sides of another triangle, and the angle inscribed between those two sides in both the triangle are equal, then two triangles are said to be similar.

SSS or Side-Side-Side Similarity

If all the three sides of a triangle are in proportion to the three sides of another triangle, then the two triangles are similar.

Therefore, two triangles are similar if they have the same ratio of corresponding sides and equal pair of corresponding angles.

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