find the value of c for which the area enclosed by the curves y =c−x^2 and y=x^2−c is equal to 32. (use symbolic notation and fractions where needed.)c = _____

yes they are parallel (॥)

m angle 3=(4x+22)°and m angle 7=(70-x)°

There are 52,560 hours in 6 years. To arrive at this result, we need to use some basic mathematical principles.

First, we know that there are 365 days in a non-leap year and 366 days in a leap year. On average, a year is 365.25 days long, so we can use this value to estimate the total number of hours in 6 years. Next, we need to multiply the total number of days in 6 years by the number of hours in a day, which is 24. So, the calculation would look like this:

365.25 days/year * 6 years * 24 hours/day = 52,560 hours

Therefore, there are 52,560 hours in 6 years. It's important to note that this calculation assumes that each year has an average of 365.25 days, which is not always the case. Leap years, which occur every 4 years, have an extra day added to February to account for the slightly longer solar year. This means that a leap year is actually 366 days long, so the total number of hours in 6 years that include a leap year would be slightly higher than the result we calculated above.

Overall, understanding how to calculate the total number of hours in a given period of time is a useful skill that can be applied in many different contexts, from business and finance to science and engineering.

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Answer:

could you upload a picture?

Step-by-step explanation:

Answer:

36x^2 -1

Step-by-step explanation:

6x times 6x= 36x^2

6x times 1= 6x

-1 times 6x= -6x

-1 times 1= -1

so, ...

36x^2+6x+(-6x)+(-1) = 36x^2 -1

Answer:

d)the observations expressed in standard units

Step-by-step explanation:

The average will change and hence, consequently, so will the deviations from the average and also the standard deviation. so, the only option left is d)

Answer:

60 km/h

Step-by-step explanation:

Average speed is total distance over total time.

Total distance: 30 + 0 + 150 = 180 km.

Total time: 0.75 + 0.25 + 2 = 3 hrs.

180/3 = 60/1

Answer:

\(Cost \ total= \$ 1755\)

Step-by-step explanation:

Find the total cost of a rectangular shaped carpet, given the carpets length,  width, and the cost of carpet per square foot. Using the formula for the area of a rectangle.

\(\boxed{\left\begin{array}{ccc}\text{\underline{Area of a Rectangle:}}\\\\A=l \times w\end{array}\right}\)

Where...

Given:

\(l=15 \ ft\\w=9 \ ft\\ 1 \ ft^2= \$ 13\)

Find:

\(Cost \ total = \ ?? \\)

(1) - Calculating the total area of the carpet, which is a rectangle

\(A=l \times w\\\\\Longrightarrow A=15 \ ft \times 9 \ ft\\\\\therefore \boxed{A=135 \ ft^2}\)

(2) Calculate the total cost of the carpet by multiplying the total area of the carpet by the cost of one square foot of carpet

\(Cost \ total=135 \ ft^2 \times \$ 13\\\\\therefore \boxed{\boxed{Cost \ total= \$ 1755}}\)

Thus, the total cost of the carpet is found.

The runtime efficiency of an algorithm presented by the function f(n) = 10n+10^2, the true statement is 'The algorithm is

Ω(n) and Ω(logn)'(Option D)

To determine which of the statements is true based on the given runtime efficiency function f(n) = 10n + 10^2, we can analyze the growth rate of the function.

A. The algorithm is O(nlogn): False

The given function f(n) = 10n + 10^2 does not have a logarithmic term (logn) present. Therefore, the algorithm is not O(nlogn).

B. The algorithm is O(n) and O(logn): False

Again, the given function f(n) = 10n + 10^2 does not have a logarithmic term (logn) present. It only has a linear term (n) and a constant term. Therefore, the algorithm is not O(n) or O(logn).

C. The algorithm is O(logn) and θ(n): False

The function f(n) = 10n + 10^2 does not have a logarithmic term (logn). It grows linearly (θ(n)) since the linear term dominates the constant term. Therefore, the algorithm is not O(logn) or θ(n).

D. The algorithm is Ω(n) and Ω(logn): True

The given function f(n) = 10n + 10^2 has a linear term (n), which means it is at least as large as a linear function. It also has a constant term. Therefore, the algorithm is Ω(n) and Ω(logn) since it is bounded below by both a linear and logarithmic function.

E. All the options above are false: False

As we determined in the previous analysis, option D is true, so not all the options are false.

Based on the analysis, the correct statement is:

D. The algorithm is Ω(n) and Ω(logn).

Therefore, option D is the only true statement

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Answer:

y=x, x axis,  y=x, y axis

Step-by-step explanation:

If a point A(x, y) is reflected along the y = x line, the new coordinates would be A'(y, x)

If a point A(x, y) is reflected across the x axis, the new coordinates would be A'(x, -y)

If a point A(x, y) is reflected along the y axis, the new coordinates would be A'(-x, y)

Firstly reflect Trapezoid ABCD along the y = x line to give:

A (-5, 1) ⇒ A'(1, -5). B (-4, 3) ⇒ B'(3, -4). C (-2, 3) ⇒C'(3, -2). D (-1, 1) ⇒ D'(1, -1)

Secondly reflect along the x axis to give:

A'(1, -5)⇒ A"(1,5). B'(3, -4)⇒ B"(3,4), C'(3, -2)⇒C"(3, 2), D'(1, -1) ⇒ D"(1, 1)

Thirdly reflect along the y = x line to give:

A"(1,5) ⇒ A"'(5, 1). B"(3,4) ⇒ B"'(4, 3). C"(3, 2) ⇒ C"'(2, 3). D"(1, 1) ⇒ D"'(1, 1)

Lastly reflect along the y axis to give:

A"'(5, 1) ⇒ A""(-5, 1), B"'(4, 3) ⇒ B""(-4, 3), C"'(2, 3) ⇒ C""(-2, 3), D"'(1, 1) ⇒ D""(-1.1)

Answer:

y-axis, x-axis, y-axis, x-axis

Sorry for being really late but i hope this helps someone out there. I took the test and that was the correct answer.

TCP provides error checking to ensure reliable data delivery, making option A the correct answer. Only the propagation delay is not caused by the store-and-forward strategy employed by switching devices.

TCP (Transmission Control Protocol) provides error checking as part of its services. It ensures reliable data delivery by using acknowledgments and sequence numbers to detect and recover from packet loss, errors, or out-of-order delivery. When a TCP receiver receives data, it sends an acknowledgment (ACK) back to the sender to confirm the successful reception of packets. If the sender does not receive an ACK for a particular packet within a specified timeout period, it assumes the packet was lost or damaged and retransmits it.

TCP provides error checking to ensure reliable data delivery, making option A the correct answer.

The propagation delay is the time it takes for a signal to travel from the source to the destination. It is determined by the physical distance between the devices and the speed of signal propagation in the transmission medium. The propagation delay is an inherent characteristic of the medium and cannot be eliminated by switching devices or other strategies.

The other three options—processing delay, queuing delay, and transmission delay—are all caused by the store-and-forward strategy used by switching devices. Processing delay refers to the time taken to examine and process the packet headers. Queuing delay occurs when packets have to wait in a queue before being transmitted. Transmission delay is the time it takes to push the bits onto the transmission medium.

Among the given options, only the propagation delay is not caused by the store-and-forward strategy employed by switching devices.

3. The correct answer is A. The system is very well-engineered.

In a statistical multiplexing system, the queuing delay is the delay experienced by packets waiting in a queue before being transmitted. If the average queuing delay is very close to zero, it indicates that the system is well-engineered and efficiently managing its resources. A well-designed system can minimize or eliminate queuing delays by appropriately allocating resources and ensuring efficient scheduling algorithms.

Traffic intensity, which represents the ratio of the average traffic load to the transmission capacity, does not directly determine the queuing delay. It is possible to have low queuing delays even with high traffic intensity if the system is well-designed.

When the average queuing delay is close to zero, it suggests that the system is well-engineered and efficiently utilizing its resources, as stated in option A.

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The probability that the mean systolic blood pressure of a random sample of 25 women aged 18-24 is between 119 and 122 is approximately 0.0655 or 6.55%.

To solve this problem, we need to use the central limit theorem, which states that the sampling distribution of the sample mean is approximately normal, regardless of the distribution of the population, as long as the sample size is sufficiently large (n ≥ 30).

In this case, we are given that the population of systolic blood pressures for women aged 18-24 is normally distributed with a mean of 115 and a standard deviation of 13. We are also given that the sample size is 25. Since the sample size is greater than 30, we can assume that the distribution of the sample means will be approximately normal.

To find the probability that the mean systolic blood pressure of the sample is between 119 and 122, we need to calculate the z-scores for these values:

z1 = (119 - 115) / (13 / sqrt(25)) = 1.54
z2 = (122 - 115) / (13 / sqrt(25)) = 2.69

Using a standard normal distribution table or calculator, we can find the probability of getting a z-score between 1.54 and 2.69, which is approximately 0.0655.

Therefore, the probability that the mean systolic blood pressure of a random sample of 25 women aged 18-24 is between 119 and 122 is approximately 0.0655 or 6.55%.

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The statement "some integers are also rational numbers, but not all integers are rational numbers" is true regarding the number sets.

To understand the relationship between integers and rational numbers, it's important to understand the definitions of each set:

Integers: Integers are whole numbers (both positive and negative) and zero, without any fractional or decimal parts.

Rational numbers: Rational numbers are numbers that can be expressed as a fraction (ratio) of two integers, where the denominator is not zero.

Based on these definitions, we can conclude that:

All integers are rational numbers because they can be expressed as a fraction with a denominator of 1. For example, 3 can be written as 3/1, -5 can be written as -5/1, and 0 can be written as 0/1.

However, not all rational numbers are integers. Rational numbers include fractions, decimals that terminate, and decimals that repeat. These numbers may have a numerator and denominator that are not equal to 1. For example, 1/2, -3/4, and 0.25 are rational numbers, but they are not integers.

The statement "some integers are also rational numbers, but not all integers are rational numbers" is true. While all integers are rational numbers, not all rational numbers are integers.

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it is seen that if the number of people in the group is n = 23, the probability that at least two people will have the same birthday is at least 1/2.

Let P(A) be the probability that in a randomly selected group of n people, at least two people have the same birthday.

If we assume that the year has 365 days, then the number of ways to select n people with different birthdays is n x (n-1) x (n-2) x ... x (n-364).

the probability of selecting n people with different birthdays is P(A') = n(n - 1)(n - 2)...(n - 364)/365nThen, the probability that at least two people in a group of n have the same birthday is given by P(A) = 1 - P(A').

We need to find the smallest value of n such that P(A) ≥ 1/2.Let's solve for this.Let us find n such that P(A) ≥ 1/2.

By using the complement rule, 1-P(A') = P(A).Then:1 - n(n - 1)(n - 2)...(n - 364)/365n ≥ 1/2n(n - 1)(n - 2)...(n - 364)/365n ≤ 1/2(2)n(n - 1)(n - 2)...(n - 364) ≤ 365n/2Now, take the natural logarithm of both sides and simplify as follows:ln[n(n - 1)(n - 2)...(n - 364)] ≤ ln[365n/2]nln(n) - ln[(n - 1)!] - ln[(n - 2)!] - ... - ln[2!] - ln[1!] ≤ ln[365n/2]

Therefore, we need at least 23 people in the group for the probability of two or more people having the same birthday to be at least 1/2.

This is because n = 23 is the smallest number for which the inequality holds, and therefore, it is the smallest number of people required to ensure that the probability of two or more people having the same birthday is at least 1/2.

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The expected loss per game is approximately -$0.31.

The terms we need to consider in this problem are: standard 52-card deck, face cards, and expected gain or loss.
To find the expected gain or loss per game, follow these steps:

1. Determine the probability of drawing a face card.
There are 12 face cards (Kings, Queens, and Jacks) in a standard 52-card deck. So the probability of drawing a face card is \(\frac{12}{52}\), which simplifies to \(\frac{3}{13}\).

2. Determine the probability of drawing a non-face card.
There are 40 non-face cards in the deck (52 cards - 12 face cards). So the probability of drawing a non-face card is \(\frac{40}{52}\), which simplifies to \(\frac{10}{13}\).

3. Calculate the expected gain or loss per game.
Expected gain or loss = (Probability of drawing a face card x gain from drawing a face card) + (Probability of drawing a non-face card x loss from drawing a non-face card)

4. Simplify the equation.
Expected gain or loss = \((\frac{3}{13} (2))  +  (\frac{10}{13} (-1))\)
Expected gain or loss = \(\frac{-4}{13}\)

Your expected loss per game is approximately -$0.31 (rounded to two decimal places).

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There is sufficient evidence to support the student's claim that the true mean student-loan debt in her area is higher than the reported average.

To determine whether there is sufficient evidence to support the student's claim that the student-loan debt is higher in her area than the reported average of $25,235, we can perform a one-sample t-test.

First, we need to set up the null and alternative hypotheses:

Null hypothesis (\(H_0\)): The true mean student-loan debt in the student's area is equal to or less than the reported average of $25,235.

Alternative hypothesis (Ha): The true mean student-loan debt in the student's area is greater than the reported average of $25,235.

We will use a 5% significance level, so the critical value for a one-tailed test with 99 degrees of freedom is 1.660.

Next, we can calculate the t-value using the formula:

t = (x - μ) / (s / sqrt(n))

where x is the sample mean, μ is the hypothesized population mean (in this case, the reported average of $25,235), s is the sample standard deviation, and n is the sample size.

Plugging in the values from the problem, we get:

t = (27,524 - 25,235) / (6,000 / sqrt(100))

t = 2.415

Comparing the t-value to the critical value, we see that t (2.415) is greater than the critical value (1.660).

Therefore, we can reject the null hypothesis.

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Answer:63

Step-by-step explanation:

I know this its 63

Answer:

Step-by-step explanation:

a)   21 divided by 3 = 7

       answer = 7

b)21+21=42

      answer = 2

c) 7+6 = 13

   answer = 7

d) I don't know or it could be -8-8= -16   (I am not sure)

e) 3 x 30= 90

  answer= 90

f)-7-6 = -13

answer= -13

Based on the given mean delivery time of 10:28am and the standard deviation of 0:55 mins, the estimated times within which 95% of the deliveries are made is (a) between 8:38 am and 12:18 pm.

To calculate this interval, we need to use the z-score formula, where we find the z-score corresponding to the 95th percentile, which is 1.96. Then, we multiply this z-score by the standard deviation and add/subtract it from the mean to get the upper and lower bounds of the interval.

The upper bound is calculated as 10:28 + (1.96 x 0:55) = 12:18 pm, and the lower bound is calculated as 10:28 - (1.96 x 0:55) = 8:38 am.

Therefore, we can conclude that the interval between 8:38 am and 12:18 pm represents the estimated times within which 95% of the deliveries are made based on the given mean delivery time and standard deviation.

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Answer:

  C.  142°

Step-by-step explanation:

You want the angle between vectors u=3i+√3j and v=-2i-5j.

There are a number of ways the angle between the vectors can be found. For example, the dot-product relation can give you the cosine of the angle:

  u•v = |u|·|v|·cos(θ) . . . . . . where θ is the angle of interest

You can find the angles of the vectors individually, and subtract those:

  u = |u|∠α

  v = |v|∠β

  θ = α - β

When the vectors are expressed as complex numbers, the angle between them is the angle of their quotient:

  \(\dfrac{\vec{u}}{\vec{v}}=\dfrac{|\vec{u}|\angle\alpha}{|\vec{v}|\angle\beta}=\dfrac{|\vec{u}|}{|\vec{v}|}\angle(\alpha-\beta)=\dfrac{|\vec{u}|}{|\vec{v}|}\angle\theta\)

This method is used in the calculation shown in the first attachment. The angle between u and v is about 142°.

A graphing program can draw the vectors and measure the angle between them. This is shown in the second attachment.

__

Additional comment

The approach using the quotient of the vectors written as complex numbers is simply computed using a calculator with appropriate complex number functions. There doesn't seem to be any 3D equivalent.

The dot-product relation will work with 3D vectors as well as 2D vectors.

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Answer:

Yes

No

No

Yes

Step-by-step explanation:

The product of the expression is 2x⁶ + 23x³ + 63

First, we should note that algebraic expressions are described as expressions that are composed of coefficients, terms, constants, variables and factors.

These algebraic expressions are also made up of mathematical operations, such as;

From the information given, we have that;

2x3 +9 and x3 +7?

Then,

(2x³ + 9)(x³ + 7)

expand the bracket

2x⁶ + 14x³ + 9x³ + 63

add like terms

2x⁶ + 23x³ + 63

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Answer:

25 pizzas and 36 subs

Step-by-step explanation:

5x+3x=233 --> but there are 11 more subs that pizza, so 11x3 is 33

(5x+3x) +33 = 233

5x+3x= 200

8x=200

x=25

so then 5 dollars by 25 pizzas, and 36 (25+11) subs at 3 dollars = 233$

Answer: as per question statement

we need to set up an equation first

p(t)=1200e(0.052*t)

they have given that it is relative to 1200 that means it starts to increase from 1200 at t=0 initially 1200 bacteria were present

we need to find population at t=6

we need to plug t=6 in p(t).

P(6)=1200e(0.052*6)=1639.38

1638.38 bacteria were present at that time t=6

Step-by-step explanation: I hope this helps.

Answer

The answer is (m = 9)

Step-by-step explanation:

Rearrange terms = Step 1

0.4(20-10m) = 2.5 - 2m-12.5

0.4(-10m+20) = 2.5 - 2m - 12.5

Step 2 = Combine multiplied terms into a single fraction

Step 3 = Distribute

Step 4 = Subtract the numbers

Step 5 = Rearrange terms

Step 6 = Add 2m to both sides

Step 7 = Simplify

Step 8 = Multiply all terms by the same value to eliminate fraction denominators

Step 9 = Cancel multiplied terms that are in the denominator

Step 10 = Multiply the numbers

Step 11 =Subtract 40 from both sides

Step 12 = Simplify

Step 13= Divide both sides by the same factor

Last but not least is Simplify

Hope it helped:)

The percentage of each is 0.66% , 1.65% , 2.97% , 37.21% , 37.48%, 20.1% respectively

The percentage of the total for each layer is calculated by dividing the depth of the layer in kilometers by the total depth

Percentage = (layer depth in km / total depth) × 100%

Crust= (40 / 6046) × 100 = 0.66%

Lithosphere = (100 / 6046) × 100 = 1.65%

Asthenosphere = (180/6046) × 100 = 2.98%

Mantle = (2250/6046) × 100 = 37.21%

Outer core = (2266/6046) × 100 = 37.48%

Inner core = (1210/6046) × 100  = 20.01%

The Depth in centimeters for each layer multiply the depth of the jar, 16.5 cm, by the percent you calculated for the crust

Crust = 0.66 × 16.5 cm =0.11 cm

Lithosphere = 1.65 × 16.5 = 0.27 cm

Asthenosphere = 2.98 × 16.5 = 0.49 cm

Mantle = 37.21 × 16.5 = 6.14 cm

Outer Core = 37.48 × 16.5 = 6.18 cm

Inner Core = 20.01 × 16.5 = 3.30 cm

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The question is incomplete the complete question is :

i. Divide the depth of the layer by the total depth. For example, to calculate the percentage of the total depth that the crust represents, divide 40 by 6,046.

ii. Write your answer in the Percent column.

iii. Repeat for the rest of the layers.

Use the calculator to determine the depth in centimeters for each layer. This is the depth of sand

you will put in your jar.

i. Multiply the depth of the jar, 16.5 cm, by the percent you calculated for the crust.

ii. Write your answer in the Centimeters column.

iii. Repeat for the rest of the layers.

The second tile represents the missing alternatives.

In mathematics, a sequence is an enumerated collection of objects in which repetitions are allowed and order matters

Given is a square array of tiles as shown in the image attached.

The tile given at the second number is the missing tile of the given alternatives.

Therefore, the second tile represents the missing alternatives.

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Answer:

−2.75x−9.4 is the answer

Step-by-step explanation:

Question 1: Given \(1/10p=p-279\) find \(p\)

Answer:

\(p=310\)

Step-by-step explanation:

1. Subtract \(p-279\) from both sides: \(279-\frac{9p}{10}=0\)

2. Subtract \(279\) from both sides: \(\frac{9p}{10}=-279\)

3. Multiply both sides by reciprocal \(\frac{10}{9}\): \(p=310\)

Question 2: Given \(1/2p=p-155\) find \(p\)

Answer:

\(p=310\)

Step-by-step explanation:

1. Subtract \(p-155\) from both sides: \(155-\frac{p}{2}=0\)

2. Subtract \(155\) from both sides: \(-\frac{p}{2}=-155\)

3. Multiply both sides by reciprocal \(\frac{2}{1}\): \(-p=-310\)

4. Multiply both sides by \(-1\): \(p = 310\)

Answer:

A common technique for simplifying algebraic expressions. When combining like terms, such as 2x and 3x, we add their coefficients. For example, 2x + 3x = (2+3)x = 5x.

Step-by-step explanation: