HELPPPP PLSSS You start at (3, -5). You move left 4 units and right 4 units. Where do you end? 4 3 IC 1 Х F -5 -4 -3 -2 -1 0 1 3 5 N -2 ܚ ܛ -5​

Answer:

20/27

Step-by-step explanation:

Answer:

0.5625

Step-by-step explanation:

The length of each side of the courtyard is 25 meters. Then 35.36 meters long is each walkway.

In the given question, a school has a square courtyard and wants to create diagonal walkways.

The length of each side of the courtyard is 25 meters.

We have to find how long is each walkway.

By dividing the square in half to form a right triangle, you can find the solution. The Pythagorean theorem can then be used to find the hypotenuse.

According the Pythagorean Theorem

\(a^2+b^2 = c^2\)

\((25)^2+(25)^2=c^2\)

Now solving,

625 + 625 = \(c^2\)

\(c^2\) = 1250

Taking square root on both side, we get

c = 35.36 meters.

Hence, 35.36 meters long is each walkway.

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The nth term of the sequence can be expressed as follows:an = 1(-4)n-1The formula for the nth term of the given geometric sequence is:an = -4n + 3.

The nth term of the given geometric sequence 1 1 1 - 1 4 16 64 can be obtained by multiplying the term preceding the current term by 4 and adding 1.

We can easily derive the formula of the nth term of the given sequence by observing the sequence. Let's begin by observing the given sequence:1 1 1 - 1 4 16 64

The first three terms of the sequence are the same, so the common ratio is 1. The fourth term is -1, and we can see that the fifth term is obtained by multiplying the fourth term by -4. The sixth term is 16, which is obtained by multiplying -4 by -4. Finally, we get 64 by multiplying the sixth term by -4. Therefore, the sequence is geometric with a common ratio of -4, starting with 1.

The nth term of the sequence can be calculated using the formula:an = a1rn-1where an is the nth term of the sequence, a1 is the first term of the sequence, r is the common ratio, and n is the number of terms. The first term a1 is 1, and the common ratio r is -4.

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Answer:

hi

7.6×7.6= 57.76

so it has to be bigger than √55

gud luck

We have found a version of Kepler's Third Law for this orbit, given by R³/GM.

Given the following scenario,

The distance between the planet and the Sun is R, and consider the circular orbit r(t) = (R cos(ωt), R sin(ωt)).

The differential equation of the orbit is given by 1.1.

Determine the Kepler's laws in the special case where r(t) is a circular.

To solve the problem, we need to follow the steps below:

a. Solve for the differential equation, 1.1

b. Find constraints on ω in terms of G, M and R

c. Use part (b) to deduce a version of Kepler's Third Law for this orbit.

For part a),The differential equation of the orbit is given by;

(d²r/dt²) = -GMr/R³,where r = (R cos(ωt), R sin(ωt))

Differentiating twice w.r.t time t;

d/dt (d/dt(Rcos(ωt))) = -GM/(R²)cos(ωt)d/dt (d/dt(Rsin(ωt)))

= -GM/(R²)sin(ωt)d²(Rcos(ωt))/dt²

= -(GM/R³)(Rcos(ωt))d²(Rsin(ωt))/dt²

= -(GM/R³)(Rsin(ωt))

Therefore,

d²r/dt² = (-GM/R³)(Rcos(ωt))î + (-GM/R³)(Rsin(ωt))ĵ

= -(GM/R²)r

Similarly, we see that dr/dt = ω(-Rsin(ωt))î + ω(Rcos(ωt))ĵ.

Hence, r x dr/dt = -ωR² î + ωR² ĵ = -ωR² r_⊥, where r_⊥ is the vector perpendicular to r.

Since the orbit is circular, the acceleration is perpendicular to the velocity (i.e. tangential), so we can write

F = ma

= m(d²r/dt²)

= -GMm/R²

= mω²R, where we have used Newton's law of gravitation and the centripetal force.

Hence,

ω²R³ = GM

⇒ ω = √(GM/R³)

Therefore, we have obtained the constraint on ω in terms of G, M, and R.

For part b),

Using the result from part a) to find Kepler's Third Law, we have

T = 2π/ω

= 2π√(R³/GM)

= 2π(R/ω)³/²

= 2π(R/GM)³/² * GM

= 2πR³/GM

We have found a version of Kepler's Third Law for this orbit, given by R³/GM.

The answer is; a. ω = √(GM/R³)b. R³/GM

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Answer: 36 students

Step-by-step explanation:

Percentage of 3rd grade students chose math as their favorite subject = 30%

Total number of 3rd graders = 120

The number of 3rd graders who choose maths as their favorite subject will be:

= 30% × 120

= 30/100 × 120

= 0.3 × 120

= 36 students

Answer: 36 chose math as their favorite subject.

Step-by-step explanation: 30 percent of 120 is 36.

By the De Moivre's formula, the complex numbers i⁷¹, i⁴⁷, i¹⁹ are equivalent to - i.

In this question we have eight cases of powers of complex numbers, of which we must determine what cases are equivalent to the complex number - i. This can be checked by means of De Moivre's formula:

zⁿ = rⁿ · (cos nx + i sin nx)

Where:

Please notice that nx must be in radians.

If we know that r = 1, cos nx = 0, sin nx = - 1 and x = π / 2, then we find that:

The complex numbers i⁷¹, i⁴⁷, i¹⁹ are equivalent to - i.

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Answer:

Step-by-step explanation:

Question 7

Angle formed by 2 chords is half of the sum of the intercepted arcs

Question 8

Angle formed by 2 secants is half of the difference of the intercepted arcs

The set of feasible directions at x is the set of vectors of the form (d₁, -d₁, 0) for any d₁ in R. The constraints are d₁ + d₂ + d₃ = 0 and d₃ = 0.

To find the set of feasible directions at x, we need to find the set of vectors d such that x + td belongs to P for all t > 0. That is, we need to find the set of vectors d such that (x + td)₁ + (x + td)₂ + (x + td)₃ = 0 for all t > 0, and (x + td) vector (x + td) = (0, 0, 1) for some t > 0.

Expanding the first equation, we get

x₁ + x₂ + x₃ + t(d₁ + d₂ + d₃) = 0

Since x₁ + x₂ + x₃ = 0, we can simplify this to

t(d₁ + d₂ + d₃) = 0

This implies that d₁ + d₂ + d₃ = 0, which is the first constraint on d.

Expanding the second equation, we get

(x₁ + td₁)² + (x₂ + td₂)² + (x₃ + td₃)² = 1

Simplifying and expanding, we get

t²(d₁² + d₂² + d₃²) + 2t(x₁d₁ + x₂d₂ + x₃d₃) + (x₁² + x₂²+ x₃² - 1) = 0

Since x vector x = (0, 0, 1), we have x₁² + x₂² = 0, and x₃² = 1. Therefore, the above equation simplifies to

t^2(d₁^2 + d₂^2 + d₃^2) + 2td₃ = 0

This implies that d₃ = 0 or d₁^2 + d₂^2 + d₃^2 = -2d₃/t^2.

Since t > 0, the second equation implies that d₁^2 + d₂^2 + d₃^2 > 0. Therefore, we must have d₃ = 0, which is the second constraint on d.

Putting the two constraints together, we get:

d₁ + d₂ + d₃ = 0 and d₃ = 0

This implies that d₁ = -d₂, and d₃ = 0. Therefore, the set of feasible directions at x is the set of vectors of the form (d₁, -d₁, 0) for any d₁ in R.

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--The given question is incomplete, the complete question is given

" Exercise 3.5 Let P = {x E R₃ | x₁ + x₂ + x₃ vector x = (0,0,1). Find the set of feasible directions at x. 1, x > 0

The class that lost the most pencils overall based on the data displayed is D. Mr. Johnson's class; it has a wide spread in the data

The answer is Mr. Johnson's class. The median is the middle value in a set of data. In Mr. Johnson's class, the median is 11 pencils. This means that half of the students in his class lost 11 or fewer pencils, and half of the students lost 11 or more pencils.

In Mr. Simpson's class, the median is 14.5 pencils. This means that half of the students in his class lost 14.5 or fewer pencils, and half of the students lost 14.5 or more pencils.

Since the median for Mr. Johnson's class is lower than the median for Mr. Simpson's class, we can conclude that Mr. Johnson's class lost more pencils overall.

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A biotechnology company produced 188 doses of somatropin, including 8 which were defective. quality control tests 13 samples at random, and rejects the batch if any of the random samples are found defective. The probability that the batch gets rejected is 0.2974.

Probability is the chance of something happening. Probability is always expressed as a decimal or a percentage. The probability of an event happening is calculated by dividing the number of ways it can occur by the total number of possible outcomes.

The given values are:

Number of doses produced = 188

Number of defective doses = 8

Number of random samples tested = 13

Probability that the batch gets rejected:

The batch will be rejected if any of the random samples is defective.

So, let us first find the probability of a sample being defective:

P(defective) = number of defective doses/total number of doses= 8/188= 0.0426 (approx.)

The probability that none of the random samples is defective:

P(none defective) = (1 - P(defective))^13= \((1 - 0.0426)^{13}\)= 0.7030 (approx.)

Thus, the probability that at least one sample is defective:

P(at least one defective) = 1 - P(none defective)= 1 - 0.7030= 0.2970 (approx.)

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Answer:

I think your answer will be acute

Step-by-step explanation:

Answer: if you add all of them up and it is less than a 90 degree angle, it would be acute

Step-by-step explanation:

9+20+14=43

3birds would have=2(3)=6legs

Cats have:-

Each cat has 4legs.

Total cats:-

\(\\ \sf\longmapsto \dfrac{24}{4}=6cats\)

Answer:

2.

Step-by-step explanation:

It will have 2 real roots

for example if d = 5

the roots are -√5 and √5

The angles of a triangle always add up to 180°.

By simply adding the angles and checking the total, you can tell if they make a triangle or not.

Using this property, 5 won't make a triangle, 6 will.

Hope this helps! :D

7!/2!

Step-by-step explanation:

nCr=(nr)=n!r!(n−r)! 7C2=(72)=7!2!(7−2)!=7!2!⋅5!=50402⋅120=5040240=21.

Inferential statistics involves using sample data to make inferences, predictions, or generalizations about a larger population, providing valuable insights and conclusions based on statistical analysis.

The term "inferential statistics" is associated with the task of making inferences or drawing conclusions about a population based on sample data.

In other words, it involves using sample data to make generalizations or predictions about a larger population.

Inferential statistics is concerned with analyzing and interpreting data in a way that allows us to make inferences about the population from which the data is collected.

It goes beyond simply describing the sample and aims to make broader statements or predictions about the population as a whole.

This branch of statistics utilizes various techniques and methodologies to draw conclusions from the sample data, such as hypothesis testing, confidence intervals, and regression analysis.

These techniques involve making assumptions about the underlying population and using statistical tools to estimate parameters, test hypotheses, or predict outcomes.

The goal of inferential statistics is to provide insights into the larger population based on a representative sample.

It allows researchers and analysts to generalize their findings beyond the specific sample and make informed decisions or predictions about the population as a whole.

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Charnita Jones will have to pay $5 more in federal income tax.

According to the question we have been given that Charnita Jones

As sales assistant she earned = $304.80

After promotion as assistant manager she will earn = $332.50

Number of allowance she claims = 1

We need to find how much more she will pay in federal income tax.

For that we will first calculate how much she paid when her earning was $304.80. For this we will use the table for single persons-weekly payroll period. In that table, first we will choose the row of wages from the column number 1. We look to that row where $304.80 will lie that is the row will be $300-$310. then we will look for allowance that is 1. Thus the tax she will pay will be in column of allowance 1 and in the row of   $300-$310 is $22.

In similar way we will find out the tax she will pay when she earn $332.50 which is $27.

Difference = $27 - $22 = $5

Hence she will have to pay $5 more in federal income tax.

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Answer:

The numerical length of EG is 20 units

Step-by-step explanation:

Here, we are told to determine the numerical length of EG

We are told in the question that point F is on the line segment EG

Thus, by mathematical conventions (

EG = EF + FG

inputing the values given in the question;

5x = 2x + 2x + 4

5x = 4x + 4

5x -4x = 4

x = 4

But EG = 5x

So EG = 5(4)

EG = 20 units

Answer:

blank 1: x-6

blank 2: y+12

blank 3: translation

Step-by-step explanation:

Answer:

it is kinda confusing but i think the answer might be (6,12)

Step-by-step explanation:

By estimating the Q-function directly using Q-learning and updating it based on observed samples, we bypass the need to explicitly estimate the transition and reward functions. This approach allows us to learn the optimal policy without prior knowledge of the underlying dynamics of the MDP.

In Q-learning, the Q-function estimates the expected cumulative reward for taking a particular action in a given state. It is updated iteratively based on the agent's experiences. In this scenario, although we do not know the transition and reward functions, we can still use Q-learning to directly estimate the Q-function.

We initialize the Q-values arbitrarily for each state-action pair. Then, the agent interacts with the environment, taking actions and observing the resulting states and rewards. With these samples, we update the Q-values using the Q-learning update rule:

Q(s, a) = Q(s, a) + α [r + γ max(Q(s', a')) - Q(s, a)]

Here, Q(s, a) represents the Q-value for state s and action a, r is the observed reward, s' is the next state, α is the learning rate, and γ is the discount factor.

We repeat this process, updating the Q-values after each interaction, until convergence or a predetermined number of iterations. The Q-values will eventually converge to their optimal values, indicating the optimal action to take in each state.

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When the p-value for the difference between the observed experimental outcomes and the expected outcome is less than 5 percent (< 0.05), the experimental results a  to be statistically significant and different from the expected outcome.

The P value is defined as the probability of obtaining a result equal to or more extreme than what was observed. The P stands for probability. The p-value represents the probability of the occurrence of a given event. To put it more simply the p-value refers to the percentage of experiments in which the sample differences are larger or smaller than an observed value.

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Answer:

1/24

Step-by-step explanation:

We want to find the probability of picking a watermelon AND picking a green apple right after. These events are completely independent of each other as the watermelon is put back, and picking a watermelon/green apple does not affect the chances of getting the other the next/previous time. The formula for this is P(A) * P(B), with P(A) being the probability of event A happening and P(B) being the probability of event B happening. It does not matter which event is which.

Let's say picking a watermelon is event A and picking a green apple is event B.  There are 6 watermelons and 6+5+1 = 12 jolly ranchers, so there is a 6/12 = 1/2 chance of picking a watermelon. There is 1 green apple and still 12 jolly ranchers, so there is a 1/12 chance of picking a green apple jolly rancher.

Multiplying these two, we get (1/2) * (1/12) = 1/24

Answer:

Step-by-step explanation:

1). Slope of a line passing through two points \((x_1,y_1)\) and \((x_2,y_2)\) is given by,

   m = \(\frac{y_2-y_1}{x_2-x_1}\)

   Therefore, slope of the line passing through two points (2, -10) and (-2, 18) will be,

   m = \(\frac{-10-18}{2+2}\)

  m = -7

2). From the table attached,

    Slope of the line = \(\frac{y_2-y_1}{x_2-x_1}\)

    Slope of line passing through (4, -6) and (0, -2) will be,

    Slope = \(\frac{-6+2}{4-0}\)

    Slope = -1

The trigonometric function is given as

Apply the half angle identity to find the value of tan 75 ,

Here,

Now rationalize the function.

Again simplify the trigonometric function,

Hence the answer is 3.732.

The answer is b. false. In a state transition diagram, circles represent states in a system, and arrows represent the transitions between these states. The circle to the left does not necessarily indicate the final state.

Final states are typically denoted by a double circle or by other clear notations in the diagram, such as labels or annotations.

A state transition diagram is a valuable tool used to visualize the behavior of a system or process, helping to clarify how different states interact and evolve over time. The diagram consists of a finite number of states and transitions, and each transition connects two states with a specific event or condition. By understanding and analyzing these diagrams, we can gain insights into the overall behavior of the system, identify potential issues or areas for improvement, and create a solid foundation for system development and design.

In summary, the placement of a circle in a state transition diagram does not automatically indicate its role as a final state. It is crucial to carefully examine the entire diagram and any associated notations to correctly identify the final state(s) in the system.

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Answer:

8/6−6/12=56

Step-by-step explanation:

(86×22)−(612×11)=?

16/12−6/12=?

16−6/12=10/12

10÷2/12÷2=56

8/6−6/12=56