PLZZZ HELP ME IF YOU ARE GOOD AT Algebra!

Answer:

Value of f (Parapedicular) = 7√6

Step-by-step explanation:

Given:

Given triangle is a right angle triangle

Value of base = 7√2

Angle made by base and hypotenuse = 60°

Find:

Value of f (Parapedicular)

Computation:

Using trigonometry application

Tanθ = Parapedicular / Base

Tan60 = Parapedicular / 7√2

√3 = Parapedicular / 7√2

Value of f (Parapedicular) = 7√2 x √3

Value of f (Parapedicular) = 7√6

Answer:

\( \frac{23}{5} \)

Step-by-step explanation:

4 3/5

\( \frac{4 \times 5 + 3}{5} \)

\( \frac{20 + 3}{5} \)

= 23/5

Based on the given data, we can calculate the control limits using 3-sigma for the diameter of the auto pistons.

a) The value of x is 155.56 mm (rounded to two decimal places).

b) The value of R is 4.44 mm (rounded to two decimal places).

c) Using 3-sigma, the Upper Control Limit (UCL) for the diameter is calculated as:

UCL = x + 3R = 155.56 + 34.44 = 156.93 mm (rounded to two decimal places)

The Lower Control Limit (LCL) for the diameter is calculated as:

LCL = x - 3R = 155.56 - 34.44 = 154.19 mm (rounded to two decimal places)

d) Using 3-sigma, the Upper Control Limit for the Range (UCLR) is calculated as:

UCLR = D4 * R = 2.115 * 4.44 = 7.89 mm (rounded to two decimal places)

The Lower Control Limit for the Range (LCLR) is always 0 in this case since negative ranges are not possible.

e) If the true diameter mean should be 155 mm, the new centerline (nominal line) would be 155 mm. In this case, the UCL and LCL would be calculated using 3-sigma as follows:

UCL = Nominal + 3R = 155 + 34.44 = 156.37 mm (rounded to two decimal places)

LCL = Nominal - 3R = 155 - 34.44 = 153.63 mm (rounded to two decimal places)

Please note that the control limits calculated using 3-sigma assume a normal distribution and the data follows the same pattern in the future.

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The complete question is:

What is the value of x? = x= 155.56 mm (round your response to two decimal places). b) What is the value of R? R= 4.44 mm (round your response to two decimal places). c) What are the UCL, and LCL; using 3-sigma? Upper Control Limit (UCL) = 156.93 mm (round your response to two decimal places). Lower Control Limit (LCL) = 154.19 mm (round your response to two decimal places). d) What are the UCLR and LCLR using 3-sigma? Upper Control Limit (UCLR)= 7.89 mm (round your response to two decimal places). Lower Control Limit (LCLR)= 0.99 mm (round your response to two decimal places). e) If the true diameter mean should be 155 mm and you want this as your center (nominal) line, what are the new UCL and LCL? Upper Control Limit (UCL)= 156.37 mm (round your response to two decimal places). Lower Control Limit (LCL;)= 153.63 mm (round your response to two decimal places). Refer to Table 56.1-Factors for Computing Control Chart Limits (3 sigma) for this problem Auto pistons at Wemming Chung's plant in Shanghai are produced in a forging process, and the diameter is a critical factor that must be controlled. From sample sizes of 10 pistons produced each day, the mean and the range of this diameter have been as follows: Day 1 2 3 4 5 Mean x (mm) 150.9 153.2 153.6 153.5 154.6 Range R (mm) 4.0 4.8 4.1 4.8 4.5

Answer:

1,736 square units

Step-by-step explanation:

To find the surface area, you must first find the area of all the faces, then add them all together. For this figure, you must find the area of two triangles, and three different rectangles.

Starting with the triangles, you can find the area using the equation: a=1/2bh. This gets 84 as the area of one triangle. Because you have two, you can multiply this area by two in order to get the area of both triangles. That value is 168.

Now, find the area of the bottom rectangle. Its dimensions are 24x28, and you can find the area of any rectangle by multiplying its base by its height. This area is 672.

The back rectangle's dimensions are 28x7, which equals 196.

The top rectangle is most difficult, as you must use the pythagorean theorem to find one of its side lengths: a^2 + b^2 = c^2. Its dimensions are 25x28, which equals 700.

Now add all those areas together to get the total surface area, or 1,736.

Therefore, the ratio of the volumes of the two similar triangular prisms is approximately 1.25.

To find the ratio of the corresponding side lengths of the perimeters of the corresponding faces, we can take the square root of the ratio of the areas of the faces.

Given:

Area of first face = 49 cm²

Area of second face = 25 cm²

The ratio of the areas is:

49 cm² / 25 cm² = 1.96

Taking the square root of this ratio gives us the ratio of the corresponding side lengths:

√1.96 ≈ 1.4

Therefore, the ratio of the corresponding side lengths of the perimeters of the corresponding faces is approximately 1.4.

Now, let's find the ratio of the volumes of the two similar triangular prisms. Since the volumes of similar objects are proportional to the cubes of their corresponding side lengths, we can take the cube root of the ratio of the areas to find the ratio of the volumes.

The ratio of the volumes is:

∛(49 cm² / 25 cm²) = ∛1.96

≈ 1.25

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Answer:

6

Step-by-step explanation:

Step-by-step explanation

l do not know.

The area under the curve between -0.8 and 0.8 is approximately 0.6827 or 68.27%. Therefore, the answer is a. 68.26%.

To find the percentage of football players that weigh between 180 and 220 pounds, we need to standardize the values using the z-score formula and then find the area under the standard normal distribution curve between those z-scores.

The z-score for a weight of 180 pounds is:

�=\(180−20025=−0.8z=25180−200=−0.8\)

The z-score for a weight of 220 pounds is:

�=\(220−20025=0.8z=25220−200=0.8\)

Using a standard normal distribution table or calculator, we can find that the area under the curve between -0.8 and 0.8 is approximately 0.6827 or 68.27%. Therefore, the answer is a. 68.26%.

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The budget constraint for Jimmy can be represented by a straight line with two segments: one with a slope of -5 and another with a slope of -4. The intercept of the line with the vertical axis is $100.

Start by determining Jimmy's total earnings if he works all 80 hours. Since he earns $5 per hour, his total earnings would be 80 * $5 = $400.

Plot a point on the graph with coordinates (0, $100). This represents the situation where Jimmy does not work and receives the tax-free payment of $100.

Plot another point on the graph with coordinates (80, $400). This represents the situation where Jimmy works all 80 hours and earns $400.

Connect the two points with a straight line. The slope of the line segment representing labor is -5 because for every hour Jimmy works, he earns $5 less due to the 50% income tax. The slope of the line segment representing leisure is -4 because Jimmy's leisure time does not earn him any income.

The line intersects the vertical axis at $100, which represents the tax-free payment Jimmy receives when he does not work.

In summary, the budget constraint for Jimmy can be represented by a line segment with a slope of -5 for labor and a slope of -4 for leisure. The intercept with the vertical axis is $100, representing the tax-free payment.

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Answer:

x = 18.0

Step-by-step explanation:

You must memorize the definitions of the trig functions and then these types of problems are easy.

In your problem,  sin of an angle = opposite side/hypotenuse

So,  sin 51 = 14/x

      x sin 51  = 14

            x = 14/sin 51 = 18.0

The fundamental question addressed by the correlational method is whether two or more variables are related in some systematic way. So the correct option is D.

Correlational method is a research technique used to explore the relationship between two or more variables. In this method, researchers collect data on the variables of interest and analyze their patterns of association. The fundamental question addressed by the correlational method is whether two or more variables are related in some systematic way. This means that researchers are interested in exploring whether changes in one variable are associated with changes in another variable.

For instance, a researcher may be interested in exploring the relationship between stress and job performance. The researcher may collect data on the levels of stress and job performance in a sample of employees and then use statistical analysis to determine if there is a systematic relationship between the two variables. If the results show that higher levels of stress are associated with lower levels of job performance, then the researcher can conclude that there is a negative correlation between the two variables.

It is important to note that correlation does not imply causation. While a correlation between two variables indicates that they are related, it does not necessarily mean that changes in one variable are causing changes in the other variable. Therefore, researchers must be cautious when interpreting correlational data and should consider other factors that may be influencing the relationship between variables.

Therefore, the fundamental question addressed by the correlational method is whether two or more variables are related in some systematic way, and researchers must be cautious when interpreting correlational data and should consider other factors that may be influencing the relationship between variables.

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Answer: I believe the socks would be $18

Step-by-step explanation:

75% of 24 is 18. 24-18=6 so the shirt was $6 with the discount. 24-6= 18 so that would leave the socks at $18

Yes, two samples can have the same range but different means. The range of a dataset is a measure of the spread or dispersion and is determined by the difference between the maximum and minimum values. The mean, on the other hand, represents the average value of the dataset.

To illustrate this concept, let's consider two different samples:

Sample 1: 1, 5, 6, 9, 10

Sample 2: 2, 4, 7, 8, 10

Both samples have a range of 9 (10 - 1).

However, the means of the samples are different. The mean of Sample 1 is

(1 + 5 + 6 + 9 + 10) / 5 = 6.2,

while the mean of Sample 2 is

(2 + 4 + 7 + 8 + 10) / 5 = 6.2.

Despite having the same range, the means differ between the two samples.

The range only considers the extreme values of the dataset, whereas the mean takes into account all values and provides an average measure. It is possible for the individual values within the samples to be distributed differently, resulting in different means, even if the range remains the same.

Therefore, the range and the mean are distinct measures that capture different aspects of the dataset. While it is possible for two samples to have the same range, they can still have different means based on the specific values and their distribution within each sample.

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Answer:

-42

Step-by-step explanation:

Answer:

Use ratio

315:100

219:x

319x=21900

x=21900/319

x= 68.65

100-68.65= 31.34

So basically a 30% decrease

Step-by-step explanation:

To determine if a data point is considered an outlier for a data set, we need to calculate the interquartile range (IQR) and use it to define the outlier boundaries. The IQR is the difference between the third quartile (Q3) and the first quartile (Q1). The correct option is (B).

We have that Q1 = 9 and Q3 = 17, we can calculate the IQR as follows:

IQR = Q3 - Q1 = 17 - 9 = 8

To identify outliers, we can use the following rule:

- Any data point that is less than Q1 - 1.5 * IQR or greater than Q3 + 1.5 * IQR is considered an outlier.

Using this rule, we can evaluate each data point:

A. 27: This data point is greater than Q3 + 1.5 * IQR = 17 + 1.5 * 8 = 29. It is considered an outlier.

B. 17: This data point is not an outlier because it is equal to the third quartile (Q3).

C. 3: This data point is less than Q1 - 1.5 * IQR = 9 - 1.5 * 8 = -3. It is considered an outlier.

D. 41: This data point is greater than Q3 + 1.5 * IQR = 17 + 1.5 * 8 = 29. It is considered an outlier.

Therefore, the outliers in the data set are A (27) and D (41).

As for when to use the mean, it is generally recommended to use the mean as a measure of central tendency when the data is symmetric and does not have extreme values.

Therefore, the correct option would be B. When the data is symmetric.

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The correct statement that describes Type I and Type II errors in hypothesis testing is:

b. Type I error occurs when the null hypothesis is rejected when it is actually true, while Type II error occurs when the null hypothesis is accepted when it is actually false.

In hypothesis testing, Type I error refers to rejecting the null hypothesis when it is actually true. This error represents a false positive result, indicating that a significant effect or relationship is detected when it does not exist in reality. Type II error, on the other hand, occurs when the null hypothesis is accepted (not rejected) when it is actually false. This error represents a false negative result, indicating a failure to detect a significant effect or relationship that does exist. The correct understanding and interpretation of Type I and Type II errors are crucial in hypothesis testing to ensure accurate conclusions.

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Answer:

(7) 35  7 28

Step-by-step explanation:

From the given option (1,10), (5,6) and (7,4) are ordered pairs that formed from combining a term in Pattern A with its corresponding term in Pattern B.

In the given question,

Pattern A follows the rule "add 2" and Pattern B follows the rule subtract 2

Pattern A: 1, 3, 5, 7, 9

Pattern B: 10, 8, 6, 4, 2

We have to find which ordered pairs are formed from combining a term in Pattern A with its corresponding term in Pattern B.

From the given question,

Pattern A:  1, 3, 5, 7, 9

Pattern B:  10, 8, 6, 4, 2

As given in the pattern A all numbers are 2 number up from the previous one and in pattern B each number is 2 number down from the previous one.

We have to combine a term in Pattern A with its corresponding term in Pattern B.

We have to combine with corresponding terms that means we combine one term from pattern A and one from pattern B.

Now the term after combining are

1, 10, 3, 8, 5, 6, 7, 4, 9, 2

So the combination of terms that can be formed are

(1, 10), (10,3), (3, 8), (8,5), (5, 6), (6,7), (7, 4), (4,9), (9,2)

Hence, from the given option (1,10), (5,6) and (7,4) are ordered pairs that formed from combining a term in Pattern A with its corresponding term in Pattern B.

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The value of X = 25.

Solution:

The two equations are

(i) the first condition is difference of x and y is 14

x - y = 14 ---------equation 1

(ii) the second condition of the given data is value of x is 3 times more than two times of y value.

x - 2y = 3 --------equation 2

From equation 2, we have to separate two variables x and y,

x = 3 + 2y  --------equation 3

We have to Substitute equation 3 in equation 1

3 + 2y - y = 14

3 + y = 14

y = 14 - 3

y = 11

Substitute y = 11 in equation 1........

x - 11 = 14

x = 14 + 11

x = 25

So, the value of x is 25 and y is 11.

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Answer:

Step-by-step explanation:

Given the difference of x and y is 14, and the difference of x and 2y is 3, you want two equations, their graph, and the value of x.

The difference of 'a' and 'b' is (a -b). Here, the two differences are expressed as the equations ...

The attachment shows a graph of these equations. Their point of intersection is (25, 11), meaning the value of x is 25.

The graph of the first equation is easily drawn by recognizing the x- and y-intercepts are 14 and -14, respectively.

The graph of the second equation will go through the x-intercept point of (3, 0) and the y-intercept point of (0, -3/2). It is probably easier to graph this by hand by considering the x-intercept point and the slope of 1/2.

Since we're only interested in the value of x, it is convenient to eliminate the variable y. We can to that by subtracting the second equation from twice the first:

  2(x -y) -(x -2y) = 2(14) -(3)

  x = 25 . . . . . . . . . simplify

Answer:

(x + 3) (x - 3)

Step-by-step explanation:

\(a^{2} -b^2=(a+b)(a-b)\) where a = x and b = 3

x^2 - 3^2 =

x^2 - 9 =

(x + 3)

(x - 3)

Answer:

Step-by-step explanation:

x²-9=x²-3²

Answer:

a = -10

r = 4/5

Step-by-step explanation:

formula

nth term = ar^n

a1 -a2 = 2

a(1-r)= 2

(1-r) = 2/a

a/(1-r) = 50

a = 50(1-r)

replace the value of (1-r) with 2/a

a = 50(2/a)

a = 100/a

a^2 = 100

a = \(\sqrt{100}\)

a = ± 10

a(1-r)= 2

10(1-r) = 2

1-r = 2/10

1 - r = 1/5

1 + 1/5 = r

r = 4/5

10*4/5 = 8

10 , 8 , 32/5......

since it states that the second term exceeds by two... this means that the second term has to be greater than the first

Hence:

a = -10

meaning the sequence becomes:

-10 , -8 , -32/5

a = -10

r = 4/5

Answer: -3/2

Step-by-step explanation:

rise / run . the line is decreasing vertically by 3 and increasing horizontally by 2.

Answer:

104,000

Step-by-step explanation:

Length x width x height:

32.5 x 160 x 20

Answer:

a) 2(-2) + 3(-3) + 5

-4 - 9 + 5

-13 + 5

= 8

b) -2 -(-3)

-2 + 3

= 1

c) 2(-2 - 3/5)

2(-5/5)

2(-1)

= -2

d) 3(-2)² - 2(-2) + 1

3(-4) + 4 + 1

-12 + 5

= -7

e) 3(-3)(-2 + -2² -(-3))

-9(-2 - 4 + 3)

-9(-3)

= 27

f) -5²(1 - 2(-2))/-3 - (-2)

-25(1 + 4)/-1

-25(5)/-1

-125/-1

= 125

Hope this helps :)

You can put 14 boxes of candy weighing 3/4 lb each in the bin.

To determine how many 3/4 lb boxes of candy can fit in a bin, we divide the total weight of the bin by the weight of each box.

First, let's convert the mixed number 10 1/2 lbs to an improper fraction.

10 1/2 lbs = (10 * 2 + 1) / 2 = 21/2 lbs

Next, we divide the total weight of the bin (21/2 lbs) by the weight of each box (3/4 lb):

(21/2 lbs) / (3/4 lb) = (21/2) * (4/3) = (21 * 4) / (2 * 3) = 84/6 = 14

As a result, you can fill the bin with 14 boxes of sweets that each weigh 3/4 lb.

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Answer: -24x^2+28x

Step-by-step explanation: -4x*6x-(-4x)*7 to -24x^2+28x

Answer:

615.75 in^2

Step-by-step explanation:

SA=4πr^2

4×π×7^2