The batting Wang Xiu Ying uses to fill quilts has a thermal conductivity rate of 0.030.030, point, 03 watts (\text{W})(W)left parenthesis, start text, W, end text, right parenthesis per meter (\text{m})(m)left parenthesis, start text, m, end text, right parenthesis per degree Celsius (^\circ\text{C})( ∘ C)left parenthesis, degrees, start text, C, end text, right parenthesis. What is the batting's thermal conductivity value in \dfrac{\text{W}}{\text{cm}\cdot^\circ\text{C}} cm⋅ ∘ C W ​ start fraction, start text, W, end text, divided by, start text, c, m, end text, dot, degrees, start text, C, end text, end fraction?

Answer:

B. 2 3/5

Step-by-step explanation:

how i would solve this expression is start out by converting "4 1/3" into an improper fraction.

4 1/3 is equivalent to 13/3

next to find out how much water melissa used we have to multiply 3/5 by our improper fraction giving us this expression:

13/3 x 3/5

solving a fraction is simple, multiply the numerator by numerator,

and denominator by denominator.

so, we will end up with

39/15 or simplified to 2 3/5

hope this helps :D

Answer:

b: spain

Step-by-step explanation:

ot it right on edg 2020

Answer:

Yea its B- Spain

Step-by-step explanation:

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:

yes because any input of time results in only one output of altitude

yes because the airplane increases and decreases in altitude at the same rate

pick either one :>  

The 98% confidence interval of 93 course evaluation the estimation of the population standard deviation is (0.454, 0.681). For 93 professor evaluations, it is (0.318, 0.457). The course evaluations have a wider interval, indicating more variability compared to professor evaluations.

The construction of 98% confidence interval from which the 93 course evaluations were obtained, by using the formula

Confidence interval = (√((n-1)*s²)/√(chi-square upper)-√((n-1)*s²)/√(chi-square lower)),

where n is the sample size, s is the sample standard deviation, and chi-square upper and chi-square lower are the values from the chi-square distribution table with degrees of freedom (df) equal to n-1 and a cumulative probability of 0.99/2 = 0.495.

Using the given data, we have n = 93 and s = 0.56. From the chi-square distribution table with df = 92 and cumulative probability of 0.495, we obtain chi-square upper and chi-square lower as 67.339 and 49.645, respectively.

putting the values in the formula, we get

Confidence interval = (√((93-1)*0.56²)/√(67.339)-√((93-1)*0.56²)/√(49.645))

Confidence interval = (0.454, 0.681)

Therefore, we are 98% confident that the standard deviation of the population from which the 93 course evaluations were obtained falls within the interval (0.454, 0.681).

To construct a 98% confidence interval estimate of the standard deviation of the population from which the 93 professor evaluations were obtained, we can use the same formula as in above part, but with n = 93 and s = 0.41 (the sample standard deviation for professor evaluations).

From the chi-square distribution table with df = 92 and cumulative probability of 0.495, we obtain chi-square upper and chi-square lower as 67.339 and 49.645, respectively.

putting the values in the formula, we get

Confidence interval = (√((93-1)*0.41²)/√(67.339)-√((93-1)*0.41²)/√(49.645))

Confidence interval = (0.318, 0.457)

Therefore, we are 98% confident that the standard deviation of the population from which the 93 professor evaluations were obtained falls within the interval (0.318, 0.457).

Comparing the results from other parts, we can see that the confidence interval for the standard deviation of the population from which the course evaluations were obtained is wider than that for the population from which the professor evaluations were obtained. This suggests that there is more variability in the course evaluations than in the professor evaluations.

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Answer:

Using the definitions ....

a+2d = -9

a+7d = 26

subtract them:

5d = 35

d = 7 and a = -23

Now you can find any term in the sequence and should be able to answer

c)

Step-by-step explanation:

The smaller number is 25, and the larger number is 68. The larger number is 18 more than twice the smaller number, and their sum is 93.

To solve this word problem using the 3-step process, we need to find the two numbers given that the larger number is 18 more than twice the smaller and the sum of the two numbers is 93.
Step 1: Let's assign variables to the unknown numbers. Let's say the smaller number is "x" and the larger number is "y".
Step 2: Translate the given information into equations. From the problem, we know that the larger number is 18 more than twice the smaller. So, we can write the equation as: y = 2x + 18.
We also know that the sum of the two numbers is 93. So, we can write another equation as: x + y = 93.
Step 3: Solve the system of equations. We have two equations:
y = 2x + 18
x + y = 93
We can solve this system of equations by substitution method or elimination method. Let's use substitution.
Substitute the value of y from the first equation into the second equation:
x + (2x + 18) = 93
3x + 18 = 93
3x = 93 - 18
3x = 75
x = 75 / 3
x = 25
Now, substitute the value of x back into the first equation to find y:
y = 2(25) + 18
y = 50 + 18
y = 68
So, the smaller number is 25 and the larger number is 68.

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I had this question earlier, and if I remember correctly the answer was 56.40

Answer:

t=7x3

t=21

Step-by-step explanation:

hope this helps you!!!

Answer:

21

Step-by-step explanation:  T/7= 3 so t= 7×3= 21

21÷7=3

The value of the fifth term (a₅) is 96.

In Mathematics and Geometry, the nth term of an arithmetic sequence can be calculated by using this equation:

aₙ =  a₁ + (n - 1)d

Where:

Next, we would determine the value of the fifth term (a₅) as follows;

a₅ = -2a₅₋₁

a₅ = -2a₄

a₅ = -2 (-2a₄₋₁)

a₅ = 4a₃

a₅ = 4 (-2a₃₋₁)

a₅ = -8a₂

a₅ = -8 (-2a₂₋₁)

a₅ = 16 a₁

a₅ = 16 × 6

a₅ = 96

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The rule of the volume of the triangular pyramid is

b is the base of the triangular base

h is the height of the triangular base

H is the height of the pyramid

From the given figure we can see

The base of the triangular base is 29 cm and its height is 9 cm, then

b = 29

h = 9

Since the volume of the pyramid is 318 cubic cm, then

V= 318

Substitute them in the rule above to find H

The height of the pyramid is 7.31 cm

The answer is A

There are several potential sources of probability in this study that could affect the results.

Selection bias could occur if the 249 individuals chosen for the study were not representative of the larger population of obese individuals. For example, if the study only recruited participants from a certain geographic area or demographic group, the results may not be generalizable to other populations.

Measurement bias could occur if the methods used to measure BMI were inaccurate or inconsistent. If the measurements were taken in a non-standardized way, or if the same person was not consistently measuring BMI throughout the study, the results may not be reliable.

Attrition bias could occur if participants dropped out of the study at different rates depending on whether they received the new drug or a placebo. For example, if participants who experienced negative side effects from the new drug were more likely to drop out, the results may overestimate the drug's effectiveness.

Reporting bias could occur if participants in the study provided inaccurate or incomplete information about their weight or BMI. For example, if participants underreported their weight or failed to record their weight on certain days, the results may not be accurate.

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The inequality that matches the graph of a solid horizontal line through the point (0, -1) and shading above the line is y ≥ −1.

The graph of an inequality with a solid horizontal line through the point 0, negative 1 and shading above the line matches the inequality y ≥ −1.

To understand why this is the correct answer, let's analyze the given graph and the options provided.

The solid horizontal line through the point (0, -1) divides the coordinate plane into two regions - above the line and below the line. Since the line is solid (not dashed), any point on the line satisfies the inequality.

Option x ≤ −1 represents a vertical line passing through the point (-1,0) and shading to the left of the line. This does not match the given graph.

Option x ≥ −1 represents a vertical line passing through the point (-1,0) and shading to the right of the line. This also does not match the given graph.

Option y ≤ −1 represents a horizontal line passing through the point (0,-1) and shading below the line. This does not match the given graph.

Option y ≥ −1 represents a horizontal line passing through the point (0,-1) and shading above the line. This matches the given graph and is therefore the correct answer.

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The measure of the supplementary angles is:

∠X = 117°

∠Y = 63°

Here we know that angles ∠X and ∠Y are supplementary angles. Remember that two angles are supplementary if their measures add up to 180°.

Here we know that the measures are:

∠X = 3n − 18

∠Y = 2n − 27

We can write:

∠X + ∠Y = 180°

(3n - 18) + (2n - 27) = 180

Then we can solve that for n.

3n + 2n - 18 - 27 = 180

5n = 180 + 45

n = 225/5 = 45

Then the measures of tha angles are:

∠X = 3n − 18 = 3*45 - 18 = 117°

∠Y = 2n − 27 = 2*45 - 27 = 63°

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Answer:

80,000 m

Step-by-step explanation:

1000 is 1000 times 1 and 80,000 is 1000 times 80

Answer:

\(\frac{14x}{9}-5\)

Step-by-step explanation:

14 times a number x :  14* x = 14x

Quotient of 14 times a number x  an 9 :   \(\frac{14x}{9}\)

5 less the quotient of 14 times a number x and 9 :

\(\frac{14x}{9}-5\)

9514 1404 393

Answer:

  24π cm²

Step-by-step explanation:

The radius and height of the cone are shown as 3 and 4, so we know the slant height is 5 (a 3-4-5 right triangle is formed by these dimensions). Then the total surface area of the cone is ...

  A = πr² + πrl = πr(r +l)

  A = π(3 cm)(3 cm +5 cm) = 24π cm² . . . . total area of the cone

_____

Additional comment

The (3, 4, 5) Pythagorean triple is one of several involving small integers that regularly appear in math problems. It is worth remembering. In case you need convincing:

  3² + 4² = 5² . . . . sum of squares of sides is square of hypotenuse

  9 + 16 = 25

Answer:

A.  -5x = -23

Step-by-step explanation:

First you have to simplify the equation - 4(x - 5) + 8x = 9x - 3

-4x + 20 + 8x = 9x -3

9x - 4x = 20 + 3

5x = 23

=> equivalent to answer A.

The equivalent expression is,

⇒ - 5x = - 23

We have to given that,

An expression is,

- 4 (x - 5) + 8x = 9x - 3

Now, We can simplify the expression for equivalent expression,

- 4 (x - 5) + 8x = 9x - 3

Apply distributive property, we get;

- 4x + 20 + 8x = 9x - 3

4x + 20 = 9x - 3

4x - 9x = - 20 - 3

- 5x = - 23

Therefore, The equivalent expression is,

⇒ - 5x = - 23

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The area of the bottom is 192 mm2, the area of the sides is 120 mm2, and the area of the triangles is 48 mm2.

To find the area of the bottom, we use the formula for the area of a rectangle: area = base * height. In this case, the base is 16 mm and the height is 12 mm. Multiplying these values together gives us an area of 192 mm2.

To find the area of the sides, we use the same formula for the area of a rectangle. In this case, the base is 12 mm and the height is 10 mm. Multiplying these values together gives us an area of 120 mm2.

To find the area of the triangles, we use the formula for the area of a triangle: area = (base * height) / 2. In this case, the base is 16 mm and the height is 6 mm. Multiplying these values together and then dividing by 2 gives us an area of 48 mm2.

So, the area of the bottom is 192 mm2, the area of the sides is 120 mm2, and the area of the triangles is 48 mm2.

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Answer:

Donna earned a profit of $925, so she sold $925 / $9 profit per bag = 102.78 bags.

She gave away 11 free bags, so she actually sold 102.78 bags + 11 free bags = 113.78 bags.

113.78 bags / 3 bags per set = 37.92 sets of bags.

Therefore, 37.92 sets of bags * 2 bags per set = 75.84 bags were sold in sets of 2.

Therefore, 113.78 bags - 75.84 bags = 37.94 bags were sold individually.

Therefore, 37.94 bags were bought by customers who bought only one bag.

The code 1814151418 decodes to RADE using a simple substitution cipher, where each letter is replaced with a different letter or number. To decipher the message, one must know the key, which is the code that maps each letter to a number

The code provided indicates that each number corresponds to a letter in the alphabet. Since 1 is A, 2 is B, and so on, the code 1814151418 would decode as RADE. This is an example of a simple substitution cipher, a type of encryption where each letter is replaced with a different letter or number. To decipher the message, one must know the key, which in this case is the code that maps each letter to a number. Knowing this, it is a simple task to decode any message that has been encrypted with this code.

The code 1814151418 decodes to RADE using a simple substitution cipher, where each letter is replaced with a different letter or number. To decipher the message, one must know the key, which is the code that maps each letter to a number

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First, let's calculate the total amount of balls:

Since there are 2 white balls and 2 red balls, the number of white or red balls is 4.

So the probability is:

Correct option: A

The answer is ,the statement  that are true are: A. The small popcorn has  volume of about 25.13 cubic inches , C. The volume of two small popcorn is less than  volume of one large popcorn , E. The volume of  large popcorn is about 34.68 cubic inches greater than  volume of small popcorn (135.09 - 25.13 = 109.96).

A cone is  three-dimensional geometric shape that tapers smoothly from  flat, usually circular base to  point called the apex or vertex. The base of  cone can be any closed shape, but is usually a circle. A cone can be right or oblique, depending on whether or not the axis passing through the apex and the center of the base is perpendicular to the base.

The formula for volume of  cone are V = (1/3)πr^2h, where r is radius and h is height.

For the small popcorn cone:

radius =diameter/2 =4/2=2 inches

V = (1/3)π(2²)(6) ≈ 25.13 cubic inches

For the large popcorn cone:

radius = diameter/2 = 5/2 = 2.5 inches

V = (1/3)π(2.5²)(9) ≈ 59.81 cubic inches

Therefore, the statements that are true are:

A. The small popcorn has  volume of about 25.13 cubic inches

C. The volume of two small popcorn is less than volume of one large popcorn

E. The volume of  large popcorn is about 34.68 cubic inches greater than  volume of small popcorn (135.09 - 25.13 = 109.96)

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Answer:

hope this helps and make me brainliest

Step-by-step explanation:

. You have that:

- The homeowner want the length of the swimming pool to be 4 feet longer than its width.

- He wants to surround it with a concrete walkway 3 feet wide.

- He can only afford 300 square feet of concrete for the walkway.

2. Therefore, the tota area is:

At=L2xW2

L2 is the lenght of the walkway (L2=L1+3+3⇒L2=(W1+4+6)⇒L2=W1+10).

W2 is the width of the walkway (W1+3+3⇒W2=W1+6)

3. The area of the walkway is:

A2=At-A1

A2=300 ft²

4. Therefore, you have that the width of the swimming pool is:

A2=(W1+10)(W1+6)-(W1+4)(W1)

300=(W1²+6W1+10W1+60)-(W1²+4W1)

W1²+16W1+60-W1²-4W1-300=0

12W1-240=0

W1=240/12

W1=20 ft

5. And the length is:

L1=W1+4

L1=20+4

L1=24 ft

Answer:

C.

Step-by-step explanation:

5 divided by 2 is the same as 5 times 1/2

\(\frac{5}{1} * \frac{1}{2} =\frac{5}{2} =5/2\)

Answer:

The slope is 30, and the y-intercept is 75.

Step-by-step explanation:

Use two points from the table, and find the equation of a line given two points.

Point 1: (1, 105)

Point 2: (3, 165)

y = mx + b

slope = m = (y_1 - y_1)/(x_2 - x_1)

m = (165 - 105)/(3 - 1) = 60/2 = 30

y = 30x + b

Use point (1, 105) for x and y.

105 = 30(1) + b

105 = 30 + b

b = 75

y = 30x + 75

The slope is 30, and the y-intercept is 75.

If you go twice as fast, your stopping distance will increase by four times (option C).

This relationship is based on the laws of physics and the principles of motion.

When an object is in motion, its stopping distance is influenced by its initial speed, reaction time, and braking capabilities. The stopping distance consists of two components: the thinking distance (the distance traveled during the reaction time) and the braking distance (the distance needed to bring the object to a complete stop).

According to the laws of physics, the braking distance is directly proportional to the square of the initial speed. This means that if you double your speed, the braking distance will increase by a factor of four. In other words, going twice as fast will require four times the distance to come to a stop.

It is important to note that this relationship assumes other factors, such as road conditions and braking efficiency, remain constant. However, in real-world scenarios, these factors may vary and can affect the stopping distance to some extent.

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From the question;

1) The net force is 10 N

2) The direction  is to the left

3) The acceleration is  0.5\(m/s^2\)

The acceleration of an object is directly proportional to the net force applied to it and inversely proportional to its mass, according to Newton's second law of motion.

The Net force = \(F_{2} - F_{1}\)

= 30 N - 20 N

= 10 N

The acceleration is obtained from;

F = ma

F = 10 N

m = 20 Kg

a = F/m

a = 10 N/20 Kg

a = 0.5\(m/s^2\)

The acceleration of the object is 0.5\(m/s^2\).

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