Answer:1.9975
Step-by-step explanation:
The computation of the linear approximation of the given function is shown below:
L(x) = 2 - 1 ÷ 4(x)
As we are looking for √3.9
So here
x = 0.1
So
= 4 - 0.1
= 3.9
Now
L(0.1) = f(3.9) = 2 - (0.1 ÷ 4)
= 1.975
now
substitute the x = 0.01
Then
L(0.01) = f(3.99) = 2 - (0.01 ÷ 4)
= 1.9975
We simply applied the above equations
HCF of 560 and 729 :)
The HCF of 560 and 729 is 1.
To find the HCF of 560 and 729, we use the Euclidean algorithm as follows;HCF of 560 and 729:Step 1: Divide the larger number by the smaller number, then find the remainder.729 ÷ 560 = 169 remainder 169Step 2: Divide the smaller number (i.e., 560) by the remainder (i.e., 169).560 ÷ 169 = 3 remainder 53.
Step 3: Divide the remainder from step 1 (i.e., 169) by the remainder from step 2 (i.e., 53).169 ÷ 53 = 3 remainder 10Step 4: Divide the remainder from step 2 (i.e., 53) by the remainder from step 3 (i.e., 10).53 ÷ 10 = 5 remainder 3Step 5: Divide the remainder from step 3 (i.e., 10) by the remainder from step 4 (i.e., 3).10 ÷ 3 = 3 remainder 1.
Step 6: Divide the remainder from step 4 (i.e., 3) by the remainder from step 5 (i.e., 1).3 ÷ 1 = 3 remainder 0The HCF of 560 and 729 is the last non-zero remainder, which is 1.
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4y=2x nonportional or portional
The relationship described by the equation 4y = 2x is proportional.
The relationship in the equation 4y = 2x is proportional. By simplifying the equation, we got that y = (1/2)x, which shows that y is directly proportional to x. In a proportional relationship, the ratio of y to x always remains constant.
In this scenerio, the constant of proportionality is 1/2. As x increases or decreases, y also increases or decreases by half of x.
So, the relationship between y and x in this equation is proportional, indicating that changes in x will result in corresponding proportional changes in y.
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The question is:-
Is the relationship described by the equation 4y = 2x proportional or non-proportional?
what is another way to name line JW
A spinner has
20
equally sized sections,
2
of which are red and
18
of which are yellow. The spinner is spun and, at the same time, a fair coin is tossed. What is the probability that the spinner lands on yellow and the coin toss is heads?
Do not round your answer.
The probability that the spinner lands on yellow and the coin toss is heads is 9/20.
To find the probability that the spinner lands on yellow and the coin toss is heads, we need to determine the probability of each event and then multiply them together.
The probability of the spinner landing on yellow is given by the number of yellow sections (18) divided by the total number of sections (20). Therefore, the probability of the spinner landing on yellow is 18/20 or 9/10.
The probability of the coin toss resulting in heads is 1/2 since there are two equally likely outcomes, heads and tails.
To find the probability of both events occurring together, we multiply the individual probabilities:
Probability (Spinner lands on yellow and Coin toss is heads) = Probability (Spinner lands on yellow) * Probability (Coin toss is heads)
= (9/10) * (1/2)
= 9/20
Therefore, nine out of twenty times, the spinner will fall on yellow and the coin will come up heads.
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carbon monoxife had the flammable limit that is 5 tomes greater that acetylene. if carbon monoxides flammable limit is 12.5 what is the flammable limit for acetylene
Answer:
If the flammable limit of carbon monoxide is 12.5, and it is five times greater than the flammable limit of acetylene, we can calculate the flammable limit of acetylene as follows:
Flammable limit of acetylene = Flammable limit of carbon monoxide / 5
Flammable limit of acetylene = 12.5 / 5
Flammable limit of acetylene = 2.5
Therefore, the flammable limit of acetylene would be 2.5.
The distribution for the sex of humans is often modeled using a coin flip. In other words, the assumption is that boys and girls are equally likely. Explain how the sample space for variable "sex" in the attached document contradict this assumption
Answer:
Step-by-step explanation:
In general, the assumption of an equal likelihood of boys and girls is a simplification used in certain statistical models or probability calculations. It is based on the idea that the probability of having a boy or a girl is roughly 50% for any given birth. This assumption works well for large populations and over a long period of time, where the random processes involved in determining the sex of a child tend to balance out.
However, in specific situations or smaller sample sizes, the assumption of an equal likelihood of boys and girls may not hold true. There can be biological, genetic, or environmental factors that influence the probability of having a boy or a girl. Some examples where the sample space for the variable "sex" may contradict the assumption include:
Genetic disorders or chromosomal abnormalities: Certain genetic conditions can affect the probability of having a boy or a girl. For instance, in some cases of sex-linked genetic disorders, the probability of having a particular sex may be significantly higher or lower than 50%.
Biased sample selection: If the sample of individuals considered is not randomly selected, but rather influenced by some external factors, the assumption of an equal likelihood may be invalid. For example, if the sample consists only of families who have a strong preference for having a specific sex, the observed distribution may deviate from an equal probability.
Cultural or social factors: Societal or cultural preferences, practices, or interventions can impact the distribution of sex. In some cultures, there may be a strong preference for having boys over girls, leading to a biased sample space.
It is essential to consider these factors and the specific context when analyzing the distribution of sex in a sample space. It is also worth noting that the assumption of equal probability is a simplification and may not reflect the complex reality of biological and social influences on sex ratios.
The assumption that the distribution of sex in humans can be modeled as a coin flip means that boys and girls are equally likely (50%-50%). If the sample space from your document shows different probabilities (eg. 70% boys, 30% girls), it contradicts this assumption, illustrating the occurrence of boys and girls is not equally likely.
Explanation:The distribution used to model the sex of humans as being just as likely to be a boy as a girl is like a coin flip, with a probability of 0.5 for each outcome. If the sample space in the attached document contradicts this assumption, it must have different probabilities for boys and girls
For instance, imagine we have a sample space where boys are 70% and girls are 30%. This shows a bias towards boys, and therefore, it would not be accurately modeled by a coin flip. An accurate model would have to represent the different probabilities.
Therefore, the coin flip model, which assumes equal probabilities, wouldn't be appropriate to use because the sample space shows that the occurrence of boys and girls is not equally likely.
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Which solution below is considered to have basic character? Group of answer choices pOH = 13 pH = 2 None of these pOH = 7 pOH = 4
The correct answer would be "None of these" since none of the provided options indicate a basic solution.
The solution with a pH of 2 is considered to have basic character. The pH scale measures the acidity or alkalinity of a solution, ranging from 0 to 14. A pH value below 7 indicates acidity, while a pH above 7 indicates alkalinity. Thus, a pH of 2 is highly acidic and not basic.
On the other hand, the pOH scale is the inverse of the pH scale and measures the concentration of hydroxide ions (OH-) in a solution. A higher pOH value indicates a higher concentration of hydroxide ions and a more basic solution. Therefore, a pOH of 13 or 4 would suggest a basic solution.
Considering the given answer choices, neither pOH = 13 nor pOH = 4 is considered to have basic character.
It's important to note that the pOH scale is less commonly used in everyday situations compared to the pH scale when discussing the acidity or basicity of a solution. So, the correct answer is none of these.
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Which of the following is the product of the rational expression shown below
Answer: it is b
Step-by-step explanation:
i worked it out
2. Find the linear approximation to ()=√3 at =64. Use it to approximate √653. Report your answer to 4 decimal places.
The linear approximation of √653 is approximately 24.8163.
To find the linear approximation to a function at a given point, we can use the formula:
L(x) = f(a) + f'(a)(x - a)
where L(x) is the linear approximation, f(a) is the value of the function at point a, f'(a) is the derivative of the function at point a, and (x - a) represents the difference between the given point x and the approximation point a.
In this case, we are given f(x) = √3 and we want to approximate √653 using the linear approximation. Let's find the linear approximation first.
Taking the derivative of f(x) = √3, we get:
f'(x) = 1 / (2√3)
Now, let's evaluate the linear approximation at a = 64:
L(x) = √3 + (1 / (2√3))(x - 64)
Substituting x = 653 into the linear approximation equation:
L(653) = √3 + (1 / (2√3))(653 - 64)
L(653) ≈ √3 + (1 / (2√3))(589)
L(653) ≈ √3 + (1 / (2√3))(589)
Calculating this approximation, we get:
L(653) ≈ √3 + (1 / (2√3))(589) ≈ 24.8163
Therefore, the linear approximation of √653 is approximately 24.8163, rounded to 4 decimal places.
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What is the slope of the line that passes through the points ( 9 , 5 ) (9,5) and ( 21 , − 5 ) (21,−5)? Write your answer in simplest form.
Answer:
-5/6
Step-by-step explanation:
(9, 5) and (21, -5)
slope = m = (difference in y)/(difference in x)
m = (-5 - 5)/(21 - 9)
m = -10/12
m = -5/6
Answer: -5/6
The slope of the line that passes through points (9,5) and (21,-5) is -5/6.
We can use the two-point formula to find the slope for the given line. The formula is as follows:
(y2 - y1) = m*(x2 - x1)
Where (x1, y1, x2, and y2) represent the points on the line, and m is the slope of the line.
In the given case:
x1=9, x2=21
y1=5, y2=-5
Using these values in the two-point formula, we get:
(-5-5)=m*(21-9)
-10=m*12
m=-10/12
m=-5/6
Hence the slope of the line is -5/6.
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find the solution set 2x+1+2=4
Step-by-step explanation:
2x+1+2=4
2x=4-2-1
2x=4-3
2x=1
DIVIDE BOTH SIDES BY 2
2x/2 = 1/2
x = 1/2
Answer:
2x+1+2=4
2×=4-3
2× =1
2×/2=1/2
× = 1/2
9. If the measure of arc ADC is 47°, what is the measure of angle ABC?
A. mLABC = 94°
B. mLABC = 47°
C. mLABC = 23.5°
D. mLABC = 90°
The measure of angle ABC is 23.5°
What is arc angle relationship?An arc of a circle is a section of the circumference of the circle between two radii. A central angle of a circle is an angle between two radii with the vertex at the center.
Some of the theorem if arc angle relationships are;
The central angle of an arc is the central angle subtended by the arc.
The measure of an arc is the measure of its central angle.
The angle at the centre is twice the angle at the circumference.
Therefore;
angle ABC = 1/2 × arc ADC
= 1/2 × 47
= 23.5°
therefore angle ABC = 23.5°
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Determine la fuerza electrostática ejercida por una carga de 16.9 µC sobre otra carga de 60.7 µC si se encuentran separadas a una distancia de 3.93 cm.
hagan paro neta estoy en examen
The electrostatic force between the two charges is 5,977.68 N.
What is the electrostatic force between the two charges?The electrostatic force between the two charges separated by the given distance is calculated by applying Coulomb's law.
F = kq₁q₂ / r²
where;
k is the Coulomb's constantq₁ is the magnitude of the first chargeq₂ is the magnitude of the second charger is the distance between the charges = 3.93 cm = 0.0393 mThe electrostatic force between the two charges is calculated as follows;
F = (9 x 10⁹ x 16.9 x 10⁻⁶ x 60.7 x 10⁻⁶ ) / ( 0.0393 )
F = 5,977.68 N
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a sprayer discharges 600cc of herbicide in 45 sec. For what period of the time should be discharged in order to apply 2000 cc of herbicide
We have:
[tex]$\frac{600\text{ cc}}{45\text{ seconds}} = \frac{2000\text{cc}}{x \text{ seconds}}[/tex]
Cross multiplying, we get:
[tex]$600x = 90000$[/tex]
We divide both sides by 600 and get:
[tex]$\frac{600x}{600} = \frac{90000}{600}$[/tex]
[tex]$x=\boxed{150}$[/tex]
It takes 150 seconds (2 minutes and 30 seconds) for the sprayer to disperse 2000 cc of herbicide. Hope this helps!
which is rights answer?
Althea needs 106 ounces of cold cuts for a party. How many pounds and ounces does she need?
Apply fourth-order Runge-Kutta method to find an approximate value of y when x = 1/5, given that
[tex] \frac{dy}{dx} = x + y[/tex]
y = 1, when x = 0 with h = 0.1
Answer:
To apply the fourth-order Runge-Kutta method, we can use the following steps:
Given:
Initial condition: y = 1 when x = 0
Step size: h = 0.1
We want to find the approximate value of y when x = 1/5.
The fourth-order Runge-Kutta method involves the following steps:
Set up the following equations:
k1 = hf(x, y)
k2 = hf(x + h/2, y + k1/2)
k3 = hf(x + h/2, y + k2/2)
k4 = hf(x + h, y + k3)
Update the values:
y = y + (k1 + 2k2 + 2k3 + k4)/6
x = x + h
Repeat steps 1 and 2 until the desired x-value is reached.
Let's apply these steps to find the approximate value of y when x = 1/5:
Step 1:
x = 0, y = 1
h = 0.1
k1 = 0.1 * f(x, y) = 0.1 * f(0, 1)
k2 = 0.1 * f(x + h/2, y + k1/2) = 0.1 * f(0 + 0.1/2, 1 + k1/2)
k3 = 0.1 * f(x + h/2, y + k2/2) = 0.1 * f(0 + 0.1/2, 1 + k2/2)
k4 = 0.1 * f(x + h, y + k3) = 0.1 * f(0 + 0.1, 1 + k3)
Step 2:
y = y + (k1 + 2k2 + 2k3 + k4)/6
x = x + h
Repeat steps 1 and 2 until x = 1/5.
Performing these calculations step by step will yield the approximate value of y when x = 1/5 using the fourth-order Runge-Kutta method.
Step-by-step explanation:
a) Estelle has some rectangular tiles that are 12 cm long and 4 cm wide.
What is the smallest number of these tiles that are needed to make a
square?
b) Mason has some rectangular tiles that are 11 cm long and 3 cm wide.
What is the smallest number of these tiles that are needed to make a
square?
a) The smallest number of tiles needed to make a square is 3.
b) The smallest number of tiles needed to make a square is 11.
a) To make a square using rectangular tiles that are 12 cm long and 4 cm wide, we need to find the side length of the square that is divisible by both 12 and 4. The smallest common multiple of 12 and 4 is 12, so a square with a side length of 12 cm can be made.
To calculate the number of tiles needed, we divide the side length of the square by the length of each tile. In this case, 12 cm ÷ 4 cm = 3.
Therefore, the smallest number of tiles needed to make a square is 3.
b) To make a square using rectangular tiles that are 11 cm long and 3 cm wide, we need to find the side length of the square that is divisible by both 11 and 3. The smallest common multiple of 11 and 3 is 33, so a square with a side length of 33 cm can be made.
To calculate the number of tiles needed, we divide the side length of the square by the length of each tile. In this case, 33 cm ÷ 3 cm = 11.
Therefore, the smallest number of tiles needed to make a square is 11.
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find x.
please and thank youuu
Answer:
x = 4√2
Step-by-step explanation:
Identifying the triangle in the diagram:
Whenever you see a right angle (its measure is 90°) and a 45°, the measure of the third angle is also 45° and the triangle is called a 45-45-90 triangle which has special rules, as it relates to the lengths of its sides.45-45-90 triangle rules:
The two sides across from the 45° are congruent and their lengths are x units long.The hypotenuse (always across from the right angle) is the longest side and its length is x√2 units long.Finding x:
Since the hypotenuse is 8 units long and, we can find x by setting 8 equal to x√2:
(8 = x√2) / √2
8/√2 = x
Rationalize the denominator to simplify:
When you have a fraction with a root as the denominator, we simplify (i.e. rationalize the denominator) by multiplying both the numerator and denominator by the root, which clears the root on the denominator:(8/√2) * (√2/√2)
8√2 / 2
4√2
Thus, x = 4√2
the drawing for a rectangular room is 3 3/8 in wide by 5 3/4 in long. if the room is actually 124 ft long, find the actual width of the room to the nearest tenth of a foot
Answer:
Width = 7.3 feet
Step-by-step explanation:
Step 1: Find the scale of the drawing:
The scale is the ratio of the length of the drawing to the actual length of the room. In this case, the scale is 5 3/4 in / 124 ft.Step 2: Convert feet to inches:
Since we need to work with the same units, let's convert feet to inches: 1 ft = 12 in, so 124 ft = 124 * 12 in = 1488 in. Now, the scale is (5 3/4 in) / (1488 in).Step 3: Simplify the fraction:
Simplifying this fraction, we get (23/4) / (1488) = 23 / (4 * 1488) = 23 / 5952.Thus, the simplified fraction is 23/5952.
Step 4: Find the actual width of the room:
The actual width is the width of the drawing divided by the scale: (3 3/8 in) / (23 / 5952).Step 5: Simplify the fraction:
Simplifying this fraction, we get: (27/8 in) / (23 / 5952) = (27/8) * (5952/23) in = (27 * 5952) / (8 * 23) in ≈ 87.30434782608696 in.Step 6: Convert inches to feet:
Converting inches to feet, we get `87.30434782608696 in = 87.30434782608696 / 12 ft ≈ 7.27536231884058 ft`.Step 7: Round to the nearest tenth of a foot:
Rounding to the nearest tenth of a foot, we get **7.3 ft**.
Thus, the actual width of the room is about 7.3 ft.
find the sum of the angle measures of the polygon.
a 17 sided polygon.
Answer:
The sum of the interior angles =
(n-2)*180
= (17-2)*180
= 2700°
hope this helps
a certain forest covers 4400 km^2 suppose that each year this area decreases by 7.25% what will the area be after 6 years?
In accordance with the exponential model, the current forest area is equal to 2801.149 square kilometers after six years.
What forest area shall remain after 6 years?
According with statement, the forest area decreases exponentially in time. Then, the exponential model is defined by following model:
n(x) = n' · (1 - r)ˣ
Where:
n' - Initial forest area, in square kilometers.r - Grown rate.x - Time, in years.If we know that n' = 4400 km², r = 0.0725 and x = 6 yr, then the current forest area is:
n(6) = 4400 · (1 - 0.0725)⁶
n(6) = 2801.149
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State the restrictions then simplify
Answer:
Restrictions:
x ≠ -1/5; x ≠ 1
Answer:
[tex] \dfrac{5x - 9}{x - 1} [/tex]
Step-by-step explanation:
[tex] \dfrac{25x^2 - 40x - 9}{5x^2 - 4x - 1} = [/tex]
[tex] = \dfrac{25x^2 - 45x + 5x - 9}{5x^2 - 5x + x - 1} [/tex]
[tex] = \dfrac{5x(5x - 9) + 1(5x - 9)}{5x(x - 1) + 1(x - 1)} [/tex]
[tex] = \dfrac{(5x + 1)(5x - 9)}{(5x + 1)(x - 1)} [/tex]
[tex] = \dfrac{5x - 9}{x - 1} [/tex]
5x + 1 = 0
x = -1/5
x - 1 = 0
x = 1
Restrictions:
x ≠ -1/5; x ≠ 1
Answer:
[tex] \dfrac{5x - 9}{x - 1} [/tex]
Please help! Will give brainliest
Which is a step in proof by mathematical induction?
Substitute n = k + 2 into the formula.
Prove the formula is true for n = k.
Assume that the formula is true for the (k + 1) term.
Assume the formula is true for some other value.
Answer:
Assume that the formula is true for the (k + 1) term
Step-by-step explanation:
Proof by mathematical induction is a method of proving that a statement is true for all natural numbers.
The proof has three steps:
Base case: Prove that the statement is true for n = 1.Inductive step: Assume that the statement is true for n = k. Prove that the statement is also true for n = k + 1.Conclusion: By the principle of mathematical induction, the statement is true for all natural numbers n.In the step "Assume that the formula is true for the (k + 1) term", we are assuming that the statement is true for some value of n, say k.
We then use this assumption to prove that the statement is also true for the next value of n, k + 1.
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Explain why all solutions must be non-zero for this polynomial function. An algebraic argument must be provided for full credit. Graphing by hand or with technology will be granted partial credit unless the evidence on the graph is supported with algebra.
Answer:
For a polynomial function, if any of its solutions were zero, that would mean that its corresponding factor is zero. Thus, the polynomial would have a factor of zero, which would make the entire polynomial zero. In other words, if there were a solution of zero, that solution would be a root of the polynomial function.
However, a polynomial function can only have a finite number of roots, which is equal to its degree. Therefore, if a polynomial function had a solution of zero, that would mean that it has one more root than its degree, which is impossible. This is because a polynomial function with degree n can have at most n roots.
Therefore, all solutions of a polynomial function must be non-zero, or in other words, the function must have no roots of zero. This ensures that the polynomial function has the correct number of roots, which is equal to its degree.
This argument applies to all polynomial functions, regardless of their degree or coefficients. Therefore, it is a general property of polynomial functions that all of their solutions must be non-zero.
In an alloy of gold and silver the ratio of the amount of gold to the amount of silver is 2:5. What is the weight of gold in the alloy if there are 80g of silver?
Answer:
2/5 = g/80
5g = 160, so g = 32 grams of gold
Mr. Selan gave his class two tests. 32% of the class passed both tests. and 70% of the
class passed the first test. What percent of those who passed the first test also passed the
second test?
A. About 22%
B. About 32%
C. About 38%
D. About 46%
o find the percent of those who passed the first test and also passed the second test, we can use the concept of conditional probability.
Given that 32% of the class passed both tests, and 70% of the class passed the first test, we want to determine the percentage of those who passed the first test and also passed the second test.
We can set up the calculation as follows:
Percentage = (Number of students who passed both tests) / (Number of students who passed the first test)
Since 32% of the class passed both tests and 70% of the class passed the first test, we can substitute these values into the equation:
Percentage = (0.32) / (0.70)
Calculating this division, we find:
Percentage ≈ 0.4571
Converting this to a percentage, we get approximately 45.71%.
Therefore, the correct answer is:
D. About 46% (rounded to the nearest percent).
The question is about percentages and the correct answer is that approximately 46% of the students who passed the first test also passed the second one.
Explanation:The student's question is about the concept of percentages, a basic concept in Mathematics. The problem mentioned is about calculating the percentage of students who passed both tests out of those who passed the first one.
Given that 32% of the entire class passed both tests and that 70% of the class passed the first test, to find the percentage of students who passed the first test and also the second one, one can use the following steps:
First, write down the percentages as fractions. In this case, the percentage of those who passed both tests is 0.32 and for those who passed the first test is 0.70.Second, divide the two fractions. That is, divide 0.32 by 0.70.Third, multiply the resulting number by 100 to get the percentage.Using these steps, you would find out that approximately 46% of the students who passed the first test also passed the second one. Therefore, D. About 46% is the correct answer.
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Syd chooses two different primes, both of which are greater than 10, and multiplies them. The resulting product is less than 400. How many different products could Syd have ended up with?
5 ft.
A. 1,750 cubic feet
B. 1,800 cubic feet
C. 2,000 cubic feet
D. 2,400 cubic feet
4 ft.
12 ft.
Jason needs to create 10 boxes with the dimensions shown in the figure above for a
design contest. So that the boxes have the appropriate weight, he will need to fill all 10
boxes with sand. How much sand should he purchase for the project?
The amount of sand that he should purchase for the project is: 2400 cubic feet
How to calculate the Volume of the Box?The formula for the Volume of a Box is:
V = L * W * H
Where:
L is Length
W is Width
H is height
Now, the volume of the given box is:
V = 12 * 4 * 5
V = 240 cubic feet
Since the number of boxes required is 10, then we say that:
Total Volume = 240 * 10
Total volume = 2400 cubic feet
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classify the following differential equation s given in both standard and differential form. Q5 only
