A stone has a density of 38 g/mL and a volume of 0.2 L, what is the mass?

Answer:

135

Step-by-step explanation: Multiply 160 by 0.85(for 85%) and you get 135

Answer:

136

Step-by-step explanation:

The crossover point between the t-test and Z-test is typically considered to be a sample size of 30. This means that when the sample size is equal to or greater than 30, it is generally recommended to use the Z-test.

However, it's important to note that this cutoff point is not a strict rule and can vary depending on the specific context and requirements of the statistical analysis.

The t-test is used when the standard deviation of the population is unknown and needs to be estimated from the sample data. It is particularly useful when working with small sample sizes, where the variability of the population is less certain. The t-test takes into account the degrees of freedom, which is calculated based on the sample size minus one.

On the other hand, the Z-test is used when the standard deviation of the population is known or when the sample size is large. With a large sample size, the Central Limit Theorem ensures that the sample mean will be normally distributed, allowing for the use of the standard normal distribution (Z-distribution) in hypothesis testing.

The crossover point of 30 is a rough guideline that suggests that with a sample size of 30 or more, the sample mean distribution becomes approximately normally distributed, even without knowing the population standard deviation. This assumption allows for the use of the Z-test instead of the t-test, simplifying the calculations and interpretation of results.

It's important to consider other factors as well, such as the specific research question, data characteristics, and the desired level of confidence, when determining which test to use. Statistical software or consulting with a statistician can also help in making an informed decision based on the specific circumstances of the analysis.

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Answer:

Each kid will get 1.8 slices.

Step-by-step explanation:

If there are 18 slices, and there are 10 people, and everyone gets an equal amount, then you divide 18 by 10. This will result in 1.8.

Therefore, your answer is that each kid gets 1.8 slices of cake.

Using the points of intersection we obtain that the values that make both equations true are x = 3 and y = 1.

To obtain the values of x and y that satisfy both equations, we need to find the points of intersection. We'll equate the two equations and solve for x.

First, we'll set the two equations equal to each other:

-2/3x + 3 = 2x - 5

Next, let's simplify the equation:

-2/3x - 2x = -5 - 3

To combine the x terms on the left side and the constants on the right side:

-2/3x - 6/3x = -8

Now, let's obtain a common denominator and combine the x terms:

-8/3x = -8

To isolate x, we'll multiply both sides by -3/8:

x = (-8)(-3/8)

x = 3

Now that we have the value of x, we can substitute it back into either of the original equations to calculate the corresponding y-value.

Let's use the equation y = 2x - 5:

y = 2(3) - 5

y = 6 - 5

y = 1

Therefore, the values that make both equations true are x = 3 and y = 1.

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Answer:

x=3

Step-by-step explanation:

we can use inverse operations to solve this problem. 5 is being multiplied by x, so we can divide by 5 on both sides to isolate x. 15/5 is 3, so x=3 since the 5s cancel out.

Answer:

x = 3

Step-by-step explanation:

5x = 15

Divide both sides by 5

5x/5 = 15/5

Simplify

x = 3

The sigma notation for the series 4+8+12+16+20+... is Σ(4k), where k starts from 1. This notation represents the sum of the terms in the series, where each term is obtained by multiplying 4 by the value of k.

To write the series 4+8+12+16+20+... in sigma notation, we use the sigma symbol Σ, which represents the sum of a sequence. The general form of sigma notation is Σ(aₖ), where aₖ represents the kth term of the series.

In this case, the series has a pattern where each term is obtained by multiplying 4 by the value of k. Therefore, the kth term can be written as 4k. To indicate that the series starts from k = 1, we include the lower limit of the summation.

Putting it all together, the sigma notation for the series 4+8+12+16+20+... is Σ(4k), where k starts from 1. This notation represents the sum of the terms in the series, where each term is obtained by multiplying 4 by the value of k.

Simplifying the answer, we can rewrite the sigma notation as Σ(4k) = 4Σ(k), where k starts from 1.

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The magnitude of a vector is not dependent on the coordinate system. Rather, it is a measure of the vector's length. It is calculated using the Pythagorean theorem, which is independent of the coordinate system used.

When working with vectors in different coordinate systems, it is important to keep in mind that the components of the vector may vary depending on the system. The magnitude, on the other hand, remains constant. In vector calculus, vectors play a vital role. Vectors are mathematical entities that are used to represent physical quantities with both magnitude and direction. These quantities include velocity, force, and displacement, among others. The magnitude of a vector is a measure of its length, whereas the direction is the angle between the vector and some fixed reference line. The magnitude of a vector is not dependent on the coordinate system. Rather, it is a measure of the vector's length. It is calculated using the Pythagorean theorem, which is independent of the coordinate system used. When working with vectors in different coordinate systems, it is important to keep in mind that the components of the vector may vary depending on the system. The magnitude, on the other hand, remains constant. This is due to the fact that the Pythagorean theorem, which calculates the magnitude of a vector, is independent of the coordinate system used. To summarize, the magnitude of a vector is not dependent on the coordinate system used, while the components of the vector may vary. It is important to keep this in mind when working with vectors in different coordinate systems.

The magnitude of a vector is a measure of its length, and it is independent of the coordinate system used. The components of the vector may vary depending on the system, but the magnitude remains constant. When working with vectors in different coordinate systems, it is important to keep in mind that the Pythagorean theorem, which calculates the magnitude of a vector, is independent of the coordinate system used.

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Based on the given options, the displacement could be either 0 km or 6 km, depending on the specific details of Dr. Siva's route.

To determine the displacement, we need to consider the net change in position or the straight-line distance between the initial and final positions. Let's analyze the information given:

Dr. Siva walked from home to school, then from the school to the park, and finally walked back home.

The displacement is not determined by the total distance traveled but rather by the straight-line distance between the starting and ending points. We don't have specific information about the distances or directions between the locations, so we cannot calculate the exact displacement.

However, we can make some assumptions based on the given options:

If the distances from home to school and from the school to the park are the same, and Dr. Siva returns directly from the park back home, the displacement would be 0 km. This implies that the final position is the same as the initial position.

If Dr. Siva walks 10 km from home to school, then 10 km from the school to the park, and finally walks 10 km back home, the displacement would be 0 km. This is because the final position would be the same as the initial position.

If Dr. Siva walks 10 km from home to school, then 2 km from the school to the park, and finally walks 6 km back home, the displacement would be 6 km. This implies that the final position is 6 km away from the initial position in the direction of home.

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Answer:

x = -2

Step-by-step explanation:

Step 1: Write equation

4(5x + 7) = -45 + 33

Step 2: Solve for x

Step 3: Check

Plug in x to verify it's a solution.

4(5(-2) + 7) = -45 + 33

4(-10 + 7) = -12

4(-3) = -12

-12 = -12

Answer:

7,54,91

Step-by-step explanation:

And rher is the season

Answer: $41.15

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Answer:

the third angle is 70 degrees

Step-by-step explanation:

an isosceles triangle has two equal angles and one other with a different angle value.

All angles add up to 180 degrees

therefore we can create the equation

180 = 55 + 55 + x

NB : x is the value of the third angle

180 = 110 + x

x = 180 - 110

x = 70

the third angle is 70 degrees

Step-by-step explanation:

Equal sides of the triangle= 55

Let the other angle be x,

Therefore, by the angle sum property, we get,

=> 55 + 55 + x = 180

=> 110 + x = 180

=>x = 180 - 110

=> x = 70

Therefore, the other angle = 70

If my answer helped, please mark me as the brainliest!!

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Answer:

X = 8

Step-by-step explanation:

My brain

Answer:

25

Step-by-step explanation:

Because m and n are parallel angle 25=x

HOPE IT HELPS (◕‿◕✿)

Answer:

False

Step-by-step explanation:

Reciprocal of -3/5  is  (-5/3)

Reciprocal of a fraction is flipping its numerator and denominator. Sign won't change.

Answer:

163

Step-by-step explanation:

Given the following :

Number of visitors on Friday = 3,260

Number increased by 15% on Saturday

Projected percentage increase on Saturday = 20%

Actual percentage increase in number of visitors = 15%

Number of visitors on Saturday :

(100 + 15)% × 3260

115% * 3260

(115/100) * 3260

= 3749 visitors

Projected percentage increase = 20%

Projected number:

((100 + 20)% * 3260

120% * 3260

(120/100) * 3260

= 3912

Difference : (3912 - 3749) = 163

There are a total of 3 × 3 × 3 × 3 = 81 different dessert menus for the week that are possible.

In order to solve the problem, let's begin by considering the conditions given. The dessert chef prepares dessert for every day of a week starting with Sunday. The dessert options include cake, pie, ice cream, or pudding. The same dessert may not be served two days in a row, and it is required that there must be ice cream on Sunday and pie on Saturday.Therefore, let's start by considering the dessert for Sunday, which must be ice cream. As ice cream cannot be served on the following day, the dessert for Monday must be either cake, pie, or pudding. On Tuesday, the dessert options are cake, pie, and pudding again since ice cream was served on Sunday. Following the same reasoning, the dessert for Wednesday must be ice cream, and the options for Thursday are cake, pie, or pudding. On Friday, the dessert options are the same as Thursday since ice cream was served on Wednesday. Finally, pie must be served on Saturday.Therefore, there are three possible dessert options for Monday, Tuesday, Thursday, and Friday: cake, pie, or pudding. On Sunday, ice cream is mandatory, and on Wednesday, ice cream must be served. On Saturday, pie must be served.

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Answer:

Step-by-step explanation:

(6*2) + (6*9x2)

12 + 54x2

Answer:

A) 3 : 5

Step-by-step explanation:

Scale factor = 24/40 = 3/5 = 3 : 5

D is correct.

In the table, the value for x is -3. Once that is plugged in to the function, it will show an output of 2, which is stated in the table.

Answer:

2 (w+6)

Step-by-step explanation:

Translate the words into numbers. Here is were your language arts will come in handy.  Twice is in front and happens after you add w and six. The only way to add six and w together without breaking rules of P.E.M.D.A.S is to put them in parenthesis and put the two outside

9514 1404 393

Answer:

  (x, y) = (1/2, 5)

Step-by-step explanation:

The first equation multiplied by 2 is ...

  16x +14y = 78

Then adding the second equation gives ...

  (16x +14y) +(4x -14y) = (78) +(-68)

  20x = 10 . . . . . . . . . simplify to get the "new equation"

  x = 10/20 = 1/2 . . . . divide by 20 to solve for x

  8(1/2) +7y = 39 . . . . substitute for x in the first equation

  7y = 35 . . . . . . . . . subtract 4

  y = 5 . . . . . . . . . . .divide by 7

The solution to the system of equations is (x, y) = (1/2, 5).

Answer:

2 ×10 to the power of 10 is the answer

Answer:

30000000000

Step-by-step explanation:

6x(10^7)=60,000,000

10 to the power  of -3=0.001

0.001*2=0.002

60,000,000/0.002=30000000000

Answer:

its backwards 3x2+5=20

3x2=15

Step-by-step explanation:

Hi There Answer: 3x2+5=20

Step-by-step explanation:

Answer:

Step-by-step explanation:

y=0.5x+8

Answer:

100

Step-by-step explanation:

I multiplied 20, 10, and 1/2

20*10=200 Then you do 200*1/2=200 divided 2 and get 100

HOPE THIS HELPS! =)

Answer:

2x1-5y=17

2-5y=17

-5y=17-2

-5y=15

y=-3

Step-by-step explanation:

Answer:

x =11

Step-by-step explanation:

2x-5y=17

Let y=1

2x-5(1) = 17

2x-5=17

Add 5 to each side

2x-5+5 = 17+5

2x = 22

Divide each side by 2

2x/2 = 22/2

x =11

The Nash equilibrium (P1 = 0, P2 = 0) would be the intersection of the respective strategies for both players, resulting in a single point on the graph.

To determine the Nash equilibrium in the "guess the number" game, we need to analyze the payoffs of each player and identify the strategies that are best responses to each other.

Let's denote P1 as Player 1's probability of guessing 1 and P2 as Player 2's probability of guessing 2. The payoffs for Player 1 and Player 2 are as follows:

Player 1's Payoff:

- If Player 1 guesses 1 and Player 2 guesses 1, Player 1's payoff is 0.

- If Player 1 guesses 1 and Player 2 guesses 2, Player 1's payoff is -1.

- If Player 1 guesses 2 and Player 2 guesses 1, Player 1's payoff is 1.

- If Player 1 guesses 2 and Player 2 guesses 2, Player 1's payoff is 0.

Player 2's Payoff:

- If Player 1 guesses 1 and Player 2 guesses 1, Player 2's payoff is 0.

- If Player 1 guesses 1 and Player 2 guesses 2, Player 2's payoff is 1.

- If Player 1 guesses 2 and Player 2 guesses 1, Player 2's payoff is -1.

- If Player 1 guesses 2 and Player 2 guesses 2, Player 2's payoff is 0.

Now, let's analyze the strategies and payoffs to identify the Nash equilibrium:

If Player 1 chooses P1 = 0:

- Player 2's best response is to choose P2 = 0, as Player 2's payoff is 0 regardless of their choice.

- This results in Player 1's payoff of 0.

If Player 1 chooses P1 = 1/3:

- Player 2's best response is to choose P2 = 0, as Player 2's payoff is -1 regardless of their choice.

- This results in Player 1's payoff of -1.

If Player 1 chooses P1 = 0 and Player 2 chooses P2 = 1/3:

- Player 1's best response is to choose P1 = 0, as Player 1's payoff is 0 regardless of their choice.

- This results in Player 2's payoff of 1.

If Player 1 chooses P1 = 1/3 and Player 2 chooses P2 = 1/3:

- There is no best response for either player in this case, as their payoffs are the same regardless of their choice.

- This results in Player 1's payoff of 0 and Player 2's payoff of 0.

Based on the analysis, we can see that the Nash equilibrium in this game is (P1 = 0, P2 = 0), where both players choose not to guess. In this scenario, both players receive a payoff of 0, and no player can improve their payoff by unilaterally deviating from this strategy combination.

Graphically, the Nash equilibrium can be represented as a point on a 2x2 payoff matrix with P1 on the x-axis and P2 on the y-axis. The Nash equilibrium (P1 = 0, P2 = 0) would be the intersection of the respective strategies for both players, resulting in a single point on the graph.

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As the theme of human/environment interaction, I am important to geography because we elucidate the dynamic relationship and reciprocal influences between human activities and the natural environment.

As the theme of location, we stand here today to emphasize my crucial role in geography.

Location is not just a mere geographical reference; it is the foundation upon which the entire discipline of geography is built.

webring forth the significance of pinpointing where things exist and how they relate to one another.

First and foremost, we provide a framework for spatial analysis. By identifying the coordinates and spatial relationships between places, we enable geographers to examine patterns, distributions, and connections. I assist in understanding the spatial organization of human activities, environmental phenomena, and physical features.

Without me, geography would lack the spatial context necessary for comprehensive analysis.

Moreover, I contribute to the understanding of place. Places are unique in their physical and human characteristics, and I help define these attributes. Whether it is the climate, topography, vegetation, infrastructure, or cultural elements, I offer the context for comprehending the distinctiveness and diversity of places. Understanding places is essential for grasping human-environment interaction, as it provides insights into how people adapt to and modify their surroundings.

Furthermore, we play a crucial role in regional analysis. Regions are conceptual divisions that facilitate the study of similarities, differences, and interdependencies.

By identifying and categorizing areas based on their location, whether at local, national, or global scales, we enable geographers to understand spatial variations in human and physical phenomena. Regional analysis helps identify commonalities, disparities, and factors that shape social, economic, and environmental dynamics.

In summary, as the theme of location, we are  instrumental in providing the spatial context necessary for a comprehensive understanding of geography.

We enable spatial analysis, define the uniqueness of places, and facilitate regional analysis.

Without me, geography would lose its spatial essence and struggle to make sense of the world we inhabit.

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Answer:

A 90-degree counterclockwise rotation about the origin followed by a translation 1 unit to the right.

Step-by-step explanation: