Can someone help me with this question, The app I use isn't working

Answer:

-2(-6+3y-1) = -6y+14

Step-by-step explanation:

The maximum force, in Newton's, that can safely be applied to the rectangular tile is  735 (N/m²).

We have,

Pressure is defined as a force applied perpendicular to an object's surface per unit area. P = F/A, where P denotes pressure, F denotes force, and A denotes area.

Pressure is indeed a scalar quantity, meaning it has only magnitude and no dimensional vector properties.

For the given question;

A rectangular floor tile has dimensions are given to the nearest 0.1 metres; 1.6m x 2.3m.

The pressure applied of the tile floor is 200 Newton's per square metre (N/m²).

The formula for calculating the pressure is ;

Pressure = Force/area

Thus,

Force = Pressure × area

Force  = 200 × 1.6 × 2.3

Force = 736 (N/m²).

Force = 735 (N/m²) nearest to 5 N/m².

Thus, the maximum force, in Newton's, that can safely be applied to the tile is  735 (N/m²).

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complete question:

A rectangular floor tile is shown.

Its dimensions are given to the nearest 0.1 metres.

1.6m

The tile is only able to sustain a maximum pressure

of 200 Newtons per square metre (N/m²),

correct to the nearest 5 N/m².

Force

Given that Pressure =

Area

work out the maximum force, in Newtons, that can safely be applied to the tile.

2.3m

Note that in the above scenario the significance test (z) ≈ -2.25

The right test statistic for this significance test is a z-score.

The formula is

z = (p - p0) / √(p0 (1-p0) / n)

where:

Plugging in the values, we get

z = ( 0.4 - 0.45) / √ (0.45 x0.55 / 500 )

Simplifying this expression, we get....

z = -2.24733287488

z ≈ -2.25

So we can say correctly that test statistic for this significance test is -2.25

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The absolute value of the t-statistic is greater than 1.977, then we can reject the null hypothesis that the coefficient is zero at the 0.05 level of significance and conclude that the coefficient is statistically significant.

To determine the critical value of t for testing the significance of each independent variable's coefficient in a regression model with 5 independent variables and 136 observations, we need to use the t-distribution with degrees of freedom equal to the residual degrees of freedom.

The residual degrees of freedom in a regression model with k independent variables and n observations is given by:

residual degrees of freedom = n - k - 1

k = 5 and n = 136, so the residual degrees of freedom are:

residual degrees of freedom = 136 - 5 - 1 = 130

The critical value of t for a two-tailed test with a significance level of 0.05 and 130 degrees of freedom is approximately 1.977 (using a t-distribution table or calculator).

For each independent variable's coefficient, we can test its significance by computing its t-statistic as:

t-statistic = (coefficient estimate - 0) / standard error of the estimate

and comparing it to the critical value of t of 1.977.

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Answer:

y = mx + b

Step-by-step explanation:

so you first put the points on the graph and connect them with a slanted line.

Next, for your equation start of with y =

then, your going to find your slope, after you find it put it in front of x (slope x) (Ex; if the slope was 3 then it would look like this 3x)

finally you write + and the y intercept (at which point the line goes through the y axis)

the equation together should look like y = slope x + y intercept

If the test statistic value falls within the critical region, we reject the null hypothesis (H0) at the given significance level (α).

If the test statistic value falls outside the critical region, we do not reject the null hypothesis.

To determine the decision regarding the null hypothesis based on a test statistic value and a critical region, we need to compare the test statistic value to the critical value(s) of the test.

Since the question does not provide information about the significance level or the directionality of the test, we cannot determine the critical region or make a decision about the null hypothesis based on the test statistic value alone.

More information is needed to interpret the result of the test.

At the specified significance level (), we reject the null hypothesis (H0) if the test statistic value is inside the crucial zone.

If the test statistic result is outside of the acceptable range, the null hypothesis is not rejected.

The test statistic value to the test's critical value(s) in order to decide whether to reject the null hypothesis based on a test statistic value and a crucial area.

We cannot establish the crucial area or choose the null hypothesis based only on the test statistic value since the question does not specify the significance level or directionality of the test.

To understand the test's outcome, more details are required.

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We are given to select the correct expression that gives the volume of a sphere with radius 11 units.

We know that the Volume of a sphere with radius 'r' units is given by

[tex]\text{V}=\dfrac{4}{3}\pi \text{r}^3[/tex]

Here, the radius of the given sphere is

Therefore, the volume of the sphere will be

[tex]\text{V}=\dfrac{4}{3}\pi \text{r}^3[/tex]

[tex]\rightarrow\text{V}=\dfrac{4}{3}\pi (11)^3[/tex]

Thus, the required expression is:

[tex]\boxed{\bold{\rightarrow V=\dfrac{4}{3}\pi (11)^3}}[/tex]

The number of boxes required to ship n units of the product can be expressed using the floor notation as [tex]$\left\lfloor\frac{n}{36}\right\rfloor$[/tex] and using the ceiling notation as [tex]$\left\lceil\frac{n}{36}\right\rceil$[/tex].

The floor notation gives the largest integer less than or equal to the quotient of n divided by 36. It is appropriate to use the floor notation when we want to round down to the nearest integer value. For example, if we have 100 units of the product, we would need [tex]$\left\lfloor\frac{100}{36}\right\rfloor=2$[/tex] boxes, meaning we would need to ship the product in two boxes.

The ceiling notation gives the smallest integer greater than or equal to the quotient of n divided by 36. It is appropriate to use the ceiling notation when we want to round up to the nearest integer value. For example, if we have 38 units of the product, we would need [tex]$\left\lceil\frac{38}{36}\right\rceil=2$[/tex] boxes, meaning we would need to ship the product in two boxes.

In most cases, it is appropriate to use the ceiling notation since it ensures that we always have enough boxes to ship the product. However, in some cases, such as when we want to minimize shipping costs, it may be more appropriate to use the floor notation to reduce the number of boxes needed.

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The closest answer to the total volume of the can is approximately 215.8 cubic inches.

To find the volume of a cylinder, we use the formula V = πr²h, where r is the radius of the base of the cylinder and h is the height.

Given that the diameter of the can is 6.2 inches, we can find the radius by dividing it by 2: r = 6.2/2 = 3.1 inches.

We also know that the height of the can is 7 inches.

Substituting these values into the formula, we get:

V = π(3.1)²(7)

V ≈ 215.8 cubic inches

When dealing with real-world measurements, it is common to have some degree of error or uncertainty in the values.

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Answer:

Solution for What is the percentage increase/decrease from 3000 to 70:

(70-3000):3000*100 =

(70:3000-1)*100 =

2.3333333333333-100 = -97.67

Now we have: What is the percentage increase/decrease from 3000 to 70 = -97.67

Step-by-step explanation:

pls mark brainliest

Answer:

-97.67

Step-by-step explanation:

Answer:

Step-by-step explanation:

For the first Value of y set x = 4 on the equation
y = 8*4+9

y = 32+9

y = 41

To find the second value of x, set y=0

0 = 8*x + 9

-9 = 8*x

-9/8 = x

x = -9/8

To find the last value of y, set x = 3 on the equation

y = 8*3+9

y = 24+9

y = 33

The rate of change of the angle between the ground and the ladder is given by dθ/dt = [rcos(θ)]/[-rsin(θ) + h], θ is the angle between the ladder and the ground, r is the rate at which the top of the ladder is sliding down the wall, and h is the distance from the top of the ladder to the ground.

Let's consider a right triangle formed by the ladder, the wall, and the ground, where the ladder is the hypotenuse of the triangle.

Let's call the angle between the ladder and the ground θ.

To find dθ/dt, the rate of change of θ with respect to time.

The Pythagorean theorem to relate the length of the ladder, the distance the top of the ladder is sliding down the wall, and the distance from the bottom of the ladder to the ground.

We have:

(ladder)² = (wall)² + (ground + sliding distance)²

Differentiating with respect to time, we get:

2ladder(dladder/dt) = 2wall(dwall/dt) + 2 × (ground + sliding distance) × (d(ground+sliding distance)/dt)

Simplifying, we get:

ladder × (dladder/dt) = wall × (dwall/dt) + (ground + sliding distance) × (d(ground+sliding distance)/dt)

Now, we can use similar triangles to relate the angle θ to the lengths of the ladder, the wall, and the ground. Specifically, we have:

tan(θ) = wall/ground

Differentiating with respect to time, we get:

(sec)²(θ) × (dθ/dt) = (dwall/dt) ×ground/ (ground)²

Substituting wall = laddercos(θ) and ground

= laddersin(θ), we get:

(sec)²(θ) ×(dθ/dt) = (dladder/dt)cos(θ) - (laddersin(θ) × (dθ/dt))/(ground)

Simplifying and solving for dθ/dt, we get:

dθ/dt = [rcos(θ)]/[-rsin(θ) + h]

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The ratio of the number of large marker boxes to small marker boxes could be 3:8, 6:16, 9:24, or 12:32, depending on how we choose to express it.

The ratio of the number of large marker boxes to small marker boxes in order from the store can be represented by the fraction:

3/8

This fraction comes from the fact that the store orders 3 large marker boxes for every 8 small marker boxes.

To express this ratio in a different form, we can multiply both the numerator and denominator by the same factor, such as 2, 3, or 4. For example:

3/8 = (3x2)/(8x2) = 6/16

3/8 = (3x3)/(8x3) = 9/24

3/8 = (3x4)/(8x4) = 12/32

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The solutions to the inequality are:

C) 5.6

D) 5.75

E) 6

To solve the inequality y + (-8) > -2.5, we can isolate the variable y by adding 8 to both sides:

y + (-8) + 8 > -2.5 + 8

y > 5.5

Therefore, any value of y that is greater than 5.5 will satisfy the inequality.

From the options given:

A) 5.25 is not greater than 5.5, so it is not a solution.

B) 5.5 is equal to 5.5, and we need values greater than 5.5, so it is not a solution.

C) 5.6 is greater than 5.5, so it is a solution.

D) 5.75 is greater than 5.5, so it is a solution.

E) 6 is greater than 5.5, so it is a solution.

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Thus, for random samples of 50 students taken from the population, the sampling distribution of the sample mean completion time will be approximately normally distributed, with a mean of 70 minutes and a standard error of 3.75 minutes.

The sampling distribution of the sample mean completion time for random samples of 50 students from the high school can be described using the Central Limit Theorem.

In this case, the original population has a mean completion time of 70 minutes and a standard deviation of 26.5 minutes.

So, the standard error would be 26.5 / √50 ≈ 3.75 minutes.

In summary, for random samples of 50 students taken from the population, the sampling distribution of the sample mean completion time will be approximately normally distributed, with a mean of 70 minutes and a standard error of 3.75 minutes.

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The conditional value probability is solved and P ( A/B ) = 0.947

Given data ,

The Bayes theorem of conditional probability to calculate P(A/B):

P(A/B) = P(AnB) / P(B)

We are given that P(AnB) = 0.72 and P(B) = 0.76, so we can substitute these values into the formula:

P(A/B) = 0.72 / 0.76

Simplifying this expression, we get:

P(A/B) = 0.947

Hence , the probability P(A/B) is approximately 0.947

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The equations that have y-coordinate of the y-intercept as positive is 3. h(x) = (x - 1)² and 5. b(x) = (x + 1)(x + 2).

We have,

The graph's intersection with the y-axis is known as the y-intercept. Finding the intercepts for any function with the formula y = f(x) is crucial when graphing the function. An intercept can be one of two different forms for a function. The x-intercept and the y-intercept are what they are. A function's intercept is the location on the axis where the function's graph crosses it.

The y-intercept is obtained when the x-coordinate is 0.

Thus, substitute the value of x = 0:

1. f(x) = x² + 3x - 2

f(x) = 0 + 3(0) - 2

f(x) = -2

False

2. g(x) = x² - 10x

g(x) = 0 - 10(0)

g(x) = 0

3. h(x) = (x - 1)²

h(x) = (0 - 1)²

h(x) = 1

True

4. m(x) = 5x² - 3x - 5

m(x) = 5(0) - 3(0) - 5

m(x) = -5

False

5. b(x) = (x + 1)(x + 2)

b(x) = (0 + 1)(0 + 2)

b(x) = 2

True

Hence, the equations that have y-coordinate of the y-intercept as positive is 3. h(x) = (x - 1)² and 5. b(x) = (x + 1)(x + 2).

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If x>5, then x+3 is also greater than 5+3=8. Therefore, |x+3| simplifies to x+3. Thus, |x+3| = x+3, if x>5.

The absolute value of a number is its distance from zero on the number line, and it is always a non-negative value. Therefore, if we are given the expression |x+3| and asked to simplify it for x>5, we can use the fact that x+3 is greater than 5+3=8 when x is greater than 5.

Thus, since the absolute value of a number is its distance from zero, we know that |x+3| must be positive when x>5, so we can write:

|x+3| = x+3, if x>5

For values of x less than or equal to 5, |x+3| would have a different simplified form, which would involve a negative sign due to the fact that x+3 would be less than or equal to zero.

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The ordered pair (0, -7), (1, -4), and (2, -1) are the solution to the equation 3x - y = 7.

Given that:

Equation, 3x - y = 7

In other words, the collection of all feasible values for the parameters that satisfy the specified mathematical equation is the convenient storage of the bunch of equations.

Let x = 0, then the value of 'y' is calculated as,

3 × 0 - y = 7

y = - 7

Let x = 1, then the value of 'y' is calculated as,

3 × 1 - y = 7

y = - 4

Let x = 2, then the value of 'y' is calculated as,

3 × 2 - y = 7

y = - 1

The ordered pair (0, -7), (1, -4), and (2, -1) are the solution to the equation 3x - y = 7.

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Answer:

Step-by-step explanation:

1/5, 4/20/ 3/15, are three fractions equilvent to 2/10.

The optimal solution for this LP model is x = 2 and y = 2, with a maximum objective function value of 10

To graph the constraints, we can rewrite each inequality in slope-intercept form:

2x + 2y < 8

y < -x + 4

3x + 2y < 12

y < -1.5x + 6

x + 0.5y < 3

y < -2x + 6

Now we can plot these three lines on a coordinate plane and shade the regions that satisfy each inequality. The feasible region is the region that satisfies all three inequalities.

To find the optimal solution, we need to evaluate the objective function at each corner point of the feasible region and choose the point that maximizes the objective function.

The corner points of the feasible region are (0,0), (0,3), (1.5,3), and (2,2).

Objective function at (0,0): 3(0) + 2(0) = 0

Objective function at (0,3): 3(0) + 2(3) = 6

Objective function at (1.5,3): 3(1.5) + 2(3) = 9

Objective function at (2,2): 3(2) + 2(2) = 10

Therefore, the optimal solution is at (2,2), which gives a maximum value of 3(2) + 2(2) = 10.

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We have expressed x as a ratio of two integers (5194.52178217821 and 99), which shows that x is a rational number.

To show that 52.4699169916991... is a rational number, we need to find a way to express it as a ratio of two integers. Let x = 52.4699169916991...

Since the repeating decimal starts after the second digit, we can multiply x by[tex]10^2[/tex] to obtain:

100x = 5246.99169916991...

Now, we can subtract x from 100x to eliminate the repeating decimal:

100x - x = 5246.99169916991... - 52.4699169916991...

Simplifying the right-hand side gives:

99x = 5194.52178217821...

Dividing both sides by 99 yields:

x = 52.4699169916991... = 5194.52178217821... / 99

Thus, we have expressed x as a ratio of two integers (5194.52178217821 and 99), which shows that x is a rational number.

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The electric monorail slows down by 124 ft between t = 1 and t = 5 seconds. To find the change in the rate of slowing down for the electric monorail transport between t = 1 and t = 5 seconds, we need to calculate the difference in its deceleration at these two points in time.

Given the deceleration formula: 2t + 25 ft/s², let's find the deceleration rates at t = 1 and t = 5:

Deceleration at t = 1:
2(1) + 25 = 2 + 25 = 27 ft/s²

Deceleration at t = 5:
2(5) + 25 = 10 + 25 = 35 ft/s²

Now, we will find the difference in deceleration between these two points in time:

Difference = Deceleration at t = 5 - Deceleration at t = 1
Difference = 35 ft/s² - 27 ft/s²
Difference = 8 ft/s²

The electric monorail slows down by 8 ft/s² between t = 1 and t = 5 seconds. However, this is not listed as one of your options. If you meant to ask how many feet it slows down in total between t = 1 and t = 5 seconds, we can calculate the integral of the deceleration formula:

∫(2t + 25)dt from t = 1 to t = 5

The integral of (2t + 25) is t² + 25t + C. Now, we can evaluate it:

(5² + 25*5) - (1² + 25*1) = (25 + 125) - (1 + 25) = 150 - 26 = 124 ft

So, the electric monorail slows down by 124 ft between t = 1 and t = 5 seconds. Your answer: 124 ft/sec.

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The area of the isosceles triangle with sides of 13 and a base of 10 is 60 square units.

To find the area of an isosceles triangle with sides of 13 and a base of 10, we can use the formula for the area of a triangle: A = 1/2 * b * h, where b is the length of the base and h is the height of the triangle.

Since the triangle is isosceles, we know that the two sides with length 13 are equal. Let's call the height of the triangle h. We can draw an altitude from the vertex opposite the base to the midpoint of the base. This will split the isosceles triangle into two congruent right triangles.

Using the Pythagorean theorem, we can find the height of one of the right triangles:

a^2 + b^2 = c^2

where a and b are the legs of the right triangle (which are half of the base, or 5), and c is the hypotenuse (which is one of the sides with length 13):

5^2 + h^2 = 13^2

25 + h^2 = 169

h^2 = 144

h = 12

Now we can plug in the values we have into the formula for the area of a triangle:

A = 1/2 * b * h

A = 1/2 * 10 * 12

A = 60

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The radius of the circle is 24 cm.

Given that, a circle has an arc length of 8π cm and a degree measure of 60°, we need to find the radius of the circle,

The arc length = central angle / 360° × π × diameter

8π = 60° / 360° × π × diameter

Diameter = 48

Radius = 48/2

= 24

Hence, the radius of the circle is 24 cm.

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The final temperature of the liquid is 4°C.

Remember that two real numbers are called opposites if their sum is equal to zero, so, A and B are opposites if:

A + B = 0

And neither A or B are zero.

Here the initial tempreatuire is -4°C and the final temperature is T, and it is the opposite of the initial one, then we can write:

-4°C + T = 0

T = 4°C

That is the final temperature.

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Rounded to one decimal place, the volume of the prism is approximately 0.0 liters.

To find the volume of the prism, we multiply the length (l), width (b), and height (h) together.

Given:

l = 0.15

b = 40 mm

h = 20 cm

First, let's convert the measurements to the same unit for consistency. We'll convert mm to cm for the width.

b = 40 mm = 4 cm

Now, we can calculate the volume:

Volume = l * b * h

Volume = 0.15 cm * 4 cm * 20 cm

Volume = 12 cm³

To convert the volume to liters, we divide by 1000 since there are 1000 cm³ in 1 liter:

Volume = 12 cm³ / 1000 = 0.012 liters

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The relation y = -x + 2 is a function because (a) yes, because it passes the vertical line test.

From the question, we have the following parameters that can be used in our computation:

y = -x + 2

The above equation is a linear function

As a general rule of functions and relations

All linear functions are functions

This is because they pass the vertical line test

So, the true statement is (a)

Hence, the relation y = -x + 2 is a function because (a) yes, because it passes the vertical line test.

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Yes, this is accurate, Evaluators must forthrightly report limitations in presented information. It is the duty of evaluators to disclose any restrictions or flaws in the data they offer. This makes it possible to guarantee which decision-makers have a thorough knowledge of the data. These are capable of making judgements based on their advantages and disadvantages.

Evaluators can also pinpoint areas for further research and advancements in data collection and processing methods by admitting shortcomings. By acknowledging limitations, evaluators can also identify areas for future research and improvement in data collection and analysis methods.

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