Consider the following transfer function. You may use codes to support your answers for the following questions. But you are expected to show correct workings. \[ G(s)=\frac{1}{s^{2}+3 s+2} \] Q3.1. [

Answer:

-5.3 Fahrenheit

Step-by-step explanation:

mark me brainliest

Answer:

b

Step-by-step explanation:

Answer:

the area of the shape is 7.14

Step-by-step explanation:

First, find the area of the square:

2 in x 2 in = 4 in

then to find the area of the semi- circles add them together to make a circle

To find the area of the circle, use:

pi x radius^2  

Since the diameter is 2 divide the diameter by 2 to get radius  

3.14 x 1^2 = 3.14

The circle is 3.14 plus 4 ( the square ) = 7.14

Answer:

1. 2000 = 2(2W + W)

Step-by-step explanation:

perimeter = 2(L + W)

L = 2W, so:

perimeter = 2(2W + W)

True. If the covariance between two variables (z and x in this case) is not equal to zero, then it indicates that there is some degree of linear relationship or association between the two variables. Therefore, they are said to be correlated.

A measure of the link between two random variables and how much they fluctuate together is called covariance. Alternately, we may say that it establishes the relationship between the two variables' changes, i.e., that a change in one variable is equivalent to a change in the other. A function has the ability to preserve its shape even after a linear transformation of the input variables. The units of covariance are determined by multiplying the units of the two variables.

True. If the covariance between two variables (z and x in this case) is not equal to zero, then it indicates that there is some degree of linear relationship or association between the two variables. Therefore, they are said to be correlated.

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If cov(z, x) ≠ 0, then z and x are correlated. therefore, the given statement is true. Your answer is: a. True

Covariance (cov) is a measure of how two variables change together.

If the covariance is not equal to 0, it means that there is some correlation between the two variables, z and x.

The correlation can be either positive or negative depending on the direction of the relationship between z and x.

If the covariance between two variables, z and x, is not equal to zero, then it means that there is a linear relationship

between the two variables.

In other words, when one variable increases or decreases, the other variable tends to increase or decrease as well, indicating a correlation between them.

Therefore, if the covariance between z and x is not zero, it implies that z and x are correlated.

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Answer:

C

Step-by-step explanation:

dont remember how I did it but it is right.

Answer:

the answer is c i belive tell me im wrong

Step-by-step explanation:

The average rate of change of the function g(n) from n = 1 to n = 5 is 0.2 inches.

We are given;

A researcher is following the growth of a particular type of flower. She writes the given equation to show the height of the flower g(n), in inches, after n days.

g(n) = 10(1.02)^n

which is an exponential function.

We need to find the average rate of change of the function g(n) from n = 1 to n = 5.

We know that the average rate of change = slope of the function.

The slope of the function is given by:

Slope = Change in y-coordinate / change in x-coordinate

We have,

g(n) = 10(1.02)^n;

for n = 1; g(n) = 10(1.02)^1 = 10 * 1.02 = 10.2

for n = 5; g(n) = 10(1.02)^5 = 10 * 1.1 = 11

Put the values in the slope formula;

slope = 11 - 10.2 / 5 - 1 = 0.8 / 4 = 0.2

Thus, the average rate of change of the function g(n) from n = 1 to n = 5 is 0.2 inches.

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Construct and interpret a 99% confidence interval on the population proportion of students who failed to pass the course.The formula for calculating the confidence interval for the population proportion is as follows.

Lower Bound of Confidence Interval Upper Bound of Confidence Interval Where: confidence interval and two-tailed test)Substituting the values in the formula Therefore, the 99% confidence interval for the population proportion of students who failed to pass the course is [0.87, 0.93].

Interpretation:We are 99% confident that the true population proportion of students who failed to pass the course lies between 0.87 and 0.93.b. Was the normality condition met for the validity of the confidence interval formula The normality condition for the validity of the confidence interval formula is that where n is the sample size and  is the sample proportion of the event being observed.

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Answer:

y - 0.32y = 0.68y

y + 0.32y = 1.32 y

Step-by-step explanation:

To simplify expressions, add/subtract using the coefficients of the terms.

y – 0.32y should be 1 - 0.32 = 0.68. This simplifies to 0.68y.

y + 0.32y should be 1 + 0.32 = 1.32. This simplifies to 1.32y.

Answer:

y=2x+9

Step-by-step explanation:

Fill in the equation

5=2(-2)+b

Solve for b

5 = -4+b

9 = b

Put the original equation

y=2x+9

Answer:

A

Step-by-step explanation:

Let's visualize the transformation of the function y = √x to y = √(x-3) + 2.

First, we know that the original function y = √x represents a square root graph that starts at the origin and goes up and to the right, like a boss.

Now, the transformation y = √(x-3) + 2 adds some spice to this boss graph. It shifts the graph 3 units to the right, so it's like the boss is taking a fancy step to the right. And it also shifts the graph 2 units up, so it's like the boss is feeling extra confident and raising the bar.

In other words, the transformed function takes the original boss graph and makes it even cooler, with a new swagger that shows off the shift to the right and the boost in height.

And when it comes to answering the question, we can see that the transformed function corresponds to answer choice (a), which says that the curve would be shifted down 3 units and shifted right 2 units. So it looks like we've got a smooth answer that matches the smooth transformation!

Answer:

C.) class number and painting preference

Step-by-step explanation:

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Answer:

the answer is C I believe  

Step-by-step explanation:

Answer:

76

Step-by-step explanation:

If the mean of 28 numbers is 18 then the sum of those numbers=28×18=504

if one number is added then 29×20=580

the new number therefore=580-504=76

Answer:

b=6

Step-by-step explanation:

One of the kinds special triangles you learn about are the Pythagorean triples.  These are right triangles with sides in certain ratios. One of them has sides in the ratios 3:4:5.

More generally, this triangle has sides in the ratio 3x:4x:5x

In your triangle, the ratio 8:10 corresponds to 4x:5x with x=2.  Therefore, the remaining side is 3x with x=2, so

b=6

Answer:

11 12 AND 16 BECUSE IT MACSS SETS

Step-by-step explanation:

The double line connected to the double diamond symbol indicates:

B) Total participation between associated entities. ,and,

C) That the double rectangle entity can not exist without the single rectangle entity connected to it.

The double line connected to the double diamond symbol indicates that total participation between associated entities and that the double rectangle entity can not exist without the single rectangle entity connected to it. The reason behind it is that Double diamonds are always used to represent relationships between strong and weak entities. Strong Entity - Simple Rectangle Weak Entity - Double Rectangle.

An Entity Relationship diagram (ER) is a data modeling diagram used to represent the entities that will be modeled in a database, and the relationships between those entities (I use the one-to-many, one-to-one , many-to-many relationship terms themselves). When implementing a relational database, these relationships will determine which foreign keys I need to implement to relate one table to another. Diamonds represent sets of relationships in an ER diagram. A relationship set defines the relationship between two sets of entities in a database. A double diamond represents a set of relationships linked to a set of weak entities. A set of weak entities is a collection without a primary key.

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Step-by-step explanation:

m ~ 6.9

6.9! = 4122.7

4122.7 average 4125

n ~ 8.9

8.9! = 289867.7

289867.7 average 281600

Answer: The variable in the vertical axis (or y-axis) is the output

The variable in the horizontal axis (or x-axis) is the input.

Step-by-step explanation:

Usually, a graph of a function y = f(x) is represented in an X-Y coordinate axis.

An X-Y coordinate axis is conformed by two perpendicular lines, one vertical (y-axis) and one horizontal (x-axis)

The vertical axis (or the y-axis) is the output, and the horizontal axis (or the x-axis) is the input.

This method will work almost always, as is standardized that the x-axis corresponds to the input, and the y-axis corresponds to the output.

Given the function:

We will find the difference quotient for the given function

We will use the following formula:

so, we will find f(x+h) then find the differnce of f(x+h) and f(x)

Expand then simplify

Now, divide the result by (h)

So, the answer will be:

The the difference quotient = 4x + 5 + 2h

The product of 2 and 1/10 times -7 times 5/12 is -7/12, which is a fraction.

The product of 2 and 1/10 times -7 times 5/12 can be found stepwise by multiplying the numbers together.
1. Convert the mixed fraction 1/10 to an improper fraction: 1/10 = 1 ÷ 10 = 1/10.
2. Multiply the numbers together: 2 × 1/10 × -7 × 5/12 = -70/120.
3. Simplify the fraction: -70/120 = -7/12.
Therefore, the product of 2 and 1/10 times -7 times 5/12 is -7/12.

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Answer:

the answer is k=-4 hope this helps

Answer:

2.5x10^1

Step-by-step explanation:

When the first number goes down, add one to the 10's power

Answer:

2.5x10∧1

Step-by-step explanation:

Answer:

Look at the lightest loaf of bread. It weighs 22 1/3 oz. The heavist loaf weighs 24 1/2. Subtract 24 1/2 and 22 1/3. Then, if the answer to that is 1 1/2 ounces then you agree. If it is not, then disagree. Then, add up all of the weights of the bread and find the answer.

If the rectangle shown is dilated by a scale factor of 1.5 with the origin as the center of dilation , then the resulting rectangle is shown below. See second attached image.

From the figure given below , we can see that the coordinates of the rectangle are (4,2) , (4,4) , (-2,2) , (-2,4)  .

let us name the coordinates of the rectangle  as A(4,2) , B(4,4) , C(-2,4) , D(-2,2)  .

and to dilate the rectangle by a scale factor of 1.5 with center of dilation at the origin , we multiply coordinates of the original shape with the dilation factor

so the rule to describe the dilation will be

(x,y) → (1.5x,1.5y)

Using this rule to find the new coordinates of the rectangle A'B'C'D'  .

When A = (4,2)

A' = (1.5*4,1.5*2)

A' = (6,3)

When B = (4,4)

B' = (15*4,1.5*4)

B' = (6,6)

When C = (-2,4)

C' = (1.5*(-2),1.5*4)

C' = (-3,6)

When D = (-2,2)

D'  = (1.5*(-2),1.5*2)

D' = (-3,3)

So the coordinates of the rectangle A'B'C'D' is A' = (6,3) , B' = (6,6) , C' = (-3,6) , D' = (-3,3) .

the new resulting rectangle is drawn below

Hence, if the rectangle shown is dilated by a scale factor of 1.5 with the origin as the center of dilation , then the resulting rectangle is shown below .

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Full Question:

Although part of your question is missing, you might be referring to this full question:

Use the drawing tool(s) to form the correct answer on the provided graph.

The rectangle shown is dilated by a scale factor of 1.5 with the origin as the center of dilation.

Draw the resulting rectangle. See attached image.

Under the consideration of collinearity of two line segments, the length of the line segment ST is equal to 13.

According to the statement seen in this question, the line segments RT and  ST are collinear to each other. Mathematically speaking, the length of the line segment ST can be found by using the following formula:

RT = RS + ST

ST = RT - RS

ST = 19 - 6

ST = 13

Under the consideration of collinearity of two line segments, the length of the line segment ST is equal to 13.

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There are 120 different ways that a student can choose major requirement courses from these four areas.

In order to solve this problem, we need to use the concept of combinations. A combination is a selection of items from a set, without regard to the order in which they are chosen. The formula for the number of combinations of n objects taken r at a time is:

C(n,r) = n! / (r! * (n-r)!)

where n! means n factorial, which is the product of all positive integers up to n. For example, 5! = 5 * 4 * 3 * 2 * 1 = 120.

To solve this problem, we need to choose one course from each of the four areas: algebra, analysis, statistics, and geometry. The number of choices in each area are:

4 algebra courses

3 analysis courses

5 statistics courses

2 geometry courses

To find the total number of ways to choose one course from each area, we can use the multiplication rule of counting. This states that if there are n1 ways to do the first task, n2 ways to do the second task, and so on up to nk ways to do the kth task, then there are n1 * n2 * ... * nk ways to do all k tasks together.

In this case, there are 4 ways to choose an algebra course, 3 ways to choose an analysis course, 5 ways to choose a statistics course, and 2 ways to choose a geometry course. Therefore, the total number of ways to choose one course from each area is:

4 * 3 * 5 * 2 = 120

Thus, there are 120 different ways that a student can choose major requirement courses from these four areas.

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On average, we can expect approximately 1.8 people to be waiting in line at the grocery store based on the given probability distribution.

The expected number of people waiting in line, rounded to the nearest tenth, can be calculated using the probability distribution provided. Let's denote the number of people waiting in line as X and the corresponding probabilities as P(X).

X: 0 1 2 3 4

P(X): 0.1 0.3 0.4 0.15 0.05

To find the expected number of people waiting in line, we multiply each value of X by its corresponding probability and sum up the results:

Expected value = (0 * 0.1) + (1 * 0.3) + (2 * 0.4) + (3 * 0.15) + (4 * 0.05)

Calculating this expression, we get:

Expected value = 0 + 0.3 + 0.8 + 0.45 + 0.2 = 1.75

Rounded to the nearest tenth, the expected number of people waiting in line is 1.8. This means that, on average, we can expect approximately 1.8 people to be waiting in line at the grocery store based on the given probability distribution.

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The change in concentration when T changes from 10 to 40 minutes is 0.20 mg/ml.

The given concentration function is

\(c(t) = (5t)/(2+t^3) + 0.05t\)

To estimate the change in concentration when T changes from 10 to 40 minutes, we need to calculate the difference between c(10) and c(40) and express it in milligrams per milliliter.

We need to convert the given time units from minutes to hours. T = 10/60 = 1/6 hours and T = 40/60 = 2/3 hours. Now we can calculate c(1/6) and c(2/3) using the given function:

c(1/6) =

\((5(1/6))/(2+(1/6)^3) + 0.05(1/6) = 0.56 mg/ml\)

\(c(2/3) = (5(2/3))/(2+(2/3)^3) + 0.05(2/3) = 0.76 mg/ml\)

c(2/3) - c(1/6) = 0.76 - 0.56 =0.20 mg/ml. This means that the concentration of the drug in the bloodstream increases by approximately 0.20 mg/ml when the time changes from 10 to 40 minutes after taking the pill.

The actual change in concentration may vary depending on various factors such as the individual's metabolism, absorption rate, and dosage. It's always best to consult with a healthcare professional for accurate and personalized medical advice.

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Answer:9

Step-by-step explanation:

Answer:

20, 40, and 60.

Step-by-step explanation:

Definition: A common multiple of two or more numbers is a number that can be divisible by each of those numbers.

Example: 10 is a common multiple of 2 and 5, because 10 can both be divisible by 2 and 5.

Question: Common Multiples of 4 and 5.

20 can be divisible by 4, and 5.

40 can be divisible by 4, and 5.

60 can be divisible by 4, and 5.