if a train can travel a distance of 480 km in 12 hours, how much time will it take to travel 360 km, assuming that the average speed is maintained throughout the journey?

Answer:

The answer is $56.25

Step-by-step explanation:

To solve this problem all you have to do is divide 225 by 4 and you have your answer!

hope this helps :)

The absolute deviation for the girl who is 46 inches tall is 2 inches.

To compare the absolute deviation for a boy and a girl who are both 46 inches tall, we need to evaluate the functions b(x) and g(x) at x = 46.

For the function b(x) = |x - 45|, substituting x = 46 gives:

b(46) = |46 - 45| = |1| = 1

Therefore, the absolute deviation for the boy who is 46 inches tall is 1 inch.

For the function g(x) = |x - 44|, substituting x = 46 gives:

g(46) = |46 - 44| = |2| = 2

Therefore, the absolute deviation for the girl who is 46 inches tall is 2 inches.

Comparing the absolute deviations, we can conclude that the absolute deviation for the boy who is 46 inches tall is smaller (1 inch) compared to the absolute deviation for the girl who is also 46 inches tall (2 inches).

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The length of the chord located 0.7 cm from the centre of a circular ring with a 2.5 cm radius is approximately 3.5 cm.

To calculate the length of the chord, we can use the following formula:

Chord Length = 2 x √(r^2 - d^2)

Where r is the radius of the circular ring and d is the distance between the chord and the centre of the circle.

In this case, r = 2.5 cm and d = 0.7 cm. Plugging these values into the formula, we get:

Chord Length = 2 x √(2.5^2 - 0.7^2) ≈ 3.5 cm (rounded to the nearest tenth)

Therefore, the length of the chord is approximately 3.5 cm. This hidden watermark technique is a simple but effective security measure that can help prevent counterfeiting or tampering with important documents. By incorporating a unique and difficult-to-replicate watermark, the jewellery company can protect its brand identity and ensure the authenticity of its official documents.

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The solution to the equations 2/x+3/y=9/xy; and 4/x+9/y=21/xy are x = 1, and y = 3.

It is defined as the relation between two variables, if we plot the graph of the linear equation we will get a straight line.

If in the linear equation, one variable is present, then the equation is known as the linear equation in one variable.

The complete question is:

Solve for x and y:

2/x+3/y=9/xy; and 4/x+9/y=21/xy   x ≠ 0, y ≠ 0

We have two equations:

2/x+3/y=9/xy;

4/x+9/y=21/xy

Solving substitution method:

\(\rm \dfrac{4}{\dfrac{9-2y}{3}}+\dfrac{9}{y}=\dfrac{21}{\dfrac{9-2y}{3}y}\)

y = 3

x = 1

Thus, the solution to the equations 2/x+3/y=9/xy; and 4/x+9/y=21/xy are x = 1, and y = 3.

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Answer:

Step-by-step explanation:

if you put it in on your phone there is a tab for that

The limit does not exist.

In order for such a limit to occur, the fraction \(\frac{x^{2} }{x^{2} +y^{2} }\) must be comparable to the same value \(L\), regardless of the way we take to get there \((0,0)\).

Try approaching \((0,0)\) along the x-axis.

This means setting \(y=0\) and finding the limit \(lim_{x-0} \frac{x^{2} }{x^{2} +y^{2} }\).

We obtain:

\(lim_{x-0,y=0}\frac{x^{2} }{x^{2} +y^{2} } =lim_{y=0}}\frac{x^{2} }{x^{2} +0 }\\=lim_{x-0}} \frac{x^{2} }{x^{2} } \\\\=lim_{x-0}}1\\=1\)

Now evaluate approaching \((0,0)\) along the y-axis.

This means setting \(x=0\) and finding the limit \(lim_{y-0} \frac{x^{2} }{x^{2} +y^{2} }\).

\(lim_{y-0,x-0} \frac{x^{2} }{x^{2} +y^{2} } =lim_{y-0} \frac{0}{0+y^{2} } \\=lim_{y-0} \frac{0}{y^{2} } \\=lim_{y-0} 0\\=0\)

Approaching the origin via these two methods results in distinct limits.

\(lim_{x-0,y-0} \frac{x^{2} }{x^{2} +y^{2} }\) ≠ \(lim_{y-0,x-0}\frac{x^{2} }{x^{2} +y^{2} }\)

Therefore the limit does not exist.

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The correct question is given below:

Find the limit, if it exists, or show that the limit does not exist.

\(lim_{(x,y) -(0,0)} \frac{x^{2} }{x^{2} +y^{2} }\)

Comparing the means of the two samples, we find that the difference between the means is significant. Therefore, we can reject the claim and conclude that male and female high school students have different exam scores.

To perform the two-sample t-test, we first calculate the standard error of the difference between the means using the formula:

SE = sqrt((s1^2 / n1) + (s2^2 / n2))

Where s1 and s2 are the population standard deviations of the male and female students respectively, and n1 and n2 are the sample sizes. Plugging in the values, we have:

SE = sqrt((47^2 / 49) + (4.3^2 / 53))

Next, we calculate the t-statistic using the formula:

t = (x1 - x2) / SE

Where x1 and x2 are the sample means. Plugging in the values, we have:

t = (239 - 21.1) / SE

We can then compare the t-value to the critical t-value at α = 0.01 with degrees of freedom equal to the sum of the sample sizes minus 2. If the t-value exceeds the critical t-value, we reject the null hypothesis.

In this case, the t-value is calculated and compared to the critical t-value using the provided standard normal distribution table. Since the t-value exceeds the critical t-value, we can reject the claim that male and female high school students have equal exam scores.

Therefore, the correct answer is:

B. Male and female high school students have different exam scores.

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Answer:

A) (3 ·7) + 21 = 15+ 10

Step-by-step explanation:

(3 ·7) + 21 = 15+ 10

21 +21 = 15 +10

42 =25

Solo pude responder esta perdona

Answer:

Step-by-step explanation:

This is a ratio problem using triangles. 8 and x are part of the smallest triangle at the top. The next triangle down has a side length of 8 + 9 which is 17, and the other side length of x + 12. So we proportion the problem like that:

\(\frac{8}{x} =\frac{17}{12+x}\)

Then cross multiply to get

8(12 + x) = 17x and

96 + 8x = 17x and

96 = 9x so

x = 10.666666

or 10.7

The last choice in the list.

Angle 2 is supplementary to Angle 3 Because it's given that to a supplementary to 3 lines A and B are parallel by the transverse line.

Two Angle whose sum is 180° are called supplementary angles. If a straight line is intersected by a line, then there are two angles form on each of the sides of the considered straight line. Those two-two angles are two pairs of supplementary angles. That means, if supplementary angles are aligned adjacent to each other, their exterior sides will make a straight line.

If ∠ 8 is supplementary to ∠ 9, then line x and y must be parallel lines wheres line s is the transverse line.

∠ 7 = ∠ 4.

Now, ∠ 7 = ∠ 2 and ∠ 4 = ∠ 9.

So, ∠ 2 = ∠ 3 {supplementary angles}

Angle 2 is supplementary to Angle 3 Because it's given that to a supplementary to 3 lines A and B are parallel by the transverse line.

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Answer:

6.7 hours

Step-by-step explanation:

If one can do 50 then three can do 150.

So 1000÷150=6.66666666666

Hope this helps

Answer:

  3

Step-by-step explanation:

You want the middle term of the geometric sequence 6, __, 3/2.

The first term of this sequence is a1. With common ratio r, the first three terms are ...

If we multiply the first and third terms, we get ...

  (a1)(a1·r²) = (a1)²·r² = (a1·r)² . . . . . the square of the middle term

Then the middle term is ...

  a1·r = √(6·3/2) = √(18/2) = √9 = 3

The middle term of the sequence is 3.

__

Additional comment

That lets us see that the common ratio is r = 3/6 = 1/2.

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If the population standard deviation of a sample increases without other changes, the confidence interval is most likely to widen.

This is because the standard deviation is a measure of the spread of the data, so if it increases, the data points are more spread out from the mean. As a result, the range of values that could reasonably contain the true population parameter (i.e., the confidence interval) needs to be wider to account for the increased variability in the sample.
If the population standard deviation of a sample increases without other changes, the confidence interval is most likely to become wider.
When standard deviation increases, it indicates more variability in the data. As a result, the confidence interval, which is a range of values that estimates the true population parameter with a certain level of confidence, needs to be wider to account for the increased variability. This ensures that the true population parameter is still captured within the interval with the same level of confidence.

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Answer:

Step-by-step explanation:

t(100-75)/100=2

t(25/100)=2

t=200/25

t=8 hours

Answer:The answer is A

Step-by-step explanation:

Answer:

Ok, when we have an equality, like:

A = B

That says that A is the same as B.

Then if a multiply, divide, add or subtract (or do a lot of other operations) in both sides of the equality, the equality does not change.

I suppose that we start with something like:

(4/3)*x = 2

(i will work with this, because you did not post the actual equations)

the thing that Carrie did is:

She multiplies both sides by 3, and get:

3*(4/3)*x = 2*3

4*x = 6

Now she divides bot sides by 4

4*x/4 = 6/4

x = 6/4 = 3/2.

Now, a simpler step is considerin (4/3) as a number A, then we have:

A*x = 2

Now we divide both sides by A.

A*x/A = 2/A

x = 2/A

and we have A = (4/3) then 1/A = (3/4)

x = 2*(3/4) = 3/2

Answer:

15%

Step-by-step explanation:

number 8 is 15% because you divide 42 by 280 the number of people to get the pecent you ha e which is 15%

Answer:

Number of Walks | Amount Left to Raise

0             | $594

1             | $581

2             | $568

3             | $555

4             | $542

5             | $529

Pattern Rule: The amount left to raise decreases by 13 each time the number of walks increases by 1.

Expression: Let n = the number of walks. Amount left to raise = 594 - 13n

After 2 walks, there is $568 left to raise. You know this because 2 multiplied by 13 (the number subtracted for each walk) is 26. Subtract 26 from 594 to get 568.

We can reduce the margin of error in an interval estimate of p by doing any of the following except using a planning value p* closer to 0.5.

The breadth of the confidence interval is affected by the following features:

Correct Question:

We can reduce the margin of error in an interval estimate of p by doing any of the following except ____.

increasing the sample size

using a planning value p* closer to 0.5

increasing the level of significance

reducing the confidence coefficient

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Answer: 3,000 divided by a thousand

Step-by-step explanation: 1,000 milligrams equal one gram so you divide the number of milligrams by 1,000 to find out the number of grams.

The simplified expression without absolute value signs is x - 2.

To simplify the expression |x - 2| when x > 2, we can use the fact that if x is greater than 2, then x - 2 will be positive. In this case, |x - 2| simplifies to just x - 2.

This simplification is based on the understanding that the absolute value function, denoted by | |, returns the positive value of a number. When x > 2, x - 2 will be positive, and the absolute value function is not needed to determine its value. In this case, the expression simplifies to x - 2.

However, it's important to note that when x ≤ 2, the expression |x - 2| would simplify differently. When x is less than or equal to 2, x - 2 would be negative or zero, and |x - 2| would simplify to -(x - 2) or 2 - x, respectively.

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Using circle theorems, the indicated measures are:

1. m<Q = 55°      2. m<E = 39°    3. m(KN) = 190°    4. m<UTS = 69°

1. In the first problem, the circle theorem we would apply is the angle of intersecting tangents theorem, which is:

m<Q = 1/2(235 - (360 - 235)

m<Q = 55°

2. The circle theorem we would apply is the angle of intersecting secants theorem, which is:

m<E = 1/2(139 - 61)

m<E = 39°

3. Apply the angle of intersecting secant and tangent theorem, which is:

65 = 1/2(m(KN) - 60)

130 = m(KN) - 60

m(KN) = 130 + 60

m(KN) = 190°

4. The circle theorem to use is the angle of intersecting tangents theorem, which is:

11x - 8 = 1/2[(37x - 10) - (14x + 13)]

2(11x - 8) = 37x - 10 - 14x - 13

22x - 16 = 23x - 23

22x - 23x = 16 - 23

-x = -7

x = 7

m<UTS = 11x - 8 = 11(7) - 8

m<UTS = 69°

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Answer:

You can look at the slope and plane.If the slope is the same, the y-intercept is different and both lines are found in the same plane; they are parrallel to each other. This is a way to be certain since there is proof behind it as a Parallel line definition.

Answer:

6 weeks=6*7 days=42days

7/42 =1/6 =0.16667

OR

7 days=1 week

therefore 1/6=0.16667

Note that both must be in the same unit.

Answer:

5

Step-by-step explanation:

Answer:

6 - 2x = 3 /+2x (on both sides)

6 = 2× + 3 /-3

3 = 2x /:2

1,5=x

-> x = 1,5

you're welcome

Step-by-step explanation:

\( \tt{6 - 2x = 3}\)

We want to remove 6 first. Since the original equation is +6 , we are going to use the opposite operation and subtract 6 from both sides so as to remove 6.

⟼ \( \tt{6 - 6 - 2x = 3 - 6}\)

⟼ \( \tt{ - 2x = 3 - 6}\)

Subtract 6 from 3 on the right.

⟼\( \tt{ - 2x = - 3}\)

Now , we need to think about how to remove the coefficient -2 . Since the opposite of multiplication is division , we are going to divide both sides by -2.

⟼ \( \tt{ \frac{ - 2x}{ - 2} = \frac{ - 3}{ - 2}} \)

⟼ \( { \tt{x = \frac{3}{2}}} \)

\( \pink{ \boxed{ \boxed{ \underline{ \tt {Our \: final \: answer : \boxed{ \underline{ \tt{x = \frac{3}{2}}}}}}}}} \)

Hope I helped ! ツ

Have a wonderful day / night ! ♡

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The total number of red marbles in the vase are 10.

A ratio is described as a comparison between two amounts with the same unit to determine the amount of 1 quantity is contained in the other. Ratios are divided into two sorts.

The first is a part-to-part ratio, and the second is a part-to-whole ratio. The part-to-part ratio expresses the relationship between 2 separate entities or groupings.

Now, according to the question;

Let 'x' be the red marbles in the vase.

Let 'y' be the orange marbles in the vase.

The total number of marbles in the vase are 60

x  + y = 60 (equation 1)

The ratio of red marbles to orange ones is 1:5.

Thus, x/y = 1/5

cross multiplying;

5x = y

or y = 5x

substitute the value of y in equation 1;

x  + y = 60 (equation 1)

x  + 5x = 60

6x = 60

x = 10  (red marbles)

Thus, the number of red marbles in the vase are 10.

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The team with the home-court advantage would win a 1 game playoff with probability (p), the home-court team is less likely to win a three-game series than a 1 game playoff.

For the team with the homecourt advantage, let \(Wi\) and \(Li\) denote whether the game '\(i\)' was a win or a loss. Because games 1 and 3 are home games and game 2 is an away game.

The probability that the team with the home-court advantage wins is

P [H] = P [\(W1W2\)] + P [\(W1L2W3\)] + P [\(L1W2W3\)]

        = \(p(1-p)\) + \(p3\) + \(p(1-p){2}\)

Note that P[H] ≤ pfor 1/2≤p≤1.

Since the team with the home-court advantage would win a 1 game playoff with probability (p), the home-court team is less likely to win a three-game series than a 1 game playoff.

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For the team with the homecourt advantage, let  and  denote whether the game '' was a win or a loss. Because games 1 and 3 are home games and game 2 is an away game.

The probability that the team with the home-court advantage wins is

P[H] ≤ pfor 1/2≤p≤1.

Since the team with the home-court advantage would win a 1 game playoff with probability (p), the home-court team is less likely to win a three-game series than a 1 game playoff.

Answer:

t = In2/ r

Step-by-step explanation:

Given the formula : A = Pe^rt

For investment to double ;

Final amount (A) = 2 * initial investment (p)

A = 2p

Hence,

2p = pe^rt

2 = e^rt

Take the In of both sides

In2 = rt

Divide both sides by r

In2 /r = rt /r

In2/ r = t

t = In2/ r ; Hence, the proof

The formula for obtaining the time taken when the amount is double the principal is ln2/r.

Given that;

A = Pe^rt

A = amount

P = principal

r = rate

t = time

Now we are told that;

A = 2P

Hence;

2P = Pe^rt

2 = e^rt

ln 2 = rt

t = ln2/r (QED)

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