just answer this question thanks

Answer:196/28 = 7

Step-by-step explanation:

Answer: 196/28 = 7

I hope this helps, and  Happy Holidays! :)

Plug these into the washer method formula and integrate over the interval [0, 1]:
V =\(\pi * \int[ (2 - x)^2 - (2 - \sqrt(x))^2 ] dx \ from\  x = 0\  to\  x = 1\)

To set up the integral for the volume of the solid of revolution formed by rotating the region between y = sqrt(x) and y = x around the line x = 2, we will use the washer method. The washer method formula for the volume is given by:

V = pi * ∫\([R^2(x) - r^2(x)] dx\)

where V is the volume, R(x) is the outer radius, r(x) is the inner radius, and the integral is taken over the interval where the two functions intersect. In this case, we need to find the interval of intersection first:

\(\sqrt(x) = x\\x = x^2\\x^2 - x = 0\\x(x - 1) = 0\)

So, x = 0 and x = 1 are the points of intersection. Now, we need to find R(x) and r(x) as the distances from the line x = 2 to the respective curves:

R(x) = 2 - x (distance from x = 2 to y = x)
r(x) = 2 - sqrt(x) (distance from x = 2 to y = sqrt(x))

Now, plug these into the washer method formula and integrate over the interval [0, 1]:

V =\(\pi * \int[ (2 - x)^2 - (2 - \sqrt(x))^2 ] dx \ from\  x = 0\  to\  x = 1\)

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Answer:

Measure of angle B is 70 degrees

Step-by-step explanation:

If they are both supplementary, it means that add up to be 180 degrees

Thus;

5x + 25 + 3x + 19 = 180

8x + 44 = 180

8x = 136

x = 136/8

x = 17

Measure of angle B will be;

3(17) + 19

= 51 + 19 = 70 degrees

Step 1: The proposed probe for flaw detection in type 316L austenitic stainless steel plates is an eddy current probe with a suitable height, diameter, and frequency.

Step 2: Eddy current testing is an effective non-destructive testing method for detecting flaws in conductive materials. In this case, the eddy current probe should have a suitable height, diameter, and frequency to ensure accurate flaw detection.

The height of the probe should be adjusted to maintain a constant lift-off of 0.2 mm, which is the distance between the probe and the surface of the material being tested. This ensures consistent measurement conditions and reduces the influence of lift-off variations on the test results.

The diameter of the probe should be selected based on the size of the flaws and the desired spatial resolution. It should be small enough to accurately detect the flaws but large enough to cover the entire flaw area during scanning.

The frequency of the eddy current probe determines the depth of penetration into the material. Higher frequencies provide shallower penetration but higher resolution, while lower frequencies provide deeper penetration but lower resolution. The frequency should be chosen based on the expected depth of the flaws and the desired level of sensitivity.

Overall, the eddy current probe with suitable height, diameter, and frequency can effectively detect the artificial flaws in type 316L austenitic stainless steel plates fabricated using a powderbed-based laser metal additive manufacturing machine.

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Answer: -1, 1.5, 3 1/12

Step-by-step explanation: I was tested on these type of questions

The 21 square root of 98 divided by 7 square root of 21 = 21√98 / 7√21 = 6.4807407

A square root of a number x is a number y such that y2 = x; in other words, a number y who's square and the result of multiplying the number by itself, or y ⋅ y, is x.

Every nonnegative real number x has a unique nonnegative square root, called the principal square root, which is denoted by √where the symbol √ is called the radical sign.

Every positive number x has two square roots: √ which is positive, and -√ which is negative. The two roots can be written more concisely using the ± although the principal square root of a positive number is only one of its two square roots, the designation "the square root" is often used to refer to the principal square root.

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The computer equipment was acquired at a cost of $73,700 with an estimated residual value of $34,600 and a useful life of 5 years. The depreciable cost of the equipment is $39,100. The straight-line rate is 20%, and therefore, the annual straight-line depreciation for the computer equipment is $7,820.

a. To determine the depreciable cost, we subtract the estimated residual value from the initial cost: $73,700 - $34,600 = $39,100.

b. The straight-line rate is calculated by dividing 100% by the estimated useful life of the equipment. In this case, the straight-line rate is 100% / 5 = 20% per year.

c. The annual straight-line depreciation is found by multiplying the depreciable cost by the straight-line rate. Thus, the annual depreciation is $39,100 * 20% = $7,820 per year.

By following these calculations, we can determine that the depreciable cost of the computer equipment is $39,100, the straight-line rate is 20%, and the annual straight-line depreciation amounts to $7,820.

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Answer:

I didn't know if you meant which one is a function, and which one isn't so I just went with what the picture said:

A) is not a function  

Answer:

i get D, sorry if not i did it 3 times and i got D

We have simplified cos(u-π) to a single trig function using a sum or difference of angles identity, and that function is -cos(u).

To simplify cos(u−π) to a single trig function using a sum or difference of angles identity, we can use the identity:
cos(a-b) = cos(a)cos(b) + sin(a)sin(b)
In this case, we have a = u and b = π, so we can substitute those values into the identity to get:
cos(u-π) = cos(u)cos(π) + sin(u)sin(π)
Now, we know that cos(π) = -1 and sin(π) = 0, so we can substitute those values into the equation to get:
cos(u-π) = cos(u)(-1) + sin(u)(0)
Simplifying further, we have:
cos(u-π) = -cos(u)
Therefore, we have simplified cos(u-π) to a single trig function using a sum or difference of angles identity, and that function is -cos(u).

Simplifying cos(u−π) using the sum or difference of angles identity. The identity we'll use is:
cos(A - B) = cos(A)cos(B) + sin(A)sin(B)
Applying this identity to cos(u−π):
cos(u−π) = cos(u)cos(π) + sin(u)sin(π)
Since cos(π) = -1 and sin(π) = 0, we have:
cos(u−π) = cos(u)(-1) + sin(u)(0)
cos(u−π) = -cos(u)

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The two true statements are: b.) The value for the degrees of freedom for Mary's sample population is six, and e.) Mary would use the sample standard deviation to calculate a t-statistic.

a.) The t-distribution that Mary uses does not have skinnier tails than a standard distribution. In fact, the t-distribution has fatter tails, which accounts for the increased variability when working with small sample sizes.

b.) The degrees of freedom for Mary's sample population can be calculated as the number of subjects minus one, which in this case is 7 - 1 = 6. So statement b is true.

c.) The t-distribution that Mary uses is not taller than a standard distribution. The shape of the t-distribution is similar to the standard normal distribution, but it is slightly flatter.

d.) Mary would not use the population standard deviation to calculate a t-distribution. Instead, she would use the sample standard deviation, which provides an estimate of the population standard deviation.

e.) Mary would use the sample standard deviation to calculate a t-statistic. The t-statistic measures the difference between the sample mean and the hypothesized population mean, relative to the variability in the sample.

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From the graph, it can be inferred that the number of balloons that Salina could inflate after 70 minutes would be close to 30 balloons.

The graph shows an ascending line that relates the number of balloons to the elapsed time. However, the values do not represent a constant increase or trend.

According to the above, it can be inferred that after 70 minutes have elapsed, it is not known exactly how many balloons are inflated, but if an approximate number of balloons is known, it would be 30.

Note: This question is incomplete because there is some information missing. Here is the complete information:

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The given statement "if you try to match a slope and an intercept at the same time, their mistakes will be related" is TRUE.

A y-intercept, also known as a vertical intercept, is the location where the graph of a function or relation intersects the coordinate system's y-axis.

This is done in analytic geometry using the common convention that the horizontal axis represents the variable x and the vertical axis the variable y.

These points satisfy x = 0 because of this.

The errors of a slope and an intercept will be connected if you fit them simultaneously.

By changing Y to 0 in the equation and figuring out X, you can always determine the X-intercept.

Similarly, by putting X to 0 in the equation and solving for Y, you can always determine the Y-intercept.

Therefore, the given statement "if you try to match a slope and an intercept at the same time, their mistakes will be related" is TRUE.

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Answer:

Yes

Step-by-step explanation:

Use the completing the square method:

16(x^2-x)+4

=16((x-1/2)^2 - (1/2)^2)+4

=16((x-1/2)^2 - 1/4)+4

=16((x-1/2)^2) - 16/4 + 4

=16(x-1/2)^2

=4^2(x-1/2)^2

The product of two square is itself a square.

We can proceed with conducting a z-test for one proportion to test whether the true proportion of players who win the game differs from 0.10.

What is Algebraic expression ?

Algebraic expression can be defined as combination of variables and constants.

Yes, the conditions for inference are met for conducting a z-test for one proportion.

The random condition is met because the sample is chosen randomly from the large population of all players.

The 10% condition is also met since the sample size (100) is less than 10% of the entire population.

The large counts condition is met because both np and n(1-p) are greater than or equal to 10, where n is the sample size and p is the hypothesized proportion of players who win the game. In this case, np = 100 * 0.1 = 10 and n(1-p) = 100 * 0.9 = 90.

Therefore, we can proceed with conducting a z-test for one proportion to test whether the true proportion of players who win the game differs from 0.10.

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The probability that an arriving student will find at least one other student waiting in line is approximately 0.167.

To solve this problem, we'll use the M/M/1 queueing model with Poisson arrivals and exponential service times. Let's calculate the required values: (a) Percentage of time Judy is idle: The utilization of the system (ρ) is the ratio of the average service time to the average interarrival time. In this case, the average service time is 10 minutes, and the average interarrival time is 12 minutes. Utilization (ρ) = Average service time / Average interarrival time = 10 / 12 = 5/6 ≈ 0.8333

The percentage of time Judy is idle is given by (1 - ρ) multiplied by 100: Idle percentage = (1 - 0.8333) * 100 ≈ 16.67%. Therefore, Judy is idle approximately 16.67% of the time. (b) Average waiting time for a student:

The average waiting time in a queue (Wq) can be calculated using Little's Law: Wq = Lq / λ, where Lq is the average number of customers in the queue and λ is the arrival rate. In this case, λ (arrival rate) = 1 customer per 12 minutes, and Lq can be calculated using the queuing formula: Lq = ρ^2 / (1 - ρ). Plugging in the values: Lq = (5/6)^2 / (1 - 5/6) = 25/6 ≈ 4.17 customers Wq = Lq / λ = 4.17 / (1/12) = 50 minutes. Therefore, on average, a student spends approximately 50 minutes waiting in line.

(c) Average length of the line: The average number of customers in the system (L) can be calculated using Little's Law: L = λ * W, where W is the average time a customer spends in the system. In this case, λ (arrival rate) = 1 customer per 12 minutes, and W can be calculated as W = Wq + 1/μ, where μ is the service rate (1/10 customers per minute). Plugging in the values: W = 50 + 1/ (1/10) = 50 + 10 = 60 minutes. L = λ * W = (1/12) * 60 = 5 customers. Therefore, on average, the line consists of approximately 5 customers.

(d) Probability of finding at least one student waiting in line: The probability that an arriving student finds at least one other student waiting in line is equal to the probability that the system is not empty. The probability that the system is not empty (P0) can be calculated using the formula: P0 = 1 - ρ, where ρ is the utilization. Plugging in the values:

P0 = 1 - 0.8333 ≈ 0.1667. Therefore, the probability that an arriving student will find at least one other student waiting in line is approximately 0.167.

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The probabilities are =

a) 0.0918 or 9.18%.

b) 0.2619 or 26.19%.

c) 0.0105 or 1.05%.

To solve these probability questions, we need to utilize the properties of the normal distribution. Let's address each question step by step:

If the true depth is 2 feet and the measurement error (E) is assumed to be normally distributed with a mean of 0 and a standard deviation of 1.5 feet, we want to find the probability that the depth measurement (M) will be negative.

To do this, we can calculate the z-score for a depth of 0 feet, given the mean of 2 feet and the standard deviation of 1.5 feet:

z = (0 - 2) / 1.5 = -2 / 1.5 = -4/3 ≈ -1.333

Next, we can use a standard normal distribution table or a statistical software to find the probability corresponding to this z-score.

Looking up the z-score of -1.333, we find that the corresponding probability is approximately 0.0918 or 9.18%.

Therefore, the probability that the depth measurement will be negative when the true depth is 2 feet is approximately 0.0918 or 9.18%.

2) Let's consider three independent depth measurements taken at a point where the true depth is 2 feet. We want to find the probability that at least one of these measurements will be negative.

Since each measurement is independent, the probability that a single measurement is negative is the same as in question 1, which is approximately 0.0918 or 9.18%.

To find the probability that at least one measurement is negative, we can calculate the complement of the event that all three measurements are positive. The probability that a single measurement is positive is 1 - 0.0918 = 0.9082 or 90.82%.

Since the measurements are independent, the probability that all three measurements are positive is (0.9082)³ = 0.7381 or 73.81%.

Therefore, the probability that at least one of the three measurements will be negative is 1 - 0.7381 = 0.2619 or 26.19%.

3) We want to find the probability that the mean of the three independent depth measurements taken at the point where the true depth is 2 feet will be negative.

The mean of the three measurements will still follow a normal distribution with a mean equal to the true depth, which is 2 feet, and a standard deviation equal to the standard deviation of a single measurement divided by the square root of the number of measurements.

Standard deviation of the mean = 1.5 feet / √3 ≈ 0.866 feet

Now we need to find the probability that the mean is negative, so we calculate the z-score for a depth of 0 feet using the mean of 2 feet and the standard deviation of 0.866 feet:

z = (0 - 2) / 0.866 ≈ -2.309

Looking up the z-score of -2.309 in a standard normal distribution table or using statistical software, we find that the corresponding probability is approximately 0.0105 or 1.05%.

Therefore, the probability that the mean of the three independent depth measurements will be negative when the true depth is 2 feet is approximately 0.0105 or 1.05%.

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Question:

The height of Peter’s baseball is given by the graph below (See attachment)

Answer:

Step-by-step explanation:

The (a) & (b) will be answered by making reference to the attachment.

Solving (a): Time to reach maximum height

The height is plotted at the vertical axis while the time taken is at the horizontal axis.

From the attachment; the following details can be observed

Using function notations, this can be represented as:

\(f(1.5) = 90\)

And the interpretation is that:

Peter's baseball reached the maximum height at 1.5 seconds

Solving (b): Time to hit the ground

The interpretation of this question is to solve for the x intercept of the graph.

From the attachment; the following details can be observed

Using function notations, this can be represented as:

\(f(4) = 0\)

And the interpretation is that:

Peter's baseball hit the ground at 4 seconds

To answer this question, we will use the binomial probability formula: P(x) = C(n, x) * p^x * (1-p)^(n-x), where C(n, x) is the number of combinations of n items taken x at a time, p is the probability of success, and x is the number of successes.

Given: n = 10 (sample size), p = 0.25 (probability of being a "cell mostly" Internet user),(1)Probability that 4 are "cell mostly" Internet users:
P(4) = C(10, 4) * 0.25^4 * 0.75^6 ≈ 0.209

2. Probability that at least 4 are "cell mostly" Internet users:
P(x ≥ 4) = P(4) + P(5) + ... + P(10) ≈ 0.633

3. Probability that at most 8 are "cell mostly" Internet users:
P(x ≤ 8) = P(0) + P(1) + ... + P(8) ≈ 0.997

If you selected the sample in a particular geographical area and found that none of the 10 respondents are "cell mostly" Internet users, it might indicate that the percentage of "cell mostly" Internet users in this area is lower than 25%. However, this single sample might not be enough to draw a firm conclusion, and additional data should be collected to confirm the trend.

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Answer:

2x-3=13

2x=13+3

2x=16

2x/2=16/2

x=8

Answer:

first number is 8

second number is 5

Step-by-step explanation:

The correct model to support the claim that more than 70% of students at De Anza College will transfer is the One sample Z test of proportion.

To determine whether more than 70% of students at De Anza College will transfer, we need to compare the proportion of students who transfer in a sample to the claimed proportion of 70%. Since we have a sample size of 450 students, the One sample Z test of proportion is appropriate.

The One sample Z test of proportion is used to compare a sample proportion to a known or hypothesized proportion. In this case, the known or hypothesized proportion is 70%, and we want to test if the proportion in the sample is significantly greater than 70%. The test involves calculating the test statistic, which follows a standard normal distribution under the null hypothesis.

By conducting the One sample Z test of proportion on the sample of 450 students, we can calculate the test statistic and determine whether the proportion of students who transfer is significantly different from 70%. If the test statistic falls in the critical region, we can reject the null hypothesis and support the claim that more than 70% of students at De Anza College will transfer.

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Answer:

y- intercept = - 39

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

y = 12x + 2 ← is in slope- intercept form

with slope m = 12

Parallel lines have equal slopes, thus

y = mx + c ← is the partial equation

To find c substitute (4, 9) into the partial equation

9 = 48 + c ⇒ c = 9 - 48 = - 39 ← y- intercept

Answer:

y-intercept = -39

Step-by-step explanation:

if two lines are parallel it means they have the same gradient so we compare the equation given to the default equation of a line

y=mx+c

y=12x+2

comparing we have the gradient m=12 now finding the equation of the line parallel to the given line we use

y-y1=m(x-x1)

y1=9 and x1=4

y-9=12(x-4)

y-9=12x-48

y=2x-48+9

y=2x-39

comparing to the default equation of a line y=mx+c where c is the y-intercept

therefore the y-intercept is -39

Therefore, using simple exponential smoothing with a = 0.75, the forecast for water pump sales for February through May are:- February: 26.5 units,  March: 37.63 units, April: 72.66 units.

To use simple exponential smoothing with a = 0.75, we first need to calculate the forecast for January:
F1 = 25 (given)
Next, we calculate the forecast for February using the formula:
F2 = a * Y1 + (1 - a) * F1
F2 = 0.75 * 28 + 0.25 * 25
F2 = 26.5 (rounded to one decimal place)
We repeat this process for each month, using the previous month's forecast and the actual sales data for the current month. The results are as follows:
Month      Actual Sales    Forecast
-------------------------------------
January           28          25
February          72          26.5
March             98          37.63
April            126          72.66
- May: 101.17 units
Hi, I'd be happy to help you with your question. To use simple exponential smoothing with a smoothing constant α = 0.75 to forecast the water pump sales for February through May, given that the forecast for January was 25 units, follow these steps:
Step 1: Start with the given forecast for January, which is 25 units.
Step 2: Calculate the forecast for February using the formula:
Forecast_February = α * (Actual_January) + (1 - α) * Forecast_January
Step 3: Calculate the forecast for March using the formula:
Forecast_March = α * (Actual_February) + (1 - α) * Forecast_February
Step 4: Calculate the forecast for April using the formula:
Forecast_April = α * (Actual_March) + (1 - α) * Forecast_March
Step 5: Calculate the forecast for May using the formula:
Forecast_May = α * (Actual_April) + (1 - α) * Forecast_April
Please note that you have provided sales data for air-conditioning sales, but the question is about water pump sales. If you meant to ask about air-conditioning sales, you can use the given sales data to calculate the forecasts for February through May. If you need help with water pump sales, please provide the correct sales data for January through April, and I will gladly help you with the calculations.

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Answer:

3

Step-by-step explanation:

plz mark brainliest

Answer:

U = 48

Step-by-step explanation:

The sum of the angles of a triangle add to 180 degrees

x+21 + x+23 + x+61 = 180

Combine like terms

3x + 105 = 180

Subtract 105 from each side

3x+105-105 = 180-105

3x = 75

Divide by 3

3x/3 = 75/3

x = 25

We want angle u

x+23

25+23

48

Answer:

48

Step-by-step explanation:

All interior angles of a triangle add up to 180.

\((x+21)+(x+23)+(x+61)=180\)

If you wanted to you could subtract 21, 23, and 61 from 180.

\((x+21)+(x+23)+(x+61)=180\\x+21+x+23+x+61=180\\3x+105=180\\3x=75\)

Then take then number that's left and divide it by three, since they are all in addition to the same variable.

\(\frac{3x}{3}=\frac{75}{3}\\ x=25\)

Then add 25 to 23 which is 48.

Answer:

y = 15 + 0.10x

y = 10 + 0.12x

Step-by-step explanation:

We'll use variable "x" to represent our minutes.

Frank's payment will always $15 no matter what, so there can't be a variable on it. Same with Josie & the $10.

For every minute, x, Frank pays an additional 10 cents with the $15.

For every minute, x, Josie will pay an additional 12 cents with the $10.

Because both equations equal y, we can set them equal to each other to find what value of x that their phone bills will be equal.

15 + 0.10x = 10 + 0.12x

5 = 0.02x

x = 250 minutes

Hope this helps. :)

The number of minutes when the monthly bills are the same will be 250 minutes.

A relationship between two or more parameters that, when shown on a graph, produces a linear model. The degree of the variable will be one.

Frank’s cell phone package costs $15 per month and an additional $0.10 per minute. Josie pays$10 per month and $0.12 per minute.

Let y be the total amount and x be the number of minutes. Then the equation will be

y = 0.10x + 15      ...1

y = 0.12x + 10     ...2

The number of minutes when the monthly bills are the same will be

0.12x + 10 = 0.10x + 15

0.12x - 0.10 = 15 - 10

0.02x = 5

x = 250 minutes

The number of minutes when the monthly bills are the same will be 250 minutes.

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To argue why the liberal arts are so important in education and leisure, one must discuss its Greek origin and how it is received today.

The term "liberal arts" comes from the Latin word "liberalis," which means free. It was used in the Middle Ages to refer to topics that should be studied by free people. Liberal arts refers to courses of study that provide a general education rather than specialized training. It encompasses a wide range of topics, including literature, philosophy, history, language, art, and science.The liberal arts curriculum is based on the idea that a broad education is necessary for individuals to become productive members of society. In ancient Greece, education was focused on developing the mind, body, and spirit.  

The study of the liberal arts is necessary to create well-rounded individuals who can contribute to society in meaningful ways. While the importance of the liberal arts has been debated, it is clear that they are more important now than ever before. The study of the liberal arts is necessary to develop the skills that are required in a rapidly advancing technological world.

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Answer:

5

Step-by-step explanation:

I=30

T=5

P=500

r=3

PLS BRAINLIEST

Step-by-step explanation:

please mark me as brainlest

Each Bonferroni confidence interval will have an individual confidence level of 22.5%. T

To calculate the individual confidence level for each Bonferroni confidence interval, we need to use the Bonferroni correction formula:

Individual Confidence Level = Family-wise Confidence Level / Number of Comparisons

In this case, we are making 4 Bonferroni confidence intervals with a family-wise confidence level of 90%. Therefore, the individual confidence level for each Bonferroni confidence interval can be calculated as:

Individual Confidence Level = 0.9 / 4

Individual Confidence Level = 0.225 or 22.5%

So each Bonferroni confidence interval will have an individual confidence level of 22.5%. This means that we can be 90% confident that all four intervals together contain the true population parameters, and we can be 22.5% confident that each individual interval contains the true population parameter.

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