Name:
Date:
Bell:
** This is a 2-pa
1. The length of a rectangle is 4 meters less than
twice its width. The area of the rectangle is
70 m2. Find the dimensions of the rectangle.

Answer:

Step-by-step explanation:

Three times the difference between a number and six is eighteen:

Number be x

The equation is

ok so you have to take out c beacsue ########

The length and width of a rectangle can be expressed as x+3 and x-8 . If the area of the rectangle is 60 square inches , what is the value of x? ​

Remember that

the area of rectangle is

A=L*W

we have

L=x+3

W=x-8

substitute

A=(x+3)(x-8)

A=60 in2

so

60=(x+3)(x-8)

solve for x

x^2-8x+3x-24=60

x^2-5x-24-60=0

x^2-5x-84=0

solve the quadratic equation using the formula

we have

a=1

b=-5

c=-84

substitute

the solutions are

x=12 and x=-7 (is not a solution)

therefore

Answer:

\( \sqrt{ {1}^{2} + {2}^{2} + {( - 2)}^{2} } = \sqrt{1 + 4 + 4} = \sqrt{9} = 3\)

(1, 2, -2) is 3 units away from the origin.

(0, 0, 5) is 5 units away from the origin.

So (0, 0, 5) is farther away from the origin.

Answer: B

Step-by-step explanation:

Answer:

We are here because we need help with a particular course or question

Step-by-step explanation:

Our goal is to try our best and explain to others to their understanding (and win titles)

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The angle made by a circle in one round is equal to the 360 degrees.

The angle of the unknown segment asked in the problem is equal to the 120 degrees.

The angle made by a circle in one round is equal to the 360 degrees. To find the angle of the chord we need to follow some steps-

Given information-

The figure given in the figure is attached below.

In the given figure one angle is equal to 120 degrees and other angle is 155 degrees.

As the measure of all the angle of circle is equal to the 360 degrees. Thus the angle made by third segment is,

\(\angle x=360-155-120\\\angle x=85^o\)

Thus the angle of the third segment is 85 degrees.

The angle asked in the problem is middle segment whose resume is mention in the image which is equal to the 120 degrees.

Thus the angle of the unknown segment asked in the problem is equal to the 120 degrees.

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The set  (x1,x2)+(y1,y2)=(x1-x2, y1+y2) is not a vector space.

A set is a vector space if it satisfy all the addition operation axiom and scalar multiplication axiom.

Addition operation:

Commutativity -

(x1, x2) + (y1, y2) equals  (x1 - x2,  y1 + y2) equals  (y1, y2) + (x1, x2)

Associativity -

(x1, x2) plus ((y1, y2) plus (z1, z2)) = (x1, x2) + (z1 + y1, z2 + y2) = (x1+ y1 + z1, x2 + y2 + z2) =

((x1, x2)   + (y1, y2)) + (z1, z2)

Zero element -

(0, 0)  → (x1, x2) + (0, 0) = (x1, x2)

Inverse element -

(x1, x2)  adding (-x1, -x2) = (0, 0)

Scalar multiplication:

Compatibility -

a(b (x, y)) = a(bx, 0) = (abx, 0) = b(ax, 0) = b(a(x, y))

Identity element -

1(x, y) = (x, 0) ≠ (x, y)     [Identity element doesn’t exist for this operation.)

Distributivity law -

a((x1, x2) + (y1, y2)) = a(x1 + y1, x2 + y2) = (a(x1 + y1), 0) = a(x1, x2) + a(y1, y2)

Distributivity law -

(a + b)(x, y) = ((a + b)x, 0) = (ax, 0) + (bx, 0) = a(x, y) + b(x, y)

The scalar multiplication postulate is not fulfilled in this space (this operation does not have the identity element). It is therefore not a vector space.

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Answer:

3.53 g/cm^3.

Step-by-step explanation:

Density = mass/volume

= 14.12/ 4

= 3.53 g/cm^3.

Answer:

29

Step-by-step explanation:

First make an equation that shows the relationship between x and y by finding what you need to do to x to get y:

-15 + ? = 12

? =  27

so the equation is : y = x + 27

now just plug in 2 for x:

y = 2 + 27

y + 29

Complete question :

The 100m dah times in the girl's track meet were normally distributed with a mean of 13 seconds and a standard deviation of 0.3 seconds.

Lana finished the race in 13.2 seconds . If 84 other girls ran in the event, approximately how many runners did she beat?

Answer:

21 runners

Step-by-step explanation:

Mean, μ = 13 seconds

Standard deviation, σ = 0.3

Lana's race time = 13.2

We find the proportion of runners who had race time above 13.2 ;

Proportion of who had race tune above 13.2

P(x > 13.2)

Obtain the Zscore

Zscore = (x - μ) / σ

Z = (13.2 - 13) / 0.3

Zscore = 0.2 / 0.3 = 0.6667

P(Z > 0.6667) = 0.25239 (Z probability calculator)

This is about 0.25239 * 100 = 25.24% = 25% (nearest percent)

Hence, Number of runners Lana beat = 25% of total runners ;

0.25 * 84 = 21

Hence, Lana beat about 21 runners

A bicycle repair shop that offers two service packages: a tune-up and a complete overhaul.

The shop operates for 60 hours per week and receives an average of 180 bicycles each week. To analyze the capacity and utilization of the process, we need to consider the time taken at each stage and the demand for each service option. We'll break down the problem into multiple parts and provide a detailed explanation using mathematical terms.

a) Creating the Demand Matrix:

To create a demand matrix, we need to determine the number of bicycles going through each stage of the process. Let's denote the demand for tune-up as T and the demand for additional services as A.

Given that the average number of bicycles received per week is 180 and 25% of customers opt for additional services, we can calculate the demands as follows:

Demand for tune-up (T) = Total demand - Demand for additional services

T = 180 - (0.25 * 180)

T = 180 - 45

T = 135

Demand for additional services (A) = 0.25 * Total demand

A = 0.25 * 180

A = 45

Now, we can create a demand matrix based on the demand for each service option:

Demand Matrix:

Tune-up Additional Services Wheel Balancing

Tune-up  [135  0  0]

Additional [0  45  0]

Services

Total [ 135  45  0 ]

The demand matrix shows the number of bicycles flowing through each stage of the process.

b) Daily Capacity at Each Stage:

To calculate the daily capacity at each stage, we need to consider the time taken for each service option. Given that the shop operates for 60 hours per week, we can calculate the daily capacity at each stage:

Tune-up technician time per bicycle (\(T_{tuneup}\)) = 75 minutes

Additional services technician time per bicycle (\(T_{additional}\)) = 72 minutes

Wheel balancing specialist time per bicycle (\(T_{balancing}\)) = 20 minutes

Daily Capacity (C) = (60 hours * 60 minutes) / (\(T_{tuneup}\) + \(T_{additional}\) + \(T_{balancing}\))

Substituting the given values:

C = (60 * 60) / (75 + 72 + 20)

C = 21600 / 167

C ≈ 129.34 bicycles per day

Therefore, the daily capacity at each stage of the process is as follows:

Tune-up: 129 bicycles per day

Additional Services: 129 bicycles per day

Wheel Balancing: 129 bicycles per day

c) Implied Utilizations:

To find the implied utilizations, we need to compare the demand and the capacity at each stage of the process. Utilization can be calculated as the demand divided by the capacity.

Implied Utilization (U) = Demand / Daily Capacity

For the Tune-up stage:

\(U_{tuneup}\) = 135 / 129 ≈ 1.05

For the Additional Services stage:

\(U_{additional}\) = 45 / 129 ≈ 0.35

For the Wheel Balancing stage:

\(U_{balancing}\) = 0 / 129 = 0

The implied utilizations show how efficiently each stage of the process is being utilized. Utilization values greater than 1 indicate that the stage is operating beyond its capacity.

d) Weekly Capacity of the Process:

To calculate the weekly capacity of the process, we multiply the daily capacity by the number of days the shop is open per week:

Weekly Capacity = Daily Capacity * Number of days shop is open per week

Given that the shop is open for 60 hours per week, the number of days the shop is open per week can be calculated as follows:

Number of days shop is open per week = 60 hours / 24 hours per day = 2.5 days

Therefore, the weekly capacity of the process is:

Weekly Capacity = Daily Capacity * Number of days shop is open per week

Weekly Capacity = 129 bicycles per day * 2.5 days

Weekly Capacity = 322.5 bicycles per week

e) Flow Rate and Constraint Analysis:

To determine if the flow rate of the process is capacity-constrained or demand-constrained, we compare the weekly capacity to the demand for each service option.

Demand for Tune-up (\(T_{demand}\)) = 135 bicycles per week

Demand for Additional Services (\(A_{demand}\)) = 45 bicycles per week

Comparing the demands with the weekly capacity:

\(T_{demand}\) < Weekly Capacity (135 < 322.5)

\(A_{demand}\) < Weekly Capacity (45 < 322.5)

Since both the demands for tune-up and additional services are less than the weekly capacity, the flow rate of the process is demand-constrained. This means the shop has the capacity to handle the current demand without operating beyond its limits.

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Answer:

Step-by-step explanation:

Probability is the likelihood or chance that an event will occur.

Probability = Expected outcome/Total outcome

Since we are to find the probability that 2 randomly selected points from Q,R,S,T and W are non-collinear

Non collinear points are points that doesn't lie on the same straight line. From the diagram given, the two point that are non colliear are (QR, QS, QT and QW making 4 2random non collinear points. Hence out expected number of outcome is 4.

For the total possible outcome, we are to find the number of ways we can randomly select two points from the 5 points given and this can be done using the combination rule.

This can therefore be done in 5C2 number of ways.

5C2 = 5!/(5-2)!2!

5C2 = 5!/3!2!

5C2 = 5*4*3*2*1/3*2*2

5C2 = 5*2

5C2 = 10 different ways

Hence the total possible outcome is 10

Therefore, the probability that 2 randomly selected points from Q,R,S,T and W are noncollinear will be 4/10 = 2/5

Answer: Choice A) If the value of b is increased from 0, the graph moves up.

Explanation:

This line is of the form y = mx+b where b is the y intercept. Right now, the graph shows b = 0.

If we increase b to say b = 4, then the red line would cut through 4 on the y axis. So the line would move upward.

The measure of angle fge is 53.13°.

The equation used to find the measure of angle fge is the Law of Cosines. The Law of Cosines states that for any triangle, the square of the length of any side is equal to the sum of the squares of the other two sides, minus twice the product of those sides and the cosine of the angle opposite the side.

Using the Law of Cosines, we can solve for the measure of angle fge as follows:

\(fge = cos-1((a^2 + b^2 - c^2) / 2ab)\)

For example, if the length of side a is 3, the length of side b is 4, and the length of side c is 5, then the measure of angle fge can be calculated as follows:

fge =\(cos-1((3^2 + 4^2 - 5^2) / 2(3)(4))\)

fge = \(cos-1(1/6)\)

fge = 53.13°

Therefore, the measure of angle fge is 53.13°.

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The value of tensions are:

T₁ = 231/74

T₂ = -329/66

T₃ = 8/33

We can use Gaussian elimination to solve the system of equations:

5T₁ + 3T₂ + 5T₃ = 70

T₁ + 2T₂ + 4T₃ = 24

4T₁ + 2T₂ = 40

First, we'll use the third equation to eliminate T₂ from the first two equations:

4T₁ + 2T₂ = 40   (equation 3)

T₁ + 2T₂ + 4T₃ = 24   (equation 2)

Multiplying the third equation by 2 and subtracting it from the second equation:

T₁ + 2T₂ + 4T₃ = 24   (equation 2)

- 8T₁ - 4T₂ = -80   (2 × equation 3)

------------------------

-7T₁ + 4T₃ = -56

Now we have two equations:

5T₁ + 3T₂ + 5T₃ = 70   (equation 1)

-7T₁ + 4T₃ = -56   (from previous step)

Multiplying the first equation by 7/5 and adding it to the second equation:

5T₁ + 3T₂ + 5T₃ = 70   (equation 1)

-7T₁ + 4T₃ = -56   (from previous step)

------------------------

T₁ + 7T₃ = 14

Now we can use the third equation to eliminate T₂ from the first equation:

4T₁ + 2T₂ = 40   (equation 3)

5T₁ + 3T₂ + 5T₃ = 70   (equation 1)

Multiplying the third equation by 3/2 and subtracting it from the first equation:

4T₁ + 2T₂ = 40   (equation 3)

-11T₁ - T₃ = -35   (3 × equation 3 - 5 × equation 1)

Now we have two equations:

T₁ + 7T₃ = 14   (from previous step)

-11T₁ - T₃ = -35   (from this step)

Multiplying the second equation by -7 and adding it to the first equation:

T₁ + 7T₃ = 14   (from previous step)

74T₁ = 231

Therefore, T₁ = 231/74.

Substituting this value back into the equation T₁ + 7T₃ = 14, we get:

(231/74) + 7T₃ = 14

7T₃ = (74/231) × 20

T₃ = 8/33

Finally, substituting T₁ = 231/74 and T₃ = 8/33 into the equation -11T₁ - T₃ = -35, we get:

-11(231/74) - (8/33) = -329/66

Therefore, T₂ = -329/66.

So, the tensions are: T₁ = 231/74 T₂ = -329/66 T₃ = 8/33

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The height ofobject's bounce is the response variable because it depends on many factor.

An independent variable is one which is not affected by any other variable for example, the amount we spend, the time we study ,etc.  

An explanatory variable is a type of independent variable but not fully independent but depends on some factors.

Though explanatory and independent variables are practically used interchangeably the main difference is explanatory variable is not independent but explains the variations in the response varaible.

A response variable, also known as a dependent variable, is a concept, idea, or quantity that someone wants to measure. It depends on an independent variable.

Since, the height of the an object's bounce depends on many factors

like how much energy is lost in the ball during the collision with the floor, the elasticity of the material etc.

Therefore, we can say that height ofobject's bounce is the response variable because it depends on many factor.

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Answer:

y= 1/2x

Step-by-step explanation:

If y is 2 and x is 4

2= 1/2 (4)

2 = 2

Answer:

<A = 117degrees

Step-by-step explanation:

<A and <B are verticle angles, as given. Hence they will be of equal measures. It is given that <A = 5x -3, and <B = 4x + 21.

Using this, set up an equation;

<A = <B

5x - 3 = 4x + 21

Inverse operations,

5x - 3 = 4x + 21

    +3          +3

5x = 4x + 24

-4x   -4x

x = 24

Now substitute back in, to find the measure of <A,

5x - 3

x = 24

5 ( 24 ) - 3

120 - 3

117

a) The actual distance between towns K and L is: 100 km

b) As shown in the attached file

c) The bearing of town L from town K is 117 degrees.

The scale of the map is given as:

1 cm to represent 50 km

Now, when we measure the distance between K and L on the map, we see that it gives us a distance of 2 cm.

Using the scale of 1 cm: 50 km, we can say that:

Actual distance between towns K and L = (2 * 50)/1 = 100 km

b) Using a compass and it’s 3cm aiming down {South} as seen in the attached photo. Then a line was drawn aiming {South} with a ruler. On the end of the line the (x) point was put there to get the mark.

c) Measuring the angle gives the bearing of town L from town K which is 117 degrees.

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For two rectangular prisms, the difference of masses of golden rectangular prism with density 19.3 g/cm³ and lead rectangular prism with density 11.3 g/cm³ is equals to the 1728 grams.

There is jacob made two rectangular prisms one from gold and other lead.

Height of each rectangular prism h = 8 cm

length of each rectangular prism, l = 9 cm

width of each rectangular prism, w = 3 cm

The density of golden rectangular prism = 19.3 g/cm³

The density of lead rectangular prism

= 11.3 g/cm³

We have to determine the difference of masses of the rectangular prisms. Using the formula of volume, volume of golden rectangular prism, \(V = l × w × h \)

= 8 × 9 × 3 cm³ = 216 cm³

Similarly, volume of lead rectangular prism = 216 cm³

From density formula, \(d = \frac{ mass}{ volume }\)

=> Mass = density × volume

So, Mass of golden rectangular prism

= 19.3 g/cm³ × 216 cm³

= 216× 19.3 g = 4,168.8 grams

Similarly, Mass of lead rectangular prism = 11.3 g/cm³ × 216 cm³

= 216× 11.3

= 2,440.8 g

The difference between masses of rectangular prism= 4168.8 - 2440.8 = 1728 grams. Hence, required value is 1728 grams.

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Answer:

A,B, D or 1,2,4

Step-by-step explanation:

Answer:

1, 2, and 4

Step-by-step explanation:

I just did it on T4L

The shapes of the curves in the AS/AD (Aggregate Supply/Aggregate Demand) model are based upon the relationship between the price level and the output level in an economy.

The AD curve shows the relationship between the overall price level and the quantity of goods and services demanded by all buyers in an economy. It has a negative slope, indicating that as the price level increases, the quantity of goods and services demanded decreases.

The AS curve shows the relationship between the overall price level and the quantity of goods and services that firms are willing and able to supply. In the short run, the AS curve is upward sloping, indicating that as the price level increases, firms are willing to supply more output due to higher profits. In the long run, the AS curve becomes vertical, indicating that the level of output is determined by the factors of production and technology, not the price level.

Thus, the shapes of the curves in the AS/AD model are based on the behavior of buyers and sellers in an economy and their response to changes in the overall price level.

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Answer:

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

Apply the Pythagorean Theorem to determine whether or not the given triplets represent right triangles or not:

I. 5 feet and 13 feet:  5^2 + 12^2 = 13^2 is TRUE

II.  9 ft and √63 ft:  9^2, 63, 12^2:  63 + 81 do add up to 144  TRUE

III.  2, 10, 12^2:  2 + 10 do NOT add up to 144.  FALSE

Answer B is correct

It took 1700 J of work to stretch a spring from its natural length of 2 m to a length of 6 m. The spring constant k will be 212.5 N/m.

The potential energy stored in a spring is given by the formula:

PE = (1/2) kx^2

where k is the spring constant, x is the displacement from the equilibrium position, and PE is the potential energy.

In this problem, the spring is stretched from its natural length of 2 m to a length of 6 m, so the displacement is x = 6 m - 2 m = 4 m.

The work done on the spring is equal to the change in potential energy, so:

Work = PE final - PE initial

1700 J = (1/2) k(4² - (1/2) k(0)²

1700 J = 8k

k = 212.5 N/m

Therefore, the spring constant is 212.5 N/m.

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Answer:

the answer is 10 the other dude is right

Step-by-step explanation:

Answer:

10

Step-by-step explanation:i just took the test and got it right :)

The integer 15 would best represent situations involving points given for good behavior and price cuts.

The integer 15 can represent situations where points are given for good behavior. For example, in a reward system, if a student earns 15 points for consistently displaying positive behavior or achieving certain goals, the integer 15 can be used to represent those points.

This allows for a quantifiable measurement of the student's performance and serves as a motivator for continued good behavior.

Similarly, the integer 15 can represent price cuts. In the context of a sale or promotional offer, a product's price may be reduced by 15 units of currency. This reduction can attract customers and incentivize them to make a purchase, as they perceive it as a significant discount. The integer 15, therefore, represents a specific value by which the original price is decreased, creating a clear and measurable indication of the discount provided.

However, the integer 15 is not particularly suitable for situations such as students adding classes to their schedule, points being taken away for bad behavior, or price increases. These scenarios would require different integers or numerical representations to accurately capture the respective changes or actions involved.

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The specific gravity of the combined product is 1.22

Specific gravity is the ratio of the density of a substance to the density of some substance (such as pure water) taken as a standard when both densities are obtained by weighing in air.

Given,

The total quantity of portion= 50 ml

Specific gravities of the three syrups = 1.10,1.25 and 1.32

Then,

The specific gravity of the combined product= \(\frac{1.10+1.25+1.32}{3}\)

= 1.22

Hence, the specific gravity of the combined product is 1.22.

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