NEED HELP 100 POINTS TO ANSWER ALL THREE QUESTIONS PLEASE


1. A rectangular prism has a length of 20 in, a width, of 2 in, and a height of 3 ¼ in. What is the volume of the prism? Question 1 options:

V = 25 ¼ in³
V = 130 ¼ in³
V = 120 ¼ in³
V = 130 in³




2. What is the volume of a box that measures 4 ft. long, 2 ½ ft. wide, and 2 ft. tall?

Question 2 options:

V = 16 ½ ft. ³


V = 20 ft. ³


V = 40 ft. ³

V = 8 ½ ft. ³





3. Find the volume of a right rectangular prism with the measurements: length is 5/4 in, width is 2 in, and height is 4 in.

Question 4 options:

V = 40 in³


V = 2 3/4 in³


V = 11/4 in³


V = 10 in³

Answer:

126 units!

Step-by-step explanation:

I hope this helped!! c:

Answer:

x = -6.

Step-by-step explanation:

First thing to notice is that this is the third angle in a triangle, and all 3 angles have to equal 180.

Subtract 75 and 40 from 180 to get the missing angles value.

180 - 75 - 40 = 65

So now we know the missing angle has to be 65, or can be written as:

x + 71 = 65.

To solve this, just subtract 71 from both sides.

x = -6.

The statement " Arrhenius equation can rearrange to give a linear relationship by taking the natural logarithm." is true.

The Arrhenius equation is an important tool in chemical kinetics that describes the temperature dependence of reaction rates. It relates the rate constant of a chemical reaction to the activation energy and temperature at which the reaction occurs. The equation is given by:

\($k = A\mathrm{e}^{-\frac{E_a}{RT}}$\)

where \($k$\) is the rate constant,\($A$\)is the pre-exponential factor, \($E_a$\) is the activation energy, \($R$\)is the gas constant, and \($T$\) is the temperature in Kelvin.

Although this equation is useful, it is not always easy to interpret experimentally. The natural logarithm of both sides of the equation can be taken, resulting in the following equation:

\($\ln k = \ln A - \frac{E_a}{RT}$\)

This equation can be rearranged into the form of a linear equation,

\($y = mx + b$\),

by defining:

\($y = \ln k$\)

\($m = -\frac{E_a}{R}$\)

\($x = \frac{1}{T}$\)

\($b = \ln A$\)

Therefore, we have:

\($y = mx + b$\)

which can be plotted as a straight line. By analyzing the slope and intercept of this line, we can determine the values of the activation energy and pre-exponential factor, which are important parameters in understanding the kinetics of a chemical reaction.

In summary, the Arrhenius equation can be rearranged to give a linear relationship by taking the natural logarithm of both sides of the equation. This linear form is often useful for analyzing experimental data and determining the activation energy and pre-exponential factor of a reaction, which are important parameters in understanding the kinetics of chemical reactions.

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Answer:

42 OR 35

Step-by-step explanation:

The solutions to the equation x² - x -3/4 = 0 are x = -1/2 and x = 3/2.

Given the expression;

To determine the solution to the expression, we equate everything to zero.

x² - x -3/4 = 0

Compare with the standard form of quadratic equation ax² + bx + c = 0

We plug these values into the quadratic formula and solve for x.

x = (-b±√(b² - 4ac)) / (2a)

x = (-(-1) ± √((-1)² - (4 × 1 -3/4))) / (2×1)

x = ( 1 ± √( 1 - (-3))) / (2)

x = ( 1 ± √( 1 +3 )) / (2)

x = ( 1 ± √4)) / (2)

x = ( 1 ± 2) / (2)

x = ( 1 - 2)/2 , ( 1 + 2)/2

x = -1/2, 3/2

Therefore, the solutions to the equation x² - x -3/4 = 0 are x = -1/2 and x = 3/2.

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a) Sammy obtained a convenience sample, which is a type of non-random sample.

(b) This sampling method is biased because it only includes students who are in Sammy's statistics class. which may not be representative of the entire student population.

Additionally, students in a statistics class may be more likely to have a driver's license than students who are not taking that class. Therefore, it is possible that the percentage of all students who have a driver's license is either greater or less than 72%.

c) To avoid this bias, Sammy could use a random sampling method to select students from the entire high school population.

This would ensure that every student has an equal chance of being included in the sample and would help to ensure that the sample is representative of the entire student population.

Additionally, Sammy could consider stratified sampling by dividing the student population into groups (such as by grade level) and then randomly selecting students from each group to ensure representation from all groups.

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0.688 will be the probability of getting a nickel from the jar.

Given,

Probability;-

Simply put, probability is the likelihood that something will occur. When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes. Statistics is the study of events that follow a probability distribution.

Here,

The number of fortunate situations divided by the total number of coins would be the product between the probability of each occurrence and the likelihood of each event.

Therefore,

P(nickel) = 19/69

P(penny) = 17/68

That is,

P = 19/69 × 17/68

P = 323/4692

P = 0.0688

That is,

The probability of getting nickel from the jar is 0.06888

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Answer:

ok I can help post again fast with in 3min

The given function is:

At x = 0:

Therefore, one point is (0, 3)

At x = 12:

Another point is (12, 0)

The graph of g(x) considering the points (0, 3) and (12, 0) is plotted below

The identified parameters are:

ta = 6 minutes

tθ = 11 minutes

∂a = 4 minutes

∂θ = 20 minutes

ra = 1/6 minutes^(-1)

rθ = 1/11 minutes^(-1)

ta: Mean time between calls to the center

tθ: Effective response time

∂a: Standard deviation of the time between calls to the center

∂θ: Standard deviation of the effective response time

ra: Rate of calls to the center (inverse of ta, i.e., ra = 1/ta)

rθ: Rate of effective response (inverse of tθ, i.e., rθ = 1/tθ)

Given information:

Mean time between calls to the center (ta) = 6 minutes

Standard deviation of time between calls (∂a) = 4 minutes

Effective response time (tθ) = 11 minutes

Standard deviation of effective response time (∂θ) = 20 minutes

Using this information, we can determine the values of the parameters:

ta = 6 minutes

tθ = 11 minutes

∂a = 4 minutes

∂θ = 20 minutes

ra = 1/ta = 1/6 minutes^(-1)

rθ = 1/tθ = 1/11 minutes^(-1)

So, the identified parameters are:

ta = 6 minutes

tθ = 11 minutes

∂a = 4 minutes

∂θ = 20 minutes

ra = 1/6 minutes^(-1)

rθ = 1/11 minutes^(-1)

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The equation with no solution is  |5 – 3x| = –8

This kind of equation is called an absolute value equation

Below are rules for solving absolute value equations:

1. If p is positive and |y| = p, then

x = p   OR    y = -p

(two equations are set up)

2. If p is negative and |y| = p, then

No solution

3. If p is zero  and |y| = p, then

One solution

Given:

|–x – 3| = 5

Rule 1 is applicable.This has solution(s)

|2x – 1| = 0

Rule 3 is applicable to this. This has one solution

|5 – 3x| = –8

Rule 2 is applicable. This has no solution

|–x + 9| = 0

Rule 3 is applicable to this. This has one solution

Therefore,  equation |5 – 3x| = –8 has no solution

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Answer:

\(m=2\)

General Formulas and Concepts:

Pre-Alg

Alg I

Step-by-step explanation:

Step 1: Define

Point (1, 0)

Point (3, 4)

Step 2: Find slope m

==========================================================

Explanation:

The center is at (0,2). So (h,k) = (0,2) leads to h = 0 and k = 2.

The radius is 2 units, meaning r = 2.

Plug h = 0, k = 2, r = 2 into the formula below and simplify

\((x-h)^2 + (y-k)^2 = r^2\\\\(x-0)^2 + (y-2)^2 = 2^2\\\\x^2 + (y-2)^2 = 4\)

Answer:

a. 5

Step-by-step explanation:

Answer:

Step-by-step explanation:

left side:   5 - 4 + 7x + 1 = 1 + 7x + 1 = 7x + 2

No solution is when we have the same number of x-es and different sums of other numbers on both sides of equation. So we have to put 7 next to x and any numer except 2 at the second place.

So the right side could be 7x+1 or 7x+3 or 7x+125 and so on.

One solution is when we have different number of x-es on both sides of equation. The sums of other numbers could be any numbers.

So the right side could be ex.: 2x+1, x+2, 8x, 3x+(-18), and so on.

Infinitely many solutions is when we have  the same number of x-es and the same sums of other numbers on both sides of equation. So we have to put 7  next to x and numer 2 at the second place.

So the right side has to be 7x + 2

Answer: A

Step-by-step explanation:

A.

It makes an AA similarity(both share 1 angle, and both have right angles)

Answer:

D

Step-by-step explanation:

Probability helps us to know the chances of an event occurring. The probability distribution of a girl child being born can be drawn as given below.

The probability helps us to know the chances of an event occurring.

\(\rm{Probability=\dfrac{Desired\ Outcomes}{Total\ Number\ of\ outcomes\ possible}\)

As it is given to us that the possible genders of the children,

S = {BB, BG, GB, GG},

And we know that the probability of a girl child can be found using the formula of probability, now, finding the probability of the girl child,

A.) The probability that there is no girl child born,

\(\rm{Probability=\dfrac{Desired\ Outcomes}{Total\ Number\ of\ outcomes\ possible}\\\\\)

\(\rm P(X=0)=\dfrac{\text{Outcomes in which no girl child is born}}{\text{All the possible values}}\)

\(\rm P(X=0)=\dfrac{1}{4} = 0.25\)

B.) The probability that there is one girl child is born,

\(\rm{Probability=\dfrac{Desired\ Outcomes}{Total\ Number\ of\ outcomes\ possible}\\\\\)

\(\rm P(X=1)=\dfrac{\text{Outcomes in which one girl child is born}}{\text{All the possible values}}\)

\(\rm P(X=1)=\dfrac{2}{4} = 0.5\)

C.) The probability that there is two girl child is born,

\(\rm{Probability=\dfrac{Desired\ Outcomes}{Total\ Number\ of\ outcomes\ possible}\\\\\)

\(\rm P(X=2)=\dfrac{\text{Outcomes in which two girl child is born}}{\text{All the possible values}}\)

\(\rm P(X=2)=\dfrac{1}{4} = 0.25\)

The probability distribution of a girl child being born can be drawn as given below.

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Answer:A

Step-by-step explanation:

Answer:

Step-by-step explanation: c

Answer:

b and c

Step-by-step explanation:

A scuba cylinder that normally lasts one hour at the surface will last 20 minutes at 66 feet.

According to the statement

We have given that the A scuba cylinder that normally lasts one hour at the surface. And we have to find that the for how much time the cylinder at the surface will last 66 feet.

So, For this purpose, we know that the

A Scuba cylinder or diving gas cylinder is a gas cylinder used to store and transport high pressure gas used in diving operations.

So, we have given that the

Scuba cylinder that normally lasts one hour.

So, according to this information the cylinder lasts for 20 minutes at the surface of 66 feet.

So, A scuba cylinder that normally lasts one hour at the surface will last 20 minutes at 66 feet.

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Answer:

25.12 rounded.

Step-by-step explanation:

C = 2\(\pi\)r

C=\(\pi\)d

C = \(\pi\)(8)

C = 25.12 rounded.

Answer:

25 and 1/7 mm

Step-by-step explanation:

Diameter = circunference / π

π = 3.1416    aprox.

Then:

8 = citcunference / 3.1416

8 * 3.1416 = circunference

25.1428 = circunference

1/7 = 0.1428

Then:

25.1428 = 25 + 1/7

= 25 1/7

Answer: answer is 3.

Step-by-step explanation:

Mean is the sum of all the numbers divided by how many numbers are being added.

Mean = (1 + 2 + 3 + 4 + 5)/5

= 15/5

= 3

The  chi-square goodness-of-fit test is a statistical test used to determine if a set of observed categorical data is consistent with an expected distribution.

This est is used to evaluate the hypothesis that a sample of data comes from a population with a specific distribution. In order to interpret a chi-square goodness-of-fit test, we compare observed and expected frequencies at each level of the categorical variable, and not across the levels of the categorical variable.

The chi-square goodness-of-fit test involves the comparison of observed frequencies and expected frequencies. Observed frequencies are the actual frequencies that are obtained in a study, while expected frequencies are the frequencies that would be expected to occur if the null hypothesis were true. The null hypothesis states that the observed frequencies are equal to the expected frequencies.
In order to conduct the chi-square goodness-of-fit test, we need to identify the variable that we are interested in studying. This variable is typically categorical in nature, and it can be nominal or ordinal. We then collect data on this variable and calculate the observed frequencies for each level of the variable.

We then calculate the expected frequencies for each level of the variable. These expected frequencies are based on the null hypothesis. Once we have the observed and expected frequencies, we can calculate the chi-square statistic.
The chi-square statistic is a measure of the difference between the observed and expected frequencies. The larger the chi-square statistic, the greater the difference between the observed and expected frequencies. If the chi-square statistic is large enough, we can reject the null hypothesis and conclude that the observed frequencies are not equal to the expected frequencies.
In conclusion, the chi-square goodness-of-fit test is a statistical test that is used to determine if a set of observed categorical data is consistent with an expected distribution. To interpret this test, we need to compare the observed and expected frequencies at each level of the categorical variable, and not across the levels of the categorical variable.

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By definition of probability, the probability that a person surveyed was either male or had a cell phone is \(\frac{450}{600}\)= 0.75

Probability is the greater or lesser possibility that a certain event will occur.

In other words, the probability is the possibility that a phenomenon or an event will happen, given certain circumstances. It is expressed as a percentage.

The union of events, AUB, is the event formed by all the elements of A and B. That is, the event AUB is verified when one of the two, A or B, or both occurs. AUB is read as "A or B".

The probability of the union of two compatible events is calculated as the sum of their probabilities subtracting the probability of their intersection:

P(A∪B)= P(A) + P(B) -P(A∩B)

The intersection of events, A ∩ B, is the event formed by all the elements that are, at the same time, from A and B. That is, the event A ∩ B is verified when A and B occur simultaneously.

In first place, let's define the following events:

The probability that a person surveyed was either male or had a cell phone is calculated as:

P(M∪C)= P(M) + P(C) -P(M∩C)

In this case, you know:

Replacing in the definition of probability:

P(M∪C)= \(\frac{220}{600}\) + \(\frac{350}{600}\) - \(\frac{120}{600}\)

Solving:

P(M∪C)= \(\frac{220+350 -120}{600}\)

P(M∪C)= \(\frac{450}{600}\)= 0.75

Finally, the probability that a person surveyed was either male or had a cell phone is \(\frac{450}{600}\)= 0.75

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Answer:

  an = 5/2 +3/2(n -1)

Step-by-step explanation:

The common difference is ...

  4 -5/2 = 3/2

The general rule is ...

  an = a1 +d(n -1)

For a1 = 5/2 and d = 3/2, the rule for this sequence is ...

  an = 5/2 +3/2(n -1)

___

This can be simplified to ...

  an = 1 +3/2n

The figures P', P", and P"" have been drawn below in the coordinate plane. The solution has been obtained using transformation.

What is transformation?

An operation that manipulates a polygon or other two-dimensional object on a plane or coordinate system is known as a transformation.

The shape in two dimensions before any alteration is known as a pre-image or inverse image. The shape after transformation is the image.

Cyrus is planning a design to paint on his bass drum.

He starts with figure P and translates it 3 units to the right to form figure P'. This means he moves 3 units closer to the y-axis.

Then he reflects figure P' across the y-axis to form figure P".

Then he dilates figure P" using a scale factor of 2 to form figure P"". This means that the figure is twice of P".

The center of dilation is at the origin.

From this, the below figure has been obtained.

Hence, the figures of P', P", and P"" in the coordinate plane have been constructed.

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Answer:

Solve for  x  by simplifying both sides of the equation, then isolating the variable.

Exact Form:

x =  − 80 /3

Decimal Form:

x = −  26.  ¯

            6

Mixed Number Form:

x = − 26  2

          ----

           3

Answer:

0, 5%, 1/5, 5

5% is equal to 5÷100=0,05

1/5 is equal to 1÷5=0,2