The right triangle on the right is a scaled copy of the right triangle on the left. Identify the scale factor. Express your answer as a whole number or fraction in simplest form. ​

The magnitude of the net electric force that q1 and q3 exert on a q2 is 4.05 × 10⁻⁴ N.

Given, The position of the charges are q1= +5nC at the origin (0, 0)

                        q2 = -2nC at (4cm, 0)

                         q3 = +4nC at (0, 4cm)

.The charge q2 experiences the force due to q1 and q3.

Let the force on q2 due to q1 be F1 and that due to q3 be F3.

Finding the force due to q1 on q2:

Force F1 due to q1 acting on q2 is given by the formula:

                              F1 = k q1q2 / r1²where k is the Coulomb's constant, r1 is the distance between the charges and q1 and q2 are the charges on the particles.

Substituting the values we get,F1 = 9 × 10⁹ × 5 × 10⁻⁹ × (-2) × 10⁻⁹ / (0.04)²= - 2.25 × 10⁻⁴ N

Now finding the force due to q3 on q2:Force F3 due to q3 acting on q2 is given by the formula:

                                 F3 = k q3q2 / r3²where k is the Coulomb's constant, r3 is the distance between the charges and q2 and q3 are the charges on the particles.

Substituting the values we get,F3 = 9 × 10⁹ × 4 × 10⁻⁹ × (-2) × 10⁻⁹ / (0.04)²= - 1.8 × 10⁻⁴ N

The net force on q2 is given by the formula,

                                      Fnet = F1 + F3= - 2.25 × 10⁻⁴ N + (-1.8 × 10⁻⁴ N) = -4.05 × 10⁻⁴ N

The magnitude of the net electric force that q1 and q3 exert on a q2 is 4.05 × 10⁻⁴ N.

The direction of the net electric force that q1 and q3 exert on a q2 is negative x-axis direction (to the left).

Hence, the correct option is: The magnitude of the net electric force that q1 and q3 exert on a q2 is 4.05 × 10⁻⁴ N.

The direction of the net electric force that q1 and q3 exert on a q2 is negative x-axis direction (to the left).

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The length of legs are 8 in and 4 in , when hypothenuse is √73 in

The Pythagorean Theorem states that a right triangle's hypotenuse (the side across from the right angle) has a square perimeter equal to the sum of its legs

Formula : a² + b² = c²

Where , a and b are legs and c is hypotenuse

According to the  question,

Hypothenuse of right angle triangle : c =√73

sum of legs => 11 = a + b

Using Pythagoras theorem ,

a² + b² = c²

=> a² + b² = (√73)²

=>  a² + b² = 73 ---------(1)

As we know ,

(a + b)² = a² + b² + 2ab

=> a² + b² = (a + b)² -2ab

Substituting the value in equation (1)

=> (a + b)² -2ab = 73

=> 11² - 2ab = 73

=> 2ab = 121 - 73

=> 2ab = 48

=> ab = 24

=> a = 24/b

Substituting the value of a,

24/b + b = 11

=> 24 + b² = 11b

Solving the quadratic equation,

b = 8 , 3

Therefore , When a = 3 , b = 8

and when a = 8 , b = 3

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Answer:

We get -2 < r < 3

Corresponding to the fourth choice

The fourth number line is the correct option

Step-by-step explanation:

-2 < 3r+4 < 13

We have to isolate r,

subtracting 4 from each term,

-2-4< 3r + 4 - 4 < 13 - 4

-6 < 3r < 9

divding each term by 3,

-6/3 < r < 9/3

-2 < r < 3

so, the interval is (-2,3)

or, -2 < r < 3

this corresponds to

The fourth choice (since there is no equality sign)

Answer:

1 apple

Step-by-step explanation:

3-2=1

But if you want to be Technical You still have 3. Because you took them away so you still have what you started with.

but the answer is 1 apple. 193 IQ

Answer:

A vector graphic consists of a set of instructions for creating a picture is a true statement.

Step-by-step explanation:

A vector graphic is an image format that represents images as a set of mathematical instructions or geometric primitives such as lines, curves, and shapes. Instead of using a grid of pixels like raster graphics, vector graphics define images based on mathematical formulas and coordinates.

These instructions or mathematical representations describe the shapes, colors, and other visual attributes of the image. They allow the image to be scaled, resized, and manipulated without loss of quality since the instructions can be recalculated and redrawn at any resolution or size.

Vector graphics are often created and edited using specialized software such as Adobe Illustrator, CorelDRAW, or Inkscape. They are commonly used for logos, illustrations, diagrams, typography, and other graphical elements where scalability and flexibility are important.

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Answer:

-8

Step-by-step explanation:

Answer:

where is the figure? upload the fig too

Answer:

15

Step-by-step explanation:

9*9+12*12=225

12*12=144

15*15=225

108*108=11664

144*144=20736

The quadratic example is ax² + b x + c = 0 where x stands for an unknown value and where a, b, and c stand for known numbers is known as a quadratic equation in algebra.

Quadratic equations are second-degree polynomial equations with at least one squared term. It is also referred to as quadratic equations.

The numerical coefficients a, b, and c are known, while the unknown variable x is. For example , x2 + 2x + 1. It also goes by the name quadratic equation as in: b x +c=0    

The terms a, b, and c are also referred to as quadratic coefficients.    

'Examples of Quadratics

x² –x – 9 = 0

5x² – 2x – 6 = 0
3x² + 4x + 8 = 0

-x² +6x + 12 = 0  (an example of non-quadratic equation is x³ − x² − 5 = 0)

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Answer:

5.00 + 0.25p

Step-by-step explanation:

Answer:

Step-by-step explanation:

So since the question is no completed. The only way you can answer this is by simplifying it which is not the same as the value of x. It would be 3x+8

Answer:

Step-by-step explanation:

Bob's deal : 11/10= 1.1 dollars per bagel

Danny's bagel=3/4=0.75 dollars per bagel

Danny's deal is better the price is lower

2- fraction : 11/10>3/4

1.1>0.75 the lower the price the better

3- Danny's deal is better because the price of 10 bagels=7.5 dollars

9514 1404 393

Answer:

  x = 5

Step-by-step explanation:

The left-side bottom edge is marked as 30. The total bottom edge is marked as 45, so the right side length will be ...

  45 -30 = 15

The top (slanted) edge marked 10 is 1/3 the length of the corresponding bottom edge (30). Then x will be 1/3 of 15, or ...

  x = 5

_____

If you like, you can write a proportion:

  total/long part = (10+x)/10 = 45/30

  30(10+x) = 45(10)

  10+x = 15 . . . . divide by 30

  x = 5 . . . . . . . . subtract 10

Sarah's charges per hour for working during the week will be $9.5.

The distribution of weights to the variables involved that establishes the equilibrium in the calculation is referred to as a result.

Sarah is a nanny who bills clients at various prices depending on whether she is working during the week or on the weekend. She worked 45 hours in a single week for a salary of $902.50, of which 5 hours were on the weekend. She worked 50 hours the next week, 10 of which were on the weekend, and made 1045 dollars.

Let x be the charge per working hour and y be the number of charges per hour during the weekend. Then the equation will be

45x + 5y = 902.5           ...1

50x + 10y = 1045

25x + 5y = 522.5          ...2

Subtract equation 2 from equation 1, then we have

45x - 25x = 902.5 - 522.5

20x = 380

x = 19

And the value of y will be

25 (19) + 5y = 522.5

475 + 5y = 522.5

5y = 47.5

y = 9.5

Sarah's charges per hour for working during the week will be $9.5.

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When two events in a single trial are described as disjoint, it means that they cannot occur simultaneously.

In other words, if one of the events happens, the other event cannot occur at the same time. Disjoint events are mutually exclusive and do not have any overlapping outcomes.

For example, let's consider a single trial of flipping a fair coin. We can define two events: "getting heads" and "getting tails." These events are disjoint because it is not possible to get both heads and tails in the same coin flip. If the outcome is heads, the event "getting tails" is automatically excluded, and vice versa.

In general, if the occurrence of one event excludes the possibility of the other event happening in the same trial, the events are considered disjoint. Disjoint events can be useful when calculating probabilities, as the probability of either event occurring is simply the sum of their individual probabilities.

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\(\cos 3\pi = \cos \pi =-1\)

Answer:

It's C

Step-by-step explanation:

Answer:

5.77in

Step-by-step explanation:

A cube has 6 square faces, so each face would have area 200 sq in/6=33.33 sq in

Since the area of each face equals the square of the sides, the edge of the cube would be sqrt%2833.33sq+in%29= approx. 5.77 in

Answer:

40 ÷\(\frac{1}{5}\) =

40 x 5 = 200 miles

Step-by-step explanation:

distance from Shawna's house to the mountains = distance from her house to the  ocean ÷ 1/5

40 ÷ 1/5

40 x 5 = 200 miles

b) Decreasing the sample size

c) Increasing the standard deviation

a) Decreasing the confidence level will decrease the width of the confidence interval. A lower confidence level means we are less certain about capturing the true population mean, so we allow for a smaller margin of error, resulting in a narrower interval.

b) Decreasing the sample size will increase the width of the confidence interval. With a smaller sample size, there is less information available to estimate the population mean. This increased uncertainty leads to a wider confidence interval to accommodate a potentially larger margin of error.

c) Increasing the standard deviation will increase the width of the confidence interval. A larger standard deviation indicates more variability in the data. With greater variability, the estimated population mean could be further away from the true mean, requiring a wider interval to capture the potential range.

d) Decreasing the mean does not affect the width of the confidence interval. The width of the interval is primarily determined by factors such as confidence level, sample size, and standard deviation. The value of the population mean itself does not impact the width of the interval since it is the target value being estimated.

In summary, decreasing the confidence level and sample size, as well as increasing the standard deviation, will all increase the width of the confidence interval for a population mean, reflecting increased uncertainty and potential variability in the estimation. However, decreasing the mean does not directly impact the width of the interval.

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Answer:

3 less than the product of a number and 15

Step-by-step explanation:

Given the expression

15y - 3 = 25

The unknown variable is y. Rewriting 15y - 3 as a statement

15y means the product of a number and 15

15y - 3 means 3 less than the product of a number and 15

Hence vocabulary word that can be best used to describe 15y - 3 is  3 less than the product of a number and 15

The required white effective interest rate is 0.71% more than his nominal interest rate.

Compound interest is the interest on deposits computed on both the initial principal and the interest earned over time.

Here,

White Effective interest R,
\(R=(1+i/m)^m)-1\\R=(1+0.1362/4)^4)-1\\R =0.1433*100=\)
R = 14.33 percent

So

Difference in interest = 14.33%-13.62%
                                    =0.71%

Thus, the required white effective interest rate is 0.71% more than his nominal interest rate.

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64 Ounces Of spaghetti sauce for 4.60= around 7 cents per Ounce

48 ounces of Sauce for 3.79 = around 8 cents per ounce

Mathmatically speaking, i would choose the 64 ounce

Answer:

The value of the equation will be 14

1. C. Gravity is a force that acts as an inversely proportional square law with respect to distance.

2. B. Type Ia supernovae

3. D. Downwards; towards the center of the Sun

The interpretation of the equations and the correct options for the given questions are as follows:

Question 1:

The equation interpretation is related to gravity. The equation states a relationship between gravity and distance. The correct option is:

C. Gravity is a force that acts as an inversely proportional square law with respect to distance.

Question 2:

To test how the constant G (gravitational constant) has changed over the evolution of the Universe, certain phenomena or objects are used. The correct option is:

B. Type Ia supernovae

Question 3:

Based on the excerpt, the direction of gravity from the Sun is described. The correct option is:

D. Downwards; towards the center of the Sun

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Answer:

This survey may be unfair because they are asking the question to a group of kids who are already biased because they all play a specific sport and are most likely going to chooses that sport. Therefore the answers will most likely be basketball because it is the basketball team taking the survey

Step-by-step explanation:

the data provide convincing evidence of a difference in the proportions of teens and young adults who own an iPod or MP3

To determine if there is convincing evidence of a difference in the proportions of all teens and young adults who own an iPod or MP3 player, we can perform a hypothesis test.

Let's define the following parameters:

- p₁: Proportion of all teens who own an iPod or MP3 player.

- p₂: Proportion of all young adults who own an iPod or MP3 player.

The null hypothesis (H₀) assumes that there is no difference between the proportions:

H₀: p₁ = p₂

The alternative hypothesis (H₁) assumes that there is a difference between the proportions:

H₁: p₁ ≠ p₂

To test this hypothesis, we can use a two-proportion z-test. We calculate the test statistic using the formula:

z = ((p₁ - p₂) - 0) / √((\(\hat{p}_1\) * (1 - \(\hat{p}_1\)) / n₁) + (\(\hat{p}_2\) * (1 - \(\hat{p}_2\)) / n₂))

Where:

- \(\hat{p}_1\): Sample proportion of teens who own an iPod or MP3 player (79% or 0.79)

- \(\hat{p}_2\): Sample proportion of young adults who own an iPod or MP3 player (67% or 0.67)

- n₁: Sample size of teens (800)

- n₂: Sample size of young adults (400)

Using the given values, we can calculate the test statistic:

z = ((0.79 - 0.67) - 0) / √((0.79 * (1 - 0.79) / 800) + (0.67 * (1 - 0.67) / 400))

Calculating this yields the test statistic z = 5.525.

Next, we can determine the critical value or p-value associated with this test statistic using a significance level (α). Assuming a significance level of 0.05, for a two-tailed test, the critical values are approximately -1.96 and 1.96.

Since the calculated test statistic (5.525) is beyond the critical values of -1.96 and 1.96, we can reject the null hypothesis. There is convincing evidence to suggest that there is a difference in the proportions of all teens and young adults who own an iPod or MP3 player.

In conclusion, the data provide convincing evidence of a difference in the proportions of teens and young adults who own an iPod or MP3 player.

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The appropriate hypotheses for testing the difference in proportions of all teens and young adults who own an iPod or MP3 player are:

Null Hypothesis (H0): The proportion of teens who own an iPod or MP3 player is equal to the proportion of young adults who own an iPod or MP3 player.

Alternative Hypothesis (Ha): The proportion of teens who own an iPod or MP3 player is not equal to the proportion of young adults who own an iPod or MP3 player.

To test if there is a significant difference in the proportions of all teens and young adults who own an iPod or MP3 player, we need to set up appropriate hypotheses. Let's denote the proportion of teens who own an iPod or MP3 player as p1 and the proportion of young adults who own an iPod or MP3 player as p2.

The null hypothesis (H0) assumes that there is no difference between the proportions, so we can state it as:

H0: p1 = p2

The alternative hypothesis (Ha) assumes that there is a difference between the proportions, so we can state it as:

Ha: p1 ≠ p2

Here, p1 represents the true proportion of teens who own an iPod or MP3 player, and p2 represents the true proportion of young adults who own an iPod or MP3 player.

To test these hypotheses, we can use a significance level (α) of 0.05, which is a common choice in hypothesis testing. If the p-value (the probability of observing a test statistic as extreme as the one calculated) is less than 0.05, we reject the null hypothesis and conclude that there is a significant difference in the proportions.

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