what is the value of x?

Answer:

31.80 is the total 1.80 is the amount of tax

Step-by-step explanation:

Answer:

$1.80

Step-by-step explanation:

6% is equal to 0.06

Multiply 30 by 0.06 and that equals 1.8

$1.80 is your answer

Answer: 105 Cars

Step-by-step explanation: To get an increase of 25% you need to multiply 84 by .25 then add the product of that to 84 to get 105

The number of cars dealership need to sell to reach their goal is, 105 cars

Percentage is a way to express a number as a fraction of 100. It is often used to represent ratios and proportions in a more convenient and understandable form, especially in financial and statistical contexts. For example, 50% means 50 per 100, or half of a given quantity. It is denoted using the symbol "%".

Given that,

A car dealership sold 84 cars in April,

The dealership wants to increase the number of cars sold by 25% in May

The number of cars dealership need to sell to reach their goal = ?

This represents a 25% increase, which is the same as adding one quarter to the original number of cars sold.

The car dealership wants to increase the number of cars sold by 25% in May, which means that they want to sell,

⇒ 84 x 1.25 = 105 cars

So, the dealership will need to sell 105 cars in May in order to reach their goal of increasing the number of cars sold by 25%.

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There are 450 different ways to select the ice cream sandwiches for the 10 students, considering the given quantities of each type of sandwich.

To calculate the number of different ways, we can use the concept of combinations. Since each student can only receive one ice cream sandwich, we need to select 10 out of the 4 types available. However, we need to consider the limited quantity of Mint and Plain ice cream sandwiches.

First, let's consider the Mint ice cream sandwiches. We have 2 Mint ice cream sandwiches available, and we can distribute them among the 10 students in different ways. This can be calculated using combinations as C(10, 2), which represents selecting 2 out of 10 students.

Next, let's consider the Plain ice cream sandwich. We have only 1 Plain ice cream sandwich available, and we need to distribute it among the 10 students. This can be done in C(10, 1) ways. To find the total number of different ways, we multiply the number of ways for Mint and Plain ice cream sandwiches, which is C(10, 2) * C(10, 1).

C(10, 2) represents selecting 2 out of 10 students, which can be calculated as follows:

C(10, 2) = 10! / (2! * (10 - 2)!) = 10! / (2! * 8!) = (10 * 9) / (2 * 1) = 45

C(10, 1) represents selecting 1 out of 10 students, which is simply equal to 10.

Now, we can calculate the total number of different ways by multiplying these two values:

Total ways = C(10, 2) * C(10, 1) = 45 * 10 = 450. Therefore, there are 450 different ways the ice cream sandwiches can be selected among the 10 students considering the limitations of 2 Mint ice cream sandwiches and 1 Plain ice cream sandwich.

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The angle of elevation of the road is approximately 9.48 degrees.

To calculate the angle of elevation of the road, we need to use the tangent function, which relates the opposite side (vertical change) to the adjacent side (horizontal distance). In this case, the vertical change is 100 feet and the horizontal distance is 0.6 miles, which we need to convert to feet.

Convert 0.6 miles to feet

Since 1 mile is equal to 5,280 feet, we can calculate:

0.6 miles * 5,280 feet/mile = 3,168 feet

Step 2: Calculate the angle of elevation

Using the tangent function:

To find the angle, we take the inverse tangent (arctan) of this ratio:

Finally, we convert the angle from radians to degrees:

Rounded to two decimal places, the angle of elevation of the road is approximately 9.48 degrees.

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The polynomial of the quadratic of least degree will be x² + 20x - 21.

Given that:

Zeros, x = 1 and -21

Let a, b, c, and d be the zeros of the polynomial and k be the leading coefficient. Then the polynomial is given as,

⇒ k(x - a)(x - b)(x - c)(x - d)

The polynomial of the quadratic of least degree is calculated as,

⇒ (x - 1)(x + 21)

⇒ x² + 21x - x - 21

⇒ x² + 20x - 21

Thus, the polynomial of the quadratic of least degree will be x² + 20x - 21.

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The vector equation for the line of intersection of the planes x+4y-4z=-3 and x + z = 5 is r = <5, -2, 0> + t <-1, 5/4, 1>

The equations of the planes are:

x + 4y - 4z = -3                    ..............(1)

and x + z = 5                      .............(2)

Subtract equation (2) from equation (1),

( x + 4y - 4z + 3) - (x + z - 5 ) = 0

4y - 5z + 8 = 0

we can rewrite is as,

4y = 5z - 8

y = 5/4 z - 8/4

y = 5/4 z - 2                  ...............(3)

Here, we don't have enough equations to uniquely solve for either y or z. So, we set z = t, where t can be any real number.

The variable t is the free parameter for the parametrization of the line.

Substitute z = t in equation (3) we get,

y = 5/4 t - 2        

From equation (2),

x = 5 - z

For z = t,

x = 5 - t

Thus, the parametrization of the line would be,

(x, y, z) = (5 - t, -2 + 5/4 t , t)

           = <5, -2, 0> + t<-1, 5/4, 1>

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Answer:

(x + 2)^2 + (y - 6.5)^2 = 25.25

Step-by-step explanation:

We can the equation of the circle in standard form, whose general equation is:

\((x-h)^2+(y-k)^2=r^2\), where

Step 1:  We know that the diameter is simply 2 * the radius.  Thus, we can find the radius by first finding the length of the diameter.  To do this, we'll need the distance formula, which is:

\(d=\sqrt{(x_{2}-x_{1})^2+(y_{2}-y_{1})^2 }\), where

We can allow (-7, 7) to be our (x1, y1) and (3, 6) to be our (x2, y2) point and plug these into the formula to find d, the distance between the points and the length of the diameter:

\(d=\sqrt{(3-(-7))^2+(6-7)^2} \\d=\sqrt{(3+7)^2+(-1)^2}\\ d=\sqrt{(10)^2+1}\\ d=\sqrt{100+1}\\ d=\sqrt{101}\)

Now we can multiply our diameter by 1/2 to find the length of the radius:

r = 1/2√101

Step 2:  We know that the center lies at the middle of the circle and therefore represents the midpoint of the diameter.  The midpoint formula is

\(m=(\frac{x_{1}+x_{2} }{2}),(\frac{y_{1}+y_{2} }{2})\), where

We can allow (-7, 7) to be our (x1, y1) point and (3, 6) to be our (x2, y2) point:

\(m=(\frac{-7+3}{2}),(\frac{7+6}{2})\\ m=(\frac{-4}{2}),(\frac{13}{2})\\ m=(-2,6.5)\)

Thus, the coordinate for the center are (-2, 6.5).

Step 3:  Now, we can create the equation of the circle and simplify:

(x - (-2)^2 + (y - 6.5)^2 = (1/2√101)^2

(x + 2)^2 + (y - 6.5)^2 = 25.25

Answer:

\( \pi\: \& \: \sqrt 5\)

Step-by-step explanation:

\(\pi \: and \: \sqrt{5} \: are \: irrational\)

Answer:

I think the sun is not showing

Answer:

about 5 days :) so answer is B

Step-by-step explanation:

The pages that are filled with stamps ​are 252

From the question, we have the following parameters that can be used in our computation:

Stamps = 900

Empty = 72%

Using the above as a guide, we have the following:

Filled = (1 - Empty) * Stamps

So, we have

Filled = (1 - 72%) * 900

Evaluate

Filled = 252

Hence, 252 are filled

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The correct answer is option A. The assumption that is made so that the pooled variance estimate can be substituted for the population variances within the standard error of the differences formula is that the population variances are homogeneous.

This implies that the variances of the two populations under comparison should be comparable.

For many statistical tests, including the t-test and ANOVA, homogeneity of variance is a crucial presumption. The pooled variance estimate is not a reliable substitute for population variances if the variances of the two populations are not equal.

Consequently, in order to apply the pooled variance estimate in the standard error of the differences formula, the homogeneity of variance assumption is required.

Complete Question:

What  assumption is made so that the pooled variance estimate can be substituted for the population variances within the standard error of the differences formula?

A. The population variances are homogeneous

B. The population variances are heterogeneous

C. The sample sizes are equal

D. The sample sizes are large

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A loss of 8 points is the situation which is represented by integer -8.

A number system is defined as a system of writing to express numbers.

The situation that could be represented by -8 is option C, a loss of 8 points.

The negative sign indicates a decrease or loss in value.

A distance of 8 meters above sea level represents a positive number because the distance is above.

A rise in temperature of 8 degrees is also positive as it is increasing.

A gain of $8 is also represents the positive value.

-8 represents a loss of 8 points.

The negative sign denotes a decrease or loss in value.

Hence, a loss of 8 points is the situation which is represented by integer -8.

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Not performing qualitative tests in duplicate can introduce certain risks and potential issues:

False positives: Without duplicate testing, there is a higher risk of obtaining false positive results. False positives occur when a test incorrectly indicates the presence of a particular characteristic or condition. Duplicate testing helps verify the accuracy and reliability of the results, reducing the chances of false positives.

False negatives: Similarly, not performing qualitative tests in duplicate increases the risk of false negatives. False negatives occur when a test fails to detect a characteristic or condition that is actually present. Duplicate testing provides an additional opportunity to identify any missed detections and reduces the likelihood of false negatives.

Variability and uncertainty: Qualitative tests can be subject to variability due to factors such as sample preparation, test conditions, or interpretation. Duplicate testing helps assess the consistency and reproducibility of the results, providing a measure of confidence and reducing uncertainty.

Quality control issues: Duplicate testing is an essential component of quality control protocols. It helps ensure the reliability and accuracy of the testing process and minimizes the potential for errors or inconsistencies. Not performing duplicate tests can compromise the overall quality control procedures, leading to compromised data and unreliable conclusions.

Validation and reproducibility: Duplicate testing is often required for validation purposes and to demonstrate the reproducibility of results. It helps establish the robustness and reliability of the testing method. Without duplicate testing, it becomes more challenging to validate and reproduce the results, which can undermine the credibility of the findings.

In summary, not performing qualitative tests in duplicate increases the risks of false positives, false negatives, variability, uncertainty, quality control issues, and challenges in validation and reproducibility. Duplicate testing plays a crucial role in ensuring the accuracy, reliability, and validity of qualitative test results.

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Answer:

1306.24 cm².

Step-by-step explanation:

From the diagram given above, we obtained the following information:

Radius (r) = 13 cm

Pi (π) = 3.14

Slant height (l) = 19 cm

Surface Area (SA) =.?

The surface area of the cone can be obtained as follow:

SA = πr² + πrl

SA = πr ( r + l)

SA = 3.14 × 13 ( 13 + 19)

SA = 40.82 (32)

SA= 1306.24 cm²

Therefore, the surface area of the cone is 1306.24 cm².

Answer:

7

Step-by-step explanation:

answer is 7

Answer:

  C)  905 km³

Step-by-step explanation:

You want the volume of a cylinder 12 km in diameter and 8 km high.

The volume is given by the formula ...

  V = πr²h

The radius is half the diameter, so is (12 km)/2 = 6 km. Then the volume is ...

  V = π(6 km)²(8 km) ≈ 905 km³

The volume of the cylinder is about 905 km³.

Answer:

Step-by-step explanation:

A cylinder with a diameter of 12 km and a height of 8 km.

✘ O A) 3619 km³

✘ O B) 1272 km³

✘ O D) 1252 km³

Sorry it Was The Wrong Answer i Had To Do The Calculating it So i Was in Formed That My Answer Was Deleted Had a Chance To Change it So Here's The Right Answer. Have a Nice Day

To evaluate the integral ∫ dt /\((1-6t)^{4}\) using the given substitution u = 1-6t, we can rewrite the integral in terms of u. The resulting integral is ∫ (-1/6) du / \(u^{4}\). By simplifying and integrating this expression, we find the answer.

Let's start by making the given substitution u = 1-6t. To find the derivative of u with respect to t, we differentiate both sides of the equation, yielding du/dt = -6. Rearranging this equation, we have dt = -du/6.

Now, let's substitute these expressions into the original integral:

∫ dt /\((1-6t)^{4}\) = ∫ (-du/6) /(\(u^{4}\)).

We can simplify this expression by factoring out the constant (-1/6):

(-1/6) ∫ du /\(u^{4}\).

Now, we integrate the simplified expression. The integral of u^(-4) can be evaluated as \(u^{-3}\) / -3, which gives us (-1/6) * (-1/3) * \(u^{-3}\) + C.

Finally, we substitute the original variable u back into the result:

(-1/6) * (-1/3) * \((1-6t)^{-3}\)+ C.

Therefore, the integral ∫ dt /\((1-6t)^{4}\), evaluated using the given substitution u = 1-6t, is (-1/18) * \((1-6t)^{-3}\)+ C.

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The questionnaire given to patients about their quality of life before and after the surgery included in the research design does add risks to the overall study design. Hence, the given statement is false.

Even though the questionnaire itself may not cause any additional physical risks, it can still have an impact on the overall study design. The questionnaire can add additional burden to the participants, who may already be dealing with physical and emotional stress from the surgery. Also, the questionnaire results may not be accurate if participants are not fully honest or unable to understand the questions being asked. Therefore, the inclusion of such a questionnaire in the research design should be carefully considered after evaluating its potential impact on the overall study.

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Answer:

x = fiction books

3x = nonfiction books

x + 3x = 2000

After you solve for x, (which is the number of fiction books), you can plug its value into the equation for nonfiction books (3x) and that will give you the number of non fiction books.

Step-by-step explanation:

Hope this helps! <3

Answer:

C

Step-by-step explanation:

trust

On solving the provided question, we can say that - area of the give trapezoid is A = bh = (13 ft)(4 ft) = \(52 ft^2\)

A trapezoid is a quadrilateral that has at least one set of parallel sides. It is known as Trapezium . In Euclidean geometry, a trapezoid is invariably a convex quadrilateral. The trapezoid's base is defined as its parallel sides. Each of the bases—top and bottom—is parallel to the other. A flat, closed form with four straight sides and two parallel sides is referred to as a trapezoid. The legs and the parallel sides of the trapezoid are referred to as the base and the parallel sides, respectively.

The width is equal to the sum of the base lengths when two trapezoids are united to form a parallelogram, but the height stays the same (4 feet).

\(10 ft + 3 ft = 13 ft.\)

area -  A = bh = (13 ft)(4 ft) = \(52 ft^2\)

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Answer:

A

Step-by-step explanation:

Using the table, the last point has coordinates (120, 190).

Answer:

A

Step-by-step explanation:

the 5th point has the coordinates (129, 190).

120 followers : that is 2 units to the right of 100 on the followers axis.

now we go up to 190 of posts per month.

what point do we find there ? A

1.1. The heat loss per unit area can be calculated by considering the heat transfer through each layer of the furnace. First, we need to calculate the thermal resistances of each layer.

The thermal resistance (R) of a material is given by the formula R = thickness / thermal conductivity.

For the firebrick layer:

\(R_firebrick\)= 225 mm / 1.4 W/m.K

= 160.71 m².K/W
For the insulating brick layer:

\(R_insulating_brick\)= 120 mm / 0.2 W/m.K

= 600 m².K/W
For the building brick layer:

\(R_building_brick\)= 225 mm / 0.7 W/m.K

= 321.43 m².K/W

Next, we can calculate the total thermal resistance of the furnace by summing up the individual resistances:

\(R_total = R_firebrick + R_insulating_brick + R_building_brick\)

Finally, we can calculate the heat loss per unit area (Q/A) using the formula Q/A = \((T_inside - T_outside) / R_total\), where \(T_inside\) is the inside temperature (927°C + 273 = 1200 K) and

\(T_outside\) is the outside temperature (57°C + 273 = 330 K).

1.2. The temperature at the junction of the firebrick and insulating brick can be calculated using the formula Q = k * A * (T2 - T1) / L, where Q is the heat transfer rate, k is the thermal conductivity, A is the cross-sectional area, T2 is the temperature on one side of the junction, T1 is the temperature on the other side of the junction, and L is the thickness of the junction.

We can consider the heat transfer between the firebrick and insulating brick as one-dimensional heat conduction. The temperature at the junction can be calculated by setting Q = 0 and solving for T2.

2.1. The heat loss from the unlagged horizontal steam pipe due to radiation can be calculated using the Stefan-Boltzmann law:

Q_rad = ε * σ * A * (T1⁴ - T2⁴), where ε is the emissivity of the pipe, σ is the Stefan-Boltzmann constant (5.67x10⁻⁸W/m²K⁴), A is the surface area, T1 is the temperature of the pipe, and T2 is the temperature of the surroundings.

2.2. The heat loss from the unlagged horizontal steam pipe due to convection can be calculated using the formula Q_conv = h * A * (T1 - T2), where h is the convective heat transfer coefficient and A is the surface area.

3.1. The emissivity (ε) can be calculated using the formula ε = (Q_rad / σ * A * T⁴) * (1 / ε_back), where Q_rad is the radiative heat transfer, σ is the Stefan-Boltzmann constant, A is the surface area, T is the temperature of the plate, and ε_back is the emissivity of the surroundings.

3.2. The absorptivity (α) is equal to the emissivity (ε) for opaque surfaces.

3.3. The radiosity (J) of the plate can be calculated using the formula J = ε * σ * T⁴.

3.4. The net heat transfer rate per unit area can be calculated by subtracting the heat transfer rate due to convection from the heat transfer rate due to radiation: \(Q_net/A = Q_rad/A - Q_conv/A.\)

To solve the given problems, we need to use various formulas related to heat transfer, such as thermal resistance, one-dimensional heat conduction, Stefan-Boltzmann law, and convective heat transfer.

By applying these formulas and plugging in the given values, we can calculate the heat loss per unit area, temperature at the junction of the firebrick and insulating brick, heat loss from the unlagged steam pipe due to radiation and convection, emissivity, absorptivity, radiosity, and net heat transfer rate per unit area.

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Answer: 60 miles

Step-by-step explanation: You multiply 3 by 20 because 1 inch is 20

Answer:

The cities are actually 60 miles apart.

Step-by-step explanation:

Take the scale factor 1 inch = 20 miles and multiply it by the number of inches given.

3 × 1 inch  and  3 × 20 miles   3 × 20 = 60

3 inches represents 60 miles

Answer:

No. The input 1.2 has 2 outputs.

Step-by-step explanation:

See attachment for complete question

The first circle represents the domain while the second represents the range of the function.

For a mapping to be a function, it must either be a one to one relationship or a many to one relationship.

One to one, in the sense that; there can be only one entry in the domain points to one entry in the range of the function.

Many to one, in the sense that: there can be multiple domain entries that point to one entry in the range of the function

However, from the attachment it can be seen that an entry in the domain (1.2) points to two entries in the range (6 and 8).

Hence, this does not represent a function.