Write a IJVM translation for the following Java code. Include comments and show what the stack is doing.int A=0;for (i=0;i<=10;i++)if (i!=5)A=A+i

Answer:

Clay

Step-by-step explanation:

Clay soil has small, fine particles, which is why it retains the most amount of water. Sand, with its larger particles and low nutritional content, retains the least amount of water, although it is easily replenished with water. Silt and loam, with medium-size particles, retain a moderate amount of water.

Step-by-step explanation:

-6-2=-8

-5-0=-5

-8^2+-5^2=64+25=89

square root of 89=9.4

ANSWER

(7, -2)

EXPLANATION

We want to know the image point after a translation.

A translation is basically a shift in the position of the object.

The object point is (5, -5) and it translates 2 units right and 3 units up.

That means there is a shift +2 units on the x axis and +3 units on the y axis.

Therefore, the image point is:

(5 + 2, -5 + 3)

= (7, -2)

That is the image point.

Answer: 33/4 miles per hour

Step-by-step explanation:

Hi, to answer this question we simple have to divide the distance travelled by the bike (2 3/4) by the time spent (1/3)

Speed rate = distance /time

Replacing with the values given:

S = 2 3/4 ÷ 1/3 = (2x4+3)/4 ÷1/3 =11/4 ÷1/3= 33/4 miles per hour

Feel free to ask for more if needed or if you did not understand something.

Type I error would be weather remains dry, but school is needlessly canceled. Type II error would be don't cancel school, but the snow storm hits. The correct option is B.

In hypothesis testing, the null hypothesis is the default assumption that is being tested. In this case, the null hypothesis is that the weather will remain dry. The school superintendent must decide whether to reject or accept this null hypothesis based on the evidence available.

There are two types of errors that can occur in hypothesis testing: Type I and Type II errors.

Type I error occurs when the null hypothesis is rejected, even though it is actually true. In other words, the school superintendent decides to cancel school due to a snowstorm, but the weather remains dry. This can result in unnecessary school closures, which can disrupt students, teachers, and parents' schedules.

Type II error occurs when the null hypothesis is accepted, even though it is actually false. In other words, the school superintendent decides not to cancel school because of the assumption that the weather will remain dry, but a snowstorm hits. This can put students, teachers, and parents in danger as they try to commute to school in hazardous conditions.

The consequences of a Type I error and a Type II error can be significant in this scenario. The school superintendent must weigh the potential risks of making each type of error to make the best decision for the safety and well-being of the school community.

To learn more about hypothesis click on,

https://brainly.com/question/15995885

#SPJ4

Complete question is:

A school superintendent must make a decision whether or not to cancel school because of a threatening snow storm. What would the results be of Type I and Type II errors for the null hypothesis: The weather will remain dry?

A. Type I error: don't cancel school, but the snow storm hits.

Type II error: weather remains dry, but school is needlessly canceled.

B. Type I error: weather remains dry, but school is needlessly canceled.

Type II error: don't cancel school, but the snow storm hits.

C. Type I error: cancel school, and the storm hits.

Type II error: don't cancel school, and weather remains dry.

D. Type I error: don't cancel school, and snow storm hits.

Type II error: don't cancel school, and weather remains dry.

E. Type I error: don't cancel school, but the snow storm hits.

Type II error: cancel school, and the storm hits.

The product of the operation -1.2 x (-1.2) is 1. 44

Multiplication is simply described as one of the four primary mathematical operations of arithmetic, other are;

The result of any multiplication operation is called a product.

Also, to multiply simply means to add equal group of numbers or variables.

It is also important to note the following multiplication of mathematical signs, we have;

From the information given, we have that;

-1.2 x (-1.2)

To find the product, expand the bracket, we get;

- 1.2 × - 1.2

Multiply the values, we get;

1. 44

Hence, the value is 1.44

Learn more about multiplication here:

https://brainly.com/question/28768606

#SPJ1

Answer:

14.5

Step-by-step explanation:

Divide the numerator by the denominator.

When a letter like a, b, x or y pops up in a mathematical expression, it's called a variable, but really it's a placeholder that represents a number of unknown value. You can perform all the same mathematical operations on a variable that you'd perform on a known number. That fact comes in handy if the variable pops up in a fraction, where you'll need tools like multiplication, division and canceling of common factors to simplify the fraction.

Combine like terms in both the numerator and the denominator of the fraction. When you first start handling fractions with variable, this may be done for you. But later on, you might encounter "messier" fractions like the following:

(a + a) / (2_a_ - a)

When you combine like terms, you end up with a much more civilized fraction:

2_a_/a

Factor the variable out of both numerator and denominator of the fraction if you can. If the variable is a factor in both places, you can then cancel it. Consider the simplified fraction just given:

2_a_/a

As a quick aside, any time you see a variable by itself, it's understood to have a coefficient of 1. So this could also be written as:

2_a_/1_a_

Which makes it more obvious that when you cancel the common factor a from both the numerator and denominator of the fraction, you're left with the following:

2/1

Which, in turn, simplifies to the whole number 2.

What if you have a fraction like 3_a_/2? You can't factor a out of both the numerator and the denominator of the fraction, but because it's in the numerator, you can treat it as a whole number. To make sense of this, first write the fraction out thusly:

3_a_/2(1)

You can insert the 1 in the denominator thanks to the multiplicative identity property, which states that when you multiply any number by 1, the result will be the original number you started with. So you haven't changed the value of the fraction at all; you've just written it a little differently.

Next, separate the factors thusly:

a/1 × 3/2

And simplify a/1 to a. This gives you:

a × 3/2

Which can be simply written as the mixed number:

a (3/2)

What if you end up with a messy fraction like the following?

(b2 - 9) / (b + 3)

At first glance there's no easy way to factor b out of both numerator and denominator. Yes, b is present in both places, but you'd have to factor it out of the entire term in both places, which would give you the even messier b(b - 9/b) in the numerator and b(1 + 3/b) in the denominator. That's a dead end.

But if you've been paying attention in your other lessons, you might notice that the numerator can actually be rewritten as (b2 - 32), also known as "the difference of squares," because you're subtracting one squared number from another squared number. And there's a special formula that you can memorize to factor the difference of squares. Using that formula, you can rewrite the numerator as follows:

(b - 3)(b + 3)

Now, take a look at that in the context of the entire fraction:

(b - 3)(b + 3) / (b + 3)

Thanks to that standard formula you either memorized or looked up, you now have the identical factor (b + 3) in both the numerator and the denominator of your fraction. Once you cancel that factor, you're left with the following fraction:

(b - 3) / 1

Which simplifies to just:

(b - 3)

All solutions in the interval [0, 2π) when cos x = sin x are π/4, and 7π/4.

Option (D) is correct

What is the trigonometric equation?

All possible values which satisfy the given trigonometric equation are called solutions of the given trigonometric equation.

The trigonometric equations involve trigonometric functions of angles as variables.

Given equation cos x = sin x

Divide by cos x on both sides

We get 1= sin x/ cos x

1 = tan x

\(x = tan^{-1}(1)\)

In the given interval [0, 2π), we have solutions as π/4 and 7π/4.

Hence, all solutions in the interval [0, 2π) when cos x = sin x are π/4, and 7π/4.

To learn more about trigonometric equations, visit:

https://brainly.com/question/4694603

#SPJ1

The new average speed that the pilot should maintain to complete the trip in 90 minutes is 220 miles per hour.

(a) To find the angle that the pilot should turn to head towards Louisville, we first need to find how far off course the pilot has gone in 15 minutes. At an average speed of 220 miles per hour, the pilot would have flown a distance of:

d = rt = 220 mi/hr × (15 min / 60 min/hr) = 55 miles

Since the pilot was 10 degrees off course, they have effectively traveled 10/360 of the circumference of a circle with radius 55 miles. The length of this arc is:

s = rθ = 55 mi × (10/360) = 1.528 mi

To head towards Louisville, the pilot needs to turn to a heading that is 10 degrees in the opposite direction. The angle θ that the pilot needs to turn is given by:

θ = 2arctan(s/2d) = 2arctan(1.528 mi / 2(330 mi)) ≈ 0.266 radians ≈ 15.26 degrees

So the pilot needs to turn approximately 15.26 degrees to head towards Louisville.

(b) Let's call the distance the pilot needs to travel after correcting course "x". We can use the formula for distance to find "x":

x = 330 mi - 2(55 mi) = 220 mi

To complete the trip in a total time of 90 minutes, the pilot must spend 75 minutes flying at the new speed and 15 minutes turning to the correct heading. Therefore, the time spent flying at the new speed is 75 minutes - 15 minutes = 60 minutes. The new speed can be found using the formula for average speed:

average speed = total distance / total time

We want the new speed to cover a distance of 220 miles in 60 minutes:

average speed = 220 mi / (60 min / 60) = 220 mi/hr

So the new average speed that the pilot should maintain to complete the trip in 90 minutes is 220 miles per hour.

Learn more about average speed here

https://brainly.com/question/30726319

#SPJ11

Answer:

See below.

Step-by-step explanation:

1) Two equations are equivalent if they have the same solutions.

2) As long as two expressions \(a\) and \(b\) are equal, so \(a=b\), adding the same value for both sides still makes the equation true, so

\(a = b\)

\(a + c = b + c\) is true.

3) As long as two expressions \(a\) and \(b\) are equal, so \(a=b\), subtracting the same value for both sides still makes the equation true, so

\(a = b\)

\(a - c = b - c\) is true.

Scenario 1A:

Coinsurance amount is $90

Medicare payment is $360

Provider write-off is $290

Scenario 1B:

Remaining amount for Insurance and patient to pay is $350

Coinsurance amount is $70

Total paid by patient is $170

Medicare payment is $280

Provider write-off is $370

Scenario 1A:

Submitted charge: $650

Medicare participating physician fee schedule (PFS): $450

Coinsurance amount (20% paid by patient): $

Medicare payment (80% of the PFS): $

Provider write-off: $

To calculate the missing amounts, we can use the provided information:

Coinsurance amount (20% paid by patient):

Coinsurance amount = 20% of the Medicare participating physician fee schedule (PFS)

Coinsurance amount = 0.2 * $450 = $90

Medicare payment (80% of the PFS):

Medicare payment = 80% of the Medicare participating physician fee schedule (PFS)

Medicare payment = 0.8 * $450 = $360

Provider write-off:

Provider write-off = Submitted charge - Medicare payment

Provider write-off = $650 - $360 = $290

Scenario 1B:

Submitted charge: $650

Medicare participating physician fee schedule (PFS): $450

Patient pays $100 remaining on their deductible

Remaining amount for Insurance and patient to pay: $

Coinsurance amount (20% of remaining amount): $

Total paid by patient (deductible & 20% of remaining): $

Medicare payment (80% of the remaining amount): $

Provider write-off: $

To calculate the missing amounts, we can use the provided information:

Remaining amount for Insurance and patient to pay:

Remaining amount for Insurance and patient to pay = PFS - remaining deductible

Remaining amount for Insurance and patient to pay = $450 - $100 = $350

Coinsurance amount (20% of remaining amount):

Coinsurance amount = 20% of the remaining amount

Coinsurance amount = 0.2 * $350 = $70

Total paid by patient (deductible & 20% of remaining):

Total paid by patient = remaining deductible + coinsurance amount

Total paid by patient = $100 + $70 = $170

Medicare payment (80% of the remaining amount):

Medicare payment = 80% of the remaining amount

Medicare payment = 0.8 * $350 = $280

Provider write-off:

Provider write-off = Submitted charge - Medicare payment

Provider write-off = $650 - $280 = $370

Learn more about Physician Fee Schedule (PFS) at

brainly.com/question/32491543

#SPJ4

Answer:

child = $9

adult = $17

Step-by-step explanation:

Two families go to a zoo. The Smith family of two adults and three children pay £61. The Jones family of three adults and five children pay £96. Work out the cost of an adult ticket and the cost of a child ticket. In your working, let 'a' stand for an adult ticket and 'c' stand for a child ticket.

Family 1: 2a + 3c = 61

Family 2: 3a + 5c = 96

solve family 1 in terms of a:

2a + 3c = 61

subtract  3c from both sides:

2a + 3c - 3c = 61 - 3c

2a = 61 - 3c

divide both sides by 2:

2a/2 = (61 - 3c)/2

a = 61/2 - 3/2c

plug [a = 61/2 - 3/2c] into Family 2 equation:

3a + 5c = 96

3(61/2 - 3/2c) + 5c = 96

multiply:

3(61/2 - 3/2c) + 5c = 96

91.5 - 4.5c + 5c = 96

subtract 91.5 from both sides:

91.5 - 4.5c + 5c - 91.5 = 96 = 91.5

- 4.5c + 5c = 4.5

combine left side:

0.5c = 4.5

divide both sides by 0.5:

0.5c/0.5 = 4.5/0.5

c = 9

Now solve for a. We will use Family 1 equation:

2a + 3c = 61 where c = 9

2a + 3(9) = 61

2a + 27 = 61

subtract 27 from both sides:

2a + 27 - 27 = 61 - 27

2a = 34

divide both sides by 2:

2a/2 = 34/2

a = 17

__________________________________________

Let's check out numbers:

where c = 9 and a = 17

Family 1: 2a + 3c = 61

2(17) + 3(9) = 61

34 + 27 = 61

61 = 61

Family 2: 3a + 5c = 96

3(17) + 5(9) = 96

51 + 45 = 96

96 = 96

David is a salesman for a local Ford dealership. He is paid a percentage of the profit the dealership makes on each car. If the profit is under $800, the commission is 25%.

If the profit is at least $800 and less than $1,000, the commission rate is 27.5% of the profit. If the profit is $1,000 or more, the rate is 30% of the profit.

Let's find the difference between the commission paid if David sells a car for a $1,000 profit and the commission paid if he sells a car for a $799 profit. We'll begin by finding the commission paid if David sells a car for a $1,000 profit.Commission paid on a $1,000 profit=.30(1,000)=300

Therefore, if David sells a car for a $1,000 profit, his commission is $300. Let's move on to finding the commission paid if he sells a car for a $799 profit. Commission paid on a $799 profit=.25(799)=199.75Therefore, if David sells a car for a $799 profit, his commission is $199.75.The difference between these commissions is:$300-$199.75=$100.25

Therefore, the difference between the commission paid if David sells a car for a $1,000 profit and the commission paid if he sells a car for a $799 profit is $100.25.

To know more about percentage visit:

https://brainly.com/question/32197511

#SPJ11

We can write\(:∫0¹(1-x^q)^1/pdx = ∫1⁰(1-v)^1/pv^(1/q - 1) dv.\)

To prove that \(∫0¹(1-x^p)^1/qdx=∫0¹(1-x^q)^1/pdx,\) we use the substitution u = x^p and u = x^q respectively.

Using the substitution method, we have the following:  Let\(u = x^p,\) then \(du/dx = px^(p-1)\)and \(dx = (1/p)u^(1/p - 1) du.\)

Hence we can write\(:∫0¹(1-x^p)^1/qdx = ∫0¹(1-u)^1/qu^(1/p - 1) duLet v = (1 - u), then dv/dx = -du and dx = -dv.\)

Therefore, we can write:\(∫0¹(1-u)^1/qu^(1/p - 1) du = ∫1⁰(1-v)^1/qv^(1/p - 1) dvS\)

Since p and q are both positive, 1/p and 1/q are positive, which implies that the integrals are convergent. Now let us apply the same technique to the other integral. I\(f v = x^q, then dv/dx = qx^(q-1) and dx = (1/q)v^(1/q - 1) dv.\)

Hence we can write:∫\(0¹(1-x^q)^1/pdx = ∫1⁰(1-v)^1/pv^(1/q - 1) dv.\)

Using the identity\((1 - u)^1/q = (1 - u^q)^(1/p),\)

we can write:\(∫0¹(1-x^p)^1/qdx = ∫0¹(1 - (x^p)^q)^(1/p)dx = ∫0¹(1 - x^q)^(1/p)dx∫0¹(1-x^q)^1/pdx = ∫0¹(1 - (x^q)^p)^(1/q)dx = ∫0¹(1 - x^p)^(1/q)dx.\)

Hence, we have shown that \(∫0¹(1-x^p)^1/qdx = ∫0¹(1 - x^q)^(1/p)dx.\)

To know more about  substitution method visit:

brainly.com/question/22340165

#SPJ11

The colorimeter detects the voltage created when sunlight penetrates the specimen, so the voltage created is exactly proportional to the absorbance of the sample.

When charged electrons (current) are forced through a conducting loop by the weight of an electrical raceway power source, they can perform tasks like lighting a lamp. In a nutshell, voltage equals pressure and is expressed in volts (V).

Here,

The voltage generated by the uv spectrophotometer is inversely proportionate to the amount of light present and linearly proportional to the sample's absorbance.

This indicates that as the sample's absorbance rises, so does the energy the colorimeter generates.

Similar to this, the voltage generated by the colorimeter rises as light strength falls.

The Beer-Lambert Law, which says that a sample's absorbance is directly proportional to its concentration of the absorbing substance and its path length and inversely proportional to incident light intensity, describes this connection.

The colorimeter detects the voltage created when sunlight penetrates the specimen, so the voltage created is exactly proportional to the absorbance of the sample.

To know more about voltage , visit:

https://brainly.com/question/26446532

#SPJ4

We need to know the total earnings and total expenses for the day. Without this information, we cannot accurately determine Leo's profit. If you can provide additional details or the complete notebook entries, I would be happy to assist you in calculating the profit.

To determine Leo's profit for the first day, we need more information than what is provided in the question. The notebook shows the money earned and spent, but the given information stops at "10," without specifying whether it represents money earned or money spent. Additionally, we don't have any other earnings or expenses mentioned in the question.

To calculate the profit, we need to know the total earnings and total expenses for the day. Without this information, we cannot accurately determine Leo's profit. If you can provide additional details or the complete notebook entries, I would be happy to assist you in calculating the profit.

Learn more about profit from

https://brainly.com/question/29087694

#SPJ11

Given the following declarations, the value of the arithmetic expression is 7.

int ans;int a = 3, b = 4;ans = a + b / 2;In the arithmetic expression ans = a + b / 2, the division will be carried out first and the result will be 2. Then, the addition will be performed with the value of a, which is 3. Thus, the value of ans will be 7. In other words, ans will store the value 7.

Arithmetic terms are combined by arithmetic procedures to form arithmetic expressions.

Arithmetic terms like x, x2, xy, or 3xy2 are coupled with arithmetic operations like addition, subtraction, multiplication, and division to form an equation.

Mathematical connections, like equality and inequality, can contain arithmetic expressions. Expressions in mathematics can be either linear (like x z + 3y) or nonlinear (like x z2 + y*z + 3y). Over integer decision variables, the CP Optimizer provides arithmetic constraints. Integer or numerical (floating-point) expressions are also supported.

Know more about arithmetic expression here:

https://brainly.com/question/17722555

#SPJ11

When b is 3, the value of the expression \(2b^3 + 5\) is 59.

To evaluate the expression\(2b^3 + 5\) when b is 3, we substitute the value of b into the expression and perform the necessary calculations.

Given that b = 3, we substitute this value into the expression:

\(2(3)^3 + 5\)

First, we evaluate the exponent, which is 3 raised to the power of 3:

2(27) + 5

Next, we perform the multiplication:

54 + 5

Finally, we add the two terms:

59

Therefore, when b is 3, the value of the expression \(2b^3 + 5\) is 59.

In summary, by substituting b = 3 into the expression \(2b^3 + 5\), we find that the value of the expression is 59.

It's important to note that the provided equation has multiple possible solutions for x, but when b is specifically given as 3, the value of x is approximately 3.78.

It's important to note that in this equation, we substituted the value of b and solved for x, resulting in a specific value for x. However, if we wanted to solve for b given a specific value of x, we would follow the same steps but rearrange the equation accordingly.

For more such question on expression visit:

https://brainly.com/question/1859113

#SPJ8

Step-by-step explanation:

the sequence is arithmetic due to the common difference that is equal

d=11-15=7-11=-4

 a(n) = a1 +(n-1)d

a1=15

Then :

a(n) = 15+(n-1)-4

hope this helps

Answer: I think the answer is arithmetic sequence and the common ration is equal to 1/3.

Step-by-step explanation:

Edgar needs 12 cups of masa and 9 cups of water to make 90 tortillas.

A method of dividing something into equal parts is called division.

Given that 2 cups of masa and 1.5 cups of water are needed for 15 tortillas.

Edgar wants to make 90 tortillas.

We can think Edgar wants to make 90/15 = 6 bunches of 15 tortillas.

1 bunch of 15 tortillas needs 2 cups of masa.

So, 6 bunches of 15 tortillas need 6 * 2 = 12 cups of masa.

Again 1 bunch of 15 tortillas needs 1.5 cups of water.

So, 6 bunches of 15 tortillas need 6 * 1.5 = 9 cups of water.

Therefore, Edgar needs 12 cups of masa and 9 cups of water to make 90 tortillas.

Learn more about division here -

https://brainly.com/question/13706292

#SPJ2

Answer:

where is the sequence?

#carryinlearning

The absolute maximum and minimum values of f are 1 and -1, respectively.

The given function is f(x) = sin(x)

, where 0 <= x <= 2π.Sketch the graph of f by hand:graph of f(x) = sin(x)

(where 0 <= x <= 2π)

Use the graph of f to find the absolute and local maximum and minimum values of f.

The absolute maximum value of f is 1, which occurs at x = π/2.

The absolute minimum value of f is -1, which occurs at x = 3π/2.

The local maximum values of f are 1, which occur at x = π/2 + 2πk

(k = 0, ±1, ±2, ...), and the local minimum values of f are -1, which occur at

x = 3π/2 + 2πk

(k = 0, ±1, ±2, ...).

Thus, the absolute maximum value of f is 1, and it occurs at x = π/2, and the absolute minimum value of f is -1, and it occurs at x = 3π/2.

The local maximum values of f are 1, which occur at x = π/2 + 2πk

(k = 0, ±1, ±2, ...), and the local minimum values of f are -1, which occur a

t x = 3π/2 + 2πk (k = 0, ±1, ±2, ...).

Hence, the absolute maximum and minimum values of f are 1 and -1, respectively.

The local maximum values of f are 1, which occur at x = π/2 + 2πk (k = 0, ±1, ±2, ...), and the local minimum values of f are -1,

which occur at x = 3π/2 + 2πk (k = 0, ±1, ±2, ...).

To know more about equation visit :-

https://brainly.com/question/17145398

#SPJ11

Using Work problem solving , we get

Matilde could take 90 minutes to complete the research project alone .

Raphael could take 3 hr to complete the research project alone.

Work problems are fraction problems :

the following is a simple equation we could use in solving work problems :

1/t₁ + 1/t₂ = 1/td ---> (*)

where,

t₁ = the time it takes for one person to do the work alone

t₂ = the time it takes for the other person to do the work alone

td= the time it takes to do the work when two people are working together.

Now, it is given that matilde twice as long to complete a research project as it takes raphael to do the same research project. They worked together and they could finish similar project in 1 hour.

Let t₁= the time that takes the Raphael working alone

and t₂ = 2t₁= the time it takes for research project working alone

td = times taken by both of researchers to complete the research project together = 1 hr

Now, put the values in above equation (*) we get,

1/t₁ + 1/(2t₁) = 1/1 = 1

Now, we just need to solve for t₁ to get the time it takes for finish the research project work alone.

3/2t₁ = 1 => t₁ = 3/2 hr or 90 minutes

if t₁= 3/2 then t₂ = 2× 3/2 = 3 hr

Hence, matilde will take 3 hr to finish the research project alone and Raphael will take 90 minutes to finish the project work alone.

To learn more about Work problem, refer:

https://brainly.com/question/13090997

#SPJ4

Answer:

7/6

Step-by-step explanation:

divide both the numerator and denominator by 8

The given property of X, known as the memory-less property, implies that X is a geometrically distributed random variable with some parameter p € (0,1).

To prove this, let X be a non-negative integer-valued random variable with the memory-less property. We can compute the following probability:

P(X = k+j | X > k) = P(X = k+j) / P(X > k)

By applying the memory-less property, we get:

P(X = k+j | X > k) = P(X > j)

Rearranging the above equation, we have:

P(X > j) = P(X = k+j) / P(X > k)

Solving for P(X = k+j), we get:

P(X = k+j) = P(X > j) * P(X > k)

Now, we can express P(X = k+j) in terms of p, the probability of success, as follows:

P(X = k+j) = (1-p)^{j+1} * (1-p)^{k}

Therefore, we see that X is a geometrically distributed random variable with parameter p € (0,1).

Learn more about geometric here: brainly.com/question/29170212

#SPJ11

Answer:

Step-by-step explanation:

The root which is 2 is the fractional portion of your exponent

\(\sqrt{x^{7} y^{12} }\)

=\((x^{7} y^{12} )^{\frac{1}{2} }\)              >You can distribute 1/2 to each term by multiplying

\(=x^{\frac{7}{2} } y^{6\)

2.1 The volume in ml of one can of cold drink is 83 ml.

2.2 The height of the cooler bag is 18 cm.

2.3 The volume in ml of the cooler bag if the breadth of the bag is 12 cm and the length 18 cm is 3,888 ml.

2.4 The circumference of the can is 18.84 cm.

In Mathematics and Geometry, the volume of a cylinder can be calculated by using this formula:

Volume of a cylinder, V = πr²h

Where:

By substituting the given side lengths into the volume of a cylinder formula, we have the following;

Volume of can = 3.14 × (6/2)² × 8.84

Volume of can = 83.27 cm³.

Note: 1 cm³ = 1 ml

Volume of can in ml = 83.27 ≈ 83 ml.

Part 2.2.

For the height of the cooler bag, we have:

Height of cooler bag = 2 × height of can

Height of cooler bag = 2 × 8.84

Height of cooler bag = 17.68 ≈ 18 cm.

Part 2.3

Volume of cooler bag = length × breadth × height

Volume of cooler bag = 18 × 12 × 18

Volume of cooler bag = 3,888 ml.

Part 2.4

The circumference of the can is given by:

Circumference of circle = 2πr

Circumference of can = 2 × 3.14 × 3

Circumference of can = 18.84 cm.

Read more on cylinder here: brainly.com/question/14060443

#SPJ1

Missing information:

The question is incomplete and the complete question is shown in the attached picture.

There is a significant relationship between the number of cats she owns and the number of times an old widow was married (r = +0.91, p < 0.05, r² = 0.82).

Given, the Pearson correlation coefficient of +0.91,

There appears to be a strong +ve correlation between the number of cats she owns and the number of times an old widow was married.

It suggests that the more times a widow was married,the more cats she tends to own.

Approximately 82% of the variance in the number of cats owned can be explained by the number of times a widow was married is indicated by the coefficient of determination (r²).

Hence, we can say that there is a significant relationship between the number of cats she owns and the number of times an old widow was married (r = +0.91, p < 0.05, r² = 0.82).

Learn more about Pearson correlation coefficient here,

https://brainly.com/question/31801929

#SPJ4