Calculate the average atomic mass between the following isotopes of Copper. Cu63: 68% for mass of 62.93 amu , Cu65: 32% for a mass of 64.93 amu.

The person with correct answer will receive branliest answer, thank you and please help me :)

Answer:

Consecutive interior angles, x = 125

Step-by-step explanation:

Im just super big brain lol

Answer:   It is 3.>9

Step-by-step explanation:

because i dont know

Usando proporciones, hay que:

Una proporción es una fracción de la cantidad total.

En este problema, dos automovis, en sentidos opostos, salen al mismo tiempo. Por eso, su velocidad relativa es de 90 km/h + 80 km/h = 170 km/h.

La distancia es de 255 km, por eso, el tiempo en que se encontraran, en horas, es dado por:

t = 255/170 = 1.5h

La distancia recorrida por cada auto es dada por:

dA = 90 x 1.5 = 135 km.

dB = 80 x 1.5 = 120 km.

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The number of pairs that must be randomly selected from the set {1,3,5,7,9,11,13,15} to guarantee that at least one pair of these numbers add up to 16 is 5.

In the given set {1,3,5,7,9,11,13,15}, there are four pairs that sum up to 16, which are (1,15), (3,13), (5,11), and (7,9). Let k numbers be picked from the set. Consider k = 5, then using the pigeonhole principle, for one of the pairs described above, both of the endpoints must have been picked. Hence, if 5 numbers are picked from the set, then there exists a pair with a sum of 16.

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Answer:

let the ages of the brothers be 2x and 3x

2x +3x=35

5x=35

x=35÷5

x=7

now,

A=2x=2×7=14

B=3x=3×7=21

this is the answer

Greater access to school boards and greater time for homeschooling would be advantageous for higher-income families.

These two elements will aid in educating the kids and directing them toward academic excellence, which will ultimately benefit those kids in the long run.

Susan has a destitute family to support in addition to her plans to attend college.

She tells her parents she would live with them and support them financially, but in truth, she plans to attend college and pursue her education while leaving her family behind.

She is battling an internal conflict where she prioritizes her needs over those of her family.

The biggest issue today is one of health. The absence of illness does not imply good health. Illness is caused by a variety of circumstances, including a person's psychological, social, and physical health.

Poverty is correlated with low income, illiteracy, gender inequality, and environmental degradation. Poverty can also result from poor health. Wealthier individuals spend more on their health.

Additionally, the government invests in public health-related projects.

Therefore,

Greater access to school boards and greater time for homeschooling would be advantageous for higher-income families.

These two elements will aid in educating the kids and directing them toward academic excellence, which will ultimately benefit those kids in the long run.

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The equation of the line that passes through the point (2, 1) and has a slope of -5/2 is y=(-5/2)*x+6.

An equation can be represented by a linear function. The standard form for the linear equation is: y= mx+b , for example, y=3x+4. Where:

m= the slope.

b= the constant term that represents the y-intercept.

For the given example: m=3 and b=4.

The question gives:

Point : (2,1) , where x=2 and y=1

Slope= -5/2

From the  standard form of the linear equation ( y= mx+b) and the given point and the slope, you can write:

y=mx+b

1=-5/2*(2)+b , thus you can find b.

1=-5+b

-b=-5-1

-b=-6

b=6

If b=6 and m=-5/2, you can write the linear equation:

y=mx+b

y=(-5/2)*x+6

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The equation of line that models this is y = -5/2x + 6

The equation of a line is typically written in slope-intercept form, which is y = mx + b, where m is the slope of the line, and b is the y-intercept.

The slope (m) is a measure of how steep the line is, and it can be calculated using the formula:

y = mx + c

In the given question, the slope is -5/2 and the points are (2, 1)

Substituting the values into the formula of equation of line;

y = mx + c

1 = -5/2(2) + c

1 = -5 + c

c = 1 + 5

c = 6

The equation is y = -5/2 + 6

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The correct 98% confidence interval for the true proportion of graduates working in the field of study in which they obtained their degree is (0.811, 0.892).

To calculate the confidence interval, we need to use the formula for estimating proportions and the standard error of the proportion. The formula is:

Confidence interval = sample proportion ± z * standard error

Calculate the sample proportion

In this case, the sample proportion is the number of graduates working in their field of study (361) divided by the total number of graduates surveyed (424):

Sample proportion = 361/424 ≈ 0.852

Calculate the standard error

The standard error of the proportion is calculated using the formula:

Standard error = sqrt((sample proportion * (1 - sample proportion)) / sample size)

Using the given values, we have:

Standard error = sqrt((0.852 * (1 - 0.852)) / 424) ≈ 0.014

Determine the confidence interval

To find the z-value for a 98% confidence level, we look up the corresponding value in the z-table. The z-value for a 98% confidence level is approximately 2.33.

Substituting the values into the confidence interval formula, we have:

Confidence interval = 0.852 ± 2.33 * 0.014

Confidence interval ≈ (0.811, 0.892)

Therefore, the correct 98% confidence interval for the true proportion of graduates working in their field of study is (0.811, 0.892).

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Here, we need to perform a hypothesis test at the 0.025 level of significance to see if the mean installation time has changed.

The null and alternate hypotheses are as follows:

Null Hypothesis H0: µ = 6 (mean installation time is equal to 6 minutes)

Alternate Hypothesis H1: µ ≠ 6 (mean installation time is not equal to 6 minutes)

The level of significance (α) is given as 0.025. The sample size is 41. The sample mean is 5.4 minutes and the sample standard deviation is 1.3 minutes.

To perform the hypothesis test, we need to compute the test statistic and compare it with the critical value of the t-distribution at the given level of significance.

Step 1: Specify the level of significance. The level of significance is α = 0.025.

Step 2: Formulate the null and alternate hypothesis. The null and alternate hypothesis are given above.

Step 3: Determine the test statistic

Step 4: Determine the critical value - The critical value of the t-distribution can be found using a t-table or a calculator. Since this is a two-tailed test, the critical values will be tα/2, n-1 and -tα/2, n-1 where α/2 = 0.025/2 = 0.0125.The degrees of freedom are given by (n - 1) = (41 - 1) = 40.

Using the t-distribution table or a calculator, the critical values are:

t0.0125,40 = -2.704 and t0.9875,40 = 2.704

Step 5: Make the decision - Based on the computed test statistic and critical values, we can make the decision whether to reject or fail to reject the null hypothesis. Since this is a two-tailed test, we need to compare the absolute value of the test statistic with the absolute value of the critical value.t > t0.0125,40 or t < -t0.0125,40 => Reject the null hypothesis or fail to reject the null hypothesis

Substituting the values, we get:

|-2.2977| < 2.704. Hence, we fail to reject the null hypothesis.

Step 6: Draw a conclusion and interpret the decision - At a significance level of 0.025, there is not enough evidence to conclude that the new mean installation time is different from 6 minutes. Therefore, we fail to reject the null hypothesis. We can conclude that RodeTech's most popular computer program installation time has not changed significantly. Therefore, there is no need for RodeTech to change its advertising.

Thus, the main answer is D. We fail to reject the null hypothesis and conclude that there is insufficient evidence at a 0.025 level of significance that the new mean installation time is different from 6 minutes and that RodeTech may need to change its advertising.

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Answer:

a.12.6   b.8.0

Step-by-step explanation:

Answer:

(4, 5) Midpoint

Step-by-step explanation:

Need- What is a midpoint of the line segment?

Solution:

Answer:

I think it is y= 3x

Step-by-step explanation:

CosA is negative for the largest angle in an obtuse triangle. Using the law of cosines, a²>b²+c², a>b, and a>c are derived.

Step 1: As the obtuse triangle has the largest angle A (more than 90 degrees), the cosine function's value is negative.

Step 2: By applying the Law of Cosines in the triangle, a²>b²+c², which is derived from a²=b²+c²-2bccosA, and hence a>b and a>c can be derived.

Step 3: From the previously derived inequality a²>b²+c², we can conclude that a>b and a>c as a²-b²>c². The value of a² is greater than both b² and c² when a>b and a>c.

Therefore, the largest angle of an obtuse triangle is opposite the longest side.

Step 4: In triangle ABC, A=103°, a=25, and c=30.

a² = b² + c² - 2bccos(A),

a² = b² + 900 - 900 cos(103),

a² = b² + 900 + 900 cos(77),

a² > b² + 900, so a > b.

Similarly, a² > c² + 900, so a > c.

Therefore, triangle ABC satisfies a>b and a>c.

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6 points were scored in the 11th game.

Mean is the arithmetic average of a set of given numbers. Therefore the mean in math is often referred to as simply the average.

The mean is the total number of points scored divided by the number of games.

So if the mean is 17 points per game for the first 10 games, the total number of points scored in the first 10 games is 17 * 10 = 170.

Similarly,

if the mean is 16 points per game after the 11th game, the total number of points scored in the first 11 games is 16 * 11 = 176.

To find the number of points scored in the 11th game

we can subtract the total number of points scored in the first 10 games from the total number of points scored in the first 11 games:

176 - 170 = 6

Therefore, 6 points were scored in the 11th game.

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The probability that the sample mean will be within plus minus 2 of the population mean if the sample size is n = 100 between z-scores of 0 and 2.5 using a z-table.

The standard deviation of the sample distribution, commonly known as the standard error, can be computed using the formula given that the population mean is 100 and the standard deviation is 16:

Standard Error = Standard Deviation / sqrt(sample size)

Let's determine the likelihoods for sample sizes of n = 100 and n = 400:

For n = 100:

Standard Error = 16 / sqrt(100) = 16 / 10 = 1.6

We can determine the z-scores for the upper and lower boundaries to establish the likelihood that the sample mean will be within plus or minus 2 of the population mean:

Lower Bound z-score = (Sample Mean - Population Mean) / Standard Error

Lower Bound z-score = (100 - 100) / 1.6

Lower Bound z-score = 0

Upper Bound z-score = (Sample Mean - Population Mean) / Standard Error

Upper Bound z-score = (104 - 100) / 1.6

Upper Bound z-score = 4 / 1.6

Upper Bound z-score = 2.5

We can calculate the region under the normal distribution curve between z-scores of 0 and 2.5 using a z-table or statistical software. This shows the likelihood that the sample mean will be within +/- 2 standard deviations of the population mean.

For n = 400:

Standard Error = 16/√400

Standard Error = 16/20

Standard Error = 0.8

We determine the z-scores by following the same procedure as above:

Lower Bound z-score = (Sample Mean - Population Mean) / Standard Error

Lower Bound z-score = (100 - 100) / 0.8

Lower Bound z-score = 0

Upper Bound z-score = (Sample Mean - Population Mean) / Standard Error

Upper Bound z-score = (104 - 100) / 0.8

Upper Bound z-score = 4 / 0.8

Upper Bound z-score = 5

Once more, we may determine the region under the normal distribution curve between z-scores of 0 and 5 using a z-table or statistical software.

A larger sample size, like n = 400, has the benefit of a lower standard error. The sampling distribution of the sample mean will be more constrained and more closely resemble the population mean if the standard error is less.

As a result, there is a larger likelihood that the sample mean will be within +/- 2 of the population mean. In other words, the estimate of the population mean gets more accurate and dependable as the sample size grows.

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Daniel will have 12 chocolates remaining after 8 days

If Daniel eats 3 chocolates each day, then he will eat a total of

3 chocolates × 8 days = 24 chocolates in 8 days.

To find the number of chocolates he will have remaining after 8 days, we subtract the number of chocolates he eats from the original number of chocolates he was given.

So, 36 chocolates − 24 chocolates = 12 chocolates.

Therefore, Daniel will have 12 chocolates remaining after 8 days. This means that he can continue to enjoy the remaining chocolates over the next few days or share them with friends and family.

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Answer:

3 is D    4 is B

Step-by-step explanation:

Source: trust me bro

Answer:

3) A

4) B

Step-by-step explanation:

Just substitute the values given for the variables.

Use your calculator and get your answer.

Answer:

See Explanation

Step-by-step explanation:

Given

\(d_1 =6in\) --- the first diagonal

\(Area = (20in^2,25in^2)\)

The question is incomplete, as the image of the kite and what is required are not given

However, a possible question could be to calculate the length of the other diagonal

Calculating the length of the other diagonal, we have:

\(Area = 0.5 * d_1 * d_2\)

Make d2 the subject

\(d_2 = \frac{Area }{0.5 * d_1}\)

Multiply by 2/2

\(d_2 = \frac{2 * Area }{2* 0.5 * d_1}\)

\(d_2 = \frac{2 * Area }{1 * d_1}\)

\(d_2 = \frac{2 * Area }{d_1}\)

When Area = 20, we have:

\(d_2 = \frac{2 * 20}{6}\)

\(d_2 = \frac{40}{6}\)

\(d_2 = 6.67\)

When Area = 25, we have:

\(d_2 = \frac{2 * 25}{6}\)

\(d_2 = \frac{50}{6}\)

\(d_2 = 8.33\)

So:

\(d_2 = (6.67,8.33)\)

This means that the length of the other diagonal is between 6.67in and 8.33in

Answer:

y = -7

Step-by-step explanation:

If y = 10 when x = 20, then we can find the difference when we do y + 1 = x + 1, which is 11 = 21. Therefore, the difference between x and y is 10. So, we need to do 3-10, which gives us -7.

Answer:

BD  =  8

m∠BDA  =  90°

∆ABD and ∆BCD are both right triangles, each with two known side lengths.

Step-by-step explanation:

Direct answer from PLATO so change it a bit.

Answer:

B, C, A.

Step-by-step explanation:

A = C + 3A = C + 3

A = C + 3

A = C + 3A

C + 3A = C + 3

3A = 3

A = 1

A = C + 3

1 = C + 3

C + 3 = 1

C = -2

B = 2C

B = 2(-2)

B = -4.

So, from least to greatest, B = -4, C = -2, and A = 1.

Hope this helps!

After constructing a circle, the next step in constructing an inscribed square by hand is to draw the diagonals of the circle.

When constructing an inscribed square, drawing the diagonals of the circle is the next step because the diagonals of a square are also the diameters of the circle. By drawing the diagonals, we can find the points where the diagonals intersect the circle, which will be the vertices of the square. This ensures that the square is inscribed within the circle, with its corners touching the circumference of the circle.

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Answer: (A) Set compass to the diameter of the circle.

Step-by-step explanation: got it right in the test

Answer:

- is the answers for the question

Step-by-step explanation:

please mark me as brainlest

co.op

interest = principle * rate * time in years

8000*0.09*1= 720$

total owed =

principle + interest

8000+720= 8720$

bank

interest = principle * rate * time in years

interest = principle * rate * time in years8000*0.06*1= 480$

principle + interest

8000+480= 8480$

......

6)

Bank A

interest = 1500*2*0.18= 540$

total owed = 1500+540= 2040$

Bank B

compound interest =

1500(1+0.12)^2

compound interest= 1881.6

total owed = 1500+1881.6= 3381.6$

she should choose Bank A less total owed

she'll have to pay the bank 2040$

In statistical hypothesis testing, the P-value is a significant factor. It is the probability of obtaining a test statistic at least as extreme as the one calculated from the data, assuming the null hypothesis to be true. If the null hypothesis is false, the P-value is the probability of a type I error. It is the probability of rejecting the null hypothesis when it is true.

To interpret the P-value correctly, a P-value of 0.054 means that if the null hypothesis is correct, there is a 5.4% probability that the sample will produce a test statistic as extreme as, or more extreme than the one that was observed. If the calculated P-value is higher than the significance level, which is usually 0.05 or 0.01, we cannot reject the null hypothesis.

In the given situation, the sample provides insufficient evidence to reject the owner's claim that the mean weight of Gala apples this year is heavier than usual because the calculated P-value is higher than the significance level. Hence, the correct option is that the P-value suggests that there is not sufficient evidence to reject the null hypothesis.

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The load each should get to maximize the profit is $67,500, $78,700 and $90,000

What Is Profit?

In accounting, a profit is an income that is given to the owner throughout a successful market producing process. Profitability, which is the owner's primary interest in the income-formation process of market production, is measured by profit. There are various profit metrics that are frequently used.

Let x represent the total number of laptops and y represent the total number of desktop computers.

A laptop computer occupies 2 cubic feet, hence x laptops each use 2x cubic feet. Desktop computers take up 5 cubic feet of space, hence 5y cubic feet of room is required for 5y desktop computers.

They require 2x + 5y cubic feet in total.

Since the delivery truck's maximum capacity is 800 cubic feet,

2x + 5y <= 800.

They must load at least 300 laptops because of the demand,

hence, x >= 300

They make $225 on each laptop, which translates to $225 times as many computers. They make a profit of $280 on each desktop computer, or $280y on y desktops.

Total profit is:

P=$(225x + 280y)

Draw the inequality system (see attached diagram)

2x + 5y <= 800.

x >= 300

One of the common region's three vertices will have the most profit:

P(300,0) = 225(300) + 280(0) = $67,500

P(300,40) = 225(300) + 280(40) = $78,700

P(400,0) = 225(400) + 280(0) = $90,000

Hence, each should load $67,500, $78,700 and $90,000 on the truck to maximize profit

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Answer:

\(\implies x^2+y^2-4x -6y+9=0\)

Step-by-step explanation:

Circle is touching y-axis at point (0, 3) and is centered at (2, 3)

-> h = 2, k = 3 & r = 2 units (If a circle touches y -axis then x coordinate of the center will be it's radius)

Equation of circle in standard form is given as:

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

Plugging the values of h, k and r in the above equation, we find:

\((x-2)^2 +(y-3)^2 =2^2\)

\(\implies x^2-4x +4+y^2-6y+9=4\)

\(\implies x^2+y^2-4x -6y+4+9=4\)

\(\implies x^2+y^2-4x -6y+9=0\)

This is the required equation of the circle.

Answer:

P = 4sqrt2 meters

Step-by-step explanation:

The diagonal of the square is the diameter of the circle. The radius is given, it is 1 meter. The diameter would then be 2 meters.

If you just consider the diagonal and just two sides, it is a 45°-45°-90° triangle. If the hypotenuse is 2, then the legs are sqrt2. This is a side of the square. Each side of the square is ssqrt2. There are four sides.

To find the perimeter, add up all four sides. Or since its a square and all four sides are the same, times by 4

Perimeter = 4sqrt2 meters

Answer:

C. If a number has a negative cube root, then the number is negative.  

Step-by-step explanation:

took the quiz

The inverse of the conditional statement is " If a number does not have a negative cube root, then the number is not negative. "

A conditional statement is a type of logical statement that expresses a relationship between two propositions or statements. It typically takes the form "if p, then q" where p and q are propositions. The statement "if p, then q" is read as "if p is true, then q is true" or "p implies q".

The truth value of a conditional statement depends on the truth values of its antecedent (p) and its consequent (q). If p is true and q is true, then the conditional statement is true. If p is true and q is false, then the conditional statement is false. If p is false, then the truth value of the conditional statement is irrelevant and it is said to be vacuously true.

Given data ,

Let the statement be represented as A

Now , the inverse of the statement is A'

where A = "If a number is negative, then it has a negative cube root."

Now , the inverse of the conditional statement is

A' = " If a number does not have a negative cube root, then the number is not negative. "

Hence , the inverse is " If a number does not have a negative cube root, then the number is not negative. "

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