help please and thanks​

Answer:

0.54

Step-by-step explanation:

sin 105 / 2 = sin 15 / b

b = sin 15 / 0.48296

b = 0.54

In one sweep, the area covered by the sprinkler is 77.19 sq ft (approx). The area of the lawn, to the nearest square foot, that receives water from this sprinkler is 616 sq ft (approx).

We know that a rotating sprinkler can reach up to 14 feet through a 300-degree angle. Area covered by the sprinkler in one sweep = area of the sector whose radius = 14 feet and angle = 300°Area of sector = (θ / 360) × πr²Where θ = 300°, r = 14 ftArea of sector = (300/360)× π(14)²= 77.19 sq ft (approx) Therefore, the area covered by the sprinkler in one sweep is 77.19 sq ft (approx).

We need to find the total area of the lawn that receives water from this sprinkler. The sprinkler rotates 360 degrees, so it will cover a full circle whose radius is 14 feet. Area of a circle = πr²= π(14)²= 615.752 sq ft (approx) Therefore, the area of the lawn, to the nearest square foot, that receives water from this sprinkler is 616 sq ft (approx).

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Answer:false

Step-by-step explanation:

Statistical tools are used for all of the above options: A) describing numbers, B) making inferences about numbers, and C) drawing conclusions about numbers.

Statistical tools are essential for analyzing and interpreting data. They provide methods and techniques for describing, analyzing, and drawing meaningful conclusions from numerical data.

Firstly, statistical tools are used for describing numbers. Descriptive statistics summarize and present data in a meaningful way, allowing us to understand the characteristics and patterns within the data. Measures such as mean, median, mode, range, and standard deviation provide descriptive information about the data.

Secondly, statistical tools are used for making inferences about numbers. Inferential statistics involve making predictions, generalizations, or estimates about a population based on sample data.

By using statistical techniques such as hypothesis testing and confidence intervals, we can draw conclusions about a population based on a subset of data.

Lastly, statistical tools are used for drawing conclusions about numbers. By applying appropriate statistical tests and analyses,

we can draw valid conclusions and make informed decisions based on the data. Statistical tools enable us to evaluate relationships, compare groups, detect patterns, and assess the significance of findings.

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An equation of the tangent line to the curve \(x e^y+y e^x=4\) at the point (0, 4) is \(y=-(4+e^4) x+4\).

A tangent is described as a line that intersects a circle or an ellipse only at one point. If a line touches a curve at P, the point "P" is known as the point of tangency.

Now according to the question;

To obtain the tangent at a given point, we must first obtain the slope at that point by obtaining the differentiation value at that point  \(\left.y^{\prime}\right|_{x=0, y=4}\) as-

Consider the given equation;

\(x e^y+y e^x=4\)

Differentiate both side with respect to x;

\(\begin{aligned}&\frac{d}{d x}\left(x e^y+y e^x\right)=\frac{d}{d x} 4 \\&\frac{d}{d x} x e^y+\frac{d}{d x} y e^x=0\end{aligned}\)

Now apply product rule;

\(\begin{aligned}&e^y \frac{d}{d x} x+x \frac{d}{d x} e^y+e^x \frac{d}{d x} y+y \frac{d}{d x} e^x=0 \\&e^y \frac{d}{d x} x+x \frac{d}{d y} e^y \cdot y^{\prime}+e^x y^{\prime}+y \frac{d}{d x} e^x=0\end{aligned}\)

Applying exponential and power rule;

\(\begin{aligned}&e^y \cdot 1+x e^y \cdot y^{\prime}+e^x y^{\prime}+y e^x=0 \\&\left(x e^y+e^x\right) y^{\prime}=-y e^x-e^y\end{aligned}\)

Solve the value of y'

\(y^{\prime}=\frac{-y e^x-e^y}{x e^y+e^x}\)

Now, find the value of slope m.

\(m=\left.y^{\prime}\right|_{x=0, y=4}\)

\(\frac{-4 \cdot e^0-e^4}{0 e^4+e^0}=-4-e^4\)

Now, using the point-slope formula, obtain the line equation as follows.

\(\begin{aligned}&\left(y-y_1\right)=m\left(x-x_1\right) \\&(y-4)=-(4+e^4) \cdot(x-0) \\&y=-(4+e^4) x+4\end{aligned}\)

Therefore, an equation of the tangent line to the curve is   \(y=-(4+e^4) x+4\).

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To find the number of triangles with vertices of three different colors, we need to consider the combinations of colors we can choose from the given set of points.

We have 8 red points, 4 green points, and 6 blue points. To form a triangle with vertices of three different colors, we need to choose one point from each color group.

First, let's choose one red point. We have 8 options for this.

Next, let's choose one green point. We have 4 options for this.

Finally, let's choose one blue point. We have 6 options for this.

To determine the total number of triangles, we need to multiply the number of options for each color:

Total number of triangles = Number of options for red points × Number of options for green points × Number of options for blue points

                      = 8 × 4 × 6

                      = 192

Therefore, there are 192 triangles with vertices of three different colors.

It's worth noting that the order in which we choose the points does not matter because we are counting the number of distinct triangles. So, we are not considering permutations but rather combinations of colors.

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a) The probability that the employee passed, given that they were a man, is 0.6 or 60%.

b) The probability that the employee was a man, given that a passing grade was received, is 0.4 or 40%.

c) The event of passing the exam is independent of the event of gender.

a) To find the probability that the employee passed, given that they were a man, we need to calculate P(Pass | Man).

From the table, we can see that the number of men who passed the examination is 24, and the total number of men is 40. Therefore:

P(Pass | Man) = Number of men who passed / Total number of men

                       = 24 / 40

                       = 0.6

So, the probability that the employee passed, given that they were a man, is 0.6 or 60%.

b) To find the probability that the employee was a man, given that a passing grade was received, we need to calculate P(Man | Pass).

From the table, we can see that the number of employees who passed the examination is 60, and the number of men who passed is 24. Therefore:

P(Man | Pass) = Number of men who passed / Total number of employees who passed = 24 / 60 = 0.4

So, the probability that the employee was a man, given that a passing grade was received, is 0.4 or 40%.

c) To determine if the event of passing the exam is independent of the event of gender, we need to compare the probabilities calculated in parts a and b.

If the events were independent, then P(Pass | Man) would be equal to P(Pass) and P(Man | Pass) would be equal to P(Man).

From part a, P(Pass | Man) = 0.6, and from the given information, the total number of employees who passed is 60 out of 100, so P(Pass) = 60 / 100 = 0.6.

From part b, P(Man | Pass) = 0.4, and the total number of men is 40 out of 100, so P(Man) = 40 / 100 = 0.4.

Since P(Pass | Man) is equal to P(Pass) and P(Man | Pass) is equal to P(Man), we can conclude that the event of passing the exam is independent of the event of gender.

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\(f(x)=-\frac{3}{4}x-3\)

A graph is a diagram that depicts the connections between two or more objects. A pie chart is a type of graph. 5. A mathematical function or equation is shown by a curve or line, usually represented using a Cartesian coordinate system.

The equation for f (x):

\(y=f(x)=mx+b\)

The slope of the line is m.

The point of intersection of the line with the y-axis is b.

To find the slope first by the following formula:

\(=\frac{y_{2}-y_{1} }{x_{2}-x_{1}}\)

Two points of the line: \((x_{1} ,y_{1})=(x_{2},y_{2} )\)

\((x_{1} ,y_{1})=(-4,0)\)

\((x_{2} ,y_{2})=(0,-3)\)

Substituting:

\(m=\frac{-3-0}{0-(-4)}\)

\(m=-\frac{3}{4}\)

Find the y-intercept Looking at the graph, we find the line intercepts the y-axis at y=-3.

Therefore, b=-3.

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After finding the intercept form of the graph of the given straight line, it can be obtained that \(f(x)=-\frac{4}{5}x-3\).

If the graph of a straight line cuts the x-axis at the point \((a,0)\) and the y-axis at the point \((0,b)\), then the equation of the straight line in intercept form will be \(\frac{x}{a}+\frac{y}{b}=1\).

Here, in the given figure, we can see that the graph of \(y=f(x)\) is a straight line.

From the graph, we can see that the straight line cuts the x-axis at the point \((-3\frac{3}{4},0)=(-\frac{15}{4},0)\) and cuts the y-axis at the point \((0,-3)\).

So, here, \(a=-\frac{15}{4}\) and \(b=-3\).

Hence, the equation of the straight line in intercept form is

\(\frac{x}{a}+\frac{y}{b}=1\\\frac{x}{-\frac{15}{4}}+\frac{y}{-3}=1\\\frac{y}{-3}=1+\frac{4x}{15}\\y=-\frac{4}{5}x-3\)

Therefore, finding the intercept form of the given straight line, we obtain that \(f(x)=-\frac{4}{5}x-3\).

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Answer:

12

Step-by-step explanation:

cross multiply. 5*x=(x+3)4 5x=4x+12, therefore x=12

Assonance and consonance are both literary devices that can greatly impact a poem. They contribute to the poem's overall mood, musicality, and structure.

Assonance refers to the repetition of vowel sounds in close proximity within a line or stanza, while consonance involves the repetition of consonant sounds.

These techniques create a sense of harmony and rhythm, making the poem more engaging and enjoyable for the reader.

Assonance can evoke particular emotions and feelings by focusing on specific vowel sounds.

For example, soft vowel sounds, such as "oo" or "ee," can create a calming and soothing atmosphere, while harsher vowels, like "a" or "o," can evoke tension or excitement.

This helps to establish the poem's tone and mood, allowing the reader to connect with the poet's intended message.

Consonance, on the other hand, can create a sense of cohesion within the poem by emphasizing particular consonant sounds.

This can strengthen the connection between lines and stanzas, helping to create a consistent theme throughout the poem.

Consonance can also add a musical quality to the verse, making it more memorable and engaging.

The assonance and consonance play crucial roles in shaping a poem's mood, musicality, and structure.

They help to create a more immersive and memorable reading experience, enabling the reader to connect with the poet's message and emotions on a deeper level.

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Answer:

4ln x +ln 3-lnx

4ln x -ln x+ln3

3ln x+ln 3

ln(3x+3)is equivalent.

equal to 3

Step-by-step explanation:

The volume of the remaining piece of ice cube is 6911.5 cubic cm

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

The figure

Where, we have

Radius, r = 20/2  = 10 cm

Height, h = 33 cm

The volume of the remaining piece is calculated is

V = 2/3πr²h

Substitute the known values in the above equation, so, we have the following representation

V = 2/3 * 22/7 * 10² * 33

Evaluate

V = 6911.5

Hence, the volume of the remaining piece is 6911.5 cubic cm

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Answer:

1/4 - spade

3/4 - not spade

Step-by-step explanation:

There is 13 spades in a deck of 52 cards, so the probability would be 13/52, simplified to 1/4

4/4 - 1/4 = 3/4

I hope this helped, please mark Brainliest, thank you !!

Answer:

11/12 ÷ 1/3 = 2 and three-fourths

11/12 ÷ 1/3 = 2 3/4

Step-by-step explanation:

What is StartFraction 11 Over 12 EndFraction divided by one-third? A fraction bar labeled 1. Under the 1 are 3 boxes labeled one-third. Under the 3 boxes are 4 boxes containing one-fourth. Under the 4 boxes are 12 boxes containing StartFraction 1 Over 12 EndFraction. 2 and one-fourth 2 and three-fourths 3 and one-third 3 and two-thirds

Given:

11/12 ÷ 1/3

= 11/12 × 3/1

= 33 / 12

= 2 9/12

= 2 3/4

= 2 and three-fourths

11/12 ÷ 1/3 = 2 3/4

Answer:

b. 2 3/4

Step-by-step explanation:

From the figure, the value of tan j is 13/9

The tangent of an angle is represented as: :

tan(j) = opposite leg/adjacent leg

From the figure, we have:

opposite leg = 13

adjacent leg = 9

Substitute these values in the above equation of tangent

tan(j) = 13/9

Hence, the value of tan j is 13/9

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the expected number of women that should be hired, based on your simulation

It is not the same.  This could be simply a random result.

What is Probability?

Calculating the likelihood of experiments happening is one of the branches of mathematics known as probability. We can determine everything from the likelihood of receiving heads or tails when tossing a coin to the likelihood of making a research blunder, for instance, using a probability. It is crucial to grasp this branch's most fundamental concepts in order to fully comprehend it, including the formula for computing probabilities in equiprobable sample spaces, the likelihood of two events joining together, the probability of the complementary event, etc.

there is a 40% chance of selecting a woman, if a digit is 0-3, it is a woman and if it is 4-9 it is a man.

Row 136.  86051 45093   0, 1, 0, 3 are less than 4, so there are 4 women.

20021 98648    2, 0, 0, 2, 1 are less than 4, so there are 5 women

23900 49375   2, 3, 0, 0, 3 are less than 4, so there are 5 women.

c)  On average, there are \(\frac{5+5+4}{3}\) = \(\frac{14}{3}\) women

d)  71435 51648  1, 3, 1 are less than 4, so there are 3 women

89675 97778 there are no numbers less than 4, so there are 0 women.

99624 89697  2 is below 4 so there is 1 number less than, so there is 1 woman.

The average number of women is \(\frac{3+0+1}{3}\)= \(\frac{4}{3}\)

It is not the same.  This could be simply a random result.

Hence, the probability that you win the million-dollar prize if you purchase a single lottery ticket is 0.

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1.4678

Step-by-step explanation:

the answer to this question is 1.4678

Answer: 1.46779

Step-by-step explanation: i was about to do a whole tutoring session but i think i'll pass your answer is above

The third list, list3, contains the values [0.08, 1.48, -0.47].

You can generate the third list by iterating over the elements of list1 and list2 simultaneously, and checking the conditions to filter the values. Here's a Python program that accomplishes this:

list1 = [6.04, 0.08, -1.15, 0.46, 3.62, 1.48, -2.99, 6.09, -0.47, 1.12]

list2 = [4, 2, 1, 1, 2, 3, 2, 3, 5, 1]

list3 = []

# Iterate over the elements of list1 and list2 simultaneously

for val1, val2 in zip(list1, list2):

   # Check the conditions to filter the values

   if -1.00 <= val1 <= 2.00 and val2 > 1:

       list3.append(val1)

print(list3)

Output:

[0.08, 1.48, -0.47]

The program iterates over the elements of list1 and list2 simultaneously using the 'zip' function. It checks if the value in list1 is between -1.00 and 2.00 (inclusive) and if the corresponding value in list2 is greater than 1. If both conditions are met, the value from list1 is appended to list3. Finally, list3 is printed, which contains the desired values.

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1) Notice that there are three students: Sean, Kevin, and Bill and there are 2 schools JJC and CSU. In addition to this, there's the cost per credit. So we can write out the following Matrix A, for the credits:

Note that Matrix A, in this case, works as a table. On the Matrix on the left, we have the name of the students, and at Matrix A, we have each row the credits each student is taking.

2) So now:

Notice that we multiply A by B we'll get the cost for every student.

And that is the answer.

Answer:

2 bottles of water

Step-by-step explanation:

Bottles of water - 2.20

A pizza - 11.99

Total - 16.39

16.39 - 11.99

= 4.40

Bottles of water

b= 4.40/2.20

b = 2 bottles

9514 1404 393

Answer:

  10, 12, 14   and maybe {8, 10, 12} and {12, 14, 16}, depending on the meaning of the question

Step-by-step explanation:

If x is the middle one, then their sum is 3x. You want ...

  15 < 3x/2 < 21 . . . . assuming "between 15 and 21" does not include 15 or 21

  30 < 3x < 42

  10 < x < 14

The only even integer in that range is 12, so the three integers are ...

  10, 12, 14 . . . . . half their sum is 18

__

We have used <, rather than ≤ in the above solution. This assumes that "between" does not include the values at the end of the range. If those values are included, then two additional solutions are possible: {8, 10, 12} and {12, 14, 16}. For the first set, the half-sum is 15; for the second set, the half-sum is 21.

Based on the given mean delivery time of 10:28am and the standard deviation of 0:55 mins, the estimated times within which 95% of the deliveries are made is (a) between 8:38 am and 12:18 pm.

To calculate this interval, we need to use the z-score formula, where we find the z-score corresponding to the 95th percentile, which is 1.96. Then, we multiply this z-score by the standard deviation and add/subtract it from the mean to get the upper and lower bounds of the interval.

The upper bound is calculated as 10:28 + (1.96 x 0:55) = 12:18 pm, and the lower bound is calculated as 10:28 - (1.96 x 0:55) = 8:38 am.

Therefore, we can conclude that the interval between 8:38 am and 12:18 pm represents the estimated times within which 95% of the deliveries are made based on the given mean delivery time and standard deviation.

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The points that must lie on the same quadrant are given as follows:

(p, q) and (2p, 2q).

When an integer is multiplied by 2, it's signal remains the same, hence the points that must lie on the same quadrant are given as follows:

(p, q) and (2p, 2q).

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Answer:

B. (p, q) and (2p, 2q) (correct)

Step-by-step explanation:

Question being asked: If p and q are nonzero integers, which pair of points must lie in the same quadrant?

(p, q) and (q, p) (incorrect)

(p, q) and (2p, 2q) (correct)

(p, q) and (–p, –q)(incorrect)

(p, q) and (p – 2, q – 2)(incorrect)

Hope this helps you :)

The additive inverse of the expression -3/w is 3/w.

A number is known as the additive inverse of another, if the sum of the two numbers comes out to be zero. For example- given a number 3, its additive inverse will be -3, as 3 + (-3) = 0. The additive inverse of 0 is 0 itself.

Here, we are given an expression -3/w, such that w ≠ 0

Let us assume that the additive inverse of -3/w is x

Then, the sum of -3/w and x must be equal to zero

⇒ -3/w + x = 0

adding 3/w to both sides

⇒ x = 3/w

Thus, the additive inverse of -3/w is 3/w.

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The units for da/dx are pounds per foot squared.

The units for da/dx would be pounds per foot squared. This is because da/dx represents the rate of change of the function a(x), which has units of pounds per foot, with respect to x, which has units of feet. When we take the derivative of a(x), we essential do division of the change in a(x) by the change in x.  

The change in a(x) has units of pounds, and the change in x has units of feet. Therefore, the units for da/dx are pounds per foot squared.

To further explain this, imagine that a(x) represents the weight of a beam that is x feet long. The units for a(x) would be pounds per foot, as it gives us the weight of the beam per unit of length. The derivative of a(x), or da/dx, would give us the rate at which the weight of the beam changes as we increase its length by one foot.

This rate of change would be in units of pounds per foot squared, as we are dividing the change in weight (pounds) by the change in length (feet squared).

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Answer:

see explanation

Step-by-step explanation:

Given

\(S_{n}\) = 7n - 2n² , then

\(S_{1}\) = 7(1) - 2(1)² = 7 - 2 = 5

Hence a₁ = 5

Also

\(S_{2}\) = 7(2) = 2(2)² = 14 - 8 = 6

\(S_{3}\) = 7(3) - 2(3)² = 21 - 18 = 3

\(S_{4}\) = 7(4) - 2(4)² = 28 - 32 = - 4

Thus

a₂ = S₂ - S₁ = 6 - 5 = 1

a₃ = S₃ - S₂ = 3 - 6 = - 3

a₄ = S₄ - S₃ = - 4 - 3 = - 7

The first 4 terms of the sequence are

5, 1, - 3, - 7

There is a common difference d between consecutive terms, that is

d = 1 - 5 = - 3 - 1 = - 7 - (- 3) = - 4

The n th term of an arithmetic sequence is

\(a_{n}\) = a₁ + (n - 1)d

Here a₁ = 5 and d = - 4 , thus

\(a_{n}\) = 5 - 4(n - 1) = 5 - 4n + 4 = 9 - 4n

In conclusion

a₁ = 5

d = - 4

\(t_{n}\) = 9 - 4n