please help me out here !

Answer:

B is the correct answer.

Step-by-step explanation:

Pi=3.14

So, 7+3.14=10.14

So yes, B is your correct answer.

Mark brainliest please!

Answer:

8 trips

Step-by-step explanation:

You can solve this by unitary method.

15 kilometers in 5 trips means 1 trip consist of 3 kilometers

Therefore, 24/3 = 8

So the required answer is 8 trips.

Thank you!!

Answer:

Step-by-step explanation:

90

By solving the equation 510 = 2(6x + 11x), we know that the length of the given rectangle is 90 units.

It primarily consists of a variable, sometimes with a numerical constant in addition.

Take the following illustration into consideration to quickly grasp this idea. 3x – 4 = 5. It is a simple equation of class 7.

A mathematical equation is a formula that uses the equals sign to represent the equality of two expressions.

So, we know that the ration is 6:11 and the perimeter is 510 units.

Then, form and solve the equation as follows:

510 = 2(6x + 11x)

510 = 12x + 22x

510 = 34x

x = 510/34

x = 15

Then, the length will be:
6x

6(15)

90 units

Therefore, by solving the equation 510 = 2(6x + 11x), we know that the length of the given rectangle is 90 units.

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1. The most likely color for the taxi = green

2. The probability that the taxi is blue = 0.25

Let us assume that tg represents the taxi was green and tb represents the taxi was blue;

Also yg represents the taxi appeared green and yb  represents the taxi appeared blue.

9 out of 10 athenian taxis are green

So, P(tg) = 0.90

And, P(tb) = 1 - P(tg)

                = 1 - 0.90

                = 0.10

As under the dim lighting conditions, discrimination between blue and

green is 75% reliable,

P(yb | tb) = 0.75.

So, P(yg | tb) = 1 - P(yb | tb)

                     = 0.25

Similarly P(yg | tg) = 0.75

Thus, P(yb | tg) = 1 - P(yg | tg)

                         = 0.25

P(tb | yb) = P(tb, yb) / P(yb)

               = [P(yb | tb) P(tb)] / [P(yb, tg)P(tg) + P(yb | tb) P(xb)]

               = 0.25

Thus the probability that the taxi is blue = 0.25

P(tg | yb) = 1 - P(tb | yb)

              = 0.75

We can observe that P(tb | yb) > P(tb) but the posterior P(tb | yb) is smaller than 0.5, since the prior P(tb) is very small. Thus, the taxi was most likely green.

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The complete question is:

Suppose you are a witness to a nighttime hit-and-run accident involving a taxi in Athens.All taxi cars in Athens are blue or green. You swear under oath that the taxi was blue.Extensive testing shows that, under the dim lighting conditions, discrimination between blue and green is 75% reliable.

1. is it possible to calculate the most likely color for the taxi? (*hint:* distinguish carefully between the proposition that the taxi *is* blue and the proposition that it *appears* blue.)

2. what is the probability of the taxi being blue, if you know that 9 out of 10 athenian taxis are green?

Answer:

y=x-2,

so'n

y-x=2 answer you haven't write value.

Answer:

the answer is 129 or 51 plzz trust me

Answer:

find the difference between the two times by subtracting them;

59.48-56.24= 3.24 seconds

Step-by-step explanation:

The value of a(t) is -1 and b(t) is 55 + \(e^t\)

No, the given equation y' - y = 55 + \(e^t\) is not in the standard form of a first-order linear differential equation.

In the method for solving a first-order linear differential equation, an integrating factor is a function used to transform the equation into a form that can be easily solved.

For an equation in the standard form y' + a(t)y = b(t), the integrating factor is defined as:

μ(t) = e^∫a(t)dt

To solve the equation, you multiply both sides of the equation by the integrating factor μ(t) and then simplify. This multiplication helps to make the left side of the equation integrable and simplifies the process of finding the solution.

To put it in standard form, we need to rewrite it as y' + a(t)y = b(t).

Comparing the given equation with the standard form, we can identify:

a(t) = -1

b(t) = 55 + \(e^t\)

Therefore, The value of a(t) is -1 and b(t) is 55 + \(e^t\)

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The savings account paid a simple interest rate of 25.96%.

We can use the simple interest formula:

I = Prt

where I is the interest earned, P is the principal (initial amount deposited), r is the interest rate (in decimal form), and t is the time (in years).

The interest earned in 2 years is:

I = 759.60 - 500 = 259.60

Substituting the values into the formula, we get:

259.60 = 500 × r × 2

Simplifying and solving for r, we get:

r = 0.2596 or 25.96%

Therefore, the savings account paid a simple interest rate of 25.96%.

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mario has $759.60 in the bank after 2 years. assuming he made no additional deposits or withdrawls, what simple interest rate did the savings account pay? The initial amount deposited is $500

The solution to the inequality is for the statement is x > -1/10.

A mathematical statement known as an inequality compares two values and illustrates their connection using symbols like (less than), > (greater than), (less than or equal to), or (greater than or equal to). When two quantities are not equal or one is greater or smaller than the other, this is expressed as an inequality. A set of values that fulfil the inequality is the answer to an inequality.

The statement can be translated into an inequality as follows:

10x + 27 > 26

10x > -1

x > -1/10

where x represents the unknown number.

Hence, the solution to the inequality is x > -1/10.

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Answer:  h < 6

Step-by-step explanation:

3h - 5 < 13

3h < 18

h < 6

Answer:

h<6

Step-by-step explanation:

Answer:

4x+3y-23=0

Step-by-step explanation:

4x+3y-23=23-23

4x+3y-23=0

Step-by-step explanation:

that would be the right answer

Answer:

6.2

Step-by-step explanation:

I don't think you need my explanation anymore.

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.

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Missing information:

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

Answer:

x = 4/( k+3)

Step-by-step explanation:

x = (4 - 3x)/k

Multiply each side by k

xk = (4 - 3x)/k*k

xk = (4 - 3x)

Add 3x to each side

xk+3x = 4

Factor out x

x ( k+3) =4

Divide each side by (k+3)

x ( k+3) / ( k+3) =4/( k+3)

x = 4/( k+3)

The coefficient used to assess the internal consistency of a measure typically refers to Cronbach's alpha coefficient.

The coefficient used to assess the internal consistency of a measure typically refers to Cronbach's alpha coefficient. This coefficient is a statistic that quantifies the internal consistency reliability of a scale or measure, specifically for measures with multiple items or indicators that are intended to measure the same underlying construct.

The coefficient ranges between 0 and 1, with higher values indicating greater internal consistency. Cronbach's alpha measures the extent to which the items in a scale or measure correlate with each other. It assesses how well the items are measuring the same underlying construct or concept.

In other words, the coefficient represents the proportion of variance in the observed scores that can be attributed to the true score, rather than measurement error or other extraneous factors. It indicates the degree to which the items in the measure are interrelated or consistent with each other, with higher values suggesting stronger internal consistency.

Researchers often use Cronbach's alpha to assess the reliability of scales in various fields, such as psychology, education, and social sciences, to ensure that the measure is measuring the construct consistently and accurately.

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The tip of the woman's shadow is moving away from the pole at a rate of 16/3 ft/s when she is 36 ft from the base of the pole.

Let x be the distance of the woman from the pole, and let y be the length of her shadow on the ground. Since the sun's rays are parallel, the triangles formed by the woman, her shadow, and the pole are similar triangles. Therefore, we can use the following proportion:

(woman's height) / (length of woman's shadow) = (height of pole) / (total length of pole's shadow)

Substituting the given values, we get:

5 / y = 15 / (x + y)

Cross-multiplying and simplifying, we get:

3y = 5(x + y)

3y = 5x + 5y

2y = 5x

y = (5/2)x

We can now differentiate both sides of this equation with respect to time t:

dy/dt = (5/2)dx/dt

We want to find dx/dt when x = 36 ft. To do this, we need to find y when x = 36 ft:

y = (5/2)x = (5/2)(36) = 90 ft

Now we can substitute x = 36 ft and y = 90 ft into the differentiated equation:

dy/dt = (5/2)dx/dt

Solving for dx/dt, we get:

dx/dt = (2/5)dy/dt

We know that dy/dt is the rate at which the woman's shadow is changing, which is given by her walking speed of 4 ft/s. Therefore, dy/dt = 4 ft/s. Substituting this value, we get:

dx/dt = (2/5)(4) = 8/5 ft/s

Therefore, the tip of the woman's shadow is moving away from the pole at a rate of 8/5 ft/s, which is equivalent to 1.6 ft/s or 16/3 ft/s.

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To convert 1km into other measurements: 1) 1000 meter, 2) 3280.84, 3) 1e+6 millimeter, 4) 100000 centimeter, 5) 39370.1 inch, 6) 1093.61 yard1 km, 7) 0.621371 mile.

It is necessary to measure these quantities using units of measurement. Sometimes the units of measurement chosen don't match the standards needed for a specific procedure or application, as well as the measurement preference and ease of use.

It's essential to convert these units in a way that enables proper comprehension and use. When converting between different units in the metric system, a decimal point must typically be moved. If you remember what the prefixes mean, you can convert between different units of measurement within the metric system fairly quickly by simply multiplying or dividing the number by the prefix's value.

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The expression that is Equivalent to 3/2 is option C: 3y/2y-6 + 9/6-2y.

To determine which expression is equivalent to 3/2, we need to simplify each option and see which one matches the original expression.

Let's simplify each option:

A. 3y/2y-6 + 9/2y-6

  To simplify this expression, we need to find a common denominator for the fractions. The common denominator is (2y - 6).

  So, the expression becomes: (3y + 9)/(2y - 6)

  This expression is not equivalent to 3/2.

B. 9/y - 6/y+2

  To simplify this expression, we need to find a common denominator for the fractions. The common denominator is y(y + 2).

  So, the expression becomes: (9(y + 2) - 6y)/(y(y + 2))

  Simplifying further, we get: (9y + 18 - 6y)/(y^2 + 2y)

  This expression is not equivalent to 3/2.

C. 3y/2y-6 + 9/6-2y

  To simplify this expression, we need to find a common denominator for the fractions. The common denominator is (2y - 6).

  So, the expression becomes: (3y + 9)/(2y - 6)

  This expression is equivalent to 3/2.

D. 6/2y - 9y/2-3y

  To simplify this expression, we need to find a common denominator for the fractions. The common denominator is 2(2 - 3y).

  So, the expression becomes: (6(2 - 3y) - 9y(2))/(2(2 - 3y))

  Simplifying further, we get: (12 - 18y - 18y)/(4 - 6y)

  This expression is not equivalent to 3/2.

Therefore, the expression that is equivalent to 3/2 is option C: 3y/2y-6 + 9/6-2y.

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The measure of angle AOC is 30 degrees. Angle AOC is classified as an acute angle.

An angle that has a measure that is less than 90 degrees is classified as an acute angle.

Given the diagram below, the angle that is formed by rays AO and CO is angle AOC. The instrument shows that angle AOC is exactly 30 degrees.

30 degrees is less than 90 degrees and can therefore be termed an acute angle.

Therefore, the measure of angle AOC is 30 degrees. Angle AOC is classified as an acute angle.

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Answer:

bro this is answer or questions

Step-by-step explanation:

can u repeat at short

The equation of line is y = 12x and the number of boxes the shipping company can pack in 18 hour period is 216 boxes

The equation of a line is expressed as y = mx + b where m is the slope and b is the y-intercept

And y - y₁ = m ( x - x₁ )

y = y-coordinate of second point

y₁ = y-coordinate of point one

m = slope

x = x-coordinate of second point

x₁ = x-coordinate of point one

The slope m = ( y₂ - y₁ ) / ( x₂ - x₁ )

Given data ,

Let the number of hours be x

Let the number of boxes be y

Let the equation of line be represented as A

Now , the value of A is

Let the first point be P ( 5 , 60 )

Now , the slope of the line m = y/x

Substituting the values in the equation , we get

Slope m = 60 / 5 = 12

Now , the equation of line is y - y₁ = m ( x - x₁ )

Substituting the values in the equation , we get

y - 60 = 12 ( x - 5 )

y - 60 = 12x - 60

y = 12x

Now , when x = 18 hours

y = 12 ( 18 ) boxes

y = 216 boxes

Hence , the number of boxes is 216 boxes

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Answer:

\(y=\frac{3}{4}x+2\)

Step-by-step explanation:

So when you express a linear function in slope-intercept form it's given in the form of y=mx+b, where m is the slope, and b is the y-intercept. This is because as x increases by 1, the y-value will increase by m (because multiplication), and since the slope is defined as rise/run, the rise will be m, and run will be 1, giving you a slope of m/1 or m. The reason b is the y-intercept, is because whenever the linear function crosses the y-axis, the x-value will always be 0. Meaning that mx will be 0 because m * 0 will equal 0... and that leaves b by it self, so b will determine the y-intercept.

So if you look at the graph, the linear function crosses the y-axis as (0, 2) so the value of b will be 2. This gives you the equation y=mx+2.

Now to calculate the slope, we can take any two points and see how much the rise was and how much the run was. It can also be more formally defined in the equation: \(y=\frac{y_2-y_1}{x_2-x_1}\). So let's take the points (0, 2) and (8, 8). As you can see the x-value increases by 8 or "ran" by 8, and the y-value increased by 6. So the rise over run in this case is 6/8 which can simplified as 3/4. That is the slope. This gives you the complete equation of: \(y=\frac{3}{4}x+2\)

Answer: 8.4

Step-by-step explanation: 5.25 divided by 5 is 1.05. So 1.05 x 8 is 8.4

A(n) "correlational" design is used when the researcher wants to test a relationship between existing variables. This design aims to determine the degree to which two variables are related or associated with each other. In a correlational design, the researcher measures the variables of interest and examines the statistical relationship between them, typically using correlation coefficients.

On the other hand, a(n) "experimental" design is used when a researcher wants to test a causal link between variables. In an experimental design, the researcher manipulates one or more independent variables and measures the effect on a dependent variable. By controlling for confounding variables and using random assignment, an experimental design allows for causal inferences to be made.

It's important to note that while correlational designs can provide valuable insights into the relationships between variables, they do not establish causality. Experimental designs, on the other hand, provide stronger evidence for causal relationships by systematically manipulating variables.

A(n) \(\textbf{correlational}\) design is used when the researcher wants to test a relationship between existing variables.

A(n) \(\textbf{experimental}\) design is used when a researcher wants to test a causal link between variables.

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The point at coordinates (4, 0) meters, directly in front of one of the speakers and perpendicular to the plane of the speakers, will experience maximum constructive interference.

In the scenario of two speakers, when a point is located directly in front of one of the speakers and perpendicular to the plane of the speakers, it is in what is known as the "forward direction". This means that the sound waves from both speakers are in phase at that point, leading to constructive interference.

Constructive interference occurs when the peaks of two sound waves align, resulting in a combined wave with a higher amplitude. Since the point is equidistant from the two speakers and directly in front of one of them, the sound waves from both speakers will reach the point in phase, reinforcing each other and producing maximum constructive interference.

As a result, at the point (4, 0) meters, there will be an increased sound intensity due to the constructive interference of the sound waves from the two speakers.

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Answer:

No

Step-by-step explanation:

4*3 = 12

5*1 = 5

12 + 5 = 17

17 = 19 <-- doesn't make sense