Sabrina is making a box in the shape of a cube with a side length of s. the volume of the box, s cubed, is 27/1,000 ft cubed. sabrina wants to completely cover two of the faces with labels.

Answer:

Step-by-step explanation:

As per diagram, y = -9 for any value of x, so it is the line with equation:

Answer & Explanation:

1.) Which function is a linear function?

   The answer is B. \(y+7=5x\)

2.) If the function \(y=x^a-31\) is a linear function, what is the value of \(a\)?

   The answer is A. \(1\)

3.) What type of function is the function representing Sully's speed?

   The answer is C. It is a nonlinear function.

hope this helps :)

Answer Key With The Given Explanation:

      The correct option answer is B. \(y+7=5x.\)

    2. For question #2: If the function \(y=x^{a}-31\) is a linear function, what is the value of a?

      The correct option answer is A. 1.

   3. And last but not least is for question #3. What type of the function is the function representing Sully's speed?

      The correct option answer is C. It is a nonlinear function.

I hope my answer key with the given explanation is very helpful to your own question about the multiple choices of the linear functions and have a great rest of the day! :D

Sincerely,

Jason Ta,

The Ambitious of Brainly And The Role of The TDSB And WHCI Student of The High School.

Answer:

3/2

Step-by-step explanation:

Answer:

I think the file of the picture is corrupted because it is not loading

Step-by-step explanation:

Answer: A

Step-by-step explanation:

P

E

M

A

S

Answer: 16

Step-by-step explanation:

Answer: \(x^2+\frac{11}{4}x+\frac{3}{2}\)

Step-by-step explanation:

Use FOIL:

\(x^2+\frac{3}{4} x+\frac{4}{2} x+\frac{12}{8}\)

\(x^2+\frac{3}{4} x+\frac{8}{4}x+\frac{12}{8} \\\)     Make 3/4x and 4/2x have the same denominator

\(x^2+\frac{11}{4}x+\frac{12}{8}\)            Add like terms

\(x^2+\frac{11}{4}x+\frac{3}{2}\)              Simplify

The probability that he makes at least 8 free throws is 0.9459

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.

It is given that:

\(\text { Let } p=0.91 \text { and } n=10\)

Expected number of shots \(, $E(x)=n p=(10)(0.91)=9$\)

Now, we use Binomial Distribution \(p(X=x)=n_{c_x} p^x(1-p)^{n-x}\)

with the parameters \(n=10$and $p=0.91$\)

Let X be the number of free throws he made

Therefore,

\($p(X \geq 8)$$$\begin{aligned}&=p(X=8)+p(X=9)+p(X=10) \\&=10 c_8(0.91)^8(1-0.91)^{10-8}+1 c_{c_9}(0.91)^9(1-0.91)^{10-9}+10_{c_{10}}(0.91)^{10}(1-0.91)^{10-10} \\&=0.1714+0.3851+0.3894 \\&=0.9459\end{aligned}$$\)

Hence, The probability that he makes at least 8 free throws is 0.9459

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Adding 5 points to each score in the introductory Statistics course would not impact the standard deviation of the new scores.

If 5 points were added to each score in the introductory Statistics course, the standard deviation of the new scores would remain unchanged. Adding a constant value to each score does not affect the spread or variability of the data. The standard deviation measures the dispersion of the data points around the mean, and adding or subtracting a constant does not change this dispersion. Thus, the standard deviation of the new scores would be the same as the standard deviation of the original scores.

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Answer:

9.28

Step-by-step explanation:

The x-intercept is (-9, 0) and there is no y-intercept (option b).

To determine the x- and y-intercepts for the graph defined by the equation x = -9, we need to understand the concept of intercepts. The x-intercept is the point at which the graph intersects the x-axis, and the y-intercept is the point at which the graph intersects the y-axis.

Given the equation x = -9, we can see that the value of x is fixed at -9. This means that the graph will be a vertical line passing through the point (-9, 0) on the x-axis.

Now, let's analyze the answer choices:

a. x-intercept is (-9, 0))

This statement is correct. The x-intercept is indeed (-9, 0) since the graph passes through this point on the x-axis.

No y-intercept

This statement is also correct. Since the graph is a vertical line, it does not intersect the y-axis, so there is no y-intercept.

Based on the analysis of the answer choices, the correct answer is option a: The x-intercept is (-9, 0), and there is no y-intercept.

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Answer:

455

Step-by-step explanation:

The sample size needed to ensure that the radius of a 99% two-sided confidence interval for the mean fracture strength is at most 0.3 is approximately 704.11.

1. To construct a 99% two-sided confidence interval for the mean fracture strength, we can use the formula:

Confidence interval = sample mean ± (critical value) × (standard deviation / sqrt(n))

Since the population standard deviation is not given, we will use the sample standard deviation as an estimate. The sample mean is calculated by summing up the fracture strengths and dividing by the sample size:

Sample mean = (94 + 88 + 90 + 91 + 89) / 5 = 90.4

The sample standard deviation is calculated as follows:

Sample standard deviation = sqrt((sum of squared differences from the mean) / (n - 1))

= sqrt((4.8 + 4.8 + 0.4 + 0.6 + 0.4) / 4)

= sqrt(10 / 4)

= sqrt(2.5)

Now, we need to find the critical value corresponding to a 99% confidence level. Since the sample size is small (n < 30), we can use the t-distribution. The degrees of freedom for a sample size of 5 is (n - 1) = 4.

Using a t-table or statistical software, the critical value for a 99% confidence level with 4 degrees of freedom is approximately 4.604.

Plugging in the values into the confidence interval formula, we get:

Confidence interval = 90.4 ± (4.604) × (sqrt(2.5) / sqrt(5))

Therefore, the 99% two-sided confidence interval for the mean fracture strength is approximately 90.4 ± 4.113.

2. To determine the sample size needed to ensure that the radius of a 99% two-sided confidence interval for the mean fracture strength is at most 0.3, we can use the formula:

Sample size = ((critical value) × (standard deviation / (desired radius))^2

Given that the desired radius is 0.3, the standard deviation is 4, and the critical value for a 99% confidence level with a large sample size can be approximated as 2.576.

Plugging in the values, we get:

Sample size = 704.11

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Answer:

Pretty sure the domain for this is all positive numbers and range is all positive numbers over 1.

Step-by-step explanation:

domain refers to x values.

range refers to y values.

Answer:

10000

Step-by-step explanation:

100 x 100

1 x 100 = 100

Add 2 more zeros at the end of your answer

10000

(pretty sure this is a troll but there is your answer)

Answer: 10,000.

Step-by-step explanation:

If you get 100 then added 100 times itself 100 times you'll get 10,000

The sample space contains a total of 10 different combinations, as there are 10 different ways to choose 2 people out of 5 without considering the order of selection.

The sample space for choosing a committee of 2 people out of 5 can be represented as a set of all possible combinations of 2 people from the given set of 5 people. Let's assume the 5 people are labeled as A, B, C, D, and E.

The sample space, denoted as S, can be written as:

S = {AB, AC, AD, AE, BC, BD, BE, CD, CE, DE}

Each element in the sample space represents a different combination of 2 people chosen from the set of 5. For example, AB represents a committee with persons A and B, AC represents a committee with persons A and C, and so on.

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The sketch of the solid whose volume is given by the iterated integral is given below.

To sketch the solid, we can first look at the limits of integration. The limits of x are from 0 to 1, and the limits of y are from 0 to 1-x. This means that the solid is a right triangular pyramid with base vertices at (0,0), (1,0), and (0,1), and height h given by the function h(x,y) = 101(7-x-5y).

The solid has a straight side along the x-axis and two straight sides along the y-axis, and a curved side for the hypotenuse of the base triangle.

The highest point of the top of the solid occurs at the vertex opposite the base triangle, which is at (x,y,z) = (1/3,1/3,200/3).

The lowest point of the top of the solid occurs at the vertex of the base triangle at (x,y,z) = (0,0,707/3).

Thus, the sketch of the solid is prepared.

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Answer:

the answer for 1 1/3 is O 4/3

5 2/5 is T  28/5

2 4/5 is D  14/5

Step-by-step explanation:

All you have to do is multiply the whole number by the denominator and then add the numerator and the denominator stays the same.

Like on the second one you would multiply the 5 by the denominator which is also five then add the numerator,1, and that gives you the top number and the bottom one stays the same.

Sorry if I confused you but hope this helps!

You got this

Answer:

0.076 or 4.409 try both its one of those two

Step-by-step explanation:

Answer:

Step-by-step explanation:

It is the turning point, (100,0)

Answer:

The vertex of a parabola is the point at the intersection of the parabola and its line of symmetry

Step-by-step explanation:  it is the center so it would be 100

The report compares two assets, A and B, based on their value models. The graphs of their values against time are sketched, and their behavior as time increases are described. The valid range of time, T, is determined and explained.

The largest percentage difference between the two assets' values within the valid range of T is found. Additionally, the graph of VA/V is plotted and discussed as a comparison tool. An example of an asset that can be represented by both models A and B is provided, along with appropriate explanations. Asset A is modeled by the cubic function V₁ = 4Nx 10,000 + 10,0007² - 50,0007³, where N represents the last non-zero digit of the ID number. Asset B is modeled by the cubic function V = B + 100007² - 50,0007³.

To analyze the behavior of the assets as time increases, the graphs of their values against time can be sketched. The valid range of time, T, represents the range of values for which the models are meaningful and accurate. This range is typically limited by practical constraints or the domain of the functions involved. The report explains the valid range of T for the given models. The percentage difference between the values of assets A and B is calculated within the valid range of T to determine the maximum difference between the two assets' values. This comparison provides insights into the relative performance or value disparity between the two assets.

To further compare the assets, the graph of VA/V is plotted. This graph represents the ratio of asset A's value to asset B's value as a function of time. By analyzing this graph, it is possible to understand the relationship between the values of the two assets over time and make meaningful comparisons. Additionally, an example of an asset that can be represented by both model A and model B is provided. The example highlights the features and characteristics of an asset that align with the equations of both models, demonstrating their versatility in representing a wide range of assets.

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Answer:

Yes, the answer is A.

Step-by-step explanation:

Since they are asking for their account balance if they created one together with their bank balances:

-216.50 + -45.75 = -262.25

The trick is the negative, but for this just add both balance accounts together and pretend it's in positive form, after that make it into negative form.

There are 651 ways to select 6 people to form a committee from a group of 11 men and 9 women, with at least one woman in the committee.

To determine the number of ways to select 6 people to form a committee with at least one woman, we need to consider the different combinations of men and women that can be chosen.

First, let's consider the case where all 6 committee members are women. In this case, we have 9 women to choose from, and we need to select 6 of them. The number of ways to do this is given by the combination formula:

C(9, 6) = 9! / (6! * (9-6)!) = 84

Next, we consider the cases where there are 5 women and 1 man, 4 women and 2 men, 3 women and 3 men.

For 5 women and 1 man:

Number of ways to choose 5 women from 9: C(9, 5) = 9! / (5! * (9-5)!) = 126

Number of ways to choose 1 man from 11: C(11, 1) = 11! / (1! * (11-1)!) = 11

For 4 women and 2 men:

Number of ways to choose 4 women from 9: C(9, 4) = 9! / (4! * (9-4)!) = 126

Number of ways to choose 2 men from 11: C(11, 2) = 11! / (2! * (11-2)!) = 55

For 3 women and 3 men:

Number of ways to choose 3 women from 9: C(9, 3) = 9! / (3! * (9-3)!) = 84

Number of ways to choose 3 men from 11: C(11, 3) = 11! / (3! * (11-3)!) = 165

Finally, we sum up the different cases:

Total number of ways = 84 + 126 + 11 + 126 + 55 + 84 + 165 = 651

Therefore, there are 651 ways to select 6 people to form a committee from a group of 11 men and 9 women, with at least one woman in the committee.

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Answer:

i believe it means c. middle

Step-by-step explanation:

tell me if this is wrong

The tensions in each side of the rope will be the same when Nellie Newton hangs at rest in the middle of a clothesline and the lengths of each rope are the same.

When Nellie Newton is in equilibrium, meaning she is at rest and not experiencing any acceleration or movement, the forces acting on her must be balanced. In the case of a clothesline, the tension in each side of the rope contributes to the balancing of forces.

For the tensions to be the same in each side of the rope, the lengths of the ropes must also be the same. This ensures that the forces applied to each side are equal and balanced, resulting in Nellie Newton remaining in a stable position without any net force acting on her.


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Hey there! :)

Answer:

(2, 3) and (-2, 11).

Step-by-step explanation:

To solve this system of equations, we can set both equations equal to each other:

x² -2x + 3 = -2x + 7

Combine like terms:

x² -4 = 0

Factor using difference of squares:

(x - 2)(x + 2) = 0

Therefore, x = 2 and -2. Plug both of these into an equation to solve for the 'y' value:

f(x) = -2(2) + 7

f(x) = -4 + 7

f(x) = 3

------------------

f(x) = -2(-2) + 7

f(x) = 4 + 7

f(x) = 11

Therefore, the two ordered pairs are (2, 3) and (-2, 11).

The powers that are shared between the Federal government and State Government are called concurrent powers.  

Concurrent powers are known to be those powers which are charged by both Federal Government as well as State Government. These powers are in contrast to reserved powers along with exclusive federal powers. A number of powers that are provided by the constitution of the United States to the Federal Government without stopping the same powers which are given to each individual state are termed as concurrent powers.

Establishment of court systems, Taxation as well as regulation of elections are known to be some of the common examples of these concurrent powers.

These powers can be used paralleled by both Federal and State Governments. For example, people living in one state may have to pay taxes for both the Federal government as well as State government and this happens because taxation comes under concurrent powers.

The farmers of the constitution were to believe that there should be a division of powers between national and state governments in order to stop single-use of power by one organization.

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The power required for a student to climb a height of 2 meters in 5 seconds, while weighing 400 Newtons, can be calculated.

Power is defined as the rate at which work is done or energy is transferred. To calculate power, we need to determine the amount of work done and divide it by the time taken. In this case, the work done is equal to the product of force and displacement. The force is the weight of the student, which is 400 Newtons, and the displacement is the height climbed, which is 2 meters. The work done would be 400 Newtons multiplied by 2 meters, resulting in 800 Joules. To calculate power, we divide the work done (800 Joules) by the time taken (5 seconds), which gives us a power of 160 Watts. Therefore, the power required for the student to climb a height of 2 meters in 5 seconds is 160 Watts.

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Answer:

5.6

Step-by-step explanation:

Round to the nearest tenth

Answer:

5. 56

Step-by-step explanation:

I'm sorry if this is wrong but uts what I remebrr