what is the length l of an edge of each small cube if adjacent cubes touch but don't overlap

The coordinates of the particle are (0, 6) at t = 0, (-4, 16) at t = 1, and (-100, 630) at t = 5.

the coordinates of the particle at different times. Let's start by identifying the correct path equations for the particle:

x = -4t^2
y = 6 + 10t^3

Now, we'll find the coordinates at t = 0, 1, and 5:

1. For t = 0:
x = -4(0)^2 = 0
y = 6 + 10(0)^3 = 6
Coordinates at t = 0: (0, 6)

2. For t = 1:
x = -4(1)^2 = -4
y = 6 + 10(1)^3 = 16
Coordinates at t = 1: (-4, 16)

3. For t = 5:
x = -4(5)^2 = -100
y = 6 + 10(5)^3 = 630
Coordinates at t = 5: (-100, 630)

So, the coordinates of the particle are (0, 6) at t = 0, (-4, 16) at t = 1, and (-100, 630) at t = 5.

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Based on the dimensions of the shape, the area of the figure can be found to be 215 ft².

To find the area of the figure, you can divide the shape into two different shapes and then find the area of those shapes, and then sum them up to find the area of the entire figure.

As shown in the attached photo, you can divide the figure into two rectangles with the dimensions:

The areas are:

= 15 x 12

= 180 ft²

Second rectangle:

= 7 x 5

= 35ft²

The area of the figure is:

= 35 + 180

= 215 ft²

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To find the probability of rolling six standard, six-sided dice and getting six distinct numbers, we need to calculate the total number of possible outcomes and the number of outcomes that satisfy the given condition.

Total Number of Outcomes:

The total number of possible outcomes when rolling six dice is 6^6, which is 46,656. Each die has six possible outcomes (1, 2, 3, 4, 5, or 6), and there are six dice being rolled.

Number of Outcomes with Six Distinct Numbers:

To get six distinct numbers when rolling six dice, each number must be different from the others. We can choose any six numbers from 1 to 6, and there are 6! (6 factorial) ways to arrange them on the six dice.

6! = 6 x 5 x 4 x 3 x 2 x 1 = 720

Probability of Getting Six Distinct Numbers:

To find the probability of rolling six standard, six-sided dice and getting six distinct numbers, we divide the number of outcomes with six distinct numbers by the total number of possible outcomes:

P(six distinct numbers) = number of outcomes with six distinct numbers / total number of outcomes

P(six distinct numbers) = 720 / 46,656

P(six distinct numbers) = 5 / 324

Therefore, the value of the probability is 5/324 or approximately 0.0154.

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0.56

Step-by-step explanation:

The answer would be .56 because 7 pounds in ounces is 112 and 62.72÷ 112 is .56 or 0.56

Have a nice day❤

The researcher is BEST served by creating a frequency distribution table with a cumulative frequency column and a histogram with the class boundaries marked

When a researcher examines quantitative data and wants to know the number of observations that fall below the upper limit of a particular class, the researcher is BEST served by creating a frequency distribution table with a cumulative frequency column and a histogram with the class boundaries marked. The frequency distribution table would allow the researcher to see how many observations fall into each class, while the cumulative frequency column would show how many observations fall below the upper limit of each class. The histogram would provide a visual representation of the distribution of the data, and the class boundaries marked on it would allow the researcher to easily identify the upper limit of each class. By examining the cumulative frequency column, the researcher would be able to determine the number of observations that fall below the upper limit of a particular class.

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When the length, breadth, and height are provided as 8 inches, 7.5 inches, and 6 inches, respectively, the rectangular prism's total surface area is 360 inches2.

Surface area is a measure of how much space an object's surface takes up overall. The total area of a three-dimensional shape's surroundings is its surface area. Surface area refers to the total surface area of a three-dimensional shape. You may compute the surface area of a cuboid with six rectangular faces by adding together their individual areas. Alternatively, you can use the following formula to name the box's dimensions: Surface (SA) = 2lh plus 2lw plus 2hw. A three-dimensional shape's surface area is calculated as the total amount of space it occupies (a three-dimensional shape is a shape that has height, width, and depth).

given

rectangle prism has a length of 8 inches and a width of 7.5 inches.

6 inches is the rectangular prism's height.

SA equals two square units of (lh + wh + lw).

A=360 inches2

When the length, breadth, and height are provided as 8 inches, 7.5 inches, and 6 inches, respectively, the rectangular prism's total surface area is 360 inches2.

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Answer:

I’m pretty sure it’s B

Step-by-step explanation:

Answer:

1.) First question

2.) Second question

*Feel free to ask any questions on how to get the individual answers*

Finding the Quartiles:

- Quartiles separate a data set into four sections.

- The median is the second quartile Q2. It divides the ordered data set into higher and lower halves.  

- The first quartile, Q1, is the median of the lower half not including Q2.

- The third quartile, Q3, is the median of the higher half not including Q2

There is only one way to arrange the letters in the word "Llamas" such that "S" is the first letter and "M" is the last letter.

Since "S" must be the first letter and "M" must be the last letter in each arrangement, there are no other options for the positions of these letters. Therefore, the only possible arrangement is "S _ _ _ _ M", where the "_" represents the remaining letters "L", "l", "a", and "a". The positions of these remaining letters can be arranged in 4! = 24 ways. However, since the two "a" letters are indistinguishable, we need to divide by 2! to account for the overcounting, resulting in 24 / 2 = 12 distinct arrangements of the remaining letters. Therefore, there is only one way to arrange the letters in "Llamas" such that "S" is the first letter and "M" is the last letter.

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The measure of angles are,

m ∠K = 50°

m ∠L = 90°

m ∠M = 40°

m ∠LMN = 140°

What is triangle?

A triangle is a polygon with three vertices and three sides. The angles of the triangle are formed by the connection of the three sides end to end at a point. The triangle's three angles add up to 180 degrees in total.

Let the triangle KLM is given.

We have to find the measure of each angle of triangle.

Since the measure of three angles of triangle is 180 degree.

⇒  m ∠K + m ∠L + m ∠M = 180°

                   5x + 9x + 4x = 180°

                                  18x = 180°

                                      x = 10°

⇒ m ∠K = 5x = 5(10°) = 50°

m ∠L = 9x = 9(10°) = 90°

m ∠M = 4x = 4(10°) = 40°

m ∠LMN = m ∠L + m ∠K

               = 90° + 50°

m ∠LMN = 140°

Hence,

m ∠K = 50°

m ∠L = 90°

m ∠M = 40°

m ∠LMN = 140°

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Answer:

why should anyone care about a school bus

Step-by-step explanation:

Answer: 16000

Step-by-step explanation:

The required problems on probability application are detailed below.

Probability is the study of chance represented as a proper fraction between 0 and 1 .  

The manufacturing process of a particular rugby ball consists of two parts, a leather covering and a rubber bladder. The probabilities of defect in the leather covering is 5% and the probability of the rubber bladder is 15% respectively. What is the probability that the assembled Rugby ball will not have any defect.

Let A and B denote the event that  a rugby ball is defective due to defects in the leather covering and the rubber bladder respectively.

Then we can say that  P(A) = 5 / 100 = 1 / 20  and

P(B) = 15 / 100 = 3 / 20

Therefore  P(A') = 1 - 1/20 = 19/20 and P(B') = 1 - 3 / 20 = 17 / 20.

P(A') and  P(B') gives us the probabilities that the rugby ball will not have defective parts respectively.

Therefore the probability that the assembled product will not have any defect is:

P(A') ×  P(B')

\(=\frac{19}{20} \times \frac{17}{20}\\\\=\frac{323}{400} \\\\=0.8075\)

Therefore the probability that the rugby ball will not have any defect is 80.75% .

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Answer:

AB = √(4^2 + 1^2) = √(16 + 1) = √17

GH = √(4^2 + 4^2) = √(16 + 16) = √32

= 4√2

Answer:

B

Step-by-step explanation:

Answer:

B. \(\frac{x^2}{3^2} +\frac{y^3}{2^2} =1\)

Step-by-step explanation:

The term that describes an event that increases the likelihood of a response being repeated is known as reinforcement.

Reinforcement can be defined as any consequence that strengthens or increases the probability of a behavior occurring again in the future. This can include positive reinforcement, which involves adding a desirable consequence after a behavior, or negative reinforcement, which involves removing an aversive consequence after a behavior. Both types of reinforcement have been shown to be effective in increasing the likelihood of a behavior being repeated.

Overall, understanding the concept of reinforcement is essential in the field of psychology, particularly in the areas of behaviorism and behavior modification. By providing positive consequences after desired behaviors, individuals can be motivated to continue engaging in those behaviors, which can lead to long-term positive changes. Reinforcement can also be used to shape new behaviors or replace unwanted behaviors with more desirable ones.

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Answer:

hanges made to your input should not affect the solution:

(1): Dot was discarded near "4.".

Rearrange:

Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation :

                    5*x+7*y-(3914)=0

STEP

1

:

Equation of a Straight Line

1.1     Solve   5x+7y-3914  = 0

Tiger recognizes that we have here an equation of a straight line. Such an equation is usually written y=mx+b ("y=mx+c" in the UK).

"y=mx+b" is the formula of a straight line drawn on Cartesian coordinate system in which "y" is the vertical axis and "x" the horizontal axis.

In this formula :

y tells us how far up the line goes

x tells us how far along

m is the Slope or Gradient i.e. how steep the line is

b is the Y-intercept i.e. where the line crosses the Y axis

The X and Y intercepts and the Slope are called the line properties. We shall now graph the line  5x+7y-3914  = 0 and calculate its properties

Graph of a Straight Line :

Calculate the Y-Intercept :

Notice that when x = 0 the value of y is 3914/7 so this line "cuts" the y axis at y=559.14286

 y-intercept = 3914/7  = 559.14286

Calculate the X-Intercept :

When y = 0 the value of x is 3914/5 Our line therefore "cuts" the x axis at x=782.80000

 x-intercept = 3914/5  = 782.80000

Calculate the Slope :

Slope is defined as the change in y divided by the change in x. We note that for x=0, the value of y is 559.143 and for x=2.000, the value of y is 557.714. So, for a change of 2.000 in x (The change in x is sometimes referred to as "RUN") we get a change of 557.714 - 559.143 = -1.429 in y. (The change in y is sometimes referred to as "RISE" and the Slope is m = RISE / RUN)

   Slope     = -1.429/2.000 = -0.714

Geometric figure: Straight Line

 Slope = -1.429/2.000 = -0.714

 x-intercept = 3914/5 = 782.80000

 y-intercept = 3914/7 = 559.14286

Step-by-step explanation:

Answer:

y= -5/7x+3914/7

Step-by-step explanation:

Slope form is y=mx+b

5x+7y=3914

7y = -5x+3914 minus the 5x from each side

7y=-5x+3914  divide 7 from each side --> y= -5/7x+3914/7

So, 5x+7y=3914 is in ax+by=c (standard form) the "a" in "ax" can't be negative either.

Answer: Annie needs 13 quarts of coffee

Step-by-step explanation:

Explanation

to solve for x, isolate it

so

Step 1

a) Logical expression for Circuit 1: (A + B) * C

Logical expression for Circuit 2: NOT (A * B)

b) Circuit 1: (A + B) * C
Circuit 2: NOT (A * B)
Additional circuit: NOT ((A * B) * C) * D
These circuits are equivalent as they produce the same outputs for the given inputs using logical equivalence laws.

a) To write out logical expressions representing each of the two circuits, we'll start by understanding the components of the circuits.

The two circuits consist of AND gates, OR gates, and NOT gates.

Circuit 1:
- Input A is connected to an OR gate with input B.
- The output of the OR gate is connected to an AND gate with input C.
- The output of the AND gate is the final output.

Logical expression for Circuit 1: (A + B) * C

Circuit 2:
- Input A is connected to an AND gate with input B.
- The output of the AND gate is connected to a NOT gate.
- The output of the NOT gate is the final output.

Logical expression for Circuit 2: NOT (A * B)

b) To draw a circuit that uses three AND gates, one NOT gate, and no other gates, we can use the following configuration:
- Inputs A and B are connected to an AND gate.
- The output of the AND gate is connected to another AND gate with input C.
- The output of the second AND gate is connected to a third AND gate with input D.
- The output of the third AND gate is connected to the input of a NOT gate.
- The output of the NOT gate is the final output.

Logical expression for this circuit: NOT ((A * B) * C) * D

This circuit uses three AND gates, one NOT gate, and no other gates. It is equivalent to the original two circuits.

In summary:
- Circuit 1: (A + B) * C
- Circuit 2: NOT (A * B)
- Additional circuit: NOT ((A * B) * C) * D

These circuits are equivalent as they produce the same outputs for the given inputs using logical equivalence laws.

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Answer: $732.25

Step-by-step explanation: I just took the quiz through K12 online school.

Answer: D.$732.25

Step-by-step explanation:

Patti's ending balance was $715.26

On 2/5 (February 5) she did a withdrawal (-) of $140.00

On 2/7 she did a check (-) of $326.15 and a deposit (+) of $483.14

$715.26- $140.00- $326.15+ $483.14= $732.25

if T is linear, it will preserve sums and scalar products. The given statement is true.

If a linear transformation (denoted as T) operates on vectors in a vector space, then T will preserve sums and scalar products. In other words, if vectors u and v are part of the vector space, and c is a scalar, then T(u + v) = T(u) + T(v) and T(cu) = cT(u). This means that the linear transformation T will maintain the same results when operating on the sum of two vectors and when operating on a vector multiplied by a scalar.

Therefore, if T is linear, it will preserve sums and scalar products.

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Answer:

x = 1  1/48

Step-by-step explanation:

6x/7 = 7/8

cross-multiply:

48x = 49

x = 49/48

x = 1 \(\frac{1}{48}\)

Answer:

X = 49/48

Step-by-step explanation:

I know that’s the answer because I did the math so it’s right, and a good night!

Answer:

the answer is 720000

Step-by-step explanation:

looked it up

The monthly payment for the car loan is approximately 16,216.38 pesos. The outstanding balance after 2 years is approximately 650,577.85 pesos.

To find the monthly payment for the car loan, we can use the formula for the monthly payment on a loan:

P = (r * PV) / (1 - (1 + r)^(-n))

Where:

P is the monthly payment

r is the monthly interest rate

PV is the loan amount (present value)

n is the total number of payments

In this case, the loan amount PV is 800,000 pesos, the monthly interest rate r is 7% / 12 (since the interest is compounded monthly), and the total number of payments n is 5 years * 12 months/year = 60 months.

Substituting these values into the formula, we have:

P = (0.07/12 * 800,000) / (1 - (1 + 0.07/12)^(-60))

Calculating this expression, we find that P ≈ 16,216.38 pesos.

So, the monthly payment for the car loan is approximately 16,216.38 pesos.

To find the outstanding balance after 2 years, we need to calculate the remaining balance after making monthly payments for 2 years. We can use the formula for the remaining balance on a loan:

Remaining Balance = PV * (1 + r)^n - P * ((1 + r)^n - 1) / r

Where:

PV is the loan amount (present value)

r is the monthly interest rate

n is the number of payments made

Substituting the given values into the formula, we have:

Remaining Balance = 800,000 * (1 + 0.07/12)^24 - 16,216.38 * ((1 + 0.07/12)^24 - 1) / (0.07/12)

Calculating this expression, we find that the outstanding balance after 2 years is approximately 650,577.85 pesos.

So, the outstanding balance after 2 years is approximately 650,577.85 pesos.

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If you have three side lengths, you should find the angle opposite the smallest side to determine the lowest angle, the angle opposite the medium-sized side to determine the greatest angle, and the angle opposite the largest side to determine the greatest angle.

Two rays that have a common terminal and are referred to as the angle's sides and vertices, respectively, make up an angle in Euclidean geometry. Two rays can form angles in the plane where they are positioned.

Angles are also produced when two planes intersect.

These are what are known as dihedral angles.

Consequently, if you have three side lengths, you should discover the lowest angle by finding the angle that is opposite the smallest side, the medium-sized angle by finding the angle that is opposite the medium-sized side, and the greatest angle by finding the angle that is opposite the largest side.

Therefore, if you have three side lengths, you should find the angle opposite the smallest side to determine the lowest angle, the angle opposite the medium-sized side to determine the greatest angle, and the angle opposite the largest side to determine the greatest angle.

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Answer:

just guess if u don't u die and your gay

The repeated measures studies require fewer subjects than matched subjects studies with the same number of outcomes is that repeated measures designs reduce intersubject variability.

In repeated measures studies, each participant is measured multiple times under different conditions or treatments.

Whereas, In a matched-subjects study, each participant in the treatment group is compared to participants in the control group.

Intersubject variability can be large, and differences between treatment and control groups may be attributed to differences in these individual characteristics.

However, in a repeated-measures design, each participant served as its own control, reducing inter-subject variability.

This makes it easier to recognize differences in treatment conditions and can increase effect sizes.

Therefore, a repeated measures study may require fewer subjects to achieve the same statistical power as a matched subjects study with the same number of outcomes.

However, it is important to note that repeated measures designs may have their own limitations:  Potential Order Effect or Practice Effect.

These limitations should be carefully considered when designing a study, and an appropriate design should be chosen based on the research question and the nature of the data.

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