Yall, is this correct? And sorry for my bad handwriting for the answer btw-

Answer: 42

Explanation:

Image below

Answer:

The answer is

Step-by-step explanation:

The distance between two points can be found by using the formula

\(d = \sqrt{ ({x1 - x2})^{2} + ({y1 - y2})^{2} } \\ \)

where

(x1 , y1) and (x2 , y2) are the points

From the question the points are

(-6,-8) and (-2,0)

The distance between them is

\(d = \sqrt{ ({ - 6 + 2})^{2} + ({ - 8 - 0})^{2} } \\ = \sqrt{ ({ - 4})^{2} + ({ - 8})^{2} } \\ = \sqrt{16 + 64} \\ = \sqrt{80} \)

We have the final answer as

\(4 \sqrt{5} \: \: \: units\)

Hope this helps you

Answer:

Step-by-step explanatain:

8000000

Answer:

8,000

Step-by-step explanation:

4x2=8

add 3 0s

Hope this helps plz give brainliest

Answer:

the possible values of x are:

x = 7 + √21

x = 7 - √21

Step-by-step explanation:

To find the possible value of x, we need to calculate the distance between points P(x, 3) and Q(7, -1) using the distance formula:

d(PQ) = √((x - 7)² + (3 - (-1))²) = 5

Simplifying the equation:

d(PQ) = √((x - 7)² + 4) = 5

Squaring both sides of the equation:

(x - 7)² + 4 = 25

Expanding the equation:

(x - 7)² = 25 - 4

(x - 7)² = 21

Taking the square root of both sides:

x - 7 = ±√21

Now we can solve for x:

x = 7 ± √21

To determine if AB is parallel to DC in the given quadrilateral ABCD with diagonal BD, we need to use the converse of alternate interior angles theorem, which states that if two lines are intersected by a transversal and the alternate interior angles are congruent, then the lines are parallel.

Now, we can start by finding the measure of angle ADB + angle DBC which gives us the measure of angle ABC. angle ADB + angle DBC = 43 + (2x + 6) = 2x + 49We also know that in quadrilateral ABCD, the sum of interior angles is 360 degrees. So, angle A + angle C + angle ABC + angle BDC = 36093 + (3x + 5) + (2x + 49) + (x + 19) = 360Simplifying the above equation: 6x + 166 = 3606x = 194x = 32.33We can now substitute the value of x in the given angles to find their measures. angle C = 3x + 5 = 3(32.33) + 5 = 102.99angle BDC = x + 19 = 32.33 + 19 = 51.33angle DBC = 2x + 6 = 2(32.33) + 6 = 70.66.

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The modified Reynolds analogy, also known as the Chilton-Colburn analogy, is expressed mathematically as Nu = f * Re^m * Pr^n. It relates the convective heat transfer coefficient (h) to the skin friction coefficient (Cf) in fluid flow. This equation is widely used in heat transfer analysis and design applications involving forced convection.

The modified Reynolds analogy is a useful tool in heat transfer analysis, especially for situations involving forced convection. It provides a correlation between the heat transfer and fluid flow characteristics. The Nusselt number (Nu) represents the ratio of convective heat transfer to conductive heat transfer, while the Reynolds number (Re) characterizes the flow regime. The Prandtl number (Pr) relates the momentum diffusivity to the thermal diffusivity of the fluid.

The equation incorporates the friction factor (f) to account for the energy dissipation due to fluid flow. The values of the constants m and n depend on the flow conditions and geometry, and they are determined experimentally or by empirical correlations. The modified Reynolds analogy is widely used in engineering calculations and design of heat exchangers, cooling systems, and other applications involving heat transfer in fluid flow.

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Answer:

He pays $8.70

Step-by-step explanation:

You would do $67.86 divided by 7.8 lbs

The slope of the line that divides the region bounded by the parabola \(y=5x-3x^2\)and the x-axis into two regions with equal area is 5.

To find the slope of the line that divides the region into two equal areas, we need to determine the point of intersection between the parabola and the x-axis. Since the line passes through the origin, its equation will be y = mx, where m represents the slope.

Setting the equation of the parabola equal to zero, we find the x-values where the parabola intersects the x-axis. By solving the equation\(5x - 3x^2 = 0\), we get x = 0 and x = 5/3.

To divide the region into two equal areas, the line must pass through the midpoint between these x-values, which is x = 5/6. Plugging this value into the equation of the line, we have y = (5/6)m.

Since the areas on both sides of the line need to be equal, we can set up an equation using definite integrals. By integrating the equation of the parabola from 0 to 5/6 and setting it equal to the integral of the line from 0 to 5/6, we can solve for m. After performing the integration, we find that m = 5.

Therefore, the slope of the line that divides the region into two equal areas is 5.

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Answer:

B. 240mi.

Step-by-step explanation:

Answer:

D. 340

Step-by-step explanation:

Proof: I put all the constants together to equal 340.

(not much proof but believe me)

Research has shown that competent communicators achieve effectiveness by adjusting their behaviors to the person and situation (option e).

Effective communication involves being adaptable and responsive to the specific context, individual preferences, and the needs of the situation.

Competent communicators recognize that different people have different communication styles, preferences, and expectations. They understand the importance of tailoring their communication approach to effectively connect and engage with others.

This may involve using appropriate language, tone, non-verbal cues, and listening actively to understand the needs and perspectives of others.

By adapting their behaviors, competent communicators can build rapport, foster understanding, and promote effective communication exchanges. They are mindful of the social and cultural dynamics at play, and they strive to communicate in a way that is respectful, inclusive, and conducive to achieving mutual goals.

In summary, competent communicators understand that effective communication is not a one-size-fits-all approach. They adjust their behaviors to the person and situation, demonstrating flexibility and adaptability in order to enhance communication effectiveness.

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Competent communicators achieve effectiveness mostly by adjusting their behaviors to suit the person they are communicating with and the situation they find themselves in. While other factors, like having a broad vocabulary or giving feedback, play a part in effective communication, the former is considered the most crucial.

Research suggests that competent communicators achieve effectiveness mostly through adjusting their behaviors depending on the person they are communicating with and the situation they are in. This is option e. of your question. Communicating effectively involves behaviors like active listening, understanding the other person's point of view, being able to express thoughts and ideas clearly, and being polite and respectful. While a broad vocabulary (option b.) can be useful, it is not as crucial as adapting your behavior to fit the situation. Moreover, giving feedback (option d.) is a part of effective communication but not the sole defining factor. Apologizing when offending others (option c.) is also important but it doesn't necessarily make one a competent communicator. Using the same type of behavior in various situations (option a.) might not always work, as different situations and individuals require different communication styles.

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(a) P(z < -0.83) = 0.7967

(b) P(z > 1.07) = 0.1423

(c) If P(z > a) = 0.2033, then a = 0.84

To find the probabilities using the ∠-table (cumulative probabilities under the standard normal distribution), follow these steps:

(a) P(z < -0.83):

Look up the value -0.8 in the leftmost column of the table and the value 0.03 in the top row. The corresponding value in the table is 0.2033. Since the table provides values for positive z-scores, we can use the symmetry property of the standard normal distribution to find the desired probability:

P(z < -0.83) = 1 - P(z < 0.83) = 1 - 0.2033 = 0.7967

(b) P(z > 1.07):

Look up the value 1.0 in the leftmost column of the table and the value 0.07 in the top row. The corresponding value in the table is 0.8577. Since the table provides values for positive z-scores, we need to find the complement of the desired probability:

P(z > 1.07) = 1 - P(z < 1.07) = 1 - 0.8577 = 0.1423

(c) If P(z > a) = 0.2033, find the value of a:

Using the table, we find that the closest value to 0.2033 in the table is 0.20, which corresponds to a z-score of -0.84. Since we are interested in the upper tail, the desired value of a is the negative of the z-score:

a = -(-0.84) = 0.84

Therefore, the answers are:

(a) P(z < -0.83) = 0.7967

(b) P(z > 1.07) = 0.1423

(c) If P(z > a) = 0.2033, then a = 0.84

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Therefore, we cannot determine whether A and B are collectively exhaustive just from their probabilities that is the given statement is false.

The statement "A and B must be collectively exhaustive" means that the events A and B together cover all possible outcomes of the experiment. In other words, if A and B are collectively exhaustive, then there are no other possible outcomes of the experiment besides A and B.

In this case, we cannot determine whether A and B are collectively exhaustive just from their probabilities. It is possible that there are other events that could occur in the experiment that are not represented by A or B.

For example, if the experiment is flipping a coin, then A could represent the event of getting heads and B could represent the event of getting tails. In this case, A and B are collectively exhaustive because they cover all possible outcomes of the experiment. However, if there is a third event C that represents the coin landing on its edge, then A and B are not collectively exhaustive because there is another possible outcome of the experiment that is not represented by A or B.

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The margin of error does not take into account the bias caused by nonresponse.

What is nonresponse bias?

The phenomenon known as participation bias, also known as non-response bias, occurs when a disproportionate number of participants have certain characteristics that have an impact on the results of surveys, polls, and other types of research.

Nonresponse bias happens when a portion of the sample's respondents fail to respond. The main distinction in this instance is that the error arises from a lack of respondents rather than the collection of false data.

Usually, the number of responses is used to calculate the margin of error. You can treat a sample from a finite population as infinite if the sampling fraction is small, but if the sampling fraction is high (say, more than 10% of the population size), you must make a finite population correction.

So, the non-response bias is not taken into account by the margin of error.

Longer commuters might take less time to complete a survey.

This would result in our estimate from the sample being lower than the actual mean travel time to work.

Hence, the margin of error does not take into account the bias caused by nonresponse.

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Answer:

The polynomial 2y^2 -15y-8 is not prime. It can be factored as (2y+1)(y-8).

Answer:false

Step-by-step explanation:

Answer: About 0.2 gallons

Step-by-step explanation: 4/18=0.2 repeating, so each person gets about 0.2 gallons.

Each of her friend will get 4 and a half gallons of juice.

Division is one of the four main arithmetical operations by which we find the equal distribution of something.

Given that, At Lara's party, 4 gallon of fruit punch are shared equally among 18 friend.

To find how much each of them got, we will divide total amount of punch  by total number friends

Amount of juice each of them gets, = 18/4 = 4.5

Hence,  Each of her friend will get 4 and a half gallons of juice.

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The equation of the first graph is

y > 2x - 4

The equation of the first graph is

y ≥ -x + 4

The graph of linear functions is a straight line graph and the relationship is expressed in the form.

y = mx + c

The slope is represented as m, The slope by definition is the ratio change of the output values to the input values

the slope, m calculating using the points on the graph (0, -4) and  (2, 0)

m = (y₀ - y₁) / (x₀ - x₁)

m = (-4 - 0) / (0 - 2)

m = (-4) / (-2)

m = 2

c = y intercept, from the graph

c = -4

The equation of the line is y = 2x - 4

shading above the line is greater than and dotted lines means it does not have equal to

hence y > 2x - 4

for the second graph

the slope, m calculating using the points on the graph (0, 4) and  (4, 0)

m = (y₀ - y₁) / (x₀ - x₁)

m = (4 - 0) / (0 - 4)

m = (4) / (-4)

m = -1

c = y intercept, from the graph

c = 4

The equation of the line is y = -x + 4

shading above the line is greater than and solid lines means there is equal to in the inequality

hence y ≥ -x + 4

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Answer:

C

Step-by-step explanation:

The correct answer is C

The domain of the points that are illustrated in the graph is C. (7, 3, 7).

A domain simply means the set of values that can be plugged into a function.

In this case, in the graph, the domain of the points that are illustrated include (7, 3, 7). These are the set of inputs that are accepted by the function.

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well, we know what A and C are, so let's find that Midpoint firstly.

\(~~~~~~~~~~~~\textit{middle point of 2 points } \\\\ A(\stackrel{x_1}{-9}~,~\stackrel{y_1}{-4})\qquad C(\stackrel{x_2}{-1}~,~\stackrel{y_2}{6}) \qquad \left(\cfrac{ x_2 + x_1}{2}~~~ ,~~~ \cfrac{ y_2 + y_1}{2} \right) \\\\\\ \left(\cfrac{ -1 -9}{2}~~~ ,~~~ \cfrac{ 6 -4}{2} \right) \implies \left(\cfrac{ -10 }{2}~~~ ,~~~ \cfrac{ 2 }{2} \right)\implies \stackrel{\textit{\LARGE B}}{(-5~~,~~1)}\)

well, we now know what B is, let's find the point D, keeping in mind that their Midpoint is E(-4 , -3)

\(~~~~~~~~~~~~\textit{middle point of 2 points } \\\\ B(\stackrel{x_1}{-5}~,~\stackrel{y_1}{1})\qquad D(\stackrel{x_2}{x}~,~\stackrel{y_2}{y}) \qquad \left(\cfrac{ x_2 + x_1}{2}~~~ ,~~~ \cfrac{ y_2 + y_1}{2} \right) \\\\\\ \left(\cfrac{ x -5}{2}~~~ ,~~~ \cfrac{ y +1}{2} \right) ~~ = ~~ \stackrel{\textit{\LARGE E}}{(-4~~,~~-3)} \\\\[-0.35em] ~\dotfill\\\\ \cfrac{x-5}{2}=-4\implies x-5=-8\implies \boxed{x=-3} \\\\[-0.35em] ~\dotfill\\\\ \cfrac{y+1}{2}=-3\implies y+1=-6\implies \boxed{y=-7}\)

so i will not give you the answer i will teach you how to do it.

In Mathematics, you must have learned about different types of equations. Here, we are going to discuss the difference between linear and nonlinear equations. The difference between them described here with the help of definitions and examples.

We come across a lot of equations while solving maths problems. Some equations include only numbers and some consist of only variables and some consists of both numbers and variables. Linear and nonlinear equations usually consist of numbers and variables.

Definition of Linear and Non-Linear Equation

Linear means something related to a line. All the linear equations are used to construct a line. A non-linear equation is such which does not form a straight line. It looks like a curve in a graph and has a variable slope value.

The major difference between linear and nonlinear equations is given here for the students to understand it in a more natural way. The differences are provided in a tabular form with examples.

What is the difference between Linear and Nonlinear Equations?

To find the difference between the two equations, i.e. linear and nonlinear, one should know the definitions for them. So, let us define and see the difference between them.

Linear Equations  

Non-Linear Equations

It forms a straight line or represents the equation for the straight line It does not form a straight line but forms a curve.

It has only one degree. Or we can also define it as an equation having the maximum degree 1. A nonlinear equation has the degree as 2 or more than 2, but not less than 2.

All these equations form a straight line in XY plane. These lines can be extended to any direction but in a straight form. It forms a curve and if we increase the value of the degree, the curvature of the graph increases.

The general representation of linear equation is;

y = mx +c

Where x and y are the variables, m is the slope of the line and c is a constant value.

The general representation of nonlinear equations is;

ax2 + by2 = c

Where x and y are the variables and a,b and c are the constant values

Examples:

10x = 1

9y + x + 2 = 0

4y = 3x

99x + 12 = 23 and

Examples:

x2+y2 = 1

x2 + 12xy + y2 = 0

x2+x+2 = 25

Note:

The linear equation has only one variable usually and if any equation has two variables in it, then the equation is defined as a Linear equation in two variables. For example, 5x + 2 = 1 is Linear equation in one variable. But 5x + 2y = 1 is a Linear equation in two variables.

Let us see some examples based on these concepts.

Solved Examples

Example: Solve the linear equation 3x+9 = 2x + 18.

Solution: Given, 3x+9 = 2x + 18

⇒ 3x - 2x = 18 - 9

⇒ x = 9

Example: Solve the nonlinear equation x+2y = 1 and x = y.

Solution: Given, x+2y = 1

x = y

By putting the value of x in the first equation we get,

⇒ y + 2y = 1

⇒ 3y = 1

⇒ y = ⅓

∴ x = y = ⅓

What is the key difference between non-linear and linear equations?

A linear equation is used to represent a straight line in a graph, whereas non-linear equations are used to represent curves.

How does the graph of linear and non-linear equations look?

A linear equation graph is a constant slope whereas the graph of the non-linear equation shows the variation in slope at different points.

How is the linear equation represented? Give an example.

The general representation of linear equation is y = mx+c,

where m = slope of the line

x and y are the variables

c is the intercept (constant value)

Example: 2x+y=1

y=-2x+1

How is the nonlinear equation formed?

A non-linear equation is generally given by ax2+by2 = c

where x and y are variables

a,b and c are constant values.

The correct answer to the given question about chi-square distribution and sampling distribution is a. 5 or higher.

The chi-square distribution provides a good approximation to the sampling distribution of the chi-square statistic only if the sample size is large. Generally, a sample size of 5 or higher is considered large enough for this approximation. This is because the chi-square distribution approaches a normal distribution as the degrees of freedom increase, and a sample size of 5 or more provides enough degrees of freedom for the approximation to be valid. However, if any expected count is less than 5, then the approximation may not be reliable, and alternative methods should be considered (such as Fisher's exact test or the Monte Carlo method).

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On solving the provided question, we can say that By the help of trigonometry the angle elevation is 45.

The area of mathematics known as trigonometry looks at how triangle side lengths and angles relate to one another. In the Hellenistic era, roughly in the third century BC, the region had its initial appearance due to the use of geometry in astronomical study.

Exact mathematics focuses on specific trigonometric functions and how calculations could employ them. There are six well-known trigonometric functions in trigonometry.

They go by a variety of names and abbreviations, including sine, cosine, tangent, cotangent, secant, and cosecant (csc). The study of triangle properties, particularly those of right triangles, is known as trigonometry. In geometry, the characteristics of every geometric figure are explored.

Let the pole's height be denoted by AB = h.

A pole's shadow will create the base BC.

Let the elevation angle be 9,

By the help of trigonometry

tan x = AB/BC

tan x = h/h = 1

x = tan^(-1)

x = 45

Hence, the angle elevation is 45

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The coordinates of P that partitions AB in the ratio 1 to 3 include the following: [4, -4].

In this scenario, line ratio would be used to determine the coordinates of the point P on the directed line segment that partitions the segment into a ratio of 1 to 3.

In Mathematics and Geometry, line ratio can be used to determine the coordinates of P and this is modeled by this mathematical equation:

P(x, y) = [(mx₂ + nx₁)/(m + n)],  [(my₂ + ny₁)/(m + n)]

By substituting the given parameters into the formula for line ratio, we have;

P(x, y) = [(mx₂ + nx₁)/(m + n)],  [(my₂ + ny₁)/(m + n)]

P(x, y) = [(1(6) + 3(2))/(1 + 3)],  [(1(6) + 3(-6))/(1 + 3)]

P(x, y) = [(6 + 6)/(3)],  [(6 - 18)/3]

P(x, y) = [12/3],  [(-12)/(3)]

P(x, y) = [4, -4]

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Missing information:

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

Answer:

t-6

Step-by-step explanation:

listen to how the statement is worded, it will help with other problems like this.

Thus, the circumference of this circle is 25.1cm when the radius is 4cm and pi is taken to be 3.142.

The circumference of a circle is defined as the distance around its edge. It is a fundamental geometric property of a circle and is an important value to know when calculating measurements for a variety of applications.

To work out the circumference of a circle, we need to know its radius and use a formula that relates the two values.

In this case, we are given that the radius of the circle is 4cm, and we are asked to work out its circumference using a value of 3.142 for pi.

The formula for calculating the circumference of a circle is:

Circumference = 2 x pi x radius

Substituting the values given in the question, we get:

Circumference = 2 x 3.142 x 4
Circumference = 25.136

To give our answer to one decimal place, we need to round this value to the nearest tenth. The digit in the tenths place is a 3, which is less than 5, so we can round down to get:

Circumference = 25.1cm

Therefore, the circumference of this circle is 25.1cm when the radius is 4cm and pi is taken to be 3.142.

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Answer:

First you want to ensure you are working with the same units

In this case I will change the 12.6m to cm

12.6m --> 1260cm

1260 / 0.4 = 3150 hours

The given function is: F(∄) = \(2mn e^(n)\) n, which is to be written in C++.Here's the solution to this question:

In C++, we can use the pow() function from the math library to implement exponents.

So, the given function can be written in C++ as:

#include <iostream>

#include <cmath>

using namespace std;

double stirlingApproximation(int n) {

   double pi = 3.14159;

   double numerator = pow(2 * pi * n, 0.5);

   double denominator = pow(n, n) * exp(-n);

   double result = numerator / denominator;

   return result;

}

int main() {

   int n = 5;

   double result = stirlingApproximation(n);

   cout << "The value of the function F(" << n << ") is: " << result << endl;

   return 0;

}

The above code will return the value of the function F(5) using Stirling's Approximation.

Note that we can change the value of n in the main() function to get the value of the function for a different value of n.

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Answer:

28 points per game

42 miles per gallon

$2.99 per bag

Step-by-step explanation:

140 points in 5 games. To find the amount of points in one game, we divide the total points by the total games: 140/5=28

504 miles with 12 gallons. To find the amount of miles with one gallon, we divide the total miles by the total gallons: 504/12=42

$8.97 for 3 bags. To find the amount of dollars for one bag, we divide the total amount of dollars by the total bags: 8.97/3=2.99

The number of beats per second that will be heard when a source emits sound waves of wavelengths 2.54 m and 2.72 m in the air at a temperature of \(20^ \circ C\) is approximately 0.18 beats per second.

When two sound waves of slightly different frequencies or wavelengths interfere with each other, they produce a phenomenon known as beats. The number of beats per second can be calculated using the formula:

Beats per second = \(|f_1 - f_2|\),

where \(f_1\) and \(f_2\) are the frequencies of the two sound waves. In this case, since we are given the wavelengths, we can calculate the frequencies using the formula:

Frequency = Speed of sound / Wavelength,

where the speed of sound in air at 20 degrees Celsius is approximately 343 m/s.

For the wavelength 2.54 m, the frequency is 343 m/s / 2.54 m = 135.04 Hz.

For the wavelength 2.72 m, the frequency is 343 m/s / 2.72 m = 126.10 Hz.

Substituting these frequencies into the beats per second formula:

Beats per second = |135.04 Hz - 126.10 Hz| = 8.94 Hz.

Therefore, the number of beats per second that will be heard is approximately 8.94 beats per second or simply 0.18 beats per second when rounded to two decimal places.

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Nevertheless, it appears that the question is not fully formed; the appropriate request should be:

Answer: The x -intercept is (8,0) .

Step-by-step explanation:

Answer:

8y lol I think I'm not sure