A.) What is the measure of 1
B.)what is the measure of 2
C.) what is the measure of 3
D.) what is the measure of 4
E.) what is the measure of 5
F.) what is the measure of 6
G.) what is the measure of 7

The class width of 0 < x ≤ 6 can be found to be 6. The bars for all the classes would be the same width.

The class width is calculated by subtracting the lower limit of a class from the lower limit of the next class. The class width is therefore:

= 6 - 0

= 6

Looking at the other class intervals, we see that the class width is still 6:

= 12 - 6                                           =  18 - 12

= 6                                                 = 6

Then, we can therefore see that the bars for all the classes would have the same width as the class width is the same.

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The value of x is 3.

Given that,

If  \(5 + 20 \times 2^{2-3x}\),

And Baseline = \(10 \times 2^{-2x}+5\)

We have to find,

The value of x?

According to the question,

To determine the value of x in the equation following all the steps given below.

Equation; \(\rm 5 + 20 \times 2^{2-3x} = 10 \times 2^{-2x}+5\)

                   \(\rm5- 5 + 20 \times 2^{2-3x} = 10 \times 2^{-2x}+5-5\\\\\rm 20 \times 2^{2-3x} = 10 \times 2^{-2x}\)

                    \(\rm 20 \times 2^{2-3x} = 10 \times 2^{-2x}\\\\\dfrac{ 20 \times 2^{2-3x} }{10}= \dfrac{10 \times 2^{-2x}}{10}\\\\\rm 2 \times 2^{2-3x} = 2^{-2x}\)

                   \(\rm 2 \times 2^{2-3x} = 2^{-2x}\\\\2^1 \times 2^{2-3x} = 2^{-2x}\\\\2^{2-3x+1} = 2^{-2x}\\\\\)

                    \(\rm 2-3x+1 = -2x\\\\-3x+2x = -1-2\\\\-x = -3\\\\x=3\)

Hence, The required value of x is 3.

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Considering that the angles are opposite by the same vertex, the relationship between angles B and C is given by:

Vertical Angles.

Researching this problem on the internet, it is found that there is a vertex, and angles are diagonal, also called opposite by the same vertex. These angles are also called vertical angles, hence this is what describes the relationship between these angles.

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Answer:

Below.

Step-by-step explanation:

cos2a = 2 cos^2 a - 1

cos^4a =  8cos^4 a - 8cos^2 a + 1

Right side of the identity =

1 /8(3 + 4cos2a + cos4a)​

= 1/8( 3 + 4(2 cos^2 a - 1) + 8cos^4 a - 8cos^2 a+1)

= 1/8 (3 + 8 cos^2 a - 4 + 8 cos^4 a - 8cos^2 a + 1)

= 1/8 (8cos^4 a)

= cos^4 a = the left side.

I realised that I should have derived the identity for cos 4a as well , which i have done in the picture.

The given identity, cos⁴a = 1/8(3 + 4cos2a + cos4a) is proved.

To prove a given identity, say f(a) = f(b), we proceed to simplify any of the expressions among the L.H.S. f(a) and the R.H.S. f(b), to get the other term. If we get the simplified form as the other term, our identity holds and is proved.

We know cos2A = 2cos²A - 1.

Going by the same formula, we derive the value of cos4A.

cos4A = 2cos²2A - 1

or, cos4A = 2(2cos²A - 1)² - 1, putting value of cos2A

or, cos4A = 2(4cos⁴A - 4cos²A + 1) - 1, (expanding (2cos²A - 1)² using the formula of (a-b)² = a² -2ab + b²)

or, cos4A = 8cos⁴A - 8cos²A + 2 - 1, (expanding)

or, cos4A = 8cos⁴A - 8cos²A + 1, (simplifying)

∴ cos4A = 8cos⁴A - 8cos²A + 1.

Given identity to us is, cos⁴a = 1/8(3 + 4cos2a + cos4a).

To prove the identity, we proceed with the R.H.S.:

= 1/8(3 + 4cos2a + cos4a)

We put values of cos2A and cos4A in this expression, to get

= 1/8(3 + 4(2cos²a - 1) + (8cos⁴a - 8cos²a + 1))

Expanding the equation, we get

= 1/8(3 + 8cos²a - 4 + 8cos⁴a - 8cos²a + 1)

Simplifying, we get

= 1/8(8cos⁴a) = cos⁴a = L.H.S.

Hence, the given identity is proved.

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The anatomical position is a standing upright position with arms at the sides and palms facing forward. The principal axes of rotation in this position are the transverse, anteroposterior, and mediolateral axes. Among these axes, the transverse axis has the least moment of inertia when rotating in the anatomical position.

The moment of inertia is a measure of an object's resistance to rotational motion. It depends on the object's mass and the distribution of that mass around the axis of rotation. The moment of inertia is lowest around the axis where the mass is concentrated closest to the axis of rotation.In the anatomical position, the transverse axis runs horizontally through the body and is perpendicular to the anteroposterior and mediolateral axes. The body's mass is mostly concentrated around the anteroposterior and mediolateral axes, which are vertical. Therefore, when rotating around the transverse axis, the mass is concentrated closest to the axis of rotation, resulting in the least moment of inertia.

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Answer: What is the question

Step-by-step explanation:

The approximate change in z for the given change in the independent variables is 0.61.

To approximate the change in z for the given change in the independent variables, we can use differentials. The differential of z can be expressed as:

dz = (∂z/∂x)dx + (∂z/∂y)dy

First, let's find the partial derivatives (∂z/∂x) and (∂z/∂y) by taking the partial derivatives of the function z = x^2 - 7xy with respect to x and y, respectively.

∂z/∂x = 2x - 7y
∂z/∂y = -7x

Next, we'll substitute the values of x, y, dx, and dy into the differentials equation. Given that (x, y) changes from (5, 3) to (5.04, 2.97), we have:
x = 5
y = 3
dx = 0.04
dy = -0.03

Substituting these values into the equation dz = (∂z/∂x)dx + (∂z/∂y)dy, we get:

dz = (2(5) - 7(3))(0.04) + (-7(5))( -0.03)
= (10 - 21)(0.04) + (-35)( -0.03)
= (-11)(0.04) + (1.05)
= -0.44 + 1.05
= 0.61

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Answer:

a6 = 18,000

Step-by-step explanation:

a1 = 6

an = 5a(n-1)

a2 = 5a(2-1) = 5a1 = 5•6 = 30

a3 = 5a(3-1) =5a2 = 5•30 = 150

a4 = 5a(4-1) = 5a3 = 5•150 = 720

a5 = 5a(5-1) = 5a4 = 5•720 = 3600

a6 = 5a(6-1) = 5a5 = 5•3600 = 18000

The correlation between IQ scores and GPA for this sample of students is r = 0.67, which is statistically significant with a p-value of 0.0001. This means that there is a strong positive correlation between IQ scores and GPA, and that students with higher IQ scores tend to have higher GPAs.

The r-value is a measure of the strength of the correlation between two variables. A value of r = 0 means that there is no correlation between the variables, while a value of r = 1 means that there is a perfect positive correlation between the variables. The p-value is a measure of the statistical significance of the correlation. A p-value of 0.05 or less means that the correlation is statistically significant, which means that it is unlikely to be due to chance. In this case, the r-value of 0.67 indicates that there is a strong positive correlation between IQ scores and GPA. This means that students with higher IQ scores tend to have higher GPAs. The p-value of 0.0001 indicates that this correlation is statistically significant, which means that it is unlikely to be due to chance. The best-predicted linear regression for this correlation is y = 0.31x + 2.73, where y is the predicted GPA and x is the IQ score. This equation predicts that a student with an IQ score of 100 will have a GPA of 2.73, and that a student with an IQ score of 110 will have a GPA of 3.04.

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Answer:

x = ±11

Step-by-step explanation:

x^2 = 121

Take the square root of each side

sqrt(x^2) = ±sqrt(121)

x = ±11

Answer:

8x+161

Step-by-step explanation:

Answer:

10b - 26

Step-by-step explanation:

  -2 + 3(2b-8) + 4b

=  -2 +(3*2b + 3*-8) + 4b

=  -2 + (6b - 24) +4b

=  6b + 4b -2 - 24

=  10b - 26

Answer:

64 left handed girls

25 left handed boys

89 total left handed students

Step-by-step explanation:

Multiply 320 x 0.2

Multiply 250 x 0.1

You can think of it this way, 0.2 is 2/10 and 0.1 is 1/10 so take 20 percent of 320 and 10 percent of 250

Add them up for your answer 64 + 25 = 89

The point which is √2 distance away from the point (-1, 5) is (-1, 5 - √2).

In order to find a point that is √2 away from (-1, 5), we need to find a point that is at a distance of √2 from (-1, 5). Let the point we need to find be (x, y),

Using the distance formula, we can set up the following equation:

√[(x - (-1))² + (y - 5)²] = √2,

Simplifying this equation,

We get,

(x + 1)² + (y - 5)² = 2,

This equation represents a circle with center (-1, 5) and radius √2.

So, one point that satisfies this equation is (-1, 5 - √2), which is √2 away from (-1, 5).

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Answer:

9p^2-12p+4

Step-by-step explanation:

Apply perfect square formula;

a=3p , b=2

Apply perfect square formula;

(3p)^2-2*3p*2+2^2

Simplify:

=9p^2-12p+4

The quadratic equation that represents the parabola is y - 2 = - x².

In this problem we find a table representing a quadratic equation, whose definition can be found by using two points and the vertex form of the parabola equation:

Vertex form

y - k = C · (x - h)²

Where:

First, determine the coordinates of the vertex of the parabola by table:

(h, k) = (0, 2)

Second, find the vertex constant:

C = (y - k) / (x - h)²

C = (1 - 2) / (1 - 0)²

C = - 1

Third, write the equation of the parabola:

y - 2 = - x²

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Answer:

45 minutes

Step-by-step explanation:

The minimum of a box-and-whisker plot is the leftmost endpoint, called the "whisker". This minimum is the smallest value collected in the data.

The system random sampling involves the introduction of a sampling interval during the sampling process. Hence, the use of a fixed interval is more likely to miss the potential defect noticed based on the sampling interval selected.

Therefore, with simple random sampling, Sergio stands a better chance of capturing the defect better than using systematic random sampling

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Answer:

If the defect is in every other cake, a systematic random sample could miss it completely depending on what Sergio chooses for kkk.

Step-by-step explanation:

got right on kahn

Answer: x=4

Step-by-step explanation:

G(4) = 4x4 +3

G(4) = 16 + 3

G(4) = 19

Answer:

\( 3,813.33 \: {cm}^{3} \)

Step-by-step explanation:

Volume of the space that is not occupied = Volume of cube shaped box - volume of soccer ball

\( = {20}^{3} - \frac{4}{3} \times 3.14 \times {10}^{3} \\ \\ = 8000 - \frac{4}{3} \times 3.14 \times 1000 \\ \\ = 8000 - \frac{4}{3} \times 3140 \\ \\ = 8000 - \frac{12560}{3} \\ \\ = 8000 - 4,186.66667 \\ \\ = 3,813.33333 \\ \\ = 3,813.33 \: {cm}^{3} \)

We have:T(A, B)² + (A, B)² = (TA(B))²(T(A, B))² = (TA(B))² - (A, B)²= ((1 / 3)(1) + (2 / 3)(1) + (4 / 3)(1))² - ((2)(1) + (1)(1) + (4)(1))² / 21= (7 / 3)² - 21= 196 / 9. Therefore, T(A, B) = sqrt(196 / 9) = 14 / 3. The correct answer is option C: 14/3.

The question pertains to the topic of directional function, integration, and vectors.

Let us break down the question and explain the terms first: Directional FunctionIntegrationVectora)

The directional function is the function of a variable (scalar or vector) that gives the directional derivative of a function.

A directional derivative is the derivative of a function at a point along the direction of a unit vector.

Mathematically, it can be expressed as Duf(x,y)=∂f∂xu+∂f∂yu, where u is a unit vector.b) Integration is the process of calculating the area under a curve or the volume under a surface.

It is an important concept in calculus and is used to find the value of integrals in various fields of mathematics, physics, and engineering.c)

A vector is a mathematical object that has both magnitude and direction. I

t can be represented by an arrow with a given length and orientation. It is used to represent physical quantities such as velocity, acceleration, force, and momentum.

Now let's answer the given question:

Given: A = <2, 1, 4>, B = <1, 1, 1>, and s = sint i + cost j + 2tk

The directional function T(A, B) is given by T(A, B)² + (A, B)² = (TA(B))², where TA is the orthogonal projection of B onto A.

Using the given values of A and B, we have:|A| = sqrt(2² + 1² + 4²) = sqrt(21)|B| = sqrt(1² + 1² + 1²) = sqrt(3)

Then the projection of B onto A is given by: TA = (A . B / |A|²)A= ((2)(1) + (1)(1) + (4)(1)) / (21)= (7 / 21)A= (1 / 3)A= <2/3, 1/3, 4/3>

Then we have: T(A, B)² + (A, B)² = (TA(B))²(T(A, B))² = (TA(B))² - (A, B)²= ((1 / 3)(1) + (2 / 3)(1) + (4 / 3)(1))² - ((2)(1) + (1)(1) + (4)(1))² / 21= (7 / 3)² - 21= 196 / 9

Therefore, T(A, B) = sqrt(196 / 9) = 14 / 3.The correct answer is option C: 14/3.

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Answer:

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

9 7/15

................

Answer:

D. 9\(\frac{7}{15}\)

Step-by-step explanation:

2\(\frac{4}{5}\)+6\(\frac{2}{3}\)  becomes

2\(\frac{12}{15}\)+6\(\frac{10}{15}\)  then you add them together

8\(\frac{22}{15}\) then simplify to 9\(\frac{7}{15}\)

Therefore using SAS congruence ΔRST≅ ΔTUR has been proved.

What is SAS congruence ?

   When two sides and the angle across from one of the given sides are given to us, this is known as the "Ambiguous Case" (SSA). As opposed to the SSS, ASA, and AAS situations, the triangles that come from this condition need to be investigated considerably more thoroughly because SSA could produce one, two, or even no triangles at all.

Here RT is diagonal of the rectangle.

According the rectangle opposite sides are always equal. Then,

=> RS = UT [ opposite sides of rectangle ]

=>  RU= ST  [ opposite sides of rectangle ]

And common sides are,

=> RT = TR [ common sides]

Here the angles are also equal ,

=> ∠SRT ≅ ∠UTR

Then side angle side criterion of congruence we have

=> ΔRST≅ ΔTUR.

Therefore using SAS congruence ΔRST≅ ΔTUR has been proved.

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The number of bacteria that represents y at the end of x days will be \(y=(500)(2)^{x}\)

As per the given data on the day 0, there are 500 bacteria in a dish.

The number of bacteria that doubles every day after that.

Here we have to determine that how many bacteria which represent y are there after x number of days.

Therefore, the number of bacteria after every day will form a geometric progression (G.P) with the first term as a = 500 and the common ratio as r = 2

Therefore \(\mathrm{a}_3=\mathrm{ar}^2=(500)(2)^2=2000\)

Therefore, the number of bacteria at the end of 2nd day will be 480

\($a_5=a^4=(500)(2)^4=8000\)

And \($\mathrm{a}_{\mathrm{n}+1}=\mathrm{ar}^{\mathrm{n}}\)

\($\mathrm{a}_{\mathrm{n}+1}\) represents y and n represents x

\(y=(500)(2)^{\mathrm{x}}\)

Thus the number of bacteria at the end of x days will be \((500)(2)^{x}$=y\)

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Answer:

Step-by-step explanation:

SO YOU START AT THE SCHOOL AND SONCE YOU CANT GO STRAIGHT YOU GO FROM 0 STRAIGHT UP WHICH WOULD GIVE YOU 6 FROM THE SCHOOL TO THE THEATER

In cluster analysis, a method can be used to reduce bias due to the difference in units of measurement. One such method is called standardization.

Cluster analysis is a data mining approach that is widely utilized in data processing, image analysis, and other data-based analytics applications. It groups items that have comparable characteristics into clusters by separating them from other objects that do not share the same features.

Standardization is the process of converting variables with various scales to a common scale so that they can be compared fairly.

Standardization involves transforming all of the variables into comparable units of measurement by converting them into z-scores. This allows for the comparison of values without being affected by the different units of measurement.

The method that can be used to reduce bias due to the difference in units of measurement in cluster analysis is standardization, which converts variables with various scales to a common scale so that they can be compared fairly. This ensures that each variable contributes equally to the distance between the clusters.

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Answer:

this is based around your own learning but do something relatively easy to get it over with quickly. for example, in soccer will score a goal by the end of the season.

Step-by-step explanation:

specific, measurable, attainable, realistic, and timely