Geometry: Find the height of the taller flagpole

Answer:

Step-by-step explanation:

24/6 = 4

24/0.6 = 0.4?

24/6/10

24: 6/10

24 * 10/6

240/6 =40

False

Answer:

x=8      

Step-by-step explanation:

The solution to the equation is (0, 7/2)

From the question, we have the following parameters that can be used in our computation:

x-2y=-7 3x+2y=7

Add the two equations to elimiate y

4x = 0

So, we have

x = 0

This means that

0 - 2y = -7

So, we have

y = 7/2

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Answer:

J':  (3, 6)

K':  (3, 4)

L':  (0, 4)

Step-by-step explanation:

When we translate a point 4 units right, the x-coordinate of the point increases by 4 units, the y-coordinate remains the same

When a point is translated 3 units down, the y coordinate increases by 3 units, the x-coordinate remains the same

When you translate by 4 units right and 3 units down both x and y coordinates increase by 4 and 3 respectively

So when we apply this translation to the triangle, every point on that triangle, (x, y) changes to (x + 4, y + 3)

If we take the vertices of the triangle we see that the 3 vertices are
J(-1, 3)   K(-1, 1) and L(-4, 1)

After applying the translation:
J(-1, 3) ==> J'(-1 + 4, 3 + 3) ==> J'(3, 6)

K(-1, 1) ==> K'(-1 + 4, 1 + 3) ==> K'(3, 4)

L(-4, 1)  ==> L'(-4 + 4, 1 + 3) ==> L'(0, 4)

Answer:

416/3, or about 138.6666... miles

Step-by-step explanation:

8mi/3wks = x mi/52wks gives

52*8 = 3x

x = 416/3, or about 138.6666...

Answer:

416 miles

Step-by-step explanation:

8 (miles per week) x 52 (total weeks jogged)

= 416 total miles jogged in 52 weeks

These commands in MATLAB to obtain the desired plots of XL(w) and XC(w) over the given frequency range.

To obtain the plots of XL(w) and XC(w) using MATLAB, we can use the following steps:

1. Define the values of L, C, and R:

```matlab

L = 5e-3;  % inductance in Henrys

C = 1e-6;  % capacitance in Farads

R = 1052;  % resistance in Ohms

```

2. Define the range of frequencies:

```matlab

w = linspace(0, 700, 1000);  % frequency range from 0 to 700 rad/sec

```

3. Calculate the reactance of the inductor and capacitor:

```matlab

XL = w * L;                

XC = 1 ./ (w * C);        

```

4. Plot XL(w) vs. w:

```matlab

figure;

plot(w, XL);

xlabel('Frequency (rad/sec)');

ylabel('Inductive Reactance (ohms)');

title('Inductive Reactance vs. Frequency');

```

5. Plot XC(w) vs. w:

```matlab

figure;

plot(w, XC);

xlabel('Frequency (rad/sec)');

ylabel('Capacitive Reactance (ohms)');

title('Capacitive Reactance vs. Frequency');

```

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Answer:

78

Step-by-step explanation:

You know that each minute represents 6 degrees of a difference because there are 360 degrees total and 60 minutes, so 360/60 = 6 degrees.

13 minutes passed, so 13 * 6 = 78 degrees

Answer:

Step-by-step explanation:

7.9 meters per second

Answer:

Adding 12 to the circle area is equal to the square area.

Or

s2 = 12 + A

Where

s = side of square

A = area of circle

So

s2 = 12 + 36

s2 = 48

Solve this for s to get the side length

Answer: Adult: $20  Child: $9

Step-by-step explanation:

20 + 20 + 20 = 60

9 + 9 + 9 + 9 = 36

60 + 36 =96

The range of the function is :

The correct option is (B) {-8, -3, 5, 7}.

We are given to find the range of the function shown in the figure.

We know that the range of a function is the set of all the elements of the co-domain which are associated to at least one of the elements of the domain.

From the given figure, we note that

Domain, D = {6, 8, 10, 12},

Co-domain , C= {-8, -3, 5, 7].

Also, the set of elements that are associated to some elements of the domain is given by

R = {-8, -3, 5, 7}.

Thus, the required range of the given function is {-8, -3, 5, 7}.

Option (B) is CORRECT.

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Answer:

It is B

Step-by-step explanation:

The diver's velocity during the first 2 sec of fall using the modified Euler method with Ar= 0.2 is 62.732 mph.

Given data: Initial velocity, u = 0 ft/sec

Acceleration, a = g = 32.2 ft/sec²

The maximum rate of fall, vmax = 80 mph

Time, t = 2 seconds

Air resistance constant, Ar = 0.2

We are supposed to determine the sky diver's velocity during the first 2 seconds of fall using the modified Euler method.

The governing equation for the velocity of the skydiver is given by the following:

ma = -m * g + k * v²

where, m = mass of the skydive

r, g = acceleration due to gravity, k = air resistance constant, and v = velocity of the skydiver.

The equation can be written as,

v' = -g + (k / m) * v²

Here, v' = dv/dt = acceleration

Hence, the modified Euler's formula for the velocity can be written as

v1 = v0 + h * v'0.5 * (v'0 + v'1)

where, v0 = 0 ft/sec, h = 2 sec, and v'0 = -g + (k / m) * v0² = -g = -32.2 ft/sec²

As the initial velocity of the skydiver is zero, we can write

v1 = 0 + 2 * (-32.2 + (0.2 / 68.956) * 0²)0.5 * (-32.2 + (-32.2 + (0.2 / 68.956) * 0.5² * (-32.2 + (-32.2 + (0.2 / 68.956) * 0²)))

v1 = 62.732 mph

Therefore, the skydiver's velocity during the first 2 seconds of fall using the modified Euler method with Ar= 0.2 is 62.732 mph.

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Answer:

4/8 is one half

Step-by-step explanation:

Answer:

\(f(-2)\) = 6

\(f(0)\) = -4

x can be 0 AND x can be 3 when \(f(x)\) = -4

See attached.  For some reason Brainly think my explanation has links or swear words.  It does not.  

One test that used criterion groups as a developmental strategy is the Graduate Record Examinations (GRE). The GRE is a standardized test commonly used for admission into graduate programs in various fields. During the development of the GRE, a criterion group strategy was employed.

The criterion group strategy involves selecting a group of individuals who are already deemed successful or proficient in the field being assessed. In the case of the GRE, the criterion group consisted of graduate students who were performing well academically. The test developers administered the test to this group of high-achieving individuals and analyzed their performance to establish a benchmark or criterion for success.

By examining the performance of the criterion group, the test developers were able to identify the types of questions and content areas that distinguished successful students from those who were less successful. This information was then used to design the test items and determine the scoring criteria for the GRE. The test was tailored to assess the knowledge and skills that were identified as important indicators of success in graduate-level study.

Now let's consider an example of a test that used factor analysis and/or theory as a developmental strategy. The Minnesota Multiphasic Personality Inventory (MMPI) is a psychological assessment tool that used factor analysis and theory during its development.

The MMPI is a widely used personality test that assesses various aspects of an individual's personality, psychopathology, and clinical disorders. It was developed by Starke R. Hathaway and J.C. McKinley in the late 1930s. In the development process, they employed a combination of factor analysis and theoretical considerations.

Factor analysis is a statistical technique used to identify underlying dimensions or factors that explain the relationships among a set of observed variables. In the case of the MMPI, factor analysis was utilized to identify the main dimensions or factors of personality and psychopathology that the test should measure. Through extensive data analysis and item selection, the test developers identified several key factors, such as depression, hypochondriasis, hysteria, and social introversion.

Additionally, the developers of the MMPI incorporated theoretical considerations in the selection and construction of the test items. They drew upon existing theories and knowledge in the field of personality and psychopathology to guide their item selection process. The test items were designed to capture the manifestations of specific personality traits and clinical symptoms that were theoretically relevant.

The combination of factor analysis and theoretical considerations allowed the developers of the MMPI to create a comprehensive and reliable instrument for assessing personality and psychopathology. The test has undergone several revisions and updates over the years, but its foundation in factor analysis and theory has remained integral to its development and continued use in psychological assessment.

In summary, the GRE utilized the criterion group strategy during its development, where the performance of successful graduate students served as a benchmark for test design. On the other hand, the MMPI employed factor analysis and theoretical considerations to identify key dimensions of personality and psychopathology, resulting in a comprehensive assessment tool. Both tests demonstrate the application of different developmental strategies to ensure the validity and reliability of the assessments.

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The control limits for the x chart for a sample of size 10,

a-Develop the control limits for the $\oveline x$ chart for samples of size 10, 20, and 30

UCL = 359.48

LCL = 340.51

b. What happens to the control limits as the sample size is increased

The control limits for the x chart for a sample of size 20,

UCL = 356.71

LCL = 343.29

c-What happens when a Type I error is made

The control limits for the x chart for a sample of size 30,

UCL = 355.47

d- What happens when a Type II error is made? e. What is the probability of a Type I error for samples of size 10, 20, and 30

LCL = 344.52

Possibility is referred to as probability. This branch of mathematics deals with the occurrence of a random event.

The value's range is 0 to 1. Probability has been applied into mathematics to predict the likelihood of different events.

Probability generally refers to the degree to which something is likely to occur.

This fundamental theory of probability, which also applies to the probability distribution, can help you comprehend the possible outcomes for a random experiment. Gonna determine how likely something is to occur, use probability. Many things are hard to predict with 100% certainty. We can only anticipate the possibility of an event occurring using it, or how likely it is.

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Answer: 8 Oranges

Step-by-step explanation:

Given information

3 Oranges = $1.23

Total cost = $3.28

Determine the unit price of an orange

Unit price = Cost ÷ Number of Oranges

Unit price = 1.23 ÷ 3

Unit price = $0.41 / orange

Determine the number of oranges bought

Number of orange × Unit price = Total cost

N × (0.41) = (3.28)

Divide 0.41 on both sides

N = 3.28 ÷ 0.41

\(\Large\boxed{Number~of~oranges=8}\)

Hope this helps!! :)

Please let me know if you have any questions

Answer:

35 degrees

Step-by-step explanation:

An isosceles triangle has two opposite sides. If the two angles are equal , it means the triangle is an isosceles. Because 90 degrees is greater than 45 degrees, the two sides with the same length, would have a smaller length than the third side

sum of angles in a triangle = 180

180 - 110 = 70

since 2 angles would be equal

70 / 2 = 35

The maximum value of Q is 16/3 and occurs at x=8/3 and y=√(3/2).

Given, X + 8/3y^2=2

Rearranging the above equation, we get X= 2-8/3y^2

Now, substituting the value of X in the equation Q = Xy, we get

Q = (2-8/3y^2)y

Q= 2y - 8/3y^3

To maximize Q, we need to find the values of y that make dQ/dy=0

dQ/dy= 2 - 8y^2

Solving dQ/dy=0, we get y= √(3/2)

Substituting y in X + 8/3y^2=2, we get X= 8/3

Therefore, the maximum value of Q is Q = Xy = (8/3)√(3/2) = 16/3 and it occurs at x=8/3 and y=√(3/2).

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Therefore, the compass heading of the plane is 200 degrees.

To determine the compass heading, we need to consider the reference direction of north as 0 degrees on the compass.

Since the plane is traveling 20 degrees east of south, we can calculate the compass heading as follows:

Compass heading = 180 degrees (south) + 20 degrees (east)

= 200 degrees

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The solution after apply the logarithmic formula,

⇒ 6 logₐ q - 3 logₐ p² = logₐ (q⁶ / p⁶)

The given expression is,

⇒ 6 logₐ q - 3 logₐ p²

Apply the formula,

⇒ a log b = log bᵃ

We get;

⇒ 6 logₐ q - 3 logₐ p²

⇒ logₐ q⁶ - logₐ (p²)³

⇒ logₐ q⁶ - logₐ (p⁶)

⇒ logₐ (q⁶ / p⁶)

Therefore, Apply the logarithmic formula,

⇒ 6 logₐ q - 3 logₐ p² = logₐ (q⁶ / p⁶)

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Answer:

Volume of figure = Volume of big cuboid+ The volume of small cuboid

                            = 22(5)(8) + 12(5)(8) = 1360\(cm^{3}\)        

The simplified fraction is given as follows:

(2x - a)/(2x + a).

At the numerator, the fraction is simplified applying the least common factor as follows:

2 - (a/x) = (2x - a)/x.

At the denominator, the fraction is also simplified applying the common factor as follows:

2 + (a/x) = (2x + a)/x.

x is a common denominator to both of the fractions, hence it can be simplified, and then the simplified fraction is given as follows:

(2x - a)/(2x + a).

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Answer:

10

Step-by-step explanation:

7(5) + 2(2-18) + (2+5)

35 + 2(-16) + 7

35 - 32 + 7

=10

Answer:

c mystify

Step-by-step explanation:

mystify means

utterly bewilder or perplex (someone).

"maladies that have mystified and alarmed researchers for over a decade"

Using a proportional relationship, it is found that:

The graph for this relationship is given at the end of the answer.

A proportional relationship is a function in which the output variable is given by the input variable multiplied by a constant of proportionality, that is:

y = kx

In which k is the constant of proportionality.

For this problem, we have that the variables are:

Hence the proportional relationship between these two variables is given by:

y = 2x.

Then:

The linear graph of the relationship, considering the given points, is given at the end of the answer.

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