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The surface area of the Cone B as required to be determined in the task content is; 144 ft².

It follows from the task content that the solids are similar; and the surface area of solid B is to be determined.

Recall; if the ratio of side lengths of similar solids is k; the ratio of their area is; k²;

Therefore, k = 8/16 = 1/2.

Ultimately, the ratio of areas is such that;

(36 pi) / Area (B) = (1/2)²

Area B = 4 × 36 pi

Area B = 144 pi ft².

Ultimately, the surface area of Come B as required is; 144 pi.

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The correct values for a, b, c, d, and e are a = 16, b = 29, c = 24, d = 22, and e = 30 for group of 75 students on asking whether they like Algebra or Geometry.

For the values of a, b, c, d, and e, we can use the information provided in the table. Let's break it down step-by-step:

We are given that a total of 75 math students were surveyed. Therefore, the total number of students should be equal to the sum of the students who like algebra, the students who like geometry, and the students who do not like either subject.

75 = 45 (Likes Algebra) + 53 (Likes Geometry) + 6 (Does Not Like Either)

Simplifying this equation, we have:

75 = 98 + 6

75 = 104

This equation is incorrect, so we can eliminate options c and d.

Now, let's look at the information given for the students who do not like geometry. We know that a + b = 6, where a represents the number of students who like algebra and do not like geometry, and b represents the number of students who do not like algebra and do not like geometry.

Using the correct values for a and b, we have:

16 + b = 6

b = 6 - 16

b = -10

Since we can't have a negative value for the number of students, option a is also incorrect.

The remaining option is option e, where a = 29, b = 16, c = 24, d = 22, and e = 30. Let's verify if these values satisfy all the given conditions.

Likes Algebra: a + c = 29 + 24 = 53 (Matches the given value)

Does Not Like Algebra: b + d = 16 + 22 = 38 (Matches the given value)

Likes Geometry: c + d = 24 + 22 = 46 (Matches the given value)

Does Not Like Geometry: b + e = 16 + 30 = 46 (Matches the given value)

All the values satisfy the given conditions, confirming that option e (a = 29, b = 16, c = 24, d = 22, and e = 30) is the correct answer.

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After 20 minutes, the temperature of the pan will be approximately 29°F.

Using Newton's Law of Cooling, we can write:

T(t) = To + (T₁ - To)e^(-kt)

where T(t) is the temperature of the pan at time t, To is the temperature of the freezer, T₁ is the initial temperature of the pan, and k is a constant that depends on the properties of the pan and the freezer.

We know that after 15 minutes, the temperature of the pan is 41°F, so we can write: 41 = 0 + (140 - 0)e^(-15k)

Simplifying this expression, we get:

e^(-15k) = 41/140

Taking the natural logarithm of both sides, we get:

-15k = ln(41/140)

Solving for k, we get:

k ≈ 0.056

Now we can use this value of k to find the temperature of the pan after 20 minutes:

T(20) = 0 + (140 - 0)e^(-0.056*20) ≈ 29°F

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After 20 minutes, the temperature of the pan will be approximately 29°F.

Using Newton's Law of Cooling, we can write:

T(t) = To + (T₁ - To)e^(-kt)

where T(t) is the temperature of the pan at time t, To is the temperature of the freezer, T₁ is the initial temperature of the pan, and k is a constant that depends on the properties of the pan and the freezer.

We know that after 15 minutes, the temperature of the pan is 41°F, so we can write: 41 = 0 + (140 - 0)e^(-15k)

Simplifying this expression, we get:

e^(-15k) = 41/140

Taking the natural logarithm of both sides, we get:

-15k = ln(41/140)

Solving for k, we get:

k ≈ 0.056

Now we can use this value of k to find the temperature of the pan after 20 minutes:

T(20) = 0 + (140 - 0)e^(-0.056*20) ≈ 29°F

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The house was in the shape of an octagon, with eight separate bedrooms on each side.

The house described in the statement has an octagonal shape. An octagon is a polygon with eight sides, characterized by its eight equal angles. In this case, each side of the house corresponds to one of these angles, resulting in eight separate bedrooms on each side of the octagonal structure.

The choice of an octagon as the shape of the house can have various implications. Octagonal buildings are often admired for their unique architectural design and aesthetic appeal. The shape provides symmetry and balance, allowing for an interesting and visually pleasing structure. Additionally, an octagonal layout can offer practical advantages in terms of space utilization and room distribution. In the case of the house described, each side of the octagon accommodates a separate bedroom, providing privacy and ample living space for its occupants. The symmetrical arrangement of the bedrooms around the central area of the house could create a harmonious and well-organized living environment. Overall, the octagonal shape of the house with eight separate bedrooms on each side offers both architectural and functional benefits.

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The value of f(-2)g(-2) after performing set of calculation and evaluating every given option is -24. Hence, the  required correct answer for the given question is option d.

In order to find the value of f(-2)g(-2), here we have to implement the given function is  f(x)=x²+4 and g(x) = 2x +1, and find the value of f(-2) so that we can put the derived value in g(x) to find the g(-2)

Staging the value of x=-2 in f(x),

Now after evaluating  we get f(-2)=(-2)²+4=8.

Again, placing the value of x=-2 in g(x),

Hence,

we get g(-2)=2 x (-2)+1

=-3.

Therefore, f(-2)g(-2)

=8 x (-3)

=-24.

The value of f(-2)g(-2) after performing set of calculation and evaluating every given option is -24. Hence, the  required correct answer for the given question is option d.

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The complete question is

Suppose f(x)=x²+4 and g(x) = 2x +1. Find the value of f(-2)g(-2).

a) 17

b) 40

c) 13

d) - 24

Answer:

D. X + 9​

Step-by-step explanation:

x² + 2x - 63

What 2 numbers multiply to -63 and add to 2

9 * -7 = -63

9+-7 = 2

(x+9)(x-7)

Answer:

$200

Step-by-step explanation:

30 * 5=150 +50=200

Answer:

approximately 282.74

Step-by-step explanation:

The equivalent expression of the different of two square is -1

Given the following expressions

a cot α = 1

a = 1/cot α = sinα/cosα

b = 1/cos α

We are to find the expression a² - b²

According to difference of two squares;

a² - b² =  (a + b) (a - b)

Substitute the given expressions into the formula as shown:

\(a^2 - b^2 = (\frac{sin \alpha}{cos \alpha} )^2 - (\frac{1}{cos \alpha} )^2\\a^2 - b^2=\frac{sin^2 \alpha}{cos^2 \alpha} -\frac{1}{cos ^2 \alpha}\\a^2 - b^2=\frac{sin^2 \alpha-1}{cos^2\alpha}\\a^2 - b^2=\frac{-(1-sin^2\alpha)}{cos^2\alpha} \\a^2 - b^2=\frac{-os^2 \alpha}{cos^2 \alpha}\\a^2 - b^2 = -1\)

This shows that the equivalent expression of the difference of two squares is -1

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Based on the proportionate ratio, the height of flagpole c is 7.5ft.

From the case, we know that both flagpoles positions created a similar triangle, where:

a = 16.5 ft

x = 12 ft

y = 10 ft

c ?

To find the height of flagpole c, we can use the proportionate ratio as:

a = (x + y)

c        y

16.5 = (12 + 10)

 c            10

16.5 / c = 22 / 10

22c = 16.5 (10)

22c = 165

c = 7.5

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the probability of transitioning from state 1 to state 2 after the first transition is:

P(X(t) enters state 2 after the first transition | X(0) = 1) = 1 / 3

To write the system of ordinary differential equations (ODEs) for the transition probabilities Pᵢⱼ(t) of the given continuous-time Markov chain, we need to consider the rate at which the system transitions between different states.

Let Pᵢⱼ(t) represent the probability that the Markov chain is in state j at time t, given that it started in state i at time 0.

The ODEs for the transition probabilities can be written as follows:

dP₁₂(t)/dt = q₁₂ * P₁(t) - q₂₁ * P₂(t)

dP₁₃(t)/dt = q₁₃ * P₁(t) - q₃₁ * P₃(t)

dP₂₁(t)/dt = q₂₁ * P₂(t) - q₁₂ * P₁(t)

dP₂₃(t)/dt = q₂₃ * P₂(t) - q₃₂ * P₃(t)

dP₃₁(t)/dt = q₃₁ * P₃(t) - q₁₃ * P₁(t)

dP₃₂(t)/dt = q₃₂ * P₃(t) - q₂₃ * P₂(t)

where P₁(t), P₂(t), and P₃(t) represent the probabilities of being in states 1, 2, and 3 at time t, respectively.

Now, let's consider the second part of the question: Suppose that the initial state is 1. We want to find the probability that after the first transition, the process X(t) enters state 2.

To calculate this probability, we need to find the transition rate from state 1 to state 2 (q₁₂) and normalize it by the total rate of leaving state 1.

The total rate of leaving state 1 can be calculated as the sum of the rates to transition from state 1 to other states:

total_rate = q₁₂ + q₁₃

Therefore, the probability of transitioning from state 1 to state 2 after the first transition can be calculated as:

P(X(t) enters state 2 after the first transition | X(0) = 1) = q₁₂ / total_rate

In this case, the transition rate q₁₂ is 1, and the total rate q₁₂ + q₁₃ is 1 + 2 = 3.

Therefore, the probability of transitioning from state 1 to state 2 after the first transition is:

P(X(t) enters state 2 after the first transition | X(0) = 1) = 1 / 3

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Answer:

615.75cm

Step-by-step explanation:

The circumference of a circle is 2r×pi

If the circumference is 87.92cm, we can work out the radius

2×r×pi=87.92cm

r=87.92÷(2×pi)

r=14

Now we can work out the area using the formula r²×pi

A=r²×pi

A=14²×3.14

A=196×3.14

A=615.75

Answer:

Step-by-step explanation:

Answer

Likes music                         60

    Likes sports   26

    Doesn't like   34

Does not like music           40

70% watch sports   28

Don't watch sports 12

===================================================

Comments

Those that like music  have a total of 60

26 watch sports 60 - 26 = 34 do not watch sports

Those who do not like music are 100 - 60 = 40

Of the 40, 70/100 * 40 do  watch sports = 28

The rest do not                                             12

Answer:

60 34 26

Step-by-step explanation:

I had the test once

Answer:

Step-by-step explanation:

Number of rounds:

\(\\ \sf\longmapsto \dfrac{2km}{400m}\)

\(\\ \sf\longmapsto \dfrac{2}{0.4}\)

\(\\ \sf\longmapsto 5rounds\)

Identifying Correlation helps in presenting solutions to be explored.

What is Correlation?

Correlation is a statistical metric (a number) that represents the magnitude and direction of a link between two or more variables. A correlation between variables, on the other hand, does not imply that a change in one variable is the cause of a change in the values of the other variable.

Solution:

Identifying Correlation helps in presenting solutions to be explored.

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Answer:

Step-by-step explanation:

sevour

Answer:

it will 11 ( eleven ) hope it helps

The logical expressions used in this problem are: ¬p ∧ ¬q, p → ¬q, p ∧ ¬q, p ↔ ¬q.

1. ¬p ∧ ¬q

2. p → ¬q

3. p ∧ ¬q

4. p ∧ ¬q

5. p ↔ ¬q

In symbolic logic, the statements in the problem can be expressed using logical expressions. Specifically, logical connectives such as negation (¬), conjunction (∧), implication (→), and biconditional (↔) are used.

The first statement reads "Karla got up late but she was not late for work", which can be expressed as ¬p ∧ ¬q. The negation operator (¬) is used to indicate that Karla got up late (¬p), while the conjunction operator (∧) is used to indicate that Karla was not late for work (¬q).

The second statement reads "If Karla gets up early, she would not be late for work", which can be expressed as p → ¬q. The implication operator (→) is used to indicate that if Karla gets up early (p), she would not be late for work (¬q).

The third statement reads "Karla is late for work even though she got up early", which can be expressed as p ∧ ¬q. The conjunction operator (∧) is used to indicate that Karla got up early (p) and was late for work (¬q).

The fourth statement reads "Karla gets up early and she is not late for work", which can also be expressed as p ∧ ¬q. The conjunction operator (∧) is used to indicate that Karla got up early (p) and was not late for work (¬q).

The fifth statement reads "Karla gets to work on time if and only if she gets up early", which can be expressed as p ↔ ¬q. The biconditional operator (↔) is used to indicate that if Karla gets up early (p), then she will not be late for work (¬q).

In summary, the logical expressions used in this problem are: ¬p ∧ ¬q, p → ¬q, p ∧ ¬q, p ↔ ¬q.

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The dogs barks sounded like thunder

Answer:

As sly as a fox.

As quiet as a mouse.

Step-by-step explanation

Does that work¿

If your company will generate $57,000 in annual revenue each year for the next seven years from a new information database. The present value of the savings is:  $298,795.93.

Using this formula to find the present value

PVA = C({1 − [1/(1 + r)^t]}/r)

Where:

PVA= Present value = ?

r = Interest rate = 7.8%

t = Time = 7 years

Let plug in the formula

PVA = $57,000{[1 − (1/(1+.078)^7)]/.078}

PVA = $57,000{[1 − (1/1.078^7)]/.078}

PVA = $57,000{[1 − (1/1.6917)]/.078}

PVA = $298,795.93

Therefore  the present value of the savings is:  $298,795.93.

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a) The electric field (Erec) and potential (V) at Prec (0,0,1) if rho_s = rho_o within region (1 ≤ r_c ≤ 2, 0 ≤ Φ ≤ 2π), and rho_s = 0 elsewhere are Erec = 0 and V = 0.

b) The electric field (Erec) and potential (V) at Prec (0,0,1) if rho_s = rho_o within region (1 ≤ r_c ≤ 2, 0 ≤ Φ ≤ π/2), and rho_s = 0 elsewhere are Erec = 0 and V = 0.

a) In this case, the surface charge density rho_s is nonzero only within the region defined by 1 ≤ r_c ≤ 2 and 0 ≤ Φ ≤ 2π. Since the point Prec is located at z = 1, which is above the plane z = 0, the contribution of rho_s to the electric field and potential at Prec is zero. This is because the electric field due to a surface charge distribution is perpendicular to the surface, and since Prec is located above the surface, there is no electric field contribution from rho_s. Similarly, since the electric field is zero, the potential is also zero at Prec.

b) In this case, the surface charge density rho_s is nonzero within the region defined by 1 ≤ r_c ≤ 2 and 0 ≤ Φ ≤ π/2. Again, since the point Prec is located at z = 1, above the plane z = 0, the contribution of rho_s to the electric field and potential at Prec is zero. This is because the electric field due to a surface charge distribution is perpendicular to the surface, and since Prec is located above the surface, there is no electric field contribution from rho_s. Consequently, the potential at Prec is also zero.

In both cases, the contributions from the surface charge distribution rho_s to the electric field and potential at Prec are zero due to the specific location of Prec with respect to the surface charge distribution.

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First check attached image

By Pythagoras theorem,

\(ac^{2} = {bc^{2} + ab^{2} } \)

\(→13^{2} = {x^{2} + 12^{2} } \)

\(→13^{2} = {x^{2} + 144} \)

\(→169 = x^{2} + 144\)

\(→169 - 144 = x^{2} \)

\(→25 = x^{2} \)

\(→ \sqrt{25} = x\)

\(→5 = x\)

Therefore, value of x is 5

Answer:

Slope = 1

Step-by-step explanation:

M = y2-y1 / x2-x1

Hope this helps. Pls give brainliest.

Answer: 1

Step-by-step explanation: Slope is rise over run y/x --> y1-y2/x1-x2 so 8-(-10)/10-(-8) = 1

Answer:

Slope=1/2

Step-by-step explanation:

Rise over run between the two points is up 1 and 2 to the right and since this is a straight line, the slope of 1/2 will always be constant.

By making and solving equations we know that the children's ticket costs $72.91 each and adult tickets cost $110.8 each.

An equation is a mathematical statement that contains the symbol "equal to" between two expressions with identical values.

As in 3x + 5 = 15, for example.

There are many different types of equations, including linear, quadratic, cubic, and others.

So, solve as follows:

31c + 28a = 842 ...(1)

26c + 28a = 792 ...(2)

Now,

31c  = 842 - 28a

c = 842 - 28a/31

Then,

26c + 28a = 792

26(842 - 28a/31) + 28a = 792

26(842 - 28a) + 28a = 24,552

21,892 - 52a + 28a = 24,552

21,892 - 24a = 24,552

24a = 24,552 - 21,892

24a = 2,660

a = 110.8

Now,

31c + 28a = 842

31c + 28(110.8) = 842

31c + 3,102.4 = 842

31c = 842 - 3,102.4

31c = 2,260.4

c = 72.91

Therefore, by making and solving equations we know that the children's ticket costs $72.91 each and adult tickets cost $110.8 each.

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Answer:

50/77

Step-by-step explanation:

(1÷2 3/4)+(1÷3 1/2)

2 3/4 is same as 11/44

1/2 is same as 7/2

so to divide fraction you have to flip the second number and multiply

so 1 times 4/11=4/11

and 1 times 2/7=2/7

4/11 +2/7=28/77+22/77=50/77

Answer:

f(7) = -5/2

Step-by-step explanation:

Substituting 7 for x in f(x) = 3/x+2 - √x-3, we get:

f(7) = 3/(7+2) - √(7-3)

Note:  the parentheses are required / mandatory

We get   f(7) = 3/9 - 2, or 1/3 - 2, or  f(7) = -5/2

Answer:

Step-by-step explanation:

if 7 friends share 8 cups of lemonade

each will receive 7/8 of the lemonade

Each friend will receive 7/8 of the lemonade

The unitary method is a method for solving a problem by the first value of a single unit and then finding the value by multiplying the single value.

From the given question, we are informed that Seven friends are sharing 8 cups of lemonade and that they share the lemonade equally.

The number of cups that each friend gets can be calculated by dividing the number of cups of lemonade by the number of friends.

This will be:

=  7/8

We can conclude that Each friend will receive 7/8 of the lemonade

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Answer:

7

Step-by-step explanation:

Answer:             5

Step-by-step explanation: because

(a) Example question: "How often do you look at social media while doing schoolwork?

(b) Sofie can select a simple random sample of students by using a random number generator to assign a unique identification number to each student in the online high school.

(c) The sample for Sofie's research is the 32 completed surveys she received. These surveys represent the responses of a subset of the population. The population, in this case, refers to all the students at the online high school.

(d) If Sofie uses only the completed surveys, she can conclude that approximately 50% (16 out of 32) of the students who completed the survey reported using social media while doing schoolwork.

(a) Please select one of the following options: never, rarely, occasionally, frequently, or always."

(b) She can then use the random number generator again to select a specific number of students from the entire population of students, ensuring that each student has an equal chance of being selected. For example, if there are 500 students in total and Sofie wants a sample size of 50, she can generate 50 random numbers and select the corresponding students based on their identification numbers.

(d) However, it is important to note that this conclusion is specific to the sample of completed surveys and cannot be generalized to the entire population of high school students.

To make an inference about the percent of all high school students who use social media while doing schoolwork, Sofie would need a larger and more representative sample that covers a wider range of students in the online high school.

Additionally, she should consider potential biases in the sample, such as non-response bias if the students who chose not to complete the survey have different social media usage patterns compared to those who did respond.

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