Solve for pressure #2 using Bernoullis equation

Answer:

12 inches

Step-by-step explanation:

Given

\(\theta = 31^{\circ}\)

\(diagonal = 23.3\ in\)

Required

Determine the height of the canvas

The question is illustrated using the attached image.

Using the attachment as a point of reference, the height is calculated from

\(sin \theta = \frac{opp}{hyp}\)

This gives:

\(sin 31^{\circ}= \frac{h}{23.3}\)

Make h the subject

\(h = 23.3 * sin(31^{\circ)\)

\(h = 23.3 * 0.5150\\\)

\(h = 11.9995\)

\(h = 12\ inches\)

A rectangle has right angles as its interior angles. Secondly, when you draw a diagonal and has its angle with bottom, then you get a right angled triangle with known angle.
The height of the rectangle is  given by:

Option D: 12 inches

The height of that rectangular canvas.

I have attached a figure below which you can refer.

The triangle ABC is right angled  triangle. Using the sine ratio from angle A's viewpoint:

\(sin(A) = \dfrac{BC}{AC}\\\\ sin(31^\circ) = \dfrac{h}{23.3}\\\\ h \approx 0.515 \times 23.3\\ h \approx 12 \: \rm inches\)

Thus, the height of the specified canvas is 12 inches.

Thus, Option D: 12 inches is correct.

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i have d anqhsisgdigiis

Answer:

(A)(10, –2)

Step-by-step explanation:

The image of the given triangle has points :

\(A'(-2, 10)\\B'(-6, 4)\\C'(-10, 8)\)

When points are reflected across the line y = x, the x-coordinate and y-coordinate change places.

Therefore, the pre-image of the triangle has points:

\(A(10,-2)\\B(4,-6)\\C(8,-10)\)

Therefore, the pre-image of vertex A' is (10,-2).

The correct option is A.

Answer:

A. (10, –2)

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The line's slope is \(\frac{1}{2}\) and the distance increases by 1 mile every 2 hours.

What is a good example of a line's slope?

The proportion of the increase in the y-value to the increase in the x-value may also be used to determine slope. For instance: We can get the slope of a line given two locations, P = (0, -1) & Q = (4,1) on the line.

A. Since the line's slope is 2, it follows that the y-variable, which is most likely distance, grows by 2 units for every increment in the x-variable, which is most likely time. The accurate statement is thus: speed is increased by Two miles per hour.

B. Since the line's slope is 2, it follows that the y-variable will drop by 2 units for every unit rise in the x-variable, which is most likely time. The accurate description is thus: speed drops by Two miles per hour.

C. If the line's slope is 1/2, the y-variable will rise by 1/2 unit for every increment in the x-variable, which is probably time. The precise description is that the distance grows by a mile every two hours.

D. If indeed the line's slope is 1/2, the y-variable will drop by 1/2 unit for every unit rise in the x-variable, which is probably time. The precise description is: distance shrinks by a mile every two hours.

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Answer:

B

Step-by-step explanation:

There are several ways to find the vertex of function such as formula, completing the square or differential.

I will use the formula to find the vertex.

We are given the function:

\( \displaystyle \large{f(x) = - {x}^{2} + 4x - 3}\)

Vertex Formula

Let (h,k) = vertex

\( \displaystyle \large{ \begin{cases} h = - \frac{b}{2a} \\ k = \frac{4ac - {b}^{2} }{4a} \end{cases}}\)

From the function, compare the coefficients:

\( \displaystyle \large{a {x}^{2} + bx + c = - {x}^{2} + 4x - 3}\)

Therefore:-

\( \displaystyle \large{ \begin{cases} h = - \frac{4}{2( - 1)} \\ k = \frac{4( - 1)( - 3)- {4}^{2} }{4( - 1)} \end{cases}}\)

Then evaluate for h-value and k-value.

\( \displaystyle \large{ \begin{cases} h = - \frac{4}{ - 2} \\ k = \frac{4( 3)- 16}{ - 4} \end{cases}} \\ \displaystyle \large{ \begin{cases} h = 2 \\ k = \frac{12 - 16}{ - 4} \end{cases}} \\ \displaystyle \large{ \begin{cases} h = 2 \\ k = \frac{ - 4}{ - 4} \end{cases}} \\ \displaystyle \large{ \begin{cases} h = 2\\ k = 1\end{cases}}\)

Therefore the vertex is (h,k) = (2,1)

Answer:

B (2.1)

Step-by-step explanation:

it was on a test i got it right

Answer:

Below

Step-by-step explanation:

At  B   (  40 mins)  and  D (30 mins)   he is not moving....visiting .

The width of A is the time it took to get to first house = 20 mins

The width of C is t the time to get to second house = 60 to 70 = 10 mins

Riding toward home at C and E  ( the distance...the y-value....is getting less)

He is fastest where the line has greatest slope...where it is steepest =  C

He was away from home the width of the graph = 115 mins

Answer:

B. That the weight data is more variable than the height data.

Step-by-step explanation:

Given that :

_________ Weight _____ Height

Mean ___ 160 pounds ___ 66 inches

SD _____ 30 pounds ____ 4 inches

The Coefficient of variation is the ratio of the standard deviation and mean of a particular variable.

Weight in pounds :

Standard deviation in pounds / mean in pounds

30 / 160 = 0.1875

Height in inches :

Standard deviation in inches / mean in inches

4 / 66 = 0.060

0.1875 > 0.060

Hence, weight data is more variable than height data.

The total volume is the one in option C, 708 cubic centimeters.

We know that this prism can be divided into two prisms, and remember that the volume of a prism is equal to the product between its dimensions.

Then the volume of the first prism is:

V = 8cm*6cm*13cm = 624 cm³

And the volume of the second prism is:

v' = 3cm*4cm*7cm = 84 cm³

Adding that we will get:

total volume =  624 cm³+  84 cm³ = 708 cm³

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Answer:

side 1^2 + side 2 ^2 = hypotenuse ^ 2

18^2 + 20^2 = hypotenuse^2

324 + 400 = 724

hypotenuse^2 = 724

hypotenuse = 26.9072480941474

hypotenuse = 26.9

Step-by-step explanation:

Answer:

24:
6 of 4
or

8 of 3

Step-by-step explanation:

6x4=24
8x3=24

50 % =20 Learners

100%= x

x=100/50

=2

=2×20

=40 learners

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The set of ordered pairs above: is a function.

The mapping diagram above: is a function.

y = x²: is a function.

The table above: is not a function.

In Mathematics and Geometry, a function is a mathematical equation which is typically used for defining and representing the relationship that exists between two or more variables such as an ordered pair.

Based on the set of ordered pairs, mapping diagram, and the equation above, we can reasonably infer and logically deduce that it represent a function because the input values (domain, x-value, or independent values) are uniquely mapped to the output values (range, y-value or dependent values).

In this context, we can reasonably infer and logically deduce that the table does not represent a function because the input value (-1) has more than output values (2 and 4 respectively).

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Answer:

Yes it can

Step-by-step explanation:

math

Answer:

So whats the question

Step-by-step explanation:

The relationship between two variables are proportional if their ratios are equivalent (taken from Khan Academy).

To determine whether or not a relationship is proportional, we can see if two given ratios are the same.

We're given:

These pieces of information are ratios. We can write them in the following format:

\(\dfrac{400\hspace{4}meters}{1.5\hspace{4}minutes}\) and \(\dfrac{800\hspace{4}meters}{3\hspace{4}minutes}\)

We can see if they're equivalent by finding a common denominator.

Multiply the first ratio by \(\dfrac{2}2\):

\(\dfrac{400\hspace{4}meters}{1.5\hspace{4}minutes}*\dfrac{2}{2}\\\\= \dfrac{800\hspace{4}meters}{3\hspace{4}minutes}\)

The ratios are equivalent. Therefore, the relationship between the number of meters Joe ran and the number of minutes he ran is proportional.

Yes, there is a proportional relationship.

Answer:

what are the advantages of standard contract

20,000 ten thousand equals 2000 Hundred thousand.

As per the question statement, we are provided with a value: "20,000 ten thousand".

We are required to calculate how many hundred thousand are equal to 20,000 ten thousand.

To solve this question, let us first write down 20,000 ten thousand into the numerical format, i.e, \((20000*10,000)=200000000\).

As we know, a hundred thousand when written down in the numerical format becomes 100,000, let us assume that 20,000 ten thousand equals to "x" number of Hundred thousand.

Therefore, we can form a linear equation in one variable "x" based on the condition, in the above-mentioned statement, which goes as  \((100,000*x)=200000000\)

\(or, (100,000x)=200000000\\or,x=\frac{200000000}{100,000}\\or,x=\frac{2*10^{8} }{10^5\\}or,x=(2*10^3)\\or,x=2000\)

Hence, 20,000 ten thousands equals 2000 Hundred thousands.

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Answer:

The length of the base would be 11.

Step-by-step explanation:

The formula of finding the area of a triangle is 1/2 base x height. Therefore, we know that since the area is 44 cm², the base and height would multiply to 88. 11 x 8 = 88 and 11 - 8 = 3. So, the base is 3cm longer which is 11.  

The value of the missing data point is 10. Option C

The data set has 8 data points, and the median is given as 12. The median is the middle value when the data points are arranged in ascending or descending order.

Let's arrange the data set in ascending order:

6, 8, ?, 8, 14, 15, 16, 18

Since the median is 12, it should be the fourth data point when arranged in ascending order. Therefore, the missing data point must be the fourth value in the sorted data set.

From the given options, the only whole number that could fit as the fourth value in the data set is 10.

Thus, the value of the missing data point is C. 10.

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Answer:

B. Of the students who pack lunch, the probability a student is interested in gluten free food is greater than the possibility a student isn’t

Step-by-step explanation:

Then you can state that angle DEF is congruent to angle GHJ.

The postulate or theorem that allows you to state that angle DEF is congruent to angle GHJ is the Angle-Angle (AA) Postulate.

This postulate states that if two angles of one triangle are congruent to two angles of another triangle, then the third pair of angles must also be congruent.

In this case, if you have two triangles, one with angles DEF and the other with angles GHJ, and

you know that angle D is congruent to angle G and angle E is congruent to angle H, then by the AA Postulate, you can conclude that angle F is congruent to angle J.

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a. The probability that a student scored below 91 on this exam is 0.9878

b. The probability that a student scored between 65 and 89 is 0.8186.

c. A grade of 68 on the second exam is better than a grade of 81 on the first exam for the given conditions

a. To find the probability that a student scored below 91 on the exam, we need to find the area under the normal distribution curve to the left of 91. Using a standard normal distribution table or calculator, we can find the corresponding Z-score as:

Z = (91 - 73) / 8 = 2.25

The probability of scoring below 91 is then the same as the probability of a standard normal random variable being less than 2.25, which is approximately 0.9878.

b. To find the probability that a student scored between 65 and 89, we need to find the area under the normal distribution curve between these two values. Using the Z-score formula as above, we find:

Z1 = (65 - 73) / 8 = -1.00

Z2 = (89 - 73) / 8 = 2.00

Using a standard normal distribution table or calculator, we can find the probability of a standard normal random variable being between -1.00 and 2.00, which is approximately 0.8186.

c. To determine if a grade of 81 on this exam or a grade of 68 on a different exam is better if the professor grades on a curve, we need to find the Z-score that corresponds to the top 10% of the class. Using a standard normal distribution table or calculator, we can find this Z-score as:

Z = 1.28 (approximately)

For the first exam, the Z-score corresponding to a grade of 81 is:

Z = (81 - 73) / 8 = 1.00

Since 1.00 < 1.28, a grade of 81 is not in the top 10% of the class. For the second exam, the Z-score corresponding to a grade of 68 is:

Z = (68 - 62) / 3 = 2.00

Since 2.00 > 1.28, a grade of 68 is in the top 10% of the class. Therefore, if the professor grades on a curve, a grade of 68 on the second exam is better than a grade of 81 on the first exam.

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B is true, so we can conclude ~~A by disjunctive syllogism.

This proof is based on the inference rules you provided.

D Proof: Premises:

C ---> (~D ---> ~X)

The Modus Ponens Rule was used.

Finally, X /D

Explanation: Using Modus Ponens, we can conclude that D ---> X from premises 1 and 2.

Because premise 2 is true, we can conclude X via modus tollens.

We can conclude that D must be false because X is true.

Evidence for C:

Conditions: A ---> B B

Modus Tollens is the rule that was used.

Finally, C / A

Explanation: Using Modus Tollens, we can conclude from premises 1 and 2 that A.

Because A is false in premise 1, we can conclude that B is true.

Because premise 2 is true, we can conclude C using disjunctive syllogism.

Proof for ~~A:

Premises:

A ---> ~D

~D ---> (~B v ~~A)

A

B

Rule used: Modus Ponens

Conclusion:

~~A /B

Explanation:

From premise 1 and 3, using Modus Ponens, we can conclude that ~D.

From premise 2 and ~D, using Modus Ponens, we can conclude that ~B v ~~A.

From premise 4, B is true, so we can conclude ~~A by disjunctive syllogism.

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Answer:

x ≠ 5

Step-by-step explanation:

Assuming you mean f(x) = (1/(2x-10))+3

Please be careful with how ambigiuous your question can appear with the / sign.

The domain is the set of values that can be used as an input.

In this case the only input we have that could cause problem is if the denominator of the fraction is 0, because then we divide by 0 which is not allowed.

This gives us 2x-10 ≠ 0

2x ≠ 10

x ≠ 5

The domain of the function is given by the inequality ( 1/2 )x - 10 ≥ 0 and the value of x ≥ 20

The domain of a function is the set of values that we are allowed to plug into our function. This set is the x values in a function such as f(x). The range of a function is the set of values that the function assumes. This set is the values that the function shoots out after we plug an x value in.

The range is the set of outputs of a relation or function. In other words, it's the set of possible y values. Recall that ordered pairs are of the form (x,y) so the y coordinate is listed after the x. The output is listed after the input.

Given data ,

Let the function be represented as f ( x )

Now , the value of f ( x ) is

f ( x ) = [ √ ( 1/2 )x - 10 ] + 3

Now , the expression (1/2)x - 10 inside the square root must be greater than or equal to 0, as the square root of a negative number is not defined in the real number system.

(1/2)x - 10 ≥ 0

To solve this inequality, we can isolate x:

(1/2)x ≥ 10

x ≥ 20

Hence , the domain of the function f(x) is x ≥ 20.

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The complete question is attached below :

If f(x)= 1/2x-10+3, which inequality can be used to find the domain of f(x)?

Answer:

It is 92 because 80+95+85+92=352 and then to find average you divide by how ever many numbers which in this case is four and it gets you 88

Step-by-step explanation:

I hope that this helps you out..

The rule applied to obtain each vertex of the triangle DEF after the transformations is given as follows:

(x,y) -> 1/3(x - 3, y + 5).

The original coordinates of triangle DEF have the following format:

(x,y).

The dilation by a scale factor of 1/3 means that each of the coordinates is multiplied by 1/3, hence:

(x,y) -> 1/3(x,y).

The translation along the vector <-3,5> means that the x-coordinate is subtracted by 3 while 5 is added to the y-coordinate, hence:

(x,y) -> 1/3(x - 3, y + 5).

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