The cylinder shown has a diameter of 11 inches. Find the volume of the cylinder. Round your solution to the nearest tenth. help pls.

#4

We can conclude after answering the provided question that So each diameter slice of the pie has an outer crust length of approximately 3.925 inches.

In geometry, the diameter of a circle is any straight line segment that has an endpoint on the circle and travels through its centre. Another way to put it is the longest chord of a circle. Either concept can be used to define the diameter of a sphere. The diameter is the length of the line that runs tangent to the two points at either end of the circle. If you consider length to be the distance between two points, diameter equals length. The diameter of a circle is the distance between its two furthest points.

the circumference of a circle

C = 2πr

\(C = 2 x 3.14 x 5\\C = 31.4 inches\\l = C/8\\l = 31.4/8\\l = 3.925 inches \\\)

So each slice of the pie has an outer crust length of approximately 3.925 inches.

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The total area under the standard normal curve to the right of z=1.72 is equal to 0.9573. Therefore. the correct option is option A. 0.9573.

To find the area under the standard normal curve to the right of z=1.72, you need to subtract the area to the left of z=1.72 from the total area under the curve.

The total area under the standard normal curve is equal to 1. Given that the area to the left of z=1.72 is 0.0427, follow these steps:

Subtract the area to the left of z=1.72 from the total area:
  1 - 0.0427 = 0.9573

The area under the standard normal curve to the right of z=1.72 is 0.9573, which corresponds to option A.

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Answer:

well if theres 26 in all and 15 girls then there is 11 boys so the answer is

11:15

brainliest please

Step-by-step explanation:

Answer:

11:15

Step-by-step explanation:

First let us find the number of boys in the classroom:

26 total students - 15 girls = 11 boys

Now, we can write the ration:

11 (boys): 15(girls)

So, 11:15

I hope this helps! :)

1. True: If Spain has an absolute productivity advantage in producing shoes, then it will have a lower opportunity cost for producing shoes than the rest of the world, allowing them to sell them at a lower price, which would encourage exporting.

2. True: The Ricardian Model explains how nations can gain by specializing in the production of goods that they are relatively more efficient in producing and then trading. It can be used to explain how workers in the same sector can be differently affected due to international trade. 3. Uncertain: The extent to which a specific or mobile factor of production benefits from trade (or trade liberalization) depends on several factors, and cannot be generalized.

4. False: Suppose that Home has a relative abundance of L compared with Foreign, then it means that K is scarce relative to L in Home. Thus, K owners in Home will benefit from free trade policies as it will lead to an increase in the demand for K.

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The values of a , b and c in the given quadratic sequence are

a = 2, b = 5, c = -4

The ordered collections of numbers known as quadratic sequences are based on the rule n2 = 1, 4, 9, 16, 25. (the square numbers). Every quadratic sequence has a n2 term.

Now in the given question ,

For nth term we have,

an² + bn + c

n = 1:

a + b + c = 3    Eq. 1

n = 2:

4a + 2b + c = 14    Eq. 2

n = 3:

9a + 3b + c = 29    Eq. 3

Eq. 2 minus Eq. 1

3a + b = 11    Eq. 4

Eq. 3 minus Eq. 2

5a + b = 15    Eq. 5

Eq. 5 minus Eq. 4

2a = 4

a = 2

Plug in a = 2 into Eq. 4

3(2) + b = 11

b = 5

Plug in a = 2 and b = 5 into Eq. 1.

2+5 + c = 3

c = -4

The required values are ,  a = 2, b = 5, c = -4.

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The values of determinant ,

\(\left|\begin{array}{ccc}3a&3b&3c\\-d&-e&-f\\4g&4h&4i\end{array}\right| = 72\)

\(\left|\begin{array}{ccc}a&b&c\\2d&2e&2f\\g+3a&h+3b&+3ci\end{array}\right| = - 12\)

The given determinant is,

\(\left|\begin{array}{ccc}a&b&c\\d&e&f\\g&h&i\end{array}\right| = -6\)

This is possible when we take,

a = -1 , e = 1, i = 6, b = c = 1

And d = g = h = 0

The the determinant becomes,

\(\left|\begin{array}{ccc}-1&1&1\\0&1&1\\0&0&6\end{array}\right|\)

Since this is an upper triangular matrix,

Therefore,

Determinant be the product of diagonal element,

Thus,

⇒  -1x1x6 = -6

Now using these values we can calculate the further given determinants,

Q4: Given that,

\(\left|\begin{array}{ccc}3a&3b&3c\\-d&-e&-f\\4g&4h&4i\end{array}\right|\)

Therefore put the values of a, b, c, d, e, f, g, h, and i defined above,

\(\left|\begin{array}{ccc}3(-1)&3(1)&3(1)\\0&-1&-1\\0&0&4(6)\end{array}\right|\)

Therefore, Determinant be,

⇒ -3 x  (-1) x 24 = 72

Hence,

\(\left|\begin{array}{ccc}3a&3b&3c\\-d&-e&-f\\4g&4h&4i\end{array}\right| = 72\)

Q5 : Given determinant is,

\(\left|\begin{array}{ccc}a&b&c\\2d&2e&2f\\g+3a&h+3b&+3ci\end{array}\right|\)

put the values of a, b, c, d, e, f, g, h, and i defined above,

we get,

\(\left|\begin{array}{ccc}-1&1&1\\0&2&2\\-3&3&9\end{array}\right|\)

= -1(12) -1(6) + 1(6)

= -12

Hence, The determinant be

\(\left|\begin{array}{ccc}a&b&c\\2d&2e&2f\\g+3a&h+3b&+3ci\end{array}\right| = - 12\)

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The complete question is attached below:

To find two real numbers that have a sum of 14 and a product of 38, we can set up a system of equations. Let's call the two numbers x and y.

From the problem statement, we have the following information:

Equation 1: x + y = 14 (sum of the two numbers is 14)

Equation 2: xy = 38 (product of the two numbers is 38)

To solve this system of equations, we can use substitution or elimination method. Let's solve it using substitution:

From Equation 1, we can express y in terms of x by subtracting x from both sides:

y = 14 - x

Now we substitute this value of y into Equation 2:

x(14 - x) = 38

Expanding the equation, we have:

14x - x^2 = 38

Rearranging the equation to bring it to quadratic form:

x^2 - 14x + 38 = 0

Now we can solve this quadratic equation. We can either factorize it or use the quadratic formula. However, upon examining the equation, we find that it doesn't factorize easily. Therefore, we'll use the quadratic formula:

x = (-b ± √(b^2 - 4ac)) / 2a

For our quadratic equation, the coefficients are:

a = 1, b = -14, c = 38

Substituting these values into the quadratic formula, we have:

x = (-(-14) ± √((-14)^2 - 4(1)(38))) / (2(1))

x = (14 ± √(196 - 152)) / 2

x = (14 ± √44) / 2

x = (14 ± 2√11) / 2

Simplifying further, we have:

x = 7 ± √11

So we have two possible values for x: 7 + √11 and 7 - √11.

To find the corresponding values of y, we can substitute these values of x back into Equation 1:

For x = 7 + √11, y = 14 - (7 + √11) = 7 - √11

For x = 7 - √11, y = 14 - (7 - √11) = 7 + √11

Therefore, the two real numbers that have a sum of 14 and a product of 38 are (7 + √11) and (7 - √11).

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Answer:

Step-by-step explanation:

Use the Pythagorean Theorem to test it.

6² + 8² ≟ 10²

36+64 ≟ 100

100 = 100

It is a right triangle.

Answer:

Yes,

Step-by-step explanation:

The Pythagorean theorem states that: In any right triangle, the area of the square whose side is the hypotenuse (the side opposite the right angle) is equal to the sum of the areas of the squares whose sides are the two legs (the two sides that meet at a right angle).

6² = 36

8² = 64

36 + 64 = 100

10² = 100

100 = 100 so it is a right triangle.

⭐ Respuesta :

⭐ Resolvemos :

  \(16(x+3)=4(x+9)\\16x+48=4x+36\\16x-4x=36-48\\12x=-12\\x=-12/12\\\\\boxed{x=-1}\)

⭐ Explicación paso a paso :

        16 (x + 3) = 4 (x + 9)

        16x + 48 = 4x + 36

        16x - 4x = 36 - 48

        12x = -12

        x = -12 ÷ 12

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The proportion of the population with a protein requirement greater than 0.60 g P • kg^−1 • d^−1 is approximately 0.177.

To calculate the proportion of the population with a protein requirement greater than 0.60 g P • kg^−1 • d^−1, we need to know the distribution of protein requirements in the population. Without additional information, we cannot provide an exact proportion. However, if we assume a normal distribution of protein requirements, we can use the properties of the normal distribution to estimate the proportion.

Using a standard normal distribution table or statistical software, we can find the area under the curve to the right of 0.60, which represents the proportion of the population with a protein requirement greater than 0.60. This proportion is approximately 0.177, or 17.7% when expressed as a percentage.

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Answer:

113.1 cm³

Step-by-step explanation:

diameter = 2 X radius

Volume of sphere = (4/3) X π X r ³

= (4/3) π (3)³

= 36π

= 113.1 cm³ to nearest tenth

Range: All real numbers greater than or equal to 3. The Option C.

To find the range of the function, we need to determine the set of all possible y-values that the function takes.

Since the line crosses the y-axis at (0, 2), we know that the function's range includes the value 2. Also, since the line turns at (-1, 3), the function takes values greater than or equal to 3.

Therefore, the range of the function is all real numbers greater than or equal to 3.

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The null hypothesis to test for instruments' relevance is option D) H0:π2=0 or π3=0 or π4=0.In order to test the relevance of the instrument, the first stage equation's null hypothesis should be stated as: H0: π2 = 0 or π3 = 0 or π4 = 0.The relevance requirement will be fulfilled if we can refute the null hypothesis.

The null hypothesis will not be rejected if the F-statistic is less than 10.0. However, if the F-statistic is greater than 10.0, the null hypothesis will be rejected, indicating that the variables are relevant and that the instrument satisfies the relevance requirement.In summary, to test for instruments' relevance in TSLS, the null hypothesis of the first stage equation is stated as H0: π2 = 0 or π3 = 0 or π4 = 0.

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If a child younger than the age of about 4 or 5 was to have a large portion of their brain removed in a necessary surgery, it would likely have significant and potentially severe impacts on their neurological functioning and development.

If a child younger than the age of about 4 or 5 was to have a large portion of their brain removed in a necessary surgery, the potential outcomes and consequences would depend on various factors such as the specific region of the brain being removed, the extent of the removal, and the individual's unique brain plasticity and capacity for neurodevelopmental adaptation.

The human brain undergoes rapid growth and development during early childhood, and critical brain areas involved in cognitive, motor, and sensory functions are still forming during this period.

Removing a large portion of the brain in such a young child could have profound and long-lasting effects on their overall neurological functioning.

The brain possesses a remarkable ability to reorganize and compensate for lost or damaged functions through a process known as neuroplasticity.

However, the extent to which a young child's brain can successfully compensate for such a significant loss will depend on several factors, including the brain's capacity for rewiring and reorganizing existing neural circuits.

Potential outcomes could range from mild to severe functional impairments, including motor deficits, language and communication difficulties, cognitive challenges, and sensory processing disorders. Rehabilitation, therapy, and specialized interventions may be necessary to support the child's development and optimize their functional outcomes.

It is crucial to consult with medical professionals and specialists in neurology and pediatric care to assess the specific circumstances, potential risks, and long-term implications of such a surgery in order to make informed decisions and provide appropriate support for the child's well-being and development.

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By solving a linear equation we will see that DE = 22.67 units.

For the given square we know that EC = 7x - 3 and AE = 4x + 8, notice that both EC and AE are half of a diagonal of the square, so these measures must be the same one, then we can write the linear equation:

7x - 3 = 4x + 8

solving for x:

7x - 4x = 8 + 3

3x = 11

x = 11/3

And DE is also half of the diagonal, so the measure of DE is the same than the measure of EC, then it is:

DE = 7x - 3 = 7*11/3- 3 = 22.67

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An unnormalized relation refers to a table in a relational database that contains more than one row. This means that there are duplicate rows in the table, which violates the rules of normalization.

Normalization is a process in database design that aims to eliminate data redundancy and ensure data integrity. It involves breaking down a database into multiple tables and defining relationships between them. By doing so, we can efficiently store and retrieve data while minimizing inconsistencies.

In an unnormalized relation, duplicate rows can lead to various problems. For example, it can result in data inconsistencies, as updating one instance of a row may not reflect changes in other duplicate rows. Additionally, it can cause unnecessary storage and maintenance overhead.

To normalize an unnormalized relation, we need to identify the functional dependencies in the table and create separate tables for related data. This helps organize the data and reduces redundancy.

In summary, an unnormalized relation is a table in a relational database that has duplicate rows. It is important to normalize such relations to ensure data integrity and efficiency.

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ΔPRQ ≅ ΔTRS under both (side-side-side) SSS condition and (angle-side-angle) ASA condition.

So,

Given: ∠P ≅ ∠T, ∠S ≅ ∠Q, TR ≅ PR, RP ≅ RQ, RT ≅ RS, PQ ≅ TS

To Prove: Δ PRQ ≅ ΔTRS

So, ΔPRQ ≅ ΔTRS under both SSS condition and ASA condition.

Therefore, ΔPRQ ≅ ΔTRS under both SSS condition and ASA condition.

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Answer:

a) 3<x<8

b) -4<x<-2

c) -6<x<5

d) -21/4 < x-8/3

e) 0<x<7

Step-by-step explanation:

Given the following inequalities

a)  x > 3, 2x - 3 < 15

Solve 2x - 3 < 15

2x < 15+3

2x<18

x<18/2

x<8

Combine x>3 and x<8

If x>3, then 3<x

On combining, we have:

3<x<8

b) For the inequalities 25 > 1 - 6x, 1 > 3x + 7

25 > 1 - 6x

25-1>-6x

24>-6x

Divide through by -6:

24/-6 > -6x/-6

-4 <x

For the inequality 1 > 3x + 7

1-7>3x

-6>3x

-6/3 > 3x/3

-2 > x

x < -2

Combining both results i.e -4 <x and x < -2, we will have:

-4<x<-2

c) For the inequalities 2x - 7<3< 27 + 4x

On splitting:

2x - 7<3 and 3< 27 + 4x

2x < 3+7

2x<10

x<5

Also for 3< 27 + 4x

3-27<4x

-24<4x

-24/4 < 4x/4

-6<x

Combining both solutions i.e x<5 and -6<x will give;

-6<x<5

d) For the inequalities 3x + 8 <0 < 21 + 4x

3x + 8 <0

3x < -8

x < -8/3

Also for 0 < 21 + 4x

0-21<4x

-21<4x

-21/4 < 4x/4

-21/4 < x

Combining -21/4 < x and x < -8/3 will give;

-21/4 < x-8/3

e) For the inequalities 5x - 36 < -1 < 2x – 1​

Split:

5x - 36 < -1

5x < -1+36

5x<35

5x/5 < 35/5

x < 7

For the expression -1 < 2x – 1​

-1+1 < 2x

0 < 2x

0<x

Combining both inequalities 0<x and x < 7 will give:

0<x<7

Answer:

6.16 hours

Step-by-step explanation:

Let the number of hours that washed the car together = T

Number of hours Matthew washed = m = 14 hours

Number of hours Arianna washed = a = 11 hours

The formula to calculate how many they wash the cars together is given as

1/a + 1/m = 1/T

1/14 + 1/11 = 1/T

Lowest Common Denominator = 154

Hence:

(11 + 14)/154 = 1/T

25/154 = 1/T

Cross Multiply

154 × 1 = 25 × T

T = 154/25

T = 6.16 hours

Therefore, it will take Matthew and Arianna 6.16 hours to wash the cars together

Answer:

below

Step-by-step explanation:

A)1 can be interpreted as the job, the project, the whole thing or all of the cars

B)rate* time = amount of work (a bit like rate*time = distance for figuring how far you go at a certain speed)

C)multiply both sides by 14 hours/1 job and simplify to get t=14hours

D) ok, now we do the 2nd fraction 1/11 we want its bottom to be 154, like: 1/14 - 11/11

E)t=154/25=t= 6.16 hours

Answer:

A and D are correct!

Step-by-step explanation:

The origin is 0,0

The x axis is the one that R is on right now

The correct statements are,

A) The point is 3 units right to the origin.

D) The x coordinate is 3.

A pair of numbers which describe the exact position of a point on a cartesian plane by using the horizontal and vertical lines is called the coordinates.

Given that;

The point R is shown in graph.

Nom,

Since, The point R is shown in graph.

Clearly, The coordinate of R = (3, 0)

So, We have;

⇒ The point R is 3 units right to the origin.

And, The x coordinate is 3.

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Answer:

  12

Step-by-step explanation:

The ratio of hypotenuse to short side of these similar triangles is the same for all of the triangles:

  x/6 = 6/3

  x = 6(6/3) = 12

The length of AC is 12 units.

The height that describes how tall the tree is is 37.5 feet.

To determine how tall the tree is, we need to apply the proportion formula to arrive at the right answer. We express the values this way:

\(\frac{x}{75} = \frac{50}{30}\)

Now we cross multiply to have

30x = 1125

x = 1125/30

= 37.5

So, the length of the tree is 37.5 feet.

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The probability of the events depicted by the spinner are 2/9 respectively.

Recall the relation for probability:

A )

Complete table is the sum of the output of the two spinners :

1st_2nd__ Total

3__2 ____5

3__4 ____7

3__6 ____9

4__2 ____6

4__4 ____8

4__6 ____10

5__2 ____7

5__4 ____9

5__6 ____11

B.)

probability of getting a total of more than 9.

Numbers more than 9 are (10, 11) = required outcome= 2

Total possible outcomes= n(Total) = 9

P(Total above 9) = 2/9

C.)

probability of total less than 7

Numbers less than 7 are (5, 6) = required outcome=2

Total possible outcomes= n(Total) = 9

P(Total less than 7) = 2/9

Therefore, the probability values of each event are 2/9 respectively.

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In Step 1, he started with the given function f(x). Then, in Step 2, he changed f(x) to y. In Step 3, he switched x and y. In Step 4, he added something to each side. In Step 5, he multiplied each side by something. Finally, in Step 6, he replaced y with f⁽⁻¹⁾(x).

Let's go through each step in detail to explain Max's process of finding the inverse of function f:

Given

In this step, Max is given the original function f(x). This function could be any mathematical expression or equation.

Change to y

Max changes the notation of the function from f(x) to y. This is a common step when working with functions to make it easier to manipulate and find the inverse.

Switch x and y

Max swaps the variables x and y. This step is crucial in finding the inverse because it allows us to express the equation in terms of y, which represents the dependent variable, as opposed to x, which represents the independent variable.

Add to each side

In this step, Max adds something to each side of the equation. The exact value or expression added is not specified in your prompt, so it could be any constant or term. Adding the same value to both sides maintains the equality of the equation.

Multiply each side by

Here, Max multiplies each side of the equation by something. Similar to Step 4, the specific value or expression is not given, so it could be any constant or term. Multiplying both sides by the same value helps to simplify the equation further.

Replace y with f⁽⁻¹⁾(x)

In the final step, Max replaces the y variable with f⁽⁻¹⁾(x). This notation represents the inverse function of f, which is what Max is trying to find. By substituting y with f⁽⁻¹⁾(x), Max has successfully expressed the inverse function in terms of the original variable x.

To complete the statement using this information:

Max used these steps to find the inverse of function f. In Step 1, he started with the given function f(x). Then, in Step 2, he changed f(x) to y. In Step 3, he switched x and y. In Step 4, he added something to each side. In Step 5, he multiplied each side by something. Finally, in Step 6, he replaced y with f⁽⁻¹⁾(x).

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Answer: 4 is 12 and 5 is 18

Step-by-step explanation: The midpoint of a line is the exact middle of the line. In other words, it splits the line into two equal parts.

From a formulaic standpoint, this looks like

AC = CB

And if we plug in the values it looks like this

AC = 12, so 12 = CB.

For the next problem,

AC + CB = AB

AC = 9, and since AC = CB, CB = 9 also.

So, once again just put the numbers in for the letters and you get

9 + 9 = 18

9514 1404 393

Answer:

  (0.5, -2.5)

Step-by-step explanation:

Each of the coordinates of B(1, -5) is multiplied by the scale factor, 0.5:

  B' = (0.5·1, 0.5·(-5)) = (0.5, -2.5)

The coordinates of B' are (0.5, -2.5).

A probability distribution is a listing of all possible outcomes along with their likelihood of occurrence.

It is a way of describing the likelihood of different outcomes in a statistical experiment or random event. It is used to calculate the probability of different events or outcomes in situations where there is uncertainty or variability. There are two types of probability distributions: discrete and continuous.

Discrete probability distributions are used when the possible outcomes of a statistical experiment are discrete or countable, such as the number of heads obtained in flipping a coin. Continuous probability distributions are used when the possible outcomes of a statistical experiment are continuous or uncountable, such as the height of people in a population.

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Answer:

8

Step-by-step explanation:

64/8=8

If there are 8 friends and they share 64 tickets they each get 8 tickets to have the same amount.

Hence, 1 friend has 8 tickets.

Hoped this helped

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