The figures below are similar. The labeled sides are corresponding.

8 cm
6 cm
P1 = 32 cm P2 = ?


What is the perimeter of the smaller square?

P2 = centimeters
Submit

The approximate surface-area-to-volume ratio of a bowling ball with a radius of 5 inches is 0.6

To find the approximate surface-area-to-volume ratio of a bowling ball with a radius of 5 inches, we will first calculate the surface area (SA) and volume (V) of the ball, and then divide the surface area by the volume.

Step 1: Calculate the surface area (SA) using the formula for the surface area of a sphere:

\(SA = 4 πr^2\)
\(SA = 4 π5^2\)
\(SA = 4 π(25)\)
\(SA=100π\)

Step 2: Calculate the volume (V) using the formula for the volume of a sphere:

\(V = \frac{4}{3} π (r)^{3}\)
\(V = \frac{4}{3} π (5)^{3}\)
\(V = \frac{4}{3} π (125)\)
V = 166.67 π cubic inches

Step 3: Calculate the surface-area-to-volume ratio (SA/V)
\(\frac{SA}{V} = \frac{100}{166.67}\)
\(\frac{SA}{V}=\frac{100}{166.67}\)

\(\frac{SA}{V}= 0.6\)

So the approximate surface-area-to-volume ratio of a bowling ball with a radius of 5 inches is 0.6. The best answer from the choices provided is A.

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The level of measurement is required of the independent variable (iv) and dependent variable (dv) to conduct a chi-square analysis is "the chi-squared test for independence."

A chi-square (X²) statistic is a test which compares a model to real observed data. A chi-square statistic requires data that is random, raw, mutually exclusive, obtained from independent variables, & drawn from a large enough sample. Tossing a fair coin, for example, meets these criteria.

Some key features regarding chi-square test are-

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Answer:

Aprox. 14,2

Step-by-step explanation:

Use Pythagoras Theorem

a^2 = b^2 + c^2

b^2 = a^2 - c^2

X^2 = 17^2 - 9^2

X^2 = 289-81

X^2 = 207

X = 14,2

Answer:

The new mean will be 82.0 and the new median will be 80.0.

Step-by-step explanation:

To find the mean, we must divide the sum of terms by the number of terms.

The new mean is 82

To find the median, we need to find the middle number of the set

The new median is 80

The primary code we use to signal identity, according to Remland, is nonverbal communication.

Nonverbal communication refers to the transmission of messages without the use of words. It involves various forms of communication such as facial expressions, body language, gestures, posture, eye contact, and tone of voice. Remland, a researcher in the field of communication, emphasizes the significance of nonverbal cues in signaling identity.

Nonverbal cues play a crucial role in expressing our cultural, social, and personal identities. They can convey information about our emotions, attitudes, status, and affiliations. For example, the way we dress, our choice of accessories, and our body language can communicate aspects of our identity such as our gender, social group, or profession.

Nonverbal communication is particularly powerful because it often operates at an unconscious level and can convey messages that are difficult to express through words alone. These nonverbal signals can shape impressions, establish connections, and influence how others perceive and respond to us.

According to Remland, nonverbal communication is the primary code we use to signal identity. Understanding and interpreting nonverbal cues are essential for effective communication and for navigating social interactions, as they provide valuable insights into the identities and intentions of individuals.

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Answer:

360 in

Step-by-step explanation:

To figure out how many inches the dressmaker has in 10, 3 ft rolls, we can multiply by the conversion ratio:

\(\dfrac{12 \text{ in}}{1\text{ ft}} \\ \\ \text{} \ \ \implies (10 \cdot 3 \text{ ft}) \cdot \dfrac{12 \text{ in}}{1\text{ ft}} \\ \\ \text{} \ \ \implies 30 \text{ ft} \cdot \dfrac{12 \text{ in}}{1\text{ ft}} \\ \\ \text{} \ \ \implies 30\cdot 12 \text{ in} \\ \\ \text{} \ \ \implies \boxed{360 \text{ in}}\)

So, the dressmaker has 360 in of ribbon.

The limit of the function f(x) as x approaches 3 is 1, and the limit of the function g(x) as x approaches 3 is 8.

Given that \(\(\lim_{{x \to 3}} f(x) = 1\)\) and \(\(\lim_{{x \to 3}} g(x) = 8\)\), we can evaluate the limits as follows:

\(\[\lim_{{x \to 3}} (f(x) + g(x)) = \lim_{{x \to 3}} f(x) + \lim_{{x \to 3}} g(x) = 1 + 8 = 9.\]\)

This is known as the limit addition property, which states that the limit of the sum of two functions is equal to the sum of their individual limits if both limits exist.

Similarly, we can evaluate the limit of the product of f(x) and g(x):

\(\[\lim_{{x \to 3}} (f(x) \cdot g(x)) = \lim_{{x \to 3}} f(x) \cdot \lim_{{x \to 3}} g(x) = 1 \cdot 8 = 8.\]\)

This is known as the limit multiplication property, which states that the limit of the product of two functions is equal to the product of their individual limits if both limits exist.

In conclusion, the limit of the sum of f(x) and g(x) as x approaches 3 is 9, and the limit of the product of f(x) and g(x) as x approaches 3 is 8.

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Answer:

Step-by-step explanation:

Figure 1,

EA and EB are the opposite rays.

EC bisects angle FEG.

a). m∠FEC = \(\frac{1}{2}(m\angle FEG)\)

   (2x + 6) = \(\frac{1}{2}(40)\)

   2x + 6 = 20

   2x = 14

   x = 7

b). ED⊥AB

   Therefore, m∠AED = 90°

    m∠AED = 11y + 13 = 90°

    11y = 90 - 13

    11y = 77

    y = 7

Figure 2,

NC bisects ∠WNB,

Therefore, ∠WNC ≅ ∠CNB

m∠WNC = m∠CNB

3v - 4 = 2v + 6

3v - 2v = 4 + 6

v = 10

Therefore, m∠WNC = x = (3v - 4)

x = 3(10) - 10

  = 30 - 10

x = 20

The solution to the exponential equation is x = ln(7) - ln(30).

To solve the exponential equation, we start by isolating the exponential term.

The given equation is: 30/(1 + e^(-x)) = 7.

First, we multiply both sides of the equation by (1 + e^(-x)) to eliminate the denominator:

30 = 7(1 + e^(-x)).

Next, we distribute 7 on the right side of the equation:

30 = 7 + 7e^(-x).

Subtracting 7 from both sides:

23 = 7e^(-x).

To isolate the exponential term, we divide both sides of the equation by 7:

23/7 = e^(-x).

Taking the natural logarithm (ln) of both sides:

ln(23/7) = -x.

Finally, we multiply both sides by -1 to solve for x:

x = -ln(23/7).

Using logarithmic properties, we can simplify -ln(23/7) to ln(7) - ln(23), giving the solution x = ln(7) - ln(30).

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Pythagoras was an ancient Greek mathematician who founded the Pythagorean school of thought. The Pythagorean theorem is a fundamental concept in mathematics that is attributed to Pythagoras and his followers.

It states that in a right-angled triangle, the square of the length of the hypotenuse is equal to the sum of the squares of the other two sides. While this theorem is considered a cornerstone of mathematics today, it is important to understand that Pythagoras did not have access to the advanced mathematical tools and methods that we have today.

He had to rely on geometric constructions and reasoning to prove his theorem. Furthermore, Pythagoras believed that all numbers could be expressed as ratios of whole numbers, which is not always true in reality. Despite these limitations, the Pythagorean theorem has stood the test of time and continues to be a crucial tool in mathematics and other fields.

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Answer:

a:make a table ,chart or list

a-1 ROP ≈ 25.48 gallons

a-2 Days of Supply ≈ 11.51 days

b-1 Order Size ≈ -4.52 gallons

b-2 P(stockout) ≈ 65%

c the probability that the dairy will run out of walnut fudge ice cream before the shipment arrives is 100%.

a-1. ROP (Reorder Point):

The formula for ROP is ROP = (Z * σL) + d, where Z is the Z-value corresponding to the desired service level, σL is the standard deviation of demand during lead time, and d is the average demand during lead time.

Mean demand (μ) = 21 gallons per week

The standard deviation of demand (σ) = 3.5 gallons per week

Service level (SL) = 90% (which corresponds to a Z-value of 1.28 for a normal distribution)

ROP = (Z * σL) + d

ROP = (1.28 * 3.5) + 21

ROP ≈ 25.48 gallons (rounded to 2 decimal places)

a-2. Days of Supply at ROP:

Average demand per day (d_avg) = μ / 7 (since the dairy is open 7 days a week)

Days of Supply = ROP / d_avg

Days of Supply ≈ 25.48 / (21 / 7)

Days of Supply ≈ 11.51 days (rounded to 2 decimal places)

b-1. Order Size for Fixed-Interval Model:

The formula for order size in a fixed-interval model is Order Size = R - (d_avg * T), where R is the reorder point, d_avg is the average demand per day, and T is the order interval in days.

Reorder Point (R) = ROP calculated in part a-1 = 25.48 gallons

Average demand per day (d_avg) = μ / 7 = 21 / 7 = 3 gallons per day

Order interval (T) = 10 days

Order Size = R - (d_avg * T)

Order Size = 25.48 - (3 * 10)

Order Size ≈ 25.48 - 30

Order Size ≈ -4.52 gallons (rounded to the nearest whole number)

Note: The calculated order size is negative, which means no order is needed for the given conditions.

b-2. Probability of Stockout in Fixed-Interval Model:

The formula for the probability of stockout in a fixed-interval model is P(stockout) = 1 - [1 - P(daily stockout)]^T, where P(daily stockout) is the probability of stockout on any given day.

P(daily stockout) = 1 - SL = 1 - 0.9 = 0.1 (from the desired service level)

Calculating:

P(stockout) = 1 - [1 - P(daily stockout)]^T

P(stockout) = 1 - [1 - 0.1]^10

P(stockout) ≈ 0.6513 (rounded to the nearest whole percent)

P(stockout) ≈ 65% (rounded to the nearest whole percent)

c. Probability of Running Out Before Shipment Arrives:

To calculate the probability of running out before the shipment arrives, we need to use the cumulative distribution function (CDF) of the normal distribution.

Given:

Lead time = 2 days

Demand during the lead time (d_L) = 2 gallons

Calculating:

Probability of Running Out = P(X > d_L)

Probability of Running Out = P(X > 2), where X follows a normal distribution with μ and σ provided

Probability of Running Out = 1 - P(X ≤ 2)

Probability of Running Out ≈ 1 - P(Z ≤ (2 - μ) / σ), using standardization

Probability of Running Out ≈ 1 - P(Z ≤ (2 - 21) / 3.5)

Probability of Running Out ≈ 1 - P(Z ≤ -5.29)

Probability of Running Out ≈ 1 - 0

Probability of Running Out ≈ 1

Therefore, the probability that the dairy will run out of walnut fudge ice cream before the shipment arrives is 100%.

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The particular solution of y''' = 0, with initial conditions y(0) = 3, y'(1) = 4, y''(2) = 6, is y(x) = 3x² - 2x + 3.

To find the particular solution of the differential equation y''' = 0, we need to integrate the equation multiple times. Let's proceed step by step:

First, integrate the equation y''' = 0 with respect to x to obtain y''(x):

∫(y''') dx = ∫(0) dx

y''(x) = C₁

Here, C₁ is the constant of integration.

Integrate y''(x) = C₁ with respect to x to find y'(x):

∫(y'') dx = ∫(C₁) dx

y'(x) = C₁x + C₂

Here, C₂ is the constant of integration.

Integrate y'(x) = C₁x + C₂ with respect to x to determine y(x):

∫(y') dx = ∫(C₁x + C₂) dx

y(x) = (C₁/2)x² + C₂x + C₃

Here, C₃ is the constant of integration.

Now, we can apply the given initial conditions to find the particular solution:

Using y(0) = 3:

y(0) = (C₁/2)(0)² + C₂(0) + C₃ = 0 + 0 + C₃ = C₃ = 3

Using y'(1) = 4:

y'(1) = C₁(1) + C₂ = C₁ + C₂ = 4

Using y''(2) = 6:

y''(2) = C₁ = 6

From the equation C₁ + C₂ = 4, and substituting C₁ = 6, we can solve for C₂:

6 + C₂ = 4

C₂ = 4 - 6

C₂ = -2

Therefore, C₁ = 6, C₂ = -2, and C₃ = 3. Plugging these values back into the equation y(x), we obtain the particular solution:

y(x) = (6/2)x² - 2x + 3

y(x) = 3x² - 2x + 3

Hence, the particular solution of the given differential equation y''' = 0, satisfying the initial conditions y(0) = 3, y'(1) = 4, y''(2) = 6, is y(x) = 3x² - 2x + 3.

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After answering the provided question, we can conclude that So the equation equation of any line perpendicular to the given line is x + 2y = 2.

In mathematics, an equation is a statement that states the equivalence of two expressions. An equation consists of two sides separated by an algebraic equation (=). For instance, the argument "2x + 3 = 9" states that the sentence "2x + 3" equals the number "9". The purpose of solving equations is to find the value or amounts of the variable(s) that always allow the equation to be true. Equations can just be simple or complicated, regular or nonlinear, and contain one or more variables. For example, in the equation "x2 + 2x - 3 = 0," the variable x is raised to the second power. Lines are used extensively in mathematics, including algebra, calculus, and geometry.

The given line is 2x - y = 9, which can be rewritten in slope-intercept form as y = 2x - 9.

(a)

\(y - (-1) = 2(x - 4)\\y + 1 = 2x - 8\\y = 2x - 9\\\)

This is the same equation as the given line, so the equation of any parallel line is y = 2x - 9.

(b)

\(y - (-1) = (-1/2)(x - 4)\\y + 1 = (-1/2)x + 2\\y = (-1/2)x + 1\\2y = -x + 2\\x + 2y = 2\)

So the equation of any line perpendicular to the given line is x + 2y = 2.

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Answer:

D. 12 units

Step-by-step explanation:

For a point to be translated x units to the left, we must subtract x from the original point, so the x coordinate for M' is -4 as 4 - 8 = -4

For a point to be translated x units down, we must subtract x from the original point, so the y coordinate for M' is -3 as 6 - 9 = -3

Thus, the coordinates for M' is (-4, -3)

The formula for distance, d, between two points is

\(d=\sqrt{(x_{2}-x_{1})^2+(y_{2}-y_{1})^2 }\), where (x1, y1) is one point and (x2, y2) is another point.

If we allow M (4, 6) to be our x1 and y1 point and M' (-4, -3) to be our x2 and y2 point, we can find the distance between the two points:

\(d=\sqrt{(4-(-4))^2+(6-(-3))^2}\\ d=\sqrt{(4+4)^2+(6+3)^2}\\ d=\sqrt{(8)^2+(9)^2}\\ d=\sqrt{64+81}\\ d=\sqrt{145}\\ d=12.04159458\)

Answer:

b

Step-by-step explanation:

no

Answer:

The answer is B. the Pythagorean theorem

Step-by-step explanation:

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Therefore, the data suggest that the true proportion of Teen Court individuals who recidivate during the specified follow-up period differs from the proportion of department of Juvenile Services individuals as 0.9406 < 1.645 implies acceptance of null hypothesis.

As given in the question,

For the given data :

First sample size  'n₁' = 55

Number of trials 'x₁' = 18

Its given : Of the 55Teen Court individuals, 18 subsequently recidivated during the 18-month follow-up period

First sample proportion p₁ = x₁ / n₁

                                           = 18/ 55

                                           = 0.3273

13 of the 53 department of juvenile services individuals

Second sample size 'n₂' = 53

Number of trials 'x₂' = 13

Second sample proportion p₂ = x₂ / n₂

                                           = 13/ 53

                                           = 0.2453

Alternative Hypothesis :  p₁ ≠ p₂

Test statistic :

Z = ( p₁ - p₂ )/√ [ p( 1 -p){(1/n₁) + ( 1/ n₂)} ]

where p = (x₁ + x₂)/(n₁ + n₂)

p = ( 18 + 13 )/ ( 55 + 53)

  = 0.2870

1 - p = 1 - 0.2870

      =0.713

Z = ( 0.3273 - 0.2453 ) /√( 0.2870)(0.713)(0.03705)

  = ( 0.082 ) / √0.0076

  =  ( 0.082 ) / 0.08718

  = 0.9406

Level of significance ∝ =0.10

Z₀.₁₀ = 1.645 (from table )

0.9406 < 1.645

Acceptance of null hypothesis.

Therefore, the data suggest that the true proportion of Teen Court individuals who recidivate during the specified follow-up period differs from the proportion of department of Juvenile Services individuals as 0.9406 < 1.645 implies acceptance of null hypothesis.

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Answer:

Step-by-step explanation:

Geographers use satellites primarily to capture detailed images of a location from space (option A). These images can provide valuable information about the landscape, climate, and natural resources of an area, among other things. Additionally, satellites can be used in combination with other technologies to collect and store digital information about a location (option B), such as mapping the distribution of vegetation or tracking changes in land use over time. While satellites can be used to track the location of moving objects on Earth (option C), this is not typically their primary function. Finally, organizing and representing data for a location (option D) is more closely associated with Geographic Information Systems (GIS) than with satellite technology specifically.

Answer:

A. Capture detailed images of a location from space.

Step-by-step explanation:

Geographers use satellites to capture high-resolution images of the Earth's surface from space. This enables them to study and analyze different aspects of the Earth, such as its topography, land use patterns, and weather systems. These images are also used in cartography, the science of map-making, to create accurate and up-to-date maps of the Earth's surface.

Answer:

2 hours

Step-by-step explanation:

First, we notice that the time taken to paint a fence is inversely proportional to the number people used because as the number of people increase, the time taken to paint the fence decreases.

5 people can paint a fence in 4 hours.

1 person can paint a fence in = 5 x 4

                                                = 20 hours

10 people can paint the fence in = 20/10

                                                      = 2 hours

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Answer:

is that the ixl

website ????????????????????????????????

The number of unmarried women is 49, married women are 35, married men are 22, unmarried men age 30 or more are 46, unmarried women are 43, unmarried and over 30 are 46, and the number of policy holders under age 30 is 89.

(a) The number of unmarried women is 49. This is calculated by subtracting the number of married women (35) from the total number of female policy holders (82).

(b) The number of married men under age 30 is 22. This is calculated by subtracting the number of married women under age 30 (8) from the total number of policy holders under age 30 who are married (30).

(c) The number of unmarried men age 30 or more is 46. This is calculated by subtracting the number of policy holders under age 30 (89) from the total number of policy holders (200).

(d) The number of married women age 30 or more is 43. This is calculated by subtracting the number of married women under age 30 (8) from the total number of married women (67).

(e) The number of unmarried and over 30 is 46. This is calculated by subtracting the number of policy holders under age 30 (89) from the total number of policy holders (200).

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Check the picture below.

\(r^2~~ = ~~100^2~~ + ~~(r-35)^2\implies r^2~~ = ~~100^2~~ + ~~\stackrel{\textit{\Large F~O~I~L}}{(r^2-70r+1225)} \\\\\\ r^2=10000+r^2-70r+1225\implies 0=10000-70r+1225 \\\\\\ 70r=10000+1225\implies 70r=11225\implies r=\cfrac{11225}{70}\implies r\approx 160.4\)

Answer:

y = 7/5x

Step-by-step explanation:

Answer:  y.y= -5/7

x+3

−

Answer:

He would have received $33 if he exchanged 22 dinars

Step-by-step explanation:

Two positive integers whose product is 24,999,999 are 4999 and 5001

Given

The product of two numbers should be 24,999,999.

The positive difference should be small

There are many ways to obtain those two numbers but an easiest way would be taking the square root of the given number and making decision by trial and error.

This may take few iterations but this is the optimal way to solve.

Square root of 24,999,999 is 4999.99

Hence try multiplying a number less than and a number equal to 4999.99.

Eventually we will reach to a conclusion 4999 x 5001 whose product is 24,999,999.

The difference of the numbers is 5001 - 4999 = 2

Hence the positive difference is small.

Hence the two numbers are 4999, 5001.

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Answer:

x=−3 and y=7

Step-by-step explanation Solve: 7x+2y=−7for x:

7x+2y=−7

7x+2y+−2y=−7+−2y(Add -2y to both sides)

7x=−2y−7

7x

7

=

−2y−7

7

(Divide both sides by 7)

x=

−2

7

y−1

------------

−2

7

y−1forxin11x+5y=2:

11x+5y=2

11(

−2

7

y−1)+5y=2

13

7

y−11=2(Simplify both sides of the equation)

13

7

y−11+11=2+11(Add 11 to both sides)

13

7

y=13

13

7

y

13

7

=

13

13

7

(Divide both sides by 13/7)

y=7

------------------------

Substitute7foryinx=

−2

7

y−1:

x=

−2

7

y−1

x=

−2

7

(7)−1

x=−3(Simplify both sides of the equation)

Answer:

I've got the same question and I got the answer as 24.

Alexis has 12 quarters and 8 dimes.

Let's use d to represent the number of dimes and q to represent the number of quarters. We know that Alexis has a total of 20 coins, so d + q = 20.

We also know that the value of these coins is $3.80. Since dimes are worth $0.10 and quarters are worth $0.25, we can write an equation for the total value in cents:

10d + 25q = 380

To make things easier, let's divide both sides of the equation by 5:

2d + 5q = 76

Now we can use the first equation to solve for d in terms of q:

d + q = 20

d = 20 - q

Substituting this into the second equation gives:

2(20 - q) + 5q = 76

Expanding the parentheses and simplifying, we get:

40 - 2q + 5q = 76

3q = 36

q = 12

Therefore, Alexis has 12 quarters. We can check this by plugging q back into the first equation to find that she has 8 dimes as well:

d + q = 20

d + 12 = 20

d = 8

The total value of 12 quarters and 8 dimes is:

12 quarters x $0.25 per quarter + 8 dimes x $0.10 per dime = $3.00 + $0.80 = $3.80


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Step-by-step explanation:

11/6 !!

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