The Olympic record for the men's 50-meter freestyle is 21.91 seconds. Express this speed in meters per second

d)An error because d cannot be negative.

According to the data, effect sizes such as Cohen's d typically range from 0 to positive values, and negative values do not make sense in this context. Therefore, an effect size of d = -63 is likely an error or a typo.

Assuming that the correct effect size is a positive value, the magnitude of the effect size can be described as follows based on Cohen's convention:

However, it's important to note that the interpretation of effect sizes also depends on the context and the specific field of study.

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we have the expression

2(m + 11)

Apply distributive property

2(m + 11)=2(m)+2(11)=2m+22

The answer is

Answer:

Step-by-step explanation:

91.531

Answer:

91.531

Step-by-step explanation:

Since they have different decimal places, you have to change the decimal place for the numbers. So, since 67.201 has a decimal place in the hundredths and the others don’t we’re going to add extra zeros to them so they line up. 5.430 and 18.900.

First, lets do 1 at a time.

5.430

+

18.900

=

24.330

+

67.201

= 91.351.

The number of child ticket were sold on Wednesday is 236

The cost of child admission ticket = $6.10

The cost of adult admission ticket = $9.20

Consider the number of child ticket as x and the number of adult ticket as y

Twice times as many adult tickets as child tickets were sold

y = 2x

Then the equation will be

x + y = 707.70

Substitute the value of y in the equation

x + 2x = 707.70

Add the like terms

3x = 707.70

x = 707.70/3

Divide the terms

x = 235.9

x ≈ 236

Therefore, 236 child ticket were sold on that day

I have answered the question in general, as the given question is incomplete

The complete question is:

At the movie theatre, child admission is $6.10 and adult admission is $9.20 . On Wednesday, twice times as many adult tickets as child tickets were sold, for a total sales of $707.70 . How many child tickets were sold that day?

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Answer:

g = 1

Step-by-step explanation:

1 - g = 6 - 6g

Combine like terms

1-6 = -6g+g

-5 = -5g

g = 1

Answer:

12%

Step-by-step explanation:

amount of change/original value×100%

note: any thanks would be appreciated. thank you!

Scott picked x pounds of blueberries from a local farm and if Scott picked x pounds of blueberries, he now has 5 pounds, so x = 5(2) = 10 pounds.

Pounds is a unit of mass or weight used in the imperial and United States customary systems of measurement. It is equal to 16 ounces or 0.45 kilograms. In the United Kingdom and the other countries that use the imperial system of measurement, it is the standard unit used to measure the weight of people, animals and other objects. In the United States, the pound is often referred to as the avoirdupois pound to differentiate it from other units of measure.

He gave 3 pounds of his pick to his brother, Dean. This leaves x-3 pounds of blueberries. He then shared the remaining blueberries equally with his sister Georgia, so each of them got (x-3)/2 pounds of blueberries. This means that Scott has (x-3)/2 + 3 = (x+3)/2 pounds of blueberries. Therefore, if Scott picked x pounds of blueberries, he now has 5 pounds, so x = 5(2) = 10 pounds.

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Answer:

The next two numbers are: 70 and 70

Explanation:

Given the following series of numbers:

0.007, 0.07, 0.7, 7

We want to know the next two numbers

First, let us find the common ratio of the geometric series

The common ratio is the division of a number in the sequence by it's preceeding number.

If the sequence is: T1, T2, T3, T4, and so on, the common ratio is:

T2/T1 or T3 /T2 or T4/T3, and so on.

The common ratio of the given series is:

0.07/0.007 = 10

Note that this is the same as:

0.7/0.007, and 7/0.7

Now, to get the next number, simply multiply the last number by the common ratio, 10.

After 7, we have 7 * 10 = 70

After 70, we have 70 * 10 = 700

So, the next two numbers are: 70 and 700

Answer:

79° , 65° , 144°

Step-by-step explanation:

65° , x° and 36° lie on a straight line and sum to 180° , that is

65° + x° + 36° = 180°

101° + x° = 180 ( subtract 101° from both sides )

x= 79°

y + 10 and 65° are alternate angles and are congruent , then

y + 10 = 65°

z and 36° are same- side interior angles and sum to 180° , that is

z + 36° = 180° ( subtract 36° from both sides )

z = 144°

The volume of the Oblique pyramid is 19 \(ft^{2}\)

We know, the volume of a pyramid is \(\frac{1}{2}\) × B × h

where B is the area of the base and h is the height of the pyramid.

Given:  The pentagonal base has an edge length of 2.16 ft and an area of 8 \(ft^{2}\) and angle ACB measures 30°.

Consider triangle ACB

tan30° = \(\frac{AB}{CB}\)

\(\frac{1}{\sqrt{3} }\) = \(\frac{AB}{7\sqrt{3} }\)

AB = 0.58 × \(7\sqrt{3}\)

AB = 0.58 × 12.12

AB = 7.03

Now, the volume of the oblique pyramid will be

V = \(\frac{1}{2}\) × 8 × 7.03

V = 18.75

V ≈ 19 \(ft^{2}\)

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Answer:19

Step-by-step explanation:

Answer: hope this helps :)

The volume of the cylinder is 18.84 liters

Step-by-step explanation:

Diameter of cylinder = 0.4 m

Radius of cylinder =

Height of cylinder = 3/4 of its base radius =

Volume of cylinder =

0.01884 cubic m =

Hence the volume of the cylinder is 18.84 liters

Answer:

8.875 km

Step-by-step explanation:

1km = 1000 metres

so 8875 metres = 8875/1000 = 8.875 X 1km = 8.875km

Answer: 8,875 metres= 8.875 kilometres

The statement is not true in general. The correct formula relating the second differential equations of y with respect to x and t is:

(d²y)/(dx²) = [(d²y)/(dt²)] / [(d²x)/(dt²)]

This formula is known as the Chain Rule for Second Derivatives, and it relates the rate of change of the slope of a curve with respect to x to the rate of change of the slope of the curve with respect to t. However, it is important to note that this formula only holds under certain conditions, such as when x is a function of t that is invertible and has a continuous derivative.

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Answer:

d and b

Step-by-step explanation:

Answer:

8

Step-by-step explanation:

you can see that 8 both the lines dashed and solid blue intersects. which means they both break even at that point.

Answer: It's either C or D. But I do have a strong feeling that it is D, so I'd go with that.

Step-by-step explanation:

Answer:

31 students

Step-by-step explanation:

The constant in the equation is $120 because it is the price the group paid to see the game

The variable is $7 because it depends on how many kids decide to eat snacks (s)

$337 is the total

120 + 7s = 337

Solve the equation:

7s=217

s=31

Answer:

28

Step-by-step explanation:

Out of the given options, the trigonometric function that equals zero is cot 180°.

In the field of Trigonometry, each of the given options represents a trigonometric function evaluated at a particular degree. In this case, we're asked which of the given options is equal to zero. To determine this, we need to understand the values of these functions at different degrees.

sec 180° is equal to -1 because sec 180° = 1/cos 180° and cos 180° = -1. Moving on to csc 270°, this equals -1 as well because csc 270° = 1/sin 270° and sin 270° = -1. Next, cot 270° does not exist because cotangent is equivalent to cosine divided by sine and sin 270° = -1, which would yield an undefined result due to division by zero. Lastly, cot 180° equals to 0 as cot 180° = cos 180° / sin 180° and since sin 180° = 0, the result is 0.

Therefore, the common trigonometric value which equals to '0' is cot 180°.

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Answer:

70

Step-by-step explanation:

40/28=1.42,

100/1.42=70, thus

28 is 70% of 40

Answer:

0.4

Step-by-step explanation:

2 x 20=40

5 x 20=100

40/100= 0.40 simplified as 0.4

Answer:

2/5 as a decimal is 0.4

Step-by-step explanation:

2 divided by 5 would equal 0.4

The probability that the sample average amount of time taken to fill out the form on each day is at most 11 minutes can be calculated using the normal distribution. The probability that the sample average amount of time taken on each day is at most 11 minutes is approximately 0.9432 * 0.8888 ≈ 0.8383

The problem states that the time taken by a randomly selected applicant to fill out the form follows a normal distribution with a mean of 9 minutes and a standard deviation of 2 minutes. Since the sample size is relatively large (5 individuals on one day and 6 individuals on another), we can use the Central Limit Theorem, which states that the sample mean will be approximately normally distributed regardless of the distribution of the individual observations.

To find the probability that the sample average time taken on each day is at most 11 minutes, we need to calculate the z-scores for each day's sample mean. The formula for the z-score is (x - μ) / (σ / √n), where x is the sample mean, μ is the population mean, σ is the population standard deviation, and n is the sample size.

For the first day with 5 individuals, the sample mean is still 9 minutes, and the standard deviation becomes σ / √n = 2 / √5. We calculate the z-score as (11 - 9) / (2 / √5) ≈ 1.5811.

For the second day with 6 individuals, the sample mean is again 9 minutes, but the standard deviation becomes σ / √n = 2 / √6. We calculate the z-score as (11 - 9) / (2 / √6) ≈ 1.2247.

Next, we need to find the probability of having a z-score less than or equal to the calculated z-scores. Using a standard normal distribution table or a calculator, we can find that the probability for a z-score of 1.5811 is approximately 0.9432, and the probability for a z-score of 1.2247 is approximately 0.8888.

Finally, we multiply these probabilities together since the events are independent (one day's result does not affect the other). Therefore, the probability that the sample average amount of time taken on each day is at most 11 minutes is approximately 0.9432 * 0.8888 ≈ 0.8383 (rounded to four decimal places).

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The first left-endpoint of any partition of an interval [a, b] is "a".

We can partition an interval into sub-intervals, each of which has a specified width.

We can use any rule to pick a value from each subinterval, and then we can add those values together to get an approximate area.

The most straightforward method of computing such a sum is to choose a value from each subinterval, such as the left endpoint, the midpoint, the right endpoint, or some other point, and then to add up those values.

These techniques are known as Riemann sums, and they give us a way to estimate the area of a region when we don't have an explicit formula for it.

Let's look at a partition with just one subinterval, [a, b]. This is the interval from a to b, inclusive.

Because it has only one subinterval, we can choose any value from it to get the height of a rectangle.

If we choose the left endpoint, we get a rectangle with width (b − a) and height f(a), as shown in the figure:

Thus, the first left-endpoint of any partition of an interval [a, b] is "a".

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The first left-endpoint of any partition of an interval [a, b] is a.

Explanation:

An interval [a, b] is a set of real numbers x satisfying a ≤ x ≤ b.

A partition of an interval [a, b] is a finite set of non-empty, closed, pairwise disjoint subintervals of [a, b] that when their endpoints are arranged in increasing order, produce the interval [a, b].

In this case, any partition of the interval [a, b] will have its first left endpoint as a and its right endpoint as b, i.e., the partition will be in the form of {a, x₁, x₂, ..., xₙ, b}, where n is the number of subintervals in the partition.

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The statement 2 is subtracted from the product of 5 and a number is

5x - 2.

A numerical expression is a mathematical statement written in the form of numbers and unknown variables. We can form numerical expressions from statements.

Given, A statement an unknown number 'x' 2 is subtracted from the product of 5 and a number.

∴ 5×x - 2.

= 5x - 2 is the numerical expression.

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a. The relation R defined on the set S = {1, 2, 3, ..., 18, 19} is an equivalence relation. It is reflexive, symmetric, and transitive, b. The equivalence class of 1, denoted [1], consists of the perfect squares in S: {1, 4, 9, 16}, c. The equivalence classes with more than one element are [1], [2], [3], ..., [18], and [19]. Each equivalence class represents a set of numbers that are squares of integers.

a. To show that the relation R is an equivalence relation, we need to demonstrate that it is reflexive, symmetric, and transitive.

i. Reflexive: For R to be reflexive, every element in S must be related to itself. Since the square of any integer is still an integer, xRx holds for all x in S, satisfying reflexivity.

ii. Symmetric: For R to be symmetric, if xRy holds, then yRx must also hold. Since multiplication is commutative, if xy is a square of an integer, then yx is also a square of an integer. Hence, R is symmetric.

iii. Transitive: For R to be transitive, if xRy and yRz hold, then xRz must also hold. Since the product of two squares of integers is itself a square of an integer, xz is also a square of an integer. Thus, R is transitive.

b. To find the equivalence class of 1, denoted [1], we determine all elements in S that are related to 1 under R. In this case, [1] consists of the perfect squares in S: {1, 4, 9, 16}.

c. The equivalence classes with more than one element are [1], [2], [3], ..., [18], and [19]. Each equivalence class represents a set of numbers that are squares of integers. The equivalence class [1] includes all perfect squares in S, while the other equivalence classes consist of a single element, which are non-square integers.

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The t-percentile defines the boundaries of the confidence interval and is equal to the critical value of t with a positive or negative sign, depending on whether the confidence interval is one-sided or two-sided.

A t-distribution table determines the t-percentile required to construct two-sided confidence intervals. The first step in determining the t-percentile is to know the degrees of freedom and confidence level. The next step is to find the critical value of t from a t-distribution table. The t-distribution table lists values for the probability density function, cumulative distribution function, and percentile points of the t-distribution.

The table is arranged in rows and columns, with the rows corresponding to the degrees of freedom and the columns corresponding to the significance level. The critical value of t is the value that separates the central area of the t-distribution from the tails of the distribution. It is used to define the boundaries of the confidence interval. The t-value is the same as the critical value of t, but it has a positive or negative sign depending on whether the confidence interval is one-sided or two-sided. The t-percentile that is required to construct two-sided confidence intervals is given by the following steps:

Step 1: To determine the t-percentile, the degrees of freedom and confidence level are needed.

Step 2: Find the critical value of t from a t-distribution table.

(a) 95% confidence level, 15 degrees of freedom.

Using the T-Distribution Calculator with degrees of freedom (df) = 15, a 95% confidence level, the value of t is found to be 2.1318. Therefore, to construct the confidence interval, the t-value is ± 2.1318.

(b) 95% confidence level, 24 degrees of freedom.

Using the T-Distribution Calculator with degrees of freedom (df) = 24, a 95% confidence level, the value of t is 2.064. Therefore, to construct the confidence interval, the t-value is ± 2.064.

(c) 99% confidence level, 13 degrees of freedom.

Using the T-Distribution Calculator with degrees of freedom (df) = 13, a 99% confidence level, the value of t is 3.012. Therefore, to construct the confidence interval, the t-value is ± 3.012.

(d) 99.9% confidence level, 15 degrees of freedom.

Using the T-Distribution Calculator with degrees of freedom (df) = 15, a 99.9% confidence level, the value of t is found to be 3.579. Therefore, to construct the confidence interval, the t-value is ± 3.579.

The t-percentile can be found using a t-distribution table, which lists the critical value of t for different degrees of freedom and significance levels. The t-percentile defines the boundaries of the confidence interval and is equal to the critical value of t with a positive or negative sign, depending on whether the confidence interval is one-sided or two-sided.

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Answer: The number of dogs in all of the city's animal shelters is puppies = 270

Step-by-step explanation:

Given: A random sample of dogs at different animal shelters in a city shows that 10 of the 55 dogs are puppies.

The city's animal shelters collectively house 1,485 dogs each year.

The number of dogs in all of the city's animal shelters is puppies = \(1485\times\dfrac{10}{55}=270\)

Hence, The number of dogs in all of the city's animal shelters is puppies = 270