The relationship between speed, distance and time can be calculated with
S=
where s is the speed, d is the distance and t is the time. If the speed of the wave
formed during a hurricane is 175 m/s and the distance from the hurricane to the shore is
105 m, how long will it take the wave to reach the shore?
O 0.6 seconds
18.375 seconds
O 6 seconds
1.67 seconds

Answer:

(x + 7)(x - 4) = x2 - 4x + 7x - 28 = x2 + 3x - 28

Salma has selected 300 ZU students and she found out that the average amount spent on food daily is 45 Dhs and the median is 62 Dhs. The distribution can be expected to be right-skewed.

The reason behind this is that the median is greater than the mean. A skewed distribution has a longer tail on one side than the other, and in this case, since the median is larger than the mean, it indicates that there are more students who spend a higher amount of money on food, which results in a tail that is longer on the right side of the distribution. As a result, the distribution would be right-skewed, with a tail that stretches out to the right.

From the above calculation, it can be concluded that the distribution is right-skewed bell-shaped. The reason behind this is that the median is higher than the mean, indicating that the distribution is skewed to the right, but it still maintains the shape of a bell.

It is noteworthy that the distribution may still be classified as normal if it is bell-shaped, regardless of the degree of skewness, as long as it meets other criteria such as the absence of outliers.

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To determine if function f is one-to-one using the given terms "integer" and "one-to-one," we will consider the function f: Z → Z defined by the rule f(n) = 2 - 3n for each integer n. and we will see that since n1 equals n2 when f(n1) = f(n2), the function f is one-to-one.

A function is one-to-one (or injective) if each input value corresponds to a unique output value. In other words, if f(n1) = f(n2), then n1 must equal n2.
Suppose n1 and n2 are any integers such that f(n1) = f(n2). Substituting from the definition of f gives: 2 - 3n1 = 2 - 3n2
Now, let's solve for n1 and n2 step by step:
Step:1. Subtract 2 from both sides of the equation:
-3n1 = -3n2
Step:2. Divide both sides by -3:
n1 = n2
Since n1 equals n2 when f(n1) = f(n2), the function f is one-to-one.

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The conclusion drawn from the data best describes a positive correlation between height and weight for the team.

The table represents the heights and weights of the starting offensive players for a high school varsity football team. The question is asking for the conclusion that best describes the correlation between height and weight for the team.
                            To determine the correlation between height and weight, we can look at the data in the table and see if there is a pattern or trend. We can do this by creating a scatter plot of the data points, with height on the x-axis and weight on the y-axis.
                             After analyzing the scatter plot, we can draw the conclusion that there is a positive correlation between height and weight for the team. This means that as height increases, weight tends to increase as well. The data points on the scatter plot should show a general upward trend.

In summary, the conclusion drawn from the data best describes a positive correlation between height and weight for the team.

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The correlation between height and weight for the high school varsity football team can be described as positive, no correlation, or weak correlation based on the observations. Correlation only describes the relationship between the variables and does not imply causation or provide an explanation.

Based on the given table representing the heights and weights of the starting offensive players for a high school varsity football team, we can draw the following conclusion regarding the correlation between height and weight for the team:

1. Positive correlation: If we observe that as the heights of the players increase, their weights also tend to increase, then we can conclude that there is a positive correlation between height and weight. This means that taller players generally have higher weights, and vice versa.

2. No correlation: On the other hand, if we notice that there is no clear pattern or relationship between height and weight, with some tall players having low weights and vice versa, then we can conclude that there is no correlation between height and weight for the team.

3. Weak correlation: If there is a weak correlation between height and weight, it means that there is a slight tendency for taller players to have higher weights, but the relationship is not very strong or consistent. In this case, we might observe some tall players with lower weights and some shorter players with higher weights.

Correlation only describes the relationship between two variables, in this case, height and weight. It does not imply causation or explain why the correlation exists.

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Points M and N will be located on the number line as:

M is at -15

N is at 3.

Here, we have,

to Find the Coordinate of a Point on a Number Line:

The number line gives us an idea of how real numbers are ordered, where we have the negative numbers to the left, and the positive numbers to the right.

The distance between two points on a number line is the number of units between both points.

Given that point L is at -6 on a number line, thus:

Point M is 9 units away from point L = -6 - 9 = -15

Point N is 9 units away from point L = -6 + 9 = 3

Therefore, points M and N will be located on the number line as:

M is at -15

N is at 3.

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The volume of the cone is approximately 37.7 cubic units

What is volume?

A volume is simply defined as the amount of space occupied by any three-dimensional solid. These solids can be a cube, a cuboid, a cone, a cylinder, or a sphere. Different shapes have different volumes.

To find the volume of a cone, we use the formula:

V = (1/3) * π * r² * h

where π is the constant pi, r is the radius of the base of the cone, and h is the height of the cone.

Plugging in the given values, we get:

V = (1/3) * 3.14 * 3² * 4 ≈ 37.7

Therefore, the volume of the cone is approximately 37.7 cubic units (rounded to the nearest tenth).

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The women with mass of 50.6 Kg burns 85 calories more per day then predicted.

A residual is defined as something that remains after other items have been used, taken away, or discarded. The paint that is left over after every room in a house has been painted is an example of residue.

Residuals are crucial in assessing a model's quality. Remainings can be investigated in terms of their size and/or if they exhibit a pattern. When all of the residuals are 0, the model makes perfect predictions. The model is less accurate the further the residuals are from 0.

Given:

body mass= 50.6 Kg

Metabolic rate= 1502

Now, residual

= 1502 - 1416.8806

= 85.1194

Hence, the women with mass of 50.6 Kg burns 85 calories more per day then predicted.

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Answer:

-1/3 is the slope for this graph

Step-by-step explanation:

-2/6

A common everyday counting unit that is used to mean 12 of an object is a Dozen

Dozen is derived from the Old French word "douzaine" which means twelve each. In most situations, a dozen is used to refer to a group of twelve items. The term dozen is also used in informal situations to refer to a very large number of objects. For example, one might say "I have dozens of friends!" to mean that they have a lot of friends.

Dozen is a useful term when counting items. It allows for large numbers to be easily broken down into manageable groups. For example, if you have 120 pencils, you could easily count them by saying that you have 10 dozen pencils. It can also be useful when talking about fractions. For example, instead of saying "one and a half of an item," one could say "one and a half dozen of an item."

Dozen is a common everyday counting unit that is used to mean 12 of an object. It is a useful term when counting items and when talking about fractions, and can be used in both formal and informal settings.

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Answer:

80

Step-by-step explanation:

The angle -4π/3 in its standard position is added as an attachment

From the question, we have the following parameters that can be used in our computation:

Angle = -4π/3

The coordinates of this point can be found by using the formula for converting from polar to rectangular coordinates:

x = cos(-4π/3)

y = sin(-4π/3)

So, we have

x = -0.5

y = 0.86

As an ordered pair, we have

(0.86, -0.5)

This means that we plot (0.86, -0.5)

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Given:

The graph of a polynomial.

To find:

The number of roots of the polynomial lie between x = -4 and x = 3.

Solution:

From the given graph it is clear that the graph is a downward U-shaped curve. It means the given graph represents a quadratic polynomial.

The graph of the polynomial is below the x-axis immediate before x=-2 and above the x-axis immediate after x=-2. It means the graph intersect the x-axis at x=-2.

The graph of the polynomial is above the x-axis immediate before x=2 and below the x-axis immediate after x=2. It means the graph intersect the x-axis at x=2.

Since the graph of the polynomial divides the x-axis two times between x = -4 and x = 3, therefore the two roots of the polynomial lie between x = -4 and x = 3.

Answer:

Use F.O.I.L method
First, Outter, Inner, Last

So:

5x*7x= 35x^2

5x*-6= -30x

7x*2= 14x
2*-6= -12

So just add it all up, combine like terms and you have your answer.

35x^2 -16x -12

Answer:

12x - 4

Step-by-step explanation:

Add like terms.

5x + 7x = 12x

2 + (-6) = -4

Therefore, (5x + 2) + (7x - 6) = 12x - 4.

Answer:

20

Step-by-step explanation:

since for every 1 lemonade there is 4 cranberry you have 5 lemonade now so you need 4 cranberry for every one of the 5 lemonade, which gives you 20

Answer:

4+8-4=8

Step-by-step explanation:

2^3 simplified is 8

The absolute value of -4 is 4

Therefore you get 4+8-4

4+8=12-4=8

ksksnsnsnsmss.s. kwkskskslsks s sjsjs s s s. ss. s s

The side of each square in terms of y is y/16.

What is a perimeter?

The complete length of a shape's boundary is referred to as the perimeter in geometry. A shape's perimeter is calculated by adding the lengths of all of its sides and edges.

Here, we have

The figure is made up of 10 identical squares. The perimeter is y cm.

The number of outer sides is 16

Let the side be x

then

16x = y

x = y/16

Hence,  the side of each square in terms of y is y/16.

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Given:

\(\tan 8\theta =\cot 7\theta\)

To find:

The value of \(\theta\).

Solution:

We have,

\(\tan 8\theta =\cot 7\theta\)

We know that, \(\cot \theta =\tan (90^\circ -\theta)\).

Using the trigonometric property, we get

\(\tan 8\theta =\tan (90^\circ -7\theta)\)

On comparing both sides, we get

\(8\theta =90^\circ -7\theta\)

\(8\theta +7\theta=90^\circ \)

\(15\theta=90^\circ \)

Divide both sides by 15.

\(\theta=\dfrac{90^\circ}{15}\)

\(\theta=6^\circ\)

Therefore, the value of \(\theta\) is 6 degrees.

The margin of error in the report is 2.35 minutes.

The margin of error is a measure of the amount of uncertainty or error associated with a survey or study's results. It represents the range within which the true value of a population parameter is likely to lie, given the sample size and sampling method used. In this case, the report provides a range for the average amount of time a 10-year-old American child spends playing outdoors per day. The margin of error can be calculated as half the width of the confidence interval, which is (24.78 - 20.08)/2 = 2.35 minutes. This means that if the study were repeated many times, 95% of the time the true average time spent playing outdoors per day for 10-year-old American children would be within 2.35 minutes of the reported range.

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Problem

Solution

for this case we can see that

AB = DC

And we have also that

BO= CO

We also can see that:

< AOB = < COD

And the best answer for this case is:

B. side- side -side

The graph for the x and y-intercepts for the function 3x + 2y = 6 is Graph B.

A graph is a diagram showing the relation between variable quantities, typically of two variables, each measured along one of a pair of axes at right angles.

To find the x and y-intercepts, you want to either set x = 0 or y = 0.

x - intercept:

\(\sf 3x+2(0)=6\)          \(\sf [multiply]\)

\(\sf 3x=6\)                   \(\sf[divide \ both \ sides \ by \ 3]\)

\(\bold{x=2}\)

Now, we know that the x-intercept is (2, 0).

y - intercept:

\(\sf 3(0)+2y=6\)          \(\sf [multiply]\)

\(\sf 2y=6\)                   \(\sf[divide \ both \ sides \ by \ 2]\)

\(\sf y=3\)

Now, we know that the y-intercept is (0,3). This tells us that the graph for the x and y-intercepts for the function 3x + 2y = 6 is Graph B.

So option (B) is correct.

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a. To find the 30th percentile for the standard normal distribution, we first need to locate the z-score that corresponds to this percentile. We can use a standard normal distribution table or a calculator to find this value. From the table, we can see that the z-score that corresponds to the 30th percentile is approximately -0.524. Therefore, the 30th percentile for the standard normal distribution is z = -0.524.

b. To find the 30th percentile for a normal distribution with mean 10 and standard deviation 1.5, we can use the formula for transforming a standard normal distribution to a normal distribution with a given mean and standard deviation. This formula is:
z = (x - μ) / σ
where z is the standard normal score, x is the raw score, μ is the mean, and σ is the standard deviation.
To find the 30th percentile for this distribution, we first need to find the corresponding z-score using the formula above:
-0.524 = (x - 10) / 1.5
Multiplying both sides by 1.5, we get:
-0.786 = x - 10
Adding 10 to both sides, we get:
x = 9.214
Therefore, the 30th percentile for a normal distribution with mean 10 and standard deviation 1.5 is x = 9.214. This means that 30% of the observations in this distribution are below 9.214.

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The evaluated lateral surface area is 261.8 square meters, under the condition that the base length is 20 m and height is 13 m.

The lateral surface area of a cylinder is given by the formula 2πrh
Here,
r = radius of the base
h = height of the cylinder.
For the given case, the base length is 20 m and height is 13 m. Then the base length is stated  instead of the radius, we have  to evaluate the radius first.
The radius of a cylinder can be found applying the formula r = l/2π
Here,
l = base length.
So, staging l = 20 m
, we get
r = 20/(2π)
≈ 3.18 m
Now that we have received the radius and height, we can evaluate the lateral surface area applying the formula mentioned above.
Staging
r = 3.18 m
h = 13 m,
we get:
Lateral surface area
= 2πrh
≈ 261.8 m²
Then, the lateral surface area of the given cylinder is approximately 261.8 square meters.
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at first we should find the equation of this line so we should find a in the equation of y = a x + b and we do not care about b as it is parallel so a = ( (4 -(-2)) ÷ 1 -(-2)) = 2 so y = 2 x + b and we put x = 3 and y = 7 the result is 7 = 2×3 + b and b = 7 - 6 = 1 the equation is y = 2x + 1

Answer:

5

Step-by-step explanation:

Because if you divide them all you see that in 5 you don't get a whole number

The given fraction (x^2-25)/(x^2-x-20) expressed in simplest form is (x+5)/(x+4). (Option C)

A fraction is in simplest form if the numerator and denominator have no common factors other than 1. In order to solve the given fraction, the numerator and denominator must be factorized, and the common factor will be canceled out.

Factoring x^2 – 25 using the difference of squares formula that states that a^2 – b^2 = (a + b)(a - b)

x^2 – 25 = x^2 – 5^2 = (x + 5)(x – 5)

Factoring x^2 – x – 20,

x^2 – x – 20 = x^2 + 4x – 5x – 20 = x(x + 4) -5(x + 4) = (x + 4)(x – 5)

Hence, factor (x – 5) is there in both numerator and denominator, it is canceled out. Hence the fraction in the simplest form is:

(x + 5)(x – 5)/ (x + 4)(x – 5) = (x + 5)/(x + 4)

Note: The question is incomplete.  The complete question probably is:  What fraction represents(x^2-25)/(x^2-x-20) expressed in simplest form. A) 5/4 B) (x-5)/(x-4) C) (x+5)/(x+4) D)25/(x+20)

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The poster needs to be designed to fit 75 square inches of printing with a 6-inch margin at the top and bottom and a 2-inch margin on either side. The aim is to minimize the amount of paper used. The dimensions of the poster that will minimize the amount of paper used are 7 inches for the vertical height and 16 inches for the horizontal width.

We need to design a rectangular poster to fit 75 square inches of printing with a 6-inch margin at the top and bottom and a 2-inch margin on either side. This means the total area of the poster will be 75 + (6 x 2) x (2 x 2) = 99 square inches. To minimize the amount of paper used, we need to find the dimensions of the poster that will give us the smallest area. Let the vertical height of the poster be h and the horizontal width be w. Then we have h + 12 = w + 4  (since the total width of the poster is h + 4 and the total height is w + 12)75 = hw. We can solve the first equation for h in terms of w: h = w - 8 + 12 = w + 4. Substituting this into the second equation, we get:75 = w(w + 4)w² + 4w - 75 = 0w = (-4 ± √676)/2 = (-4 ± 26)/2 = 11 or -15The negative value doesn't make sense in this context, so we take w = 11. Then we have h = 15. Therefore, the dimensions of the poster that will minimize the amount of paper used are 7 inches for the vertical height and 16 inches for the horizontal width.

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The probability that a student chosen at random plays an instrument other than the keyboard is 64/73.

To calculate the probability that a student chosen at random plays an instrument other than the keyboard, we need to consider the total number of students who play instruments other than the keyboard and divide it by the total number of students.

In the seventh grade, the number of students playing instruments other than the keyboard is 11 (Guitar) + 10 (Bass) + 12 (Drums) = 33.

In the eighth grade, the number of students playing instruments other than the keyboard is 9 (Guitar) + 8 (Bass) + 14 (Drums) = 31.

The total number of students playing instruments other than the keyboard in both grades is 33 + 31 = 64.

The total number of students in both grades is 11 (seventh grade Guitar) + 10 (seventh grade Bass) + 12 (seventh grade Drums) + 2 (seventh grade Keyboard) + 9 (eighth grade Guitar) + 8 (eighth grade Bass) + 14 (eighth grade Drums) + 7 (eighth grade Keyboard) = 73.

Converting this probability to a percentage, we get (64/73) * 100 = 87.67.

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Answer:

Step-by-step explanation:

both angles must add up to 180 so

6x+12+3x+63 must =180

= 9x+75

9x+75=180

     -75  -75

9x=105

x=11.66

meaning A is approximately 81.96