Write an integral in the form P = length, s, increases from 4 units to 7 units. Evaluate the integral to find the change in perimeter. am be =[^ 1(a) f(s) ds such that P expresses the increase in the perimeter of a square when its side f(s)- Change in perimeter 1.

9514 1404 393

Answer:

  1 : 14

Step-by-step explanation:

The scale factor model/real = (6 in)/(84 in) simplifies to 1/14.

21 + (36 + 0 + 19) Equals 76.

A final result is obtained by adding two or more integers together. Commutative, associative, distributive, and additive identity are the four major characteristics of b. b means that even if the order changes, the addition result will remain the same.

Equation to be used: 21 + (36 + 0 + 19)

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I understand that the you are looking for is :

Several properties are used to evaluate this expression. Identify the property used in each step.

21 + (36 + 0 + 19)

21 + (36 + 19):

21 + (19 + 36):

(21 + 19) + 36:

40 + 36

76

Answer:

Step-by-step explanation:

285

Answer:

Company P's total cost is $285

Step-by-step explanation:

Graphed rates of changes and the lowest point was (2375, 285).

Answer:

45

Step-by-step explanation:

Base=11-(-4)=15

Height=2-(-4)=6

15×6×0.5=45

Area=45 units²

Answer:

75

Step-by-step explanation:

answer attached

The determinant of the matrix B obtained by applying the given row operations to A is 2.0. This is because row operations do not change the determinant of a matrix.

To find the determinant of B, we can use the fact that performing row operations on a matrix does not change its determinant. First, we can apply the operation R1 + 2R4 to A, which does not change its determinant. Then, we can apply the operation R6 + 0.5R4 to get a matrix C with the same determinant as A. Finally, we apply the operation R8 + R1 to C to get B. Since each row operation multiplies the determinant by a certain factor, the determinant of B is 2 times the determinant of C, which is 4. Therefore, det(B) = 2.0.

The determinant of the matrix B obtained by applying the given row operations to A is 2.0. This is because row operations do not change the determinant of a matrix, and the determinant of B can be calculated by applying the row operations to A and computing the determinant.

To explain further, we can use the fact that the determinant of a matrix is a scalar value that encodes information about the linear transformation represented by the matrix. Row operations correspond to elementary matrices, which can be used to represent certain types of linear transformations. Since elementary matrices have determinant either 1 or -1, applying row operations to a matrix does not change its determinant. Therefore, we can use row operations to simplify a matrix to a form with a known determinant, and then compute the determinant of the final matrix by multiplying the determinants of the elementary matrices used in the row operations. In this case, we first apply the row operation R1 + 2R4 to A, which corresponds to multiplying A by an elementary matrix with determinant 1. Then, we apply the row operation R6 + 0.5R4 to get a matrix C with the same determinant as A. This corresponds to multiplying A by an elementary matrix with determinant 1/2. Finally, we apply the row operation R8 + R1 to C to get B, which corresponds to multiplying C by an elementary matrix with determinant 2. Therefore, det(B) = det(C) * det(elementary matrix) = det(A) * (1/2) * 2 = 4 * 1/2 * 2 = 4.0 * 1.0 = 2.0.

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Answer:

12 and 18

Step-by-step explanation: since i helped can i have brainlist please :D

\((\stackrel{x_1}{7}~,~\stackrel{y_1}{-4})\qquad (\stackrel{x_2}{-1}~,~\stackrel{y_2}{-2}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{-2}-\stackrel{y1}{(-4)}}}{\underset{run} {\underset{x_2}{-1}-\underset{x_1}{7}}} \implies \cfrac{-2 +4}{-1 -7} \implies \cfrac{ 2 }{ -8 }\implies -\cfrac{1}{4}\)

\(\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-4)}=\stackrel{m}{-\cfrac{1}{4}}(x-\stackrel{x_1}{7}) \\\\\\ y+4=-\cfrac{1}{4}x+\cfrac{7}{4}\implies y=-\cfrac{1}{4}x+\cfrac{7}{4}-4\implies y=-\cfrac{1}{4}x-\cfrac{9}{4}\)

Answer:

1,3

Step-by-step explanation:

Based on the given data, a 95% confidence interval for the mean time for all players is between 9.37 minutes and 13.43 minutes.

To calculate the confidence interval, we first need to find the sample mean and the sample standard deviation. The sample mean is the sum of all the times divided by the number of players, which is (8.3+7.3+13.8+12.6+11.1+9.5+13.7+14.2+9.8+12.6)/10 = 11.51 minutes. The sample standard deviation is the square root of the sum of the squared deviations from the mean divided by n-1, where n is the number of players. Using a calculator, we find the sample standard deviation to be 2.45 minutes.

Next, we need to find the critical value for a 95% confidence interval with 9 degrees of freedom. Using a t-distribution table or calculator, we find the critical value to be 2.306.

Finally, we can calculate the confidence interval by subtracting and adding the margin of error to the sample mean. The margin of error is the critical value times the standard error of the mean, which is the sample standard deviation divided by the square root of n. Using a calculator, we find the margin of error to be 1.53 minutes. Therefore, the confidence interval is (11.51 - 1.53, 11.51 + 1.53), which is (9.37, 13.43).

In conclusion, we are 95% confident that the true mean time for all players falls between 9.37 and 13.43 minutes based on the given sample. This means that if we were to repeat this experiment many times, 95% of the time the true mean time would fall within this range.

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The two whole numbers that can add up to 55 can vary, and examples include 50 and 5, 30 and 25, or 40 and 15.

The expression "5 x (8 + 3)" can be simplified using the distributive property.

First, we can simplify the expression inside the parentheses: 8 + 3 = 11.

Next, we multiply the result by 5: 5 x 11 = 55.

Therefore, the sum of the two whole numbers is 55.

To find the individual whole numbers, we need to think of two numbers that add up to 55.

There are several possible combinations of whole numbers that satisfy this condition. For example:

- 50 + 5 = 55
- 30 + 25 = 55
- 40 + 15 = 55

As you can see, there are multiple pairs of whole numbers that can add up to 55. So, there is not a unique answer to this question.

In summary, the expression "5 x (8 + 3)" simplifies to 55. The two whole numbers that can add up to 55 can vary, and examples include 50 and 5, 30 and 25, or 40 and 15.

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Answer:

1 .4x2-9= 2x+3,2x-3

2 .16x2-1=4x-1,4x+1

3 .16x2-4=4(2x+1)(2x-1)

4 .4x2-1=(2x+1)(2x-1)

Step-by-step explanation:

16x² − 1  = (4x − 1)(4x + 1) ;  16x² − 4  = 4(2x + 1)(2x − 1); 4x² − 1  = (2x + 1)(2x − 1) ;

4x² − 9 = (2x + 3)(2x − 3)

16x² − 1  is the difference of squares.  This is because 16x² is a perfect square, as is 1.  To find the factors of the difference of squares, take the square root of each square; one factor will be the sum of these and the other will be the difference.

The square root of 16x² is 4x and the square root of 1 is 1; this gives us (4x-1)(4x+1).

16x² − 4 is also the difference of squares.  The difference of 16x² is 4x and the square root of 4 is 2; this gives us (4x-2)(4x+2).  However, we can also factor a 2 out of each of these binomials; this gives us

2(2x-1)(2)(2x+1) = 2(2)(2x-1)(2x+1) = 4(2x-1)(2x+1)

4x² − 1  is also the difference of squares.  The square root of 4x² is 2x and the square root of 1 is 1; this gives us (2x-1)(2x+1).

4x² − 9 is also the difference of squares.  The square root of 4x² is 2x and the square root of 9 is 3; this gives us (2x-3)(2x+3).

Answer:

Have a great rest of your day :)

Step-by-step explanation:

It is impossible to increase the cost of an item by less than 1%: False. The counterexample is stated below.

A conditional statement can be defined as a type of statement that can be written to have both a hypothesis and conclusion. This ultimately implies that, a conditional statement typically has the form "if P then Q."

Where:

P and Q represent sentences.

In this scenario, we can reasonably infer and logically deduce that it is false to state that "it is impossible to increase the cost of an item by less than 1%" because the counterexample is that, if a television costs $20,000, and its price increases by $100, its markup price would be less than 1%.

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Answer:

true

Step-by-step explanation:

becuse if you put too penicils on the sides or top and bootem the points will never touch

Answer:

40 degreses

Step-by-step explanation:

there is a right angle and that means it is 90 degreese then it gives you 50 degreese so you add them up and get 140 then you subtract that 140 from 180 and get 40 degreese.

Answer:

c

Step-by-step explanation:

cause it is

Answer: (-5/2, 0) or (-2.5,0)

Step-by-step explanation:

In the image below, I set y=0 to solve for the x-intercept, isolating the variable x to get my answer. I checked my work by graphing the function on Desmos to see if I got the right answer, as seen below! Hope this helps :)

The given MATLAB code prompts the user to enter a range of temperatures in Fahrenheit, converts them to Celsius and Kelvin using the provided formulas, and displays the temperature conversion table with a title and column headings. The matrix `degreeTable` is also printed using `fprintf` function.

Here's an updated version of the MATLAB code that incorporates the requested calculations and displays the temperature conversion table:

```matlab

% Get input range of temperatures in degrees Fahrenheit

fahrenheitRange = input('Enter the range of temperatures in degrees Fahrenheit (e.g., [0 20 40 60 80 100]): ');

% Calculate equivalent temperatures in degrees Celsius

celsiusRange = (fahrenheitRange - 32) * 5/9;

% Calculate equivalent temperatures in Kelvin

kelvinRange = celsiusRange + 273.15;

% Create table matrix

degreeTable = [fahrenheitRange', celsiusRange', kelvinRange'];

% Display the table matrix with title and column headings

disp('Temperature Conversion Table');

disp('-------------------------------------');

disp('Degrees Fahrenheit   Degrees Celsius   Degrees Kelvin');

disp(degreeTable);

% Print the matrix using fprintf

fprintf('\n');

fprintf('The matrix degreeTable:\n');

fprintf('%15s %15s %15s\n', 'Degrees Fahrenheit', 'Degrees Celsius', 'Degrees Kelvin');

fprintf('%15.2f %15.2f %15.2f\n', degreeTable');

```

In this code, the user is prompted to enter a range of temperatures in degrees Fahrenheit. The code then calculates the equivalent temperatures in degrees Celsius and Kelvin using the provided formulas. A table matrix called `degreeTable` is created with the Fahrenheit, Celsius, and Kelvin values. The table matrix is displayed using the `disp` function, showing a title and column headings. The matrix `degreeTable` is also printed using the `fprintf` command, with appropriate formatting for each column.

You can run this code in MATLAB and provide your desired temperature range to see the conversion results and the printed matrix.

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The volume of the solid obtained by rotating the region bounded by the curves y = x², y = 0, x = 1 about the y-axis is π/2 cubic units.

To find the volume of the solid obtained by rotating the region bounded by the curves y = x², y = 0, x = 1 about the y-axis, we can use the method of cylindrical shells.

Consider a thin strip of width dx at a distance x from the y-axis. When this strip is rotated about the y-axis, it generates a cylindrical shell with radius x and height y = x².

The volume of the cylindrical shell is given by:

dV = 2πx(y)dx

= 2πx(x²)dx

= 2πx³dx

To find the total volume, we need to integrate the volume of all such cylindrical shells from x = 0 to x = 1:

V = ∫₀¹ 2πx³ dx

= 2π ∫₀¹ x³ dx

= 2π [x⁴/4]₀¹

= 2π(1/4)

= π/2

Therefore, the volume of the solid obtained by rotating the region bounded by the curves y = x², y = 0, x = 1 about the y-axis is π/2 cubic units.

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Higher caffeine consumption is related to higher exam scores. Therefore, the correct answer is option D.

The correlation coefficient is used to measure the strength of the linear relationship between two variables. A correlation coefficient has values that range from -1 (perfect negative linear correlation) to 1 (perfect positive linear correlation). Values close to 0 indicate a low linear relationship between the two variables.

In this case, Jessica found a correlation coefficient of 0.82. This is close to 1, indicating that there is a strong, positive linear relationship between caffeine consumption and performance on the exam. In other words, higher caffeine consumption is related to higher exam scores.

Therefore, the correct answer is option D.

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"Your question is incomplete, probably the complete question/missing part is:"

Jessica investigates the relationship between caffeine intake and performance on a class test for high school students. Before her sample of students takes an exam, she notes the number of cups of coffee they consumed two hours before the test. she obtains their scores after the test is over. She then calculates the correlation coefficient between the two variables and finds it to be 0.82. Which of the following conclusions should Jessica draw from this value?

a) Caffeine consumption causes higher scores.

b) Caffeine consumption has no association with performance on a test.

c) Eighty-two percent of the students consumed caffeine prior to the exams.

d) Higher caffeine consumption is related to higher exam scores.

The theoretical probability of getting C is 0.4, and the practical probability of getting C is 12.

a) For the given case total outcomes are 5

The desired outcome is getting C thus the desired outcome is 2

So, The theoretical probability of choosing C is 2/5

b) The experimental probability of choosing a C can be calculated as the ratio of the number of times a C was actually chosen to the total number of trials.

From the table, we see that a C was chosen 5 + 7 = 12 times out of a total of 50 trials.

Therefore, the experimental probability of choosing a C is 12/50 or 0.24.

We can compare the experimental probability to the theoretical probability to see if they are similar.

In this case, the experimental probability of 0.24 is slightly higher than the theoretical probability of 0.4.

This could be due to chance or it could suggest that the letter C is slightly more likely to be chosen than expected. However, with only 50 trials, it is difficult to draw any definitive conclusions.

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The form factor of a standard Parallel connector is DB-25.

A Parallel connector is a type of interface commonly used for connecting devices such as printers, scanners, and external storage devices to a computer. It allows for the simultaneous transmission of multiple bits of data through separate data lines. The form factor refers to the physical shape and configuration of the connector.

Option A, DB-9, is incorrect because DB-9 connectors are commonly used for serial communication, not parallel communication. They have 9 pins arranged in two rows and are typically used for applications such as RS-232 serial ports.

Option B, DB-15, is also incorrect as DB-15 connectors are commonly used for video graphics (VGA) connections, not parallel communication. They have 15 pins arranged in three rows and are commonly found on older computer monitors.

Option D, DIN-6, is also not the correct form factor for a standard Parallel connector. DIN-6 connectors are typically used for MIDI (Musical Instrument Digital Interface) connections or other audio applications. They have 6 pins arranged in a circular configuration.

The correct option is C, DB-25. The DB-25 connector, also known as a "D-sub 25" or "D-subminiature 25," is a type of connector commonly used for parallel communication interfaces. It has 25 pins arranged in two rows, with the pins surrounded by a D-shaped metal shield. The DB-25 connector is typically used for printer ports, parallel ports, and other parallel communication applications.

Therefore, the form factor of a standard Parallel connector is DB-25.

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Answer:

B) JKML ≈ PQRS; 8:4.8

Step-by-step explanation:

8:4.8 = 2.5:1.5

∠J = ∠P

B) JKML ≈ PQRS; 8:4.8

8:4.8 = 2.5:1.5

∠J = ∠P

Problem-solving is the act of defining a problem; figuring out the purpose of the trouble; identifying, prioritizing, and selecting alternatives for an answer; and imposing an answer.

Problem-solving starts with identifying the issue. As an example, a trainer may need to parent out a way to improve a scholar's overall performance on a writing talent test. To do that, the instructor will overview the writing exams looking for regions for improvement.

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Answer: A) 5 x 1/2

Step-by-step explanation: 5 x 1/2 yields 2.5, which is also the answer to 5 / 2.

Answer: A. 5 x 1/2

5 divided by 2 is 2.5, and 5 x 1/2 is also 2.5

Answer: Brother ate 1/2, sister ate 1/6

Pizza left 1/3

Step-by-step explanation:

The first person ate ½.

Sister cut ¼÷3 = ¼× ⅓= 1/12

She ate 2/12 = ⅙

Left 1/4 + 1/12 = 4/12 = 1/3

Yes, $9 for 4 visitors and $18 for 8 site visitors are proportional.

To determine whether or not $9 for 4 visitors and $18 for 8 visitors are proportional, we need to test if the ratio of the value to the number of visitors is the equal for both cases.

The ratio of cost to the quantity of visitors for $9 and four visitors is:

$9/4 visitors = $2.25/ visitors

The ratio of value to the quantity of visitors for $18 and eight visitors is:

$18/8 visitors = $2.25/ visitors

We are able to see that both ratios are equal to $2.25 per visitor.

Therefore, $9 for 4 visitors and $18 for 8 site visitors are proportional.

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Answer:

180 - y

Step-by-step explanation:

The exterior angle is equal to 180 minus the interior angle.

Answer:

The total angle a triangle have is 180

so now subtract it by 50

180-50 = 130

and the other angle we get is by subtracting 180-92 which is 88

y=88 degree

now x=180-(88+50)

=42

so x=42

Answer:

\(62.4$ cm^2\)

Step-by-step explanation:

The net of the triangular pyramid is attached below.

Since each of the faces is an equilateral triangle of side 6cm, the base of the pyramid will also be an equilateral triangle of side lengths 6cm .

In the equilateral triangles

Therefore, the surface area of the pyramid formed from the net shown

= 4 X Area of One Triangular Face

\(=4 (\frac12 \times bh)\\=4 (\frac12 \times 6\times 5.2)\\=4(15.6)\\=62.4$ cm^2\)

Answer:

I'm not really into firm design lol I don't even know what that is, I like graphic designs like patterns and stuff.

Step-by-step explanation:

The probability that a 3 will be rolled would be 0.125 and the expected number of 6's roll would be 68.

What is probability?

Probability is defined as the possibility of an event being equal to the ratio of the number of favorable outcomes and the total number of outcomes.

The events' estimated probabilities are as follows, according to the exponential probability theory:

P(3) = 0. 125

P(6 in 500 rolls) = 68 rolls

Number of times event occurs / number of trials

A number of attempts = sum of frequency:

(12+35+11+23+7+12) = 88

So the probability that a 3 will be rolled as

⇒ number of 3's / number of attempts

⇒ 11/88 = 0.125

The number of 6's probable in 500 rolls

⇒ (12 /88) × 500

⇒ 68.18 = 68

Therefore, the expected number of 6's roll would be 68.

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Answer:

50% duhh

Step-by-step explanation:

25% is also a equation