Tommy walks at a rate of `2` feet per minute.



Right now, he is at `-60` feet.



Where were Tommy `10` minutes

Answer:

90

Step-by-step explanation:

Answer:

x=95 degrees

Step-by-step explanation:

All of the angles in a triangle add up to 180, so 45+50+(180-x)=180.

Open the parenthesis, and you get 45+50+180-x=180.

Then subtract 180 from both sides, so 45+50-x=0.

Simplify that to 95-x=0, and add x to both sides.

x=95

Also, you can use exterior angles theorem, which states that 45+50=x.

That's the shorter way.

Answer:

15

Step-by-step explanation:

If the bigger triangle has the two congruent sides measuring 20, then the ratio of the bigger to the smaller is 20/5.6 This means that the ratio between the third side of the bigger to the third side of the smaller is 20/5.6

Setting a ratio:

20/5.6=x/4.2

Cross multiplying: 84=5.6x

x = 84/5.6  -->12/0.8 --> 15

x = 15

The transformations that are needed to change the parent cosine function to y = 0.35×cos(8(x-π/4)) are:

The transformation of a function may involve any change.

Usually, these can be shift horizontally (by transforming inputs) or vertically (by transforming output), stretching (multiplying outputs or inputs) etc.

If the original function is \(y = f(x)\), assuming horizontal axis is input axis and vertical is for outputs, then:

For this case, we're specified that:

y = cos(x) (the parent cosine function) was transformed to \(y = 0.35\cos(8(x-\pi/4))\)

We can see its vertical stretch by 0.35, right shift by \(\pi/4\)horizontal stretch by 1/8

Period of cos(x) is of \(2\pi\) length. But 1.8 stretching makes its period shrink to \(2\pi/8 = \pi/4\)

Thus, the transformations that are needed to change the parent cosine function to y = 0.35×cos(8(x-π/4)) are:

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Answer: vertical compression of 0.35, horizontal compression to a period of StartFraction pi Over 4 EndFraction, phase shift of StartFraction pi Over 4 EndFraction units to the right

Step-by-step explanation:

This is an example of a one-sample of t-test for the difference in muscle strength between the left and right hands of a random sample of 15 left-handed men, with a one-sided alternative hypothesis that the left hand is stronger.

In this example, the researcher was interested in testing whether left-handed men have stronger left hands than right hands, given that they live in a world designed for right-handed people. Muscle strength was measured on both hands of a random sample of 15 left-handed men, and the difference between the left and right hand strength was calculated for each individual.

A one-sample t-test was used to test the null hypothesis that the mean difference in muscle strength between the left and right hands is zero, against the alternative hypothesis that the mean difference is greater than zero (indicating that the left hand is stronger). The resulting t-statistic was 1.80, which would have a corresponding p-value associated with it.

If the p-value is less than the chosen level of significance (e.g., 0.05), then the null hypothesis can be rejected in favor of the alternative hypothesis, providing evidence to support the claim that left-handed men have stronger left hands than right hands in a world designed for right-handed people.

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Answer:

1000 months after any November it would be the month of march, as 1000 months is 83 years and 4 months.

a) Relationship between corresponding sides: the corresponding sides are parallel and have a ratio of k in length.

b) Relationship between corresponding sides' orientations: The corresponding sides will still be parallel to the original sides.

c) Relationship between corresponding angles:the corresponding angles are congruent.

What do you mean by congruent angles?

Congruent angles are angles that have the same measure or size. In other words, if two angles have the same number of degrees or radians, they are said to be congruent. When we say that two angles are congruent, it means that they are exactly the same shape and size, and they can be superimposed on each other without any rotation or scaling. Congruent angles play an important role in geometry, as they allow us to prove that two figures are similar or congruent.

To apply a dilation with scale factor k centered at the origin, we multiply the coordinates of each vertex by k. So, to find the coordinates of A', B', and C', we will multiply the coordinates of A, B, and C by the scale factor.

a) The relationship between corresponding sides in terms of their lengths:

Let's denote the scale factor by k. The distance between two points (x1, y1) and (x2, y2) is given by the distance formula, which is:

d = sqrt((x2 - x1)^2 + (y2 - y1)^2)

When we multiply each coordinate by k, the distance between the two points is multiplied by k as well. So, if AB has length dAB and A'B' has length dA'B', we have:

dA'B' = k * dAB

Similarly, we can find the relationship between the lengths of BC and B'C', as well as between the lengths of AC and A'C'.

b) The relationship between corresponding sides in terms of their orientations:

The orientation of a line is given by its slope. If two lines have the same slope, they are parallel or collinear. If they have slopes that are negative reciprocals of each other, they are perpendicular. When we multiply the coordinates of a point by k, the slope of any line passing through that point is multiplied by k as well. So, if the slope of AB is mAB and the slope of A'B' is mA'B', we have:

mA'B' = k * mAB

We can use this to find the relationship between the slopes of BC and B'C', as well as between the slopes of AC and A'C'.

c) The relationship between corresponding angles in terms of their measures:

The measure of an angle is determined by the slope of the line that contains the angle. When we multiply the coordinates of a point by k, the slope of any line passing through that point is multiplied by k as well. This means that the measure of any angle that includes the origin is unchanged by the dilation. However, the measure of any angle that does not include the origin is multiplied by a factor of k. So, if angle ABC has measure x and angle A'B'C' has measure y, we have:

y = k * x

We can use this to find the relationship between the measures of angles BAC and B'A'C', as well as between the measures of angles CBA and C'B'A'.

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Answer:

PQR = 133

Step-by-step explanation:

Part a

180= 4x -4

180 + 4 = 184

184/4 = 46

46=x

Part b

3 * 46= 138

138-5 = 133

PQR = 133

Answer:

Kanye run faster.

Step-by-step explanation:

Given that,

Time = 1 min = 60 sec

Suppose, we find the speed of kanye and Jay.

According to number line,

Kanye covers the -160m distance and Jay covers the 140 m distance.

Negative sign shows the opposite direction.

We need to calculate the speed of Kanye

Using formula of speed

\(v=\dfrac{d}{t}\)

Where, v = speed

d = distance

t = time

Put the value into the formula

\(v=\dfrac{160}{60}\)

\(v=2.66\ m/s\)

We need to calculate the speed of Kanye

Using formula of speed

\(v=\dfrac{d}{t}\)

Put the value into the formula

\(v=\dfrac{140}{60}\)

\(v=2.33\ m/s\)

The speed of kanye is more than jay.

Hence, Kanye run faster.

Answer:

Step-by-step explanation:

hi

Answer:

x=4.8

Step-by-step explanation:

5x:9 = 8:3

It can also be written as

5x/9 = 8/3

Cross multiply

5x*3 = 8*9

15x = 72

Divide both sides by 15

15x/15 = 72/15

x =4.8

The point which is √2 distance away from the point (-1, 5) is (-1, 5 - √2).

In order to find a point that is √2 away from (-1, 5), we need to find a point that is at a distance of √2 from (-1, 5). Let the point we need to find be (x, y),

Using the distance formula, we can set up the following equation:

√[(x - (-1))² + (y - 5)²] = √2,

Simplifying this equation,

We get,

(x + 1)² + (y - 5)² = 2,

This equation represents a circle with center (-1, 5) and radius √2.

So, one point that satisfies this equation is (-1, 5 - √2), which is √2 away from (-1, 5).

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The given statement is false. A pooled model will produce biased coefficient estimates when factors in the error term are not correlated with the independent variable.

A pooled model is a method that entails the estimation of regression coefficients over different groups or periods by pooling the data from those groups or periods. When a pooled model is used, the dataset is combined from different groups and treated as one group, making it a more significant dataset. It is a statistical approach that includes data from two or more groups to examine variables in a wider context.

A pooled model is used when all groups have the same coefficient estimates and the same variance. It is a helpful technique for identifying variables that influence an outcome over time, as it examines changes that occur over different periods.

The assumptions of a pooled model are:

Hence, the given statement is false.

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Answer:20 mins

Step-by-step explanation:

If its one hour than thats 60 mins which means you have to minus 40.thats is 20

Hope it helps

Answer:

20 Minutes

Step-by-step explanation:

An hour is 60 minutes.

60 - 40 is 20 minutes.

Answer:

=

Step-by-step explanation:

1. The square root of 4 is 2 because \(2^2\) = 4.

2. The cube root of 8 is 2 because \(2^3 = 2* 2 * 2\) = 8.

3. 2 and 2 are equal.

Therefore, the correct symbol is =.

The value of the mean for the scores in an exam which are normally distributed is 70.

Given:

the scores in an exam were normally distributed with unknown mean and a standard deviation of 5 .

if 30.85 % of students scored more than 72.5 . what is the value of the mean = ?

Mean = µ

σ = 5

x = 72.5

The z score corresponding to the area 30.85% in the right tail is :

Zi score = Z 0.3085

             = 0.500

Again : Z₀ = x- µ/σ

           ⇒ x- µ = Z₀σ

           ⇒ µ = x - Z₀σ

                  = 72.5 - 0.500 × 5    (using z table)

                  = 72.5 - 2.5

                  = 70

Hence we get the unknown mean as 70.

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a) the Taylor polynomial of degree 2 centered at a = 0 that approximates f(x) is P(x) = 1.6 - 2x + 0.8x^2.

b) Taylor polynomial P(x) is bounded by:

|E(x)| ≤ M |x - a|^(n + 1)/(n + 1)!

What is Taylor Polynomial?

Taylor polynomials look a little ugly, but if you break them down into small steps, it's actually a fast way to approximate a function. Taylor polynomials can be used to approximate any differentiable function.

Certainly! Let's break down the problem into two parts:

(a) Approximating f(x) by a Taylor polynomial:

To approximate the function f(x) using a Taylor polynomial, we need to determine the degree and center of the polynomial. In this case, we are asked to approximate f(x) by a Taylor polynomial of degree 2 centered at a = 0.

The general form of a Taylor polynomial of degree n centered at a is given by:

P(x) = f(a) + f'(a)(x - a) + f''(a)(x - a)^2/2! + ... + f^n(a)(x - a)^n/n!

To find the Taylor polynomial of degree 2 centered at a = 0, we need the function's value, first derivative, and second derivative at that point.

Given the function f(x) = 1.6 - 2x + 0.8x^2, we can calculate:

f(0) = 1.6,

f'(x) = -2 + 1.6x,

f''(x) = 1.6.

Plugging these values into the Taylor polynomial formula, we get:

P(x) = 1.6 + (-2)(x - 0) + (1.6)(x - 0)^2/2!

Simplifying further, we have:

P(x) = 1.6 - 2x + 0.8x^2.

Therefore, the Taylor polynomial of degree 2 centered at a = 0 that approximates f(x) is P(x) = 1.6 - 2x + 0.8x^2.

(b) Using Taylor's Inequality to estimate the accuracy of the approximation:

Taylor's Inequality allows us to estimate the maximum error between the function f(x) and its Taylor polynomial approximation.

The inequality states that if |f''(x)| ≤ M for all x in an interval around the center a, then the error E(x) between f(x) and its Taylor polynomial P(x) is bounded by:

|E(x)| ≤ M |x - a|^(n + 1)/(n + 1)!

In our case, the Taylor polynomial of degree 2 is P(x) = 1.6 - 2x + 0.8x^2, and the second derivative f''(x) = 1.6 is constant. Therefore, |f''(x)| ≤ 1.6 for all x.

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Answer:

3.4561 and 3.4562

Step-by-step explanation:

there are uncountable infinitely many numbers...

Answer:

Answer is 3.456 , 3.456.

Step-by-step explanation:

3.456=3.4560

3.457=3.4570

then numbers between 3.45610 and 3.4570

is - 3.4561 , 3.4562 , ..........., 3.4570

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Dwayne will need to run the final 100 meters in  11.54 seconds. The  meters the team members run per second is 8.195 meters/second.

a. To break the school record of 48.92 seconds, the team needs to complete the relay race in less than 48.92 seconds.

The total time for Chris, Kiona, and Seiko is 12.35 + 13.12 + 11.91 = 37.38 seconds.

Therefore, Dwayne will need to run the final 100 meters in 48.92 - 37.38 = 11.54 seconds.

b. The total time for the team to run 400 meters is 47.65 seconds. Therefore, the average time per meter is:

47.65 seconds / 400 meters = 0.1191 seconds/meter

Therefore, on average, each team member ran:

Chris: 100 meters / 12.35 seconds = 8.09 meters/second

Kiona: 100 meters / 13.12 seconds = 7.63 meters/second

Seiko: 100 meters / 11.91 seconds = 8.39 meters/second

Dwayne: 100 meters / 11.54 seconds = 8.67 meters/second

The average of these values is:

(8.09 + 7.63 + 8.39 + 8.67) / 4 = 8.195 meters/second

c. On average, each team member took the following time to run 100 meters:

Chris: 12.35 seconds

Kiona: 13.12 seconds

Seiko: 11.91 seconds

Dwayne: 11.54 seconds

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Fallacies of relevance are types of logical fallacies that occur when an argument is presented without a relevant connection to the subject matter.

Rather than addressing the topic, these fallacies are aimed at the listener's feelings, emotions, or biases.There are many different types of fallacies of relevance, but some of the most common are ad hominem, straw man, appeal to authority, and red herring. Ad hominem, for example, is a type of fallacy that attacks the speaker rather than addressing the argument they are presenting.. It can undermine the quality of your argument and make you seem less credible.

However, if you want to describe a time when you used these fallacies, you might think back to a situation where you were arguing with someone and felt like you were losing the argument. In this case, you might have resorted to a fallacy of relevance to try to regain control of the conversation. In conclusion, it is important to avoid using fallacies of relevance in your arguments. Instead, focus on addressing the topic at hand and presenting logical, evidence-based arguments.

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Answer:

Jasmine would be able to go 18 Miles .

Step-by-step explanation:

.75 cents per mile multiply that by 24 (Miles)

You get 18 ( 18 Dollars )  Add the FIXED Fee of $1.50

the with her $20 dollars she can go 24 miles and still have .50

Cents left over . Hope That Helps :D !

The missing data item for the given set of data if the median of the complete data set is 15 is 11; option F

Data set: 11, 23, 12, 18, 11, 10, 19, 15, 19, 21, 13, 17, 24, 14

Median = Sum of data + n / number of data

15 = (11+23+12+18+11+10+19+15+19+21+13+17+24+14) + n / 15

15 = 214 + n / 15

15 × 15 = 214 + n

225 = 214 + n

n = 225 - 214

n = 11

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False. In a bar chart, the horizontal axis is usually labeled with the categories or levels of a qualitative variable, not the values.

A bar chart is a graphical representation used to display categorical data. The horizontal axis represents the different categories or levels of a qualitative variable, such as different groups or classes. Each category is typically labeled along the horizontal axis, and the corresponding bars are drawn vertically to represent the frequency, count, or proportion associated with each category.

The length or height of each bar represents the magnitude of the data for that particular category. Therefore, the horizontal axis in a bar chart is labeled with qualitative categories, not the numerical values of the variable.

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The constraint to make the statement true is -A< -B: Option C

A Constraint is a situation when an individual is limited or restricted to carry out an activity. It can also be seen as strictness or inhibition in relation to a variable

In most organizations, project managers are faced with constraints when they want to carry out an activity. Most of these constraints are external and out of the project manager's control.

Based on that if A<B, then - A < -B and this makes the constraint true.

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The solution to the given differential equation is y = e⁽ˣ³⁾⁽²⁸ˣ ⁺ ᶜ⁾, where C is a constant.

To solve the first-order linear differential equation of the form y' + p(x)y = q(x), where p(x) and q(x) are functions of x:

Find the integrating factor (IF) = e⁽∫ᵖ⁽ˣ⁾ᵈˣ⁾

Multiply both sides of the equation by the IF.

Apply the product rule to the left side and simplify the right side.

Integrate both sides with respect to x.

Solve for y.

Using this method, for the given equation:

y' - 3x²y = 28e⁽ˣ³⁾

Find the integrating factor (IF):

IF = e⁽∫ᵖ⁽ˣ⁾ᵈˣ⁾ = e⁽⁻³/¹ * ∫ˣ²ᵈˣ⁾ = e⁽⁻ˣ³⁾

Multiply both sides by the IF:

e⁽⁻ˣ³⁾y' - 3x²e⁽⁻ˣ³⁾y = 28

Apply the product rule to the left side and simplify the right side:

d/dx (e⁽⁻ˣ³⁾y) = 28

Integrate both sides with respect to x:

e⁽⁻ˣ³⁾)y = 28x + C, where C is the constant of integration.

Solve for y:

y = e⁽ˣ³⁾(28x + C)

Therefore, the solution to the given differential equation is y = e⁽ˣ³⁾(28x + C), where C is a constant.

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Complete question:

How to solve the first order linear differential equation

Y'- 3x²y=28eˣ³

Answer:

45 ft²

Step-by-step explanation:

Logo 2 comprises 5 congruent squares with side length 1/2 in

Given scale:  1 in = 6 ft

⇒ 1/2 in = 3 ft

Area of a square = s²  (where s is the side length)

⇒ area of one of the squares of logo 2 = (3 ft)² = 9 ft²

Therefore, the total area is:

⇒ area = 5 × 9 ft² = 45 ft²

In equation form:

A = 5(6s)²

where: