Answers
a) The distance value is the leverage value from the output which is 0.004
b) The 99% prediction interval is [7.676, 9.146]
a) We are interested in finding and reporting the prediction interval on the output.
Thus, the prediction interval on the output is [7.9188, 8.9025]
Let us consider the estimated value for y as yₓ
We have
x₁ = 3.7, x₂ =3.9, x₃ = 6.5, β₀= 7.5891, β₁ = -2.3577, β₂= 1.6122, β₃= 0.5012
We know that yₓ = β₀ +β₁x₁ + β₂x₂ + β₃x₃
By substituting the value
x₁ = 3.7, x₂ =3.9, x₃ = 6.5, β₀= 7.5891, β₁ = -2.3577, β₂= 1.6122, β₃= 0.5012 into the above equation we get
yₓ =7.5891-(2.3577*3.7)+(1.6122*3,9)+(0.5012*6.5) = 8.411
Let us calculate the value for the prediction interval
The 100 (1 - a) \% prediction interval is
yₓ ±(tₐ/₂ * x * s* √ 1+distance value )
The distance value is the leverage value from the output which is 0.004
We have yₓ =8.411, t₀.₀₀₅.₂₆ =3.067 and s = 0.235. By substituting these values we find that the 95% prediction interval is
8, 411 + (2.3788 * 0.235sqrt(1 + 0.04)) = [7.841, 8, 981]
b) If Enterprise Industry's plan to have in inventory of the number of bottles implied by the upper limit of the prediction interval, which is approximately 9, it can be very confident that it will have enough bottles to meet demand for detergent in the future sales period.
Thus, the bottles are approximately 9
By multiplying the number of bottles implied by the lower limit of the prediction interval, that is approximately 8, by the price of the detergent that is $3.7. we get the minimal revenue from detergent in the future sales period that is $29.6
We are interested in calculating a 99% prediction interval for the demand of detergent in the future sales period
We have yₓ =8.411, t₀.₀₀₅.₂₆ =3.067 and s = 0.235 By substituting these values, we find that the 95% prediction interval is as follows
8, 411 ± (3.067 * 0.235sqrt(1 + 0.04)) = [7.676, 9.146]
Therefore the 99% prediction interval is [7.676, 9.146]
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Related Questions
I need help with this ?
Answers
The solution of the equation is [tex]z = \frac{[-9 \±9\sqrt{3 i}]}{2}[/tex]
Given is an equation, [tex]\frac{1}{z+9} -\frac{1}{z} = \frac{1}{9}[/tex], we need to solve it,
[tex]\frac{1}{z+9} -\frac{1}{z} = \frac{1}{9}[/tex]
[tex]\frac{z-(z+9)}{z(z+9)} = \frac{1}{9}[/tex]
[tex]\frac{-9}{z^2+9z} =\frac{1}{9}[/tex]
[tex]z^2+9z = -81\\\\z^2+9z+81 = 0[/tex]
Using the quadratic formula,
[tex]x = \frac{[-b \±\sqrt{(b^2-4ac)}]}{2a}[/tex]
here, a = 1, b = 9 and c = 81.
So,
[tex]z = \frac{[-9 \±\sqrt{(81-4(81))}]}{2}\\\\z = \frac{[-9 \±\sqrt{(-243)}]}{2}\\\\\\\\\z[/tex]
[tex]z = \frac{[-9 \±9\sqrt{3 i}]}{2}[/tex]
Hence, the solution of the equation is [tex]z = \frac{[-9 \±9\sqrt{3 i}]}{2}[/tex]
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MEDICO Corporation makes several portable electronic devices used in hospitals. Some of these products require rechargeable batteries that MEDICO purchases from various suppliers. Although they try to find them at the best price, they must also consider the quality. In one case, two suppliers were being considered, and batteries were selected from various purchase dates. A test was run on the time the batteries would last in a certain device before it had to be recharged. The results are given in the table below.
Sample Statistics for Survey of Batteries
Supplier Number of Batteries Used in Test Mean Life Standard Deviation
Power+ 45 24 hours 5.1 hours
Electro 61 22 hours 2.6 hours
a) Set up the null and alternative hypotheses to see if the data supports the conclusion that the rechargeable batteries sold by Power+ last longer.
b) Check the conditions.
c) Calculate the test statistic.
d) Find the p-value.
e) Using α = 0.05, state your conclusion in the context of the problem.
Answers
The null hypothesis states that there is no distinction between the mean shelf life of the rechargeable batteries marketed by Power+ and Electro. Whereas, the alternative suggestion maintains that the mean duration of the batteries sold by Power+ stands greater than that of Electro.
The test statistic is 2.24
How to explain the statisticsUtilizing a t-distribution with degrees of freedom akin to the entire sample size minus two (df = n1 + n2 - 2 = 104) alongside the derived test statistic, the p-value can be accessed via calculator or software as 0.014.
As the figure procured from the p-value is lower than the significance level α = 0.05, we invalidate the null positing. The evidence warrants corroborating the allegation that the rechargeable batteries proffered by Power+ remain usable for longer than those provided by Electro.
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simplify into one fraction
Answers
Answer:
Step-by-step explanation:
A right rectangular prism has a length of 15 cm width of 10 cm and a height of 5 cm savanna claims that doubling the length width and height of the prism will double its surface area is Savannah, correct?
Answers
No, Savannah is incorrect. Doubling the length, width, and height of a right rectangular prism will not double its surface area.
What is surface area?Surface area is the total area of an object's exposed faces, including any external surface area. It is a measure of the size of a surface and is usually expressed in square units such as square meters or square centimeters. Surface area is a two-dimensional measurement, since it only takes into account the area of a surface, and not its thickness or volume.
The surface area of a right rectangular prism is calculated by multiplying the length by the width and then multiplying that number by two and adding the two products together.
For example, the surface area of a right rectangular prism with a length of 15 cm, a width of 10 cm, and a height of 5 cm is calculated as follows:
Surface area = (15 cm * 10 cm) + (15 cm * 5 cm) = 150 cm2 + 75 cm2 = 225 cm2
Doubling the length, width, and height of this right rectangular prism would give us a prism with a length of 30 cm, a width of 20 cm, and a height of 10 cm. The surface area of this new prism would be calculated as follows:
Surface area = (30 cm * 20 cm) + (30 cm * 10 cm) = 600 cm2 + 300 cm2 = 900 cm2
As you can see, doubling the length, width, and height of the right rectangular prism does not double its surface area - the surface area has increased by four times (900 cm2/225 cm2 = 4).
In conclusion, doubling the length, width, and height of a right rectangular prism does not double its surface area; rather, it increases the surface area by a factor of four.
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No, Savannah is incorrect. Doubling the length, width, and height of a right rectangular prism will not double its surface area.
What is surface area?Surface area is the total area of an object's exposed faces, including any external surface area. It is a measure of the size of a surface and is usually expressed in square units such as square meters or square centimeters. Surface area is a two-dimensional measurement, since it only takes into account the area of a surface, and not its thickness or volume.
The surface area of a right rectangular prism is calculated by multiplying the length by the width and then multiplying that number by two and adding the two products together.
For example, the surface area of a right rectangular prism with a length of 15 cm, a width of 10 cm, and a height of 5 cm is calculated as follows:
Surface area = (15 cm * 10 cm) + (15 cm * 5 cm) = 150 cm2 + 75 cm2 = 225 cm2
Doubling the length, width, and height of this right rectangular prism would give us a prism with a length of 30 cm, a width of 20 cm, and a height of 10 cm. The surface area of this new prism would be calculated as follows:
Surface area = (30 cm * 20 cm) + (30 cm * 10 cm) = 600 cm2 + 300 cm2 = 900 cm2
As you can see, doubling the length, width, and height of the right rectangular prism does not double its surface area - the surface area has increased by four times (900 cm2/225 cm2 = 4).
In conclusion, doubling the length, width, and height of a right rectangular prism does not double its surface area; rather, it increases the surface area by a factor of four.
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Rick has earned a total of 581 points on all of his science test. His overall test average mean is 83. How many tests has Rick taken? PLEASE I NEED URGENT HELP
Answers
The number of tests Rick has taken are 7.
What is average?The average of given numbers is equal to the sum of all the values divided by the total number of values. It generally refers to a measure of central tendency or the typical value within a set of data points.
Define mean?The mean, or arithmetic mean, is the most commonly used type of average. It is calculated by adding up all the values in a data set and dividing by the total number of data points. Mathematically, the mean is represented as:
Mean = (Sum of all values) / (Total number of data points)
Based on the given conditions, formulate:
581/83 =7
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Measure the lengths of the following segments in inches.
A.
Length of : __________ in.
B.
Length of : __________ in.
9. Measure the lengths of the following segments in BOTH centimeters and
millimeters. (2 points each)
A.
Length of : __________ cm
Length of : __________ mm
B.
Length of : __________ cm
Length of : __________ mm
Answers
Answer:
is the answer A????????????
to be honest I’m only here for the answers but I also need the points
an industrial comp machine has the ability to reduce image dimensions by a certain percentage each time it copies. A design began with a length of 16 inches, represented by the point (0,16). after going through the comp machine once, the length is 12, represented by the point (1,12). Enter the correct answer in the box by replacing the values of a and b. f(x)=a(b)^x
Answers
Answer:
f(x) = 16*0.75^x
Step-by-step explanation:
first off let's use this coordinate (the one given) :
(0,16)
let's substitute this into the equation with x being 0 and f(x) being 16
16 = a*b^0
*anything to the power of 0 is 1*
so:
a = 16
now use the second coordinate :
(1,12)
and do the same by substituting 1 for x and 12 for f(x), we also know what 'a' is:
12 = 16*b^1
12 = 16 * b
b = 3/4
so :
f(x) = 16*0.75^x
PLS HELP I NEED ASAP PLS
Answers
The number of volumes of the encyclopedia on the bottom shelf is given as follows:
H) 19.
How to obtain the number of volumes of the encyclopedia?The number of volumes of the encyclopedia on the bottom shelf obtained as the subtraction between the highest number and the lowest number identifying the numbers, adding one.
We add one as the amount of numbers between n and n + 1, inclusive, is of n + 2. For example, between 12 and 13, we have two numbers.
Then the number of volumes of the encyclopedia on the bottom shelf is given as follows:7
30 - 12 + 1 = 19.
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Some sources report that the weights of full-term newborn babies in a certain town have a mean of pounds and a standard deviation of pounds and are Normally distributed.
a. What is the probability that one newborn baby will have a weight within pounds of the meanthat is, between and pounds, or within one standard deviation of the mean?
b. What is the probability that the average of babies' weights will be within pounds of the mean; will be between and pounds?
c. Explain the difference between (a) and (b).
the screenshot is below
Answers
Answer:
Step-by-step explanation:
A
What are the values of s and t?
Answers
S-62 degrees
T-76 degrees
Step-by-step explanation:
IJ and KJ are congruent, so s would have the same measurement as I.
You would simply subtract from both s and i to get t.
Consider a football team with a 13
-game schedule. Each game ends with a win (W), a loss (L), or a tie (T). Once the schedule is set, how many ways can the schedule end with 9
wins, 3
losses, and 1
ties?
Answers
Answer:
Step-by-step explanation:
To find the answer, we can use the formula for combinations:
nCr = n! / r!(n-r)!
where n is the total number of games, r is the number of losses, and n-r-1 is the number of ties (since we already know there are 9 wins).
Substituting the values, we get:
13C3 * 10C1
= (13! / 3!10!) * (10! / 1!9!)
= (13*12*11 / 3*2*1) * 10
= 2860
Therefore, there are 2860 ways the schedule can end with 9 wins, 3 losses, and 1 tie.
All four of these inequalities are true. Use them to find the single whole-number value of g. Use that whole number to unlock the door. Your answer g>0 g≤100 4 5.5 is greater than g?
Answers
To find the value of g, we need to use the inequalities given. Since g>0 and g≤100, we know that g must be a whole number between 1 and 100.
The other two inequalities are not useful for finding g, so we can ignore them.
We don't know what value of g is, but we do know that 5.5 is greater than g. This means that g must be less than 5.5.
The only whole number between 1 and 100 that is less than 5.5 is 5.
So the value of g is 5, and that is the whole number you can use to unlock the door.
suppose tire pressure is normally a distribution random variable with a standard deviation equal to 3 psi. if the car's average tire pressure is on target, what is the probability that the TPMS will trigger a warning? round to 4 decimal places
Answers
The probability of the TPMS triggering a warning is 0.0198 or about 0.02, rounded to four decimal places.
What is a probability?It is used to predict and estimate the likelihood of future events and is calculated by dividing the number of favorable outcomes by the total number of possible outcomes.
Let's assume that the tire pressure follows a normal distribution with a mean of 32 psi and a standard deviation of 3 psi.
Let's also assume that the TPMS warning is triggered when the tire pressure falls below 25 psi or rises above 39 psi.
Using a standard normal distribution table or calculator, we can find the z-scores corresponding to 25 psi and 39 psi:
z₁ = (25 - 32) / 3 = -2.3333
z₂ = (39 - 32) / 3 = 2.3333
Then, we can find the probabilities associated with these z-scores:
P (z < -2.3333) = 0.0099
P (z > 2.3333) = 0.0099
The total probability of the TPMS triggering a warning is the sum of these two probabilities:
P(TPMS warning) = P(z < -2.3333) + P(z > 2.3333) = 0.0099 + 0.0099 = 0.0198
Therefore, the probability of the TPMS triggering a warning is 0.0198 or about 0.02, rounded to four decimal places.
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Help me with this math if you can.
Answers
The actual distance between the two cities is equal to 288 miles.
What is a scale factor?In Geometry and Mathematics, a scale factor simply refers to the ratio of two corresponding side lengths in two similar geometric figures, which can be used to either horizontally or vertically enlarge (increase) or reduce (decrease or compress) a function that represents their size.
In Geometry, the scale factor of a geometric figure can be calculated by dividing the side lengths of the image by the side lengths of the pre-image:
Scale factor = length of image (new figure)/length of pre-image (actual figure).
Scale:
0.25 inch = 24 miles
0.25/24 = New distance/Actual distance
0.25/24 = 3/Actual distance
Actual distance = (24 × 3)/0.25
Actual distance = 288 miles.
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-12x to the power of 3 y to the power of 8
Answers
The mathematical expression is -12x³[tex]y^8[/tex].
We have,
-12x to the power of 3 y to the power of 8
Now, writing the mathematical expression
-12x to the power of 3 = -12x³
and, y to the power of 8 = [tex]y^8[/tex]
So, the expression can be written as
= -12x³[tex]y^8[/tex]
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Assume a corporation has earnings before depreciation and taxes of $110,000, deprecation of $48,000, and that is has a 30 percent tax bracket.
A. Compute it's cash flow using the following format.
Earnings before depreciation and taxes?
Depreciation?
Earnings before taxes?
Taxes?
Earnings after taxes?
Depreciation?
Cash flow?
B. How much would cash flow be if there were only $16,000 in depreciation? All other factors are the same.
Cash flow?
C. How much cash flow is lost due to the reduced depreciation from $48,000 to $16,000?
Cash flow lost?
Answers
A. The cash flow would be $91,400 if the depreciation were $48,000.
B. The cash flow would be $81,800 if the depreciation were $16,000.
C. The lost cash flow due to the reduced depreciation from $48,000 to $16,000 is $9,600.
How cash flow interacts with depreciation:A) Depreciation of $48,000:Earnings before depreciation and taxes = $110,000
Depreciation = $48,000
Earnings before taxes = $62,000 ($110,000 - $48,000)
Taxes (30%) = $18,600 ($62,000 x 30%)
Earnings after taxes = $43,400 ($62,000 - $18,600)
Depreciation $48,000
Cash flow = $91,400 ($43,400 + $48,000)
B) Depreciation of $16,000:Earnings before depreciation and taxes = $110,000
Depreciation = $16,000
Earnings before taxes = $94,000 ($110,000 - $16,000)
Taxes (30%) = $28,200 ($94,000 x 30%)
Earnings after taxes = $65,800 ($94,000 - $28,200)
Depreciation $16,000
Cash flow = $81,800 ($65,800 + $16,000)
C) Lost Cash Flow:Cash flow at $48,000 depreciation = $91,400
Cash flow at $16,000 depreciation = $81,800
Lost cash flow = $9,600 ($91,400 - $81,800)
Thus, we can learn that reduced depreciation increases the tax liability, thereby reducing the cash flow.
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A. The cash flow would be $91,400 if the depreciation were $48,000.
B. The cash flow would be $81,800 if the depreciation were $16,000.
C. The lost cash flow due to the reduced depreciation from $48,000 to $16,000 is $9,600.
How cash flow interacts with depreciation:A) Depreciation of $48,000:Earnings before depreciation and taxes = $110,000
Depreciation = $48,000
Earnings before taxes = $62,000 ($110,000 - $48,000)
Taxes (30%) = $18,600 ($62,000 x 30%)
Earnings after taxes = $43,400 ($62,000 - $18,600)
Depreciation $48,000
Cash flow = $91,400 ($43,400 + $48,000)
B) Depreciation of $16,000:Earnings before depreciation and taxes = $110,000
Depreciation = $16,000
Earnings before taxes = $94,000 ($110,000 - $16,000)
Taxes (30%) = $28,200 ($94,000 x 30%)
Earnings after taxes = $65,800 ($94,000 - $28,200)
Depreciation $16,000
Cash flow = $81,800 ($65,800 + $16,000)
C) Lost Cash Flow:Cash flow at $48,000 depreciation = $91,400
Cash flow at $16,000 depreciation = $81,800
Lost cash flow = $9,600 ($91,400 - $81,800)
Thus, we can learn that reduced depreciation increases the tax liability, thereby reducing the cash flow.
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URGENT!! ILL GIVE
BRAINLIEST! AND 100 POINTS
Answers
Answer:
see attached
Step-by-step explanation:
You want the 2-way table filled based on the descriptions of its contents.
TotalThe total number of students surveyed (240) goes in blank 9, where row and column headings are both "Total".
35%The number 35% × 240 = 84 goes in blank 7, the total number interested in athletics.
3/5The number 3/5 × 240 = 144 goes in blank 3, the total number interested in academic clubs.
26The number 26 goes in blank 1, which is in row 1 (interested in academic clubs) and in column 1 (interested in athletics). It is the number interested in both.
DifferencesBlank 2 is the difference between blank 3 and blank 1. It makes the total for the line be correct.
Blank 4 is the difference between blank 7 and blank 1. It makes the total for the column be correct.
Similarly, blanks 8 and 6 are differences that make the row and column totals (respectively) be correct.
Finally, blank 5 is the value that makes its row and column totals be correct. The fact that the one number makes two correct totals gives you a check on that number.
The filled table is shown in the first attachment. The calculations are shown in the second attachment.
75 minutes after 8:15
Answers
Here's how I got that answer:
- Add 60 minutes to 8:15 to get 9:15.
- Add another 15 minutes to 9:15 to get 9:30.
So, 75 minutes after 8:15 is 9:30.
1. a || b
2. k || m
3. Not enough information
Answers
The correct answer is "not enough information to prove any parallel lines."
What is the special property of two parallel lines?If two lines in a two-dimensional plane are parallel, then the corresponding angles formed by a transversal (a line that intersects both lines) are congruent (i.e., they have the same measure).
Additionally, the alternate interior angles (angles that are on opposite sides of the transversal and inside the pair of parallel lines), as well as the corresponding angles (angles that are in the same position relative to the transversal on the two parallel lines), are also congruent.
In the given diagram, line k is parallel to m, while line a is also parallel to line b but forming a transverse line to line k and line m. Also line k and line m form a transverse line to lines a and b.
So we can conclude that not enough information to prove any parallel lines.
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reflect the figure over the line y= -2x - 1
Answers
The reflection of the figure over y = -2x - 1 is attached accordingly.
What is reflection in math?A reflection in mathematics is a mapping from a Euclidean space to itself that is an isometry with a hyperplane as a fixed point set; this set is known as the axis or plane of reflection.
Because the line of reflection has a slope of -1/2, each image point will be on a line with a slope of 2 that passes through the associated pre-image point.
It might be simplest to count the grid squares between the pre-image point and the line, then from the line to the image point's location. Those measurements will be the same.
The second attachment shows the mirrored image.
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evaluate cos(sin^-1 x0)
Answers
Answer:
Pull terms out from under the radical, assuming positive real numbers.
0
Step-by-step explanation:
Find the area. ( Hint: First find x . )
Answers
Answer:
Step-by-step explanation:
in question no. 17
base=x
perpendicular=9
hipotanus=15
by applying pythagorus
(x)² + (9)² = (15)²
x=√(15)²-(9)²
x= √225-81
x=√144 = 12
now area of triangle = 1/2 ×base×height
= 1/2 × 12 × 9 = 54
area of figure 17 = 54 × 2 = 108
Write the equation of the line that passes through the points (−9,1) and (−6,−1). Put your answer in fully simplified point-slope form, unless it is a vertical or horizontal line.
Answers
slope = (y2 - y1) / (x2 - x1)
where (x1, y1) = (-9, 1) and (x2, y2) = (-6, -1)
slope = (-1 - 1) / (-6 - (-9))
slope = (-2) / 3
slope = -2/3
Now, we can use the point-slope form of the equation of a line to find the equation:
y - y1 = m(x - x1)
where m is the slope and (x1, y1) is one of the given points.
Using the point (-9, 1), we get:
y - 1 = (-2/3)(x - (-9))
y - 1 = (-2/3)(x + 9)
This is the equation of the line in point-slope form. We can simplify it further by distributing the -2/3:
y - 1 = (-2/3)x - 6
y = (-2/3)x - 5
So the equation of the line that passes through the points (-9, 1) and (-6, -1) is y = (-2/3)x - 5.
Which of the following is the solution to the system of linear equations graphed below?
Answers
The solution to the system of linear equations graphed below is (3, -1).
Given are two graphs of linear equations.
The solution of a system of linear equations can be solved either numerically or graphically.
In the graphical method, the solution of a system of linear equations is the point where all the lines intersect.
Here the lines of both the equations intersect at (3, -1).
This means that the intersecting point is (3, -1).
Solution is (3, -1).
Hence the required solution is (3, -1).
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1. Determine the slope of a line given the table.
X
y
1
3
56
6
9
9
13
12
Answers
The slope of a line given the table is equal to 0.
How to calculate or determine the slope of a line?In Mathematics and Geometry, the slope of any straight line can be determined by using the following mathematical equation;
Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)
Slope (m) = rise/run
Slope (m) = (y₂ - y₁)/(x₂ - x₁)
By substituting the given data points into the slope formula, we have the following;
Slope (m) = (9 - 9)/(3 - 1)
Slope (m) = 0/2
Slope (m) = 0.
Based on the table, the slope is the change in y-axis with respect to the x-axis and it is equal to 0.
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7cm 5cm 10cm what is the total surface area of the figure and what is the volume of the figure. figure.
Answers
The total surface area of the cuboid with 7cm,5cm, and 10cm as dimensions is 310 square. cm and the volume is 350 cubic. cm.
Given dimensions of the figure are 7cm,5cm, and 10cm.
Length = 7cm.
Width = 5cm.
Height = 10cm.
The surface area of the cuboid = 2(lw+wh+lh).
Now, let us substitute the given values in the above formula.
2(7*5+5*10+7*10)
2(35+50+70)
2(155) = 310.
Therefore, the surface area of the figure is 310 square. cm.
Now, we have to find the volume of the figure.
Volume = Length x Width x Height.
Volume = 7*5*10
Volume = 350.
Therefore, the volume of the figure is 350 cubic. cm.
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Verify the following identity. To transform the left side into the right side, should be changed to and the left side simplified.
Answers
To transform the left-hand side of the given identity "1 + cos(2x)" into the right-hand side "[tex]2cos^2(x)[/tex]", the expression "1" should be changed to "[tex]2sin^2(x)[/tex]" and the left-hand side should be simplified.
What is the meaning of trignometric identities?Trigonometric identities are mathematical equations that may be used to express trigonometric functions. These identities, which are also used to solve trigonometric equations, can be utilised to simplify and manage trigonometric expressions.
Trigonometric identities, which are derived from the geometric properties of triangles and the unit circle, provide a way to describe trigonometric functions in terms of other trigonometric functions or constants. In many areas of mathematics, physics, engineering, and other fields where trigonometry is used, they are commonly used.
Replacing "1" with "[tex]2sin^2(x)[/tex]".
[tex]1 + cos(2x) -- > 2sin^2(x) + cos(2x)[/tex]
Using the double angle formula for cosine
The double angle formula for cosine is: cos(2x) = [tex]2cos^2(x) - 1[/tex]
Substitute the double angle formula into the expression for cos(2x) on the left-hand side.
[tex]2sin^2(x) + cos(2x) -- > 2sin^2(x) + (2cos^2(x) - 1)[/tex] [Substitute cos(2x) with [tex]2cos^2(x) - 1[/tex]]
Simplify the expression on the left-hand side.
[tex]2sin^2(x) + (2cos^2(x) - 1) -- > 2sin^2(x) + 2cos^2(x) - 1[/tex] [Simplify using distributive property]
[tex]2sin^2(x) + 2cos^2(x) - 1 -- > 2(sin^2(x) + cos^2(x)) - 1[/tex] [Apply trigonometric identity [tex]sin^2(x) + cos^2(x) = 1[/tex]]
[tex]2(sin^2(x) + cos^2(x)) - 1 -- > 2(1) - 1[/tex] [Substitute [tex]sin^2(x) + cos^2(x)[/tex]with 1]
[tex]2(1) - 1 -- > 2 - 1\\2 - 1 -- > 1[/tex]
So, following simplification, the left-hand side equation "1 + cos(2x)" may be changed into "1." As a result, "1" in the equation needs to be altered to "2sin(x)" and the left side should be simplified to "1".
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The figure shows an isosceles right triangle. What is the length of the hypotenuse? Show your work.
Answers
The length of the hypotenuse is 4√2.
What is the Pythagoras theorem?
A fundamental relationship in Euclidean geometry between a right triangle's three sides is known as the Pythagorean theorem or Pythagoras' theorem. According to this rule, the area of the square with the hypotenuse side is equal to the sum of the areas of the squares with the other two sides.
Here, we have
Given: base = 4
perpendicular = 4
We have to find the length of the hypotenuse.
We apply here Pythagoras theorem and we get
b² + p² = h²
(4)² + (4)² = h²
16 + 16 = h²
32 = h²
h = 4√2
Hence, the length of the hypotenuse is 4√2.
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which is not a function and what is a function
Answers
1. No
2. No
3. Yes
4. No
5. Yes
6. Yes
Explanation - I used the vertical line test to prove if these were a function or not. If the line connects to 2 or more dots then there are 2 or more outputs for every input, so not a function. Note that number 3 has open circles which means the line is more than or less than but not equal to, so that open dot is not a dot so it still passes the vertical line test.
What are all of the solutions to the trigonometric equation 2 cos²0-2sin²0= √3?
Answers
The solutions to the trigonometric equation 2 cos²0-2sin²0= √3 is option C.
What is a trigonometric equation?It should be noted that a trigonometric equation is one that contains a trigonometric function with a variable. For example, sin x + 2 = 1 is an example of a trigonometric equation.
The equations can be something as simple as this or more complex like sin2 x – 2 cos x – 2 = 0.
In this case, solutions to the trigonometric equation 2 cos²0-2sin²0= √3 is π/12 + πn and 11x/12 + πn
The correct option is C.
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