A grain silo is shaped like a cylinder. The diameter is 10 yards and the height is 25 yards. If the silo is 60% filled, what is the volume of grain in the silo? Round to the nearest tenth.

Using Excel, the probability that 2 or fewer students are left-handed in a random sample of 70 students from a school where 10% of the students are left-handed can be calculated as approximately 0.9999.

To calculate the probability using Excel, we can utilize the binomial distribution function. The binomial distribution is appropriate for situations with a fixed number of independent trials (sampling 70 students) and two possible outcomes (left-handed or not left-handed).

In Excel, the formula to calculate the probability of 2 or fewer left-handed students can be written as "=BINOM.DIST(2, 70, 0.1, TRUE)". Here, "2" represents the number of left-handed students (or fewer) we want to calculate the probability for, "70" is the total number of students in the sample, and "0.1" is the probability of a student being left-handed (10% or 0.10).

Evaluating this formula in Excel yields a probability of approximately 0.9999 when rounded to four decimal places. This implies that there is an extremely high probability (close to 100%) of having 2 or fewer left-handed students in a random sample of 70 students from the school, given that the overall proportion of left-handed students in the school is 10%.

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Answer:

Explicit

gn = 3(1/3)^(n-1)

Recursive

gn =1/3gn-1

Step-by-step explanation:

3 , 1 , 1/3 , 1/9 . . .

gn = ar^(n-1)

Where,

a = first term = 3

r = common ratio = 1/3

Check:

g2 = ar^(n-1)

= 3(1/3)^(2-1)

= 3/3^(1)

= 1^1

= 1

The explicit formula is

gn = ar^(n-1)

gn = 3(1/3)^(n-1)

The recursive form for a geometric sequence is gn = rgn-1

recursive form for our sequence gn =1/3gn-1

Where,

gn = 3

Answer:

The type of triangle is this triangle is the acute isosceles triangle

Step-by-step explanation:

They are all less than 90 degrees and two of the sides are the same and two of the angles are the same

Answer:

The type of triangle is this triangle is the acute isosceles triangle

Step-by-step explanation:

bro get smart stop cheating

The rule for the translation is (x,y) → (x+1,y+2).

Given the vertices of the triangle ABC, A(-3, 4), B(4,-2), C(8,3).

The triangle translates 2 units up and 1 unit right.

We have to find the rule that represents the translation of the triangle.

What is the translation?

A translation is a type of transformation that moves a figure in a specific direction without altering its shape and size. When we translate a figure, the size, shape, and orientation of the figure remain the same. The new position of the figure is called the image.

Let us determine the rule of translation for triangle ABC, with vertices A(-3, 4), B(4,-2), and C(8,3).

We move 2 units up and 1 unit right, so the rule for the translation is (x, y) → (x + 1, y + 2)

Therefore, the rule that represents the translation of triangle ABC is (x, y) → (x + 1, y + 2).

When a translation occurs, each point in the original shape is moved in the same direction and for the same distance. This type of transformation is also called a slide or shift. The rule for a translation is given by (x,y) → (x + a, y + b), where a represents the horizontal shift and b represents the vertical shift.

To translate triangle ABC two units up and one unit right, we need to add 2 to the y-coordinate and 1 to the x-coordinate of each point. Therefore, the rule for the translation is (x,y) → (x+1,y+2).

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a) Using the Euclidean algorithm, we can find gcd (707,413) as follows:707 = 1 · 413 + 294413 = 1 · 294 + 119294 = 2 · 119 + 562119 = 2 · 56 + 71356 = 4 · 71 + 12 71 = 5 · 12 + 11 12 = 1 · 11 + 1

Thus, gcd (707,413) = 1.

We can find the coefficients s and t that solve the equation 707s + 413t

= 1 as follows:1 = 12 - 11 = 12 - (71 - 5 · 12) = 6 · 12 - 71 = 6 · (119 - 2 · 56) - 71

= - 12 · 56 + 6 · 119 - 71

= - 12 · 56 + 6 · (294 - 2 · 119) - 71 = 18 · 119 - 12 · 294 - 71

= 18 · 119 - 12 · (413 - 294) - 71 = 30 · 119 - 12 · 413 - 71

= 30 · (707 - 1 · 413) - 12 · 413 - 71 = 30 · 707 - 42 · 413 - 71

Thus, s = 30, t = -42. So we have found that 707(30) + 413(−42) = 1.

b) Since 707s + 413t = 1 and 9 does not divide 1, the equation 707x + 413y = 9 has no integer solutions. Therefore, we can conclude that there are no such integers x and y.

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1. In the context of spacetime, the locus of points equidistant from the origin of a spacetime plane is a hyperbola.

In Euclidean space, the distance between two points is given by the Pythagorean theorem, which only considers spatial dimensions. However, in spacetime, the concept of distance is extended to include both spatial and temporal components. The spacetime distance, also known as the interval, is given by the Minkowski metric:

ds^2 = -c^2*dt^2 + dx^2 + dy^2 + dz^2,

where c is the speed of light, dt represents the temporal component, and dx, dy, dz represent the spatial components.

To determine the locus of points equidistant from the origin, we need to find the set of points where the spacetime interval from the origin is constant. Setting ds^2 equal to a constant value, say k^2, we have:

-c^2*dt^2 + dx^2 + dy^2 + dz^2 = k^2.

If we focus on a spacetime plane where dy = dz = 0, the equation simplifies to:

-c^2*dt^2 + dx^2 = k^2.

This equation represents a hyperbola in the spacetime plane. It differs from a circle in Euclidean space due to the presence of the negative sign in front of the temporal component, which introduces a difference in the geometry.

Therefore, the locus of points equidistant from the origin in a spacetime plane is a hyperbola.

(Note: The explanation provided assumes a flat spacetime geometry described by the Minkowski metric. In the case of a curved spacetime, such as that described by general relativity, the shape of the locus of equidistant points would be more complex and depend on the specific curvature of spacetime.)

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The critical value is 1.99 and the null hypotheses is μ - μ₂ = 0 and alternative hypotheses for this test is μ - μ₂ ≠ 0.

According to the statement

we have given that the sample of songs is 50. and the average of hip hop is μ₂.

For this purpose, we know that the

Sara and matt would like to know if the average length of the hip hop songs say μ₁ differ from the average of the hip hop songs say μ₂. It means μ₁ ≠ μ₂.

so, The null and alternative hypothesis value are:

H(null) = μ - μ₂ = 0 And

H (alternative) = μ - μ₂ ≠ 0.

From this it is clear that the this the value of hypothesis.

So,

Now, Let the degree of freedom be a x.

Then

At \(\alpha = 0.05\) then the value of k is 80,.

Then the critical value is

\(t = (\frac{\alpha }{2} , k) = 1.99\)

Here the critical vale is 1.99.

So, The critical value is 1.99 and the null hypotheses is μ - μ₂ = 0 and alternative hypotheses for this test is μ - μ₂ ≠ 0.

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Disclaimer: This question was incomplete. Please find the full content below.

Question:

Sara is a big hip-hop music fan. Her friend Matt is a big rap music fan. They each have a huge library of songs in their digital music libraries. They each randomly sample 50 songs from their libraries and record the lengths of the songs selected. The average of the selected hip hop songs was *, - 245 seconds with a sample standard deviation of 5 seconds. The average of the selected rap songs was X - 275 seconds with a sample standard deviation of 6 seconds. They would like to know if the average length of hip-hop songs is different than the average length of rap songs. (a) What are the appropriate null and alternative hypotheses for this test? (b) Assume for purposes of this study, the degrees of freedom are 80. At a 5% significance level, what is the critical value for the test?

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The part of a line that has one endpoint and can be extended infinitely in one direction is called a ray.

A ray is part of a line that starts at an endpoint and continues infinitely in one direction. It can be thought of as a beam of light or a straight path that extends indefinitely.

To visualize a ray, imagine drawing a line with an arrow at one end. The arrow indicates the direction in which the ray extends infinitely. The other end of the line is the endpoint of the ray.

It's important to note that a ray only has one endpoint and extends infinitely in one direction. This means that the other end of the ray doesn't have an endpoint and continues indefinitely.

For example, if we have a line segment AB, we can create a ray by extending it from one of its endpoints, let's say A, in the direction away from B. This would result in a ray that we can call ray AB.

In summary, a ray is part of a line that starts at an endpoint and extends infinitely in one direction. It is often represented by a line segment with an arrow at one end to indicate the direction of extension.

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Solution

From the figures, the right options are

1) w(n) = 4n + 4 represents the function

To prove this

n = 1,2,3,4 for the different figures respectively.

w(1) = 4(1) + 4 = 8 white tiles in the first figure

w(2) = 4(2) + 4 = 12 white tiles in the second figure

w(3) = 4(3) + 4 = 16 white tiles in the third figure

w(4) = 4(4) + 4 = 20 white tiles in the fourth figure

Hence the first option is right.

2) Input value for the functions are natural numbers as we can see from n = 1,2,3,4 ..... substituted to find the number of white tiles.

3) The function is continuous as n = 1, 2, 3, 4, 5, 6, 7, 8..........

4) Figure 8 will have 36 white tiles.

w(8) = 4(8) + 4 = 32 +4 = 36 white tiles

The total cost of compensated absences for Tamarisk Company for the years 2019 and 2020 was $348 + $1,399 = $1,747.

To calculate the cost of compensated absences for Tamarisk Company, we need to calculate the number of vacation days and sick days earned by the employees in 2019 and 2020, and then calculate the cost of the days earned but not taken.

Each employee earns 9 vacation days per year. As they can be taken after January 15th of the year following the year in which they are earned, the vacation days earned by the employees in 2019 can be taken in 2020. Therefore, in 2019, no vacation days were taken by any employee.

In 2020, the employees took a total of 8 vacation days. As there are 9 employees, the total vacation days taken in 2020 were 9 x 8 = 72.

Sick Days:

Each employee earns 7 sick days per year, and unused sick days accumulate. In 2019, the employees used a total of 5 sick days. Therefore, the unused sick days at the end of 2019 were 9 x 7 - 5 = 58.

In 2020, the employees used a total of 6 sick days, and the unused sick days at the end of 2020 were 58 + 9 x 7 - 6 = 109.

To find the cost of compensated absences. The unused sick days and vacation days must be multiplied to get the hourly wage rate in effect in a year.

In 2019, the cost of compensated absences was 58 x $6 = $348.

In 2020, the cost of compensated absences was (72 + 109) x $7 = $1,399.

Therefore, the total cost of compensated absences for Tamarisk Company for the years 2019 and 2020 was $348 + $1,399 = $1,747.

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Answer:

b = 7

Step-by-step explanation:

8 - 3 - b = b - 9

5 - b = b - 9

2b = 14

b = 7

Answer:

b=7

Step-by-step explanation:

isolate the variable by dividing each side by factors that don't contain the variable.

A congruent polygon refers to two or more polygons that have the same shape and size. There must be an equal number of sides between two polygons for them to be congruent.

Congruent polygons have parallel sides of equal length and parallel angles of similar magnitude. When two polygons are congruent, they can be superimposed on one another using translations, rotations, and reflections without affecting their appearance or dimensions. Concluding about the matching sides, shapes, angles, and other geometric properties of congruent polygons allows us to draw conclusions about them.

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Answer:

r(-2) = -5 , r(0) = -7 , r(5) = -12

Step-by-step explanation:

Plug in the numbers for x and then solve. : )

r(-2) = - (-2) - 7

r(-2) = 2 -7

r(-2) = -5

r(0)= -0 -7

r(0)=0-7

r(0) = -7

r(5) = -5 - 7

r(5) = -12

The values of r(x) for x = - 2, 0 and 5 are obtained by Substituting the values for x in the function, hence the values are :

When x = - 2

When x = 0

When x = 5

Therefore, the required values are - 9, - 7 and - 2

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as the question say, shw drove 32 miles in 4 hours, but for the unit rate you need to simplify it:

32/4=8

she drove 8 miles in 1 hour

so the answer is: option C

Answer:

72 degrees 72° Celsius. It changed by 72 degrees.

Step-by-step explanation:

6 * 12 because it changed 6 degrees each hour for 12 hours

6 *

12

—-

72

Answer:

72 degree Celsius

Step-by-step explanation:

Since every hour the temperature is cooled by 6⁰C and the total time spent was 12 hour we can do a simple multiplication shown:

6 * 12 = 72

Answer:

x = 17deg

Step-by-step explanation:

angle DCE = angle ACB (vertically opposite angles)

therefore,

x + 100 = 4x + 49

3x = 51

x = 17deg

Answer:

X=

Step-by-step explanation:

First you have to divide the shape into to triangles. Triangle CED and triangle ACB.

Second you have to find what angle C is in the triangle ACB. For this you'll have to:

Find out which of the sides are which. For triangle ACB, side CB is the hypotenuse, CA and AB are adjacent.

The formula we use is \(a^{2} +b^{2} =c^{2}\).  a and b are adjacent and c is hypotenuse.

When you found what angle C is, you can go on and to the second triangle same theorem applies to the second triangle \(a^{2} +b^{2} =c^{2}\). At this stage you will already know two angles, 100 and c, so finding E using this formula will be easy

The factor of the expression \(5p(p + 2)^{\frac{2}{3} } + 4(p + 2)^{\frac{1}{3} }\) is\((p + 2)^{\frac{2}{3} } (5p^{3} + 10p^{2} + 20p + 4)\)

To answer the question, we need to know what factorization is

Factorization is the process of breaking down an expressing into a simpler form containing its factors.

Since

\(5p(p + 2)^{\frac{2}{3} } + 4(p + 2)^{\frac{1}{3} }\)

Since \((p + 2)^{\frac{1}{3} }\) is common, we factor it out. So, we have

\((p + 2)^{\frac{2}{3} } (5p(p + 2)^{2} + 4)\)

Expanding the bracket, we have

\((p + 2)^{\frac{2}{3} } (5p(p^{2} + 2p + 4) + 4) = (p + 2)^{\frac{2}{3} } (5p^{3} + 10p^{2} + 20p + 4)\)

So, the factor of the expression \(5p(p + 2)^{\frac{2}{3} } + 4(p + 2)^{\frac{1}{3} }\) is\((p + 2)^{\frac{2}{3} } (5p^{3} + 10p^{2} + 20p + 4)\)

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To calculate the cumulative percent for a class interval, you need to divide the cumulative frequency by the total number of scores in the sample and then multiply by 100 to express it as a percentage.

In this case, the cumulative frequency for a class interval is given as 15, and the total number of scores in the sample is 25.

Cumulative percent = (Cumulative frequency / Total number of scores) * 100

Cumulative percent = (15 / 25) * 100

Cumulative percent = 0.6 * 100

Cumulative percent = 60

Therefore, the cumulative percent for the given class interval is 60%.

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Answer:

Length of the diagonal = 20√3 units

Step-by-step explanation:

Given:

Side of square = 10√6 units

Find:

Length of the diagonal

Computation:

Using Pythagorean theorem.

Length of the diagonal = √2(a)²

Length of the diagonal = √2(10√6)²

Length of the diagonal = √1200

Length of the diagonal = 20√3 units

Answer:

11) -11

12) -12

13) 7

14) -60

15) -56

16) -378

17) -126

18) -4

19) -3

20) -12

Answer:

see below

Step-by-step explanation:

1.  75

2.  -14

3.  91

4.  67

5.  24

6.  112

7.  91

8.  44

9.  15

10.  -11

11.  -11

12.  -12

13.  7

14.  -60

15.  -56

16.  -378

17.  -126

18.  -4

19.  -3

20.  -12

Answer:

D) = (x - 6 )(x - 6)

Step-by-step explanation:

x^2 - 12x + 36

= x^2 -6x -6x + 36

= x(x - 6) -6(x - 6)

= (x - 6 )(x - 6)

Answer:

\(\boxed{\tt (x-6)(x-6)}\)

Step-by-step explanation:

To factor x²−12x+36 we need to find two numbers that add together to get -12 and multiply together to get 36:-

Let's try -6 and -6:-

\(\tt -6+-6 = -12\)

\(\tt -6\times -6 = 36\)

\(\tt (x-6)(x-6)\)

_________________

Hope this helps!

Have a nice day!

The correct option is A. (4, 11) and (0, 7).

The solution of the equations y = x + 7 and y = x² – 3x + 7, the solutions are located at points: (4, 11) and (0, 7).

Estimate the y-intercept, slope, and express the equation in the form of the y-intercept (y = mx + b) to find the graphed equation. The slope is the difference between the y- and x-axis values.

A graph equation is an equation in graph theory where the unknown is a graph. Isomorphic ideas are one of the key issues in graph theory.

The equations are; y = x + 7 and y = x² - 3x + 7

At the solution, the u-values are equal, which gives;

y = y

x + 7 = x² - 3·x + 7

x² - 3·x + 7 - (x + 7) = 0

x² - 4·x = 0

x·(x - 4) = 0

x = 4, or x = 0

When x = 4, y = 4 + 7 = 11

When x = 0,

         y = 0 + 7 = 7

Therefore, the solution for the equations  y = x + 7 and y = x² - 3x + 7 are are located at points: (4, 11) and (0, 7).

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The complete question is-

Based on the graphs of the equations y = x + 7 and y = x² – 3x + 7, the solutions are located at points:

A. (4, 11) and (0, 7)

B. (4, 11) and (–7, 0)

C. (–7, 0) and (1.5, 4.75)

D. (1.5, 4.75) and (0, 7)

Answer:

D

Step-by-step explanation:

the three main trig functions are

sin = opposite / hypotenuse

cos = adjacent / hypotenuse

tan = opposite / adjacent

( opposite = side opposite of angle , hypotenuse = longest side and adjacent = other side )

Sin(55) = a/c as side a is opposite of the angle and c is the hypotenuse so D might be the answer

cos(55) would be b/c as the adjacent of that angle is b and the hypotenuse is c. B and C show the wrong ratios so B and C can't be the answer

tan(55) would be a/b as side a is opposite of the angle and b is the adjacent, A says c/a which is wrong

so we can conclude the answer is D

Answer:

a'(6, 2)

Step-by-step explanation:

The point a(6, -2) is reflected over the x-axis, therefore, the only change committed to the point is that \(a'\)'s y-coordinate will now be the negative value of \(a\)'s y-coordinate.

Therefore, \(a'(6, -(-2) \to 2)\)

Answer:

Given a function f, a new function g ( x ) = f ( x − h ) \displaystyle g\left(x\right)=f\left(x-h\right) g(x)=f(x−h), where h is a constant, is a horizontal shift of the function f. If h is positive, the graph will shift right. If h is negative, the graph will shift left.

Step-by-step explanation:

According to Gopnik, to ask babies what they think, scientists must use experimental methods.

The 18-month-olds had a more advanced understanding of language and object permanence.

Gopnik states that a long childhood gives the child a great deal of time to learn from and interact with their environment.

By saying "the children are doing statistics" Gopnik means that babies are capable of forming and processing complex patterns of information.

I believe babies are less conscious than adults.

According to Gopnik, the way to ask babies what they think is through experiments that test their abilities and responses to different situations such as showing them images of objects and measuring their eye-movement or using language probes and examining their response to questions. For example, she discusses an experiment where babies are shown a box with a toy inside and then the box is moved to a different location. The babies are then observed to see if they look for the toy in the new location or the old location. This can give insight into their understanding of object permanence.

The difference between the responses of the 15-month-old and the 18-month-old babies in the experiment was that the 15-month-olds tended to look for the toy in the old location, while the 18-month-olds looked for it in the new location. This suggests that the 18-month-olds have a better understanding of object permanence than the 15-month-olds.

Gopnik discusses a correlation between a long childhood and knowledge and learning by explaining that humans have a longer childhood than other animals, which allows for more time to learn and acquire knowledge. This extended period of learning is what allows humans to develop complex skills and abilities.

When Gopnik mentions that "the children are doing statistics," she means that they are making predictions and drawing conclusions based on the information they have observed. For example, if a child sees that a ball always bounces when it is dropped, they will predict that it will bounce the next time it is dropped.

In my opinion, babies are more conscious than adults in some ways and less conscious in others. Babies are more aware of their immediate surroundings and are constantly taking in new information and learning from it. However, they are less conscious of abstract concepts and long-term consequences than adults.

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Answer:

  x = 5

Step-by-step explanation:

You want the equation of a line with undefined slope and an x-intercept of 5.

Slope is the ratio of "rise" to "run" for a line. If the line is vertical, the "run" is zero, making the denominator of the ratio is zero. Division by zero gives an "undefined" result.

If the slope of a line is "undefined", it is a vertical line. It has the same x-value everywhere. Its equation is ...

  x = c . . . . . for some constant

Here, the vertical line crosses the x-axis at x=5. That is the equation of the line:

  x = 5

The angle ∠LON is congruent to the angle ∠LMN. Then the measure of the angle ∠LON will be 162.66°.

It is a polygon with four sides. The total interior angle is 360 degrees. A Rhombus's opposite sides and angles are parallel, and each side is congruent to the other sides. Its diagonals intersect at the right angle at the center.

In Rhombus LMNO angle LMN measures 162.66 degrees.

We know that the angle ∠LON is the opposite angle ∠LMN. Then ∠LON is congruent to the angle ∠LMN. Then we have

∠LON = ∠LMN

∠LON = 162.66°

The measure of the angle ∠LON will be 162.66°.

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