How many solutions are there to the equation below x2=9

it would take approximately 0.0004 seconds (or 0.4 milliseconds) to determine the activity with a statistical uncertainty of 2%.

To determine the activity with a statistical uncertainty of 2%, we need to calculate the time interval that would provide sufficient data to achieve this level of precision.

The statistical uncertainty is typically expressed as the standard deviation or the relative standard deviation (coefficient of variation). In this case, let's assume the 2% uncertainty refers to the relative standard deviation.

The relative standard deviation (RSD) is calculated as the standard deviation divided by the mean, expressed as a percentage:

RSD = (Standard Deviation / Mean) * 100%

Given that the mean number of decays in 10 minutes is 1000, we can use this information to calculate the standard deviation:

Standard Deviation = (RSD / 100%) * Mean

                 = (2% / 100%) * 1000

                 = 0.02 * 1000

                 = 20

Now, to determine the time interval required to achieve the desired statistical uncertainty, we can use the following formula:

Time Interval = (Standard Deviation / Mean)²

Time Interval = (20 / 1000)²

             = 0.02²

             = 0.0004

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Answer

pi.

Step-by-step explanation:

If you add pi (3.14) to 3/4, you will get an irrational answer.

The solution to the systems of equations graphically is (2, 4)

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

y = 2x

y = -x + 6

Next, we plot the graph of the system of the equations

See attachment for the graph

From the graph, we have solution to the system to be the point of intersection of the lines

This points are located at (2, 4)

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Answer:

Parenthesis

Exponent

Multiplication

Division

Addition

Subtraction

Step-by-step explanation:

PEMDAS stands for the procedure you take when solving an equation

Answer:

PEMDAS

Step-by-step explanation:

P(arenthesis)

E(xponents)

M(ultiplication)

D(ivision)

A(ddition)

S(ubtraction)

Answer:

18 flowers

Step-by-step explanation:

10 flowers/5 seed packets = 2 flowers per packet

(2 flowers per packet)(9 packets) =

18 flowers

Two distinct real roots are there if the discriminant of quadratic equation is greater than zero.

What is quadratic equation ?

ax^2 + bx + c = 0 is a quadratic equation, which is a second-order polynomial equation in a single variable. a 0. It has at least one solution because it is a second-order polynomial equation, which is guaranteed by the algebraic fundamental theorem. The answer could be simple or complicated.

There are two different real roots when the discriminant is higher than 0. There is just one real root when the discriminant is equal to 0. There are exactly two unique imaginary roots when the discriminant is smaller than zero, but no real roots. In this instance, there are two actual roots.

We are aware that the discriminant of a quadratic equation can be used to determine the type of roots in the equation. There will be two real and separate roots to the equation if the discriminant is bigger than zero.

There will be a real root in the equation if the discriminant is zero. The equation will only have two complex roots rather than any real roots if the discriminant is smaller than zero.

The locations where an equation's curve intersects the x-axis can be used to define an equation's roots graphically.

Therefore, the curve crosses the x-axis twice if an equation has two roots. This graph is provided by;

quadratic equation of the kind discriminant;

ax^2 + bx + c = 0 is given by D = b^2 -4ac.

If D>0, the equation has 2 real and distinct roots. They are given by

                                    \(x = \frac{-b\pm \sqrt{b^2-4ac} }{2a}\)

If D=0, the equation has a real root, which is given by,

                                   x = -b/2a

If D<0, the equation has complex roots.

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Partial grades can be awarded for providing explanations, even if the answer to the True/False statement is straightforward. Hence, the given statement is true.

In many cases, providing a simple True or False answer may not fully demonstrate the depth of understanding or reasoning behind the response. Therefore, instructors or evaluators may award partial grades for explanations that show some level of comprehension, even if the True/False statement itself is correct or incorrect.

In academic or evaluative settings, explanations are often valued as they provide insight into the thought process and understanding of the individual. Even if the answer to a True/False statement is clear-cut, an explanation can demonstrate critical thinking, application of relevant concepts, and an ability to articulate reasoning.

Grading partial credit for explanations encourages students to provide thorough and thoughtful responses, fostering a deeper understanding of the subject matter. It acknowledges that the process of arriving at an answer can be just as important as the answer itself, promoting a more comprehensive evaluation of the individual's knowledge and skills.

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In the given Markov chain, State 1 is absorbing, State 4 is periodic, State 1 is recurrent, and States 3, 4, and 5 are recurrent.

A Markov chain is a stochastic model that represents a sequence of states where the probability of transitioning from one state to another depends only on the current state. Let's analyze the given Markov chain to determine the properties of each state.

State 1: This state has a probability of 1 in the first row, indicating that it is an absorbing state. An absorbing state is one from which there is no possibility of leaving once it is reached. Therefore, statement a) is correct, and State 1 is absorbing.

State 2: There are no transitions from State 2 to any other state, which means it is an absorbing state as well. However, since it is not explicitly mentioned in the question, we cannot determine its status based on the given information.

State 3: This state has non-zero probabilities to transition to other states, indicating that it is not absorbing. Furthermore, it has a loop back to itself with a probability of 1/6, making it recurrent. Hence, statements c) and e) are incorrect, while statement f) is correct. State 3 is recurrent.

State 4: State 4 has a transition probability of 1/3 to State 3, which means there is a possibility of leaving this state. However, there are no outgoing transitions from State 4, making it an absorbing state. Moreover, since there is a loop back to itself with a probability of 2/3, it is also recurrent. Therefore, statement b) is correct, and State 4 is periodic and recurrent.

State 5: Similar to State 4, State 5 has a transition probability of 2/3 to State 3 and no outgoing transitions. Hence, State 5 is also an absorbing and recurrent state. Consequently, statement e) is correct.

To summarize, State 1 is absorbing and recurrent, State 4 is periodic and recurrent, and States 3 and 5 are recurrent.

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The license plates can be formed if neither the digits nor the letters are repeated is 78,624,000 , this can be calculated by using permutation and combination.

What are permutation and combination?

A permutation is an act of arranging the objects or elements in order. Combinations are the way of selecting objects or elements from a group of objects or collections, in such a way the order of the objects does not matter.

Main Body:

In a certain country, the car license plate is formed by 4 numbers from the digits 1-9 followed by 3 letters from the alphabet.

There are 10 numbers.

And there is 26 alphabet.

The license plates can be formed if neither the digits nor the letters are repeated will be

⇒(numbers) (alphabet)

⇒ (9*8*7*6)(26*25*24)

⇒ 78,624,000

Hence, The license plates can be formed if neither the digits nor the letters are repeated is 78,624,000.

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Answer:

$42

Step-by-step explanation:

Given

Principal (P) = $300

rate of interest (R) = 7%

Time (7T) = 2 years

Interest (I) = ?

We know

I = PTR / 100

= 300 * 7 * 2 / 100

= $ 42

Hope it will help :)❤

The expression 83 - 7.5 t represents the amount of water that is left in the tank after t hours as 7.5 l of water drains every hour from the large water tank.

We are given that:

7,5 l of water drains from the large water tank every hour.

Also, the water level in the large water tank initially was 83 l

We need to tell what does the expression 83 - 7.5 t represent.

It represents the amount of water that is left in the tank after t hours as 7.5 l of water drains every hour from the large water tank.

Therefore, the expression 83 - 7.5 t represents the amount of water that is left in the tank after t hours as 7.5 l of water drains every hour from the large water tank.

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The probability that a randomly selected student is taking exactly one language class is 0.5045 or approximately 50.45%.

1. This is calculated by subtracting the number of students taking two or more classes from the total number of students, and then dividing by the total number of students.

2. To calculate this probability, we start by finding the total number of students taking at least one language class. This can be calculated by adding the number of students in each language class, and then subtracting the students who are taking multiple classes to avoid double counting. So, the total number of students taking at least one language class is: 42 + 32 + 29 - 13 - 8 - 10 + 4 = 76

3. Next, we can find the number of students taking exactly one language class by subtracting the students taking two or more classes from the total number of students taking at least one class. So, the number of students taking exactly one language class is: 76 - 13 - 8 - 10 + 4 = 49

4. Finally, we can calculate the probability of selecting a student taking exactly one language class by dividing the number of students taking exactly one class by the total number of students. So, the probability is: 49/111 ≈ 0.5045 or approximately 50.45%.

5. In summary, the probability of selecting a student taking exactly one language class is 0.5045 or approximately 50.45%. This probability is calculated by subtracting the number of students taking multiple classes from the total number of students, and then dividing by the total number of students. The calculation involves avoiding double counting of students taking multiple classes.

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The equivalent to the quotient shown here for acceptable values of x is √[ (8x) / ( 3 ) ].

option D.

The given expression can be simplified to the lowest degree by applying the following method.

√ (8x²) ÷ √(3x)

= √ (8x²)  / √(3x)

= [ √ (8x²)  / √(3x) ] x [ √(3x) / √(3x) ]

=  [ √ (8x² . 3x )  ] / ( 3x )

= [ √ (4x² . 2 . 3x ) ] / ( 3x )

= (2x √ (6x) ) / 3x

= 2√(6x) / 3

= ²/₃ √(6x)

since the simplified form is not in the options, we can place the fraction back into the root, by squaring them.

= √[ (4 . 6x) / ( 9 ) ]

= √[ (24x) / ( 9 ) ]

= √[ (8x) / ( 3 ) ]

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Answer:

Step-by-step explanation:

√2, 1.5, 2π.

Answer:

433.5 cm^3

Step-by-step explanation:

The volume of a cylinder is its base area times height. Therefore it can be said that:

V = 23π x 6

This is 433.539786195, which when rounded to the nearest tenth is 433.5.

7.96 should be the answer.

To find the new coordinates, we just have to use the given rule

Let's apply it to each vertex

The quality control engineer will test the parts every 3 minutes.

To determine how often the quality control engineer tests the parts, we need to find the least common multiple (LCM) of the time it takes for the first machine to make a part and the time it takes for the second machine to make a part.
The first machine makes a part every 12 seconds, while the second machine makes a part every 45 seconds.
To find the LCM, we can list the multiples of each number and look for the smallest number that appears in both lists:
Multiples of 12: 12, 24, 36, 48, 60, 72, ...
Multiples of 45: 45, 90, 135, 180, 225, 270, ...
From the lists above, we can see that the smallest number that appears in both lists is 180.
Therefore, the quality control engineer will test the parts every 180 seconds.
To express the answer in minutes, we can convert 180 seconds to minutes:
180 seconds ÷ 60 = 3 minutes

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Answer:

C is the  answer

Step-by-step explanation:

The law of cosine helps us to know the third side of a triangle when two sides of the triangle are already known the angle opposite to the third side is given. The measure of side DE is 12.3.

The law of cosine helps us to know the third side of a triangle when two sides of the triangle are already known the angle opposite to the third side is given. It is given by the formula,

\(c =\sqrt{a^2 + b^2 -2ab\cdot Cos\theta}\)

where

c is the third side of the triangle

a and b are the other two sides of the triangle,

and θ is the angle opposite to the third side, therefore, opposite to side c.

In the given triangle the length of the side DE can be found using the law of cosine. Therefore, the length of the side DE can be written as,

DE² = DF² + EF² - 2(EF)(DF)(Cos 59°)

DE² = 144 + 169 - 2(12 × 13 × Cos 59°)

DE² = 144 + 169 - 160.6918

DE² = 152.30812

DE = 12.3413 ≈ 12.3

Hence, the measure of side DE is 12.3.

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Answer:

x = -2

Step-by-step explanation:

3/2 (x-5) - 3/2 = 9x/2

3x/2 - 15/2 - 3/2 = 9x/2 ... alldenominator

are 2 so we can multiply all term by 2

2(3x/2 - 15/2 - 3/2 = 9x/2)

3x - 15 - 3 = 9x ... simplify it

3x - 12 = 9x

-12 = 9x - 3x ... take 3x to the left

-12 = 6x ... simplify

6x/6 = -12/6 ... dividing both side by 6

x = -2 ... simplify and solve x

First, find the slope: m = Δy/Δx = (2-4)/(4-0) = -0.5

The "intercept" in the slope-intercept form of a line is the y-intercept. And at the y-intercept, x = 0. Conveniently, one of our points has an x = 0, i.e., the point (0,4). So, our equation would be y = -0.5x + 4.

If you wanted to double-check, you could use the point (4,2) to find the point-slope equation of the line and see if it matches up with the slope-intercept form above. Given a slope of -0.5 and a point (4,2), our point-slope equation would be y - 2 = -0.5(x - 4). If we expand this, we get y - 2 = -0.5x + 2. Solving for y, we obtain y = -0.5x + 4.

Thus, y = -0.5x + 4 would be our equation.

The number of waffles can be made from 15 eggs are, 20 waffles.

the waffles can be calculates as follows

4 cups of fluor + 6 eggs +2 tbsp oil = 8 waffles

we need 6 eggs to make 8 waffles

So, the waffles can we make from 15 eggs = \(\frac{8}{6} X 15 = 20\) waffles

Hence, the number of waffles can be made from 15 eggs are 20 waffles.

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Answer:

so it goes 11,22,33,44,55,66,77,88,99!

Step-by-step explanation:

Not that hard you're welcome kings and queens have a nice day

sin(55°) + sin(5°) = sin(65°) using a sum-to-product formula for sine

We can use the sum-to-product formula for sine to show that sin(55°) + sin(5°) = sin(65°). The formula is:

sin A + sin B = 2 sin[(A + B)/2] cos[(A - B)/2]

Substituting A = 55° and B = 5°, we get:

sin(55°) + sin(5°) = 2 sin[(55° + 5°)/2] cos[(55° - 5°)/2]

Simplifying, we get:

sin(55°) + sin(5°) = 2 sin(30°) cos(25°)

We know that sin(30°) = 1/2 and cos(25°) = sin(90° - 25°), so we can substitute these into the expression:

sin(55°) + sin(5°) =  sin(90° - 25°)

We also know that sin(90° - 25°) = sin(65°), so we can substitute this into the expression:

sin(55°) + sin(5°) = sin(65°)

Therefore, sin(55°) + sin(5°) = sin(65°) using a sum-to-product formula for sine.

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Given question is incomplete, the complete question is below

Show that sin(55°) + sin(5°) = sin(65°)

use a sum-to-product formula for sine and simplify

Answer:

\( |6| = | - 6| \)

Step-by-step explanation:

\( |6| = | - 6| \\ 6 = - ( - 6) \\ 6 = 6\)

Answer:

Step-by-step explanation:

They're both right angle triangles and have the same length and size , hence congruency

The point estimate of the difference in the population mean exercised between underclassmen and upperclassmen is 0.16 hours.

In this case, we are estimating the difference in population means between two groups - upperclassmen and underclassmen. The point estimate is calculated by subtracting the sample mean of the underclassmen from the sample mean of the upperclassmen, which gives us

0.76 - 0.60 = 0.16.
the point estimate of the difference in population mean exercised between underclassmen and upperclassmen is 0.16 hours, which was calculated by subtracting the sample mean of underclassmen from the sample mean of upperclassmen.
Point Estimate = (Sample Mean of Upperclassmen) - (Sample Mean of Underclassmen)
Point Estimate = (0.76) - (0.60)
Point Estimate = 0.16

Hence, the point estimate of 0.16 suggests that, on average, upperclassmen exercised 0.16 hours more than underclassmen in the past 24 hours. This is a rough estimate of the difference between the two population means based on the provided sample data.

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The picnic area is 20 inches wide in the drawing in her scale of 1 inch : 4 yards.

Unitary method is a technique for first solving the value of a single digit unit and from there we can find the value of any given unit.

According to the given question lillian drew a scale drawing of a county park. the scale she used was 1 inch : 4 yards.

The picnic area is 80 yards wide in real life.

∴ The width of the picnic area in here drawing in inches will be

= 80/4 inches.

= 20 inches.

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Answer:

167.5

Step-by-step explanation:

I hope this helps :)