LMNP is rotated 90 degrees clockwise around the orgin.What are the coordinates of L ?A. L(0,-1)B. L(-1,0)C. L(0,1)D. L(1,0)

Step-by-step explanation:

Use the formula for the volume of a cylinder

volume = pi r^2 h       diameter = 15 ft so  r, radius = 7.5 feet   h = 25 ft

volume = pi * ( 7.5)^2 * 25  = 4417.86 ft^3

Solution

The question would like us to evaluate the following expression

- We should deal with the modulus and bracket separately.

- After that, we can then perform the subtraction operation on the results of the modulus and bracket.

- This is done below:

Also,

Thus, combining both results, we have:

Final Answer

The answer is -6

Answer:

-6 hope it helps

thank you

To find the fraction of the square quilt block that is shaded, we need to count the number of shaded unit squares and divide it by the total number of unit squares in the quilt block. Let us begin by counting the number of shaded unit squares.

We notice that there are a total of 6 unit squares that are shaded. The unit squares that are shaded are the 2 squares that are completely shaded and the 4 squares that are half shaded due to the presence of triangles.

Next, we need to count the total number of unit squares in the quilt block. We notice that the quilt block is made up of 9 unit squares, each of which can be divided into 4 smaller unit squares. Thus, the total number of unit squares in the quilt block is 9 x 4 = 36.

Therefore, the fraction of the square quilt block that is shaded is 6/36 or 1/6.

To summarize, the shaded portion of the quilt block consists of 6 unit squares out of a total of 36 unit squares. Thus, the fraction of the square quilt block that is shaded is 1/6.

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Answer:

The total cost is:$400

Step-by-step explanation:

Given

\(x \to units\)

\(y \to cost\)

\((x,y) = (0,200)\) --- when the graph intersects the y-axis

\(m = 10\) -- the rate

Required

y when x = 20

First, we determine the equation of the plot using:

\(y = mx + c\)

Substitute 10 for m

\(y = 10x + c\)

Next, solve for c.

Substitute \((x,y) = (0,200)\)

\(200 = 10*0+c\)

\(200 = 0+c\)

\(c = 200\)

So:

\(y = 10x + c\)

\(y =10x + 200\)

When x = 20

\(y =10*20 + 200\)

\(y =200 + 200\)

\(y = 400\)

Answer:

(3x^2 + 5x +3) (x + 5)

The time it takes the professor to set up their computer follows a uniform distribution on the interval [0, 30] seconds.

In this scenario, the uniform distribution indicates that any value within the interval [0, 30] seconds is equally likely to occur. This means that the professor's setup time can range from 0 seconds to 30 seconds, with each value having the same probability of occurring.

The uniform distribution is characterized by a constant probability density function (PDF) within the given interval.

The PDF is defined as 1 divided by the length of the interval, which in this case is 30 seconds.

The cumulative distribution function (CDF) for a uniform distribution is a linear function that increases uniformly from 0 to 1 over the interval.

This uniform distribution allows us to analyze and calculate probabilities related to the setup time of the professor's computer.

For example, we can determine the probability that the setup time falls within a certain range or calculate the expected value and variance of the setup time.

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Based on the given scale of 1.5 inches to 2 miles on the map, an ant's 8-inch walk in Apollo Beach corresponds to a distance of 10.67 miles for a real person.

To determine the distance a real person would walk in Apollo Beach, we can use the given scale of 1.5 inches to 2 miles on the map. Since the ant walked 8 inches on the map, we need to calculate the equivalent distance in miles.

First, we can set up a proportion to find the conversion factor:

1.5 inches / 2 miles = 8 inches / x miles

To solve for x, we can cross-multiply:

1.5 inches * x miles = 2 miles * 8 inches

Simplifying the equation, we have:

1.5x = 16

Dividing both sides by 1.5, we find:

x ≈ 10.67 miles

Therefore, a real person would walk approximately 10.67 miles in Apollo Beach.

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Answer:

D

Step-by-step explanation:

The maximum value is the y- coordinate of the vertex

Given a quadratic in standard form , y = ax² + bx + c ( a ≠ 0 )

Then the x- coordinate of the vertex is

x = - \(\frac{b}{2a}\)

y = - x² + 6x + 5 ← is in standard form

with a = - 1 and b = 6 , then x- coordinate of vertex is

x = - \(\frac{6}{-2}\) = 3

Substitute x = 3 into the function for y- coordinate of vertex

y = - 3² + 6(3) + 5 = - 9 + 18 + 5 = 14

maximum value is 14 → D

Answer:

N=3

Explanation:

Look at image below

Answer: b = 5

Step-by-step explanation:

        The standard form of a quadradic equation is 0 = ax² + bx + c. To do this, we will move all values to one side of the equation.

        Given:

8x + 4 = -2x² + 3x + 1

        Subtract (8x + 4) from both sides of the equation:

0 = -2x² - 5x - 3

        Lastly, we are given that a = 2, so we will divide both sides of the equation by -1.

0 = -2x² - 5x - 3

0 = 2x² + 5x + 3

        We are asked to find the value of b.

0 = ax² + bx + c

0 = 2x² + 5x + 3   ➜   b = 5

To create the vector OutOfSpec, we need to compare the values in SqOut with the ideal output values, which can be calculated using the formula (input voltage)^2. We can then use the following steps in Matlab:

1. Create a vector of input voltages from 1 mV to N mV:
inputVoltage = 1:N;

2. Calculate the ideal output values using the formula (input voltage)^2:
idealOutput = inputVoltage.^2;

3. Calculate the percentage difference between the actual and ideal output values:
percentDiff = abs(SqOut - idealOutput) ./ idealOutput * 100;

4. Find the indices of the values in percentDiff that exceed 1%:
outOfSpecIdx = find(percentDiff > 1);

5. Use the outOfSpecIdx vector to extract the input voltages that generated out-of-spec output values:
OutOfSpec = inputVoltage(outOfSpecIdx);

The resulting vector OutOfSpec will contain a list of all inputs that generated an output differing from the ideal value by more than 1%.
To create a vector OutOfSpec in Matlab that contains a list of all inputs that generated an output differing from the ideal value by more than 1%, you can use the following code:

```matlab
SqOut = [0.9985 4.052 8.973 15.81 25.15];
N = length(SqOut);
ideal_output = (1:N).^2;
tolerance = 0.01 * ideal_output;
lower_bound = ideal_output - tolerance;
upper_bound = ideal_output + tolerance;

OutOfSpec = find(SqOut < lower_bound | SqOut > upper_bound);
```

This code first calculates the ideal output values and the 1% tolerance bounds. Then, it uses the 'find' function to identify input values where the corresponding output differs from the ideal value by more than 1%. The result will be stored in the vector OutOfSpec.

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Answer:

a.

The French government gathers €85,930,190,677 more than the German government

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

1.

- 9 < 2x + 1

- 10 < 2x

X > - 5

2.

2x + 1 < 5

2x < 4

X < 2

The linear velocity of a point on the surface of the Earth at the equator is approximately 1670 kilometers per hour, and the acceleration is negligible.

The linear velocity of a point on the Earth's surface can be calculated using the formula v = ωr, where v is the linear velocity, ω is the angular velocity, and r is the distance from the axis of rotation. The Earth completes one rotation in approximately 24 hours, which corresponds to an angular velocity of 2π radians per 24 hours or approximately 0.0000727 radians per second.

At the equator, the distance from the axis of rotation is equal to the Earth's radius, which is approximately 6,371 kilometers. Plugging these values into the formula, we find that the linear velocity at the equator is approximately 1670 kilometers per hour. The acceleration of a point on the Earth's surface due to its rotation is given by the formula a = ω²r.

However, the acceleration at the equator is negligible because the distance from the axis of rotation remains constant, and the angular velocity is relatively small. Therefore, the acceleration of a point at the equator is considered negligible in practical calculations.

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We know the mean is the average.

The mean of a data set is found by adding all the numbers and then dividing by the number of numbers.

We know 4 of the 5 numbers.

Let the 5th number be "x".

So, from the given information, we can write an equation:

Cross multiplying and a bit of algebra will let us find the value of "x":

The fifth value is 14.

The graph that represents the function f(x) = 4[x] is option C.

Option C is the correct answer.

A function is a relationship between inputs where each input is related to exactly one output.

Example:

f(x) = 2x + 1

f(1) = 2 + 1 = 3

f(2) = 2 x 2 + 1 = 4 + 1 = 5

The outputs of the functions are 3 and 5

The inputs of the function are 1 and 2.

We have,

f(x) = 4 [x]

[x] is the greatest integer function.

We see that,

f(0) = 4 [0] = 0

f(0.5) = 4 [0.5] = 4 x 0 = 0

f(x) = 0 for 0 ≤ x < 1

f(1) = 4 [1] = 4

f(1.5) = 4 [1.5] = 4 x 1 = 4

f(x) = 4 for 1 ≤ x < 2

f(2) = 4 [2] = 4 x 2 = 8

f(2.5) = 4 [2.5] = 4 x 2 = 8

f(x) = 8 for 2 ≤ x < 2

Thus,

The graph on option C has the required coordinates.

f(x) = 0 for 0 ≤ x < 1

f(x) = 4 for 1 ≤ x < 2

f(x) = 0 for 2 ≤ x < 2

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The sketch of the function y = \(x^{2}\) - x - 3 for -3 <= x <= 3 reveals a parabolic curve that opens upwards. The turning point of the parabola, also known as the vertex, can be identified as (-0.5, -3.25).

To sketch the graph of y = \(x^{2}\) - x - 3, we consider the given domain of -3 <= x <= 3. The function represents a parabola that opens upwards. By calculating the coordinates of the turning point, we can locate the vertex of the parabola.

To find the x-coordinate of the turning point, we use the formula x = -b/2a, where a and b are the coefficients of the quadratic equation. In this case, a = 1 and b = -1. Substituting these values, we have x = -(-1)/2(1) = -0.5.

To find the y-coordinate of the turning point, we substitute the x-coordinate (-0.5) into the equation y = \(x^{2}\) - x - 3. Evaluating this expression, we get y = \(-0.5^{2}\) - (-0.5) - 3 = -3.25.

Therefore, the turning point of the parabola is approximately (-0.5, -3.25).

From the sketch, we can estimate the approximate solutions to the equation \(x^{2}\)- x - 3 = 0 by identifying the x-values where the graph intersects the x-axis. These solutions are approximately x ≈ -2.5 and x ≈ 1.5.

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Answer:

\(f(x) = x^4-5x^2+3\) is symmetric to the y-axis

Step-by-step explanation:

Given

\(f(x) = x^4-5x^2+3\)

Required

Determine if it is symmetric

First, we check if the function is even by calculating f(-x)

\(f(x) = x^4-5x^2+3\)

\(f(-x) = (-x)^4-5*(-x)^2+3\)

\(f(-x) = x^4-5*x^2+3\)

We have:

\(f(x) = f(-x) = x^4-5*x^2+3\)

This implies that the function is even, and even functions are symmetric to the y-axis.

Hence:

\(f(x) = x^4-5x^2+3\) is symmetric to the y-axis

Answer:

y=1/2x - 1

Step-by-step explanation:

refer the slope intercept formula

To evaluate limx -> a x/a, let us substitute a in the expression and we get a/a = 1. Hence limx -> a x/a = 1.Therefore, the  answer is limx -> a x/a = 1.

To evaluate limx -> 2 (x² - 4)/(x - 2), we can use algebraic manipulation. The numerator is a difference of squares, so we can write it as:(x² - 4) = (x + 2)(x - 2)

Thus, we have:limx -> 2 (x² - 4)/(x - 2) = limx -> 2 [(x + 2)(x - 2)]/(x - 2) = limx -> 2 (x + 2) = 4

To evaluate limx -> 1 (x² - 4)/(x - 3)(x + 2), we need to factor the numerator:x² - 4 = (x + 2)(x - 2)

Thus, we have:limx -> 1 (x² - 4)/(x - 3)(x + 2) = limx -> 1 [(x + 2)(x - 2)]/[(x - 3)(x + 2)] = limx -> 1 (x - 2)/(x - 3)

But this limit does not exist, because the denominator approaches 0 as x approaches 3, while the numerator approaches -1. Thus, the limit is infinite.Therefore, the answer is limx -> 1 (x² - 4)/(x - 3)(x + 2) does not exist.

Therefore, the given limits are solved and evaluated properly.

The answers are summarized below:limx -> a x/a = 1limx -> 2 (x² - 4)/(x - 2) = 4limx -> 1 (x² - 4)/(x - 3)(x + 2) does not exist.limx -> 3 (1 - 3x)/(x + 2) = -3/5.

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Answer:

y = 4x + 8

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Here m = 4 and c = 8 , thus

y = 4x + 8 ← equation of line

The equation in slope-intercept form is y = 4x+8

The equation of line is an algebraic form of representing the set of points, which together form a line in a coordinate system.

Given that, a line has a y-intercept of 8 and a slope of 4.

We know that, the general equation of a line is given by, y = mx+c

where m is slope and c is the y intercept,

Here, m = 4 and c = 8

Therefore, the equation can be, y = 4x+8

Hence, The equation in slope-intercept form is y = 4x+8

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The total capacity of the tank is 272.675 cubic meters.

Given that,

A storage tank consist of a hemisphere and a cylinder which share a common base.

The base of both hemisphere and cylinder will be the same circle with the same radius.

Also, we have,

Height of the tank = 16.5 m

Base diameter of the cylinder = 4.7 m

Radius of the base of the cylinder = 4.7 / 2 = 2.35 m

Radius of the hemisphere = 2.35 m

Height of the cylinder = Total height of the tank - Height or radius of the hemisphere

Total capacity of the tank = Volume of hemisphere + Volume of cylinder

                                          = 2/3 π r³ + π r² h

                                          = 2/3 π (2.35)³ + π (2.35)² (16.5 - 2.35)

                                          = 8.652π + 78.143π

                                          = 272.675 cubic meters

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Analysis of the data reveals that the age groups most affected by the situation can be determined by examining the prevalence rates across different age groups. It is important to note that without specific data, it is challenging to provide precise figures for prevalence rates or determine the exact age groups most and least affected.

However, based on general trends and observations, it is often observed that older age groups, such as individuals above the age of 60, tend to be more susceptible to certain health conditions or diseases. This could be due to a variety of factors, including weakened immune systems, underlying health conditions, or reduced access to healthcare. Therefore, it is likely that the older age groups may be more affected compared to younger age groups.

On the other hand, younger age groups, particularly children and adolescents, are often considered to be more resilient and less prone to severe health conditions. Their immune systems are generally stronger, and they may have fewer underlying health issues. However, it is important to note that this is a general trend, and there can still be cases where younger age groups are affected by specific health conditions or diseases. Additionally, the impact on age groups can vary depending on the specific situation being analyzed.

To provide a more accurate analysis and determine the prevalence rate per age group, it would be necessary to have access to specific data related to the situation being examined. This data would include the number of cases or individuals affected within each age group. By comparing the number of affected individuals within each age group to the total population within that age group, the prevalence rate can be calculated. This rate provides a measure of the proportion of individuals within a specific age group who are affected by the situation.

In conclusion, without specific data, it is challenging to provide a definitive answer regarding which age groups are most and least affected by the situation. However, based on general observations, older age groups may be more affected due to various factors, while younger age groups, particularly children and adolescents, tend to be more resilient. To determine the prevalence rate per age group accurately, specific data related to the situation under analysis is required, including the number of affected individuals within each age group and the total population of each age group.

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Answer:

B) and C)

Step-by-step explanation:

A) f(x) = |7x| + 2  NO because we have absolute value of 7x

B) f(x)=17x + 2   YES, slope = 17 and y-intercept = 2

C) f(x) = 7x - 2   YES, slope = 7 and y-intercept = -2

D) f(x) = |7x| - 2   NO because we have absolute value of 7x

Answer:

128 <33

Step-by-step explanation:

6 ÷ 3 + 32 • 4 - 2 = 128

▪︎▪︎▪︎▪︎▪︎▪︎

Answer:

18ft

Step-by-step explanation:

AC = CD = BA

CD = 2CE

BD = BA + AC + CD = 2CE + 2CE + 2CE

= 6CE

CE = 3

6 × 3 = 18

Additive inverse is the negation of an actual number or expression.

The additive inverse of 4 - 5 is (d) 4 + (-5)

This is the number that, when added to another, yields zero

It is done by negating the original number

The expression is given as:

4 - 5

The additive inverse of 5 is -5.

So, the expression becomes

4 + (-5)

Hence, the additive inverse of 4 - 5 is 4 + (-5), and the number line is represented by number line (d)

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