The probability density of the two patterns at 0.4 and 0.6, for one nearest-neighbour is 0.6
Given two patterns at 0.4 and 0.6, the probability density of these patterns can be estimated analytically using a rectangular window of width 0.3, a triangular window of width 0.3, and one nearest-neighbour.
Probability density can be calculated using the following formula: [tex]$p(x)=\frac{n}{aN}$[/tex] where n is the number of samples that fall in the window centered at x, a is the window's width, and N is the total number of samples.
For the rectangular window of width 0.3, the probability density can be calculated as the sum of the two rectangular windows multiplied by 0.3, giving a probability density of 0.6.
For the triangular window of width 0.3, the probability density can be calculated as the sum of the two triangular windows multiplied by 0.3, giving a probability density of 0.45.
Finally, for one nearest-neighbour, the probability density is the maximum of the two patterns, which in this case is 0.6.
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Write ^4√11^5 without radicals.
Answer: ^4√11^5 = 11^(5/4)
Step-by-step explanation: When we apply a radical, we are asking what number, when raised to a certain power, gives us the number under the radical. For example, ^4√16 is asking what number, when raised to the fourth power, gives us 16. The answer is 2, since 2^4 = 16.
So, ^4√11^5 is asking what number, when raised to the fourth power, gives us 11^5. We can simplify this expression using the exponent laws:
^4√11^5 = (11^5)^(1/4) = 11^(5/4)
Therefore, the simplified expression for ^4√11^5 is 11^(5/4). This expression does not have any radicals, making it easier to work with and manipulate.
Hope this helps, and have a great day!
. Calculate the slope of the line that passes through (3, 2) and (-7, 4).
Answer:
-0.2
Step-by-step explanation:
[tex]\frac{y2-y1}{x2-x1}[/tex]
^This here is how I calculated the slope^
Y2=4
Y1= 2
4-2= 2
X2=-7
x1=3
-7-3=-10
2/-10
or -2/10
MODELING REAL LIFE You deposit $5000 in an account earning 7. 5% simple interest per year. How long will it take for the balance of the account to be $6500?
We use the formula I = Prt where I is the interest earned, P is the principal, r is the interest rate per year, and t is the time in years. Substituting the values, we find that it will take 4 years for a $5000 balance to reach $6500 with a 7.5% simple interest rate.
To solve this problem, we can use the formula for simple interest:
I = Prt
Where I is the interest earned, P is the principal (initial amount), r is the interest rate per year (as a decimal), and t is the time in years.
In this case, we know that the principal is $5000, the interest rate is 7.5% or 0.075, and we want to find the time required for the balance to reach $6500.
Substituting these values into the formula, we get:
I = $6500 - $5000 = $1500
P = $5000
r = 0.075
t = ?
Solving for t, we get:
$1500 = $5000 * 0.075 * t
t = $1500 / ($5000 * 0.075)
t = 4
Therefore, it will take 4 years for the balance of the account to be $6500 with a 7.5% simple interest rate.
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Complete the table
Original Price
Percent of Discount
15%
Sale Price
$146.54
The final result for the money is [tex]172.40[/tex] after you multiply it by a percent.
What does a maths percent mean?In essence, percentages are fractions with a 100 as the denominator. We place the percent sign (%) next to the number to indicate that the number is a percentage.
What does the word "percentage" actually mean?Rather than being stated as a fraction, a percent is a piece of an entire thing expressed as just a number between zero and 100. Nothing is zero percent; everything is 100 percent; half of something is 50 percent; and nothing is zero percent. You divide the part of the total by its entirety and multiply the result by 100 to get the percentage.
[tex]w-[0.15]=146.54[/tex]
so [tex]w-85p=146.54[/tex]
[tex]146.54[/tex] divided by [tex]80=1.724[/tex] so when you make it a percent it turns it into [tex]172.40[/tex] which is the final answer for the money.
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2. for each of the following variables, tell me level of measurement and what statistic you would use to quantify central tendency and variability. a. body weight in pounds b. number of cigarettes smoked in a day c. ethnicity d. birth order (i.e., first born, second born, etc.)
In the following question, among the conditions given, the option- a,b and c stand the same ie- The level of measurement is a ratio. The statistic used for the central tendency is the mean or median, whereas d. birth, "is ordinal."
1. Body weight in pounds: The level of measurement is a ratio. The statistic used for the central tendency is mean or median, while for variability, standard deviation or variance can be used.
2. Number of cigarettes smoked in a day: The level of measurement is a ratio. The statistic used for the central tendency is mean or median, while for variability, standard deviation or variance can be used.
3. Ethnicity: The level of measurement is nominal. The statistic used for the central tendency is the mode, while for variability, there is no appropriate statistic.
4. Birth order: The level of measurement is ordinal. The statistic used for the central tendency is median or mode, while for variability, range or interquartile range can be used.
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Nahum spent 60% of his money to buy a new bicycle. If the bicycle cost $150, how much money did he have?
Answer: 210
Step-by-step explanation: i learned that today in school
Listed is a series of experiments and associated random variables. In each case, identify
the values that the random variable can assume and state whether the random variable is
discrete or continuous.
Experiment Random Variable (x)
a. Take a 20-question examination Number of questions answered correctly
b. Observe cars arriving at a tollbooth Number of cars arriving at tollbooth
for 1 hour
c. Audit 50 tax returns Number of returns containing errors
d. Observe an employee’s work Number of nonproductive hours in an
eight-hour workday
e. Weigh a shipment of goods Number of pounds
Experiment Random Variable (x)Possible values of the random variable Discrete or Continuous.
a) Take a 20-question examination Number of questions answered correctly Discrete (0, 1, 2, 3, ..., 20)
b. Observe cars arriving at a tollbooth Number of cars arriving at tollbooth for 1 hour Discrete (0, 1, 2, 3, ...)
c. Audit 50 tax returns Number of returns containing errors Discrete (0, 1, 2, 3, ...)
d. Observe an employee’s work Number of nonproductive hours in an eight-hour workday Continuous
e.Weigh a shipment of goods Number of pounds Continuous Random variables are numerical values that are a result of a random experiment. Random variables are generally classified into two categories
Solution:
discrete random variables and continuous random variables
.Discrete random variables
When a random variable can assume only a countable number of values, it is called a discrete random variable.
Examples: the number of cars passing by a particular point of a highway in a day or the number of customers served by a shop in a day.
Continuous random variables:
When a random variable can assume any value within a given range or interval, it is called a continuous random variable.
Examples: temperature, the weight of a person, or the height of a person.Tax returns: The random variable is discrete, as it can only take certain values (0, 1, 2, 3, and so on) since the number of tax returns containing errors is an integer.The shipment of goods: The random variable is continuous because it can assume any value between the minimum and maximum weight of the shipment, and the weight of the shipment can be any value.
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What is the mean of this data set?
A line plot titled Height of Lilies. The bottom of the line plot is labeled height in inches. There is a number line showing whole numbers from 18 to 24. The line plot has one mark above the 18. There is one mark above 19. There are two marks above 20. There are two marks above 21. There are three marks above 22. There are zero marks above 23. There is one mark above 24.
20
20.9
21
22.6
Answer: To find the mean of this data set, we need to add up all the heights of lilies and divide by the total number of lilies. We can estimate the heights from the line plot:
There is 1 lily at a height of 18 inches.
There is 1 lily at a height of 19 inches.
There are 2 lilies at a height of 20 inches.
There are 2 lilies at a height of 21 inches.
There are 3 lilies at a height of 22 inches.
There are 0 lilies at a height of 23 inches.
There is 1 lily at a height of 24 inches.
To calculate the mean, we need to multiply each height by the number of lilies at that height, then add up these products, and divide by the total number of lilies:
(1 x 18) + (1 x 19) + (2 x 20) + (2 x 21) + (3 x 22) + (0 x 23) + (1 x 24)
markdown
Copy code
10
= (18 + 19 + 40 + 42 + 66 + 0 + 24) / 10
= 209 / 10
= 20.9
Therefore, the mean height of lilies in this data set is 20.9 inches. The answer is (B) 20.9.
Step-by-step explanation:
the concentration of a drug in a patient's bloodstream is monitored over 10-minute intervals for two hours. t (min) 0 10 20 30 40 50 60 70 80 90 100 110 120 c (mg) 0 2 17 37 55 72 89 103 111 113 113 103 68 a.) how fast is the concentration of the drug changing at 50 minutes? 1.7 mg/min b.) how fast is the concentration of the drug changing at 85 minutes? 1 mg/min c.) is the drug's concentration increasing or decreasing at 115 minutes? decreasing
a) The rate of change of the drug's concentration at 50 minutes is 1.7 mg/min.
b) The rate of change of the drug's concentration at 85 minutes is 0.2 mg/min.
c) The drug's concentration is decreasing at 115 minutes.
a) The central difference approach can be used to calculate the rate of medication change after 50 minutes.
f'(x) = (f(x+h) - f(x-h))/2 × h ....(1)
As per the question, we have h = 10 and x = 50
Substitute the values of h = 10 and x = 50 in (1),
f'(40) = (f(50+10) - f(50-10))/2 × 10
f'(40) = (89-55)/20
f'(40) = 1.7 mg/min
b) For the rate of change of concentration at 85 minutes:
Here, f(80) = 111 mg and f(90) = 113.
The concentration at 90 minutes is 113 mg.
Rate of change = (f(90) - f(80)) / h
= (113 - 111) /10
= 2 / 10
= 0.2 mg/min
c) Since the concentration at 120 minutes (68 mg) is lower than the concentration at 110 minutes (103 mg), the drug's concentration is decreasing.
Therefore, the drug's concentration is decreasing at 115 minutes.
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Consider the initial value problem
y^{\,\prime\prime} + 25 y = e^{-t}, \ \ \ y(0) = y_0, \ \ \ y^{\,\prime}(0) = y_0^{\prime}.
Suppose we know thaty(t) \to 0ast \to \infty. Determine the solution and the initial conditions.
y(t) =______________
y(0) =_____________
y^{\,\prime}(0) =
Thus, the solution to the initial value problem is:[tex]y(t) = - y'(t) + \frac{5}{2} (-\frac{1}{5} (y''(0) - 20)) e^{2t} + 3 e^{2t}[/tex]
In this case, the student is asking about an initial value problem with a given differential equation. The differential equation is:[tex]y(t) = y'(t) - 2y(0) + 5[/tex]The initial condition is:y'(0) = 4To solve this initial value problem, we can use the method of integrating factors. First, we need to find the integrating factor. The integrating factor is given by:[tex]e^{∫ -2 dt} = e^{-2t}[/tex]
Now we can multiply both sides of the differential equation by the integrating factor to get:
[tex]e^{-2t} y(t) = e^{-2t} y'(t) + 5e^{-2t} y(0)[/tex]
We can now integrate both sides of this equation with respect to t to get:[tex]e^{-2t} y(t) = - e^{-2t} y'(t) + \frac{5}{-2} e^{-2t} y(0) + C[/tex]where C is the constant of integration.
To find C, we can use the initial condition:y'(0) = 4Substituting this into the equation above gives:C = 3Now we can solve for y(t) by multiplying both sides of the equation by[tex] e^{2t}:y(t) = - y'(t) + \frac{5}{2} y(0) e^{2t} + 3 e^{2t}[/tex]
Finally, we can use the initial condition y'(0) = 4 to solve for the value of[tex] y(0):y'(0) = - y''(0) + 5y(0) + 6y'(0) = - y''(0) + 5y(0) + 24[/tex]
Since y'(0) = 4, we have:[tex]4 = - y''(0) + 5y(0) + 24[/tex]Solving for y(0), we get:[tex]y(0) = -\frac{1}{5} (y''(0) - 20)[/tex]
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To determine the % Cr in the chromium-complex Legna synthesized, she massed out a 1.0240 g sample of the Cr complex. She dissolved the sample in a volumetric flask and made 100.0 mL of solution. From the standard curve of Absorbance versus concentration Legna obtain [Cr^3+]=0.03933 M. Calculate the %Cr in the complex.
the %Cr in the complex is 26.294%.
To determine the % Cr in the chromium-complex Legna synthesized, she massed out a 1.0240 g sample of the Cr complex. She dissolved the sample in a volumetric flask and made 100.0 mL of solution. From the standard curve of Absorbance versus concentration Legna obtained [Cr3+]=0.03933 M. Calculate the %Cr in the complex.
To determine the % Cr in the chromium-complex synthesized by Legna, we can use the following formula:% Cr = (mass of Cr/mass of sample) x 100We have the mass of the sample, which is 1.0240 g. We need to find the mass of Cr in the sample. To do this, we need to find the number of moles of Cr in the solution, and then use the molar mass of Cr to convert this to mass.
The concentration of Cr3+ in the solution is given as 0.03933 M. We know that the complex is made up of Cr and some other ligands, and the concentration of Cr3+ is not the same as the concentration of Cr in the complex. To find the concentration of Cr in the complex, we need to use the formula:[Cr] = [Cr3+] x (1/x), where x is the number of moles of Cr3+ in the complex.
Let's assume that there is one mole of Cr3+ in the complex, then x = 1. If there are n moles of Cr3+ in the complex, then x = n. We can find x by using the formula:x = (mass of sample/Mr of Cr3+) x [Cr3+]/volume of solutionWe know that the mass of the sample is 1.0240 g, and the volume of the solution is 100.0 mL = 0.1000 L. The molar mass of Cr3+ is 52.00 g/mol. Substituting these values into the formula, we get:x = (1.0240/52.00) x 0.03933/0.1000x = 0.000761 moles of Cr3+ in the complex
Now we can use the formula [Cr] = [Cr3+] x (1/x) to find the concentration of Cr in the complex:[Cr] = 0.03933/0.000761[Cr] = 51.69 M
Finally, we can use the formula:% Cr = (mass of Cr/mass of sample) x 100The molar mass of Cr is 52.00 g/mol. The mass of Cr in the complex is 51.69 x 52.00 = 2689.88 g/mol. Substituting this value and the mass of the sample (1.0240 g) into the formula, we get:% Cr = (2689.88/1.0240) x 100% Cr = 262944.53% Cr = 26.294%
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ASAP
Out of 18 students who study French, German, or both, 13 study French, 5 study only German
and 6 study both.
Draw a Venn diagram below to show the two sets.
Answer:
In this diagram, "F" represents the set of students who study French, "G" represents the set of students who study German, "F∩G" represents the set of students who study both French and German, "G∩F" represents the same set but the order of the labels has been reversed to emphasize that this is the same set, and the numbers inside the diagram indicate how many students belong to each set.
Based on the given information, 13 students study French, 5 study only German (i.e., not French), and 6 study both French and German. Therefore, the number of students who study French only is 13 - 6 = 7.
Step-by-step explanation:
To arrive at the number of students who study French only, we subtract the number of students who study both French and German (6) from the total number of students who study French (13), which gives us 7. This means that there are 7 students who study French but do not study German.
A circle has a radius of 4/7 and is centered at
(−2. 5,−4. 4). Write the equation of this circle
The equation of this circle with a radius of 4/7 and is centered at (−2.5, −4.4) is (x + 2.5)² + (y + 4.4)² = 49/16.
It is given to us that a circle has a radius of 7/4 units and is centered at (−2.5, −4.4). We need to write an equation of this circle
Therefore, we can say that the standard form of a circle is:
(x - h)² + (y - k)² = r²
where, (h, k) is center and r is radius of the circle.
when we substitute h = -2.5, k = -4.4 and r = 7/4 in the above formula, we get:
= [x-(-2.5)]² + [y-(-4.4)]² = (7/4)²
= (x + 2.5)² + (y + 4.4)² = 49/16
Hence the equation of circle is (x + 2.5)² + (y + 4.4)² = 49/16.
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Blue Cab operates 12% of the taxis in a certain city, and Green Cab operates the other 88%. After a night-time hit-and-run accident involving a taxi, an eyewitness said the vehicle was blue. Suppose, though, that under night vision conditions, only 85% of individuals can correctly distinguish between a blue and a green vehicle. What is the probability that the taxi at fault was blue given an eyewitness said it was? Round your answer to 3 decimal places Write your answer as reduced fraction
The probability that the taxi at fault was blue given an eyewitness said it was is approximately 0.436.
To find the probability that the taxi at fault was blue given an eyewitness said it was, we can use Bayes' theorem. Bayes' theorem is expressed as: P(A|B) = (P(B|A) * P(A)) / P(B)
Where:
- P(A|B) is the probability of A given B (the probability the taxi is blue given the eyewitness said it was blue)
- P(B|A) is the probability of B given A (the probability the eyewitness said the taxi was blue given it was actually blue)
- P(A) is the probability of A (the probability the taxi is blue)
- P(B) is the probability of B (the probability the eyewitness said the taxi was blue)
First, let's define our events:
- A: The taxi is blue (Blue Cab), with a probability of 12% (0.12)
- B: The eyewitness said the taxi was blue
Now, we need to find P(B|A) and P(B).
1. P(B|A) = 0.85 (the probability the eyewitness correctly identifies the blue taxi)
2. P(B) can be found using the law of total probability: P(B) = P(B|A) * P(A) + P(B|A') * P(A')
- A': The taxi is not blue (Green Cab), with a probability of 88% (0.88)
- P(B|A') = 1 - 0.85 = 0.15 (the probability the eyewitness incorrectly identifies the green taxi as blue)
So, P(B) = 0.85 * 0.12 + 0.15 * 0.88 = 0.102 + 0.132 = 0.234
Now, we can apply Bayes' theorem:
P(A|B) = (P(B|A) * P(A)) / P(B)
P(A|B) = (0.85 * 0.12) / 0.234
P(A|B) ≈ 0.4359
Rounded to three decimal places, the probability that the taxi at fault was blue given an eyewitness said it was is approximately 0.436 or 436/1000 as a reduced fraction.
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find the value of x and y
Answer:
1/3 y
Step-by-step explanation:
0,6x
calculate breakeven w/ hidden costs, and no sponsorship number of tickets needed to break even for a run 315 323 331 ticket receipts needed to break even $7,592 $7,784 $7,977 average number of tickets needed to break even per show 79 65 56 break-even occupancy 88% 72% 62%
As per the given average, the solution of the breakeven w/ hidden costs is 62% higher.
Let's assume that the costs associated with running a 315-ticket run are $7,592. This means that on average, each ticket needs to sell for $24.10 (($7,592/315) = $24.10) to break even.
Similarly, if we consider the other two runs, we can calculate the average number of tickets needed to break even per show as follows:
For the 323-ticket run, the average number of tickets needed to break even per show is 65. (($7,784/323) = $24.10)
For the 331-ticket run, the average number of tickets needed to break even per show is 56. (($7,977/331) = $24.10)
Furthermore, we can calculate the break-even occupancy percentage for each run, which is the percentage of tickets that need to be sold to break even. The break-even occupancy for each run is as follows:
For the 331-ticket run,
=> 56/331 = 0.17 or 17%,
=> 1-0.17 = 0.83 or 83%,
=> 0.83/0.17 = 4.88,
=> 4.88 x 100% = 488%,
=> 488% x 0.62 = 303%,
=> 303%/4.88 = 62%
Hence the break-even occupancy is 62%.
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in how many ways can we seat $8$ people around a table if alice and bob won't sit next to each other? (two seatings are the same if one is a rotation of the other.)
There are a total of 7 ways to seat eight people around a table if Alice and Bob won't sit next to each other. This is because the seating arrangement must be a permutation of the seven people not including Alice and Bob.
We can calculate this by taking the factorial of the number of people not including Alice and Bob, which is seven. Since a factorial is the product of an integer and all the integers below it, we can calculate the factorial of seven by multiplying all the integers from one to seven.
This gives us 7=5040, which is the total number of ways to seat eight people around a table if Alice and Bob won't sit next to each other.
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Answer: I am terrible at these kinds of "sit-uating" problems (haha). My idea is that the three people can be situated in (3−1)!
ways and that the rest can be situated in (5−1)!
ways. Then, the ordering of the five people depends on the partitions of 5 into 3 groups:
Step-by-step explanation:
help please!! i have no clue how to do this without the answer to DC
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Winston is baking a pie. The diameter of the pie is 12 inches. What is the area of the pie? Use 3.14 for pi and round your answer to the nearest tenth.
The area of the pie is approximately 113.0 square inches.
What is the significance of pi in math?The ratio of a circle's circumference to its diameter is denoted by the mathematical constant pi . It is roughly equivalent to 3.14159 and is not repetitive or terminal. As pi is an irrational number, it cannot be written as an exact fraction of two integers and its decimal representation never ends. Pi is used to compute the characteristics of circles, spheres, cylinders, and other curved objects in many branches of mathematics and science, including geometry, trigonometry, calculus, physics, and engineering.
The area of the circle is given as:
A = πr²
Here, diameter = 12, thus radius is 6 inches.
Substituting the values:
area = 3.14 x (6)²
area = 113.04 square inches
Hence, the area of the pie is approximately 113.0 square inches.
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How much plastic wrap will be needed to completly cover and ice cream cone with the slant height of 4. 25 inches and a diameter of 2 inches
The amount of plastic wrap required to cover the entire cone will be 16.575 square inches.
To calculate how much plastic wrap is required to completely cover an ice cream cone with a slant height of 4.25 inches and a diameter of 2 inches, we must use the surface area of the cone.
Here, the ice cream cone can be visualized as a cone-shaped object with an added circular base.
We must use the following formula to calculate the surface area:
Surface area = πr2 + πrl
Where r is the radius and l is the slant height of the cone.
As we know the diameter of the ice cream cone is 2 inches, and its radius can be calculated by dividing it by
2.r = d/2 = 2/2 = 1 inch.
Substitute the values of r and l in the formula, and then calculate the surface area of the cone.
π = 3.14r = 1 inchl = 4.25 inches
Surface area = πr2 + πrl
= 3.14 × 1² + 3.14 × 1 × 4.25
= 3.14 + 13.435
= 16.575 square inches
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an apple falls from a tree 100 km to the ground. if the acceleration due to gravity is 9,8 m/s² and the mass of the apple is 0,2 gram. what is the potential energy of the apple?
Answer: 196 Joules (J)
Step-by-step explanation:
To calculate the potential energy of the apple, we can use the formula:
Potential Energy = Mass x Gravity x Height
First, let's convert the height from kilometers to meters:
100 km = 100,000 meters
Now, let's convert the mass of the apple from grams to kilograms:
0.2 gram = 0.0002 kilograms
Using these values, we can calculate the potential energy:
Potential Energy = 0.0002 kg x 9.8 m/s^2 x 100,000 m
Potential Energy = 196 Joules (J)
Therefore, the potential energy of the apple is 196 Joules (J).
I need help with dis math
How many possible outcomes are in the sample space?
The total number of possible outcomes in the sample space for three coin flips is 8.
When a coin is flipped three times, the sample space consists of all possible outcomes that can occur in the experiment. In this case, each coin flip can result in one of two possible outcomes: heads or tails. Therefore, the total number of possible outcomes in the sample space is obtained by multiplying the number of possible outcomes for each individual flip, since each flip is independent of the others.
Thus, the total number of possible outcomes in the sample space for three coin flips is 2 x 2 x 2 = 8. These outcomes include all possible combinations of heads and tails, such as HHH, HHT, HTH, THH, HTT, THT, TTH, and TTT. Each outcome has an equal probability of occurring, assuming the coin is fair and unbiased.
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Question:
How many outcomes are in the sample space if a coin is flipped three times?
In a pond, the ratio of newts to toads was 3:4
9 more toads then entered the pond, and the ratio of newts to toads became 3:5
Work out how many newts are in the pond
The initial number of newts and toads in the pond were in the ratio 3:4, making the total number of organisms in the pond 7x. Solving for x, we get the initial number of toads and newts in the pond as 108 and 81.
Let's assume that the initial number of newts and toads in the pond were 3x and 4x, respectively. Therefore, the total number of organisms in the pond would be 7x.
When 9 more toads entered the pond, the number of toads became 4x + 9, and the ratio of newts to toads changed to 3:5. This means that the number of newts and toads in the pond increased by a factor of 3/2 and 5/4, respectively. We can set up the following equation to solve for x:
3/2n = 4x + 9
5/4n = 4x + 9
Simplifying these equations, we get:
6x + 18 = 5x + 45
x = 27
So, the initial number of toads in the pond was 4x = 108, and the initial number of newts was 3x = 81.
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Graph the line passing through (−4,−1) whose slope is m=−45
Step-by-step explanation:
y=mx+b
let(-4,-1)
x. y
then lets fill it with the formula
-4=-45(-1)+b
-4=45+b
-b=45+4
-b=49
b=-49
The number of minutes m you spend in line is 5 times the number of people p in line. Identify the independent and dependent variables. Then write and graph a function that describes the relationship between p and m.
Answer:The number of minutes m you spend in line is 5 times the number of people p in line. Identify the independent and dependent variables. Then write and graph a function that describes the relationship between p and m.
Step-by-step explanation:
The volume of a right cone is 2016
�
π units
3
3
. If its diameter measures 24 units, find its height.
The height of the cone is 13.38 units
What is volume of a cone?A cone is a three-dimensional shape in geometry that narrows smoothly from a flat base (usually circular base) to a point(which forms an axis to the centre of base) called the apex or vertex.
The volume of a cone = 1/3 πr²h
volume = 2016 units³
r = d/2 = 24/2 = 12 units
2016 = 1/3 × 3.14 × 12² h
6048 = 452.16h
h = 6048/452.16
h = 13.38units
therefore the height of the cone is 13.38 units
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Pease help!!
Question below!
Answer: Line PQ is parallel to line LM
Step-by-step explanation:
We can check if they are of equal distance apart by checking if the ratios of the given lines are equal...in other words we must check if LP/PN=MQ/QN
We know that triangle PNQ is inscribed inside triangle LNM
Using the information we have we see that side LP is 18 units, PN is 16 units, MQ is 27, and QN is 24. With this information we can write out LP/PN=MQ/QN and see if it's true.
LP= 18, PN= 16, 18/16= 1.125
MQ= 27, QN=24, 27/24= 1.125
therefore, LP/PN=MQ/QN is true. Making line PQ and line LM parallel.
Let triangle ABC be similar to DEF. Find the missing side EF.
The length of the side EF is equal to 18 units since the triangle DEF and triangle ABC are similar and DEF is bigger than ABC in the margin of 3 times.
Given, two triangles ABC and DEF.
The length of AB = 8 units
The length of its concurrent side DE = 24 units
Also given that the length of BC = 6 units
Here we can see that:
As both triangles are similar, their corresponding sides are in proportion.
This means that:
[tex]\frac{BC}{EF} = \frac{AE}{DE} =\frac{AC}{DF}[/tex]
Length of AB * 3 = Length of DE
Now the length of the side EF will be 3 times more than the side BC.
Length of EF = Length of BC * 3
Length of EF = 6 * 3
Length of EF = 18 units.
Therefore, the length of the side EF is equal to 18 units.
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Complete the story problem so that it can be represented by the equation, and then solve. Aldo and Leola help their teacher, Ms. Krebs, put books on the bookshelves in her classroom. There are 2 times as many nonfiction books as fiction books. There are fiction books. They put the same number of books on each of the 7 bookshelves and put as many as they can on each shelf. Then, they put any remaining books on Ms. Krebs's desk. Aldo and Leola put books on each bookshelf. They put books on Ms. Krebs's desk
Aldo and Leola would put 9 fiction books and 18 nonfiction books on each of the 7 bookshelves, for a total of 189 books on the shelves. They would then put the remaining 7 books on Ms. Krebs's desk.
To represent the problem as an equation, we first need to define some variables. Let's let "f" represent the number of fiction books, and "n" represent the number of nonfiction books. We know from the problem that there are 2 times as many nonfiction books as fiction books, so we can write:
n = 2f
We also know that they put the same number of books on each of the 7 bookshelves and put as many as they can on each shelf. Let's call this number "s". We can then write an equation for the total number of books that can fit on the bookshelves:
7s = f + n
Since n = 2f, we can substitute 2f for n in the equation:
7s = f + 2f
Simplifying, we get:
7s = 3f
Finally, we know that any remaining books are put on Ms. Krebs's desk. Let's call this number "r". We can write an equation for the total number of books:
f + n = 7s + r
Substituting 2f for n, we get:
f + 2f = 7s + r
Simplifying, we get:
3f = 7s + r
Now we can solve for "f":
3f = 7s + r
f = (7s + r) / 3
We don't have enough information to solve for "s" or "r", but we can use this equation to find the number of fiction books. For example, if we know that there are a total of 70 books, we can write:
f + n = 70
f + 2f = 70
3f = 70
f = 23.33
Since we can't have a fractional number of books, we would round down to the nearest whole number and get:
f = 23
We could then use the equation f = (7s + r) / 3 to find the number of books on each shelf, assuming there are no books left over:
23 = (7s + 0) / 3
69 = 7s
s = 9.86
Since we can't have a fractional number of books on a shelf, we would round down to the nearest whole number and get:
s = 9
So Aldo and Leola would put 9 fiction books and 18 nonfiction books on each of the 7 bookshelves, for a total of 189 books on the shelves. They would then put the remaining 7 books on Ms. Krebs's desk.
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