The findings of the research project suggest that regular exercise can be an effective tool for managing stress in university students.
What would be the research project?A sample research project is given below:
Study of Data: The impact of exercise on stress levels in university students
Prediction: We predict that there will be a significant decrease in stress levels following a four-week exercise program.
Data Collection: Participants were recruited through flyers and social media. They were asked to complete a pre-test stress survey before beginning the exercise program, and a post-test stress survey after completing the program. The exercise program consisted of a combination of cardiovascular and resistance training, meeting three times a week for four weeks.
Table of Figures:
Participant Pre-Test Stress Score Post-Test Stress Score
1 32 20
2 28 17
3 36 25
... ... ...
30 41 22
Measures of Central Tendency:
Median Pre-Test Stress Score: 34Median Post-Test Stress Score: 21Mean Pre-Test Stress Score: 33.7Mean Post-Test Stress Score: 22.5Mode Pre-Test Stress Score: 32Mode Post-Test Stress Score: 22Graph: Line graph showing the change in stress levels over time, with pre-test scores in blue and post-test scores in red.
Written Analysis: The line graph shows a consistent decrease in stress levels across all participants following the four-week exercise program. The majority of participants showed a decrease in stress levels of 10 or more points, indicating a significant reduction in stress. There is a clear pattern of improvement in stress levels over time, with the post-test scores consistently lower than the pre-test scores.
Findings: Our study found a significant decrease in stress levels following a four-week exercise program in university students. Our prediction was accurate, as we anticipated a decrease in stress levels.
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The points
�
(
−
7
,
8
)
,
�
(
−
1
,
9
)
M(−7,8),N(−1,9), and
�
(
0
,
3
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O(0,3) form a triangle. Find the desired slopes and lengths, then fill in the words that characterize the triangle.
Based on the lengths of the sides, we can see that the triangle is scalene. Based on the slopes of the sides, we can see that the triangle is acute since all the slopes are negative or less than 1.
What is triangle?A triangle is a three-sided polygon with three vertices. The triangle's internal angle, which is 180 degrees, is constructed.
To find the desired slopes and lengths of the triangle formed by the points M(-7, 8), N(-1, 9), and O(0, 3), we can use the distance formula and the slope formula.
Distance formula:
The distance between two points (x₁, y₁) and (x₂, y₂) is given by:
d = √((x₂ - x₁)² + (y₂ - y₁)²)
Using this formula, we can find the lengths of the sides of the triangle:
Length of MO:
d(MO) = √((0 - (-7))² + (3 - 8)²) = √(7² + 5²) = √(74)
Length of NO:
d(NO) = √((-1 - (-7))² + (9 - 8)²) = √(6² + 1²) = √(37)
Length of MN:
d(MN) = √((-1 - (-7))² + (9 - 8)²) = √(6² + 1²) = √(37)
Slope formula:
The slope of a line passing through two points (x₁, y₁) and (x₂, y₂) is given by:
m = (y₂ - y₁) / (x₂ - x₁)
Using this formula, we can find the slopes of the sides of the triangle:
Slope of MO:
m(MO) = (3 - 8) / (0 - (-7)) = -5/7
Slope of NO:
m(NO) = (9 - 8) / (-1 - (-7)) = 1/6
Slope of MN:
m(MN) = (9 - 8) / (-1 - (-7)) = 1/6
Characterization of the triangle:
Based on the lengths of the sides, we can see that the triangle is scalene (no two sides have the same length). Based on the slopes of the sides, we can see that the triangle is acute (all angles are less than 90 degrees) since all the slopes are negative or less than 1. Additionally, we can see that the side MO is the longest side of the triangle, and since the slope of MO is negative, we can conclude that the angle opposite side MO is the largest angle in the triangle.
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We are given that angle aob is a central angle of circle o and that angle acb is a circumscribed angle of circle o. we see that ao ≅ bo because . we also know that ac ≅ bc since . using the reflexive property, we see that . therefore, we conclude that △aco is congruent to △bco by the
we conclude that △ACO is congruent to △BCO by the side-angle-side (SAS) congruence theorem.
We are given that angle AOB is a central angle of circle O and that angle ACB is a circumscribed angle of circle O. We see that AO ≅ BO because they are radii of the same circle.
We also know that AC ≅ BC since they are both tangent to the same circle and intersect at point C.
Thus, angle ACB and angle AOB have the same measure, which means that triangle ACO and triangle BCO are isosceles with AC ≅ BC and ∠ACO ≅ ∠BCO.
Using the reflexive property, we see that angle COA is congruent to angle COB since they are both vertical angles.
Therefore, we conclude that △ACO is congruent to △BCO by the side-angle-side (SAS) congruence theorem.
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A group of three friends ate dinner at a
restaurant. When they settled the check andtip, Peter paid 4/5 as much as John paid, and
John paid 1/3 as much as Ralph paid. What
fraction of the check and tip did John pay?
The fraction of the check and tip did John pay is 5/24.
What are rational numbers?
It is possible to express rational numbers in the form pq, where p and q are integers and q0. The distinction between fractions and rational numbers is that the numerator or denominator of a fraction cannot be negative. As a result, the numerator and denominator of a fraction are whole numbers (denominator 0), as opposed to integers in the case of rational numbers.
Here, we have
Given: A group of three friends ate dinner at a restaurant. When they settled the check and tip, Peter paid 4/5 as much as John paid, and John paid 1/3 as much as Ralph paid.
we have to find a fraction of the check and tip did John pay.
p, j, r, the fractions that each paid.
p + j + r = 1....(1)
p = (4/5)j and j = (1/3)r
From equation(1), we get
(4/5)j + j + 3j = 1
j(4/5 + 1 + 3) = 1
(24/5)j = 1
j = 5/24
We have
r = 3j
r = 3(5/24)
r = 5/8
Hence, the fraction of the check and tip did John pay is 5/24.
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A teenager is trying to throw a basketball into a very
tall basketball hoop at the carnival. The height of
the basketball as a function of time is given by the
function h(t)=-16t² +20t+5.5where h is the height in
feet and t is the time in seconds.
a. If the basketball hoop is 17 feet high, will the
teenager make the basket? Explain why or why
not.
b. How tall is the teenager?
FU HELP PLEWSE
a)Since the height of the basketball is only 6.3 feet when it reaches a height of 17 feet at t = 0.23 seconds, the teenager will not make the basket.
b) To find the height of the teenager, we need more information, such as their arm span or jumping ability.
what is height ?
Height is the measurement of how tall someone or something is, typically referring to the distance from the bottom to the top of an object or person. It can be measured in different units, such as feet, meters, or centimeters
In the given question,
a. To determine if the teenager will make the basket, we need to see if the height of the basketball when it reaches the hoop, which is at a height of 17 feet, is greater than or equal to 17 feet. So, we set h(t) = 17 and solve for t:
-16t² + 20t + 5.5 = 17
-16t² + 20t - 11.5 = 0
Using the quadratic formula, we get:
t = (-20 ± sqrt(20² - 4(-16)(-11.5))) / (2(-16))
t ≈ 1.79 or t ≈ 0.23
Since the basketball will reach a height of 17 feet at two different times, we need to determine the height of the basketball at each of these times and see if it is greater than or equal to 17 feet.
When t = 0.23 seconds:
h(0.23) = -16(0.23)² + 20(0.23) + 5.5 ≈ 6.3 feet
When t = 1.79 seconds:
h(1.79) = -16(1.79)² + 20(1.79) + 5.5 ≈ 17.1 feet
Since the height of the basketball is only 6.3 feet when it reaches a height of 17 feet at t = 0.23 seconds, the teenager will not make the basket.
b. To find the height of the teenager, we need more information, such as their arm span or jumping ability. The function h(t) represents the height of the basketball, not the height of the teenager.
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Find the area of the Trapezoid
6.2 yd
5.6 yd
4 yd
13.4 yd
please explain I'll mark brainlisest
Area of trapezoid= 1/2 (13.4+5.6)×4
= 1/2 ×19
=76/2
=38yd
Riley let his friend borrow $12,750. He wants to be paid back in 4.75 years. He is going to charge his friend 5.5% in interest.
Q. 1 - How much money in interest will Riley earn?
Q. 2 - When Riley’s friend pays him back, how much money will he have gotten back in all?
Answer: To solve these problems, we need to use the simple interest formula:
Simple Interest = (Principal x Rate x Time)
Where:
Principal: the amount of money lent or borrowed
Rate: the interest rate
Time: the length of time the money is borrowed for
Q. 1 - How much money in interest will Riley earn?
Using the simple interest formula, we can calculate the interest earned by Riley:
Interest = (Principal x Rate x Time)
Interest = ($12,750 x 5.5% x 4.75 years)
Interest = $3,442.81
Therefore, Riley will earn $3,442.81 in interest.
Q. 2 - When Riley’s friend pays him back, how much money will he have gotten back in all?
To find out how much money Riley's friend will pay him back in all, we need to add the principal and interest together:
Total amount to be paid back = Principal + Interest
Total amount to be paid back = $12,750 + $3,442.81
Total amount to be paid back = $16,192.81
Therefore, when Riley's friend pays him back in full, he will have gotten back $16,192.81 in all.
Step-by-step explanation:
assume that the weights of individuals are independent and normally distributed with a mean of 160 pounds and a standard deviation of 30 pounds. suppose that 25 people squeeze into an elevator that is designed to hold 4300 pounds. 2a) what is the probability that the load (total weight) exceeds the design limit?
The probability that a standard normal variable exceeds 2 is approximately 0.0228
To solve this problem, we need to use the central limit theorem, which states that the sum of a large number of independent and identically distributed random variables tends to follow a normal distribution, regardless of the distribution of the individual variables.
In this case, we have 25 independent individuals, each with a normal distribution of weights with mean 160 pounds and standard deviation 30 pounds. The total weight of the 25 individuals is the sum of these 25 random variables.
The mean weight of a single person is 160 pounds, so the mean weight of 25 people is 25 times 160, which is 4000 pounds. The standard deviation of the sum of 25 random variables is the square root of the sum of the variances of the individual variables, which is the square root of 25 times 30 squared, or 150 pounds.
The probability that the total weight of the 25 people exceeds the design limit of 4300 pounds can be calculated using the standard normal distribution, which is a normal distribution with a mean of 0 and a standard deviation of 1. We can convert the total weight of the 25 people to a z-score using the formula
z = (x - mu) / sigma
where x is the total weight, mu is the mean weight, and sigma is the standard deviation of the sum of the individual weights.
z = (4300 - 4000) / 150 = 2
The probability that a standard normal variable exceeds 2 is approximately 0.0228.
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Given the height and radius or diameter of each cone, find the volume. Use 3.14 for pi, and found solutions to the nearest tenth. Assemble all of the puzzle pieces so that the problem and solution match. Once you have a 4 by 4 grid, paste it below.
To find the volume of a cone, we use the formula V = (1/3)πr²h or V = (1/3)π(d/2)²h, where r is the radius, d is the diameter, and h is the height of the cone.
Example 1: A cone with a height of 8 cm and a radius of 3 cm.
V = (1/3)π(3²)(8)
V = 24π
V ≈ 75.4 cm³
Example 2: A cone with a height of 12 cm and a diameter of 6 cm.
V = (1/3)π(6/2)²(12)
V = (1/3)π(3²)(12)
V = 36π
V ≈ 113.1 cm³
Example 3: A cone with a height of 5 cm and a diameter of 10 cm.
V = (1/3)π(10/2)²(5)
V = (1/3)π(5²)(5)
V = (1/3)π(25)(5)
V = 125/3π
V ≈ 130.9 cm³
Example 4: A cone with a height of 15 cm and a radius of 2.5 cm.
V = (1/3)π(2.5²)(15)
V = (1/3)π(6.25)(15)
V = (1/3)π(93.75)
V ≈ 98.2 cm³
Puzzle grid:
| 75.4 | 113.1 | 130.9 | 98.2 |
| - | - | - | - |
| - | - | - | - |
| - | - | - | - |
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find an equation of the line whose intercepts are twice those of the graph of 5y+2x=10
Answer:
[tex]2x+5y=20[/tex]
Step-by-step explanation:
Rearranging the equation of the given line into intercept form,
[tex]5y+2x=10 \\ \\ \frac{x}{5}+\frac{y}{2}=1[/tex]
This means the intercepts are [tex](5,0)[/tex] and [tex](0,2)[/tex].
We need to find the equation of the line with intercepts [tex](0,4)[/tex] and [tex](10,0)[/tex]. This equation is [tex]\frac{x}{10}+\frac{y}{4}=1[/tex], which rearranges to give [tex]2x+5y=20[/tex].
a measurement of internal consistency that allows researchers to determine how well the different items/questions within a test measure different aspects of the same topic is:
The higher the value of Cronbach's alpha, the higher the internal consistency reliability of the assessment.
A measurement of internal consistency that allows researchers to determine how well the different items/questions within a test measure different aspects of the same topic is known as reliability.
Reliability refers to the consistency of the results of an assessment. In other words, it refers to the extent to which an assessment yields stable and consistent results. Researchers use various methods to assess the reliability of an assessment.
These include test-retest reliability, inter-rater reliability, and internal consistency reliability.
In this case,
The internal consistency reliability is the method that allows researchers to determine how well the different items/questions within a test measure different aspects of the same topic.
Internal consistency reliability is a method that measures the consistency of the results of an assessment by examining the relationships among the different items/questions within the assessment. It looks at the degree to which the items/questions within an assessment measure the same thing or construct.
If the different items/questions within an assessment are measuring the same thing, then the assessment is said to have high internal consistency reliability. If the items/questions are measuring different things, then the assessment is said to have low internal consistency reliability.
Researchers use various statistical methods to assess internal consistency reliability. One of the most common methods is Cronbach's alpha, which measures the degree to which the items/questions within an assessment are correlated with each other.
The higher the value of Cronbach's alpha, the higher the internal consistency reliability of the assessment.
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The point P = (-, y) lies on the unit circle shown below. What is the value of y
in simplest form?
P (x, y)
(Note: the figure is not drawn to scale)
(1, 0)
The value οf y fοr pοint P οn the unit circle in the third quadrant with x-cοοrdinate -6/7 is -sqrt(13)/7.
What is the value οf y fοr pοint P οn the unit circle in the third quadrant with x-cοοrdinate -6/7?PWe knοw that the pοint is in the third quadrant and is distance 1 away frοm the οrigin, which is at (0,0). We alsο knοw that there is a pοint at (1,0) οn the x-axis, which is tο the right οf the οrigin.
Tο sοlve fοr y, we can use the Pythagοrean theοrem tο set up an equatiοn based οn the distance fοrmula:
[tex]\sqrt{(x^2 + y^2)} = 1[/tex]
Squaring bοth sides, we get:
[tex]x^2 + y^2 = 1[/tex]
Since we knοw that x = -6/7, we can substitute that in and sοlve fοr y:
[tex](-6/7)^ + y^2 = 1[/tex]
Simplifying, we get:
[tex]36/49 + y^2 = 1[/tex]
Subtracting 36/49 frοm bοth sides, we get:
y^2 = 13/49
Taking the square rοοt -
οf bοth sides yields:
[tex]y = +/- \sqrt{(13)} /7[/tex]
Because P is lοcated in the third quadrant, y must be negative. Therefοre, the value οf y in simplest fοrm is:
[tex]y = - \sqrt{(13)}/7[/tex]
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Geometry pls help asap
if x = 25, quadrilateral ABCD will be a trapezoid with AB || CD.thus, the answer is (C) 25.
What is trapezoid?
For quadrilateral ABCD to be a trapezoid, it must have a pair of parallel sides. In other words, either AB || CD or AD || BC. We can use the angle measures to determine which condition must be satisfied.
Trapezoid is a quadrilateral with at least one pair of parallel sides. The parallel sides are called the bases of the trapezoid, and the non-parallel sides are called the legs. The height of a trapezoid is the perpendicular distance between the bases. The area of a trapezoid can be calculated by taking the average of the lengths of the two bases and multiplying by the height. The formula for the area of a trapezoid is: Area = (base1 + base2) / 2 * height
If AB || CD, then opposite angles must be supplementary, which means that:
A + D = 180°
Substituting the given angle measures, we get:
3x + (5x-20) = 180
Simplifying, we get:
8x - 20 = 180
Adding 20 to both sides, we get:
8x = 200
Dividing both sides by 8, we get:
x = 25
Therefore, if x = 25, quadrilateral ABCD will be a trapezoid with AB || CD.
Thus, the answer is (C) 25.
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Find the surface area of the rectangular prism.
Using the formula, we now know that the surface area of the rectangular prism is 22 in².
What is a rectangular prism?A rectangular prism is a polyhedron in geometry that has two parallel and congruent bases.
It also goes by the name cuboid.
Six faces, each with a rectangle shape and twelve edges, make up a rectangular prism.
Its length, width, and height are its three dimensions.
Rectangular tissue boxes, school notebooks, laptops, fish tanks, and big buildings like freight containers, rooms, storage sheds, etc. are a few instances of rectangular prisms in daily life.
So, the formula for the surface area of the rectangular prism:
A = 2(wl+hl+hw)
Now, insert values as follows:
A = 2(wl+hl+hw)
A = 2·(1·1+5·1+5·1)
A = 22 in²
Therefore, using the formula, we now know that the surface area of the rectangular prism is 22 in².
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In ΔPQR, r = 38 cm,
�
m∠P=49° and
�
m∠Q=127°. Find the length of p, to the nearest centimeter.
Answer:
Rounding to the nearest centimeter, we get p ≈ 57 cm.
Step-by-step explanation:
We are given a triangle ΔPQR with r = 38 cm, m∠P = 49°, and m∠Q = 127°. We are asked to find the length of side p.
First, let's find m∠R:
m∠R = 180° - (m∠P + m∠Q)
m∠R = 180° - (49° + 127°)
m∠R = 180° - 176°
m∠R = 4°
Now, we have all three angles of the triangle: P = 49°, Q = 127°, and R = 4°. We can use the Law of Sines to find the length of side p:
p/sin(P) = r/sin(R)
Let's plug in the known values:
p/sin(49°) = 38/sin(4°)
Now, solve for p:
p = (sin(49°) * 38) / sin(4°)
p ≈ 56.96 cm
Rounding to the nearest centimeter, we get p ≈ 57 cm.
Three coins are tossed. Find the probability that two land on heads.
the acceptance scheme for purchasing lots containing a large number of batteries is to test no more than 75 randomly selected batteries and to reject a lot if a single battery fails. suppose the probability of a failure is 0.001. (a) what is the probability that a lot is accepted? (b) what is the probability that a lot is rejected on the 20th test? (c) what is the probability that it is rejected in 10 or fewer trials?
If the probability of failure is 0.001, then the probability that
(a) lot is accepted is 0.9277,
(b) lot is rejected on 20th test is 0.000981,
(c) lot is rejected in 10 or fewer trials is 0.01.
Let the random-variable "X" represent number of batteries to test to get the first-battery which fails; in other words, to get first success.
Since, the trials are independent, X has a geometric distribution
Part (a) :
Let X = the number of trials,
So, the probability that the lot is accepted is :
⇒ P(X=75) = (0.999)⁷⁵×(0.001)⁰ = 0.9277,
Part (b) :
let Y = the numbers of trials before the first failure (geometric distribution and
So, the probability that lot is rejected on 20th-test is :
⇒ P(Y=20) = (0.001)⁰×(0.999)¹⁹ = 0.000981,
Part (c) :
The probability that it is rejected in 10 or fewer trials is :
⇒ 1- P(no Failures)
⇒ 1 – (0.001)⁰(0.999)¹⁰ = 0.01.
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then, she drew a square. one side of the square was x inches. what is the perimeter of the square, in inches?
The required perimeter of the square with given measure of the one side length x inches is equals to 4x inches.
The perimeter of a square is the sum of the lengths of all its sides.
If one side of the square is x inches,
Then all sides are also x inches.
This implies, the perimeter of the square is equals to,
Substitute the side length of the square x inches we have,
Perimeter of the square = x + x + x + x
⇒Perimeter of the square = 4x inches
Therefore , the perimeter of the square with one side of x inches is equals to 4x inches.
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Forest bought a box of chocolates for himself last week. However, by the time forest got home he had eaten 1/3 of the box. As Forest was putting the groceries away, he at 1/4 of what was left. There are now 12 chocolates left in the box.
How many chocolates were in the box to begin?
Be sure to show and explain all your reasoning.
Answer:
There were 24 chocolates in the box to begin with.
Step-by-step explanation:
Let's use working backwards to solve this problem.
We know that there are 12 chocolates left in the box. Let's call the number of chocolates that were in the box to begin with "x".
After eating 1/4 of what was left, Forest had 3/4 of the chocolates left. So, we can set up an equation:
3/4 (x - 1/3x) = 12
We can simplify this equation by multiplying both sides by 4/3:
x - 1/3x = 16
Multiplying both sides by 3:
2x = 48
x = 24
Therefore, there were 24 chocolates in the box to begin with.
a chain 18 feet long whose weight is 93 pounds is hanging over the edge of a tall building and does not touch the ground. how much work is required to lift the entire chain to the top of the building? your answer must include the correct units. (you may enter lbf or lb*ft for ft-lb.)
The work required to lift the entire chain to the top of the building is 1,662.9 ft-lbs.
The work required to lift the chain to the top of the building is equal to the potential energy gained by the chain, which is given by
potential energy = mass × gravity × height
where mass is the mass of the chain, gravity is the acceleration due to gravity (32.2 ft/s^2), and height is the length of the chain (18 feet) since it is being lifted vertically.
First, we need to find the mass of the chain. We can use the fact that the weight of the chain is 93 pounds to find the mass using the formula
weight = mass × gravity
Rearranging this formula to solve for mass, we get
mass = weight / gravity
Substituting the given values, we get
mass = 93 pounds / 32.2 ft/s^2 = 2.89 slugs
Now we can calculate the potential energy of the chain using the formula
potential energy = mass × gravity × height
Substituting the values we have calculated, we get
potential energy = 2.89 slugs × 32.2 ft/s^2 × 18 feet = 1,662.9 ft-lbs
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Select all that apply. A city park commission received a donation of playground equipment from a parents' organization. The area of the playground needs to be 256 square yards for the children to use it safely. The playground will be rectangular. The city will pay to have soft pavement made of recycled tires installed in the playground. In the first plan, one side 8 yards longer than the other side. Which equations model the possible dimensions of the playground? x( x + 8) = 256
( x2) - 8 = 256
x2- 8 x - 256 = 0
( x + 4)( x - 4) = 256
x( x - 8) = 256
The equations model the possible dimensions of the playground is option (A) x(x + 8) = 256.
What is equation?A statement that affirms the equality of two expressions connected by the equals symbol "=" is known as an equation. For illustration, 2x - 5 = 13. 2x - 5 and 13 are expressions in this case. These two expressions are joined together by the sign "=".
The area of the rectangular playground is given as 256 square yards. Let x be the length of the shorter side of the playground in yards. Then the length of the longer side can be expressed as x + 8 yards, since it is 8 yards longer than the shorter side.
The area of the rectangle is given by the product of its length and width. Therefore, we can write:
x(x + 8) = 256
This equation represents the possible dimensions of the playground, where x is the length of the shorter side and x + 8 is the length of the longer side.
So, the correct equation that models the possible dimensions of the playground is:
x(x + 8) = 256.
Therefore, the equations model the possible dimensions of the playground is option (A) x(x + 8) = 256.
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Which equation describes the function below (photo below)
The equation y=x²+2 (letter C) describes the given function.
Functions
In math, there are different functions: linear, quadratic, cubic, exponential and others. Each type of function presents its characteristics. See below:
A linear function can be represented by the standard form for the linear equation is: y= mx+b , for example, y=5x+6. Where: m= the slope and b= the constant term that represents the y-intercept.
Since, the quadratic function can represent a quadratic equation in the Standard form: ax²+bx+c=0 where: a, b and c are your respective coefficients. In the quadratic function, the coefficient "a" must be different than zero (a≠0) and the degree of the function must be equal to 2.
For answering that the question asks you should test the values of x that represent the value y in the given table.
Equation A: y=-3xFor x=-2 -> y=-3*(-2)=6 . Then, (-2,6) is a point of the function.
For x=5 -> y=-3*(5)=-15. Then, (5,27) is not a point of the function.
Thus, the equation y=-3x does not describe the function.
Equation B: y=5x+16For x=-2 -> y=5*(-2)+16=-10+16=6 . Then, (-2,6) is a point of the function.
For x=5 -> y=5*(5)+16=-25+16=41 . Then, (5,27) is not a point of the function.
Thus, the equation y=5x+16 does not describe the function.
Equation C: y=x²+2For x=-2 -> y=(-2)²+2=4+2=6 . Then, (-2,6) is a point of the function.
For x=5 -> y=(5)²+2=25+2=27. Then, (5,27) is a point of the function.
For x=4 -> y=(4)²+2=16+2=18. Then, (4,18) is a point of the function.
For x=7 -> y=(7)²+2=49+2=51. Then, (7,51) is a point of the function.
Thus, the equation y=x²+2 describes the function.
Equation D: y=2x²-2For x=-2 -> y=2*(-2)²-2=2*4-2=8-2=6 . Then, (-2,6) is a point of the function.
For x=5 -> y=2*(5)²-2=2*25-2=50-2=48. Then, (5,27) is not a point of the function.
Thus, the equation y=2x²-2 does not describe the function.
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given this minitab printout, is the response variable in this multiple regression equation a categorical or a numerical variable?
Given this minitab printout, the response variable in this multiple regression equation is a numerical variable. Multiple regression is a statistical method used to examine the relationship between a dependent variable (also known as the response variable) and two or more independent variables (also known as predictors or explanatory variables).The minitab printout typically shows the coefficient estimates of the regression equation, along with various other statistics such as the R-squared value, standard error, etc. However, it doesn't indicate whether the response variable is categorical or numerical.A response variable is categorical if it can only take on a limited number of discrete values or categories. Examples of categorical variables include gender, occupation, marital status, etc. A response variable is numerical if it can take on any value within a certain range. Examples of numerical variables include age, income, height, etc.In the given minitab printout, the response variable is the variable labeled "Cust_Satisfaction." This variable is measured on a scale from 1 to 100, and therefore, it can take on any numerical value within that range. Hence, we can conclude that the response variable in this multiple regression equation is a numerical variable.
7x^2-34=2x^2+16
solving quadratic equation using square root
According to the given information, the solutions to the equation 7x²-34=2x²+16 are x = √10 and x = -√10.
What is quadratic equation?
A quadratic equation is a second-degree polynomial equation of the form ax² + bx + c = 0 where a, b, and c are constants, and x is the variable.
To solve for x in the equation 7x²-34=2x²+16 using square roots, we can first simplify the equation by moving all the x² terms to one side and all the constant terms to the other side:
7x² - 2x² = 16 + 34
5x² = 50
5x²/5 = 50/5
x² = 10
Finally, we can take the square root of both sides (remembering to include both the positive and negative square root, since x could be positive or negative):
x = ±√10
Therefore, the solutions to the equation 7x²-34=2x²+16 are x = √10 and x = -√10.
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a sphere of radius $10$ inches is inscribed in a cone with a base of radius $15$ inches. in cubic inches, what is the volume of the cone?
The volume of the cone is approximately 2941.6 cubic inches.
To begin with, let's recall the formula for the volume of a cone. The volume of a cone is given by the formula V = (1/3)πr²h, where V is the volume, r is the radius of the base, and h is the height of the cone.
We can see that the radius of the base of the cone is 15 inches. However, we do not know the height of the cone yet. To find the height, we can use the fact that the sphere is inscribed in the cone.
We have a right triangle with the height of the cone, the radius of the base of the cone (which is one leg of the triangle), and the diameter of the sphere (which is the hypotenuse of the triangle). Using the Pythagorean theorem, we get:
h² + 15² = 20²
Simplifying this equation, we get:
h² + 225 = 400
h² = 175
h ≈ 13.23
Now that we know the height of the cone, we can plug in the values of the radius and the height in the formula for the volume of the cone. We get:
V = (1/3)π(15²)(13.23) ≈ 2941.6 cubic inches
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find the measure of exterior angle in the following triangle 35
The measure of exterior angle in the following triangle is A, 125°.
How to find the exterior angle?Because the given triangle is a right-angled triangle, ΔABC.
Considering the angles
m∠A = 35°
m∠C = 90°
A triangle's angles add up to 180°.
So,
180° = mA + mB + mC
mA = 35° and mC = 90° are substituted in the equation
35° + m∠B + 90° = 180°
125 + m∠B = 180°
Take 125 off both sides.
125 + m∠B - 125 = 180° - 125
m∠B = 55°
As a result, the angle B is measured as follows:
m∠B = 55°
The measure of an exterior angle of a triangle is equal to the sum of the measures of the two interior angles that are not adjacent to it. In a triangle with a 90° angle, the sum of the other two angles is:
180° - 90° = 90°. So, the measure of the exterior angle is 90° + 35° = 125°.
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Complete question:
find the measure of exterior angle in the following triangle 35°
what is the Value of G
Explain
Hint: vertical Angles
Answer:
Its value is approximately:
G = 6.6743 x 10^-11 m^3 kg^-1 s^-2
Step-by-step explanation:
The value of G is the gravitational constant, which is a physical constant that appears in the law of universal gravitation. Its value is approximately:
G = 6.6743 x 10^-11 m^3 kg^-1 s^-2
This value is used to calculate the force of gravitational attraction between two objects, given their masses and the distance between them. The gravitational constant is a fundamental constant of nature and is important in many areas of physics, including astrophysics, cosmology, and mechanics.
448m^2−49.81m=?
I need to know
Answer:
The answer to the expression 448m^2−49.81m is 448m^2 - 49.81m. It cannot be simplified further without knowing the value of m.
What is the average rate of change for the function on the interval (2, 3)
A given function or graph is needed to find the average rate of change between an interval
lucia wants to create a triangulr shaped sand box. she is using railroad ties to from the sides. she has three ties in these length: 10 feet, 12 feet, 8 feet. will she be able to form the triangular shaped sand box without cutting any of her ties
Yes, Lucia will be able to form a triangular-shaped sandbox using the railroad ties without cutting them.
To determine if a triangle can be formed, you can use the Triangle Inequality Theorem, which states that the sum of the lengths of any two sides must be greater than the length of the remaining side.
In this case, the sides are 10 feet, 12 feet, and 8 feet. Let's check if the Triangle Inequality Theorem holds true for each combination:
1. 10 feet + 12 feet = 22 feet > 8 feet (Yes)
2. 10 feet + 8 feet = 18 feet > 12 feet (Yes)
3. 12 feet + 8 feet = 20 feet > 10 feet (Yes)
Since all three combinations satisfy the Triangle Inequality Theorem, Lucia can create a triangular-shaped sandbox with the given railroad ties.
The Triangle Inequality Theorem is a mathematical principle that states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side. In other words, if a, b, and c are the lengths of the sides of a triangle, then:
a + b > c
b + c > a
a + c > b
If any of these inequalities is not true, then the given lengths do not form a valid triangle.
This theorem is important in geometry and other fields that involve measurements of distance or length. It is also used in many practical applications, such as designing bridges, buildings, and other structures, where the strength and stability of the structure depend on the lengths and angles of the sides of the triangles involved.
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somebody helpppppppppppppppppp
Answer: D
Step-by-step explanation:
To narrow it out, Histograms dont have spaces meaning this chart wouldnt work as a histogram, and A and C are just plain incorrect