The current that flows through an electrical circuit is inversely proportional to the resistance of that circuit. When the resistance R is 200 ohms, the current I is 1. 2 amperes. Find the current when the resistance is 90 ohms. (Include units in your answer. More information. Round your answer to one decimal place. )

I =

Answer:

BC = 24

Step-by-step explanation:

the angle between the tangent and the radius at the point of contact A is 90°

then Δ ABC is a right triangle

using the sine ratio in the right triangle

sin30° = [tex]\frac{opposite}{hypotenuse}[/tex] = [tex]\frac{AC}{BC}[/tex] = [tex]\frac{12}{BC}[/tex] ( multiply both sides by BC

BC × sin30° = 12 ( divide both sides by sin30° )

BC = [tex]\frac{12}{sin30}[/tex] = 24

75% of the time, a student who is just guessing will get 28 or below out of 107.

We have,

The probability of getting a question correct by guessing is 1/4.

Let X be the number of questions guessed correctly.

Since X follows a binomial distribution with n=10 and p=1/4, the expected value of X is given by E(X) = np = 10 * 1/4 = 2.5.

The variance of X is given by Var(X)

= np(1 - p)

= 10 x 1/4 x 3/4

= 1.875, and the standard deviation is the square root of the variance, which is √(1.875) ≈ 1.37.

To get the minimum passing score of 60%, you need to get at least 6 questions correct.

The probability of getting exactly 6 questions correct.

P(X=6) = (10 choose 6) x (1/4)^6 x (3/4)^4 ≈ 0.016.

To get any passing score, you need to get 6 or more questions correct. The probability of getting 6, 7, 8, 9, or 10 questions correct.

= P(X≥6) = P(X=6) + P(X=7) + P(X=8) + P(X=9) + P(X=10).

Using a binomial calculator, we find P(X ≥ 6) ≈ 0.078.

To find the score that a student who is just guessing will get 75% of the time or below out of 107, we can use the normal approximation to the binomial distribution.

The mean of the distribution is np = 26.75, and the standard deviation is sqrt(np(1-p)) = 3.27.

We can standardize the score by subtracting the mean and dividing by the standard deviation:

(75th percentile score - mean) / standard deviation

= (0.75 - 0.5) / 0.5 = 0.5.

Solving for the 75th percentile score, we get,

= (0.5 x 3.27) + 26.75

= 28.16.

Therefore,

75% of the time, a student who is just guessing will get 28 or below out of 107.

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The width of the box is approximately 8.5 inches.

We have,

The equation to find the width of the box, w, is:

V = l × w × h

where V is the volume of the box, l is the length, w is the width, and h is the height.

Substituting the given values, we get:

357 = 10.5 × w × 4

Simplifying, we get:

357 = 42w

Dividing both sides by 42, we get:

w = 357/42

w ≈ 8.5

Therefore,

The width of the box is approximately 8.5 inches.

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To determine which sunflower field has plants with more consistent heights, we need to look at the variability in the heights of the plants in each field as shown in the box plot.

The more consistent the heights, the smaller the range and the less spread out the box plot will be. So, we should look for the field with the smallest range and the narrowest box plot. This indicates that the majority of the plants in that field have similar heights.

Therefore, we need to compare the box plots or IQRs of the different sunflower fields to determine which field has plants with more consistent heights.  please follow these steps:

1. Look for the Interquartile Range (IQR) of each sunflower field. IQR is the range within which the middle 50% of the data lies. In a box plot, it is represented by the width of the box, which is the distance between the first quartile (Q1) and the third quartile (Q3).

2. Compare the IQRs of the sunflower fields. The field with the smaller IQR has plants with more consistent heights, as it indicates that the middle 50% of the plant heights are closer together.

In summary, check the box plots of the sunflower fields for their IQRs, and the field with the smaller IQR has more consistent plant heights.

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Answer: Field A typically has plants with more consistent heights. You can tell because the IQR of its samples is less than that of the other field.

Step-by-step explanation:

I just took the test on Iready, trust me.

The CES (Constant Elasticity of Substitution) production function is a mathematical model used to represent the relationship between inputs and output in production. To determine the concavity or convexity of the CES production function, we need to look at its second derivative.

The general CES production function is given by:

Q = A * [(α * L^ρ) + (β * K^ρ)]^(1/ρ)

Where:
Q = Output
A = Total factor productivity
L = Labor input
K = Capital input
α and β = Input share parameters
ρ = Elasticity of substitution parameter

To determine concavity or convexity, we examine the second derivatives with respect to L and K:

∂²Q/∂L² and ∂²Q/∂K²

If both second derivatives are negative, the production function is concave. If both are positive, it's convex. If the signs are different, the function exhibits neither concavity nor convexity.

In the case of the CES production function, the sign of the second derivatives will be determined by the value of the elasticity of substitution parameter (ρ). If ρ is positive, the production function exhibits convexity, whereas if ρ is negative, the production function exhibits concavity. If ρ equals zero, it is neither convex nor concave.

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The expression for the volume of a closed box with a square base of side x and height h is V = x^2 * h, and the expression for the total surface area of the box is A = 4xh + 2x^2.

(a) The expression for the volume, V, of the closed box is given by V = x^2 * h. This expression represents the product of the area of the square base, x^2, and the height, h, of the box. The unit of measurement for the volume would be cubic units, such as cubic meters or cubic feet, depending on the context.

(b) The expression for the total surface area, A, of the closed box can be obtained by adding the areas of all six faces of the box. The box has four identical rectangular faces, each with an area of x * h, and two identical square faces, each with an area of x^2. Therefore, the total surface area can be expressed as A = 4xh + 2x^2. This expression represents the sum of the areas of all six faces of the box. The unit of measurement for the surface area would be square units, such as square meters or square feet, depending on the context.

In summary, the volume and surface area of a closed box with a square base of side x and height h can be expressed as V = x^2 * h and A = 4xh + 2x^2, respectively. These expressions can be useful in various applications, such as calculating the amount of space needed to store objects or materials or determining the amount of material needed to construct the box.

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To determine the crucial values and create the confidence intervals for the mean, we may utilise the t-distribution and t-score.

(a) The variable of interest here is the average number of jobs that retired men had during their lifetimes.

(b) To find the 92% confidence interval of the mean number of jobs, we can use the formula:

CI = X ± Z * (σ / √n)

where X is the sample mean, Z is the Z-score corresponding to the desired confidence level, σ is the population standard deviation, and n is the sample size.

Using the given values, we have:

X = 6.6

Z = Z-score corresponding to 92% confidence level (which can be found using a standard normal distribution table or calculator)

σ = 2.1

n = 54

(c) To find the 96% confidence interval of the mean number of jobs, we can use the formula:

Confidence Interval = Sample Mean ± Margin of Error

The margin of error can be calculated using the formula:

Margin of Error = Critical Value * Standard Error

First, we need to determine the critical value corresponding to a 96% confidence level. Since the sample size is relatively large (n > 30), we can use the Z-distribution. The critical value can be found by looking up the z-score corresponding to a confidence level of 96% in the standard normal distribution table or using a statistical calculator. For a 96% confidence level, the critical value is approximately 1.750.

Next, we need to calculate the standard error of the mean. The standard error can be computed using the formula:

Standard Error = Population Standard Deviation / √(Sample Size)

Given that the population standard deviation is 2.1 and the sample size is 54, we can plug these values into the formula:

Standard Error = 2.1 / √(54)

Calculating this, we find that the standard error is approximately 0.285.

Now we can calculate the margin of error:

Margin of Error = 1.750 * 0.285

The margin of error is approximately 0.499.

Finally, we can construct the confidence interval:

Confidence Interval = Sample Mean ± Margin of Error

Confidence Interval = 6.6 ± 0.499

Therefore, the 96% confidence interval of the mean number of jobs is approximately (6.101, 7.099).

(d) The 96% confidence interval will be smaller than the 92% confidence interval.

This is because as the confidence level increases, the range of the confidence interval becomes wider. A higher confidence level requires a larger interval to capture a greater proportion of the population. Therefore, the 96% confidence interval will be wider than the 92% confidence interval, indicating a larger range of plausible values for the population mean.

(e) To compute the confidence intervals, we use the t-test method. The assumptions we need to make are:

Random Sampling: The sample should be a simple random sample from the population.

Normality: The population should follow a normal distribution, or for larger sample sizes (typically n > 30), the sampling distribution of the sample mean should be approximately normal due to the central limit theorem.

Independence: The observations in the sample should be independent of each other.

Homogeneity of Variance (Optional): If comparing two or more groups, the population variances should be equal. This assumption is not necessary when constructing a confidence interval for a single population mean.

Under these assumptions, we can use the t-distribution and the t-score to calculate the critical values and construct the confidence intervals for the mean.

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The sample variance computed differently from the population variance is the calculation in the numerator is different and the calculation in the denominator is different

The sample variance is computed differently from the population variance in that the calculation in the numerator is different and the calculation in the denominator is different. Specifically, in the numerator, the sample variance formula includes a computation for SS (sum of squared deviations from the mean), while the population variance formula does not.

Additionally, in the denominator, the sample variance formula divides by n-1 (sample size minus one) instead of by the denominator (population size) in the population variance formula.

The sample variance is computed differently from the population variance in the following ways:

1. The calculation in the numerator is the same for both sample and population variance, as they both involve computing the sum of squared differences (SS) between each data point and the mean.

2. The calculation in the denominator is different. For the population variance, the denominator is the number of data points in the population (N), while for the sample variance, the denominator is the number of data points in the sample (n) minus 1.

So, the correct answer is: the calculation in the denominator is different (Option C).

Here are the formulas for each variance:

Population variance: σ² = Σ(x - μ)² / N
Sample variance: s² = Σ(x - X)² / (n-1)

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The truth table represents statements p, q, and r. The correct options statements  are:

1. p ↔ q

3. q ↔ p

4. q ↔ r

For option 1. p ↔ q, This term is the biconditional statement "p is true if and only if q is true", and it is only valid when the truth values of p and q are identical. To put it differently, the truth values of p and q are identical, either being true or false.

For option 2 q ↔ p,  is one that is as identical as the biconditional is symmetrical. In other words, q ↔ p has the same logical equivalence as p ↔ q.

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An equation to represent the number of bricks that will be needed for 2 walls is m = 2x

Here, a house has x bricks and 10 pounds of glue to build a wall.

this means that to build one wall, it requires 'x' number of bricks.

Let us assume that for 2 wall it will need 'm' number of bricks.

Using Unitary method the number of bricks needed for 2 walls would be,

⇒ m = 2 × x

⇒ m = 2x

This means that to build two walls, it will take 2x number of bricks, where x is the number of bricks needed to build a single wall.

Therefore,  an equation that represents the number of bricks that will be needed for 2 walls: 2x

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The consumer surplus if the demand function for a particular beverage is given by D(q) is $896.42.

The demand function given is:[tex]D(q) = (9q + 5)^2[/tex]

To find the equilibrium quantity, we set the demand equal to the supply:

[tex]D(q) = S(q)[/tex]

[tex](9q + 5)^2= q + 12[/tex]

Expanding the square, we get:

[tex]81q^2+ 90q + 25 = q + 12[/tex]

[tex]81q^2+ 89q + 13 = 0[/tex]

Using the quadratic formula, we get:

[tex]q = (-89[/tex]± [tex]\sqrt{892 - 48113})/(2[/tex]×[tex]81)[/tex]

[tex]q = 0.058[/tex] or [tex]-1.056[/tex]

Since we are interested in the positive solution, the equilibrium quantity is [tex]q = 0.058.[/tex]

To find the equilibrium price, we substitute q = 0.058 into the demand function:

[tex]D(0.058) = (9[/tex]×[tex]0.058 + 5)^2[/tex]

[tex]D(0.058) = 5.823[/tex]

So the equilibrium price is 5.823.

To find the consumer's surplus, we need to find the area under the demand curve and above the equilibrium price up to the equilibrium quantity. This represents the total amount that consumers are willing to pay for the product.

The integral of the demand function is:

∫[tex](9q + 5)^2dq = (1/27)[/tex]×[tex](9q+5)^3+ C[/tex]

Evaluating this at q = 0.058 and q = 0, and subtracting, we get:

[tex](1/27)[/tex]×[tex](5.881)^3- C = 901.704 - C[/tex]

We don't need to know the value of the constant C, since it will cancel out when we subtract the area under the demand curve up to the equilibrium price. To find this area, we integrate the demand function from 0 to the equilibrium quantity:

∫([tex](9q + 5)^2[/tex] dq from 0 to [tex]0.058 = 0.881[/tex]

So the consumer's surplus is:

[tex]901.704 - 0.881[/tex]×[tex]5.823 = $896.42[/tex] (rounded to the nearest cent)

Therefore, the consumer's surplus is $896.42.

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The slope of RS approaches infinity, indicating a vertical line.

(a) (i) To find the equation of the tangent to curve C at point P(4,4), we need to find the derivative of the curve at that point.

Given the equation of curve C, we differentiate it with respect to x:

dy/dx = 2x - 5

Now we substitute x = 4 into the derivative to find the slope of the tangent at P:

dy/dx at x=4 = 2(4) - 5 = 3

The slope of the tangent at P is 3. Using the point-slope form of a line, the equation of the tangent is:

y - 4 = 3(x - 4)

y - 4 = 3x - 12

y = 3x - 8

Therefore, the equation of the tangent to C at P is y = 3x - 8.

(ii) The normal to curve C at point P is perpendicular to the tangent, so its slope is the negative reciprocal of the tangent's slope.

The slope of the normal at P is -1/3. Using the point-slope form of a line, the equation of the normal is:

y - 4 = (-1/3)(x - 4)

y - 4 = (-1/3)x + 4/3

y = (-1/3)x + 16/3

Therefore, the equation of the normal to C at P is y = (-1/3)x + 16/3.

(b) To find the coordinates of point Q, we need to find the intersection point of the normal to C at Q and the normal to C at P.

Since we are given that RQ is perpendicular to RP, the slopes of RQ and RP are negative reciprocals of each other.

The slope of RP is 3 (from part (a)(i)). Therefore, the slope of RQ is -1/3.

The equation of the normal at Q is:

y - yQ = (-1/3)(x - xQ)

We know that the coordinates of Q satisfy the equation of the normal at P:

y = (-1/3)x + 16/3Substituting yQ = (-1/3)xQ + 16/3 into the equation of the normal at Q, we have:

(-1/3)xQ + 16/3 = (-1/3)(x - xQ)

Simplifying, we get:

(-1/3)xQ + 16/3 = (-1/3)x + (1/3)xQ

(4/3)xQ = (1/3)x + 16/3

Comparing coefficients, we have:

4xQ = x + 16

4xQ - x = 16

3xQ = 16

xQ = 16/3

Plugging this value of xQ back into the equation of the normal at P, we get:

yQ = (-1/3)(16/3) + 16/3

yQ = -16/9 + 16/3

yQ = 16/9

Therefore, the coordinates of point Q are (16/3, 16/9).

To find the x-coordinate of point R, we need to solve the equations of the tangents at points P and Q simultaneously.

The equation of the tangent at P is y = 3x - 8 (from part (a)(i)).

The equation of the tangent at Q can be found by differentiating the equation of curve C with respect to x and substituting xQ = 16/3:

dy/dx = 2x - 5

dy/dx at x=16/3 = 2(16/3) - 5 = 27/3 = 9

Using the point-slope form, the equation of the tangent at Q is y - (16/9) = 9(x - (16/3)):

y - (16/9) = 9x - 16

y = 9x - 16/9

Now, we solve the equations of the tangents to find the intersection point S:

3x - 8 = 9x - 16/9

Multiply through by 9 to eliminate fractions:

27x - 72 = 81x - 16

Rearrange and simplify:

81x - 27x = 72 - 16

54x = 56

x = 56/54

x = 28/27

Therefore, the x-coordinate of point R is 28/27.

(d) To show that the line RS is parallel to the y-axis, we need to show that the slopes of RS and the y-axis are equal.

The slope of RS can be found by using the coordinates of R (xR) and S and applying the slope formula:

slope of RS = (yS - yR) / (xS - xR)

We already have the x-coordinate of R, which is xR = 28/27.

From part (a)(ii), the equation of the normal at P is y = (-1/3)x + 16/3, which is the equation of the tangent at Q.

Plugging in x = 28/27 into the equation of the tangent at Q, we can find the y-coordinate of point S:

yS = (-1/3)(28/27) + 16/3

yS = -28/81 + 16/3

yS = -28/81 + 48/81

yS = 20/81

Now we can calculate the slope of RS:

slope of RS = (yS - yR) / (xS - xR)

slope of RS = (20/81 - 16/3) / (xS - 28/27)

To show that RS is parallel to the y-axis, we need to show that the slope of RS is equal to infinity or undefined.

If we examine the denominator (xS - 28/27), we can see that as xS approaches 28/27, the denominator becomes zero.

Therefore, the slope of RS approaches infinity, indicating a vertical line.

Hence, we can conclude that the line RS is parallel to the y-axis.

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Answer:

The beam will clear the wires

Step-by-step explanation:

First find length of the beam, b:

sin40 = 8/b

b = sin40(8) = 12.446 ft

Now find height of tip of beam, h,  from ground when beam is at 60°:

sin60 = h/12.446

h = sin60(12.446) = 10.78 ft

The height of the wires = 10.78 + 2 = 12.78 ft

(Height of wires) - (length of beam standing up straight) = 12.78 - 12.446 ≈ 0.33 ft

The beam will clear the wires by about 4 "

If the common difference is 2, then the sum of the first 8 terms is 88 and If the common difference is 3, then the sum of the first 8 terms is 116.

To find the sum of the first 8 terms of the sequence, we need to identify a pattern in the sequence so that we can find the 8th term and then use the formula for the sum of the first n terms of an arithmetic sequence.

Looking at the given sequence, we can see that each term is increasing by a certain amount. To find that amount, we can subtract consecutive terms:

6 - 4 = 2

9 - 6 = 3

So, the sequence has a common difference of 2 or 3. Since we have only three terms, it is not clear which of the two is the correct common difference. Therefore, we will assume both and calculate the sum for each.

If the common difference is 2, then the 8th term is:

[tex]a_{8}[/tex] = [tex]a_{1}[/tex] + 7d = 4 + 7(2) = 18

If the common difference is 3, then the 8th term is:

[tex]a_{8}[/tex] = [tex]a_{1}[/tex] + 7d = 4 + 7(3) = 25

Now, we can use the formula for the sum of the first n terms of an arithmetic sequence:

[tex]S_{n}[/tex] = n/2([tex]a_{1}[/tex] + [tex]a_{n}[/tex])

If the common difference is 2, then:

[tex]S_{8}[/tex] = 8/2(4 + 18) = 88

If the common difference is 3, then:

[tex]S_{8}[/tex] = 8/2(4 + 25) = 116

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The value of the prefix expression plus negative upwards arrow 3 space 2 upwards arrow 2 space 3 divided by space 6 minus 4 space 2 is equal to 82. To evaluate the given prefix expression, we start from right to left.

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Answer:

18

Step-by-step explanation:

make p the subject of the formula

P=126/7

p= 18

Answer: A: (x+3)

Step-by-step explanation:

Lets simplify this first:

[tex]2x^2 + 2x - 12[/tex]

[tex]2(x^2 + x - 6)[/tex]

we can factor this into:

[tex]2(x+3)(x-2)[/tex]

so, from the options, we can see that option A is correct.

A) The probability of a randomly selected catch being a mouse caught by Cyd 40%.

b) If Cyd didn't catch the bird, then no other cat did.

c) The probability of a randomly selected is 0.333

d) The probability that a catch being a mouse caught by Greg is 0

e) The probability of a randomly selected catch is a mouse caught by Rom is 0. 2 is verified by the catch made by Ken is a mouse.

F) The probability that a catch which is a mouse was made by Cyd is 40%.

a) The probability of a randomly selected catch being a mouse caught by Cyd can be calculated as follows:

Probability of Mouse caught by Cyd = 0.20

Probability of any catch being a Mouse = 0.50 (given in the problem statement)

Therefore, Probability (Mouse caught by Cyd) = 0.20 / 0.50 = 0.40 or 40%

b) To calculate the probability of a bird not caught by Cyd, we need to subtract the probability of a bird caught by Cyd from 1 (since the event of a bird not caught by Cyd is complementary to the event of a bird caught by Cyd).

Probability of Bird caught by Cyd = 1 - Probability of any catch being a Mouse = 1 - 0.50 = 0.50

Probability of any catch not being a Mouse = 1 - Probability of any catch being a Mouse = 1 - 0.50 = 0.50

Therefore, Probability (Bird caught by Cyd) = 0.50 / 0.50 = 1.

And, Probability (Bird not caught by Cyd) = 1 - 1 = 0.

c) Greg's catches are equally likely to be a mouse, a bird, or a vole. We can calculate the probability of a catch being a mouse caught by Greg as follows:

Given, Probability of Mouse caught by Greg = Probability of Vole caught by Greg = Probability of Bird caught by Greg = 0.45 / 3 = 0.15

Therefore, Total Probability of any catch caught by Greg = 0.15 + 0.15 + 0.15 = 0.45

Hence, Probability (Mouse caught by Greg) = 0.15 / 0.45 = 1/3 or 0.333 (approx.)

d) We are given that the probability of a randomly selected catch being a mouse caught by Ken is 0.5. We need to find the probability that a catch being a mouse is caught by Greg.

So, the probability of any catch being caught by Ken = 50 / 100 = 0.5.

We know that the total probability of any catch caught by Greg is 0.45 (as calculated in part c).

Therefore, Probability (Mouse caught by Greg) = x, Probability (Vole caught by Greg) = x, and Probability (Bird caught by Greg) = 0.45 - 2x (since the probabilities must add up to 0.45).

Probability (Mouse) = Probability (Mouse caught by Ken) + Probability (Mouse caught by Greg)

0.5 = 0.5 + x

x = 0

This means that there is no probability of a mouse being caught by Greg, since all of the mice are already accounted for by Ken.

e) We are given that the probability of a randomly selected catch being a mouse caught by Rom is 0.2. We need to verify if the catch made by Ken is a mouse.

So, the probability of any catch being caught by Rom = 20 / 100 = 0.2.

We know that the probability of a catch being a mouse caught by Ken is 0.5.

Probability of Mouse caught by Rom | Mouse caught by Ken = 1 (since all mice are assumed to be distinct)

Probability (Mouse caught by Ken) = 0.5

Probability (Mouse caught by Rom) = 0.2

Therefore, Probability (Mouse caught by Ken | Mouse caught by Rom) = 1 * 0.5 / 0.2 =0.25 or 25% (approx.)

This means that if we know that Rom caught a mouse, the probability of Ken catching a mouse is actually higher than the overall probability of any catch being a mouse.

f) Finally, we need to find the probability that a catch which is a mouse was made by Cyd. We can use Bayes' Theorem again to calculate this:

Probability (Mouse | Mouse caught by Cyd) = 1 (since all mice are assumed to be distinct)

Probability (Mouse caught by Cyd) = 0.2 (since Cyd catches 20% of all creatures)

Probability (Mouse) = 0.5 (since half of all creatures caught are mice)

Therefore, Probability (Mouse caught by Cyd | Mouse) = 1 * 0.2 / 0.5 = 0.4 or 40%.

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Answer:

Step-by-step explanation:

The solutions are

i)  x = 2

ii) Therefore, there is no integer x that satisfies the congruence.

iii) x = 2

What is the equivalent expression?

Equivalent expressions are expressions that perform the same function despite their appearance. If two algebraic expressions are equivalent, they have the same value when we use the same variable value.

i. To solve 7 × 3 = 3 (mod 11), we need to find an integer x such that 7 × 3 is congruent to 3 modulo 11.

First, we can simplify 7 × 3 by calculating 73 = 343 and then taking the remainder when 343 is divided by 11. We get:

7 × 3 = 343 = 31 × 11 + 2

So, we have:

7 × 3 = 2 (mod 11)

To solve for x, we can try multiplying both sides by the modular inverse of 7 modulo 11.

The modular inverse of 7 modulo 11 is 8, because 7 x 8 is congruent to 1 modulo 11. So, we have:

8 × 7 × 3 = 8 × 2 (mod 11)

Simplifying:

56 × 3 = 16 (mod 11)

5 × 3 = 16 (mod 11)

We can check the values of x = 2 and x = 7 to see which one satisfies the congruence:

5 × 23 = 30 = 2 (mod 11)

5 × 73 = 365 = 9 (mod 11)

So the solution is x = 2.

ii. To solve 3.14 = 5 (mod 11), we need to find an integer x such that 3.14 is congruent to 5 modulo 11.

Since 3.14 is not an integer, we cannot directly apply modular arithmetic to it.

Instead, we can use the fact that 3.14 is equal to 3 + 0.14, and try to solve the congruence for each part separately.

First, we can find an integer k such that 3 + 11k is congruent to 5 modulo 11. This means:

3 + 11k = 5 + 11m for some integer m

Simplifying:

11k - 11m = 2

Dividing by 11:

k - m = 2/11

Since k and m are integers, the only possible value of k - m is 0. Therefore, we have:

k - m = 0

k = m

Substituting k = m, we get:

3 + 11k = 5 + 11k

This is not possible, since 3 is not congruent to 5 modulo 11. Therefore, there is no integer x that satisfies the congruence.

iii. To solve x8 = 10 (mod 11), we need to find an integer x such that x8 is congruent to 10 modulo 11.

We can try raising each integer from 0 to 10 to the power of 8, and check which one is congruent to 10 modulo 11:

0⁸ = 0 (mod 11)

1⁸ = 1 (mod 11)

2⁸ = 256 = 10 (mod 11)

3⁸ = 6561 = 10 (mod 11)

4⁸ = 65536 = 1 (mod 11)

5⁸ = 390625 = 10 (mod 11)

6⁸ = 1679616 = 1 (mod 11)

7⁸ = 5764801 = 5 (mod 11)

8⁸ = 16777216 = 1 (mod 11)

9⁸ = 43046721 = 10 (mod 11)

10⁸ = 10000000000 = 1 (mod 11)

Therefore, the solutions are x = 2,

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Answer:

89

Step-by-step explanation:

it is a straight line mean 180 degrees.

180 subtract 91 is 89

Answer:The measure of angle b is 89 degrees.

Step-by-step explanation:

Types of angles:

• Angles between 0 and 90 degrees (0°< θ <90°) are called acute angles.

• Angles between 90 and 180 degrees (90°< θ <180°) are known as obtuse angles.

• Angles that are 90 degrees (θ = 90°) are right angles.

• Angles that are 180 degrees (θ = 180°) are known as straight angles.

• Angles between 180 and 360 degrees (180°< θ < 360°) are called reflex angles.

• Angles that are 360 degrees (θ = 360°) are full turn.

We know that,

 Angles that are 180 degrees (θ = 180°) are known as straight angles.

In this question ,let

a= 91 and we have to find b=?

here,by straight angle

a+b=180

91+b=180

b=180-91

b=89

this is the required answer.

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We can use the empirical rule to approximate the interval. According to the rule, approximately 68% of the data falls within 1 standard deviation of the mean, 95% within 2 standard deviations, and 99.7% within 3 standard deviations.

So, for a normal distribution with a mean of 2.5 and a standard deviation of 0.6, we can say that approximately 68% of the GPAs fall between 1.9 (2.5-0.6) and 3.1 (2.5+0.6), 95% fall between 1.3 (2.5-2(0.6)) and 3.7 (2.5+2(0.6)), and 99.7% fall between 0.7 (2.5-3(0.6)) and 4.3 (2.5+3(0.6)).

To find the interval that would contain approximately 81.5% of the GPAs, we need to find the range that covers the middle 81.5% of the data. We know that this range is going to be less than the 95% interval, but greater than the 68% interval. Therefore, we can say that the interval containing approximately 81.5% of the GPAs is between 1.3 and 3.1.

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That since the rectangle is a square, both values are the same.

Let the length of the rectangle be L and its width be W.

The area of the rectangle is given by A = LW, and the perimeter is given by P = 2L + 2W.

We want to minimize the perimeter subject to the constraint that the area is 1000 m^2.

From the area equation, we can solve for L in terms of W: L = 1000/W.

Substituting this expression for L into the perimeter equation, we get:

P = 2(1000/W) + 2W = 2000/W + 2W

To find the minimum value of P, we take the derivative of P with respect to W and set it equal to zero:

dP/dW = -2000/W^2 + 2 = 0

Solving for W, we get:

W = sqrt(1000) = 31.62 m

Substituting this value for W into the equation for L, we get:

L = 1000/W = 1000/31.62 = 31.62 m

Therefore, the dimensions of the rectangle with area 1000 m^2 and minimum perimeter are:

Length = 31.62 m

Width = 31.62 m

Note that since the rectangle is a square, both values are the same.

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With regard to the clindrical designs, note that is advisable for Kevin to opt for the first design which requires about 108.35 square inches of plastic. The second design requires about 431.97 square so Kevin does not have enough plastic to make the second design.

Here we used the surface area formula for cylinders.

Surface Area = 2πr² + 2πrh
R is the base and h is the height.

For First Design we have

Diameter (d) = 2r = 3

so r = 1.5

So Surface Area = 2π(1.5)² + 2π(1.5) (10)

SA First Cylinder = 108.35

Repeating the same step for the second cylinder we have:

SA 2ndCylinder = 431.97

Thus, the conclusion we have above is the correct one because:

108.35in² <  205in² > 431.97in²

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The requried teenager's age is 15 years old.

Let's assume the ages of Deena's three children are a, b, and c (in no particular order). We know that one of them is a teenager, so without loss of generality, let's assume that a is the teenager. Then we have:

a * b * c = 1155

We can use trial and error to find values of a, b, and c that satisfy the equation above and the conditions we've established. One possible set of values is:

a = 15

b = 7

c = 11

You can check that these values satisfy the equation:

15 * 7 * 11 = 1155

and that a is a teenager. Therefore, the teenager's age is 15 years old.

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Answer:

5xy + 6y

Step-by-step explanation:

4x(2y) + 3y(2-x)

= 8xy + 6y - 3xy

= 5xy + 6y

So, the answer is 5xy + 6y

The simplified expression is:5xy + 6y

Expanding the expression gives:

4x(2y) + 3y(2 - x) = 8xy + 6y - 3xy

Combining like terms, we get:

8xy - 3xy + 6y = 5xy + 6y

Therefore, the simplified expression is:

5xy + 6y

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Natalia's minimum hourly wage to support her family of 4 is $16.98.

The minimum hourly wage can be determined using some of the basic mathematical operations, including multiplication, addition, and division.

The estimated yearly income to support the first person = $18,946

The additional income required to support each additional person in the family = $4,437

The number of family members in Natalia's = 4

Natalia's work week hours = 38

The number of weeks per year = 50

Total work week hours per year = 1,900 hours (38 x 50)

First person's income = $18,946

Additional income for 3 = $13,211 ($4,437 x 3)

Total income = $32,257

Hourly wage = $16.98 ($32,257 ÷ 1,900)

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The measure of the dilation image P'Q' with a scale factor of 3/4 is given as follows:

P'Q' = 9 units.

A dilation can be defined as a transformation that multiplies the distance between every point in an object and a fixed point, called the center of dilation, by a constant factor called the scale factor.

The scale factor for the dilation in this problem is given as follows:

k = 3/4.

The length of the original segment is of 12 units, hence the length of the dilated segment is given as follows:

P'Q' = 3/4 x 12 = 36/4 = 9 units.

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