which formula represents the volume of a cyclinder

Answer:

Area: 81*pi

Circumference: 18*pi

Step-by-step explanation:

Area: 9^2= 81

So it would be 81*pi

Circumference: 9*2= 18

So it would be 18*pi

If you want the full area then it's 81*pi= 254.34

If you want the full circumference it's 18*pi= 56.55

The solution for the last equation: 2y + 2z * 2z x is 167 where a slice of watermelon is x,  a grape is y, and one apple is z.

Let a slice of watermelon be x

Let one grape be y

Let one apple be z

2x + 4y + 2x = 30

4x + 4y = 30 ----- (1)

x + x + 2z = 28

2x + 2z = 28 --- (2)

4y + 2y + z = 31

6y + z = 31 ----(3)

Solving simultaneously for x, y, and z:

4x + 4y = 30 ----- (1)

2x + 2z = 28 --- (2)

6y + z = 31 ----(3)

We can simplify equation (1) by dividing both sides by 4, which gives:

x + y = 7.5 ----- (1')

We can simplify equation (2) by dividing both sides by 2, which gives:

x + z = 14 ----- (2')

We can use equation (1') to solve for y in terms of x:

y = 7.5 - x ----- (4)

We can use equation (2') to solve for z in terms of x:

z = 14 - x ----- (5)

Now we can substitute equations (4) and (5) into equation (3) to solve for x:

6(7.5 - x) + (14 - x) = 31

45 - 6x + 14 - x = 31

59 - 7x = 31

-7x = -28

x = 4

Now we can use equation (4) to solve for y:

y = 7.5 - x = 7.5 - 4

y = 3.5

And we can use equation (5) to solve for z:

z = 14 - x = 14 - 4

z = 10

Solving for the last equation: 2y + 2z * 2x

2 * 3.5 + 2 * 10 * 2 * 4 = = 167

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Answer:

0

-10++10=0

+10 can be rewritten as 10

-10+10=0

:)

Free Water ≈ 0 M (as bound water is approximately equal to total water). To find the equilibrium concentrations for the two complexes at different temperatures, we can use the provided values in the table:

Ice Water:
[CoCl₄]²⁻ = 3.331x10⁻⁶ M
[Co(H₂O)₆]²⁺ = 0.04246 M
Room Temperature:
[CoCl₄]²⁻ = 3.183x10⁻⁶ M
[Co(H₂O)₆]²⁺ = 0.04243 M
Warm Water:
[CoCl₄]²⁻ = 0.0000957 M
[Co(H₂O)₆]²⁺ = 0.04151 M
#19) To find the equilibrium free chloride concentration at room temperature, use the formula:
Free Chloride = Total Chloride - Bound Chloride
Total Chloride = [CoCl₄]²⁻
Bound Chloride = 4 * [CoCl₄]²⁻ (since 4 chloride ions are used for each complex)
At room temperature:
Free Chloride = Total Chloride - 4 * 3.183x10⁻⁶ M
Free Chloride ≈ 0 M (as bound chloride is approximately equal to total chloride)
#20) To find the equilibrium free water concentration at room temperature, use the formula:
Free Water = Total Water - Bound Water
Total Water = [Co(H₂O)₆]²⁺
Bound Water = 6 * [Co(H₂O)₆]²⁺ (since 6 water molecules are used for each complex)
At room temperature:
Free Water = Total Water - 6 * 0.04243 M.

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The Perimeter of the parallelogram whose vertices are given by the coordinates (3 ,6), (-5, 6), (6, -1), (-2, -1) is: 16 + 2√(58)

To find the perimeter of the parallelogram, we need to find the distance between each pair of adjacent vertices and add them up.

First, let's find the distance between (3, 6) and (-5, 6). This is simply the difference between their x-coordinates, which is 3 - (-5) = 8.

Next, let's find the distance between (-5, 6) and (-2, -1). To do this, we need to find the difference between their x-coordinates and their y-coordinates, and then use the Pythagorean theorem. The difference in x-coordinates is -5 - (-2) = -3, and the difference in y-coordinates is 6 - (-1) = 7. So the distance between these two points is √((-3)^2 + 7^2) = √(58).

We can use the same method to find the distance between (6, -1) and (3, 6), which is also √(58).

Finally, we need to find the distance between (6, -1) and (-2, -1), which is simply the difference between their x-coordinates, which is 6 - (-2) = 8.

Adding up all these distances, we get 8 + √(58) + √(58) + 8 = 16 + 2√(58).

So the exact perimeter of the parallelogram is 16 + 2√(58)

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The equation of the trend line is y = (-1/2)x + 14.

The overall pattern or trend in a collection of data is represented by a trend line, sometimes referred to as a regression line. In statistics, it is frequently used to illustrate the connection between two variables, one of which is the independent variable and the other the dependant variable. Regression analysis, which determines the line that most accurately fits the data points based on their connection, is used to compute the trend line. In order to anticipate or estimate future values of the dependant variable based on the independent variable, the equation of the trend line may then be utilised.

The slope of the line can be found using the formula:

slope = (change in y) / (change in x)

slope = (8 - 12) / (12 - 4)

slope = -4 / 8

slope = -1/2

Using the point slope form:

y - y1 = m(x - x1)

y - 12 = (-1/2)(x - 4)

y = (-1/2)x + 14

Hence, the equation of the trend line is y = (-1/2)x + 14.

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Answer:

................

Step-by-step explanation:

.................

the simplified expression is: (X*(2x - 1) - 1)/(2x*(x+1))

The given expression is:

X/(x+1) - 1/(1-1+2x) = X/(x+1) - 1/(2x)

To simplify this expression, we need to find a common denominator. The denominator of the first term is (x+1) and the denominator of the second term is 2x. To get a common denominator, we can multiply the first term by 2x and the second term by (x+1).

So, the expression becomes:

(2xX)/[(x+1)2x] - (1(x+1))/[(1-1+2x)(x+1)]

Simplifying further, we get:

(2xX - (x+1))/(2x(x+1))

Now, we can simplify the numerator by distributing the X term and combining like terms:

(2xX - x - 1)/(2x(x+1))

We can factor out an X from the numerator:

(X*(2x - 1) - 1)/(2x*(x+1))

Therefore, the simplified expression is:

(X*(2x - 1) - 1)/(2x*(x+1))

In summary, the given expression is simplified by finding a common denominator and then simplifying the resulting expression by distributing and factoring. The final expression is the simplified form of the given expression.

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Therefore , the solution of the given problem of unitary method comes out to be  the composite shape's overall size is 30  square units.

Utilizing previously well-known variables, this uniform convenience, or all crucial elements from a prior flexible study that followed a particular methodology event can all be used to achieve the goal. It will be possible to contact the entity again if the anticipated assertion outcome actually happens; if it doesn't, both important systems will surely miss the statement.

Here,

We must divide the composite shape into smaller shapes and sum up their areas in order to determine the area of the composite shape.

We can see that the composite form is made up of a triangle with a base of four and a height of three, and a rectangle with dimensions of six by four.

=> length times breadth equals six by four, or 24 square units, for a rectangle.

Triangle's area is equal to

=>  (1/2) x base times height, or (1/2) x 4 times 3, or 6 square units.

As a result, the composite shape's overall size is:

=> 24 + 6 = 30  square units.

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Step-by-step explanation:

PART A:

No, the baton cannot lie flat on a diagonal along the base of the box. The diagonal of the base can be found using the Pythagorean theorem as follows:

d = sqrt(6^2 + 8^2)

d = sqrt(36 + 64)

d = sqrt(100)

d = 10

The diagonal of the base is 10 inches, which is less than the length of the baton (11 inches). Therefore, the baton cannot lie flat on the diagonal of the base.

PART B:

Yes, the baton could fit along the interior diagonal of the box. The interior diagonal can be found using the Pythagorean theorem as follows:

d = sqrt(6^2 + 8^2 + 6^2)

d = sqrt(36 + 64 + 36)

d = sqrt(136)

d ≈ 11.66

The interior diagonal of the box is approximately 11.66 inches, which is greater than the length of the baton (11 inches). Therefore, the baton could fit along the interior diagonal of the box.

The values of a measured at two different heights may or may not be the same, depending on the nature of the thing being measured and the conditions of the measurement.

Why may or may not the values of a measured thing at two different heights be the same?

The value of a measured quantity depends on various factors such as the measurement instrument, the conditions of the measurement, and the nature of the thing being measured. In some cases, the values of a measured thing at different heights may be the same, while in other cases they may differ.

Factors that effect the measurement :
Whether the values of a measured thing at two different heights will be the same depends on the nature of the thing being measured and the conditions of the measurement. For example, if we measure the air pressure at two different heights, we may expect the values to be different, as air pressure decreases with increasing altitude. On the other hand, if we measure the temperature of a room at two different heights, we may expect the values to be approximately the same, as the temperature is usually well-mixed throughout the room.

Similarly, the values of other measured quantities such as sound intensity, light intensity, and humidity may also differ or be the same at different heights, depending on the conditions of the measurement and the nature of the thing being measured. Therefore, it is important to consider these factors when making measurements and interpreting their results.

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A dependent variable that maintains constant measurements throughout an experiment will be depicted by a straight, horizontal line in a graph.

In an experiment, the dependent variable is the variable being measured, and it is expected to change in response to changes in the independent variable. However, if the dependent variable remains constant throughout the experiment, it indicates that it is not affected by the independent variable.

When such a situation arises, the data points for the dependent variable will be located at the same level or value, resulting in a horizontal line in the graph.

This straight, horizontal line represents the constant measurements of the dependent variable, and it can provide valuable insights into the nature of the relationship between the independent variable and the dependent variable.

A dependent variable that maintains constant measurements throughout an experiment may indicate a flaw in the experimental design, such as an incorrect assumption about the nature of the relationship between the independent variable and the dependent variable, or an uncontrolled confounding variable.

Therefore, it is important to carefully analyze the data and the experimental design to identify and address any potential issues.


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Sixty percent of 800 students in a business statistics class are female. if you want to make probability estimates of the sample proportion of female students without applying the finite population correction factor, 368 is the minimal sample size of the random sample should be used

The appropriate sample size for probability estimates of the sample proportion of female students in the business statistics class is determined by the margin of error (m) and the level of confidence (Z).

The formula for sample size calculation is as follows:

N = [tex](Z^2\times p \times q) / m^2[/tex]

where

N is the sample size

Z is the z-score that corresponds to the level of confidence

p is the estimated proportion of female students

q is 1 - p (proportion of male students)m is the margin of error.

Since we don't have any margin of error, we can assume it to be a standard value of 5%. And a z-score of 1.96 is appropriate for a 95% level of confidence.

As a result, the sample size for estimating the sample proportion of female students in the business statistics class is given by

N = [tex](1.96^2\times0.60\times0.40) / (0.05^2)[/tex]

N = 368 students

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The gradient is equal to the rise in elevation/distance.

The correct answer is "rise." What is the gradient? The term "gradient" refers to the amount of steepness or slope in a surface, represented by a number or percentage. The gradient is calculated as the change in elevation divided by the change in distance.

As a result, the gradient is measured in units of elevation per distance, such as feet per mile or meters per kilometer. The formula for the gradient is given by:Gradient = Rise / RunWhere rise is the change in elevation and run is the change in distance.

The gradient, on the other hand, indicates the steepness or slope of a surface. It represents the angle of the slope and the direction of flow of a stream, among other things. It's also used to figure out the water flow rate in a pipeline or open channel.

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You would have $2,450 to buy to cover the cost of the membership.

An online buying club offers a membership for $245, for which you will receive a discount of 10 percent on all brand-name items you purchase.

We have to determine how much you would have to buy to cover the cost of the membership.

You have to buy to cover the cost of the membership = An online buying club offers a membership/Receive a discount

You have to buy to cover the cost of the membership = $245/10%

You have to buy to cover the cost of the membership = $245/0.10

You have to buy to cover the cost of the membership = $2,450

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Option C is the correct answer. The increase in the sale of hot chocolate is correlated to, but not caused by, the sale of coffee.

What is correlation?

Correlation is a statistical measure that shows how closely two or more variables are linked to one another. It is a measurement of the strength and direction of the linear connection between two variables, in other words.

Based on the information provided, it can be concluded that there is a correlation between the sale of hot chocolate and the sale of coffee.

Option A can't be considered because it conflicts with the material provided.

Option B indicates a causal relationship that cannot be proven merely on the basis of the observed correlation between the sales of hot chocolate and coffee.

Option D is untrue as well because a correlation has been found.

Therefore, option C is the valid conclusion that can be drawn from the given information, stating that the increase in the sale of hot chocolate is correlated to, but not necessarily caused by, the sale of coffee.

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Therefore , the solution of the given problem of graphs comes out to be a = [P² * G * Ms / [tex](4\pi ^2* Mp)]^(1/3)[/tex]

Graphs are used by theoretical coordinate points physicists to analytically and graphically present assertions rather than values. Typically, a graph point shows the relationship between several distinct objects. A graph is a particular kind of pas de container construction composed of groups and lines. The borders, also known as the channels, should be joined with glue.

Here,

According to Kepler's third law, one can determine the connection between a planet's orbital period and its separation from a star by:

=> P² = (4π² / GM) * a³

where P denotes the orbit's duration in years, a denotes the semi-major axis in astronomical units (AU), G denotes gravity's constant, and M denotes the star's mass in solar masses.

If we rewrite this equation, we obtain:

=> a = [P² * G * Ms / [tex](4\pi ^2* Mp)]^(1/3)[/tex]

We can rewrite this equation as follows since our goal is to estimate the distance from the sun in AU based on the mass of the planet in relation to the sun:

=> a = [P² * G * Ms / [tex](4\pi ^2* Mp)]^(1/3)[/tex]

where Mp is the mass of the planet in relation to the sun and Ms is the mass of the sun.

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Answer:

9/14

Step-by-step explanation:

add them

Answer:

There is a 1 in 4 chance that you would choose an orange Skittle, replace it, and then choose a blue Skittle.

If the square of Ethan's age is added to Jordan's age, the result is [tex]56[/tex], which equals Ethan's age. The answer is that Ethan is [tex]6[/tex] years old.

A person's birth date is compared to the day on which their age has to be computed as part of the age calculation process. The age of the individual is calculated by subtracting the person's age from the given date. Provided Date - Birthdate is used to compute age.

A person's age is merely a measurement of how long they have been living. These metrics don't adequately describe who you are or what you have accomplished. At any age, either old or young, one may do anything.

The solution states that [tex]56[/tex] is equal to [tex]4[/tex] times Jordan's age multiplied by the square of Ethan's age. This may be expressed as an equation:

[tex]x^2 + 4(x-1) = 56[/tex]

Simplifying the equation:

[tex]x^2 + 4x - 4 = 56[/tex]

[tex]x^2 + 4x - 60 = 0[/tex]

We can solve this quadratic equation by factoring:

(x+10)(x-6) = 0

Therefore, [tex]x = -10[/tex] or [tex]x = 6[/tex]. We can discard the negative value since age cannot be negative, so Ethan's age is [tex]6[/tex].

To check, we can substitute x=6 into the original equation:

[tex]6^2 + 4(6-1) = 36 + 20 = 56[/tex]

So the solution is Ethan is [tex]6[/tex] years old.

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Therefore, the school sold 20 Popsicles and 30 Kona Ice.

A system of equations is a set of two or more equations that are to be solved simultaneously. The variables in the equations are related to each other in such a way that they must satisfy all the equations in the system.

Given by the question.

Let's assume that the number of Popsicles sold is "x" and the number of Kona Ice sold is "y".

From the problem, we know that each Popsicle costs $2 and each Kona Ice costs $4, and the total amount sold is $160. Therefore, we can write two equations based on the given information:

2x + 4y = 160 (equation 1)

x + y = 50 (equation 2)

We can solve this system of equations by substitution or elimination. Let's use substitution:

From equation 2, we can solve for "x" in terms of "y":

x = 50 - y

Substituting this expression for "x" into equation 1, we get:

2(50 - y) + 4y = 160

Simplifying and solving for "y", we get:

100 - 2y + 4y = 160

2y = 60

y = 30

So, the number of Kona Ice sold is 30.

Substituting this value of "y" back into equation 2, we get:

x + 30 = 50

x = 20

So, the number of Popsicles sold is 20.

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The admission fee at an amusement park is $4.25 for children and $7.00 for adults. on a certain day, 303 people entered the park, and the admission fees collected totaled 1824 dollars. There are 108 children and 195 adults were admitted

Let the number of children admitted = C and the number of adults admitted = A

Total number of people admitted = 303

We can form two equations from the given information.

The first equation is to represent the number of people admitted in terms of children and adults.

So, the equation will be

C + A = 303 ------(1)

The second equation represents the total amount collected from admission fees.

So, the equation will be

4.25C + 7A = 1824 ------(2)

Multiplying equation (1) by 4.25, we get

4.25C + 4.25A = 1289.25 ------(3)

Subtracting equation (3) from equation (2), we get:

7A - 4.25A = 1824 - 1289.25

Simplifying, we get:

2.75A = 534.75

Dividing by 2.75, we get:

A = 195

Putting A = 195 in equation (1), we get:

C + 195 = 303

Simplifying, we get:

C = 108

So, there were 108 children and 195 adults admitted on that day.

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From the given information provided, the measurement of the area of the beads jenny used is 28mm².

The area of a circle is given by the formula A = πr², where r is the radius of the circle. Since the diameter of the bead is 6 millimeters, the radius is half of that, which is 3 millimeters.

Substituting r = 3 mm into the formula, we get:

A = π(3 mm)²

A = π(9 mm²)

A = 28.27 mm²

Rounding this to the nearest whole number, we get:

A = 28 mm²

Therefore, the measurement closest to the area of the bead in square millimeters is 28 mm².

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Step-by-step explanation:

The membership fee for one Adult is £120, and the membership fee for one Junior is 1/5 of the Adult fee, which is:

1/5 x £120 = £24

So the total membership fee for 2 Adults and 3 Juniors is:

2 x £120 + 3 x £24

= £240 + £72

= £312

Therefore, the total membership fee for 2 Adults and 3 Juniors is £312.

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We can solve the system by elimination without multiplying first only when, [tex]$a = 8$[/tex].

To solve the system by elimination, we want to eliminate one of the variables, either x or y, from one of the equations. To do this, we need to find a multiple of one equation that cancels out one of the variables in the other equation.

We can eliminate x by multiplying the first equation by -4 and adding it to the second equation:

[tex]-4(ax+3y) + (4x+5y) &=\\ -4(7) + 15\(-4a+4)x + (5-12)y &=\\ -13\ (4-4a)x - 7y &= -13[/tex]

By adding the first equation to the second equation and multiplying it by -4, we can get rid of x:

[tex](4-4a)x-7y=13\\4x+5y=15[/tex]

We can eliminate y by multiplying the second equation by 7 and subtracting it from the first equation:

[tex](4-4a)x - 7y &=\\ -13-28x - 35y &=\\ -105[/tex]

Simplifying this last equation, we get:

[tex](4a-4)x &= 28x\\4a &= 32\\a &= 8[/tex]

Therefore, we can solve the system by elimination without multiplying first only when, [tex]$a = 8$[/tex].

For any other value of a, we need to multiply one or both equations by a constant before we can eliminate a variable.

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The mean number of patients who recover is 8, and the variance is 1.6.

This scenario follows a binomial distribution, where the number of patients who recover from the disease out of a sample of ten patients follows a binomial distribution with parameters n = 10 (sample size) and p = 0.8 (probability of success).

The mean (μ) and variance (σ^2) of a binomial distribution are given by

μ = np

Substitute the values in the equation

= 10 x 0.8

Multiply the numbers

= 8

σ^2 = np(1-p)

Substitute the values in the equation

= 10 x 0.8 x (1-0.8)

= 1.6

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The fractions a. 5/7 b. 30/42 e. 45/84 are equivalent to 15/21.

       When it comes to fractions, equivalent means that both fractions show the same part of a whole. The numerator and denominator of equivalent fractions may be multiplied or divided by the same number or the number multiplied by the numerator and denominator should be the same.

 The following are steps to simplify fractions:

 First, find the greatest common factor (GCF) of both numbers.

And then divide both numbers by the GCF. The result is the simplified fraction.

            The greatest common factor of 15 and 21 is 3. By dividing both 15 and 21 by 3, the simplified fraction will be found.

                   15/21 = 5/7

 By dividing both 30 and 42 by 6, the simplified fraction will be found.

                     30/42 = 5/7

 By dividing both 45 and 84 by 3, the simplified fraction will be found.

       45/84 = (5/12)21/15 and 25/31 are not equivalent to 15/21.

     Therefore, the correct options are a. 5/7 b. 30/42 e. 45/84

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