what is the predicted height (in inches) for a person with a wrist circumference of 7 inches? round answer to 4 decimal places.
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Answer:
Which mode of transmission of heat is shown in the given figure?Explain the mechanism of convection of heat.
Related Questions
Choose the value for which 2/a+8 is undefined
For the following exercises, use this scenario: A biologist recorded a count of 360 bacteria present in a culture after 5 minutes and 1000 bacteria present after 20 minutes. Rounding to six significant digits, write an exponential equation representing this situation. To the nearest minute, how long did it take the population to double
Han rolls a standard number cube once. Whats the sample space?
Which is smaller, -5 or -17 and show your work
I picked reduction
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Answer:To determine if the dashed triangle is a dilation image of the solid triangle with the center at the origin, and whether it is an enlargement or a reduction, we need to compare the corresponding side lengths of the triangles.
Given that the dashed triangle has vertices A'(-8, -12), B'(8, 12), and D'(-4, 16), let's calculate the side lengths of the solid triangle and the dashed triangle.
1. Solid triangle side lengths:
- Side AB: Distance between A(4, 6) and B(-4, -6)
AB = sqrt((x2 - x1)^2 + (y2 - y1)^2)
= sqrt((-4 - 4)^2 + (-6 - 6)^2)
= sqrt((-8)^2 + (-12)^2)
= sqrt(64 + 144)
= sqrt(208)
2. Dashed triangle side lengths:
- Side A'B': Distance between A'(-8, -12) and B'(8, 12)
A'B' = sqrt((x2 - x1)^2 + (y2 - y1)^2)
= sqrt((8 - (-8))^2 + (12 - (-12))^2)
= sqrt((16)^2 + (24)^2)
= sqrt(256 + 576)
= sqrt(832)
Comparing the side lengths, we have sqrt(832) for the dashed triangle and sqrt(208) for the solid triangle.
Since sqrt(832) is greater than sqrt(208), this means the dashed triangle is larger than the solid triangle.
Therefore, the dashed triangle is an enlargement.
The correct answer is "enlargement."
Please let me know if there's anything else I can help you with.
Step-by-step explanation:
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The sum of the geometric progression up to the 6th term is 512/7
To find the sum of a geometric series, you can use the formula for the sum of a finite geometric series:
Where:
- Sₙ is the sum of the first n terms of the series.
- a is the first term of the series.
- r is the common ratio.
- n is the number of terms in the series.
In your case, you have the geometric series: 16, 2, 1/4, ...
1. Identify the values for the formula:
- The first term (a) is 16.
- The common ratio (r) is found by dividing the second term by the first term: 2/16 = 1/8.
- You want to find the sum of the first 6 terms (n = 6).
2. Plug these values into the formula and calculate S₆:
S₆ = (16(1 - (1/8)⁶))/(1 - 1/8)
Now, calculate the individual terms in the formula:
S₆ = (16(1 - 1/262144))/(7/8)
S₆ = (16(262143/262144))/(7/8)
S₆ = ((4194288/262144)/(7/8)
Now, perform the division:
S₆ = (4194288/262144) \* (8)/(7)
S₆ = 64 * 8/7
Now, multiply:
S₆ = 512/7
So, the sum of the geometric progression up to the 6th term is 512/7
Learn more about geometric series here
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Josh believes the Spanish club students at his school have an unfair advantage in being assigned to the Spanish class they request. He asked 500 students at his school the following questions: "Are you in the Spanish club?" and "Did you get the Spanish class you requested?" The results are shown in the table below. Received Spanish class requested 265 100 365 Total 335 165 500
Did not get Spanish class requested 70 65 135
Help Josh determine if all students at his school have an equal opportunity to get the Spanish class they requested. Show your work and explain your process for determining the fairness of the class assignment process.
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So he asked 500 students for the questions:
The result was
=> got the Spanish class = 265 100 365
=> did not = 70 65 135
=> The total was 335 165 500
Thus, this show that only 335 students were able to get the Spanish class they requested and there are still 165 students do not received any Spanish class.
Thus, this is not fair to the other students.
Answer:
We have the given the data of 500 students and it is required to see whether every student got an equal opportunity to get the Spanish class they requested.
Now, we have,
Number of students in the Spanish class who got the class they requested = 265
Number of students not in the Spanish class that got the class they requested = 100
Total number of students in Spanish class = 335
Total number of students not in Spanish class = 165
Therefore, we get that,
Probability of students in the Spanish class who got the class they requested = = 0.791
Probability of students not in the Spanish class who got the class they requested = = 0.606
This shows that all students do not get the equal chance of getting into the Spanish class they requested.
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13^2=10^2+11^2-2×10×11×cos(°)
169=100+121-220cos(°)
220cos(°)=100+121-169
220cos(°)=52
cos(°)= 13/55
°=cos-1(13/55)
°=76.328°