Use a change of variables to evaluate the following integral. ∫ ∫ ∫ xy dV; D is bounded by the planes y-x=0, y-x=2, z-y=0, z-y= 1, z = 0, z = 8. ∫ ∫ ∫ xydV=

The answer is a discount price: RS.300

                           Selling price: RS 1700

                           Cost price: RS 1500

The marked price is 2000

by applying the known mathematics

discount amount: 100 × (Original price - Discounted price) / Original price

                              =2000 × 15%

                              =300

 selling price: Cost Price + Profit Margin.

                        =2000-300

                        =1700

  cost price :  {100/(100 + Profit%)} × SP.

                     =2000-2000×25%

                    = 1500

by these calculations, we can achieve our answers

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Answer:

Step-by-step explanation:

Both will be equal ,

4x-7 =3x +2

solve it we will get ,

x =9 degree

Answer:

answer is x=9

vertical angles have same angle measure.

so:

(4x-7)=(3x+2)

x=9

lets see if it correct. put x values in

4×9-7=3×9+2

29=29

Option B: 4x²-x+3

(4x³ + 11x² + 0x + 9) + (x+3) [here, we will include 0x to do long division]

Divide 4x³ by x to get first term of the quotient, 4x³

Then, take 4x² and multiply it with 3 and you will get 4x² + 12

Subtract 4x² + 12 from 4x³ + 11x².

Then, you will get the remainder as -x² + 0x

Now you have to repeat the same same process, divide -x² by x to get second term of quotient, -x

Then take -x and multiply with 3 and you will get -x²- 3x

You will get the remainder as 3x+ 9

Divide 3x by x to get the third term of quotient, 3

Then, take 3 and multiply with 3 and you will get 3x + 9

Subtract and you will get the remainder as 0.

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The test that should be selected to explore whether response rankings are significantly different between Internal and Fully Online students is the Kruskal-Wallis ANOVA.

This is because it is a hypothesis test that is used to compare more than two groups and determine if there are significant differences between them. The p value from this test will tell us if there is a significant difference in the response rankings between Internal and Fully Online students. It is important to note that this is a different type of p value than the one used in an assumption test. The p value from an assumption test only tells us if the assumption is met or violated, whereas the p value from a hypothesis test determines whether we retain or reject the null hypothesis and therefore, determines our overall conclusion about the study.

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Answer and Step-by-step explanation:

You should pick Spinner A. There is a high chance of getting red since there are three pieces of the spinner that has red on it, while Spinner B only has 2 instances of red.

#teamtrees #PAW (Plant And Water)

Answer:

x = 30

Step-by-step explanation:

As we know, the angles inside of a triangle added together all equal 180°, so you would combine 3x + 2x + x = 180°. And then from there you can solve.

3x + 2x + x = 180°

[Combine like terms] 6x = 180°

[Divide 6 from both sides of the equal sign] x = 30°

Hope this helps!!

The graph representing the interaction between meditation. Scull’s prediction that engaging in both activities does not produce any more benefit than either activity alone was wrong.

The interaction between exercise and meditation is more pronounced, indicating that it is necessary to engage in both activities to achieve better grades. Students who meditate and exercise regularly received better grades than those who did not meditate or exercise at all. According to the table of means, students who exercised but did not meditate had a mean of 3.6, students who meditated but did not exercise had a mean of 3.5, students who did not meditate or exercise had a mean of 2.5, and students who meditated and exercised had a mean of 3.8.

The mean score for the group who exercised but did not meditate was lower than the mean score for the group who meditated but did not exercise. The mean score for the group that neither meditated nor exercised was the lowest, while the group that meditated and exercised had the highest mean score.

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Answer:

50,20

Step-by-step explanation:

let the two numbers be x and y respectively.

According to the question,

y=2/5 times of x

Or,

y= 2x/5 ..........(1)

Again,

or, x+y=70

or, x+2x/5=70

or, (5x+2x)/5=70

or, 7x=350

therefore x=50

putting the value of y in equation (1)

y=2x/5

y= (2×50)/5

therefore, y=20

Answer:

x = 175

Step-by-step explanation:

given:

A number is 2 /5 times another number. Their sum is 70.

find: the numbers (coefficient)

solution:

cross multiply

2 ( x ) = 70

5

2 (x) = 70 (5)

2 (x) = 350

x = 350

       2

x = 175

check:

2 ( x ) = 70

5

2 ( 175 ) = 70

5

350 = 70

 5

70 = 70

Answer:

Slope is 1/5 and equation is  4-2 / 10-0  

Step-by-step explanation:

Its equation is             4-2 / 10-0  

-2/-10       =         1/5 Slope is 1/5

Answer:

The answer is y=1/5x+2

Step-by-step explanation:

The slope is 1/5

and the y is 2

Assumptions: For the purpose of this exercise, let's assume that we are analyzing defects in a manufacturing process. We will invent data for five different categories of defects and their corresponding frequencies. the cumulative percentage for each category, we find that the top 20% category of defects is Category A.

a. Based on the invented data, the histogram analysis reveals the following distribution of defects and their frequencies:

Category A: 50 defects

Category B: 30 defects

Category C: 20 defects

Category D: 15 defects

Category E: 10 defects

To identify the top 20% of the category of defects contributing to 80% of the total volume, we calculate the cumulative frequency. Starting with the category with the highest frequency, we add up the frequencies until we reach 80% of the total. In this case, Category A contributes the highest frequency, and its cumulative frequency is 50. The total number of defects is 125 (50 + 30 + 20 + 15 + 10). By calculating the cumulative percentage for each category, we find that the top 20% category of defects is Category A.

b. Performing a Root Cause Analysis for the Top Contributing Factor (Category A) using the 5-Why method or Fishbone diagram helps determine the underlying causes. We identify potential factors such as equipment malfunction, operator error, insufficient training, or process variability. By asking "why" repeatedly, we dig deeper into each cause to uncover the root cause.

c. Based on the analysis, we develop a corrective action plan and preventive action plan. For example:

Corrective Action Plan: Assign qualified technicians to regularly inspect and maintain the equipment, conduct additional training for operators to enhance their skills, and implement process control measures to reduce variability.

Preventive Action Plan: Establish a preventive maintenance schedule for equipment, implement a comprehensive training program for all operators, and conduct regular process audits to identify and address potential issues proactively.

The corrective and preventive action plans should clearly define the tasks, responsibilities, and timelines. The maintenance department may be responsible for equipment maintenance, the training department for operator training, and the quality department for process audits. Regular monitoring and evaluation of the action plans should be conducted to ensure effectiveness and make any necessary adjustments.

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Therefore, the degree of the resulting polynomial is m + n when two polynomials of degree m and n are multiplied together.

What is polynomial?

A polynomial is a mathematical expression consisting of variables and coefficients, which involves only the operations of addition, subtraction, multiplication, and non-negative integer exponents. Polynomials can have one or more variables and can be of different degrees, which is the highest power of the variable in the polynomial.

Here,

When two polynomials are multiplied, the degree of the resulting polynomial is the sum of the degrees of the original polynomials. In other words, if the degree of the first polynomial is m and the degree of the second polynomial is n, then the degree of their product is m + n.

This can be understood by looking at the product of two terms in each polynomial. Each term in the first polynomial will multiply each term in the second polynomial, so the degree of the resulting term will be the sum of the degrees of the two terms. Since each term in each polynomial has a degree equal to the degree of the polynomial itself, the degree of the resulting term will be the sum of the degrees of the two polynomials, which is m + n.

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Answer:

6.002722642yd

Step-by-step explanation:

Area to Radius:

Area of a circle = (pi)r(squared)

28.3= pi x r2

28.3/pi = r2

9.0081...=r2

square root of 9.0081...= radius

radius= 3.001361321yd*

Radius to Diameter:

diameter = radius x 2

d = 3.001361321* x 2

d = 6.002722642yd*

*i used the full numbers after the decial point because i didnt know if it had to be to like 1 or 2 decimal places or even 3 so i left it like that just in case but you can just write 3 x 2 or 6yd as your final answer!

Hope this helped :)

The reduced gradient is analogous to the residual for linear models.

In linear regression, the residual represents the difference between the observed values and the predicted values of the dependent variable. Similarly, in optimization, the reduced gradient represents the difference between the current solution and the optimal solution. It is a measure of how far the current solution is from the optimal solution in the direction of the search. By minimizing the reduced gradient, we can move closer to the optimal solution.

The reduced gradient is a widely used optimization technique in non-linear programming that allows for efficient computation of the descent direction at each iteration while accounting for constraints. It involves calculating a partial derivative of the objective function with respect to the variables that are not restricted by the constraints, and then projecting the resulting gradient onto the space defined by the constraints. The resulting vector is called the reduced gradient, and it points in the direction of the steepest descent that is feasible.

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12 cm, 35 cm, 37 cm measurements could not represent the side lengths of a right triangle. So the option C is correct.

The Pythagorean Theorem states that the sum of the squares of the two shorter sides of a right triangle must equal the square of the longest side.

The Pythagorean Theorem states that in a right triangle, the sum of the squares of the two legs (the sides that make the right angle) is equal to the square of the hypotenuse (the side opposite the right angle). Mathematically, this can be written as a² + b² = c².

So the sides of option C "12 cm, 35 cm, 37 cm" could not represent the side lengths of a right triangle because 12 cm² + 35 cm² ≠ 37 cm², these side lengths could not represent a right triangle.

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The value of x is equal to 15°

In Mathematics and Geometry, the sum of the exterior angles of both a regular and irregular polygon is always equal to 360 degrees.

Note: The given geometric figure (regular polygon) represents a pentagon and it has 5 sides.

By substituting the given parameters, we have the following:

3x + 4x + 8 + 5x + 5 + 6x - 1 + 5x + 3 = 360°.

3x + 4x + 5x + 6x + 5x + 8 + 5 - 1 + 3 = 360°.

23x + 15 = 360°.

23x = 360 - 15

23x = 345

x = 345/23

x = 15°.

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To determine how large a test statistic must be to reject the null hypothesis in favor of the alternative hypothesis, we need to first establish a hypothesis test. A hypothesis test is a statistical procedure that helps us determine if there is enough evidence to support a particular hypothesis.

In a hypothesis test, we start with a null hypothesis (H0) which is a statement that there is no significant difference between two groups or variables. The alternative hypothesis (Ha) is the statement that there is a significant difference between the two groups or variables.

Once we have established our null and alternative hypotheses, we need to conduct a statistical test to determine if there is enough evidence to reject the null hypothesis in favor of the alternative hypothesis. The test statistic is the numerical value that we obtain from our statistical test, which we compare to a critical value to determine if we can reject the null hypothesis.

The critical value is determined by the level of significance (α) we have chosen for our test, which is the probability of making a type I error (rejecting the null hypothesis when it is actually true). Typically, the level of significance is set at 0.05 or 0.01.

So, to answer the question, how large a test statistic must be to reject the null hypothesis in favor of the alternative hypothesis depends on the level of significance we have chosen, as well as the degrees of freedom and distribution of the test statistic. The critical value for a given level of significance and degrees of freedom can be found in statistical tables or calculated using software. If the test statistic is larger than the critical value, we can reject the null hypothesis in favor of the alternative hypothesis.

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Answer:

Given

distributive property

Subtraction property of equality

Addition property of equality

Division property of equality

Solution

Step-by-step explanation:

The point (-10, 1) in Cartesian-Coordinates can be represented in polar coordinates as approximately (10.05, 3.0416 radians).

To convert the point (-10, 1) from Cartesian-Coordinates to polar coordinates, we can use the formulas:

r = √(x² + y²)

θ = arctan(y / x)

We know that, the point is (-10, 1), we substitute the values into the formulas:

We get,

r = √((-10)² + 1²) = √(100 + 1) = √101 ≈ 10.05, and

The point lies in second-quadrant, so, the angle is measured counterclockwise from the positive x-axis, which means it is between π/2 and π radians.

Therefore, The adjusted θ is : θ = π + arctan(1/-10) ≈ 3.0416 radians.

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A good way to sample this population while maintaining the distribution of various sub-populations is by using stratified sampling. In stratified sampling, the population is divided into homogeneous subgroups or strata based on certain characteristics, and then a random sample is selected from each stratum.

To ensure that the distribution of various sub-populations is maintained, the sample should include a proportional representation of individuals from each subgroup. In this case, the subgroups are Asian, Hispanic, and Native American.

Here's how the distribution of the various sub-populations can be maintained in the final sample:

1. Determine the proportion of each subgroup in the population:

  - Asian: 500 / 2000 = 0.25 (25%)

  - Hispanic: 1000 / 2000 = 0.5 (50%)

  - Native American: 500 / 2000 = 0.25 (25%)

2. Calculate the number of samples to be chosen from each subgroup:

  - Asian: 0.25 * 200 = 50 samples

  - Hispanic: 0.5 * 200 = 100 samples

  - Native American: 0.25 * 200 = 50 samples

3. Randomly select the specified number of samples from each subgroup.

By using stratified sampling with the specified proportions, the final sample of 200 individuals will have a distribution that reflects the proportions of Asian, Hispanic, and Native American subpopulations in the overall population.

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You go shopping with a total of 60 quarters-

The amount in dollars left is: $3.75

We know that initially, you had a total of 50 quarters, this will represent the 100% in this case.

50 = 100%

Then you find 20% more quarters.

We can write:

x = 20%

Taking the quotient between the two equations we et:

50/x = 100%/20%

50 = (5)*x

50/5 = x = 10

The 20% is 10 quarters more, then you go shopping with a total of 60 quarters.

Then you spend the 75% of the total, then you onle end up with the 25% of what you bring, then at the end you have:

60*0.25 = 15 quarters.

Then the amount in dollars left is:

15*$0.25 = $3.75

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Impulse, change in momentum, final speed, and momentum are all related concepts in the context of Newton's laws of motion. Let's go through each option and explain their relationships:

(a) Impulse delivered: Impulse is defined as the change in momentum of an object and is equal to the force applied to the object multiplied by the time interval over which the force acts.

Mathematically, impulse (J) can be expressed as J = F  Δt, where F represents the net force applied and Δt represents the time interval. In this case, you mentioned that the net force acting on the crates is shown in the diagram. The impulse delivered to each crate would depend on the magnitude and direction of the net force acting on it.

(b) Change in momentum: Change in momentum (Δp) refers to the difference between the final momentum and initial momentum of an object. Mathematically, it can be expressed as Δp = p_final - p_initial. If the crates start from rest, the initial momentum would be zero, and the change in momentum would be equal to the final momentum. The change in momentum of each crate would be determined by the impulse delivered to it.

(c) Final speed: The final speed of an object is the magnitude of its velocity at the end of a given time interval.

It can be calculated by dividing the final momentum of the object by its mass. If the mass of the crates is provided, the final speed can be determined using the final momentum obtained in part (b).

(d) Momentum in 3 s: Momentum (p) is the product of an object's mass and velocity. In this case, the momentum in 3 seconds would be the product of the mass of the crate and its final speed obtained in part (c).

To rank these quantities from greatest to least for each crate, you would need to consider the specific values of the net force, mass, and any other relevant information provided in the diagram or problem statement.

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Answer:

4900m²

Step-by-step explanation:

Area of rectangular plot = lxb

=100x90

=9000m²

Area of beans = lxb

=40x80

=3200m²

Area of sukumawiki = lxb

=30x30

=900m²

Area of maize = Total area - Area of beans - Area of sukumawiki

=9000-3200-900

=4900m²

Answer:

y = 2x + 4

Step-by-step explanation:

4x - 2y = -8

Then subtract 4x from both side which will give you

-2y = -4x - 8

then divide -2 from both sides which will give you

y = 2x + 4

slope: 2

y intercept: 4

Answer:

a. -1

Hope this helps!

Answer:

A.(x+2)(x-1)(x+5)=0