The slopes of perpendicular lines are? will give brainliest for correct answer ​

When a point falls outside of control limits in statistical process control, the probability is quite high that the process is experiencing special cause variation.

In statistical process control (SPC), control limits are used to define the range within which a process is expected to operate under normal or common cause variation. Common cause variation refers to the inherent variability of a process that is predictable and expected.

On the other hand, special cause variation, also known as assignable cause variation, refers to factors or events that are not part of the normal process variation. These are typically sporadic, non-random events that have a significant impact on the process, leading to points falling outside of control limits.

When a point falls outside of control limits, it indicates that the process is exhibiting a level of variation that cannot be attributed to common causes alone. Instead, it suggests the presence of specific, identifiable causes that are influencing the process. These causes may include equipment malfunctions, operator errors, material defects, or other significant factors that introduce variability into the process.

Therefore, when a point falls outside of control limits in statistical process control, it is highly likely that the process is experiencing special cause variation, which requires investigation and corrective action to identify and address the underlying factors responsible for the out-of-control situation.

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The integral for the volume generated is V = ∫[0, π] 2π(x + 2) [sin(x)] dx

From the question, we have the following parameters that can be used in our computation:

y = 0 and y = sin(x)

Also, we have

The line u = -2

Set the equations to each other

So, we have

sin(x) = 0

When evaluated, we have

x = 0 and x = π

For the volume generated from the rotation around the region bounded by the curves, we have

V = ∫[a, b] 2π(x + 2) [g(x) - f(x)] dx

This gives

V = ∫[0, π] 2π(x + 2) [sin(x) - 0] dx

So, we have

V = ∫[0, π] 2π(x + 2) [sin(x)] dx

Hence, the integral for the volume generated is V = ∫[0, π] 2π(x + 2) [sin(x)] dx

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Answer:

8 states start with the letter N. Because you’re looking for the amount of states not starting with the letter N, we’ll subtract 8 from 50. Then you’ll put that over the total amount of states. So you should end up with 42/50 which will simplify to 21/25. Hope this helped!

Step-by-step explanation:

the dimensions of each rectangle is 72.

In geometry, a shape's perimeter is referred to as its total length. The perimeter of a form is determined by adding up the lengths of all of its sides and edges. Linear measurements like centimeters, meters, inches, and feet are used to indicate its dimensions.

EXPLANATION :

The length of a rectangle is 15 cm more than its width.

L - W = 15

Compared to the first rectangle, which has a circumference of 72 cm, the second is 2 cm smaller and 5 cm wider.

2(L-2) + 2(W+5) = 72

Simplify to get 36 L + W + 3 and 36 L + W, which equals 33 by multiplying L - 2 + W + 5 by 2.

Here, combine the two equations and apply elimination.

L - W = 15 \sL + W = 33

Using the initial length, L 2L = 48 L = 24 cm, we may find W = 24 - 15 W = 9 cm, so removing W. Second rectangle width: initial width 24 - 2 = 22 cm; second rectangle length: 9 + 5 = 14 cm.

Calculate the second rectangle's perimeter using the following equation: 2(22) + 2(14) = 44 + 28 = 72

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The probability that the three pieces can be assembled into a triangle is 25%

Let the length of the stick be 1, so each break can occur at a position in the interval [0,1]. Let x and y be the two breaks in the stick. Then the area of the region in the square bounded x=0, x=1, y=0, y=1, which represents combinations of x and y, for which we can form a triangle. Since the area of the whole square is 1, the area of the region inside is the probability of the triangle.

If y>x, then the lengths of the pieces are x, y-x, and 1-y.

The triangle inequality must hold for each combination of edges.

for  y>x ...

x+y−x≥1−y

x+1−y≥y−x

y−x+1−y≥x

these simplify to...

for  y>x ...

y≥1/2

x+1/2≥y

x≤1/2

If we cut our 1x1 square into two triangles along the line x=y,

then the region in the upper triangle which satisfies the inequalities above forms a smaller triangle which connects the midpoints of the upper triangle.

The lower triangle (x>y), is just a reflection about x=y of the upper triangle, so together, the entire region looks like a bow-tie at a 45 degree angle.

This region takes up 25% of the square,

Thus, the probability that the three pieces can be assembled into a triangle is 25%

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If another plant with a height of 11 inches is added to the data, the mean would increase in value to about 17.2 inches. The correct option is c.

Data analysis is the methodical application of logical and/or statistical approaches to describe and demonstrate, summarize and assess, and assess data.

Every time we make a decision in daily life, as a simple example of data analysis, we consider what happened previously or what would happen if we make that particular choice.

The original mean of the 14 plants is 17.1

The new mean with the 23 in. plant is 17.2

Therefore, the correct option is c. The mean would increase in value to about 17.2 inches.

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By examining the dotplot, you can see the frequency and distribution of the miles run by Roger. For example, there are 4 instances where Roger ran 0.5 miles, 3 instances where he ran 4 miles, and so on.

The dotplot that displays the data correctly is the one titled "Roger's Training" with a number line labeled "Miles Run" that goes from 0.5 to 5 in increments of 0.5. The dotplot should have the following data points:
0.5, 4
1, 1
1.5, 2
2, 2
2.5, 3
3, 2
3.5, 0
4, 3
4.5, 2
5, 1
This dotplot accurately represents the number of miles Roger ran each day over a 20-day period. Each dot represents a data point from the given list of miles run. The number line indicates the range of miles run, starting from 0.5 and ending at 5, with increments of 0.5.
By examining the dotplot, you can see the frequency and distribution of the miles run by Roger. For example, there are 4 instances where Roger ran 0.5 miles, 3 instances where he ran 4 miles, and so on. This visual representation allows you to easily interpret the data and observe any patterns or trends in Roger's training.

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it would be  2, 2 3 0

Vertical lines do not have positive slopes or negative slopes. They have undefined slopes.

Now, According to the question :

What is Vertical line?

A vertical line is a line, parallel to y-axis and goes straight, up and down, in a coordinate plane. Whereas the horizontal line is parallel to x-axis and goes straight, left and right.

Is a vertical line positive or negative?

The slope of a line can be positive, negative, zero, or undefined. A horizontal line has slope zero since it does not rise vertically (i.e. y1 − y2 = 0), while a vertical line has undefined slope since it does not run horizontally (i.e. x1 − x2 = 0).

Hence, Vertical lines do not have positive slopes or negative slopes. They have undefined slopes.

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The range of the values of the third side of the triangle is 10<x<66.

A triangle is a polygon with three sides. The sum of the two sides of the triangle should be always greater than the third side of the triangle.

For a triangle, the sum of the length of the two sides of a triangle should be equal to the third side of the triangle. Therefore, the value of x can be written as,

x < 28 + 38

x < 66

28 < x + 38

-10 < x

38 < x + 28

10 < x

Concluding all the inequalities, the value of x should be between 10 to 66, both not included.

Therefore, the range of the values of the third side of the triangle is 10<x<66.

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Answer:

x^(2)-4x-19=0

Step-by-step explanation:

trust me

A line is a one-dimensional shape that is straight, has no thickness, and extends in both directions indefinitely. The perimeter of each tile Mei uses is 20 units.

The distance or length of any line on the graph,

\(d=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}\)

where,

d = distance or the length of the line between point 1 and 2,

(x₁ , y₁) = coordinate of point 1,

(x₂ , y₂) = coordinate of point 2,

The distance between two points on a graph is found using the formula,

\(d=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}\)

Now, the length between the following points can be found using the above formula.

The length fo the sides of the polygons are:

Now, the perimeter of the polygon can be written as,

\(\rm \text{Perimeter of the polygon} = 5+5+5+5 = 20\ units\)

Hence, the perimeter of each tile Mei uses is 20 units.

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Answer:

yall smart

Step-by-step explanation:

Answer:

x ≈ 5.50

Step-by-step explanation:

\(x^2=11.7^2-10.3^2\)

\(x^2=30.8\)

\(x=\sqrt{30.8}\)

\(x=5.4977477\)

x ≈ 5.50

Answer:

\( \boxed{\sf x \approx 5.50} \)

Step-by-step explanation:

According to Pythagoras Theorem, "In a right-angled triangle, the square of the hypotenuse side is equal to the sum of squares of the other two sides"

\( \therefore \\ \sf \implies x^{2} + 10.3^{2} = 11.7^{2} \\ \\ \sf 10.3 ^{2} = 106.09: \\ \sf \implies {x}^{2} + \boxed{106.09} = 11.7^{2} \\ \\ \sf 11.7^{2} = 138.89: \\ \sf \implies {x}^{2} + 106.09 = \boxed{138.89} \\ \\ \sf Subtracting \ 106.09 \ from \ both \ sides: \\ \sf \implies {x}^{2} = 138.89 - 106.09 \\ \\ \sf 138.89 - 106.09 = 30.8 \\ \sf \implies {x}^{2} = \boxed{30.8} \\ \\ \sf Taking \ square \ root \ of \ both \ sides: \\ \sf \implies x = \sqrt{30.8} \\ \\ \sqrt{30.8} = 5.5497: \\ \sf \implies x = \boxed{5.5497} \\ \\ \sf \implies x \approx 5.50 \)

Answer:

about 300 million people and i didnt look it up i am just say 300 million because 3 is a good number and there are three types of rocks three types of clouds and three countrys in north america

im guessing infinite amount of people have died

45 used to be presidents duh because obama was the 44th president

and that last question is unanswerable

Step-by-step explanation:

also this is me 1087945

give me another one tomorrow

If The item she wants to buy is priced at $21, before discount and tax. After the discount, and before tax, the price is $20.79 then the discount is 21%

percentage, a relative value indicating hundredth parts of any quantity.

Given,

Sydney has a loyalty card good for a discount at her local hardware store.

The item she wants to buy is priced at $21, before discount and tax.

After the discount, and before tax, the price is $20.79.

21-20.79=0.21

Now multiply 0.21 with 100

0.21×100

21

Hence 21 is the percent of discount.

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Answer:

Inequality Form:b≥6

Interval Notation:[6,∞)

Answer:

b≥6

Step-by-step explanation:

Subtract 4 from both sides

b + 4 - 4 ≥ 10 - 4

the resulting differential equation after the substitution m = 2x - y is (-y + 14)dm + (-y + 25)dy + \(e^2\)dx = 0.

After applying the substitution m = 2x - y to the differential equation (22 - y + 1)dy +\(e^2\) - 9dx = 0, we can rewrite it in terms of m and solve for the resulting differential equation.

First, let's substitute the variables:

dy = (dm + 2dx)

dx = (dm + 0.5dy)

Now, let's rewrite the differential equation using these substitutions:

(22 - y + 1)(dm + 2dx) + \(e^2\) - 9(dm + 0.5dy) = 0

Simplifying:

(22 - y + 1)dm + 2(22 - y + 1)dx + \(e^2\) - 9dm - 4.5dy = 0

Rearranging the terms:

[(22 - y + 1) - 9]dm + [2(22 - y + 1) - 4.5]dy + \(e^2\)dx = 0

Simplifying further:

[-y + 14]dm + [-y + 25]dy + \(e^2\)dx = 0

Finally, we can write the resulting differential equation as:

(-y + 14)dm + (-y + 25)dy + \(e^2\)dx = 0

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Answer:

1089

Step-by-step explanation:

Answer:

$5,000,0000= total sales

Step-by-step explanation:

Giving the following information:

Commission rate= 4%

First, we need to calculate the total commission earned:

Commission= 350,000 - 125,000 - 25,000

Commission= $200,000

Now, using the following formulas, we can determine the total sales:

Commission= total sales*commission rate

200,000= total sales*0.04

200,000/0.04= total sales

$5,000,0000= total sales

Answer:

proportional

Step-by-step explanation:

because none of the number repeat :) hope that helped

Answer:

Therefore, the maximum height reached by the rocket is approximately 2080 feet.

Step-by-step explanation:

The given equation is y = -16x² + 400x + 80.

This is a quadratic function with a negative coefficient of x², which means that it is a downward facing parabola. The maximum point of this parabola represents the highest point reached by the rocket.

The x-coordinate of the vertex of the parabola can be found using the formula x = -b/2a, where a = -16 and b = 400.

x = -400/(2*(-16)) = 12.5

So the maximum height is reached 12.5 seconds after launch.

To find the corresponding y-coordinate, we substitute x = 12.5 into the equation:

y = -16(12.5)² + 400(12.5) + 80 = 2080

Answer:  550 ft

Step-by-step explanation:

the equation they gave is a quadratic/parabola.  To find the max you  will need to find the vertex because the max/min of a parabola is the vertex

y is your height

x is your time in sec

y = -16x² + 160x +150

To find vertex use \(x = -\frac{b}{2a}\)

a = -16

b = 160

c = 150

\(x = -\frac{160}{2(-16)}\)

x = 5      This is the time that it happens 5 sec

Plug back in to find max/vertex height

y = -16x² + 160x +150

y = -16(5)² + 160(5) +150

y=550

Max height is at 550 ft

We reject the null hypothesis and conclude that there is a significant difference in the mean scores between test 1 and test 2.

To perform a paired t-test for the two correlated samples (test 1 and test 2), we can follow these steps:

Step 1: State the null and alternative hypotheses.

Null hypothesis (H₀): There is no significant difference in the mean scores between test 1 and test 2.

Alternative hypothesis (H₁): There is a significant difference in the mean scores between test 1 and test 2.

Step 2: Calculate the differences between the paired observations (test 2 - test 1).

Person: 1 2 3 4 5 6

Difference: 4 2 5 5 -3 7

Step 3: Calculate the sample mean (M) and the sample standard deviation (S) of the differences.

Sample mean (M) = (4 + 2 + 5 + 5 - 3 + 7) / 6 = 4.17

Sample standard deviation (S) = √[(∑(difference - M)²) / (n - 1)] = √[(38.17) / 5] = 2.77

Step 4: Calculate the standard error of the mean difference (SE).

SE = S / √n = 2.77 / √6 ≈ 1.13

Step 5: Calculate the t-value.

t = (M - μ₀) / (SE / √n)

μ₀ = 0 (since the null hypothesis states no difference)

t = (4.17 - 0) / (1.13 / √6) ≈ 7.32

Step 6: Determine the critical t-value and compare it to the calculated t-value.

Since the degrees of freedom (df) for a paired t-test with n pairs of observations is (n - 1), df = 5 in this case. With a significance level of α = 0.05 and a two-tailed test, the critical t-value is approximately ±2.571.

The calculated t-value (7.32) is much larger than the critical t-value (±2.571). This indicates a significant difference between the mean scores of test 1 and test 2.

Step 7: Make a conclusion.

Based on the analysis, we reject the null hypothesis and conclude that there is a significant difference in the mean scores between test 1 and test 2.

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The critical region is determined based on the alpha level, which is the probability of making a Type I error (rejecting the null hypothesis when it is true). An alpha level of .01 means that there is a 1% chance of making a Type I error.

If Chastity ran a hypothesis test with an alpha level of .01 and her test statistic fell outside of the critical region, it means that the test statistic does not provide enough evidence to reject the null hypothesis.

In this case, Chastity should fail to reject the null hypothesis and accept it as the plausible explanation. This implies that there is not enough evidence to support the alternative hypothesis.

When a test statistic falls outside of the critical region, it indicates that the observed data is not extreme enough to reject the null hypothesis. The critical region is determined based on the alpha level, which is the probability of making a Type I error (rejecting the null hypothesis when it is true). An alpha level of .01 means that there is a 1% chance of making a Type I error.

In summary, when Chastity's test statistic falls outside of the critical region, she should fail to reject the null hypothesis and accept it as the plausible explanation. This means that there is not enough evidence to support the alternative hypothesis at the given alpha level of .01.

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Thus, beginning with a 1 = 5, the formula a n = a n-1 + 7 can be used to recursively find the nth term of the sequence.

A sequence in mathematics is an ordered collection of numbers that is typically defined by a formula or rule. Every number in the series is referred to as a term, and its location within the sequence is referred to as its index. Depending on whether the list of terms stops or continues indefinitely, sequences can either be finite or infinite. By their patterns or uniformity, sequences can be categorised, and the study of sequences is crucial to many areas of mathematics, such as calculus, number theory, and combinatorics. Mathematical, geometrical, and Fibonacci sequences are a few examples of popular sequence types.

given

The sequence's terms are all different by 7 (i.e., 12 - 5 = 19 - 12 = 26 - 19 =... = 7).

The following is a definition of a recursive formula for the nth element of the sequence:

a 1 = 5 (the first term of the series is 5) (the first term of the sequence is 5)

For n > 1, each term is derived by adding 7 to the preceding term, so a n = a n-1 + 7.

Thus, beginning with a 1 = 5, the formula a n = a n-1 + 7 can be used to recursively find the nth term of the sequence. For instance, we have

a_2 = a_1 + 7 = 5 + 7 = 12

a_3 = a_2 + 7 = 12 + 7 = 19

a_4 = a_3 + 7 = 19 + 7 = 26

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The statement ''A frequency polygon is a very useful graphic technique when comparing two or more distributions'' is true because a frequency polygon is a very useful graphic technique for comparing two or more distributions.

A frequency polygon is a line graph that shows the distribution of a dataset.

It is created by plotting the frequency of each data value or interval on the y-axis and the corresponding values or intervals on the x-axis, and then connecting the points with line segments.

By using frequency polygons, it becomes easy to compare the shapes and spread of two or more distributions. We can overlay different frequency polygons on the same graph and compare them.

This helps to identify similarities and differences between the data sets.

For instance, frequency polygons can help identify which data set has a higher mean or median, and which distribution has a greater variance.

In summary, frequency polygons are a useful visual tool for comparing distributions and identifying patterns in data.

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Step-by-step explanation:

Area of Rectangle at the top =

Length x Width

\( = 3.5 \times 3 \\ = 10.5 {mm}^{2} \)

Area of Quarter- Circle = 1/4 x Area of Circle

\( = \frac{1}{4} \pi {r}^{2} \\ = \frac{1}{4} \pi( {3.5}^{2} ) \\ = 3 \frac{1}{16} \pi {mm}^{2} \)

Area of Rectangle at the right = Length x Width

\( = 5.5 \times 3.5 \\ = 19.25 {mm}^{2} \)

Total Area = Area of 2 Rectangles + Area of Quarter Circle

\( = 10.5 + 3 \frac{1}{16} \pi + 19.25 \\ = 29.75 + 3 \frac{1}{16}\pi \\ = 32 \frac{13}{16}\pi {mm}^{2} \)

I will leave the answer in terms of pi as I'm not sure if you need to round off your answer.

Based on the information provided, it is difficult to determine whether this school's giving rate should be greater than or less than 8%.

The factors mentioned, such as the graduation rate, student-to-faculty ratio, class sizes, and freshman retention rate, provide some insight into the school's characteristics but do not directly indicate the giving rate. The giving rate refers to the percentage of alumni or donors who contribute financially to the school.

To assess whether the giving rate should be greater than or less than 8%, additional information related to the school's fundraising efforts, alumni engagement, and past giving patterns would be necessary. Factors such as alumni participation rates, donation campaigns, and fundraising initiatives play a significant role in determining the giving rate.

Therefore, without specific data on the school's fundraising efforts and historical giving patterns, it is not possible to conclusively determine whether the giving rate should be greater than or less than 8%. Further analysis and information are needed to make an accurate assessment.

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Answer:

Step-by-step explanation:

\( \: \: \: \: \: \: \: \: \: \huge \color{green}{ \fbox \colorbox{black}{ \fbox{ \green {Answer} \: }}}\)

\( \longrightarrow \sf \color{teal}{ \cos {}^{2} (x) + 2 \cos(x) + 1} = 0\)

\( \longrightarrow \sf \color{teal}{ \cos {}^{2} (x) + \cos(x) + \cos(x) + 1} = 0\)

\( \longrightarrow \sf \color{teal}{ \cos {}^{} (x) ( \cos(x) + 1)+ 1(\cos(x) + 1} )= 0\)

\( \longrightarrow \sf \color{teal}{ ( \cos(x) + 1)(\cos(x) + 1} )= 0\)

\( \longrightarrow \sf \color{teal}{ ( (\cos(x) + 1} {}^{} ) {}^{2} = 0\)

\( \longrightarrow \sf \color{teal}{ ( (\cos(x) + 1} {}^{} ) {}^{} = 0\)

\( \longrightarrow \sf \color{teal}{ \cos(x) {}^{} }= - 1\)

\(\longrightarrow \sf \color{teal}{ x{}^{} }= \cos {}^{ - 1}( - 1)\)

\(\longrightarrow \sf \color{teal}{ x = (2n + 1) \pi \: \: \: \: rad}\)

where, \({ n \in \{whole \:\; number\}} \)

Principle value -

\( \longrightarrow \sf \color{teal}{ x} {}^{} {}^{} = \cos {}^{ - 1} ( - 1) \)

\( \longrightarrow \sf \color{teal}{ x} {}^{} {}^{} = (2n + 1) \pi \: \: \: \: rad \: \)

put n = 0

\( \longrightarrow \sf \color{teal}{ x} {}^{} {}^{} = (2(0) + 1) \pi \: \: \: \: rad \: \)

\( \longrightarrow \sf \color{teal}{ x} {}^{} {}^{} = (0 + 1) \pi \: \: \: \: rad \: \)

\( \longrightarrow \sf \color{teal}{ x} {}^{} {}^{} = \pi \: \: \: \: rad \: = 180 \degree\)