elsewhere. a. Compute c.b. Compute the distribution function of X.
The probability density function f of a continuous random variable X
is given by:
cx+3 for -3 =x= -2
f(x)= 3-cx for 2 =x= 3
0 elsewhere.
a. Compute c.
b. Compute the distribution function of X.

Answer:

AC = √105 ≈ 10 cm (nearest whole number)

Step-by-step explanation:

Use Pythagoras' Theorem: a² + b² = c²

(where a and b are the legs, and c is the hypotenuse of a right triangle)

Give one of the legs = 4cm and the hypotenuse = 11 cm:

⇒ 4² + AC² = 11²

⇒ 16 + AC² = 121

⇒ AC² = 121 - 16

⇒ AC² = 105

⇒ AC = ±√105

As distance is positive, length of AC = √105 ≈ 10 cm (nearest whole number)

Step-by-step explanation:

AB²=BC²+CA²

(11)²=(4)²+ CA²

121=16 + CA²

121-16= CA²

105=CA²

√105=CA

10.2=CA

hope this helps you

have a good day

I can help you with that problem i just did that on my own.

Answer:

The answer is C

Step-by-step explanation:

Since the line above the letters is an arrow that means the two points have to create a line like that. Therefore, the answer is DB.

Answer:

DB

Step-by-step explanation:

Why others rejected?

E C

E B is rejected as points are not on one line

Using the same guideline, for a four-credit class, you would ideally spend:

4 credits * 2-3 hours/credit = 8-12 hours per week.

it is suggested that students allocate around 2-3 hours of study time per credit hour per week for a college-level course. However, the actual study time required may vary based on individual learning styles, prior knowledge, and the specific requirements set by professors or institutions.

Let's apply this general guideline to your scenario:

One three-credit class that is less demanding:

Assuming 2-3 hours of study per credit hour, for a three-credit class, you would ideally spend:

3 credits * 2-3 hours/credit = 6-9 hours per week.

Two three-credit classes that are typically demanding:

Similarly, for each of the two three-credit classes, you would spend:

3 credits * 2-3 hours/credit = 6-9 hours per week.

Since you have two such classes, the total time would be:

2 * (6-9) hours = 12-18 hours per week.

One four-credit class that is very challenging:

Using the same guideline, for a four-credit class, you would ideally spend:

4 credits * 2-3 hours/credit = 8-12 hours per week.

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Answer:

x=15

Step-by-step explanation:

Use Pythagorean Theorem to solve for length x.

\(x^2=9^2+12^2\)

\(x^2=81+144\)

\(x^2=225\)

\(\sqrt{x^{2}}=\sqrt{225}\)

\(x=15\)

Assuming Boden does not add or take out any money, he would have $470.4 in the account after 4​ years.

Mathematically, simple interest can be calculated by using this formula:

S.I = PRT or S.I = A - P

Where:

Substituting the given parameters into the simple interest formula, we have;

S.I = 400 × 4.4/100 × 4

S.I = 400 × 0.044 × 4

S.I = $70.4.

Next, we would calculate the future value as follows;

S.I = A - P

Future value, A = S.I + P

Future value, A = $70.4 + $400

Future value, A = $470.4.

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Answer:

234

Step-by-step explanation:

2345342

4

4

4

4

4

4

Answer: umm what did you say?

Step-by-step explanation:

Answer:

7

Step-by-step explanation:

evaluate the function means substitute x=-1 and calculate

f(x) = 3x²-4x

f(-1) =f(x=-1) = 3(-1)²-4(-1) =3+4 =7, because (-1)²=1 and -4(-1) =4

Answer:

126

Step-by-step explanation:

490909/200000 is the answer

Have a great day!

Stay safe and healthy!

Happy holiday seasons!

May I please have brainliest?

Answer:

x - 4

Step-by-step explanation:

The difference means subtraction

The algebraic expression of the phrase is x-4.

One mathematical expression makes up a term. It might be a single variable (a letter), a single number (positive or negative), or a number of variables multiplied but never added or subtracted. Variables in certain words have a number in front of them. A coefficient is the number used before a phrase.

Given phrase:

The difference of x and 4.

Here, we have the phrase difference.

So, we will use the subtraction operation.

So, the algebraic expression,

x - 4.

Therefore, x -4 is the algebraic expression.

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Gerard concluded that triangle with given sides cannot be used as  building-frame support because it is not right triangle, he come to this conclusion because the Pythagoras-theorem is not satisfied.

In order to check if a triangle is "right-triangle", Gerard used the Pythagorean theorem. According to this theorem, in right triangle, the square of length of hypotenuse (the side opposite the right angle) is equal to sum of squares of other two sides,

So, the squares of the given sides are :

Square of √95 feet = (√95)² = 95 feet

Square of 8 feet = 8² = 64 feet

Square of √150 feet = (√150)² = 150 feet

We see that, 95 feet + 64 feet = 159 feet ≠ 150 feet,

Since the square of the longest side (√150) is not equal to the sum of the squares of the other two sides (√95 and 8), the Pythagorean-theorem is not satisfied.

Therefore, Gerard concluded that the triangle with sides √95 feet, 8 feet, and √150 feet is not a right triangle.

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The given question is incomplete, the complete question is

Gerard concluded that the triangle with sides √95 feet, 8 feet, and √150 cannot be used as a building frame support on the house because it is not a right triangle. How did Gerard come to that conclusion? explain.

Step-by-step explanation:

I'm pretty sure that it is C.3x2-10x-15y

The statement that , "The set Span{u,v} is always visualized as a plane through the origin" is False because if vectors are scalar multiples of each other, then set Span{u,v} is a line through origin .

The set Span{u,v} is defined as the set of all linear combinations of vectors "u" and "v" . This set can be visualized as a plane in three-dimensional space if the vectors are not scalar multiples of each other.

The plane may not necessarily pass through the origin, unless one of the vectors is the zero vector .

If the vectors are scalar multiples of each other, then the set Span{u,v} is a line through the origin, and if one of the vectors is the zero vector, then the set Span{u,v} is a plane through the origin.

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Answer:

Step-by-step explanation:

\(9(r_n+r_o)=1\\ \\ r_n+r_o=\frac{1}{9}\\ \\ r_o=\frac{r_n}{3}\\ \\ r_n+\frac{r_n}{3}=\frac{1}{9}\\ \\ \frac{4r}{3}=\frac{1}{9}\\ \\ 4r=\frac{1}{3}\\ \\ r=\frac{1}{12}\\ \\ \text{So working alone it would take the new machine 12 hours to finish the job.}\)

Answer:

x=67

Step-by-step explanation:

Hey There!

So the triangles are similar meaning that they have the same angles

so to find x we can just subtract the given angles from 180

180-46-67=67

so we can conclude that x=67

The outputs of the function are 6, 2, 3, 4 and input of the function are -1, 0, 7, and 10.

It is defined as a special type of relationship, and they have a predefined domain and range according to the function every value in the domain is related to exactly one value in the range.

We have:

x        g(x)

–1        6

0          2

7          -3

10         4

The table shows the input and output of the function g(x)

g(-1) = 6

g(0) = 2

g(7) = -3

g(10) = 4

In the function represented by the table given, the set of corresponding y-values are: 6, 2, 3, 4.

Thus, the outputs of the function are 6, 2, 3, 4 and input of the function are -1, 0, 7, and 10.

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Answer:

Option C sounds correct to me.

Step-by-step explanation:

Have a nice day!

and can I maybe have brainliest?

Here's a more detailed explanation: To determine if a graph is a function, you can use the vertical line test. The vertical line test states that if you can draw a vertical line that intersects the graph in more than one place, then the graph is not a function.

Determining whether a graph represents a function is an important concept in mathematics, especially in algebra and calculus. A function is a set of ordered pairs where each input is associated with exactly one output.

So, if you take a ruler or a straight edge and place it vertically on the graph, and it intersects the graph in two or more points, then the graph is not a function. This is because if two points in the graph have the same x-value, they must have different y-values, since functions can only have one output for each input.

On the other hand, if you place a vertical line anywhere on the graph and it intersects the graph in only one point, then the graph is a function.

It's also important to remember that a function must also pass the horizontal line test, which means that no horizontal line can intersect the graph in more than one place.

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The congruent triangles in this problem are given as follows:

Triangles A and B.

Two figures are classified as congruent if their side lengths are the same.

If we rotate triangle B 180º over it's base, we have that it will have a similar format to triangle A, and also with the same side lengths.

Hence the congruent triangles in this problem are given as follows:

Triangles A and B.

With triangle C, no rotation would make it like A and B, with the same side lengths, hence it is not congruent to any of the triangles in this problem.

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The total amount of sunk cost in this decision is $560,000. So the option a is correct.

Sunk cost is the cost that is already incurred and cannot be recovered. Sunk costs are not relevant for decision making purpose as well.

Examples of such are Cost of fixed assets purchased, rent expense, lease expense etc.

In this case Dodo company incurred cost of fixed asset at $700,000 and Accumulated depreciation on fixed assets is $140,000 are sunk costs. Since these cannot be recovered.

Replacement cost is Present value of fixed asset if we purchase. Hence it is not sunk cost.

Hence sunk cost is = Book value of equipment = $(700,000-140,000)

Hence sunk cost is = Book value of equipment = $560,000

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According to the given work and time, if Julio works for only 2 minutes, it would take approximately 3.33 minutes for both Julio and Jaden working together to change one tire.

Julio can change a tire in 5 minutes, while his twin brother Jaden takes 10 minutes. We need to determine how much time it would take for both brothers, working simultaneously, to change one tire if Julio only works for 2 minutes.

Let's assume that the time it takes for both brothers working together to change one tire is represented by "t" minutes. We can set up a proportion based on the work rates of Julio and Jaden:

Julio's work rate: 1 tire / 5 minutes

Jaden's work rate: 1 tire / 10 minutes

Combined work rate: 1 tire / t minutes

According to the work rate principle, the combined work rate is the sum of the individual work rates. Therefore, we have the equation:

1/5 + 1/10 = 1/t

To find the value of "t", we need to solve this equation. Multiplying through by the least common denominator (LCD) of 10t, we get:

2t + t = 10

Combining like terms, we have:

3t = 10

Dividing both sides by 3, we find:

t = 10/3

So, it would take both Julio and Jaden working simultaneously approximately 3.33 minutes (or 3 minutes and 20 seconds) to change one tire if Julio only works for 2 minutes.

Therefore, if Julio works for only 2 minutes, it would take approximately 3.33 minutes for both Julio and Jaden working together to change one tire.

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The lower line is y = ± 2√3, the  right tangent is x = 2√3 and the tangent point is (2√3, -√3)

Tangent in geometry is defined as a line or plane that touches a curve or a curved surface at exactly one point.

Given is an equation an ellipse, we need to find the equation of the line of the upper and lower tangents passing by the ellipse.

The  equation is x² + xy + y² = 9,

2x dx + y dx + x dy + 2y dy = 0

(2x + y) dx = -(2y + x) dy

dy/dx = -(2x + y)/(2y + x)

The horizontal tangent is where dy/dx = 0,

Therefore,

-(2x + y)/(2y + x) = 0 when 2x + y = 0 or y = -2x as the horizontal tangent has y as a constant, let x = -y/2

Plugging into x² + xy + y² = 9, we get (-y/2)² + (-y/2)y +  y² = 9

y²/4-y²/2+y² = 9

3y²/4 = 9

y = ± 2√3

The lower line is y = ± 2√3

The vertical tangent is found by having the denominator of dy/dx = 0

2y + x = 0

From symmetry, we know the solution is x = ± 2√3, with the right tangent x = 2√3

Since, y = -2√3/2 = -√3

The tangent point is (2√3, -√3)

Hence, the lower line is y = ± 2√3, the  right tangent is x = 2√3 and the tangent point is (2√3, -√3)

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The slices that will always result in a square plane section include;

The intersection of a three-dimensional object with a plane creates a two-dimensional shape known as a "plane section." When this section is square in shape, it is referred to as a "square plane section."

A cube possesses six faces that are all squares. Slicing the cube parallel to one of its sides produces a square plane section every time, given that the side being sliced also happens to be a square. Meanwhile, cutting the cube perpendicular to any of its other faces generates a comparable result: a square plane section.

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Using equation of motion to calculate the distance covered during acceleration is 540m

Distance is the total length between two points, while displacement is the length between two points, but it also takes into account the direction of the motion. Distance is a scalar quantity, while displacement is a vector quantity.

In this problem, we can either draw a velocity - time graph or proceed to solve using equations of motions.

We are required to calculate the distance covered during the period of acceleration.

Data;

a = v - u / t

a = acceleration

a = (60 - 30) / 12

a = 30 / 12

a = 2.5 m/s²

But we have another equation as

v² = u² + 2as

s = distance

60² = 30² + 2*2.5*s

x = 540

The distance covered is 540m

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