The diagram below shows the side view of a ramp used to help load and unload a moving van.
Ramp
3 ft
9 ft
Which measurement is closest to the length of the ramp in feet?
9.5 ft
13.5 ft
8.5 ft
10.5 ft

If u get it right I will mark Brainliest!!

Answer:

Step-by-step explanation:

Note: When a body is travelling at uniform acceleration, the average velocity is given as  \(Average -velocity= \frac{v+u}{2}\\\\\)

Given

initial velocity u= 3 m/s

final velocity v= 5 m/s

\(Average -velocity= \frac{5+3}{2}\\\\\)

\(Average-velocity= \frac{8}{2}\)

To express this in mixed number we have \(=4\frac{0}{2}\)

The recommended improvement is to introduce a placebo control (e.g., water) for Group B.

Here, we have,

To improve the experiment and research questions, introducing a placebo control (e.g., water) for Group B would be a valuable addition. This ensures that any observed differences in performance between the two groups are specifically attributable to the Awesome Drink Energy Juice and not influenced by other factors such as placebo effects or the act of consuming a beverage.

By including a placebo control, Group B would receive a drink that appears similar to the Awesome Drink Energy Juice but lacks the active ingredients or properties claimed to enhance performance. This allows for a more rigorous comparison between the effects of the energy juice and the placebo, providing a clearer understanding of the true impact of the intervention.

The improved research question would then be: Does the Awesome Drink Energy Juice improve Biochemistry performance compared to a placebo control?

Including a placebo control strengthens the experiment by providing a more robust comparison and addressing potential confounding variables that may affect the results. It helps to isolate the specific effects of the Awesome Drink Energy Juice and provides more reliable evidence of its impact on performance.

Therefore, the recommended improvement is to introduce a placebo control (e.g., water) for Group B.

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complete question:

The students in a Biochemistry class aren't performing as well as they could and the lecturer thinks that their grades can be improved by having students drink Awesome Drink Energy Juice. The lecturer splits the students into two groups, group A and group B: Group A receives the Awesome Drink Energy Juice and Group B does not. He asks them to complete as many Biochemistry problems as possible in one hour. At the end of one hour, Group A completed 27 problems and Group B completed 41 problems. How could his experiment (and research questions) be improved? Introduce a placebo control (e.g. water) for Group B O Add an additional control group that had good performance Make grades the dependent variable O Introduce a placebo control (e.g. water) for Group A O Add an additional control group that had low performance O Make grades the independent variable

The least number of marbles you need to choose without looking to be certain that you have chosen two marbles of the same color (black) is three.

To find the least number of marbles without looking to be certain, we need to consider the worst-case scenario. In this case, we want to ensure that we have two black marbles.

If we choose three marbles, there are two possibilities:
1. We choose two black marbles and one white marble. In this case, we have already achieved our goal of selecting two black marbles.
2. We choose two white marbles and one black marble. In this case, we still have a chance to select one more marble, and since there are six black marbles in total, we are certain to find another black marble.

Therefore, by choosing three marbles, we can be certain that we have selected two marbles of the same color (black).

To be sure that you have selected two black marbles without looking, you only need to choose three marbles from the bag. This approach considers the worst-case scenario and guarantees that you will have two marbles of the same color (black).

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The median price from the given data is 648,303.

To find the median price from the given data, we need to arrange the prices in ascending order and then locate the middle value. If there is an odd number of data points, the median will be the middle value. If there is an even number of data points, the median will be the average of the two middle values.

Let's arrange the data in ascending order:

181,386,243,922,355,008,406,791,542,820,648,303,782,200,845,053,924,494,1,089,774,1,175,704,1,274,928,1,308,954

There are a total of 13 data points, which is an odd number. So, the median price is the middle value.

The middle value is the 7th value:

Median Price = 648,303

Therefore, the median price from the given data is 648,303.

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Answer:

6.1 m

Step-by-step explanation:

Always draw a diagram! And now pythagorean theorem. a^2 + b^2 = c^2

Substitution:

a^2 + 2.8^2 = 6.7^2

a^2 + 7.84 = 44.89

a^2 = 37.05

a = 6.086...

Rounding up to one decimal point, thats 6.1 m

The volume of the pyramid is 400 cubic units.

A pyramid is a structure where outer surfaces are triangular and converge to a point at the top.

The volume of a pyramid with a square base is given as:

Volume = 1/3 x base area x height

We have,

Let's call the height of the pyramid "h".

We can use the Pythagorean theorem to find the slant height of the pyramid, which is the length of one of the edges from the apex to a corner of the base.

To do this, we can consider one of the right triangles formed by the apex, the midpoint of a side, and a corner of the base.

The hypotenuse of this right triangle is the segment connecting the apex to the midpoint of a side, which has a length of 13 units.

One leg of the right triangle is half of one side of the square base, which is 5 units.

The other leg of the right triangle is the height of the pyramid, which we want to find. So, we can write:

h² + 5² = 13²

Simplifying and solving for h, we get:

h²= 13² - 5²

h² = 169 - 25

h² = 144

h = 12

So, the height of the pyramid is 12 units.

To find the volume of the pyramid, we can use the formula:

Volume = (1/3) x Base Area x Height

The base of the pyramid is a square with sides of length 10 units, so its area is:

Base Area = 10² = 100 square units

Plugging in the values we know, we get:

Volume = (1/3) x 100 x 12

Volume = 400 cubic units

Therefore,

The volume of the pyramid is 400 cubic units.

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Answer:

n=5/6

Step-by-step explanation:

multiply both sides by n

get

(2/10)n =4 +5n

5n-(2/10)n=4

4.8n=4

n=5/6

Step-by-step explanation:

You can use this app is call symbols and it's completely free.

Hope this helps

The measure of side HI is 10.74 for the triangle EFG which is similar to HIJ.

Similar triangles are those triangles which have corresponding sides in proportion to each other and the corresponding angles of two triangles are equal to each other. Similar triangles look the same but they differ in terms of the sizes of the two triangles.

In short, If two triangles are similar that means,

All corresponding angle pairs of triangles will be equal.

All corresponding sides of triangles will be proportional.

Now, it is given in the question that ΔEFG is similar to ΔHIJ then, their corresponding sides will be in proportion.

⇒ GE/EF = HJ/HI

⇒ 19/34 = 6/HI

⇒ HI = 6 x 34/19

⇒ HI = 10.74

Therefore, the measure of side HI is 10.74.

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Answer:

Z = 63º

Step-by-step explanation:

X = 180 - 61 - 31 = 88º Angles in a triangle add to 180º

Y = 180 - X = 180 - 88 = 92º Angles in a straight line add to 180º

Z = 180 - 25 - Y = 180 - 25 - 92 = 63º Angles in a triangle add to 180º

So Z = 63º

Answer:

108

Step-by-step explanation:

Okay here we see a diameter of 6 which is a line that shows the width of the whole circle. The radius is half of the diameter. So its 3. So its asking to use 3 for pie and the formula is 4/3 pie r^3. So we do 4/3 times 3 times 3^3 and we get 108. I hope this helps.

This statement is False as the probability of intersection of two events is always less than the probability of union.

This assertion is untrue. Contrary to popular belief, the likelihood of two occurrences coming together is always higher than or on pair with the likelihood of them colliding.

The chance of two events A and B occurring together can be calculated using the following formula to see why:

According to this equation, the probability of A and B joining together is equal to the total of their individual probabilities less the likelihood of their colliding.

When we rewrite this calculation and focus only on the likelihood of the intersection, we obtain:

Now it is clear that the probability of the intersection is determined by subtracting the probability of their union from the sum of the probabilities of A and B.

P(A) and P(B) are both less than or equal to P(A B), since probabilities can never be negative. P(A + B) is therefore less than or equal to twice P(A + B) when they are added together. Thus, it follows:

This indicates that, contrary to what the original statement implied, the probability of the intersection is not greater than or equal to the probability of the union.

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The required number line is typically drawn from left to right to show all of the possible solutions that make the inequality true.

A number line is defined as the number marked on the line calibrated into an equal number of units. For example -1, 0, 1, and so on.

Here,
The number line is typically drawn from left to right to show all of the possible solutions that make the inequality true.

The inequality may involve a variable x, and the number line would represent all possible values of x that satisfy the inequality. The solutions could be, for example, all values of x greater than 3, in which case the number line would start at 3 and extend to the right to represent all values of x greater than 3. Alternatively, the solutions could be all values of x less than or equal to -2, in which case the number line would start at -2 and extend to the left to represent all values of x less than or equal to -2.

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Answer:

Let m represent the number of minutes.

Amount of water in Karla's tank:  100 + 5m

Amount of water in Jake's tank:  50 + 10m

Same amount of water:  100 + 5m  =  50 + 10 m

--->                                         100  =  50 + 5m

--->                                            50  =  5m

--->                                            10 = m

In ten minutes, Karla's tank will have 100 + 5(10)  =  100 + 50  =  150 gallons.

In ten minutes, Jake's tank will have 50 + 10(10)  =  50 + 100  =  150 gallons.

Step-by-step explanation:

hope this helped!

Steve spent 2/3 of $15, to find how much this 2/3 of $15 is, we have to multiply $15 by 2/3, as follows:

Therefore, we have found that Steve already spent $10 .

Answer:

D.

Step-by-step explanation:

The last one has the correct variables and amounts in the right order.

12x + 9y = 120

6x + 14y = 136

Answer:

This is gebber gabber but yes

Step-by-step explanation:

There is a 0.3814 percent chance that a standard normal random variable will fall between 0.3 and 3.2.

In the posed query,

We must determine the likelihood that a standard normal random variable will occur with a probability between 0.3 and 3.2.

First, a standard normal random variable with a mean and standard deviation is introduced.

We must determine the likelihood that a standard normal random variable will fall within the range of 0.3 and 3.2.

The likelihood therefore should be

P(0.3<z<3.2)=P(z<3.2)−P(z<0.3)

Using z's typical value

P(0.3<z<3.2)=0.9993−0.6179

Simplifying

P(0.3<z<3.2)=0.3814

According to the z table, there is a 0.3814 percent chance that a standard normal random variable will fall between 0.3 and 3.2.

Option A is the proper response, so.

The complete question is:-

What is the probability that a standard normal random variable will be between .3 and 3.2?

A. .3814

B. .3808

C. .9993

D. .6179

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These real-world applications help young learners see the practical applications of geometry and develop a deeper understanding of geometric concepts while making learning more engaging and meaningful.

Relevance: Connecting math to real-world applications helps students see the practical value and relevance of the concepts they are learning. It provides a meaningful context and motivation for learning.

Engagement: Real-world applications make math more interesting and engaging for students. It brings concepts to life and helps students see how math is used in everyday life.

Deep understanding: By applying math concepts to real-world situations, students develop a deeper understanding of the concepts and their connections. It promotes critical thinking, problem-solving skills, and the ability to apply mathematical knowledge in different contexts.

Transferability: Real-world applications help students see how math concepts can be transferred and applied to various situations. It promotes the ability to apply learned concepts to new and unfamiliar problems.

Some real-world applications of geometry that would be appropriate for young learners include:

Measurement: Young learners can apply geometric concepts to measure and compare the lengths, areas, and volumes of objects in their environment. For example, measuring the length of a room, comparing the sizes of different shapes, or estimating the volume of a container.

Navigation and Maps: Young learners can use geometry to understand maps, directions, and spatial relationships. They can learn about reading maps, understanding coordinates, and finding distances between locations.

Architecture and Construction: Exploring geometric shapes, angles, and symmetry can help young learners understand the principles of architecture and construction. They can design and build simple structures using different shapes and understand the importance of stability and balance.

Art and Design: Geometry plays a significant role in art and design. Young learners can explore symmetry, patterns, and shapes in various art forms. They can create tessellations, explore rotational symmetry, or design patterns using geometric shapes.

Everyday Objects: Geometry is present in everyday objects around us. Young learners can identify and classify shapes in their environment, such as identifying spheres, cubes, cylinders, and cones in objects like balls, boxes, cups, and ice cream cones.

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Answer:

energy

Step-by-step explanation:

Answer:

energy

Step-by-step explanation:

Answer:

c and d

Step-by-step explanation:

i like mantises! their cute funky bugs. they can turn their heads 180 degrees and are the only insect that can move their head. there are around 2,000 spices of them, most live in tropics, but 18 types are in north America. I have a praying mantis pet, and her name is creature, shes about 6 inches long!

This means that each ounce of the product costs $0.12.

The unit rate is a mathematical calculation that determines the cost per ounce of a particular product. In this case, we are given that 48 ounces of a product costs $5.76. To find the unit rate, we need to divide the cost by the number of ounces.

So, the unit rate for 48 ounces of this product would be:

$5.76 ÷ 48 ounces = $0.12 per ounce


It's important to note that unit rates can be useful when comparing the prices of different products or different sizes of the same product. By calculating the unit rate, we can determine which option offers the best value for our money.

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Answer:

follow me:)

First we have to increase it by 10%

110 multiplied by 260 divided by 100 becomes 286

Then a 10% reduction that becomes 90% 286 that becomes

286 multiplied by 90 divided by 100

257.4

Answer:

(-3) x (-3) x (-3) x (-3)

(-3)²

Factorization of sin²θ + sin²θ cos²θ gives us; 2sin²θ - sin⁴θ

We want to simplify;

sin²θ + sin²θ cos²θ

Let us factorize out sin²θ to get;

sin²θ(1 + cos²θ)

Now, we know that cos²θ = 1 - sin²θ

Thus;

sin²θ(1 + cos²θ) = sin²θ(1 + 1 - sin²θ)

⇒ sin²θ(2 - sin²θ)

⇒ 2sin²θ - sin⁴θ

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The function y = \(x^2(x^2 - 6x + 9)\)has zeros at x = 0 and x = 3, indicating that it has distinct real zeros and no complex zeros.

The function \(y = x^2(x^2 - 6x + 9)\) has zeros at x = 0 and x = 3, indicating it has distinct real zeros and no complex zeros.

In the second paragraph, we explain the answer in 120 words: To determine the zeros of the function, we set y = 0 and solve for x.

The expression \(x^2 - 6x + 9\) can be factored as\((x - 3)^2\), so the function can be rewritten as \(y = x^2(x - 3)^2\).

This shows that the function has a zero at x = 0 (from the \(x^2\) term) and another zero at x = 3 (from the (x - 3)^2 term). Since both zeros are real and distinct, we conclude that the function has distinct real zeros.

Furthermore, there are no complex zeros because the function does not involve any complex numbers or imaginary units.

Therefore, the function \(y = x^2(x^2 - 6x + 9)\) has distinct real zeros but no complex zeros.

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To find the missing angles we are going to use two properties.

The complementary angle: that wen a line cross another line the sum of bout angles will be equal to 180 for example:

The sum of the internal angles: The sum of the internal angle of a triangle must be equal to 180 for eample:

So in the example you send me, first we calculate the complementary angle of 110 so:

Now we find the missing angle of the big triangle so:

Now for opposite angles and alternate angles we know that the first internal angle of the small triangle is also 40º

For the same statement the oposit angle of 98º will be another internal angle of the small triangle, and we can calculate the last internal angle so:

and finaly the missing angle will be the complementary angle of 42 so:

Measure of arc MLK is 270°

Angle MKL = 135 degrees

We are looking for the measure of the arc MLK

The diagram shows an angle formed by a chord (MK) and tangent

The relationship between angle formed by a chord and tangent:

Measure of arc MLK: