graph the function f(x)= cos (2x) +1

The area of the shaded region is [ (36 * √3)/4 - 3 * (9 * √3)/4 ] square units = (36 * √3)/4 - 27 * √3/4 square units = 9 * √3/4 square units.

The area of a triangle can be found using the following formula:

Area = (base * height) / 2

The area of the shaded region can be found by subtracting the sum of the areas of three small equilateral triangles from the area of the original equilateral triangle.

Each of the small equilateral triangles has side length 3, since it is half the length of the original triangle's sides. The area of each small triangle is (3^2 * √3)/4 = (9 * √3)/4 square units.

The area of the original equilateral triangle is (6^2 * √3)/4 = (36 * √3)/4 square units.

Hence, the area of the shaded region is [ (36 * √3)/4 - 3 * (9 * √3)/4 ] square units = (36 * √3)/4 - 27 * √3/4 square units = 9 * √3/4 square units.

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To find points on a Cartesian plane, you need to know the x and y coordinates of the point. The Cartesian plane has two axes, the x-axis and the y-axis, which intersect at the origin (0, 0).

The x-coordinate of a point tells you how far the point is from the y-axis, either to the right (if the coordinate is positive) or to the left (if the coordinate is negative).

The y-coordinate of a point tells you how far the point is from the x-axis, either up (if the coordinate is positive) or down (if the coordinate is negative).

So, to find a point on the Cartesian plane, you need to know both its x and y coordinates. For example, the point (3, 4) is located 3 units to the right of the y-axis and 4 units up from the x-axis.

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Answer:

183

365/2

you get 182.5 but you round up because you don't have half a person in the room.

Step-by-step explanation:

The smallest positive value for (a+b)/(a-b)+(a-b)/(a+b) where a and b are integers is 2.

In mathematics, integers are the collection of positive and negative numbers. Integers, like whole numbers, do not include the fractional element. Thus, integers are numbers that can be positive, negative, or zero, but not fractions. On integers, we can do all arithmetic operations such as addition, subtraction, multiplication, and division. Integers include numbers such as 1, 2, 5, 8, -9, -12, and so on. "Z" is the symbol for integers.

Now

For given expression (a+b)/(a-b)+(a-b)/(a+b)

where a>b and both are integers.

solving the expression

((a+b)(a+b)+(a-b)(a-b))/((a+b)(a-b))

=2(a²+b²)/a²-b²                  

As (a+b)²=a²b²+2ab and a²-b²=(a+b)(a-b)

So for given expression negative and positive values for a,b gives same result then smallest values will be a=1, b=0

Then

=2*1/1

=2

Hence, The smallest positive value for (a+b)/(a-b)+(a-b)/(a+b) where a and b are integers is 2.

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The other lengths we can determine for this diagram are;

A rhombus is a flat shape that has four sides that are the same length with the opposite sides parallel to each other and not perpendicular to each other. The four sides of a rhombus are the same length because a rhombus is formed from two congruent isosceles triangles.

The image above includes a rhombus with 90 degree angles between its diagonals.

So that the four outer sides are the same length, namely DE=EF=FG=DG= 6

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As a result, the coordinate of the picture of point B (4, 9) under dilation with the origin as the center and a scale factor of 2 is (8, 18).

Coordinates are a pair of integers that are used to locate a point or object in a two-dimensional plane. A point's location on a 2D plane is defined by two integers called the x-coordinate and the y-coordinate. The distance between two points is known as the x-coordinate, or abscissa, while the distance between two points is known as the y-coordinate, or ordinate. Point (3, 2), for example, is three units distant from the positive y-axis and two units away from the positive x-axis.

Here,

A dilation with center at the origin and scale factor of 2 will stretch or shrink the distances from the origin by a factor of 2. If the given point B is (4,9), its image under the dilation will be:

(2 * 4, 2 * 9) = (8, 18)

So the coordinate of the image of point B (4, 9) under the dilation with center at the origin and scale factor of 2 is (8, 18).

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It should be noted that r = [(s - a)(s - b) (s - c)/s]1/2, dimensionally consistent.

The radius a of a circle inscribed by an isosceles triangle whose sides are A, B and C is given.

r = [(s - a)(s - b) (s - c)/s]1/2, where s = (a + b + c)/2.

a, b , c actual lengths of the sides,

s = average length of the sides

So that we can write

L = [(L - L)(L - L) (L - L)/L]^1/2

= [(L)(L) (L)/L]^1/2

= [L^2]^1/2

= L

Therefore r = [(s - a)(s - b) (s - c)/s]1/2, dimensionally consistent.

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By adding improper fractions 5/12 + 1/4, we get 8/12 or 2/3.

What is the least common multiple?

The LCM is multiple which is useful if fractions need to be expressed in the same name, and the further discussion can be defined as follows: When the other number is multiple, LCM will have the larger number: Example: So, the 2 and 4 LCM.

1/4 and 5/12 do not have a common denominator, so we first take LCM of the denominators.

LCM = 12

Therefore, we make 1/4 with denominator 12,

i.e, 1x3/4x3 = 3/12

Now, we can add the two fractions which have a common denominator.

3+5/12 = 8/12 which can be simplified to 2/3 (after cutting the numerator and denominator with 4.)

Hence, by adding improper fractions 5/12 + 1/4, we get 8/12 or 2/3.

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In Pavlov's experiments, he paired the presentation of food with a buzzer and measured salivation to each. In this (b) conditioned stimulus (CS)

Like many great scientific advances, Pavlovian conditioning (aka classical conditioning) was discovered accidentally. Ivan Petrovich Pavlov (1849–1936) was a physiologist, not a psychologist.

During the 1890s, Russian physiologist, Ivan Pavlov was researching salivation in dogs in response to being fed. He inserted a small test tube into the cheek of each dog to measure saliva when the dogs were fed (with a powder made from meat).

Pavlov predicted the dogs would salivate in response to the food placed in front of them, but he noticed that his dogs would begin to salivate whenever they heard the footsteps of his assistant who was bringing them the food.

The complete question is-

In Pavlov's experiments, he paired the presentation of food with a buzzer and measured salivation to each. In this

experiment the buzzer was the ___.

A. unconditioned stimulus (US)

B. conditioned stimulus (CS)

C. unconditioned response (UR)

D. conditioned response (CR)

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For the perimeter of a rectangle, the formula for w is

⇒ w = (p - 2L) / 2

A rectangle is a two dimension figure with 4 sides, 4 corners and 4 right angles. The opposite sides of the rectangle are equal and parallel to each other.

Given that;

The formula for the perimeter of a rectangle is,

⇒ p = 2L + 2w

Hence, The formula for the width (w) is,

⇒ p = 2L + 2w

⇒ p - 2L = 2w

⇒ 2w = p - 2L

⇒ w = (p - 2L) / 2

Thus, For the perimeter of a rectangle, the formula for w is

⇒ w = (p - 2L) / 2

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The complete question is this,

The formula for the perimeter of a rectangle is P=2l+2w. Which is the equivalent equation solves for w?

P-2l/2=w

P+2l/2=w

P+l=w

P-1=w

We would give 4.78 mg of Gentamicin to baby Nathaniel.

Unit conversion means the conversion between different units and measurements of the same quantity done by the process of multiplication or division.

Given,

Dosage of Gentamicin per kg = 1.3 mg/kg

Weight of the baby = 8.1pounds

1 pound = 0.4536 kg

8.1 pounds = 3.674 kg

Weight of the baby in kilograms = 3.674 kg

Then dosage to the baby = 3.674 × 1.3

                                          = 4.7762 ≈ 4.78mg

Hence, 4.78 mg of Gentamicin, baby Nathaniel would receive.

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Answer:

[tex](x, y ) \rightarrow (\boxed{\dfrac{x}{3}}, \boxed{-\dfrac{y}{3}})[/tex]

Step-by-step explanation:

The image(the smaller inverted triangle) obtained from the pre-image(the larger triangle) by compressing it by a factor of -1/3(called a dilation) and then reflected across the y-axis

If you examine the two triangles you will see that

Point A(-3, -3) ==> Point X(-1, 1)

Point B(-3, 3) ==> Point Z(-1, -1)

Point C(3, -3) ==> Point Y(1, 1)

So the x coordinates and y coordinates of the image are transformed as follows:

x' =  x/3

y' =   - y/3

(a). There is a 57.16 Mbps difference. (b). There is a 2.74 standard deviation difference. (c). 2.74 is the z-score (d). The maximum data rate offered by the carrier is more than 2.

When something is careful and purposeful, you use the word measured to describe it. The men's voices were measured and quiet. Voters will be attracted to her more considered reaction. These are a couple of those illustrations. using a thermometer to measure body temperature using a measuring cylinder to determine the weight of produce in a store. Measuring the stature of an infant to retain his/her growth record.

(a). (74.5 - 17.34) = 57.16

(b). 57.16/20.79

= 2.74

(c). z = (X - μ)/sd

= (74.5 - 17.34)/20.79

= 2.74

(d). Because it is higher than 2, the carrier's greatest data speed is noteworthy.

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Answer:

  36 square units

Step-by-step explanation:

You want the area of the parallelogram with vertex coordinates (-6, 6), (-9, -3), (-5, -3), (-2, 6).

The area of a parallelogram is the product of the base length and the height perpendicular to that base.

Here, the base is a horizontal line, so its length is the difference of the x-coordinates of the end points:

  -5 -(-9) = 4 . . . . base

The height is the difference of y-coordinates between the top edge and the bottom edge:

  6 -(-3) = 9 . . . . height

Then the area is ...

  A = bh = 4·9 = 36 . . . . square units

Answer:

D

Step-by-step explanation:

diff y / diff x = slope

so -6/2 = -3

Y intercept is where x= 0, so it's 6

D

Correct Answer is c. Phyllis has a comparative advantage in producing cakes.

What is comparative advantage?

Comparative advantage is an economic concept that refers to the ability of an individual, firm, or country to produce a particular good or service more efficiently compared to others.

The opportunity cost of producing one cake for John is (20 loaves of bread) / (18 cakes) = 1.11 loaves of bread per cake.

The opportunity cost of producing one cake for Phyllis is (30 loaves of bread) / (15 cakes) = 2 loaves of bread per cake.

Since Phyllis has a lower opportunity cost of producing cakes (2 loaves of bread per cake) compared to John (1.11 loaves of bread per cake), Hence, Phyllis has a comparative advantage in producing cakes.

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Answer:

a)  32° Celsius

b)  C = m/3 + 4

c) 30 chirps

d) m = 3C - 12

This would be the equation needed to find the number of chirps as a function of temperature

Step-by-step explanation:

Part a.

Since there are 84 chirps in 25 seconds
we get temperature, C = 84/3 + 4 = 28 + 4 = 32° Celsius

part b.
Equation is
C = m/3 + 4

Part c.

We have C = 14

Therefore

14 = m/3 + 4

Multiply throughout by 3

==> 3 x 14 = 3 x m/3 + 3 x 4

==> 42 = m + 12

Subtract 12:

42 - 12 = m30 = m

or m = 30 chirps

part d.

Inverse of the function C = m/3 + 4 is m expresses as a function of C

C = m/3 + 4

Multiply by 3 both sides:
3C = m + 12

3C - 12 = m

or m = 3C - 12

This would be the equation needed to find the number of chirps as a function of temperature

(22 x 12) x 9 or 22 x 12 x 9. In both cases, the product is obtained by multiplying 22 by 12, and then multiplying that result by 9, which gives us 3024.

The associative law of multiplication states that the way in which the numbers are grouped within an expression does not change the product. In other words, you can change the grouping of the factors and still obtain the same result. For example, the expression 22 x (12 x 9) can be rewritten as (22 x 12) x 9 or 22 x 12 x 9, and the product will be the same in all cases.

In the expression 22 x (12 x 9),

the associative law can be used to rearrange the factors into

(22 x 12) x 9 or

22 x 12 x 9.

In both cases, the product is obtained by multiplying 22 by 12, and then multiplying that result by 9, which gives us 3024.

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Each builder will be paid £32.55 for work on tuesday.

In mathematics, an expression or mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context.

Mathematical symbols can designate numbers (constants), variables, operations, functions, brackets, punctuation, and grouping to help determine order of operations and other aspects of logical syntax.

Given is that on Monday it took 5 people, three and half hours to build a wall. An identical wall needs to be built on Tuesday but only 2 people are available. Each person is paid £9.30 for each hour or part of an hour they work.

5 people take 3.5 hours to build a wall.

1 person will take (3.5/5) hours to build a wall.

2 persons will take (3.5/5 x 2) hours to build a wall.

1 person is paid £9.30 for each hour. So 2 persons will get -

£{9.30 x 3.5/5 x 2}

£32.55

Therefore, each builder will be paid £32.55 for work on tuesday.

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[tex]\qquad \qquad \qquad \textit{discriminant of a quadratic} \\\\\\ \stackrel{\stackrel{a}{\downarrow }}{9}x^2\stackrel{\stackrel{b}{\downarrow }}{-2}x\stackrel{\stackrel{c}{\downarrow }}{-9}=0 ~~~~~~~~ \stackrel{discriminant}{b^2-4ac}= \begin{cases} 0&\textit{one solution}\\ positive&\textit{two solutions}\\ negative&\textit{no solution} \end{cases} \\\\\\ (-2)^2-4(9)(-9)\implies \text{\LARGE 328}[/tex]

The amount of petrol left remaining in the car after Tuesday journey is (x/2) - 2

An equation is an expression that contains numbers and variables linked together by mathematical operations of addition, subtraction, multiplication, division and exponents. An equation can either  be linear, quadratic, cubic, depending of the degree of the variable.

A car has x litres of petrol in its tank. One half is used on Monday. Therefore:

Amount of petrol remaining = x - (1/2) of x = x - x/2 = x/2

A further 2 litres on Tuesday, hence:

Amount of petrol left = (x/2) - 2

The amount of petrol left is (x/2) - 2

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Since z is directly proportional to the product of x and y, then x, y, and z are related by this equation: z = xy/2.

Mathematically, a proportional relationship or direct variation can be represented by the following equation:

y = kx

Where:

Based on the information provided, we have the following:

z ∝ xy

z = kxy

In order to have a proportional relationship and equivalent ratios, the variables z, x, and y must have the same constant of proportionality:

Constant of proportionality (k) = z/xy

Constant of proportionality (k) = 15/(5 × 6)

Constant of proportionality (k) = 15/30

Constant of proportionality (k) = 1/2.

For the equation, we have:

z = kxy

z = 1/2 × xy

z = xy/2

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The short piece is 28 cm and the other piece is 43 cm longer or (28+15 = 43 cm).

Based on the question, One piece will be length x and the other piece will be 15 cm longer, so it will be x + 15 cm long.

Added together the length of these two boards will equal 71 cm. So the equation will be:

x + (x + 15) = 71

2x+15=71

2x=71-15

2x=56

x=28 cm

The short piece is 28 cm and the other piece is 43 cm longer or 28+15 = 43 cm.

Mathematical modeling can be done by taking the following steps, namely:

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The Sine Function is y =  4 sin(π /2 x ) + 1

In trigonometry, the sine function can be defined as the ratio of the length of the opposite side to that of the hypotenuse in a right-angled triangle.

Given:

Period = 4

Amplitude = 4

Midline: y = 1

y-intercept: (0, 1)

We know that

y = Asin (Bx + C) + D

A = the amplitude = 4

So, B =  2pi / period

         = 2π / 4

         = π /2

and, C = phase shift  

C = 0

Also, D = midline  =  1

So, the sine Function is

y =  4 sin(π /2 x ) + 1

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You spend 480 minutes per day at school. We will assume that you go to school for 5 days per week.

480 minutes × 5 days = 2,400 minutes per week

There are 4 weeks in a month, so we will multiply the minutes per week by 4 weeks to get the monthly time spent in school.

2,400 minutes per week × 4 weeks = 9,600 minutes per month

You are in school for 10 months, so we will multiply the minutes per month by 10.

9,600 minutes per month × 10 months = 96,000 minutes in school

Now, we will divide the time in school by the number of minutes in school per day.

96,000 minutes in school ÷ 480 minutes per day = 200 days in school

Answer: 96,000 hours or 200 days

The first truck did 62% of all the job.

First, from the problem we know that the first truck does its job at a rate per hour:

And, the second truck has a rate per hour of:

So, the rate per hour with both trucks working together will be the sum:

Now, we have to find the time it will take to do the whole job with both trucks, the whole job done will be represented by 100% or 1:

Where t is the unknown time that it takes to do all the job. Solving this we have:

This means that the whole job will be done after 3.08 hours using both trucks. However, the problem is asking just about the first truck. To find that answer we just have to multiply its rate with the time:

This decimal number represents the portion that the first truck finished to have the job done. 0.62 means that it did 62% of all the job.

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correct question:

The city just assigned a second garbage truck to empty the bins in Kat’s neighborhood on trash day. The crew from the first garbage truck used to empty all the bins by themselves in 5 hours. In their training, it took the crew from the second garbage truck 8 hours to empty all the bins. When the two crews start working together, what part of all the garbage bins will the first garbage truck empty? To the nearest tenth, the first garbage truck will empty about of all the bins.

Answer:

Step-by-step explanation:

When the two crews start working together, the part of all the garbage bins that the first garbage truck will empty is; A: 0.6

We are told that the first truck empties all bins in 5 hours. Thus;

Rate of first truck per hour = ¹/₅

Second truck empties all bins in 8 hours. Thus;

Rate of second truck per hour = ¹/₈

If both trucks work together, their rate per hour is;

Combined rate per hour = ¹/₅ + ¹/₈

Combined rate per hour = ¹³/₄₀

Thus, number of hours it will take for both of them to do the whole job, we will solve as;

¹³/₄₀t = 1

where t is the time it will take both of them combined to finish the whole job.

Thus;

t = ⁴⁰/₁₃

The part that the first garbage truck will empty when they both work together = ¹/₅t = ¹/₅ * ⁴⁰/₁₃

⇒ Approximately 0.6

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Answer:

6.5

Step-by-step explanation:

C = 2πr

40.841/2π = r

6.5 = r

Answer:

○ [tex]\displaystyle 6,5\:ft.[/tex]

Step-by-step explanation:

[tex]\displaystyle {\pi}d = C \\ 13,000094062…{\pi} = 40,841 \\ \\ \boxed{6,5000470308…} = \frac{13,000094062…}{2} \\ \\ \\ \boxed{\boxed{6,5 \approx r}}[/tex]

I am joyous to assist you at any time.

The difference between the median and mean income can be explained by the distribution of the data.

A data set's mean (average) is calculated by summing all of the numbers in the set, then dividing by the total number of values in the set. When data collection is ranked from least to greatest, the median is the midpoint. The mode is the number that occurs most often in a data set.

The median and mean are both measures of center used to describe a distribution of data. In this case, the median income of American households in 2021 is reported as $70,000, which means that half of the households have an income below $70,000 and a half have an income above $70,000.

On the other hand, the mean income of these same households in 2021 is reported as $100,000. This means that if we were to add up the income of all households and divide by the total number of households, we would get an average of $100,000 per household.

The difference between the median and mean income can be explained by the distribution of the data. If the data is symmetrically distributed around the center (i.e., the median), the mean and median will be similar. However, if the data is skewed, meaning it is not evenly distributed, then the mean and median will be different.

In this case, it is possible that a small number of households have very high incomes, which would pull up the mean income while not affecting the median income as much. This could explain why the mean income is higher than the median income.

It's also worth noting that while the median and mean income are both useful measures, they do not tell the whole story about income distribution.

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The Supreme Court's interpretation of numerous constitutional amendments did not result in the creation of the right to privacy or any of the other three privacy rights. The average freedom against arbitrary searches and seizures, the right to due process, and the right to free speech are the three privacy rights.

The Supreme Court's interpretation of numerous constitutional amendments did not result in the creation of the right to privacy or any of the other three privacy rights. The freedom against arbitrary searches and seizures, the right to due process, and the right to free speech are the three privacy rights. The Fourth, Fifth, and First Amendments of the Constitution, respectively, gave rise to these rights. The right to privacy has been developed and is safeguarded by the Supreme Court through its interpretation of the various amendments, despite the fact that it is not expressly stated in the Constitution. Individuals are protected by the right to privacy from having their private information or activities revealed without their permission.  Additionally, it gives people the freedom to decide how they want to live their life, including the right to marry, the right to access contraception, and the right to help getting an abortion. Despite not being one of the three privacy rights established by the Supreme Court, the right to privacy is still a crucial kind of protection for people. It guarantees that people have control over the information they share, the choices they make, and the respect for their privacy.

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The complete question is

which of the following is not one of the three privacy rights created by the supreme court through its interpretation of various constitutional amendments right to privacy or any of the other three privacy rights.