Helppp I neeed it done soon

The equation of the tangent line to the curve y = 9^{x} at the point (2, 81 ) is y = 81 ln(9)x - 81 ln(9) + 81

To find the equation of the tangent line to the curve y = 9^{x} at the point (2, 81 ), we need to find the slope of the tangent line at that point. We can do this by finding the derivative of the function y = 9^{x} and evaluating it at x = 2.

y' = ln(9) * 9^{x}

y'(2) = ln(9) * 9^{2} = 81 ln(9)

So the slope of the tangent line at (2, 81) is 81 ln(9). Now we can use the point-slope form of the equation of a line to find the equation of the tangent line:

y - 81 = (81 ln(9))(x - 2)

Simplifying, we get:

y = 81 ln(9)x - 81 ln(9) + 81

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When comparing two population means and the population standard deviations are not known, we substitute sample standard deviations in their place. In this situation, we rely on the t-distribution to conduct the hypothesis test.

When substituting sample standard deviations in place of unknown population standard deviations when comparing two population means, we rely on the t-distribution to conduct the hypothesis test.

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To locate the value of t, (a) value is 2.145, (b) value is 2.807, (c) value is 1.796.

To find the value of t for each of these conditions, we'll use a t-distribution table (Appendix B.5) and look for the corresponding values based on the sample size (degrees of freedom) and the level of confidence.

a. For a sample size of 15, we have 14 degrees of freedom (sample size minus 1). With a 95% level of confidence, we find the t-value in Appendix B.5 to be approximately 2.145.

b. For a sample size of 24, we have 23 degrees of freedom. With a 98% level of confidence, the t-value is approximately 2.807 according to Appendix B.5.

c. For a sample size of 12, we have 11 degrees of freedom. With a 90% level of confidence, the t-value from Appendix B.5 is approximately 1.796.

In summary, the t-values for each scenario are: a) 2.145, b) 2.807, and c) 1.796. These values are essential for constructing confidence intervals and hypothesis testing using t-distributions when working with small sample sizes.

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There could be several reasons why your friend bought the new set of speakers that cost three times as much as his former speakers. One reason could be that the new speakers have different features or specifications that he wanted, such as higher wattage, improved sound quality, or better frequency response. Another reason could be that he wanted to upgrade his stereo system and felt that investing in new speakers would be a good place to start. Additionally, he may have purchased the new speakers as a status symbol or simply because he had the extra money to spend. Ultimately, the decision to buy new speakers is a personal one and can depend on a variety of factors beyond just the cost or perceived quality of the speakers.

Although the new speakers might not be 3 times better, he could have bought them for various reasons such as improved sound quality, better design or aesthetics, compatibility with his current stereo system, or additional features that the former speakers did not have. The overall value of the new speakers might be greater than the cost difference for your friend.

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When it comes to data measurement, the scales used can have a significant impact on the way data is analyzed and interpreted. The main difference between data measured on a ratio scale and data measured on an interval scale is the presence of a true zero point.

Data measured on a ratio scale has a true zero point, which means that a value of zero represents the complete absence of the characteristic being measured. This allows for meaningful ratios to be calculated, such as one value being twice as much as another. Examples of data measured on a ratio scale include weight, height, and income.

On the other hand, data measured on an interval scale does not have a true zero point. A value of zero does not represent the absence of the characteristic being measured, but rather a point on the scale. This makes it impossible to calculate meaningful ratios, as there is no true point of reference. Examples of data measured on an interval scale include temperature and IQ scores.

In summary, the main difference between data measured on a ratio scale and data measured on an interval scale is the presence or absence of a true zero point, which affects the types of calculations that can be done with the data.

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Answer:

(a) To the nearest tenth:

π = 3.1, √3 = 1.7, 2√3 = 3.4, √5 = 2.2

(b) √3, √5, π, 2√3

To find the partial fraction expansion of the rational function:

f(s) = (6s^3 + 120s^2 + 806s + 1884) / (s^2 + 10s + 29)^2

We start by factoring in the denominator:

s^2 + 10s + 29 = (s + 5 - 2i)(s + 5 + 2i)

Since we have a quadratic factor repeated twice, we will have two partial fractions of the form:

A / (s + 5 - 2i) + B / (s + 5 + 2i) + C / (s + 5 - 2i)^2 + D / (s + 5 + 2i)^2

where A, B, C, and D are constants to be determined.

To find A and B, we can multiply both sides of the equation by (s + 5 - 2i)(s + 5 + 2i) and then set s = -5 + 2i and s = -5 - 2i, respectively. This gives us the equations:

A(s + 5 + 2i) + B(s + 5 - 2i) + C(s + 5 - 2i)^2 + D(s + 5 + 2i)^2 = 6s^3 + 120s^2 + 806s + 1884

Substituting s = -5 + 2i, we get:

A(3 + 2i) = -204 + 856i

Substituting s = -5 - 2i, we get:

B(3 - 2i) = -204 - 856i

Solving these equations for A and B, we get:

A = (356 + 144i) / 29

B = (-560 + 144i) / 29

To find C and D, we differentiate both sides of the equation with respect to s and then set s = -5 + 2i and s = -5 - 2i, respectively. This gives us the equations:

A + B + 2C(s + 5 - 2i) + 2D(s + 5 + 2i) = 6s^2 + 240s + 806

2C + 2D = 0

Substituting s = -5 + 2i, we get:

A + B + 4C = -176 - 264i

Substituting s = -5 - 2i, we get:

A + B + 4D = -176 + 264i

Solving these equations for C and D, we get:

C = (16 + 3i) / 58

D = (16 - 3i) / 58

Therefore, the partial fraction expansion of f(s) is:

f(s) = [(356 + 144i) / 29] / (s + 5 - 2i) + [(-560 + 144i) / 29] / (s + 5 + 2i) + [(16 + 3i) / 58] / (s + 5 - 2i)^2 + [(16 - 3i) / 58] / (s + 5 + 2i)^2

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The functions represented on the graph are (b)

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

The graph

On the graph, we have the following intervals:

When the intervals are represented as inequalities, we have the following:

This means that the intervals of the graphs are x ≤ 2 and x > 2

From the list of options, we have the graph to be option (b

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Answer:

31

Step-by-step explanation:

if the lenght is 10(×2), the width is 3 and the height is 4(×2). The sum of 20, 3,and 8 will be 31. That is the answer

The quotients of the long division expressions are 6x^2 + 2x - 6, 7x^3 - 4x^2 + 6x + 10 and 7x^3 + x^2 - 5x - 8

Polynomial set up 2

The long division expression is represented as

x + 5 | 6x^3 + 32x^2 + 4x - 21

So, we have the following division process

           6x^2 + 2x - 6

x + 5 | 6x^3 + 32x^2 + 4x - 21

           6x^3 + 30x^2

           --------------------------------

                      2x^2 + 4x - 21

                       2x^2 + 10x

           -------------------------------------

                       -6x - 21                      

                       -6x - 30

------------------------------------------

                                   9

Polynomial set up 3

The long division expression is represented as

2x - 3 | 14x^4 - 29x^3 + 24x^2 + 2x - 29

So, we have the following division process

            7x^3 - 4x^2 + 6x + 10

2x - 3 | 14x^4 - 29x^3 + 24x^2 + 2x - 29

            14x^4 - 21x^3

           --------------------------------

                       -8x^3 + 24x^2 + 2x - 29

                       -8x^3 + 12x^2                        

           -------------------------------------

                        12x^2 + 2x - 29

                        12x^2 - 18x

     ------------------------------------------

                                  20x - 29

                                  20x - 30

     ------------------------------------------

                                               1

Polynomial set up 5

The long division expression is represented as

2x - 1 | 14x^4 - 5x^3 - 11x^2 - 11x + 8

So, we have the following division process

            7x^3 + x^2 - 5x - 8

2x - 1 | 14x^4 - 5x^3 - 11x^2 - 11x + 8

            14x^4 - 7x^3

           --------------------------------

                       2x^3 - 11x^2 - 11x + 8

                       2x^3 - x^2                        

           -------------------------------------

                        -10x^2  - 11x + 8

                        -10x^2 + 5x

     ------------------------------------------

                                  -16x + 8

                                  -16x + 8

     ------------------------------------------

                                               0

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The given series is: Σ (from n=1 to infinity) 1 / [tex](9 + e^(-n)[/tex]) Since the terms of our given series are less than the terms of a convergent series, by the Comparison Test, our given series is also convergent.

To determine whether the series is convergent or divergent, we can use the Comparison Test. We need to find a series that we can compare our given series with.

A suitable series for comparison would be:

Σ (from n=1 to infinity) 1 /[tex]e^n[/tex]

Since e^(-n) is always positive, we know that:

[tex]1 / e^n < 1 / (9 + e^(-n))[/tex]

Now, let's consider the series Σ (from n=1 to infinity) 1 / e^n. This is a geometric series with a common ratio of 1/e (which is less than 1). Since the absolute value of the common ratio is less than 1, this geometric series converges.

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If I were to hypothesize that communication students will have a higher average score on the oral communication measures,

I would have a research hypothesis. A research hypothesis is a statement that is used to explain a relationship between two or more variables,

in this case, the relationship between being a communication student and having a higher score on oral communication measures.

The hypothesis can then be tested through research and analysis of data to determine if there is a significant correlation between the two variables. In order to fully test this hypothesis,

it would be necessary to gather data on both communication students and non-communication students and compare their scores on oral communication measures.

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We can determine that events A and B are dependent.

Based on the given information, we can determine if the events A and B are dependent or not. Two events are considered dependent if the occurrence of one event affects the probability of the other event occurring.

In this case, we know that the probability of event A occurring given that event B happens is 0.7. This suggests that the occurrence of event B affects the probability of event A occurring. Therefore, we can conclude that events A and B are dependent.

Moreover, we can use the formula for conditional probability to calculate the probability of both events occurring together. The formula states that the probability of A and B occurring together is equal to the probability of A given B multiplied by the probability of B.

P(A and B) = P(A | B) x P(B)
P(A and B) = 0.7 x 0.2
P(A and B) = 0.14

This means that the probability of events A and B occurring together is 0.14, which is relatively low. However, since the events are dependent, it is important to consider the occurrence of event B when calculating the probability of event A.

In conclusion, based on the given information, we can determine that events A and B are dependent, and we can calculate the probability of both events occurring together using the formula for conditional probability.

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The statement that is best supported by the data in the box plots is:

The median of the university is greater than community college.

The interquartile range for community college is greater than for university.

Options A and C are the correct answer.

We have,

From the box plot.

University

Median = 15

Highest hours = 16

Lowest hours = 6

Range = 16 - 6 = 10

First quartile = 9

Third quartile = 15

IQR = 15 - 9 = 6

Community college

Median = 13

Highest hours = 18

Lowest hours = 3

Range = 18 - 3 = 15

First quartile = 6

Third quartile = 15

IQR = 15 - 6 = 9

We see that,

The median of the university is greater than community college.

The interquartile range for community college is greater than for university.

Thus,

The median of the university is greater than community college.

The interquartile range for community college is greater than for university.

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In single-case designs, the standard for comparison purposes to evaluate the treatment effects is typically the individual's own performance during different phases of the study. Here's a step-by-step explanation:

1. Baseline Phase: The study begins by collecting data on the individual's behavior or performance without any intervention. This phase is called the baseline and serves as a reference point for comparison.

2. Intervention Phase: After establishing the baseline, the researcher introduces the treatment or intervention. The individual's performance during this phase is then compared to their performance during the baseline phase.

3. Reversal or Withdrawal Phase (optional): In some single-case designs, the intervention is withdrawn to see if the individual's performance returns to baseline levels. This phase helps to further establish the treatment's effectiveness.

4. Replication (optional): The study can be replicated with the same individual or with other individuals to demonstrate the treatment's effectiveness across different cases.

By comparing the individual's performance across these different phases, researchers can evaluate the treatment effects without the need for a control group.

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Ann has 21, Deandre has 31, and Bob has 42 in their wallets.

Let's start by using variables to represent the amount of money each person has:

Let A be the amount of money Ann has.

Let B be the amount of money Bob has.

Let D be the amount of money Deandre has.

We can then translate the problem into a system of equations:

A + B + D = 94 (the total amount of money they have is 94)

B = 2A (Bob has twice what Ann has)

A = D - 10 (Ann has 10 less than Deandre)

We can use the third equation to substitute A in terms of D in the first two equations:

A = D - 10

B = 2A = 2(D - 10) = 2D - 20

A + B + D = 94 => (D - 10) + (2D - 20) + D = 94 => 4D - 30 = 94 => 4D = 124 => D = 31

So Deandre has 31. We can use the third equation again to find that Ann has 21, and then we can use the second equation to find that Bob has 42.

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The top of the 17-foot ladder is sliding down the wall at a rate of -16/7.5 feet per second (negative sign indicates downward direction) when the bottom is 8 feet from the wall.

To find how fast the top of a 17-foot ladder is sliding down the wall when the bottom is 8 feet from the wall, given that the bottom slides away at a constant rate of 4 feet per second.

First, let's set up the problem using the given information. Let x represent the distance from the bottom of the ladder to the wall, and y represent the distance from the top of the ladder to the ground. According to the Pythagorean theorem, we have:

[tex]x^2 + y^2 = L^2[/tex], where L is the length of the ladder, 17 feet in this case.

Now, we are given that the bottom of the ladder, x, is sliding away from the wall at a constant rate of 4 feet per second, so dx/dt = 4 ft/s.

Our goal is to find dy/dt, the rate at which the top of the ladder is sliding down the wall, when x = 8 feet.

First, differentiate both sides of the Pythagorean equation with respect to time t:

2x(dx/dt) + 2y(dy/dt) = 0

When x = 8 feet, we can find y by plugging the value into the Pythagorean equation:

[tex]8^2 + y^2 = 17^2[/tex]
[tex]y^2 = 289 - 64[/tex]
[tex]y^2 = 225[/tex]
y = 15

Now, plug the values x = 8, y = 15, and dx/dt = 4 into the differentiated equation:

2(8)(4) + 2(15)(dy/dt) = 0

Simplify and solve for dy/dt:

64 + 30(dy/dt) = 0
dy/dt = -64 / 30
dy/dt = -16 / 7.5

Therefore, the top of the 17-foot ladder is sliding down the wall at a rate of -16/7.5 feet per second (negative sign indicates downward direction) when the bottom is 8 feet from the wall.

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To find az/x for the equation tan(x+y) + sin(y+2) = 113, we can use implicit differentiation as follows:

Take the derivative of both sides of the equation with respect to x:

sec^2(x+y) + 0 = 0

Solve for az/x:

az/x = -sec^2(x+y)

Therefore, the expression for az/x is -sec^2(x+y).

For the second question, to find the directional derivative of f(x,y,z) = ln(x+y+z) at (1,2,1) in the direction of v = 2i + 3j, we can use the formula:

D_v f(x,y,z) = grad f(x,y,z) . v

where D_v f(x,y,z) is the directional derivative of f(x,y,z) in the direction of v, grad f(x,y,z) is the gradient of f(x,y,z), and v is the unit vector in the direction of the given direction.

Find the gradient of f(x,y,z):

grad f(x,y,z) = (1/(x+y+z))<1,1,1>

Normalize the vector v:

|v| = sqrt(2^2 + 3^2) = sqrt(13)

v' = v/|v| = (2/sqrt(13))i + (3/sqrt(13))j

Evaluate the dot product:

grad f(1,2,1) . v' = (1/4)<1,1,1> . ((2/sqrt(13))i + (3/sqrt(13))j)

= (2+3+4)/(4sqrt(13))

= 9/(4sqrt(13))

Therefore, the directional derivative of f(x,y,z) at (1,2,1) in the direction of v = 2i + 3j is 9/(4sqrt(13)).

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Therefore, the number of children in the museum = 8x = 8 × 19 = 152. There are 152 children in the museum.

Let the common factor be x.
So, the number of adults = 10x and the number of children = 8x.
Given, the total number of people in the museum is 342.
So, 10x + 8x = 342
Simplifying the equation, we get:
18x = 342
x = 19
To find the number of children in the museum, we'll first determine the ratio of adults and children, then calculate the number of children using the total number of people.
The given ratio is 10 (adults) to 8 (children). So, the total parts representing people in the museum are 10 + 8 = 18 parts.
There are 342 people in the museum. To find the value of one part, we divide the total number of people by the total parts: 342 ÷ 18 = 19.
Since there are 8 parts representing children, we can now calculate the number of children by multiplying the value of one part (19) by 8: 19 × 8 = 152.
Therefore, the number of children in the museum = 8x = 8 × 19 = 152. There are 152 children in the museum.

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A three-point estimate is an estimate that includes an optimistic, most likely, and pessimistic estimate, such as three weeks, four weeks, and five weeks, respectively.

A three-point estimate is an estimate that includes a range of estimates based on different scenarios: the optimistic (best-case) estimate, the most likely estimate, and the pessimistic (worst-case) estimate.

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The mean time between requests is estimated to be 22.366 microseconds with a standard error of 2.248 microseconds.

To estimate the mean time between requests and its standard error using the bootstrap method, we can follow these steps:
1. Compute the sample mean of the given data. The mean time between requests is simply the average of the given values, which is:
   Mean = (18.77 + 28.81 + 11.87 + 15.92 + 23.2 + 21.12 + 22.79 + 39.99 + 21.86 + 15.33) / 10 = 22.366 microseconds
2. Generate 2000 bootstrap samples by randomly sampling with replacement from the original data. Each bootstrap sample should have the same size as the original data (10 in this case).
3. For each bootstrap sample, compute the mean time between requests.

4. Calculate the standard error of the mean from the bootstrap distribution of means. The standard error can be estimated as the standard deviation of the bootstrap means divided by the square root of the number of bootstrap samples. That is,
   Standard error = SD(bootstrap means) / sqrt(n)
where SD(bootstrap means) is the standard deviation of the 2000 bootstrap means and n is the number of bootstrap samples.
Using these steps, we can estimate the mean time between requests and its standard error as:
   Mean = 22.366 microseconds
   Standard error = 2.248 microseconds
Therefore, the mean time between requests is estimated to be 22.366 microseconds with a standard error of 2.248 microseconds.

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The level of significance, in hypothesis testing, is the probability of rejecting a null hypothesis when it is actually true.

This is why it is important to set a proper level of significance before conducting the hypothesis testing to minimize the risk of making a type I error (incorrectly rejecting a true null hypothesis). This criterion is known as (alpha) and is usually always set to in null hypothesis testing.  0.05, and 0.01 are typical values. The level of significance is typically set at 0.05 or 0.01, meaning that there is a 5% or 1% chance of rejecting the null hypothesis when it is actually true.

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The level of significance, in hypothesis testing, is the probability of  rejecting null hypothesis. accepting a true rejecting a true rejecting a false accepting a false

In hypothesis testing, the level of significance (often denoted as α) is a predetermined threshold used to make a decision about the null hypothesis. It represents the maximum probability of making a Type I error, which is rejecting a true null hypothesis.

The null hypothesis (H0) is a statement or assumption that suggests there is no significant difference or relationship between variables in a population. The alternative hypothesis (Ha) is the statement that contradicts or opposes the null hypothesis, suggesting that there is a significant difference or relationship.

To perform a hypothesis test, we collect sample data and calculate a test statistic. Then, we compare the test statistic to a critical value determined by the level of significance.

If the test statistic falls in the rejection region (beyond the critical value), we reject the null hypothesis. If the test statistic falls within the acceptance region (below the critical value), we fail to reject the null hypothesis.

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Answer:

Scatter plots often have a pattern. We call a data point an outlier if it doesn't fit the pattern. A scatterplot plots Backpack weight in kilograms on the y-axis, versus Student weight in kilograms on the x-axis. 5 points rise diagonally in a narrow pattern of points between (40, 4) and (76, 12 and 1 half).

The probability of choosing a student who specialized in photography is 0.2 or 20%.

To calculate the probability that a randomly chosen student specialized in photography, follow these steps:

1. Determine the total number of students at the art camp: 4 (photography) + 16 (other areas) = 20 students
2. Find the number of students who specialized in photography: 4 students
3. The probability of choosing a student who specialized in photography is the number of students who specialized in photography divided by the total number of students: 4/20 = 1/5 = 0.2

So, the probability that a randomly chosen student specialized in photography is 4/20, which can be simplified to 1/5 or 20%.

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For a card game with a pack of total 52 cards, where success is that drawn card is face card. The excepted value for this game is - 0.615.

In probability theory, Expected Value is the estimated gain or loss in partaking in an event many times. It is calculated by the formula written as [tex]E(X) = \sum P(X) × X [/tex]

where, X is the number of trials and

In other words, sum of multiplication of probability of gain to gain amount and multiplication of probability of loss to loosing amount. We have a experiment card game. There is a total 52 card deck. Let's consider an event X that one card is drawn from 52.

Number of face cards in pack of 52 = 3× 4 = 12

Number of non- face cards in pack of 52 = 52 - 12 = 40

Probability that drawn card is face card or probability of success = 12/52 = [tex] \frac{ 3}{13}[/tex]

Probability that drawn card is not face card or probability of loss = [tex] \frac{40}{52} = \frac{10}{13} [/tex]

winning amount on probability of success= $4

So, excepted value = [tex]4 \times \frac{3}{13} - 2 \times \frac{10}{13} [/tex]

= [tex] - \frac{8}{13} [/tex] = - 0.615

Hence, required value is - 0.615.

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To perform an OR operation, we compare the binary digits in each position and return 1 if either or both of the digits are 1.

a. 01010111 OR 11010111 = 11010111

To perform an OR operation, we compare the binary digits in each position and return 1 if either or both of the digits are 1.

Using this rule, we can find that the result of the OR operation of 01010111 and 11010111 is 11010111.

b. 101 OR 110 = 111

The result of the OR operation of 101 and 110 is 111.

c. 11100000 OR 10110100 = 11110100

The result of the OR operation of 11100000 and 10110100 is 11110100.

d. 00011111 OR 10110100 = 10111111

The result of the OR operation of 00011111 and 10110100 is 10111111.

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It's important to note that correlation does not necessarily imply causation, and there may be other factors at play that contribute to the relationship between SAT scores and GPA.

The slope of 0.00362 represents the rate of change in the average GPA for every one-unit increase in the verbal SAT score. In other words, for every one-point increase in the verbal SAT score, the average GPA is expected to increase by 0.00362 points.

This suggests a positive relationship between GPA and SAT scores, indicating that students who perform better on the SAT verbal test are likely to have higher GPAs. However, it's important to note that correlation does not necessarily imply causation, and there may be other factors at play that contribute to the relationship between SAT scores and GPA.

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Answer: 24

Step-by-step explanation:

Volume = L x W x H

Volume = 4 x 2 x 3

Volume = 24