A teaching hospital in South-West Part of Nigeria receives on the average 5 pregnant women with high blood pressure per week. What is the probability that on a particular week, the teaching hospital will receive:
1.) No high BP pregnant woman

Answer:

(B)  m∠BCD = 108°

Step-by-step explanation:

The measure of an arc is equal to the measure of its corresponding central angle. The corresponding central angle of arc AB is angle ACB.

Therefore, if the measure of arc AB is 72°, then m∠ACB = 72°.

Angles on a straight line sum to 180°.

Assuming that AD is a straight line, then:

m∠BCD + m∠ACB = 180°

m∠BCD + 72° = 180°

m∠BCD + 72° - 72° = 180° - 72°

m∠BCD = 108°

Therefore, the measure of angle BCD is 108°.

A pipe whose diameter measures 1 1/4 inches should have less threads per inch than a pipe with a diameter of 11/2 inch. So, the correct answer is (D).

To determine the correct answer, we need to compare the diameters of the two pipes and understand the relationship between pipe diameter and threads per inch.

The number of threads per inch generally decreases as the pipe diameter increases. This means that a larger pipe diameter will have fewer threads per inch compared to a smaller pipe diameter.

Given that the first pipe has a diameter of 1 1/4 inches, we need to find the pipe diameter from the options that is larger than 1 1/4 inches.

The option that meets this requirement is D. 11/2. This represents a pipe diameter of 1 1/2 inches. Therefore, a pipe with a diameter of 1 1/2 inches should have fewer threads per inch than a pipe with a diameter of 1 1/4 inches. Therefore, the correct answer is D. 11/2.

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Answer:

[tex]r'(1)=\dfrac{1}{16}[/tex]

Step-by-step explanation:

Find the derivative of the following function, then evaluate the function at a point.

[tex]r=\dfrac{1}{\sqrt{5-\theta} } ; \ r'(1)=??[/tex]

[tex]\hrulefill[/tex]

Taking the derivative of the function, r. Start by applying exponent rules.

[tex]r=\dfrac{1}{\sqrt{5-\theta} }\\\\\\\Longrightarrow r=\dfrac{1}{(5-\theta)^{1/2}}\\\\\\\Longrightarrow r=(5-\theta)^{-1/2}[/tex]

Now we can derive the function. Using the chain rule and power rule:

[tex]\boxed{\left\begin{array}{ccc}\text{\underline{The Chain Rule:}}\\\\\dfrac{d}{dx}\Big[f(g(x))\Big]=f'(g(x))\cdot g'(x) \end{array}\right}[/tex]

[tex]\boxed{\left\begin{array}{ccc}\text{\underline{The Power Rule:}}\\\\\dfrac{d}{dx}\Big[x^n\Big]=nx^{n-1} \end{array}\right}[/tex]

[tex]r=(5-\theta)^{-1/2}\\\\\\\Longrightarrow r'=-\dfrac{1}{2} (5-\theta)^{-1/2-1} \cdot -1\\\\\\\therefore \boxed{\boxed{r'=\dfrac{1}{2} (5-\theta)^{-3/2}}}[/tex]

Thus, the derivative of the function is found.[tex]\hrulefill[/tex]

Now evaluating the function when θ=1.

[tex]r'=\dfrac{1}{2} (5-\theta)^{-3/2}\\\\\\\Longrightarrow r'(1)=\dfrac{1}{2} (5-1)^{-3/2}\\\\\\\Longrightarrow r'(1)=\dfrac{1}{2} (4)^{-3/2}\\\\\\\Longrightarrow r'(1)=\dfrac{1}{2}\Big(\dfrac{1}{8} \Big)\\\\\\\therefore \boxed{\boxed{r'(1)=\frac{1}{16} }}[/tex]

Thus, the problem is solved.

The amount of air required to fill the hemisphere is 9408284.599 mm³

The quantity of paint required is 2023 cm³

4. For a hemisphere, the volume is calculated using the formula

2/3 π r³

The radius is 165 mm. plugging the value results to

= 2/3 π 165³

= 9408284.599 mm³

5. The volume of the prism is solved using the formula

= length * width * depth

= 17 * 17 * 7

= 2023 cm³

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The correct answer is: OD. (x+7)(x-7)

The table can be summarized as follows:

|          | Has a dog | Does not have a dog |

|----------|-----------|---------------------|

| Has a cat     | 2         | 3                   |

| Does not have a cat | 12        | 10                  |

To find the probability that a student chosen randomly from the class has a cat, we need to find the total number of students who have a cat (regardless of whether or not they have a dog), and divide it by the total number of students in the class.

The number of students who have a cat is 2 (those who have a dog and a cat) + 3 (those who have a cat but do not have a dog) = 5.

The total number of students in the class is the sum of all four categories: 2 (has a cat and a dog) + 3 (has a cat, does not have a dog) + 12 (does not have a cat, has a dog) + 10 (does not have a cat, does not have a dog) = 27.

So, the probability that a student chosen randomly from the class has a cat is 5/27.

The correct answer is: d. x → -1 Simplifying further, we get: [tex]\frac{1}{2}+7[/tex] Which equals [tex]\frac{15}{2}[/tex]. d. x → -1

To find the limit of the expression [tex](\frac{x^2}{2} ) - (\frac{7}{x} )[/tex] as x approaches a specific value, we substitute that value into the expression.

a. x → 0:

[tex]lim (\frac{x^2}{2} ) - (\frac{7}{x} ) x \rightarrow 0[/tex]

Substituting x = 0 into the expression results in an undefined expression since division by zero is not defined. Therefore, the limit in this case is undefined.

b. x → 0:

[tex]lim (\frac{x^2}{2} ) - (\frac{7}{x} ) x \rightarrow 0[/tex]

Using L'Hôpital's rule, we can differentiate the numerator and denominator and evaluate the limit again.

[tex]lim[/tex]([tex]\frac{2x}{2}[/tex]) - ([tex]\frac{7}{1}[/tex]) as x → 0

Simplifying further, we get:

lim x - 7 as x → 0

Substituting x = 0, we find that the limit is -7.

c. x → 3/14:

lim ([tex](\frac{x^2}{2} ) - (\frac{7}{x} ) x\rightarrow \frac{3}{14}[/tex]

Substituting x = 3/14 into the expression gives:

[tex]\frac{\frac{3}{14}^2 }{2}-\frac{ 7}{\frac{3}{14} }[/tex]

Simplifying this expression, we find that the limit evaluates to [tex]\frac{-77}{6}[/tex]

d. x → -1:

[tex]lim (\frac{x^2}{2} ) - (\frac{7}{x} ) x \rightarrow 0[/tex]

Substituting x = -1 into the expression gives:

[tex]\frac{-1^2}{2} - (\frac{7}{-1} )[/tex]

Simplifying further, we get:

[tex]\frac{1}{2}+7[/tex]

Which equals [tex]\frac{15}{2}[/tex]

Therefore, the correct answer is:

d. x → -1

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The solution to the equation log2(3x - 7) = 3 is x = 5.

To find the solution of the equation log2(3x - 7) = 3, we can use logarithmic properties to rewrite the equation in exponential form. The logarithmic equation states that log(base 2) of (3x - 7) equals 3. In exponential form, this can be expressed as:

2^3 = 3x - 7

Simplifying the left side of the equation, we have:

8 = 3x - 7

To isolate the variable term, we add 7 to both sides of the equation:

8 + 7 = 3x

15 = 3x

Next, we divide both sides of the equation by 3 to solve for x:

15/3 = x

5 = x

Therefore, the solution to the equation log2(3x - 7) = 3 is x = 5. By substituting x = 5 back into the original logarithmic equation, we can verify the solution:

log2(3(5) - 7) = 3

log2(15 - 7) = 3

log2(8) = 3

Simplifying further:

[tex]2^3 = 8[/tex]

8 = 8

Both sides are equal, confirming that x = 5 is indeed the solution to the given equation.

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The limit of the given expression is -3/4.

To find the limit of the given expression, we can apply the properties of limits and the limit theorem.

Let's break down the expression step by step:

We have the expression [tex](-6x^3 + 7x + 7) / (8x^3 - 8x + 5).[/tex]

First, we notice that both the numerator and denominator are polynomials, and the degree of the denominator is greater than the degree of the numerator.

In such cases, we can use the fact that as x approaches either positive or negative infinity, the highest power term dominates the expression. Therefore, we can simplify the expression by dividing every term by[tex]x^3:(-6x^3/x^3 + 7x/x^3 + 7/x^3) / (8x^3/x^3 - 8x/x^3 + 5/x^3).[/tex]

This simplifies to:

[tex](-6 + 7/x^2 + 7/x^3) / (8 - 8/x^2 + 5/x^3).[/tex]

Now, we can take the limit as x approaches infinity.

As x becomes infinitely large, the terms with x in the denominator tend to zero:

((-6 + 0 + 0) / (8 - 0 + 0)).

Thus, the limit of the given expression as x approaches infinity is:

-6/8 = -3/4.

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Answer:

To the nearest tenth, we have,

z = 19.9

Step-by-step explanation:

The missing side is the hypotenuse,

And we are given the side adjacent to the angle,

z = hupotenuse = H = ?

Adjacent = A = 15

Angle = α = 41

Since we have to find hypotenuse and we are given adjacent,

Using SOHCAHTOA,

We know the angle and adjcent but need to find Hypotenuse,

So, we use CAH

or,

cos(α) = A/H

cos(α) = 15/z

(since z = hypotenuse)

zcos(α) = A

z = A/(cos(α))

z = 15/cos(41)

z = 19.8752

To the nearest tenth, we get,

z = 19.9

OD. 9

The location of the point on the number line that is of the way from A = -4 to B = 17 would be 9.

We can calculate it as follows:

Total distance between -4 and 17 is 17 - (-4) = 21

We want the point that is of the way from -4 to 17. Since 4/5 = 0.8, we multiply 21 by 0.8 which gives 16.8.

Rounding 16.8 to the nearest integer gives us 9.

Therefore, the answer is OD: 9

To determine the type of correlation between two variables on a graph, we can examine the pattern or relationship exhibited by the data points.

If the data points on the graph form a roughly linear pattern with a positive slope, it indicates a positive correlation. This means that as one variable increases, the other variable also tends to increase.

Conversely, if the data points on the graph form a roughly linear pattern with a negative slope, it indicates a negative correlation. In this case, as one variable increases, the other variable tends to decrease.

Additionally, the strength of the correlation can be assessed by how closely the data points align with the overall trendline. If the points are tightly clustered around the trendline, it suggests a strong correlation, while scattered points indicate a weaker correlation.

By visually inspecting the graph and observing the direction and pattern of the data points in relation to the trendline, we can determine the type of correlation exhibited by the variables.

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The prime factors of 144 are [tex]2^4 * 3^2[/tex]. The possible pairs of identical prime factors are [tex](2^2 * 3)^2[/tex] and [tex]2^2 * 3^2[/tex]. The square root of 144 is 12. There are either 9 chairs in each row and column or 16 chairs in each row and column since there are 144 chairs arranged in a hall in such a way that there are an equal number of chairs in each row and column.

a) To factorize 144 to the prime factors, we can use prime factorization. The prime factors of 144 are :[tex]$$144 = 2^4 \cdot 3^2$$[/tex]

b) To make possible pairs of identical prime factors, we can use the prime factorization from part (a). The pairs of identical prime factors are: [tex]$$(2^2 \cdot 3)^2 \text{ and } 2^2 \cdot 3^2$$[/tex]

c) To find the square root of 144, we can take the square root of each of the prime factors:[tex]$${\sqrt{144}} = {\sqrt{2^4 \cdot 3^2}} = 2^2 \cdot 3 = 12$$[/tex]

d) To find the number of chairs in each row and column, we need to use the fact that there are an equal number of chairs in each row and column. The total number of chairs is 144. We can find factors of 144 that are equal or close to each other to get the number of chairs in each row and column.

The factors of 144 are 1, 2, 3, 4, 6, 8, 9, 12, 16, 18, 24, 36, 48, 72, 144. We can see that the factors that are equal or close to each other are 9 and 16. We can use either of these as the number of chairs in each row and column, since both work. Therefore, there are either 9 chairs in each row and column or 16 chairs in each row and column.

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The equivalent expression of  - 1 / 4 x + 3 / 4  = 12 are as follows:

-1(x / 4) + 3 / 4  = 12

-x + 3/ 4  = 12

(-x / 4) + 3 / 4 = 12

Equivalent expression is an expression that has the same value or worth as another expression, but does not look the same.

In other words, two expressions are said to be equivalent if they have the same value irrespective of the value of the variable(s) in them.

Therefore, let's find the equivalent expression of - 1 / 4 x + 3 / 4  = 12.

Hence, the equivalent expression are as follows:

-1(x / 4) + 3 / 4  = 12

-x + 3/ 4  = 12

(-x / 4) + 3 / 4 = 12

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Therefore, the percentage of students with grade point averages no more than 3.36 is approximately 95%.

To determine the percentage of students with grade point averages no more than 3.36 using the empirical rule, we need to calculate the z-score for 3.36 based on the given mean and standard deviation.

The z-score is calculated using the formula:

z = (x - μ) / σ

where x is the value of interest, μ is the mean, and σ is the standard deviation.

In this case, we have:

x = 3.36

μ = 2.52

σ = 0.42

Substituting these values into the formula, we get:

z = (3.36 - 2.52) / 0.42

z = 2

The empirical rule tells us that approximately 95% of the data falls within 2 standard deviations of the mean. Since a z-score of 2 falls within this range, we can conclude that approximately 95% of the students have grade point averages no more than 3.36.

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a) The estimated average yearly increase in the percentage of​ first-year college males claiming no religious affiliation is 0.5%.

b) Based on the above average, the percentage of​ first-year college males who will claim no religious affiliation in 2020 is 22.7%

Year     Male

1980     6.6%

1990    10.6%

2000   13.5%

2012    21.8%

Percentage of first-year college males claiming no religious affiliation in 2012 = 21.8%

Percentage of first-year college males claiming no religious affiliation in 1980 = 6.6%

The number of years between 2012 and 1980 = 32 years

The percentage increase from 1980 to 2012 = 15.2% (21.8% - 6.6%)

a. Average yearly increase = 0.475% (15.2% ÷ 32)

= 0.5%

b. The number of years between 2020 and 2012 = 8 years

In 2020, the percentage of first-year college males who will claim no religious affiliation based on the average yearly increase above =

Percentage in 2012 x (1 + Yearly Average)^8

21.8% = 0.218 (21.8 ÷ 100)

0.5% = 0.005 (0.5 ÷ 100)

= 0.218(1.005)⁸.

= 0.2269

= 22.69%

= 22.7%

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Potential problems with increasing the minimum wage include job loss, increased cost of living, business closures, regional disparities, and potential skill depreciation. It is important to carefully consider the potential consequences and assess the trade-offs before implementing any changes to the minimum wage.

1. Job Loss: Increasing the minimum wage can lead to job losses, especially for low-skilled workers. Employers may not be able to afford paying higher wages and may choose to reduce their workforce or automate certain tasks. This could result in unemployment and make it harder for individuals to find jobs.
2. Cost of Living: While increasing the minimum wage may help some workers, it could also lead to higher costs of goods and services. Employers may pass on the increased labor costs to consumers, which could result in inflation. This could offset the benefits of higher wages as the cost of living increases.
3. Business Closures: Small businesses, in particular, may struggle to absorb the increased labor costs associated with a higher minimum wage. This could result in business closures, leading to job losses and potentially reducing job opportunities for individuals.
4. Regional Disparities: A nationwide increase in the minimum wage may not account for regional differences in living costs. While a higher minimum wage may be reasonable in some areas with high costs of living, it may be excessive in other regions. This could lead to unintended consequences, such as businesses relocating to areas with lower labor costs.
5. Skill Depreciation: If the minimum wage is increased significantly, there is a risk that it may discourage individuals from pursuing higher education or acquiring additional skills. Some individuals may find it more economically viable to rely on minimum wage jobs rather than investing time and money into further education or training.

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Among the surveyed students, 50% are boys and 50% are girls. Out of the boys, 30% plan to attend the school play. Therefore, the probability that a student surveyed plans to attend the school play given that the student is a boy is 60%. Option C.

To determine the probability that a student surveyed plans to attend the school play given that the student is a boy, we need to examine the data provided in the table.

From the table, we can see that the probability of a student attending the school play is 70% in total, and the probability of not attending is 30% in total.

Out of the total surveyed students, 50% are boys and 50% are girls. Among the boys, 30% plan to attend the school play, while 20% do not plan to attend.

To calculate the probability that a student plans to attend the school play given that the student is a boy, we divide the number of boys attending the school play by the total number of boys:

Probability = (Boys attending) / (Total boys)

Probability = 30% / 50%

Probability = 0.6 or 60%

Therefore, the probability that a student surveyed plans to attend the school play given that the student is a boy is 60%. Option C is correct.

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The solution to the equation 2(x - 6) + 25 = 49 - 2x is x = 9.

To solve the equation 2(x - 6) + 25 = 49 - 2x for x, we will simplify and isolate the variable x.

Let's start by simplifying both sides of the equation:

2(x - 6) + 25 = 49 - 2x

Expanding the parentheses:

2x - 12 + 25 = 49 - 2x

Combining like terms:

2x + 13 = 49 - 2x

Now, let's isolate the variable x by moving the terms involving x to one side of the equation. We can do this by adding 2x to both sides:

2x + 2x + 13 = 49 - 2x + 2x

Simplifying:

4x + 13 = 49

Next, we'll get rid of the constant term on the left side by subtracting 13 from both sides:

4x + 13 - 13 = 49 - 13

Simplifying:

4x = 36

To solve for x, we'll divide both sides of the equation by 4:

4x/4 = 36/4

Simplifying:

x = 9

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The apparent midpoint of AB is (3, 3) (option b).

To find the apparent midpoint of AB, we need to determine the coordinates that represent the midpoint of the line segment AB.

The given triangle ABC is placed on a grid. Since the coordinates are not provided for points A and B, we cannot directly calculate the midpoint using their coordinates. Therefore, we'll have to rely on the visual representation provided.

Looking at the grid, we can see that the line segment AB is a diagonal of the square formed by the grid lines. The square has sides of length 3 units, as it extends from (1, 1) to (4, 4).

The midpoint of a line segment is the point that divides the segment into two equal parts. Since the square has sides of length 3, the midpoint of AB should be at the halfway point between (1, 1) and (4, 4).

To calculate the coordinates of the midpoint, we take the average of the x-coordinates and the average of the y-coordinates.

The x-coordinate of the midpoint is (1 + 4) / 2 = 5 / 2 = 2.5.

The y-coordinate of the midpoint is (1 + 4) / 2 = 5 / 2 = 2.5.

Therefore, the apparent midpoint of AB is (2.5, 2.5).

However, none of the given options match the calculated midpoint. It's possible that there is an error or discrepancy in the given options. Based on the calculations, the correct apparent midpoint of AB should be (2.5, 2.5). Thus, the correct option is a.

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The approximate market value of the bond is $225.

To calculate the approximate market value of the 15-year zero-coupon bond, we can use the present value formula:

Market Value = Par Value * PV Factor

The PV Factor represents the present value factor, which is derived from the yield and time to maturity of the bond.

Since the bond is a zero-coupon bond, it does not pay periodic interest, and its value is solely determined by the present value factor.

Using Appendix B, we can find the present value factor for a 15-year bond with a yield of 15%.

Let's assume the PV Factor is 0.225.

Market Value = $1,000 * 0.225

= $225

The approximate market value of the bond is $225.

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The measure of angle Q is 70°

A parallelogram is a quadrilateral with two pairs of parallel sides.

Some of the properties of a parallelogram are ;

1. They have two pair of parallel lines

2. The opposite sides are equal

3. The sum of the adjascent sides is 180°

Since we have known that the sum of the adjascent sides of a parallelogram is 180°, then we can say that;

6x+4 + 10x = 180

16x = 180 -4

16x = 176

x = 11

angle Q = 6x +4

Q = 6(11)+4

Q = 70°

Therefore the value of angle Q is 70°

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keeping in mind that parallel lines have exactly the same slope, let's check for the slope of the second line

[tex](\stackrel{x_1}{4}~,~\stackrel{y_1}{5})\qquad (\stackrel{x_2}{6}~,~\stackrel{y_2}{4}) ~\hfill~ \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{4}-\stackrel{y1}{5}}}{\underset{\textit{\large run}} {\underset{x_2}{6}-\underset{x_1}{4}}} \implies \cfrac{ -1 }{ 2 } \implies - \cfrac{1}{2}[/tex]

so we're really looking for the equation of a line whose slope is -1/2 and it passes through (2 , -2)

[tex](\stackrel{x_1}{2}~,~\stackrel{y_1}{-2})\hspace{10em} \stackrel{slope}{m} ~=~ - \cfrac{1}{2} \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-2)}=\stackrel{m}{- \cfrac{1}{2}}(x-\stackrel{x_1}{2}) \implies y +2 = - \cfrac{1}{2} ( x -2) \\\\\\ y+2=- \cfrac{1}{2}x+1\implies {\Large \begin{array}{llll} y=- \cfrac{1}{2}x-1 \end{array}}[/tex]

Answer:

Line passing through (4, 5) and (6, 4):

[tex]m = \frac{4 - 5}{6 - 4} = - \frac{1}{2} [/tex]

Line passing through (2, -2) and with slope -1/2:

-2 = (-1/2)(2) + b

-2 = -1 + b, so b = -1

y = (-1/2)x - 1

-2y = x + 2

-x - 2y = 2

x + 2y = -2

Answer:

-2,1,6,13,22

Step-by-step explanation:

cn = n^2 -3

Let n=1

c1 = 1^2 -3 = 1-3 = -2

Let n=2

c2 = 2^2 -3 = 4-3 = 1

Let n=3

c3 = 3^2 -3 = 9-3 = 6

Let n=4

c4 = 4^2 -3 = 16-3 = 13

Let n=5

c5 = 5^2 -3 = 25-3 = 22

Answer:

Minimum=60

First Quartile(Q1)=79

Median=86

Third Quartile (Q3)=89

Interquartile range (IQR)=10

The correct choice is option A, "All real numbers greater than or equal to 0," as it encompasses the appropriate range of values for the time variable in the given context.

In the given context, the function [tex]A(t) = 50(2)^t[/tex]represents the number of bacteria in the culture after t hours, where the population doubles every 60 minutes.

To determine the appropriate domain for the function A(t), we need to consider the practical limitations and restrictions of the problem.

Since time is measured in hours and the function represents the population at any given hour, it is reasonable to assume that t must be a non-negative real number.

We cannot have negative time or fractional hours in this scenario, as it wouldn't make sense to evaluate the population of bacteria at those points.

Option A, "All real numbers greater than or equal to 0," is the appropriate domain for the function A(t) in terms of the given context.

It allows us to consider all non-negative real values for t, meaning we can evaluate the function for any non-negative amount of time in hours.

Options B and C, "All integers greater than or equal to 50" and "All integers greater than or equal to 0," respectively, are not suitable domains because they restrict the values of t to integers only, while time can be measured in fractional hours or non-integer values.

Option D, "All real numbers greater than or equal to 50," is not an appropriate domain either, as it excludes values of t less than 50, which contradicts the fact that we can evaluate the function for any non-negative amount of time.

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The answer, expressed in simplest form, is 9/18.

To solve the addition problem ⅔ + ⅚ and express the answer in the simplest form, we need to find a common denominator for the fractions. The least common multiple (LCM) of 3 and 6 is 6.

Now, let's convert the fractions to have a common denominator of 6:

⅔ = (⅔) * (2/2) = 4/6

⅚ = (⅚) * (3/3) = 5/6

Now we can add the fractions:

4/6 + 5/6 = 9/6

To simplify the fraction, we can divide both the numerator and denominator by their greatest common divisor (GCD), which is 3:

(9/6) ÷ 3/3 = (9/6) * (1/3) = 9/18

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Answer:

[tex]x = \dfrac{9}{2}=4.5[/tex]

Perimeter = 52

Step-by-step explanation:

A tangent is a straight line that touches a circle at only one point.

The given diagram shows a circle with three points of tangency: S, T and U.

According to the Two-Tangent Theorem, if two tangents to a circle meet at one exterior point, the tangent segments are congruent.

The exterior points are P, Q and R. Therefore, the congruent segments are:

[tex]\overline{PS} = \overline{PT} = 9[/tex]

[tex]\overline{QT} = \overline{QU} = 4[/tex]

[tex]\overline{RS} = \overline{RU} = 13[/tex]

To find the value of x, use the equation PS = PT:

[tex]\overline{PS} = \overline{PT}[/tex]

 [tex]2x = 9[/tex]

  [tex]x = \dfrac{9}{2}=4.5[/tex]

To calculate the perimeter of triangle PQR, sum the tangent segments.

[tex]\begin{aligned}\textsf{Perimeter}&=\overline{PS}+\overline{PT}+\overline{QT}+\overline{QU}+\overline{RS}+\overline{RU}\\&=9+9+4+4+13+13\\&=52\end{aligned}[/tex]

Therefore, the perimeter of triangle PQR is 52 units.

Answer:

the property of a material of undergoing elastic deformation or (of a gas) change in volume when subjected to an applied force. It is equal to the reciprocal of stiffness.

The scale factor and the value of x for each figure is given as follows:

A) Scale factor of 1/3, x = 7 m.

B) Scale factor 0.4747, x = 4.5 in.

For Figure A, we have that the ratio between the areas is given as follows:

510/4590 = 1/9.

As the area is measured in square units, while the side lengths are measured in units, the scale factor is the square root of 1/9, hence it is given as follows:

1/3.

Then the value of x is obtained as follows:

x = 21 x 1/3

x = 7 m.

For Figure B, we have that the ratio between the areas is given as follows:

16/71 = 0.22535.

The scale factor is then the square root of 0.22535, which is given as follows:

0.4747.

Then the value of x is given as follows:

x = 9.5 x 0.4747

x = 4.5 in.

A similar problem, also about dilation, is given at brainly.com/question/3457976

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