THREE PARTS QUESTION PLEASE HELP EASYY

Philip pours wax into a cylindrical mold to make candles. The dimensions of a finished candle are shown in the diagram below.

PART
A candle shaped like a cylinder is shown. The height of the candle is labeled five and five tenths inches. A dashed line is drawn from the center of the circular base to the edge. The line is labeled three inches.

Question 1
Part A

How much wax does Philip use to make a candle rounded to the nearest cubic inch? Use 3.14 for π.
Enter the correct answer in the box.


Question 2
Part B

Philip spends $0.15 per cubic inch for the wax to make the candles. Approximately how much will it cost him to purchase enough wax to make 14 cylindrical candles?

A) $109.20 dollars


B) $218.40 dollars


C) $325.50 dollars


D) $598.50 dollars


Question 3

Part C
Philip wants to cover the lateral surface of one of the candles with glitter. How many square inches of the candle will he cover with glitter in terms of π?

Enter the correct answer in the box in terms of π.

The perimeter of a rectangle is the sum of all four sides of the rectangle is 32.4g + (-2k).

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The perimeter of a rectangle is the sum of all four sides of the rectangle is 32.4g + (-2k).

In geometry, the perimeter of a shape is defined as the total length of its boundary. The perimeter of a shape is determined by adding the length of all the sides and edges enclosing the shape. It is measured in linear units of measurement like centimeters, meters, inches, or feet.The perimeter of a shape is defined as the total distance around the shape.

It is the length of the outline or boundary of any two-dimensional geometric shape. The perimeter of different figures can be equal in measure depending upon the dimensions. For example, imagine a triangle made of a wire of length L. The same wire can be reused to make a square, considering that all the sides are equal in length. Look at the image below showing the perimeter of a rectangular park.

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Answer:

if we multiply 11/4 to 4/11 it gives product as 1

Answer:23.2

Step-by-step explanation:

10/2=5

10/5=2

116/5=23.2

Answer:

580 ft.

Step-by-step explanation:

The height of the cellphone tower can be found using the following proportion:

(shadow of cellphone tower) / (shadow of 10 foot post) = (height of cellphone tower) / (10 feet)

Solving for the height of the cellphone tower:

(116 feet) / (2 feet) = (height of cellphone tower) / (10 feet)

Which brings us to:

116 ÷ 2 = x ÷ 10

58 = x ÷ 10

580 = x

The cell phone tower is 580 ft.

The right response is E. n = 100 at whatever degree of confidence.

We are aware that the sample size's square root and the margin of error are inversely proportional. The margin of error therefore decreases as n increases, but we also know that margin of error is proportional to the critical value, which increases as confidence level increases. However, for t and z, and for a relevant confidence level, the critical value lies between 1-3, so the sample size has the greatest impact.Because of this, choice E is the right one.

Therefore, The right response is E. n = 100 at whatever degree of confidence.

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the factors for 28 are 1,2,4,7,14 and 28

The answer to the equation X + 5 3 2 a + 20 3 a + 2 3 3x + 2 12 2 3 4x-1 1/4-x is [tex]33 x-\frac{1}{4}$$[/tex] .

Simplify [tex]$34 x-1 \cdot \frac{1}{4}-x: \quad 33 x-\frac{1}{4}$[/tex]

[tex]$$34 x-1 \cdot \frac{1}{4}-x$$[/tex]

like phrases together

[tex]$$=34 x-x-1 \cdot \frac{1}{4}$$[/tex]

Add comparable elements: [tex]34 x-x=33 x$[/tex]

[tex]$$=33 x-1 \cdot \frac{1}{4}$$[/tex]

Multiply: [tex]$1 \cdot \frac{1}{4}=\frac{1}{4}$[/tex]

[tex]=33 x-\frac{1}{4}$$[/tex]

Both the addition rule and the multiplication/division rule are introduced to us in algebra 1 as the two rules for solving equations. According to the equation addition rule, an equation's solution set can be changed by adding the same amount to either side of an equation without doing so.

Identification, prioritisation, and selection of potential solutions are all steps in the process of problem solving, which also involves characterising the issue at hand, figuring out its root cause, and putting a plan of action into action. Algebraic Golden Rule: "Do unto one side of the equal sign as you will unto the other."

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$281.88 is the total amount sam paid for television.

percentage, a relative value indicating hundredth parts of any quantity.

Given that television was originally priced at $522, but Sam waited to buy it until the television was on sale for 50% off.

Let us find the 50% of 522

50/100×522

0.5×522

$261

8% sales tax on the sale price

8/100×261

0.08×261

$20.88

The total he paid is $261+$20.88 is $281.88.

Hence, $281.88 is the total amount sam paid for television.

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The mean of the sampling distribution is related to the mean of the population, the standard deviation of the sampling distribution is related to the standard deviation of the population and the shape of the sampling distribution is affected by the sample size.

a. The mean of the sampling distribution is related to the mean of the population. The mean of the sampling distribution is an estimate of the population mean and is usually denoted by x⁻. The mean of the sampling distribution is expected to be close to the population mean, as the sample size increases. However, if the sample size is small, there will be more variation in the sample means and the sample mean will not be an accurate estimate of the population mean.

b. The standard deviation of the sampling distribution is related to the standard deviation of the population. The standard deviation of the sampling distribution is an estimate of the population standard deviation and is usually denoted by s. The standard deviation of the sampling distribution is expected to be smaller than the population standard deviation, as the sample size increases. The standard deviation of the sampling distribution is also affected by the sample size, it decreases as sample size increases.

c. The shape of the sampling distribution is affected by the sample size. As the sample size increases, the shape of the sampling distribution becomes more normal and less skewed, regardless of the shape of the population. The larger the sample size, the less spread in the sample means and more likely that the sample mean will be close to the population mean.

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It has a diameter of 1.25 inches and yield stress of 63,000 psi. Find the variable component stress.

alternative the fee of weight for pressure in the formula for stress, σ = F/A, wherein F is the force and A is the vicinity of go-phase.

In easy phrases we can define pressure because the pressure of resistance per unit area, provided by means of a frame against deformation. strain is the ratio of force over area (S =R/A, in which S is the strain, R is the inner resisting force and A is the move-sectional location).

while the forces acting on the frame are trying to squash it's far compression. The method underneath is used to calculate the pressure: strain =force/ cross-sectional location. σ= F/A.

If we are about to layout a beam or a member. We need strain fee to evaluate with extraordinary pass-sectional shapes and distinct material homes to reach at a feasible section.”

Therefore, It has a diameter of 1.25 inches and yield stress of 63,000 psi.

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The Python program above defines the class Cse20, which is used to generate a subject.

The class Cse20, which is used to generate a subject, is defined in the preceding Python program ( instance of the Cse20 object). The getter methods, such as get length, get title, and get length in days, return a topic's length, title, and length in days, respectively, but the __str__ and __add__ methods override the topic's string object and addition of length, respectively.

class Cse20_topic:

  def __init__(self, title, length):

      self.title = title

      self.length = length

  def get_length(self):

      return self.length

  def get_title(self):

      return self.title

  def get_length_in_days(self):

      return self.length*7

  def __str__(self):

      return f'Title: {self.title}, length: {self.length}'

  def __add__(self, other):

      return self.length+other.length

The complete question is:

Write the implementation of a class Cse20 Topic that represents a topic in the cse20 class. The class should implement the init function, getters, and override the str and add functions.

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The probability result may lead to selection bias, as the podcast host is only polling her next 100 fans who send emails, and not all of her listeners.

The podcast host is polling the next 100 listeners who send her fan emails in order to find out how they like the show. The results of the poll show that 80 out of 90 listeners polled said they liked it. This result may lead to selection bias, as the podcast host is only polling her next 100 fans who send emails, and not all of her listeners. This means that the results of the poll may not be reflective of the opinion of all of the podcast host's listeners. Furthermore, the results may be influenced by the volunteer bias, as the respondents may have volunteered to take part in the poll because they already liked the show and wanted to show their support. Additionally, the results may be affected by non-response bias, as those who chose not to take part in the poll may have different opinions than those who did.

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The appropriate interval width for a random sample of 110 observations.

a) w=1

b) w=2

c) w=2

and d) w=4

The interval width is a value that is used to divide the usage distribution into usage rate intervals.

we shall determine an appropriate interval width for a random sample of 110 observations that fall between and include each of the following.

let's start.

we are aware the formula to calculate class width.

[tex]w=\frac{L.O-S.O}{N.C}[/tex],

where,

w for width, L.O is stand for largest observation and S.O for smallest observation and N.C is number of classes.

We solve it by options.

so first come on option (a)

given interval is 20 to 85.

[tex]w=\frac{85-20}{110} \\w=\frac{65}{110} \\w=0.59[/tex]

since we need to round upward the class width, w=1

for option (b)

[tex]w=\frac{190-30}{110} \\\\w=\frac{160}{110} =1.45[/tex]

since we need to round upward the class width, w=2

for option (c)

[tex]w=\frac{230-40}{110} \\\\w=\frac{190}{110}=1.73[/tex]

since we need to round upward the class width, w=2

for option (d)

[tex]w=\frac{360}{110} =3.27[/tex]

since we need to round upward the class width, w=4,

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The length of the x is 12 units .

The Pythagorean theorem states that in a right-angled triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides. It can be written as c² = a²+ b², where c is the hypotenuse and a,b are the other two sides.

Since the given triangle is a right anlgled triangle so we will use Pythagorean theorem:

using Pythagorean theorem :

H² = P² + B²

where H is hypotenuse , P is perpendicular and B is base of the triangle

H = 13

P = 12

B = x

=> 13² = 12² + x²

=> 169 = 144 + x²

=> x² = 169- 144

=> x² =25

=> x = 5

so the value of x = 5 units

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Complete question:

given the triangle below, find the length of side x.

The equation for x in terms of c is x = 29/8c (D).

From the case we have the equation of:

[tex]\frac{2}{3}(cx + \frac{1}{2})-\frac{1}{4}=\frac{5}{2}[/tex]

We will use distribution to isolate x on the left side and all terms of c from others on the right side.

2cx + 2 - 1 = 5

 3       6     4     2

We will use the lowest common multiple to eliminate the numerator:

2cx + 2 - 1 = 5

 3       6     4     2

--------------------------- x 12 --> lowest common multiple

8cx + 4 - 3  =  30

8cx + 1 = 30

8cx = 29

x = 29/8c

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In decimal form, 549/999 is expressed as.549, which repeats.

Why do we use decimals?

One of the number types in algebra that has a whole integer and a fractional portion separated by a decimal point is a decimal. The decimal point is the dot that appears between the parts of a whole number and a fraction. An example of a decimal number is 34.5.

Divide 549 by 999 to get the decimal equivalent of 549/999.

The solution is.549549.

Over the repeated numerals is a bar.

In decimal form, 549/999 is expressed as.549, which repeats.

In decimal form, 549/999 is expressed as.549, which repeats.

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In the word problem 17 less than a number is at least -1 the number in reference is 16

In place of mathematical symbols, word problems are mathematical problems that are presented in everyday language. The fact that word problems must first be converted into mathematical equations and then those equations must be solved is a problem when dealing with word problems.

Word problems are mathematical problems that are presented in everyday language rather than using mathematical symbols. When dealing with word problems, it is a problem that word problems must first be transformed into mathematical equations, and then those equations must be solved.

Given

17 less than a number is at least -1, i.e.

x - 17 = -1

x = - 1 + 17

x = 16

Thus, in the word problem 17 less than a number is at least -1 the number in reference is 16.

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If there is only one answer, it is the coordinates. y = 1/2x - 1, y = 4x + 6 equals (0,6) (-3/2, 0), and so forth.

Given,

y = 1/2x - 1

y= 4x + 6

You may also rapidly graph them on paper as follows.

To get two points for each line, find the x and y intercepts for each line.

y = 1/2x - 1

(0, -1) (2, 0)

For the next line

y= 4x + 6

(0, 6) (-3/2, 0)

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The diagram of the required shaded region of the Venn representing the set of elements (A ∩ B)' ∪ C, created with MS Word, is attached.

A Venn diagram consists of circles or curved enclosures, representing sets, located in a universal set which is a rectangle.

The sdets shown in the Venn diagram = Set A, Set B, and Set C

The required region to be shaded in the Venn diagram = (A ∩ B)' ∪ C'

A ∩ B (A intersection B) is the set of elements common to both Set A and Set B

(A ∩ B)' (A intersection B) complement is the set of all elements which are not in the set of elements common to both Set A and Set B

(A ∩ B)' ∪ C (A intersection B)  comliment union C; The set of elements not in the intersection of Set A and Set B, but contains the elements in Set C

(A ∩ B)' ∪ C' (A intersection B)  comliment union C complement; The set of elements not in the intersection of Set A and Set B, but includes elements in the universal set, excluding all elements in the Set C.

The required shaded region is; A ∩ (B ∪ C)', B ∩ (A ∪ C)' and (A ∪ B ∪ C)'

Please find attached the diagram of the Venn diagram, created with MS Word, with the shaded region representing (A ∩ B)' ∪ C'

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To evaluate f(-x) when f(x) = x/(x^2 + 1), we need to substitute -x for x in the function.

So f(-x) = (-x)/((-x)^2 + 1)

Simplifying the denominator we get:

f(-x) = (-x)/(x^2 + 1)

The function f(-x) is equivalent to the function f(x) with the x-value negated. The value of the function f(-x) is the same as the value of the function f(x) but with the x-value negated.

It's important to note that we can also express this as f(-x) = -f(x)

So the value of f(-x) is x/(x^2 + 1) with the x-value negated.

The price difference, which can then be used to determine the extra he can charge for the front row tickets.

To calculate the price difference between the front row and second row tickets, Jim should first identify the mean price of the second row tickets, P2. He can then compare the mean price of the second row tickets to the mean price of the front row tickets, P1. He can then calculate the price difference between the two rows by subtracting the mean price of the second row tickets from the mean price of the first row tickets, (P1-P2). This will give him the price difference, which can then be used to determine the extra he can charge for the front row tickets.

For example, if the mean price of the second row tickets, P2, is $15 and the mean price of the first row tickets, P1, is $20, then the price difference would be $5, meaning he can charge an extra $5 for the front row tickets.

Formula: Price Difference = P1 - P2

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Four numbers forming a geometric sequence such that the second term is 35 less than the first term and the third term is 560 more than the fourth term are [tex]7 , -28 , 112,-448[/tex].

Geometric sequence is type of sequence in which ratio of two consecutive term is equal.

Let the geometric sequence be [tex]G_{1} , G_{2} , G_{3} , G_{4}[/tex] and common ratio be [tex]r[/tex]

According to the question,

                                            [tex]G_{1} = G_{2} + 35[/tex]              (eq 1)

                                         ⇒ [tex]G_{1} = rG_{1} +35[/tex]          ∵ [tex]G_{2}= rG_{1}[/tex]

                                         ⇒ [tex]G_{1} (1-r) = 35[/tex]

                                         ⇒ [tex]1-r = \frac{35}{G_{1} }[/tex]

                                         ⇒ [tex]r = 1 -\frac{35}{G_{1} }[/tex]                 (eq 2)

Also according to the question,

                                                [tex]G_{3} = G_{4} + 560[/tex]

                                             ⇒ [tex]G_{3} = rG_{3} + 560[/tex]

                                             ⇒ [tex]G_{3} (1-r) = 560[/tex]

                                             ⇒ [tex]r^{2} G_{1} (\frac{35}{G_{1} } ) = 560[/tex]

                                             ⇒ [tex]35r^{2} = 560[/tex]

                                             ⇒ [tex]r^{2} = 16[/tex]

                                              ⇒ [tex]r=[/tex] ±[tex]4[/tex]  

     ∴  [tex]r = -4[/tex] as we can see that value is decreasing at even term and at even term the power of common ration is odd.

Now putting [tex]r= -4[/tex] in eq 2 we get :

      [tex]G_{1} =7[/tex]

Hence , Geometric sequence will be [tex]7 , -28 , 112,-448[/tex].

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5.12 grams of 35% silver and 8.88 grams of 40% silver should be mixed to obtain 14 grams of 37%  amount of pure silver.

Let x be the number of grams of 35% silver and y be the number of grams of 40% silver.

We know that the total amount of silver is 14 grams, which is the sum of x and y. Therefore,

x + y = 14

We also know that the total amount of pure silver is 37%, which is the sum of 35% pure silver and 40% pure silver. Therefore,

0.35x + 0.40y = 0.37(x+y)

Substituting the first equation in the second equation,

0.35x + 0.40y = 0.37(14)

Solving for x and y,

x = 5.12 and y = 8.88

5.12 grams of 35% silver and 8.88 grams of 40% silver should be mixed to obtain 14 grams of 37% pure silver.

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The equation in the form y = a(x-r)(x-s) to represent the parabola is d. y = -4(x-2)(x-2).

What is the parabola?

The parabola is a smooth curve without any sharp points. It has a minimum value of a turning point called the vertex. As we can see the minimum value of this parabola is at zero, zero. That is this parabola exists only above the origin. The parabola is symmetrical about a central line called the axis of symmetry.

To represent the parabola shown in the form y = a(x-r)(x-s), we need to first identify the vertex and the axis of symmetry of the parabola.

The vertex of the parabola is (4,-4) and the axis of symmetry is x = 4.

Given that the vertex form of the parabola is y = a(x-h)² + k where (h,k) is the vertex.

Therefore, substituting the values we get:

y = a(x-4)² -4

Now, we need to find the value of a which will give us the same parabola.

If we look at the parabola, we can see that the y-coordinate of the vertex is -4 and the x-coordinate is 4.

So we substitute these values into the equation to get:

-4 = a(4-4)² -4

Solving this equation gives us a = -1

So the equation that represents the parabola is:

y = -1(x-4)² -4

which is the same as y = -1(x-4)(x-4)

thus the correct answer is d. y=-4(x-2)(x-2)

Hence, The equation in the form y = a(x-r)(x-s) to represent the parabola is d. y = -4(x-2)(x-2).

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A. Binomial distribution. B. Poisson distribution. C. Normal distribution. D. Multinomial distribution. is the types of distribution as given in the conditon below.

A binomial distribution should be utilized since the answer—whether or not an employed person commutes more than 10 minutes to work—is a yes or no question.

B. The answer is the percentage of days a week on which a working person travels more than 10 minutes to go to work. The Poisson distribution should be utilized since the number of days is a count variable and the mean number of days does not always equal the variance.

C. The answer is the number of minutes a student studies each week. Since the number of study minutes is a continuous variable with an equal mean and variance, the normal distribution should be applied.

D. The answer is the subject's blood type (A,B,AB, or O). Given that there are four alternative outcomes for blood type, multinomial distribution should be employed.

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Answer: [tex]m\angle YOZ, m\angle VOS, m\angle UOZ, m\angle XOS, m\angle TOZ[/tex]

Step-by-step explanation:

[tex]m\angle VOS=90^{\circ}\\\\m\angle UOZ=180^{\circ}-56^{\circ}=124^{\circ}\\\\m\angle YOZ=180^{\circ}-143^{\circ}=37^{\circ}\\\\m\angle XOS=126^{\circ}\\\\m\angle TOZ=180^{\circ}-33^{\circ}=147^{\circ}[/tex]

Katie  after 1 hour of driving, he had 6.75 gallons of gas. Also, after 6 hours of driving, she had 1.5 gallons left.

We can write these values as coordinate points, on the form:

As a result, the sentence: "After an hour of driving, Katie had $6.75 worth of gas." can be seen as the following:

(1,6.75)

And: "After 6 hours of driving, there was only 1.5 gallons left" will have the point:

(6,1.5)$

Part B

With this in mind, we can find the slope of a linear function that passes through those two points. Then,

[tex]$m=\frac{y_2-y_1}{x_2-x_1}=\frac{1.5-6.75}{6-1}=\frac{-5.25}{5}=-1.05$[/tex]

Thus, the slope is -1.05.

Part C

Now, we will write a linear equation that relates[tex]$\mathrm{g}$[/tex] and[tex]$\mathrm{h}$[/tex]. As we already have the slope, we can use it to find the y-intercept as:

[tex]$$y=m x+b$$[/tex]

[tex]$g=m h+b$[/tex]Writing it with the variable[tex]s $\mathrm{g}$[/tex]and [tex]$\mathrm{h}$[/tex].

[tex]$$1.5=(-1.05)(6)+b$$[/tex]

[tex]1.5+6.3=b \\[/tex]

7.8=b

This means that an equation for g in terms of h is given by:

[tex]$$g=-1.05 h+7.8$$[/tex]

Part D

For this portion, we will apply the linear equation we discovered for calculating how much gas she will still have after a three-hour drive. Thus, h will have a value of 3, and we replace on the function to get the following result:

[tex]g=-1.05(3)+7.8 \\[/tex]

=-3.15+7.8

=4.65

This means that Katie will have 4.65 gallons left after driving for 3 hours.

The complete question is,

Katie noticed that after 1 hour of driving, she had 6.75 gallons of gas. After 6 hours of driving, there was only 1.5 gallons left. (Hint: Leave your answers as decimals). A.) Represent the information as two coordinate pairs in the form of (h, g), where h is the number of hours driven and g is the gallon of gas left. B.) Calculate the slope between the two coordinates. C.) Assuming the relationship between h and g is linear, create an equation for g in terms of h. D.) How much gas would she have left after dving for 3 hours?

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Answer:

Step-by-step explanation:

I'm sorry, I am missing more information to calculate the speed of the car at t = 10 seconds, t = 20 and t = 30. The speed of the car depends on the mathematical function that describes the position of the car in time. Without the knowledge of that function, I'm not able to determine the car's speed at different points in time.

Answer:

2:35

Step-by-step explanation:

you are gust adding so 25 +10 = 35

By finding the greatest common factor between the given numbers, we conclude that the maximum number of groups will be 6.

To find it, we just need to find the greatest common factor between the numbers of boys and girls, to find it, we will decompose these numbers as a product of prime factors.

We will get:

18 = 2*3*3

12 = 2*2*3

The greatest common factor is 2*3 = 6

That is the maximum number of groups alowed, such tthat each group will have:

18/6 = 3 girls.

12/6 = 2 boys.

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Answer:

10 $1 bills

7 $5 bills

Step-by-step explanation:

Let s = number of $1 bills.

Let f = number of $5 bills.

1s + 5f = 45

s = f + 3

f + 3 + 5f = 45

6f = 42

f = 7

s = f + 3 = 7 + 3 = 10

10 $1 bills

7 $5 bills