1. 2, 6, 18, 54, ...find the common ratio of geometric sequence

Answer:

360

Step-by-step explanation:

All the angles of a polygon add up to 360, thats kinda just how it is haha

A binomial expression of the form (a + b)² or (a - b)² is called a perfect square binomial.

This expression can be factored using the special case rules by rewriting it in the form

(a + b)(a + b) or (a - b)(a - b), respectively.

A perfect square binomial is a quadratic trinomial in which the first term is a perfect square and the second term is twice the product of the square root of the first term and the square root of the last term.

In the context of special cases, the perfect square binomial is a binomial that is formed by squaring a binomial.

This is a special case because it has a unique factorization, as we will see later.

An example of a perfect square binomial is (x + 4)².

This is because the first term, x², is a perfect square, and the second term, 8x, is twice the product of the square root of x² and the square root of 4, which is 2.

Hence, (x + 4)² can be factored using the special case rules as:

(x + 4)(x + 4),

which simplifies to

(x + 4)².

A perfect square binomial is a quadratic trinomial in which the first term is a perfect square and the second term is twice the product of the square root of the first term and the square root of the last term.

It is a special case because it has a unique factorization, which is given by the formula:

(a + b)² = a² + 2ab + b²

           or

(a - b)² = a² - 2ab + b².

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Answer:

13 km

Step-by-step explanation:

By Triangle Inequality Theorem: The sum of two smallest sides is greater than the third side.

Small Values of X:

X + 26 > 38

X > 38 - 26

X > 12

If we know that 38 km is the longest side, then the sum of other two sides must be greater than 38 km. Therefore the minimum value of X is 13 km.

The set V, defined as the set of all ordered triples of real numbers with the given addition and scalar multiplication operations, is not a vector space. Therefore, we can conclude that V is not a vector space, as it does not fulfill the required vector space axioms.

To prove that V is not a vector space, we need to demonstrate that it fails to satisfy at least one of the vector space axioms.

Let's consider the closure under scalar multiplication axiom. According to the given scalar multiplication operation, k(x, y, z) = (kx, ky, kz) for all real numbers k. However, in a vector space, scalar multiplication should be distributive over both addition of vectors and scalar addition.

Let's choose a specific example to illustrate the issue. Consider the vector (x, y, z) = (1, 1, 1) in V and the scalar k = 2. According to the defined scalar multiplication operation, 2(x, y, z) = 2(1, 1, 1) = (2, 2, 2).

Now, let's compute (1 + 1)(x, y, z) = 2(x, y, z) = 2(1, 1, 1) = (2, 2, 2).

However, in a vector space, the distributive property should hold, meaning that (1 + 1)(x, y, z) should equal (1, 1, 1) + (1, 1, 1) = (2, 2, 2).

Since (1 + 1)(x, y, z) ≠ (1, 1, 1) + (1, 1, 1), V fails to satisfy the closure under scalar multiplication axiom.

Therefore, we can conclude that V is not a vector space, as it does not fulfill the required vector space axioms.

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Answer:

if simplest form by you mean fraction then the answer is 2/5

hope this is the answer you are looking for

Step-by-step explanation:

Answer:

108+x=180

X=180-108

X=72

The value of the exterior angle (x) in a regular heptagon is approximately 51.43 degrees.

Given is a regular heptagon with one of the exterior angle be x we need to find the value of x

To find the value of the exterior angle of a regular heptagon, we can use the formula:

Exterior Angle = 360 degrees / Number of Sides

In this case, the heptagon has seven sides, so we can substitute the values into the formula:

Exterior Angle = 360 degrees / 7

Exterior Angle ≈ 51.43 degrees

Therefore, the value of the exterior angle (x) in a regular heptagon is approximately 51.43 degrees.

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Answer:

56.55

Step-by-step explanation:

The required answer is by conducting the Kruskal-Wallis test, we can determine if there are statistically significant differences in the pattern of freshman class ranks among the sophomore members across the five sororities at Mega University.

To test whether there is a difference in the pattern of freshman class ranks among the sophomore members across five sororities at Mega University, we can use a statistical test called the Kruskal-Wallis test. The Kruskal-Wallis test is a non-parametric test used to compare the distributions of three or more independent groups.

In this case, the five sororities represent the independent groups, and the freshman class ranks of the sophomore members within each sorority are the ordinal scale variable of interest. The Kruskal-Wallis test will assess whether there are statistically significant differences in the distribution of freshman class ranks across the five sororities.

Here is a step-by-step explanation of how to conduct the Kruskal-Wallis test:

Step 1: Formulate the null and alternative hypotheses.

Null hypothesis (H₀): There is no difference in the pattern of freshman class ranks across the five sororities.

Alternative hypothesis (H₁): There is a difference in the pattern of freshman class ranks across the five sororities.

Step 2: Collect the data.

Gather the freshman class ranks of the sophomore members for each sorority. Ensure that the data is properly coded and organized.

Step 3: Perform the Kruskal-Wallis test.

Apply the Kruskal-Wallis test to the data. The test will compare the distributions of the ordinal data across the five sororities and determine if there are significant differences.

Step 4: Interpret the results.

Analyze the output of the Kruskal-Wallis test, which typically provides a test statistic and a p-value. If the p-value is below a predetermined significance level (e.g., 0.05), we reject the null hypothesis and conclude that there is evidence of a difference in the pattern of freshman class ranks across the five sororities.

Step 5: Post-hoc analysis (if necessary).

If the Kruskal-Wallis test indicates significant differences, further analyses, such as pairwise comparisons or Dunn's test, can be conducted to identify which specific sororities differ from each other.

By conducting the Kruskal-Wallis test, we can determine if there are statistically significant differences in the pattern of freshman class ranks among the sophomore members across the five sororities at Mega University.

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Answer: no

Step-by-step explanation: here are all the ratios equivalent to 18:6 18 : 636 : 1254 : 1872 : 2490 : 30108 : 36126 : 42144 : 48162 : 54180 : 60198 : 66216 : 72234 : 78252 : 84270 : 90288 : 96306 : 102324 : 108342 : 114360 : 120378 : 126396 : 132414 : 138432 : 144450 : 150468 : 156486 : 162504 : 168522 : 174540 : 180558 : 186576 : 192594 : 198612 : 204630 : 210648 : 216666 : 222684 : 228702 : 234720 : 240738 : 246756 : 252774 : 258792 : 264810 : 270828 : 276846 : 282864 : 288882 : 294900 : 300918 : 306936 : 312954 : 318972 : 324990 : 3301008 : 3361026 : 3421044 : 3481062 : 3541080 : 3601098 : 3661116 : 3721134 : 3781152 : 3841170 : 3901188 : 3961206 : 4021224 : 4081242 : 4141260 : 4201278 : 4261296 : 4321314 : 4381332 : 4441350 : 4501368 : 4561386 : 4621404 : 4681422 : 4741440 : 4801458 : 4861476 : 4921494 : 4981512 : 5041530 : 5101548 : 5161566 : 5221584 : 5281602 : 5341620 : 5401638 : 5461656 : 5521674 : 5581692 : 5641710 : 5701728 : 5761746 : 5821764 : 5881782 : 5941800 : 600

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Answer:

yes

Step-by-step explanation:

18:6

18/6=3

6/6=1

3:1 is a simpler version of 18:6

Answer:

z=30

Step-by-step explanation:

40-10=30

10+10+?=30

30-10-10=10

I'm sorry cuz I don't know how to explain it

Answer:

z = 10

Step-by-step explanation:

10 + 10 + z = 40 - 10

10 + 10 + z = 30

10 + 10 + 10 = 30

since 40 - 10 = 30, then Z has to equal 10 because 10 + 10 + z needs to be 30

Answer:

353.93 ft²

Step-by-step explanation:

Step 1:

Find the area of the Trapezoid.

(a + b) ÷ 2 × height

20 + 17 = 37

37 ÷ 2 = 18.5

18.5 × 13 = 240.5 ft²

Step 2:

Find the Area of the Semicircle:

1/2 × πr²

1/2 × 3.14 = 1.57

1.57 × 8.5² = 113.43 ft²

Step 3:

Add the two areas together:

240.5 + 113.43 = 353.93 ft²

Answer:

the action or condition of becoming or being made wider, larger, or more open.

Step-by-step explanation:

(a) f(36) is equal to 6.

(b) (g+f)(4) = g(4) + f(4) = 9/4

(c) we cannot compute (f · g)(0).

(a) To find f(36), we substitute x = 36 into the function f(x) = √x:

f(36) = √36 = 6

Therefore, f(36) is equal to 6.

(b) To find (g+f)(4), we need to evaluate g(4) and f(4), and then add the results:

g(4) = 1/4

f(4) = √4 = 2

(g+f)(4) = g(4) + f(4) = 1/4 + 2 = 1/4 + 8/4 = 9/4

Therefore, (g+f)(4) is equal to 9/4 or 2.25.

(c) To find (f · g)(0), we need to evaluate f(0) and g(0), and then multiply the results:

f(0) = √0 = 0

g(0) = 1/0

However, g(0) is undefined because division by zero is not defined in mathematics.

Therefore, we cannot compute (f · g)(0) in this case.

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Answer:

-3/2

Step-by-step explanation:

The rate of change is the same as slope

4 units I assume. that it is a very basic answer tho and I am not sure if a specific formula or lesson was supposed to be applied to that andwer

Answer: d

Step-by-step explanation:

Answer:

the 11th term is 0.0000488 or 4.88*10^-5.

Step-by-step explanation:

a3 = 20, a7 = 1.25

a7 = a3r^7-3

1.25 = 20r^4

r^4 = 0.0625

r = 4th root of 0.0625

r = 0.5

a3 = a1r^3-1

20 = a1(20)^2

400a1 = 20

a1 = 0.05

a11 = 0.05(0.5)^11-1 = 0.0000488 or 4.88*10^-5

Your read from left to right. Read intensively if you want to practice the fundamentals and learn vocabulary. Intensive reading is focused more on individual details of what you’re reading.

hope this helped <3

Answer:

This is how to read a

Pronounce it with your mouth open as in "ah" then smile with an "ee" sound. Say "Ay" and that's how you say A or "Ah"

How to read Q? Just pronounce it as "Kyuu" or when reading it say "Ck" with a sharper sound.

Hope this helped!

The correct alternative hypothesis constructed in a binomial test is (a) H₁ :P < Q

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

A. H₁ :P < Q

B. H₁: P - Q

C. H₁ : P = Q

D. H₁ : P ≤ Q

As a general rule of test of hypothesis, alternate hypothesis are represented using inequalities

This means that we make use of <, > or ≠

Hence, the correct alternative hypothesis is (a) H₁ :P < Q

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Question

Which of the following is the correct alternative hypothesis constructed in the binomial test?

A. H₁ :P < Q

B. H₁: P - Q

C. H₁ : P = Q

D. H₁ : P ≤ Q

Answer:

75 feet

Step-by-step explanation:

the shadow to the object would be a 4:5 ratio

since the shadow of the flagpole is 60 ft,

4x=60 so x would =15

then you multiply 15 by 5 and end up with 75

Answer: 75 feet

Step-by-step explanation: trust me

Answer:

B because when you multiply the first number by twelve the first two are correct but the second ones are not

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

12 times 6 = 72, not 60

Answer:

55 students

Step-by-step explanation:

Just write down the answer.

Answer:

Step-by-step explanation:

Football: 500(.38)= 190

Basketball: 500(.25)= 125

55 students (65 students)

Answer:

Pythagoras theorem= 6 squared +11 squared

= 36 + 121

= 157

Step-by-step explanation:

9y8tyfstoylhlh

Answer:

134 hamburgers

Step-by-step explanation:

Let H = # of hamburgers 

# of cheeseburgers = 2H

H + 2H = 402

3H = 402

H = 402/3

H = 134

Answer:

12057.6

Step-by-step explanation:

V = πr²h

3.14 x 16² x 15

To perform a statistically valid comparison of the two loader options, we can use simulation and common random numbers. We simulate the process over a 40-hour time horizon and compare the mean system response times for each loader option.

For the two slower loaders, we generate random numbers uniformly distributed between 1 and 27 minutes to represent the time taken to fill a truck. For the fast loader, we generate random numbers uniformly distributed between 1 and 19 minutes.

By simulating the process multiple times using the same set of random numbers (common random numbers), we can compare the mean system response times between the two loader options.

After running the simulation, we calculate the mean system response time for each loader option by averaging the response times of all trucks. We repeat the simulation multiple times (e.g., 100 or more) to obtain reliable estimates of the mean system response times.

Once we have the mean system response times for each loader option from multiple simulation runs, we can perform a statistical analysis to determine if there is a significant difference between the two options.

This analysis can be done using a suitable statistical test, such as a t-test or confidence interval analysis, depending on the distribution of the response time data and the assumptions made.

The statistical analysis will provide insights into whether the fast loader option significantly reduces the mean system response time compared to the slower loader options. A lower mean system response time would indicate better performance in terms of faster truck processing.

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