Solve for x. Round to the nearest tenth of a degree, if necessary.

The ounces of filler will the factory need in order to make meatballs out of this shipment of beef is  56.7 oz of filler.

A number of distinct units of mass, weight, or volume are derived from the uncia, an ancient Roman unit of measurement, including the ounce, which remains almost unmodified. The avoirdupois ounce, also known as the US customary and British imperial ounce, is equal to one-sixteenth of an avoirdupois pound.

One factory obtained 90 kg of beef from overseas.

They want to add 1.4oz of filler for each pound of beef.

Given is:

0.45 kg = 1 pound

So,  90 kg = 90 x 0.45 = 40.5 pounds

The company want to add 1.4 oz of filler for each pound of beef.

So for 1 pound we have 1.4 oz of filler

So, for 40.5 pounds they will need = x oz of filler.

x = 1.4 x 40.5 = 56.7

Therefore, the company needs 56.7 oz of filler.

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Complete question;

Factories often add filler when making meatballs sold by the bag. One factory obtained 90kg of beef from overseas. They want to add 1.4oz of filler for each pound of beef. How many ounces of filler will the factory need in order to make meatballs out of this shipment of beef?

Answer:

Step-by-step explanation:

If I'm wrong, write and I'll correct it. Because I don't know how to proceed

Answer:

D. 4π

Step-by-step explanation:

Circumference: C = 2πr = 2π(8) = 16π

The distance = 1/4 circumference (angle is 90 degrees)

=> distance = 16π/4 = 4π

There are 15,660 different ways a committee consisting of 2 teachers and 2 students can be formed from 9 teachers and 30 students.

To find out how many different committees can be formed from 9 teachers and 30 students, if the committee consists of 2 teachers and 2 students, we will use the combination formula. The combination formula is given by C(n, r) = n! / (r!(n-r)!), where n is the total number of items and r is the number of items to be selected.

First, let's find the number of ways to select 2 teachers from 9:
C(9, 2) = 9! / (2!(9-2)!) = 9! / (2! * 7!) = 36

Next, let's find the number of ways to select 2 students from 30:
C(30, 2) = 30! / (2!(30-2)!) = 30! / (2! * 28!) = 435

Now, to find the total number of ways the committee of 4 members can be selected, we simply multiply the number of ways to select teachers and students:
Total ways = 36 (ways to select teachers) * 435 (ways to select students) = 15,660

So, there are 15,660 different ways a committee consisting of 2 teachers and 2 students can be formed from 9 teachers and 30 students.

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The area of the rectangular park is equal to 0.233 sq miles.

The measurements of the park that are given in the question are given as 7/10 mile by 2/6 mile.

The length of the rectangle park is 7/10 and the width of the park is 2/6 mile. We know that the area of the rectangle park is given as the:

= length * width of the park.

= L * W

= (7/10) * (2/6)

we can reduce the fraction even further to make the calculation easy

= (7/10) * (1/3)

Multiplying the denominators we get

= 7/30

To make the answer even simpler it can be converted into a decimal form which will be:

= 0.233 sq miles.

Therefore, The area of the rectangular park is equal to 0.233 sq miles.

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The fraction of Juan's shifts with a total sales of $225 or more can be found by looking at the box plot.

We can see that the top line of the box represents the third quartile (Q3) which is the value where 75% of the data falls below.

In this case, Q3 is at approximately $250. This means that 75% of Juan's shifts had total sales less than $250. To find the fraction of shifts with sales of $225 or more, we need to determine how many shifts fall within the range of $225 to $250.

Looking at the box plot, we can see that the distance between Q1 and Q3 (the interquartile range) is approximately $100. Therefore, the distance between Q1 and $225 is approximately one-third of the interquartile range or $33.33. So, any shift with total sales of $225 or more would fall within one-third of the distance between Q1 and Q3.

Therefore, the fraction of Juan's shifts with total sales of $225 or more is approximately one-third of 75%, which is 25%.

In summary, approximately 25% of Juan's shifts at the Bayview community pool had total sales of $225 or more, based on the box plot.

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Based on the given data, the team was behind at the end of exactly one of the halves in a total of 4 games (behind ahead, behind behind, tied behind, and tied tied).

Therefore, it is likely that the team will be behind at the end of exactly one of the halves in around 4 out of every 10 games.

However, this prediction may not be accurate as it depends on various factors such as the strength of the opponent and the performance of the team in each game.

Predictions are often based on statistical data, trends, patterns, or expert knowledge, and can help individuals or organizations make informed decisions and plan for the future. However, predictions are not guarantees and can be affected by unforeseen circumstances or changes in the underlying conditions.

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When solved, the value of either a or b would be 0 such that we have a = 0 or b = 0. They could also both be zero.

If the product of two numbers is zero, it necessitates that one or both of the values in question contain a value of zero. Similarly, when calculating the cross product of two given vectors and its resulting answer is equivalent to zero, then such vectors exist parallel with one another.

Alternatively, there is the possibility that only one vector holds a value of zero themselves:

( a × b ) = 0

This equation is true if either a = 0 or b = 0, or both a and b are zero.

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The one critical point at (0, 0).

The critical point (0, 0) is a saddle point, and the critical point (-9, -3) is a relative minimum.

To find the critical points of the given function f(x, y) = x^2 - 6xy - 2y^3, we need to find the points where the partial derivatives with respect to x and y are equal to zero.

Calculate the partial derivative with respect to x (f_x):

f_x = 2x - 6y

Calculate the partial derivative with respect to y (f_y):

f_y = -6x - 6y^2

Set both partial derivatives equal to zero and solve the system of equations:

2x - 6y = 0 ---(1)

-6x - 6y^2 = 0 ---(2)

From equation (1), we can rearrange it to solve for x:

2x = 6y

x = 3y

Substituting x = 3y into equation (2):

-6(3y) - 6y^2 = 0

-18y - 6y^2 = 0

-6y(3 + y) = 0

Now, we have two possible cases:

a) -6y = 0

b) 3 + y = 0

a) -6y = 0

This implies y = 0

Substituting y = 0 into equation (1):

2x - 6(0) = 0

2x = 0

x = 0

So, we have one critical point at (0, 0).

b) 3 + y = 0

This implies y = -3

Substituting y = -3 into equation (1):

2x - 6(-3) = 0

2x + 18 = 0

2x = -18

x = -9

So, we have another critical point at (-9, -3).

Now, to classify each critical point as a relative maximum, relative minimum, or a saddle point, we need to analyze the second-order partial derivatives.

Calculate the second partial derivative with respect to x (f_xx):

f_xx = 2

Calculate the second partial derivative with respect to y (f_yy):

f_yy = -12y

Calculate the mixed partial derivative (f_xy):

f_xy = -6

Now, evaluate the discriminant D = f_xx * f_yy - (f_xy)^2 at each critical point:

For the critical point (0, 0):

D = f_xx * f_yy - (f_xy)^2

= 2 * (-12 * 0) - (-6)^2

= 0 - 36

= -36

For the critical point (-9, -3):

D = f_xx * f_yy - (f_xy)^2

= 2 * (-12 * -3) - (-6)^2

= 72 - 36

= 36

Analyzing the discriminant:

For the critical point (0, 0):

If D < 0, it is a saddle point. In this case, D = -36, so (0, 0) is a saddle point.

For the critical point (-9, -3):

If D > 0 and f_xx > 0, it is a relative minimum. In this case, D = 36 and f_xx = 2, so (-9, -3) is a relative minimum.

Therefore, the critical point (0, 0) is a saddle point, and the critical point (-9, -3) is a relative minimum.

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Step-by-step explanation:

It looks as though ( from your post)  Sweden won 4 golds and 0 silver and 2 bronze medals

4:0:2     simplifies to   2 :0 : 1

The slant height of the cone is approximately 5 meters.

We can use the Pythagorean theorem to find the slant height of the cone.

The slant height, denoted by l, the height h and the radius r form a right triangle where l is the hypotenuse:

[tex]l^2 = h^2 + r^2[/tex]

In this case, we are given the height h as 12 m, but we are not given the radius r.

However, we know that the slant height is the distance from the apex of the cone to any point on its circular base.

So, we can draw a line from the apex of the cone to the center of its circular base, which will be perpendicular to the base, and we can use this line as the height of a right triangle that also includes the radius r of the circular base.

Then, we can use the Pythagorean theorem to find the slant height l.

The radius r is half the diameter of the circular base, so we need to find the diameter of the base.

Since we are not given the diameter directly, we need to find it using the height h and the slant height l.

To do this, we can draw a cross section of the cone that includes its circular base and its height, and then draw a line from the apex of the cone to a point on the base that is perpendicular to the diameter of the base.

This line will be the height of a right triangle that also includes the radius r of the base and half the diameter of the base.

Then, we can use the Pythagorean theorem to find the diameter of the base.We have:

[tex]l^2 = h^2 + r^2r = sqrt(l^2 - h^2)d/2 = sqrt(l^2 - r^2)d^2/4 = l^2 - r^2d^2 = 4(l^2 - r^2)[/tex]

Substituting the expression for r that we found above, we get:

[tex]d^2 = 4(l^2 - (l^2 - h^2))d^2 = 4h^2d = 2h[/tex]

Now we can substitute this expression for d into the formula for the volume of a cone:

[tex]V = (1/3) * pi * r^2 * hV = (1/3) * pi * ((2h)/2)^2 * hV = (1/3) * pi * h^2 * 4V = (4/3) * pi * h^3[/tex]

We can solve this formula for h:

[tex]h = (3V)/(4*pi)^(1/3)[/tex]

Substituting the given volume of the cone, which we will assume is in cubic meters:

[tex]V = (1/3) * pi * r^2 * h = (1/3) * pi * r^2 * 12V = 16pih = (3(16pi))/(4*pi)^(1/3)[/tex]

h = 4.819 m

Now we can find the slant height using the Pythagorean theorem:

[tex]l^2 = h^2 + r^2l^2 = (4.819)^2 + ((2(4.819))/2)^2l^2 = 23.187l = 4.815[/tex] [tex]m[/tex]

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The patient must be dispensed 45 tablets for a 30-day supply.

To determine how many 500 mg tablets must be dispensed for a 30-day supply given that a patient needs to take 0.5 g po  and 0.25 g po before sleeping, follow these steps:

1. Convert grams to milligrams:
0.5 g = 500 mg (morning dose)
0.25 g = 250 mg (evening dose)

2. Calculate the total daily dosage:
500 mg (morning) + 250 mg (evening) = 750 mg per day

3. Calculate the number of 500 mg tablets needed per day:
750 mg / 500 mg = 1.5 tablets per day

4. Calculate the number of tablets needed for a 30-day supply:
1.5 tablets per day * 30 days = 45 tablets

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Therefore, the estimate is quite close to the exact value, with an error of about 0.000450.

We can use differentials to estimate the value of ⁴√1.3 as follows:

Let y = ⁴√x, then we have:

dy/dx = 1/(4x^(3/4))

We want to estimate the value of y when x = 1.3, so we have:

Δy ≈ dy * Δx

where Δx = 0.3 - 1 = -0.7 (since we are approximating 1.3 as 1)

Substituting the values, we get:

Δy ≈ (1/(4(1)^3/4)) * (-0.7) ≈ -0.219

Hence, the estimate for ⁴√1.3 is:

y ≈ ⁴√1 + Δy ≈ 0.780

The exact value of ⁴√1.3 is approximately 0.780450255.

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a) The apple sample has a greater typical value or median than the orange sample.

b) The orange sample has a greater variability or spread than the apple sample.

a) The median of the apple sample is 150 grams, while the median of the orange sample is 130 grams. Therefore, the apple sample has a greater typical value or median.

b) The interquartile range (IQR) of the apple sample is 8 grams, while the IQR of the orange sample is 111 grams. Therefore, the orange sample has a greater variability or spread.

c) It is possible that the heaviest piece of fruit in the two samples was an orange, as the orange sample has a larger range of weights than the apple sample. However, without knowing the maximum weight in each sample, we cannot say for certain whether the heaviest fruit was an orange or an apple.

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Answer:

(4,6) on the coordinate plane is the 1st quadrant. You start at the origin, go 4 to the right and 6 up.

Hope this helped !!

Answer:

2

Step-by-step explanation:

To solve this problem, we need to first find the current average and median number of AP classes per student, and then use that information to determine the number of AP classes the new student is taking.

To find the current average number of AP classes per student, we can use the information in the table:

(1 AP class) x 6 students = 6 AP classes

(2 AP classes) x 9 students = 18 AP classes

(3 AP classes) x 5 students = 15 AP classes

(4 AP classes) x 4 students = 16 AP classes

Total number of AP classes = 6 + 18 + 15 + 16 = 55

Total number of students = 6 + 9 + 5 + 4 = 24

Average number of AP classes per student = Total number of AP classes / Total number of students

= 55 / 24

= 2.29 (rounded to two decimal places)

To find the current median number of AP classes per student, we need to order the number of AP classes per student from least to greatest:

1, 1, 1, 1, 1, 1, 2, 2, 2, 2, 2, 2, 2, 2, 2, 3, 3, 3, 3, 3, 4, 4, 4, 4

The median is the middle value when the data is ordered in this way. Since there are 24 students, the median is the average of the 12th and 13th values:

Median = (2 + 2) / 2

= 2

Since we know that the current average and median are not equal, the new student must be taking a number of AP classes that will bring the average up to 2. We can set up an equation to represent this:

(55 + x) / (24 + 1) = 2

where x is the number of AP classes the new student is taking. Solving for x, we get:

55 + x = 50

x = -5

This is a nonsensical answer, as the number of AP classes taken by the new student cannot be negative. Therefore, our assumption that the new student is taking a number of AP classes greater than the current average is incorrect. Instead, the new student must be taking a number of AP classes less than the current average, which will bring the average down to 2.

Let y be the number of AP classes the new student is taking. We can set up a new equation to represent this:

(55 + y) / (24 + 1) = 2 - ((2.29 - 2) / 2)

where the term on the right-hand side represents the amount by which the average needs to decrease in order to reach 2. Solving for y, we get:

55 + y = 46.5

y = 46.5 - 55

y = 8.5

So the new student is taking 8.5 AP classes. However, since the number of AP classes must be a whole number, we need to round this value to the nearest integer. Since 8.5 is closer to 9 than to 8, we round up to 9. Therefore, the answer is:

The new student is taking 9 AP classes. Answer: None of the above (not given as an option).

1) There are 1854 ways to return the hats so that no gentleman receives his own hat.

2) There are 3186 ways to return the hats so that at least one of the gentlemen receives his own hat.

3) There are 865 ways to return the hats so that at least two of the gentlemen receive their own hats.

1) This problem involves the concept of permutations. A permutation is an arrangement of objects in a particular order. In this case, we need to find the number of permutations for returning the hats of the gentlemen.

To find the number of ways that no gentleman receives his own hat, we can use the principle of derangements. A derangement is a permutation of a set of objects such that no object appears in its original position.

The number of derangements of a set of n objects is denoted by !n and can be calculated using the formula:

!n = n!(1 - 1/1! + 1/2! - 1/3! + ... + (-1)^n/n!)

For n = 7, we have

!7 = 7!(1 - 1/1! + 1/2! - 1/3! + 1/4! - 1/5! + 1/6!)

= 1854

Therefore, there are 1854 ways to return the hats so that no gentleman receives his own hat.

2) To find the number of ways that at least one of the gentlemen receives his own hat, we can use the complementary principle. The complementary principle states that the number of outcomes that satisfy a condition is equal to the total number of outcomes minus the number of outcomes that do not satisfy the condition.

The total number of ways to return the hats is 7!, which is 5040. The number of ways that no gentleman receives his own hat is 1854 (as we found in part 1). Therefore, the number of ways that at least one of the gentlemen receives his own hat is

5040 - 1854 = 3186

Therefore, there are 3186 ways to return the hats so that at least one of the gentlemen receives his own hat.

3) To find the number of ways that at least two of the gentlemen receive their own hats, we can use the inclusion-exclusion principle. The inclusion-exclusion principle states that the number of outcomes that satisfy at least one of several conditions is equal to the sum of the number of outcomes that satisfy each condition minus the sum of the number of outcomes that satisfy each pair of conditions, plus the number of outcomes that satisfy all of the conditions.

In this case, the conditions are that each of the seven gentlemen receives his own hat. The number of outcomes that satisfy each condition is 6!, which is 720. The number of outcomes that satisfy each pair of conditions is 5!, which is 120. The number of outcomes that satisfy all of the conditions is 4!, which is 24.

Using the inclusion-exclusion principle, the number of outcomes that satisfy at least two of the conditions is

6! - (7C₂)5! + (7C₃)4! - (7C₄)3! + (7C₅)2! - (7C₆)1! + 0!

= 720 - (21)(120) + (35)(24) - (35)(6) + (21)(2) - (7)(1) + 0

= 720 - 2520 + 840 - 210 + 42 - 7 + 0

= 865

Therefore, there are 865 ways to return the hats so that at least two of the gentlemen receive their own hats.

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Answer:

C - 136

Step-by-step explanation:

Something important to remember here is that whenever you replace a variable with something else, that something else needs to go in parentheses.

3(7)² - 2(7) + 3

Following PEMDAS, you need to take care of that exponent before anything else. While parentheses are included as coming first, that is referring to operations within parentheses, which we don't have here.

3(49) - 2(7) + 3

Multiplication is the next step...

147 - 14 + 3

And finally, addition and subtraction.

147 - 11

136

Answer:

136

Step-by-step explanation:

Since the question stated that x= 7 you simply substitute all x in the expression with 7 and it would look something like this

3 (7)^2 - 2 (7) +3

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The simplified value of the given expression (8. 4 × 10^8) ÷ (1. 5 × 10^3) in  scientific notation form is given by  5.6 × 10^5.

Expression is equal to ,

(8. 4 × 10^8) ÷ (1. 5 × 10^3)

To divide two numbers in scientific notation, we need to divide their coefficients and subtract their exponents.

(8.4 × 10^8) ÷ (1.5 × 10^3)

Apply law of exponents here,

When m > n

a^m ÷ a^n = a^( m - n )

Here , a = 10 , m = 8 and n = 3

= (8.4 ÷ 1.5) × 10^(8-3)

= 5.6 × 10^5

Therefore, the value of given expression is equal to  5.6 × 10^5 in scientific notation.

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The above question is incomplete , the complete question is:

Find (8. 4 × 10^8) ÷ (1. 5 × 10^3). Express your answer in scientific notation

If the absolute value of the calculated t-value is greater than or equal to 3.250, reject the null hypothesis.

To determine the decision rule for rejecting the null hypothesis, we need to calculate the test statistic.

First, we need to calculate the standard error of the mean:

standard error = square root of (variance/sample size)
standard error = square root of (0.25/10)
standard error = 0.158

Next, we can calculate the t-statistic:

t = (sample mean - hypothesized mean) / standard error
t = (6.1 - 5.7) / 0.158
t = 2.532

Using a two-tailed test at the 0.01 level of significance and 9 degrees of freedom (10 samples - 1), the critical t-value is ±3.250.

Since our calculated t-value of 2.532 is less than the critical t-value of ±3.250, we fail to reject the null hypothesis.

Therefore, the data does not support the claim that the current ozone level is at an excess level at the 0.01 level of significance.

Decision rule for rejecting the null hypothesis:

If the absolute value of the calculated t-value is greater than or equal to 3.250, reject the null hypothesis. Otherwise, fail to reject the null hypothesis.

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Answer:

27

Step-by-step explanation:

The solution of initial value problem, y = 9/t - 1, t ≠ 0.

We can begin by rearranging the equation and separating the variables:

t^2 dy/dt - yt = t + 1

dy/(y+1) = (t+1)/t^2 dt

Integrating both sides, we get:

ln|y+1| = -1/t + t/t + C

ln|y+1| = -1/t + C

|y+1| = e^C /t

Using the initial condition y(1) = 8, we can find the value of C:

|8+1| = e^C /1

e^C = 9

C = ln 9

Substituting back into the general solution, we have:

|y+1| = 9/t

We can now solve for y in terms of t:

y+1 = ±9/t

If we take the positive sign, we get:

y = 9/t - 1

If we take the negative sign, we get:

y = -9/t - 1

Thus, the general solution to the initial value problem is:

y = 9/t - 1 or y = -9/t - 1

Using the initial condition y(1) = 8, we can see that the correct solution is:

y = 9/t - 1

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The greatest possible width the land strip, in miles with the amount of material that has is 1/250 miles wide.

A quadrilateral with parallel sides that are equal to one another and four equal vertices is known as a rectangle. It is also known as an equiangular quadrilateral for this reason.

Rectangles can also be referred to as parallelograms since their opposite sides are equal and parallel.

A quadrilateral with equal angles and parallel opposing sides is referred to as a rectangle. Around us, there are a lot of rectangle items. The length and breadth of each rectangle serve as its two distinguishing attributes. The width and length of a rectangle, respectively, are its longer and shorter sides.

Let's say that her landing strip is x miles long, then its area would be:

1/6.x

We also know how big it is:

so,

1/6.x = 1/1500

x = 6/1500

x = 3/750

x = 1/250 miles

Therefore, possible width of the landing strip is 1/250 miles.

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Complete question:

Michelle is building a rectangular landing strip for airplanes .She has material to cover 1/1,500 of a square mile. The landing strip must be 1/6 of a mile long. With the amount of material that has , what is the greatest possible width the land strip, in miles?

Answer:

5

Step-by-step explanation:

The correct spot would be 5 because, on a number line, the opposite of a negative would be its positive counterpart and vise versa.

The independent variable is A, the number of frozen bags.

The independent variable is the number of bags of frozen vegetables, represented by b. This is because the company can choose to package any number of bags, which will then determine the total number of sliced carrots, represented by c. The number of sliced carrots is not independent because it depends on the number of bags of frozen vegetables being packaged. Therefore, the answer is A, the number of frozen bags.

In statistical analysis, the independent variable is the variable that is being manipulated or changed in an experiment to observe the effect on the dependent variable.

In this case, the number of bags of frozen vegetables is the variable being manipulated, while the total number of sliced carrots is the dependent variable being affected by the number of bags. This understanding of independent and dependent variables is crucial in designing experiments and interpreting results in various fields, including food science, agriculture, and health research.

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The amount of paper required to cover each memory box is 5220 square inches.

Considering the edge of the cube = L units.

Thus the area of one side of the cube will be equal to L² unit².

Now, there will be 6 such sides for a closed cube then the total surface area will be 6*(L)² unit²

The given length breadth and height of the box is 35in, 24in, and 30in.

The formula for the surface area of a rectangular prism is:

SA = 2(lw + lh + wh)

Where:

SA = surface area l = length w = width h = height

For this memory box, the given length (35 in), width (24 in), and height (30 in).

Substituting  these values into the formula the SA obtained will be:

SA = 2(35 × 24 + 35 × 30 + 24 × 30) SA

= 2(840 + 1050 + 720) SA

= 2(2610) SA = 5220inches²

Therefore, the answer will be 5220 square inches.

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The velocity of the water flowing through the pipe is approximately 7.83 feet per second. The hydraulic radius of the pipe can be calculated as follows:

R = d/4

where d is the diameter of the pipe. In this case, the diameter is 3 feet, so the hydraulic radius is:

R = 3/4 = 0.75 feet

Now, we can use the given formula to calculate the velocity of the water:

[tex]v =[/tex][tex]1.486/n[/tex] [tex]R^(2/3) S^(1/2)[/tex]

Substituting the given values, we get:

v = 1.486/0.014 (0.75[tex])^(2/3)[/tex] (0.4[tex])^(1/2)[/tex] ≈ 7.83 feet per second

Therefore, the velocity of the water flowing through the pipe is approximately 7.83 feet per second.

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length of AC in the triangle is 32 units.

The triangle proportionality theorem, also known as the side-splitter theorem, states that if a line is drawn parallel to one side of a triangle, then it divides the other two sides proportionally.  

In mathematical terms, let ABC be a triangle with a line parallel to one side, say line DE || AB, where D lies on BC and E lies on AC. Then, the theorem states that:

BD/DC = AE/EC

In the given triangle ABC;

GH and AC are parallel

AG=BG

BH=HC

Using proportional rule

BG/AB=GH/AC

BG/2BG=16/AC

1/2=16/AC

AC=32 units

Hence, length of AC in the triangle is 32units.

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Answer:

1. 32 units

Step-by-step explanation:

sorry abt the other person but the answer is 32... i just took it

The largest possible area of a square that can be made from any of the three pieces is [tex](400 cm)^{2}[/tex]

To find the largest possible area of a square that can be made from any of the three similar bars of length 200 cm, 300 cm, and 360 cm, you need to first determine the greatest common divisor (GCD) of their lengths.

Step 1: Find the GCD of 200, 300, and 360.
The prime factorization of 200 is [tex](2^{3})(5^{2})[/tex], of 300 is [tex](2^{2})(3)(5^{2})[/tex], and of 360 is [tex](2^{3})(3^{2})(5)[/tex]. The GCD is the product of the lowest powers of common factors, which is [tex](2^{2})5=20[/tex].

Step 2: Determine the side length of the largest square.
Since the bars are cut into equal pieces with a length of 20 cm (the GCD), the largest square will have a side length of 20 cm.

Step 3: Calculate the largest possible area of the square.
The area of the square can be found by multiplying the side length by itself: [tex]Area = (side)^{2}[/tex].
[tex]Area = (20 cm)(20 cm) = (400 cm)^{2}[/tex].

So, the largest possible area of a square that can be made from any of the three pieces is [tex](400 cm)^{2}[/tex].

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