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jek_recluse [69]
3 years ago
5

Visitors enter the museum through an enormous glass entryway in the shape of a tetrahedron. The figure shows the dimensions of t

he tetrahedron. The pitch is angle θ. What is the pitch of the tetrahedron’s slanted façade to the nearest degree? (Hint: First find the sides of the big right isosceles triangle with a base of 260 feet. Then, look at the smaller green triangle to find θ using the inverse sine.)

Mathematics
1 answer:
vlabodo [156]3 years ago
3 0
The rest of the question is the attached figure.
Solution:
As shown in the figure
ΔABC is an isosceles right triangle at B
AB = BC and  AC is the hypotenuse ⇒ AC = 260 ft

using Pythagorean theorem 
∴ AC² = AB² + BC² = AB² + AB² = 2 AB²
∴ AB² = AC²/2 = 0.5 AC²
∴ AB = √(0.5 AC²) = √(0.5 * 260²) = 130√2 ft  →(1)

Also as shown in the figure
ΔADB is a right triangle at D
from (1) AB = 130√2 ft
given BD = 105 ft
we should know that ⇒ sin \ \theta =  \frac{opposite}{hypotenuse} = \frac{BD}{AB} =  \frac{105}{130 \sqrt{2}} = 0.571

∴ θ = sin⁻¹ 0.571 ≈ 34.82° = 35° ( to the nearest degree )


So, the value of θ = 35°

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Complete question

The number of absences per student in each of two classes is shown on the dot plots below.

A dot plot titled Number of absences per student in Misses Anderson's class. The number line goes from 0 to 6. There is 1 dot above 0, 3 above 1, 3 above 2, 3 above 3, 1 above 4, and 0 above 5 and 6.

A dot plot titled Number of absences per student in Misses Bergot's class. The number line goes from 0 to 6. There is 1 dot above 0, 1 above 1, 2 above 2, 3 above 3, 2 above 4, 1 above 5, and 1 above 6.

Which statements accurately compare the two data sets? Select three options.

a. The mean number of absences is greater in Mrs. Anderson’s class.

b. The mean number of absences is greater in Mrs. Bergot’s class.

c. There is more variability in Mrs. Anderson’s data set.

d. There is more variability in Mrs. Bergot’s data set.

e. The mean and MAD are better representations of these data sets than the median and IQR.

Answer:

b. The mean number of absences is greater in Mrs. Bergot’s class.

d. There is more variability in Mrs. Bergot’s data set.

e. The mean and MAD are better representations of these data sets than the median and IQR.

Step-by-step explanation:

From the above data given in the question and the options given to us, we can observe from the comparison of both the number of absences in Mrs Bergot's class to that in Mrs Anderson's class, there will be a presence of variation in the data of one of the classes and that class happens to be Mrs Bergot's class.

The appropriate statistical tool that we can be used to determine and measure the centre of variability of the data is Mean and Mean Absolute Deviation.

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3 years ago
Molly was curious if quadrilaterals ABCDABCDA, B, C, D and EFGHEFGHE, F, G, H were congruent, so she tried to map one figure ont
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Answer:

The answer is below

Step-by-step explanation:

A transformation of a point is the movement of an point from an initial position to a new position. If an object is transformed, all the point of an object is transformed. Two figures are said to be congruent if they have the same shape and the measure of each of their sides are the same.

An object is congruent to another object if the object can be mapped to the other object when transformed.

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true: y = 9 would give us a straight line because of two reasons:

a: we don’t know if x is rising

b: we don’t have an x in the equation

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2 years ago
What are some solutions of the question 3x^2-5x+2=0?
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Answer:

Step-by-step explanation:

3x²-5x+2=0

3x²-3x-2x+2=0

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2 years ago
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Using the t-distribution, it is found that the data does not provide convincing evidence that the mean number is greater when the coupons were addressed to a female.

<h3>What are the hypothesis tested?</h3>

At the null hypothesis, it is tested if there is no difference, that is, the mean is of 0, hence:

H_0: \mu = 0

At the alternative hypothesis, it is tested if the mean number is greater for females, that is, the mean is greater than 0, hence:

H_1: \mu > 0

<h3>What is the test statistic?</h3>

The test statistic is given by:

t = \frac{\overline{x} - \mu}{\frac{s}{\sqrt{n}}}

The parameters are:

  • \overline{x} is the sample mean.
  • \mu is the value tested at the null hypothesis.
  • s is the standard deviation of the sample.
  • n is the sample size.

In this problem, the parameters are given as follows:

\overline{x} = 1.5, \mu = 0, s = 4.75, n = 50.

Hence, the test statistic is given by:

t = \frac{\overline{x} - \mu}{\frac{s}{\sqrt{n}}}

t = \frac{1.5 - 0}{\frac{4.75}{\sqrt{50}}}

t = 2.23

<h3>What is the conclusion?</h3>

Considering a <em>right-tailed test</em>, as we are testing if the mean is greater than a value, with a <em>significance level of 0.01 and 50 - 1 = 49 df</em>, the critical value is given by t^{\ast} = 2.4.

Since the test statistic is less than the critical value for the right-tailed test, the data does not provide convincing evidence that the mean number is greater when the coupons were addressed to a female.

More can be learned about the t-distribution at brainly.com/question/26454209

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2 years ago
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