All categories

3 years ago

The volume of a cone, V, is represented by , where r is the cone’s radius and h its height.

1 answer:

8 0

So the height will equal 95.50 inches.

So if you double the height the volume is 1800cm3 and that is double the original volume

And if you double the height the volume is 3600cm3 and that is the triple the original volume

You might be interested in

What is the volume of the solid figure?

lubasha [3.4K]

<u>152 cubic ft</u>

Answer:

Volume of solid figure=Volume of

upper cuboid+volume of lower cuboid

=l*b*h+l*b*h=10*4*3+4*4*2=152 cubic ft

5 0

3 years ago

Read 2 more answers

What is Coordinate rotation

saul85 [17]

Answer:

Replace x with y and vice versa

Step-by-step explanation:

You have the same graph instead you write y in place of x. The horizontal one is y axis and vice versa. This is done mostly for reversed functions. like x^2 function and √x

4 0

2 years ago

Hi I really need help with this question please,

Mrrafil [7]

Answer:

${ ( \sqrt{30 - x} )}^{2} = {x}^{2} \\ 30 - x = {x}^{2} \\ \\ {x}^{2} + x - 30 = 0 \\ delta = 1 - 4 \times ( - 30) \times 1 = 121 \\ x1 = \frac{ - 1 + \sqrt{121} }{2 \times 1} = \frac{ - 1 + 11}{2} = 5 \\ x2 = \frac{ - 1 - \sqrt{121} }{2 \times 1} = \frac{ - 1 - 11}{2} = - 6 \\$

6 0

2 years ago

WILL GIVE BRAINLIEST

Amanda [17]

════════ ∘◦❁◦∘ ════════

<h3>Answer : y = ⅚x - 3</h3>

════════════════════

<h3>Known</h3>

x1 = 6

y1 = 2

x2 = (-6)

y2 = (-8)

════════════════════

<h3>Question</h3>

Equation of the line (y = mx + c)

════════════════════

#First, you find the gradient (m)

$m = \frac{y2 - y1}{x2 - x1} = \frac{(( - 8) - 2)}{(( - 6) - 6)} = \frac{( - 10)}{( - 12)} = \frac{5}{6}$

#Now use the formula of equation of the line

y - y1 = m(x - x1)

y - 2 = ⅚(x - 6)

y - 2 = ⅚x - 5

y = ⅚x - 5+2

y = ⅚x - 3

════════════════════

3 0

2 years ago

Help me with this 1,2,3. For each sequence, Determine with whether it appears to be arithmetic If it does find a common differen

pshichka [43]

Problem 1

<h3>Answer: Arithmetic, common difference = -4</h3>

-------------------

Explanation:

Pick any term of the sequence, and subtract off the previous term to find that,

term2 - term1 = -12 - (-8) = -12 + 8 = -4
term3 - term2 = -16 - (-12) = -16 + 12 = -4
term4 - term3 = -20 - (-16) = -20 + 16 = -4

Each time we get the same result, so that means we have an arithmetic sequence with common difference -4

This indicates that adding -4 to each term, or subtracting 4 from each term, will generate the next one.

Eg: term2 = term1 - 4 = -8-4 = -12.

==========================================================

Problem 2

<h3>Answer: Arithmetic, common difference = 5</h3>

-------------------

Explanation:

Similar to problem 1, this sequence is also arithmetic because we add on 5 to each term to get the next one

-6+5 = -1
-1+5 = 4
4+5 = 9

Or you could subtract adjacent terms as done in problem 1, to find that the common difference is 5.

==========================================================

Problem 3

<h3>Answer: Not arithmetic</h3>

-------------------

Explanation:

Unlike the previous two problems, this sequence is not arithmetic.

We can see that

term2 - term1 = 12 - 3 = 9
term3 - term2 = 48 - 12 = 36

The gaps of 9 and 36 aren't the same. We need the same common difference between any adjacent terms to have an arithmetic sequence.

This sequence is instead geometric because

term2/term1 = 12/3 = 4
term3/term2 = 48/12 = 4
term4/term3 = 192/48 = 4

Each quotient is 4, showing the common ratio is 4. To find the next term, we multiply the current term by 4. So the next term after 192 would be 4*192 = 768, then 4*768 = 3072 is next, and so on.

3 0

3 years ago