A study has a 2 Ã 2 Ã 3 within-groups factorial design. This example has a total of ___ cell(s). Researchers would need to investigate ___ main effect(s), ___ two-way interaction(s), and ___ three-way interaction(s) in this study.

It seems like the answer could be $6,500, but I prefer to wait for a professional tbh☹.

Answer:

the answer is 145°

Step-by-step explanation:

the sum of other two non adjecent interior angle are equal to remot exterior angle . so 80° + 65° = 145°

Therefore , the solution of the given problem of angles comes out to be  

x = 7 is the answer to the equation (16x + 17) = 129° for the variable x.

A skew greatest and smallest walls are located where the roads leading to its ends meet. A crossroads could be where two paths converge. Angle is another outcome of two things interacting. They mimic dihedral shapes more than anything. A two-dimensional curve can be created by arranging two line beams in various ways between their endpoints.

Here,

The steps below can be used to find x in the equation (16x + 17) = 129°:

To find the term with x on one side of the equation, first subtract 17 from both sides of the equation:

=> 16x + 17 - 17 = 129 - 17

=> 16x = 112

Step 2: To find x, multiply both sides of the equation by 16:

=> 16x / 16 = 112 / 16 x = 7

Thus, x = 7 is the answer to the equation (16x + 17) = 129° for the variable x.

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The probability of drawing a green marble for Carter increased from 0.357 to 0.385 after Ginny drew her two red marbles.

The probability of drawing a green marble for Carter did change after Ginny drew her two red marbles. This is because the total number of marbles left in the bag has decreased, which affects the probability of drawing a green marble.

Before Ginny drew her marbles, the probability of drawing a green marble for Carter was

P(Carter draws green) = 10/(18+10)

= 10/28

Divide the numbers

= 0.357

After Ginny drew her two red marbles, there are now 16 red marbles and 10 green marbles left in the bag. So the probability of drawing a green marble for Carter on his turn is

P(Carter draws green) = 10/(16+10) = 10/26 = 0.385

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We can see here that the displays that can be used to display the data set of the water districts are:

The data set of the water districts is:

Data refers to any information or facts that can be collected, stored, and analyzed. This can include a wide range of things, such as numbers, text, images, audio recordings, and more.

Data can be used to provide insights, make decisions, and drive actions in a variety of fields, including science, business, medicine, and more. In order to be useful, data needs to be organized, structured, and analyzed in a way that can provide meaningful insights and information.

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Friday's practice session was 3 and 153/896 hours longer than

To find out how much longer Friday's practice session was than Wednesday's, we need to subtract Wednesday's practice time from Friday's practice time.

Friday's practice time is 2 3/7 hours. To make it easier to subtract, we can convert this mixed number to an improper fraction:

2 3/7 = (2 × 7 + 3) / 7 = 17/7

Now we can add this to Wednesday's practice time, which is already in improper fraction form:

1 1/8 = (1 × 8 + 1) / 8 = 9/8

Adding these two fractions, we get:

17/7 + 9/8

To add these fractions, we need to find a common denominator. The smallest number that both 7 and 8 divide into is 56, so we can convert both fractions to have 56 as the denominator:

17/7 × 8/8 = 136/56

9/8 × 7/7 = 63/56

Now we can add the numerators:

136/56 + 63/56 = 199/56

This is the total practice time for both Wednesday and Friday. To find out how much longer Friday's practice session was than Wednesday's, we need to subtract Wednesday's practice time from this total:

199/56 - 9/8

To subtract fractions, we need to find a common denominator again:

199/56 - 9/8 = (199/56) × (8/8) - (9/8) × (7/7) = 1425/448 - 63/56

Now we can subtract the numerators:

1425/448 - 63/56 = 2841/896

This is the difference between Friday's practice time and Wednesday's practice time, expressed as an improper fraction. To convert this back to a mixed number, we can divide the numerator by the denominator:

2841 ÷ 896 = 3 with a remainder of 153

So the answer is Friday's practice session was 3 and 153/896 hours longer than Wednesday's practice session.

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The value of c for the intersecting secants is derived to be equal to 2 cm

The intersecting secant theorem, also known as the secant-secant theorem, states that when two secant lines intersect outside a circle, the product of the length of one secant segment and its external segment is equal to the product of the length of the other secant segment and its external segment.

c × 18 cm = 3 cm × 12 cm

c18 cm = 36 cm²

c = 36 cm²/18 cm

c = 2 cm

Therefore, the value of c for the intersecting secants is derived to be equal to 2 cm.

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Answer:

c=2cm

Step-by-step explanation:

ab=cd

3•12=18•c

36=18(c)

36/18=2

18(c)=c

c=2

Answer:

The process is below and the answer is D.

Step-by-step explanation:

[tex]perimeter \: = 2(l + b) \\ = 2((x + 1)cm + xcm) \\ = 2(x + 1 + x) \\ = 2(2x + 1)[/tex]

[tex](4x + 2)cm[/tex]

I hope it helped you

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LaTisha's calculation of the distance for the brake anchor placement is incorrect because she didn't take into account the height at which the cable is attached to the starting tree.

The bungee cord is attached 16 feet above the ground, which will also contribute to the length of the cable needed to reach the ending tree.

To correctly calculate the distance, we can use the Pythagorean theorem, considering the height (16 feet) and the length of the stretched bungee cord (24 feet + 18 feet = 42 feet). Let's denote the horizontal distance from the base of the ending tree to the brake anchor as 'd'. We have:

d² + 16² = 42²

Now, we can solve for d:

d² + 256 = 1764

d² = 1508

d = √1508 = 38.8 feet (rounded to one decimal place)

The brake anchor should be placed approximately 38.8 feet from the base of the ending tree.

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The height of the antenna is approximately 29 meters.

The point of rise is a point that is framed between the even line and the view. An angle of elevation is formed when the line of sight extends upward from the horizontal line.

We should refer to the level of the structure as "h" and the level of the receiving wire "x". Two equations can be created with the help of the tangent function:

Since the elevation angle to the roof is 32 degrees,

tan(32) = h/20, and

tan(43) = (h+x)/20

because the elevation angle to the antenna's peak is 43 degrees.

We can solve for "h" in the first equation by multiplying both sides by 20:

h = 20 tan(32)

We can substitute this expression for "h" into the second equation:

tan(43) = (20 tan(32) + x)/20

Now we can solve for "x":

x = 20 tan(43) - 20 tan(32)

We can then add the height of Isaiah's eyes (1.62 meters) to get the total height of the antenna:

height = x + 1.62

Plugging in the values and using a calculator, we get:

height ≈ 28.7 meters

As a result, the antenna stands about 28.7 meters tall. The answer is 29 meters when rounded to the nearest meter.

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Answer: To expand the expression, we can use the distributive property of multiplication:

(x+3)(x-3)(3x+2)

= (x^2 - 9)(3x+2) // using (a+b)(a-b) = a^2 - b^2

= 3x(x^2) + 2(x^2) - 9(3x) - 18 // using FOIL

= 3x^3 + 2x^2 - 27x - 18

This is the expanded form of the expression.

To simplify further, we can factor out the greatest common factor of the terms:

= 3(x^3 - 9x) + 2(x^2 - 9)

= 3x(x^2 - 9) + 2(x^2 - 9)

= (3x+2)(x^2 - 9)

= (3x+2)(x-3)(x+3)

So, the simplified expression is (3x+2)(x-3)(x+3).

there were 28,800 handshakes that occurred at the meeting.

How to solve the question?

In order to calculate the number of handshakes that occurred, we can use the formula for the sum of the first n-1 positive integers. The reason we use n-1 is because each person shakes hands with n-1 other people (themselves excluded).

The formula is:

(n-1) + (n-2) + (n-3) + ... + 1

where n is the number of people in the group.

In this case, n = 240, so we plug in:

(240-1) + (240-2) + (240-3) + ... + 1

Simplifying:

239 + 238 + 237 + ... + 1

We can see that this is an arithmetic series with a common difference of -1 and a first term of 239. Using the formula for the sum of an arithmetic series, we get:

S = n/2 * (first term + last term)

S = 240/2 * (239 + 1)

S = 240/2 * 240

S = 28,800

Therefore, there were 28,800 handshakes that occurred at the meeting.

It's worth noting that this calculation assumes that each handshake is counted twice (once for each person involved). If we only counted each handshake once, then we would need to divide our final answer by 2, giving us 14,400 handshakes.

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Answer:

Step-by-step explanation:

1.To arrange all 6 tables in a line, we can use the factorial function which calculates the product of all positive integers up to a given number. We can write:

6! = 6 x 5 x 4 x 3 x 2 x 1 = 720

Therefore, there are 720 ways to arrange all 6 tables in a line.

2.To choose 4 out of the 6 tables, we can use the combination function, which calculates the number of ways to choose k items out of n distinct items, without regard to their order. We can write:

C(6,4) = 6! / (4! x 2!) = (6 x 5 x 4 x 3) / (4 x 3 x 2 x 1) = 15

Therefore, there are 15 ways to choose 4 out of the 6 tables.

There are 720 ways to arrange all 6 tables in a line.

And, there are 15 ways to choose 4 out of the 6 tables.

A combination is a technique to determines the number of possible arrangements in a collection of items where the order of the selection does not matter.

Given that;

Mrs. Smith has 6 activity tables she wants to line up side by side in her classroom.

Now, After arrange all 6 tables in a line, we can use the factorial function which calculates the product of all positive integers up to a given number. We can write:

6! = 6 x 5 x 4 x 3 x 2 x 1 = 720

Hence, there are 720 ways to arrange all 6 tables in a line.

And, For choose 4 out of the 6 tables, we can use the combination function, which calculates the number of ways to choose k items out of n distinct items, without regard to their order. We can write:

⁶C₄ = 6! / (4! x 2!)

= (6 x 5 x 4 x 3) / (4 x 3 x 2 x 1)

= 15

Thus, there are 15 ways to choose 4 out of the 6 tables.

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The probability of winning the game is the same in both instances, so I will pick a card and put it back before picking the second card.

The probability of an event is a number that indicates how likely the event is to occur and is expressed as a number in the range from 0 and 1, or, using percentage notation, in the range from 0% to 100%.

The  card has  total of 10 possible pairs:

(1,2), (1,3), (1,4), (1,5), (2,3), (2,4), (2,5), (3,4), (3,5), and (4,5).

we have that only (3,5) n adds up to 8,  .

In conclusion, the probability of winning the game is 1/10 or 10%.

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To graph the line ​y=−4/7x+1​, we can use the slope-intercept form of a linear equation, y=mx+b, where m is the slope and b is the y-intercept. In this case, the slope is -4/7 and the y-intercept is 1.

To plot the line, we can select two points on the line and connect them with a straight line. One easy way to do this is to set x=0 and solve for y to find the y-intercept, which is (0,1). Then, we can set y=0 and solve for x to find another point on the line. This gives us (-7/4,0).

Once we have these two points, we can use a straight edge or ruler to draw a line through them to represent the graph of the equation. It should be a downward-sloping line that intercepts the y-axis at (0,1).

Alternatively, we can use a graphing calculator or an online graphing tool to plot the line more accurately. This will allow us to see more clearly the shape and direction of the line, as well as any other important features such as intercepts, slopes, and points of intersection with other lines.

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Answer:

57 seven drinks sold each day 200 drinks a week

Step-by-step explanation:

Answer:

10 inches

Step-by-step explanation:

The rule for a 45-45-90 triangle is if the two legs equal x then the hypotenuse is x√2.

So if the hypotenuse is 10√2 then the length of the leg d is 10

Check the picture below.

btw that picture above is misleading, whenever is 3 longer than 7?  and 2 longer than 7? =)

so let's just get the area of the trapezoidal face and multiply that by the depth of 7.

[tex]\textit{area of a trapezoid}\\\\ A=\cfrac{h(a+b)}{2}~~ \begin{cases} h~~=height\\ a,b=\stackrel{parallel~sides}{bases~\hfill }\\[-0.5em] \hrulefill\\ a=2\\ b=4\\ h=3 \end{cases}\implies A=\cfrac{3(2+4)}{2}\implies A=9 \\\\[-0.35em] ~\dotfill\\\\ (9)(7)\implies \text{\LARGE 56}\qquad \impliedby volume[/tex]

The first month in which HBM Corporation's cumulative donation total exceeds the Gades Foundation's cumulative total is the sixth month. This is calculated by finding an equation for each organization's cumulative donation total and solving an inequality.

Let's start by finding an equation for the cumulative donation total for each organization after n months. Let GF(n) and HBM(n) represent the cumulative donation totals for the Gades Foundation and HBM Corporation, respectively.

The Gades Foundation's cumulative donation total can be represented by the arithmetic sequence

GF(n) = 250 + 100(n-1)

The HBM Corporation's cumulative donation total can be represented by the geometric sequence

HBM(n) = 64(1.75)ⁿ⁻¹

To find the month in which HBM Corporation's cumulative donation total exceeds the Gades Foundation's cumulative total, we need to solve the inequality

HBM(n) > GF(n)

Substituting the expressions for GF(n) and HBM(n), we get

64(1.75)ⁿ⁻¹ > 250 + 100(n-1)

Simplifying and solving for n, we get

1.75ⁿ⁻¹ > (250/64) + (100/64)(n-1)

Taking the logarithm of both sides, we get

(n-1)log(1.75) > log(250/64) + log(1+(100/250)(n-1))

Using a calculator to evaluate the logarithms, we can solve for n

n > 5.74

Since n must be an integer, the smallest integer greater than 5.74 is 6. Therefore, the first month in the Gades Foundation's cumulative total is the sixth month.

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Answer:

Step-by-step explanation:

Hopefully this is right.

Area = (pi)r²

Which is pi times the the radius squared

The radius is 2, so 2² is 4, So we multiply 3.14, which is pi, by 4.

Multiply 3.14 by 4, and the answer is 12.56, the question says round to the nearest tenth, so the final answer will be 12.6

My math teacher back in 7th grade gave us this sentence to help us memorize the equations.

Cherry Pie Delicious (C=(pi)d), Apple Pie Are Too (A=(pi)r²)

Do the same with the other two questions, and the answer for question two will be 3.14, rounded to the nearest tenth will be 3.1

Question three do the same as well, and the answer will be 660.185, rounded will be 660.2

Hope this helps!

Answer: the range of surveyed students that agreed with the statement is between 82.3% and 89.7%.

Step-by-step explanation: The present study's margin of error has been estimated as ±3.7%. This indicates that the reported proportion of 86% of students who concurred with the statement may exhibit a margin of error of ±3.7%, encompassing potential values lower or higher than the reported percentage figure.

To ascertain the range of students surveyed who assented to the given statement, it is essential to ascertain the uppermost and lowermost attainable percentages that the factual percentage could reveal.

The maximum attainable percentage is equivalent to the sum of 86% and 3.7%, which yields a total of 89.7%.

The minimum percentage attainable has been calculated to be 82.3% by subtracting 3.7% from the initial value of 86%. Such a formulation adheres to the precision and technical accuracy expected in academic writing.

The slope of the points in this table is equal to 1.2.

In Mathematics and Geometry, the slope of any straight line can be determined by using this mathematical equation;

Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Based on the information provided in the table, we can logically deduce the following data points on the line:

Substituting the given points into the slope formula, we have the following;

Slope, m = (3.7 + 1.1)/(1 + 3)

Slope, m = 4.8/4

Slope, m = 1.2.

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The completed checking account register can be presented as follows;

[tex]\begin{tabular}{ | c | c | l | c | c | c |}\cline{1- 6}Date & Check \# & Transaction Description & Payment (-) & Deposit (+) & Balance \\cline{1-6}\cline{1- 6}06/30 & --- & Beginning Balance & - & \$150 & \$150 \\cline{1- 6}\cline{1- 6}07/01 & 0001 & Rent payment & \$500.00 & - & \$-350 \\cline{1-6}\cline{1- 6}07/01 & --- & Paycheck & --- & \$575 & \$225 \\cline{1-6}\cline{1- 6}07/07 & 0002 & Utilities & \$102.74 & --- & \$122.26 \\cline{1-6}\cline{1- 6}\cline{1- 6}\end{tabular}[/tex]

[tex]\begin{tabular}{ | c | c | l | c | c | c |} \cline{1- 6} \cline{1- 6} Date & Check \# & Transaction Description & Payment (-) & Deposit (+) & Balance \ \cline{1-6} \cline{1- 6} 07/08 & --- & Groceries & \$64.96 & - & \$57.30 \ \cline{1-6} \cline{1- 6} \cline{1-6}07/10 & --- & Babysitting & - & \$42.00 & \$99.30 \ \cline{1-6} \cline{1-6} \cline{1- 6} 07/12 & --- & Movies & \$18.65 & - & \$80.65\ \cline{1-6} \cline{1- 6} 07/14 & --- & Gas & \$31.61 & - & \$49.04 \ \cline{1- 6} \cline{1- 6} \end{tabular}[/tex]

[tex]\begin{tabular}{ | c | c | l | c | c | c |}\cline{1- 6}Date & Check \# & Transaction Description & Payment (-) & Deposit (+) & Balance \ \\\cline{1-6} 07/15 & --- & Paycheck & - & \$575 & \$624.04 \ \cline{1-6} \cline{1-6} 07/19& 0003&Car Insurance&\$78.50&-&\$545.54\cline{1-6} \cline{1-6} 07/22&---&Groceries&\$58.30&-&\$487.24\cline{1-6} \cline{1-6} \end{tabular}[/tex]

[tex]\begin{tabular}{ | c | c | l | c | c | c |}\cline{1-6}Date & Check # & Transaction Description & Payment (-) & Deposit (+) & Balance \ \cline{1-6} \cline{1-6} 07/26&0004&Phone&\$80&-&\$407.24 \cline{1-6}\cline{1-6}07/26 & 0005 & Internet & \$62.75 & - & \$344.49 \ \cline{1-6}\cline{1-6}07/28 & 0006 & Cable TV& \$87.00 & - & \$257.49 \ \cline{1-6}\cline{1-6}07/30 & --- & Gas & \$35.22 & - & \$222.27 \ \cline{1-6}\cline{1-6}\end{tabular}[/tex]

A check register, which may also be known as a cash disbursement journal is a register for recording the transactions done with check and cash, by a business during an accounting period.

Some of the reasons why it is important to examine bank records includes;

1. To ensure accuracy; When bank records are regularly checked, it ensures that transactions using a bank account are recorded accurately

2. To prevent fraud; Bank record review help prevents fraud which includes identity theft, charges which are not authorized, and other forms of fraudulent activity

3. Budget planning and monitoring; Bank record examination ensures visualization of where money in a bank account is going, such as to enable proper planning, and budgeting

4. Resolution of disputes; Disputes such as unauthorized credit or debit on an account can be detected and raised with a bank when a bank account is checked regularly.

5. Maintaining good financial health; Regular examination of bank records help ensures that a bank account is secure and accurate.

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After solving the given angles we can conclude that ∠4 is (D) 140° respectively.

Two rays that have a common terminal and are referred to as the angle's sides and vertices, respectively, make up an angle in Euclidean geometry.

Two rays can form angles in the plane where they are positioned.

Angles are also produced when two planes intersect.

These are what are known as dihedral angles.

Acute, obtuse, right, straight, reflex and full rotation are examples of basic angles.

So, according to the given image, we know that:

∠ 1 + ∠ 2 = 180

Then,

(3x + 20) + x = 180

4x + 20 = 180

4x = 180 - 20

4x = 160

x = 160 / 4

x = 40

We got that:

∠ 1 = ∠ 4

∠ 2 = ∠ 3

Simply substitute for x and solve if ∠1 = ∠4:

3x + 20 = 3(40) + 20 = 120 + 20 = 140

Therefore, after solving the given angles we can conclude that ∠4 is (D) 140° respectively.

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The company boss is planning on ordering a gift for each of his employees.

This can be a great way to show appreciation for their hard work and dedication. When boss is planning to choosing gifts, it's important to consider the company culture and values, as well as the individual preferences and interests of each employee.

Some popular gift ideas include personalized items such as mugs or keychains, gift cards to local restaurants or stores, or company branded merchandise such as t-shirts or hats. Whatever the gift may be, it's important to make sure that it's thoughtful and meaningful to show that the boss truly values and appreciates the hard work of his employees.

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The probability that at least one visitor views another page on the site is very high, close to 1. This suggests that the website is engaging and visitors are likely to navigate beyond the home page.

Assuming that 200 visitors come to the home page of the website, we can use the binomial distribution to calculate the probability that at least one visitor views another page on the site.

Let X be the number of visitors who view another page. Then X follows a binomial distribution with n = 200 and p = 0.2.

P(X ≥ 1) = 1 - P(X = 0)

[tex]= 1 - (0.2)^0 * (0.8)^200= 1 - 0.8^200[/tex]

≈ 1

Therefore, the probability that at least one visitor views another page on the site is very high, close to 1. This suggests that the website is engaging and visitors are likely to navigate beyond the home page.

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40 out of 200 visitors to the homepage are expected to view another page on the site.

The probability that a visitor to a website's homepage views another page on the site and how it relates to 200

visitors.

The probability is 0.2.

To find out how many visitors out of 200 are likely to view another page on the site, you can follow these steps:

Identify the given probability, which is 0.2 in this case.

Multiply the probability by the total number of visitors (200).

So, the calculation would be:

0.2 × 200 = 40

Based on the given probability, approximately 40 out of 200 visitors to the homepage are expected to view another

page on the site.

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The orthogonal projection of [tex]\vec{V}[/tex] =[−7−9] onto the line L through [26] and the origin is given by the vector [-69/10 -207/10].

What is algebra?

Algebra is a branch of mathematics that deals with mathematical operations and symbols used to represent numbers and quantities in equations and formulas.

To find the orthogonal projection of a vector  [tex]\vec{V}[/tex]  onto a line L, we need to follow these steps:

Find a vector [tex]\vec{n}[/tex]  that is orthogonal to the line L.

Find the projection of  [tex]\vec{v}[/tex] onto [tex]\vec{n}[/tex] . This projection will be a scalar.

The orthogonal projection of [tex]\vec{v}[/tex]  onto L is the vector that is obtained by multiplying the scalar projection of [tex]\vec{v}[/tex]  onto [tex]\vec{n}[/tex]  by the unit vector in the direction of L.

Let's apply these steps to the problem at hand:

Step 1: Find a vector [tex]\vec{n}[/tex] that is orthogonal to the line L.

The line L passes through [2 6] and the origin, so we can find the direction vector of the line by subtracting the two points:

[tex]\vec{d}[/tex] = [2 6]−[0 0]=[2 6].

To find a vector that is orthogonal to [tex]\vec{d}[/tex], we can take the cross product of  [tex]\vec{d}[/tex]with the vector [0 0 1]:

[tex]\vec{n}[/tex] = [tex]\vec{d}[/tex]  × [0 0 1] = [−6 2 0].

Step 2: Find the projection of  [tex]\vec{v}[/tex]onto [tex]\vec{n}[/tex]  .

The projection of  [tex]\vec{v}[/tex] onto  [tex]\vec{n}[/tex] is given by the formula:

proj n v = ( [tex]\vec{v}[/tex] ·  [tex]\vec{n}[/tex] ) / || [tex]\vec{n}[/tex] ||² *  [tex]\vec{n}[/tex]

where · denotes the dot product and ||  [tex]\vec{n}[/tex] || is the magnitude of  [tex]\vec{n}[/tex] .

Substituting the values we have:

proj n v = ([-7 -9] · [-6 2 0]) / ||[-6 2 0]||² * [-6 2 0]

= (-54 + (-18)) / (36 + 4) × [-6 2 0]

= -72/40 × [-6 2 0]

= [-27 9 0]/5

Step 3: The orthogonal projection [tex]\vec{v}[/tex] onto L is given by:

proj L v = (proj n v · [tex]\vec{d}[/tex]  / || [tex]\vec{d}[/tex]  ||²) × [tex]\vec{d}[/tex]  / || [tex]\vec{d}[/tex]  ||

where || [tex]\vec{d}[/tex] || is the magnitude of  [tex]\vec{d}[/tex]  .

Substituting the values we have:

proj L v = ([−27 9 0]/5 · [2 6]/(2² + 6²)) * [2 6]/(2² + 6²)

= -207/40 * [2 6]

= [-69/10 -207/10]

Therefore, the orthogonal projection of  [tex]\vec{v}[/tex] =[−7−9] onto the line L through [26] and the origin is given by the vector [-69/10 -207/10].

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Answer:

330 cubic inches

Step-by-step explanation:

The formula for a rectangular prism is l x w x h

so, let's input the numbers:

2 x 15 x 11

and solve:

330

So, the volume of a rectangular prism is 330 cubic inches