It is Arithmetic Sequence. An ordered group of numbers with a shared difference between each succeeding term is known as an arithmetic sequence.
For the given sequence
d= 49-56 = -7
d= 42-49 = -7
Thus, there is -7 as a common difference between the terms.
The distance between succeeding terms in an arithmetic series is always the same. It is often referred to as an arithmetic series or arithmetic progression. The following statement can be used to represent an arithmetic sequence: a, (a + d), (a + 2 d), (a + 3 d),..., where a is the first term and d is the constant difference between values.
To determine the sum of an arithmetic sequence, it is generally simple to add or subtract all the terms in a short series together. An individual can quickly determine the sum of an arithmetic series for a particular number of terms by using the generic formula for the nth term of an arithmetic sequence.
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I need help please show your work
Answer:
The 2nd equation is false.
Step-by-step explanation:
You don't even have to solve. DE is not 58, it's 40.
The 2nd equation is false.
The food service manager conducted a random survey of 200 students to determine their preference for new lunch menu items. There are 1,500 students in the school. Select all the manager’s predictions that are supported by the data
There are several predictions that the food service manager may make based on the data from the survey of 200 students regarding their preference for new lunch menu items. Let's examine some of these predictions and see if they are supported by the data.
The majority of students will like the new menu items.
The food service manager may predict that the majority of students in the school will like the new menu items, based on the positive responses from the 200 surveyed students. However, it's important to note that the sample size of 200 is relatively small compared to the total student population of 1,500. Therefore, it's possible that the preferences of the 200 surveyed students may not be representative of the preferences of the entire student population. To make a more accurate prediction, the manager may need to conduct a larger survey or pilot program to test the new menu items with a larger group of students.
Certain menu items will be more popular than others.
Based on the survey data, the food service manager may be able to identify which new menu items are more popular among the surveyed students. For example, if a majority of students indicate that they would like to see more vegetarian options, the manager may predict that introducing more vegetarian menu items will be popular among the broader student population. However, it's important to keep in mind that the preferences of the 200 surveyed students may not be representative of the preferences of the entire student population, so the manager may need to conduct additional research or testing to confirm these predictions.
The introduction of new menu items will increase overall satisfaction with the school lunch program.
If the survey data shows that a significant number of students are excited about the new menu items, the food service manager may predict that introducing these items will increase overall satisfaction with the school lunch program. However, it's important to note that satisfaction is a complex concept that can be influenced by many factors beyond just the menu items, such as the quality of service, cleanliness of the cafeteria, and overall atmosphere. Therefore, the manager may need to consider these other factors when predicting the impact of the new menu items on overall satisfaction with the lunch program.
In summary, while the data from the survey of 200 students can provide valuable insights into student preferences for new lunch menu items, it's important to interpret these results with caution and consider additional factors that may influence the broader student population. Conducting further research or testing can help to confirm these predictions and make more accurate decisions about the school lunch program.
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a) Work out the minimum number of hikers who could have walked between 6 miles and 17 miles. b) Work out the maximum number of hikers who could have walked between 6 miles and 17 miles. < Back to task Distance, a (miles) 0≤ x<5 5 ≤ x < 10 10 ≤ a < 15 15 ≤ x < 20 20 ≤ w Scroll down Watch video Frequency 3 2 9 8 4 Answer
9 hikers are the bare minimum that might have covered the range of 6 to 17 miles because that distance falls inside the typical interval of 10 x 15 miles.
What is meant by minimum and maximum value?Rearrange the function using fundamental algebraic concepts to determine the value of x when the derivative equals 0.
This response gives the x-coordinate of the function's vertex, which is where the maximum or minimum will occur.
To determine the minimum or maximum, rewrite the solution into the original function.
The greatest and smallest values of a function, either within a specific range (the local or relative extrema) or throughout the entire domain, are collectively referred to as extrema (PL: extrema) in mathematical analysis.
b) the maximum number of hikers who could have walked between 6 miles and 17 miles is 19.
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what is the as surface area of the rectangular prism
Answer:
142 sq cm
Step-by-step explanation:
A= 2(lh + wh + lw)
2(7*3+5*3+7*5)
2(21+15+35)
2(71)
A= 142 sq cm
Which of the following are true statements? Check all that apply. A. F(x)= 2 square x has the same domain and range as f(x)= square x. B. The graph of f(x)= 2 square x will look like the graph of f(x)= square x but will shrink it vertically by the factor of 1/2. C. The graph of f(x)= 2 square x will look like the graph of f(x)= square x but will shrink it horizontally by a factor of 1/2. D. The graph of f(x)= 2 square x will look like the graph of f(x)= square x but will stretch it vertically by factor of 2.
The graph of f(x)= 2 square x will look like the graph of f(x)= square x but will shrink it vertically by the factor of 1/2.
The graph of f(x)= 2 square x will look like the graph of f(x)= square x but will stretch it vertically by factor of 2.
Thus, Option B and Option D are correct.
What is function?A function is a relationship or expression involving one or more variables. It has a set of input and outputs.
A. F(x)= 2 square x has the same domain and range as f(x)= square x.
B. The graph of f(x)= 2 square x will look like the graph of f(x)= square x but will shrink it vertically by the factor of 1/2.
D. The graph of f(x)= 2 square x will look like the graph of f(x)= square x but will stretch it vertically by factor of 2.
Option A is false because multiplying the function by 2 will change the range of the function to include all non-negative real numbers (since the square of any number is non-negative).
Option B is true because multiplying the function by 2 will vertically shrink the graph by a factor of 1/2 (since the output values will be half the size of the original function).
Option C is false because multiplying the function by 2 will not affect the horizontal scale of the graph.
Option D is true because multiplying the function by 2 will vertically stretch the graph by a factor of 2 (since the output values will be twice the size of the original function).
Therefore, Option B and Option D are correct.
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what justifies the use of the normal distribution for the sampling distribution of the proportion?
The ability of the normal distribution to approximate the binomial distribution under appropriate conditions justifies the use of the normal distribution for the sampling distribution of the proportion.
A sampling distribution is a statistical probability distribution derived from a larger number of samples gathered from a certain population. The sampling distribution of a particular population is the distribution of frequencies of a range of possible outcomes for a population statistic.
A population is the whole pool from which a statistical sample is selected in statistics. A population can be defined as a large group of people, things, events, medical visits, or measures. A population can thus be defined as an aggregate observation of persons linked by a common trait.
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Halle el valor de x y de y en el siguiente diagrama. Use el teorema de Tales:
No olvide adjuntar los procedimientos.
doy 20 puntos por favor es paea YAAAA
The value of y = 2.34 and x = 2.31
What are the similar triangles?Similar triangles are a pair of triangles that have the same shape but may differ in size. This means that their corresponding angles are congruent, and their corresponding sides are proportional. Similar triangles are an important concept in geometry.
Here two similar triangles are given below, ΔABC ≈ ΔCEF
For similar triangle we can write,
⇒ CE/CF = AE/BF
⇒ 3.9/5 = y/3 ⇒ y = (3×3.9)/5
So, y = 2.34
Similarly,
⇒ CF/CB = EF/AB
⇒ 5/8 = x/3.7 ⇒ x = (5×3.7)/8
⇒ x = 18.5/8 = 2.31
Therefore, The value of y = 2.34 and x = 2.31
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According to the question the value of triangles y = 2.34 and x = 2.31
What are the similar triangles?Similar triangles are a pair of triangles that have the same shape but may differ in size. This means that their corresponding angles are congruent, and their corresponding sides are proportional. Similar triangles are an important concept in geometry.
Here two similar triangles are given below, ΔABC ≈ ΔCEF
For similar triangle we can write,
⇒ CE/CF = AE/BF
⇒ 3.9/5 = y/3 ⇒ y = (3×3.9)/5
So, y = 2.34
Similarly,
⇒ CF/CB = EF/AB
⇒ 5/8 = x/3.7 ⇒ x = (5×3.7)/8
⇒ x = 18.5/8 = 2.31
Therefore, The value of y = 2.34 and x = 2.31
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A satellite TV company offers two plans. One plan costs $115 plus $30 per month. The other plan costs $60 per month. How many months must Alfia have the plan in order for the first plan to be the better buy?
if the circumference of the moon is 6783 miles what is its diameter in miles
Answer:
C = 21,309.4
Step-by-step explanation:
Diameter of moon is miles is,
d = 2159.8 miles
We have,
The circumference of the moon is, 6783 miles
Since, We know that,
the circumference of circle is,
C = 2πr
Substitute given values,
6783 miles = 2 × 3.14 × r
6783 = 6.28 × r
r = 6783 / 6.28
r = 1079.9 miles
Therefore, Diameter of moon is miles is,
d = 2 x r
d = 2 x 1079.9
d = 2159.8 miles
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A research submarine dives at a speed of 100 ft/min directly toward the research lab. How long will it take the submarine to reach the lab from the surface of the ocean?
Can you explain why you got the answer too please
Answer:
The submarine travels 100 ft / min.
Step-by-step explanation:
To determine how long it will take the submarine to reach the lab from the surface of the ocean, we need to know how far it is from the surface of the ocean to the lab. Since this is not given, let us present the distance as D
The submarine travels at 100ft/min
He also travels a distance of D ft
Then the ratio below is correct:1/100 = x/Dx = D/100
Where the x is the time we want to find. If you have omitted the distance D by mistake, all you need to do is divide it by 100 to get the time you are looking for.
It will take 29.2 minutes in order for the submarine to reach the lab from the surface of the ocean.
Solution
To determine how long it will take the submarine to reach the lab from the surface of the ocean, we need to know how far it is from the surface of the ocean to the lab. Since this is not given, let us present the distance as D.
The submarine travels at 100ft/min
He also travels a distance of Dft
Then the ratio below is correct:
[tex]1/100 = x/D[/tex]
[tex]x = D/100[/tex]
Where x is the time we want to find.
If you have omitted the distance D by mistake, all you need to do is divide it by 100 to get the time you are looking for.
Set up iterated integrals for both orders of integration. Then evaluate the double integral using the easier order.
y dA, D is bounded by y = x − 6; x = y2
D
The value of the double integral using the easier order, ydA bounded by y = x − 6; x = y² is 125/12.
The double integral, indicated by ', is mostly used to calculate the surface area of a two-dimensional figure. By using double integration, we may quickly determine the area of a rectangular region. If we understand simple integration, we can easily tackle double integration difficulties. Hence, first and foremost, we will go over some fundamental integration guidelines.
Given, the double integral ∫∫yA and the region y = x-6 and x = y²
y = x-6
x = y²
y² = y +6
y² - y - 6 = 0
y² - 3y +2y - 6 = 0
(y-3) (y+2) = 0
y = 3 and y = -2
[tex]\int\int\limits_\triangle {y} \, dA\\ \\[/tex]
= [tex]\int\limits^3_2 {y(y+6-y^2)} \, dx \\\\\int\limits^3_2 {(y^2+6y-y^3)} \, dx \\\\(\frac{y^3}{3} + 3y^2-\frac{y^4}{4} )_-_2^3\\\\\frac{63}{4} -\frac{16}{3} \\\\\frac{125}{12}[/tex]
The value for the double integral is 125/12.
Integration is an important aspect of calculus, and there are many different forms of integrations, such as basic integration, double integration, and triple integration. We often utilise integral calculus to determine the area and volume on a very big scale that simple formulae or calculations cannot.
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Identify the fallacies of relevance committed by the following arguments, giving a brief explanation for your answer. If no fallacy is committed, write "no fallacy". Surely you welcome the opportunity to join our protective organization. Think of all the money you will lose from broken windows, overturned trucks, and damaged merchandise in the event of your not joining.
There are no fallacies of relevance committed by the given argument.
The following arguments commits fallacy: argumentum ad baculum. Argumentum ad baculum is a Latin phrase which means argument from a stick or appeal to force. It is a type of logical fallacy in which someone tries to persuade another person by using threats of force or coercion rather than using evidence or reasoning.
The above statement is an example of the argumentum ad baculum fallacy as it tries to use fear to convince people to join their protective organization. They are using the threat of potential losses to convince people to join. It is a manipulative strategy that attempts to scare people into joining by threatening the safety of their business.No fallacy is committed. There are no fallacies of relevance committed by the given argument.
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NEED HELP DUE TODAY!!!! GIVE GOOD ANSWER
2. How do the sizes of the circles compare?
3. Are triangles ABC and DEF similar? Explain your reasoning.
4. How can you use the coordinates of A to find the coordinates of D?
The triangles ABC and DEF are similar triangles, but DEF is twice as big as ABC.
What does it signify when two triangles are similar?
Congruent triangles are triangles that share similarity in shape but not necessarily in size. All equilateral triangles and squares of any side length serve as illustrations of related objects.
Or to put it another way, the corresponding angles and sides of two triangles that are similar to one another will be congruent and proportionate, respectively.
How do the sizes of the circles compare?
Given the triangles ABC and DEF
From the figure, we have
AB = 1
DE = 2
This means that the triangle DEF is twice the size of the triangle ABC
Are triangles ABC and DEF similar?
Yes, the triangles ABC and DEF are similar triangles
This is because the corresponding sides of DEF is twice the corresponding sides of triangle ABC
How can you use the coordinates of A to find the coordinates of D?
Multipliying the coordinates of A by 2 gives coordinates of D.
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It is known that diskettes produced by a certain company will be defective with probability 0.01, independently of each other. The company sells the diskettes in packages of size 10 and offers a money-back guarantee that at most 1 of the 10 diskettes in the package will be defective.If someone buys 3 packages, what is the probability that he or she will return exactly 1 of 3 packages?
The probability of someone returning exactly 1 of the 3 packages can be calculated as:P(1 out of 3 packages is returned) = C(3, 1) × P(0 or 1 diskette is defective)¹ × (1 - P(0 or 1 diskette is defective))²P(1 out of 3 packages is returned) = C(3, 1) × (0.9043820371)¹ × (0.0956179629)²P(1 out of 3 packages is returned) = 0.2448700124Therefore, the required probability of someone returning exactly 1 of the 3 packages is 0.2448700124.
The given data from the question is that the company produces diskettes which have the probability of being defective as 0.01. The packages that are sold have a size of 10 and the guarantee says that there can be at most one defective diskette in the package. Now, the question is to find the probability of someone returning exactly 1 of the 3 packages that they have bought. So, the given data can be summarized as:Given:Probability of the diskette being defective, p = 0.01Guarantee: At most one diskette in the package of size 10 is defective.Now, let's solve the problem using probability theory
Probability of 1 diskette being defective in a package of size 10 can be calculated as:P(defective) = p = 0.01P(non-defective) = 1 - p = 0.99Using the given guarantee, probability of at most one defective diskette in a package of size 10:P(0 or 1 diskette is defective) = P(0 defective) + P(1 defective)P(0 or 1 diskette is defective) = C(10, 0) × (0.99)¹⁰ + C(10, 1) × (0.99)⁹ × (0.01)P(0 or 1 diskette is defective) = 0.9043820371Using the above probability
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With the information given, can you prove
that this quadrilateral is a parallelogram?
A. Yes
B. No
AB = DC
We cannot prove that the quadrilateral is a parallelogram with only the given information that AB = DC.
What is quadrilateral and parallelogram ?
A quadrilateral is a four-sided polygon, which means it is a closed shape with four straight sides. Some examples of quadrilaterals include rectangles, squares, trapezoids, and rhombuses.
A parallelogram is a special type of quadrilateral where both pairs of opposite sides are parallel. This means that the opposite sides never intersect, and they have the same slope. Additionally, the opposite sides of a parallelogram are congruent (i.e., have the same length), and the opposite angles are also congruent. Some examples of parallelograms include rectangles, squares, and rhombuses.
To prove that a quadrilateral is a parallelogram, we need to show that both pairs of opposite sides are parallel. Knowing that AB = DC only gives us information about the lengths of the sides, but it doesn't tell us anything about their orientation or whether they are parallel.
We would need additional information, such as the measures of angles or the lengths of other sides, to determine whether the quadrilateral is a parallelogram.
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Solve the following formula for t
S=12(V0+V1)t
Answer:
[tex]{ \rm{s = 12( v_{0} + v_{1} )t}} \\ \\{ \boxed { \rm{t = \frac{s}{12(v_{0} + v_{1})} \: \: }}}[/tex]
A diagonal of rectangle is inclined to one side of the rectangle at 25 degree the acute angle between diagonal is
Answer:
A diagonal of a rectangle is inclined to one side of the rectangle at 25º Angle between a side of the rectangle and its diagonal = 25º Consider x as the acute angle between diagonals
Step-by-step explanation:
La necesito por favor
Answer:
4(h+3) = 20
Step-by-step explanation:
Para empesar, disculpa si mi español no es perfecto, pero igual me encataria a ayudarte.
Pues, se sabe que estas temporadas de practica vienen en groupitos de horas a la ves. Dijo que cada dia, ella practica por alguans horas, las cuales suman a 20 en total. Como la problema nos dice que ella practica 4 veces a la semana, tienemos 4 de estos groupitos de horas. Por eso, la respuesa es 4(h+3) = 20, porque ella va por estas 4 temporadas de practicar 3 horas en la manana y quien sabe cuantos en la tarde. Addicionalmente, este"quien sabe" numero de horas se representa con h.
there exists a complex number $c$ such that we can get $z 2$ from $z 0$ by rotating around $c$ by $\pi/2$ counter-clockwise. find the sum of the real and imaginary parts of $c$.
The sum of the real and imaginary parts of $c$ is$$\operatorname{Re}(c) + \operatorname{Im}(c) = \frac{\operatorname{Re}(2c)}{2} + \frac{\operatorname{Im}(2c)}{2}$$$$= \frac{\operatorname{Re}(z_0+z_2)}{2} - \frac{\operatorname{Im}(z_0)}{2}(1-\cos(\theta/2)) - \frac{\operatorname{Re}(z_0)}{2}\sin(\theta/2)$$$$+ \frac{\operatorname{Im}(z_0+z_2)}{2} - \frac{\operatorname{Re}(z_0)}{2}(1-\cos(\theta/2)) + \frac{\operatorname{Im}(z_0)}{2}\sin(\theta/2).$$
The given problem can be solved using algebraic and geometric methods. We can use algebraic methods, such as the equations given in the problem, and we can use geometric methods by visualizing what the problem is asking. To start, let's translate the given problem into mathematical equations. Let $z_0$ be the original complex number. We want to rotate this point by 90 degrees counter-clockwise about some complex number $c$ to get $z_2$. Thus,$$z_2 = c + i(z_0 - c)$$$$=c + iz_0 - ic$$$$= (1-i)c + iz_0.$$We also know that this transformation will rotate the point $z_1 = (z_0 + z_2)/2$ by 45 degrees. Thus, using similar logic,$$z_1 = (1-i/2)c + iz_0/2.$$Now let's use the formula for rotating a point about the origin by $\theta$ degrees (where $\theta$ is measured in radians) to find a relationship between $z_1$ and $z_0$.$$z_1 = z_0 e^{i\theta/2}$$$$\implies (1-i/2)c + iz_0/2 = z_0 e^{i\theta/2}$$$$\implies (1-i/2)c = (e^{i\theta/2} - 1)z_0/2.$$We can solve for $c$ by dividing both sides by $1-i/2$.$$c = \frac{e^{i\theta/2} - 1}{1-i/2}\cdot\frac{z_0}{2}.$$We can now use the information given in the problem to solve for the sum of the real and imaginary parts of $c$. We know that rotating $z_0$ by 90 degrees counter-clockwise will result in the complex number $z_2$. Visually, this means that $c$ is located at the midpoint between $z_0$ and $z_2$ on the line that is perpendicular to the line segment connecting $z_0$ and $z_2$. We can use this geometric interpretation to solve for $c$. The midpoint of the line segment connecting $z_0$ and $z_2$ is$$\frac{z_0+z_2}{2} = c + i\frac{z_0-c}{2}.$$Solving for $c$, we get$$c = \frac{z_0+z_2}{2} - \frac{i}{2}(z_0-c)$$$$\implies 2c = z_0+z_2 - i(z_0-c)$$$$\implies 2c = z_0+z_2 - i(z_0- (e^{i\theta/2} - 1)(z_0/2)/(1-i/2)).$$We can now find the real and imaginary parts of $c$ and add them together to get the desired answer. Let's first simplify the expression for $c$.$$2c = z_0+z_2 - i(z_0 - (e^{i\theta/2} - 1)\cdot(z_0/2)\cdot(1+i)/2)$$$$= z_0 + z_2 - i(z_0 - z_0(e^{i\theta/2} - 1)(1+i)/4)$$$$= z_0 + z_2 - i(z_0 - z_0e^{i\theta/2}(1+i)/4 + z_0(1-i)/4)$$$$= z_0 + z_2 - i(z_0(1-e^{i\theta/2})/4 + z_0(1-i)/4)$$$$= z_0 + z_2 - i(z_0/4(1-e^{i\theta/2} + 1 - i))$$$$= z_0 + z_2 - i(z_0/2(1-\cos(\theta/2) - i\sin(\theta/2)))$$$$= z_0 + z_2 - i(z_0(1-\cos(\theta/2)) + z_0\sin(\theta/2) - i(z_0\cos(\theta/2))/2.$$Now we can find the real and imaginary parts of $2c$ and divide by 2 to get the real and imaginary parts of $c$. We have$$\operatorname{Re}(2c) = \operatorname{Re}(z_0+z_2) - \operatorname{Im}(z_0)(1-\cos(\theta/2)) - \operatorname{Re}(z_0)\sin(\theta/2)$$$$\operatorname{Im}(2c) = \operatorname{Im}(z_0+z_2) - \operatorname{Re}(z_0)(1-\cos(\theta/2)) + \operatorname{Im}(z_0)\sin(\theta/2).$$Thus, the sum of the real and imaginary parts of $c$ is$$\operatorname{Re}(c) + \operatorname{Im}(c) = \frac{\operatorname{Re}(2c)}{2} + \frac{\operatorname{Im}(2c)}{2}$$$$= \frac{\operatorname{Re}(z_0+z_2)}{2} - \frac{\operatorname{Im}(z_0)}{2}(1-\cos(\theta/2)) - \frac{\operatorname{Re}(z_0)}{2}\sin(\theta/2)$$$$+ \frac{\operatorname{Im}(z_0+z_2)}{2} - \frac{\operatorname{Re}(z_0)}{2}(1-\cos(\theta/2)) + \frac{\operatorname{Im}(z_0)}{2}\sin(\theta/2).$$
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Which points satisfy both inequalities?
The pοint that satisfies bοth inequalities is the pοint inside this triangular regiοn.
What is inequality?An inequality is a mathematical statement that cοmpares twο values οr expressiοns and indicates whether they are equal οr nοt, οr which οne is greater οr smaller.
Since the shading is nοt included, we will need tο use the lines themselves tο determine the cοrrect regiοn οf the cοοrdinate plane.
The first inequality y > (3/2)x - 5 has a slοpe οf 3/2 and a y-intercept οf -5. This means the line will have a pοsitive slοpe and will be lοcated belοw the pοint (0,-5).
The secοnd inequality y < (-1/6)x - 6 has a negative slοpe οf -1/6 and a y-intercept οf -6. This means the line will have a negative slοpe and will be lοcated abοve the pοint (0,-6).
Tο find the pοint that satisfies BOTH inequalities, we need tο lοοk fοr the regiοn οf the cοοrdinate plane that is belοw the line y = (3/2)x - 5 AND abοve the line y = (-1/6)x - 6. This regiοn is the triangular-shaped area that is bοunded by the twο lines and the x-axis.
The pοint that satisfies bοth inequalities is the pοint inside this triangular regiοn.
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Suppose E and F are two events, with the following probability table F F’
E 0.1 0.3 E' 0.2 0.4 a) Compute P(EF). b) Are E and F independent? Explain. c) Are E and F mutually exclusive? Explain.
a) With the following probability table F F, Let’s apply the formula for the intersection of events to solve the first part of the problem.
P(EF) = P(E) x P(F|E).We know that P(E) = 0.1 and that P(F|E) = 0.3. Therefore,P(EF) = P(E) x P(F|E) = 0.1 x 0.3 = 0.03.b) Two events E and F are independent if and only if their intersection is equal to the product of their individual probabilities.
P(EF) = P(E) x P(F) if and only if E and F are independent. We know that P(E) = 0.1 and that P(F) = 0.1 + 0.3 = 0.4. Therefore, P(EF) = 0.03, which is different from 0.1 x 0.4 = 0.04.
Since P(EF) is different from P(E) x P(F), it means that E and F are not independent.c) Two events E and F are mutually exclusive if and only if their intersection is the null set.P(EF) = ∅ if and only if E and F are mutually exclusive. We know that P(EF) = 0.03, which is not equal to the null set. Therefore, E and F are not mutually exclusive.
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Aaron sampled 101 students and calculated an average of 6.5 hours of sleep each night with a standard deviation of 2.14. Using a 96% confidence level, he also found that t* = 2.081.confidence intervat = x±s/√n A 96% confidence interval calculates that the average number of hours of sleep for working college students is between __________.
The average number of hours of sleep for working college students is between 6.28 and 6.72 hours of sleep each night
According to the given data,
Sample size n = 101
Sample mean x = 6.5
Standard deviation s = 2.14
Level of confidence C = 96%
Using a 96% confidence level, the value of t* for 100 degrees of freedom is 2.081, as given in the question.
Now, the formula for the confidence interval is:x ± (t* × s/√n)Here, x = 6.5, s = 2.14, n = 101, and t* = 2.081
Substituting the values in the above formula, we get:
Lower limit = x - (t* × s/√n) = 6.5 - (2.081 × 2.14/√101) = 6.28
Upper limit = x + (t* × s/√n) = 6.5 + (2.081 × 2.14/√101) = 6.72
Therefore, the 96% confidence interval for the average number of hours of sleep for working college students is between 6.28 and 6.72 hours of sleep each night.
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Anna wants to make 30 mL of a 60 percent salt solution by mixing togethera 72 percent salt solution and a 54 percent salt solution. How much of each solution should dhe use
Anna should use 10 mL of the 72% salt solution and 20 mL of the 54% salt solution to make 30 mL of a 60% salt solution
Let's assume that Anna will use x mL of the 72% salt solution, and therefore she will use (30 - x) mL of the 54% salt solution (since the total volume is 30 mL).
To find out how much of each solution Anna should use, we can set up an equation based on the amount of salt in each solution.
The amount of salt in x mL of 72% salt solution is
= 0.72x
The amount of salt in (30 - x) mL of 54% salt solution is
= 0.54(30 - x)
To make a 60% salt solution, the total amount of salt in the final solution should be
0.6(30) = 18
So we can set up an equation
0.72x + 0.54(30 - x) = 1
Simplifying the equation
0.72x + 16.2 - 0.54x = 18
0.18x = 1.8
x = 10 ml
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20.
Points A(6,-2) and B(-5,5) are plotted on a coordinate plane.
Find the distance between points A and B.
Answer:
13
Step-by-step explanation:
distance formula:
=[tex]\sqrt{(y2-y1)^{2}+(x2-x1)^{2} }[/tex]
=[tex]\sqrt{(5--2)^{2}+(-5-6)^{2} } \\\sqrt{170} \\13[/tex]
Q.4. A shopkeeper bought 18 sets of kurthas at the rate of Rs.1000 each. If 3 sets of kurthas were damaged and the remaining sets of kurthas were sold at the rate of Rs. 1250. Find the profit or loss of the shopkeeper.
Answer:
Rs 750
Step-by-step explanation:
Given, No. of kurtas: 18, Each with CP = Rs 1000.
So, SP of 18 kurtas: 18*1000 = Rs. 18000
Also, 3 sets of kurtas were damaged.
Therefore, Remaining kurtas: 18-3 = 15. SP of each: Rs 1250.
SP of 15 kurtas: 15*1250 = Rs. 18750
So, Clearly SP>CP, Profit.
We know Profit= SP-CP
= 18750-18000 = Rs 750
3p^2 +7p=0 solve by factoring
Answer:
p = 0, p = -7/3
Step-by-step explanation:
Pre-SolvingWe are given the following equation:
3p² + 7p = 0
We want to solve the equation by factoring.
Solving
To factor, we want to look for a common term that we can pull out.
You may notice that both terms have 'p' in common, so we can pull out p from both terms.
This will then make the equation:
p(3p + 7) = 0
Now, we can use zero product property to solve the equation.
p = 0
3p + 7 = 0
Subtract.
3p = -7
Divide.
p = -7/3
Our answers are p = 0 and p = -7/3
determine whether the set S spans R2. If the set does not span R2, then give a geometric description of the subspace that it does span. a, S = {(1, −1), (2, 1)} b, S = {(1, 1)} c, S = {(0, 2), (1, 4)}
a. S = {(1, -1), (2, 1)}Let's begin by calculating the determinant of the matrix composed of the vectors of S, and checking if it is equal to 0. Because the two vectors are not colinear, they should span R2.|1 -1||2 1| determinant is not 0, therefore S spans R2. No geometric description is required for this example.
b. S = {(1, 1)} The set S contains one vector. A set containing only one vector cannot span a plane because it only spans a line. Therefore, S does not span R2. Geometric description: S spans a line that passes through the origin (0, 0) and the point (1, 1).c. S = {(0, 2), (1, 4)} Let's again begin by calculating the determinant of the matrix composed of the vectors of S, and checking if it is equal to 0.|0 2||1 4| determinant is 0, thus S does not span R2. In this scenario, S only spans the line that contains both vectors, which is the line with the equation y = 2x.
Geometric description: S spans a line that passes through the origin (0, 0) and the point (1, 2).
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sweet 'n low answer 1 choose... splenda answer 2 choose... can cause diarrhea answer 3 choose... oldest non-nutritive sweetener answer 4 choose... made from amino acids - used in cold products answer 5 choose... 7,000 times sweeter than sugar answer 6 choose... made from modified sugar answer 7 choose... 600 times sweeter than sugar answer 8 choose... made from the stevia plant
The Stevia is a low-calorie alternative to sugar and is a good option for people who are trying to reduce their sugar intake.
Sweet 'n Low - Modified SugarSweet 'n Low is an artificial sweetener that is made from modified sugar. Sweet 'n Low is not as sweet as some other artificial sweeteners like Splenda and Truvia. However, Sweet 'n Low is still used in many products like gum, candy, and other sweet treats. Sweet 'n Low has been around since the 1950s and is still used today as a low-calorie alternative to sugar.Splenda - 600 times sweeter than sugarSplenda is a popular artificial sweetener that is around 600 times sweeter than sugar. Splenda is often used in diet drinks, desserts, and other sweet products. Splenda is made from sugar but is modified to be much sweeter. Splenda is a low-calorie alternative to sugar and can be used by people who are trying to reduce their sugar intake.Stevia - Made from the Stevia PlantStevia is an artificial sweetener that is made from the Stevia plant. Stevia is a natural sweetener and is often used in tea and other drinks. Stevia is not as sweet as some other artificial sweeteners, but it is still a popular alternative to sugar. Stevia is also used in some foods and desserts. Stevia is a low-calorie alternative to sugar and is a good option for people who are trying to reduce their sugar intake.
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solve the proportion 7/11=18/x+1
Solve the equation [tex]7/11=18/x+1[/tex] we find the solution is [tex]x = 27.2857[/tex]
What is a formula or equation?Your example is an equation since an equation is any statement with an equals sign. Equations are frequently utilized for mathematical equations since mathematicians like equal signs. A set of instructions for achieving a certain result is called an equation.
A formula is it an expression?A number, a constant, or a mix of numbers, variables, and operation symbols make up an expression. Two expressions joined by such an assignment operator form an equation.
we can cross-multiply,
[tex]7(x+1) = 11(18)[/tex]
Expanding the left side,
[tex]7x + 7 = 198[/tex]
Subtracting [tex]7[/tex] from both sides,
[tex]7x = 191[/tex]
Dividing both sides by [tex]7[/tex],
[tex]x = 191/7[/tex]
Therefore, the solution to the proportion is
[tex]x = 27.2857[/tex]
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Researchers want to determine whether drivers are significantly more distracted while driving when using a cell phone than when talking to a passenger in the car. In a study involving 48 people, 24 people were randomly assigned to drive in a driving simulator while using a cell phone. The remaining 24 were assigned to drive in the driving simulator while talking to a passenger in the simulator. Part of the driving simulation for both groups involved asking drivers to exit the freeway at a particular exit. In the study, 7 of the 24 cell phone users missed the exit, while 2 of the 24 talking to a passenger missed the exit. (a) Would this study be classified as an experiment or an observational study? Provide an explanation to support your answer. (b) State the null and alternative hypotheses of interest to the researchers. H0: Ha: (c) One test of significance that you might consider using to answer the researchers’ question is a two-proportion z-test. State the conditions required for this test to be appropriate. Then comment on whether each condition is met. (d) Using an advanced statistical method for small samples to test the hypotheses in part (b), the researchers report a p−value of 0.0683. Interpret, in everyday language, what this p−value measures in the context of this study and state what conclusion should be made based on this p−value.
The lower the p-value, the more likely it is that the results are not due to chance. In this case, the p-value is 0.0683 This means that the researchers can conclude that drivers are significantly more distracted while driving when using a cell phone than when talking to a passenger in the car.
There is a difference in the proportion of drivers who missed the exit between the two groups.
The conditions required for a two-proportion z-test to be appropriate include that the data is collected independently, both groups are independent, the data should come from a normal population, and the sample sizes should be greater than 10.
The data was collected independently, both groups are independent, and the sample sizes are greater than 10. Therefore, these conditions are met. It is not clear if the data is from a normal population or not, but the test can still be used if the sample sizes are large enough.
The p-value of 0.0683 measures the probability that the results observed are due to chance. Therefore ,the lower the p-value, the more likely it is that the results are not due to chance.
In this case, the p-value is 0.0683, which is considered to be a small enough value that it indicates a statistically significant difference between the two groups.
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