If A={1,2,3}, B= {} show that A is not equal to B

Answer:

-130

Step-by-step explanation:

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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the only option that satisfies both conditions is option B:[tex]y = 12 \sqrt{(x)} - 1[/tex]. Its range is all real numbers and its graph is decreasing from left to right.

What is quadratic equation?

A quadratic equation is a type of polynomial equation of degree two, meaning it contains one or more terms that involve x raised to the power of two (i.e., x^2).

To determine which of these functions has a range of all real numbers and a graph that is decreasing from left to right, we can examine the behavior of the functions as x approaches positive or negative infinity.

For option A, we see that the term (x+7) inside the square root will approach infinity as x approaches infinity, and since the term is subtracted from 3 and multiplied by -6, the y-values will approach negative infinity.

For option B, as x approaches infinity, the square root term will also approach infinity, and since it is being multiplied by 12 and subtracted by 1, the y-values will approach positive infinity.

For option C, as x approaches negative infinity, the term (x+1) inside the cube root will approach negative infinity, and since it is being multiplied by 3 and subtracted by 4, the y-values will approach negative infinity.

For option D, as x approaches negative infinity, the cube root term will approach negative infinity, and since it is being multiplied by -5 and added to 15, the y-values will approach positive infinity.

Therefore, the only option that satisfies both conditions is option B: y = [tex]12 \sqrt{(x)} - 1.[/tex] Its range is all real numbers and its graph is decreasing from left to right.

For the first question, we know that the given square root function has an endpoint at (-4, 19). Let's substitute these values into the function to solve for the unknown parameter 'a':

[tex]y = a\sqrt{(x-h)}+k[/tex]

[tex]19 = a \sqrt{(-4-h)}+k[/tex]

We also know that the square root function has a domain of all values of 'x' such that the expression inside the square root is non-negative. Therefore:

(x-h) >= 0

x >= h

Combining the two equations, we get:

[tex]19 = a\sqrt{(-4-h)}+k[/tex]

h <= x

Since we have only one equation with two unknowns ('a' and 'k'), we cannot solve for the exact values of 'h' and 'a'. However, we can eliminate some of the answer choices based on the domain condition:

For the second question, we need to find a function that has a range of all real numbers and a graph that is decreasing from left to right. Let's analyze each option:

Option A: y=-6√x+7+3 has a maximum value of 3 and a decreasing graph from left to right, but its range is limited to y <= 3, so it does not satisfy the range condition.

Option B: y = 12-1 has a constant value of 11, so its range is limited to y = 11, which does not satisfy the range condition.

Option C: y=3x+1-4 has a graph that is increasing from left to right, so it does not satisfy the decreasing graph condition.

Option D: y=-5 +15 has a constant value of 10, so its range is all real numbers, and its graph is decreasing from left to right (a horizontal line).

Therefore, the answer is Option D: y=-5 +15.

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Part (a) of this sentence displays the frequency chart, and part (c) displays the histogram (b) .

A graph that displays the distribution of a collection of continuous data is called a histogram. It is composed of a number of bars, each of which represents a set of values, and whose height denotes the frequency or number of data points that lie within a given range. Histograms are used to depict a distribution's shape, centre, and spread graphically. They are frequently used to find patterns and trends in data in areas like statistics, data analysis, and scientific study.

given

(A) We must first identify the data's range before dividing it into 5 intervals of equal width in order to construct a frequency table with 5 classes. The values are in the range of 0 to 18.

(b) We plot the class intervals on the x-axis and the frequency on the y-axis to generate a histogram from the frequency chart. The counts are used to illustrate how frequently each class interval occurs.

Part (a) of this sentence displays the frequency chart, and part (c) displays the histogram (b).

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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.

We can obtain 6 different numbers by multiplying 2 distinct integer divisors of 10.

The divisors of 10 are 1, 2, 5, and 10.

To determine how many different numbers can be obtained from multiplying 2 distinct integer divisors.

We need to select 2 distinct divisors and find their product.

The possible pairs are:

Therefoore, we can obtain 6 different numbers.

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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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4x - 4/4x² + x is the value of linear equation.

What in mathematics is a linear equation?

A linear equation is an algebraic equation of the form y=mx+b, where m is the slope and b is the y-intercept, and only a constant and a first-order (linear) term are included. The variables in the previous sentence, y and x, are referred to as a "linear equation with two variables" at times.  

                                   Equations with power 1 variables are known as linear equations. One example with only one variable is where ax+b = 0, where a and b are real values and x is the variable.

28x³ - 28x²/28x⁴ + 7x³

= 28x²( x - 1 )/7x³( 4x + 1)

= 4( x - 1)/x( 4x + 1)

= 4x - 4/4x² + x

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a) P-value = P(z<1.47) = 0.9292.

b) P-value = P(z>2.70) = 0.0036.

c) P-value = 2 × P(z>2.70) = 0.0072.

d) P-value = P(z>2.5) = 0.0062.

Z-test is a statistical test for the null hypothesis, which refers to the population mean, where the population standard deviation is known. P-value represents the probability value for any hypothesis, where a small p-value indicates that the null hypothesis is less accurate.

P-value, for the given values of z-test is calculated as follows: a) For ha: p < .6, z=1.47The p-value for this hypothesis test is calculated as follows: P-value = P(z<1.47) = 0.9292. Therefore, the P-value is 0.9292. b) For ha: p > .6, z=2.70The p-value for this hypothesis test is calculated as follows.

P-value = P(z>2.70) = 0.0036. Therefore, the P-value is 0.0036.c) For ha: p ≠ .6, z=2.70The p-value for this hypothesis test is calculated as follows: P-value = 2 × P(z>2.70) = 0.0072.

Therefore, the P-value is 0.0072.d) For ha: p > .6, z=2.5The p-value for this hypothesis test is calculated as follows: P-value = P(z>2.5) = 0.0062. Therefore, the P-value is 0.0062.

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The Midpoint is the middle- point of the line member. The midpoint connecting two sides of a triangle is resemblant to the third side and half as long.

The midpoint is the middle of the line member. It's equidistant from both endpoints and is the centroid of the member and endpoints. Cut a member in two.

The midpoint theorem states that a line member drawn from the midpoint of two sides of a triangle is resemblant to the third side and half the length of the third side of the triangle.

The mean theorem helps us find the missing values for the sides of triangles. Connects the sides of a triangle with a line member drawn from the midpoints of two sides of the triangle.

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A) The value of  x = 45 degrees

B) Lines AD and BC are not parallel when ABCD is drawn to scale.

To solve this problem, we can use the fact that the sum of the angles in a quadrilateral is 360 degrees.

A) angle A + angle B + angle C + angle D = 360

2x + 90 + x + 3x = 360

6x + 90 = 360

6x = 270

x = 45

Therefore, x = 45 degrees.

B) To determine if lines AD and BC are parallel, we can look at the opposite angles of the quadrilateral. If they are supplementary (add up to 180 degrees), then the lines are parallel.

angle A + angle C = 2x + x = 3x = 135 degrees

angle B + angle D = 90 + 3x = 90 + 135 = 225 degrees

Since angle A + angle C and angle B + angle D do not add up to 180 degrees, the opposite angles are not supplementary, and therefore, lines AD and BC are not parallel.

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The given question is incomplete, the complete question is:

ABCD is a quadrilateral A) Calculate the value of x. B) When ABCD is drawn to scale, would the lines AD and BC be parallel or not?

Answer:

P = [tex]2y^{2}[/tex] + 4xy +4

Q = [tex]-3y^{2}[/tex] + 7 -3xy

R = -3xy +8

Step-by-step explanation:

Answer:

The 2nd table

Step-by-step explanation:

For the first set of x and y values, divide y (9/4) by x(3)

Change 3 to 1/3 due to the keep-change-flip rule and multiply that by 9/4 as 9/4 × 1/3= 9/12 which is equivalent to 3/4

Do the same process with 6 and 9/2 and that should give you 3/4 as well

Therefore the second table of values have a proportional relationship to each other as they have the same quotient.

Hope this helps.

Answer:

If the GM between √2 and 2√2 is a find the value of a.​

Step-by-step explanation:

To find the geometric mean between two numbers, we simply take the square root of their product.

In this case, we want to find the geometric mean between √2 and 2√2.

Their product is:

√2 * 2√2 = 2√4 = 2*2 = 4

So, the geometric mean between √2 and 2√2 is the square root of 4, which is:

√4 = 2

Therefore, the value of a is 2.

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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Answer:

To use an area model to determine the quotient of 556 and 16, we can divide a rectangle of area 556 into 16 equal parts. Each part will have an area of 556/16.

We can start by dividing 556 into 16 groups of 10 (160), and then into 16 groups of 3 (48). That leaves us with a remainder of 4.

So we have:

556 = 16 x 34 + 48 + 4

This shows that 556 can be written as 16 times some whole number (34) plus a remainder of 48 + 4/16.

Simplifying the remainder, we have:

48 + 4/16 = 48 + 1/4 = 48.25

Therefore, the quotient of 556 and 16 is:

556/16 = 34 1/4

The quotient of 556 and 16 using an area model can be determined by producing a rectangle with the total area of 556 and one side of 16. The length of the other side will be the quotient. In this case, the quotient is 34 3/4.

When asked to determine the quotient of 556 and 16 using the area model, one way to think of this is making a rectangle. The total area is 556 and one side is 16. The length of the other side will be the quotient.

Start by first estimating how many times 16 could fit into 556. Let's take 30 as an estimate, because 30*16 = 480, which is relatively close to 556. Draw a rectangle with the width of 16 and the length of 30.

Find the difference between the rectangle's area and 556. So, 556 - 480 = 76. Now, 76 is our remaining area to fill. 16 goes into 76 four more times, adding up to 64.

There is still a leftover area, which is 76-64 = 12. This is smaller than our width of 16. So, your final answer is 34 12/16 or 34 3/4 in simplest form.

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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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Answer:

- 1 and 7

Step-by-step explanation:

to find h(0) substitute x = 0 into h(x)

h(0) = 4(0) - 1 = 0 - 1 = - 1

to find h2) substitute x = 2 into h(x)

h(2) = 4(2) - 1 = 8 - 1 = 7

Answer: 19

Step-by-step explanation:

This is an isosceles trapezoid. Note that because this is an isosceles trapezoid, QN and MP are equal. Use the lengths given and solve:

3x + 1 + 6 = 6x - 5

3x = 12

x = 4

Plug x = 4 in 3x + 1 + 6, and we get 3(4) + 1 + 6 = 12 + 7 = 19

Hope this helps!

A bin can hold 28 pounds. each toy car weighs 7 ounces., so the bin can hold 64 toy cars.

To determine the number of toy cars the bin can hold, we must first convert the weight limit of the bin and the weight of the toy cars to a uniform unit of measure.

We'll then divide the weight limit of the bin by the weight of one toy car. After that, we'll multiply the resulting value by the number of ounces in one pound (16).

Here's how to solve the problem:

1 pound = 16 ounces

Therefore, a bin that can hold 28 pounds can hold:28 × 16 = 448 Ounces

The weight of one toy car is 7 ounces.

Divide the weight limit of the bin (448 ounces) by the weight of one toy car (7 ounces):

448 ÷ 7 = 64

Therefore, the bin can hold 64 toy cars.

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The equation that can be used to find d, the diameter of a new soccer ball, is: |d - 8.65| = 0.05

What is diameter ?

Diameter is the distance across a circle passing through its center, and it is defined as the length of a straight line passing through the center of a circle and connecting two points on the circumference of the circle. In the case of a soccer ball, the diameter is the distance between two opposite points on the surface of the ball, passing through its center.

Radius is a term used in geometry to refer to the distance from the center of a circle to any point on its circumference. It is defined as half of the diameter of a circle. In the case of a soccer ball, the radius is the distance from the center of the ball to its surface. The radius is related to the diameter by the formula:

radius = diameter / 2

The minimum possible diameter of a soccer ball is:

d = 8.65 - 0.05 = 8.60 inches

The maximum possible diameter is:

d = 8.65 + 0.05 = 8.70 inches

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By answering the presented question, we may conclude that So, the Pythagorean theorem length of MN is expressed in terms of a and b.

Its Pythagorean theorem is just a fundamental mathematical principle that explains the connection between the sides of a triangle that is right. It asserts that the sum of the squares of both the widths of the other two sides is a square of both the width of the hypotenuse (the side facing the perfect angle) the side opposite the right angle). The mathematical mathematics is as follows: c2 = a2 + b2 At which "c" indicates the length of the right triangle and "a" and "b" reflect the extents of the additional two sides, started referring to as the legs.

Because M is the midpoint of OE and N is the midpoint of AB, we can draw a line segment connecting M and N that is parallel to OB and AE and perpendicular to AB.

the Pythagorean theorem

[tex]OE² = OX² + XE²OE²[/tex]

[tex](a + b/2)² + (2a - b/√3)²OE² = 7a²/4 + 3ab/2 + b²/4AN²[/tex]

[tex]AE² + EN²AN² = (2a√3)² + (b/2)²AN²[/tex]

[tex]12a² + b²/4MN² = AN² + AM²MN² \\\\ 12a² + b²/4 + (7a²/4 + 3ab/2 + b²/4)MN²\\\\19a²/2 + 3ab/2 + b²/2MN = √(19a²/2 + 3ab/2 + b²/2)[/tex]

So, the length of MN is expressed in terms of a and b.

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The primary purpose of statistical analysis is to transform information into data. Therefore, the correct option is a)transform information into data.

Statistical analysis is the method of using statistical techniques to collect and analyze data, evaluate its reliability and determine its statistical significance. The following are the primary purposes of statistical analysis:Provide summaries and descriptions of data: One of the most important applications of statistical analysis is to present data in a clear and concise manner. Summarizing the data can assist people in making sense of the data and drawing inferences from it.

For example, data can be summarized using graphs, charts, or tables. Identify patterns and relationships: The goal of statistical analysis is to identify any patterns or relationships that exist within the data. For example, statistical analysis can be used to determine if a product's sales are correlated with a specific time of year.

Test hypotheses and draw conclusions: Statistical analysis is used to test hypotheses and draw conclusions about a population or phenomenon. This is accomplished by using statistical techniques to determine whether or not the data supports a particular hypothesis. Statistical analysis can also be used to determine the probability of an event occurring in the future.

The primary purpose of statistical analysis is to transform information into data. Therefore, the correct option is a)transform information into data.

The complete question is as follows:

The primary purpose of statistical analysis is to:

a)transform information into data.
b)select samples and make inferences about populations
c)convert data into useful desicion-making information
d)perform statistical computations

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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.

As we have defined the Matlab function called myta which takes four arguments in the form myta(f,n,a,b).

The purpose of the function is to find the nth Taylor polynomial of the function f(x) at x = a and evaluate it at x = b. Then, it should return the absolute value of the difference between this value and f(b).

Now that we have the nth Taylor polynomial of f(x) at x = a, we can evaluate it at x = b and calculate the absolute difference between this value and f(b).

function result = myta(f,n,a,b)

   syms x; % define x as symbolic variable

   g = f(a); % initialize g as f(a)

   for i=1:n % iterate from 1 to n

       deriv = diff(f,x,i-1); % calculate the ith derivative of f

       term = deriv*(x-a)^(i-1)/factorial(i-1); % calculate the ith term of the Taylor series

       g = g + term; % add the ith term to g

   end

   result = abs(g - f(b)); % calculate the absolute difference between g(b) and f(b)

end

This code calculates the absolute difference between g(b) and f(b) using the "abs" function and assigns it to the output variable "result".

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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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The score at the 20th percentile is 27.

To find the score at the 20th percentile of the 29 ages for Academy Award winning best actors, follow the steps below:

Arrange the given ages from smallest to largest.

18; 21; 22; 25; 26; 27; 29; 30; 31; 33; 36; 37; 41; 42; 47; 52; 55; 57; 58; 62; 64; 67; 69; 71; 72; 73; 74; 76; 77

Determine the total number of data points

n = 29

Find the rank of the percentile

20th percentile = (20/100) * 29 = 5.8 = 6 (rounded to the nearest whole number).The rank of the percentile is 6.

Use the rank to determine the corresponding data value. The corresponding data value is the value at the 6th position when the data is arranged in ascending order. The score at the 20th percentile is 27.

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Answer: Total number of males= C

Step-by-step explanation:

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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