Therefore , the solution of the given problem of equation comes out to be the stone will reach its maximum height 2 seconds after being thrown.
What is an equation?Variable words are widely used in complex algorithms to show consistency between two contradictory claims. Academic expressions called equations are used to show the equality of various academic figures. Think about the information that y + 7 provides. When paired with construct y + 7, elevating results in b + 7 in this circumstance rather than another method that may divide 12 equal two halves.
Here,
The height of the stone above the water is given by the function:
=> w(x) = -5(x-8)(x+4)
To find the time when the stone reaches its maximum height, we need to find the vertex of the parabola that represents this function. We can do this by using the formula:
=> x = -b / 2a
where a = -5 and b = -5(8+(-4)) = -20.
Substituting these values into the formula, we get:
=> x = -(-20) / 2(-5) = 2
Therefore, the stone will reach its maximum height 2 seconds after being thrown.
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What are m∠1 and m∠2?
Two triangles intersect at a single vertex. The left triangle has an interior angle measuring 80 degrees and another interior angle labeled 1. The interior angle of the vertices that intersect are unlabeled on both triangles, but the upper exterior angle measures 115 degrees. The other two interior angles in the right triangle are labeled 85 degrees and 2.
1. m∠1 = 30°, m∠2 = 35°
2. m∠1 = 35°, m∠2 = 30°
3. m∠1 = 65°, m∠2 = 60°
4. m∠1 = 85°, m∠2 = 80°
We know that m∠1 and m∠2 are positive angles that add up to 17 degrees, so the only possible pair of values is: m∠1 = 35°, m∠2 = 30° that is option 2.
What is triangle?A triangle is a polygon with three sides and three angles. It is a two-dimensional shape with three straight sides that intersect at three vertices. The sum of the interior angles of a triangle is always 180 degrees. Triangles can be classified based on the lengths of their sides and the measures of their angles. Some common types of triangles include equilateral triangles, isosceles triangles, scalene triangles, acute triangles, obtuse triangles, and right triangles.
Here,
Using vertically opposite angle, x + x + 115° + 115° = 360°
2x + 230° = 360°
2x + 230° = 360°
2x = 360 - 230
2x = 130
x = 130/2
x = 65°
Then, lets solve for angle 1 using angle sum property:
∠1 + 65° + 80° = 180°
∠1 + 145° = 180°
∠1 = 180° - 145°
∠1 = 35°
Again, lets solve for angle 2 using angle sum property:
∠2 + 65° + 85° = 180°
∠2 + 150° = 180°
∠2 = 180° - 150°
∠2 = 30°
Therefore, the answer is:
m∠1 = 35°, m∠2 = 30° (option 2)
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please help !!!
math hw
Answer: they all include a variable, an "x" in parentheses, and they all have the number 2 in it.
Step-by-step explanation:
Solve for x.
3x² + 9x - 30 = 0
x = -5, [?]
Step-by-step explanation:
3x²+9x-30=0
-(9)+\-√(9)²-4(3)(-30)
=_________________
2(3)
=. x=2. or. X=-5
HELP PLEASE NO ONE IS ANSWEING IT
What is the mean of this data set?
A table titled Length of Roses. The first column is labeled length in centimeters. The second column is labeled number of roses. The first row shows 2 roses measuring 22 centimeters in length. The second row shows 4 roses measuring 23 centimeters in length. The third row shows 5 roses measuring 24 centimeters in length. The fourth row shows 3 roses measuring 25 centimeters in length. The fifth row shows 1 rose measuring 26 centimeters in length.
24 cm
twenty-three and twelve-fifteenths
twenty-three and one-half
22 cm
Answer: To find the mean of the data set, you need to calculate the sum of the products of each length and its corresponding frequency, and then divide that sum by the total number of roses.
Using the data set given, the sum of the products is:
(2 * 22) + (4 * 23) + (5 * 24) + (3 * 25) + (1 * 26) = 221
The total number of roses is:
2 + 4 + 5 + 3 + 1 = 15
Therefore, the mean length of the roses is:
221 / 15 = 14.73 ≈ 24 cm
So, the answer is 24 cm.
Step-by-step explanation:
Answer:
24 but the test is wrong
Step-by-step explanation:
Soooo i dont know what the answer in the test is but the answer is 24. If you add them all up, 22 23 24 25 26, you get 120 which you then divide by 5. I dont know what the test wants u to answer tho.
Is -20 a reasonable solution to -6+2log(-5x)=-2?
A) Yes, -20 is a reasonable solution because at x=-20 the logarithm is defined and the equation is true.
B) No, -20 is NOT a reasonable solution because logarithmic equations cannot have negative solutions.
C) No, -20 is NOT a reasonable solution because at x=-20, the logarithm is not defined.
Option C is the correct answer.
When x=-20, the argument of the logarithm is 5x=-100, which is negative. Therefore, the logarithm is not defined and -20 is not a solution to the equation.
No, -20 is not a valid solution to the equation -6 + 2log(-5x) = -2.
To verify, substitute -20 for x in the original equation:
-6 + 2log(-5(-20)) = -2
-6 + 2log(100) = -2
-6 + 4 = -2
This is not a true statement, so -20 is not a valid solution.
Furthermore, note that the argument of the logarithm in the original equation must be positive. Thus, we need to ensure that -5x > 0, which means x < 0.
To solve the equation, we can start by isolating the logarithmic term:
-6 + 2log(-5x) = -2
2log(-5x) = 4
log(-5x) = 2
Now we can exponentiate both sides using the definition of logarithms:
-5x = [tex]10^2[/tex]
-5x = 100
x = -20
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The following statement should determine if x is not greater than 20. Explain what is wrong with it and write the correction. if (!x > 20)
The student's original statement has an issue in the way the "not" operator is used. The "not" operator (!) is negating the entire expression, including the variable 'x', rather than just the inequality. This leads to incorrect evaluation.
To correctly determine if x is not greater than 20, you should use the "less than or equal to" (<=) operator instead. Here is the corrected statement:
if (x <= 20)
This statement will be true if x is less than or equal to 20, which is the intended condition.
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if the average (arithmetic mean) of 24 consecutive odd integers is 48, what is the median of the 24 numbers?
Answers: 36
Step-by-step explanation:
Elise ran 2 miles in 15 minutes. Teagan ran 3 kilometers in 15 minutes. Who ran at a faster rate? Explain.
Answer: Elise ran faster.
Step-by-step explanation:
Elise 2 mi in 15 min
Tengan 3 km in 15 min
We need to covert the miles (mi) or kilometers (km) so that they are both the same. You should know that 1 mi = 1.6 km. After you convert the measurements, you can compare. Since they both are measured in minutes, you don't have to worry about that, but if they aren't you should convert it one or the other, so that they are the same.
2 mi = 3.2 km (Elise)
3 km (Tengan)
Elise is 0.2 faster than Tengan.
Answer:
Elise ran faster
Step-by-step explanation:
Elise ran faster because 3 kilometers is equal to 1.86 miles. 2 miles is equal to 3.22 kilometers.
let ppnq be the statement that a postage of n cents can be formed using only 3-cent stamps and 5-cent stamps. ppnq can be proved by strong induction. what is the correct basis step?
The correct basis step for proving the statement P(n) using strong induction is to show that P(8) is true
Strong induction is a method of proving that a statement is true for all values of n by demonstrating that it is true for a base case and that if it is true for all values up to n, then it must also be true for n+1. It can be used to prove the statement P(n) that a postage of n cents can be formed using only 3-cent stamps and 5-cent stamps.
To demonstrate that P(8) is true is to do the proper basis step for strong induction. This is so that we may create an 8 cent postage using a 3-cent and a 5-cent stamp.
The following argument can be used to demonstrate that the basic step is P(8) being true:
A postage of 8 cents can be made with one 3-cent stamp and one 5-cent stamp.
Thus, P(8) must be true.
We don't need to check any other values for the base step because P(n) only depends on the values of P(k), where k n.
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How many cubic meters of material are there in a conical pile of dirt that has radius 9 meters and height 3? Use 3.14 for Pi.
The conical mound of soil therefore contains 254.34 cubic meters of substance.
Where can I discover volume?How much a receptacle contains can be determined by looking at its volume. Volume is calculated as follows: volume = length x breadth x height.
The following is the algorithm for a cone's volume:
V = (1/3)πr²ⁿ
where,
V is the volume r is the radius n is the height π is the value of pi.Substituting the given values, we get:
V = (1/3) x 3.14 x 9²*³
V = 254.34 cubic meters
Therefore, there are 254.34 cubic meters of material in the conical pile of dirt.
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A refrigerator magnet uses 5/8 inch of magnetic tape. How many refrigerator magnets can you make with 9 3/8 inches of magnetic tape? Explain.
Answer:
To find how many refrigerator magnets can be made with 9 3/8 inches of magnetic tape, we need to divide the total length of magnetic tape by the length of magnetic tape used for each magnet.
First, we need to convert the mixed number 9 3/8 to an improper fraction:
9 3/8 = (9 x 8 + 3)/8 = 75/8
Next, we divide 75/8 by 5/8 to find how many magnets can be made:
(75/8) ÷ (5/8) = (75/8) x (8/5) = 15
Therefore, 15 refrigerator magnets can be made with 9 3/8 inches of magnetic tape.
the adaptive-response-rate single exponential smoothing model is best applied to time series data that are multiple choice non stationary. stationary and non seasonal. seasonal. stationary and seasonal. seasonal and nonstationary.
The adaptive-response-rate single exponential smoothing model is best applied to time series data that are non stationary and seasonal which means option D is the right answer.
The adaptive response rate single exponential smoothing model is used to demonstrate the changes in the forecasting data and the fluctuation in data values with respect to time which are smoothened by a coefficient. The larger the coefficient, the greater the smoothing effect.
This kind of model is ineffective for stationary time series as it takes into account the smoothing of the information. Adaptive smoothing is computationally difficult. Exponential smoothing produces accurate forecasts. The forecast shows projected demand and actual demand.
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a car dealership pays $8,350 for a car, they mark up the price by 17.4% to get the retail price. What is the retail price of the car at this dealership
The number of boys 7 over 10 of the total number of students in a class if there are 16 more boys than girls in a class how many students are there together
Answer:
Let's use "x" to represent the total number of students in the class.
According to the problem, the number of boys is 7/10 of the total number of students, and the number of girls is 3/10 of the total number of students. We can set up the following equation based on this information:
Number of Boys = 7/10 x
Number of Girls = 3/10 x
The problem also tells us that there are 16 more boys than girls in the class. We can set up another equation based on this information:
Number of Boys = Number of Girls + 16
Now we can use these two equations to solve for the total number of students:
7/10 x = 3/10 x + 16
Subtracting 3/10 x from both sides, we get:
4/10 x = 16
Multiplying both sides by 10/4, we get:
x = 40
Therefore, there are 40 students in the class. To find the number of boys and girls, we can use the equations we set up earlier:
Number of Boys = 7/10 x = 7/10 * 40 = 28
Number of Girls = 3/10 x = 3/10 * 40 = 12
So there are 28 boys and 12 girls in the class.
If the lengths of the legs of a right triangle are 5 and 12, what is the length of the hypotenuse?
The data set {7, 20, 51, 6, 30, 72, 31, 84, 28, 77, 98} is to be represented by a histogram. Which first interval would most clearly and simply show the distribution of this data?
This histogram shows that the majority of the data falls between 20 and 80, with a peak around 30-35. However, it is possible that a different bin width or starting point could reveal other interesting features of the data set.
To create a histogram, you need to divide the data into intervals, also known as bins, and then count the number of data points that fall into each bin. The goal is to choose a bin width that will clearly show the distribution of the data. One common rule of thumb for choosing the bin width is to use the square root of the number of data points. In this case, the square root of 11 is approximately 3.32, so we might start by using a bin width of 4. To choose the first interval, we need to decide where to start the first bin. One approach is to start at the minimum value of the data set and then create bins of equal width that extend to the right. Another approach is to use a "nice" number, such as a multiple of the bin width, as the starting point.
7 20
| ||
30-| ||
| ||
25-| ||
| ||
20-| ||
| ||
15-| ||
| ||
10-| ||
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5-|_||__
5 9
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a 95% confidence interval for a proportion is 0.75 to 0.83. is the value given a plausible value of p?
Yes, the value of 0.75 to 0.83 for a 95% confidence interval is plausible.
A confidence interval is a range of values that has a 95% chance of containing the true population parameter, which in this case is the population proportion (p).
A 95% confidence interval has a margin of error of 5%. Thus, a range of 0.75 to 0.83 has a 95% chance of containing the true population proportion p.
The 95% confidence interval is an estimated range of values which is calculated from sample data, with a 95% chance of containing the true population parameter, p. To calculate the confidence interval, the confidence level and the margin of error must be known.
The confidence level is the probability that the confidence interval will contain the true population parameter, and the margin of error is the amount that the sample statistic can differ from the true population parameter.
A 95% confidence level has a margin of error of 5%, meaning that the sample statistic can be up to 5% away from the true population parameter.
In this case, the 95% confidence interval for the population proportion is 0.75 to 0.83. This means that the range of 0.75 to 0.83 has a 95% chance of containing the true population proportion p, and is thus a plausible value for the population proportion.
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assume that the doctor goes home after the last patient is served, or at 5pm if all patients are finished before 5pm. what is the expected time that the doctor will go home? hint: let t be the time exceeding 5pm in minutes. what are the possible values of t ? determine its pmf.
The doctor goes home at 5 pm if all patients are finished before 5 pm.
The possible values of t are from 0 to 300.
Let t be the time exceeding 5 pm in minutes.
Therefore, we have to find the expected time for the doctor to go home after the last patient has been served, or at 5 pm if all patients are finished before 5 pm.
We will determine its pmf as well.
Expected time that the doctor will go home
The doctor goes home at 5 pm if all patients are finished before 5 pm.
Let the doctor takes x amount of time to see the patients in hours.
Then the total time taken to see n patients will be xn.
If the doctor sees n patients in the first x hours and leaves the remaining patients, then the time will be (n-x) hours.
The total time that the doctor will go home will be given as:
{(n-x)x} + (n-x) if (n-x) > 0
Otherwise, the doctor will go home at 5 pm.
The pmf of t
To find the possible values of t, we need to find the minimum and maximum value of x.
{(n-x)x} + (n-x) if (n-x) > 0 will be greater than 0 when x is less than n/2.
Therefore, the possible values of t are from 0 to 300.
We know that t is defined as the time exceeding 5 pm in minutes.
pmf of t is given as :
P(t = 0) = P(all patients are done before 5 pm) = 1/32
P(t = i) = P(last patient finishes at 5pm + i minutes) = 31/32 × (1/300) for i = 1, 2, 3, ..., 299.
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R. Davis students are going to run in a relay tournament. In the first round 3 students will run a 1/3 mile relay race
The R. Davis children are preparing for a relay event in which they will compete in a 1/3 mile relay race. The opening round of the competition will include three kids who will compete in the race.
This means that in the relay event, each kid will have to run 1/9th of a mile. Students will need to improve on their speed, endurance, and coordination in order to prepare for the race. They must be able to effortlessly deliver the baton from one runner to another, maintain their speed throughout the race, and push themselves to the maximum. In addition to physical preparation, students must improve their mental focus and motivation. They will do so. need to stay positive and motivated throughout the race, and work as a team to achieve their goals.
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What is the scenario for R. Davis students in the relay tournament? How many students will run in the first round of the tournament, and what is the distance they will cover?
Are these two triangles similar? If so, because of which postulate?
SSS, or Side-Side-Side Similarity, is what makes these two triangles alike.
What are a triangle's three sides?A right triangle's hypotenuse is its longest side, its "opposite" side was the one that faces a specific angle, and its "adjacent" side is the one that faces the angle in question. To define the edges of right triangles, we use specific terminology.
What are the kinds of triangles?A triangle represents a closed, three-sided object in two dimensions. The various kinds of circles go by various titles. Three different kinds of triangles—scalene, isosceles, and equilateral—are distinguished by the lengths of their sides.
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Which inequality statement describes the two numbers on a number line? "2 and a number 9 units to the left of 2"
Answer:
Step-by-step explanation:
The inequality statement that describes the two numbers on a number line "2 and a number 9 units to the left of 2" would be:
x < 2
where x represents the number that is 9 units to the left of 2.
the diagonal of a rectangle is 450 millimeters, while the longer side is 393 millimeters. find the shorter side of the rectangle and the angles the diagonal makes with each side rounded to the nearest whole number.
The shorter side of the rectangle is approximately 237.25 millimeters, and the diagonal makes angles of approximately 41 degrees and 49 degrees with the longer and shorter sides, respectively.
Let us denote the shorter side of the rectangle as x. We can use the Pythagorean theorem to relate the length of the diagonal to the two sides of the rectangle:
diagonal^2 = longer side^2 + shorter side^2
Substituting in the given values, we get:
450^2 = 393^2 + x^2
Solving for x, we get:
x = √(450^2 - 393^2) ≈ 237.25 mm
To find the angles that the diagonal makes with each side of the rectangle, we can use trigonometry. Let θ be the angle between the diagonal and the longer side, and let φ be the angle between the diagonal and the shorter side. Then we have:
sin(θ) = shorter side / diagonal
sin(φ) = longer side / diagonal
Substituting in the given values and solving for θ and φ, we get:
θ ≈ 41 degrees
φ ≈ 49 degrees
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Triangle NMO has vertices at N(−5, 2), M(−2, 1), and O(−3 , 3). Determine the vertices of image N′M′O′ if the preimage is reflected over x = −3.
N′(5, −2), M′(2, 1), O′(3, 3)
N′(−5, −8), M′(−2, −7), O′(−3, −9)
N′(−1, 2), M′(−4, 1), O′(−3, 3)
N′(−5, −5), M′(−2, −4), O′(−3, −7)
The vertices of the image triangle N′M′O′: N′(-1, 2), M′(-4, 1), O′(-3, 3).
What are vertices?
Vertices (singular: vertex) are the points where two or more straight lines or edges meet in a geometric shape such as a polygon, polyhedron, or graph. In two-dimensional shapes like polygons, a vertex is a corner where two sides intersect.
We can do this by finding the difference between the x-coordinate of the preimage vertex and -3, doubling this difference, and then subtracting this result from the x-coordinate of the preimage vertex. This will give us the x-coordinate of the image vertex.
For example, to find the x-coordinate of the image of vertex N, we have:
x-coordinate of N = -5
Difference between x-coordinate of N and -3 = -5 - (-3) = -2
Double the difference = -2 x 2 = -4
Subtract this result from the x-coordinate of N = -5 - (-4) = -1
Therefore, the x-coordinate of the image of vertex N is -1.
Using the same method, we can find the x-coordinates of the image vertices:
x-coordinate of N′ = -1
x-coordinate of M′ = -4
x-coordinate of O′ = -3
To find the y-coordinates of the image vertices, we don't need to do any calculations since the reflection is over a vertical line and does not affect the y-coordinates. Therefore, the y-coordinates of the image vertices are the same as the y-coordinates of the preimage vertices:
y-coordinate of N′ = 2
y-coordinate of M′ = 1
y-coordinate of O′ = 3
Putting it all together, we get the vertices of the image triangle N′M′O′:
N′(-1, 2), M′(-4, 1), O′(-3, 3)
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Use the Law of Cosines to solve the triangle. (Let a = 11.3 ft and c = 12.9 ft. Round your answer for b to two decimal places. Round your answers for A and C to the nearest minute.)
The triangle has sides; a = 11.3 ft, b = 9.03 ft, and c = 12.9 ft. 1
Angles of approximately A = 59°, B = 51°, and C = 70°
What is a triangle?Triangle is a shape of three line segments these segments have three points which crosses it.
The Law of Cosines states that;
c² = a² + b² - 2ab Cos(C)
put values;
12.9² = 11.3² + b² - 2(11.3)(b) Cos(C)
166.41 = 127.69 + b² - 22.6b Cos(C)
b² - 22.6b Cos(C) - 38.72 = 0
We know the quadratic formula, solve it for value of b:
b = [-22.6 Cos(C) ± [tex]\sqrt{(22.6Cos(C))^2 - 4*1*(-38.72)))[/tex]] / (2×1)
b = -11.3 Cos(C) ± [tex]\frac{\sqrt{510.76 Cos^2(C) + 154.88}}{2}[/tex]
To solve for the angles A and C, we can use the Law of Sines, which states that for any triangle with sides of lengths a, b, and c, and its opposite angles which are A, B, and C, So the equation is:
sin(A)/a = sin(B)/b = sin(C)/c
We know that c = 12.9 ft and a = 11.3 ft, and we have just found b, so we can use the Law of Sines to solve for the angles A and C.
sin(A)/11.3 = sin(C)/12.9
sin(A) = (11.3/12.9)sin(C)
sin(A) = 0.875969
A = [tex]Sin^{-1}(0.875969)[/tex]
A ≈ 59° (rounded to the nearest minute)
Now we can use the fact that the sum of the angles in a triangle is 180° to solve for C:
C = 180° - A - B
C = 180° - 59° - [tex]Sin^{-1}[/tex]([22.6cos(C) ± [tex]\sqrt{(511.56 - 154.88 Cos^2(C)) }[/tex]] / 2)
We can use a numerical solver to find the value of C that satisfies this equation. One possible value for C is:
C ≈ 70° (rounded to the nearest minute)
Finally, we can use the Law of Sines again to find the other angle B:
Sin(B)/b = sin(C)/c
Sin(B) = (b/12.9)sin(C)
Sin(B) = (b/12.9)sin(70°)
B = [tex]Sin^{-1}[/tex]((b/12.9)sin(70°))
By putting the value of b,
B ≈ 51° (rounded to the nearest minute)
Therefore, the triangle has sides of lengths 11.3 ft, approximately 9.03 ft, and 12.9 ft, and angles of approximately 59°, 51°, and 70°.
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The hospital attendance was the hospital attendance decrease by 12% in the year 2020 due to the pandemic. It was increased by 15% in 2021 at the post pandemic era, the effect of increase/ decrease percent on the attendance at the beginning of year 2022 is?
Depending on whether the attendance increases or decreases by 10% in 2022, the effect on attendance at the beginning of 2022 will be an increase of 13.3% or a decrease of 7.3%, respectively, compared to the baseline of 100 patients in 2020.
To calculate the effect of the increase and decrease percentages on hospital attendance at the beginning of the year 2022, we need to consider the starting attendance level in 2020 as the baseline.
Let's assume that the hospital attendance in 2020 was 100 patients.
Due to the pandemic, the hospital attendance decreased by 12%, which means that the hospital attendance in 2020 was (100 - 12) = 88 patients.
In 2021, the attendance increased by 15%, which means that the hospital attendance in 2021 was (88 + 15) = 103 patients.
Now, to calculate the effect of the increase/decrease percentage on attendance at the beginning of 2022, we need to consider two scenarios:
If the attendance increases by 10% in 2022:
The attendance at the beginning of 2022 will be (103 + 10% of 103) = 113.3 patients. The increase from the baseline will be[tex]\frac{(113.3 - 100)}{100} = 13.3[/tex] %.
If the attendance decreases by 10% in 2022:
The attendance at the beginning of 2022 will be (103 - 10% of 103) = 92.7 patients. The decrease from the baseline will be [tex]\frac{(100 - 92.7)}{100} = 7.3[/tex] %.
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Porcupines can cause damage to wood structures by chewing them. Researchers studied a liquid repellent designed to reduce such damage. A sample of 20 wooden blocks of the same size were treated with the repellent and left outside in an area where porcupines are known to live. After a certain amount of time, the blocks were inspected for the number of porcupine teeth marks visible. The data were used to create the 95 percent confidence interval (4.9,5.8).Which of the following claims is supported by the interval?The mean number of porcupine teeth marks on all wooden blocks treated with the repellent is less than 6.
The given interval suggests that the mean number of porcupine teeth marks on all wooden blocks treated with the repellent is less than 6 since the upper limit of the interval is 5.8. This claim falls within the given interval and is supported by the data. Therefore, we can say that the mean number of porcupine teeth marks on all wooden blocks treated with the repellent is less than 6 based on the 95 percent confidence interval (4.9,5.8).
In the given scenario, a sample of 20 wooden blocks treated with a liquid repellent designed to reduce damage caused by porcupines were left outside in an area where porcupines are known to live. After some time, the blocks were inspected for the number of porcupine teeth marks visible. The data collected was then used to create the 95 percent confidence interval (4.9,5.8).
The 95 percent confidence interval can be defined as a range of values that we can be 95 percent confident the true population parameter falls within. In this case, the true population parameters is the mean number of porcupine teeth marks on all wooden blocks treated with the repellent.
From the given interval, we can conclude that we are 95 percent confident that the true mean number of porcupine teeth marks on all wooden blocks treated with the repellent is between 4.9 and 5.8.
Therefore, any claim that falls within this interval is supported by the data.
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the attendance for a basketball team declined at a rate of 5% per game throughout a losing season. 15 games were played in the season and 23,500 people were at the first game. how many people were at game 7?
At Game 7, the attendance for the basketball team had declined by 5% x 6 games = 30% and This means that the attendance at Game 7 was 23,500 x (1 - 0.3) = 16,450 people.
The attendance for a basketball team declined at a rate of 5% per game throughout a losing season. This means that for every game, the attendance dropped by 5% in comparison to the attendance of the game before it.
15 games were played in the season and 23,500 people were at the first game. To calculate the attendance at Game 7, we first need to calculate the total amount that the attendance had declined by by the 7th game.
This can be done by multiplying the rate of decline (5%) by the number of games that had passed (6 games). This gives us a total decline of 30%. We then need to calculate the attendance at Game 7 by subtracting the total decline from the initial attendance.
This can be done by multiplying the initial attendance (23,500) by (1 - 0.3), which gives us 16,450 people. Therefore, the attendance at Game 7 was 16,450 people.
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there are three blue marbles and five yellow marbles. two marbles are selected. what is the probability that both are blue
Answer:
3
8
Step-by-step explanation:
probability= no. of blue marbles
total no. of marbles
= 3
8
a dummy variable is used as an independent variable in a regression model when: group of answer choices the variable involved is interval. the variable involved is nominal. a curvilinear relationship is suspected. two independent variables interact.
A dummy variable is used as an independent variable in a regression model when the variable involved is nominal.
What is a dummy variable?A dummy variable, also known as an indicator variable, is a binary variable (having only two possible values). It is used to distinguish between groups or categories. It is used to investigate the effect of the predictor on the response in regression analysis.
In a regression model, a dummy variable is used as an independent variable when the variable involved is nominal. In regression analysis, the independent variable is the variable that is being tested to determine if it has a relationship with the dependent variable (the outcome variable).
The independent variable is also referred to as the predictor variable, while the dependent variable is referred to as the response variable.
Thus, the answer is: the variable involved is nominal
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Karen needed to put 5 gallons 3 quarts of gas into her boat on Monday and twice as much on Saturday. If she had an 18 gallon jug of gas available, did she have enough gas for both days?
Answer:
Karen needed to put 5 gallons 3 quarts of gas into her boat on Monday and twice as much on Saturday. To convert 5 gallons 3 quarts to gallons, we can add the number of quarts to the number of gallons and convert the total to gallons. Therefore, 5 gallons 3 quarts is equal to 5 + 3/4 = 5.75 gallons. Twice as much is 2 x 5.75 = 11.5 gallons. Therefore, Karen needed a total of 5.75 + 11.5 = 17.25 gallons of gas for both days. Since she had an 18-gallon jug of gas available, she had enough gas for both days.