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The probability that exactly one-half have some college education is 0.0439 (rounded to four decimal places)

Step by step explanation: We can use the binomial probability distribution formula for this problem, where:p = probability of success (i.e., having some college education) = 0.53q = probability of failure (i.e., not having some college education) = 0.47n = number of trials (i.e., persons chosen at random) = 10x = number of successes (i.e., persons with some college education) = [tex]5P(x = 5) = C(10,5)p^5q^5[/tex] where [tex]C(n,r)[/tex] is the combination function that gives the number of ways to choose r items from a set of n items.

It is given by:[tex]C(n,r) = n! / (r!(n-r)!)[/tex] Thus, we can substitute the given values and compute:[tex]P(x = 5) = C(10,5)p^5q^5 = 252(0.53)^5(0.47)^5= 0.0439[/tex] (rounded to four decimal places)Therefore, the probability that exactly one-half have some college education is 0.0439.

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Answer:

Step-by-step explanation:

Answer: 1.1. The donation per learner cannot be determined from the given table.

1.2. TABLE 1: INCOME IN RANDS OF FUNDRAISING

Number of learners that paid Income (R)

1 200

1.3. To calculate the missing value A, we need to add up all the given incomes and subtract it from the total income for 45 learners, which is 45 x A. Then we can solve for A:

Total income = 200 + 150 + 10(2,000) + 20(45) + A + 4,000 + 9,000

Total income = 45A

45A = 25,150

A = 558.89

Therefore, the missing value A is R558.89.

1.4. The dependent variable in the table is the income received from fundraising.

To find the ratio of income received from 10 learners to income received from 45 learners, we need to divide the income received from 10 learners by the income received from 45 learners and simplify the fraction:

Income from 10 learners = R1,100 (since each learner donates R110)

Income from 45 learners = R215

Ratio = Income from 10 learners : Income from 45 learners

= 1,100 : 215

= 20 : 3 (in its simplest form)

The total number of learners enrolled at the school is 1,100. If 80% of the learners paid, then the number of learners who paid is:

80% of 1,100 = 0.8 x 1,100 = 880 learners

The minimum income that the school can raise if 80% of the learners paid is when each of the 880 learners paid the minimum donation, which is R150:

Minimum income = 880 x 150 = R132,000

Since R132,000 is less than R170,000, the SGB chairperson's statement is not valid.

Step-by-step explanation:

The measure of side E'F' of rectangle EFGH when dilated by a scale factor of 3 to form rectangle E'F'G'H' is 66 units.

Scale factor is used in mathematics, particularly in geometry and measurement, to describe the transformation of one figure into another through dilation or resizing. It is represented by a number or a ratio, such as 2:1 or 1/2, which indicates how many times larger or smaller the new figure is compared to the original. For example, if the side length of a square is doubled, the resulting square is four times larger in area, because the area of a square is proportional to the square of its side length. In this case, the scale factor of the dilation is 2, because the new square is twice as large as the original square. Scale factor is also used in maps, blueprints, and architectural drawings to represent the ratio between the actual size of an object or space and its representation on paper or screen.

Here,

If rectangle EFGH is dilated by a scale factor of 3 to form rectangle E'F'G'H', then all corresponding sides of the two rectangles are in the ratio of 3:1. Since EF measures 22, then the corresponding side E'F' of the dilated rectangle is:

E'F' = EF × scale factor

E'F' = 22 × 3

E'F' = 66 units

Therefore, the measure of side E'F' is 66.

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Step-by-step explanation:

9 b^2 c  = a     divide both sides of the equation by 9c

b^2 = a / (9c)    now take the sqrt of both sides

b = ± sqrt ( a/(9c) ) =   ± 1/3 sqrt ( a/c)  <====I do not see the correct answer posted....    perhaps one of the choices was transcribed incorrectly....

After running the given code, Karel will be at Street 2 and Avenue 2, facing North.

Here is a step-by-step explanation of what the code does:

   move(); - Karel moves one block east, to Street 1 and Avenue 2.

   turnLeft(); - Karel turns left to face north.

   putBall(); - Karel puts a ball at Street 1 and Avenue 2.

   turnLeft(); turnLeft(); turnLeft(); - Karel turns left three times to face south.

   move(); - Karel moves one block south to Street 2 and Avenue 2.

   turnLeft(); - Karel turns left to face east.

So after executing this code, Karel will be at Street 2 and Avenue 2, facing North.

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Answer:

y= (5/3)x -4/3

Step-by-step explanation:

Slope obtained from the two points of the graph.

m=5/3

Points:  A(-1,-3).  B(2,2)

m=(y2-y1)/(x2-x1)

m=(2-(-3))/(2-(-1))

m=5/3

Replacing in the equation form: y=mx+b

y=(5/3)x+b

2=(5/3)2+b

2=10/3 +b

2-10/3= b

6/3 - 10/3 = b

b= -4/3

Joining all the terms we obtain:

y= (5/3)x -4/3

Answer: The slope is 5/3

Step-by-step explanation:

the poin at (2,2) is 5 up and 3 right of the point at (

-1,-3)

Answer:

N

Q

Cost (dollars)

0

cost of the tickets in dollars.

32 Each ticket to ride a carousel costs $2 50. The table st

relationship between x, the number of tickets bought, -

Y

8 10

Number of Tickets

LA COORDINATE PLANE

Carousel Rides

Number of Tickets, x

1

5

2

3

Carousel Rides

which graph best represents the data shown in the table?

Carousel Rides

Carousel Rides

Cost (dollars)

DO

6

6

Cost (dollars)

12

0

Cost, y (dollars)

2.50

5.00

7.50

12.50

4

2

6

Number of Tickets

Carousel Rides

12

Step-by-step explanation:

Based on the data given in the table, the graph that best represents the relationship between the number of tickets bought and the cost of riding the carousel is the one that shows a linear relationship between the two variables.

The table shows that for each ticket bought, the cost of riding the carousel increases by $2.50. This means that the relationship between the number of tickets bought and the cost of riding the carousel is linear, with a slope of $2.50.

Therefore, the graph that best represents this relationship is the one that shows a straight line with a slope of $2.50 passing through the points (1, $2.50) and (5, $12.50). This graph is represented by the option labeled "Carousel Rides" with the x-axis showing the number of tickets bought and the y-axis showing the cost in dollars.

The half-life of an isotope is the time by which there is a 50% probability that decay has occurred if Cobalt-60 has a half-life of 5.27 years then mean time to decay is 7.65 years , standard deviation of the decay time is 3.82 years , the 99th percentile is  36.4 years and  the mean and standard deviation of the total time the experiment will last is 6.61 years.

(a) The mean time to decay can be found using the formula: [tex]mean = half-life / ln(2)[/tex].

Therefore, for cobalt-60 with a half-life of 5.27 years, the mean time to decay is:

[tex]mean = 5.27 / ln(2) \approx7.65 years[/tex]

(b) The standard deviation of the decay time can be found using the formula:

standard deviation =    [tex]half-life /(\ sqrt{(ln(2))}).[/tex]

Therefore, for cobalt-60 with a half-life of 5.27 years, the standard deviation of the decay time is:

standard deviation = [tex]5.27 / (\sqrt{(ln(2))}) \approx 3.82 years[/tex]

(c) The 99th percentile can be found using the cumulative distribution function (CDF) of the exponential distribution. For cobalt-60 with a half-life of 5.27 years, the CDF is:

[tex]CDF(t) = 1 - e^{(-t/5.27)}[/tex]

Setting the CDF equal to 0.99 and solving for t, we get:

[tex]0.99 = 1 - e^{(-t/5.27)}[/tex]

[tex]e^{(-t/5.27)} = 0.01[/tex]

[tex]-t/5.27 = ln(0.01)[/tex]

[tex]t = -5.27 * ln(0.01)[/tex]

[tex]t\approx 36.4 years[/tex]

Therefore, the 99th percentile of the decay time for cobalt-60 is approximately 36.4 years.

(d) Three cobalt-60 atoms, then the total time the experiment will last is the sum of the decay times of each atom. Since the decay times are independent and identically distributed, the mean and standard deviation of the total time can be calculated by adding the means and variances of each individual decay time.

The mean of the total time is:

[tex]mean(total) = mean(atom1) + mean(atom2) + mean(atom3)[/tex]

[tex]mean(total) = 7.65 + 7.65 + 7.65[/tex]

[tex]mean(total) = 22.95 years[/tex]

The variance of the total time is:

[tex]variance(total) = variance(atom1) + variance(atom2) + variance(atom3)[/tex]

[tex]variance(total) = (3.82)^2 + (3.82)^2+ (3.82)^2[/tex]

[tex]variance(total) \approx43.67 years[/tex]

The standard deviation of the total time is the square root of the variance:

standard deviation(total) [tex]= \sqrt{(variance(total))}[/tex]

[tex]standard deviation(total) \approx6.61 years[/tex]

Therefore, the mean and standard deviation of the total time for observing three cobalt-60 atoms until they decay are approximately 22.95 years and 6.61 years, respectively.

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We can graph this solution on the number line by placing a point at 7.6.

Graphs are visual representations of data or information. They are used to show relationships between different pieces of data and display numerical data in a more meaningful way. Graphs are made up of individual elements called nodes which are connected by edges. Nodes represent individual data points or pieces of information. Edges represent the relationship between two nodes and can represent either a physical or a logical link. Graphs can be used to represent many different types of data or information, such as social networks, transportation networks, and even biological relationships. Graphs are a powerful tool for understanding complex data sets, making them an essential tool for data analysis.

80∠ 10x + 4 = 20

80 10x + 4 = 20

80 - 4 = 10x

76 = 10x

7.6 = x

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We can graph this solution on the number line by placing a point at 7.6.

Graphs are visual representations of data or information. They are used to show relationships between different pieces of data and display numerical data in a more meaningful way. Graphs are made up of individual elements called nodes which are connected by edges. Nodes represent individual data points or pieces of information. Edges represent the relationship between two nodes and can represent either a physical or a logical link. Graphs can be used to represent many different types of data or information, such as social networks, transportation networks, and even biological relationships. Graphs are a powerful tool for understanding complex data sets, making them an essential tool for data analysis.

80∠ 10x + 4 = 20
80 10x + 4 = 20
80 - 4 = 10x
76 = 10x
7.6 = x

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The value of m∠JKL is 34°

An angle formed by a tangent and a secant intersecting outside a circle is equal to one-half the difference of the measures of the intercepted arcs.

Based on the theorem above, we can say:

m∠JKL = 1/2 * (159 - 91)

m∠JKL = 1/2 * 68

m∠JKL = 34°

Therefore, the value of m∠JKL in the circle is 34°.

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The solutions of provide logarithmic equations are present in below :

1) x = 9 ; 2) x = 0 ; 3)p = 7/9 ; 4) k= 2 ; 5) a= -1 ; 6) r = -1/2 ; 7) n = 2 ; 8) x = 1/35 ; 9) m = -2 ; 10) x = 84 ; 11) v = -6, -6 ; 12) x = -4, -7

The logarithmic number is associated with exponent and power, such that if xⁿ = m, then it is equal to logₓ m = n. That is exponential value are inverse of logarithm values. Some basic properties of logarithmic numbers:

Now, we solve each logarithm equation one by one. Assume that 'log' is the base-10 logarithm where absence of base.

1) log (5x) = log (2x + 9)

Exponentiate both sides

=> 5x = 2x + 9

=> 3x = 9

=> x = 9

2) log (10 − 4x) = log (10 − 3x)

Exponentiate both sides,

=> 10 - 4x = 10 - 3x

simplify, => x = 0

3) log (4p − 2) = log (−5p + 5)

Exponentiate both sides,

=> 4p - 2 = - 5p + 5

simplify, => 9p = 7

=> p = 7/9

4) log (4k − 5) = log (2k − 1)

Exponentiate both sides,

=> 4k - 5 = 2k - 1

simplify, => 2k = 4

=> k = 2

5) log (−2a + 9) = log (7 − 4a)

Exponentiate both sides,

=> - 2a + 9 = 7 - 4a

simplify, => 2a = -2

=> a = -1

6) 2log₇( −2r) = 0

=> log₇( −2r) = 0

using the property, log꜀a = n <=> cⁿ = a

=> ( 7⁰) = - 2r

=> -2 × r = 1 ( since a⁰ = 1 )

=> r = -1/2

7) −10 + log₃(n + 3) = −10

=> log₃(n + 3) = −10 + 10 = 0

using the property, log꜀a = n <=> cⁿ = a

=> 3⁰ = n + 3

=> 1 = n + 3

=> n = 2

8) −2log₅ ( 7x ) = 2

=> log₅ 7x = -1

=> 5⁻¹ = 7x

=> x = 1/35

9) log( −m) + 2 = 4

=> log( −m) = 2

Exponentiate both sides,

=> -m = 2

=> m = -2

10) −6log₃ (x − 3) = −24

simplify, log₃ (x − 3) = 4

=> (x - 3) = 3⁴ ( since log꜀a = n <=> cⁿ = a )

=> x - 3 = 81

=> x = 84

11) log₁₂ (v²+ 35) = log₁₂ (−12v − 1)

=> log₁₂ (v²+ 35) - log₁₂ (−12v − 1) = 0

Using the quotient property of logarithm,

[tex]log_{12}( \frac{v²+ 35}{-12v-1}) = 0 [/tex]

[tex]\frac{v²+ 35}{-12v - 1} = {12}^{0} = 1 [/tex]

[tex]v²+ 35 = −12v − 1[/tex]

[tex]v²+ 35 + 12v + 1 = 0[/tex]

[tex]v²+12v + 36 = 0[/tex]

which is a quadratic equation, and solve it by middle term splitting method,

[tex]v²+ 6v + 6v + 36= 0[/tex]

[tex]v(v + 6) + 6(v + 6)= 0[/tex]

[tex](v + 6) (6 + v)= 0[/tex]

so, v = -6, -6

12) log₉(−11x + 2) = log₉ (x²+ 30)

=> log₉ (x²+ 30) - log₉(−11x + 2) = 0

Using the quotient property of logarithm,

[tex]log₉(\frac{x²+ 30 }{−11x + 2}) = 0[/tex]

[tex] \frac{x²+ 30}{-11x + 2} ={9}^{0} = 1 [/tex]

=> x² + 30 = - 11x + 2

=> x² + 11x + 30 -2 = 0

=> x² + 11x + 28 = 0

Factorize using middle term splitting,

=> x² + 7x + 4x + 28 = 0

=> x( x + 7) + 4( x + 7) = 0

=> ( x + 4) (x+7) = 0

=> either x = -4 or x = -7

Hence, required solution is x = -4, -7.

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Complete question:

kuta software infinite algebra 2 logarithmic equationsSolve each equation.

1) log 5x = log (2x + 9)

2) log (10 − 4x) = log (10 − 3x)

3) log (4 − 2) = log (−5 p + 5)

4) log (4k − 5) = log (2k − 1)

5) log (−2a + 9) = log (7 − 4a)

6) 2log₇ −2r = 0

7) −10 + log₃(n + 3) = −10

8) −2log₅ 7x = 2

9) log −m + 2 = 4

10) −6log₃ (x − 3) = −24

11) log₁₂ (v²+ 35) = log₁₂ (−12v − 1)

12) log₉(−11x + 2) = log₉ (x²+ 30)

At steady-state, the Laplace transform of the output is given by [tex]lim s->0 sC(s)[/tex]. If this limit exists, then the steady-state error is zero.

The transfer function of a plant with transfer function G(s) = 74109 is given.

We proceed in the following manner:

Step 1: Write the open-loop transfer function.[tex]G(s)D(s) = 74109 * (s+ci)/(s+c1) * K/(s+di)[/tex]

Step 2: Write the characteristic equation.(s + 6) (s + 3) (s2 + 3s + 9) = 0

Step 3: Compare the coefficients of the open-loop transfer function with the characteristic equation.

c1 + ci + di = 9c1ci + c1di + ci(di + 3) + K * 74109 = 27c1ci(di + 3) + K * 74109 * c1 = 81K * 74109 * di = 6 * 3 * 9 * (-74109)

Step 4: Solve for the parameters of the controller.The solution is obtained by solving the above equations.c2 = 18ci = 54co = 162di = 9

Step 5: Show that if the reference input to the system of the above exercise is a step of amplitude A, the steady-state error will be zero.The steady-state error can be calculated using the final value theorem. If the system is subjected to a step input of amplitude A, then the Laplace transform of the input is A/s.

The output of the system is given by[tex]C(s) = G(s)D(s) R(s)[/tex], where R(s) is the Laplace transform of the reference input. The steady-state error is given by the difference between the input and the output at steady-state. This can be calculated using the final value theorem.

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The differential equation by variation of parameters, subject to the initial conditions y(0) can be found by homogeneous equation and by integrating it.

The solution to the differential equation by variation of parameters, subject to the initial conditions y(0), can be found by following these steps:
1. Separate the equation into homogeneous and particular parts.
2. Solve the homogeneous equation for its particular solution.
3. Construct a new auxiliary equation from the particular solution, integrating the particular solution with respect to the parameters.
4. Solve the auxiliary equation, again with respect to the parameters, and then integrate the result with respect to x.
5. Substitute the particular solution and the new parameters back into the original equation to solve it completely.
6. Substitute the initial condition y(0) to solve for the constants of integration.

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Answer:

Second choice
∠BCA ≅ ∠DCA

Step-by-step explanation:

This logically follows from the fact that both ∠BCA and ∠DCA are right angles from the previous step. And the reason given is "All right angles are ≅)

So they are congruent

Answer: 46.0 ft

Step-by-step explanation:

[tex]\text{sin} \ 24^o=\dfrac{x}{105}[/tex]

[tex]x=105 \ \text{sin 24}^o[/tex]

So, the distance above the ground is [tex]\text{105 sin} \ 24^o+3.25\thickapprox \boxed{46.0 \ \text{ft}}[/tex]

what is the question about

I know it's about mathematics is it asking what is 350×2

Answer:

[tex]\textsf{$\boxed{\checkmark}\;\;y$-value\;of\;vertex\;is\;$-1$}[/tex]

[tex]\textsf{$\boxed{\checkmark}$\;\;Minimum\;value\;occurs\;at\;$y = -1$}[/tex]

Step-by-step explanation:

Given equation:

[tex]y=x^2+8x+15[/tex]

As the given equation is quadratic with a positive leading coefficient, it is a parabola that opens upwards. Therefore, its vertex is its minimum point. This means that the minimum value of the range is the y-value of the vertex.

The x-value of the vertex of a parabola in the form y = ax² + bx + c is x = -b/2a. Therefore, the x-value of the vertex of the given equation is:

[tex]\implies x=\dfrac{-8}{2(1)}=-4[/tex]

To find the y-value of the vertex, substitute x = -4 into the equation:

[tex]\begin{aligned}\implies y&=(-4)^2+8(-4)+15\\&=16-32+15\\&=-16+15\\&=-1\end{aligned}[/tex]

Therefore, the minimum y-value of the function is y = -1, so the range is y ≥ -1.

Therefore, the following are true statement about the given equation:

As a result, 13.00 x 4 = 3.25, which is the final quotient.

The number being divided in this example (15) is referred to as the dividend, while the number being divided by 3 in this case is referred to as the divisor.

Enter 4 as the divisor and 13.00 as the dividend.

Put the divisor outside the division bracket and the dividend within.

Divide the dividend's first digit (1) by the divisor (4). Put the product of the quotient and divisor (0 x 4 = 0) below the digit and the quotient (0) above it.

The new dividend will be 30 if the next digit (3) is brought down to the right of the 0.

4 divided by 30. Put the product (28) below the 30 and the quotient (7) above the 0.

28 from 30 is subtracted to yield 2. Under the dividend, place the 0 and the remaining amount, (2).

The new dividend will be 20 if the digit to the right of the 2 is brought down to zero.

4 divided by 20. Put the product (20) below the 20 and the quotient (5) above the 2.

20 from 20 is subtracted to provide 0. Under the dividend, put a 0 next to the 2 and the remainder.

As a result, 13.00 x 4 = 3.25, which is the final quotient.

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Answer:

6.25 minutes

Step-by-step explanation:

So, if there are 96 tests being graded in 2 minutes, the average per minute (using the equation 96/2 = average) would be 48 per minute. Next you would do 300/48 to get the number of minutes that it would take to grade that amount. The answer to that would be 6.25, So it would take approximately 6.25 minutes.

The probability that a truck drives between 99 and 128 miles in a day is 0.7734 rounded to four decimal places.

Standard deviation is a statistical measurement that depicts the average deviation of each value in a dataset from the mean value. It tells you how much your data deviates from the mean value. It represents the typical variation between the mean value and the individual data points.

The formula for the probability that a truck drives between 99 and 128 miles in a day is:

[tex]Z = (X - \mu) /\sigma[/tex]

where, X is the number of miles driven per day; μ is the mean of the number of miles driven per day; σ is the standard deviation of the number of miles driven per day. The value of Z for 99 miles driven per day is:

[tex]Z = (99 - 120) / 11 = -1.91[/tex]

The value of Z for 128 miles driven per day is:

[tex]Z = (128 - 120) / 11 = 0.73[/tex]

Using a standard normal distribution table or calculator, the probability of a truck driving between 99 and 128 miles per day is:

[tex]P(-1.91 < Z < 0.73) = 0.7734[/tex]

Therefore, the probability that a truck drives between 99 and 128 miles in a day is 0.7734 rounded to four decimal places.

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The solution of the system goes to infinity as t gets large.

Consider the given system of differential equations: dx/dt = 3x + 4ydy/dt = −x − 2yNow, find the solution of the system:(2)   dx/dt + 2 dy/dt = 7xObserve the second equation and multiply it by 2:2  dy / dt = −2x − 4y(3)   dx/dt + 2 dy/dt = 3x − 4ySubstitute the value of dy/dt from (3) into (2):(2)   dx/dt + 3x − 4y = 7xSimplify this equation:dx/dt − 4x = 4yTake the laplace transform of both sides: Laplace{dx/dt − 4x} = Laplace{4y} ⇒ sX(s) − x(0) − 4X(s) = 4Y(s) ⇒ X(s) = {4Y(s)}/{s − 4}Now, find the Laplace transform of y(s):(1)   dy/dt = −x − 2y ⇒ Laplace{dy/dt} = −Laplace{x} − 2Laplace{y} ⇒ sY(s) − y(0) = −X(s) − 2Y(s) ⇒ Y(s) = {−X(s)}/{s + 2}Substitute the value of X(s) in the above equation, we get:Y(s) = {−4Y(s)}/[(s − 4)(s + 2)]Simplify this equation:Y(s) = {A}/{s − 4} + {B}/{s + 2}Now, find the values of A and B:Multiplying the above equation by (s − 4) and (s + 2), we get:Y(s) = A(s + 2) + B(s − 4)Simplify this equation:Y(s) = (A + B)s + 2A − 4BAs per the equation (3), we can say A + B = 0, 2A − 4B = −4On solving, we get A = 2, B = −2Therefore, the value of Y(s) is:Y(s) = {2}/{s − 4} − {2}/{s + 2}Now, substitute the value of X(s) and Y(s) in the following equation:dx/dt − 4x = 4yThe solution of the above differential equation is:x(t) = {2}/{3}e^{4t} − {5}/{3}e^{-2t}The above is the general solution of the given system of differential equations.Now, find what happens to the system as t gets large?As t gets large, the term {5}/{3}e^{-2t} will tend to zero and {2}/{3}e^{4t} will tend to infinity.

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Answer:

14

Step-by-step explanation:

scores  10 10 12 13 14 15 18 19 19     Median score is the one in the middle

The researcher should reject the null hypothesis, and he can conclude the alternative hypothesis is probably correct.

The alpha level is set prior to the analysis of the data. To use the tool to identify the z-score boundaries, the user must slide the orange lines until the area in the critical region equals the alpha level. The critical region is between the two z-score boundaries. The z-score boundaries for an alpha level a = .001 are: z = 2.58 and z = -2.58, z = 1.96 and z = -1.96, z = 3.29 and z = -3.29. With an alpha of .001, the calculated z statistic of 2.64 is within the critical region. Therefore, the researcher should reject the null hypothesis, and he can conclude the alternative hypothesis is probably correct.

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Answer:

Step-by-step explanation:

(52 divided by 80) multiplied by 100
that will give you the answer

It makes sense that 0 is the domain of y = √x because the square root of any number can never be negative, and 0 is the smallest positive number. Therefore, any values of x less than 0 would result in an undefined answer.

Answer:

The correct options are A and B.

For option A:

Sy = y = 3x - 10

Substituting x = -8 and y = 4:

4 = 3(-8) - 10

4 = -24 - 10

4 = -34

Since the left-hand side does not equal the right-hand side, (-8,4) is not a solution to the system.

For option B:

y = -1x + 10

Substituting x = -8 and y = 4:

4 = -1(-8) + 10

4 = 8 + 10

4 = 18 - Incorrect

For option C:

y = 5x + 24

y = 5(-8) + 24

y = -40 + 24

y = -16 - Incorrect

For option D:

y = 6x + 68

Substituting x = -8 and y = 4:

4 = 6(-8) + 68

4 = -48 + 68

4 = 20 - Incorrect

For option E:

y = -3x + 7

9 = -3(-8) + 7

9 = 24 + 7

9 = 31 - Incorrect

Therefore, options A and B are incorrect.

The 90% confidence interval for [tex]$\mu_W - \mu_M$[/tex] is approximately [tex]$-13.2 \pm 27.1$[/tex], or (-40.3, 13.9).

The answer is (c) [tex]13.2 \pm 33.1[/tex], which is not correct.

Which is the confidence interval?

A confidence interval is a range around a measurement that conveys how precise the measurement is.

We can use the two-sample t-interval formula to find the confidence interval for the difference in means:

[tex]$\bar{x}_W - \bar{x}M \pm t{\alpha/2, \nu} \sqrt{\frac{s_W^2}{n_W} + \frac{s_M^2}{n_M}}$[/tex]

where [tex]$\bar{x}_{W}$[/tex] and [tex]$\bar{x}M$[/tex] are the sample means, [tex]$s_W$[/tex] and [tex]$s_M$[/tex] are the sample standard deviations, [tex]$n_W$[/tex] and [tex]$n_M$[/tex] are the sample sizes, [tex]$\nu$[/tex] is the degrees of freedom, and [tex]$t{\alpha/2, \nu}$[/tex] is the critical value from the t-distribution with [tex]$\nu$[/tex]degrees of freedom and a level of significance of [tex]$\alpha=0.1$[/tex] (since we want a 90% confidence interval, which corresponds to a 10% level of significance).

Plugging in the values, we get:

[tex]$\bar{x}_W - \bar{x}M \pm t{0.05/2, 23} \sqrt{\frac{s_W^2}{n_W} + \frac{s_M^2}{n_M}}$[/tex]

[tex]$\begin{aligned} &= 213.6 - 226.8 \pm t_{0.025, 23} \sqrt{\frac{45.3^2}{14} + \frac{49.4^2}{11}} \ &= -13.2 \pm 2.074 \times 13.102 \ &= -13.2 \pm 27.115 \end{aligned}$[/tex]

Therefore, the 90% confidence interval for [tex]$\mu_W - \mu_M$[/tex] is approximately [tex]$-13.2 \pm 27.1$[/tex], or (-40.3, 13.9).

The answer is (c) [tex]13.2 \pm 33.1[/tex], which is not correct.

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complete question:

A phlebotomist measures the cholesterol levels of a sample of 25 people between

the ages of 35 and 44 years old. Here are summary statistics for the samples.

Cholesterol levels (mg per 100mL)

Women 35-44 years old

Men 35-44 years old

Sample mean

tilde x_{W} = 213.6

overline x_{M} = 226.8

Sample standard deviation

s_{W} = 45.3

s_{M} = 49.4

Sample size

n_{W} = 14

nu = 11

Assume that the conditions for inference have been met. Let mu_{w} ^ (- mu_{u}) be the difference in mean

cholesterol levels (in milligrams per 100 ml) in women and men of those ages.

Which of the following is a 90% confidence interval for mu_{W} ^ (- mu_{M})

Use a calculator to calculate the interval. (State your calculator settings for partial credit)

(a) - 13.2 plus/minus 33.1

(b) -13.2±29.7

(c) 13.2 plus/minus 33.1

(d) 13.2 plus/minus 29.7

(e) 13 plus/minus 33.1

Answer:

-13.2+- 33.1

Step-by-step explanation:

The expression 1/5 + -4/5 has plotted on the number line

To model 1/5 + (-4/5) on a number line, we can start by placing a point at 0 on the number line. Then we can represent 1/5 by placing another point to the right of 0, one-fifth of the distance from 0 to 1. We can represent -4/5 by placing a point to the left of 0, four-fifths of the distance from 0 to -1.

To add these two points together, we start at the point representing 1/5 and move four-fifths of the distance towards the left, since -4/5 is negative. The resulting point represents the sum of 1/5 and -4/5.

To solve this problem algebraically, we can add the two fractions together by finding a common denominator:

1/5 + (-4/5) = 1/5 - 4/5

= (1-4)/5

= -3/5

= -0.6

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