suppose sat writing scores are normally distributed with a mean of 497 and a standard deviation of 114 . a university plans to admit students whose scores are in the top 30% . what is the minimum score required for admission? round your answer to the nearest whole number, if necessary.

Answer:

Step-by-step explanation:

xs nxqxm,nswjnej,cebxhjme2ckjwadbcweckslnvc

First, we need to find the value of g(pi/2):

g(pi/2) = cos(pi/2) = 0

Now we can substitute this value into f(x):

f(g(pi/2)) = f(0) = sin(0) = 0

Therefore, f(g(pi/2)) = 0.

Solution:

we have been asked to graph [tex]f(x)=2^x+1[/tex] and [tex]g(x)=-x+7[/tex] on the same coordinate plane.

Then we have been asked to find the solution to the equation ?

So we will plot the graph and look for their point of intersection, the x-coordinate of the point of intersection will give the value of x.

So from the graph its clear that the point of intersection is (2,5)

Hence the value of x=2.

The resulting double-line graph should show the sales data for desktop and laptop computers over the five days, with a line for each type of computer.

A double-line graph is a graph that displays two sets of data on the same graph, using two lines to show how each set of data changes over time or some other variable.

To create a double-line graph of the sales data for desktop and laptop computers over five days, follow these steps:

Draw a graph with two perpendicular axes, the horizontal axis (x-axis) representing the days, and the vertical axis (y-axis) representing the number of computers sold.

Label the horizontal axis with the days from Day 1 to Day 5.

Label the vertical axis with the heading "Number of Computers Sold".

Plot the data points for desktop computer sales. For Day 1, plot a point at (1, 4), for Day 2 plot a point at (2, 1), for Day 3 plot a point at (3, 2), for Day 4 plot a point at (4, 5), and for Day 5 plot a point at (5, 1).

Connect the data points for desktop computer sales with a line.

Plot the data points for laptop computer sales. For Day 1, plot a point at (1, 5), for Day 2 plot a point at (2, 2), for Day 3 plot a point at (3, 3), for Day 4 plot a point at (4, 7), and for Day 5 plot a point at (5, 3).

Connect the data points for laptop computer sales with a line.

Use a different color or style for the line representing desktop sales and the line representing laptop sales.

Add a legend to the graph to indicate which line corresponds to desktop sales and which corresponds to laptop sales.

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The percentage of customers who do not purchase clubs or balls is 0.66 or 66%.

Ten percent of customers who walk into a golf store purchase a golf club and 30% of customers purchase golf balls. Six percent of customers purchase both clubs and balls. The percentage of customers who do not purchase clubs or balls is 0.66.

Given that, The percentage of customers who purchase golf clubs = 10%The percentage of customers who purchase golf balls = 30%The percentage of customers who purchase both clubs and balls = 6%To find out the percentage of customers who do not purchase clubs or balls, we have to subtract the percentage of customers who purchase either clubs or balls or both from 100%.

Percentage of customers who purchase either clubs or balls or both = 10% + 30% - 6% = 34% Percentage of customers who do not purchase clubs or balls = 100% - 34% = 66%.

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Answer:f(-2)=6+10

So f(-2) =16

Step-by-step explanation:

95 Gigabytes 1/3 Every 10 seconds, files are transmitted that are 10 times larger than the transfer rate as a whole. 2 / 3 The graph's slope is 5, according to the slope-intercept version of the equation for S. The unit rate is 5 gigabytes per second, according to this.

We are given the equation:- S(t)= 5t+45

calculate the value of S in 10s, 20s, 30s, ....... and difference in them.

for t= 10:-

S= 5(10)+45= 50+45= 95

for t= 20:-

S= 5(20)+45= 100+45=145

for t= 30:-

S= 5(30)+45= 150+45= 195

The difference:-

195-145= 50 and 145-95= 50

Hence, the file size is 50 MB per 10 seconds or 5 MB per second.

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The 90% confident sample of size 191 with 23 successes that the true population proportion falls between 0.077 and 0.163 based on the sample data.

To find the 90% confidence interval for a sample proportion, we can use the following formula:

Confidence Interval = sample proportion ± margin of error

where the margin of error is:

Margin of Error = z* (\sqrt{(p*(1-p)/n))}

where z is the z-score corresponding to the level of confidence,

p is the sample proportion, and n is the sample size.

In this case, we have a sample size of n = 191 and 23 successes,

which gives a sample proportion of p = 23/191 ≈ 0.120.

To find the z-score corresponding to a 90% confidence level,

The z-score for a 90% confidence level is approximately 1.645.

Plugging in the values into the formula, we get:

Margin of Error = 1.645 * (\sqrt{(0.120*(1-0.120)/191)}) ≈ 0.043

Therefore, the 90% confidence interval for the population proportion is:

0.120 ± 0.043

which can be expressed as (0.077, 0.163) rounded to three decimal places.

So we are 90% confident that the true population proportion falls between 0.077 and 0.163.

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If the parametric equations for x and y are both non-constant linear functions of t, then curve must be a line.

A curve (sometimes known as a curved line in ancient texts) is a mathematical entity that is similar to a line but does not have to be straight.

A curve may be conceived of intuitively as the trace left by a moving point. "The [curved] line[a] is [...] the first species of quantity, which has only one dimension, namely length, without any width nor depth, and is nothing else than the flow or run of the point which [...] will leave from its imaginary moving some vestige in length, exempt of any width," Euclid wrote more than 2000 years ago.

Let x = at+b and y = ct+d

Then,

[tex]\frac{x-b}{a}=\frac{y-d}{c}=t xc-bc=ay-adxc-ay+ad-bc=0[/tex]

Which is linear equation in x and y.

Therefore, curve is always a line.

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the possible dimensions of the rectangular prism are:

1 unit by 12 units by 10 units

2 units by 6 units by 10 units

3 units by 4 units by 10 units

Let the length and width of the rectangular prism be represented by l and w, respectively. Since the height of the prism is 10 unit cubes, we know that the volume of the prism is:

V = l × w × 10

We are also given that the prism requires 120 unit cubes to fill completely, which means:

V = l × w × 10 = 120

Dividing both sides by 10, we get:

l × w = 12

Now we need to find pairs of positive integers l and w that multiply to 12. These are:

1 × 12

2 × 6

3 × 4

Therefore, the possible dimensions of the rectangular prism are:

1 unit by 12 units by 10 units

2 units by 6 units by 10 units

3 units by 4 units by 10 units

Note that these dimensions are not unique, as we can also obtain different dimensions by exchanging the length and width, or by rotating the prism.

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Option (D) is correct because we can not determine whether the given pair of angles are complementary, supplementary, or neither

The given pair of angles can be either complementary or supplementary, depending on the value of x.

Complementary Angles: Two angles whose sum is 90 degrees are called complementary angles. In other words, if the sum of two angles is 90 degrees, then they are called complementary angles.

Supplementary Angles: Two angles whose sum is 180 degrees are called supplementary angles. In other words, if the sum of two angles is 180 degrees, then they are called supplementary angles.

Neither: If the sum of two angles is neither 90 degrees nor 180 degrees, then they are called neither complementary nor supplementary angles.

Not Enough Information (It depends on the value of x): If the measure of x is not given, then we cannot determine whether the given pair of angles are complementary, supplementary, or neither.

Hence, it depends on the value of x. Therefore, option D is the correct answer.

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Answer:

Starting with the left side of the equation:

cosθ(1+tanθ) = cosθ(1+sinθ/cosθ) (since tanθ = sinθ/cosθ)

= cosθ + sinθ

Therefore, the left side of the equation is equal to the right side of the equation, which means that cosθ(1+tanθ) = cosθ+sinθ is true.

The option a. S-(red,red), (red,black), (black,red), (black,black) is the most appropriate sample space S for the possible outcomes of selecting two cards from a deck of 52 cards

The most appropriate sample space S for the possible outcomes of selecting two cards from a deck of 52 cards and observing the color of each (26 cards in the deck are red and 26 are black) is given by option a. S-(red,red), (red,black), (black,red), (black,black).

Sample space S in probability theory denotes the set of all possible outcomes of an experiment.

In other words, the sample space S represents all possible outcomes of an experiment under consideration. For instance, in the current scenario,

These four possible outcomes are independent and equally likely events, and the sample space S for the possible outcomes is given by option a. S-(red,red), (red,black), (black,red), (black,black).

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When the radius of circle 2 is twice the radius of circle 1, the size of circle 2 is larger than circle 1.

In geometry, a triangle is a polygon with three sides and three angles. The sum of the angles in a triangle is always 180 degrees. Triangles are one of the most basic and fundamental shapes in geometry and are used in many mathematical and real-world applications, such as in architecture, engineering, and physics. There are different types of triangles based on the length of their sides and the measures of their angles, such as equilateral triangles, isosceles triangles, scalene triangles, acute triangles, obtuse triangles, and right triangles.

Here,

2. This is because the circumference and area of a circle are directly proportional to the radius.

3. To determine if triangles ABC and DEF are similar, we need to check if their corresponding angles are congruent and if their corresponding sides are in proportion. From the diagram, we can see that angle A is congruent to angle D, angle B is congruent to angle E, and angle C is congruent to angle F. This satisfies the angle-angle (AA) similarity criterion. Additionally, we can use the side-side-side (SSS) similarity criterion to determine if the corresponding sides are in proportion. From the diagram, we can see that side AB is parallel to side DE, side AC is parallel to side DF, and side BC is parallel to side EF. Therefore, we can conclude that triangles ABC and DEF are similar.

4. To find the coordinates of D using the coordinates of A, we need to determine the translation from A to D. From the diagram, we can see that A is translated two units to the right and three units down to get to D. Therefore, we can find the coordinates of D by adding two to the x-coordinate of A and subtracting three from the y-coordinate of A. If the coordinates of A are (x1, y1), then the coordinates of D would be (x1 + 2, y1 - 3).

A= (-0.87,0.5)

D=(-0.87 + 2, 0.5 - 3)

D=(1.13,-2.5)

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The successfullly completed the proof of the cancellation property of vector addition.

Complete proof of the cancellation property of vector addition:Let u, v, and w be vectors in a vector space V such that u + w = v + w. We have to show that u = v.  We know that the cancellation property of vector addition states that for all vectors u, v, and w in a vector space V, if u + w = v + w, then u = v.So, u + w = v + w can be written as, u + w - w = v + w - w, applying subtraction on both sides.u + 0 = v + 0 (as - w + w = 0)0 is an additive identity, so it can be dropped off.u = v, which is the desired result.The statement "u + w = v + w" was given, and we have shown that it implies that "u = v". Hence, we have successfully completed the proof of the cancellation property of vector addition.

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Answer:

  11/168  

Step-by-step explanation:

You want the decimal value 0.06547619047 represented as a fraction.

The obvious choice is ...

  [tex]\dfrac{6547619047}{100000000000}[/tex]

However, we see that this might be a truncation of the repeating decimal fraction ...

  [tex]0.065\overline{476190}[/tex]

This value can be represented  by the fraction 11/168.

  [tex]0.065\overline{476190}=\boxed{\dfrac{11}{168}}[/tex]

__

Additional comment

You can arrive at this several ways. The attached calculator display shows one way.

Another is to write it as the sum 0.065 +(1/1000)(476190/999999). Reducing the fraction here may require a bit of trial and error.

You can also write it as a continued fraction and then evaluate the result.

  0.06547619047 = 1/(15 +1/(3 +1/(1 +1/2))) = 11/168

where the last 2 is a rounding of 1.999999825...

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Answer:

No, Jamel is not correct. While the 9 in 129,082 is indeed two places to the left of the 9 in 127,694, it is not two times greater.

In fact, the value of a digit in a number is determined by its place value. Each place value to the left represents a value that is ten times greater than the previous place value. So, the 9 in the ten thousands place of 129,082 represents a value of 9 x 10,000 = 90,000.

Similarly, the 9 in the ten thousands place of 127,694 represents a value of 9 x 10,000 = 90,000 as well. Therefore, both 9s have the same value and are not different by a factor of two.

In summary, Jamel's reasoning is flawed and not correct. The value of a digit in a number is based on its place value, and not its position relative to other digits.

The value of y when x=36 is 31/3.

According to the question,

x varies directly with 3y+5

Thus,

[tex]x = k(3y+5)[/tex]

where K is any positive integer.

Now, from the question,

y=5/3 when x=10

Thus,

[tex]10 = k(3(\frac{5}{3} )+5)\\10 = k(10)\\k = 1[/tex]

Now we can use k to find the value of y when x=36:

[tex]36 = 1(3y+5)\\31 = 3y\\y = \frac{31}{3}[/tex]

In mathematics, an integer is a whole number that can be positive, negative, or zero. Integers are a fundamental concept in number theory and are used in a variety of applications across many fields. Integers can be represented using the symbol "Z" and are denoted by an integer value like -3, 0, 1, 2, 3, etc. They are used to count and measure quantities in real-life situations, such as the number of apples in a basket or the distance between two cities.

Integers are closed under addition, subtraction, and multiplication, meaning that if you add, subtract, or multiply any two integers, the result will also be an integer. However, the division is not always closed under integers, as dividing by zero is undefined, and dividing two integers can result in a non-integer value.

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Complete Question:

If x varies directly with 3y+5 and y=5/3 when x=10, then what is the value of y when x=36

In mathematics, a ratio is a comparison of two quantities or numbers expressed in terms of division. The order in which the quantities are expressed in a ratio is also important.

Ratios are used in various mathematical applications such as in finance, geometry, and physics. The units or quantities being compared in a ratio are crucial in determining the meaning and significance of the ratio.

For example, if the ratio is expressed as 2:1, it could mean that the first quantity is twice the size of the second quantity, or it could mean that the second quantity is half the size of the first quantity. Therefore, it is important to clearly define the units or quantities being compared to avoid any ambiguity or misunderstanding.

In the example above, if the ratio was expressed as 1:2 instead of 2:1, the meaning of the ratio would be reversed. Therefore, the order of the quantities in a ratio should be consistent with the context in which it is being used. In summary, the units and the order in which the quantities are expressed in a ratio are important in conveying accurate and meaningful information.

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Complete question:

In mathematics, the units or quantities being compared and the order in which they are expressed in a ratio are both important. The _____ in which ratio is expressed is important  

Answer:

11 weeks

Step-by-step explanation:

42 + 15 * x = 207

42 + 15x = 207

15x = 207 - 42

15x = 165

x = 11

Hope this helps <3

Answer:

x² - 49

Step-by-step explanation:

(x - 7)² =

(x - 7) * (x - 7) =

x * x - 7 * 7 =

x² - 49

A. In this instance, the research hypothesis may be that the new workout is successful in lowering the incidence of heart attacks.

A p-value is a statistical indicator that, under the null hypothesis, shows the likelihood of receiving a test statistic that is as extreme to or more extreme than the one seen in the sample data. Depending on the degree of statistical significance the researcher selects, it is employed in hypothesis testing to determine whether to reject or fail to reject the null hypothesis. The null hypothesis is rejected in favour of the alternative hypothesis if the p-value is less than or equal to the selected level of significance (typically 0.05). The null hypothesis is not rejected if the p-value is higher than the selected level of significance.

A. In this instance, the research hypothesis may be that the new workout is successful in lowering the incidence of heart attacks.

B. The alternative hypothesis may be that the additional exercise has no impact on the frequency of heart attacks.

C. Depending on the study's specific design and the outcome measure used to gauge the prevalence of heart attacks, the comparison distribution would vary.

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Let θ be equal to 855∘. Sketch θ in standard position. θ = 855∘ is in the fourth quadrant of the coordinate plane θ = 855∘

Hence, we sketch θ in the standard position with its initial side along the positive x-axis.

Find an angle between 0∘ and 360∘ that is coterminal with θ.

The angle between 0∘ and 360∘ that is coterminal with θ is given by:

θ1 = θ - n × 360∘θ1 = 855∘ - 2 × 360∘θ1 = 855∘ - 720∘θ1 = 135∘

Find an angle between −360∘ and 0∘ that is coterminal with θ.

The angle between −360∘ and 0∘ that is coterminal with θ is given by:

θ2 = θ + n × 360∘θ2 = 855∘ + 2 × 360∘θ2 = 855∘ + 720∘θ2 = 1575∘

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There is a significant difference in the mean search times between the two websites, as indicated by the p-value, which is larger than 0.05 but less than 0.10.

It is calculated by adding up all the values in the set and then dividing the sum by the total number of values. The mean is often used as a measure of central tendency, which describes the typical or representative value in a set of data.

This is a two-sample independent means t-test problem.

The null hypothesis is that there is no difference between the mean times needed to access flight information for the two major airlines, and the alternative hypothesis is that there is a difference.

Assuming the conditions for inference are met (random sampling, normality of the population, and independence between the two samples), we can calculate the t-value and the p-value for the test.

The formula for the t-value in a two-sample independent means t-test is:

t = (x1 - x2) / √[ (s1²/n1) + (s2²/n2) ]

Plugging in the given values, we get:

t = (2.5 - 2.1) / √[ (0.8²/20) + (1.1²/20) ]

t = 1.21

Using a t-table with 38 degrees of freedom (df = n1 + n2 - 2), we find that the p-value is between 0.10 and 0.05.

Therefore, the correct answer is c:

There is a significant difference in the mean search times between the two websites, as indicated by the p-value, which is larger than 0.05 but less than 0.10.

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the temperature at 8:00 am is 9°C  This means that every hour from midnight to 8:00 am, the temperature increased by 1.5°C, resulting in a total increase of 12°C over the 8 hour period.

To solve this problem, we need to use the formula for calculating the final temperature based on the initial temperature and the rate of change per hour.

The formula for this is:

Final Temperature = Initial Temperature + (Rate of Change per Hour x Number of Hours)

In this case, the initial temperature is -3°C, the rate of change per hour is 1.5°C, and the number of hours is 8.

Plugging these values into the formula, we get:

Final Temperature = -3 + (1.5 x 8)

Final Temperature = -3 + 12

Final Temperature = 9°C

Therefore, the temperature at 8:00 am is 9°C.

This means that every hour from midnight to 8:00 am, the temperature increased by 1.5°C, resulting in a total increase of 12°C over the 8 hour period.

It's important to note that this problem assumes that the rate of change per hour remains constant throughout the 8 hour period. In reality, the temperature may fluctuate based on various factors, such as wind, cloud cover, and humidity. However, for the purposes of this problem, we can assume that the rate of change per hour remains constant.

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A. deposit $735.03 one year from now. B. $210.48 for each of the four years. C. choose the lump sum of $750 from your father. D. Interest rate of 7.4% compounded annually. E. Interest rate of 12%.

a. To have a balance of $1,000 four years from now, you need to calculate the present value of this amount. Using the compound interest formula, we can calculate that you need to deposit $735.03 one year from now to have a balance of $1,000 four years from now.

b. If you want to make equal payments at Years 1 through 4 to accumulate the $1,000, you can use the annuity formula to calculate the required payments. The formula gives us a payment of $210.48 for each of the four years.

c. If your father were to offer either to make the payments calculated in part b or to give you a lump sum of $750 one year from now, you can compare the present value of both options. The present value of the four payments of $210.48 each, using an 8% annual interest rate, is $682.96. Therefore, you would choose the lump sum of $750 from your father.

d. If you have only $750 one year from now, you can use the compound interest formula to calculate the interest rate you need to earn to have $1,000 four years from now. Using the formula, we get an interest rate of 7.4% compounded annually.

e. If you can only deposit $186.29 each at Years 1 through 4, you can use the compound interest formula to calculate the interest rate you need to earn to have $1,000 four years from now. Using the formula, we get an interest rate of 12% compounded annually.

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Complete question:

Assume that 4 years from now you will need $1,000. Your bank compounds interest at an 8% annual rate.

a. How much must you deposit 1 year from now to have a balance of $1,000 4 years from now?

b. If you want to make equal payments at Years 1 through 4 to accumulate the $1,000, how much each of the 4 payments be?

c. If your father were to offer either to make the payments calculated in part b or to give you a lump sum of $750 1 year from now, which would you choose?

d. If you have only $750 1 year from now, what interest rate, compounded annually, would you have to earn to have the necessary $1,000 4 years from now? 7.4%

e. Suppose you can deposit only $186.29 each at Years 1 through 4, but you still need $1,000 at Year 4. What interest rate, with annual compounding, must you seek out to achieve your goal?

A person pays $1 to play a certain game by rolling a single die once. if a 1 or 2 comes up, the person wins nothing. if, however, the player rolls a 3, 4, 5, or 6 he or she wins the difference between the number rolled and $1, this means that the game is not fair, based on the expected value

We can see that the expected value of the game can be found by multiplying each payout by its probability of occurring and then summing up the results:Expected value = (0.2)($1) + (0.2)($1) + (0.2)($2) + (0.2)($3) + (0.2)($4) + (0.2)($0) + (0.2)($0)Expected value = $0.40 Since the expected value of the game is positive, it means that, over the long run, players are expected to make money on average. This means that the game is not fair.

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Therefore, Thabo will get R18, Patrick will get R24, and Lucas will get R30.

In mathematics, a ratio is a comparison between two quantities or numbers, indicating how many times one quantity is contained within another. Ratios are often expressed in the form of a fraction, with the first quantity as the numerator and the second quantity as the denominator. Ratios can also be simplified by dividing both the numerator and denominator by their greatest common factor. Ratios are used in many areas of mathematics, science, and everyday life, such as in finance, cooking, and sports. They are particularly useful for comparing two quantities of different units or scales, as they provide a standardized way to express the relationship between them.

Here,

To determine how much each person will get, we first need to find the total of the ratios which is:

3 + 4 + 5 = 12

This means that the total amount of money is divided into 12 equal parts.

To find out how much each person gets, we need to multiply their share of the ratio by the total amount of money:

Thabo's share = 3/12 x R72 = R18

Patrick's share = 4/12 x R72 = R24

Lucas's share = 5/12 x R72 = R30

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The temperature in Buffalo when it is 23 degrees Fahrenheit is equivalent to -5 degrees Celsius.

Fahrenheit is a temperature scale that was created by Gabriel Fahrenheit in 1724. Fahrenheit is used primarily in the United States and a few other countries. The boiling point of water on this scale is 212 degrees Fahrenheit, while the freezing point is 32 degrees Fahrenheit.

The Celsius scale, on the other hand, is a temperature scale that is used throughout the world. It was created in 1742 by Swedish astronomer Anders Celsius. On this scale, the boiling point of water is 100 degrees Celsius, and the freezing point is 0 degrees Celsius.

The formula for converting degrees Fahrenheit to degrees Celsius is: C=5/9(F-32). C is the equivalent Celsius temperature, while F is the equivalent Fahrenheit temperature.

Let's put the formula into practice to answer the question, "If the temperature in Buffalo is 23 degrees Fahrenheit,

We can simply plug in the given value for Fahrenheit temperature, which is 23 degrees Fahrenheit.

C = (5/9) (23 - 32)C = (5/9) (-9)C = -5

Therefore, -5 degrees Celsius is equivalent to 23 degrees Fahrenheit when the temperature is in Buffalo.

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the sine and cosine of the two non-right angles in a right triangle are related to each other by their complementary nature.

How to find middle angle?

In a right triangle, the middle angle is the angle opposite the hypotenuse. To find this angle using trigonometry, you can use either the sine, cosine, or tangent ratio. Let's say that the two legs of the right triangle are a and b, and the hypotenuse is c. Then, you can use the following trig ratios to find the middle angle:

Sine ratio: sin(theta) = a/c

Cosine ratio: cos(theta) = b/c

Tangent ratio: tan(theta) = a/b

To find the middle angle, you would use the inverse sine, cosine, or tangent function, depending on which ratio you used. For example, if you used the sine ratio, you would take the inverse sine of a/c to find the angle: theta = sin²-1(a/c).

What is the relationship between the sine and cosine of the two non-right angles in a right triangle, and how do they define the ratios sine, cosine, and tangent?

In a right triangle, the two non-right angles are complementary, which means that their sum is 90 degrees. Let's call these angles alpha and beta. The sine and cosine of these angles are defined as follows:

Sine of alpha: sin(alpha) = opposite leg / hypotenuse

Cosine of alpha: cos(alpha) = adjacent leg / hypotenuse

Sine of beta: sin(beta) = adjacent leg / hypotenuse

Cosine of beta: cos(beta) = opposite leg / hypotenuse

Note that the opposite and adjacent legs are relative to the angle being considered. The ratios sine, cosine, and tangent are defined in terms of these ratios:

Sine ratio: sin(theta) = opposite leg / hypotenuse

Cosine ratio: cos(theta) = adjacent leg / hypotenuse

Tangent ratio: tan(theta) = opposite leg / adjacent leg

Therefore, the sine and cosine of the two non-right angles in a right triangle are related to each other by their complementary nature. If you know the value of one of these ratios, you can use it to find the value of the other using the fact that sin(alpha) = cos(beta) and cos(alpha) = sin(beta). This relationship is known as the complementary angle identities.

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