Ken ran from one corner of a field to the opposite corner, a distance of 85 meters. Then he ran along its length, a distance of 77 meters. How wide is the field?

The statistical techniques of analysis of variance (ANOVA) and analysis of covariance (ANCOVA) are used to test the validity of the hypothesis regarding the comparison of group mean values.

The term "parametric approach" refers to a statistical technique used to compare the means of two normally distributed continuous variables.

In contrast to ANOVA, which is used to compare the means among three or more groups, the Student's t test (also known as the T test) is used to compare the means between two groups.An ANOVA test with a significant P value identifies at least one pair in which the mean difference was statistically significant.

The post-hoc test (multiple comparisons) is utilized to determine whether pair(s) are significant. When at least one covariate (continuous variable) in an ANOVA test is altered to eliminate confounding variables from the outcome, the procedure is known as an ANCOVA. Because inferences about means are made by analyzing variance, the ANOVA test (F test) is referred to as "Analysis of Variance" rather than "Analysis of Means."

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Answer:

7

Explanation:

Step 1. The first step is to make a diagram of the points and connect them to form the triangles.

In the following diagram, we have the original points FGH in BLUE and the image points F'G'H' in RED:

Step 2. Compare the length of two corresponding sides.

Let's take the base of each triangle.

The base of the red triangle and the base of the blue triangle is shown in the image:

Step 3. To find the scale factor, divide the new length over the original length:

The result is:

Answer:

7

Step-by-step explanation:

60°

is the answer

hope is helpful

Answer:

Its 2 because if you put it ibn your calculator then it's 2

Step-by-step explanation:

Answer:

I'm not sure how I can show you because you have to plot the points, not give a straight answer but I'll give you an idea.

Step-by-step explanation:

POINT 1: For the first point you are going to find 4 on the X axis and go up by 3. Plot your point there

POINT 2: Find the number 2 on the X axis and go up by 6

BTW keep in mind that the X axis is the the horizontal line that divides the coordinate plane half. If you folllow my intrustions for the first 2 points, you'll get an idea of how to grph the 3rd point!

Hope this helps!

Answer:

C

Step-by-step explanation:

Both segments AC and BC intersect at point C. Hence, the angle included by them will be angle C.

Answer:

angle C

Step-by-step explanation:

Look at the attachment

The angle is included by AC and BC means C is the common spot of both the segments

Hence that can called <C or <ACB

Liam is correct, the fractions 4/5 and 20/25 are equivalent.

Liam says that the two fractions 4/5 and 20/25 are equivalent fractions, remember that two fractions are equivalent only of the quotients are equal.

To check if the fractions are equivalent, we can take the larger one and try to simplify it to get the other fraction.

So let's start with 20/25

If we divide both numerator and denominator by 5, we will get:

(20/5)/(25/5)

4/5

We got the other fraction, so yes, Liam is correct.

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Answer:

length = (3*width) -2

length + 2 = 3*width

width = (length +2) / 3

2*length + 2*width = 68

OR: 2*length = 68 -2*width

If length = (3*width) -2 then

2*length = 6 * width -4

therefore,

6 width -4 = 68 -2 width

8 width = 72

width = 9

Since 2 length + 2 width = 68

then 2 length = 68 -2 width

2 length = 68 -18

length = 25

Step-by-step explanation:

The main criticism of differential opportunity theory is that it overlooks the fact that most delinquents become law-abiding adults (option c).

Differential opportunity theory, developed by Richard Cloward and Lloyd Ohlin, focuses on how individuals in disadvantaged communities may turn to criminal activities as a result of limited legitimate opportunities for success.

However, critics argue that the theory fails to account for the fact that many individuals who engage in delinquency during their youth go on to become law-abiding adults.

This criticism highlights the idea that delinquent behavior is not necessarily a lifelong pattern and that individuals can change their behavior and adopt prosocial lifestyles as they mature.

While differential opportunity theory provides insights into the relationship between limited opportunities and delinquency, it does not fully address the complexities of individual development and the potential for desistance from criminal behavior.

Critics suggest that factors such as personal growth, social support, rehabilitation programs, and the influence of life events play a significant role in individuals transitioning from delinquency to law-abiding adulthood.

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Answer:

x = 2 + √2

x = 2 - √2

Step-by-step explanation:

- x² + 2x + 1 = 0

x² - 2x - 1 = 0

Here,

a = 1

b = - 2

c = - 1

Now,

Discriminant

D = b² - 4ac

= (-2)² - 4(1)(-1)

= 4 + 4

= 8

=2√2 > 0

Real and Distinct roots

x = - b +- √b² - 4ac/2a

= - (-2) +- √ = (-2)² - 4(1)(-1)/2(1)

= 2 +- √4 + 4/2

= 2 +- √8/2

= 2 +- 2√2/2

= 2 +- √2

x = 2 + √2 or x = 2 - √2

Answer:

x = 2 + √2 or x = 2 - √2

Step-by-step explanation:

Edge 2021

Answer/Step-by-step explanation:

The constant rate of change that occurs can be calculated using the formula, \( \frac{y_2 - y_1}{x_2 - x_1} \)

Let any 2 given pair values represent (x, y).

Thus, let's use (3, 3) and (5, 4.5)

Let (3, 3) = (x1, y1)

(5, 4.5) = (x2, y2)

Rate of change = \( \frac{4.5 - 3}{5 - 3} = \frac{1.5}{2} \)

Rate of change = 0.75

The rate of change, 0.75, means in terms of growth, the height of the plant increases by 0.75 inches every week.

Every rectangle with four congruent sides is a square -> True

Every rhombus is a quadrilateral -> True

Every square is a parallelogram -> True

Every quadrilateral is a square -> False.

A square is a regular quadrilateral, which means that it has four equal sides and four equal angles. It can also be defined as a rectangle with two equal-length adjacent sides.

here, we have,

we know that,

Every rectangle with four congruent sides is a square -> True

Every rhombus is a quadrilateral -> True

Every square is a parallelogram -> True

Every quadrilateral is a square -> False.

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Answer:

I think its B i might be wrong

Step-by-step explanation:

Answer:

(half of base)² + (height)² = (20)²

Step-by-step explanation:

In an isosceles triangle, the angle bisector from the 3rd angle to the opposite side is a perpendicular bisector, so you split the isosceles triangle into two congruent right triangles.

This technique of 'splitting the isosceles' is used a LOT.

Answer:

Step-by-step explanation:

i wish i knew so i dont really know but i have heard that its 2 inches

The characteristics of the samples of part of the population that scientists use during scientific research must be unbiased

Sampling is a process of selecting some part of whole to carry out research on.

During a scientific research, the scientist which is the researcher is not expected to be bias while choosing the part he will carry out the research on.

Biased sampling will lead to unfair results which is not wanted in a scientific research

Responses should actually be large enough to make impact. hence sample must not be sample

depending on the purpose of research sampling may be random

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The density of an object is 10490kg/m^3.

Density is like rate. It tells you how much of a thing is available for each unit other thing which contains the first thing.

Density = (Total amount available)/(total space which contains that amount)

Given;

The mass of object= 73,430 kilograms

The volume of object= 7m^3

Now

D=mass/volume

D=73430/7

D=10490

Therefore, the density will be 10490kg/m^3.

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Answer:

3/8 < 1/2 < 2/3

Answer:

P=10√2

Step-by-step explanation:

Perimeter of rectangle= 2 length + 2 width

P=2l+2w

P=2(√18)+2(√8)

P=2(√9*2)+2(√4*2)

P=2*3*√2 +2*2√2

P=6√2+4√2

P=10√2

The given transformation of a function f(x) - 15 and 15 f(x) represents "f(x) is translated 15 units down and f(x) is vertically stretched by a factor of 15" respectively.

The translation transformation rule for a function is

1) f'(x) = f(x) + a; Vertical translation by 'a' units up.

f'(x) = f(x) - a; Vertical translation by 'a' units down.

2) f'(x) = f(x + a); horizontal translation by 'a' units left

f'(x) = f(x - a); horizontal translation by 'a' units right.

The dilation transformation rule for a function is

1) f'(x) = a f(x);

If a > 1, vertical stretch by a factor of 'a' units

If 0 < a < 1, vertical compression by a factor of 'a' units

2) f'(x) = f(ax);

If a > 1, horizontal compression by a factor of 'a' units

If 0 < a < 1, horizontal compression by a factor of 'a' units.

It is given that f(x) represents the linear parent function.

The transformed functions are given as

f(x) - 15 and 15 f(x)

The transformation f(x) - 15 is a vertical translation of the function f(x) by 15 units down.

The transformation 15 f(x) is a vertical stretch by a factor of 15 units.

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The population of the rabbit in the year 2002 will be 940 rabbits.

What is an expression?

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Now,

The exponential model consisted the expression;

\(y = A r^{t}\)

Where, A is initial population and r is increase rate and t is time.

So, The initial population and increase rate for the given condition are;

\(740 = A . r^{0} \\\\A = 740\)

And,

\(870 = 740 * r^{7}\)

\(r^{7} = \frac{870}{740}\)

\(r^{7} = \frac{87}{74}\)

r = 1.89/1.84

r = 1.02

So, The exponential  model consisted the expression;

\(y = A r^{t}\)

\(y = 740 r^{12}\)

\(y = 740 * (1.02)^1^2\)

\(y = 740 * 1.27\)

\(y = 939.8\)

Therefore,

The population of the rabbit in the year 2002 will be 940 rabbits.

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Answer:

22.98133...

Step-by-step explanation:

30 x cos(40°)

then refine to a decimal form

Answer:

Im not sure ok

Step-by-step explanation:

Im trying to solve too

Answer:

2450

Step-by-step explanation:

30% of 3500

30÷100×3500

=30×35

=1050

3500-1050

=2450

Answer:

\(\displaystyle -\frac{4}{35}(8-x^5)^7}+C\)

Step-by-step explanation:

\(\displaystyle \int4x^4(-x^5+8)^6dx\)

Let \(u=-x^5+8\) and \(du=-5x^4dx\) so that \(\displaystyle -\frac{4}{5}du=4x^4dx\):

\(\displaystyle -\frac{4}{5}\int u^6du\\\\=-\frac{4}{5}\biggr(\frac{u^7}{7}\biggr)+C\\\\=-\frac{4}{5}\biggr(\frac{(-x^5+8)^7}{7}\biggr)+C\\\\=-\frac{4}{35}(8-x^5)^7}+C\)

The required answer is  the closest percentile rank of the resident from this street who traveled 85 miles to work that week is 75%.

Explanation:-

The dot plot displays the total number of miles that the 28 residents of one street in a certain community traveled to work in one five-day workweek. The percentile rank of a resident from this street who traveled 85 miles to work that week is 75% (approximately).How to find percentile rank? Percentile rank is used to show the percentage of scores that are lower than the given score. For example, if a score has a percentile rank of 80, it means that 80% of the scores are lower than that score. The formula to find the percentile rank of a given score is:

Percentile rank = (number of scores below given score / total number of scores) x 100%

Here, the given score is 85 miles traveled to work in a week, and the total number of scores is 28.  to find the number of scores that are below 85 miles from the dot plot .

From the given dot plot, there are 21 scores below 85 miles. So, the percentile rank of the resident who traveled 85 miles to work is:

Percentile rank = (number of scores below given score / total number of scores) x 100%Percentile rank = (21 / 28) x 100%Percentile rank = 75% (approximately)

Therefore, the closest percentile rank of the resident from this street who traveled 85 miles to work that week is 75%.

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Answer:

A. Exponential growth will always exceed linear growth.

Step-by-step explanation:

The rate of growth of a linear function is always constant, that means it remains the same for any value of x or y. For an exponential growth, the rate of change is not constant, it continues to increase as the value of x increases. Therefore since the rate of growth of an exponential growth increases as the x value increases, while that of the linear growth remain constant there would be a point in which the exponential growth will exceed linear growth.

Answer:

The probability that the mean number of moths in a sample of size 50 is greater than or equal to 0.6 is 8.08%

The CLT states that the distribution of the sample means of a random variable with a finite mean and standard deviation approaches a normal distribution as the sample size increases.

In this case, the population mean is 0.5, and the population standard deviation is 0.7. Since we have a sample size of 50, the standard deviation of the sample means would be

=> 0.7 / √(50) = 0.099.

Next, we need to calculate the z-score, which measures the number of standard deviations from the mean.

In this scenario, we want to find the probability that the mean number of moths in a sample of size 50 is greater than or equal to 0.6. So, we would plug in x = 0.6, μ = 0.5, σ = 0.7, and n = 50 into the z-score formula. This gives us

=> (0.6 - 0.5) / (0.7 / √(50)) = 1.41.

Using a standard normal distribution table or calculator, we can find that the probability of a z-score of 1.41 or higher is approximately 0.0808. Therefore, the estimated probability that the mean number of moths in a sample of size 50 is greater than or equal to 0.6 is 0.0808 or about 8.08%.

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Complete Question:

The gypsy moth is a serious threat to oak and aspen trees. A state agriculture department places traps throughout the state to detect the moths. Each month, an SRS of 50 traps is inspected, the number of moths in each trap is recorded, and the mean number of moths is calculated. Based on years of data, the distribution of moth counts is discrete and strongly skewed, with a mean of 0.5 and a standard deviation of 0.7. Estimate the probability that the mean number of moths in a sample of size 50 is greater than or equal to 0.6.

The direct relationship between the original distance and the resulting distance is y = 3 · x.

In this problem we find the case of a direct relationship, that is, a linear relationship between two b. According to this case, the original distance (d), in yards, is directly proportional to the resulting distance (d'), in feet.

y = k · x

Where:

If we know that x = 1 yd and y = 3 ft, then the proportionality constant is:

k = y / x

k = 3 ft / 1 yd

k = 3 ft / yd

The direct relationship is y = 3 · x.

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\( \frac{ - 16}{ - 4 \times 1} = \frac{ - 16}{ - 4} \)

Since, Both sides are equal we can eliminate one of them and then divide the given equation i.e.

\( - 16 \div - 4\)

Now, When we divide (-) & (-) we get the answer in (+).. So, Our answer will be

\(4\)

Final answer:-