uppose , i.e. has a t-distribution with 10 degrees of freedom. What proportion of this t-distribution falls within and

Answer:

i think its -15x + 10y

Step-by-step explanation:

10x - 5y + 5 (5x + y)

10x- 5y + 25x+ 5y

combine

-15x + 10y

Answer:

Quadrant 2 and 3

Approximately, 113 and 247 degrees.

Step-by-step explanation:

I just used Desmos and graphed the equation. The values of theta are 113 and 247.

The 95% CI for proportion of driver that do not wear seat belt is 0.255 < p < 0.405.

What is Confidence interval?

A confidence interval (CI) is a range of estimates for an unknown parameter in frequentist statistics. The 95% confidence level is the most popular, however other levels, such 90% or 99%, are occasionally used when computing confidence intervals.

As given,

n = 150 = drivers

x = 100 = wear seat belts.

We have to find 95% confidence interval for proportion P that do not wear seat belt.

From 150 we have 100 wear seat belts

Not wear seat belt = 150 - 100

Not wear seat belt = 50

P = 50/150

P = 0.33

95% confidence interval for P is

CI = (P - zα/2√(P(1 - P)/n), P + zα/2√(P(1 - P)/n))

For 95% CI, zα/2 = 1.96

Substitute values,

CI = (0.33 - 1.96√(0.33(1 - 0.33)/150), 0.33 + 1.96√(0.33(1 - 0.33)/150))

CI = (0.33 - 0.075, 0.33 + 0.075)

CI = (0.255, 0.405)

Therefore 95% CI for proportion of driver that do not wear seat belt is 0.255 < p < 0.405.

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In the schedule of cost of goods sold, the cost of goods available for sale represents the total cost of all goods that were available for sale during a particular period.

The schedule of cost of goods sold is an important financial statement that shows the cost of goods that a company has sold during a particular period. The cost of goods available for sale is a key component of this statement and represents the total cost of all goods that were available for sale during the period.

The cost of goods available for sale is calculated by adding the beginning inventory to the cost of goods purchased during the period. This calculation gives the total cost of all goods that a company had available for sale during the period.

Once the cost of goods available for sale is determined, the cost of goods sold can be calculated by subtracting the ending inventory from the cost of goods available for sale. This calculation gives the cost of all goods that were sold during the period.

Overall, the schedule of cost of goods sold is an important financial statement that helps companies track their inventory and understand their cost of goods sold. The cost of goods available for sale is a critical component of this statement and represents the total cost of all goods that a company had available for sale during a particular period.

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A sample of bacteria is grown in a petri dish. It contains 1,000 bacteria, and the population doubles every half hour. The inequality 1,000(2)^(2t)>50,000, where t is the number of hours, models when the population of the bacteria sample will be greater than 50,000.

Based on the inequality, the population in the sample will be greater than 50,000 after 2 hours. To solve the inequality, we need to isolate the variable t.

First, divide both sides of the inequality by 1,000:2^(2t)>50/1,0002^(2t)>1/20Next, take the logarithm of both sides of the inequality (base 2):2t>log2(1/20)t>log2(1/20)/2t>−4/2t>−2Therefore, the population of the bacteria sample will be greater than 50,000 after 2 hours.

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The respective values of x after solving the given equalities are 2.5, -0.5, 9/8 and 1/2.

1. a) -3(x + 2) - 1 = 1 + 2(1 - 2x)

Expanding the left-hand side: -3x - 9 - 1 = 1 + 2 - 4x

Expanding the right-hand side: -3x - 9 - 1 = 1 - 4x

Solving for x: -4x = -10

x = 2.5

b) (3 - 2x)/4 = 1 - 3z

Multiplying both sides by 4: 3 - 2x = 4 - 12z

Adding 2x to both sides: 3 = 2x + 4 - 12z

Adding 12z to both sides: 3 = 2x + 4

Subtracting 4 from both sides: -1 = 2x

Dividing both sides by 2: -0.5 = x

c) (2x -1)/ 5 = (3 - 2x)/3

Cross multiplying: 3(2x - 1) = 5(3 - 2x)

Expanding the left-hand side: 6x - 3 = 15 - 10x

Expanding the right-hand side: 6x - 3 = 15 - 10x

Solving for x: 16x = 18

x = 9/8

d) 3x - 2x = 1 - x

Combining like terms on the left-hand side: x = 1 - x

Solving for x: 2x = 1

x = 1/2

2. a) {1, 2, 3, ...} is set of positive integers

b) {-2, -1, 0, 1, 2, ...} is set of integers

c) {a/b | a, b E Z; b =/ 0} is set of rational numbers.

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The probability that there are more than 5 left-handed students in a class of 30 students is 0.1049

The given parameters are:

Sample size, n = 30

Probability of success, p = 0.11

x > 5

To determine the required probability, we make use of the following complement rule:

P(x > 5) = 1 - P(x ≤ 5)

Using a binomial calculator, we have:

P(x ≤ 5) = 0.89508640002

Substitute P(x ≤ 5) = 0.89508640002 in P(x > 5) = 1 - P(x ≤ 5)

P(x > 5) = 1 - 0.89508640002

Evaluate the difference

P(x > 5) = 0.10491359998

Approximate

P(x > 5) = 0.1049

Hence, the probability that there are more than 5 left-handed students in a class of 30 students is 0.1049

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Candidates for a job are interviewed one by one until a qualified candidate is found. Thirty percent of the candidates are qualified.

In the selection process for a job, candidates are interviewed individually until a qualified candidate is identified. The word "qualified" refers to candidates who possess the necessary skills, qualifications, or experience required for the position. However, only thirty percent of the candidates in this scenario are considered qualified.

The selection process involves conducting interviews with each candidate, assessing their suitability for the job based on predetermined criteria. The interviews are typically conducted sequentially, with candidates being evaluated one by one. The process continues until a candidate is found who meets the required qualifications. It is worth noting that the thirty percent figure indicates the proportion of qualified candidates among the total pool of applicants, emphasizing that the majority of candidates do not meet the necessary criteria for the job.

This approach allows the hiring team to carefully evaluate each candidate's qualifications and choose the most suitable individual for the position. By interviewing candidates individually, the selection process aims to identify the best fit for the job based on the specific requirements and desired qualifications.

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Since the classroom is a square with a side length of 6 units, all sides are equal.

To find the perimeter, we add up the length of all four sides:

Perimeter = 6 + 6 + 6 + 6

Perimeter = 24

Therefore, the perimeter of the classroom is 24 units.

The function f can be implemented using a single 4-to-1 multiplexer and two inverters.

A 4-to-1 multiplexer is a digital logic component that selects one of four input signals based on the select lines. It has four data inputs (D0, D1, D2, D3), two select lines (S0, S1), and one output (Y). By properly connecting the inputs and select lines, we can realize the desired function f.

To implement the function f using a single 4-to-1 multiplexer and two inverters, we need to carefully assign the input signals and select lines to achieve the desired behavior. The truth table of the function f will guide us in determining the appropriate connections.

First, we can use the inverters to complement the required inputs if needed. Then, we can connect the complemented and uncomplemented inputs to the select lines of the multiplexer. The output of the multiplexer will be the result of the function f.

By carefully selecting the input assignments and connections, we can effectively implement the function f using a single 4-to-1 multiplexer and two inverters. This approach offers a compact and efficient solution for realizing the desired logic function.

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The true statements are (B) d(B,C) = BC = |6-1| and (D) AB + BC = AC. Statement (A) is false and statement (C) cannot be determined.

Statement (A) is not true because the length of a line segment cannot be negative.

Statement (B) is true because the distance between points B and C, denoted as d(B,C), is equal to the length of the line segment BC. The coordinates of points B and C are given as (1,0) and (6,0) respectively, so the distance between them is |6-1| = 5, which is equal to the length of BC.

Statement (C) is not necessarily true. It states that the sum of the lengths of line segments AB and AC is equal to the length of BC. This would only hold true if the points A, B, and C lie on a straight line, forming a triangle. Without additional information about the positions of the points, we cannot determine whether this statement is true or not.

Statement (D) is true based on the Triangle Inequality theorem. It states that the sum of the lengths of line segments AB and BC is equal to the length of line segment AC if and only if the points A, B, and C form a straight line segment.

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Answer:

x = 19°

Step-by-step explanation:

To find the magnitude and direction of a vector using trigonometry, you can follow these steps:

1. Identify the components of the vector: A vector can be represented by its horizontal (x) and vertical (y) components. For example, if we have a vector A with components Ax and Ay, we can express it as A = (Ax, Ay).

2. Calculate the magnitude of the vector: The magnitude of a vector is the length of the vector. To find the magnitude of a vector A, you can use the Pythagorean theorem. The formula is:
  magnitude(A) = √(Ax^2 + Ay^2)

3. Find the direction of the vector: The direction of a vector can be given in different forms, such as angles or degrees. Two common ways to express the direction of a vector are:
  a. Angle with the positive x-axis: This angle is measured counterclockwise from the positive x-axis to the vector. You can use trigonometric functions to find this angle. The formula is:
     angle = arctan(Ay / Ax)
  b. Angle with the positive y-axis: This angle is measured counterclockwise from the positive y-axis to the vector. To find this angle, you can subtract the angle obtained in step 3a from 90 degrees (or π/2 radians).

4. Convert the direction to degrees or radians, depending on the required format.

Let's consider an example to illustrate these steps:

Suppose we have a vector A with components Ax = 3 and Ay = 4.

1. Identify the components: A = (3, 4).

2. Calculate the magnitude:
  magnitude(A) = √(3^2 + 4^2) = √(9 + 16) = √25 = 5.

3. Find the direction:
  angle = arctan(4 / 3) ≈ 53.13 degrees.

4. Convert the direction:
  angle with positive y-axis = 90 degrees - 53.13 degrees ≈ 36.87 degrees.

So, the magnitude of vector A is 5, and its direction is approximately 36.87 degrees with a positive y-axis.

Remember, trigonometry can be used to find the magnitude and direction of a vector when you have its components.

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Answer:

15.00+(0.25)x=c

Step-by-step explanation:

15.00+(0.25)x=c  15 is the flat out fee plus the 0.25 times the amoutn f miles then add 15+ the miles and you get the answer

Answer:

Lines 1 and 3 are perpendicular, and lines 2 and 4 are perpendicular.

Step-by-step explanation:

Tbh I took a random guess bc I'm behind in geo.

The electric field outside the pipe is E(r) = σa² / ε_0r².

The electric field inside the pipe is E(r) = σa²/ ε_0r.

Assuming the metallic pipe is infinitely long, we can use Gauss's Law to determine the electric field both inside and outside the pipe.

Let's consider a cylindrical Gaussian surface of radius r and length L, with its axis coinciding with that of the pipe.

By Gauss's Law, the electric flux through the surface is given by:

Φ_E = ∫ E . dA = E x 2πrL

where;

The charge enclosed by the Gaussian surface is given by:

Q_enc = σ x π(2a)² x L

= 4πa²σL

where;

By Gauss's Law, the electric flux through the Gaussian surface is also given by:

Φ_E = Q_enc / ε_0

where;

Equating the two expressions for Φ_E, we get:

E x 2πrL = 4πa²σL / ε_0

Simplifying, we get:

E = σa² / ε_0r for r < a

E = σa² / ε_0r^2 for r > a

Therefore, the electric field inside the pipe (r < a) is inversely proportional to the distance from the axis, while outside the pipe (r > a) it is inversely proportional to the square of the distance from the axis.

To summarize:

Outside the pipe: E(r) = σa² / ε_0r²

Inside the pipe: E(r) = σa² / ε_0r

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Answer:

F = \(\frac{k}{d^2}\)

Step-by-step explanation:

The equation of proportionality is

F = k × \(\frac{1}{d^2}\) = \(\frac{k}{d^2}\) ← k is the constant of proportion

Answer:

r= 0.87

Step-by-step explanation:

It has the strongest correlation, which means it is closest to the line.

Answer:

lesser: -1

Greater: 2

Step-by-step explanation:

We need to figure out what values of x make it equal to 0

because it's all being mulitplied we just need one parathenses to equal 0

so we can set them equal to 0

which means we have

x-2=0

3x+3=0

Solve for x and get

2

-1

Answer:

\(f(x) = 144\)

Step-by-step explanation:

This problem deals with a function. All this question is asking is to plug in -4 every time an x appears.

So, let's do that:

\(f(-4) = 10(-4)^{2} + 3(-4) - 4\)

\(f(-4) = 10(16) - 12 - 4\)

\(f(-4) = 160 - 16\)

\(f(-4) = 144\)

The metric system of measurement is based on the number 10.

This system is also known as the International System of Units (SI) and is used in most countries around the world. In the metric system, various units of measurement are defined as multiples or fractions of a base unit, which is defined for each quantity being measured. For example, the base unit for length is the meter, and the base unit for mass is the kilogram. Prefixes such as kilo-, centi-, and milli- are used to indicate multiples or fractions of the base unit, based on factors of 10. For example, a kilometer is 1000 meters, a centimeter is 1/100 of a meter, and a milligram is 1/1000 of a gram. This makes the metric system easy to use and convert between units, as well as consistent and universally recognized.

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Answer: y = -3x - 4

Step-by-step explanation:

Slope intercept form would be y = mx + b. To get your equation to this form you would need to isolate for y as shown:

3x + y = -4

y = -3x - 4 <-- Here I subtracted both sides by 3x

George made 75 percent of the shots.

First, let us understand the percentage:

A percentage is a fraction of a whole expressed as a number between 0 and 100. Nothing is zero percent, everything is 100 percent, half of everything is fifty percent, and nothing is zero percent.

To determine a percentage, we need to divide the portion of the whole by the whole itself and multiply by 100.

We are given the following:

George shot the basketball 20 times in his game on Saturday.

Of those 20 shots, he made 15.

We need to find the percentage of the shots George made.

The percentage of shots George made is given by:

Percentage = 15 / 20 * 100 = 15 * 5 = 75 %

So, 75 % of the shots did George make.

Thus, George made 75 percent of the shots.

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Solving a system of equations we can see that each pair of pants costs €82.94 and each coat costs €26.37

Let's define the variables:

x = cost of a pant

y = cost of a coat.

First, we know that:

3x + 2y = 245

And then there are discounts of 20% and 5%, and the cost of one of each is 100.75, then:

0.8x + 0.95y = 100.75

Then we have a system of equations:

3x + 2y = 245

0.8x + 0.95y = 100.75

We can isolate x on the second equation to get:

x = (100.75 - 0.96y)/0.8

x = 125.9 - 1.2y

Replace that in the other equation:

3*(125.9 - 1.2y) + 2y = 245

Solving for y:

3*125.9 - 3*1.2y + 2y = 245

y*(2 - 3*1.2) = 245 - 3*125.9

y = (245 - 3*125.9)/(2 - 3*1.2)

y = 82.94

Then the value of x is:

x = 125.9 - 1.2*82.94

x = 26.37

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You're correct answer would be $14.

\(35/20 = 1.75\)

\(8x1.75=14\)

Answer:

14

Given:

\(20 books= 35\)

Step-by-step explanation:

\(35/20=1.75\)

\(8*1.75= 14\)

Answer:

1:0.5

Or

2:1

Step-by-step explanation:

the left side we can find distance by just counting the units without using a formula

Bigger shape LP Length is 5

Smaller shape WZ length is 2.5

Since the shape was originally bigger then this will be a fraction so we divide 2.5 by 5

2.5/5

1/2

Or

0.5

ratio it to make 1:0.5

Hopes this helps please mark brainliest

Answer:

49      100 percnet

Step-by-step explanation:

9:7

times by 7

The number of boys attended are 49.

For the given question.

Let the number of girls be 'x' = 63.

Let the number of boys be 'y'.

The ratio of girls to boy is 9:7.

Thus,

x/y = 9/7

Boys  = ?

y = 7x/9

Put x = 63

y = 7×63/9

y = 49

Thus, the number of boys attended are 49.

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Answer:

No, no, no, yes, yes.

Step-by-step explanation:

A integer is a whole number, 1, 2, 3, etc.

The equation of the hyperbola is 16x²-9y²-1296=0.

here it is given that the centre = (0,0)

                                       a focus=(-15,0)

                                      co-vertex=(0,12)

then, equation of the hyperbola is,

  = x²/9²-y²/12²=1

  = x²/81-y²/144=1

  = 16x²-9y²-1296=0

Hence, The equation of the hyperbola is 16x²-9y²-1296=0.

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