Answer:
(a) [tex]t= -1.540[/tex]
(b) [tex]0.10 < p < 0.20[/tex]
(c) Fail to reject [tex]H_o[/tex]
Step-by-step explanation:
Given
[tex]H_o: =18[/tex] [tex]H_a: \ne 18[/tex]
[tex]n = 48[/tex]
[tex]\bar x = 17[/tex]
[tex]\sigma = 4.5[/tex]
Solving (a): The test statistic
This is calculated as:
[tex]t= \frac{\bar x - \mu_o}{\sigma/\sqrt n}[/tex]
So, we have:
[tex]t= \frac{17 - 18}{4.5/\sqrt{48}}[/tex]
[tex]t= \frac{- 1}{4.5/6.93}[/tex]
[tex]t= \frac{- 1}{0.6493}[/tex]
[tex]t= -1.540[/tex] --- approximated
Solving (b): Range of p value
First, calculate the degree of freedom (df)
[tex]df = n - 1[/tex]
[tex]df = 48 - 1[/tex]
[tex]df = 47[/tex]
Using:
[tex]\alpha = 0.05[/tex] --- significance level
The p value at: [tex]df = 47[/tex] is:
[tex]p = 0.065133[/tex]
and the range is:
[tex]0.05 * 2 < p < 2 * 0.10[/tex]
[tex]0.10 < p < 0.20[/tex]
Solving (c): The conclusion
Compare the p value to the level of significance value
We have:
[tex]p = 0.065133[/tex]
[tex]\alpha = 0.05[/tex]
By comparison:
[tex]p > \alpha[/tex]
because:
[tex]0.065133 > 0.05[/tex]
Hence, the conclusion is: fail to reject [tex]H_o[/tex]
Identify the location of the point (-3, -2).
At a new school there are 2 teachers of every 15 students. If the school has 42 teachers, how Many students are there in the school?
Answer:
proportion
Step-by-step explanation:
2----> 15
42--->x
x=(42*15)/2
x= 21 *15.
x= 315
therefore there are 315 students in the school
Three fifths of the adults at a party are male.
There are 40 adults at the party.
How many of the adults are male?
A big cargo box measures 12 m by 6 m by 5 m. How many small boxes of 40 cm by 25 cm by 10 cm can be put into the cargo box?
Given : Big cargo box measures 12m x 6m x 5m
Volume of the Box : Length x Breadth x Height
Volume of the Big cargo box : (12 × 6 × 5) = 360 m³
We know that : 1m = 100cm
Volume of the Big cargo box : 360 (100cm)³
Volume of the Big cargo box : 360 × 100³ × cm³
Given : Small box measures 40cm x 25cm x 10cm
Volume of the Small box : (40 × 25 × 10) = 10000 cm³
Small boxes which can be put into Big cargo box :
[tex]\bigstar \ \ \boxed{\dfrac{\textsf{Volume of the Big cargo box}}{\textsf{Volume of one small box}}}[/tex]
[tex]\sf{\implies \dfrac{360 \times 100^{3}}{10000}}[/tex]
[tex]\sf{\implies {36000}[/tex]
Answer : 36000 small boxes can be put into Big cargo box
x+y=13
2x-y=5
solve using any method
Answer:
x = 6 , y = 7
Step-by-step explanation:
solving by substitution method
x + y = 13
x = 13 - y equation (i)
2x - y = 5
substitute the value of x
2(13 - y) - y = 5
26 - 2y - y = 5
26 - 3y = 5
26 - 5 = 3y
21/3 = y
7 = y
substitute the value of y in equation (i)
x = 13 - y
x = 13 - 7
x = 6
1. Find the surface area of the shape
Answer:
hsjsm
Step-by-step explanation:
mmssdn jnhbxjs ẹnienbsd sywb
please help me this question
Answer:
x-5y
Step-by-step explanation:
6x-5x=x
-8y+3y=-5y
What is 2 to the power of four thirds equal to?
cube root of 8
square root of 8
cube root of 16
square root of 16
NO LINKS
Answer:
This is the cube root of 16
Step-by-step explanation:
2 ^ (4/3)
2^4 = 16
16 ^(1/3)
This is the cube root of 16
Answer:
This is the cube root of 16
Step-by-step explanation:
What are the coordinates of the point plotted on this graph?
Becoming a member at fitness club costs $50 plus a monthly fee of $25. Using the graph, estimate how many months a person has been a member if he has paid a total of $250.
Answer:
0.3
Step-by-step explanation:
Can y’all help me a question 4?!
============================================================
Explanation:
Ignore the portions that are 12 and 13 units long.
The base of triangle ABC is 8 units long. The height is 5 units. The base and height are always perpendicular.
The area is base*height/2 = 8*5/2 = 40/2 = 20 square units
---------
Side note:
You could find the area of triangle ABD, where D is at the 90 degree angle location, and then subtract off the area of triangle ACD. This is a slightly longer approach compared to the first section above.
evaluate the following trigonometric expression
Answer:
-60
hope it helps
...................................
Answer:
50 = -16t² + 12t + 8
Step-by-step explanation:
50 = -16t² + 12t + 8
1 by 5 multiple by 3 by 8
step by step explaination
1/5 * 3/8
1*3 5*8
3/40
Answer:
[tex]\frac{3}{40}[/tex]
Step-by-step explanation:
1/5 × 3/8
what is the answer please help
Del siguiente conjunto de datos calcula lo que se te pide: 3,6,8,4,3,2,6,7,1,5,4,8,4
¿cual es la media? del problema
cual es la moda?
Answer:
Moda = 4
Media = 4
Step-by-step explanation:
primero tienes que ordenarlos
1,2,3,3,4,4,4,5,6,6,7,8,8
La moda es el elemento que más se repite entonces es el 4
La media es el elemento que esta al medio, en este caso son 13 números
13/2 = 6.5, el elemento que esta en la séptima posición 7 es la media
media= 4
The difference of sample means of two populations is 55.4, and the standard deviation of the difference of sample means is 28.1. Which
statement is true if we are testing the null hypothesis at the 95% confidence level?
—ANSWER OPTIONS—
A The difference of the two means is significant, so the null hypothesis must be rejected.
B
The difference of the two means is significant, so the null hypothesis must be accepted.
C
The difference of the two means is not significant, so the null hypothesis must be rejected.
D
The difference of the two means is not significant, so the null hypothesis must be accepted.
Answer:
C. The difference of the two means is not significant, so the null hypothesis must be rejected
Step-by-step explanation:
According to the Question,
Given, The difference of sample means of two populations is 55.4, and the standard deviation of the difference of sample means is 28.1 .
Now, if we are testing the null hypothesis at the 95% confidence level .
Thus, the difference of the two means is not significant at the 95% confidence level, so the null hypothesis must be rejected .Select the correct answer.
Consider the function f(t) = 2* and function g.
g(t) = (1) + 6
How will the graph of function g differ from the graph of function f?
ΟΑ.
The graph of function g is the graph of function fshifted 6 units to the left.
B.
The graph of function g is the graph of function fshifted 6 units up.
Ос.
The graph of function g is the graph of function fshifted 6 units to the right.
OD.
The graph of function g is the graph of function fshifted 6 units down.
Answer:
The graph of function g is the graph of function f shifted 6 units up.
Step-by-step explanation:
Given
[tex]f(x) = 2^x[/tex]
[tex]g(x) =2^x + 6[/tex]
Required
Compare g(x) to f(x)
Substitute [tex]f(x) = 2^x[/tex] in [tex]g(x) =2^x + 6[/tex]
[tex]g(x) = f(x) + 6[/tex]
This implies that f(x) is shifted 6 units upward to give g(x)
HELP ME PLEASEEEEEEEEEEEEEEEE
Answer:
15.7
Step-by-step explanation:
Because the width has to be bigger than the length since its a rectangle and 15.7 matches the equation of 43.8 and 12.4
Answer:
P = 2(l + w)
43.8 = 2(12.4 + x )
43.8 = 24.8 + 2x
43.8 - 24.8 = 2x
19 = 2x
Divide both side by two;
x = 9.5 ft
A local university accepted 2,300 students out of 4,500 applicants for admission. What was the acceptance rate, expressed as a percent? (Show Work Please)
Answer:
2300/4500 = 23/45 = 0.511
As a percent,
0.511*100% = 51.1%
Step-by-step explanation:
since 100% = 1, this is multiplying by 1
Answer:
51.1%
Step-by-step explanation:
To find the answer you first need to find 1%=45
then you need to do 2300 divided by 45=51.1% or you can keep putting 111
Hope this is useful
please answer! yes I'll mark as brainliest
7/4
Step-by-step explanation:
The line would go up 7 points (from -3 to 4) and across 4 points (from -3 to 1)
Pls help will give branilyest
Answer:
11 1/5
Step-by-step explanation:
I put into a calculator lol
How can you use problem-solving strategies in solving personal, professional, and mathematical problems? Explain in 5-7 sentences and I WILL MARK YOU THE BRAINLIEST!!!
Answer:
Problem-solving is one of those skills that is in high demand. Many employers rate it as one of the most important traits they look for in prospective employees. It is also usually listed as an important learning outcome in many of the classes you in take in college including math classes, psychology classes, and even this class! But, it is often not taught at all or very well.
One reason why this is the case is because of a confusion relating to what kinds of problems are being solved. It is often assumed that by practicing any kind of problems for which you don't have an answer you will learn the skills appropriate to solve any problem. But, this is simply not true. Since there are different types of problems learning how to solve one type won't necessarily help you build the skills you need to solve the other type. So, let's begin by distinguishing two types of problems: puzzles and mysteries.
In his book Curious: The Desire to Know and Why Your Future Depends on It, Ian Leslie defines these two types of problems very well: puzzles and mysteries.
"Puzzles have definite answers. Puzzles are orderly; they have a beginning and an end. Once the missing information is found, it's not a puzzle anymore." Most of the problems you encounter in your college math courses are in reality puzzles. They have definite answers and are orderly. Also, the information you need to solve them is right there in the question! And, if you need extra help you can just turn back to the chapter in the text which discusses how to solve these particular type of problems.
I know what you're thinking. Sure, these are real world problems and I've even faced some of them but how can I build the skills I need to solve these problems before taking these problems on? It does no good to practice on these very difficult problems.
2. Learn as much as you can about as many topics as you can. Solving mysteries often involves drawing on knowledge from a variety of sources. It is quite likely that many of the things you're now learning (even those you think are irrelevant) may turn out to be helpful at some point in solving a problem. So, take advantage of the opportunity to really learn about psychology, biology, history, mathematics, and all the other subjects you're learning now. That time will pay off.
3. Make connections. A lot of problems are solved by finding interesting, creative connections between seemingly unrelated topics. A good example here is Steve Jobs' application of his knowledge of calligraphy to the Apple operating system. Another is the psychiatrist Jeffrey Schwartz's development of a treatment for OCD (obsessive compulsive disorder) by combining Buddhism and Austrian economics.
4. Read books about mysteries, problem solving, and even mystery novels. Sherlock Holmes is a great place to start. Reading the Conan Doyle's stories of the great detective reveal some basic principles of problem solving which can apply to everyday life. Daniel Smith's book How to Think Like Sherlock is another good resource.
5. Solve simpler mysteries first. Rather than taking on the more complex type of real world problems mentioned above, begin with simpler, but still real, problems. Never mind solving your work-life balance problem right off. Start with solving this problem: How can I keep from losing my phone every time I get ready to go somewhere?
6. Adopt a problem-solving mindset. Be observant of your surroundings and attuned to what you can do to improve how you live, work, or do simple things. Thomas Edison exemplifies this mindset very well. He often presented his lab assistants with the following challenge. He would hand them some ordinary item (like an iron or a fountain pen) and say "There's a better way. Find it." Adopt that mentality in your life. Whatever you're doing ask whether there is a better way: easier, more efficient, more effective.
7. Learn about design thinking. Lastly, you may want to learn about design thinking. I've made a few resources available that provide a brief introduction to the basic ideas of design. The important feature is to solve problems with the end user in mind. When you're trying to solve a problem be sure you understand for whom you are solving it and what their needs are. That will allow you to focus on the best solutions given what they're facing.
Step-by-step explanation:
Hope this answer helps you :)
Have a great day
Mark brainliest
Problem solving strategies are required in solving the problems that we face everyday. To solve a particular problem, we've to understand the problem, devise a plan that will be used in carrying out the problem and then implement the solution.
Problem solving strategies refer to the methods that are used by an individual in the solving of problems. An individual can be faced with challenges at their place of work or at home. In order to solve such problems, it's necessary to have a problem solving strategy in place.Firstly, one needs to under the problem. Then, one has to find potential solutions to the problem and the best solution out of the alternatives would be chosen. The chosen solution would then be implemented.Problem solving strategies are also required in mathematics. In order to solve a particular mathematics question, one needs to understand the problem first and find the solution to the problem.In conclusion, problem solving strategies are required by everyone to solve the challenges that we face.
Read related link on:
https://brainly.com/question/24511305
Find a function whose graph is a parabola with vertex (1, −2) and that passes through the point (5, 14)
Answer:
[tex]f(x)=(x-1)^2-2[/tex]
Step-by-step explanation:
Equation of a parabola:
[tex]y=a(x-h)^2+k[/tex]
The vertex is given as [tex](h,k)[/tex] -> [tex](1, -2)[/tex]
Plug in both the given point and vertex to find the value of [tex]a[/tex]:
[tex]y=a(x-h)^2+k[/tex]
[tex]y=a(x-1)^2-2[/tex]
[tex]14=a(5-1)^2-2[/tex]
[tex]14=a(4)^2-2[/tex]
[tex]14=16a-2[/tex]
[tex]16=16a[/tex]
[tex]1=a[/tex]
[tex]a=1[/tex]
Therefore, the final function is [tex]f(x)=(x-1)^2-2[/tex]
See attached graph below for a visual of the function.
HELP !!
A circular pizza has been cut into 15 equal size pieces how many degrees is the angle from one piece
Answer:
24°
Step-by-step explanation:
360/15 = 24
Please help and find and explain Claire’s Mistake
s makes
23. For her backpacking trip, Leslie wants
to carry no more than 20 pounds.
Which inequality represents all the
possible weights w that she is willing
to carry?
AW> 20
BW< 20
CW 220
n
DW = 20
Answer:
b
Step-by-step explanation:
Note that
> means greater than
< means less than
≥ means greater than or equal to
≤ less than or equal to
for example : 2 < 3 means 2 is less than 3
3 >2 means 3 is greater than 2
leslie wants to carry no more than 20 pounds. this means she wants to carry less than 20 pounds
w < 20
On a coordinate plane, 3 triangles are shown. Triangle B C D has points (1, 4), (1, 2), (5, 3). Triangle B prime C prime D prime has points (negative 1, 4), (negative 1, 2), (negative 5, 3). Triangle B double-prime C double-prime D double-prime has points (5, negative 1), (5, negative 3), (1, negative 2).
Which rule describes the composition of transformations that maps ΔBCD to ΔB"C"D"?
Translation of 5 units x, negative 6 units y composition reflection across y = negative x
Reflection across y = negative x composition translation of 5 units x, negative 6 units y.
Translation of 6 units x, negative 5 units y composition reflection across the y-axis
Reflection across the y-axis composition translation of 6 units x, negative 5 units y
Reflection across the y-axis composition translation of 6 units x, -5 units y. Then the correct option is D.
What is a transformation of the points?A spatial transformation is each mapping of feature space to itself and it maintains some spatial correlation between figures.
On a coordinate plane, 3 triangles are shown.
Triangle B C D has points (1, 4), (1, 2), (5, 3).
Triangle B'C'D' has points (-1, 4), (-1, 2), (-5, 3).
Triangle B"C"D" has points (5, -1), (5, -3), (1, -2).
Reflection across the y-axis composition translation of 6 units x, -5 units y.
The diagram is given below.
More about the transformation of the points link is given below.
https://brainly.com/question/27224339
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Larissa dives into a pool that is 8 feet deep. She touches the bottom of the pool with her hands 6 feet horizontally from the point at which she entered the water.
What is the approximate angle of elevation from the point on the bottom of the pool where she touched to her entry point?
36.9°
41.4°
48.6°
53.1°
Answer:
It would be 53.1
Step-by-step explanation:
Vote branlyist Please...
The approximate angle of elevation from the point on the bottom of the pool where she touched to her entry point is; D: 53.1°
What is angle of elevation?We are told that she dived into the pool that was 8 ft deep.
She touches the bottom with her hands 6 ft horizontally.
Thus, a triangle is formed here with 8 being the opposite side of the angle of elevation and 6 being the adjacent side of the triangle.
Using trigonometric ratios, we can say that;
θ = tan⁻¹(8/6)
θ = 53.1°
Read more about angle of elevation at; https://brainly.com/question/19594654
At an effective annual interest rate i, i > 0, each of the following two sets of payments has present value K:
a. A payment of 121 immediately and another payment of 121 at the end of one year
b. A payment of 144 at the end of two years and another payment of 144 at the end of three vears.
Calculate i.
Answer:
Hence the calculated
Step-by-step explanation:
Now,
[tex]121+121v=144v^{2} + 144 v^{3} =K\\121(1+v)=144v^{2} (1+v)\\v^{2} =\frac{121}{144} \\\\v=\frac{11}{12}[/tex]
Then K is calculated as,
[tex]K=121(1+v)\\K=121(1+\frac{11}{12} )\\K=\frac{121(23)}{12} \\\\K= 231.916[/tex]
Here we get,
[tex]i=\left | \left ( \frac{v-1}{v} \right ) \right |\\i=\left | \frac{\frac{11}{12}-1}{\frac{11}{12}} \right |\\i=\frac{1}{11}[/tex]