Express the answers in simplest form. A list contains the names of six anthropology students, two sociology students, and four psychology professor's new study, find the probability that the chosen student (a) A psychology student (c) A psychology student or an anthropology (d) Not a sociology student.​

The answer is D :)  )

Result:

The weight of the pumpkin in November = 71 ounces more than in October.

How to compare the weights?

To compare the weights, we need to convert both weights to the same unit of measurement, either pounds or ounces.

Let's convert the first weight, which is 3 pounds and 11 ounces, to ounces:

3 pounds = 3 x 16 = 48 ounces

11 ounces = 11

So the first weight is 48 + 11 = 59 ounces.

Now, let's convert the second weight, which is 8 pounds and 2 ounces, to ounces:

8 pounds = 8 x 16 = 128 ounces

2 ounces = 2

So the second weight is 128 + 2 = 130 ounces.

To find how many more ounces the pumpkin weighed in November, we subtract the October weight from the November weight:

130 - 59 = 71

Therefore, the pumpkin weighed 71 more ounces in November than it did in October.

Answer:

Step-by-step explanation:

Sin O= opp/hyp

Sin 55 = BC/AB

Sin 55=.82

so

BC/AB=.82

Step-by-step explanation:

Let X be the amount invested at 6%, Y be the amount invested at 9%, and Z be the amount invested at 13%.

From the problem, we know that:

X + Y + Z = 7600 ---(1) (the total amount invested is $7600)

0.06X + 0.09Y + 0.13Z = 818 ---(2) (the total income from the investments is $818)

Z = X + Y + 1200 ---(3) (the amount invested at 13% is $1200 more than the amounts invested at 6% and 9% combined)

We can use equation (3) to substitute for Z in equations (1) and (2), then solve for X and Y as follows:

X + Y + (X + Y + 1200) = 7600

2X + 2Y = 6400

X + Y = 3200

0.06X + 0.09Y + 0.13(X + Y + 1200) = 818

0.06X + 0.09Y + 0.13X + 0.13Y + 156 = 818

0.19X + 0.22Y = 662

Using the system of equations X + Y = 3200 and 0.19X + 0.22Y = 662, we can solve for X and Y to get:

X = 800

Y = 2400

Substituting back into equation (3), we get:

Z = X + Y + 1200 = 4400

Therefore, the amounts invested at 6%, 9%, and 13% were $800, $2400, and $4400 respectively.

Answer: it will take approximately 14.62 years for the initial investment to double at an interest rate of 4.75% per year, compounded continuously.

Step-by-step explanation: Given an investment of $2000 at a continuously compounded interest rate of 4.75%, the balance in the account can be calculated using the following mathematical expression after t years:

The aforementioned equation, A = P * e^(rt), denotes the relationship between the accrued amount (A) and the principal amount (P), compounded continuously at a fixed annual rate of interest (r) over a specific time period (t), as governed by the mathematical constant "e."

In the context of financial calculations, the symbol 'P' denotes the initial capital investment. The interest rate, represented by the variable 'r', is expressed in the form of a decimal. Additionally, 'e' is the mathematical constant, roughly equivalent to 2.71828. Finally, 't' refers to the duration of the investment, measured in years.

In order to determine the duration of time required for the investment to achieve a twofold increase, it is necessary to solve the corresponding equation:

The equation expressed as 2P = P * e^(rt) can be restated more formally as follows. Given a principal investment amount represented by P and a rate of return indicated by r, compounded over time t, the equation can be expressed as the product of P and the exponential function of e^(rt), yielding twice the initial investment amount.

The variable 2P represents the monetary value acquired through doubling the initial investment.

Upon division of both sides by P, the resulting expression is as follows:

The equation 2 equals the exponential function of the base e raised to the power of the product of r and t.

By applying the natural logarithm function to both expressions, the resultant outcome is:

The natural logarithm of 2 can be represented as rt, where r denotes the logarithmic base and t denotes the logarithm of the argument, in accordance with the conventions of academic mathematical writing.

Upon resolving for the variable t, an outcome is yielded:

The mathematical expression t = ln(2) / r can be written in a formal academic style as follows: The equation determines the relationship between time t and the rate of decay r, where t is equal to the natural logarithm of 2 divided by r.

Upon substitution of the provided values, the resultant output is:

The calculated value of the variable t, representing the length of time in years, is approximately equal to 14.62 years, obtained through the algebraic manipulation of the natural logarithmic function of 2 divided by the constant value of 0.0475.

Null hypothesis: H0: p ≤ 0.56

Alternative hypothesis: H1: p > 0.56

We have,

Let p be the true proportion of people in the population who support stricter gun laws.

The null and alternative hypotheses in symbolic form for the claim that more than 56% of people support stricter gun laws are:

Null hypothesis: H0: p ≤ 0.56

Alternative hypothesis: H1: p > 0.56

Thus,

The null hypothesis states that the proportion of people in the population who support stricter gun laws is less than or equal to 56%, while the alternative hypothesis states that the proportion is greater than 56%.

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Step-by-step explanation:

When we simplify the expression -5/9 - (-9/4), we can rewrite it as:

-5/9 + 9/4

To add these fractions, we need to find a common denominator. The least common multiple of 9 and 4 is 36, so we can convert both fractions to have a denominator of 36:

-5/9 = -20/36

9/4 = 81/36

Now we can substitute these values into our expression and add them:

-20/36 + 81/36 = 61/36

Therefore, the simplified expression is 61/36.

Step-by-step explanation:

supposedly

A=3

B= -2

C=2

(3-(-2)×2=(3×2)-(-2×2)

5×2=6-(-4)

10=6+4

10=10

The mean is 4746
The median wage is #4618

The wages for the five local government trainees are

#4,166, #4,618, #3,742, #5,838 and #5,366

= 4166+ 4618+ 3742+5838+5366/5

= 23,730/5

Mean = 4,746

The median wage is

Arrange the wages orderly

3,742, 4166, 4618, 5366, 5838

The median wage is #4618

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the more extreme height was the case for the shortest living man (13.38 standard deviation units below the population's mean) compare with the tallest man that was 9.21 standard deviation units above the population's mean.

To answer this question, we need to use standardized values, and we can obtain them using the formula:

z = (x - μ)σ  ..  [1]  

Where,

x is the raw score we want to standardize.

μ is the population's mean.

σ is the population standard deviation.

A z-score "tells us" the distance from  in standard deviation units, and a positive value indicates that the raw score is above the mean and a negative that the raw score is below the mean.

In a normal distribution, the more extreme values are those with bigger z-scores, above and below the mean. We also need to remember that the normal distribution is symmetrical.

Heights of men at that time had:

μ = 171.59 cm

σ  = 5.47 cm.

Let us see the z-score for each case:

Case 1: The tallest living man at that time

The tallest man had a height of 222 cm.

Using [1], we have (without using units):

z = (x - μ)σ

z = (222 - 171.59)/5.47

z = 50.41 / 5.47

z = 9.21

That is, the tallest living man was 9.21 standard deviation units above the population's mean.

Case 2: The shortest living man at that time

The shortest man had a height of 98.4 cm.

Following the same procedure as before, we have:

z = (x - μ)σ

z = (98.4 - 171.59)/5.47

z = - 13.38

That is, the shortest living man was 13.38 standard deviation units below the population's mean (because of the negative value for the standardized value.)

The normal distribution is symmetrical (as we previously told). The height for the shortest man was at the other extreme of the normal distribution in  standard deviation units more than the tallest man.

Then, the more extreme height was the case for the shortest living man (13.38 standard deviation units below the population's mean) compare with the tallest man that was 9.21 standard deviation units above the population's mean.

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Answer:

see below

Step-by-step explanation:

L = 2W-6

given: (L+3)*(W+3) = 270

so (2W-6+6)*(W+6) = 270

so 2W*(W+6) = 270

open up the brackets

2w²+12W = 270

so solve quadratic equations of 2w²+12W - 270 =0

w = 9 or -15

so dimensions of the unframed photograph = width 9, length 12

The height of the Ferris wheel at point A is 100 ft.

The height of the Ferris wheel at  point B is 182.1 ft.

The height of the Ferris wheel at  point C is 39.9 ft.

The height of the Ferris wheel at each point is calculated as follows;

The height of a point on a circle; H = h + y

Where;

H = h + rsinθ

where;

For point A with θ = 0 radians;

H = 100 + 85 x sin (0)

H = 100 ft

For point B with θ = 7π/12 radians;

H = 100  + 85 x sin(7π/12)

H = 182.1 ft

For point C with θ = 5π/4 radians;

H = 100  + 85 x sin(5π/4)

H = 39.9 ft

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The sample data provides sufficient evidence to conclude that the population proportion is greater than 0.17 at 1% level of significance.

One can define a null hypothesis as a declaration that postulates no noteworthy variance or association between two or more variables existing within a populace.

Usually utilized in statistical hypothesis testing, it evaluates if an observed effect or relation is statistically meaningful or arises purely by chance.

It often bears the insignia H0 and subject to an alternative proposition (Ha) signifying a significant outcome or connection instead. Whenever the null hypothesis gets dismissed, one may deduce that there are ample findings to sustain the alternate assertion's validity.

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keeping in mind that twin sides make twin angles, Check the picture below.

Answer:

The first and second one

Step-by-step explanation:

Since they are one-to-one functions, the first table and the first graph (under the table) are the answers.

Be sure to mark this as brainliest and hope this helps!

Answer: The first one and second one.

Step-by-step explanation:

It's a bit cut-off but for the very first function, each x-value has a corresponding y-value so it is a function. For the second one (the graph), if we do the vertical line test, it will pass it (vertical line touches only one point of the function). The third one (the loop graph) , however, will not pass the vertical line test as there's a point on the graph where if we were to draw a vertical line, it would be touch 2 or 3 points of the function.

Answer:

x = -16/7 and y = 38/7.

Step-by-step explanation:

To solve the system of equations:

x + 3y - 22 = 0 --- equation (1)

2x - y + 42 = 0 --- equation (2)

x - 11y + 142 = 0 --- equation (3)

We will use the method of substitution to find the values of x and y that satisfy all three equations.

From equation (1), we can express x in terms of y:

x = 22 - 3y --- equation (4)

We can substitute equation (4) into equation (2) and simplify:

2(22 - 3y) - y + 42 = 0

44 - 6y - y + 42 = 0

-7y = -38

y = 38/7

Now, we can substitute the value of y into equation (4) to find x:

x = 22 - 3(38/7)

x = -16/7

Therefore, the solution to the system of equations is:

x = -16/7 and y = 38/7.

Answer:

The method that could be used to fairly choose the class president in the given scenario is flipping a fair coin. This is because flipping a fair coin is a random process and both candidates have an equal chance of winning. This ensures fairness in the selection process. Asking a group of senior teachers or letting the two candidates mutually decide who should win may introduce biases and may not be fair to both candidates. Rolling a biased die may also introduce unfairness as the outcome is not random and is predetermined.

The length of the missing side is given as follows:

[tex]x = \sqrt{155}[/tex]

The Pythagorean Theorem states that in a right-angled triangle, the square of the length of the hypotenuse (the longest side) is equal to the sum of the squares of the lengths of the other two sides.

The theorem is expressed as follows:

c² = a² + b².

In which:

For the triangle in this problem, the sides and the hypotenuse are given as follows:

Hence the missing side is given as follows:

x² + 13² = 18²

x = sqrt(18² - 13²)

x = sqrt(155) -> most simple radical form.

The triangle is given by the image presented at the end of the answer.

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The volume of the Triangular prism above is 156 cm^3

What is a Triangular Prism?

Triangular Prism is a three-dimensional shape consisting of two triangular ends connected by three rectangles. It has two identical triangles as parallel bases and if it is a right prism all lateral faces are rectangles.

How to determine this

The volume of a Triangular prism is calculated as

Volume = 1/2 * base * height * length

Where the Base = 8 cm

Height = 3 cm

Length = 13 cm

Volume = 1/2 * 8 * 3 *13

Volume = 1/2 *312

Volume = 156 cm^3

Therefore, the volume  of the triangular prism is 156 cm^3

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a) The probability of picking a sweet tea on the first draw is 8/12. Since we did not replace the first tea, the probability of picking another sweet tea on the second draw is 7/11. Similarly, the probability of picking a sweet tea on the third draw is 6/10. Therefore, the probability of picking 3 sweet teas in a row is:

(8/12) * (7/11) * (6/10) = 0.2545 or 127/500

b) There are 3 ways to pick exactly one sweet tea: S U U, U S U, U U S, where S represents a sweet tea and U represents an unsweetened tea. The probability of picking a sweet tea on the first draw is 8/12, and the probability of picking an unsweetened tea is 4/12. Therefore, the probability of picking exactly one sweet tea is:

(8/12) * (4/11) * (3/10) + (4/12) * (8/11) * (3/10) + (4/12) * (3/11) * (8/10) = 0.4364 or 48/110

Here is an attempt at an appropriately SFW 1 minute long rap about why the kite shape is the best:

The kite, soarin' high up in the sky,

Spreading colorful fabric far and wide.

There's no shape more perfect, this I must insist,

As it dances on the wind, ever blissful and lightly kissed.

Kite strings set it free, without any qualms,

Allowing it to float on high, away from harms.

Circling birds and beasts with graceful ease,

As a peaceful, wandering seas.

The kite shape is light but strong too,

Built to capture the breeze and soar true.

Diamond, square and box they can't compare,

To the kite so bright, beyond compare.

Many sizes to fit every quest,

From small pocket kites to giants they test.

Traditional or modern, simple or complex,

The kite is a form with many flexes.

Dragons and fighters, parafoils that stand,

On the beach or the park, across every land.

A kite for each mood and gusty seal,

As it dances and drifts from keel to keel.

So fly your kite up into the sun,

Some joyful moments, for now's the one.

Remember how free your kite did roam,

As a bird in the wind, and no longer alone.

The kite shape is art with physical grace,

Worth admiring for form, color and space.

There's magic up there among the open air,

As your kite soars high, beyond compare.

Here is an attempt at an appropriately SFW 1 minute long rap about why the kite shape is the best:

The kite, soarin' high up in the sky,

Spreading colorful fabric far and wide.

There's no shape more perfect, this I must insist,

As it dances on the wind, ever blissful and lightly kissed.

Kite strings set it free, without any qualms,

Allowing it to float on high, away from harms.

Circling birds and beasts with graceful ease,

As a peaceful, wandering seas.

The kite shape is light but strong too,

Built to capture the breeze and soar true.

Diamond, square and box they can't compare,

To the kite so bright, beyond compare.

Many sizes to fit every quest,

From small pocket kites to giants they test.

Traditional or modern, simple or complex,

The kite is a form with many flexes.

Dragons and fighters, parafoils that stand,

On the beach or the park, across every land.

A kite for each mood and gusty seal,

As it dances and drifts from keel to keel.

So fly your kite up into the sun,

Some joyful moments, for now's the one.

Remember how free your kite did roam,

As a bird in the wind, and no longer alone.

The kite shape is art with physical grace,

Worth admiring for form, color and space.

There's magic up there among the open air,

As your kite soars high, beyond compare.

To create point R such that a line through points P and R is parallel to line l, Gerald needs to draw a line through points T and N.

We have,

We know that line l is parallel to line m since both lines intersect at point Q and no other point.

The circle centered at Q intersects line m at point S and line l at point N, which means that QS is perpendicular to line l.

Similarly, the circle centered at P intersects line m at point T, which means PT is perpendicular to line l.

To create a line parallel to line l, Gerald needs to find a line perpendicular to line l.

This can be achieved by drawing a line through points T and N. This new line will be parallel to QS and perpendicular to line l.

Finally, Gerald can find the intersection of this new line with the circle centered at P to find point R, which will be equidistant from points P and T. Drawing a line through points P and R will be parallel to line l.

Thus,

To create point R such that a line through points P and R is parallel to line l, Gerald needs to draw a line through points T and N.

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If the "y-value" is decreasing at rate of 2 units per second, the rate at which "x" is changing when x=3/2 is -1/3 units per second.

The point moves along a curve having equation as : y = 2x² + 1; and

We know that y is decreasing at a rate of 2 units per second. We have to find the rate at which "x" is changing when x = 3/2,

To solve this problem, we differentiate, the curve equation,

So, taking the derivative of both sides of the equation with respect to time "t",

We get,

⇒ d/dt (y) = d/dt (2x² + 1),

⇒ dy/dt = (4x) × dx/dt,

We are given that dy/dt = -2 (since y is decreasing at a rate of 2 units per second), and we need to find "dx/dt" when x = 3/2,

Substituting "x = 3/2" and "dy/dt = -2",

We get,

⇒ -2 = 4×(3/2)(dx/dt),

⇒ -2 = (6)×(dx/dt),

⇒ dx/dt = -1/3,

Therefore, the rate at which "x" is changing when x = 3/2 is -1/3 units per second.

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The given question is incomplete, the complete question is
A point moves along a curve y=2x² + 1 in such a way that the y value is decreasing at the rate of 2 units per second. At what rate is x changing when x= 3/2 ?

The range of laptops that they should produce per day to make profit is: 1 to 21 laptops

When dealing with inequalities, we could make use of any of the following:

Greater than(>)

Less than (<)

Greater than or equal to (≥)

Less than or equal to (≤)

We are given:

Cost function: C(x) = 4x² - 10x + 150

Revenue function: R(x) = -3x² + 150x + 75

Now, if they want to make profit, then:

R(x) > C(x)

Thus:

4x² - 10x + 150 > -3x² + 150x + 75

Rearranging to get:

7x² - 160x + 75 > 0

Solving using quadratic calculator gives:

x ≈ 1 and 21

Thus the range of laptops that they should produce per day to make profit 1 to 21

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the distance between line t and point D(-7, 0) is approximately 3.5 units.

what is distance  ?

Distance is a measure of the amount of space between two objects or points. It is usually measured in units such as meters, kilometers, miles, or feet. Distance can be either a scalar quantity

In the given question,

To find the distance between line t and point D(-7, 0), we need to first find the point on line t that is closest to point D.

We can use the formula for the distance between a point and a line in the coordinate plane:

distance = |Ax + By + C| / √(A^2 + B^2)

where Ax + By + C is the equation of the line in standard form, and (x, y) is the coordinates of the point.

In this case, the equation of line t is y = -x - 2, which we can rewrite in standard form as x + y + 2 = 0.

Using the formula above, we have:

distance = |x + y + 2| / √(1^2 + (-1)^2)

distance = |(-7) + 0 + 2| / √(2)

distance = 5 / √(2)

distance ≈ 3.5 (rounded to the nearest tenth)

Therefore, the distance between line t and point D(-7, 0) is approximately 3.5 units.

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Answer:

(4, -3)

(-28,-11)

Step-by-step explanation:

y = [tex]\frac{1}{4}[/tex] x - 4  Substitute 4 for x

y = [tex]\frac{1}{4}[/tex][tex](\frac{4}{1})[/tex] - 4  another name of 4 is [tex]\frac{4}{1}[/tex]

y = 1 - 4

y = -3

(4,-3)

y = [tex]\frac{1}{4}[/tex] x - 4  Substitute -11 for y

-11 = [tex]\frac{1}{4}[/tex] x - 4  Add 4 to both sides

-11 + 4 = [tex]\frac{1}{4}[/tex]x - 4 + 4

-7 = [tex]\frac{1}{4}[/tex]x  Multiply both sides by 4

-7(4) = [tex]\frac{1}{4}[/tex][tex](\frac{4}{1})[/tex]x

-28 = x

(-28,-11)

Helping in the name of Jesus.

The number of cubes needed with an edge length of 1/3  inches is needed to build a cube with an edge length of 1 inch is 27.

We have,

the edge length of smaller cube, a = 1/3 inches

the edge length of the cube to be built, S = 1/3 inches

Now, Volume of cube = a³

= (1/3)³

= 1/27 in³

Volume of the cube to be build =   S³

                                                   =   1³

                                                   =   1 in.³

Thus, Cubes of smaller length are needed for the larger cube

= 1/ (1/27)

= 27

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The graph of the equation is linear

Given data ,

In physical education class, students get one sticker for each mile they walk and two stickers for each mile they run.

And , Jenny earned nine stickers

and completed seven miles

Based on the information provided, Jenny earned 9 stickers and completed 7 miles in physical education class. She receives one sticker for each mile she walks and two stickers for each mile she runs.

We can represent this information on a graph with the number of stickers earned on the vertical axis (y-axis) and the number of miles completed on the horizontal axis (x-axis).

Hence , the graph is solved

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