Answer:
(If you like this answer i would appreciate if u give brainliest but otherwise, i hope this helped ^^)
Step-by-step explanation:
To find MED, we can use the distance formula between points D and E:
MED = √[(x2 - x1)^2 + (y2 - y1)^2]
Using the coordinates for points D and E:
MED = √[(-4 - 2)^2 + (-4 - 5)^2]
= √[(-6)^2 + (-9)^2]
= √[36 + 81]
= √117
≈ 10.82
To find MEF, we can use the distance formula between points E and F:
MEF = √[(x2 - x1)^2 + (y2 - y1)^2]
Using the coordinates for points E and F:
MEF = √[(0 - (-4))^2 + (2 - (-4))^2]
= √[(4)^2 + (6)^2]
= √[16 + 36]
= √52
≈ 7.21
Based on these calculations, we can conclude that:
The distance between points D and E (MED) is approximately 10.82 units.
The distance between points E and F (MEF) is approximately 7.21 units.
As for the points D, E, and F, we can conclude that they do not form a straight line since the distances between them (MED and MEF) are different. They are likely to be non-collinear points.
One-half of a number diminished by 2 is 4. Find the number.
Step-by-step explanation:
Depends on how you read it :
x = the number
1/2 x -2 = 4
x = 12 <==== I suspect this is the answer wanted
or
1/2 ( x-2) = 4
x = 10
WILL GIVE BRAINLIST TO BEST ANSWER
Find the value of x that makes lines u and v parallel
If those two given angles combined = 180, then u and v are parallel.
(91 + x) + 95 = 180
186 + x = 180
x = 180-186
x = -6
When x = -6, lines u and v are parallel.
someone help
me please and asap
Answer:
continuous is the answer cause the number of kittens in a pet store can't stay the same amount.
suppose that 8% of the patients tested in a clinic are infected with hiv. furthermore, suppose that when a blood test for hiv is given, 98% of the patients infected with hiv test positive and that 3% of the patients not infected with hiv test positive. what is the probability that a) a patient testing positive for hiv with this test is infected with it? b) a patient testing positive for hiv with this test is not infected with it? c) a patient testing negative for hiv with this test is infected with it? d) a patient testing negative for hiv with this test is not infected with it?
a) The probability that a patient testing positive for HIV with this test is infected with it is approximately 73.96%
b) With this test, there is a 26.04% chance that a patient who tests positive for HIV is not actually infected.
c) The probability that a patient testing negative for HIV with this test is infected with it is approximately 0.18%.
d) The probability that a patient testing negative for HIV with this test is not infected with it is approximately 99.82%.
What is probability?Gonna determine how likely something is gonna occur, use probability. Many things are hard to predict with 100% certainty. We can only anticipate the possibility of an event occurring using it, or how likely it is.
Let's denote the events as follows:
A = Patient is infected with HIV
B = Patient tests positive for HIV
Given information:
P(A) = 0.08 (probability of a patient being infected with HIV)
P(B|A) = 0.98 (probability of testing positive given the patient is infected with HIV)
P(B|A') = 0.03 (probability of testing positive given the patient is not infected with HIV)
We need to find:
a) P(A|B) = Probability that a patient testing positive for HIV is infected with it.
b) P(A'|B) = Probability that a patient testing positive for HIV is not infected with it.
c) P(A|B') = Probability that a patient testing negative for HIV is infected with it.
d) P(A'|B') = Probability that a patient testing negative for HIV is not infected with it.
We can use Bayes' theorem to find these probabilities:
a) P(A|B)=P(B|A)*P(A)/P(B)
b) P(A'|B)=P(B|A')*P(A')/P(B)
c) P(A|B') = P(B'|A) * P(A) / P(B')
d) P(A'|B') = P(B'|A') * P(A') / P(B')
To find P(B), we can use the law of total probability:
P(B)=P(B|A)*P(A)+P(B|A')*P(A')
First, let's calculate P(B):
P(B)=P(B|A)*P(A)+P(B|A')*P(A')
= 0.98 * 0.08 + 0.03 * (1 - 0.08)
= 0.0784 + 0.0276
= 0.106
Now, we can calculate the probabilities:
a) P(A|B)=P(B|A)*P(A)/P(B)
= 0.98 * 0.08 / 0.106
= 0.0784 / 0.106
≈ 0.7396 (or 73.96%)
b) P(A'|B)=P(B|A')*P(A')/P(B)
= 0.03 * (1 - 0.08) / 0.106
= 0.0276 / 0.106
≈ 0.2604 (or 26.04%)
c) P(A|B') = P(B'|A) * P(A) / P(B')
= (1 - P(B|A)) * P(A) / (1 - P(B))
= (1 - 0.98) * 0.08 / (1 - 0.106)
= 0.02 * 0.08 / 0.894
≈ 0.0018 (or 0.18%)
d) P(A'|B') = P(B'|A') * P(A') / P(B')
= (1 - P(B|A')) * (1 - P(A)) / (1 - P(B))
= (1 - 0.03) * (1 - 0.08) / (1 - 0.106)
= 0.97 * 0.92 / 0.894
≈ 0.9982 (or 99.82%)
Therefore:
a) The probability that a patient testing positive for HIV with this test is infected with it is approximately 73.96%
b) The probability that a patient testing positive for HIV with this test is not infected with it is approximately 26.04%.
c) The probability that a patient testing negative for HIV with this test is infected with it is approximately 0.18%.
d) The probability that a patient testing negative for HIV with this test is not infected with it is approximately 99.82%.
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Solve the application problem.
The Sweetest Jelly Company sells jellies in 3/4
pound jars. How many jars can be filled from 12 pounds of jelly?
Answer:
12 ÷ 3/4 = 12 × 4/3 = 48/3 = 16
Step-by-step explanation:
We know that each jar contains 3/4 of a pound of jelly. To find out how many jars we can fill with 12 pounds of jelly, we need to divide 12 by 3/4.
To divide by a fraction, we can flip the fraction and multiply.
So:
12 ÷ 3/4 = 12 × 4/3 = 48/3 = 16
Therefore, we can fill 16 jars with 12 pounds of jelly.
Answer:
1/16
Step-by-step explanation:
= 3/4 divided by 12
= 3/4*1/12
= 1/16
find the area of this shape
The area of the shape in the figure, obtained by finding the areas of the component figures is; 31
What is a composite figure?A composite figure is a figure that is comprised of two or more simpler figures.
The areas of the squares can be found by summing the areas of the each unit squares where available as follows;
The number of squares in the rows 3 to 9 = 25 squares
The area for the squares in the rows 3 to 9 = 25 square centimeters
The area of the parallelogram = Base length × Height
The base length = 3 cm
The height of the parallelogram = 2 cm
Area of the parallelogram = 3 cm × 2 cm = 6 cm²
The area of the figure = 25 + 6 = 31
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Please help, I dont understanddd
Tyler's age when he was inaugurated is given as follows:
50.3 years old.
How to use the normal distribution?The z-score of a measure X of a normally distributed variable that has mean represented by [tex]\mu[/tex] and standard deviation represented by [tex]\sigma[/tex] is obtained by the equation presented as follows:
[tex]Z = \frac{X - \mu}{\sigma}[/tex]
The z-score represents how many standard deviations the measure X is above or below the mean of the distribution of the data-set, depending if the obtained z-score is positive(above the mean) or negative(below the mean).The z-score table is used to obtain the p-value of the z-score, and it represents the percentile of the measure X in the distribution.The mean and the standard deviation for this problem are given as follows:
[tex]\mu = 54.6, \sigma = 6.3[/tex]
The z-score associated with the 25th percentile is given as follows:
Z = -0.675.
Hence Tyler's age is obtained as follows:
-0.675 = (X - 54.6)/6.3
X - 54.6 = -0.675 x 6.3
X = 50.3.
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The figure shows quadrilateral PQRS. What additional information do you need in order to conclude that △SPR≅△QRP by the ASA Triangle Congruence Theorem? Explain.
The additional information for the figure is
angle SRP ≅ angle QPRHow to find the additional informationFirst lets look at ASA congruence theorem
The ASA Triangle Congruence Theorem also known as the Angle-Side-Angle Congruence Theorem states that if two angles and the included side of one triangle are congruent to two angles and the included side of another triangle, then the two triangles are congruent.
In the figure the included side is PR and one to the angle required that is given is angle SPR ≅ angle PRQ
The additional information will be angle SRP ≅ angle QPR
hence we have that
Angle = angle SPR ≅ angle PRQ
Side = PR ≅ RP
Angle = angle SRP ≅ angle QPR
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Which of the following is an accurate definition for the power of a statistical test ?
A the probability of supporting true null hypothesis
B the probability of supporting a false null hypothesis
C the probability of rejecting a false null hypothesis
D the probability of rejecting a true null hypothesis
Which of the following is an accurate definition for the power of a statistical test is C. The power of a statistical test refers to the probability of rejecting a false null hypothesis. This means that the test is able to correctly identify when there is a significant difference between two groups or conditions.
statistical tests are used to determine whether the results of an experiment are likely due to chance or whether there is a real effect. The null hypothesis states that there is no significant difference, while the alternative hypothesis states that there is. The power of a statistical test refers to the ability of the test to correctly reject the null hypothesis when it is false, and thus support the alternative hypothesis.
, the power of a statistical test is the probability of correctly rejecting a false null hypothesis, which indicates that there is a significant difference between two groups or conditions.
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the midrange of a distribution is defined as the average of the maximum and the minimumof that distribution. is this statistic robust to outliers and extreme skew? explain your reasoning
The midrange of a distribution, defined as the average of the maximum and minimum values, is not robust to outliers and extreme skew. It is influenced by extreme values, resulting in an inflated or deflated measure of central tendency. Therefore, it is not a reliable statistic in the presence of outliers and extreme skew.
The midrange is calculated by taking the average of the maximum and minimum values in a distribution. While it provides a simple measure of central tendency, it is sensitive to outliers and extreme skew.
Outliers are extreme values that fall far outside the typical range of the data. When outliers are present, they can significantly affect the maximum and minimum values, leading to an inflated or deflated midrange. For example, if there is a single extremely large or small value, the midrange will be pulled towards that extreme, giving a distorted representation of the central tendency.
Similarly, extreme skewness, where the distribution is heavily skewed towards one tail, can also impact the midrange. In such cases, the minimum or maximum value may be heavily influenced by the skewed portion of the distribution, leading to an inaccurate estimate of the central tendency.
In contrast, robust measures of central tendency, such as the median or trimmed mean, are less affected by outliers and extreme skew. They are designed to be more resistant to extreme values and provide a more reliable estimate of the typical value in a distribution.
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A cylinder has a radius of 4 meters. Its volume is 803. 84 cubic meters. What is the height of the cylinder
The height of the cylinder is 20 meters.
To find the height of the cylinder, we can use the formula for the volume of a cylinder, which is given by V = πr^2h, where V represents the volume, r represents the radius, and h represents the height.
In this case, we are given the radius as 4 meters and the volume as 803.84 cubic meters. We can substitute these values into the formula to solve for the height.
803.84 = π * 4^2 * h
Simplifying further, we have:
803.84 = 16πh
To isolate h, we can divide both sides of the equation by 16π:
h = 803.84 / (16π)
Using the approximation of π as 3.14, we can calculate:
h ≈ 803.84 / (16 * 3.14)
h ≈ 50.99
Therefore, the height of the cylinder is approximately 50.99 meters.
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4. Two numbers are shown on the number line?
A. ㅠ
9/3
Which value is NOT located between these two
numbers on the number line?
B. 9
2π
C. 픔
D.
이름 이
쯩
ㅠ is not located between these two numbers on the number line.
The values 3 and √9/3 are located at 3 and √3 on the number line, respectively.
The value π is not located between these two numbers on the number line.
π is approximately 3.14, which is between 3 and 4 on the number line, but it is not between 3 and√3.
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100 points and mark brainly please hurrryy
Ans: 52 cm²
Ok done. Thank to me >:333
A fish is hovering at –320 feet in relation to sea level. Then it descends 2 feet per second for 8 seconds. Brenda says that the new position of the fish in relation to sea level is represented by the equation below.
2 times 8 + (negative 320) = 336
Which explains whether Brenda is correct?
Brenda is correct because her answer represents 336 feet below sea level.
Brenda is correct because Negative 16 + (negative 320) = 336.
Brenda is not correct because the new position is 2 times 8 + (negative 320) = Negative 304.
Brenda is not correct because the equation should be Negative 2 times 8 + (negative 320) = negative 336.
The question presents a scenario where a fish is hovering at a certain depth below sea level, and then descends at a certain rate for a certain duration. So, Brenda is correct because her answer represents the new position of the fish in relation to sea level after the descent.
Brenda has provided an equation that represents the new position of the fish in relation to sea level after the descent. The equation is 2 times 8 + (negative 320) = 336. To determine if Brenda is correct, we need to understand the meaning of each term in the equation. The first term, 2 times 8, represents the distance the fish has descended, which is 16 feet (2 feet per second for 8 seconds).
The second term, negative 320, represents the initial depth of the fish below sea level. When we add these two terms together, we get the new depth of the fish below sea level, which is 336 feet.
Therefore, Brenda is correct because her answer represents the new position of the fish in relation to sea level after the descent. It is important to understand the meaning of each term in an equation to correctly interpret its result.
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a projectile is shot straight up from the earth's surface at a speed of 1.30×104 km/hr. How high does it go?
Therefore, the projectile goes approximately 6.9 × 10^6 meters or 6,900 kilometers high.
Let's first convert the initial speed from km/hr to m/s to be consistent with the unit of acceleration due to gravity.
1.30×10^4 km/hr = (1.30×10^4 × 1000 m/km) / (3600 s/hr) = 3611.11 m/s
We can use the kinematic equation: Δy = v0t + 1/2at^2 to determine the maximum height reached by the projectile. At the highest point, the velocity is zero, so we can use the fact that v = v0 + at = 0 to find the time it takes to reach the maximum height.
v0 = 3611.11 m/s (initial velocity)
a = -9.81 m/s^2 (acceleration due to gravity)
t = -v0/a = -3611.11/(-9.81) = 367.97 s (time to reach maximum height)
Now we can use the time to find the maximum height reached:
Δy = v0t + 1/2at^2 = 3611.11 × 367.97 + 1/2 × (-9.81) × (367.97)^2 ≈ 6.9 × 10^6 meters
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HELP ME ASAP Solve the application problem.
A student's tuition was $1500. If a scholarship paid for 4/5
of the tuition, how much was the scholarship?
If student's tuition was $1500, if a scholarship paid for 4/5
of the tuition then $1200 is the scholarship
Given that a student's tuition was $1500
If a scholarship paid for 4/5 of the tuition
We need to find the how much was the scholarship
To find this we have to multiply 4/5 with $1500
4/5×1500
$1200
Hence, if student's tuition was $1500, if a scholarship paid for 4/5
of the tuition then $1200 is the scholarship
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** The integer 15 would BEST represent which situations? 4 A points taken away for bad behavior B points given for good behavior C D students adding classes to schedule price increases E price cuts 2023, All Rights Reserved Temms | Privacy PHONE 1-877-377-0537 FAX 1-877-816-0808 Blog
The integer 15 would best represent points given for good behavior.
We have,
In situation B,
The integer 15 represents a positive quantity or value that is given or awarded to individuals for exhibiting good behavior.
It can be interpreted as a form of positive reinforcement or recognition for demonstrating desirable conduct.
For example, in a reward system implemented in a classroom or organization, students may earn points for following rules, completing tasks, or displaying positive behaviors.
Each point signifies progress or achievement, and when students accumulate a certain number of points, they may be eligible for rewards or incentives.
The integer 15, in this context, serves as a numerical representation of the rewards or points associated with good behavior.
It indicates a positive outcome and reinforces the desired conduct by providing tangible recognition or benefits.
Thus,
The integer 15 would best represent points given for good behavior.
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Find the perimeter of quadrilateral ABCD.
A(-2,1), B(3,1), C(3,-3), D(-2,-3)
The Perimeter of quadrilateral ABCD is calculated as: AB + BC + CD + AD = 5 + 4 + 5 + 4 = 18 units.
How to Find the Perimeter of a Quadrilateral?The perimeter of the quadrilateral ABCD is calculated as the sum of all its side, which is:
Perimeter = AB + BC + CD + AD
Given the following:
A(-2,1),
B(3,1)
C(3,-3)
D(-2,-3)
Find the length of each sides as shown below:
AB = |-2- 3| = |-5| = 5 units.
BC = |1 - (-3)| = 4 units
CD = |3 - (-2)} = 5 units
AD = |1 - (-3)| = 4 units
Perimeter of quadrilateral ABCD = 5 + 4 + 5 + 4
= 18 units.
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let r be the shaded region in the first quadrant enclosed by the graphs of y=e^-x^2
how do you find the area of the region R?
To find the area of the shaded region R enclosed by the graphs of y = e^(-x^2) in the first quadrant, you can use integration.
The integral represents the area under a curve between two x-values. In this case, we want the area in the first quadrant, so we need to integrate the function from x = 0 to some positive x-value.
The integral to find the area of R is given by:
A = ∫[0 to a] e^(-x^2) dx
Unfortunately, there is no elementary function to find the antiderivative of e^(-x^2) in terms of elementary functions. Therefore, the integral cannot be evaluated using simple algebraic methods.
However, the integral can be approximated using numerical methods or specialized techniques such as Gaussian quadrature or Monte Carlo methods. These methods can provide an approximation of the area of the shaded region R.
Alternatively, you can use software or graphing calculators that have built-in functions to find definite integrals to numerically approximate the area under the curve.
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tina randomly selects two distinct numbers from the setand sergio randomly selects a number from the setwhat is the probability that sergio's number is larger than the sum of the two numbers chosen by tina?
Therefore, the probability that Sergio's number is larger than the sum of the two numbers chosen by Tina is 11/15, or about 0.733.
We can approach this problem by finding the probability of Sergio's number being less than or equal to the sum of Tina's numbers, and then subtracting this probability from 1.
The total number of ways for Tina to select two distinct numbers from the set is 6 choose 2, which is 15. Each pair of numbers has an equal chance of being selected, so we can assume that each pair has probability 1/15 of being selected.
Now, for each pair of numbers Tina selects, there is a range of numbers that Sergio can select such that his number is greater than the sum of Tina's numbers. Specifically, Sergio's number must be greater than the smaller of Tina's numbers and less than or equal to the largest number in the set.The length of this shaded region is 6 - 2 = 4. Therefore, the probability of Sergio's number being greater than the sum of Tina's numbers for a given pair of numbers is 4/6 = 2/3.
The probability of Tina selecting any particular pair of numbers is 1/15, so the probability of Sergio's number being greater than the sum of Tina's numbers for that pair is (2/3)(1/15) = 2/45.
To find the total probability, we sum up the probabilities for all pairs of numbers:
(2/45) + (2/45) + (2/45) + (2/45) + (2/45) + (2/45) = 12/45 = 4/15
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brennan's breakfast goodies recently sold 20 muffins, of which 4 were pumpkin spice muffins. what is the experimental probability that the next muffin sold will be a pumpkin spice muffin? write your answer as a fraction or whole number. p(pumpkin spice muffin)
Answer:
The experimental probability of the next muffin sold being a pumpkin spice muffin is 1/5.
Step-by-step explanation:
The experimental probability of the next muffin sold being a pumpkin spice muffin can be calculated as the ratio of the number of pumpkin spice muffins sold to the total number of muffins sold. In this case, 4 out of 20 muffins were pumpkin spice. So the experimental probability can be expressed as 4/20 or simplified to 1/5.
Will mark brainliest and give points
A small sample shows that on average 29% of kids in a class spend 4 hours or more
on thier cell phone with a margin of error of +/- 2.5%. The school has 3650 students
in total.
What is the minimum amount of students that spend more than 4 hours on their
phone . What is the maximum amount of students that spend more than 4
hours on thier phone
ROUND TO AND APPROPRIATE POSITION
PLEASE HELP!! DUE TOMORROW!!What is the measure of the unknown angle? (1 point)
straight angle divided into a one hundred four degree angle and an unknown angle
a
72°
b
74°
c
76°
d
79°
Answer:
(c) n = 76
Step-by-step explanation:
a straight line is 180
the angle given is 104
180 - 104 = 76!!
your answer would be c!!
find the equation in standard form of the line passing through the points (2 -3) and (4 2)
Answer:
5x - 2y = 16
Step-by-step explanation:
the equation of a line in slope- intercept form is
y = mx + c ( m is the slope and c the y- intercept )
calculate m using the slope formula
m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]
with (x₁, y₁ ) = (2, - 3 ) and (x₂, y₂ ) = (4, 2 )
m = [tex]\frac{2-(-3)}{4-2}[/tex] = [tex]\frac{2+3}{2}[/tex] = [tex]\frac{5}{2}[/tex] , then
y = [tex]\frac{5}{2}[/tex] x + c ← is the partial equation
to find c substitute either of the 2 points into the partial equation
using (4, 2 )
2 = [tex]\frac{5}{2}[/tex] (4) + c = 10 + c ( subtract 10 from both sides )
- 8 = c
y = [tex]\frac{5}{2}[/tex] x - 8 ← equation in slope- intercept form
multiply through by 2 to clear the fraction
2y = 5x - 16 ( subtract 5x from both sides )
- 5x + 2y = - 16 ( multiply through by - 1 )
5x - 2y = 16 ← equation in standard form
1.1 1.2 1.3 1.4 1.5 1.6 prudence wants to paint the front of the house. She has two identical windows as well as a circular vent near the roof. Gable 1,2 m 0.6 m 1,8 m 0.5m 500 cm Vent Window 2,6 m Use Formulae, to answer the questions that follow. Area = L x B Area = 2 x r²(π = 3,142) Area = ²× b × h Convert 500 cm to m Calculate the area of one window. Calculate the area of the vent. Calculate the area of the rectangular part of the wall. Calculate the area of the gable. Prudence states that the area of the Wall that must pe painted is 14,42 m². Is this statement valid? Set your work out clearly. (PLEASE NOTE THAT THE VENT AND THE WINDOWS WILL NOT BE PAINTED)
The Area of the gable is 0.9 m²
Prudence's statement is not valid.
1. Convert 500 cm to meters:
Since 1 meter is equal to 100 centimeters,
So, 500 cm ÷ 100 = 5 meters
2. The formula for the area of a rectangle is Area = Length x Width.
Given the dimensions:
Length = 1.2 m
Width = 1.4 m
Area of one window = 1.2 m x 1.4 m = 1.68 m²
3. Calculate the area of the vent:
The formula for the area of a circle is Area = π x r².
Radius = (2.6 m) / 2 = 1.3 m
Area of the vent = 3.142 x (1.3 m)² ≈ 5.309 m²
4. Length = 1.1 m
Width = 1.6 m
Area of the rectangular part of the wall = 1.1 m x 1.6 m
= 1.76 m²
5. Calculate the area of the gable:
Given the dimensions:
Base = 0.6 m
Height = 1.8 m
Area of the gable = 0.5 m x 1.8 m = 0.9 m²
Prudence states that the area of the wall that must be painted is 14.42 m².
So, Area of the rectangular part of the wall + Area of the gable
= 1.76 m² + 0.9 m² = 2.66 m²
Therefore, Prudence's statement is not valid.
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suppose that diameters of a new species of apple have a bell-shaped distribution with a mean of 7.2cm and a standard deviation of 0.38cm . using the empirical rule, what percentage of the apples have diameters that are no more than 6.44cm ? please do not round your answer.
Using the empirical rule, we know that approximately 95% of the data falls within two standard deviations of the mean.
We can use the empirical rule, also known as the 68-95-99.7 rule. According to this rule, approximately 68% of the data falls within one standard deviation of the mean, 95% falls within two standard deviations, and 99.7% falls within three standard deviations.
In this case, we want to know what percentage of apples have diameters that are no more than 6.44cm. To find out, we need to determine how many standard deviations this value is from the mean.
First, we calculate the z-score (number of standard deviations from the mean) using the formula z = (x - μ) / σ, where x is the diameter we're interested in, μ is the mean, and σ is the standard deviation.
z = (6.44 - 7.2) / 0.38 = -2
This means that 6.44cm is 2 standard deviations below the mean.
Using the empirical rule, we know that approximately 95% of the data falls within two standard deviations of the mean. Therefore, we can conclude that approximately 95% of the apples have diameters that are greater than 6.44cm, and the remaining 5% have diameters that are no more than 6.44cm.
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Charlie's teacher claims that he does not study and just guesses on exams. on an exam with 201 true-false questions, Charlie answered 53.7% of the questions correctly. Calculations using these results show that if he were really just guessing, there would be roughly one chance and seven that he would do this well. Is there a statistically significant evidence against the teachers claim that Charlie is just guessing? Why or why not?
Answer:
Step-by-step explanation:
True-False questions consists of 2 possible answer, which are 50% each, so basically is Charlie was just guessing 201 questions, which means his possibility of getting everything correct is [tex]\frac{1}{2^2^0^1}[/tex], which is really small, his chance of getting 53,7% correct is [tex]\frac{1}{2^2^0^1 * 0.537}[/tex] which is roughly arround [tex]\frac{1}{2^2^0^0}[/tex]
Jane must verify the height of a cell tower for a report, given the measurements of some of the tower's parts. She is able to determine the angles and lengths herself; she obtains other specifications from researching the tower design. One side of the bottom of the cell tower is shown. All measurements and specifications are given below.
Answer:
23
Step-by-step explanation:
Which of the following is (are) assumption(s) underlying the use of the F test?
A. the raw score populations are normally distributed
B. the variances of the raw score populations are the same
C. the mean of the populations differ
D. the raw score populations are normally distributed and the variances of the raw score populations are the same
The F test is a statistical test used to compare variances between two or more groups of data. It is often used in ANOVA (analysis of variance) to determine whether the means of three or more groups are significantly different. D. the raw score populations are normally distributed and the variances of the raw score populations are the same
Assumptions underlying the use of the F test include the normal distribution of raw score populations and the equality of variance between groups. The first assumption, that raw score populations are normally distributed, is important because the F test assumes that the population variances are normally distributed. If the distribution of the raw score population is not normal, the F test may not be appropriate.
The second assumption, that the variances of the raw score populations are equal, is also important. The F test assumes that the variance of the populations is equal, and if this assumption is violated, it may lead to inaccurate results. Therefore, the correct answer to the question is D, as both assumptions are required for the F test to be used accurately. If either assumption is not met, it may be necessary to use a different statistical test to analyze the data.
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Mrs Li baked a pie. She ate 1/3of the pie. Mr li ate 2/9 more pie than Mrs Li. What fraction of the pie did they have left
If Mrs. Li ate 1/3 of the pie, that means there are 2/3 of the pie left. Mr. Li then ate 2/9 more than Mrs. Li. To find out how much he ate, we first need to add 2/9 to 1/3.
We can find a common denominator by multiplying the denominators of 1/3 and 2/9, which is 9. Thus, 1/3 can be rewritten as 3/9, and 2/9 can be left as is. Adding them together gives us 5/9. Therefore, Mr. Li ate 5/9 of the pie. To find out how much pie is left, we can subtract 5/9 from the 2/3 that was left after Mrs. Li ate her portion. This gives us 1/9 of the pie left, which is the answer to the question.
Mrs. Li had 2/3 of the pie left after eating 1/3.
Mr. Li ate 2/9 more pie than Mrs. Li, so he ate:
(2/9) * (1/3) = 2/27 of the pie.
Together, Mrs. and Mr. Li ate:
1/3 + 2/27 = 9/27 + 2/27 = 11/27 of the pie.
Therefore, they had 1 - 11/27 = 16/27 of the pie left.
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