At 7:00am two groups of hikers begin 21 miles apart and head toward each other on the trail. The first group, hiking at an average of 1.5 miles per hour, carries tents, sleeping bags, and cooking equipment. The second group, hiking at an average speed of 2 miles per hour, carries food and water. How long it will be until the two groups of hikers meet. (hint solution sentence)
Answer: 6 hours
Step-by-step explanation:
The question asks how long until they meet.
First, you add 1.5 miles per hour and 2 miles per hour to get 3.5 miles per hour.
Then you divide 21/by 3.5 which gets you how many hours it takes for them to meet.
Which means 21/3.5 is 6 hours.
if all multiples of 4 and all multiples of 5 are removed from the set of integers from 1 through 100, how many integers remain?
Total 56, integers are remained if all multiples of 4 and all multiples of 5 are removed from the set of integers from 1 through 100.
We have given that,
from the set of first 100 integers numbers, all the multiples of 5 and 4 are removed.
According to the question,
The multiples of 4 upto 100,
S = { 4, 8, 12......, 96}
it is an Arithmetic progression sequence with
a = 4 , l = 96 , d = 4
using an = a + (n-1)d where
n --> number of terms in sequence
d ---> common difference between two consecutive terms
a ---> first term
=> 96 = 4 + (n-1)4
=> (n-1) = 92/4
=> n = 23 + 1 = 24
Total multiples of 4 upto 100 is 24 .
Now, multiples of 5 upto 100
Q = { 5, 10, 15, ....,100}
Similarly as for above case
a = 5 , d = 5 , l = 100
=> 100 = 5 + (n-1)5
=> (n-1)5 = 95
=> n-1 = 19
=> n = 20
Total multiples of 5 upto 100 is 20.
Remained integers upto 100 = 100 - 20 -24
= 56
Hence, the required number of integers are 56.
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the latest rare disease, expy, has entered your math classroom of 30. the students affected by the disease is modeled by the logistic function , where p(t) represents the number of students that understand exponential functions and t is time in days. clearly label each answer part. a) how many students understand exponential functions initially? (3 points) show your initial set-up and give your final answer. each step does not need to be shown. b) how many students will understand exponential functions after 3 days? (3 points) show your initial set-up and give your final answer. each step does not need to be shown. c) how many days will it take for 24 students to understand exponential functions? (4 points, multiple-choice) f) t
Therefore the answer to when math classroom of 30. the students affected by the disease is modeled by the logistic function is first case : 6 , second case : 15.68 and third case : 5.18
What is function ?A function is a particular relation that transfers every element in set A to exactly one element in set B. There cannot be an empty set in either A or B. For a specific input, a function defines a specific output.
Here ,
Given:
P(t) = [tex]\frac{180}{5 + 25e^{-0.45t} }[/tex]
First case :how many students understand exponential functions initially is
Where t is number of days
t=0
P(0)= [tex]\frac{180}{5 + 25e^{-0.45(0)} }[/tex]
P(0)=180/(25+5)
P(0)=6
Second case: how many students will understand exponential functions after 3 days
t=3
P(3)=[tex]\frac{180}{5 + 25e^{-0.45(3)} }[/tex]
P(3) ≈ 15.68
Third case: how many days will it take for 24 students to understand exponential functions
t=24
P(24)=[tex]\frac{180}{5 + 25e^{-0.45(24)} }[/tex]
P(24) ≈ 5.18
Therefore the answer to when math classroom of 30. the students affected by the disease is modeled by the logistic function is first case : 6 , second case : 15.68 and third case : 5.18
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For which of the following equations are x = 5 and x = -5 both solutions (a) x² - 25 (b) x-5 (c) x+5 (d) x²+25
Answer:
option (a) x*2-25
Step-by-step explanation:
With the help of the given roots of the equation, we can determine the factors of the polynomial. By multiplying the factors among themselves we will get the needed equation.
The roots are given as x = 5, x = -5.
Also the factors of the equation can be written as( x- 5) and( x 5)
On multiplying the factors among themselves we get the needed equation
Hence, the needed equation will be( x- 5) ×( x 5)
= x ²- 25
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printed circuit cards are placed in a functional test after being populated with semiconductor chips. a lot contains 190 cards, and 20 are selected without replacement for functional testing. (a) if 20 cards are defective, what is the probability that at least 1 defective card is in the sample? (b) if 5 cards are defective, what is the probability that at least 1 defective card appears in the sample? round your answers to four decimal places (e.g. 0.9876). (a) the probability is enter your answer in accordance to the item a) of the question statement (b) the probability is
(a) if 20 cards are defective, then the probability that at least 1 defective card is in the sample is 0.964
(b) if 5 cards are defective, then the probability that at least 1 defective card appears in the sample is 0.543
Probability:
In statistics, probability refers the ratio of the number of outcomes in an exhaustive set of equally likely outcomes that produce a given event to the total number of possible outcomes.
Given,
Here we have a printed circuit cards are placed in a functional test after being populated with semiconductor chips. a lot contains 190 cards, and 20 are selected without replacement for functional testing.
And we need to find the following probability.
Here we have to recall the formula for probability mass function of the hypergeometric random variable X with the parameters
N = 190
n = 20
and the parameter K.
And it is the following expression:
f(x) = [(K x) (140 - k 20 - x)] / (140 20)
Now, we have to Set K=20 and calculate from the probability mass function:
=> P(X≥1)=1−f(0)=0.964
And then Set K=5 and calculate from the probability mass function:
=> P(X≥1)=1−f(0)=0.543
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A dilation has center (0,0). Find the image of the point A(,-5,5) for the scale factor 1.8
The image of point A after the dilation is (-9, 9)
How to determine the image point of the dilation?From the question, we have the following parameters that can be used in our computation:
Point A = (-5, 5)
Center of dilation = (0, 0)
Scale factor of dilation = 1.8
From the question, we understand that:
We are to calculate the image of point A after the dilation.
This means that
Image point = Scale factor of the dilation * Point A
Substitute the known values in the above equation, so, we have the following representation
Image point = (-5., 5) * 1.8
Evaluate the products
Image point = (-9, 9)
Hence, the image point is (-9, 9)
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a certain radionuclide has a half-life of 19 hours. how many hours does it take for 85 % of the sample of this nuclide to decay?
When a radionuclide has a half-life of 19 hours, it will take approximately 32.3 hours for the sample of this nuclide to decay to about 85 percentage of its proportion.
The computation of the time of proportional decay can be calculated using the given values and putting them into the generalized formula.
Number of Hours Taken = Total Life x Required Decay Proportion
Number of Hours Taken = 19×2×85%
Number of Hours Taken = 38 × 0.85
Number of Hours Taken = 32.3
Therefore, it will take 32.3 hours for the nuclide to decay to about 85 percentage in its proportion.
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Cumulative algorithm can only be used with primitive data typesGroup of answer choicesTrue False
Cumulative algorithm can only be used with primitive data types . True
What are cumulative algorithm and primitive data?The emphasis here is to understand the difference and uses of the cumulative algorithm and primitive data type.
The cumulative algorithm is defined as a sequential analysis method which is used to monitor changes in data
Primitive data type is used to predefine operations of a programming language.
The relationship between the two is that both of them are used to organize data in the memory
In conclusion, Cumulative algorithm can only be used with primitive data types
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find the point 5 units along the curve (in the direction of increasing t) from p.
The point 4 units along the curve (in the direction of increasing t) from P exists as t = ln |L/2 + 1|.
What is meant by arc length of the function?When a particle's position in space is represented as a function of time by a vector-valued function, the arc-length function calculates the particle's travel distance as a function of time.
The length of an arc is the separation of two locations along a segment of a curve. Curve rectification is the process of measuring an irregular arc segment's length by simulating the section as a network of connected line segments. A rectifiable curve can be broken down into a finite number of segments.
(a) Let the given function be r(t) = [tex]e^t[/tex] sin t i + √2 [tex]e^t[/tex] k
To find the arc length of the function, we have:
[tex]& \mathrm{r}^{\prime}(\mathrm{t})=\mathrm{e}^t \\[/tex]
[tex]& \mathrm{r}^{\prime}(t)=(\cos t+\sin t) e^t+(\cos t-\sin t) e^t+\sqrt{2} e^t \\[/tex]
[tex]& \left|r^{\prime}(t)\right|=\sqrt{\left[(\cos t+\sin t) e^t\right]^2+\left[(\cos t-\sin t) e^t\right]^2+\left(\sqrt{2} e^t\right)^2}[/tex]
simplifying the above equation, we get
[tex]& =\sqrt{\left(4 e^{(2 t)}\right)} \\[/tex]
[tex]& =2 \mathrm{e}^t[/tex]
(b) We have the arc length function, L to be the integral from 0 to t, so:
[tex]$& L=\int_0^t 2 e^v \\[/tex]
simplifying the above equation, we get
[tex]& L=2 e^t-2 e^0 \\[/tex]
[tex]& =2 e^t-2 \\[/tex]
[tex]& L=2\left(e^t-1\right) \\[/tex]
simplifying the above equation, we get
[tex]$& L / 2=e^t-1 \\[/tex]
[tex]& L / 2+1=e^t[/tex]
[tex]e^t[/tex] = L / 2+1
t = ln |L/2 + 1|
The complete question is:
A. Find the arc length function for the curve measured from the point P in the direction of increasing t and then reparametrize the curve with respect to arc length starting from P.
b. Find the point 4 units along the curve (in the direction of increasing t) from P.
r(t) = et sin t i + √2 et k, P(0, l ,√2)
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What is the answer to the equation -1/3 + 1/5
Answer:
-2/15 or -0.13
Step-by-step explanation:
-5+3 /15
-2/15
Given lines l, m, and n are parallel and cut by two transversal lines, find the value of x. Round your answer to the nearest tenth if necessary.
when lines l, m, and n are intersected by two transversal lines and are parallel, the value of x = 12.5 is obtained.
what is transversal lines ?A transversal in geometry is a line that, at two different places, traverses two lines in the same plane. If two or more additional lines in the Euclidean plane are parallel, transversals can help determine this.
Parallel lines l, m, and n are present.
These parallel lines cross two transversal lines.
theorem of intercept
Intercept lengths between parallel lines are proportionate.
[tex]\frac{16}{x} = \frac{23}{18}[/tex]
x = (16 * 18) /23
x = 12.5
when lines l, m, and n are intersected by two transversal lines and are parallel, the value of x = 12.5 is obtained.
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in cleveland, a sample of 74 mail carriers showed that 13 had been bitten by an animal during one week. in philadelphia, in a sample of 68 mail carriers, 18 had received animal bites. is there a significant difference in the proportions? use
On solving the provided question, we go to know that There really Is no substantial difference mostly in proportions. The range of 95% confidence is (-0.1809,0.0549)
What is meant by a "alternative hypothesis"?An alternative hypothesis is one in which the researcher asserts that he anticipated a distinction (or impact) between two or more variables and that the pattern in the data is not a coincidence.
α=0.05
Test Stat, z = -1.0366
Critical Values = 1.96
P-Value = 0.2999
[tex]Fail to reject the Null Hypothesis because the p-value is greater than 0.05.[/tex]
There really Is no substantial difference mostly in proportions.
The range of 95% confidence is (-0.1809,0.0549)
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enter the letters of the points that are below the graph of $y = -\frac 1 3 x.$
The letters of points below the graph of y = - 1/3x are B, C, F, H, J.
What is a graph?A diagram or pictorial representation of facts or values that is arranged might be referred to as a graph in mathematics.Graph points frequently show the relationship between two or more things. A relation is a particular instance of a graph of a function. A function is truly equal to its graph in the modern mathematical foundations and typically in set theory. However, it is frequently helpful to think of functions as mappings, which include not just the relationship between input and output but also the sets that constitute the domain and codomain. Both print and electronic media frequently employ graphs. Because a graph can show a trend or comparison, data can be presented more clearly by a graph than by a table.Here, the points that are below the graph of y = - 1/3x are B, C, F, H, J. (Refer images for graphs of the points and the line .)To learn more about graph , refer:
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5. Which of the following is a discrete random variable? a the average amount of electricity consuied b te number of patients in a hospital c the amount of paint used in Tepainting a building d te average weight of female athletes 6- Which ofthe following represents a subset of a sample space? 2 sample point C probability b event statistics 7. Which of the following is a measure of spread of a random variable? 2 standard deviation Cmean b median d probability
A The population mean is greater than 10 B The population mean is equal to 10 C The population mean is less than 10 D The population mean is not equal to 10 with probability.
1. The average weight of female athletes is a discrete random variable because it can take on a discrete set of values.
2. A sample point is a single point in a sample space, which is a set of all possible outcomes of an experiment.
3. The standard deviation is a measure of spread of a random variable, which measures how much the values in the set deviate from the mean.
4. The median of the set of numbers is 4, since there are an equal number of numbers below and above the median.
5. The variance of the set of numbers is 36, since it is calculated by taking the sum of the squares of the differences between each number and the mean, and dividing by the number of values.
6. The null hypothesis for a hypothesis test is that the population mean is equal to 10.
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a sector of a circle has a central angle of 120 ∘ . find the area of the sector if the radius of the circle is 20 cm.
Answer:
A ≈ 418.9 cm²
Step-by-step explanation:
the area (A) of the sector is calculated as
A = area of circle × fraction of circle
= πr² × [tex]\frac{120}{360}[/tex] ( r is the radius )
= π × 20² × [tex]\frac{1}{3}[/tex]
= [tex]\frac{400\pi }{3}[/tex]
≈ 418.9 cm² ( to the nearest tenth )
Whats the answer to 3 + p = 8 ?
Answer:
Move all terms not containing p to the right side of the equation.
p=5
Step-by-step explanation:
Hey there!
3 + p = 8
p + 3 = 8
SUBTRACT 3 to BOTH SIDES
p + 3 - 3 = 8 - 3
SIMPLIFY IT!
p = 8 - 3
p = 5
Therefore, your answer should be:
p = 5
Good luck on your assignment & enjoy your day!
~Amphitrite1040:)
Classify the triangle with the given side lengths as
acute, right, obtuse, or not a triangle.
5, 9, 10
The angle with sides 5, 9 and 10 is an obtuse triangle
Obtuse AngleThis is a type of angle in which the angles are less than 180 degrees but less than 180 degrees.
In this case, we can easily determine if it's an obtuse angle.
Assuming the longest side is 10 units, the sum of it's two other sides must be greater than it's longest side which is supposedly the hypothenuse.
5 + 9 = 14
14 > 10
This indicates that the triangle is an obtuse triangle.
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a.by calculating differences, show that these data can be modeled using a linear function.b.what is the slope for the linear function model-ing high school graduations? explain in practical terms the meaning of the slope.c.find a formula for a linear function that models these data.d.express, using functional notation, the number graduating from high school in 1994, and then use your formula from part c to calculate that value.
We can show that these data can be modeled using a linear function in the following manner:
a) We must compute the differences in the number of high school graduates in each year in order to model the data using a linear function. For instance, the difference between the 1993 and 1994 graduation rates is 5,479 - 5,410, or 69. This pattern of differences suggests that a linear function can be used to model the data.
The annual change in the number of graduates serves as the slope for the linear function. The slope, for instance, is 69 between 1993 and 1994 and 76 between 1994 and 1995. The slope for the linear function is, in general, the difference between the number of graduates in successive years, therefore it is the slope between graduates in consecutive years.
b) Y = mx + b, where y is the number of graduates, x is the year, m is the slope, and b is the y-intercept, is the formula for a linear function that represents the data. We need to know the values of m and b in order to calculate the formula for the linear function that describes the data.
We can use the slope between any two consecutive years to get the value of m. For instance, m = 69 since the slope from 1993 to 1994 is 69. The number of graduates in the first year of the data, which is the y-intercept, can be used to determine the value of b.
For instance, if the first year of the data is 1993 and that year had 5,479 graduates, then b = 5,479. Consequently, y = 69x + 5,479 is the equation for the linear function that models the data.
c) Functional notation can be used to indicate the number of high school graduates in 1994. The formula is y = 69x + 5,479, where x is the year and y is the total number of graduates. Therefore, y = 69(1994) + 5,479 = 137,123 is the total number of graduates in 1994. We may enter the numbers of x and b into the formula from section c to obtain y = 69 (1994) + 5,479 = 137,123.
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How many hours will it take her and her friends?
-------------------------------------------------------------------------------------------------------------
Answer: 3.5 hours
-------------------------------------------------------------------------------------------------------------
Given: [tex]\textsf{2/3 minutes to prepared one bag and they have 5 people}[/tex]
Find: [tex]\textsf{How many hours it will take to prepare 1575 bags}[/tex]
Solution: Looking at the question we can see that Ashley and 4 of her friends are preparing these bags which means that 5 people are going to be working on it. If we have 1575 bags, then we can just divide 5 from it to split the work evenly which gives us 315 bags per person.
Now that we know the fair share of work, we can multiply 315 bags by 2/3 of a minute per bag which gives us 210 total minutes. We can then divide that by 60 minutes per hours to get the final answer of 3.5 hours to prepare 1575 bags of samples.
4. The Windsor-Detroit International Freedom Festival hosts one of the largest fireworks displays in the world. The fireworks are set off over the Detroit River. The path of a particular firework rocket is modelled by the relation h=-4.9(t-2)+169.6, where h is the rocket's height above the water, in metres, and t is the time, in seconds.
a) How long will the rocket take to reach its maximum height? What is the maximum height?
b) A firework rocket will stay lit for an average of 5 s. What will the height of a rocket be 5 s after it is launched?
a) It takes 2 seconds for the rocket to reach the maximum height, and this maximum height is of 169.6 metres.
b) The height of the rocket five seconds after it was launched is of 125.5 metres.
How to obtain the vertex of the quadratic equation?The vertex-form definition of a quadratic function is defined as follows:
y = a(x - h)² + k.
In which the parameters are given as follows:
h is the x-coordinate of the vertex.k is the y-coordinate of the vertex.a is the leading coefficient.In the context of this problem, the height function is defined as follows:
h(t) = -4.9(t - 2)² + 169.6.
Hence the coordinates of the vertex are given as follows:
h = 2 -> maximum height at 2 seconds.k = 169.6 -> maximum height of 169.6 metres.As the leading coefficient is negative, the parabola is concave down and the vertex represents a maximum.
The height at a time of five seconds is of:
h(5) = -4.9(5 - 2)² + 169.6 = 125.5 metres.
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Canada and the European Union require that cars be equipped with "daytime running lights," headlights that automatically come on at a low level when the car is started. Many manufacturers are now equipping cars sold in the United States with running lights. Will running lights reduce accidents by making cars more visible? An experiment conducted in a driving simulator suggests that the answer may be "Yes." What concerns would you have about generalizing the results of such an experiment?
Probably not all driving scenarios can be accurately simulated by a driving simulator. Additionally, it's likely that simulator users have a different mindset than when they're actually behind the wheel.
Define the term experiment?The cited data:
By improving visibility during the day, daytime running lights can reduce accidents. Daytime running lights are used to help drivers gauge the size of the vehicle.Idea applied in experiment:
An institutional review committee must first approve any human experiments. All participants must give their informed consent prior to participating. Any details pertaining to study participants must remain confidential.A driving simulator is therefore unlikely to adequately replicate all driving scenarios, which is one of our concerns about extending the outcomes of such an investigation.
Thus, users of driving simulators are also probably in a different frame of mind than they are while driving is real life.
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Solve 7(4 – 3) – 1 + 5 • 1/5. Name the property used in each step.
The solution of given expression 7×(4-3) - 1+5×1/5 is 5.
What is PEMDAS?The abbreviation PEMDAS is used to indicate the sequence of steps to be taken when resolving expressions with multiple operations. P is for "parentheses," E is for "exponents," M is for "multiplication," D is for division, A is for addition, and S is for subtraction.
Given that the expression 7×(4-3) - 1+5×1/5.
To solve the above expression we will use PEMDAS;
First, we use the subtraction in brackets and this process is called simplifying parenthesis,
7×(4-3) - 1+5×1/5= 7×(1) - 1+5×1/5.
Now, we use the operation multiplication,
7×(1) - 1+5×1/5 = 7 - 1+1
Now we add the terms and this process is called addition of terms,
7 - 1+ 1 = 7-2
Now, we subtract the numbers and this property is subtraction of numbers,
7 - 2 = 5.
Therefore, the solution of given expression 7×(4-3) - 1+5×1/5 is 5.
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OK I NEED HELP ASAP IM IN 6th GRADE MATH
A warehouse floor has a perimeter of 1739 feet. What is the perimeter of the floor in yards?
Answer:
579.67 yards
Step-by-step explanation:
Answer:
≈579.67 yards
Step-by-step explanation:
1. convert feet into yards
1 foot = 1/3 yards
2. use dimensional analysis
[tex]\frac{1739feet}{1}[/tex] * [tex]\frac{1/3 yards}{1 foot}[/tex]
3. multiple straight across
1739 feet * 1/3 yards
answer: ≈579.67 yards
in the last question, you calculated the frequency of the deleterious allele in the population. how many individuals in the village would be carriers for this disease?
32% of population individuals in the village would be carriers for this disease.
In the last question, we calculated the frequency of the deleterious allele in the population.
Now we have to find how many individuals in the village would be carriers for this disease.
A person with a single recessive detrimental allele will be healthy and will have little trouble passing the allele on to their offspring. There may be many recessive harmful alleles in a big population, but they rarely manifest themselves, therefore this is typically not an issue.
An allele frequency can be computed, by dividing the total number of copies of all the alleles at that specific genetic locus in the population by the number of times the allele of interest is observed in a population. A fraction, a percentage, or a decimal can be used to express allele frequencies.
So, 32% of population individuals in the village would be carriers for this disease.
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Josh bought 4.4 pounds of green
beans for $1.65 per pound. How
much did he pay for the green
beans?
Answer:
$7.26 with out tax
Step-by-step explanation:
If beans cost $1.65 per pound and Josh bought $.4 pounds, the you multiply 4.4 * 1.65= 7.26 then you add a $ at the begining
Answer:
Josh payed $7.26 for the green beans.
Step-by-step explanation:
⭐What does "per pound" mean in the context of this problem?
"per pound" means that 1 pound of green beans costs $1.65In this problem, we are given the ratio of cost to pounds.
⭐What is a ratio?
a ratio is a fraction that compares two unitsin this problem, the two units are the cost and the poundsIf we want to find how much it costs for Josh to purchase 4.4 pounds of green beans, we need to create a proportion.
⭐What is a proportion?
a proportion is when you set two ratios equal to each other to solve for one of the unknown unitsFirst, let's create 2 ratios. Let x= the cost for 4.4 pounds:
[tex]\frac{1.65}{1 pound}[/tex] . . . (1)
[tex]\frac{x}{4.4 pounds}[/tex] . . . (2)
Next, set these ratios equal to each other to create a proportion. Make sure the same units stay in the numerator or denominator:
[tex]\frac{1.65}{1 pound} = \frac{x}{4.4 pounds}[/tex]
Then, multiply the LHS and RHS by 4.4 pounds to isolate the "x" variable:
[tex]\frac{1.65}{1 pound} (4.4) = \frac{x}{4.4}(4.4)[/tex]
[tex]\frac{7.26}{1} = x[/tex]
∴ It costs Josh $7.26 for 4.4 pounds of green beans.
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An airline wants to select a computer software package for its reservation system. Four software packages (1, 2, 3, and 4) are commercially available. The airline will choose the package that bumps as few passengers as possible during a month. An experiment is set up in which each package is used to make reservations for 5 randomly selected weeks. (A total of 20 weeks was included in the experiment.) The number of passengers bumped each week is obtained, which gives rise to the following Excel output:
ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 212.4 3 8.304985 0.001474 3.238867
Within Groups 136.4 8.525
Total 348.8
a) What is the within groups degrees of freedom for this analysis? Explain how you obtain your answer.
b) What is the total degrees of freedom? Explain how you obtain your answer.
c) What is the among-group (between-group) mean squares? Explain how you obtain your answer.
d) At a significance level of 1%, what conclusion can you infer? Explain how you obtain your answer.
(a) Within groups degrees of freedom is 16.
(b) Total degrees of freedom is 3.24.
(c) Among group mean square is 70.8.
Given data is as shown in the following table,
P1 P2 P3 P4 P1*P1 P2*P2 P3*P3 P4*P4
12 2 10 7 144 4 100 49
14 4 9 6 196 16 81 36
9 7 6 6 81 49 36 36
11 3 10 15 121 9 100 225
16 1 12 12 256 1 144 144
Total: 62 17 47 46 798 79 461 490
Package sum (S):- 62 + 17 + 47 + 46 = 172
correlation factor (CF) = [tex]\frac{S^{2} }{N} = \frac{172^{2} }{20}[/tex]= 1479.2
Raw sum of squares (RSS) = 798 + 79 + 461 + 490 = 1828
Total sum of squares (TSS) = RSS - CF = 1828 - 1479.2 = 348.8
Sum of squares due to treatments (SST),
[tex]\frac{62^{2} }{5} + \frac{17^{2} }{5} + \frac{47^{2} }{5} + \frac{46^{2} }{5} - CF[/tex] = 212.4
Sum of squares due to errors (SSE) = TSS - SST = 348.8 - 212.4 = 136.4
degrees of freedom (df) between the groups = k = 4 - 1 = 3
degree of freedom within the groups = N - k = 20 - 4 = 16
Now we will find mean squares(MS),
MS(between) = [tex]\frac{SS(between)}{df(between)}[/tex]
MS(within) = [tex]\frac{SS(within)}{df(within)}[/tex]
F = [tex]\frac{MS(between)}{df(within)}[/tex]
Source of variation SS df MS F
Between groups 212.4 3 70.8 8.304
Within groups 136.4 16 8.525
Total 348.8 19
Critical value of F at (3,16) degrees of freedom is 3.24.
Since the calculated value of F is greater than the critical value of F,we have sufficient evidence to reject the null hypothesis and conclude that there is a significant difference in the mean number of passengers bump every week by the four passengers.
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Help me aspp please before 11:59
1. In the first and third tables, there is no direct relationship, in the third table, there is a direct relationship.
2. y = 5x,b = (1/2)a and m = 5n are direct variation.
3. The constant of proportion is 5 and x when y is 49 will be 8.8
What are the ratio and proportion?The ratio is the division of the two numbers.
For example, a/b, where a will be the numerator and b will be the denominator.
Proportion is the relation of a variable with another. It could be direct or inverse.
1.
(a) In the table x/y = -4/-8 = 1/2 is not maintained in 6/18 so it will not direct variation.
(b) In the table x/y = -5/-4 = is not maintained in 2/10 so it will not direct variation.
(c) In the table x/y = -3/-12 = 1/4 maintained so it will direct variation.
2.
A variation in the form of x ∝ y will be a direct variation so y = 5x,b = (1/2)a, and m = 5n are direct variations.
3.
As per the given y ∝ x then y/x = 35/7 = 5 so the constant of proportionality is 5.
When y = 49
x = 49/5 = 9.8
Hence "1. In the first and third tables, there is no direct relationship, in the third table, there is a direct relationship.
2. y = 5x,b = (1/2)a and m = 5n are direct variation.
3. The constant of proportion is 5 and x when y is 49 will be 8.8".
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Look at the triangle. It is given that CD bisects ACB and that ABC is isosceles with AC = BC.
Answer options for each are:
Line AD = Line BD
Given
CPCTC
Definition of Midpoint
Definition of Angle Bisector
Reflexive Property of Congruence
SAS
SSS
ASA
After completing the SAT for her first time, Michelle received a score of 1080. Michelle will be taking the SAT
again in a few months, and she hopes to boost her score by 25%. What score will Michelle be hoping to earn next
time?
Using percentages we know that the next score Michelle is hoping to obtain is 1,350.
What is the percentage?In mathematics, a percentage is a number or ratio that is expressed as a fraction of 100.
Although "pct," "pct," and occasionally "pc" are also used as abbreviations, the percent symbol "%" is most usually used to denote it.
A% is a number that has neither dimensions nor a defined unit of measurement.
So, we know that:
Michelle received a score of 1080.
Her exam will be retaken in a few months.
She wants to increase her grades by 25%.
Scores Michelle is hoping for:
(1080/100 * 25) + 1080
270 + 1080
1,350
Therefore, using percentages we know that the next score Michelle is hoping to obtain is 1,350.
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how can you write and solve an additon or subtraction equation
Answer:
Step-by-step explanation:
So basically you can always use bodmas( Brackets of division multiplication addition substractions)
or if it is like 5-4=8+9
then u can 5= 8+9+4
so.................. 5= 21
then................ 21-5=16
