A controlled experiment is a scientific test conducted under controlled conditions. That is, change only one (or a few) factors at a time and keep all others constant.
Control Experiment:
Controls eliminate alternative explanations for experimental results, particularly experimental error and experimenter bias. Many controls, like molecular markers used in SDS-PAGE experiments, are specific to the type of experiment being performed and may simply have the purpose of confirming that the instrument is functioning properly. I have. Choosing and using appropriate controls and ensuring that experimental results are valid (eg, no confounding variables) can be very difficult. Control measurements can also be used for other purposes. For example, measuring the background noise of a microphone in the absence of a signal allows the noise to be subtracted from later signal measurements to produce a higher quality processed signal.
For example, if a researcher fed a laboratory artificial sweetener to 60 laboratory rats and observed that 10 of them subsequently became ill, the underlying cause could be the sweetener itself or could be something else. Other variables that may not be immediately apparent can interfere with experimental design. For example, an artificial sweetener can be mixed with a diluent, and it could be the diluent that causes the effect.To see the effect of the diluent, he does the same test twice. A diluent with artificial sweeteners and a diluent-only version in the same way. Here the experiment is checked for diluent and the experimenter can distinguish between sweetener, diluent and no treatment. Controls are usually required when confounding factors cannot be easily separated from the primary treatment. For example, a tractor may need to be used to spread manure when there is no other practical way to spread it. The simplest solution is for the tractor to drive over the plot without spreading fertilizer and control the effects of tractor traffic.
The simplest types of controls are negative and positive controls, both of which are found in many different types of experiments. If both are successful, these two controls usually have the most latency. sufficient to eliminate significant confounding variables. That is, an experiment produces a negative result when a negative result is expected and a positive result when a positive result is expected.
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10
Velocity (m/s)
8-
6-
4
2-
of
0-
0 2 4 6 8 10
10 12 14 16 18 20
Time (seconds)
a) Work out the total distance travelled on the cycle.
b) Work out the acceleration in the last 8 seconds.
The total distance travelled on the cycle is 30.46m and the acceleration is the last 8 seconds is 0.85 m/s².
What is acceleration?"Acceleration is the measure of the speed at which velocity changes."
OR "Acceleration depends upon the velocity if the velocity continously increases or decreases the acceleration will be produced."
Positive acceleration results from continuously increasing velocity.
Negative acceleration will be negative if the velocity is continuously decreasing.
FORMULA
Acceleration is defined as a change in velocity divided by time, or a = (Vf-Vi)/t UNIT.
Meter/second+square, or m/S², is the SI unit of velocity in the MKS system.
a. Total distance = Hypotenuse₁ + mid distance + Hypotenuse₂
Hypotenuse₁ = [tex]$ \sqrt{10^2 + 6^2} $[/tex]
Hypotenuse₁ = 11.66m
mid distance = 12 - 6
= 6m
Hypotenuse₂ = [tex]$ \sqrt{10^2 + (20-12)^2} $[/tex]
Hypotenuse₂ = [tex]$ \sqrt{10^2 + (8)^2} $[/tex]
Hypotenuse₂ = 12.80m
Total distance = 11.66m + 6m + 12.80m
Total distance = 30.46m
b. Acceleration [tex]{\displaystyle ={\frac { \text{v - u} }{t}}[/tex]
[tex]\displaystyle = {\frac { \text{12.80 - 6} }{8}[/tex]
[tex]\displaystyle = {\frac { 6.80 }{8}[/tex]
0.85 m/s²
Thus, the total distance travelled on the cycle is 30.46m and the acceleration is the last 8 seconds is 0.85 m/s².
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jon gets to work in 20 min when he drives his car. riding his bike (by the same route) takes him 45 min. his average driving speed is 14.5 mph greater than his average speed on the bike. how far does he travel to work?
The distance Jon travels to work is 472.5 miles.
Let d be the distance Jon travels to work.
The time it takes to drive is 20 minutes and the time it takes to bike is 45 minutes.
The difference in speed between driving and biking is 14.5 mph.
We can set up the following equation:
20min * (14.5mph + x) = 45min * x
Solving for x gives us the average speed of Jon on the bike, which is 10.5 mph.
Now we can use the distance formula to solve for d:
d = rate * time
d = 10.5mph * 45min
d = 472.5 miles
Therefore, the distance Jon travels to work is 472.5 miles.
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: Given the following P(A)-0.3 P(B) = 0.2 PA and B) 0.06 A and B are disjoint and independent. A and B are disjoint. A and B are independent A and B are neither disjoint nor independent.
Given the following P(A) = 0.3, P(B) = 0.2, P(A) and P(B) 0.06. So, A and B are independent. This can be solved using probability concept.
What is probability?The word "probability" derives from the Latin word "probitatem," which means "credibility, likelihood," from the noun probabilis in the 14th century (see probable). The phrase was first used in a mathematical meaning in 1718.
A probability is a number that expresses the possibility or likelihood that a specific event will take place. Probabilities can be stated as proportions with a range of 0 to 1, or as percentages with a range of 0% to 100%.
Given that,
P(A) = 0.3
P(B) = 0.2
P(A and B) = 0.06
Now, P(A and B) = P(A) × P(B)
or, 0.06 = 0.3 × 0.2
So, A and B are independent.
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Ms. Carlson is planning a dance recital for her students. The maximum duration for the recital is 76 minutes. Group dance numbers last 6 minutes and a solo performance lasts 2 minutes.
Write the inequality in standard form that describes this situation. Use the given numbers and the following variables.
The inequality that describes this situation will be 6x + 2s ≤ 76
How to compute the inequality?Inequalities are simply created through the connection of two expressions. In this case, it should be noted that the expressions in an inequality are not always equal. Inequalities implies that the expressions are not equal. Here, they are denoted by the symbols ≥ < > ≤.
x = number of group dance numbers
s = number of solo performances
The inequality will be 6x + 2s ≤ 76
This inequality can be read as "the total duration of the group dance numbers (6 minutes per group dance number) plus the total duration of the solo performances (2 minutes per solo performance) is less than or equal to 76 minutes."
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factorize 9( x - 1 ) ^ { 2 } - 16 ( x + 2 ) ^ { 2 }
Answer:
(7x + 5)(- x - 11)
Step-by-step explanation:
9(x - 1)² - 16(x + 2)² ← is a difference of squares and factors in general as
a² - b² = (a + b)(a - b)
9(x - 1)² - 16(x + 2)²
= [ 3(x - 1) ]² - [4(x + 2) ]² with a = 3(x - 1) and b = 4(x + 2)
= [ 3(x - 1) + 4(x + 2) ] [ 3(x - 1) - 4(x + 2) ] ← distribute parenthesis
= [ 3x - 3 + 4x + 8 ] [ 3x - 3 - 4x - 8 ]
= (7x + 5)(- x - 11 )
a survey of 500 high school students was taken to determine their favorite chocolate candy. of the 500 students surveyed, 77 like snickers, 100 like twix, 80 like reese's peanut butter cups, 46 like snickers and twix, 57 like twix and reese's peanut butter cups, 48 like snickers and reese's peanut butter cups, and 44 like all three kinds of chocolate candy. how many students like snickers, but not twix or reese's peanut butter cups?
119 pupils, according to a Venn diagram, prefer Snickers or Reese's Peanut Butter Cups but not Twix.
what is Venn diagram?In the 1880s, John Venn popularized the Venn diagram, a common type of diagram illustrating logical links between sets. In probability, logic, statistics, linguistics, and computer science, diagrams are used to teach basic set theory and to illustrate straightforward set relationships. In a Venn diagram, overlapping circles and other shapes are used to represent the connections between two or more sets of elements. Highlighting similarities and differences between components when organizing information graphically frequently proves beneficial. A space in the middle of a Venn diagram is created by the intersection of two sizable circles.
The group of students that enjoy Snickers is represented by set A.
The students who enjoy Twix are represented by set B.
The students who enjoy Reese's Peanut Butter are represented by set C. All three types of chocolate candies are favorites among 19 students.
Snickers and Reese's Peanut Butter Cups are among the 31.
Reese's Peanut Butter Cups and Snickers alone = 31 - 19 = 12
82 like Twix and Reese's Peanut Butter Cups
149 like Snickers
149 − (51 + 12 + 19) = 67 for Snickers alone.
The number of students who prefer Snickers or Reese's Peanut Butter Cups but not Twix is equal to 67 + 40 + 12.
There are 119 pupils that enjoy Snickers or Reese's Peanut Butter Cups.
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amy sells beaded necklaces. each large necklace sells for $4.10 and each small necklace sells for $3.80. how much will she earn from selling 7 large necklaces and 1 small necklace?
Amy will earn $28.70 + $3.80 = $32.50.
Profit and loss:
A profit and loss (P&L) statement refers to a financial statement that summarizes the revenues, costs, and expenses incurred during a specified period, usually a quarter or fiscal year. These records provide information about a company’s ability or inability to generate profit by increasing revenue, reducing costs, or both. P&L statements are often presented on a cash or accrual basis. Company managers and investors use P&L statements to analyze the financial health of a company.
Amy will earn $28.70 from selling 7 large necklaces (7 x $4.10 = $28.70) and $3.80 from selling 1 small necklace, so in total, she will earn $28.70 + $3.80 = $32.50.
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find the area of the part of the plane 5x + 3y + z = 15 that lies in the first octant.
The area of the part of the plane 5x + 3y + z = 15 that lies in the first octant is 15x^3/6 + 45x^2y/2.
What is area?Area is a measure of the size of a surface or the amount of space it takes up. It can be measured in square units such as square feet, square meters, or acres. Area is used to describe the size of a two-dimensional object or shape, and is often used when discussing the size of a plot of land, a room, or other geographical area.
The first octant is defined as the area in the three-dimensional Cartesian coordinate system where all the coordinates are positive. In this case, the equation 5x + 3y + z = 15 can be rearranged to solve for z: z = 15 - 5x - 3y. This new equation can then be used to find the area of the plane that lies in the first octant by integrating the equation over the area of the octant.
To solve for the area, we must first find the boundaries of the octant. Since all coordinates must be positive, the boundaries of the octant are x = 0, y = 0, and z = 0. The area of the plane that lies in the first octant is then computed using the triple integral:
Area = ∫∫∫ 0 0 0 15-5x-3y dzdydx
= ∫∫ 0 0 (15x + 45y)dydx
= ∫ 0 (15x^2/2 + 45xy)dx
= 15x^3/6 + 45x^2y/2
Therefore, the area of the part of the plane 5x + 3y + z = 15 that lies in the first octant is 15x^3/6 + 45x^2y/2.
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A line passes through the points (–6, 4) and (–2, 2). which is the equation of the line? y = negative one-half x 1 y = one-half x 7 y = –2x – 8 y = 2x 16
The equation of the line that passes through the points (-6,4) and (-2,2) is y - 4 = -1/2(x + 6)
What is the equation of the line?
To find the equation of a line that passes through two given points, we can use the point-slope form of the equation of a line, which is:
y - y1 = m(x - x1)
Where (x1, y1) is a point on the line, and m is the slope of the line.
The slope of the line can be found by using the two points:
m = (y2 - y1) / (x2 - x1)
So,
m = (2 - 4) / (-2 - (-6)) = -2/4 = -1/2
We know that the line passes through the point (-6,4) so we can substitute the values into the equation:
y - 4 = -1/2(x + 6)
Hence, the equation of the line that passes through the points (-6,4) and (-2,2) is y - 4 = -1/2(x + 6)
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a student in stat 121 wants to estimate the average score on the stat 121 final exam from last semester. they asked 200 students who took the class last semester what their final exam score was and recorded it. what is the sample?
If a student in stat 121 wants to estimate the average score on the stat 121 final exam from last semester. The sample is: The 200 students interviewed.
What is sample?Sample can be defined as the data or information that are randomly collected from a group of population so as to reach or drawn a conclusion.
Based on the scenario the sample will be the 200 students who took the class last semester as the 200 students were randomly selected from a larger population so as to reach a conclusion.
Therefore we can conclude that the sample is the 200 students interviewed.
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Look at where the diver started and where she is heading. She started at –5 and descended to –75. That means she dropped 70 feet more.
These two points on the number line describe that she descended by 70 units.
What is a number line?A number line is defined as the number marked on the line calibrated into an equal number of units. For example -1, 0, 1, and so on.
Here,
She started at –5 and descended to –75.
On the number line, the difference between -75 and -5 is given as
= -5 - (-75)
= 70
Thus, these two points on the number line describe that she descended by 70 units.
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Nancy makes green bracelets, g, and red bracelets, r. She sells each green bracelet for $5 and each red bracelet for $3. Which expression represents the total amount of money Nancy makes selling bracelets?
Answer:
........
Step-by-step explanation:
Assume that the linear function f(x) contains the points f(1) = 5 and f(9) = 37. What is the value of f(f(6))?
Answer:
101
Step-by-step explanation:
f(1) = 5 = 4*1 +1
f(9) = 37 = 4*9+1
f(6) = 4*6+1 = 25
f(f(6)) = f(25) = 4*25+1 =101
Answer:
101
Step-by-step explanation:
Given the values of a linear function f(1) = 5 and f(9) = 37, you want the value of f(f(6)).
Linear functionThe given ordered pairs are (1, 5) and (9, 37). Using these, we can find the slope of the function to be ...
m = (y2 -y1)/(x2 -x1)
m = (37 -5)/(9 -1) = 32/8 = 4
The y-intercept is ...
b = y -mx
b = 5 -4(1) = 1
So the function in slope-intercept form is ...
y = mx +b
f(x) = 4x +1
ApplicationThe value of f(6) is ...
f(6) = 4·6 +1 = 25
The value of f(f(6)) is ...
f(f(6)) = f(25) = 4·25 +1 = 101
The value of f(f(6)) is 101.
Find the area of the region enclosed by the inner loop of the curve.r = 6 + 12 sin θ
The area of the region enclosed by the inner loop of the curve can be calculated by integrating the function r = 6 + 12 sin θ over the interval of θ.
The area of the inner loop is given by Area = 1/2 ∫r^2 dθ = 1/2 ∫(6 + 12 sin θ)^2 dθ
We can solve this integral by breaking it into two parts: Area = 1/2 (∫(6 + 12 sin θ)^2 dθ) = 1/2(∫36 + 72sin θ + 144sin^2 θ dθ)
The first integral is simple and equals to 36*θ and the second one is equal to 48θ - 48cos(2θ)
The limits of integration are [0, 2π]
So the area of the inner loop is 1/2(36*2π + 48(2π) - 48(2)) = 72π
So the area of the region enclosed by the inner loop of the curve is 72π square units.
Evaluate the function.
g(x)=-3x² - x; Find g(5)
Answer:
[tex]g(5)=-75[/tex]
Step-by-step explanation:
[tex]g(x)=-3x^{2} \\g(5)=-3(5)^{2} \\g(5)=-75[/tex]
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This frequency distribution represents the commission earned (in dollars) by salespeople employed at several branches of a large chain store. Find the mean and modal class for the data
For the given data the mean is 180.28 and the modal class is 177 - 185.
First finding mean:
For the class of 150 - 158, the class boundaries are 149.5 - 158.5.
Middle value = (150 + 158)/2 = 154
Frequency = 5
mean= 154 × 5 = 770
For the class 159 - 167, the class boundaries are 158.5 - 167.5
Middle value = (159 + 167)/2 = 163
Frequency = 16
middle value. frequency = 163 × 16 = 2608
For the class 168 - 176, the class boundaries are 167.5 - 176.5
Middle value = (168 + 176)/2 = 172
Frequency = 20
middle value. frequency = 172 × 20 = 3440
For the class 177 - 185, the class boundaries are 176.5 - 185.
Middle value = (177 + 185)/2 = 181
Frequency = 21
middle value. frequency = 181 × 21 = 3801
For the class 186 - 194, the class boundaries are 185.5 - 194.5
Middle value (x_m) = (186 + 194)/2 = 190
Frequency = 20
middle value. frequency = 190 × 20 = 3800
For the class 195 - 203, the class boundaries are 194.5 - 203.5
Middle value = (195 + 203)/2 =199
Frequency = 15
middle value. frequency = 199 × 15 = 2985
For the class 204 - 212, the class boundaries are 203.5 - 212.5
Middle value = (204 + 212)/2=208
Frequency = 3
middle value. frequency = 208 × 3 = 624
Now in order to determine the mean of this group data all values calculated separately through the product of middle value and frequency will be added together and divided by the total frequency count (i.e 100).
That is
Mean = ( 770 + 2608 + 3440 + 3801 + 3800 + 2985 + 624 ) = 18028 / 100
Mean = 180.28
Now determine the model class:
Model class refers to the with the highest occurring frequency. So this is the class "177 - 183" having the frequency 21.
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4. explain why there are two high tides and two low tides each day. strictly speaking, should the period during which there are two high tides be 24 hours? if not, what should the interval be?
The interval should be 12 hours and 25 minutes for the two high tides and two low tides.
What is interval ?
An interval refers to the amount of time it takes for a tide to go from high to low or low to high
The reason for two high tides and two low tides each day is due to the gravitational pull of the moon and the sun on Earth's oceans. These gravitational forces cause the water in the oceans to bulge, creating high tides. The gravitational pull of the moon is stronger than that of the sun, so the moon has a greater impact on tides.
The time it takes for the tide to go from high to low and back to high is called the tidal period, which is about 12 hours and 25 minutes. This is not exactly 24 hours because the Earth is also rotating on its axis, so the position of the Moon and the Sun relative to a specific location on the Earth's surface is constantly changing.
So, the interval should be 12 hours and 25 minutes for the two high tides and two low tides.
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Please Help Soon
Simplify each of 10−8 and 8−10 to determine if the commutative property applies to subtraction. State your findings
Answer:
The communicative property does not apply to subtraction.
10 - 8 = 2
8 - 10 = -2
We do not get the same answer. 2 and -2 are not the same number.
Step-by-step explanation:
What does esperanza realize when she tries to save sally from making a bad decision or being exploited by the boys in "the monkey garden"?
Esperanza is aware of Sally's desire to avoid having to return back to school so you would not need to fret about her father, rumors, or feeling out of place.
Are monkeys suitable as pets?Monkeys are often undesirable pets. Yes, for a while, some may be extremely sweet. However, the truth is that monkeys cannot live in a human home because they are too dangerous and require too much care. These concerns pertain to apes and are just as significant (chimpanzees, orangutans, and gibbons).
Are we all apes?People and monkeys are both considered primates. But neither monkeys or indeed any other current ape species are linked to people. Yes, chimpanzees and humans both descend from apes.
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You have $11.50 and you need to make copies of a flyer at a store that charges $0.15
per copy. Find the inequality that represents the number of copies you can make. Use
x as the variable.
What is the maximum number of copies you can afford to make?
Answer:
76
This is because, when you exceed 76 copies, the cost will be greater than 11.50 and you will not be able to afford it.
Step-by-step explanation:
To solve this inequality, you can divide both sides by 0.15: x <= 76.67
what is the reciprocal of 4 4/7
Answer:
7/32
Step-by-step explanation:
First we need to make the mixed fraction an improper fraction
4*7=28
28+4=32
So, the improper fraction will be 32/7
a reciprocal is the opposite of a fraction
this means we will flip this fraction over, moving the 7 to the numerator and 32 to the denominator
7/32
Which choice has the smallest absolute value?
-10
-5
0
9
Write the equation for the product of 12 and 8
Answer:
the equation for the product of 12 x 8 = 96
Help me please I need help
Step-by-step explanation:
remember, to transform an equation we need to apply any operation to both sides of the equation. otherwise the equality relation is destroyed.
we want to get the equating to look like " x = ..."
so, the "+ 39" is in the way.
we need to subtract 39, but as mentioned, we need to do this on both sides.
x + 39 = 74
x + 39 - 39 = 74 - 39
x = 35 in
the fig tree is therefore 35 in. that is 39 in shorter than 74 in (the orange tree).
Which table shows a linear function?
O
X
-5
-3
-1
1
2
X
-4
-3
-2
1
2
X
-5
-3
-1
0
2
y
-4
-3
-2
265 35.
-1
-3
-5
-2
0
9236
5
gasoline costs $3.58 per gallon. if karl paid $30.43 for gasoline, how many gallons did he buy? responses
If the Gasoline costs $3.58 per gallon and Karl paid $30.43 , the number of gallons Karl purchased is 8.5 gallons .
The Per unit cost of Gasoline is = $3.58 ;
the amount paid by Karl for gasoline is = $30.43 ;
we have to calculate the number of gallons of gasoline purchased by Karl,
the number of gallons can be calculated by the formula :
Number Of Gallons purchased = [tex]\frac{Total \; Amount }{Cost \; per \; Gallon}[/tex] ;
Substituting the values of amount and cost per gallon in the formula ,
we get ;
Number of gallons = [tex]\frac{30.43}{3.58}[/tex] ;
we get ; ⇒ 8.5 .
Therefore , Karl purchased 8.5 gallons of gasoline .
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the babylonians introduced such mathematical ideas as multiplication, division, and the concept of zero. true false
We can say that in geometry, Babylonian mathematicians were able to calculate the area of a trapezoid, suggesting that they were aware of the Pythagorean Theorem.
what is Pythagorean theorem?The Pythagorean Theorem, sometimes known as the Pythagorean Theorem, is the basic Euclidean geometry relationship between a right triangle's three sides. According to this rule, the area of a square with the hypotenuse side equals the sum of the areas of squares with the other two sides. The Pythagorean Theorem, often known as the generic algebraic notation a2 + b2 = c2, states that the square that crosses the hypotenuse of a right triangle opposite the right angle equals the sum of the squares that span the sides of a right triangle.
Other complex mathematical strategies were known to the Babylonians. For example, in geometry, Babylonian mathematicians were able to calculate the area of a trapezoid, suggesting that they were aware of the Pythagorean Theorem long before Pythagoras.
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suppose that motorola uses the normal distribution to determine the probability of defects and the number of defects in a particular production process. assume that the production process manufactures items with a mean weight of 10 ounces. calculate the probability of a defect and the suspected number of defects for a 1,000-unit production run in the following situations. (a) the process standard deviation is 0.18, and the process control is set at plus or minus one standard deviation. units with weights less than 9.82 or greater than 10.18 ounces will be classified as defects. if required, round your answer for the probability of a defect to four decimal places and for the number of defects to the nearest whole number. probability of a defect: number of defects: (b) through process design improvements, the process standard deviation can be reduced to 0.06. assume that the process control remains the same, with weights less than 9.82 or greater than 10.18 ounces being classified as defects. if required, round your answer for the probability of a defect to four decimal places and for the number of defects to the nearest whole number. probability of a defect: number of defects: (c) what is the advantage of reducing process variation, thereby causing process control limits to be at a greater number of standard deviations from the mean? reducing the process standard deviation causes a - select your answer - in the number of defects.
P( X < 9.85 or X > 10.15 ) ≈ 0.3171 up to four decimal places.
P( X < 9.85 or X > 10.15 ) ≈ 0.0027 up to four decimal places.
ProbabilityThe simple definition of probability is the likelihood that something will occur. We can discuss the probabilities of different outcomes, or how likely they are if we are unclear about how an event will turn out. Statistics refers to the study of occurrences subject to probability.
According to the question
a) Assuming that X is the random variable that takes the place of the number of defectives and has a normal distribution with a mean of 10 ounces and a standard deviation (σ) of 0.15.
The random variable's values deviate from the mean by 1, causing them to either exceed or fall short of (10 + 0.15) and (10-0.15)
= 10.15 or 9.85.
The following formula may be used to determine the likelihood that there will be either more or lesser defects than the range of 10.15 to 9.85:
P( X < 9.85 or X > 10.15 ) = 1 - P[tex](\frac{9.85-10}{0.15} < \frac{X - 10}{0.15} < \frac{10.15-10}{0.15} )[/tex]
P( X < 9.85 or X > 10.15 ) = 1 - φ(1) - φ(-1)
Now we calculate the value of z for z = 1 and z = -1; we have: 0.841345 and 0.158655 respectively
P( X < 9.85 or X > 10.15 ) = 1 - (0.841345 - 0.158655)
P( X < 9.85 or X > 10.15 ) = 0.31713
P( X < 9.85 or X > 10.15 ) ≈ 0.3171 up to four decimal places.
b) It is possible to lower the process standard deviation to 0.05 by making modifications to the process design.
The following formula may be used to determine the likelihood that the number of defectives is either larger than 10.15 or lesser than 9.85:
P( X < 9.85 or X > 10.15 ) = 1 - P[tex](\frac{9.85-10}{0.15} < \frac{X - 10}{0.15} < \frac{10.15-10}{0.15} )[/tex]
P( X < 9.85 or X > 10.15 ) = 1 - φ(3) - φ(-3)
Now we calculate the value of z for z = 3 and z = -3; we have: 0.99865 and 0.00135 respectively
P( X < 9.85 or X > 10.15 ) = 1 - (0.99865 - 0.00135)
P( X < 9.85 or X > 10.15 ) = 0.00271
P( X < 9.85 or X > 10.15 ) ≈ 0.0027 up to four decimal places.
(c) What is the benefit of increasing the number of standard deviations from the mean for process control limits by minimizing process variation?
As we can see from the reduction from a to b above, the key benefit of minimizing process variance is that it will decrease the likelihood of receiving a defective item.
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Solve the puzzle from the clues one of is 3 when you pair me with 36 our LCM is 36 I am greater the 6 but less than 12 what is the mystery number
HELPPP PLSSS
Answer:
Step-by-step explanation:
The mystery number is 9. The least common multiple of 3 and 36 is 36. When you pair 9 with 36, their least common multiple is still 36. 9 is greater than 6, but less than 12. Therefore, the mystery number is 9.
A triangle has two sides of length 14 and 6. What is the smallest possible whole-number length for the third side?
The smallest possible whole-number length for the third side is 12
How to determine the valueFollowing the Pythagorean theorem which states that the hypotenuse square is equal to the sum of the squares of the other two sides in a triangle.
This is represented as;
a² = b² + c²
Given that;
a is the hypotenuse sideb is the opposite sidec is the adjacent side of the triangleFrom the information given, we have that;
14² = 6² + c²
Find the square values
196 = 36 + c²
collect like terms
c² = 196 - 36
subtract the values
c² = 160
Find the square root of both sides
c = √160
c = 12. 65
Thus, the value is 12
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