408 people are chosen from a large population that is half women. the claim is that the people were randomly chosen, but we suspect that they might not be randomly choosing the people and instead be biased against women. how likely is it that the sample has only 184 women or fewer, if the people were really randomly chosen? first, how many women would you expect the sample to have if it was randomly drawn from a population that is half women?

Answer:

The answers are 34 on the in side and 57 on the out side

Step-by-step explanation:

This is because if you subtract 4 from 9, you will get 5. when you subtract 4 from 19, you will get 15.

I hope this helps

Answer:

In: 33 Out: 29

In: 62 Out: 58

Step-by-step explanation:

Lets find the rate of change first;

\(\frac{y^{2}-y^{1} }{x^{2}-x^{1} }=\frac{15-5}{19-9}=\frac{10}{10}=1\)

Answer:

The graph increases as it approaches -∞.

The graph decreases as it approaches ∞.

Step-by-step explanation:

f(x) = -x - 2x³ + 3x + 9

f(x) = -2x³ + 3x - x+ 9

f(x) = -2x³ + 2x+ 9

Look at the highest exponent(which is 3).

SInce the highest exponent is odd, that means that the graph approaches infinity in a different direction as per negative infinity. Since the highest exponent has a negative sign:

The graph is going UP as x-values get SMALLER ( To  -∞)

The graph is going DOWN as x-values get LARGER ( To  ∞)

Hence:

The graph increases as it approaches -∞.

The graph decreases as it approaches ∞.

Answer:

Since the degree is odd, the ends of the function will point in the opposite directions.

Odd

If Caroline has 6.8 L of lemonade to serve 20 people. Caroline can pour 340 milliliters of lemonade into each glass.

To find out how many milliliters of lemonade Caroline can pour into each glass, we need to convert the volume of lemonade from liters to milliliters and then divide it equally among the 20 guests.

1 liter is equal to 1000 milliliters. So, Caroline has 6.8 L * 1000 mL/L = 6800 mL of lemonade.

To divide it equally among 20 guests, we divide the total volume of lemonade by the number of guests:

6800 mL / 20 = 340 mL.

Therefore, Caroline can pour 340 milliliters of lemonade into each glass.

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Answer:

\( \frac{x}{4} + \frac{1}{2} = \frac{1}{8} \)

\( \frac{x}{4} = - \frac{3}{8} \)

\(x = - \frac{3}{2} = - 1 \frac{1}{2} \)

The solution to the equation x/4 + 1/2 = 1/8 is x = -3/2.

Consider the equation, we have only one x term, so taking all the terms without x to the other side and terms with x on one side.

x/4 + 1/2 = 1/8

Take the 1/2 term on the other side,

x/4=1/8 - 1/2

Taking the LCM on the Right side,

x/4 = (1-4) / 8

x/4 = -3/8

Now, we have x/4 so what we can do is, shift the 4 to the other side too, we get,

x = ( -3/8) * 4

x = -3/2

The solution to the equation x/4 + 1/2 = 1/8 is x = -3/2.

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There are 5 full square and 6 triangles that are half squares.

      5 + (6)(1/2) = 5 + 3 = 8

You could also break this into smaller shapes (like a big triangle on the top and a smaller triangle and rectangle on the bottom and use area formulas to calculate the area.  But counting works well in this example.

Answer: 8

Step-by-step explanation:

First you split up this shape into two different shapes, a triangle and trapezoid

Put a line through the coordinates (-2,2) to  (-1,2); the top is a triangle and the other is a trapezoid

Area of the trapezoid is A = .5x (base1 + base2) x height

base1 of the trapezoid goes from -4 to -1 which is 3

base2 goes from -2 to -1 which is 1

height is 0 to 2 whcich is 2

A = .5 x (3+1) x 2 = 4

Now area of a triangle is A = .5 x base x height

the base goes from -2 to 2 which is 4

the height goes from 2 to 4 which is 2

A = .5 x (4) x (2) = 4

Area of the Trapezoid + Area of the Triangle = Total Area

4 + 4 = 8

we can express the x coordinate as tsin(t) and the z coordinate as tcos(t). This gives us the vector parametrization of the curve: x = tsin(t), z = tcos(t).

we can express the x coordinate as tsin(t) and the z coordinate as tcos(t). This gives us the vector parametrization of the curve: x = tsin(t), z = tcos(t).

The xz-plane is the plane formed by the x-axis and the z-axis. To find a vector parametrization of a curve in this plane, we need to express the x and z coordinates of the curve as functions of a parameter t. In this case, we can express the x coordinate as tsin(t) and the z coordinate as tcos(t). This gives us the vector parametrization of the curve: x = tsin(t), z = tcos(t).

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The scale of the map described in the question is; 1:60000

The scale of a map is defined as the ratio of a distance on the map to the same distance on the real thing.Now, If the map scale is 1 : 50000, then 1 foot on the map shows things that are actually spread over 50000 feet in the real city or field.

Now, we are told that the real distance in life is 1.8km and this can be converted to centimeters to get, 180000 cm.

If the distance between them on the map is 3cm, then we can say that the scale of the map from the definition above is;

3: 180000

= 1:60000

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Answer:

30%

Step-by-step explanation:

Answer:

0 is the answer

Step-by-step explanation:

Answer:

0

Step-by-step explanation:

5+-3= -2

-2-2=0

A race car driver is 3.79 km away from where she started.

Assume that a race car driver turns southwest, at an angle of  45 degrees.

Also she turns East making another 45 degree angle.

So, we get a right triangle.

Let ABC be right triangle with A = 90°, B = 45° and C = 45°

For right triangle ABC, a = 2.75km, b = y km and c = x km (the distance she has traveled east before crossing her northern path)

Consider the sine of angle B

sin(B) = Opposite side of angle B / Hypotenuse

sin(45) = x / 2.75

x = 1.94

sin(C) = Opposite side of angle C / Hypotenuse

sin(45) = y/2.75

y = 1.94

So, the distance to north before paths crossed would be,

N = 4.69 - y

N = 3.31

And the distance after she passed her northern path.

E = 3.89 - x

E = 1.85

Let m be the distance from Starting Point to End Point.

Using Pythagoras theorem,

m² = N² + E²

m² = (3.31)² + (1.85)²

m = 3.79 km

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Answer:

Well then good luck with that woophi- I'm kidding, this is what I got! XD

Step-by-step explanation:

6 and 3/4

Hope this helped! :D

B

Step-by-step explanation:

Answer:

The time needed for Spongebob to swim that distance = 192.77 seconds

Step-by-step explanation:

From the laws of motion, we have that the time it takes a person (in this case, Spongebob) to move from one location to another, or through a distance, equals the distance covered divided by the speed.

i.e time = distance / speed

Velocity of Spongebob's swim = 8.3 m/s

Distance swam = 1600 metres

Time taken = 1600/8.3 = 192.77 seconds

Answer:

192.7 (192.77 to be exact)

Step-by-step explanation:

1600 divided by 8.3 would equal 192.77 (simplified down to 192.7)

Answer:

Step-by-step explanation:

Given question is incomplete; here is the complete question,

Here is an equation that represents a function: 72x + 12y = 60.

Select all the different equations that describe the same function.

A). 120y + 720x = 600

B). y = 5 - 6x

C). 2y + 12x = 10

D). y = 5 + 6x

E). \(x=\frac{5}{6}-\frac{1}{6}y\)

F). 7x + 2y = 6

G). \(x=\frac{5}{6}+\frac{y}{6}\)

Option A.

720x + 120y = 600

\(\frac{1}{10}(720x+120y)=\frac{1}{10}(600)\)

72x + 12y = 60

True.

Option B.

y = 5 - 6x

6x + y = 5

12(6x + y) = 12(5)

72x + 12y = 60

True

Option C.

2y = 12x + 10

-12x + 2y = 10

-6(-12x + 2y) = -6(10)

72x - 12y = -60

False

Option D.

y = 5 + 6x

-6x + y = 5

-12(-6x + y) = -12(5)

72x - 12y = -60

False.

Option E.

\(x=\frac{5}{6}-\frac{1}{6}y\)

\(72x=72(\frac{5}{6}-\frac{1}{6}y)\)

72x = 60 - 12y

72x + 12y = 60

True.

Option F.

7x + 2y = 6

6(7x + 2y) = 6(6)

42x + 12y = 36

False

Option G

\(x=\frac{5}{6}+\frac{1}{6}y\)

\(72x=72(\frac{5}{6}+\frac{1}{6}y)\)

72x = 60 + 12y

72x - 12y = 60

False

Options A, B and E are the correct options.

There are four levels of measurements in statistics, namely nominal, ordinal, interval, ratio. These levels are important when it comes to analyzing data, since it helps us determine the technique that we can use to support or refute our study.

In the nominal level, we can categorize data but they cannot be ranked. An example would be hair color. In an ordinal data, the data can be both categorize and ranked, but doing mathematical calculation may not make sense. Also, the intervals between rankings doesn't necessarily dictate how close or far apart the data are.

A good example is level of education. In an interval level, the data can be categorized, ranked, and measured but they do not have a true zero. An example could be a range of values that does not include zero. Lastly, in the Ratio level the data can be categorized, rank, and measured, and it has a true zero.

So ratio level is most appropriate for ages of children. Note that ages can be categorized, rank, and measured .Moreover, an age equal to zero means that there is no age or the absence of age.  

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A graph of the system of equations is shown on the coordinate plane below.

The solution to the system of equations shown above is (-3, 5).

In order to graphically determine the solution for this system of linear equations on a coordinate plane, we would make use of an online graphing calculator to plot the given system of linear equations while taking note of the point of intersection;

y = -x + 2            ......equation 1.

x - 3y = -18       ......equation 2.

Based on the graph shown (see attachment), we can logically deduce that the solution for this system of linear equations is the point of intersection of each lines on the graph that represents them, which is represented by this ordered pair (-3, 5) in quadrant II.

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Answer:

x = 2, y = 1

Step-by-step explanation:

x + 3y = 5

3y = -x + 5

y = -1/3x + 5/3

-x + 6y = 4

-x + 6(-1/3x + 5/3) = 4

-x - 2x + 10 = 4

-3x = -6

x = 2

x + 3y = 5

2 + 3y = 5

3y = 3

y = 1

To express the radius of a circle, denoted by r, in terms of the length of the chord (l) and the distance of the chord from the center of the circle (h), we can use the following approach:

In a circle, the perpendicular distance from the center to a chord bisects the chord. This means that the distance from the center to the midpoint of the chord is equal to h/2. Now, consider the right triangle formed by the radius (r), the distance from the center to the midpoint of the chord (h/2), and half of the chord length (l/2). According to the Pythagorean theorem, the square of the radius is equal to the sum of the squares of the other two sides of the triangle.

Using this information, we can write the equation:

r^2 = (h/2)^2 + (l/2)^2

Simplifying the equation:

r^2 = h^2/4 + l^2/4

Taking the square root of both sides to solve for r:

r = √(h^2/4 + l^2/4)

Therefore, the expression for the radius (r) in terms of the length of the chord (l) and the distance of the chord from the center (h) is r = √(h^2/4 + l^2/4).

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Answer:

X=-2/5,7

Step-by-step explanation:

5x² – 33x - 14 = 0​

5x^2-(35-2)x-14=0

5x^2-35x+2x-14=0

5x(x-7)+2(x-7)=0

(5x+2)(x-7)=0

X=-2/5,7

so the value of X is -2/5,7

Answer:

B.(4,10)

Step-by-step explanation:

Its where the 2 lines cross at

Step-by-step explanation:

You hiked 5400 - 3800 = 1600 feet in 4 hours so the mean change is 1600 / 4 = 400 ft/hour.

To determine if the grading function is a one-to-one correspondence, we need to check if each input percentage corresponds to a unique output grade and if each output grade corresponds to a unique input percentage.

Let's analyze the given grading function:

Percentage Range    Grade

[93, 100]          A

[90, 93)           A-

[87, 90)           B+

[83, 87)           B

[80, 83)           B-

[77, 80)           C+

[73, 77)           C

[70, 73)           C-

[67, 70)           D+

[63, 67)           D

[0, 63)            F

From the definition, we can see that there are overlapping ranges for different grades.

For example, the range [90, 93) corresponds to the grade A- as well as the range [87, 90) corresponds to the grade B+. This indicates that the grading function is not a one-to-one correspondence because multiple input percentages can yield the same output grade.

Therefore, the grading function described above is not a one-to-one correspondence.

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Answer:

Step-by-step explanation:

7^4

Answer:

They intersect at one point

Step-by-step explanation:

I took the test and got 100%

Answer:

They have to intersect at one point

Step-by-step explanation:

The magnitude of the magnetic dipole moment of the coil is approximately 0.079 A·m². The magnitude of the torque acting on the coil is approximately 0.068 N·m.

(a) To find the magnitude of the magnetic dipole moment (M) of the coil, we can use the formula M = NIA, where N is the number of turns, I is the current flowing through the coil, and A is the area of the coil. For the circular coil, the area is given by A = πr², where r is the radius. Substituting the values N = 21, I = 11.8 mA = 0.0118 A, and r = 4.8 cm = 0.048 m, we can calculate the magnetic dipole moment as M = NIA = 21 * 0.0118 * π * (0.048)² ≈ 0.079 A·m².

(b) The torque acting on the coil can be calculated using the formula τ = M x B, where M is the magnetic dipole moment and B is the magnetic field strength. The magnitude of the torque is given by |τ| = M * B, where |τ| is the absolute value of the torque. Substituting the values M ≈ 0.079 A·m² and B = 0.350 T, we can calculate the magnitude of the torque as |τ| = M * B ≈ 0.079 A·m² * 0.350 T ≈ 0.068 N·m.

Therefore, the magnitude of the magnetic dipole moment of the coil is approximately 0.079 A·m², and the magnitude of the torque acting on the coil is approximately 0.068 N·m.

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Answer:

5.64 × 10^5

Step-by-step explanation:

Answer:

$18.75

Step-by-step explanation:

→ Divide 7.50 by 2

3.75

→ Multiply answer by 5

3.75 × 5 = $18.75