Angles u & v are complementary. angle u has a measure of 3x + 4. angle v has a measure of 56. what is the value of x?

The probability level used by researchers to indicate the cutoff probability level (highest value) that will allow them to reject the null hypothesis is called the alpha level.

Alpha level refers to a threshold value which is used to determine if a test statistic is statistically significant.  In a statistical test, it demonstrates an acceptable probability of a Type I error. As alpha corresponds to a probability, it lies in the range of 0 to 1. The alpha level denoted as alpha or α refers to the probability of rejecting the null hypothesis when it is true. For example, a alpha level of 0.05 demonstrate a 5% risk of concluding that a difference exists when there is no actual difference.

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Answer:

x > -2

Step-by-step explanation:

-3x+2<8

Subtract 2 from each side

-3x+2-2<8-2

-3x<6

Divide each side by -3, remembering to flip the inequality

-3x/-3 > 6/-3

x > -2

Hey there!☺

\(Answer:\boxed{x>-2}\)

\(Explanation:\)

\(-3x+2<8\)

Let's subtract 2 from both sides of the inequality.

\(-3x+2-2<8-2\\-3x<6\)

Now divide both sides by -3.

\(\frac{-3x}{-3}<\frac{6}{-3}\)

Simplify 6/-3. Also remember that dividing a positive with a negative will give us a negative.

\(6/-3=-2\)

\(x>-2\)

Hope this helps!

The abscissa on the curve x^2 = 2y which is nearest to the point (4,1) is x = √(3/8).

Given the equation x^2 = 2y.

The coordinates of the point are (4,1).We have to find the abscissa on the curve that is nearest to this point.So, let's solve this question:

To find the abscissa on the curve x2 = 2y which is nearest to the point (4,1), we need to apply the distance formula.In terms of x, the formula for the distance between a point on the curve and (4,1) can be written as:√[(x - 4)^2 + (y - 1)^2]But since x^2 = 2y, we can substitute 2x^2 for y:√[(x - 4)^2 + (2x^2 - 1)^2].

Now we need to find the value of x that will minimize this expression.

We can do this by finding the critical point of the function: f(x) = √[(x - 4)^2 + (2x^2 - 1)^2]To do this, we take the derivative of f(x) and set it equal to zero: f '(x) = (x - 4) / √[(x - 4)^2 + (2x^2 - 1)^2] + 4x(2x^2 - 1) / √[(x - 4)^2 + (2x^2 - 1)^2] = 0.

Now we can solve for x by simplifying this equation: (x - 4) + 4x(2x^2 - 1) = 0x - 4 + 8x^3 - 4x = 0x (8x^2 - 3) = 4x = √(3/8)The abscissa on the curve x^2 = 2y that is nearest to the point (4,1) is x = √(3/8).T

he main answer is that the abscissa on the curve x^2 = 2y which is nearest to the point (4,1) is x = √(3/8).

The abscissa on the curve x^2 = 2y which is nearest to the point (4,1) is x = √(3/8).

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Based on the provided test result, F(2, 54) = 7.35, p = .004, partial η² = .28, the appropriate conclusion would be to reject the null hypothesis and conclude that there is a significant effect.

Additionally, the effect size is considered large. The p-value of .004 is less than the typical alpha level of .05, indicating that the observed result is unlikely to have occurred by chance alone. Therefore, we reject the null hypothesis.

Furthermore, the partial η² value of .28 indicates that approximately 28% of the variability in the dependent variable can be explained by the independent variable(s). This effect size is considered large, as it exceeds the conventional guidelines for small, medium, and large effect sizes.

Therefore, the appropriate conclusion would be to reject the null hypothesis and conclude that there is a significant effect, with a large effect size.

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Answer:

$1050

Step-by-step explanation:

$1000 + $50 = $1050

The independent variable of interest in an ANOVA procedure is called a factor. Hence (d).

The independent variable of interest in an ANOVA procedure is referred to as the factor. The factor represents the different categories or levels being compared to assess their impact on a dependent variable. It is the variable that is manipulated or controlled by the researcher to determine its effect on the outcome. In the context of ANOVA, the factor is typically a categorical variable that divides the data into distinct groups or treatments. These groups are compared to evaluate if there are statistically significant differences in the means of the dependent variable across the different levels of the factor. Therefore, the correct answer is factor(d).

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The actual weight of the mobile in grams is 194 grams.

In algebra, an equation can be defined as a mathematical statement consisting of an equal symbol between two algebraic expressions that have the same value.

As broken scale shows a false weight that is always higher than the actual weight by the same number of grams.

When a mobile phone is put on the scale, the real weight will be  'x'

but it shows,

x+a= 202

When an headphone is put on the scale, the real weight will be  'y'

but it shows,

y+a=221

When the mobile phone and the headphone are put on the scale together, the weight is

x+y+a= 415

So,

x+221=415   [Since y+a= 221 grams]

x= 194 grams

The actual weight of the mobile phone in grams is 194 grams.

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The algebraic expression for 10 more than a number is x + 10 or 10 + x.

The x in the expression is called a variable, which can be represented by any letter in the alphabet.

An algebraic expression is a mathematical expression that consists of numbers, variables and operators, and its value can change.

Some basic mathematical operators are +, -, x and /.

The given phrase states that a result can be obtained by adding 10 more to the variable.

The variable x can be replaced by any number.

If x equals 2, then the expression x + 10 has a value of 12.

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The value of x on the straight line is 43 degrees

From the question, we have the following parameters that can be used in our computation:

The straight line

The sum of angles on a straight line is 180 degrees

Using the above as a guide, we have the following equation

3x + 51 = 180

Evaluate

3x = 129

Divide by 3

x = 43

Hence, the value of x is 43 degrees

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The limit of 1/f(x) as x approaches c exists and is equal to L.

To show that the limit of 1/f(x) exists as x approaches c, we can use the definition of the limit. We need to prove that for any ε > 0, there exists a δ > 0 such that if 0 < |x - c| < δ, then |1/f(x) - L| < ε, where L is the limit of f(x) as x approaches c.

Since f(x) ≠ 0 for 0 ≤ |x - c| < α, we can assume without loss of generality that f(x) > 0 for 0 ≤ |x - c| < α (otherwise, consider -f(x) instead). This implies that 1/f(x) is well-defined for 0 ≤ |x - c| < α.

Let's consider the limit of f(x) as x approaches c: lim x→c f(x) = L. By the definition of a limit, for any ε' > 0, there exists a δ' > 0 such that if 0 < |x - c| < δ', then |f(x) - L| < ε'.

Now, let's choose ε> 0. We want to find a δ> 0 similar that if 0<| x- c|< δ, also| 1/ f( x)- L|< ε. Since f( x) ≠ 0 for 0 ≤| x- c|< α, we can choose α as the upper bound for δ( i.e., δ ≤ α).

Consider the inequality| 1/ f( x)- L| = | 1/ f( x)- L| *| f( x)/ f( x)| = | f( x)- L|/| f( x)|. Since f( x)> 0 for 0 ≤| x- c|< α, we have

| 1/ f( x)- L| = | f( x)- L|/| f( x)|< ε'/ f( x).

Now, let's choose δ = min( α, δ'). For 0<| x- c|< δ, we've| x- c|< δ ≤ δ', which implies| f( x)- L|< ε'. also, since f( x)> 0 for 0 ≤| x- c|< α, we can conclude that 1/ f( x) is well- defined.

thus, for 0<| x- c|< δ, we have

| 1/ f( x)- L|< ε'/ f( x) ≤ ε'/a.

Since ε'/ a> 0, we can set ε = ε'/ a to gain| 1/ f( x)- L|< ε.

therefore, we've shown that for any ε> 0, there exists a δ> 0 similar that if 0<| x- c|< δ, also| 1/ f( x)- L|< ε. This satisfies the description of the limit, and thus, the limit of 1/ f( x) as x approaches c exists and is equal to L.

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Answer:

38.1%

Step-by-step explanation:

Increase = 29 - 21 = 8

Increase % = increase/original x 100

                  =  8/21 x 100

                  = 0.381 x 100

                  = 38.1%

Answer:This is basic multiplying

Step-by-step explanation: so at the second column starting from up to down you can tell that 5 multipyed 24 is 120! so going up is multiplying and gown down is dividing

Answer:

i love uuuuuuuuuuuuuuuuuuuuuuuu

Step-by-step explanation:

Answer:

Step-by-step explanation:

x-y=7

-3x+9y=-39

Divide the second equation by 3

-x +3y = -13

Add this to the first equation

x-y=7

-x +3y = -13

----------------------

0x +2y = -6

Divide by 2

2y/2 = -6/2

y = -3

Now find x

x-y = 7

x -(-3) = 7

x+3 = 7

Subtract 3 from each side

x = 4

(4,-3)

Or by substitution

x-y=7  

solve for x

x = 7+y

-3x+9y=-39

Substitute y+7 in for x

-3(7+y) +9y = -39

Distribute

-21 -3y +9y = -39

Combine like terms

-21 +6y = -39

Add 21 to each side

6y = -18

Answer:

The system has no real  solutions.

Step-by-step explanation:

Step-by-step explanation:

\begin{gathered}6x - 2y = 6 \\ 6x = 6 + 2y \\ x = \frac{6 + 2y}{6} \end{gathered}

6x−2y=6

6x=6+2y

x=

6

6+2y

Answer:

29/4 or 7 1/4 cups of sugar and cinnamon

Step-by-step explanation:

Answer:

5/9

Step-by-step explanation:

All you have to do is simplify the ratio or multiply it by something.  

Hope this helps!

Carolyn made an error in her work because she did not correctly distribute the negative in Step 3.

A system of equations is the given term math for two or more equations with the same variables. The solution of these equations represents the point of the intersection.

You can solve a system of equations by the adding or substitution methods. In the addition method, you eliminate a variable, on the other hand, in the substitution method you replace a variable for the other.

The question gives:3x-2y=7 (1)y=x+2The question shows that Carolyn applies the substitution method because she replaces the variable y (equation 2) in equation 1. See the given step 2.

3x – 2y = 7

3x – 2(x + 2) = 7

3x – 2x - 4 = 7 - here it is the mistake. (Carolyn did not correctly distribute the negative).

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Answer:

The radius is 10

Step-by-step explanation:

Answer:

Radius: 10ft

Step-by-step explanation:

The radius is half of the diameter.

Answer:

12 (D)

Step-by-step explanation:

The first one is 2:1.2 so i did x10 on it to get 20:12.

The missing value in the table is 12 miles.

Option D is the correct answer.

It is the conversion of one unit to another unit with its standard conversion.

Example:

1 hour = 60 minutes

1 km = 1000 m

1 minute = 60 seconds

We have,

Kilometer    Miles

2                     1.2

7                     4.2

20                  12

30                  18

We see that,

2 km = 1.2 miles

Multiply 7/2 on both sides.

7  km = 7/2 x 1.2 miles

7 km = 4.2 miles

Multiply 20/ 7 on both sides.

20 km = 12 miles

Thus,

20 km is 12 miles.

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Given: A store has a 30% off sale on shirts. With this discount, the price of one shirt is $15.40We are supposed to calculate the original price of the shirt. We can do this by using the formula of percentage change. So, let's find out the solution by using the formula of percentage change. Let x be the original price of the shirt.

Now, according to the formula of percentage change; New value = Old Value - (Percentage decrease x Old Value)/100Where;Old value = Original price of the shirt New Value = The Price of the Shirt After Discount Percentage Decrease = 30%x = Original price of the shirt Therefore, substituting the values in the formula, we get;

15.40 = x - (30/100)x We can solve this equation by cross-multiplication as follows;

15.40 = x - (30/100)x1540/100 = (100/100)x - (30/100)x15.40 = (70/100)x15.40 * (100/70) = xx = $22.   Therefore, the original price of the shirt was $22. To sum up, the original price of the shirt was $22.

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The characteristics of the coefficient of variation are:

(a) It adjusts for differences in the

magnitude of means.

(c) It allows for direct comparisons across different

data sets.

The coefficient of variation (CV) is a statistical measure that expresses the relative variability of a dataset. It is calculated by dividing the standard deviation of the data by the mean and then multiplying by 100 to express it as a percentage.

(a) The coefficient of variation adjusts for differences in the magnitude of means. This means that it takes into account the scale or magnitude of the mean value when measuring the variability. By dividing the standard deviation by the mean, the

CV

provides a normalized measure of variability that can be used to compare datasets with different mean values.

(c) The coefficient of variation allows for direct comparisons across different data sets. Since the CV is expressed as a percentage, it provides a standardized measure of variability that can be used to compare datasets regardless of the

units of measurement

. This makes it particularly useful when comparing variability in datasets with different scales or units.

(d) It is important to note that the coefficient of variation is not a measure of central location. It is a measure of

relative variability

and does not provide information about the central tendency or location of the data.

Therefore, the characteristics of the coefficient of variation are that it adjusts for differences in the

magnitude

of means and allows for direct comparisons across different data sets. It is not a measure of central location and does not have the same units of measurement as the observations.

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The term that describes measures that would be taken to decrease the size of a professional sports is contraction.

Contraction is the act of decreasing or drawing collectively to make smaller; the alternative of expansion. In this case, the proprietors need to lessen the wide variety of groups with the aid of using removing franchises which are dropping the maximum money. Players who're on Minor League or break up contracts aren't completely assured their salaries. A participant on a break up or Minor League settlement will earn the prorated part of his Major League earnings for time spent at the Major League roster.

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The second partial derivatives of z are as follows:

∂²z/∂x² = -18ye^(-x)

∂²z/∂y∂x = 18e^y + 7e^(-x)

∂²z/∂y² = 18xe^y

∂²z/∂x∂y = 18e^(-x)

To find ∂²z/∂x², we differentiate z with respect to x and then differentiate the result with respect to x again:

∂z/∂x = 18ye^(-x) - 7y

∂²z/∂x² = (∂/∂x)(∂z/∂x) = (∂/∂x)(18ye^(-x) - 7y)

Differentiating with respect to x:

∂²z/∂x² = 18(-ye^(-x)) = -18ye^(-x)

∂²z/∂y∂x:

To find ∂²z/∂y∂x, we differentiate z with respect to y and then differentiate the result with respect to x:

∂z/∂y = 18xe^y - 7e^(-x)

∂²z/∂y∂x = (∂/∂x)(∂z/∂y) = (∂/∂x)(18xe^y - 7e^(-x))

Differentiating with respect to x:

∂²z/∂y∂x = 18e^y + 7e^(-x)

∂²z/∂y²:

To find ∂²z/∂y², we differentiate z with respect to y and then differentiate the result with respect to y again:

∂z/∂y = 18xe^y - 7e^(-x)

∂²z/∂y² = (∂/∂y)(∂z/∂y) = (∂/∂y)(18xe^y - 7e^(-x))

Differentiating with respect to y:

∂²z/∂y² = 18xe^y

∂²z/∂x∂y:

To find ∂²z/∂x∂y, we differentiate z with respect to x and then differentiate the result with respect to y:

∂z/∂x = 18ye^(-x) - 7y

∂²z/∂x∂y = (∂/∂y)(∂z/∂x) = (∂/∂y)(18ye^(-x) - 7y)

Differentiating with respect to y:

∂²z/∂x∂y = 18e^(-x)

Therefore, the second partial derivatives of z are as follows:

∂²z/∂x² = -18ye^(-x)

∂²z/∂y∂x = 18e^y + 7e^(-x)

∂²z/∂y² = 18xe^y

∂²z/∂x∂y = 18e^(-x)

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The overall sample for the survey consists of 50 freshmen, 40 sophomores, 35 juniors, and 30 seniors, totaling 155 students.

To create an overall sample for the survey, the administrators selected a certain number of students from each class level. They randomly sampled 50 freshmen, 40 sophomores, 35 juniors, and 30 seniors. By combining these individual samples from each class, the administrators obtained an overall sample size of 50 + 40 + 35 + 30 = 155 students. This overall sample represents a portion of the student population from each class level and allows for a representation of students from different academic years in the survey.

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11)

5, -5, -15, -25,  ...

-5-5 = -10;   -15-(-5) = -10;   -25-(-15) = -10   ⇒  this is an example of arithmetic sequence that has explicit patern (evey next term is 10 less than previous one)

difference:  d = -10

first term:  a = 5

so the formula:

                         \(a_n=a+d(n-1)\\\\a_n=5+(-10)(n-1)\\\\a_n =5-10n+10\\\\\underline{a_n=-10n+15}\)                        

and:

       \(a_{20}=-10\cdot20+15=-200+15=-185\)

12)

19, 26, 33, 40,  ...

26-19 = 7;   33-26 = 7;   40-33 = 7   ⇒  this is an example of arithmetic sequence that has explicit patern (evey next term is 7 more than previous one)

difference:  d = 7

first term:  a = 19

so the formula:

                         \(a_n=a+d(n-1)\\\\a_n=19+7(n-1)\\\\a_n =19+7n-7\\\\\underline{a_n=7n+12}\)                        

and:

      \(a_{39}=7\cdot39+12=273+12=285\)

13)

-20, -29, -38, -47,  ...

-29-(-20) = -9;   -38-(-28) = -9;   -47-(-38) = -9   ⇒  this is an example of arithmetic sequence that has explicit patern (evey next term is 9 less than previous one)

difference:  d = -9

first term:  a = -20

so the formula:

                         \(a_n=a+d(n-1)\\\\a_n=-20+(-9)(n-1)\\\\a_n =-20-9n+9\\\\\underline{a_n=-9n-11}\)                        

and:

       \(a_{12}=-9\cdot12-11=-108-11=-119\)

11)

1, -2, 3, -4,  ...

-5-1 = -3;   3-(-2) = 5 ≠ -3   ⇒  this is NOT an example of arithmetic sequence

however it has explicit patern:

                         \(a_1=1 =1\cdot\left(-1\right)^0= 1\cdot\left(-1\right)^{1-1}\\\\a_2=-2=2\cdot\left(-1\right)^1=2\cdot\left(-1\right)^{2-1}\\\\a_3=3=3\cdot\left(-1\right)^2=3\cdot\left(-1\right)^{3-1}\\\\a_4=-4=4\cdot\left(-1\right)^3=4\cdot\left(-1\right)^{4-1}\\\\\underline{a_n=n\cdot\left(-1\right)^{n-1}}\)                        

so:

     \(a_{33}=33\cdot\left(-1\right)^{33-1}=33\cdot\left(-1\right)^{32}=33\cdot1=33\)

The formula of v is equal to the ratio of 10u to (u+10) that is 10u/(u+10).

The given formula is an equation that relates two variables, u and v, in an experiment on lenses. The equation states that the ratio of (u - v) to (uv) is equal to 1/10.

That is,

u-v / uv = 1/10

To solve for v, we can use algebraic manipulation techniques. By multiplying both sides of the equation by (uv), we get

(u - v) = (uv) / 10.

Then, by adding v to both sides, we get,

u = v + (uv) / 10

u = v (1 + u/10)

10u = v (u+10)

Finally, by dividing both sides by (u+10), we arrive at the final solution:

v = (10u/(u+10))

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Answer:

C)

Step-by-step explanation:

Answer:

c

Step-by-step explanation:

got it right on test.

Answer:

Step-by-step explanation:

If you know what 10% of 45 is and want to find 30%, you just multiply it by 3 since 10 * 3 = 30