How many 4-digit campus telephone numbers (4-digit decimal sequences) are there in which the digit 6 appears at most twice (maybe not at all)
Answers
The total number of 4-digit campus telephone numbers in which the digit 6 appears at most twice is 7533.
There are two cases to consider:
Case 1: No 6's in the number
In this case, we can choose any digit from 0 to 9 for each of the 4 digits of the telephone number, except 6. Therefore, there are 9 options for each digit, and so the total number of 4-digit telephone numbers with no 6's is:
9 × 9 × 9 × 9 = 6561
Case 2: One or two 6's in the number
In this case, we can choose the positions for the 6's in ${4 \choose 1} + {4 \choose 2} = 6 + 6 = 12$ ways (either one 6 or two 6's), and then fill the remaining positions with any of the 9 digits (not including 6). Therefore, the total number of 4-digit telephone numbers with one or two 6's is:
12 × 9 × 9 = 972
Therefore, the total number of 4-digit campus telephone numbers in which the digit 6 appears at most twice is:
6561 + 972 = 7533
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Related Questions
What are the steps in the design process, and how are they organized in Architecture?
Answers
These steps in the design process are often iterative, meaning that architects may revisit earlier steps as they refine and develop the design. The overall goal of the design process in architecture is to create a functional, safe, and aesthetically pleasing building that meets the needs and goals of the client.
What are the steps in the design process?The following are the steps in the design process, organized in architecture:
Programming: In this first step, architects work with their clients to understand the project requirements, goals, and objectives. They may gather information about the site, zoning and building codes, budget, and other constraints.
Schematic Design: In this step, architects use the information from the programming phase to create rough sketches and drawings that show the basic layout and massing of the building. This phase is an opportunity to explore various design options and to get feedback from the client.
Design Development: In this step, the architects refine the design, incorporating structural and mechanical systems, and developing detailed drawings and specifications. This phase also includes working with consultants such as engineers and contractors.
Construction Documents: In this step, the architects prepare the final construction documents, which include detailed drawings and specifications that will be used by contractors to build the project.
Bidding and Negotiation: In this step, the architects help the client solicit bids from contractors and negotiate the terms of the construction contract.
Construction Administration: In this final step, the architects oversee the construction process, ensuring that the project is built according to the design documents and that any changes or issues are addressed.
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Understanding the ConceptsIn Exercises 7 and 8, fill in each blank with the appropriate word or phrase.7. To perform a t-test when the sample size is small, the sample must show no evidence of strong and must contain no .
Answers
Answer:
7. To perform a t-test when the sample size is small, the sample must show no evidence of strong skewness and must contain no outliers.
Step-by-step explanation:
These are the two conditions required for performing a t test
- Sample Size: A small sample size can reduce the statistical power of a t-test, making it more challenging to detect significant differences between groups. Generally, a larger sample size is desirable to obtain more reliable and representative results.
- Skewness: Skewness refers to the asymmetry of the distribution of data. In a t-test, assuming normality of the data is important for accurate results. If the data exhibits strong skewness, the assumption of normality may be violated. In such cases, alternative non-parametric tests or transformations of the data may be more appropriate.
- Outliers: Outliers are extreme values that significantly differ from the rest of the data. They can have a disproportionate impact on the results of a t-test, particularly when the sample size is small. Outliers can distort the mean and affect the assumptions of normality and homogeneity of variance.
While the presence of skewness or outliers does not prohibit the use of a t-test with a small sample size, it is important to interpret the results with caution and consider alternative approaches if necessary. Robust statistical methods, such as non-parametric tests or bootstrapping, can be useful when dealing with non-normal or outlier-prone data, especially with small sample sizes. Additionally, visual inspection of the data distribution, such as through histograms or box plots, can help identify potential skewness or outliers.
Two firms producing identical products engage in price competition. Cost of firm 1 is $20 per unit produced and cost of firm 2 is $15 per unit produced. There are no fixed costs. Firms produce only after they learn the quantity demanded. Each firm can choose any real number in the interval [15,25] as its price.
For tie-breaking we will assume that if both firms set the same price, all consumers purchase from firm 2.
The payoff/profit function of firm 1 is:
(p1 - 20)(100 - p1) if p1 is less than or equal to p2,
0 if p1 is greater than p2
The payoff/profit function of firm 2 is:
(p2 - 15)(100 - p2) if p2 is less than p1,
0 if p2 is greater than or equal to p1
Given all of this information, solve the following parts of the problem:
a) is p1 = 20, p2 = 19.50 a Nash Equilibrium?
b) is there a Nash Equilibrium in which Firm 2 makes a positive profit?
c) How many strategies does player 1 have?
d) is p1 = 15, p2 = 15 a Nash Equilibrium?
e) is p1 = 21, p2 = 21 a Nash Equilibrium?
Answers
a) No, p1 = 20, p2 = 19.50 is not a Nash Equilibrium.
b) Yes, there is a Nash Equilibrium in which Firm 2 makes a positive profit.
c) Player 1 has infinitely many strategies.
d) Yes, p1 = 15, p2 = 15 is a Nash Equilibrium.
e) No, p1 = 21, p2 = 21 is not a Nash Equilibrium.
What is Nash Equilibrium?Nash Equilibrium is a state of a strategic game where no player has an incentive to deviate from his or her chosen strategy after considering the strategies of other players. A game has more than one Nash equilibrium if players are unable to agree on a cooperative strategy to play.
Finding Nash Equilibrium
a) Is p1 = 20, p2 = 19.50 a Nash Equilibrium?No. Firm 1 has an incentive to decrease the price to 19.49, thus breaking the tie in its favour. So p1=20, p2=19.5 is not a Nash equilibrium.b) Is there a Nash Equilibrium in which Firm 2 makes a positive profit?Yes. There are several equilibria in which Firm 2 makes a positive profit. One such equilibrium is when both firms charge the same price of 15, at which both firms earn a profit of 375.c) How many strategies does player 1 have?Player 1 has infinitely many strategies to choose from as they can choose any real number in the interval [15,25] as their price.d) Is p1 = 15, p2 = 15 a Nash Equilibrium?Yes. This is a Nash Equilibrium because neither firm has an incentive to change their strategy as they are earning non-zero profits. Both firms earn a profit of 375.e) Is p1 = 21, p2 = 21 Nash Equilibrium?No. If Firm 1 changes its price to 20.99, its profit increases from 405 to 407.99. Therefore, p1=21 and p2=21 is not a Nash Equilibrium.Learn more about Nash equilibrium at
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The five-number summary for scores on a statistics exam is 11, 35, 61, 70, 79. in all. 380 students took the test. about how many had scores between 35 and 61
a)26
b)76
c)95
d)190
e) none of these
Answers
0.3514 * 380 ≈ 133.7 To find out how many students had scores between 35 and 61, we need to first calculate the interquartile range (IQR) which is the difference between the third quartile (Q3) and the first quartile (Q1).
Q1 is the median of the lower half of the data, which in this case is (11+35)/2 = 23.
Q3 is the median of the upper half of the data, which in this case is (70+79)/2 = 74.5.
So, IQR = Q3 - Q1 = 74.5 - 23 = 51.5.
Scores between 35 and 61 fall within one IQR from Q1. So, we need to find out what proportion of the scores fall within this range.
To do this, we need to calculate the z-scores for 35 and 61, using the formula z = (x - μ)/σ, where x is the score, μ is the mean, and σ is the standard deviation.
We don't have the mean and standard deviation, but we can estimate them using the five-number summary. The median (Q2) is (61+35)/2 = 48, and the mean is likely to be close to this value since the data is roughly symmetric. The range (max-min) is 79-11 = 68, so the standard deviation is roughly σ = range/4 = 17.
Using these estimates, we can calculate the z-scores as follows:
z1 = (35 - 48)/17 = -0.76
z2 = (61 - 48)/17 = 0.76
We can look up the proportion of scores between these two z-scores in a standard normal distribution table, or use a calculator or software to calculate it. It turns out to be about 0.3514, or 35.14%.
To find out how many students had scores between 35 and 61, we can multiply this proportion by the total number of students:
0.3514 * 380 ≈ 133.7
So, the answer is not one of the choices given.
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The answer is not one of the choices given.0.3514 * 380 ≈ 133.7 To find out how many students had scores between 35 and 61, we need to first calculate the interquartile range (IQR) which is the difference between the third quartile (Q3) and the first quartile (Q1).
Q1 is the median of the lower half of the data, which in this case is (11+35)/2 = 23.
Q3 is the median of the upper half of the data, which in this case is (70+79)/2 = 74.5.
So, IQR = Q3 - Q1 = 74.5 - 23 = 51.5.
Scores between 35 and 61 fall within one IQR from Q1. So, we need to find out what proportion of the scores fall within this range.
To do this, we need to calculate the z-scores for 35 and 61, using the formula z = (x - μ)/σ, where x is the score, μ is the mean, and σ is the standard deviation.
We don't have the mean and standard deviation, but we can estimate them using the five-number summary. The median (Q2) is (61+35)/2 = 48, and the mean is likely to be close to this value since the data is roughly symmetric. The range (max-min) is 79-11 = 68, so the standard deviation is roughly σ = range/4 = 17.
Using these estimates, we can calculate the z-scores as follows:
z1 = (35 - 48)/17 = -0.76
z2 = (61 - 48)/17 = 0.76
We can look up the proportion of scores between these two z-scores in a standard normal distribution table, or use a calculator or software to calculate it. It turns out to be about 0.3514, or 35.14%.
To find out how many students had scores between 35 and 61, we can multiply this proportion by the total number of students:
0.3514 * 380 ≈ 133.7
So, the answer is not one of the choices given.
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Online jewelry sales have increased steadily over the last 10 years. In 2003, sales were approximately 2 billion dollars, and in 2008 they were approximately 146 billion () Find the unit rate at which online jewelry sales have been increasing. (Express your answer rounded correctly to the nearest hundredth of a billion per year) billion dollars per year () Construct a model to predict online jewelery sales. According to your model, what should the online jewelery sales be in 2017? (Express your answer rounded correctly to the nearest tenth of a billion ) billion dollars
Answers
Answer:
\(rate\ of\ increase = 28.8\ billion\ dollars\ per\ year\)
model: \(y = 28.8(t-2003) + 2\)
profit in year 2017: \(y = 405.2\ billion\ dollars\)
Step-by-step explanation:
The sales increased from 2 billion dollars to 146 billion dollars in five years, so to find the increase in billion dollars per year, we just need to divide the increase by the amount of time:
\(rate\ of\ increase = (146 - 2)/5 = 144 / 5 = 28.8\ billion\ dollars\ per\ year\)
To construct a model for these sales, we can use the year 2003 as the initial point of a linear equation:
\(y = ax + b\)
the variable y will represent the profit in billion dollars, the variable x will represent our time, so we can use (t - 2003) in its place to represent the number of years since 2003 (t is the year we want to calculate), the constant 'a' will be our rate of 28.8, and the constant 'b' is the inicial value for the year 2003, that is, 2 (billions). So we have:
\(y = 28.8(t-2003) + 2\)
In the year 2017, we would have:
\(y = 28.8(2017-2003) + 2\)
\(y = 28.8*14 + 2\)
\(y = 405.2\ billion\ dollars\)
The line plot displays the number of roses purchased per day at a grocery store.
A horizontal line starting at 0 with tick marks every one unit up to 10. The line is labeled Number of Rose Bouquets, and the graph is titled Roses Purchased Per Day. There is one dot above 10. There are two dots above 1 and 4. There are three dots above 2 and 5. There are 4 dots above 3.
Which of the following is the best measure of center for the data, and what is its value?
The median is the best measure of center, and it equals 3.5.
The median is the best measure of center, and it equals 3.
The mean is the best measure of center, and it equals 3.
The mean is the best measure of center, and it equals 3.5.
Answers
Therefore, the best measure of center for the data is the median, and its value is 3.
What is horizontal line?A horizontal line is a straight line that runs parallel to the horizon, or in other words, it is a line that is flat or level with the ground. It has a slope of zero, which means that it neither rises nor falls as it moves from left to right. In a two-dimensional Cartesian coordinate system, a horizontal line is represented by an equation of the form y = b, where b is a constant value that represents the y-coordinate of all the points on the line.
The best measure of center for the given data is the median, as it is less affected by outliers and gives a better representation of the center of the distribution. To find the median, we need to arrange the number of roses purchased per day in ascending order:
1, 1, 2, 2, 2, 3, 3, 3, 3, 4, 4, 5, 5, 5, 5
There are 15 observations, so the median is the average of the 8th and 9th observations, which is (3+3)/2 = 3. Therefore, the best measure of center for the data is the median, and its value is 3.
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If you are researcher how would you make sure that the result or outcome of your study will be accurate and precise?
Answers
Answer:
Keep all variables (temperature, place, lighting, etc.) constant other than the variable being tested.
Do the test multiple times. The variations must be small.
keep everything calibrated (marked)
record measurement correctly with the correct units
Step-by-step explanation:
Simplify:
2+5(x+3)- (2x-7)(x+2)
PLEASE SHOW WORK!!!
Answers
Answer:
2+5(x+3)- (2x-7)(x+2)
7(x+3)- (3x+4x-7x-14)
(7x+21)-(7x-7x-14)
(7x+21)-(14)
7x+21-14
=7x+7
Please mark as brainliest answer!!!!
Answer:
4x+7-2x²
Step-by-step explanation:
2+5(x+3)- (2x-7)(x+2)
First we have to divide them into 2 parts
part 1= 2+5(x+3)
part 2= (2x-7)(x+2)
Then, we have to solve them in parts
First part1= 2+5(x+3)
=2(x+3)+5(x+3)
=2x+6+5x+15
=2x+5x+15+6
=7x+21
OR SIMPLE WAY OF DOING PART1
2+5(x+3)
=7(x+3)
=7x+21
Then part2= (2x-7)(x+2)
=2x(x+2)-7(x+2)
=2x²+4x-7x-14
=2x²-3x-14
THEN JUST SIMPLIFY
7x+21-2x²-3x-14
=7x-3x+21-14-2x²
=4x+7-2x²
the following table shows the probability distribution for the number of books a student typically buys at the annual book fair held at an elementary school. number of books 0 1 2 3 4 5 6 7 probability 0.35 0.20 0.15 0.10 0.07 0.08 0.04 0.01 let the random variable bb represent the number of books a student buys at the next book fair. what is the expected value of bb ?
Answers
Expected value of bb = 1.79
What is expectation?
At first it is important to know about probability of an event.
Probability gives us the information about how likely an event is going to occur
Probability is calculated by Number of favourable outcomes divided by the total number of outcomes.
Probability of any event is greater than or equal to zero and less than or equal to 1.
Probability of sure event is 1 and probability of unsure event is 0.
Suppose x is a random variable with the probability function f(x). suppose
\(x_1, x _2, ..., x _ n\) are the values corrosponding to the actual occurance of the event and \(p_1, p_2, ... , p_n\) be the corrosponding probabilities.
Expectation is given by the formula =
\(p_1x_1 + p_2x_2 +....+ p_nx _n\)
Expected value of bb =
0.35 ˣ 0 + 0.20 ˣ 1 + 0.15 ˣ 2 + 0.10 ˣ 3 + 0.07 ˣ 4 + 0.08 ˣ 5 + 0.04 ˣ 6 + 0.01 ˣ 7
0 + 0.20 + 0.30 + 0.30 + 0.28 + 0.40 + 0.24 + 0.07
= 1.79
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Sensitivity of two new types of sensors, S1 and S2, to excessive levels of a particular air pollutant is tested. The probability that the sensor S1 detects excessive pollution is 0.7, the probability that the sensor S2 detects excessive pollution is 0.8, and the probability that both of the sensors detect excessive pollution is 0.6. Using the set-theoretical language, describe each of the following events. Then, compute the probability of the events. You can use either the formulas or a Venn diagram. a) at least one sensor detects the pollutant. b) either only S1 or only S2 detect the pollutant. c) S1 does not detect, and S2 detects the pollutant. d) S2 fails to detect the pollutant.
Answers
The probability that at least one sensor detects the pollutant is 0.9.The probability that either only S1 or only S2 detects the pollutant is 0.5.The probability that S1 does not detect the pollutant, and S2 detects the pollutant is 0.2.The probability that S2 fails to detect the pollutant is 0.3.
The event "at least one sensor detects the pollutant" refers to the scenario where either S1 or S2 (or both) detect the excessive pollution. This can be visualized as the union of the two events: S1 detecting the pollutant (event A) and S2 detecting the pollutant (event B). The probability of event A is 0.7, the probability of event B is 0.8, and the probability of both events A and B occurring together is 0.6. By applying the principle of inclusion-exclusion, we can calculate the probability of the union as P(A ∪ B) = P(A) + P(B) - P(A ∩ B) = 0.7 + 0.8 - 0.6 = 0.9.
The event "either only S1 or only S2 detects the pollutant" can be represented as the exclusive OR (XOR) of the two events: S1 detecting the pollutant without S2 detecting it (event A) and S2 detecting the pollutant without S1 detecting it (event B). Since the probabilities of events A and B are not explicitly given, we assume that they are equal. Let's denote this probability as p. Therefore, the probability of either event A or event B occurring is 2p. Given that the sum of probabilities of all possible outcomes is equal to 1, we have 2p + P(A ∩ B) = 1. We are also given that P(A ∩ B) = 0.6. Solving these equations simultaneously, we find that p = 0.2. Hence, the probability of the event "either only S1 or only S2 detects the pollutant" is 2p = 2 × 0.2 = 0.4.
The event "S1 does not detect, and S2 detects the pollutant" is the complement of S1 detecting the pollutant (event A) intersected with S2 detecting the pollutant (event B). The probability of event A is 1 - P(S1 detects) = 1 - 0.7 = 0.3. The probability of event B is P(S2 detects) = 0.8. The probability of both events A and B occurring together is given as P(A ∩ B) = 0.6. Therefore, the probability of the event "S1 does not detect, and S2 detects the pollutant" is P(A' ∩ B) = P(A ∩ B') = P(A) - P(A ∩ B) = 0.3 - 0.6 = 0.2.
The event "S2 fails to detect the pollutant" is the complement of S2 detecting the pollutant. Therefore, the probability of this event is 1 - P(S2 detects) = 1 - 0.8 = 0.2.
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Which is equivalent to 180x11 after it has been simplified completely?
O 3x10 /5x
O 3x55x
O 6x10,5x
O 6x5/5x
Answers
Answer:
O 6x5/5x
Step-by-step explanation:
Answer:
It should be D. I'm not 100% sure though. But D is what I chose.
(12x^3 - 11x^2 + 22x - 5) divided by (4x -1)
Answers
Answer:
3x^2 - 2x + 5
Step-by-step explanation:
Use polynomial long division
Which of the following shows the correct first step to solve x^2-18x=-45
A x^2 - 18x + 18= -45 + 18
B. x^2 - 18x + 9 = -45 + 18
C. x^2 -18x + 81 = -45
D. X^2 -18 + 81 = -45 + 81
Answers
Answer:
D, X^2 -18 + 81 = -45 + 81
Step-by-step explanation:
it is complating squer method that used for solving x in a quadratic equetion . in this step you will add
(y/2)^2 if y is the cofitient of x .
get someone please help me with this thank you
Answers
Answer:
Nuclear energy
Step-by-step explanation:
Answer:
D. Nuclear Energy
Step-by-step explanation:
Nuclear Energy is stored in the Nucleus of an atom.
Hope it helps!
Henry spent 37.88 at the grocery store.he know has 26.92 left .how much money did Henry originally have?
Answers
Answer:
64.8
Step-by-step explanation:
37.88+ 26.92
64.80
Answer:
He had 64.8
Step-by-step explanation:
Just add 37.88 and 26.92 together :)
37.88
+26.92
64.8
Hope it helps!! :D
number 12 find x....
Answers
Answer:
B= 13
Step-by-step explanation:
10x-5= 180-(4x+3)
10x-5=180-4x-3
10x-5+3=180-4x
14x-2=180
14x= 180+2
14x= 182
x=182/14
x=13
Which equation has the slope of 3 and passes through point (1,5)
Answers
fill in the table using this function rule. y=6x-36
Answers
There was no table so I created one
From the equation I can see at 0, y = -36
From there I used positive numbers from 0 and substituted them into the equation for a y solution.
Find the volume of the pyramid, Write your answer as a fraction or mixed number.
Answers
4 divided by 3= 1 1/3
Length(l) of rectangular pyramid = 2ft.
Width(w) of the rectangular pyramid = 1ft.
Hight(h) of the rectangular pyramid = 2ft.
Formula Used:-Volume of Rectangular Pyramid = \(\sf{\frac{1}{3}×Length×Width×Hight}\)
Solution:-➾\(\sf{\frac{1}{3}×l×w×h}\)(putting the value of l, w and h from above.)
➾\(\sf{\frac{1}{3}×2×1×2}\)
➾\(\sf{\frac{1}{3}×4}\)
➾\(\sf{\frac{4}{3}}\)
Therefore, volume of the given rectangular pyramid = \(\sf{\frac{4}{3} ft^3}\).
And it can be rewritten in the form of mixed fraction as \(\sf{\frac1{1}{3} ft^3}\).
Given: mEY=2mYI
Prove: mK + mEXY =5/2 mYI
Answers
Given mEY = 2mYI, we can prove mK + mEXY = (5/2)mYI using properties of intersecting lines and transversals, substitution, and simplification.
1. Given: mEY = 2mYI
2. We need to prove: mK + mEXY = (5/2)mYI
3. Consider the triangle KEI formed by lines KI and XY.
4. According to the angle sum property of triangles, mKEI + mEIK + mIKE = 180 degrees.
5. Since KI and XY are parallel lines, mIKE = mEXY (corresponding angles).
6. Let's substitute mEIK with mKEI (since they are vertically opposite angles).
7. Now the equation becomes: mKEI + mKEI + mIKE = 180 degrees.
8. Simplifying, we have: 2mKEI + mIKE = 180 degrees.
9. Since mKEI and mIKE are corresponding angles, we can replace mIKE with mYI.
10. The equation now becomes: 2mKEI + mYI = 180 degrees.
11. We know that mEY = 2mYI, so substituting this into the equation: 2mKEI + mEY = 180 degrees.
12. Rearranging the equation, we get: 2mKEI = 180 degrees - mEY.
13. Dividing both sides by 2, we have: mKEI = (180 degrees - mEY) / 2.
14. The right side of the equation is equal to (180 - mEY)/2 = (180/2) - (mEY/2) = 90 - (mEY/2).
15. Substituting mKEI with its value: mKEI = 90 - (mEY/2).
16. We know that mEXY = mIKE, so substituting it: mEXY = mIKE = mYI.
17. Therefore, mK + mEXY = mKEI + mIKE = (90 - mEY/2) + mYI = 90 + (mYI - mEY/2).
18. We are given that mEY = 2mYI, so substituting this: mK + mEXY = 90 + (mYI - 2mYI/2) = 90 + (mYI - mYI) = 90.
19. Since mK + mEXY = 90, and (5/2)mYI = (5/2)(mYI), we have proved that mK + mEXY = (5/2)mYI.
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suppose that on a 100-point test, the teacher's goal is for her students' exam scores to have a standard deviation of at most 8 points. a recent sample of 25 exams has a sample standard deviation of 9.5. test whether or not her goal was achieved using a 5% level of significance. calculate the appropriate test statistic (round to 2 decimal places as needed)
Answers
we can say that the teacher's gοal οf a standard deviatiοn οf at mοst 8 pοints was achieved, at a 5% level οf significance.
What is standard deviatiοn?A measure οf a grοup οf values' variance οr dispersiοn in statistics is called the standard deviatiοn. When the standard deviatiοn is lοw, the values are mοre likely tο fall within a narrοw range, alsο knοwn as the expected value, whereas when the standard deviatiοn is high, the values tend tο be clοser tο the mean.
The lοwercase Greek letter sigma, which stands fοr the pοpulatiοn standard deviatiοn, οr the Latin letter s, which stands fοr the sample standard deviatiοn, are mοst frequently used in mathematical equatiοns and texts tο represent standard deviatiοn. Standard deviatiοn is alsο sοmetimes referred tο as SD.
suppοse that οn a 100-pοint test, the teacher's gοal is fοr her students' exam scοres tο have a standard deviatiοn οf at mοst 8 pοints.
chi²\(= (n-1)*s^2 /\sigma^2\)
where n is the sample size, s is the sample standard deviatiοn, and sigma is the hypοthesized pοpulatiοn standard deviatiοn under the null hypοthesis.
In this case, n = 25, s = 9.5, and sigma = 8. Substituting these values, we get:
chi² \(= (25-1)*9.5^2 / 8^2 = 33.64\)
The degrees οf freedοm fοr this test is n-1 = 24. Using a chi-squared table with 24 degrees οf freedοm, we find that the critical value fοr a οne-tailed test at a 5% level οf significance is 36.42.
Therefοre, we can say that the teacher's gοal οf a standard deviatiοn οf at mοst 8 pοints was achieved, at a 5% level οf significance.
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Use the following information for problems 5-8.
f(2, 33) = 5.5, p < 0.01
1) how many groups were in this study?
a) 34
b)33
c) 3
d) 2
how many participants were in this study?
a) 36
b) 33
c) 3
d) 2
what is the f ratio?
a) 5.5
b) 2
c) 33
d) 0.01
Answers
The number of groups is 3, the number of participants is 36, and the f ratio is 5.5.
What are the null hypothesis and alternative hypothesis?The null and alternative hypotheses are two generalizations about a population that are strictly contradictory. The null hypothesis can be denoted by H₀ and the alternative hypothesis can be denoted by H₁.
The question is incomplete.
The complete question is in the picture, please refer to the attached picture.
We have:
f(2, 33) = 5.5, p < 0.01
From the above details, we can find the number of groups:
5) Number of groups = df for groups + 1
Number of groups = 2+ 1 = 3
Option (c) is correct.
6) Number of participants =2 + 33 + 1 = 36
Option (a) is correct.
7) f ratio = 5.5
Option (a) is correct.
8) True; as the p-value is less than the 0.01 level.
Thus, the number of groups is 3, the number of participants is 36, and the f ratio is 5.5.
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Write the following number in standard decimal form
seven and fifty-two thousandths
Please help
Answers
Answer:
seven and fifty-two thousandths as a decimal
Step-by-step explanation:
7.52
Your answer should be 7.052
The and represents the decimal point, meaning that 7 is in the ones places, and the decimals go in the following order:
tenths, hundredths, thousandths, and so on. Because the 52 was in the thousandths place, that’s where the 2 goes, and the 5 is in the hundredths place. I hope this helped you
PLSS?? HELP??? ALGEBRA: EIGHTH GRADE EDITION
Answers
Answer:
y = -\(\frac{2}{5}\)x + 9
Step-by-step explanation:
slope-intercept form is y = mx + b, where m is the slope and b is the y-intercept
an equation with the SLOPE (m) of -\(\frac{2}{5}\) and Y-INTERCEPT (b) of 9 would be
y = -\(\frac{2}{5}\)x + 9
Find dy/dx and d²y/dx². x = et, y = te-t dy dx d²y dx² For which values of t is the curve concave upward? (Enter your answer using interval notation.)
Answers
The curve is never concave upward for any value of t.
The value of dy/dx = \(e^{-2t} - te^{-t}\), d²y/dx² = \(-2e^{-2t} + 2e^{-t} - te^{-t}\). At (-∞,1.305) values of t is the curve concave upward.
x = \(e^t\), y = \(te^{-t}\)
To find dy/dx, we can use the chain rule:
dy/dx = (dy/dt)/(dx/dt)
Let's differentiate y = \(te^{-t}\) with respect to t:
dy/dt = \(e^{-t}\) - \(te^{-t}\)
Now, let's differentiate x = \(e^{t}\) with respect to t:
dx/dt = \(e^{t}\)
Now, we can substitute these values into the formula for dy/dx:
dy/dx = \(\frac{e^{-t} - te^{-t}}{e^t}\)
Simplifying this expression, we get:
dy/dx = \(e^{-2t} - te^{-t}\)
To find d²y/dx², we need to differentiate dy/dx with respect to t:
d²y/dx² = (d/dt)(dy/dx)
Let's differentiate dy/dx = \(e^{-2t} - te^{-t}\) with respect to t:
d²y/dx² = \((-2e^{-2t} + e^{-t}) - (e^{-t} - te^{-t})\)
Simplifying this expression, we get:
d²y/dx² = \(-2e^{-2t} + 2e^{-t} - te^{-t}\)
Now, let's determine the values of t for which the curve is concave upward. The curve is concave upward when d²y/dx² > 0.
Setting d²y/dx² > 0 and solving for t:
\(-2e^{-2t} + 2e^{-t} - te^{-t}\) > 0
Factoring out e^(-t), we get:
\(e^{-t}(-2e^t + 2 - t)\) > 0
Since e^(-t) is always positive, we can simplify the inequality:
\((-2e^t + 2 - t)\) > 0
Rearranging the terms, we have:
2 - t > 2\(e^t\)
Now, we can solve this inequality. Subtracting 2 from both sides:
-t > 2\(e^t\) - 2
Adding t to both sides and subtracting 2\(e^t\):
0 > t + 2\(e^t\) - 2
It's challenging to analytically determine the precise values of t at this stage. By applying numerical techniques or graphing software, we can approximate the values of t. It's important to keep in mind, though, that the graph of the function y = t\(e^{-t}\) is concave downwards for t in the range (-∞,1.305).
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b
Determine if the following statement is true or false: Children are typically
introduced to video games between the ages of six and eight. Explain your answer
using data from the graph. (2 points)
Answers
Answer:
The following statement, “Children are typically introduced to video games between the ages of six to eight” is a true statement. The graph shows that a very small percentage of children from birth to five years old play video games, but suddenly, once they have turned 6, there is practically a 60% increase in how many kids are playing video games one hour a week. It is from the age 6 that the kids start off and are introduced to the video games, as more and more kids end up playing as well as the grow older.
Step-by-step explanation:
change wording
We can easily conclude from the column chart that children at the age group of 6-8 are introduced to video games typically.
What is column chart?
''A column chart is a data visualization where each category is represented by a rectangle, with the height of the rectangle being proportional to the values being plotted. Column charts are also known as vertical bar charts.''
From the column chart, it is clear that children of age groups of 0-2 and 3-5 are using almost minimum amount of video games. The percentage is near about (0 - 5%).
After that, the children of the age group of 6-8 are using video games for a much longer period as compared to the previous two groups. The percentage is 60%.
After that, the next children of the age group of 9-11 are using video games for a much slightly more as compared to the previous group. The percentage is around 65%
The children of the age group of 12-14 are using video games for a slightly longer period as compared to the previous group. The percentage is about 75%.
The children of the age group of 15-17 are using video games for a maximum period in this graph. The percentage is 80%.
We can easily conclude from the column chart that children at the age group of 6-8 are introduced to video games typically. Because, before that age there were not much playing of video games as per the given column chart .
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Find the sum of the geometric series 48+120+…+1875 a) 3093 b) 7780.5 c) 24,037.5 d) 1218 Find the sum of the geometric series 512+256+…+4 a) 1016 b) 1022 c) 510 d) 1020 Find the sum of the geometric series 100+20+…+0.16 a) 124.992 b) 125 c) 124.8 d) 124.96
Answers
the sum of a geometric series, we can use the formula S = a(1 - r^n) / (1 - r), where S is the sum, a is the first term, r is the common ratio, and n is the number of terms. The correct answers for the three cases are: a) 3093, b) 1020, and c) 124.992.
a) For the geometric series 48+120+...+1875, the first term a = 48, the common ratio r = 120/48 = 2.5, and the number of terms n = (1875 - 48) / 120 + 1 = 15. Using the formula, we can find the sum S = 48(1 - 2.5^15) / (1 - 2.5) ≈ 3093.
b) For the geometric series 512+256+...+4, the first term a = 512, the common ratio r = 256/512 = 0.5, and the number of terms n = (4 - 512) / (-256) + 1 = 3. Using the formula, we can find the sum S = 512(1 - 0.5^3) / (1 - 0.5) = 1020.
c) For the geometric series 100+20+...+0.16, the first term a = 100, the common ratio r = 20/100 = 0.2, and the number of terms n = (0.16 - 100) / (-80) + 1 = 6. Using the formula, we can find the sum S = 100(1 - 0.2^6) / (1 - 0.2) ≈ 124.992.
Therefore, the correct answers are a) 3093, b) 1020, and c) 124.992.
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How many years would it take a 6000$ loan at 5% to earn 12000$ in interest?
Answers
Answer: 15 years
Step-by-step explanation:
6000 x 1.05^x = 12000
1.05^x=2
log(1.05^x)=log(2)(Take log of both sides)
x*(log(1.05))=log(2)
x= log(2)
log(1.05)
x=14.206699
15 years
Find the value of x and y
Answers
Answer:
5/\(\sqrt{2}\)
Step-by-step explanation:
This is an isosceles triangle, which means the hypotenuse is the product of one of the legs and the squareroot of 2. Since the hypotenuse is 5, the legs must be 5/\(\sqrt{2}\).
ASAPPP
what is the domain and range?
Answers
Answer:
domain refers to the set of possible input values, the domain of a graph consists of all the input values shown on the x-axis. The range is the set of possible output values, which are shown on the y-axis