Answers
Answer:
12 1/2 M
Step-by-step explanation:
15 + 8 =
23 / 2 =
12 1/2 m
Hope that helps!
Answer:
12 1/2 I'm positive that that's the answer
Related Questions
If I get 20 coins per second, how many will I have in 30 days?
Answers
Answer:ur mom
Step-by-step explanation:
30/60=x
x*20
Step-by-step explanation:
What a question.. expect a huge number as the answer
What we need to do is convert days into seconds, and then multiply that number by 20.
30 days
24 hours in 1 day
60 minutes in 1 hour
60 seconds in 1 minute.
So what we do is multiple these 4 numbers
\(60 \times 60 \times 24 \times 30 = 2592000\)
There are 2,592,000 seconds in 30 days.
Now we take that number and multiply it by 20 coins
\(2592000 \times 20 = 51840000 \: coins\)
which expression below is equivalent to 4(x-3)+5x-7
Answers
the larger the variance, the more the data are spread out from the mean. TRUE/FALSE?
Answers
The larger the variance, the more the data are spread out from the mean. This statement is true.
Variance is a statistical measure that quantifies how much the data values are spread out or dispersed from the mean (average) of the dataset. Specifically, it is the average of the squared differences between each data point and the mean.
A larger variance means that the data values are more spread out from the mean, because the squared differences between the data points and the mean are larger on average. This indicates that there is greater variability or diversity in the dataset, and the values are more widely distributed.
Conversely, a smaller variance means that the data values are closer together and closer to the mean. This indicates that there is less variability or diversity in the dataset, and the values are more tightly clustered around the mean.
So, in summary, a larger variance indicates that the data values are more spread out from the mean, while a smaller variance indicates that the data values are closer together and closer to the mean.
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Bitumen stabilizes soil by binding each individual particle together and protecting the soil from in contact with water. The first mechanism takes place in cohesionless, granular soil, whereas the second mechanism works with fine-grained cohesive soils. Why
Answers
The effectiveness of bitumen stabilization may vary depending on factors such as the type and gradation of soil, the bitumen content and properties, and the specific project requirements. Proper engineering and design considerations are essential for achieving successful bitumen stabilization in different soil conditions.
Bitumen, a sticky and viscous material derived from crude oil, can stabilize soil through two distinct mechanisms depending on the type of soil involved. These mechanisms are:
Binding Mechanism in Cohesionless, Granular Soil:
In cohesionless or granular soils, such as sands and gravels, bitumen acts as a binder by adhering to individual soil particles and creating interlocking bonds. This binding mechanism occurs due to the cohesive and adhesive properties of bitumen. When bitumen is mixed with granular soil, it coats the surface of the particles and forms a thin film around them. As a result, neighboring particles are effectively bonded together.
The binding action of bitumen improves the cohesion and shear strength of the soil, preventing individual particles from moving and shifting. This stabilization helps to increase the load-bearing capacity and overall stability of the soil. Additionally, bitumen binding can reduce soil permeability, limiting the movement of water through the soil and enhancing its resistance to erosion.
Water Repellency in Fine-Grained Cohesive Soil:
In fine-grained cohesive soils, such as silts and clays, the mechanism of soil stabilization by bitumen involves water repellency. Fine-grained soils have a tendency to absorb water, which can lead to swelling and reduced strength. Bitumen creates a barrier on the surface of the soil particles, preventing direct contact between water and the soil.
By forming a water-repellent layer, bitumen reduces the absorption of water by the soil, thereby minimizing swelling and maintaining the soil's stability. The protective barrier created by bitumen prevents the ingress of water into the soil, reducing its susceptibility to changes in moisture content and maintaining its structural integrity.
It's important to note that the effectiveness of bitumen stabilization may vary depending on factors such as the type and gradation of soil, the bitumen content and properties, and the specific project requirements. Proper engineering and design considerations are essential for achieving successful bitumen stabilization in different soil conditions.
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Eli takes a typing test and types all 180 words in 1 12 hour. He takes the test a second time and types the words in 1 15 hour. Was he faster or slower on the second attempt? Drag and drop the correct word or number into each of the boxes to complete the explanation. Eli typed on his second attempt. He typed words per minute on his first attempt and words per minute on his second attempt.
Answers
Step-by-step explanation:
Eli typed faster on his second attempt, 120 words per minute on his first attempt and 150 words per minute on his second attempt.
What is Fraction?A fraction represents a part of a whole.
We need to calculate his typing speed for each attempt.
On his first attempt, Eli typed 180 words in \(1\frac{1}{2}\) hours, which is the same as typing 120 words in 1 hour.
Therefore, his typing speed on the first attempt was 120 words per minute.
On his second attempt, Eli typed 180 words in \(1\frac{1}{5}\) hour, which is the same as typing 150 words in 1 hour.
Therefore, his typing speed on the second attempt was 150 words per minute.
Comparing the two speeds, we see that Eli was faster on his second attempt, typing 150 words per minute compared to 120 words per minute on his first attempt.
Therefore, Eli typed faster on his second attempt, 120 words per minute on his first attempt and 150 words per minute on his second attempt.
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a train is leaving the station and goes from 3m/s to 30 m/s in 12 s. The acceleration of the train is
Answers
Answer:2.25 m/s^2
Step-by-step explanation:
a = (v-u)/t = 27/12 = 2.25 m/s^2
What is the volume of this container?HELPPPPP
Answers
Answer:
(2×4×4)+(3×2×4)
56 is the answer
8-2b = -2 find the solution to the equation
Answers
Answer: 5
Step-by-step explanation:
8-2b=-2
8-2b-8=-2-8
-2b=-10
-2b/-2=-10/-2
b=5
Point H is the incenter of ΔABC . Find the measure.
BD
Answers
Given that point H is the incenter of ΔABC. We are to find the measure BD.The figure for the given problem is shown below: Incenter of a triangle is the intersection point of the angle bisectors of the triangle.
It is the center of the inscribed circle of the triangle. Incenter of ΔABC is H.To find the measure of BD we need to use the angle bisector theorem which states that,The angle bisector theorem states that in any triangle, the angle bisector will divide the opposite side into segments that are proportional to the lengths of the other two sides.
That is, we can say that, `AB/BD = AC/DC`.
We know that point H is the incenter of ΔABC which means it lies on the angle bisectors of ∠ABC, ∠BCA and ∠ACB.
So, by angle bisector theorem, we can write:AB/BH = AC/CHAB/BD = AC/CD
Now, by using above equation and given incenter of ΔABC is H Substituting this value in equation (5),
we get, ∠ACB - ∠BCA = 0 => ∠ACB = ∠BCA
So, triangle ABC is an isosceles triangle where AB = AC.
Thus, AB/BD = AC/CD => AB/BD = AB/CD => BD = CD
Hence, the measure of BD is equal to the measure of CD.
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write the intercept form for each. X Y 0 6 1 10 2 14slope M=y-intercept=b=slope-intercept form
Answers
Given the set of values, you have to determine the y-intercept, slope, and the equation that corresponds to de relationship on the table.
The slope-intercept form is
\(y=mx+b\)Where
m represents the slope
b represents the y-intercept (is the y-coordinate of the point corresponding to the y-intercept)
The y-intercept of any function in the coordinate system is the point where the line intercepts the y-axis, at this point the x-coordinate is equal to zero. You can determine this value directly from the table, the ordered pair (0,6) corresponds to the y-intercept coordinates.
So "b = 6"
To determine the slope of the line, m, you need to use two points of the line and the following formula:
\(m=\frac{y_1-y_2}{x_1-x_2}\)Where
(x₁,y₁) are the coordinates of one point on the line
(x₂,y₂) are the coordinates of a second point on the line
You can use any two points of the line to calculate the slope, I will use (2,14) and (1,10)
\(\begin{gathered} m=\frac{14-10}{2-1} \\ m=\frac{4}{1} \\ m=4 \end{gathered}\)The slope of the line is m=4
Finally, you have to replace the values of the slope and y-intercept in the formula to determine the equation of the line in slope-intercept form:
\(y=mx+b\)For b=6 and m=4
\(y=4x+6\)2*3=6 true or false?
Answers
Answer:
True
Step-by-step explanation:
2 + 2 + 2 = 6
3 + 3 = 6
Answer:
If this was your question,
\(2 \times 3 = 6\)
=> True.
If this was what you meant then,
\( {2}^{3} = 8\)
=> False.
HELP ME EEEEeEEEWWEeWWW
Answers
Answer:
the first one -12 ,3
second -6 ,9
third 0,-6
last -10 , -6
Step-by-step explanation:
FYI: if i get this wrong im very sorry i really tried ;)
~ brainliest ?
Help please this is not a quiz I need help I’m practicing and I don’t understand
Answers
Solution:
Since the height of the freefall is parabolic as shown below,
the standard form of expressing a parabola is given as
\(\begin{gathered} y=a(x-h)^2+k\text{ ----- equation 1} \\ \text{where} \\ (h,k)\text{ is the coordinate of the vertex of the parabola} \end{gathered}\)Step 1: Evaluate the coordinate of the vertex of the parabola.
In the above graph, the coordinate of the vertex is (0,0).
Thus,
\(\begin{gathered} h=0 \\ k=0 \end{gathered}\)Step 2: Substitute the values of h and k into equation 1.
Thus,
\(\begin{gathered} y=a(x-h)^2+k \\ h=0,\text{ k=0} \\ y=a(x-0)^2+0 \\ \Rightarrow y=ax^2\text{ ----- equation 2} \end{gathered}\)Step 3: Select a point on the curve, and substitute the values of x and y into equation 2, to obtain a.
Thus, using the point (0.2, -3) as shown above, where x=0.2 and y=-3, we have
\(\begin{gathered} y=ax^2 \\ x=0.2,\text{ y=-3} \\ \Rightarrow-3=a(0.2)^2 \\ -3=0.04a \\ \Rightarrow a=-\frac{3}{0.04} \\ a=75 \end{gathered}\)Substitute the value of a into equation 2.
Thus,
\(\begin{gathered} y=75x^2 \\ \text{where} \\ y\Rightarrow h(d) \\ x\Rightarrow d \end{gathered}\)Hence, the function that describes these coordinates is expressed as
\(h(d)=75d^2\)
On its municipal website, the city of Tulsa states that the rate it charges per 5 CCF of residential water is $21.62. How do the residential water rates of other U.S. public utilities compare to Tulsa's rate? The data shown below ($) contains the rate per 5 CCF of residential water for 42 randomly selected U.S. cities.10.38 9.08 11.7 6.4 12.32 14.43 15.4610.02 14.4 16.08 17.5 19.08 17.88 12.7516.7 17.25 15.54 14.7 18.81 17.89 14.818.32 15.95 26.75 22.22 22.66 20.88 23.3518.95 23.6 19.16 23.65 27.7 26.95 27.0426.89 24.58 37.76 26.41 38.91 29.36 41.55(a)Formulate hypotheses that can be used to determine whether the population mean rate per 5 CCF of residential water charged by U.S. public utilities differs from the $21.62 rate charged by Tulsa. (Enter != for ≠ as needed.)H0:Ha:(b)What is the test statistic for your hypothesis test in part (a)? (Round your answer to three decimal places.)What is the p-value for your hypothesis test in part (a)? (Round your answer to four decimal places.)(c)At α = 0.05, can your null hypothesis be rejected? What is your conclusion?Do not reject H0. The mean rate per 5 CCF of residential water throughout the United States differs significantly from the rate per 5 CCF of residential water in Tulsa.Reject H0. The mean rate per 5 CCF of residential water throughout the United States does not differ significantly from the rate per 5 CCF of residential water in Tulsa.Do not reject H0. The mean rate per 5 CCF of residential water throughout the United States does not differ significantly from the rate per 5 CCF of residential water in Tulsa.Reject H0. The mean rate per 5 CCF of residential water throughout the United States differs significantly from the rate per 5 CCF of residential water in Tulsa.(d)Repeat the preceding hypothesis test using the critical value approach.State the null and alternative hypotheses. (Enter != for ≠ as needed.)H0:Ha:Find the value of the test statistic. (Round your answer to three decimal places.)State the critical values for the rejection rule. Useα = 0.05.(Round your answers to three decimal places. If the test is one-tailed, enter NONE for the unused tail.)test statistic≤test statistic≥State your conclusion.Do not reject H0. The mean rate per 5 CCF of residential water throughout the United States differs significantly from the rate per 5 CCF of residential water in Tulsa.Reject H0. The mean rate per 5 CCF of residential water throughout the United States does not differ significantly from the rate per 5 CCF of residential water in Tulsa.Do not reject H0. The mean rate per 5 CCF of residential water throughout the United States does not differ significantly from the rate per 5 CCF of residential water in Tulsa.Reject H0. The mean rate per 5 CCF of residential water throughout the United States differs significantly from the rate per 5 CCF of residential water in Tulsa.
Answers
The null hypothesis for the data will be 21.62 and the alternate hypothesis is 2.02 for the p-value for the data is 0.2253 .
The charge at which anything happens is referred to as the velocity at which it happens.
The required details for mean rate :
(a) H0: µ = 21.62
Ha: µ ≠ 21.62
(b) t = -1.231
p-value = 0.2253
(c) Stop rejecting H0 right now. No longer significantly different from the domestic water tariff in Tulsa, the suggested household water charge per five CCF for the entire USA.
(d) H0: µ = 21.62
Ha: µ ≠ 21.62
t = -1.231
check statistic ≥ 2.020
Don't dismiss H0 any longer. The suggested five CCF residential water charge for the entirety of the USA is no longer significantly different from the five CCF residential water tariff in Tulsa.
The P-value is higher at 0.05, the level of significance. The impact in this instance is negligible. The attempt to reject the null hypothesis failed.
The conclusion is that there is insufficient statistical support to determine whether other American cities have a different mortality rate than Tulsa.
The crucial values for t at this level of significance are t=2.019.
Given that the statistic t = -1.15 is inside the acceptance range in this case, the null hypothesis is not disproved.
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4 times the sum of 34 and 8
Answers
Answer: 168
Step-by-step explanation:
Answer:
168
Step-by-step explanation:
34+8=42
42x4=168
Find each unit rate.
Answers
The unit rate of ingredient C and ingredient D is 3/8 and 4/9 cup per serving respectively.
The ingredient with the lower unit rate is ingredient C.
What is the unit rate?Ingredient C:
1/4 cup for 2/3 serving
Unit rate = Number of cup / Number of servings
= 1/4 ÷ 2/3
Multiply by the reciprocal of 2/3
= 1/4 × 3/2
= 3/8 cup per serving
Ingredient D:
1/3 cup for 3/4 serving
Unit rate = Number of cup / Number of servings
= 1/3 ÷ 3/4
Multiply by the reciprocal of 3/4
= 1/3 × 4/3
= 4/9
Therefore, the ingredient with the lower unit rate is ingredient C.
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PLEASE HELP
URGENT!!!!!!!!!!!!!!!
Answers
Answer:
a.) 26< a 28
b.) 4
Step-by-step explanation:
a.) After looking at the age in years collum you can notice that all of ages have a difference of 2. With this you can infer that the missing number is 28.
b.) To find the mean add up all the numbers in the frequency column.
3+2+7+8+0=20
Divide that by the amount of numbers. There are 5 numbers so 20/5=4.
Hope this helps!
Consider A = (-9,4) and B (11,17). = Point P₂ partitions the segment from B to A in a 3:5 ratio. Find the coordinates of point P2.
Answers
An easy way to do this is to parameterize the directed line segment from B to A by the function
\(\ell_{B\to A}(t) = (1-t) B + t A = (1 - t) (11, 17) + t (-9, 4)\)
with 0 ≤ t ≤ 1.
The point P₂ splits up AB so that BP₂ = 3/8 AB and AP₂ = 5/8 AB. Then we reach the point P₂ when t = 3/8, so its coordinates are
\(P_2 = \ell_{B\to A}}\left(\dfrac38\right) = \dfrac58 (11,17) + \dfrac38 (-9,4) = \boxed{\left(\dfrac72, \dfrac{97}8\right)}\)
ERROR ANALYSIS Describe and correct the error in the statement about the diagram . (Please help will give brainliest)
Answers
The statement should be The Hypotenuse distance from point C to AB is 12 cm.
What is Pythagoras theorem?The relationship between the three sides of a right-angled triangle is explained by the Pythagoras theorem, commonly known as the Pythagorean theorem. The Pythagoras theorem states that the square of a triangle's hypotenuse is equal to the sum of its other two sides' squares.
According to the Pythagoras theorem, the square of the hypotenuse of a triangle, which has a straight angle of 90 degrees, equals the sum of the squares of the other two sides.
Given:
The distance from point C to AB is 12 cm.
But, the statement is kind of incomplete.
Because the there are two distance one is hypotenuic distance and one is perpendicular distance.
So, the statement should be The Hypotenuse distance from point C to AB is 12 cm.
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Which numbers are in order form least to greatest?
Answers
Answer:
B
Step-by-step explanation:
4 − 1 /5 (6x − 3) = 7 /3 + 3x
Answers
The given algebraic expression '4-1/5(6x-3)= 7/3 +3x' is a linear equation in one variable. By solving the linear equation, the value of x is found to be 34/63.
When an algebraic expression has an equality sign, it is known to be an equation. An equation with a single variable is known as an equation in one variable.
The highest power of the variable is the degree of the equation, here the degree is 1, thus it's a linear equation in one variable.
The linear equation contains 2 parts; the left-hand side [LHS] and the right-hand side[RHS]. The linear equation is solved by bringing all the variables to one side and numerals to the other side.
Given,
4-1/5(6x-3)= 7/3 +3x
4-6x/5+3/5=7/3+3x
4+3/5-7/3=6x/5+3x
Taking LCM and solving,
(60+9-35)/15 = (15x+6x)/5
34/15=21x/5
34=3*21x
∴x=34/63
Thus the value of x is found to be 34/63.
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Help please. Just need annswer thanks
Answers
Answer: sum to 180
Step-by-step explanation:
each of cats has fleas. if two cats (and their fleas) are removed, and three fleas are removed from each remaining cat, the total number of fleas remaining would be half the original total number of fleas. what is the value of ?
Answers
1 is the value of cat in linear equation.
What is an explanation of a linear equation?
A linear equation is a first-order (linear) term plus a constant in the algebraic form y=mx+b, where m is the slope and b is the y-intercept. Sometimes, the aforementioned is referred to as a "linear equation of two variables," where x and y are the variables.number of cats = n
number of fleas per cat = 2n
total number of fleas = (number of fleas per cat) * (number of cats) = 2n * n = 2n2
If we take the total number of fleas, subtract the fleas of two cats, then subtract 3 for every remaining cat, we get half the total number of fleas.
(total number of fleas) - 2(number of fleas per cat) - 3(n - 2) = (total number of fleas)/2
2n2 - 2(2n) - 3(n - 2) = (2n2)/2
2n2 - 4n - 3n + 6 = n2
Subtract n2 from both sides and combine like terms.
n2 - 7n + 6 = 0
Factor the left side
(n - 6)(n - 1) = 0
n = 6 or n = 1
n must be 6 because we can't remove 2 cats if there is only 1 cat to begin with.
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The complete question is -
Each of n cats has 2n fleas. If two cats (and their fleas) are removed, and three fleas are removed from each remaining cat, the total number of fleas remaining would be half the original total number of fleas. What is the value of n?
10 miles per hour equal feet per second
Answers
Let's recalll that:
• 1 mile per hour = 1.46667 feet per second
Therefore:
• 10 miles per hour = 1.46667 * 10 feet per second
,• 10 miles per hour = 14.6667 feet per second, Khalil!
which of the following functions are solutions of the differential equation y′′−9y′ 18y=0? a. y(x)=e6x b. y(x)=e−x c. y(x)=e3x d. y(x)=0 e. y(x)=6x f. y(x)=3x g. y(x)=ex
Answers
Only one of the following functions is a solution of the differential equation y′′−9y′+18y=0.
The second-order homogeneous linear differential equation is given as:y'' - 9y' + 18y = 0This differential equation is a linear homogeneous equation. We will have two roots of the characteristic equation: r1 = 3, r2 = 6So, the general solution to the differential equation is given as:y = c1e3x + c2e6xwhere c1 and c2 are arbitrary constants.a. y(x) = e6x is a solution because it is a part of the general solution of the differential equation.y(x) = e−x, y(x) = 0, y(x) = 6x, y(x) = 3x, y(x) = ex are not solutions because they don't satisfy the differential equation. Hence, the correct options are:a. y(x) = e6xTherefore, only one of the following functions is a solution of the differential equation y′′−9y′+18y=0.
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Is this congruent by SSS, SAS, AAS, ASA? Hurry please ASAP! Only if you know!
Answers
Answer:
Side-Side-Side (SSS)
Step-by-step explanation:
I believe these triangles are congruent by the postulate SSS because both triangles have all three sides equal.
Today at Elisa has a cup with 0,52525252...liters of juice, while her brother has double the quantity. How many liters of juice do they have all together? 1. 78/5 2.78/10 3. 52/33 4.52/99
Answers
Elisa and her brother together have 52/33 liters of juice.
To find the total quantity of juice Elisa and her brother have together, we first need to determine the value of Elisa's juice quantity.
Elisa's cup contains 0.52525252... liters of juice. This is a repeating decimal pattern where the digits 52 repeat infinitely.
To simplify the repeating decimal, we can represent it as a fraction. Let's denote x as the repeating decimal:
x = 0.52525252...
Multiplying both sides of the equation by 100, we can shift the decimal point:
100x = 52.52525252...
Now, we can subtract the original equation from the shifted equation to eliminate the repeating part:
100x - x = 52.52525252... - 0.52525252...
Simplifying the equation:
99x = 52
Dividing both sides by 99:
x = 52/99
So Elisa has 52/99 liters of juice.
Her brother, on the other hand, has double the quantity. Doubling 52/99 gives:
2 * (52/99) = 104/99 liters
To find the total quantity, we add Elisa's and her brother's amounts:
52/99 + 104/99 = 156/99 = 52/33
Therefore, Elisa and her brother together have 52/33 liters of juice.
The correct answer is option:
3. 52/33
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The quantity refers to 3. 52/33 liters, of juice do they have all together. So, the correct choice is 3. 52/33.
Let's denote the quantity of juice Elisa has as x liters. We are given that Elisa's brother has double the quantity, which means he has 2x liters of juice.
Now, Elisa's cup has a repeating decimal representation of 0.52525252..., where the repeating pattern is 52. To express this decimal as a fraction, we can use the fact that the repeating pattern has two digits. Let's call the repeating pattern "r". Then, we can write:
x = 0.52525252...
100x = 52.52525252... (Multiplying both sides by 100 to shift the decimal two places to the right)
100x - x = 52.52525252... - 0.52525252... (Subtracting the equation x from 100x)
99x = 52
Dividing both sides of the equation by 99, we get:
x = 52/99
So, Elisa has 52/99 liters of juice.
Elisa's brother has double the quantity, which is 2 times (52/99):
2x = 2 * (52/99) = 104/99 liters
To find the total quantity of juice they have together, we add their individual quantities:
52/99 + 104/99 = 156/99
Simplifying the fraction, we get:
156/99 = 52/33
Therefore, the correct option is 3. 52/33 liters, which represents the total quantity of juice Elisa and her brother have together.
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can you tell me what these are?
Answers
Answer:
1. X-intercepts
2. Midpoint
3. Vertex
4. Y-Intercept
Step-by-step explanation:
please help with any of these questions
Answers
Applying the slope formula, we have:
16. Slope = -9/4; Parallel slope = -9/4; Perpendicular slope = 4/9.
17. Slope = -4; Parallel slope = -4; Perpendicular slope = 1/4.
See explanation below for the rest answers.
How to Find the Slope of a Line?Slope of a line = change in y / change in x.
The slope of parallel lines are the same, while the slopes of two lines that are perpendicular to each other are negative reciprocals of each other, i.e. 1/a and -a can be the slopes of two lines that are perpendicular to each other.
In an equation given in slope-intercept form, y = mx + b, the slope is represented as "m".
16. Given, (3, 7) and (7, -2):
Slope (m) = (-2 - 7)/(7 - 3)
Slope = -9/4
Parallel slope = -9/4
Perpendicular slope = 4/9.
17. Given, y = -4x + 2,
Slope = -4
Parallel slope = -4
Perpendicular slope = 1/4.
18. Rewrite 5x - 2y = 8 in slope-intercept form:
-2y = -5x + 8
y = 5/2x - 4
Slope = 5/2
Parallel slope = 5/2
Perpendicular slope = -2/5.
19. Rewrite 4x + 3y = 2 in slope-intercept form:
3y = -4x + 2
y = -4/3x + 2/3
Slope (m) = -4/3
Substitute (a, b) = (2, -5), and m = -4/3 into y - b = m(x - a):
y - (-5)) = -4/3(x - 2)
y + 5 = -4/3(x - 2) [point-slope form]
20. Given, y = -5x + 2
Slope (m) = -5
Substitute (a, b) = (-4, -6), and m = -5 into y - b = m(x - a):
y - (-6) = -5(x - (-4))
y + 6 = -5(x + 4) [point-slope form]
21. Rewrite 9x - 3y = 6 in slope-intercept form:
-3y = -9x + 6
y = 3x - 2
The slope of y = 3x - 2 (9x - 3y = 6) is 3.
The slope of -3x - 5 is -3.
Therefore, the lines are neither parallel nor perpendicular.
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2-What is the difference between a type I error and a type II error? Please cite some examples.
3-What types of statistical analyses are applied to the data collected in the research study? Please cite some examples.
Answers
Type I error refers to rejecting a true null hypothesis, while Type II error refers to failing to reject a false null hypothesis. Types of statistical analyses include descriptive statistics, inferential statistics, correlation analysis, regression analysis, etc.
Type I error is a false positive, and Type II error is a false negative. Examples of Type I errors include convicting an innocent person in a criminal trial and rejecting a new drug that is actually effective. Examples of Type II errors include failing to convict a guilty person in a criminal trial and accepting a new drug that is actually ineffective.
Various statistical analyses can be applied to the data collected in research studies, depending on the research question and the type of data. Some common types of statistical analyses include descriptive statistics, inferential statistics, correlation analysis, regression analysis, t-tests, analysis of variance (ANOVA), and chi-square tests. Descriptive statistics are used to summarize and describe the characteristics of the data, while inferential statistics are used to draw conclusions and make inferences about the population based on sample data. Correlation analysis examines the relationship between two or more variables, regression analysis explores the relationship between a dependent variable and one or more independent variables, t-tests compare means between two groups, ANOVA analyzes differences among three or more groups, and chi-square tests examine the association between categorical variables.
Type I error, also known as a false positive, occurs when we reject a null hypothesis that is actually true. This means we conclude that there is a significant effect or relationship when there is none in reality. For example, in a criminal trial, a Type I error would be convicting an innocent person. Another example is rejecting a new drug that is actually effective, leading to the rejection of a potentially beneficial treatment.
On the other hand, a Type II error, also known as a false negative, occurs when we fail to reject a null hypothesis that is actually false. In this case, we fail to detect a significant effect or relationship when one exists. For instance, in a criminal trial, a Type II error would be failing to convict a guilty person. In the context of medical testing, a Type II error would occur if we accept a new drug as ineffective when it is actually effective, resulting in the approval of an ineffective treatment.
Various statistical analyses can be applied to research study data depending on the research question and the type of data collected. Descriptive statistics are used to summarize and describe the characteristics of the data, such as measures of central tendency (e.g., mean, median) and variability (e.g., standard deviation, range). Inferential statistics are used to make inferences and draw conclusions about the population based on sample data, such as hypothesis testing and confidence interval estimation.
Correlation analysis examines the relationship between two or more variables and determines the strength and direction of their association. Regression analysis explores the relationship between a dependent variable and one or more independent variables, allowing us to predict the value of the dependent variable based on the independent variables.
T-tests are used to compare means between two groups, such as comparing the average test scores of students who received a specific intervention versus those who did not. Analysis of variance (ANOVA) analyzes differences among three or more groups, such as comparing the performance of students across different grade levels.
Chi-square tests examine the association between categorical variables, such as analyzing whether there is a relationship between gender and voting preference. These are just a few examples of the statistical analyses commonly applied to research study data, and the specific choice of analysis depends on the research question and the nature of the data.
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