Brand X costs $1.56 for 12 ounces. Brand Y costs 2¢ more per ounce. What is the cost of 15 ounces of Brand Y?

The answer is (d) no, because grade level is a lurking variable which may well be confounded with the variables under consideration.

The experimental design described in the scenario is not ideal for determining a cause-and-effect relationship between reading and academic performance. The design lacks proper control and fails to address the potential influence of lurking variables, specifically grade level. Grade level could be a confounding variable, meaning it may be associated with both the amount of reading and the academic performance of the students.

In this experiment, different grade levels are assigned to different conditions: eighth graders with extra reading time, seventh graders with extra reading time, and sixth graders with no extra reading time (control group). The issue arises because each grade level could have different levels of academic readiness, maturity, or other factors that could impact their performance. Therefore, any differences in the mean academic performance observed among the groups could be attributed to grade level rather than the intervention itself.

To address this, the experiment could be improved by randomly assigning students from each grade level to the different conditions. This randomization would help ensure that any differences observed in academic performance are more likely to be due to the extra reading time rather than the inherent differences between grade levels.

Overall, the experimental design needs to account for the potential confounding effect of grade level to establish a stronger cause-and-effect relationship between reading time and academic performance.

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Answer:

A

Step-by-step explanation:

cause it will be more faster just because it is in a solid phase or it is solid

The time taken to hit the ground is 6.25 sec.(Option B)

How to calculate time?

It is given that penny follows the trajectory:

\(y = -4.9x^2 + 32x + 425\)

Differentiating it we get:

\(\dfrac{dy}{dx} =-9.8x+32\)

At y=425, it is obvious that x=0

So dy/dx at x=0 is 32.

Now the vertical component of the velocity is 32sinФ (where Ф is the angle at which penny is thrown).

Ф\(=\tan^{-1}(32)\)

Vertical component=\(32*\sin(\tan^{-1}(32))\)=31.98 ft/sec

Now applying the equation of motion: acceleration=-32ft/sec^(2)

u=31.98ft/sec   s=-425   t=?

\(s=ut+\frac{1}{2} at^{2}\)

\(-425=31.98t-16t^2\)

\(16t^2-31.98t-425=0\)

Solving the quadratic equation we get:

t=6.249 sec≅6.25 sec

Therefore, the time taken is 6.25 sec.

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It is False that based only on the r and p values listed above you can come to the conclusion that age is a moderator of the bivariate relationship between the amount of texting and the number of accidents.

In the given scenario, it is not completely true that based only on the r and p values listed above, you can come to the conclusion that age is a moderator of the bivariate relationship between the amount of texting and the number of accidents.

Let's first understand what is meant by the term "moderator.

"Moderator: A moderator variable is a variable that changes the strength of a connection between two variables. If there is a statistically significant bivariate relationship between the amount of texting during driving and the number of accidents, scientists investigate whether this bivariate relationship is moderated by age.

Therefore, based on the values of r and p, it is difficult to determine if age is a moderator of the bivariate relationship between the amount of texting and the number of accidents.

As we have to analyze other factors also to determine whether the age is a moderator or not, such as the sample size, the effect size, and other aspects to draw a meaningful conclusion.

So, it is False that based only on the r and p values listed above you can come to the conclusion that age is a moderator of the bivariate relationship between the amount of texting and the number of accidents.

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Answer: A

Step-by-step explanation:

A best represents the graph

Answer:

84 :-)

Step-by-step explanation:

There are several types of values that individuals and societies hold. Here are the differences among global values, terminal values, instrumental values, and domain-specific values:

Global values are values that are considered important across cultures and societies. These values are often seen as universal and are not specific to any particular group or society.

Global values include traits such as honesty, integrity, and respect for others. These values are considered fundamental to human interaction and are often emphasized in ethical and moral teachings.

Terminal values are values that individuals or societies hold as ultimate goals or end states. These values are often seen as the most important goals that individuals or societies can strive for.

Examples of terminal values include happiness, freedom, and world peace. These values are often deeply rooted in culture and are influenced by factors such as religion, history, and political ideology.

Instrumental values are values that individuals or societies hold as means to achieve the terminal values. These values are seen as important because they help individuals or societies achieve their ultimate goals.

Examples of instrumental values include hard work, responsibility, and self-discipline. These values are often taught through socialization and are reinforced through the rewards and punishments for responsible.

Domain-specific values are values that are specific to a particular domain or area of life. These values are often shaped by the unique demands and characteristics of the domain.

For example, in the domain of business, values such as profitability, innovation, and customer satisfaction may be considered important.

These values are often influenced by the goals and objectives of the organization, as well as the needs and desires of stakeholders such as customers, employees, and shareholders.

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The integration of the given equation will be [(1/2) i√3 + 2 log (1 + 3i)].

Integration is a way of finding the total by adding or summing the components. It's a reversal of differentiation, in which we break down functions into pieces. This approach is used to calculate the total on a large scale.

The integration equation is given below.

\(\begin{aligned} \rm I = \int _1^2 \sqrt{x^2 - 4} \ dx \end{aligned}\)

We know that the formula is given as,

∫√(x² - a²) dx = (x/2)√(x² - a²) + (a² / 2) log [x + √(x² - a²)]

Then by the integration, we can write it as,

\(\begin{aligned} \rm I &= \int _1^2 \sqrt{x^2 - 4} \ dx \\\rm I &= \int _1^2 \sqrt{x^2 - 2^2} \dx\\\rm I &= \left [ \dfrac{x}{2}\sqrt{x^2-2^2} + \dfrac{2^2}{2} \log (x + \sqrt{x^2 - 2^2}) \right ]^2_1\\\end{aligned}\)

Simplify the equation further, then we have

I = [(1/2) i√3 + 2 log (1 + 3i)]

The integration of the given equation will be [(1/2) i√3 + 2 log (1 + 3i)].

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The range of scores is 0 to 10. Since everyone in the class scored 6 out of 10, the lowest possible score is 0 and the highest possible score is 10.

The range is the difference between the highest and the lowest of the  given scores. In this case, it's 4 (10-6).

Therefore, the range of scores is 0 to 10. It is important to note that the range is a measure of the spread of scores in a dataset, and in this case, the spread is from the lowest possible score of 0 to the highest possible score of 10.

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Answer:

3Fx - 3Gy= H

Step-by-step explanation:

Answer:

11cm

Step-by-step explanation:

The answer is g(f(x)) =(x+6)(x+2)

From the question, we have

f(x) = x + 3 and g(x) = x² + 2x - 3

g(f(x)) = g(x + 3)

=(x + 3)² + 2(x + 3) - 3

=x² + 9+6x+2x+6-3

=x² + 8x+12

=x² + 6x+2x+12

=(x+6)(x+2)

The answer is g(f(x)) =(x+6)(x+2)

Multiplication:

Mathematicians use multiplication to calculate the product of two or more numbers. It is a fundamental operation in mathematics that is frequently utilized in everyday life. When we need to combine groups of similar sizes, we utilize multiplication. The fundamental concept of repeatedly adding the same number is represented by the process of multiplication. The results of multiplying two or more numbers are known as the product of those numbers, and the factors that are multiplied are referred to as the factors. Repeated addition of the same number is made easier by multiplying the numbers.

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Randomly selecting one adult from a residence when conducting a sample survey on residential telephone numbers is a good idea for several reasons.

Firstly, this method helps ensure a diverse and representative sample. By selecting a random adult from each household, the survey aims to capture a wide range of perspectives and demographics. This increases the validity and reliability of the survey results, as it reduces the chances of bias or skewed outcomes.
Secondly, asking about the adults who live in the residence rather than the person who picks up the phone helps to avoid selection bias. If the survey only asked the person who answered the call, it may inadvertently exclude certain demographics, such as households with multiple adults or those with different schedules.

By randomly selecting one adult, the survey takes into account the possibility of multiple residents and provides a more comprehensive view.
Furthermore, this approach helps to maintain confidentiality and privacy.

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Triangles that are identical in size and shape are said to be congruent triangles.

What is the congruent triangle?

If all three corresponding sides and all three corresponding angles are equal in size, two triangles are said to be congruent. Slide, twist, flip, and turn these triangles to create an identical appearance. They are in alignment with one another when moved.

Here, we have

Given: The figure below shows ∠CAD and angle bisector AE. Line segments ED and EC have been drawn to form ∠AED and ∠AEC.

Points C and D are equidistant from point A. Complete the following table to prove that ∠AEC ≅ ∠AED.

The complete proof for the given triangles can be written as,

1. Points C and D are equidistant from point A.

2. AD ≅ AC {Both C and D are at equidistance from A}

3. ∠CAE ≅ ∠DAE {AE is the angle bisector of ∠CAD}

4. AE ≅ AE {Common side of the triangles}

5. ΔEAD ≅ ΔEAC {Both triangles are congruent to each other}

Hence, Triangles that are identical in size and shape are said to be congruent triangles.

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Answer:

B

Step-by-step explanation:

the measure of the tangent- chord angle ABC is half the measure of its intercepted arc AB , then

AB = 2 × ∠ ABC = 2 × 68° = 136°

Answer:

It would be the 2nd one because 15+27=42 and that is less than 44 which should be more

Step-by-step explanation:

To solve this problem, we need to use related rates. Let's start by drawing a diagram:

```
        /\
       /  \
      /    \
     /      \
    /        \
   /__________\
```

We know that the radius of the conical pile is always two times its height, so we can label the diagram as follows:

```
        /\
       /  \
      /    \
     /      \
    /        \
   /__________\
  /|    r=2h   \
 / |___________\
```

Now we need to find an equation that relates the height of the pile to its radius. We can use the formula for the volume of a cone:

```
V = (1/3)πr^2h
```

We want to solve for h in terms of r:

```
V = (1/3)πr^2h
3V/πr^2 = h
```

Now we can differentiate both sides of this equation with respect to time:

```
d/dt (3V/πr^2) = d/dt h
0 = (3/πr^2) dV/dt - (2/πr^3) dr/dt
```

We're given that the height is increasing at a rate of 2 cm/s when the pile is 11 cm high, so we know that:

```
dh/dt = 2 cm/s
h = 11 cm
```

We want to find the rate at which sand is leaving the bin, which is given by `dV/dt`. We can solve for this using the equation we derived:

```
0 = (3/πr^2) dV/dt - (2/πr^3) dr/dt
dV/dt = (2/3)πr^2 (dh/dt) / r
```

Now we just need to plug in the values we know:

```
dh/dt = 2 cm/s
h = 11 cm
r = 2h = 22 cm

dV/dt = (2/3)π(22)^2 (2) / 22
dV/dt = 264π/3
```

So the rate at which sand is leaving the bin when the pile is 11 cm high is `264π/3 cm^3/s`.

To solve this problem, we can use the relationship between the radius and height of the conical pile, as well as the given rate of height increase.

Since the radius (r) is always two times the height (h), we have r = 2h. The volume (V) of a cone is given by the formula V = (1/3)πr^2h. We can substitute r with 2h, so V = (1/3)π(2h)^2h.

Now, let's differentiate both sides with respect to time (t):

dV/dt = (1/3)π(8h^2)dh/dt

When the height is 11 cm, the rate of height increase (dh/dt) is 2 cm/s. We can substitute these values into the equation:

dV/dt = (1/3)π(8(11)^2)(2)

Solving for dV/dt:

dV/dt ≈ 2046.92 cm³/s

At that instant, the sand is leaving the bin at a rate of approximately 2046.92 cm³/s.

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Answer:

$267.50

Step-by-step explanation:

This is the answer for 18.25 each and 2.50 each

If you mean 10 pizza for 18.25 combined and 20 drink for 2.50 combined then $55.75

Answer:

45 mph the the middle one

Step-by-step explanation:

i did the same one and got 45 and its right

Answer:

w>-3

Step-by-step explanation:

Answer:

Step-by-step explanation:

6x + 3y = 30 -----------(I)

4x - 3y = 30 -----------(II)

Add equation (I) & (II). So, y will be eliminated and we can find the value of x

(I)       6x + 3y = 30

(II)      4x - 3y = 30   {Now add}

        10x        = 60

                   x = 60/10

x = 6

Plugin x = 6 in equation (I)

6*6 + 3y = 30

36 + 3y = 30

         3y = 30- 36

         3y = -6

           y = -6/3

y = -2

Answer:

4x^3+8x^2-96x = 4x(x-4)(x+6)

Step-by-step explanation:

4x^3, 8x^2 and 96x have 4x as a common factor. Hence

4x^3+8x^2-96x = 4x*(x^2+2x-24)

Furthermore, (x^2+2x-24)= (x-4)(x+6)

because 6-4=2 and 6*(-4) = -24.

So 4x^3+8x^2-96x = 4x*(x^2+2x-24) = 4x(x-4)(x+6).

Answer:

answer for this solution is 2,3,4.

Answer:

From the two graphs, I can see in the picture, I can tell that the left graph represents y=2x because the y-intercept is 0 and the slope is 2 because the line goes up two and over one (2/1) or just 2.

Step-by-step explanation:

Hope this helps

To determine how much money we had in the first place we can use a rule of three:

Then we have that:

Therefore, you originally has $200

The answer is 3. The only common factor between the numbers is 3, because 15 is 3 times 5, while 9 is 3 times 3.

Answer:

Greatest common factor: 3

Step-by-step explanation:

Both 15 and 9 have a factor of 3, and that is the biggest number that they share. The answer doesn't have letters in it because y and n are not related.

THE ANSWER IS A.

Step-by-step explanation:

Answer:

so the a is considered to be the angle

Interest = principal x rate x time

Interest = 8000 x 0.03 x 6

Interest = $1,440

Answer: $1,440