DUE FRIDAY PLEASE HELP WELL WRITTEN ANSWERS ONLY!!!! 20 POINTS
Students in a high school mathematics class decided that their term project would be a study of the strictness of the parents or guardians of students in the school. Their goal was to estimate the proportion of students in the school who thought of their parents or guardians as “strict”. They do not have time to interview all 1000 students in the school, so they plan to obtain data from a sample of students.
1. Describe the parameter of interest and a statistic the students could use to estimate the parameter.



2. Is the best design for this study a sample survey, an experiment, or an observational study? Explain your reasoning.



3. The students quickly realized that, as there is no definition of “strict”, they could not simply ask a student, “Are your parents or guardians strict?” Write three questions that could provide objective data related to strictness.



4. Describe an appropriate method for obtaining a sample of 100 students, based on your answer in question 1.

Answer:

2 nonreal solutions

Step-by-step explanation:

given a quadratic equation in standard form

ax² + bx + c = 0 (a ≠ 0 )

then the nature of the roots are determined by the discriminant

b² - 4ac

• if b² - 4ac > 0 then 2 real and irrational solutions

• if b² - 4ac > 0 and a perfect square then 2 real and rational solutions

• if b² - 4ac = 0 then 2 real and equal solutions

• if b² - 4ac < 0 then no real solutions

5x² - 2x + 6 = 0 ← in standard form

with a = 5 , b = - 2 , c = 6

b² - 4ac

= (- 2)² - (4 × 5 × 6)

= 4 - 120

= - 116

since b² - 4ac < 0

then there are 2 nonreal solutions to the equation

Step-by-step explanation:

Answers in the pic....Hope u can understand

26+9+20 = 52

We have a sample of x=weights with the following data:

• Min = 107

• Q1(x) = 197

• Median(x) = 264

• Q3(x) = 312

• Max(x) = 426

1) The percent of the chicks weight more than 197, this is the value of the Q1. The quartile 1 represent the value of x that the 25% of the sample has a value less o equal to that.

So the percent of chicks that have a weight greater than 197 is 75%.

2) For the weight more than 264, correspond to the Median, so the 50% of sample has a weight lower or equal 264, and the other 50% has a weight greater or equal to 264.

So, the percent is 50%.

3) The weight of 312 correspond with Q3, so the 75% of the sample has a weight less or equal to 312, and the other 35% has a weight greater than 312.

So, the percent is 25%.

4) The weigth are the percentil Q1 and Q3, respectively. So the percent of chicks that have a weigth between 197 and 312 is 75%-25% = 50%

Answer:

the slant height cone a is..... 5 yd

Step-by-step explanation:

Answer:

10.77

Step-by-step explanation:

 Plzzzz mark me brainliest

The segment lengths for this triangle are given as follows:

Similar triangles are triangles that share these two features given as follows:

There are three triangles in this problem, all of which are similar.

The length of segment PX can be obtained with triangles PQR and PXY, as follows:

PX/30 = 10/40

PX/30 = 1/4

4PX = 30

PX = 7.5.

The length of segment XQ is found applying the segment addition postulate, as follows:

PQ + XQ = 30

7.5 + XQ = 30

XQ = 22.5.

The length of segment XY can also be obtained with the similarity of triangles PXY and PQR, as follows:

XY/36 = 10/40

XY/36 = 1/4

4XY = 36

XY = 9.

The length of segment ZW is obtained with the similarity of triangles PZW and PQR, as follows:

ZW/36 = 24/40

ZW/36 = 0.6.

ZW = 36 x 0.6

ZW = 21.6.

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Answer:

x-9

Step-by-step explanation:

HOPE THIS HELP -_-

Answer:

4.20

Step-by-step explanation:

12.60 divided by 3 is 4.20!

Answer:

1. 2.64172

2. 9.94194

3. 76.2

4. 10.9728

5. 49.2126

6. 443.603

7. 402.336

8. 259.08

9. 328.084

10. 7.57082

11. 7.25748

12. 55.1156

13. 127

14. 22.7125

15. 189.598

Step-by-step explanation:

1. liters to gallons 1:0.264172

10 L = 2.64172 gal.

2. kilometers to miles 1:0.621371

16 Km = 9.94194 mil.

3. inches to centimeters 1:2.54

30 in = 76.2 cm

4. yards to meters 1:0.9144

12 yd. = 10.9728 m

5. meters to feet 1:3.28084

15 m = 49.2126 ft

6. fluid ounces to milliliters 1:29.5735

15 fl oz = 443.603 mL

7. miles to kilometers 1:1.60934

250 mi = 402.336 km

8. feet to meters 1:0.3048

850 ft = 259.08 m

9. meters to feet (see problem 5)

100 m = 328.084 ft

10. quarts to liters 1:0.946353

8 qt = 7.57082 L

11. pounds to kilograms 1:0.453592

16 lbs = 7.25748 kg

12. kilograms to pounds 1:2.20462

25 kg = 55.1156 lbs

13. inches to centimeters (see problem 3)

50 in = 127 cm

14. gallons to liters 1:3.78541

6 gal = 22.7125 L

15. kilograms to pounds (see problem 12)

86 kg = 189.598 lbs

Answer:

This sum is the sum of an arithmetic sequence.  There is a formula for the sum of an arithmetic sequence which can be looked up or derived by a variety of means.

A nice approach for this sequence is the following.  Notice  that the sum of first and last number in the sequence is the same as the sum of the second and second last, and also the same as the sum of the third and third last, and so on.

There are n of these pairs.  So the desired sum is n x (first number + last number).   But the first number is 1 and the last on is 2n.   Thus the desired sum is n(1 + 2n).

Hope this helps!!

Mark Brainleast!!!!!!!!!!!

Consider the set {1, 2, 3, 4, ..., m} where m is some natural number, i.e. a positive whole number.

Now let's say we wanted to add everything in that set.

What we can do is write out the terms

1, 2, 3, 4, ..., m

then just underneath, we write the reverse of that set

m, ..., 4, 3, 2, 1

Here's an example of what I mean. I'll use m = 7

\(\begin{array}{|c|c|c|c|c|c|c|} \cline{1-7}1 & 2 & 3 & 4 & 5 & 6 & 7\\\cline{1-7}7 & 6 & 5 & 4 & 3 & 2 & 1\\\cline{1-7}\end{array}\)

For each column, add straight down

The third row will be nothing but 8's

\(\begin{array}{|c|c|c|c|c|c|c|} \cline{1-7}1 & 2 & 3 & 4 & 5 & 6 & 7\\\cline{1-7}7 & 6 & 5 & 4 & 3 & 2 & 1\\\cline{1-7}8 & 8 & 8 & 8 & 8 & 8 & 8\\\cline{1-7}\end{array}\)

We can see there are seven copies of '8' being added here, so the sum of all the numbers in the set {1,2,3,4,5,6,7} is 8*7 = 56. But wait, we double-counted each item when we formed the second row. So we must divide by 2 to fix the double-counting error.

Therefore, 1+2+3+4+5+6+7 = 56/2 = 28 instead.

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

That previous example showed that adding from 1 to 7 means we have 7 copies of (1+7). In other words, 7 copies of 8 being added.

We could write that as 7(1+7)

Then divide that by 2 to fix the double-counting error.

We have 7(1+7)/2

Now imagine that we applied all of what was mentioned to the set {1,2,3,4,5,6,7,8}. Instead of 7's, we use 8's this time to get 8(1+8)/2

Then we can extend it out to the set {1,2,3,4,..., m} and we get the formula m(1+m)/2

We have m copies of (1+m) being added; hence the m(1+m). Don't forget to divide by 2 to fix the double-counting error.

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

The key takeaway here is that summing 1+2+3+4+...+m gets us m(1+m)/2

In this case, m = 2n because we want the first 2n natural numbers.

Therefore,

m(1+m)/2

2n(1+2n)/2

n(1+2n)

n(2n+1)

represents the sum 1+2+3+...+n+...+2n

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

Try out a value like n = 5 to find that 2n = 2*5 = 10, and,

1+2+3+4+5+6+7+8+9+10 = 55

also

n(2n+1) = 5(2*5+1) = 5*(11) = 55

Showing that the formula works for n = 5. I'll let you try other values of n.

No, X or y-axis scale does not have to always start at zero. In a line chart, it's OK to start the axis at a number other than zero

A line that is used to take or mark measurements is known as an axis in mathematics. Two crucial axes of the coordinate plane are the x and y axes. A horizontal number line is the x-axis, while a vertical number line is the y-axis. The coordinate plane is created by the perpendicular intersection of these two axes.

Given,

No, X or y-axis scale does not have to always start at zero.

A line chart encodes data using location (x, y coordinates), whereas a bar chart represents data using length. In a line chart, it's OK to start the axis at a number other than zero despite many claims that they are always misleading since this minute difference influences how a reader utilizes the chart.

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Answer:

B= 18x

Step-by-step explanation:

use identity :  (a+b)² = a²+2ab+b²   you have a =3x  and b =3 so: B =2ab

the second term of this trinomial is : 2ab  means : 2(3x)(3) = 18x

(3x +3)2=9x2+2(3x)(3)+3²

The most specific name for the figure is an isosceles trapezoid

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

The figure

The properties of the given figure are

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

The figure is a trapezoid

Because the nonparallel sides are congruent, then the most specific name for the figure is an isosceles trapezoid

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Answer:

P(X, Y) = [(x1 sin 2A + x2 sin 2B + x3 sin 2C)/ (sin 2A + sin 2B + sin 2C), (y1 sin 2A + y2 sin 2B + y3 sin 2C)/ (sin 2A + sin 2B + sin 2C)]

Step-by-step explanation:

How to Construct Circumcenter of a Triangle?

The circumcenter of any triangle can be constructed by drawing the perpendicular bisector of any of the two sides of that triangle. The steps to construct the circumcenter are:

Step 1: Draw the perpendicular bisector of any two sides of the given triangle.

Step 2: Using a ruler, extend the perpendicular bisectors until they intersect each other.

Step 3: Mark the intersecting point as P which will be the circumcenter of the triangle. It should be noted that, even the bisector of the third side will also intersect at P.

The third column of ab is {0,0,0}.

If we have a matrix "a" and multiply it with the "b" matrix, which {0,0,0} in the third column, the resulting matrix ab will also have {0,0,0} in the third column. When we multiply two matrices, we take the "i" row elements from the first matrix and the "j" column element from another and then multiply and add all these row and column elements to get the "ij" element of the resultant matrix.

So, in this case, when we take the row element from the "a" matrix and the column element from the "b" matrix, regardless of any term in the row element when multiplied with the 0 elements of the column will result in 0 and hence the resultant matrix will have {0,0,0} as 3rd column.

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Answer:

The equation used to relate the change in pressure to change in height in a manometer is Δ = Δ ℎ

Answer:18 feet

Step-by-step explanation: I want to say you just have to subrtract  7 from 25.

the probability of no defective components being in the batch when one of the two tested components is defective is \((0.48 x 0.5) + (0.27 x 0.5) + (0.25 x 0) = 0.384 (38.4%)\). The probability of one defective component in the batch is \((0.48 x 0.5) + (0.27 x 0.5) + (0.25 x 1) = 0.504 (50.4%)\). Lastly, the probability of two defective components in the batch is \((0.48 x 0) + (0.27 x 0) + (0.25 x 1) = 0.112 (11.2%).\)

(a) Neither tested component is defective:
No Defective Components: 0.48 (48%)
One Defective Component: 0.27 (27%)
Two Defective Components: 0.25 (25%)

(b) One of the two tested components is defective:
No Defective Components: 0.384 (38.4%)
One Defective Component: 0.504 (50.4%)
Two Defective Components: 0.112 (11.2%)

To calculate the probabilities of (b), a tree diagram can be drawn with three first-generation branches for the three different types of batches. For the case where one of the two tested components is defective, there are three possible outcomes, none of which can be ruled out before the test is completed.

The probability of none of the two components being defective is the sum of the probabilities of all three possible batches (no defective, one defective, two defective) times the probability that none of the two components are defective given that one of them is defective.

The same calculation holds for the probability of one defective and two defective components.

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7 ) Yes, the two triangles are congruent on the basis of S-S-S

8) Yes, the two tringles are congruent on the basis of angle angle Side

9) Yes, the two triangels are congruent on the basis of Side Angle Side

10)  Yes the two triangles are congruent on the basis of side - side - angle. Note that there they share opposite angles which are equal.

The side-side-angle (SsA) axiom of triangle congruence asserts that two triangles are congruent if and only if two pairs of matching sides and the angles opposing the longer sides are identical.

SSS stands for "side, side, side" and denotes two triangles with three equal sides. The triangles are congruent if three sides of one triangle are equivalent to three sides of another.

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The equation of the line is 2x - 3y = 19.

The standard form for linear equations is

ax+by = c

From the question, we have

y + 1 = (2/3)(x - 8)

⇒y + 1 = (2/3)x - (16/3)

Multiply by 3 in both sides, we get

⇒3y + 3 = 2x - 16

Subtract 2x from both sides, we get

⇒-2x + 3y + 3 = - 16

⇒-2x + 3y = -16-3

⇒2x - 3y = 19

Linear equations:

First order equations include linear equations. In the coordinate system, the linear equations are defined for lines. A linear equation in one variable is one in which there is a homogeneous variable of degree 1 (i.e., only one variable).

Ax+By=C is the usual form for two-variable linear equations. A standard form linear equation is, for instance, 2x+3y=5. When an equation is given in this format, finding both intercepts is rather simple (x and y). When attempting to solve systems involving two linear equations, this form is also quite helpful.

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it is seen that if the number of people in the group is n = 23, the probability that at least two people will have the same birthday is at least 1/2.

Let P(A) be the probability that in a randomly selected group of n people, at least two people have the same birthday.

If we assume that the year has 365 days, then the number of ways to select n people with different birthdays is n x (n-1) x (n-2) x ... x (n-364).

the probability of selecting n people with different birthdays is P(A') = n(n - 1)(n - 2)...(n - 364)/365nThen, the probability that at least two people in a group of n have the same birthday is given by P(A) = 1 - P(A').

We need to find the smallest value of n such that P(A) ≥ 1/2.Let's solve for this.Let us find n such that P(A) ≥ 1/2.

By using the complement rule, 1-P(A') = P(A).Then:1 - n(n - 1)(n - 2)...(n - 364)/365n ≥ 1/2n(n - 1)(n - 2)...(n - 364)/365n ≤ 1/2(2)n(n - 1)(n - 2)...(n - 364) ≤ 365n/2Now, take the natural logarithm of both sides and simplify as follows:ln[n(n - 1)(n - 2)...(n - 364)] ≤ ln[365n/2]nln(n) - ln[(n - 1)!] - ln[(n - 2)!] - ... - ln[2!] - ln[1!] ≤ ln[365n/2]

Therefore, we need at least 23 people in the group for the probability of two or more people having the same birthday to be at least 1/2.

This is because n = 23 is the smallest number for which the inequality holds, and therefore, it is the smallest number of people required to ensure that the probability of two or more people having the same birthday is at least 1/2.

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Answer:

Step-by-step explanation:

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The tensions in each side of the rope will be the same when Nellie Newton hangs at rest in the middle of a clothesline and the lengths of each rope are the same.

When Nellie Newton is in equilibrium, meaning she is at rest and not experiencing any acceleration or movement, the forces acting on her must be balanced. In the case of a clothesline, the tension in each side of the rope contributes to the balancing of forces.

For the tensions to be the same in each side of the rope, the lengths of the ropes must also be the same. This ensures that the forces applied to each side are equal and balanced, resulting in Nellie Newton remaining in a stable position without any net force acting on her.


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Answer:

672 had dark hair, 592 had blond hair, and 48 had red hair

Step-by-step explanation:

To solve this problem, we need to first find the total number of people for each hair color based on the given ratio.

Let's start by finding the common factor that we can use to scale the ratio up to the total number of people, which is 1,312:

42 + 37 + 3 = 82

We can then divide 1,312 by 82 to get the scaling factor:

1,312 ÷ 82 = 16

This means that for every 16 people, there are 42 with dark hair, 37 with blond hair, and 3 with red hair.

To find the actual number of people with each hair color in the town meeting, we can multiply the scaling factor by the number of people for each hair color in the ratio:

Dark-haired people: 42 × 16 = 672

Blond-haired people: 37 × 16 = 592

Red-haired people: 3 × 16 = 48

Therefore, there are 672 people with dark hair, 592 people with blond hair, and 48 people with red hair at the town meeting.

A factor in analysis of variance is defined as a categorical independent variable that explains variation in a response, or dependent, variable.

This means that the factor is a grouping variable that separates the observations into distinct categories or levels that we believe may have an effect on the response variable. The response variable is a quantitative dependent variable which has variation that we are attempting to explain. We use the factor to explain the differences or variability in the response variable. It is important to note that the factor can only explain differences if there is variation in the response variable to begin with. If there is no variation in the response variable, then the factor will not have an effect. In summary, the factor is a categorical variable that we use to explain the variation in a quantitative dependent variable. This is a long answer but I hope it helps clarify the concept of a factor in analysis of variance.
In analysis of variance, a factor is defined as a categorical independent variable that explains variation in a response, or dependent, variable.

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To find the total differential of the function w = e^y * cos(x) * z^2, we can take the partial derivatives with respect to each variable (x, y, and z) and multiply them by the corresponding differentials (dx, dy, and dz).

The total differential can be expressed as:

dw = (∂w/∂x) dx + (∂w/∂y) dy + (∂w/∂z) dz

Let's calculate the partial derivatives:

∂w/∂x =   \(-e^{y} * sin(x) * z^{2}\)

∂w/∂y =  \(e^{y} * cos(x) * z^{2}\)

∂w/∂z =  \(2e^{y} *cos (x)* z\)

Now, let's substitute these partial derivatives into the total differential expression:

\(dw = (-e^{y} * sin(x) * z^{2} ) dx + (e^{y}* cos(x) * z^{2} ) dy + 2e^{y} *cos (x)*z) dz\)

Therefore, the total differential of the function w = e^y * cos(x) * z^2 is given by:

\(dw = (-e^{y} * sin(x) * z^{2} ) dx + (e^{y} * cos(x) * z^{2} ) dy + ( 2e^{y} * cos(x) * z) dz\)

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Answer:

Figure b

Step-by-step explanation:

the sides are equal