Jackie and Luke are working on a project for social studies.
They create a slide show with 250 slides. if they worked on it for 8 hours,

How many slide did they created per hour?​

Problem 1

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Explanation:

It doesn't matter if the distribution is symmetric or not. The standard deviation is not affected by symmetry (or lack thereof). Instead, the standard deviation measures how spread out a data set is. If we had all points stacked on top of each other, forming a single tower of sorts, then the standard deviation would be zero. That doesn't happen with the Christchurch dot plot. Therefore, the standard deviation is some positive value. The more spread out the data is, the larger the standard deviation will be. The standard deviation is never negative.

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Problem 2

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Explanation:

We have these two sets of data

S = {-1, 0,0,0,1,2,3,3,3,3,3,5,6,6,6,6,6,7,8}

C = {-4,-3,-3,-3,-2,-1,0,0,0,0,0,2,3,3,3,3,3,4,5}

where S and C represent St. Louis and Chicago respectively. We could calculate the standard deviation by hand; however, I find that to be tedious busy work. This is especially true if the data set is quite large. Instead, I recommend using a spreadsheet or calculator to compute the standard deviation. We want the sample standard deviation, since these data points are a representative sample of every day of the year.

You should find that the sample standard deviation of set S is roughly 2.716 while the sample standard deviation of set C is roughly 2.716

Therefore, the two standard deviations are equal.

Note that if we were to shift each dot of dot plot C exactly 3 units to the left, then they will line up perfectly with what dot plot S is showing. This shows that the data sets have the same level of spread.

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Problem 3

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Explanation:

We could use a calculator like we did with problem 2. Simply enter the data values and crunch the numbers. However, I'll go with a visual approach.

Focus on the lower two dotplots. After looking closely at both, you should notice that they are almost identical graphs. The only difference is that the dot at "5" for Chicago has been moved to "8" for London. Every other dot is the same between data sets however.

So because that dot has been moved out further from the group, the data set for London is more spread out. Therefore, the standard deviation is higher here. The statement that Chicago has a lower standard deviation is true.

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Problem 4

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Explanation:

Make a spreadsheet as you see in the diagram labeled "problem 4" (see attached image below). The x values are the midpoints of each interval. The column f represents the frequencies. We multiply the x values and frequencies to get the x*f column. Adding up everything in that column gets us the value 4590 (shown in gray). Divide that over n = 100 to get the sample mean xbar = 45.9

The f*(x-xbar)^2 column consists of multiplying each frequency (f) with the expression (x-xbar)^2. Adding up everything in that column leads to the value shown in yellow. Divide that over n-1 = 99 to get 50.9495 approximately. Then apply the square root to get roughly 7.1379 which is the standard deviation.

To recap, we found these values

So the mean salary is $45,900 and standard deviation is about $7,138. While these values don't perfectly match any of the given choices, we're fairly close to "social sciences", which is likely the answer.

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Problem 5

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Explanation:

We use the same format and steps as problem 4. The difference of course is that we're dealing with a different data distribution. Refer to the table that says "problem 5" to see the spreadsheet.

The value in gray represents the sum of the x*f values. Divide that over n = 100 to get 5220/100 = 52.2

The value in yellow represents summing everything in the f*(x-xbar)^2 column (we don't sum in the yellow value itself or we'll have circular logic going on here). Divide that result in yellow over n-1 = 99 to get roughly 293.3434; then apply the square root to get roughly 17.1273 and this is the sample standard deviation.

To summarize so far, we have:

This then corresponds to

Like before, those last two values don't match up perfectly with any of the three given professions; however, we're fairly close to the mean and standard deviation of the business majors. This is likely the answer.

Answer:

400 ft^3

Step-by-step explanation:

To find volume you simply do length x width x height

So, 10 x 8 x 5 which equals 400 ft; We make it have a power of 3 (cubed) because it is 3 dimentional object.

Hope this helps!

The height of the triangle is 8root3 meters.

We have given that,

A tree breaks due to a storm and the broken part bends,

So that the top of the tree touches the ground making an angle of 60 degrees with the ground.

The distance between the feet of the tree to the point where the top touches the ground is 16m.

Let the Height of the Tree =AB+AD

and given that BD=8 m

Now, when it breaks a part of it will remain perpendicular to the ground (AB) and the remaining part (AD) will make an angle of 30 degrees.

Now, in △ABD

cos(30)=BD/AD=BD=root3AD/2

AD=2(8)/root3

also in the same triangle

\(tan(30)=AB/BD\implies 8/\sqrt{3}\)

Height of the tree=AB+AD

\(=\frac{16}{\sqrt{3} }+\frac{8}{\sqrt{3} } }\)

\(=\frac{24}{\sqrt{3} } \\=8\sqrt{3}m\)

Therefore the height of the triangle is 8root3.

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Answer:

x = 289 degrees

Step-by-step explanation:

The sum of angle measures in a hexagon is 720 degrees. One can apply this information here, by forming an equation. Add up all of the angle measures, including parameter (x), simplify and use inverse operations to solve for the numerical value of the parameter (x).

100 + 102 + 108 + 121 + x = 720

Simplify,

431 + x = 720

Inverse operations,

431 + x = 720

-431        -431

x = 289

Answer:

square root of 30 is 30

because it comes in a point =5.477225575

Answer:

115 degrees

Step-by-step explanation:

If the angle center is on the radius, the angle is the given.

Answer:

I think its Z (-5, 7)

Step-by-step explanation:

Here :)

The coordinates of Z is (7, -5).

Given that, Z'(5, -7) is the image of Z after a reflection in the line y=x.

We need to find the coordinates of Z.

When you reflect a point across the line y = x, the x-coordinate and y-coordinate change places. If you reflect over the line y = -x, the x-coordinate and y-coordinate change places and are negated (the signs are changed). the line y = x is the point (y, x). the line y = -x is the point (-y, -x).

So, the coordinates of Z become (7, -5).

Therefore, the coordinates of Z is (7, -5).

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The maximum number of major ideas that can be included in a specific purpose statement depends on several factors, but it is generally recommended that the statement include one to three major ideas. This helps the speaker to focus their ideas and organize their content in a way that effectively communicates their message to the audience

A specific purpose statement is a statement that defines the main objective or goal of a speech or presentation. It serves as a guide for the speaker, helping them to focus their ideas and organize their content in a way that effectively communicates their message to the audience.

The number of major ideas that can be included in a specific purpose statement depends on several factors, including the length of the speech or presentation, the complexity of the topic, and the speaker's ability to effectively communicate their message.

In general, it is recommended that a specific purpose statement include only one to three major ideas. This allows the speaker to focus their attention on a limited number of key points and ensures that the audience is not overwhelmed with too much information. Additionally, having a limited number of major ideas makes it easier for the speaker to organize their content and for the audience to understand and retain the information.

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A specific purpose statement should include one or two major ideas that are focused and directly relevant to the topic at hand.

Including too many ideas can make the statement confusing and difficult for the audience to understand, so it's important to be selective about which ideas to include.

The goal is to create a specific purpose statement that is clear, concise, and easy for the audience to understand, while effectively conveying the key ideas of the communication.

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Answer:

the second one. They need to be in the same order of congruency.

Step-by-step explanation:

Answer:

the answer is the second option

congruency means the same shape and size including sizes of angle and sides

The correct value of z in this figure is 190⁰

The image given in this question is of a circle. To solve it, let's calculate it as an equation of the first degree.

– First, let's: add the data that are on the circle and equate the equality as 360⁰, which is the value of the degree of a circle.

145 + 24 + z = 360⁰

– Now, let's: add the natural terms to each other. And finally, we'll isolate z and subtract 360⁰ by the number that's left.

145 + 24 + z = 360⁰

170 + z = 360⁰

z = 360⁰ - 170

z = 190⁰

So, the value of z, will be 190⁰

Answer:

D 15 ounces

Step-by-step explanation:

If 5 ounces for 20 cupcakes

60/ 20 =3

5 x 3 = 15

Hope this helps ^-^

Answer:

Chord

Step-by-step explanation:

Notice that the highlighted part is the line segment that joins the points J and E on the circle, which is known as a chord.

Answer:

3/32

Step-by-step explanation:

The slope is found by

m = ( y2-y1)/(x2-x1)

   = ( 19-22)/(-20-12)

   = -3/-32

   = 3/32

The point prevalence of brilliance at the end of Week 1 is 0.08 or 8%.

The point prevalence of brilliance at the end of Week 2 is 0.17 or 17%.

The point prevalence of brilliance at the end of Week 3 is 0.33 or 33%.

Using person-weeks as denominator, the incidence of brilliance over the course of the 10-week course is 0.017 or 1.7%

In epidemiology context, brilliance can be calculated through calculating point prevalence, cumulative incidence, and incidence rate. The provided data table can be used to determine the point prevalence, incidence, and incidence rate of brilliance among PHE 450 students. So, the calculations of point prevalence, cumulative incidence, and incidence rate based on the provided data are as follows:

The point prevalence of brilliance at the end of Week 1 can be calculated by the following formula; Point prevalence = Total number of existing cases at a given time ÷ Total population at that time

Student #8 was the only existing case of brilliance at the beginning of Week 1, so the point prevalence of brilliance at the end of Week 1 is; Point prevalence = 1 ÷ 12 = 0.08 or 8%.

The point prevalence of brilliance at the end of Week 2 can be calculated by the following formula; Point prevalence = Total number of existing cases at a given time ÷ Total population at that time

Student #3 and Student #8 were existing cases of brilliance at the beginning of Week 2, so the point prevalence of brilliance at the end of Week 2 is; Point prevalence = 2 ÷ 12 = 0.17 or 17%.

The point prevalence of brilliance at the end of Week 3 can be calculated by the following formula; Point prevalence = Total number of existing cases at a given time ÷ Total population at that time

Student #3, #4, #6, and #8 were existing cases of brilliance at the beginning of Week 3, so the point prevalence of brilliance at the end of Week 3 is; Point prevalence = 4 ÷ 12 = 0.33 or 33%.

The incidence of brilliance can be calculated by the following formula; Incidence = Total number of new cases ÷ Total person-weeks of observation

Student #5 and Student #7 developed brilliance during the 10-week course, so the incidence of brilliance over the course of the 10-week course is; Incidence = 2 ÷ 120 = 0.017 or 1.7%.

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Each of the measurements made must contain the correct number of significant figures, in order to provide more accurate values.

Significant figures, as their name mentions, are those figures that have meaning or validity for the type of measurement that is made. Although in large elements they may not be too necessary, in small elements they are crucial.

Due to the aforementioned, if the measurements are being taken from elements of small sizes, it is possible that all the significant figures available are required, so that the measurement and subsequent calculations are as accurate as possible.

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To calculate the annual payment required to pay off a five-year, $25,000 loan at an interest rate of 3.50 percent EAR, we can use the formula for calculating the equal annual payment for an amortizing loan.

The formula is: A = (P * r) / (1 - (1 + r)^(-n))

Where: A is the annual payment,

P is the loan principal ($25,000 in this case),

r is the annual interest rate in decimal form (0.035),

n is the number of years (5 in this case).

Substituting the given values into the formula, we have:

A = (25,000 * 0.035) / (1 - (1 + 0.035)^(-5))

Simplifying the equation, we can calculate the annual payment:

A = 6,208.61

Therefore, the annual payment required to pay off the five-year, $25,000 loan at an interest rate of 3.50 percent EAR is $6,208.61.

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Answer:

As a decimal, it's 0.867. As a fraction it is 867/1000

Step-by-step explanation:

We introduced three conditions that should be met before we construct a confidence interval for an unknown population proportion: Random, Normal, and Independent.

There are three crucial requirements that must be met in order to establish a confidence interval. These are Independent, Random, and Normal.

Any survey is carried out objectively.

It is required to assure randomness. An independent choice is equally likely to be made in a random sample. Similar to how the confidence interval is built, normal is used to confirm which phenomena are being employed or to correct the approach if necessary. In a similar vein, independent is crucial because it contains the facts to be analyzed. For the purpose of calculating the standard deviation, independent is used.

Therefore, it's crucial to consider the Random, Normal, and Independent criteria while building a confidence interval.

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let's firstly convert the mixed fractions to improper fractions.

\(\stackrel{mixed}{6\frac{2}{5}}\implies \cfrac{6\cdot 5+2}{5}\implies \stackrel{improper}{\cfrac{32}{5}}~\hfill \stackrel{mixed}{2\frac{2}{3}} \implies \cfrac{2\cdot 3+2}{3} \implies \stackrel{improper}{\cfrac{8}{3}} \\\\[-0.35em] ~\dotfill\\\\ \cfrac{~~ \stackrel{ revolutions }{\frac{ 32}{5 }} ~~}{\underset{ seconds }{\frac{8}{3}}}\implies \cfrac{32}{5}\cdot \cfrac{3}{8}\implies \cfrac{32}{8}\cdot \cfrac{3}{5}\implies 4\cdot \cfrac{3}{5}\implies \cfrac{12}{5}\implies 2.4~\frac{revolutions}{seconds}\)

Answer:

x = 28

y = 21

The perimeter is of 224 cm.

Step-by-step explanation:

Finding x:

We look at the top, and the bottom of the figure.

The top measures 42 cm.

The bottom measures x.

Looking on the base of y, we can see that the top can be divided into a part which is x(same as the bottom), and another of 14, measuring 42. So

x + 14 = 42

x = 42 - 14

x = 28

Finding y:

Now we apply the same logic to find y.

We look at the left side, and the right side.

They should be equal.

The right side measures 70.

The left measures 49 + y. So

49 + y = 70

y = 70 - 49

y = 21.

Finding the perimeter:

It is the sum of all edges.

P = 42 + 70 + x + 49 + 14 + y

Since x = 28, y = 21

P = 42 + 70 + 28 + 49 + 14 + 21

P = 224

The perimeter is of 224 cm.

Answer:

(1) - C, \((3,\frac{\pi}{6})\)

(2) - B, \((0,-2)\)

Step-by-step explanation:

\(\text{Using the following conversions:}\\\boxed{\left\begin{array}{ccc}\text{\underline{Rect. to Polar:}}\\(x,y)\rightarrow(r, \theta)\\\\r=\sqrt{x^2+y^2}\\\\\theta=\tan^{-1}(\frac{y}{x})\end{array}\right} \ \ \boxed{\left\begin{array}{ccc}\text{\underline{Polar to Rect.:}}\\(r, \theta)\rightarrow(x,y)\\\\x=r\cos \theta\\\\y=r \sin\theta\end{array}\right}\)

Note that when doing these calculations, make sure your calculator is in radians mode.

Question #2:

Given:

\((\frac{3\sqrt{3} }{2} ,\frac{3}{2} ) \ \text{in} \ (x,y)\)

\((\frac{3\sqrt{3} }{2} ,\frac{3}{2} )\\\\\Rightarrow r=\sqrt{(\frac{2\sqrt{2} }{2})^2+(\frac{3}{2})^2} \\\\\Longrightarrow r=\sqrt{\frac{27}{4} +\frac{9}{4} } \\\\\Longrightarrow r=\sqrt{9}\\\\\therefore \boxed{ r=3}\\\\\Rightarrow \theta=\tan^{-1}(\frac{\frac{3}{2}}{\frac{3\sqrt{3} }{2}})\\\\\Longrightarrow \theta=\tan^{-1}(\frac{\sqrt{3} }{3})\\\therefore \boxed{\theta=\frac{\pi}{6} }\)

Thus, the correct option is C.

\(\boxed{\boxed{(3,\frac{\pi}{6})}}\)

Question #3:

Given:

\((2,\frac{3\pi}{2} ) \ \text{in} \ (r,\theta)\)

\((2,\frac{3\pi}{2} ) \\\\\Rightarrow x=(2)\cos(\frac{3\pi}{2})\\\\\Longrightarrow x=(2)(0)\\\\\therefore \boxed{x=0}\\\\\Rightarrow y=(2)\sin(\frac{3\pi}{2})\\\\Longrightarrow y=(2)(-1)\\\\\therefore \boxed{y=-2}\)

Thus, the correct option is B.

\(\boxed{\boxed{(0,-2)}}\)

Answer:

$25

Step-by-step explanation:

you just subtract 25 from 50 since 25 is half of 50.

The linear system of equation y = -12x and 4x+2y= -8 has only one solution at 0.4,-4.8) .

The linear equation is  y = -12x and 4x+2y = -8

Now we solve the equations by substitution:

Using the value of y from the first equation and substituting in the second equation we get:

4x+2y = -8

or, 4x + 2(-12x)= -8

or, 4x -24x = -8

or, -20 x = -8

or, x = 0.4

At x=0.4 , y = -4.8

Hence solution is (0.4,-4.8) which represents the point of intersection of the two lines.

The collection of variable values in a linear equation that yields every feasible solution is referred to as the "solution of a linear equation." Unknown variables are used as one or more variables in linear equations to model real-world issues.

The solutions are the points at which the lines or planes used to describe the linear equations intersect or meet. The set of values for each variable in a system of linear equations is known as the solution set.

Disclaimer: the complete question is :

How many solutions does this linear system have y = -12x and 4x+2y= -8 have?

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Answer:

hope this helps :)

A research study variable that is believed to be related to the study's variable of interest is accurately described by each of the following terms except dependent.

Any variable employed in research that has a cause and effect relationship is referred to as a research variable (also known as a study variable) informally. An array of variables, including independent factors, dependent variables, and intervening variables, can be employed in a study, including research/study variables.

Independent and dependent variables are crucial in research since they provide the framework for a study to be carried out. Confounding factors, controlled variables, superfluous variables, and moderator variables are some other sorts of variables that could be used in a research.

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Answer: $ 47

Step-by-step explanation:

$19 + $28 = $47

The correction factor that should be used to compute the standard error is 2.326. When constructing a confidence interval for the mean, we use the formula:

CI = X ± tα/2 (SE)

Where X is the sample mean, tα/2 is the critical value from the t-distribution with (n-1) degrees of freedom, and SE is the standard error of the mean. Since the population size is finite and the sample size is less than 10% of the population size, we need to use a correction factor to adjust for the bias in the standard error calculation. The correction factor is calculated as:

CF = sqrt((N-n)/(N-1))

Where N is the population size and n is the sample size. In this case, the correction factor is:

CF = sqrt((1000-100)/(1000-1)) = 0.993

Therefore, the corrected standard error is:

SE* = SE * CF = SE * 0.993

To find the critical value, we need to look up the t-score in a t-table with (n-1) degrees of freedom and a confidence level of 98%. This gives us a critical value of 2.326. Therefore, the final formula for the confidence interval is:

CI = X ± 2.326(SE*)

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