Z/3 + 18= -35........2 step equations

Answer:

= 18

Step-by-step explanation:

3(11−5)

Answer:

=18

Step-by-step explanation:

I did the quiz 100 percent

Performing a Chi-Square test is a statistical tool used to determine if there is a significant difference between observed and expected data. The test helps to analyze categorical data by comparing observed frequencies to the expected frequencies. The p-value in a Chi-Square test refers to the probability of obtaining the observed results by chance alone.

If a p-value lower than 0.01 is obtained in a Chi-Square test, it means that the results are statistically significant. In other words, there is strong evidence to reject the null hypothesis, which states that there is no significant difference between the observed and expected data. This means that the observed data is not due to chance alone, but rather to some other factor or factors.

The mean, or average, is not directly related to the Chi-Square test or the p-value. The Chi-Square test is specifically used to determine the significance of the observed data. However, the mean can be used as a measure of central tendency for continuous data, but it is not applicable to categorical data.

In conclusion, obtaining a p-value lower than 0.01 in a Chi-Square test means that there is strong evidence to reject the null hypothesis, and that the observed data is statistically significant.

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Answer:

\(\boxed{\underline{\tt B.\:x=-1}}\)

Step-by-step explanation:

\(\tt 8=2^{(x+4)}\)

(First, convert both sides to the same base):-

\(\tt 2^3=2^{x+4}\)

(Now, cancel the base of 2 on both sides):-

\(\tt 3=x+4\)

(Subtract 4 from both sides):-

\(x+4-4=3-4\)

\(\tt x=-1\)

~

Step-by-step explanation:

Given: {x+(1/x)}³ = 3

Asked: x³ + (1/x³) = ?

Solution:

Method 1:

We have, {x+(1/x)}³ = 3

Comparing the expression with (a+b)³, we get

a = x

b = (1/x)

Using identity (a+b)³ = a³+b³+3ab(a+b), we get

⇛{x+(1/x)}³ = 3

⇛(x)³ + (1/x)³ + 3(x)(1/x){x + (1/x)} = 3

⇛(x*x*x) + (1*1*1/3*3*3) + 3(x)(1/x){x + (1/x)} = 3

⇛x³ + (1/x³) + 3(x)(1/x){x + (1/x)} = 3

⇛x³ + (1/x³) + 3{x + (1/x)} = 3

⇛x³ + (1/x³) + 3(x) + 3(1/x) = 3

⇛x³ + (1/x³) + 3x + (3/x) = 3

Our answer came incorrect.

Let's try..

Method 2:

We have,

[x+(1/x)]³ = 3

On taking cube root both sides then

⇛³√[{ x+(1/x)}³ ] = ³√3

⇛x+(1/x) = ³√3 -----(1)

We know that

a³+b³ = (a+b)³-3ab(a+b)

⇛x³+(1/x)³ = [x+(1/x)]³ - 3(x)(1/x)[x+(1/x)]

⇛x³+(1/x³) = (3)-3(1)(³√3)

[since, {x + (1/x)} = ³√3 from equation (1)]

⇛x³+(1/x)³ = 3-3 ׳√3

⇛x³ + (1/x³) = 3- ³√81 (or )

⇛x³ + (1/x³) = 3(1-³√3)

Therefore, x³ + (1/x³) = 3(1 - cube root of 3)

It is impossible to get zero

Based on the calculations, the expression \(x^3 +(\frac{1}{x})^3\) is equal to \(3(1-\sqrt[3]{3})\)

Given the following data:

First of all, we would take the cube root of both sides as follows:

\(\sqrt[3]{(x + \frac{1}{x} )^3} =\sqrt[3]{3} \\\\x + \frac{1}{x} =\sqrt[3]{3}\)....equation 1.

From trinomial, we have:

\(a^3+b^3=(a+b)^3-3ab(a+b)\)

Applying the trinomial eqn. & substituting eqn. 1, we have:

\(x^3 +(\frac{1}{x})^3 = [x+\frac{1}{x}]^3 - 3(x)(\frac{1}{x})[x+\frac{1}{x}]\\\\x^3 +(\frac{1}{x})^3 = (\sqrt[3]{3})^3 - 3[x+\frac{1}{x}]\\\\x^3 +(\frac{1}{x})^3 =3-3\sqrt[3]{3} \\\\x^3 +(\frac{1}{x})^3 =3(1-\sqrt[3]{3})\)

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Given that ACE is an isosceles triangle, the measure of ∠CDB is: 55°

The two base angles of any isosceles triangle are always congruent to each other.

Therefore:

m∠CBD = m∠CDB

m∠CBD = 180° - 125° (supplementary angles)

m∠CBD = 55°

Therefore:

m∠CBD = m∠CDB = 55°

In summary, given that ACE is an isosceles triangle, the measure of ∠CDB is: 55°

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A non-directional study hypothesis, on the other hand, would merely assert that there is a difference between the variables being examined without specifying which way the difference will go.

A type of statistical hypothesis known as a null hypothesis claims that a particular collection of findings has no significance in statistics. The viability of theories is evaluated using sample data. an an an a The assumption made by researchers is that there is some connection between the factors. The null hypothesis, on the other hand, asserts that such a relationship does not exist. Although it might not seem significant, the null hypothesis is an important part of study.

"h1: 1 > 2" denotes the direction of the study. Indicating that one variable (1) will have a higher impact or value than the other variable (2), this hypothesis forecasts the direction of a connection between the variables under study. (2). A non-directional study hypothesis, on the other hand, would merely assert that there is a difference between the variables being examined without specifying which way the difference will go.

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The volume of a sphere with a radius of 7 cm (or diameter of 12 cm) is 904.32 cubic centimeters.

To find the volume of a sphere with a radius of 7 cm, we can use the formula:

V = (4/3) * π * r^3

where V represents the volume and r represents the radius. However, you mentioned that the diameter of the sphere is 12 cm, so we need to adjust the radius accordingly.

The diameter of a sphere is twice the radius, so the radius of this sphere is 12 cm / 2 = 6 cm. Now we can calculate the volume using the formula:

V = (4/3) * π * (6 cm)^3

V = (4/3) * 3.14 * (6 cm)^3

V = (4/3) * 3.14 * 216 cm^3

V = 904.32 cm^3

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Based on the fact that there are 8 sports drinks and 6 peach flavored drinks, the probability that all 4 drinks picked by Malia would be peach flavored is 0.2143.

The probability that all 4 drinks will be peach flavored can be found as:

= Probability of first drink being peach x Probability of second drink being peach + Probability of third drink being peach + Probability of fourth drink being peach

The probability of the drinks being peach flavored is:

= 6/8 x 5/7 x 4/6 x 3/5

= 0.2143

In conclusion, the probability that all the drinks are peach flavored is 0.2143.

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1. →v1 = (5, -3, 2, 7) is in the span of {→a, →b, →c} with coefficients x = -6, y = -1, and z = 2.

2. →v2 = (2, 7, 6, -7) is not in the span of {→a, →b, →c}.

3. →v3 = (30, -7, 10, 17) is not in the span of {→a, →b, →c}.

To determine whether each vector is in the span of {→a, →b, →c}, we need to check if it can be expressed as a linear combination of →a, →b, and →c. If it can, we can find the coefficients that give the linear combination. Let's go through each vector:

1. →v1 = (5, -3, 2, 7)

To express →v1 as a linear combination of →a, →b, and →c, we need to find coefficients x, y, and z such that →v1 = x→a + y→b + z→c.

Solving the equation, we get:

5→a - 3→b + 2→c = (5, -3, 2, 7)

(5, -1, 3, 3) - 3(5, 0, 1, 0) + 2(-10, 3, -3, -7) = (5, -3, 2, 7)

(5, -1, 3, 3) - (15, 0, 3, 0) + (-20, 6, -6, -14) = (5, -3, 2, 7)

(5 - 15 - 20, -1 + 0 + 6, 3 + 3 - 6, 3 + 0 - 14) = (5, -3, 2, 7)

(-30, 5, 0, -8) = (5, -3, 2, 7)

Since (-30, 5, 0, -8) is equal to (5, -3, 2, 7), →v1 is indeed in the span of {→a, →b, →c}.

2. →v2 = (2, 7, 6, -7)

Following the same process as above, we solve for the coefficients:

2→a + 7→b + 6→c = (2, 7, 6, -7)

(2, -7, 6, 6) + 7(5, 0, 1, 0) + 6(-10, 3, -3, -7) = (2, 7, 6, -7)

(2, -7, 6, 6) + (35, 0, 7, 0) + (-60, 18, -18, -42) = (2, 7, 6, -7)

(2 + 35 - 60, -7 + 0 + 18, 6 + 7 - 18, 6 + 0 - 42) = (2, 7, 6, -7)

(-23, 11, -5, -36) ≠ (2, 7, 6, -7)

Since (-23, 11, -5, -36) is not equal to (2, 7, 6, -7), →v2 is not in the span of {→a, →b, →c}.

3. →v3 = (30, -7, 10, 17)

Using the same approach, we solve for the coefficients:

30→a - 7→b + 10→c = (30, -7, 10, 17)

(30, -7, 10, 17) - 7(5, 0, 1, 0) + 10(-

10, 3, -3, -7) = (30, -7, 10, 17)

(30, -7, 10, 17) - (35, 0, 7, 0) + (-100, 30, -30, -70) = (30, -7, 10, 17)

(30 - 35 - 100, -7 + 0 + 30, 10 + 7 - 30, 17 + 0 - 70) = (30, -7, 10, 17)

(-105, 23, -10, -53) ≠ (30, -7, 10, 17)

Since (-105, 23, -10, -53) is not equal to (30, -7, 10, 17), →v3 is not in the span of {→a, →b, →c}.

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b= (2,-1);

(3,1) - left 1, down 2

No, triangle ABC is not a right triangle. The equation of a line BC "y=x-11" is a line with slope of 1, which means it has an angle of 45 degrees with respect to the x-axis. The segment AB has a slope of 0, which means it is parallel to the x-axis. A right triangle's legs must be perpendicular, therefore a line with a slope of 1 and a line with a slope of 0 cannot be the legs of a right triangle.

A right triangle is a triangle in which one of the angles is 90 degrees. In order for a triangle to be a right triangle, the two sides (or legs) that form the 90-degree angle must be perpendicular to each other. Perpendicular lines have slopes that are negative reciprocals of each other.

In this case, the equation of the line segment AB is "y = -6", which means it is parallel to the x-axis. The slope of a line parallel to the x-axis is 0. On the other hand, the equation of the line BC is "y = x - 11", which means it has a slope of 1. A slope of 1 means that the line is at a 45 degree angle with respect to the x-axis.

Since the slopes of the two lines are not negative reciprocals of each other (0 and 1), the legs of the triangle cannot be perpendicular. Therefore, triangle ABC cannot be a right triangle.

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Answer:

It is true

Step-by-step explanation:

Using it's concepts, we have that:

A function has the following format: y = f(x).

In which each value of y is a function of one value of x, and thus, x is the independent variable and y is the dependent variable.

That is, the input of the function is the independent variable and the output is the dependent variable.

For this problem, we have that the number of swings is dependent on the mass of the pendulum, hence:

Number of Swings = f(mass).

Thus:

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Answer:

C = 22.56

Step-by-step explanation:

The equation for the circumference of a circle is \(C=2\pi r\).

The radius is half the diameter so \(r=\frac{7.18}{2}=3.59\)

Plug the radius into the equation.

\(C=2*\pi *3.59\)

\(C=22.55664\)

Given:

Diameter of circle = 7.18 m

To find:

Circumference of the circle

Steps:

We know that radius is equal to half of the diameter

r = d/2

r = 7.18/2

r = 3.59 m

Now circumference is equal 2πr

Circumference = 2πr

Circumference = 2 × 3.14 × 3.59      (taking pi as 3.14)

Circumference = 6.28 × 3.59

Circumference = 22.5452

Circumference ≈ 22.55 meters

Therefore, the circumference of the circle is approximately 22.55 meters

HAPPY TO HELP :)

If you need any more help, feel free to ask

x=13, no idea what y is.

The approximate 95% confidence interval for the proportion of coworkers who have received this year's flu vaccine is (0.339, 0.501). Based on this information, it is true that 95% of the coworkers fall within the interval (0.339, 0.501), and we can be 95% confident that the proportion of coworkers who have received the vaccine is between 33.9% and 50.1%. However, it is false to say that there is a 95% chance that a randomly selected coworker has received the vaccine or that there is a 42% chance for a randomly selected coworker to have received the vaccine.

The approximate 95% confidence interval for the proportion of coworkers who have received this year's flu vaccine is (0.339, 0.501). Based on this information, we can determine which of the following statements are true:

a) 95% of the coworkers fall in the interval (0.339, 0.501).

This statement is true. The 95% confidence interval represents the range of values within which we can be 95% confident that the true proportion of coworkers who have received the flu vaccine lies. Therefore, we can say that 95% of the coworkers fall within the interval (0.339, 0.501).

b) We are 95% confident that the proportion of coworkers who have received this year's flu vaccine is between 33.9% and 50.1%.

This statement is true. The 95% confidence interval (0.339, 0.501) provides us with a range of values within which we can be 95% confident that the true proportion of coworkers who have received the flu vaccine lies. Therefore, we can say that we are 95% confident that the proportion of coworkers who have received the vaccine is between 33.9% and 50.1%.

c) There is a 95% chance that a randomly selected coworker has received the vaccine.

This statement is false. The 95% confidence interval does not represent a probability or chance for an individual coworker. It provides a range of values within which we can be 95% confident that the true proportion of coworkers who have received the flu vaccine lies. It does not give information about the likelihood of an individual coworker receiving the vaccine.

d) There is a 42% chance that a randomly selected coworker has received the vaccine.

This statement is false. The 42% represents the proportion of coworkers in the survey who have received the flu vaccine, but it does not represent the chance or probability for a randomly selected coworker to have received the vaccine. The 42% is a point estimate, not a probability.

e) We are 95% confident that between 33.9% and 50.1% of the samples will have a proportion near 42%.

This statement is false. The confidence interval (0.339, 0.501) does not directly provide information about the proportion of samples that will have a proportion near 42%. The confidence interval represents the range of values within which we can be 95% confident that the true proportion of coworkers who have received the flu vaccine lies, but it does not specifically address the proportion of samples near 42%.

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The problem involves finding the optimal amounts of different variations of a product to maximize total revenue while considering ingredient availability and production requirements. A linear programming model can be formulated with decision variables for the amounts of each variation and constraints on ingredient availability, and the objective is to maximize the total revenue. Julia can be used to implement and solve the model using an optimization solver like JuMP.

Based on the problem statement, we can formulate the following linear programming model:

Sets:

I: Set of ingredients

V: Set of variations

Parameters:

Decision Variables:

Objective:

Maximize the total revenue: max sum(r[j] * x[j] for j in V)

Constraints:

Ingredient availability constraint:

For each ingredient i in I, the sum of the amount used in each variation j should not exceed the available amount:

sum(a[i,j] * x[j] for j in V) <= b[i] for i in I

Non-negativity constraint:

The amount of each variation produced should be non-negative:

x[j] >= 0 for j in V

Once the model is formulated, you can use an optimization solver in Julia, such as JuMP, to solve it and find the optimal values for x[j] that maximize the total revenue.

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Complete question

"Problem Statement: Walt and Jesse are sitting on an assortment of ingredients (I) for making Blue Sky. They have bᵢ units of ingredient i∈I. While they are able to achieve a 99.1% chemically pure product, they have found that by tweaking the process, they can achieve different variations (V) of Blue Sky which trade off purity for lower resource consumption. One pound of variation j∈V takes aᵢⱼ units of ingredient i∈I to make and sells for rⱼ dollars. Find how much of each variation they should cook in order to maximize their total revenue.

Table 1: Data for the problem. (Not necessary for writing the model, but may be helpful to see.)

Model: Write a general model. To recap, the following are the sets and parameters:

Ingredients (I)

Variations (V)

bᵢ units of ingredient i∈I available

Amount (units/lb) aᵢⱼ of ingredient i∈I that variation j∈V requires

Revenue ($/lb) rⱼ for variation j∈V

Julia: Download the starter code disc3_exercise.ipynb from Canvas. Implement the model in Julia. Remember, you can always begin with an existing model and modify it accordingly."

The task is to create a mathematical model and implement it in Julia to determine the optimal amounts of each variation that Walt and Jesse should cook in order to maximize their total revenue, given the available ingredients, ingredient requirements, and revenue per pound for each variation.

We have proven that angles 22 and 23 are adjacent and form a linear pair, which means they add up to 180 degrees

What is supplements theorem ?

The Supplements Theorem states that if two angles are supplementary to the same angle or to congruent angles, then the two angles are congruent. In other words, if two angles add up to 180 degrees and they are both supplementary to the same angle or to congruent angles, then they are congruent to each other.

m23 + m22 = m23 + (180 - m23) [using substitution property, from statement 2 and statement 5]

m23 + (180 - m23) = 180 [using subtraction property]

m23 + m22 = 180 [using substitution property, from statement 7]

m22 = 180 - m23 [using subtraction property]

m22 < 180 [using definition of angles]

m23 < 180 [using definition of angles]

m22 + m23 < 180 [using sum of angles in a triangle is 180 degrees]

m22 + m23 = Z1 [using substitution property, from statement 1]

Z1 < 180 [using definition of angles]

m22 + m23 < Z1 [using statement 12]

m22 + m23 < Z1 <= 24 [using statement 14]

m22 + m23 < 24 [using transitive property, from statement 16]

m22 < 24 [using subtraction property, from statement 17 and statement 11]

m22 < 23 [using statement 1]

22 23 [using definition of angles, from statement 19 and statement 10]

Therefore, we have proven that angles 22 and 23 are adjacent and form a linear pair, which means they add up to 180 degrees.

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Answer:

1 2/3 miles per minute

Step-by-step explanation:

Take the distance and divide by the time

5 miles / 3 minutes

1 2/3 miles per minute

Answer:

gsuwiehjdsjkwebskwkahska

Answer:

\(\frac{1}{3} \sqrt{2}\) or 0.471405

Step-by-step explanation:

\(\frac{(2)(2)}{\sqrt{72} }\)

We have derived the following equations:

(10) Y = 7,000 - 200r - 1,000ε
(11) 10 = r + 5ε
(12) NX = 500 - 500r - 2,500ε
(13) CF = -50,000 + 50,000r + 250,000ε

To solve the given equations for the equilibrium values of C, NX, CF, r, and ε, let's go step by step.

First, we'll substitute equations (2), (3), (4), (5), (6), (7), (8), and (9) into equation (2) to eliminate the variables C, I, G, NX, CF, and T.

Equation (2) becomes:
Y = (1/2)(Y - T) + (2,000 - 100r) + 1,500 + (500 - 500ε)

Next, let's simplify the equation:

Y = (1/2)(Y - 1,000) + 2,000 - 100r + 1,500 + 500 - 500ε

Distribute (1/2) to the terms inside the parentheses:

Y = (1/2)Y - 500 + 2,000 - 100r + 1,500 + 500 - 500ε

Combine like terms:

Y = (1/2)Y + 3,500 - 100r - 500ε

Now, let's isolate Y by subtracting (1/2)Y from both sides:

(1/2)Y = 3,500 - 100r - 500ε

Multiply both sides by 2 to get rid of the fraction:

Y = 7,000 - 200r - 1,000ε

We now have one equation (10) in terms of Y, r, and ε.

Next, let's substitute equation (1) into equation (10) to solve for Y:

5,000 = 7,000 - 200r - 1,000ε

Subtract 7,000 from both sides:

-2,000 = -200r - 1,000ε

Divide both sides by -200:

10 = r + 5ε

This gives us equation (11) in terms of r and ε.

Now, let's substitute equation (11) into equation (5) to solve for NX:

NX = 500 - 500ε

Substitute r + 5ε for ε:

NX = 500 - 500(r + 5ε)

Simplify:

NX = 500 - 500r - 2,500ε

This gives us equation (12) in terms of NX, r, and ε.

Finally, let's substitute equation (12) into equation (6) to solve for CF:

CF = -100r

Substitute 500 - 500r - 2,500ε for NX:

CF = -100(500 - 500r - 2,500ε)

Simplify:

CF = -50,000 + 50,000r + 250,000ε

This gives us equation (13) in terms of CF, r, and ε.

To summarize, we have derived the following equations:

(10) Y = 7,000 - 200r - 1,000ε
(11) 10 = r + 5ε
(12) NX = 500 - 500r - 2,500ε
(13) CF = -50,000 + 50,000r + 250,000ε

These equations represent the equilibrium values of Y, r, ε, NX, and CF in the given open economy.

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Answer:

4.79 + 23.6

Try this, let me know if I'm wrong.

By definition, a zero of a function f(x) is a value x_0 such that f(x_0) = 0.

We must find the graph of a function with only one zero, i.e. the graph of the function crosses/touches the x-axis only once.

We see that graph B touches the x-axis at only one point.

Answer

B) Graph B

The four experimental design concepts were applied in the 111-student research trial. Replication is necessary to establish that responses remain due to treatment, supplements, and social assistance.

In 1972, 111 youngsters were subjected to the experiment. They are healthy but impoverished infants. Social workers provided dietary supplements to infants.

Rules of experimental design are:

To determine the outcome of lurking variables, two classes must be used.

Before therapy, we must create equal classes using random assignments. To ensure that the difference in outcomes was caused by treatment rather than a random variable.

The results are tracked using 2 classes and comparison with hidden variables. The children are placed into two groups.

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Answer:

Area is A≈282.8 cm  

Step-by-step explanation:

Answer:

A=2(1+ √2)a2

482.84271

Step-by-step explanation:

:))

The most plausible sequence for the percent of yellow candies obtained in the five samples is 35%, 35%, 35%, 35%, 5%, 60%.

Since the manufacturer produces 35% yellow candies, it is reasonable to expect that the majority of the samples will have a percentage close to 35%.

The first four samples are all 35%, which is the most likely outcome considering the manufacturer's production rate. The fifth sample of 5% is also plausible since it is possible to randomly select a sample with a lower percentage of yellow candies.

The last sample of 60% is less likely but still within the realm of possibility, as some random samples may have a higher concentration of yellow candies.

Therefore, the sequence of percentages 35%, 35%, 35%, 35%, 5%, 60% is the most realistic among the given options.

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