The theoretical probability of the spinner not landing on blue is 3/4
Determining the theoretical probability of the spinner not landing on blueFrom the question, we have the following parameters that can be used in our computation:
Colors = 4 i.e. purple, yellow, blue and red
Blue = 1
Not blue = 3
So, we have
Theoretical probability = Not Blue /Colors
Substitute the known values in the above equation, so, we have the following representation
Theoretical probability = 3/4
Hence, theoretical probability is 3/4
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A can has a radius of 3
inches and a height of 8
inches. If the height is doubled, how would it affect the original volume of the can?
Responses
The volume would double.
The volume would double.
The volume would triple.
The volume would triple.
The volume would quadruple.
The volume would quadruple.
The volume would increase by 16
cubic inches.
Step-by-step explanation:
the volume would double
Solve the separable differential equation for u du / dt = e^ 3u +3t. Use the following initial condition: u(0) = 9. U= ____
To solve the given separable differential equation, we first rewrite it as:
Steps:1/(e^ 3u +3t) du = dt
Integrating both sides, we get:
∫ 1/(e^ 3u +3t) du = ∫ dt
=> (1/3) * ln|e^3u + 3t| + C = t + K (where C and K are constants of integration)
Using the initial condition, u(0) = 9, we can find the value of K as:
(1/3) * ln|e^27| + C = 0 + K
=> ln|e^27| + 3C = 0 + 3K
=> 27 + 3C = 3K
=> K = 9 + C
Therefore, the final solution is given by:
(1/3) * ln|e^3u + 3t| + C = t + 9
where C is a constant given by:
C = K - 9
Thus, we have solved the given separable differential equation and found the general solution with the given initial condition.
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Answer:
Step-by-step explanation:
To find the volume of the solid of revolution, we can use the formula for the volume of a solid of revolution:
V = π∫[a,b] (f(x))^2 dx
where f(x) is the distance between the x-axis and the upper half of the ellipse at x, a and b are the limits of integration.
The upper half of the ellipse can be written as y = b√(1 - x^2/a^2). Thus, the distance between the x-axis and the ellipse at x is given by f(x) = b√(1 - x^2/a^2). Substituting this into the formula for the volume of a solid of revolution, we get:
V = π∫[-a,a] (b√(1 - x^2/a^2))^2 dx
= 2πb^2∫[0,a] (1 - x^2/a^2) dx (because the integrand is even)
= 2πb^2 [x - x^3/(3a^2)]|[0,a]
= 2πb^2 [a - a^3/(3a^2)]
= (4π*b^2*a^2)/3
Therefore, the volume of the solid of revolution is (4π*b^2*a^2)/3, which is the volume of a prolate spheroid.
the ratio of students who prefer pineapple to students who prefer kiwi is 12 to 5. which pair of equivalent ratios could be used to find how many students prefer kiwi if there are 357 total students
To find out how many students prefer Kiwi when there are 357 total students, we can use the equivalent ratios of 5:12 or 12:5.
The ratio of students who prefer pineapple to students who prefer kiwi is given as 12 to 5, which means that for every 12 students who prefer pineapple, 5 students prefer kiwi. We can represent this ratio as 12:5.
To find out how many students prefer kiwi, we need to determine the proportion of the total number of students that prefer kiwi. Since the total number of students is 357, we can set up a proportion with the ratio of students who prefer Kiwi to the total number of students. Using the equivalent ratio of 5:12, we can set up the proportion as follows:
5/12 = x/357
Here, x represents the number of students who prefer Kiwi. To solve for x, we can cross-multiply and simplify the proportion as follows:
5 * 357 = 12 * x
1785 = 12x
x = 1785/12
x = 148.75
Since we cannot have a fractional number of students, we need to round our answer to the nearest whole number. Therefore, we can conclude that approximately 149 students prefer Kiwi out of a total of 357 students.
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In these activities, we use the following applet to select a random sample of 8 students from the small college in the previous example. At the college, 60% of the students are eligible for financial aid. For each sample, the applet calculates the proportion in the sample who are eligible for financial aid. Repeat the sampling process many times to observe how the sample proportions vary, then answer the questions. Use the applet to select a random sample of 8 students. Repeat to generate many samples. The applet gives the sample proportion for each sample. Examine the variability in the sample proportions you generated with the applet. Which of the following sequences of sample proportions is most likely to occur for 5 random samples of 8 students from this population?
The sequence of sample proportions (0.625, 0.563, 0.750, 0.500, 0.625) falls within this range and is the most likely to occur for 5 random samples of 8 students from this population.
In this question, we are given a small college population where 60% of students are eligible for financial aid. We use an applet to select a random sample of 8 students from the population, and the applet calculates the proportion in the sample who are eligible for financial aid. We repeat this process many times to observe how the sample proportions vary.
To answer this question, we need to understand the concept of sampling variability. In statistics, sampling variability refers to the fact that different random samples from the same population can yield different results. The variability in sample results is due to chance and can be quantified using statistical measures such as the standard deviation.
The question asks us to examine the variability in the sample proportions generated by the applet and select the most likely sequence of sample proportions for 5 random samples of 8 students from the population.
Based on the concept of sampling variability, we can expect the sample proportions to vary from sample to sample. However, we can make some predictions about the range of values that the sample proportions are likely to fall within. Specifically, we can use the formula for the standard error of the proportion:
SE(p) = sqrt[p(1-p)/n]
where p is the population proportion, n is the sample size, and sqrt denotes the square root function.
Using this formula, we can calculate that the standard error of the proportion for a sample of 8 students from a population where 60% are eligible for financial aid is:
SE(p) = sqrt[0.6(1-0.6)/8] = 0.165
This means that we can expect the sample proportions to vary by approximately plus or minus 0.165 around the true population proportion of 0.6. Therefore, any sequence of sample proportions that falls within this range is a plausible outcome.
Looking at the options provided, the sequence of sample proportions (0.625, 0.563, 0.750, 0.500, 0.625) falls within this range and is the most likely to occur for 5 random samples of 8 students from this population.
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A scarf sells for $52.50. The market price of the scarf was $75.00. What was the percentage discounted from the scarf.
Answer:
30%
Step-by-step explanation:
We Know
The market price of the scarf was $75.00
A scarf sells for $52.50
What was the percentage discounted from the scarf?
We Take
100% - (52.50 ÷ 75.00) · 100 = 30%
So, the percentage discounted from the scarf is 30%
What is the common ratio?
n f(n)
1 300
2 375
3 468.75
4 585.9375
Write an explicit rule for the geometric sequence
What is f(12)?
The common ratio is 1.25. An explicit rule for the geometric sequence is f(n) = 300(1.25)ⁿ⁻¹ . The value of f(12) is 5,722.05.
To find the common ratio of the sequence, we need to divide each term by the previous term. For example, to find the common ratio between the first two terms:
375/300 = 1.25
Similarly, we can find the common ratio between the second and third terms:
468.75/375 = 1.25
And the common ratio between the third and fourth terms:
585.9375/468.75 = 1.25
Since the common ratio is the same for each pair of adjacent terms, we can conclude that the explicit rule for the geometric sequence is:
f(n) = 300(1.25)ⁿ⁻¹
To find f(12), we can simply substitute 12 for n in the formula:
f(12) = 300(1.25)¹²⁻¹
f(12) = 300(1.25)¹¹
f(12) = 300(19.0735)
f(12) = 5,722.05
Therefore, f(12) is 5,722.05.
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write the equation of write the equation of a parabola with the given focus and directrix (2 points). please show all work, and make sure that your final answer is in x-equals or y-equals form (the way we learned in class).
The parabola has its vertex at (h, k), and the focus is located at (h + p, k). The directrix line is represented by the equation x = h - p.
The equation of a parabola with a given focus and directrix can be derived using the geometric definition of a parabola. Let's consider a parabola with a focus F and a directrix line d. The parabola is defined as the set of all points P such that the distance from P to the focus F is equal to the perpendicular distance from P to the directrix line d. The equation of the parabola can be expressed in terms of either x or y, depending on the orientation of the parabola.
To derive the equation, we can assume that the focus F is located at (h, k + p), where (h, k) represents the vertex of the parabola, and p is the distance from the vertex to the focus. Let's also assume that the directrix line is given by the equation y = k - p.
If we consider a generic point P(x, y) on the parabola, we can calculate the distance between P and the focus F using the distance formula:
√((x - h)² + (y - (k + p))²)
Similarly, we can calculate the perpendicular distance from P to the directrix line d, which is simply the difference in y-coordinates:
|y - (k - p)|
According to the definition of a parabola, these distances should be equal. Therefore, we can set up the equation:
√((x - h)² + (y - (k + p))^2) = |y - (k - p)
To simplify this equation, we square both sides to eliminate the square root:
(x - h)² + (y - (k + p))² = (y - (k - p))²
Expanding and simplifying, we get:
(x - h)² + (y - k - p)² = (y - k + p)²
Further simplifying, we obtain:
(x - h)² = 4p(y - k)
This is the equation of a parabola with its vertex at (h, k) and the focus at (h, k + p). The directrix line is given by the equation y = k - p.
Therefore, the equation of the parabola in x-equals form is:
(x - h)² = 4p(y - k)
Alternatively, if you prefer the y-equals form, you can rearrange the equation as follows:
y = (1/(4p))(x - h)² + k
In this form, the parabola has its vertex at (h, k), and the focus is located at (h + p, k). The directrix line is represented by the equation x = h - p.
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The area of one piece of pizza is 14.13 in2. If the pizza is cut into eighths, find the radius of the pizza.
Answer:
We can use the formula for the area of a circle to solve this problem. We know that the area of one piece of pizza is 14.13 in². If the pizza is cut into eight equal pieces, then the total area of the pizza is 8 times the area of one piece of pizza, which is 8 * 14.13 = 113.04 in².
The formula for the area of a circle is A = πr², where A is the area of the circle and r is the radius. Solving for r, we get r = √(A/π). Substituting the total area of the pizza, we get:
r = √(113.04/π) ≈ 6
Therefore, the radius of the pizza is approximately 6 inches.
Step-by-step explanation:
Chris has 2 pairs of black socks, 4 pairs of red socks, and 18 pairs of white socks in a dresser drawer. If he reaches in his drawer without looking, what is the probability that he will choose a pair of white socks?
The probability that Chris will choose a pair of white socks is 0.75 or 75%.
Chris has a total of 2 + 4 + 18 = 24 pairs of socks in his drawer. Out of these, 18 pairs are white.
Probability is a branch of mathematics that deals with the study of random events or phenomena. It is concerned with measuring the likelihood or chance of an event occurring.
In probability theory, an event is any outcome or set of outcomes of a random experiment. The probability of an event is a number between 0 and 1 that represents the likelihood of that event occurring. An event with a probability of 0 is impossible, while an event with a probability of 1 is certain.
If Chris reaches in his drawer without looking and selects a pair of socks at random, the probability of choosing a pair of white socks is:
(number of pairs of white socks) / (total number of pairs of socks)
= 18 / 24
= 3/4
= 0.75
Therefore, the probability that Chris will choose a pair of white socks is 0.75 or 75%.
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if you give me new answer i will give you like
Let {u(t), t e T} and {y(t), t e T} be stochastic processes related through the equation y(t) + alt - 1)yſt - 1) = u(t) show that Ry(s, t) - aé (s – 1)(t - 1)R,(s – 1,t - 1) = Ru(s, t)
Ry(s, t) - aé (s – 1)(t - 1)R,(s – 1,t - 1) = Ru(s, t)
We start by computing the autocorrelation function of y(t) and cross-correlation function of u(t) and y(t).
Autocorrelation function of y(t):
Ry(s, t) = E[y(s)y(t)]
Cross-correlation function of u(t) and y(t):
Ru(s, t) = E[u(s)y(t)]
Using the given equation, we can rewrite y(t) as:
y(t) = u(t) - a(y(t-1) - y*(t-1))
where y*(t) denotes the conjugate of y(t).
Taking the expectation of both sides:
E[y(t)] = E[u(t)] - a[E[y(t-1)] - E[y*(t-1)]]
Since y(t) and u(t) are stationary processes, their expectations are constant with respect to time.
Let's denote E[y(t)] and E[u(t)] as µy and µu, respectively. We can then rewrite the above equation as:
µy = µu - a(µy - µ*y)
where µ*y denotes the conjugate of µy.
Similarly, taking the expectation of both sides of y(s)y(t), we get:
Ry(s, t) = Eu(s)y(t) - aRy(s-1, t-1) + aRy(s-1, t-1) - a^2Ry(s-2, t-2) + a^2Ry(s-2, t-2) - ...
Using the fact that Ry(s-1, t-1) = Ry*(t-1, s-1), we can simplify the above expression as:
Ry(s, t) - aRy(s-1, t-1) = Eu(s)y(t) - aRy*(t-1, s-1) + a*Ry(s-1, t-1)
Multiplying both sides by a, we get:
a[Ry(s, t) - aRy(s-1, t-1)] = aEu(s)y(t) - a^2Ry*(t-1, s-1) + a^2*Ry(s-1, t-1)
Adding aRy(s-1, t-1) and subtracting a^2Ry(s-1, t-1) on the right-hand side, we get:
a[Ry(s, t) - aRy(s-1, t-1)] + aRy(s-1, t-1) - a^2Ry(s-1, t-1) = aEu(s)y(t) - a^2Ry*(t-1, s-1) + a^2*Ry(s-1, t-1)
Simplifying both sides, we obtain the desired result:
Ry(s, t) - aé (s – 1)(t - 1)R,(s – 1,t - 1) = Ru(s, t)
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Please help asap :( Find the exact length of arc ADC. In your final answer, include all of your calculations
Answer:
15 Pi m
Step-by-step explanation:
arc ADC = 360 Degrees - 60 Degrees divided by 360 Degrees Multiplied by 2 Pi Multiplied by 9
= 5/6 Times 18 Pi
=15 Pi m
Let CD be a line segment of length 6. A point P is chosen at random on CD. What is the probability that the distance from P to C is smaller than the square of the distance from P to D? Hint: If we think of C as having coordinate 0 and D as having coordinate 6, and P as having coordinate, then the condition is equivalent to the inequality < (6 − x)²
The probability that the distance from P to C is smaller than the square of the distance from P to D is 1/3.
Given a line segment CD of length 6.
A point P is chosen at random on CD.
Let C(0, 0) and D (6, 0).
Any point in between C and D will be of the form (x, 0).
So let P (x, 0).
Then using distance formula,
CP = √x² = x
PD = √(6 - x)² = 6 - x
CP < (PD)²
x < (6 - x)²
x < 36 - 12x + x²
x² - 13x + 36 > 0
(x - 9)(x - 4) > 0
x - 9 > 0 and x - 4 > 0
x > 9 and x > 4
x > 9 is not possible.
Hence x > 4.
Possible lengths are 5 and 6.
Probability = 2/6 = 1/3
Hence the required probability is 1/3.
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Dusty Hoover caught an Atlantic cod in New Jersey that weighed 46. 75 pounds.
Geoff Dennis caught a Pacific cod in Oregon that weighed 2 times that amount. How
much did Geoff's fish weigh?
The probability that X is a 2, 11, or 12 is:
a.) 1/36
b.) 2/36
c.) 3/36
d.) 4/36
Answer:
The correct answer is c.) 3/36.There are three favorable outcomes (2, 11, and 12) out of a total of 36 possible outcomes (assuming a fair six-sided number cube). Therefore, the probability of X being a 2, 11, or 12 is 3/36, which can be simplified to 1/12.
Step-by-step explanation:
True or false: A set is considered closed if for any members in the set, the result of an operation is also in the set
False. A set is considered closed under an operation if the result of that operation on any two elements in the set also belongs to the set.
A set is considered closed if it contains all of its limit points. In other words, if a sequence of points in the set converges to a point that is also in the set, then the set is closed. Another equivalent definition is that the complement of the set.
In mathematics, sets are collections of distinct objects. These objects can be anything, including numbers, letters, or even other sets. The concept of sets is fundamental in mathematics and is used to define many other mathematical structures.
Sets can be denoted in various ways, including listing the elements inside curly braces { }, using set-builder notation, or using set operations to define new sets from existing ones. Some common set operations include union, intersection, difference, and complement.
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In the diagram below, ZNLM ZNOP. Solve for z. Round your answer to the
nearest tenth if necessary.
X
O
12
L
20
16
M
The value of the variable x is 24
How to determine the valuesTo determine the value of the variable, it is important that we know;
A triangle is a polygon.A triangle has three sides.It has three angles.From the information given, we have;
<NLM ≅ <NOP
We have the values;
NLM = x + 12
NOP = 20 + 16
Now, substitute the values
x + 12 = 20 + 16
add the values
x + 12 = 36
collect the like terms
x = 36 - 12
subtract the values
x = 24
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1. How many bits will be in 5.3 TB (Terabytes) data? 2. Processor has access to four level of memory. Level 1 has an access time of 0.018µs; Level 2 has an access time of 0.07µs; Level 3 has an access time of 0.045 µs; Level 4 has an access time of 0.23µs; Calculate the average access time, If 62% of the memory accesses are found in the level 1, 19% by the Level 2, 12% by the Level 3. 3. What are the two possible options to handle multiple interrupts?
This reduces overhead and processing time but requires more complex hardware and software implementations.
To calculate the number of bits in 5.3 TB of data, we first convert TB to bytes by multiplying 5.3 by 10^12 (since 1 TB [tex]= 10^12[/tex] bytes). This gives us [tex]5.3 x 10^12[/tex] bytes. To convert bytes to bits, we multiply by 8 (since 1 byte = 8 bits). Thus, the total number of bits in 5.3 TB of data is:
[tex]5.3 x 10^12[/tex] bytes x 8 bits/byte[tex]= 4.24 x 10^13[/tex] bits
Therefore, there are [tex]4.24 x 10^13[/tex] bits in 5.3 TB of data.
To calculate the average access time for the four levels of memory, we use the formula:
Average Access Time = (Hit Rate1 x Access Time1) + (Hit Rate2 x Access Time2) + (Hit Rate3 x Access Time3) + (Hit Rate4 x Access Time4)
where Hit Rate is the percentage of memory accesses found at each level, and Access Time is the access time for that level of memory.
Given that 62% of memory accesses are found in Level 1, 19% by Level 2, 12% by Level 3, and the remaining 7% by Level 4, and the access times for each level, we can calculate the average access time as:
Average Access Time = (0.62 x 0.018µs) + (0.19 x 0.07µs) + (0.12 x 0.045µs) + (0.07 x 0.23µs)
= 0.02796µs + 0.0133µs + 0.0054µs + 0.0161µs
= 0.06276µs
Therefore, the average access time for the four levels of memory is 0.06276µs.
The two possible options to handle multiple interrupts are:
a) Polling: This is a simple method where the processor continuously checks each device to see if it requires attention. This method is easy to implement but can lead to high overhead and increased processing time.
b) Interrupt-driven I/O: This method allows devices to interrupt the processor only when they require attention. This reduces overhead and processing time but requires more complex hardware and software implementations.
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Find the value of c on the interval (a, b) such that f'(c) = f(b) − f(a)/b- a
f(x) = 2x^3 - 3x^² - 12x - 4 on interval [5,9]
average rate of change =
The value of c on the interval (5,9) such that f'(c) = f(b) - f(a) / (b - a) is c = 3, and the average rate of change of f(x) on the interval [5,9] is 139.
First, we can find the average rate of change of f(x) on the interval [a,b] using the formula:
average rate of change = [f(b) - f(a)] / (b - a)
Substituting the given values of a = 5 and b = 9 into the formula, we get:
average rate of change = [f(9) - f(5)] / (9 - 5)
Next, we need to find f(9) and f(5) to calculate the average rate of change. To do this, we first need to find the derivative of f(x) using the power rule:
f'(x) = 6x² - 6x - 12
Now, we can use the Mean Value Theorem to find a value c in the interval (5,9) such that f'(c) equals the average rate of change. According to the Mean Value Theorem, there exists a value c in the interval (5,9) such that:
f'(c) = [f(9) - f(5)] / (9 - 5)
Substituting the derivative of f(x) and the values of f(9) and f(5) into the equation, we get:
6c² - 6c - 12 = [2(9)³ - 3(9)² - 12(9) - 4 - (2(5)³ - 3(5)² - 12(5) - 4)] / (9 - 5)
Simplifying the right-hand side of the equation, we get:
6c² - 6c - 12 = (658 - 204) / 4
6c² - 6c - 12 = 114
6c² - 6c - 126 = 0
Dividing both sides by 6, we get:
c² - c - 21 = 0
Using the quadratic formula, we can solve for c:
c = [1 ± sqrt(1 + 4(21))] / 2
c = [1 ± 5] / 2
The two possible values of c are:
c = 3 or c = -4
However, since the interval is (5,9), c must be between 5 and 9. Therefore, the value of c that satisfies the Mean Value Theorem is c = 3.
Finally, substituting f(5) and f(9) into the formula for the average rate of change, we get:
average rate of change = [f(9) - f(5)] / (9 - 5)
= [(2(9)³ - 3(9)² - 12(9) - 4) - (2(5)³ - 3(5)² - 12(5) - 4)] / (9 - 5)
= [434 - (-104)] / 4
= 139
Therefore, the value of c on the interval (5,9) such that f'(c) = f(b) - f(a) / (b - a) is c = 3, and the average rate of change of f(x) on the interval [5,9] is 139.
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A researcher has done a study to look at wether senior citizens sleep fewer hours than the general population. She has gathered data on 30 senior citizens regarding how many hours of sleep they get each night. She performs a two-tailed single-sample t test with a .05 alpha level on her results. She calculates her obtained statistic (tobt) = -1.98. Tcrit for a two tailed t test with an alpha level of .05 and with df=29 is +/-2.045. What decision should she make? a. Fail to Reject/Retain the null. absolute value of tobt > absolute value of tcrit b. Reject the null absolute value of tobt> absolute value of tcrit c. Fail to Reject/Retain the null. absolute value of tobt
Based on the information provided, the researcher should choose option a, which is to fail to reject/retain the null hypothesis. This is because the absolute value of the obtained statistic (tobt) (-1.98) is less than the absolute value of the critical value (tcrit) for a two-tailed t test with an alpha level of .05 and with df=29 (which is +/-2.045).
To clarify some of the terms used, the researcher in this scenario is conducting a hypothesis test to compare the population of senior citizens' average hours of sleep to that of the general population. She collected a sample of 30 senior citizens to represent the population. The null hypothesis is the statement that there is no difference between the two populations in terms of average hours of sleep. The alternative hypothesis is the statement that the senior citizens sleep fewer hours than the general population. The obtained statistic (tobt) is a measure of how far the sample mean deviates from the null hypothesis. The critical value (tcrit) is the cutoff value used to determine whether the obtained statistic is significant enough to reject the null hypothesis.
c. Fail to Reject/Retain the null. absolute value of tobt < absolute value of tcrit
Explanation:
The researcher performed a two-tailed single-sample t-test to compare the sleep hours of a sample of 30 senior citizens with the general population. The obtained statistic (tobt) is -1.98, and the critical value (Tcrit) for this test with an alpha level of .05 and df=29 is +/-2.045.
To make a decision, we compare the absolute values of tobt and tcrit:
Absolute value of tobt: |-1.98| = 1.98
Absolute value of tcrit: 2.045
Since the absolute value of tobt (1.98) is less than the absolute value of tcrit (2.045), we fail to reject the null hypothesis. This means the researcher cannot conclude that there is a significant difference in sleep hours between senior citizens and the general population based on her sample.
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peterhas probability 2/3 of winning each game . peter and paul bet $1 on each game . if peter starts with $3 and paul with $5, what is the probability paul goes broke before peter is broke?
If peter starts with $3 and paul with $5, the probability paul goes broke before peter is broke is 16/81.
Let's first consider the probability that Peter goes broke before Paul. For Peter to go broke, he needs to lose all of his $3 in the first two games. The probability of this happening is:
(2/3)² = 4/9
If Peter goes broke, then Paul has won $2 and has $7 left. Now, the game is between Paul's $7 and Peter's $1. The probability of Paul winning each game is 2/3, so the probability of Paul winning two games in a row is (2/3)² = 4/9. Therefore, the probability of Paul winning two games in a row and going broke before Peter is broke is:
4/9 x 4/9 = 16/81
So the probability that Paul goes broke before Peter is broke is 16/81.
The probability that Peter goes broke before Paul is 4/7.
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Find the weighted average of the numbers −3 and 5 with three fifths of the weight on the first number and two fifths on the second number. a. 4.8 b. 1.8 c. 0.2 d. −1.8
The weighted average of the numbers −3 and 5 with three fifths of the weight on the first number and two fifths on the second number is 0.2.
Weighted average = (weight of first number × first number + weight of second number × second number) / (weight of first number + weight of second number)
In this case, the first number is −3 with a weight of three fifths, and the second number is 5 with a weight of two fifths.
Plugging these values into the formula gives:
weighted average = (3/5 × (−3) + 2/5× 5) / (3/5 + 2/5)
weighted average = (−9/5 + 10/5) / 1
weighted average = 1/5
=0.2
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a recent study at a university showed that the proportion of students who commute more than 15 miles to school is 25%. suppose we have good reason to suspect that the proportion is greater than 25%, and we carry out a hypothesis test. state the null hypothesis h0 and the alternative hypothesis h1 that we would use for this test.H0:H1:
Answer:
las cañaverales son extenso y hay numerosos
The null hypothesis, H0, is that the proportion of students who commute more than 15 miles to school is equal to or less than 25%. The alternative hypothesis, H1, is that the proportion is greater than 25%.
H0: Proportion of students who commute more than 15 miles to school ≤ 25%
H1: Proportion of students who commute more than 15 miles to school > 25%
In this hypothesis test, we will be using the following terms:
- Null Hypothesis (H0): The proportion of students who commute more than 15 miles to school is equal to 25%.
- Alternative Hypothesis (H1): The proportion of students who commute more than 15 miles to school is greater than 25%.
To restate the hypotheses:
H0: p = 0.25
H1: p > 0.25
Here, p represents the proportion of students who commute more than 15 miles to school.
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among the four giant planets, which one has the global-average density smaller than the density of liquid water and which one has the strongest magnetic field? (a) saturn and uranus (b) saturn and jupiter (c) uranus and jupiter (d) neptune and jupiter
Saturn has the global-average density smaller than the density of liquid water, and Jupiter has the strongest magnetic field among the four giant planets. The answer is (a).
Saturn has an average density of 0.687 g/cm³, which is less than the density of liquid water (1 g/cm³). This is due to its composition, which consists mainly of hydrogen and helium with small amounts of heavier elements.
Jupiter has the strongest magnetic field among the four giant planets, with a field strength of about 20,000 times stronger than Earth's magnetic field. This strong magnetic field is thought to be generated by a dynamo effect caused by the motion of metallic hydrogen in Jupiter's core.
In summary, (a) Saturn and Jupiter have the features mentioned in the question, with Saturn having the global-average density smaller than the density of liquid water, and Jupiter having the strongest magnetic field among the four giant planets.
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Find the solutions using the Zero Product Property:
The solution is, the solutions using the Zero Product Property: is x = 7 and -2.
The expression to be solved is:
x² - 5x - 14 = 0
we know that,
The zero product property states that the solution to this equation is the values of each term equals to 0.
now, we have,
x² - 5x - 14 = 0
or, x² - 7x + 2x - 14 = 0
or, (x-7) (x + 2) = 0
so, using the Zero Product Property:
we get,
(x-7) = 0
or,
(x + 2) = 0
so, we have,
x = 7 or, x = -2
The answers are 7 and -2.
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Braun's Berries is Ellen's favorite place to pick strawberries. This morning, she filled one of Braun's boxes with berries to make a homemade strawberry-rhubarb pie. The box is 10.5 inches long, 4 inches deep, and shaped like a rectangular prism. The box has a volume of 357 cubic inches.
Which equation can you use to find the width of the box, w?
What is the width of the box?
Answer:
357=10.5*4*x
8.5x
Step-by-step explanation:
357=10.5*4*x
357=42*x
8.5=x
-8 (3x-2) -7 =-1/2 (4x+2) +7
Answer:x= 3/22
Step-by-step explanation:
Distribute
Subtract the numbers
Combine multiplied terms into a single fraction
Distribute
Find common denominator
Combine fractions with common denominator
Multiply the numbers
Add the numbers
Hi, can someone please help me with this math problem
30°
X
y
29.5
Hey i have a math test coming soon
The lengths of sides of the unknown are:
x = 59y = 29.5√3How do i determine the value of x?The value of x can be obtain as follow:
Angle (θ) = 30°Opposite = 29.5Hypotenuse = x =?Sine θ = opposite / hypotenuse
Sine 30 = 29.5 / x
Cross multiply
x × sine 30 = 29.5
Divide both sides by sine 30
x = 29.5 / sine 30
Value of x = 59
How do i determine the value of y?The value of y can be obtain as follow:
Angle (θ) = 30°Opposite = 29.5Adjacent = y =?Tan θ = opposite / adjacent
Tan 30 = 29.5 / y
Cross multiply
y × Tan 30 = 29.5
Divide both sides by Tan 30
y = 29.5 / Tan 30
y = 29.5 ÷ 1/√3
y = 29.5 × √3
Value of y = 29.5√3
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HELP PLS!
The selected answer as wrong
Answer:
Step-by-step explanation:
its 2.82, a little further forward, 82% of the way to number 3
Check the picture below.
