a study is designed to test the effect of light level on exam performance of students. the researcher believes that light levels might have different effects on men and women, so wants to make sure both are equally represented in each treatment. the treatments are fluorescent overhead lighting, yellow overhead lighting, no overhead lighting (only desk lamps). what is the response variable?

Answer:

The correct answer to 999x600+20 is 599,980. The calculation can be broken down as follows:

999 x 600 = 599,400

599,400 + 20 = 599,980 duh

Step-by-step explanation:

gg

Final Answer:

2j^2 - 2

Step-by-step explanation:

1. Apply the FOIL method to the equation:

(a + b) (c + d) => (2j + 2) (j - 1)

2. Distribute by using the formula: (ac +ad + bc + bd)

2j x j = 2j^2, 2j x -1 = -2j, j x 2 = 2j, 2 x -1 = -2.

3. Combine like terms: 2j^2 + 2j + -2j = 2j^2

4. SOLUTION: 2j^2 + 2

The actual width of the tent is 72 inches.

Information given in the problem:

Scale: 1 inch : 3 feet

Width of tent on the drawing: 2 inches

The scale is same as

1 inch : 36 inches

2 inches :

Using the proportion from the scale:

Cross multiplying, we get:

1 inch × Actual width of the tent = 2 inches × 36 inches

Actual width of the tent = (2 inches × 36 inches) / 1 inch

Actual width of the tent = 72 inches

hence, the actual width of the tent is 72 inches.

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The derivative of the function is[tex](x - 8)x^{(x - 7)}[/tex].

The pace at which the function is altering in relation to its input variable, frequently written as x, is the derivative. Geometrically, the slope of the tangent line to a function at a particular location can be used to understand the derivative of a function.

By the use of the chain rule;

[tex]dy/dx = dy/du * du/dx\\Let y = x^u\\dy /dx = ux^u-1\\dy/du = 1[/tex]

Hence;

[tex]dy/dx = ux^u-1 * 1\\dy/dx = (x - 8)x^(x - 8) - 1\\dy/dx = (x - 8)x^(x - 7)\\[/tex]

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Answer:

Step-by-step explanation:

To determine the ordered pairs formed from combining a term in Pattern A with its corresponding term in Pattern B, we need to find the terms that have the same position in each pattern.

Pattern A: 1, 4, 7, 10, 13

Pattern B: 5, 13, 17, 17, 13

The ordered pairs formed by combining a term in Pattern A with its corresponding term in Pattern B are:

(1, 5)

(4, 13)

(7, 17)

(10, 17)

(13, 13)

Therefore, the correct answers are:

(10, 17)

(1, 5)

(7, 13)

(4, 13)

(13, 17)

Note that (1, 4) is not a correct answer, since 4 is not the corresponding term in Pattern B for the first term (1) in Pattern A.

Answer:

108 students

Step-by-step explanation:

First, we need to determine the percent that is documentaries.

The total must be 100%

14+22+20+20 + d = 100

76+d = 100

d = 100-76

d = 24

The percent that is documentaries is 24%

Multiply 24% by 450 middle school students.

.24 * 450

108

There are 8 children share two pics, the number of pics they all are shared is a fraction equals to the [tex] \frac{ 1}{4} [/tex].

Fractions denotes the parts of a whole or collection of things. A fraction has mainly two parts. The number which lie on the top of the line is known as the numerator. It describes how many equal parts of the whole or collection are taken. The number which lies below the line is called the denominator. There are 8 children share 2 pics equally. That is 2 is divided into 8 childrens equally. Then the part of 2 which each one get is represented by the fraction, [tex] \frac{ 2}{8} [/tex]. That is numinator is 2 and denominator is 8. On simplyfication, it is [tex] \frac{ 1}{4} [/tex]. Hence, required value is [tex] \frac{ 1}{4} [/tex].

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The probability that the sum of the cards is greater than 7 is 0. 6 .

To find the probability that the sum of the cards that we picked is greater than 7, first find the total possible cards that we can pick to be:

C(6, 2) = 6! / (2!(6-2)!) = 6! / (2!4!) = (6 × 5) / (2 × 1) = 15

Then find the pairs that would result in a number greater than 7 to be 9 pairs.

The probability would then be:

= Number of pairs greater than 7 / Total number of pairs

= 9 / 15

= 0. 6

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Step-by-step explanation:

Sure, here's a step-by-step response you can use:

"Hey, that's a good question! Let me explain why (2x + 1)^2 is not equal to 4x^2 + 1.

When we see an expression like (2x + 1)^2, we know that it means we need to multiply (2x + 1) by itself. So let's do that first:

(2x + 1)^2 = (2x + 1) x (2x + 1)

Now we can use the FOIL method to multiply these two expressions together:

(2x + 1) x (2x + 1) = 4x^2 + 2x + 2x + 1

If we simplify the middle terms by adding them together, we get:

(2x + 1) x (2x + 1) = 4x^2 + 4x + 1

So the expression (2x + 1)^2 simplifies to 4x^2 + 4x + 1, not 4x^2 + 1.

I can see why you might have thought the answer was 4x^2 + 1, since that's the first term in the expression we got. But we can't forget about the two middle terms that come from multiplying 2x and 1 together twice.

I hope that helps clear things up! Let me know if you have any more questions."

Answer:

Step-by-step explanation:A = 2 π r h + 2 π r 2

C) Normal As the degrees of freedom for the numerator and denominator gets large, the sample size increases, the F-distribution approaches the Normal distribution.

What happens when the sample size is increased?

As sample numbers value rise, the diversity of each sampling distribution diminishes, making them more leptokurtic. The sample distribution's range is narrower than the original population's range.

Fisher devised the F-distribution to analyze the behavior of two variances from random samples drawn from two separate normal populations.

Based on the responses of random samples, we may be interested in understanding if the population variances are equal in applicable issues.

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Answer:

x=8

Step-by-step explanation:

1/3x+4=-2/3x+12

add 2/3x to both sides

1x+4=12

subtract 4 from both sides

x=8

Hope this helps! :)

The null hypothesis (H0) is that there is no significant difference in productivity between the four programs. The alternative hypothesis (Ha) is that at least one of the programs results in a significantly higher productivity than the others.

Based on the information provided, we can state the null and alternative hypotheses for the Ahmadi Corporation's productivity study:

Null Hypothesis (H0): There is no significant difference in productivity among the four different programs.

Alternative Hypothesis (H1): There is a significant difference in productivity among the four different programs.

In this case, the "sample" refers to the twenty employees who were randomly assigned to one of the four programs. The "null" hypothesis represents the assumption that there is no effect of the programs on productivity, while the "alternative" hypothesis suggests that at least one of the programs has a significant impact on productivity.

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Answer:

Length is usually longer than width so the length of the rectangle is 9 inches and the width is 6 inches.

Therefore, the only claim that the interval would tend to refute is option E: The population mean is less than 125.

Based on the 90% confidence interval of 135 to 160, we can conclude that the population mean is likely to be within this interval with a 90% degree of confidence.

A. The claim that the population mean is more than 110 is not refuted by the confidence interval since the lower limit of the interval is above 110.

B. The claim that the population mean is less than 150 is not refuted by the confidence interval since the upper limit of the interval is above 150.

C. The claim that the population mean is between 140 and 150 is not refuted by the confidence interval since both values are within the interval.

D. The claim that the population mean is more than 140 is not refuted by the confidence interval since the lower limit of the interval is above 140.

E. The claim that the population mean is less than 125 is refuted by the confidence interval since the lower limit of the interval is above 125.

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Answer:

64558

Step-by-step explanation:

add them together ;-;

Answer: 64558

Step-by-step explanation:

5+9=14

carry the 1,

64558

Based on the information given line A is x to infinity, y to infinity, while line B is x to infinity, y to negative infinity.

Let's start by analyzing the functions provided, to understand what happens with the y-coordinate as the x-coordinate moves:

Line A: y = 3x + 5

In this case, y and x are proportional, which means both will increase in the same direction and have an infinity behavior,

Line B: y= -6x +1

In this case, due to x being negative it is expected y becomes negative to infinity.

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If kayaker traveled 4 5/6 miles during his first hour and 1 1/3 more than that his second hour, the kayaker traveled 8 1/18 miles in two hours.

To find out how far the kayaker traveled in two hours, we need to add the distance traveled in the first hour to the distance traveled in the second hour.

First, we need to convert the mixed numbers to improper fractions to make the addition easier:

4 5/6 = (6 x 4 + 5) / 6 = 29/6

1 1/3 = (3 x 1 + 1) / 3 = 4/3

Then, we can add the two fractions:

29/6 + (29/6 + 4/3)

To add these fractions, we need to find a common denominator, which is 6 for the first fraction and 18 for the second fraction:

29/6 + (29/6 + 4/3) = (87/18) + (58/18)

Now we can add the two fractions with the same denominator:

(87/18) + (58/18) = 145/18

Finally, we can simplify the fraction to a mixed number:

145/18 = 8 1/18

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Rounding to the nearest whole number, the approximate volume of the mountain is 36 cubic kilometers.

Volume is a measure of the amount of space that a three-dimensional object occupies or contains. It is typically measured in cubic units, such as cubic meters, cubic centimeters, or cubic feet.

In the given question,

The volume of a cone can be calculated using the formula V = (1/3)πr²h, where r is the radius of the base, h is the height, and π is approximately 3.14.

Substituting the given values, we get:

V = (1/3) × 3.14 × 3² × 3.8

V ≈ 35.63

Rounding to the nearest whole number, the approximate volume of the mountain is 36 cubic kilometers.

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The teacher can pick students for problems 4 and 9 in front of the class in 435 ways.

There are 30 students in the class, and the teacher needs to pick 2 different students to answer problems 4 and 9.

This is a combination problem, and we can use the formula for combinations

n C r = n! / (r! (n - r)!)

where n is the total number of items, r is the number of items to be selected, and ! denotes the factorial function (i.e., the product of all positive integers up to that number).

In this case, we have

n = 30 (total number of students)

r = 2 (number of students to be selected)

So the number of ways the teacher can pick students for the problems is

30 C 2 = 30! / (2! (30 - 2)!) = 435

Therefore, there are 435 ways the teacher can pick students for the problems.

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Ellis has the following set of numbers ; 20, 9, 14, n, 18. if the median is 18. Then, the two options that could not be n are 20 and 21.

To find out which two of the given options could not be n, we need to first find the value of n.

If the median is 18, then n must also be 18 since the given set has an even number of terms.

So, we have: 20, 9, 14, 18, 18

Now, we can check each option to see if it could be n;

10 - This could be n. The new set would be; 20, 10, 14, 18, 18 and the median would be 18.

18 - This could be n. It is already in the set and the median is 18.

19 - This could be n. The new set would be; 20, 19, 14, 18, 18 and the median would be 18.

20 - This could not be n. If n = 20, then the set would be; 20, 9, 14, 20, 18 and the median would be 14.

21 - This could not be n. If n = 21, then the set would be; 20, 9, 14, 18, 21 and the median would be 18.

Therefore, the two options that could not be n are 20 and 21.

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The probability that a sample mean is between 137 and 143 is given as follows:

0.754 = 75.40%.

The z-score of a measure X of a normally distributed variable that has mean represented by [tex]\mu[/tex] and standard deviation represented by [tex]\sigma[/tex] is obtained by the equation presented as follows:

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

The parameters for this problem are given as follows:

[tex]\mu = 140, \sigma = 47, n = 330, s = \frac{47}{\sqrt{330}} = 2.59[/tex]

The probability that a sample mean is between 137 and 143 is the p-value of Z when X = 143 subtracted by the p-value of Z when X = 137, hence:

X = 143:

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

By the Central Limit Theorem

[tex]Z = \frac{X - \mu}{s}[/tex]

Z = (143 - 140)/2.59

Z = 1.16 has a p-value of 0.877.

X = 137:

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

By the Central Limit Theorem

[tex]Z = \frac{X - \mu}{s}[/tex]

Z = (137 - 140)/2.59

Z = -1.16 has a p-value of 0.1230.

Hence the probability is of:

0.877 - 0.123 = 0.754 = 75.40%.

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If A computer lab had 1,000 sheets of paper for the printer and last month, 378 sheets of paper were used, the fraction of the sheets that were not used is 0.622 which is 62.2 percent.

To find out what portion of the sheets were not used, we need to subtract the number of sheets used from the total number of sheets and then divide the result by the total number of sheets.

Number of sheets not used = Total number of sheets - Number of sheets used

Number of sheets not used = 1000 - 378 = 622

Now we need to divide the number of sheets not used by the total number of sheets:

A portion of sheets not used = Number of sheets not used / Total number of sheets

Portion of sheets not used = 622 / 1000 = 0.622

Therefore, 0.622 or 62.2% of the sheets were not used.

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The distance between to ships at noon on that particular day is 47 miles, under the condition that One ship travels at north 53° west at 11 mph and the other travels at  south 67° west at 17 mph.

To calculate their distance at noon, we need to evaluate their positions at noon first.

Let us consider that the port is placed at the origin of a coordinate system.
The ship that moving at a bearing of north 53° west is moving towards the second quadrant of the coordinate system. The angle between its path and the x-axis is 180° - 53° = 127°.
Then, its velocity vector can be represented as (-11cos(127°), 11sin(127°)) mph.

The other ship moving  at a bearing of south 67° west , it's moving towards the third quadrant of the coordinate system. The angle between its path and the x-axis is 180° + 67° = 247°.
Then, its velocity vector can be represented as (-17cos(247°), -17sin(247°)) mph.

Let us consider  that both ships leave from the port at 9 AM and travel for three hours until noon. Their positions at noon can be evaluated by adding their respective velocity vectors multiplied by three hours to their initial positions at  (0,0).

The position of the first ship at noon is
(-11cos(127°) × 3, 11sin(127°) × 3)
= (-29.7, -13.6)

The position of the second ship at noon is
(-17cos(247°) × 3, -17sin(247°) × 3)
= (12.8, -35.5)

Now we have to implement distance formula
distance = √((x2 - x1)² + (y2 - y1)²)
distance = √((12.8 + 29.7)² + (-35.5 + 13.6)²)
distance ≈ 47 miles

Hence, approximately 47 miles  difference in distance between the two ships at noon that particular day.

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The area of this figure based on the information will be 10cm²

The area of a shape simply means the total space that is taken by the shape. It simply expresses the extent of the region on a particular plane as well as a curved surface.

From the information, the shape gas sides 5cm and 2cm. The area of this figure will be:

= Length × Width

= 5cm × 2cm

= 10cm²

In conclusion, the area of this figure based on the information will be 10cm²

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A shape has sides 5mm and 2mm. Find the area of the polygon.

16 cm

10 cm

12 cm

24 cm

The dot plot that shows a representative sample of the population is given as follows:

Option C.

A dot plot shows the number of times that each observations appears in the data-set.

Hence a representative sample is a sample in which the observations appear in proportions similar to that of the dot plot of the population, which is given by option C.

The sample is representative as observations 4 and 7 have the highest number of dots, same as for the dot plot of the population.

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The function that models the graduating ceremony is illustrated below.

First, let's define some variables to make our function more understandable. Let's call the total number of seniors graduating "n", the rate at which seniors walk across the stage "r" (in seniors per minute), and the time it takes for all seniors to walk across the stage "t" (in minutes).

Now, let's also take into account the speaking and music that lasts a total of 25 minutes. We can modify our function to include this by subtracting the time spent on speaking and music from the total time it takes for all seniors to walk across the stage:

function seniors_on_stage_with_music(n, r, t, music_time) {

 return Math.ceil(n / (r * t - music_time));

}

Here, we added an additional argument to our function called music_time, which represents the total time spent on speaking and music. We then subtract this from the total time it takes for all seniors to walk across the stage before dividing the total number of seniors by the result.

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The equation of the circle will be -

(x - 4)² + (y - 13)² = 64

The general equation of a circle with (h, k) representing the circle's center, and {r} represents the length of its radius is

(x – h)² + (y – k)² = r²

We can write the equation of the circle as -

(x – h)² + (y – k)² = r²

(x - 4)² + (y - 13)² = r²

(x - 4)² + (y - 13)² = r²

(x - 4)² + (y - 13)² = r²

Also -

2πr = 16π

r = 8

So. the equation of the circle will be -

(x - 4)² + (y - 13)² = 64

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