Based on the graph, there is no association because the distribution of preferred transportation differs among the age groups. The Option C is correct.
What influences difference in preferred transportation among all age group?The significant factors is accessibility and convenience because younger individuals may be more likely to use public transportation such as buses or trains because it is more affordable and convenient than owning a car.
But the older individuals may prefer to use personal cars because it provides more flexibility and control over their transportation needs. Another factor that influences is the cost of ownership, maintenance, and fuel.
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Julio's Bikes rents bikes for $10 plus $8 per hour. Willie paid $34 to rent a bike. For how many hours did he rent the bike?
Answer:
He rented the bike for 3 hours
Step-by-step explanation:
they charge $10 for just the bike and an adittional of $8 per hour and Willie payed $34 so u subtract 10 from 34 it leaves u with 24 and u then divide by 8 and u get 3 which means that he rented the bike for 3 hours :)
What is the mean of the data set?
{20, 1, 14, 14, 9, 8}
Enter your answer in the box.
Is y = 2x^3+5 a linear function
Answer:
No
Step-by-step explanation:
No, y = 2x^3 + 5 is not a linear function. A linear function is a function that can be written in the form y = mx + b, where m and b are constants and x is the independent variable.
In the function y = 2x^3 + 5, we have a cubic term (x^3), which means that the function is not linear. The graph of a cubic function will have a curved shape, unlike a linear function, which will always be a straight line.
19. Two angles are complementary. The larger
angle is 36 more than the smaller angle. What
is the measure of the larger angle?
Answer:
larger angle = 63°
Step-by-step explanation:
complementary angles sum to 90°
let x be the smaller angle then larger angle is x + 36 , then
x + x + 36 = 90
2x + 36 = 90 ( subtract 36 from both sides )
2x = 54 ( divide both sides by 2 )
x = 27
Then
larger angle = x + 36 = 27 + 36 = 63°
A mini-flashlight
is in the shape of a
rectangular prism. It is in. wide, 14in.
tall, and in. long. What is its volume?
Answer:
63 cubic inches
Step-by-step explanation:
To find the volume of the rectangular prism mini-flashlight, we need to multiply its length, width, and height.
Given that the width is 3 inches, the height is 14 inches, and the length is 1.5 inches, we have:
Volume = length x width x height
Volume = 1.5 in x 3 in x 14 in
Volume = 63 cubic inches
Therefore, the volume of the mini-flashlight is 63 cubic inches.
Please Help Quickly ASAP Hurry Geometry ASAP
Questions in the picture
Answer:
The answer is Area: 25.5
Step-by-step explanation:
Bridget Riley was just one of many artists associated with the 1960's 'Op Art' Movement. True or false
Answer:
True
Explanation:
Bridget Riley was one of the most prominent artists associated with the 1960s 'Op Art' movement, which was an art movement that explored optical illusions and effects to create abstract art that played with the viewer's perception. However, there were many other artists associated with this movement, including Victor Vasarely, Richard Anuszkiewicz, and Yaacov Agam, among others.
In a class of students, the following data table summarizes how many students have a cat or a dog. What is the probability that a student has a dog given that they have a cat?
The probability that a student has a dog given that they have a cat is 2/5.
To find the probability that a student has a dog given that they have a cat, we need to use conditional probability. We can use the formula:
P(Dog | Cat) = P(Dog and Cat) / P(Cat)
where P(Dog and Cat) is the probability that a student has both a dog and a cat, and P(Cat) is the probability that a student has a cat.
From the given data table, we can see that there are a total of 25 students in the class, and 15 of them have a cat. Of the 15 students with a cat, 6 also have a dog. Therefore, P(Dog and Cat) = 6/25 and P(Cat) = 15/25.
Substituting these values into the formula, we get:
P(Dog | Cat) = (6/25) / (15/25) = 6/15 = 2/5
Therefore, the probability that a student has a dog given that they have a cat is 2/5 or 0.4.
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A trapezoid has bases of 6 1/3 yd and 8 1/5 yd, and a height of 3 3/4 yd. Compose the trapezoid into a parallelogram. What is the area of this trapezoid?
The area of this trapezoid is 14.42 square yards.
To compose the trapezoid into a parallelogram, we need to add a triangle to the top of the trapezoid, so that the top and bottom sides are parallel. The area of the triangle is equal to half the product of the base and height.
First, we need to convert the mixed numbers to improper fractions:
Base 1: 6 1/3 yd = 19/3 yd
Base 2: 8 1/5 yd = 41/5 yd
Height: 3 3/4 yd = 15/4 yd
The length of the top side of the triangle is equal to the difference between the two bases:
Top side = 41/5 - 19/3 = (123 - 95)/15 = 28/15
Now we can calculate the area of the triangle:
Triangle area = (1/2) x (28/15) x (15/4) = 7/4
The trapezoid can now be composed into a parallelogram, with base 1 as one side and base 2 as the other side. The height of the parallelogram is the same as the height of the trapezoid, which is 15/4 yd.
The area of a parallelogram is equal to the product of its base and height, so the area of the trapezoid is:
Parallelogram area = (19/3 + 41/5) x (15/4) = 865/60 = 14.42
Therefore, the area of the trapezoid is 14.42 square yards.
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Ben's Barbershop has a rectangular logo for their business that measures 7(1)/(5) feet long with an area that is exactly the maximum area allowed by the building owner. Create an equation that could be used to determine M, the unknown side length of the logo.
An equation that could be used to determine M, the unknown side length of the logo is X = (36/5) x M
Let's assume that the unknown side length of the logo is 'M'. The logo is a rectangle, and the area of a rectangle is given by multiplying its length and width. Since we know the length of the logo is 7(1)/(5) feet, we can write the equation:
A = L x W
where A is the area of the logo, L is the length of the logo, and W is the width of the logo.
Substituting the given values, we get:
A = (7(1)/(5)) x M
or
A = (36/5) x M
Now, we know that the area of the logo is exactly the maximum area allowed by the building owner. Let's assume this maximum area is 'X'. So, we can write another equation:
A = X
Combining both equations, we get:
X = (36/5) x M
This is the required equation that could be used to determine the unknown side length 'M' of the logo if we know the maximum area allowed by the building owner 'X'.
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URGENT!! EQUIVALENT ALGEBRAIC EXPRESSIONS
Which expression is equivalent to (m^−3n^−5)^−3?
m−^9n^−15
m^−6n^−8
1 over the quantity m raised to the sixth power times n raised to the eighth power end quantity
m^9n^15
Using Laws of Exponents, the solution to the given algebraic expression is: m⁹n¹⁵
How to solve Laws of exponents?Some of the Laws of Exponents are:
1) When multiplying the like bases, ensure you keep the base the same and then add the exponents.
2) When raising a base that has a power to another power, ensure you keep the base the same and then multiply the exponents.
3) When dividing like bases, ensure you keep the base the same and then subtract the denominator exponent from the given numerator exponent.
We are given the expression:
(m⁻³n⁻⁵)⁻³
Using the second law of exponents above, we have:
m⁻³*⁻³ x n⁻⁵*⁻³
= m⁹n¹⁵
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Write a few sentences that contain practical information about memory, thinking, and learning and describe how it helps a student become a better learner
Memory, thinking, and learning are interconnected cognitive processes that are essential for academic success.
We have,
Memory, thinking, and learning are interconnected cognitive processes that are essential for academic success.
Research has shown that memory can be improved through techniques such as repetition, active recall, and mnemonic devices.
Critical thinking skills, such as analysis and evaluation, are important for understanding and retaining information.
Effective learning strategies include breaking down complex material into smaller, manageable parts and using visual aids to enhance understanding and retention.
Thus,
Developing these cognitive skills can help a student become a more efficient learner, retain information more effectively, and perform better academically.
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What is the range of this function?
Raj’s bathtub is clogged and is draining at a rate of 1.5 gallons of water per minute. The table shows that the amount of water remaining in the bathtub, y, is a function of the time in minutes, x, that it has been draining.
A 2-column table with 4 rows. The first column is labeled x with entries 0, 0.5, 1, 1.5. The second column is labeled y with entries 40, 39.25, 38.5, 37.75.
If the Raj’s bathtub is draining at rate of 1.5 gallons of water per-minute, then the range will be (c) all real numbers such that 0 ≤ y ≤ 40.
The "Range" of function is defined as the set of all possible "output-values'.
The amount of water remaining in the bathtub is decreasing as it drains, so the range of the function is bounded below by 0 (because we cannot have negative water in the bathtub) and above by 40 (the initial amount of water in the bathtub).
Looking at the given values of y, we can see that the value of "y" lies between 0 and 40.
Therefore, the correct option is (c).
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The given question is incomplete, the complete question is
Raj’s bathtub is clogged and is draining at a rate of 1.5 gallons of water per minute. The table shows that the amount of water remaining in the bathtub, y, is a function of the time in minutes, x, that it has been draining.
x y
0 40
0.5 39.25
1 38.5
1.5 37.75
What is the range of this function?
(a) all real numbers such that y ≤ 40
(b) all real numbers such that y ≥ 0
(c) all real numbers such that 0 ≤ y ≤ 40
(d) all real numbers such that 37.75 ≤ y ≤ 40.
A carnival game has 160 rubber ducks floating in a pool. The person playing the game takes out one duck and looks at it.
If there’s a red mark on the bottom of the duck, the person wins a small prize.
If there’s a blue mark on the bottom of the duck, the person wins a large prize.
Many ducks do not have a mark.
After 50 people have played the game, only 3 of them have won a small prize, and none of them have won a large prize.
Estimate the number of the 160 ducks that you think have blue marks.
The estimated number of the 160 ducks that have blue marks would be 5 ducks.
How to estimate the number ?Assuming none of the 50 people have received a considerable reward, it is probable that winning a small prize bears higher odds than claiming a more substantial one. Estimating, the probability of achieving a large prize may be considered half as likely to succeed as obtaining a smaller sum:
P ( large prize ) :
= 0.5 x P(small prize)
= 0.5 x 0.06 = 0.03
Number of ducks with blue marks (large prize):
= ( total number of ducks ) x P( large prize )
= 160 x 0.03
= 4.8
= 5 ducks
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Ronald is walking at a rate of 3 miles per hour. If he walks for 2 hours and then runs at a rate of 6 miles per hour for another 1 hour, how far did Ronald travel in total?
Answer:
12Step-by-step explanation:
Ronald's walking speed is 3 miles per hour, and he walks for 2 hours, so he covers 3 * 2 = 6 miles. In the next hour, he runs at a speed of 6 miles per hour, covering an additional 6 miles. Therefore, Ronald traveled a total of 6 + 6 = 12 miles.
The temperature decreased by 11 degrees.
Enter an integer that represents this situation in the box.
____°
Answer:
Step-by-step explanation:
-11°
If a fair coin is tossed twice the possible outcomes are HH, HT, TH or TT, where HH means both tosses are heads and HT means that the first toss is a head and the second toss is a tail, etc. Since the coin is fair, a 50-50 chance of getting a head or a tail, we assign a probability of 1/4 to each of the four outcomes. Assuming that a fair coin was tossed twice, find the probability that exactly one of the tosses is a head and the other toss is a tail.
Assuming that a fair coin was tossed twice, the probability that exactly one of the tosses is a head and the other toss is a tail is 1/2.
The probability of a certain event happening is the number of ways that event can occur, divided by the total number of possible outcomes. In this case, we are interested in finding the probability that exactly one of the two coin tosses results in a head and the other results in a tail.
There are two possible outcomes that satisfy this condition: HT and TH. Since the coin is fair, each of these outcomes has a probability of 1/4. Therefore, the total probability of getting exactly one head and one tail is:
P(HT or TH) = P(HT) + P(TH) = 1/4 + 1/4 = 1/2
In other words, there is a 50-50 chance of getting exactly one head and one tail when a fair coin is tossed twice.
To see why this is the case, we can think of each toss as an independent event with two possible outcomes (head or tail). There are four possible outcomes when we toss a coin twice, and two of these outcomes satisfy the condition of exactly one head and one tail. Therefore, the probability of getting exactly one head and one tail is 2/4, which simplifies to 1/2.
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The students at Kayla's school are forming teams of three students for a quiz bowl competition. Kayla is assuming that each member of a team is equally likely to be male or female. She uses a coin toss (heads = female, tails = male) to simulate this probability. Here is Kayla's data from 50 trials of 3 coin tosses:
thh tth tth tht thh htt hth hht hth tth tth hht hth tht tht tth tth thh thh htt tht thh tth hht hth thh tht tth hht thh hhh tth tth hth htt tht thh hhh htt thh htt ttt tht ttt thh hht hth htt hht hth
According to this data, what is the experimental probability that a team will consist entirely of boys?
0.2
0.04
0.33
0.02
The required experimental probability that a team will consist entirely of boys is 0.04. Option B is correct.
To find the experimental probability that a team will consist entirely of boys, we need to count the number of trials in which all three coin tosses resulted in tails (which represents a team consisting entirely of boys), and divide by the total number of trials (which is 50).
From the data, we can see that there are only 2 trials where all three coin tosses resulted in tails, so the experimental probability of a team consisting entirely of boys is:
2/50 = 0.04
Therefore, the experimental probability that a team will consist entirely of boys is 0.04.
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A rectangular prism shaped display case is 30 1/2 inches wide, 10 1/2 inches long, and 32 1/4 inches tall. What is the volume of the display case in cubic inches?
A. 73 1/4 in
B. 320 1/4 in
C. 10, 328 1/16 in
D. 28,372 5/8 in
Answer:
The volume of the display case in cubic inches is 10,328 1/16 in.
What is a formula for the nth term of the given sequence?
12,6,3...
Answer:
The given sequence is decreasing by a factor of 2 each time, so each term is half of the previous term.
We can write the nth term of the sequence as:
a_n = a_1 * (1/2)^(n-1)
where a_1 is the first term of the sequence (12 in this case) and n is the position of the term we want to find.
For example, to find the 4th term of the sequence, we would have:
a_4 = 12 * (1/2)^(4-1)
= 12 * (1/2)^3
= 12 * 1/8
= 1.5
Therefore, the formula for the nth term of the sequence 12, 6, 3, ... is:
a_n = 12 * (1/2)^(n-1)
pe
Q2: A total of 160 students were surveyed from the countries of Australia, Canada, and the United Kingdom. One of
the questions asked students to report which hand they considered to be their most dominant.
Results are shown in the table.
Right-Hand Dominant Left-Hand Dominant Total
79
Australia
Canada
United Kingdom 25
Total
a.
68
46
139
dominant with approximately b
b.
Australia
Canada
tinu o lo
United Kingdom
11
160
Select an option from each drop-down menu to complete the sentence.
The country a
de salle
6
4
21
52
68%
86%
120
88%
29
had the greatest percentage of its students report being right-hand
nt ont
The country that had the greatest percentage of its students report being right-hand dominant with approximately 87% is UK
How to calculate the percentageFor Australia, 79 out of 120 students reported being right-hand dominant. So, the percentage of right-hand dominant students in Australia is:
(79/120) x 100 = 65.8%
For Canada, 68 out of 80 students reported being right-hand dominant. So, the percentage of right-hand dominant students in Canada is:
(68/80) x 100 = 85%
For the United Kingdom, 139 out of 160 students reported being right-hand dominant. So, the percentage of right-hand dominant students in the UK is
(139/160) x 100 = 86.9%
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Today, you want to sell a R1 000 par value zero coupon bond you own. The bond matures in five years. How much will you receive for your bond, if the market yield to maturity is currently 5,33%? 10
With a market yield to maturity of 5.33%, the amount that would be received for a R 1,000 par value zero coupon bond that matures in five years, but sold today will be R747.26.
Price calculation for coupon bondsTo calculate the price you will receive for your zero coupon bond, we can use the formula:
P = F / (1 + r)^n
where:
P is the priceF is the par value (face value) of the bondr is the yield to maturity as a decimaln is the number of years to maturity.In this case, the par value is R1,000, the yield to maturity is 5.33%, or 0.0533 as a decimal, and the number of years to maturity is 5.
P = 1000 / (1 + 0.0533)^5P ≈ R747.26Therefore, you can expect to receive approximately R747.26 for your R1,000 par value zero coupon bond when the market yield to maturity is 5.33%.
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How do I solve this question? I need to know what the base is, what the width is, and what the height is. Thanks if you can help!!! And I will need this ASAP if you can, thanks again!!!
Answer:
I assume you are referring to a rectangular prism with dimensions of 7 feet by 13 feet by 5 feet and you are trying to identify which dimension represents the length, width, and height.
In a rectangular prism, the length is typically considered the longest dimension, while the width and height are interchangeable depending on the orientation of the prism.
So, in this case, it is likely that the 13 feet dimension represents the length, while the 7 feet and 5 feet dimensions represent the width and height (in either order). However, it is important to note that without more context, it is impossible to know for sure which dimension is which.
CAN SOMEONE HELP WITH THIS QUESTION?
If company's marginal cost function is c(x)= 14 / √x, the total cost of producing the first 25 units is $10.67.
The marginal cost function is given as c(x) = 14 / √x, where x is the number of units produced.
To find the total cost of producing the first 25 units, we need to integrate the marginal cost function from x=0 to x=25, as follows:
Total cost = ∫₀²⁵ 14 / √x dx
We can use integration by substitution to solve this integral. Let u = √x, then du/dx = 1/(2√x), and dx = 2u du. Substituting these into the integral, we get:
Total cost = ∫₀⁵ √14/u du
This can be integrated using the power rule of integration. We have:
Total cost = 2√14 [[tex]u^{(3/2)[/tex]/3]₀⁵
Substituting back u = √x, we get:
Total cost = 2√14 [[tex](\sqrt{x})^{(3/2)[/tex]/3]₀²⁵
= 2√14 [[tex](\sqrt{25})^{(3/2)[/tex]/3 - [tex](\sqrt{0})^{(3/2)[/tex]/3]
= 2√14 (5/3)
= 10.67
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Spinning a coin, unlike tossing it, may not give heads and tails equal probabilities. I spun a penny 300 times and got 134 heads. We wish to find how significant is this evidence against equal probabilities.
What is the sample proportion of heads?
0.444
Incorrect Round to 3 places.
Heads do not make up half of the sample. Is this sample evidence that the probabilities of heads and tails are different?
Take p to be the probability of getting heads in a spin of a penny. Which hypotheses do we want to test?
H0: p = 0.5
H0: p > 0.5
H0: p = 0.5
H0: p ≠ 0.5
H0: p ≠ 0.5
H0: p = 0.5
H0: p = 0.5
H0: p < 0.5
Incorrect
Compute the z test statistic.
z =
0.444
Incorrect Round to 2 places.
The resulting z-test statistic is 0.44, indicating that the evidence is not significant enough to reject the null hypothesis that the probability of heads is equal to 0.5.
The problem we are trying to solve is to determine if the sample proportion of heads obtained from spinning a penny 300 times (134 heads) is significant evidence against equal probabilities of heads and tails. To do this, we will be testing the null hypothesis H0: p = 0.5, which states that the probability of getting heads is equal to 0.5.
We can calculate the z-test statistic using the formula z = (sample proportion - hypothesized proportion) / (standard error). In this case, the z-test statistic is z = (0.444 - 0.5) / (√(0.5 * 0.5 / 300)) = -0.86. This means that the sample proportion of heads is 0.86 standard errors away from the hypothesized proportion of 0.5.
Therefore, the resulting z-test statistic is 0.44, indicating that the evidence is not significant enough to reject the null hypothesis that the probability of heads is equal to 0.5.
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Need help, pls!!!
ty!
The graph of this function will behave as (b) A graph of this function would slope downward, starting from a price of $100 dollars because the rate of change is less than 0 and the initial value is -10.
The demand function is given by d = 100 - 10p. This means that the quantity demanded (d) decreases as the price (p) increases.
The slope of the demand function is the rate of change of the quantity demanded with respect to the price. In this case, the slope is -10, which is negative. This indicates that as the price increases, the quantity demanded decreases.
The initial value of the demand function is 100, which represents the quantity demanded when the price is zero. This means that the demand function intersects the y-axis at (0, 100).
Therefore, the correct answer is (b) A graph of this function would slope downward, starting from a price of $100 dollars because the rate of change is less than 0 and the initial value is -10.
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Arianna says that the graphs of both of these functions will grow at the same cale s
she correct? Why or why not?
She is correct They grow at the same rate because
She is not correct. The graph of grows at a faster tale
than the graph of g because each value is mutplied by 4
There is not exgh intymaton to to which graph will
grow at a fasheerale
She is not correct The graph of g grows at a faster ale
than the graph of because & greater than 2
37
Answer:She is not correct The graph of g grows at a faster rate
than the graph of because 8 greater than 2
Step-by-step explanation:
Using PEMDAS, the exponents are done first.
8^3 = 512
4*2^3 = 32
This works for every number that X can be, 3 was just an example.
a. Express each of the following as a function of 15°
6. tan165°
7. sin285°
Expressing each as a function of 15°, we have 6. tan165° = tan(150 + 15)° and 7. sin285° = sin(270 + 15)°
Expressing each as a functionFrom the question, we have the following trigonometry function that can be used in our computation:
6. tan165°
7. sin285°
The above expressions are tangent and sine functions of 165 and 285 degrees
By mathematical expression, we have
165° = 150 + 15
285° = 270 + 15
This means that we can replace the expressions with 150 + 15 and 270 + 15
So in terms of 15 degrees, we have
6. tan165° = tan(150 + 15)° and 7. sin285° = sin(270 + 15)°
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find an equivalent equation in rectangular coordinates
r sin theta = 10
The equivalent equation of r sinθ = 10 in rectangular coordinates is y² + y⁴/x² - 100 = 0.
What are the rectangular coordinates?
The rectangular coordinates is calculated from the polar equation as follows;
r sinθ = 10
the conversion from polar to rectangular coordinates;
r² = x² + y²
r = √(x² + y²) ----- (1)
y/x = tanθ ------ (2)
r sinθ = 10
√(x² + y²)(y/x) = 10
(x² + y²)(y²/x²) = 100
y² + y⁴/x² = 100
y² + y⁴/x² - 100 = 0
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Solve for AB in simplified, rationalized form:
20/√2 20√2/2 40/√2 10√2
Answer:
AB = (20/√2)(√2/√2) = 10√2
