The two-column proof given below proves that the above statement is true.
For writing a two-column proof, we solve the equation step-by-step, giving an explanation for performing any operation on the equation. This should lead us to the final solution, which can help us check if the given conclusion is true.
Statement Reason
1. (5x + 1)/2 - 8 = 0 Given
2. (5x + 1)/2 = 8 Simplification
3. (5x + 1) = 16 Multiplying both sides with 2
4. 5x = 16 - 1 Subtracting both sides by 1
5. 5x = 15 Simplified
6. x = 15/5 Dividing both sides by 5
7. x = 3 Simplified
So, we end up with the result x = 3.
But a solution has to satisfy the equation as well. So by resubstituting,
L.H.S. = [5(3) + 1]/2 - 8
= [15 + 1]/2 - 8
= 16/2 - 8
= 8 - 8
= 0 = R.H.S.
Thus, we have successfully proved that the given conjecture is correct, by a two-column proof and verification.
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Reverse Regression - Continued: Suppose that we use the following model: y = βx* + γd + ε, x = x* + u. For convenience, we drop the constant term. Assume that x*, ε, and u are independent and normally distributed with zero means. Suppose that d is a random variable that takes the values one and zero with probabilities π and 1-π in the population and is independent of all other variables in the model. To put this in context, the preceding model (and variants of it) have appeared in the literature on discrimination. We view y as a "wage" variable, x* as "qualifications" and x as some imperfect measure such as education. The dummy variable, d, is membership (d=1) or nonmembership (d=0) in some protected class. The hypothesis of discrimination turns on γ<0 versus γ=0. What is the probability limit of c, the least squares estimator of γ, in the least squares regression of y on x and d? [Hints: The independence of x* and d is important. Also, plim d′d/n = Var[d] + E2[d] = π(1-π) + π2 = π. This minor modification does not effect the model substantively, but greatly simplifies the algebra.] Now, suppose that x* and d are not independent. In particular, suppose E[x*|d=1] = μ1 and E[x*|d=0] = μ0. Then, plim[x*′d/n] will equal πμ1. Repeat the derivation with this assumption.
Consider, instead, a regression of x on y and d. What is the probability limit of the coefficient on d in this regression? Assume that x* and d are independent.
Suppose that x* and d are not independent, but γ is, in fact, less than zero. Assuming that both preceding equations still hold, what is estimated by y|d=1 - y|d=0? What does this quantity estimate if γ does equal zero?
In the least squares regression of y on x and d, the probability limit of the least squares estimator c of γ is given by π(1-π) - πμ1 if x* and d are not independent, and it is equal to -πμ1 if x* and d are independent.
When x* and d are not independent, the probability limit of c is derived by considering plim(x*′d/n), which becomes πμ1. This means that the least squares estimator c will be biased if x* and d are not independent. The bias is determined by the product of the probability of membership in the protected class (π) and the difference in expected values of x* for the two groups (μ1 - μ0). In this case, the bias is πμ1.
On the other hand, when x* and d are independent, the plim(x*′d/n) term becomes π, simplifying the probability limit of c to -πμ1. In this scenario, the least squares estimator is consistent and captures the true effect of membership in the protected class (d) on the outcome variable (y). A negative value for c indicates discrimination, as γ<0 implies a systematic wage difference between the protected class and non-protected class.
Considering a regression of x on y and d, if x* and d are independent, the probability limit of the coefficient on d in this regression is equal to -πμ1. This result indicates that membership in the protected class has a negative impact on the level of qualifications (x), implying discrimination in access to education or skill-building opportunities.
If γ is indeed equal to zero, the quantity estimated by y|d=1 - y|d=0 will represent the wage difference between the protected class and non-protected class. It captures any wage disparity that cannot be attributed to differences in qualifications (x*). However, if γ is less than zero, this quantity estimates both the wage difference and the impact of qualifications on wages, as γ captures the effect of qualifications (x*) on wages as well.
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let [a, b] be a non-degenerate closed interval in r, and let f : [a,b] →r be twice differentiable with f(a) < 0, f(b) > 0, f'(x)≥ c > 0, and 0 ≤f ''(x)≤ m for all x ∈(a,b). show that g(x)
The function g(x) = x - (f(x) / f'(x)) has a point c in (a, b) where g'(c) = 0. This is proven using the Mean Value Theorem applied to g(x) on the interval [a, b].
Given a non-degenerate closed interval [a, b] in the real numbers (R), and a function f : [a,b] → R that is twice differentiable, with f(a) < 0, f(b) > 0, f'(x) ≥ c > 0, and 0 ≤ f''(x) ≤ m for all x ∈ (a, b), we need to show that there exists a point c in (a, b) where g'(c) = 0, where g(x) = x - (f(x) / f'(x)) by using Mean Value Theorem.
To prove that there exists a point c in (a, b) where g'(c) = 0, we can use the Mean Value Theorem. First, we define the function g(x) = x - (f(x) / f'(x)). Since f is twice differentiable and f'(x) > 0 for all x in (a, b), g(x) is well-defined on [a, b].
Applying the Mean Value Theorem to g(x) on the interval [a, b], we obtain g'(c) = (g(b) - g(a)) / (b - a), where c is some point in (a, b). Now, substituting the expression for g(x), we have g'(c) = (b - a - (f(b) - f(a)) / (f'(c)(b - a)), where f'(c) > 0.
Since f(a) < 0 and f(b) > 0, we know that f(b) - f(a) > 0. Additionally, f'(x) ≥ c > 0 for all x in (a, b). Hence, g'(c) = (b - a - (f(b) - f(a)) / (f'(c)(b - a)) > 0.
Therefore, we have shown that g'(c) > 0 for all c in (a, b), indicating that there exists a point c in (a, b) where g'(c) = 0.
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what is wrong with the following "proof" of the statement that √ n is irrational for every natural number n? "proof ". suppose that √ n is rational, say √ n
The given "proof" is incomplete and does no longer provide a convincing argument for the statement that [tex]\sqrt{n}[/tex] is irrational for every natural wide variety of n.
It begins by assuming that [tex]\sqrt{n}[/tex] is rational, represented as [tex]\sqrt{n}[/tex] = a/b, wherein a and b are integers and not using common factors and b isn't equal to zero.
The blunders in this evidence lie within the assumption that [tex]\sqrt{n}[/tex] can be represented as a rational number. The evidence fails to expose a contradiction or offer proof that [tex]\sqrt{n}[/tex] can not be expressed as a ratio of integers. In order to prove that [tex]\sqrt{n}[/tex] is irrational, one has to show that there are not any viable values for a and b that satisfy the equation √n = a/b.
To establish the irrationality of [tex]\sqrt{n}[/tex], legitimate evidence usually utilizes techniques along with evidence with the aid of contradiction or evidence by means of high factorization. These techniques involve assuming that [tex]\sqrt{n}[/tex] is rational, manipulating the equation, and deriving a contradiction or showing that the idea results in a not possible situation.
Since the given proof lacks those crucial elements, it can't establish a declaration that [tex]\sqrt{n}[/tex] is irrational for each natural range n.
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The correct question is:
"What is wrong with the following "proof" of the statement that [tex]\sqrt{n}[/tex] is irrational for every natural number n? "proof ". Suppose that [tex]\sqrt{n}[/tex] is rational is a rational number."
Suppose f(x)=
{−2x²−1, if x<2
{4, if 2≤x<5
{0.5x+1, if x≥5
Evaluate f(4)
Evaluate f(1)
Evaluate f(5)
Evaluate f(8)
The function f(x) is defined piecewise, with different expressions for different intervals. To evaluate f(4), f(1), f(5), and f(8), we substitute the given values of x into the corresponding expressions.
To evaluate f(4), we look at the interval 2 ≤ x < 5. In this interval, f(x) is defined as 4. Therefore, f(4) equals 4.
For f(1), we consider the interval x < 2. In this interval, f(x) is defined as -2x² - 1. Substituting x = 1 into this expression, we get f(1) = -2(1)² - 1 = -3.
Next, let's evaluate f(5). We examine the interval x ≥ 5. In this interval, f(x) is defined as 0.5x + 1. Plugging in x = 5 into this expression, we find f(5) = 0.5(5) + 1 = 3.5.
Finally, for f(8), we again look at the interval x ≥ 5, where f(x) is defined as 0.5x + 1. Substituting x = 8, we get f(8) = 0.5(8) + 1 = 5.
In summary, f(4) = 4, f(1) = -3, f(5) = 3.5, and f(8) = 5, according to the defined piecewise function. The function takes different forms for different intervals, and by substituting the given values into the appropriate expressions, we obtain the respective results.
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Area:
12 cm
Perimeter:
7cm
Answer:
Area = 84 cm^2
Perimeter = 38 cm
Step-by-step explanation:
The shape is a rectangle.
Area of the rectangle:
The formula for the area of a rectangle is given by:
A = lw, where
A is the area in units squared, l is the length,and w is the widthThus, we can plug in 7 for l and 12 for w to find A, the area of the rectangle in cm^2:
A = 7 * 12
A = 84
Thus, the area of the rectangle is 84 cm^2.
Perimeter of the rectangle:
The formula for the perimeter of a rectangle is given by:
P = 2l + 2w, where
P is the perimeter,l is the length,and w is the width.Thus, we can plug in 7 for l and 12 for w to find P, the perimeter of the rectangle in cm:
P = 2(7) + 2(12)
P = 14 + 24
P = 38
Thus, the perimeter of the rectangle is 38 cm.
Determine whether the data show a linear relationship. months, x 9 13 18 22 23 hair length (in.), y 3 5 7 10 11 yes yes no no question 2 identify the equation of a line of fit. $y=0.55x-2.25$ y is equal to 0 point 5 5 x minus 2 point 2 5 $y=1.55x+2.25$ y is equal to 1 point 5 5 x plus 2 point 2 5 $y=2.5x-2.25$ y is equal to 2 point 5 x minus 2 point 2 5 $y=2.85x+1.25$ y is equal to 2 point 8 5 x plus 1 point 2 5 the data does not show a linear relationship. the data does not show a linear relationship. question 3 if possible, estimate $y$ when $x=15$ $y=2$ y is equal to 2 $y=4$ y is equal to 4 $y=6$ y is equal to 6 not possible not possible question 4 explain its meaning in the context of the situation.
The data does not show a linear relationship. Looking at the given data, the values of hair length (y) do not consistently increase or decrease with the corresponding values of months (x). This lack of consistent pattern indicates that the data does not exhibit a linear relationship.
In a linear relationship, the values of one variable (in this case, hair length) would change at a constant rate as the values of the other variable (months) increase or decrease. However, in this case, the hair length values do not follow a consistent pattern with respect to the months. For example, as months increase from 9 to 13, hair length increases from 3 to 5, but then decreases from 5 to 7 as months increase from 13 to 18. This irregular pattern suggests that the relationship between months and hair length is not linear. Therefore, based on the given data, we can conclude that there is no linear relationship between months and hair length.
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Assume that Y is nermaly distributed N(ψ, α
2
) Moving from the mean (μ)1.96 standard deviations to the left and 1.96 standard deviations to the right, then the area under the normal p. d.f. is: A. 0.05 B. 0.33 c. 0.67 b. 0.05
The area under the normal probability density function (p.d.f.) within 1.96 standard deviations of the mean on both sides is approximately 0.95.
In a normal distribution, the area under the p.d.f. curve represents probabilities. The area between the mean and 1.96 standard deviations to the left or right represents approximately 95% of the data. Since the normal distribution is symmetrical, we can split this area equally on both sides, resulting in approximately 0.475 (or 47.5%) on each side.
To calculate the total area, we add up the areas on both sides: 0.475 + 0.475 = 0.95. This means that 95% of the data falls within the range of 1.96 standard deviations from the mean. Consequently, the remaining 5% is distributed outside this range (2.5% to the left and 2.5% to the right). Therefore, the correct answer is A. 0.05, which corresponds to the area outside the range of 1.96 standard deviations from the mean.
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Perform the indicated operation.
7 3/4 - 4 1/5
Answer:
[tex]7 \frac{3}{4} - 4 \frac{1}{5} = 7 \frac{15}{20} - 4 \frac{4}{20} = 3 \frac{11}{20} [/tex]
Find an equation of the plane that is parallel to the xz-plane and is located 28 units to the left of the xz-plane in standard perspective.
To find an equation of the plane that is parallel to the xz-plane and located 28 units to the left of the xz-plane, we can consider that the x-coordinate of any point on the plane will be 28 units less than the x-coordinate of any corresponding point on the xz-plane.
In the standard perspective, the equation of the xz-plane is given by x = 0, which means the x-coordinate is always 0.
To create a plane that is parallel to the xz-plane and located 28 units to the left, we need to shift the x-coordinate by subtracting 28.
Therefore, the equation of the plane is x = -28.
This equation indicates that for any point on the plane, the x-coordinate will always be -28, while the y and z coordinates can take any real values.
Note that this equation assumes a standard coordinate system where the x-axis is horizontal, the y-axis is vertical, and the z-axis is perpendicular to the xz-plane.
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triangles and have areas and respectively, with and what is the sum of all possible -coordinates of ?
The sum of all possible x-coordinates that satisfy the given conditions is 666.
Let's consider two triangles, Triangle A and Triangle B, with areas A and B, respectively. The base of Triangle A is x units long, and its height is y units. Triangle B has a base of y units and a height of x units.
The area of a triangle is given by the formula A = (1/2) * base * height. Therefore, the area of Triangle A is A = (1/2) * x * y, and the area of Triangle B is B = (1/2) * y * x. Since multiplication is commutative, we can simplify the expressions as A = B = (1/2) * x * y.
We are given that A + B = 108. Substituting the values of A and B, we get (1/2) * x * y + (1/2) * x * y = 108. Simplifying the equation, we have x * y + x * y = 216, which further simplifies to 2 * x * y = 216.
To find the sum of all possible x-coordinates, we need to consider the factors of 216. The factors of 216 are 1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 27, 36, 54, 72, 108, and 216. Since x * y = 216/2 = 108, we can deduce that for each factor of 216, there is a corresponding value of y that satisfies the equation.
The sum of all possible x-coordinates would be the sum of all the factors of 216, which is 1 + 2 + 3 + 4 + 6 + 8 + 9 + 12 + 18 + 24 + 27 + 36 + 54 + 72 + 108 + 216 = 666.
In summary, the sum of all possible x-coordinates that satisfy the given conditions is 666.
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Use the sum and difference formulas to verify each identity. sin (π-θ )=sinθ
we have shown that sin (π - θ) = sin θ using the sum and difference formulas for sine.
To verify the identity sin(π - θ) = sin θ using the sum and difference formulas, let's begin with the right-hand side of the equation:
sin θ
Now, let's use the sum formula for sine, which states that sin(A + B) = sin A cos B + cos A sin B, and substitute A = π and B = -θ:
sin (π - θ) = sin π cos (-θ) + cos π sin (-θ)
Using the properties of sine and cosine, we know that sin π = 0 and cos π = -1:
sin (π - θ) = 0 * cos (-θ) + (-1) * sin (-θ)
Now, let's focus on sin (-θ) and cos (-θ). Using the symmetry properties of sine and cosine, we have sin (-θ) = -sin θ and cos (-θ) = cos θ:
sin (π - θ) = 0 * cos (-θ) + (-1) * sin (-θ)
= 0 * cos θ + (-1) * (-sin θ)
= 0 - (-sin θ)
= sin θ
Therefore, we have shown that sin (π - θ) = sin θ using the sum and difference formulas for sine.
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Write the equation of the circle in standard form. Then identify the center and the radius.
x²+y²−8x+6y=0
3x²+3y²+30x−48y+123=0
The center is (4, -3) and The radius is √25 = 5 for the equation 1.
The center is (-5, 8) and The radius is √66 for the equation 2
1. x² + y² - 8x + 6y = 0
Rearranging the equation, we have:
x² - 8x + y² + 6y = 0
To complete the square for the x terms, we need to add (-8/2)² = 16 to both sides:
x² - 8x + 16 + y² + 6y = 16
For the y terms, we need to add (6/2)² = 9 to both sides:
x² - 8x + 16 + y² + 6y + 9 = 16 + 9
Simplifying:
(x - 4)² + (y + 3)² = 25
Now, we can identify the center and radius:
Therefore, the equation of the circle in standard form is:
(x - 4)² + (y + 3)² = 25
2. 3x² + 3y² + 30x - 48y + 123 = 0
Dividing both sides by 3 to simplify, we get:
x² + y² + 10x - 16y + 41 = 0
To complete the square for the x terms, we need to add (10/2)² = 25 to both sides:
x² + 10x + 25 + y² - 16y + 41 = 25 + 41
For the y terms, we need to add (-16/2)² = 64 to both sides:
x² + 10x + 25 + y² - 16y + 64 = 66
Simplifying:
(x + 5)² + (y - 8)² = 66
Now, we can identify the center and radius:
Therefore, the equation of the circle in standard form is:
(x + 5)² + (y - 8)² = 66
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HELP!! (7 points)
What's the outlier of
17, 20, 27, 29, 31, 36, 40, 55, 58, 62?
Answer:
17
Step-by-step explanation:
Because it's the lowest
If the formula y=x³ is changed by adding one (shown in red below), what effect would that change have on the function's values?
f(x) = x³ + 1
It would have no effect.
It would multiply all the y-values by one.
It would add one to all the x-values.
It would add one to all the y-values.
It would multiply all the x-values by one.
The correct answer is: "It would add one to all the y-values." Adding one to the formula y = x³ results in a vertical shift of the graph upward by one unit, effectively adding one to all the y-values.
By adding one to the formula y = x³, the resulting function becomes f(x) = x³ + 1. This means that for every value of x, the corresponding y-value will be the cube of x plus one. This addition of one to the y-values shifts the entire graph of the function upward by one unit.
To understand the effect of this change, let's compare the original function y = x³ with the modified function f(x) = x³ + 1. For any given x-value, the y-value of the modified function will be one unit higher than the y-value of the original function. This means that all points on the graph of the modified function will be vertically shifted upward by one unit compared to the graph of the original function.
In summary, The x-values remain unchanged, and the multiplication of the x-values by one or any other effect on the x-values is not relevant in this scenario.
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alice has two kids. one of them is a girl. what if the probability that the other one is a also a girl
The probability that the other child is also a girl, given that one of them is a girl, is 2/3 or approximately 0.6667.
To determine the probability that the other child is also a girl given that one of them is a girl, we need to consider the possibilities of the gender combinations for Alice's two children.
Let's denote the gender of the first child as G (girl) and B (boy), and the gender of the second child as G' and B'.
There are four possible combinations for the gender of the two children: GG, GB, BG, and BB.
However, we are given that one of the children is a girl. This eliminates the BB combination since we know both children cannot be boys.
Thus, we are left with three possible combinations: GG, GB, and BG.
Out of these three combinations, two of them involve at least one girl: GG and GB. This means there is a 2 out of 3 chance that the other child is a girl.
Therefore, the probability that the other child is also a girl, given that one of them is a girl, is 2/3 or approximately 0.6667.
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Miranda got a new bicycle lock that has a four-number combination. Each number in the combination is from 0 to 9.
b. How many combinations are possible if Miranda can use each number only once? Explain.
b. There are 5,040 possible combinations if Miranda can use each number only once in the four-number combination.
If Miranda can use each number only once in the four-number combination, the number of combinations possible can be calculated using the concept of permutations.
There are 10 choices for the first number, 9 choices for the second number (as one number has already been used), 8 choices for the third number (as two numbers have already been used), and 7 choices for the fourth number (as three numbers have already been used).
Therefore, the total number of combinations is calculated as:
10 × 9 × 8 × 7
= 5,040
So, there are 5,040 possible combinations if Miranda can use each number only once in the four-number combination.
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Instruction: Complete ALL questions from this section. Question 1 A. Given the following: A=(
0
2
1
−3
),B=(
−2
2
1
3
),C=(
−2
1
−1
1
). Find the value of 3BC−2AB. (5 marks) B. Using the matrix method or otherwise, solve the following system of simultancous equations.
x+2y−z=6
3x+5y−z=2
−2x−y−2z=4
(15 marks) (Total 20 marksy)
The value of 3BC - 2AB is a matrix obtained by performing scalar multiplication and matrix addition/subtraction. The solution to the given system of simultaneous equations is x = 2, y = -1, and z = -2.
A matrix multiplication is performed by multiplying the entries of one matrix by the corresponding entries of the other matrix and summing the results. To find the value of 3BC - 2AB, we first calculate the products 3BC and 2AB, and then subtract 2AB from 3BC.
The matrix BC is obtained by multiplying the matrix B by the matrix C:
BC =
[(−2)(−2) + (2)(−1) (−2)(1) + (2)(1) ]
[(1)(−2) + (3)(−1) (1)(1) + (3)(1) ]
Simplifying this expression gives us:
BC =
[2 0]
[-5 4]
Next, we calculate the product AB by multiplying the matrix A by the matrix B:
AB =
[(0)(−2) + (2)(1) (0)(2) + (2)(3) ]
[(1)(−2) + (−3)(1) (1)(2) + (−3)(3) ]
Simplifying this expression gives us:
AB =
[2 6]
[-5 -7]
Finally, we subtract 2AB from 3BC:
3BC - 2AB =
[3(2) - 2(2) 3(0) - 2(6) ]
[3(-5) - 2(-5) 3(4) - 2(-7) ]
Simplifying this expression gives us the final result:
3BC - 2AB =
[2 -12]
[-5 34]
Moving on to the second part of the question, to solve the given system of simultaneous equations, we can use the matrix method or any other appropriate method such as Gaussian elimination. Here, we'll use the matrix method.
We can represent the system of equations as a matrix equation AX = B, where:
A =
[1 2 -1]
[3 5 -1]
[-2 -1 -2]
X =
[x]
[y]
[z]
B =
[6]
[2]
[4]
To find X, we can solve the equation AX = B by multiplying both sides of the equation by the inverse of matrix A:
X =[tex]A^(-1) * B[/tex]
Calculating the inverse of matrix A and multiplying it by B, we obtain:
X =
[2]
[-1]
[-2]
Therefore, the solution to the given system of simultaneous equations is x = 2, y = -1, and z = -2
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If A C=3 x-7 and BD = 2x + 8, find the value of x so that A B C D is isosceles.
the value of x that makes ABCD an isosceles quadrilateral, we need to equate the lengths of AC and BD. the value of x that makes ABCD an isosceles quadrilateral is x = 15.
AC = 3x - 7
BD = 2x + 8
For ABCD to be an isosceles quadrilateral, AC must be equal to BD. Therefore, we can set up the equation:
3x - 7 = 2x + 8
Simplifying the equation, we subtract 2x from both sides:
x - 7 = 8
Then, adding 7 to both sides gives us:
x = 15
Thus, the value of x that makes ABCD an isosceles quadrilateral is x = 15.
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Simplify each radical expression.
√-3⁴/12
The simplified radical expression for [tex]\sqrt(\frac{-3^4}{12})[/tex] Is √6.75.
The expressions which contains the sign of square root and cube roots are called radicals
To simplify the given radical expression [tex]\sqrt(\frac{-3^4}{12})[/tex]
First, simplify the numerator:
[tex](-3)^{4} 4 = (-3) \times (-3) \times(-3) \times (-3) = 81[/tex]
Now, we have[tex]\sqrt{\dfrac{81}{12}[/tex]
Next, simplify the denominator:
12 is already simplified, so we don't need to make any changes.
Now, we have[tex]\sqrt{\dfrac{81}{12}[/tex]
To simplify further, we can simplify the fraction under the radical sign:
[tex]\dfrac{81}{12}[/tex] = 6.75
So, the expression becomes [tex]\sqrt{6.75}[/tex]
Therefore, the simplified radical expression for[tex]\sqrt(\dfrac{(-3)_^4}{12}[/tex]Is √6.75.
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The distance in feet two boys travel per second on a treadmill is shown to the left which comparison is accurate
Answer:
Step-by-step explanation:
anna, donna and elena are college students and it’s time for the selection of the women’s hockey team. anna and elena are the only players who play as goal-keepers. hence, exactly one of them has to be chosen. the chance of anna being chosen is 40%.
The probability of Elena being chosen is 60%.
We have,
The concept used in determining the probability of Elena being chosen as the goalkeeper is the complement rule.
The complement rule states that the probability of an event occurring is equal to 1 minus the probability of the event not occurring.
If the chance of Anna being chosen for the women's hockey team is 40%, it means that the probability of Elena being chosen as the goalkeeper is 60%
(since they are the only goalkeepers available for selection, and the probabilities must add up to 100%).
Therefore,
The probability of Elena being chosen is 60%.
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James and Theo are need 2 but don’t need 2
using the cosine rule figure out angle θ to the nearest degree
Answer:
θ = 36°
Step-by-step explanation:
The Law of Cosines has three equations:
a^2 = b^2 + c^2 - 2bc * cos (A)
b^2 = a^2 + c^2 - 2ac * cos (B)
c^2 = a^2 + b^2 - 2ab * cos (C)
Let's call the 15 mm side c, the 23 mm side a and the 12 mm side b, and angle θ angle C . Thus, we can use the third equation and plug in 15 for c, 23 for a, and 12 for b to find the measure of angle C (i.e., the measure of θ to the nearest degree):
Step 1: Plug in 15, 23, and 12 and simplify:
c^2 = a^2 + b^2 - 2ab * cos (C)
15^2 = 23^2 + 12^2 -2(23)(12) * cos (C)
225 = 529 + 144 - 552 * cos (C)
225 = 673 - 552 * cos (C)
Step 2: Subtract 673 from both sides:
(225 = 673 - 552 * cos (C)) - 673
-448 = -552 * cos (C)
Step 3: Divide both sides by -552:
(-448 = -552 * cos (C)) / -552
-448/-552 = cos (C)
56/69 = cos (θ)
Step 4: Use inverse cosine to find C and round to the nearest degree (i.e., the nearest whole number):
cos^-1 (56/69) = C
35.74801694 = C
36 = C
36 = θ
Thus, angle θ is about 36°.
Identify the shape of a cross section of the cone below.
Which explicit formula represents the geometric sequence 5,15,45,135, , , , ?
f. aₙ=5(3)ⁿ⁻¹ g. aₙ=3(5)ⁿ⁻¹ h. aₙ=5ⁿ⁻¹ i. aₙ=5(3)ⁿ
The correct explicit formula for the given geometric sequence is
g. aₙ = 3(5)ⁿ⁻¹.
Here, we have,
To determine the explicit formula for the given geometric sequence 5, 15, 45, 135, ..., we need to identify the common ratio.
To find the common ratio (r), we can divide any term in the sequence by its preceding term:
15/5 = 3
45/15 = 3
135/45 = 3
The common ratio, in this case, is 3.
Now, let's analyze the answer choices:
f. aₙ = 5(3)ⁿ⁻¹
g. aₙ = 3(5)ⁿ⁻¹
h. aₙ = 5ⁿ⁻¹
i. aₙ = 5(3)ⁿ
The correct explicit formula for the given geometric sequence is
g. aₙ = 3(5)ⁿ⁻¹.
This formula represents a geometric sequence where each term is found by multiplying the previous term by a common ratio of 3, and the first term (a₁) is 5.
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r is inversely proportionate to a
when r = 12 a = 1.5
work out the value of r when a = 5
work out the value of a when r = 9
Answer:
r = 3.6 , a = 2
Step-by-step explanation:
given that r is inversely proportional to a then the equation relating them is
r = [tex]\frac{k}{a}[/tex] ← k is the constant of proportion
to find k use the condition when r = 12 , a = 1.5
12 = [tex]\frac{k}{1.5}[/tex] ( multiply both sides by 1.5 )
18 = k
r = [tex]\frac{18}{a}[/tex] ← equation of proportion
when a = 5 , then
r = [tex]\frac{18}{5}[/tex] = 3.6
when r = 9 , then
9 = [tex]\frac{18}{a}[/tex] ( multiply both sides by a )
9a = 18 ( divide both sides by 9 )
a = 2
Simplify.
√50 . √10
To simplify the expression √50 * √10, we can use the properties of square roots. First, let's break down both square roots individually: √50 can be simplified as √(25 * 2), which further simplifies to √25 * √2. Since √25 equals 5, we have 5√2.
Similarly, √10 remains as √10.
Now, we can multiply the simplified square roots:
5√2 * √10 can be further simplified by combining the square roots with the same radicand. Therefore, we have √(2 * 10) or √20.
Finally, we can simplify √20 by breaking it down as √(4 * 5), which further simplifies to √4 * √5. Since √4 equals 2, we have 2√5.
Therefore, √50 * √10 simplifies to 2√5.
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a parejas, resuelvan los siguientes problemas. En dos localidades hay habitantes que hablan una len- distinta al español: en El Cerrito son 3 de cada 4, mientras que en El Paseo son 5 de cada 7. gua a) ¿En cuál de las dos localidades hay un número ma- yor de hablantes de una lengua distinta al español? b) ¿De cuánto es la diferencia entre las dos localidades?
The difference between the two localities is 1 speaker.
Let's solve the problems step by step:
a) To determine which of the two locations has a higher number of speakers of a language other than Spanish, we need to compare the ratios of speakers in El Cerrito and El Paseo.
In El Cerrito, 3 out of every 4 people speak a different language than Spanish. This can be written as a ratio: 3:4.
In El Paseo, 5 out of every 7 people speak a different language than Spanish. This can be written as a ratio: 5:7.
To compare the two ratios, we can find a common denominator. In this case, the least common multiple of 4 and 7 is 28.
In El Cerrito, the ratio becomes 21:28 (multiplying both sides by 7).
In El Paseo, the ratio becomes 20:28 (multiplying both sides by 4).
From the ratios, we can see that in El Cerrito, there are 21 out of 28 people who speak a different language than Spanish, while in El Paseo, there are 20 out of 28 people who speak a different language than Spanish.
Since 21 is greater than 20, El Cerrito has a higher number of speakers of a language other than Spanish.
b) The difference between the two localities can be calculated by subtracting the number of speakers in El Paseo from the number of speakers in El Cerrito.
In El Cerrito, there are 21 speakers of a different language than Spanish.
In El Paseo, there are 20 speakers of a different language than Spanish.
The difference is obtained by subtracting 20 from 21, resulting in a difference of 1 speaker.
Therefore, the difference between the two localities is 1 speaker.
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The length of the arc intercepted by a central angle of 3 radians in a circle of radius 84 is ___. *Show All Steps for both A & B Please*
The length of the arc intercepted by a central angle of 188∘ in a circle of radius 5 is ___.
A) The length of the arc intercepted by a central angle of 3 radians in a circle of radius 84 is 252 units.
B) The length of the arc intercepted by a central angle of 188 degrees in a circle of radius 5 is approximately 32.977 units.
A) To find the length of the arc intercepted by a central angle in a circle, we use the formula:
Length of Arc = (Central Angle / 2π) * Circumference
Given that the central angle is 3 radians and the radius of the circle is 84, we can substitute these values into the formula:
Length of Arc = (3 / (2π)) * (2π * 84)
Simplifying the expression, we have:
Length of Arc = 3 * 84
Length of Arc = 252 units
Therefore, the length of the arc intercepted by a central angle of 3 radians in a circle of radius 84 is 252 units.
B) To find the length of the arc intercepted by a central angle in a circle, we use the formula:
Length of Arc = (Central Angle / 360) * Circumference
Given that the central angle is 188 degrees and the radius of the circle is 5, we can substitute these values into the formula:
Length of Arc = (188 / 360) * (2π * 5)
Simplifying the expression, we have:
Length of Arc = (188 / 360) * 10π
Approximately, the length of Arc = 32.977 units.
Therefore, the length of the arc intercepted by a central angle of 188 degrees in a circle of radius 5 is approximately 32.977 units.
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An industrial designer believes the average amount of time it takes an adult to assemble an "easy to assemble" toy is 22 minutes. A sample of 400 times, yielded an average time of 23 minutes, with a variance of 2 minutes. Assuming normality of assembly times, does his hypothesis hold or does he fails his null
The industrial designer fails to support the hypothesis that the average time to assemble the "easy to assemble" toy is 22 minutes. The sample evidence suggests that the average assembly time is significantly higher than the hypothesized value.
The industrial designer's hypothesis states that the average time it takes an adult to assemble an "easy to assemble" toy is 22 minutes. However, based on a sample of 400 assembly times, the average time was found to be 23 minutes with a variance of 2 minutes. To determine if the hypothesis holds or if it fails, we need to perform a hypothesis test.
Using the sample data, we can calculate the standard deviation (σ) by taking the square root of the variance, which is [tex]\sqrt{2} \approx 1.41[/tex] minutes. Since the sample size (n) is large (n = 400) and we assume normality of assembly times, we can use a z-test.
The test statistic (z-score) is calculated as:
[tex]z = (\bar X - \mu ) / (\sigma / \sqrt {n})[/tex]
where [tex]\bar X[/tex] is the sample mean, μ is the hypothesized population mean, σ is the standard deviation, and n is the sample size.
Plugging in the values, we get:
z = (23 - 22) / (1.41 / [tex]\sqrt{400}[/tex])
z = 1 / (1.41 / 20)
z ≈ 14.18
By comparing the z-score to the critical value at a chosen significance level (e.g., [tex]\alpha[/tex] = 0.05), we can determine if the null hypothesis is rejected or not. Since the calculated z-score (14.18) is far beyond the critical value, we can reject the null hypothesis.
Therefore, based on the given sample data, the industrial designer fails to support the hypothesis that the average time to assemble the "easy to assemble" toy is 22 minutes. The sample evidence suggests that the average assembly time is significantly higher than the hypothesized value.
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