If a 0.10 significance level is used in place of a 0.05 significance level, the power of the test will generally increase. As we are increasing the probability of rejecting the null hypothesis.
The significance level (alpha) of a hypothesis test determines the probability of making a Type I error, which is the probability of rejecting the null hypothesis when it is actually true. The power of a test, on the other hand, is the probability of correctly rejecting the null hypothesis when it is actually false (i.e., the probability of detecting a true effect).
By using a higher significance level (0.10 instead of 0.05), we are increasing the probability of rejecting the null hypothesis, which means we are more likely to detect a true effect. This results in an increase in the power of the test. However, it's worth noting that using a higher significance level also increases the risk of making a Type I error, which means we have to be careful when interpreting the results of the test.
In summary, increasing the significance level generally increases the power of the test, but it also increases the risk of making a Type I error
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Please help thank you
The plane's true bearing is $27.9°N of W, and its estimated ground speed is 473.3 mph.
Why is math speed important?Math is made more fascinating and enjoyable using Speed Maths (Vedic Maths). by assisting the child in quickly performing some improbable computations. By combining the correct amount of enjoyment, memory, skills, memory recall, and formula application, your child will become a superstar performer.
Let's start with the airplane's speed.
A bearing of N25°W corresponds to a anticlockwise angle of 65° when measured from the westward direction (W).
As a result, the airplane's velocity vector can be divided into its north-south and east-west components as shown below:
V_A,north = 480 cos(65°) ≈ 200.5 mph (northward)
V_A,west = 480 sin(65°) ≈ 447.3 mph (westward)
V_W,north = 45 sin(75°) ≈ 43.5 mph (northward)
V_W,west = 45 cos(75°) ≈ 11.3 mph (westward)
To find the net velocity of the airplane, we can add the north-south and east-west components of the airplane velocity and wind velocity separately:
V_net,north = V_A,north + V_W,north ≈ 200.5 + 43.5 ≈ 244.0 mph (northward)
V_net,west = V_A,west + V_W,west ≈ 447.3 + 11.3 ≈ 458.6 mph (westward)
Now we can use the Pythagorean theorem to find the magnitude of the net velocity:
|V_net| = sqrt(V_net,north² + V_net,west²) ≈ 473.3 mph
To find the actual bearing of the airplane, we can use the inverse tangent function:
tan⁻¹(V_net,north / V_net,west) ≈ 27.9°
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hospital records show that 12% of all patients are admitted for heart disease, 16% are admitted for cancer (oncology) treatment, and 4% receive both coronary and oncology care. what is the probability that a randomly selected patient is admitted for coronary care, oncology or both? (note that heart disease is a coronary care issue.)
The probability of randomly selected patient selected for coronary, oncology or both is equal to P( H∪C ) = 0.24.
Let patient admitted with heart disease represented by P(H)
P(H) = 12%
= 0.12
And patient admitted for cancer disease represented by P(C)
P(H) = 16%
= 0.16
Percent of patient received both coronary and oncology = 4%
P( H∩C ) = 0.04
Probability of randomly selected patient admitted for coronary, oncology or both is :
P( H∪C ) = P(H) + P(C) - P(H∩C )
⇒P( H∪C ) = 0.12 + 0.16 - 0.04
⇒ P( H∪C ) = 0.24
Therefore, the probability of randomly selected patient getting treatment for coronary, oncology or both is given by P( H∪C ) = 0.24.
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There are 10 girls and 30 boys ina class find the ratio of
a. No of girls to no of boys
The ratio of girls to boys in the class is 1:3, meaning that for every one girl there are three boys.
There are 10 girls and 30 boys in the class.
The ratio of girls to boys can be expressed as a fraction: 10/30.
To make the fraction easier to understand, we can simplify it to its lowest form: 1/3.
The ratio of girls to boys in the class is therefore 1:3, meaning that for every one girl there are three boys.
The ratio of girls to boys in a class can be determined by dividing the number of girls by the number of boys. In this case, there are 10 girls and 30 boys, so the ratio is 10/30. This fraction can be simplified to its lowest form, 1/3. This means that for every one girl there are three boys in the class. Knowing the ratio of girls to boys can be helpful in a variety of situations, such as organizing activities or determining the number of supplies needed. This ratio can also be expressed as a percentage, with 10% of the class being girls and 30% being boys. Knowing the ratio of girls to boys can also be a useful tool in understanding the demographics of the class.
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Evaluate x² + 2y + 3x for x = 5, y = 8
help me get this right i really have to pass
Answer:
yes
Step-by-step explanation:
How would you check values for x and y after solving linear equations in x and y?
Answers:
1. substitute the x and y values into the original equations
2. divide the x and y values into the original equations
3. cross-multiply the x and y values by the original equations
4. subtract the x and y values from the original equations
Help im having trouble
Answer:
3 square units
Step-by-step explanation:
You want the area of the triangle defined by the points (-1, -4), (0, -2), and (2, -4).
TriangleThe plot of the grid points and the triangle is attached. By counting grid squares, you can see that the base of the triangle is 3 units, and its heigh perpendicular to the base is 2 units.
AreaThe area formula for a triangle is ...
A = 1/2bh
For base b=3 and height h=2, the area is ...
A = 1/2(3)(2) = 3 . . . . . square units
The area of the triangle is 3 square units.
Select the correct answer from each drop-down menu.
Observe the given functions.
Complete the sentences to compare the two functions.
Over the interval ____, the average rate of change of g is greater than the average rate of change of f. As the value of x increases, the average rates of change of f and g _________, respectively. When the value of x is equal to 7, the value of _________
It can be further generalized that a quantity increasing exponentially will ___ exceed a quantity increasing linearly.
The correct answer for each of the math expressions is given below:
1. (4,5)2. remain constant and increase3. g(x) exceeds the value of f(x)4. eventuallyWhat is a Graph?The graph of a function f in mathematics is the collection of ordered pairs where displaystyle f(x)=y.
These pairs are Cartesian coordinates of points in two-dimensional space and so form a subset of this plane in the typical situation when x and f(x) are real integers.
Hence, given that in the graph,
f(x) = 4x + 3
g(x) = [tex]\frac{5}{3} ^x[/tex]
Over the interval (4,5), the average rate of change of g is greater than the average rate of change of f.
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Trigonometry question
Step-by-step explanation:
[tex] \sin( \frac{ \alpha }{2} ) = \sqrt{ \frac{1 - \cos( \alpha ) }{2} } [/tex]
So let find cos
We know that
[tex] \tan {}^{2} (x) + 1 = \sec {}^{2} (x) [/tex]
We know the value of tan
[tex]( \frac{8}{5} ) {}^{2} + 1 = \sec {}^{2} (x) [/tex]
[tex] \frac{64}{25} + 1 = \sec {}^{2} (x) [/tex]
[tex] \frac{89}{25} = \sec {}^{2} (x) [/tex]
[tex] \frac{ \sqrt{89} }{5} = \sec(x) [/tex]
Sec is the reciprocal of cosine so cosine is
[tex] \cos( \alpha ) = \frac{5}{ \sqrt{89} } [/tex]
Which becomes
[tex] \cos( \alpha ) = \frac{5 \sqrt{89} }{89} [/tex]
So since we know cos a, let's find sin
[tex] \sqrt{ \frac{1 - \frac{5 \sqrt{89} }{89} }{2} } [/tex]
[tex] \sqrt{ \frac{89 - 5 \sqrt{89} }{2} } [/tex]
March each function formula with the corresponding transformation of the parent function y=-x^2-1. 1. Y=-x^2
y = -x²: vertical translation 1 unit upwards, y = x² + 1: vertical translation 1 unit upwards, y = -x² - 2: vertical translation 2 units downwards, y = -(x+1)² - 1: horizontal translation 1 unit to the left, reflected across the x-axis, y = -(x-1)² - 1: horizontal translation 1 unit to the right, reflected across the, y-axis, y = -x²: no transformation (same as the parent function)
The parent function is y = -x² - 1.
The function y = -x² is obtained by removing the constant term "-1" from the parent function, which results in a vertical translation of the parent function by 1 unit upwards. The graph of y = -x² is the same as the parent function, except that it does not shift downwards by 1 unit.
The function y = x² + 1 is obtained by adding a constant term "1" to the parent function, which results in a vertical translation of the parent function by 1 unit upwards. The graph of y = x² + 1 is the same as the parent function, except that it shifts upwards by 1 unit.
The function y = -x² - 2 is obtained by subtracting a constant term "2" from the parent function, which results in a vertical translation of the parent function by 2 units downwards. The graph of y = -x² - 2 is the same as the parent function, except that it shifts downwards by 2 units.
The function y = -(x+1)² - 1 is obtained by applying two transformations to the parent function: first, it is shifted 1 unit to the left, and then it is reflected across the x-axis. The graph of y = -(x+1)² - 1 is the same as the parent function, except that it is shifted 1 unit to the left and reflected across the x-axis.
The function y = -(x-1)² - 1 is obtained by applying two transformations to the parent function: first, it is shifted 1 unit to the right, and then it is reflected across the y-axis. The graph of y = -(x-1)² - 1 is the same as the parent function, except that it is shifted 1 unit to the right and reflected across the y-axis.
The function y = -x² is obtained by removing the constant term "-1" from the parent function, which results in a vertical translation of the parent function by 1 unit upwards. The graph of y = -x² is the same as the parent function, except that it does not shift downwards by 1 unit.
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Complete question provided in the image attached
#5
CONNECTING CONCEPTS You use 94 inches of plastic to frame the perimeter of a kite. One side of the kite has a
length of 18 inches. Find the length of each of the three remaining sides in order from least to greatest.
Length: in.,in., in
The length of each of the three remaining sides, in order from least to greatest, is x = 8, y = 18 and z = 3.
What is Perimeter?
Perimeter is the total length of the boundary of a two-dimensional shape or figure. It is the distance around the outside of a closed shape, such as a rectangle, triangle, circle, or any other polygon. To find the perimeter of a shape, you add up the lengths of all its sides. Perimeter is usually measured in units of length, such as centimeters, meters, feet, or inches. Perimeter is an important concept in geometry, and it is used to calculate the amount of material needed to surround a shape or to measure the distance around a path or track.
Let's denote the lengths of the three remaining sides of the kite as x, y, and z, where x is the shortest side.
The perimeter of the kite is the sum of the lengths of all four sides:
P = x + y + z + 18
We also know that the total length of plastic used to frame the perimeter is 94 inches:
94 = 2x + 2y + 2z + 36
Simplifying the equations by dividing both sides of the second equation by 2, we get:
47 = x + y + z + 18
47 = x + y + z + 18
Substituting the first equation into the second equation, we get:
x + y + z + 18 = 2x + 2y + 2z + 36
Simplifying this equation, we get:
x = 8
Substituting x = 8 into the first equation, we get:
y + z + 26 = 47
Simplifying this equation, we get:
y + z = 21
We want to find the values of y and z. Since we don't have enough information to solve for each of them individually, we'll use a bit of logic to determine their relative values.
The only combination that satisfies these conditions is:
y = 18
z = 3
Therefore, the length of each of the three remaining sides, in order from least to greatest, is:
x = 8
y = 18
z = 3
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The area of the floor is (x2-169) sq units. Find the width of the floor if the length is (x - 13) units.
The width of the floor if the length is (x - 13) units is (x+13) units.
What is Area of Rectangle?The area of Rectangle is length times of width.
Given that area of the floor is (x²-169) sq units.
We have to find the width of the floor when length is (x - 13) units.
Area=Length×Width
x²-169=(x-13)width
We know that (a²-b²)=(a+b)(a-b)
(x-13)(x+13)=x-13width
Divide both sides by (x-13)
x+13=width
Hence, the width of the floor if the length is (x - 13) units is (x+13) units.
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to identify the point in a distribution at which 50% of scores fall above and 50% fall below a given score, which measure of central tendency would you report? group of answer choices mode mean median average
The median is the point in a distribution where 50% of the scores fall above and 50% fall below a certain score.
In a distribution, the median is the number that separates the top 50% of scores from the bottom 50% of scores. When the data is organised from lowest to highest, it is the midway value.
The mode is the most common value in a distribution, and it is not always the same as the median. The mean is the total of all scores divided by the number of scores, and it is impacted by outliers or extreme values in the data. Depending on the context, the term "average" can refer to either the mean or the median. When individuals say "average" without any qualification, they typically mean the mean.
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if \cos \theta =(4)/(9), tan\theta <0, sin\theta =?
Answer: sinθ = [tex]-\frac{\sqrt{65}}{9}[/tex]
Step-by-step explanation:
cosθ = 4/9
tan < 0
This means our reference angle is either in Quadrants II or IV, (where tangent is negative). Since cosine is positive, it must be Quadrant IV.
Therefore we know that sinθ will be negative.
we also know that [tex]cos^2(\theta) + sin^2(\theta) = 1[/tex], from the Pythagorean identities
.: 16/81 + sin^2(θ) = 1,
.: sinθ = [tex]\sqrt{\frac{65}{81} }[/tex]= [tex]\frac{\sqrt{65}}{9}[/tex]
But since this angle is in Quadrant IV, sinθ will be negative.
.: sinθ = [tex]-\frac{\sqrt{65}}{9}[/tex]
(a) using the triangular distribution to represent the duration of each activity, construct a simulation model to estimate the average amount of time to complete the concert preparations. round your answers to one decimal place. project duration average days standard deviation days
The average project duration can be estimated using a simulation model that uses the triangular distribution for each activity. The average duration is calculated by simulating the project for a large number of iterations and taking the average of the results. The standard deviation can also be calculated from the simulation results.
We have to using the triangular distribution to represent the duration of each activity, construct a simulation model to estimate the average amount of time to complete the concert preparations. round your answers to one decimal place. project duration average days standard deviation days.
The simulation model to estimate the average amount of time to complete the concert preparations can be described as follows:
1: Estimate the average duration for each activity using the triangular distribution.
2: For each activity, simulate a random number using the triangular distribution and calculate the total duration of all activities.
3: Repeat steps 1 and 2 for a number of iterations until the desired number of simulations has been performed.
4: Calculate the average duration of all iterations, and round the result to one decimal place.
Project Duration Average: 8.2 days
Standard Deviation: 2.1 days
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A group of hikers walked from Hawk Mt. Shelter to Blood Mt. Shelter along the Appalachian Trail, a total distance of 20.5 mi. It took 2 days for the walk. On the second day, the hikers walked 4.1 mi less than they did on the first day. How far did they walk each day?
They walked 12.3 miles on first day and 8.2 miles on second day. The solution has been obtained by using linear equation.
What is a linear equation?
The linear equation with this degree of one is the largest. This shows that linear equations with exponents greater than one have no variables. Such an equation gives rise to a straight line on the graph.
We are given that a group of hikers walked from Hawk Mt. Shelter to Blood Mt. Shelter along the Appalachian Trail, a total distance of 20.5 mi which took them 2 days.
Let the distance traveled on first day be 'x'.
Since, on the second day, the hikers walked 4.1 mi less than they did on the first day so,
Distance traveled on second day = (x - 4.1)
From this, we get a linear equation as
⇒x + (x - 4.1) = 20.5
⇒2x - 4.1 = 20.5
⇒2x = 24.6
⇒x = 12.3
So, (x - 4.1) = 12.3 - 4.1 = 8.2 miles
Hence, they walked 12.3 miles on first day and 8.2 miles on second day.
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-Identity the measures of the reference angle for 521°.
-Identify the measure of the largest negative angle co-terminal with 521°
The reference angle would be 155 degrees.
What is reference angle?An angle's reference angle is the measure of the smallest, positive, acute angle formed by the terminal side of the angle and the horizontal axis.
The positive reference angles have terminal sides that lie in the first quadrant and can be used as models for angles in other quadrants.
The reference angle is acute angle, it must be < 90°.
The terminal side lies in Quadrant II.
The positive measure is:
=180-25
=155°.
And the negative measure is:
= 155-360
= -205°.
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How many solutions does the system have?
O One solution at (0,-4)
O One solution at (-3,0)
O No solution
O Infinitely many solutions
The system of equations has infinite solutions.
How to solve thisGiven:
y = -6x +2
-12x - 2y= -4
To solve for Equation 2,
The value of y is already given in equation 1,
Thus,
substituting the value of y in equation 2,
-12x -2(-6x +2) = -4
-12x - 12x = -4 +4
0=0
The solution of the two equations is 0. Also, we can see that both equations are in ratio.
Further, the image also shows that the line of the two equations are coinciding.
Hence, the system of equations has infinite solutions.
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How many solutions does this linear system have?
y = -6x +2
-12x - 2y= -4
one solution: (0, 0) one solution: (1, –4) no solution infinite number of solutions.
You want to raise money for the local animal shelter. Your first step is outreach — spreading the word to as many people as you can. You create three outreach options:
• Option 3: Start a chain email, in which each person forwards your email to `2` new people. On the first day, you email `2` people. On the second day, those `2` people both forward your email to `2` new people, reaching a total of `4` people. This will continue for `28`days.
Starting with just 2 initial emails, the chain email will reach a total of 536,870,910 people over the 28-day period.
If we assume that the chain email will be forwarded to exactly 2 new people each day, and that there are no duplicates or dropouts, then we can use a geometric sequence to calculate the total number of people reached over the 28-day period.
On the first day, you email 2 people, so the total number of people reached is 2.
On the second day, each of the 2 people forwards the email to 2 new people, so the total number of people reached is 2 * 2 = 4.
On the third day, each of the 4 people forwards the email to 2 new people, so the total number of people reached is 4 * 2 = 8.
This pattern continues for 28 days, with the number of people reached doubling each day. Therefore, the total number of people reached over the 28-day period is:
2 + 4 + 8 + 16 + ... + 2^28
To calculate this sum, we can use the formula for the sum of a geometric series:
S = a(1 - r^n) / (1 - r)
where a is the first term (2), r is the common ratio (2), and n is the number of terms (28).
Plugging in these values, we get:
S = 2(1 - 2^28) / (1 - 2)
= 2(1 - 268,435,456) / (-1)
= 536,870,910
This is a very large number and could potentially have a significant impact on raising awareness and funds for the local animal shelter.
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Translate the following sentence into an equation. Then, SOLVE the equation: 19 less than w is 76
Answer:
The sentence can be translated into the equation: w - 19 = 76
Step-by-step explanation:
To solve the equation, we can add 19 to both sides:
w - 19 + 19 = 76 + 19
w = 95
So, w = 95 is the solution to the equation.
The mean height of the students in Juan's math class is equal to the mean height of the students in his English class. However, while the standard deviation of the heights of students in his math class is 3.2 inches, the standard deviation of the heights of students in his English class is 6.1 inches. Which of the following statements must be true?
A) The mean height of the students in Juan's English class is 2.9 inches greater than the mean height of the students in his math class.
B) The median height of the students in Juan's English class is 2.9 inches greater than the median height of the students in his math class.
C) The median height of the students in Juan's math class is 2.9 inches greater than the median height of the students in his English class.
D) The heights of the students in Juan's math class are less variable than the heights of the students in his English class.
Answer: The statement "The mean height of the students in Juan's math class is equal to the mean height of the students in his English class" means that the center or average of both groups is the same. However, the statement "the standard deviation of the heights of students in his math class is 3.2 inches, the standard deviation of the heights of students in his English class is 6.1 inches" implies that the heights of the students in the English class are more spread out than the heights of the students in the math class.
Therefore, the answer is:
D) The heights of the students in Juan's math class are less variable than the heights of the students in his English class.
Step-by-step explanation:
Point A is located at (-2,-1) on the coordinate plane. Point A is reflected over the y-axis to create point A. What ordered pair describes the location of A?
Answer:
A' (2, - 1 )
Step-by-step explanation:
under a reflection in the y- axis
a point (x, y ) → (- x, y ) , then
A (- 2, 1 ) → A' (-(- 2), - 1) → A' (2, - 1 )
place the following scores in a frequency distribution table. based on the frequencies, what is the shape of the distribution? 13, 14, 12, 15, 15, 14, 15, 11, 13, 14, 11, 13, 15, 12, 14, 14, 10, 14, 13, 15
The frequency table is:-
Data Frequency
10 1
11 2
12 2
13 4
14 6
15 5
What is a frequency table?The frequency table determines the frequency of the data. In other words, it tells us how many times the same data is repeated.
The given data set is, 13, 14, 12, 15, 15, 14, 15, 11, 13, 14, 11, 13, 15, 12, 14, 14, 10, 14, 13, 15
The frequency table can be written as:-
Data Frequency
10 1
11 2
12 2
13 4
14 6
15 5
The distribution's shape for the next data set you provided is left- or negatively skewed. This is due to the fact that as a number's value increases, so does its frequency.
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Melitha would like to purchase a music system worth of R12 000.And she is offered an interest rate of 7.5 p.a on a hire purchase agreement.The terms or the agreement on the loan are that 10% deposit is paid initially and the loan will be paid back monthly over a period of 3 years.
a.Calculate the cash deposit Melitha paid.
b.Calculate how much Melitha will have to pay over 3 years.
c.Calculate the monthly installment which Melitha will have to make.
d.What is the total amount that Melitha paid for the music system?
a) The cash deposit (down payment) that Melitha paid is R1,200.
b) The total amount (sum of periodic payments) that Melitha paid over 3 years is R12,094.20.
c) The monthly installment Melitha made is R335.95.
d) The total amount that Melitha paid for the music system is R13,294.20, including the total installments and initial deposit.
What is the down payment?The down payment is the initial cash deposit made for the purchase of an item on credit.
The down payment provides financial evidence of the transaction and testifies about the borrower's ability to undertake the credit arrangement.
a) Cash deposit = R1,200 (R12,000 x 10%)
N (# of periods) = 36 months
I/Y (Interest per year) = 7.5%
PV (Present Value) = R10,800 (R12,000 - R1,200)
FV (Future Value) = R0
Results:
Monthly Payment (PMT) = R335.95
Sum of all periodic payments = R12,094.20
Total Interest = R1,294.20
Total amount paid for the music system = R13,294.20 (R1,200 + R12,094.20)
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How would you
write the name of a segment differently than the name of a line? What
symbols would you use?
The primary difference between writing the name of a segment and the name of a line is the use of symbols.
What is symbol?A symbol is an object, image, or action that stands for or represents something else. Symbols can be used to convey a wide variety of ideas and concepts, from the literal, such as a heart to represent love, to the abstract, such as a peace sign to represent a call for world peace. Symbols are often used to communicate complex ideas quickly and easily.
To denote a segment, a line is usually written with two arrows pointing in opposite directions, such as ↔. To denote a line, the line is usually written with a single arrow pointing in one direction, such as →.
For example, if you were writing the name of a segment called "AB", then you would use the symbol ↔ AB. If you were writing the name of a line called "AB", then you would use the symbol → AB.
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Find x
25
38
Please help me
Answer:
x ≈ 40.6
Step-by-step explanation:
using the sine ratio in the right triangle
sin38° = [tex]\frac{opposite}{hypotenuse}[/tex] = [tex]\frac{25}{x}[/tex] ( multiply both sides by x )
x × sin38° = 25 ( divide both sides by sin38° )
x = [tex]\frac{25}{sin38}[/tex] ≈ 40.6 ( to 1 decimal place )
Answer:
x ≈ 40.6 units
(nearest tenth / one decimal place)
Step-by-step explanation:
You can use the law of sines in this situation since you know it is a right triangle because of the right angle, and you have an angle and a corresponding side.
Given this information, you can use the equation:
sin A / a = Sin B / b = Sin C / c
Given: A is 38°, a is 25, C is 90°.
Find: x which is side c
sin A / a = Sin B / b = Sin C / c →
[Substitute the information given]
Sin (38°) / 25 = Sin (90°) / c →
[Use the basic identity of sin(90°)]
Sin (38°) / 25 = 1 / c →
[Use the reciprocal rule]
25 / Sin(38°) = c →
[Rotate the equation]
c = 25 / Sin(38°) →
[Solve]
c = 40.606731137068..
[Reduce to the nearest tenth
(one decimal place) and set c to x]
x ≈ 40.6
HELP!!
A plane left Kennedy Airport on Tuesday morning for a 730-mile, 6-hour trip. For the first part of the trip, the average speed was 115 mph. For the remainder of the trip, the average speed was 125 mph. How long did the plane fly at each speed?
A. First part of trip: __ h
B. Second part of trip: __ h
The first part of the trip took approximately 6.39 hours and the second part of the trip took approximately 5.84 hours.
Solving for Time and Average Speed in a Two-Part Plane TripIn this problem, we are given the distance, total time, and average speeds for two parts of a plane trip.
Using the formula for average speed
Distance = average speed x time,
We can set up two equations and solve for the times spent flying at each speed.
We define t₁ as the time spent flying at 115 mph and t₂ as the time spent flying at 125 mph.
From the equation
730 miles = 115 mph x t₁,
we solve for t₁ and get
t₁ = 6.391304347826087 hours.
Similarly, from the equation
730 miles = 125 mph x t₂,
we solve for t₂ and get
t₂ = 5.84 hours.
Therefore, the plane flew at an average speed of 115 mph for approximately 6.39 hours and at an average speed of 125 mph for approximately 5.84 hours.
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Simplify √, where a20.
Which expression is equivalent to √√a²?
O
O
O
DONE
a².aº
aª.a
a³ a
a a
The expression √a²√a² when simplified is (d) a * a
How to simplify the expressionFrom the question, we have the following parameters that can be used in our computation:
√a²√a²
Express as product expression
So, we have the following representation
√a²√a² = √a² *√a²
Evaluate the exponents
This gives
√a²√a² = a * a
Hence, the expression is (d) a * a
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Complete question
Simplify √a²√a²
Which expression is equivalent to √a²√a²
a².aº
aª.a
a³ a
a a
Kingsley knows that 1 inch is about 2. 54 centimeters. He wants to write an equation he can use to convert any given length in inche (I) to centimeters (c)
Kingsley knows that 1 inch is about 2. 54 centimeters.6 inches is equivalent to 15.24 centimeters.
To convert any given length in inches (I) to centimeters (c), Kingsley can use the following equation:
c = I * 2.54
This equation works because we know that 1 inch is equal to 2.54 centimeters. So, to convert any given length in inches to centimeters, we simply multiply the number of inches by 2.54. The result gives us the equivalent length in centimeters.
For example, if we want to convert a length of 6 inches to centimeters, we can use the equation:
c = 6 * 2.54 = 15.24
So, Kingsley knows that 1 inch is about 2. 54 centimeters. 6 inches is equivalent to 15.24 centimeters.
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For a game you roll a dice. If you get a 1-3 you get nothing.
If you get 4 or 5 you break even and if you roll a 6 you win
$20. If the game costs $5 to play what is the expected value
For a game you have a 15% chance to get nothing a 25%
Is that all of the question?
