The correct answer is "You should not reject the null hypothesis."
What is the correct conclusion given a sample mean of 90 and null hypothesis of population mean=100 with alternative hypothesis of mean not equal to 100?To make a conclusion, we need to compare the sample mean with the hypothesized population mean and assess the likelihood of observing a sample mean that is as extreme or more extreme than the observed value, assuming the null hypothesis is true.In this case, the sample mean is 90 and the null hypothesis is that the population mean is 100. We do not know the standard deviation of the population or the sample size, but we can use the t-distribution to make an inference.If we assume a significance level of 0.05, we can find the critical t-value for a two-tailed test with an alpha of 0.025 (0.05/2) and degrees of freedom equal to n-1. Since we do not know the sample size, we cannot calculate the degrees of freedom, but we can assume a worst-case scenario of n=1 and use the t-distribution with 1 degree of freedom. The critical t-value is then approximately 12.71 (using a t-table or calculator).The t-statistic for the sample mean is calculated as (sample mean - hypothesized mean) / (sample standard error), where the sample standard error is the sample standard deviation divided by the square root of the sample size. Since we do not know the sample standard deviation or the sample size, we cannot calculate the t-statistic.However, we can see that the sample mean of 90 is quite far from the hypothesized population mean of 100. It is unlikely that we would observe a sample mean this low if the population mean is truly 100. However, we cannot reject the null hypothesis based on this information alone. Without knowing the sample size or standard deviation, we cannot determine the level of evidence against the null hypothesis. Therefore, the correct conclusion is "You should not reject the null hypothesis."
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A rectangular frame has a length of 3/4 foot and a width of 1/2 foot.What is the perimeter of the frame?
The perimeter of the rectangular frame is 2.5 feet.
What is perimeter?
Perimeter is the measurement of the distance around an object.
To calculate the perimeter of the frame, we use the formula below
Formula:
P = 2(L+W)..................... Equation 1Where:
P = Periemeter of the frameLength of the frameW = Width of the framFrom the question,
Given:
L = 3/4 footW = 1/2 footSubstitute these values into equation 1
P = 2(3/4+1/2)P = 2(5/4)P = 5/2P = 2.5 feetLearn more about perimeter here: https://brainly.com/question/19819849
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Put the following equation of a line into slope-intercept form, simplifying all fractions.
12y - 15x = 84
PLS HURRY
Answer:
Step-by-step explanation:
12y - 15x = 84 you want to make the equation look like y=mx+b
12y=15x+84 bring over the x term
y=5/4 x +7 divide both sides by 12
5. What is the area of the triangle shown below?
C
a = 40 m
about 642.788 m²
140°
B
A
c = 25 m
The area of triangle be 312.4 m²
In the given figure,
Angle B = 140 degree
AB = 25 m = c (say)
BC = 40 m = a (say)
Since Area of triangle = (1/2) ac sin(B)
Therefore,
Area = (1/2)x25x40 sin 140
= (1000 x 0.6428)/2
= 312.4
Hence area = 312.4 m²
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The complete question is:
Find the area of triangle shown below?
Here are the approximate populations of three cities in the United States, expressed in scientific notation: San Jose: 1.1 * 106; Washington: 7 * 105 *; Atlanta: 4.8 * 105. 7.1 Lin says that about 6.2 * 105 more people live in San Jose than in Atlanta. Do you agree with her? Explain your reasoning.
Trevor’s stack of books is 7 7/4 inches talk. Ricks stack is 3 times as tall. What is the difference in heights of their stacks of books?
The difference in heights of their stacks of books is 15 1/4 inches.
Trevor’s stack of books is 7 7/4 inches tall. Rick's stack of books is 3 times as tall as Trevor's stack, which means:
Height of Rick's stack = 3 × Height of Trevor's stack
= 3 × 7 7/4 inches
= 22 3/4 inches
The difference in height between their stacks of books can be found by subtracting the height of Trevor's stack from the height of Rick's stack:
Height of Rick's stack - Height of Trevor's stack
= 22 3/4 inches - 7 7/4 inches
= (22 - 7) + (3/4 - 7/4) inches
= 15 + 0.25 inches
= 15 1/4 inches
Therefore, the difference in heights of their stacks of books is 15 1/4 inches.
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Diego’s skis are leaning at an angle against a fence railing and are parallel to each other. Find m∠1
and m∠3
if m∠2=158°
. Justify your answer.
The measure of the angles is 22°.
Given is figure with two parallel lines we need to find the measures of the asked angles,
∠1 + ∠2 = 180° [linear pair]
∠1 = 180° - 158°
∠1 = 22°
Now angles 1 and 3 are alternate exterior angles between parallel lines,
Hence are equal,
Therefore,
∠3 = 22°
Hence the measure of the angles is 22°.
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Sketch each face of the rectangular prism and lable its dimensions.then find the surface area
The surface area of the rectangular prism is 108 square units.
To sketch each face of the rectangular prism, we need to identify the dimensions of each face. Let's assume the rectangular prism has length (L), width (W), and height (H).
Face 1: Front Face
Dimensions: L x H
Face 2: Back Face
Dimensions: L x H
Face 3: Top Face
Dimensions: L x W
Face 4: Bottom Face
Dimensions: L x W
Face 5: Right Side Face
Dimensions: W x H
Face 6: Left Side Face
Dimensions: W x H
Now, to find the surface area, we calculate the area of each face and sum them up.
Surface Area = 2(L x H) + 2(L x W) + 2(W x H)
Let's assume the dimensions of the rectangular prism are:
Length (L) = 6 units
Width (W) = 4 units
Height (H) = 3 units
Substituting these values into the surface area formula:
Surface Area = 2(6 x 3) + 2(6 x 4) + 2(4 x 3)
= 2(18) + 2(24) + 2(12)
= 36 + 48 + 24
= 108
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Find the value of a that makes AABC~ ADEF.
B.
6
When a =
21
4x-2
D
2x + 4
12
the triangles are similar.
Answer:
X= 5
Step-by-step explanation:
If 2 triangles are similar then their corresponding side ratio are proportional
∆ABC ~∆DEF
Then
AB/DE = BC/EF = AC/DF
AB/DE = BC/EF = AC/DF6/4 = 21/2x+4 = 4x-2/12 when we simplify them
3/2 = 21/2x+4 = 2x-1/6
3/2 = 21/2x+4 = 2x-1/63/2 = 21/2x+4 .............. criss cross
3(2x+4) = 42
3(2x+4) = 422x+4 = 14
3(2x+4) = 422x+4 = 142x=14 - 4 = 10
3(2x+4) = 422x+4 = 142x=14 - 4 = 102x/2 = 10/2
3(2x+4) = 422x+4 = 142x=14 - 4 = 102x/2 = 10/2x = 5 ........we solve the value of x
In order to take x = 5 we must check it by inserting to the other proportion
6/4 = 4x-2/12 ........ when we simplify it
3/2 = 2x-1/6 ........ then we will insert 5 in place of x
3/2 = 9/6....... when we simplify it by 3
3/2 = 3/2 ..... so the are proportional ( equal )
so the value of x is 5
Whenever possible, research should be designed so that the data can be anlyzed using __________________.
a. statistics
b. SPSS
c. parametric tests
d. non-parametric tests
Whenever possible, research should be designed so that the data can be anlyzed using option (a) statistics
-This includes both parametric tests (which assume that the data is normally distributed and meet certain assumptions) and non-parametric tests (which do not make these assumptions and are useful for non-normal data). SPSS is a software program commonly used for statistical analysis, but it is not necessary for conducting statistical analyses.
a. statistics
Research should be designed so that the data can be analyzed using statistics. Statistics provide a set of methods and tools for analyzing and interpreting data, which can help researchers draw meaningful conclusions from their findings. Statistical analysis can be used to identify patterns, trends, and relationships in data, as well as to test hypothesis and make predictions.
Depending on the research question, data type, and sample size, different types of statistical tests may be appropriate. Both parametric and non-parametric tests can be used to analyze data, depending on the assumptions made about the underlying distribution of the data and the level of measurement of the variables. SPSS is a statistical software program that can be used to perform statistical analysis, but it is not necessary for designing research studies or analyzing data.
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Unit 10 circles homework one parts of a circle area and circumference questions 8 to 15
1. The parts of the circle identified are as explained below.
2. Area = 153.94 m²;
Circumference = 43.98 m;
3. Area= 706.86 ft²;
Circumference =94.25 ft;
4. Area = 326.85 in.;
Circumference = 64.09 in.
What is a Circle?A circle is described as a closed two-dimensional shape that consists of points that are equidistant from a central point called the center.
The example of each part using the diagram of the circle given is shown below:
a. a center= K
b. One radius = JK
c. A chord = JL
d. Diameter = JI
e. Secant = GI
f. Tangent = GJ
g. Point of tangency= J
h. A minor arc = IL
i. A major arc = HIL
j. Semicircle = JLI
k. A central angle is less than JKL
l. An inscribed angle is less than HIJ
2. we then apply the area and circumference formula to find each required measure for each circle.
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Complete question is attached in diagram:
4 cm
8 cm
use the Pythagorean Theorum
Step-by-step explanation:
if a triangle is in the form ∆ABC,
then, According to Pythagoras Theorem,
AB²+BC² = AC²
4²+8² = AC²
√80 = AC or 8.944 cm = AC
hope this helps.
Find the distance (7,9) and (1,1) using the phythagorean theorem
Plsss I really need the answer
Answer:
Using the Pythagorean theorem we can first put the points into x and y
x1 = 7
y1 = 9
x2 = 1
y2 = 1
The distance between the two points can be found as follows:
d = √((x2 - x1)² + (y2 - y1)²)
= √((1 - 7)² + (1 - 9)²)
= √((-6)² + (-8)²)
= √(36 + 64)
= √100
= 10
Therefore, the distance between the points (7, 9) and (1, 1) is 10 units.
Please help with this
Answer:
y=52 (or 90) - please read the explanation to understand what I mean
x=52
Edit: So basically what happened is that I thought that y was only that one angle, so I did that part of the problem wrong.
This is how it should be done:
We can look at the angles 38 and y. Together, the two angles form a straight angle. So, to find y, do 180-38.
180-38=142
Sorry for the mistake earlier! The diagram wasn't too clear and I thought the y was the one that wasn't the right angle...
Step-by-step explanation:
The measure of all the angles will always add to 360°. We can draw an imaginary circle around all the angles to visualize this. This also means that half a circle will add to 180°.
180 = 38+90+y
= 128+y
y=52
(By the way, if the y was the one with the right angle, it would be 90. You might want to try both, as the picture isn't too clear as to which one it is.)
Now to solve for x, we again see that half of our imaginary circle would add up to 180°. However, we need to choose a half that has more angles. Let's go with the half that has the 38° and the right angle, which equals 90°.
180=38+90+x
=128+x
x=52
I have attached a couple of screenshots so you can hopefully see what I mean by an imaginary circle.
Sorry for the bad handwriting - I'm on a computer right now so I can't really write well....
I hope this is correct and good luck on your homework!
The measure of angle x = 52 degree and angle y = 142 degree.
In the given figure;
The three intersecting lines are given
In which one inclination angle is 38 degree
And second is right angle.
To find value of y
from figure;
y + 38 = 180
⇒ y = 180-38 = 142 degree
To find value of y
⇒ x + 38 + 90 = 108
⇒ x = 52 degree
Hence, x = 52 degree and y = 142 degree.
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1 point
Which exponential expression is not equal to 54.5-²?
B) 5-3.55
OD)
OA) (5-²)-¹
O c) (5-²) ¹
Answer:
C) [tex](5^{-2})^1[/tex]-------------------------
Simplify the given expression:
[tex]5^4\cdot5^{-2}=5^{4-2}=5^2[/tex]Simplify the answer choices and compare with the given:
B) [tex]5^{-3}\cdot5^5=5^{-3+5}=5^2[/tex], this is same as givenD)[tex]1/5^{-2}=5^{-(-2)}=5^2[/tex], this is same as givenA) [tex](5^{-2})^{-1}=5^{(-2)\cdot(-1)}=5^2[/tex], this is same as givenC) [tex](5^{-2})^1=5^{-2\cdot1}=5^{-2}[/tex], this is different from the givenThe exponential expression is not equal to given expression is (5⁻²)¹.
Given is an exponential expression 5⁴·5⁻²,
So, when solving this,
5⁴·5⁻² = 5(⁴⁺⁽⁻²⁾)
= 5²
So, from the given options,
A) 5⁻³·5⁵ = 5² [equivalent]
B) 1/5⁻² = 5² [equivalent]
C) (5⁻²)⁻¹ = 1/(5⁻²) = 5² [equivalent]
D) (5⁻²)¹ = 5⁻² [non-equivalent]
Hence exponential expression is not equal to given expression is (5⁻²)¹.
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Determine the isoelectric point (pI) for aspartate.
pKC = 1.99, pKN = 9.90, and pKR = 3.90
Select one:
a. 1.99
b. 2.94
c. 3.90
d. 6.90
e. 9.90
The isoelectric point (pI) for aspartate is 2.94. The correct answer is option (b).
To determine the isoelectric point (pI) for aspartate, we need to consider the given pK values: pKC = 1.99, pKN = 9.90, and pKR = 3.90. The isoelectric point is the pH at which a molecule carries no net electrical charge, and for amino acids, this occurs between the pK values of the two ionizable groups that are involved in the formation of the zwitterion.
Aspartate is an acidic amino acid with a carboxyl side chain. Thus, we need to consider pKC (carboxyl group) and pKR (side chain group) for calculating the pI. We can use the formula:
pI = (pKC + pKR) / 2
Plugging in the given values:
pI = (1.99 + 3.90) / 2
pI = 5.89 / 2
pI = 2.94
So, the isoelectric point (pI) for aspartate is 2.94.
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Help me with this question please and thank you
The distance between the points A and B is √58
We have,
From the graph,
The coordinates of point A = (-3, 2) and B = (4, -1).
Now,
The distance between A and B.
= √((4 + 3)² + (-1 - 2)²)
= √(7² + (-3)²)
= √(49 + 9)
= √58
Thus,
The distance between the points A and B is √58
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Find the volume of the oblique cylinder below. Round your answer to the nearest tenth if necessary.
The Volume of the oblique cylinder is approximately calculated as:
1,789.5 cubic units.
How to Find the Volume of an Oblique Cylinder?The formula for finding the volume of an oblique cylinder is the same as that used for finding the volume of a right cylinder. The formula is given as:
Volume (V) = πr²h, where r is the radius and h is the height of the oblique cylinder.
We are given the following:
Radius (r) = 8
Height (h) = √(12² - 8²) ≈ 8.9 units [Pythagorean Theorem]
Volume of the oblique cylinder (V) = π * 8² * 8.9
≈ 1,789.5 cubic units.
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Solving nonlinear problems with local optimal solutions is performed using _____________, in Excel Solver, which is based on more classical optimization techniques.
Nonlinear programming involves optimizing a nonlinear objective function subject to nonlinear constraints. Excel Solver uses the Generalized Reduced Gradient (GRG) algorithm to solve nonlinear programming problems. This algorithm is a variant of the more well-known Newton's method for optimization, but with modifications to handle nonlinear constraints.
Solving nonlinear problems with local optimal solutions can be performed using various optimization techniques, including gradient descent, Newton's method, and simulated annealing, among others. However, in Excel Solver, which is a widely used optimization tool, local optimal solutions are typically found using the more classical optimization technique of nonlinear programming.
The GRG algorithm iteratively computes the gradient and Hessian of the objective function, and then uses this information to update the decision variable values. The algorithm then checks whether the updated solution satisfies the nonlinear constraints. If it does, the algorithm terminates. Otherwise, the algorithm modifies the constraints and repeats the process until a feasible solution is found.
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Help me with this problem
The area of the triangle JHI is 8.75 square units.
From the given figure,
Area of a ΔJHI = Area of a rectangle - (Area of 3 triangles)
= 5×4 - (1/2 ×3×4 + 1/2 ×2×3 + 1/2 ×1×5)
= 20 - (6+3+2.5)
= 20 - 11.25
= 8.75 square units
Therefore, the area of the triangle JHI is 8.75 square units.
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A quadratic equation with opposite solutions can be found by multiplying
left parenthesis x minus r right parenthesis and left parenthesis parenthesis____
The equation will have ____
A quadratic equation with opposite solutions can be found when D > 0.
In a quadratic equation, the discriminant D describes the nature of the roots which is also called the solutions of the equation.
For a quadratic equation ax²+bx+c = 0, the discriminant D is given by =
D = [-b ± √(b² – 4ac)]/2a
Nature of roots:
D > 0, roots are real and distinct.
D = 0, roots are real and equal.
D < 0, roots are imaginary and unequal.
Hence, the quadratic equation with opposite solutions can be found when D > 0.
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Graph and write an inequality to
represent each situation.
6. No more than 180 people can be
seated in the auditorium.
49. Group Anagrams
Given an array of strings, group anagrams together.
For example, given: ["eat", "tea", "tan", "ate", "nat", "bat"], Return:
[
["ate", "eat","tea"],
["nat","tan"],
["bat"]
]
Note: All inputs will be in lower-case.
The problem requires grouping anagrams from a given array of strings. This can be achieved by using a hash table with sorted strings as keys and corresponding anagrams as values.
To group anagrams together, we can use a hash table where the keys are sorted strings and the values are lists of strings that are anagrams of the corresponding key. Here's a Python implementation:
```
def group_anagrams(strs):
# Create a hash table
anagrams = {}
# Iterate over each string in the input array
for s in strs:
# Sort the string and use it as a key in the hash table
sorted_s = ''.join(sorted(s))
if sorted_s in anagrams:
# If the key already exists, append the string to the corresponding value
anagrams[sorted_s].append(s)
else:
# If the key doesn't exist yet, create a new key-value pair
anagrams[sorted_s] = [s]
# Return the values of the hash table as a list
return list(anagrams.values())
```
For the input `["eat", "tea", "tan", "ate", "nat", "bat"]`, this function would return `[['eat', 'tea', 'ate'], ['tan', 'nat'], ['bat']]`. Note that the order of the groups and the order of the strings within each group may be different from the example output in the prompt, but the groups themselves are the same.
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please help me with this problem thank you and look at the picture
Answer:
819
Step-by-step explanation:
i multiplied each number
1.22 A bird flies 3.0 KM due west and then 2.0 KM due north. what is the magnitude of the bird's displacement?
A 2.0 km
B 3.0 km
C 3.6 km
D 5.0 km
The magnitude of the bird's displacement is 3.6 km, which corresponds to option (C).
We can use the Pythagorean theorem to find the magnitude of the bird's displacement, which is the length of the straight line between the bird's starting point and ending point (i.e., the distance between the two points).
If we draw a diagram, we can see that the bird's displacement forms the hypotenuse of a right triangle with legs of length 3.0 km (the distance traveled due west) and 2.0 km (the distance traveled due north).
So, we can use the Pythagorean theorem to find the length of the hypotenuse:
displacement = √[(3.0 km)² + (2.0 km)²] ≈ 3.6 km
Thus, the magnitude of the bird's displacement is 3.6 km.
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To divide a decimal number by 1000, move the decimal point
Answer:
you move the decimal point three times
This year, nelson planted 6 more than one-fifth of the tomato plants he planted last year. which expression represents the number of tomato plants he planted this year? one-fifth x minus 6 one-fifth x 6 5 x 6 5 x minus 6
Answer: Let the number of tomato plants Nelson planted last year be x.
According to the problem, he planted 6 more than one-fifth of the tomato plants he planted last year.
So, the number of tomato plants he planted this year is:
(1/5)x + 6
Therefore, the expression that represents the number of tomato plants he planted this year is (1/5)x + 6.
Megan spent 2.8 hours putting Hershey’s Chocolate Kisses in bags for compliments Day. Write the decimal as a mixed number
Answer:
2 4/5
Step-by-step explanation:
Quadrilateral CDEF is similar to quadrilateral GHIJ. Find the measure of side JG. Round your answer to the nearest tenth if necessary.
30.54 units is the measurement of the side JG.
It is given that, quadrilateral CDEF and the quadrilateral GHIJ are similar,
in a similar figure, the ratio of the adjacent sides is equal,
Thus in the given figure,
FE/JI = FC/JG
11/42 = 8/JG
JG = 42*8/11
JG =30.54
Therefore, the measurement of the side JG is 30.54 units.
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Emanuel needs 6 lengths of ribbon, each 4 feet long, to make ribbon flowers. How much ribbon does he need altogether?
Answer: 24 feet of ribbon needed in total
Step-by-step explanation:
Length of 6 ribbons = Length of a ribbon x 64 feet x 624 feetA cube of side 3 inches has a cube of side 1 inch cut from each corner. A cube of side 2 inches is then inserted in each corner. What is the number of square inches in the surface area of the resulting solid
The total surface area of the resulting solid is [tex]6+96=\boxed{102}[/tex] square inches.
The resulting solid after the described procedure consists of a central cube of side length 1 inch and 6 congruent smaller cubes, each of side length 2 inches. We can find the surface area of the resulting solid by adding up the surface area of each of these cubes.
The surface area of the central cube is simply [tex]6(1^2)=6[/tex] square inches.
The surface area of each of the smaller cubes is [tex]6(2^2)=24[/tex] square inches, but since each cube shares one face with the central cube and another face with its neighboring cube, we only count four of its faces, so the contribution of each smaller cube to the surface area of the resulting solid is 4(24/6)=16 square inches.
Since there are 6 smaller cubes in total, their contribution to the surface area of the resulting solid is [tex]6\times16=96[/tex]square inches.
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