which of the following results in smaller sampling variation of , the ols estimator for the slope coefficient in the sample regression model? group of answer choices smaller sample size (smaller ) smaller error variance (smaller ) smaller variation in in the sample (smaller )

Answer:

2.73 meters away from the building.

Step-by-step explanation:

To find the distance from the building to the flagpole, we can use the tangent function. Let's call the distance from the building to the flagpole "d".

The tangent of the angle of elevation is equal to the height of the flagpole (h) divided by the distance from the building to the flagpole (d):

tan 48° = h / d

The tangent of the angle of depression is equal to the distance from the building to the flagpole (d) divided by the height of the observer (3.5 m):

tan 35° = d / 3.5

We can use these two equations to find the value of d. Solving the first equation for h:

h = tan 48° * d

And substituting that into the second equation:

tan 35° = d / (tan 48° * d / 3.5)

Solving for d:

d = 3.5 * tan 35° / tan 48°

Using a calculator, we can find that:

d = 3.5 * tan 35° / tan 48° = 3.5 * 1.3602668 / 1.7415198 = 2.73 m

So the flagpole is 2.73 meters away from the building.

The left Riemann Sum approximation for the integral of 20(4x² - 2x)dx over the interval [0, 20] with four equal subintervals is 165250.

In calculus, the integral is a mathematical tool that allows us to find the area under a curve. It is an important concept that is used in many fields of science and engineering. One way to estimate the value of an integral is by using a Riemann Sum, which involves dividing the region under the curve into small rectangles and adding up their areas.

In this case, we will be using a left Riemann Sum with four equal subintervals to estimate the integral of 20(4x² - 2x)dx.

To use a left Riemann Sum, we need to first divide the interval of integration into equal subintervals. In this case, we have four subintervals of width

=> (b - a)/n = (20 - 0)/4 = 5.

The left endpoint of each subinterval will be used as the height of the rectangle that represents the area under the curve in that subinterval.

Next, we need to evaluate the function 20(4x² - 2x) at the left endpoints of each subinterval. These values will be used as the heights of the rectangles. The left endpoints are 0, 5, 10, and 15, so we have:

f(0) = 20(4(0)² - 2(0)) = 0

f(5) = 20(4(5)² - 2(5)) = 1900

f(10) = 20(4(10)² - 2(10)) = 7200

f(15) = 20(4(15)² - 2(15)) = 15150

We can now find the area of each rectangle by multiplying its height by its width (5). The total area is the sum of these areas:

(0)(5) + (1900)(5) + (7200)(5) + (15150)(5) = 165250

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By applying the Pythagorean theorem to the provided question, we can say that in this triangle =>

AC =[tex]\sqrt{115}[/tex]

Because it has three sides and three vertices, a triangle is a polygon. It is a fundamental geometric shape. Triangle ABC is the name given to a triangle with the vertices A, B, and C. When the three points are not collinear, a unique plane and triangle in Euclidean geometry are discovered. A triangle is a polygon because it has three sides and three corners. The triangle's corners are defined as the points at which the three sides meet. The sum of three triangle angles yields 180 degrees.

Pythagorean theorem applies here, in this triangle

AC = [tex]A^2 + B^2[/tex]

AC  = [tex]\sqrt{14^2 -9^2}[/tex]

AC = [tex]\sqrt{115}[/tex]

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Answer:

B. More money was given than expected in 1994

Step-by-step explanation:

Nowhere is it mentioned what amount was expected as donations. Only actual amounts received are shown on the graph

Hence this is an assumption and not necessarily fact

The equation that would give the solution of  x ≤ 4 is -2x ≤-8

In mathematics, "inequality" refers to a relationship between two expressions or values that is not equal to each other. Therefore, inequality emerges from a lack of balance.

the equation is given as -2x ≤-8. We are to solve the inequality so as to get the value of x

we are to divide through -2x ≤-8 by -2

-2x / -2 ≤ -8 / -2

x ≤ 4

the other parts of the question are not clearly stated

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The equation of the straight line would be -

y = 2x.

Given is that a straight line passes through the points (2, 4) and (3, 6).

We can write the slope as -

m = (6 - 4)/(3 - 2)

m = 2/1

m = 2

For the point (2, 4), we can write -

y = 2x + c

c = 4 - 4

c = 0

Therefore, the equation of the straight line would be -

y = 2x.

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The area of the rectangular piece to be painted after cutting will be 1200 cm².

What is the definition of a rectangle?

Rectangles are four-sided polygons with 90-degree internal angles. Two sides meet at right angles at each corner or vertex. The rectangle is distinguished from the square by the fact that its opposite sides are of equal length.

If one side of a rectangle is 20 cm long, the opposite side is also 20 cm long.

A rectangle has two intersecting diagonals. The length of both diagonals is the same.

The perimeter is defined as P = 2 (Length + Width).

Area of a Rectangle=Length*Breadth

Now,

Length of cardboard=42cm

breadth=32 cm

Area of cardboard=42*32=1344cm²

Area of square to be cut=6*6=36cm²

and total 4 squares are cut

Then the area of the box that is made to be painted is =1344*4*36

=1200 cm²

hence,

          The area of the rectangular piece to be painted after cutting will be 1200 cm².

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Using the information given in the problem to set up two equations and by solving them

25% of the number is 80.

An equation is a mathematical statement that expresses the equality of two expressions. It typically consists of two parts: the left-hand side and the right-hand side, separated by an equal sign (=). The left-hand side and right-hand side can contain variables, numbers, and mathematical operations such as addition, subtraction, multiplication, and division.

Let's call the number we're looking for "x". We can use the information given in the problem to set up two equations:

0.7x = 224 (equation 1)

0.95x = 304 (equation 2)

We want to find 25% of the same number, which can be written as 0.25x. We can solve for x using either equation 1 or equation 2 and then plug that value into 0.25x to find the answer.

Let's solve for x using equation 2:

0.95x = 304

x = 304/0.95

x = 320

Now that we know x is 320, we can find 25% of that number:

0.25x = 0.25(320) = 80

So 25% of the number we were looking for is 80.

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The number of millions of bacteria when the temperature is 38°C is 7, 600, 000 bacteria

Proportion can simply be defined as a mathematical comparison of numbers.

The different types of proportion in mathematics are;

From the information given, we have that;

When the temperature was 35 degree Celsius, the number was 7 million

Then, we have the representation given as;

35°C = 7, 000, 000

Then 38°C = x

cross multiply, we get;

x = 7, 000, 000 × 38/35

divide the values

x = 7, 600, 000 bacteria

Hence, the value is 7, 600, 000 bacteria

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In all three cases, the height of the cone is proportional to the volume and inversely proportional to the square of the radius. So, if we know the volume and radius of a cone, we can use the formula for h to find its height.

[tex]\text{Height } = h = \frac{3V}{\pi r^2} = \frac{3V}{\pi (2^2)} = \frac{3V}{4\pi}[/tex]

The volume of a cone is given by the formula V = (1/3)πr²h, where V is the volume, r is the radius, and h is the height of the cone.

If we rearrange this formula to solve for h, we get h = 3V / (πr²). This means that the height of a cone is directly proportional to the volume and inversely proportional to the square of the radius.

a. If the radius of a cone is 2 inches and its volume is given, we can find its height by plugging in the values of V and r into the formula for h.

[tex]h = \frac{3V}{\pi r^2} = \frac{3V}{\pi (2^2)} = \frac{3V}{4\pi}[/tex]

b. Similarly, if the radius is 3 inches, the height would be:

[tex]h = \frac{3V}{\pi r^2} = \frac{3V}{\pi (3^2)} = \frac{3V}{9\pi}[/tex]

c. If the radius is 6 inches, the height would be:

[tex]h = \frac{3V}{\pi r^2} = \frac{3V}{\pi (6^2)} = \frac{3V}{36\pi}[/tex]

In all three cases, the height of the cone is proportional to the volume and inversely proportional to the square of the radius. So, if we know the volume and radius of a cone, we can use the formula for h to find its height.

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The value of x for the similar triangles is equal to 13.

We have the triangles to be similar, this implies that the length 8 of the smaller triangle is similar to the length x - 1 of the larger triangle

and the length 10 of the smaller triangle is similar to the length x + 2 of the larger triangle

so;

10/(x + 2) = 8/(x - 1)

10(x - 1) = 8(x + 2) {cross multiplication}

10x - 10 = 8x + 16

10x - 8x = 16 + 10 {collect like terms}

2x = 26

x = 26/6 {divide through by 6}

x = 13.

Therefore, the value of x for the similar triangles is equal to 13.

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Equation: 4x = 56  

Answer: 14 tickets

Step-by-step explanation:  

4x = 56  

Lavonne's tickets sold 4 times as many as Kenneth's. This means we would need to multiply Kennneth's ticket by 4 to equal Lavonne's.

4x/4 = 56/4

Now you need to solve the equation by isolating x. Here you have to divide both sides by 4.

x = 14

Kenneth sold 14 tickets.

4(14) = 56

Answer: Musical preferences

A variable is a lurking variable if it can influence an explanatory/response relationship. So it must be related to both the explanatory and response variable. It is not likely your musical preferences affect mortality or how much sweetener you consume.

The number of soft drink brands available for purchase is not a lurking variable in this scenario. Correct option is C.

The statement is asking which of the given variables is not a lurking variable in the scenario where Shawna is considering the correlation between the calories of sweeteners consumed and the mortality rates among women, and is trying to determine whether drinking more soft drinks will lead to a higher chance of her dying.

A lurking variable is a variable that is not included in the analysis, but has an effect on the relationship between the variables being studied. In this case, the variables being studied are the calories of sweeteners consumed and the mortality rates among women, and the effect of drinking more soft drinks on the chances of dying.

Out of the given variables, the number of soft drink brands available for purchase would not be a lurking variable, as it does not have an effect on the relationship being studied.

Shawna's weight, the time of day she exercises, and the amount of caffeine available in soft drinks could all potentially have an effect on the relationship being studied, either as confounding variables or moderators.

For example, Shawna's weight could be a confounding variable, as it is associated with both sweetener consumption and mortality rates. The time of day she exercises could be a moderator, as exercise may affect the metabolism of sweeteners and caffeine, which could in turn affect mortality rates.

The amount of caffeine available in soft drinks could be a confounding variable, as caffeine consumption is associated with both sweetener consumption and mortality rates.

In summary, the number of soft drink brands available for purchase is not a lurking variable in this scenario, while Shawna's weight, the time of day she exercises, and the amount of caffeine available in soft drinks could potentially be confounding variables or moderators that need to be accounted for in the analysis.

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Answer:

To rewrite the expression 27 - 4x + x² in the form (x + a)² + b, we can complete the square.

Starting with x² + (-4x) + 27:

x² - 4x + 4x² = 4x² - 4x

Adding (4/2)² = 4 to both sides:

4x² - 4x + 4 = 4x² - 4x + 4

The expression is now in the form (x - 2)² + 0, so a = -2 and b = 0.

Therefore, 27 - 4x + x² = (x - 2)² + 0.

If the wax was priced at $1.67 per square foot, it would cost $1,664.99 to wax the entire floor. The right answer is C.

The floor is made up of a trapezoid and a rectangle.

The area of a trapezoid can be calculated as:

A = (b₁ + b₂)/2 x h

Where b₁ and b₂ are the lengths of the bases and h is the height.

The trapezoid is 14 feet tall, and its bases are 33 feet long and (28 - 19) or 9 feet wide. Thus, its area is:

A = (33 + 9)/2 x  14

A = 294 square feet

The rectangle is 37 feet tall with a 19-foot base. Thus, its area is:

A = 19 x 37

A = 703 square feet

The area of the triangle and trapezoid together make up the overall area of the figure.

A = 294 + 703

A = 997 square feet

Finally, to find the cost of the wax, we multiply the area by the cost per square foot:

Cost = 997 * $1.67

Cost  = $1664.99

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The approximate difference between the values of the cars after 4 years is $134.82.

Each element of X receives exactly one element of Y when a function from one set to the other is used. The sets X and Y are collectively referred to as the function's domain and codomain, respectively. Initially, functions represented the idealized relationship between two changing quantities.

To find the difference between the values of the cars after 4 years, we can subtract the value of Mason's car from the value of Brian's car at t = 4.

f(4) = 21,500(0.87)^4 ≈ 11,426.91

g(4) = 19,200(0.91)^4 ≈ 11,292.09

Therefore, the approximate difference between the values of the cars after 4 years is:

f(4) - g(4) ≈ 11,426.91 - 11,292.09 ≈ 134.82

So the approximate difference is $134.82.

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The measure of ∠R =49, ∠T = 61 , ∠M = 70 , ∠N = 61, x = 7 and y = 13.

What are Congruent triangles?

When all three corresponding sides are the same length and all three corresponding angles are the same size, two triangles are said to be congruent.

Given, ΔLMN ≅ ΔRST,

So, ∠L = ∠R  = 49

     ∠M = ∠S = 70

     ∠N = ∠T = 4y + 9

Now, In triangle RST,

∠R + ∠S + ∠T = 180 ( sum of all angles of a triangle is 180 )

49 + 70 + ∠T = 180

   ∴ ∠T = 61 = ∠N

and, 4y + 9 = 61

       y = 13.

Now, In triangle LMN ,

∠L + ∠M + ∠N = 180

49 + 10x + 61 = 180

    10x = 70

       x = 7

∴ ∠M = 70.

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The Roth IRA will provide Ethan with the most future benefit, with the IRA valued at $195,902.08 and the Roth at $211,633.75. The difference in the future value of the two accounts is $15,731.67.

A purchase made with the intention of creating income or capital growth is known as an investment. An asset's value increasing over time is referred to as appreciation. When a person invests in a thing, they do not intend to utilise it as a source of immediate consumption, but rather as a tool for future economic growth.

The Roth IRA will provide Ethan with the most future benefit. The IRA will be valued $195,902.08 after 30 years, while the Roth IRA will be worth $211,633.75. As a result, the Roth IRA is valued $15,731.67 more than the IRA.

To determine the IRA's future value, use the formula FV = P(1+r)n, where P is the monthly payment, r is the interest rate, and n is the number of periods (in this case, 30 years). With our data in, we get: FV = 416.66(1+0.025)30 = $195,902.08.

We may apply the same approach to compute the future value of the Roth IRA, but with a $5,000 yearly payout. With our values in, we get: FV = 5000(1+0.025)30 = $211,633.75.

The difference in the future value of the two accounts is $15,731.67, which is the amount that the Roth IRA will be worth more than the IRA.

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The length of the segment AB is 3.5 cm  

What is a line segment ?

A line segment in geometry is bounded by two separate points on a line. Another way to describe a line segment is as a piece of the line that joins two points. A line segment has two fixed or distinct endpoints while a line has no endpoints and can stretch in both directions indefinitely.

We have segments ratio as shown:

BC/AB = CD/ED

=> (AC - AB)/AB = (EC - ED)/ED

=> (14-AB)/AB = (84-21)/21 = 3

    Let AB=x

=>  (14-x)/x = 3

=> 14-x = 3x

=> 14 = 3x+x = 4x

=> 14/4 = x

=> x=3.5 cm

AB=x = 3.5 cm  

The length of the segment AB is 3.5 cm  

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The graph of the linear inequality y > -4  is given below.

Linear inequalities are expressions that use inequality symbols to compare two linear expressions. When a polynomial of degree 1 is contrasted with another algebraic expression of a degree less than or equal to 1, this comparison results in a linear inequality, which is an inequality including at least one linear algebraic expression. There are many different ways to represent different types of linear inequalities.

Given linear inequality is y > -4 which represents y region will be in the positive range or greater than -4.

The graph of this linear inequality is given below.

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Answer:122 cars per hour

Step-by-step explanation:Get the total number of cars 610 get the time period 5 hours divide 610 divided by 5 equals 122 cars per hour.

Answer: the ferry took atleast 3,050 cars each hour

We can use the Pythagorean theorem to solve this problem. Let's call the distance from the ball to the center of the green "d". We know that the marker is 150 yards from the center of the green, and the golfer has paced off 35 yards in a direction 110 degrees from the marker.

Let's use x to represent the horizontal distance from the marker to the ball, and y to represent the vertical distance from the marker to the ball. Then, we have:

x = 35 * cos(110)

y = 35 * sin(110)

Using the Pythagorean theorem, we can find the distance "d" from the ball to the center of the green:

d^2 = x^2 + (y + 150)^2

Plugging in the values for x and y, we get:

d^2 = 35^2 * cos(110)^2 + (35 * sin(110) + 150)^2

d^2 = 1225 + (150 + 35 * sin(110))^2

Using a calculator, we can find that sin(110) = 0.939, so:

d^2 = 1225 + (150 + 31.65)^2

d^2 = 1225 + (181.65)^2

d^2 = 1225 + 32762.7225

Taking the square root of both sides:

d = sqrt(1225 + 32762.7225)

d = sqrt(33987.7225)

d = 183.83

Rounding to the nearest yard:

d = 184 yards

So, the ball is 184 yards from the center of the green.

Answer:

im him

Step-by-step explanation:

Robin ride her bike this week 35 miles.

Robin rides her bike 3 miles to school.

She rides home a different way that is 4 miles long.

This week, Robin rode to school and back 5 times.

For one time ride to school from house = Rode to School + Rode To home

For one time ride to school from house = 3 + 4

For one time ride to school from house = 7

Robin rides total of 5 times.

So, For five time ride to school from house = 5 × For one time ride to school from house

For five time ride to school from house = 5 × 7

For five time ride to school from house = 35 miles

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The complete question is:

Robin rides her bike 3 miles to school. She rides home a different way that is 4 miles long. This week, Robin rode to school and back 5 times. How many miles did Robin ride her bike this week?

Answer:

7,000 Rupees

Step-by-step explanation:

The simplest radical form is x⁵.

Radical form is the expression that involves radical signs such as square root, cube root, etc instead of using exponents to describe the same entity.

The given radical form is [tex]\frac{x^{\frac{5}{6} }}{x^{\frac{1}{6} }}[/tex].

The radical and root of a number are the same thing.

Simplifying a radical eliminates the square roots, cube roots, fourth roots, etc.

In the given expression, 1/6 is the 6th root, in both numerator and denominator cancel out 6th root x.

That is,  [tex]\frac{x^{\frac{5}{6} }}{x^{\frac{1}{6} }}[/tex] =x⁵ ([tex]x^{\frac{1}{6} }[/tex]  in the denominator is gets cancelled with [tex]x^{\frac{1}{6} }[/tex] in the numerator)

Therefore, the simplest radical form is x⁵.

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Answer:

Step-by-step explanation:

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The actual distance between the basketball court and the pool is 37.5 feet

Distance refers to the amount of space between two objects or points. It is a measure of how far apart two things are from each other.

The scale of the model is 3 inches = 5 feet. This means that every 3 inches on the model represents 5 feet in actual size. We are given that the distance between the basketball court and the pool on the model is 22.5 inches. To find the actual distance between these areas, we need to use the scale.

We can start by setting up a proportion using the scale. We know that 3 inches on the model represents 5 feet in actual size. Therefore, we can say that:

3 inches / 5 feet = 22.5 inches / x

We are trying to solve for x, which represents the actual distance between the basketball court and the pool. To solve for x, we can cross-multiply and simplify the equation:

3 inches x x = 5 feet x 22.5 inches

3x = 112.5

x = 37.5 feet

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Complete Question:

The scale of the model of a recreational facility is 3 inches = 5 feet. If the basketball court is 22.5 inches from the pool in the model, what is the actual distance between the basketball court and the pool?

It is a continuous variable, as it can take on any value within a certain range (i.e., any value between a positive delay and a negative early arrival).

The variable described is quantitative, as it represents a numerical measurement of time, which is a continuous variable that can take on any value within a certain range. The range includes both positive values, representing delays, and negative values, representing early arrivals. This variable is a useful metric for tracking the performance of transportation systems or airlines, as it provides an objective measure of the amount of time a flight is delayed or arrives early. By analyzing the distribution of arrival delay times, policymakers and transportation providers can identify patterns, trends, and potential areas for improvement in their service delivery.

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When the smaller data point is included, the mean will drop when compared to the other values, but the median may increase or decrease depending on whether the collection of numbers is even or odd.

1. Calculate the original set of numbers' mean and median.

2. Include the lesser data point in the collection.

3. Determine the updated median and mean.

4. Evaluate the original mean and median in comparison to the new mean and median. Depending on whether the collection of numbers is even or odd, the median will decline while the mean will increase.

We must first determine the mean and median of the initial set of data in order to evaluate how the addition of a smaller data point will impact those values. Adding together all the values and dividing by the total number of values yields the mean. We place the middle value in the set of integers after sorting them from least to largest to determine the median. We include the new, smaller data point in the set after finding the mean and median. We next perform the same calculations as previously to determine the new mean and median. Finally, we contrast the updated mean and median with the baseline values. The median may stay the same or drop depending on whether the set of numbers is even or odd, while the mean often decreases as it is compared to other values. The mean and median of a set of numbers can therefore be significantly affected by the addition of a tiny data point.

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The complete question is

how do you know how adding a smaller data point will affect the mean or median if its smaller than them other value.