An octahedron is a regular solid with 6 vertices and 8 faces. See the figure. How many planes pass through three or more vertices of a regular octahedron? i have 2 mins pls answer

Enlarging the shape by scale factor 1/2 using P as the centre of enlargement

let's start from bottom left point is given.

We have to calculate position from P to that point as below

it is 2 units up and 11 units left

so as scale factor is 1/2

We have to shift that point to 1 unit up and 5.5 units left

Pink point corresponding to it is denoted below

We have to do the same process for all the five points to cover the total figure

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Complete question

Enlarge the shape by scale factor 1/2 using P as the centre of enlargement

Wally would need  41.67 yards of fencing.

From the attached figure we can observe that the fencing to the back yard of his house would be rectangular.

Let us assume that the length of the fence is represented by l and width is represented by w.

Here, the back wall of Wally's house measures 15 yards.

15 yards = 45 ft

so, the length of the fence would be,

l = 5 + 45 + 3

l = 53 ft

and the width is 10 ft

The required fencing would be equal to the perimeter of this rectangle.

Using the formula for the perimeter of rectangle,

P = 2(l + w)

P = 2(53 + 10)

P = 125 ft

P = 41.67 yards

Thus, the required fencing = 41.67 yards

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For a line plot of data values of a data set present in above figure, the outlier is one of data set value which is equals to the 0.1. So, option(a) is right one.

Outlier is a data value that differ significantly from other values in the dataset. That is, outliers are values that deviate significantly from the mean. In general, outliers affect the mean, but not the median or mode. Therefore, the effect of outliers on the mean is significant. We have a line plot of data set present in above figure. We have to determine the data value would be considered the outlier. From the above discussion about outliers, we can say that outlier is a data value far beyond the meaning of statistical methods. So, after watching the above graph carefully, the data value 0.1 is far away from other data values and mean of values. So, outlier is 0.1.

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Complete question:

The above figure complete the question.

Which data value would be considered the outlier? Enter your answer in the box.

a) 0. 1

b) 0. 2

c) 0. 3

d) 0. 4

e) 0. 5

f) 0. 6

g) 0. 7

I will break down the question into three parts and answer each one separately.

Part 1: sin 8x lim f(x)
There is no function f(x) provided in the question, so it is not possible to find the limit of f(x). The term "sin 8x" is also not relevant to this part of the question.

Part 2: find limx tan x
The limit of tan x as x approaches infinity does not exist because the function oscillates between positive and negative infinity. However, the limit of tan x as x approaches pi/2 from the left or right is equal to positive infinity, and the limit of tan x as x approaches -pi/2 from the left or right is equal to negative infinity.

Part 3: find f'(x) given that f(x)= (4x²-8), f(x)- Vox +2), and X-2 f(x) - j) given that 2x +1
To find the derivative of f(x), we need to differentiate each term separately and then combine the results. Using the power rule of differentiation, we have:

f(x) = 4x² - 8
f'(x) = 8x

f(x) = x^2 - Vox + 2
f'(x) = 2x - Vx

f(x) = (x - 2)f(x) - j
f'(x) = (x - 2)f'(x) + f(x) - j
       = (x - 2)(2x - Vx) + (x^2 - Vx + 2) - j
       = 2x^2 - 5x + 2 - Vx - j


a) To find the derivative of sin(8x) with respect to x, use the chain rule:
f'(x) = cos(8x) * 8 = 8cos(8x)

b) To find the derivative of f(x) = (4x^2 - 8) with respect to x, use the power rule:
f'(x) = 8x

c) To find the limit of f(x) = √(x + 2) as x approaches 1, simply substitute x = 1 into the function:
lim(x -> 1) f(x) = √(1 + 2) = √3

d) To find the limit of tan(x)/x as x approaches 0, use L'Hopital's rule. Since tan(x) -> 0 and x -> 0 as x -> 0, the conditions are satisfied:
lim(x -> 0) (tan(x)/x) = lim(x -> 0) (sec^2(x)/1) = sec^2(0) = 1

e) To find the derivative of f(x) = 2x + 1 with respect to x, use the power rule:
f'(x) = 2

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[tex]\sf m=\dfrac{y-b}{x}.[/tex]

[tex]\sf y=mx+b[/tex]

[tex]\sf y-b=mx+b-b\\ \\y-b=mx[/tex]

[tex]\sf \dfrac{y-b}{x} =\dfrac{mx}{x} \\ \\ \\\dfrac{y-b}{x} =m\\ \\ \\m=\dfrac{y-b}{x}.[/tex]

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Yes, the letter grade is a function of the percent grade if each percent grade earned in a course translates to one letter grade.

This is because a function is a rule that assigns exactly one output for every input. In this case, the percent grade is the input and the letter grade is the output. Since each percent grade corresponds to only one letter grade, there is only one possible output for every input, making it a function. However, it is important to note that this assumes a consistent grading scale where the same percentage range corresponds to the same letter grade throughout the course.

Yes, the letter grade is a function of the percent grade. In this scenario, each percent grade uniquely determines a corresponding letter grade, without ambiguity.

This relationship between percent grades and letter grades satisfies the definition of a function, which states that for every input (percent grade), there is exactly one output (letter grade). Since there is a direct and consistent association between the two, we can conclude that the letter grade is indeed a function of the percent grade.

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The solutions to the blanks are below:

a) i) 0.2326

ii) 0.4652

b) i) 7

ii) 14

c) i) 11.3137

ii) 0.4242

To solve these questions we need to find the derivative

a) Let y=tan(4x + 6).

i) when x = 4 and dx = 0.2

dy = sec²(4x + 6) dx

dy = sec²(22) (0.2)

= 0.2326

ii) when x = 4 and dx = 0.4

dy = sec²(4x + 6) dx

dy = sec²(22) (0.4)

= 0.4652

b. Let y = 3x² + 5x +4.

i) when x = 5 and dx = 0.2

dy = (6x + 5) dx

dy = (6(5) + 5) (0.2)

= 7

ii) when x = 5 and dx = 0.4

dy = (6x + 5) dx

dy = (6(5) + 5) (0.4)

= 14

c. Let y=4√x.

i) when x = 2 and ∆x = 0.3

Δy = 4(√2.3) - 4(√2)

= 11.3137

ii) when x = 2 and dx = 0.3

dy = 2/√x dx

dy = 2/(√2) (0.3)

= 0.4242

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Answer:

B. A'B' = 2, measure of A = 37°

Expression involving a definite integral that equals s(x) s(x) = ∫√(1 + (1/(1 + x^2))^2) dx from 0 to x. s′(x) = √(1 + (1/(1 + x^2))^2) is the derivative of the arc length function s(x) with respect to x.

(a) To find an expression for the arc length function s(x), we need to integrate the square root of the sum of squares of the derivatives of y with respect to x. For the curve y = arctan x, the derivative is:
dy/dx = 1/(1 + x^2)
Now we can use the arc length formula:
s(x) = ∫√(1 + (dy/dx)^2) dx from 0 to x
s(x) = ∫√(1 + (1/(1 + x^2))^2) dx from 0 to x

(b) To find s′(x), we can differentiate the arc length function with respect to x. Since s(x) is defined as an integral, we can use the Fundamental Theorem of Calculus to find its derivative:
s′(x) = √(1 + (1/(1 + x^2))^2)
This is the derivative of the arc length function s(x) with respect to x.

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The  inequalities that have the set {-2.38, -2.75, 0, 4.2, 3.1} as possible solutions for x are x . -3 and x < 4.5

From the question, we have the following parameters that can be used in our computation:

The solution set {-2.38, -2.75, 0, 4.2, 3.1}

From the list of options, we have

A. x > 2.37

This is false, because -2.38 is less than 2.37

B. x < -3.5

This is false, because 4.2 is greater than 3.5

C. x > -3

This is true, because all values in the set are greater than -3

D. x < 4.5

This is true, because all values in the set are less than 4.5

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The probability that at least 7 of the 10 washing machines will have a lifetime beyond the warranty period is  0.321.

we know that the mean is 8 years and the variance is 16 years^2. Solving these equations for α and β, we get:

α = (Mean / Variance)² = (8 / 16)² = 1/4

β = Variance / Mean = 16 / 8 = 2

Therefore, the pdf of the lifetime of the new model of washing machine is:

f(x) = x^(α-1) e^(-x/β) / (β^α Γ(α))

where Γ(α) is the gamma function.

Substituting the values of α and β, we get:

f(x) = 4 x^(1/4-1) e^(-x/2) / Γ(1/4)

(b) Let X be the number of washing machines out of the 10 that have a lifetime beyond the warranty period.

P(X > 5) = 1 - P(X ≤ 5) = 1 - F(5)

F(x) = Γ(α, x/β) / Γ(α)

where Γ(α, x/β) is the upper incomplete gamma function.

F(x) = Γ(1/4, x/2) / Γ(1/4)

Therefore, the probability that at least 7 of the 10 washing machines will have a lifetime beyond the warranty period is:

P(X > 5) = 1 - F(5) = 1 - Γ(1/4, 5/2) / Γ(1/4) = 0.321

So the probability that at least 7 of the 10 washing machines will have a lifetime beyond the warranty period is  0.321.

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True. The scope of a variable refers to the segment or portion of a program where it can be accessed and utilized.

Variable scope is essential in programming because it helps maintain well-structured, organized code and prevents unintended modifications or collisions between variables with the same name in different parts of the program.

There are two primary types of variable scope: local scope and global scope. A local variable is defined within a specific function or block of code, and it can only be accessed within that particular area. Once the function or block of code is exited, the local variable ceases to exist, and its memory is freed up.

On the other hand, a global variable is accessible throughout the entire program. It is typically declared outside of any function or code block, making it available for use by any part of the code. However, using global variables can lead to potential issues, such as unintentional changes to their values and increased complexity in managing the flow of information within the program.

Understanding the scope of variables is crucial for efficient and effective programming. Proper management of variable scope promotes clean, maintainable code, and reduces the likelihood of bugs or errors resulting from variable conflicts or unintended modifications.

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Complete Question

The scope of a variable is the segment of the program in which the variable can be accessed. State whether True or False.

Lin's method yields an area of 54 √(3) square inches, and Andre's method yields an area of 18 √(10) square inches.

We have,

Using Lin's method, the hexagon can be decomposed into 6 identical equilateral triangles, each with a side length of 6 inches.

The area of one such triangle.

= (√(3)/4) x (6)²

= 9 √(3) square inches.

The area of the hexagon is 6 times this value, or 54 √(3) square inches.

Using Andre's method,

The hexagon can be decomposed into a rectangle and two identical triangles.

The rectangle has dimensions of 6 inches by 2 √(10) inches

(since each side of the hexagon is 6 inches, the rectangle's width is also 6 inches, and its length can be calculated using the Pythagorean Theorem). Therefore, the area of the rectangle.

= 6 x 2 √(10)

= 12 √(10) square inches.

Each triangle has a base of 6 inches and a height √10 inches, so the area of each triangle.

= (1/2) x 6 x √ (10)

= 3 √(10) square inches.

Therefore, the total area of the hexagon is the sum of the area of the rectangle and two triangles.

= 12 √(10) + 6 √(10)

= 18 √(10) square inches.

Thus,

Lin's method yields an area of 54 √(3) square inches, and Andre's method yields an area of 18 √(10) square inches.

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Answer: $48.72

Step-by-step explanation:

Based on the given conditions: 58*(20%+1)*(1-30%)

Calculate: 58*1.2*0.7

Round to the nearest cent: $48.72

(an astrix (*) means to multiply)

There are 5,005 different ways a 3rd grade student can pick 6 markers out of a box of 15 colored markers to draw a picture.

To find the number of different ways a 3rd grade student can pick 6 markers out of a box of 15 colored markers, we can use the combination formula, which is:

nCr = n! / (r! * (n-r)!)

where n is the total number of markers in the box (15), r is the number of markers the student is picking (6), and ! represents the factorial function (e.g. 5! = 5 x 4 x 3 x 2 x 1 = 120).

Using this formula, we get:

15C6 = 15! / (6! * (15-6)!)
    = (15 x 14 x 13 x 12 x 11 x 10) / (6 x 5 x 4 x 3 x 2 x 1 x 9 x 8 x 7)
    = 5005

Therefore, there are 5,005 different ways a 3rd grade student can pick 6 markers out of a box of 15 colored markers to draw a picture.

To answer your question, we can use the concept of combinations. A combination is used when the order of the items doesn't matter, and we want to find the number of ways to choose a specific number of items from a larger set. In this case, the student wants to pick 6 markers from a box of 15 colored markers.

The formula for combinations is C(n, k) = n! / (k!(n-k)!), where n is the total number of items and k is the number of items we want to choose.

Using this formula, we can find the number of ways the student can pick 6 markers from the 15-marker box:

C(15, 6) = 15! / (6!(15-6)!) = 15! / (6!9!) = 5,005

So, the student can pick 6 colored markers from the box in 5,005 different ways.

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The least possible value of this expression is, - 10

We have to given that;

The empty boxes in this expression contain the numbers -7, -3, or -6.

Now, We can plug each values and check as;

⇒ - 7 + (- 3) - (- 6)

⇒ - 7 - 3 + 6

⇒ - 4

⇒ - 3 + (- 6) - (- 7)

⇒ - 3 - 6 + 7

⇒ - 2

⇒ - 6 + (- 7) - (- 3)

⇒ - 6 - 7 + 3

⇒ - 13 + 3

⇒ - 10

Hence, the least possible value of this expression is, - 10

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The absolute maximum of f(x, y) on the region D is 36, which occurs at the points (0, 6) and (0, -6).

The solutions to the quadratic equation are the values of the unknown variable x, which satisfy the equation. These solutions are called roots or zeros of quadratic equations. The roots of any polynomial are the solutions for the given equation.

To find the absolute maximum of f(x, y) on the region D, we need to consider the values of f(x, y) at the critical points and on the boundary of D.

First, we find the critical points by setting the partial derivatives of f(x, y) equal to zero:

fx = 2x - 6 = 0

fy = 2y = 0

Solving these equations, we get the critical point (3, 0).

Next, we need to evaluate f(x, y) at the vertices of the triangular region D:

f(6, 0) = 0 + 0 - 6(6) = -36

f(0, 6) = 0 + 36 - 6(0) = 36

f(0, -6) = 0 + 36 - 6(0) = 36

Now, we need to evaluate f(x, y) along the boundary of D. The boundary consists of three line segments:

The line segment from (6, 0) to (0, 6):

y = 6 - x

f(x, 6 - x) = x² + (6 - x)² - 6x = 2x² - 12x + 36

The line segment from (0, 6) to (0, -6):

f(0, y) = y²

The line segment from (0, -6) to (6, 0):

y = -x - 6

f(x, -x - 6) = x² + (-x - 6)² - 6x = 2x² + 12x + 72

To find the absolute maximum of f(x, y) on the region D, we need to compare the values of f(x, y) at the critical point, the vertices, and along the boundary. We have:

f(3, 0) = 9 + 0 - 6(3) = -9

f(6, 0) = 0 + 0 - 6(6) = -36

f(0, 6) = 0 + 36 - 6(0) = 36

f(0, -6) = 0 + 36 - 6(0) = 36

f(x, 6 - x) = 2x² - 12x + 36

f(x, -x - 6) = 2x² + 12x + 72

f(0, y) = y²

To find the maximum along the line segment from (6, 0) to (0, 6), we need to find the critical point of f(x, 6 - x):

f(x, 6 - x) = 2x² - 12x + 36

fx = 4x - 12 = 0

x = 3/2

f(3/2, 9/2) = 2(3/2)² - 12(3/2) + 36 = -9/2

Therefore, the absolute maximum of f(x, y) on the region D is 36, which occurs at the points (0, 6) and (0, -6).

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The given geometric series is convergent. We can see that the common ratio (r) is 1/√3, which has an absolute value less than 1. So, the sum of this convergent geometric series is √3 / (√3 - 1).

The geometric series in question is given by the formula:

Σ (1/√3)^n from n=0 to infinity.

To determine if this geometric series is convergent or divergent, we need to examine the common ratio, which is 1/√3. The geometric series converges if the absolute value of the common ratio is less than 1, i.e., |r| < 1, and diverges otherwise.

In this case, the common ratio r is 1/√3, and its absolute value is also 1/√3 since it's already positive. Since 0 < 1/√3 < 1, the series is convergent.

To find the sum of this convergent geometric series, we can use the formula:

Sum = a / (1 - r),

where a is the first term of the series and r is the common ratio. For this series, a = (1/√3)^0 = 1, and r = 1/√3.

Sum = 1 / (1 - 1/√3) = 1 / ( (√3 - 1) / √3 ) = √3 / (√3 - 1).

So, the sum of this convergent geometric series is √3 / (√3 - 1).

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Answer: She is using the counting-on technique.

Step-by-step explanation:

Answer:

did

Step-by-step explanation:

Answer:

104.4 yd²

Step-by-step explanation:

17.4 x 6 = 104.4 yd²

Upper Control Limit (UCL) for R chart = D4 x Rbar = 2.282 x 0.347 = 0.792 and Lower Control Limit (LCL) for R chart = D3 x Rbar = 0 x 0.347 = 0.

To determine the trial central line and control limits for the X and R control charts, we need to first calculate the average and range of each subgroup.
Average (Xbar):
Subgroup 1: 20.35
Subgroup 2: 20.40
Subgroup 3: 20.36
Subgroup 4: 20.65
Subgroup 5: 20.20
Subgroup 6: 20.40
Subgroup 7: 20.43
Subgroup 8: 20.37
Subgroup 9: 20.48
Subgroup 10: 20.42
Subgroup 11: 20.39
Subgroup 12: 20.38
Subgroup 13: 20.40
Subgroup 14: 20.41
Subgroup 15: 20.45
Subgroup 16: 20.34
Subgroup 17: 20.36
Subgroup 18: 20.42
Subgroup 19: 20.50
Subgroup 20: 20.31
Subgroup 21: 20.39
Subgroup 22: 20.39
Subgroup 23: 20.40
Subgroup 24: 20.41
Subgroup 25: 20.40

Average (Xbar) = (20.35 + 20.40 + 20.36 + 20.65 + 20.20 + 20.40 + 20.43 + 20.37 + 20.48 + 20.42 + 20.39 + 20.38 + 20.40 + 20.41 + 20.45 + 20.34 + 20.36 + 20.42 + 20.50 + 20.31 + 20.39 + 20.39 + 20.40 + 20.41 + 20.40)/25 = 20.408
Range (R):
Subgroup 1: 0.34
Subgroup 2: 0.36
Subgroup 3: 0.32
Subgroup 4: 0.36
Subgroup 5: 0.36
Subgroup 6: 0.35
Subgroup 7: 0.31
Subgroup 8: 0.34
Subgroup 9: 0.30
Subgroup 10: 0.37
Subgroup 11: 0.29
Subgroup 12: 0.30
Subgroup 13: 0.33
Subgroup 14: 0.36
Subgroup 15: 0.34
Subgroup 16: 0.36
Subgroup 17: 0.37
Subgroup 18: 0.73
Subgroup 19: 0.38
Subgroup 20: 0.35
Subgroup 21: 0.33
Subgroup 22: 0.33
Subgroup 23: 0.30
Subgroup 24: 0.34
Subgroup 25: 0.30

Range (R) = max(Range of each subgroup) - min(Range of each subgroup) = 0.73 - 0.29 = 0.44
Using these values, we can now calculate the trial central line and control limits:
Central line (CL) for X chart = Xbar = 20.408
Upper Control Limit (UCL) for X chart = CL + (A2 x Rbar) = 20.408 + (0.577 x 0.44) = 20.672
Lower Control Limit (LCL) for X chart = CL - (A2 x Rbar) = 20.408 - (0.577 x 0.44) = 20.144
Central line (CL) for R chart = Rbar = (0.34 + 0.36 + 0.32 + 0.36 + 0.36 + 0.35 + 0.31 + 0.34 + 0.30 + 0.37 + 0.29 + 0.30 + 0.33 + 0.36 + 0.34 + 0.36 + 0.37 + 0.73 + 0.38 + 0.35 + 0.33 + 0.33 + 0.30 + 0.34 + 0.30)/25 = 0.347
Upper Control Limit (UCL) for R chart = D4 x Rbar = 2.282 x 0.347 = 0.792
Lower Control Limit (LCL) for R chart = D3 x Rbar = 0 x 0.347 = 0
If any points fall outside of these control limits, it suggests that the process is out of control and requires investigation for assignable causes. Upon investigating, any assignable causes should be removed and the control chart revised accordingly.

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The procedure is called linear regression analysis. The predictor for the model with only one predictor would be the single independent variable that has the strongest correlation with the dependent variable.

Linear regression analysis is a statistical method for modeling the relationship between a dependent variable and one or more independent variables. The goal of the analysis is to find the best-fitting line that describes the relationship between the variables.

In order to determine how many predictors should be included in the model, several criteria can be used. One common approach is to use the adjusted R-squared, which takes into account the number of predictors and adjusts the R-squared accordingly.

Another approach is to use the Akaike Information Criterion (AIC) or the Bayesian Information Criterion (BIC), which aim to balance the fit of the model with the complexity of the model.

Ultimately, the goal is to select a model that explains a high proportion of the variation in the dependent variable while minimizing the number of predictors used, unless there is a compelling reason to include additional predictors.

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There were 385 children and 47 adult.

We have,

The daily prices are $1.50 for children and $2.25 for adults.

let the number of children be x and number of adult be y.

So, x + y = 432

and 1.5x + 2.25y = 683.25

Solving the above equation we get

x= 385 and y = 47.

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Answer:

870 meters

Step-by-step explanation:

To find the difference between the distances they walked, we need to calculate the distance each person walked.

We can use the formula distance = speed x time.

Naeem's speed is 1.3 m/s and he took 5 minutes to get to school which is equal to 300 seconds. Therefore, Naeem walked a distance of:

distance = speed x time

distance = 1.3 m/s x 300 s

distance = 390 m

Fina's speed is 1.4 m/s and she took 15 minutes to get to school which is equal to 900 seconds. Therefore, Fina walked a distance of:

distance = speed x time

distance = 1.4 m/s x 900 s

distance = 1260 m

The difference between the distances they walked is:

1260 m - 390 m = 870 meters.

The range of values of f(x) that satisfy g(x)≤f(x)≤h(x) for −2 ≤ x ≤ 2 is 0 ≤ f(x) ≤ -26.67. In other words, f(x) must be between 0 and -26.67 for all x in the interval [-2, 2].

To solve this problem, we need to find the range of values of f(x) that satisfy g(x)≤f(x)≤h(x) for −2 ≤ x ≤ 2. First, let's find the maximum and minimum values of g(x) and h(x) over the interval −2 ≤ x ≤ 2.

To find the maximum value of g(x), we need to minimize π/2(x²). Since x² is always nonnegative, the minimum value of π/2(x²) is 0, which occurs at x = 0. Therefore, the maximum value of g(x) is sin(0)³ = 0.

To find the minimum value of h(x), we take the derivative of h(x) and set it equal to 0 to find the critical points:
h'(x) = -3/4x² - 2x - 94 = 0

Solving for x gives x ≈ -4.29 and x ≈ 3.13. We evaluate h(x) at these critical points and at the endpoints of the interval:
h(-2) ≈ -44.33
h(-4.29) ≈ -119.59
h(3.13) ≈ -100.91
h(2) ≈ -26.67

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Once you have the sample mean, sample standard deviation, and sample size, plug those values into the formulas above to calculate the confidence interval. The upper bound of the confidence interval will be the result of the addition (Sample mean + 1.96 * Standard error).

To construct a 95% confidence interval for the population mean weight of the candies, we need to first collect a sample of candy weights and calculate the sample mean and standard deviation. Let's assume we have a sample of 50 candies and the sample mean weight is 20 grams with a standard deviation of 3 grams.

Using a t-distribution with 49 degrees of freedom (n-1), we can find the margin of error for a 95% confidence interval, which is given by:

Margin of Error = t(0.025,49) x (s / sqrt(n))
where t(0.025,49) is the critical value of t with a significance level of 0.025 and 49 degrees of freedom (from a t-table or calculator), s is the sample standard deviation, and n is the sample size.

Plugging in the values, we get:

Margin of Error = 2.009 x (3 / sqrt(50)) ≈ 0.85 grams

To find the confidence interval, we simply add and subtract the margin of error from the sample mean:

95% Confidence Interval = (20 - 0.85, 20 + 0.85) = (19.15, 20.85) grams

Therefore, the upper bound of the confidence interval is 20.85 grams.
To construct a 95% confidence interval for the population mean weight of the candies, we need to use the following formula:

Confidence interval = Sample mean ± (Z-score * Standard error)

Here, the Z-score for a 95% confidence interval is 1.96. The standard error can be calculated using the formula:

Standard error = Sample standard deviation / √(Sample size)

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Based on the information provided, we can use hypothesis testing to determine whether or not the economist's claim is true.

The null hypothesis (H0) would be that the proportion of US adults with a great deal of confidence in banks is 12% or less. The alternative hypothesis (Ha) would be that the proportion is greater than 12%. To test this, we would use a one-tailed z-test with a significance level of 0.05. First, we need to calculate the sample proportion of adults with a great deal of confidence in banks:
156/1220 = 0.1279
Next, we need to calculate the test statistic (z-score):
z = (0.1279 - 0.12) / sqrt(0.12 * 0.88 / 1220)
z = 1.45
Finally, we compare the test statistic to the critical value at a significance level of 0.05. Since this is a one-tailed test, the critical value is 1.645.
Since our test statistic (1.45) is less than the critical value (1.645), we fail to reject the null hypothesis. This means that we do not have enough evidence to support the claim that greater than 12% of US adults have a great deal of confidence in banks.
Therefore, based on this analysis, we cannot conclude that the economist's claim is true.

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In Lesson 7.06 the reader is asked to open the eBook and read pgs. 4-9. In this

reading it introduces Badminton and describes how a player must be able to move

quickly as the "shuttle" or "birdie" and fly at speeds of up to 200 mph. The speed they reference is option D. 200 mph

The object of the game is to hit buckets (also known as birds) over the net with the racket and hit them back and forth to score points. Success in badminton requires stamina, speed, agility and strategy. It is also a popular Olympic sport. The speed of a badminton shuttlecock can reach up to 200 mph when hit by professional players.

Therefore, the correct answer is as given above. It could then be concluded that option D. 200mph is the speed they reference.

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now, by radius of a polygon, we're referring to the distance from its center to a corner where two sides meet, or namely the radius of the circle that surrounds it or namely the circumcircle.

[tex]\underset{ \textit{angle in degrees} }{\textit{area of a regular polygon}}\\\\ A=\cfrac{nR^2}{2}\cdot \sin(\frac{360}{n}) ~~ \begin{cases} n=sides\\ R=\stackrel{\textit{radius of}}{circumcircle}\\[-0.5em] \hrulefill\\ n=20\\ R=6 \end{cases}\implies A=\cfrac{(20)(6)^2}{2}\cdot \sin(\frac{360}{20}) \\\\\\ A=360\sin(18^o)\implies A\approx 111.25~mm^2[/tex]

Make sure your calculator is in Degree mode.

The criteria included in the response for determining congruence are;

First, it is important to know the difference between congruence and similarity in shapes and figures. The term congruence implies that the figures in discuss have the same shape and size while Similarity implies that the figures have the same shape but not necessarily the same size.

Consequently, for congruence, the corresponding sides have equal lengths and the corresponding angle measures are equal.

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