The sum of the arithmetic series of 28 + 28.4 ...+ 42 is 1260.
What is arithmetic series?An arithmetic series is a sequence of numbers in which each term is obtained by adding a constant difference, called the common difference, to the preceding term.
According to question:To resolve this issue, we can utilise the following formula for the sum of an arithmetic series:
S = (n/2) * (a₁ + aₙ)
When n is the number of terms, a1 is the first term, and an is the nth term, S is the series total.
To find the number of terms, we need to figure out the pattern of the series. The common difference (d) is expressed as follows:
d = 28.4 - 28 = 0.4
To get from 28 to 42, we need to add (42 - 28)/0.4 = 35 terms.
So the number of terms is:
n = 35 + 1 = 36
The first term is a₁ = 28, and the last term is aₙ = 42.
Now we can plug these values into the formula:
S = (n/2) * (a₁ + aₙ)
= (36/2) * (28 + 42)
= 18 * 70
= 1260
Therefore, the sum of the arithmetic series is 1260.
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Find the mode
2, 0, 1, 2, 9, 12, 14
(In order: 0, 1, 2, 2, 9, 12, 14)
Answer:
the mode is 2 In order 0,1,2,3,9,12,14
Step-by-step explanation:
The reason is the mode equals the middle and 2 is there twice and the 2 is in the middle
a sample of bacteria is grown in a petri dish. it contains 1,000 bacteria, and the population doubles every half hour. the inequality 1,000(2)2t>50,000, where t is the number of hours, models when the population of the bacteria sample will be greater than 50,000. based on the inequality, when will the population in the sample be greater than 50,000?
A sample of bacteria is grown in a petri dish. It contains 1,000 bacteria, and the population doubles every half hour. The inequality 1,000(2)^(2t)>50,000, where t is the number of hours, models when the population of the bacteria sample will be greater than 50,000.
Based on the inequality, the population in the sample will be greater than 50,000 after 2 hours. To solve the inequality, we need to isolate the variable t.
First, divide both sides of the inequality by 1,000:2^(2t)>50/1,0002^(2t)>1/20Next, take the logarithm of both sides of the inequality (base 2):2t>log2(1/20)t>log2(1/20)/2t>−4/2t>−2Therefore, the population of the bacteria sample will be greater than 50,000 after 2 hours.
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If the length breadth and height of 3x+y cm 2x+2y cm and 3y cm respectively and find its volume
Answer: The length, breadth, and height of the given object are 3x+y cm, 2x+2y cm, and 3y cm, respectively. To find the volume of this object, we need to multiply these three dimensions:
Volume = Length x Breadth x Height
= (3x+y) x (2x+2y) x (3y)
= 18x^2y + 27xy^2 + 6xy^2 + 6y^3
= 18x^2y + 33xy^2 + 6y^3
Therefore, the volume of the object is 18x^2y + 33xy^2 + 6y^3 cubic cm.
Step-by-step explanation:
If θ is an angle in standard position and its terminal side passes through the point (-4,1), find the exact value of csc � cscθ in simplest radical form.
The exact value of cscθ / csc(π - θ) is 1.
What is simplest radical form ?
The simplest radical form is the expression of a radical where the radicand (the number under the radical sign) has been simplified as much as possible.
First, we need to determine the hypotenuse of the right triangle formed by the terminal side of angle θ and the x-axis.
Using the Pythagorean theorem, we have:
[tex]h^{2}[/tex] = 16+ 1*1
[tex]h^{2}[/tex] = 16 + 1
[tex]h^{2}[/tex] =17
h = [tex]\sqrt{17}[/tex]
Now, we can find the value of sine and cosine of angle θ:
sinθ = opposite/hypotenuse = 1/ [tex]\sqrt{17}[/tex]
cosθ = adjacent/hypotenuse = -4/[tex]\sqrt{17}[/tex]
Therefore, cscθ = 1/sinθ = [tex]\sqrt{17}[/tex]
Now, we can substitute these values into the expression cscθ / csc(π - θ):
cscθ / csc(π - θ) = [tex]\sqrt{17}[/tex]) / csc(π - θ)
We know that csc(π - θ) = 1/sin(π - θ), and since sin(π - θ) = sinθ, we have:
csc(π - θ) = 1/sinθ = [tex]\sqrt{17}[/tex]
Substituting this back into the expression, we have:
cscθ / csc(π - θ) = [tex]\sqrt{17}[/tex]/ [tex]\sqrt{17}[/tex] = 1
Therefore, the exact value of cscθ / csc(π - θ) is 1.
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Helpppp meee pleaseseeeee it’s urgent
Therefore , the solution of the given problem of expressions comes out to be hire 15 chairs in order for the rental costs to be equal.
What does an expression actually mean?
Instead of producing approximations at random, it is better to use moving numeral variables, which may be rising, declining, or blocking. They could only help one another by sharing materials, information, or solutions to issues. The justifications, parts, and mathematical comments for equation techniques like additional disapproval, production.
Here,
Assume that Erin needs to hire x chairs in order for the rental costs to be equal.
The following equation provides the price for purchasing from A-1 Rental:
=> C(A-1) = 1.74x + 61.31
The following equation provides the price for purchasing from Tonka Tents:
=> C(Tonka) = 1.99x plus 57.56
We must solve the following equation to determine how many chairs Erin must hire in order for the rental costs to be equal:
=> C(A-1) = C(Tonka)
=> 1.74x + 61.31 = 1.99x + 57.56
1.74x and 57.56 are subtracted from both sides to yield:
=> 0.25x = 3.75
By multiplying both parts by 0.25, we obtain:
=> x = 15
Erin must therefore hire 15 chairs in order for the rental costs to be equal.
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problem 1 cars arrive at a drive-through pharmacy at the rate of 4 every 10 minutes. the average service time at the pharmacy window is 2 minutes. the poisson distribution is appropriate for the arrivals, and service times are exponentially distributed. use the formulae for the m/m/1 queueing model to answer the following: (a) what is the average time a car is in the system (from the time it enters the pharmacy queue till it finishes service and exists)? (b) what is the average number of cars in the system? (c) what is the average number of cars waiting (in the queue) to receive service? (d) what is the average time a car is in the queue? (e) what is the probability that there are no cars at the window? (f) what percentage of the time is the serving pharmacist busy? (g) what is the probability that there are exactly 2 cars in the system?
The required probability and average for the given arrival rate and service rate are,
Average time a car in the given system is 2.13 minutes.
Average number of cars in the given system is 0.852 cars.
Average number of cars waiting is 0.052 cars.
Average time a car spends waiting is 0.13 minutes.
Probability of no cars is 0.2.
Percentage of time the serving pharmacist is 80%.
Probability of exactly 2 cars is 0.64.
Arrival rate per minute λ = 4/10 = 0.4
And service rate per minute µ = 1/2
= 0.5 .
Average time a car is in the system is given by,
W = Wq + 1/µ
where Wq is the average time a car spends waiting in the queue.
1/µ is the average service time.
Using Little's Law, we have,
L = λW
where L is the average number of cars in the system.
Using the given values,
Wq
= (0.4^2)/(2×(1-0.4))
= 0.13 minutes
W
= Wq + 1/µ
= 0.13 + 2
= 2.13 minutes
Average time a car is in the system is 2.13 minutes.
Average number of cars in the system is,
L = λW
= λWq + λ/µ
L = λWq + λ/µ
= 0.4×0.13 + 0.4/0.5
= 0.052 + 0.8
= 0.852 cars
Average number of cars in the system is 0.852 cars.
Average number of cars waiting in the queue is,
Lq = λWq
= 0.4×0.13
= 0.052 cars
Average number of cars waiting in the queue is 0.052 cars.
Average time a car spends waiting in the queue is,
Wq = Lq/λ
= 0.052/0.4
= 0.13 minutes
Average time a car spends waiting in the queue is 0.13 minutes.
Probability that there are no cars at the window is,
P(0) = (1 - λ/µ)
= (1 - 0.4/0.5)
= 0.2
Probability that there are no cars at the window is 0.2.
Percentage of time the serving pharmacist is busy is ,
ρ = λ/µ
= 0.4/0.5
= 0.8
Percentage of time the serving pharmacist is busy is 80%.
Probability that there are exactly 2 cars in the system is,
P(2) = ((λ/µ)^2/(1-ρ)) × P(0)
where P(0) is the probability that there are no cars at the window.
P(2)
= ((0.4/0.5)^2/(1-0.8))×0.2
= 0.64
Probability that there are exactly 2 cars in the system is 0.64.
Therefore, the probability for the given situations are,
Average time is 2.13 minutes.
Average number of cars is 0.852 cars.
Average number of cars waiting in the queue is 0.052 cars.
Average time a car spends waiting in the queue is 0.13 minutes.
Probability of no cars at the window is 0.2.
Percentage of time the serving pharmacist is busy is 80%.
Probability that there are exactly 2 cars is 0.64.
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PLEASE HELP ILL GIVE BRAINLIST!!!!!
When rolling a 6-sided die twice, determine P(sum of 6).
twelve thirty sixths
seven thirty sixths
five thirty sixths
two sixths
The value of the probability P(sum of 6) is five thirty sixths
Calculating the value of the probabilityWhen rolling a 6-sided die, there are 6 possible outcomes: {1, 2, 3, 4, 5, 6}.
The sum of two rolls can be any number between 2 (when both rolls are 1) and 12 (when both rolls are 6).
To find the probability of getting a sum of 6, we need to count how many ways we can get a sum of 6, and then divide that by the total number of possible outcomes.
We can get a sum of 6 in the following ways:
P(1,5) + P(2,4) + P(3,3) + P(4,2) + P(5,1)
Therefore, the probability of getting a sum of 6 is:
P(sum of 6) = P(1,5) + P(2,4) + P(3,3) + P(4,2) + P(5,1)
This gives
P(sum of 6) = 1/6 + 1/6 + 1/6 + 1/6 + 1/6
P(sum of 6) = 5/36
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the top-selling red and voss tire is rated 80,000 miles. in fact, the distance the tires can run until they wear out is a normally distributed random variable with a mean of 94,000 miles and a standard deviation of 7200 miles. what is the probability that a tire wears out before 80,000 miles?
the probability that a top-selling red and voss tire wears out before 80,000 miles is about 2.56%.
The student question asks about the probability that a top-selling red and voss tire, rated for 80,000 miles, wears out before reaching 80,000 miles. The tire's lifespan follows a normal distribution with a mean of 94,000 miles and a standard deviation of 7200 miles.
To find the probability, we need to calculate the z-score first. The z-score is a measure of how many standard deviations away from the mean a particular value is. We can use the following formula to calculate the z-score:
z = (X - μ) / σ
where X is the value (in this case, 80,000 miles), μ is the mean (94,000 miles), and σ is the standard deviation (7200 miles).
Calculate the z-score:
z = (80,000 - 94,000) / 7200
z = -14,000 / 7200
z ≈ -1.944
The z-score is approximately -1.944, which means the tire wearing out at 80,000 miles is about 1.944 standard deviations below the mean.
Find the probability:
Now, we can use the z-score to find the probability. We can look up the z-score in a standard normal distribution table or use a calculator with a built-in function for this purpose.
Using a standard normal distribution table or calculator, we find that the probability corresponding to a z-score of -1.944 is approximately 0.0256 or 2.56%.
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can we predict the heights of school-aged children from foot length? below is computer output from a regression analysis of this relationship for 15 randomly-selected canadian children from 8 to 15 years old, along with a residual plot. the explanatory variable is each child's foot length (in centimeters), and the response variable is the child's height (in centimeters).
The equation of the least-squares regression line based on these data is, y= 106.92 +2.044x where y =predicted height of child and x = child’s foot length.
To determine the equation of the least-squares regression line, we need to fit a linear model to the data using the method of least squares. The equation of the line can be written as:
height = intercept + slope * foot length
where the intercept and slope are the parameters we need to estimate from the data. The intercept represents the predicted height when foot length is 0, and the slope represents the change in height for each unit increase in foot length.
Substituting the values form the graph,
y= 106.92 +2.044x where y =predicted height of child and x = child’s foot length.
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--The complete question is, Can we predict the heights of school-aged children from foot length? below is computer output from a regression analysis of this relationship for 15 randomly-selected canadian children from 8 to 15 years old, along with a residual plot. the explanatory variable is each child's foot length (in centimeters), and the response variable is the child's height (in centimeters).
What is the equation of the least-squares regression line based on these data? Define any parameters used.--
In July of 1999, an individual bought several leaded containers from a metals recycler and found two of them labeled "radioactive.
Suppose 6 grams of iodine-131 is stored in January. The mass y (in grams) that remains after 7 days is given
How much of the substance is left in July, after 180 days have passed?
About 0.331 grams of the substance is left after 180 days have passed.
The decay of iodine-131 can be modelled by the equation:
[tex]y(t) = y0 * e^(-kt)[/tex]
where y0 is the initial mass, t is time in days, and k is the decay constant.
We are given that y(7) = 6 grams, so we can plug in these values and solve for k:
[tex]6 = y0 * e^(-7k)\\y0 = 6 / e^(-7k)[/tex]
We are also given that 180 days have passed, so we can use the equation to find y(180):
[tex]y(180) = y0 * e^(-k*180)[/tex]
Substituting y0 from the previous equation:
[tex]y(180) = 6 / e^(-7k) * e^(-k*180)[/tex]
Simplifying:
[tex]y(180) = 6 * e^(-k*173)[/tex]
We need to find k in order to evaluate this expression. To do so, we can use the fact that the half-life of iodine-131 is about 8 days. This means that:
[tex]1/2 = e^{(-k*8)}[/tex]
Taking the natural logarithm of both sides:
[tex]ln(1/2) = -8k\\k = -ln(1/2) / 8\\k \approx 0.08664[/tex]
Substituting this value of k into the expression for y(180):
[tex]y(180) = 6 * e^(-0.08664*173)\\y(180) \approx 0.331 grams[/tex]
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Find the surface area of the triangular prism below 5ft 11ft 15 ft
The surface area of the triangular prism 5ft 11ft 15 ft is 515 sq ft.
To find the surface area of a triangular prism, we need to calculate the area of each face and then add them together.
The triangular base has dimensions of 5ft and 15ft, so its area is:
Area of triangular base = (1/2) x 5ft x 15ft = 37.5 square feet
There are two identical triangular faces, so the total area of the triangular faces is:
Total area of triangular faces = 2 x 37.5 = 75 square feet
The rectangular faces have dimensions of 5ft x 11ft and 11ft x 15ft, so their areas are:
Area of first rectangular face = 5ft x 11ft = 55 square feet
Area of second rectangular face = 11ft x 15ft = 165 square feet
There are two identical rectangular faces, so the total area of the rectangular faces is:
Total area of rectangular faces = 2 x (55 + 165) = 440 square feet
Hence, the triangular prism's total surface area is:
Total surface area = Total area of triangular faces + Total area of rectangular faces
Total surface area = 75 + 440 = 515 square feet
The triangular prism offered has a surface area of 515 square feet.
The complete question is:-
Find the surface area of the triangular prism below 5ft 11ft 15 ft
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a pizza is cut into pieces of various sizes. if adam eats one piece measuring 35 degrees and another measuring 25 degrees, how much of the pizza has he eaten?
Answer:
So Adam has eaten 1/6 of the pizza. :) ;)
Step-by-step explanation:
Assuming the pizza is cut into 8 equal pieces (which would each be 45 degrees of the total 360 degrees of the pizza), we can calculate how much of the pizza Adam has eaten with the given information.
First, we add up the angles of the two pieces Adam has eaten:
35 degrees + 25 degrees = 60 degrees
This means that Adam has eaten 60 degrees out of the total 360 degrees of the pizza. To convert this to a fraction, we divide 60 by 360:
60 / 360 = 1/6
So Adam has eaten 1/6 of the pizza.
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Simplifying the fraction by dividing both the numerator and denominator by 7: 7/42 = (1 × 7)/(6 × 7) = 1/6Hence, Adam has eaten 1/6 or 7/42 of the pizza.
Let's begin with the solution by calculating the fraction of the pizza that has been consumed:
Pizza's central angle = 360°
The central angle of Adam’s first piece = 35°
The central angle of Adam’s second piece = 25°
The total central angle of Adam's pizza pieces = 35° + 25° = 60°
The fraction of pizza was eaten by Adam = (Total central angle of Adam's pizza pieces)/(Central angle of one whole pizza)Fraction of pizza eaten by Adam = 60/360 = 1/6So,
Adam has eaten 1/6 of the pizza. Now, we can represent 1/6 as a fraction in which the numerator and denominator have the same value.
We do this by multiplying the numerator and denominator of the fraction by 7/7.
Thus, we get:1/6 = (1 × 7)/(6 × 7) = 7/42Therefore,
Adam has eaten 7/42 of the pizza.
Simplifying the fraction by dividing both the numerator and denominator by 7:7/42 = (1 × 7)/(6 × 7) = 1/6Hence, Adam has eaten 1/6 or 7/42 of the pizza.
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if there are 40 bottles in the machine when is it to be serviced, what number will go in the second column
If there are 40 bottles in the machine when is it to be serviced, 40 number will go in the second column.
Numbers are used to performing arithmetic calculations. Examples of numbers are natural numbers, whole numbers, rational and irrational numbers, etc. 0 is also a number that represents a null value.
A number has many other variations such as even and odd numbers, prime and composite numbers.
To determine the number that will go in the second column, we need to understand the context of the problem.
Assuming the second column refers to the number of bottles in the machine when it should be serviced, the answer
would be 40.
The machine should be serviced when there are 40 bottles in it.
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Question
A vending machine in an office building sells bottled beverages. The machine keeps track of all changes in the number of bottles from sales and from machine refills and maintenance. This record shows the changes for every 5-minute period over one hour. The machine must be emptied to be serviced. If there are 40 bottles in the machine when it is to be serviced, what number will go in the second column in the table?
time number of bottles
8:00–8:04 -1
8:05–8:09 +12
8:10–8:14 -4
8:15–8:19 -1
8:20–8:24 -5
8:25–8:29 -12
8:30–8:34 -2
8:35–8:39 0
8:40–8:44 0
8:45–8:49 -6
8:50–8:54 +24
8:55–8:59 0
service
50 POINTS
Divide: 4x^3-3x^2+2x+1/x-1
Answer:
4x^2 + x + 3 + 4/x-1
Step-by-step explanation:
If 3 kids are jumping on the trampoline and 6 kids total can jump, how many more kids can join in on the fun?
Answer:
3 more kids
Step-by-step explanation:
Answer:
3 kids can join in on the fun.
Step-by-step explanation:
Total number of kids who can jump on the trampoline = 6
Kids jumping currently = 3
Therefore, The number of kids who can join the fun will be the difference of the total number of kids who can jump on the trampoline and kids jumping currently.
= 6 - 3
= 3
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what is .55 repeating as a fraction
Answer:
55/99
Step-by-step explanation:
To express 0.55 repeating as a fraction, we can use the following steps:
Let x = 0.55 repeating
Multiplying both sides by 100 to eliminate the repeating decimal gives:
100x = 55.55 repeating
Subtracting the left-hand side (100x) from the right-hand side (55.55 repeating) gives:
99x = 55
Dividing both sides by 99 yields:
x = 55/99
Therefore, 0.55 repeating can be expressed as the fraction 55/99.
which of these questions can be answered directly with statistical reasoning (using science) when designing your experiment. group of answer choices what response to measure? are the treatments really causing different outcomes? how many observations do i need? which treatment to apply? which combinations of factors? how do we control for other factors?
The questions can be answered directly with statistical reasoning are: how many observations do I need?, how do we control for other factors? option C and F.
Statistical reasoning entails considering and comprehending uncertainty as well as creating mental models to represent important features of occurrences that occur in the actual world. Students should be able to create questions about data and decide what data they need to answer these questions as they reason with this uncertainty. They then compile, arrange, analyse, and present this material in order to summarise and draw conclusions that will aid in resolving their queries.
The capacity to apply models that quantify significant features of data that might contain uncertainty, noise, and mistake allows students to reason about and debate what data means when they are competent in statistical and probabilistic reasoning.
The context of the data or events can affect both statistical and probabilistic reasoning. Furthermore, the calibre of students' statistical reasoning may be impacted by their past information, views, and any misperceptions they may have regarding chance or uncertain circumstances.
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Please help! Urgent!
Answer:
x = 10
Step-by-step explanation:
using the cosine ratio in the right triangle and the exact value
cos60° = [tex]\frac{1}{2}[/tex] , then
cos60° = [tex]\frac{adjacent}{hypotenuse}[/tex] = [tex]\frac{5}{x}[/tex] = [tex]\frac{1}{2}[/tex] ( cross- multiply )
x = 5 × 2 = 10
HOW CAN I SOLVE THIS ASAP?? ( looking for surface area)
Answer: 125
Step-by-step explanation: First you need to find the surface area of triangles which the equation to find it is 1/2(base x height).
1/2(10x5) = 25
Then because there are 4 sides alike you multiply it by 4 which would be 100
In order to find the surface of a square which is relatively easy you would do 5x5 which is 25.
The last step is to add both numbers together which would leave us to your answer 125 I really hope this helped!!
Complete the following steps on the graph:
1) Draw the line x = -3 in black
2) Reflect ABC over the line x = -3 (draw on the graph in blue)
3) Translate A'B'C' by the directed line segment from (0,0) to (4,1) (draw on the graph in red)
The lengths of nails produced in a factory are normally distributed with a mean of 3.15 centimeters and a standard deviation of 0.08 centimeters. Find the two lengths that separate the top 10% and the bottom 10%. These lengths could serve as limits used to identify which nails should be rejected. Round your answer to the nearest hundredth, if necessary.
The two lengths that separate the top 10% and the bottom 10% are 3.25 cm and 3.04 cm.
What is z-score?This is used to measure how different an individual data point is from the mean of the data set and is a helpful tool when comparing data points to each other.
To find the two lengths, we start by finding the z-scores that correspond to the top 10% and the bottom 10%. The z-score for the top 10% is 1.28 and the z-score for the bottom 10% is -1.28. We then use these z-scores to find the two lengths.
To find the two lengths, we use the following formula:
length = mean + (z-score * standard deviation)
For the top 10%:
length = 3.15 + (1.28 * 0.08)
length = 3.25 cm
For the bottom 10%:
length = 3.15 + (-1.28 * 0.08)
length = 3.04 cm
Therefore, the two lengths that separate the top 10% and the bottom 10% are 3.25 cm and 3.04 cm.
These lengths could serve as limits used to identify which nails should be rejected.
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Find the value of x.
The value of angle x in the intersecting chords is determined as 146⁰.
What is the value of angle x?
The value of angle x is determined by applying intercepting chord theorem for tangent angle at circumference of a circle.
The intercepting chord theorem, also known as the tangent chord theorem, states that when a tangent line intersects a chord of a circle at a point on the chord, then the measure of the angle formed by the tangent line and the chord is equal to half the measure of the intercepted arc (the arc that lies between the endpoints of the chord).
So if the tangent angle = 73⁰, the arc angle X = 2(73) = 146⁰
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From Monday to Thursday, the depth of a snowdrift changed by -8 inches. From Thursday to Friday, the depth changed by half as much. What is the change in the depth of the snowdrift from Thursday to Friday?
Please help with full explanation + answer!
Step-by-step explanation:
Let's start by representing the change in depth of the snowdrift as negative, since it decreased by 8 inches over the first four days.
Change from Monday to Thursday = -8 inches
Now we need to find the change in depth from Thursday to Friday. We're told that the depth changed by half as much as it did from Monday to Thursday. So we can start by finding half of -8 inches:
Half of -8 inches = (-8)/2 = -4 inches
Therefore, the change in depth from Thursday to Friday is -4 inches.
To summarize:
Change from Monday to Thursday = -8 inches
Change from Thursday to Friday = -4 inches
exercise 4.33. in a call center the number of received calls in a day can be modeled by a poisson random variable. we know that on average about 0.5% of the time the call center receives no calls at all. what is the average number of calls per day?
The average number of calls per day is approximately 5.298 calls.
To solve this problem, we'll first use the information given about the probability of receiving no calls (0.5%) and the Poisson distribution formula to find the average number of calls per day (λ).
Step 1: Convert the percentage of no calls into a decimal.
0.5% = 0.005
Step 2: Use the Poisson distribution formula for the probability of receiving no calls (k = 0).
P(X = 0) = (e^(-λ) * λ^0) / 0! = 0.005
Step 3: Simplify the equation.
(e^(-λ) * 1) / 1 = 0.005
Step 4: Solve for λ.
e^(-λ) = 0.005
-λ = ln(0.005)
λ = -ln(0.005)
Step 5: Calculate the average number of calls per day.
λ ≈ 5.298
So, the average number of calls per day is approximately 5.298 calls.
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What are the magnitude and direction of w = ❬–9, –19❭? Round your answer to the thousandths place. ||w|| = 25.298; θ = 64.654° ||w|| = 21.024; θ = 244.654° ||w|| = 18.047; θ = 25.346° ||w|| = 5.099; θ = 205.346°
The magnitude of w is approximately 25.298 and its direction is approximately 64.654 degrees counterclockwise from the positive x-axis.
What do you mean by term Magnitude ?In the context of vectors, the term "magnitude" refers to the size or length of a vector. It is a scalar value that represents the distance between the initial point and the terminal point of the vector in a geometric space.
The size W = ❬–9, –19❭ is obtained from the formula:
||w|| = square((-9)² (-19)²) = square(81+361) = square(442) ≈ 25.298
Therefore ||w|| is approximately 25.298.
The direction of W measured counterclockwise from the positive x-axis is given by the following formula:
θ = arctan (-19/-9) ≈ 64.654°
Therefore, the direction of w is approximately 64.654°.
Therefore the answer is: ||w|| = 25.298; 6 = 64.654°.
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Please show working out
The line passes through the point (2, 11).
How does this give you the equation 11 = 6 + k?
Thus, using the slope intercept form of for the equation of line: equation 11 = 6 + k can be written as: 11 = 2*3 + k.
Explain about the equation of line:Every equation that describes the slope and at least one point on a line is said to be the equation of that line.
The point-slope equation can be solved if we have the slope as well as the coordinates of a single point on a line.Typically, an equation's slope-intercept form is represented as y=mx+b. B is the y-intercept, or mx1-y1 in this case.We can bypass point-slope form and directly enter the numbers into the slope-intercept equation if the observed point of such an equation is the y-intercept. If not, we must enter the numbers into point-slope, solve for y, and then transform the data into slope-intercept form.
Given data:
Passing point (2,11)
Equation of line:
11 = 6 + k
11 = 2*3 + k ...eq 1
The standard equation of line in slope intercept form is:
y = mx + c
In which, m is the slope and c is the y-intercept.
The given passing points must satisfy the line. So, putting the values in standard form.
11 = 2m + c ...eq 2
Comparing the eq 1 and 2
slope m = 3 and c = k.
Thus, using the slope intercept form of for the equation of line: equation 11 = 6 + k can be written as: 11 = 2*3 + k.
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what is the equivalent of 12 to the power of 4?
Answer:
20736
Step-by-step explanation:
12*12*12*12=20736
do these data provide convincing evidence that there is a linear relationship between length of courtship and length of marriage? perform the appropriate significance test to support your conclusion.
Scatterplot: We can see that there is a linear relationship between length of courtship and length of marriage. The higher the courtship the longer the marriage.
A scatter chart is a graphical or mathematical plot for data that uses Cartesian coordinates to display the results of two variables, usually. An additional difference may occur if the content is encoded. The data is displayed as a collection of points, and at each point the value of one variable increases to determine the position on the horizontal axis, and the value among other variables determines the position of the vertical axis.
Scatter plots can be used when one continuous variable is under the experimenter's control and the other is independent of it, or when both continuous variables are independent. If there are increasing and/or decreasing processes, they are called uncontrolled or independent variables and are usually plotted along the horizontal axis. The index or dependent variable is usually plotted along the vertical axis. If there is no difference, you can plot the two variables on two axes, and the scatter plot shows the relationship (not the reason) between the two variables.
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Rita sells boxes of cookies for $10 each. John sells boxes of cookies for $8 each. Each of them sold the same dollar amount. What was the dollar amount each of them sold?
This result doesn't make sense in the context of the problem, so it's likely that there was a mistake in the problem setup or in the information given.
What is Algebraic expression ?
An algebraic expression is a mathematical phrase that can include numbers, variables, and operators (such as addition, subtraction, multiplication, and division), as well as grouping symbols like parentheses.
Let's assume that they both sold a total of $x.
Since Rita sold each box of cookies for $10, she must have sold x/10 boxes.
Likewise, since John sold each box for $8, he must have sold x/8 boxes.
We know that they both sold the same dollar amount, so we can set their two sales expressions equal to each other and solve for x:
x/10 = x/8
Multiplying both sides by the least common multiple of 10 and 8, which is 40:
4x = 5x
Subtracting 4x from both sides:
x = 0
Therefore, This result doesn't make sense in the context of the problem, so it's likely that there was a mistake in the problem setup or in the information given.
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consider the toss of four coins. there are 24 possible outcomes of a single toss. develop a histogram of the number of heads (one side of the coin) that can appear on any toss. does it look like a normal distribution? should this be expected? what is the probability that three heads will appear on any toss?
From the histogram, we can see that there are 4 outcomes in which three heads appear. Therefore, the probability that three heads will appear on any toss is 4/16 = 0.25.
Consider the toss of four coins. There are 24 possible outcomes of a single toss. Develop a histogram of the number of heads (one side of the coin) that can appear on any toss. Does it look like a normal distribution? Should this be expected? What is the probability that three heads will appear on any toss?Solution:When four coins are tossed, there are 16 possible outcomes.
Each outcome has an equal probability of 1/16 of occurring. A histogram of the number of heads that can appear on any toss is shown below:Based on the histogram, the probability of getting 0 heads or 4 heads is 0.375, while the probability of getting 1 head or 3 heads is 0.25, and the probability of getting 2 heads is 0.125.
The histogram does not look like a normal distribution. This is because a normal distribution has a bell-shaped curve, which is not the case with this histogram. This is because there are a finite number of possible outcomes, and the probabilities of these outcomes are not normally distributed.
Thus, the histogram is not expected to look like a normal distribution .The probability that three heads will appear on any toss is the sum of the probabilities of the outcomes in which three heads appear.
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