g two roommates take the bus to campus. there are two types of busses: local and express. the number of busses that arrive in an hour is poisson distributed with mean of 20. twenty-five percent of busses are express and seventy-five percent are local. the type of bus is independent. express busses take 16 minutes and local busses take 28 minutes. the first roommate always takes the first bus to arrive. the second roommate takes the first express bus to arrive. what is the difference between the expected total time for the trip (waiting and travel) for the first roommate and the second roommate.

There are 8 coins.

In my bag, one coin is worth $50. The rest are worth $10. The average value of all the coins in my bag is $15. How many coins are in my bag?

Let's say that there are x $10 coins in the bag. Then, the total value of these coins would be 10x.

We also know that there is one $50 coin in the bag, so the total value of all the coins in the bag is 10x + 50.

The average value of all the coins in the bag is $15, so we can set up the following equation:

(10x + 50)/(x + 1) = 15

Multiplying both sides by x+1, we get:

10x + 50 = 15(x + 1)

Expanding the right side, we get:

10x + 50 = 15x + 15

Subtracting 10x and 15 from both sides, we get:

35 = 5x

Solving for x, we get:

x = 7

So there are 7 $10 coins in the bag and 1 $50 coin, for a total of 8 coins in the bag.

A game that uses exponent rules and scientific notation on paper are given below as exponent explorer.

We have,

A game that incorporates exponent rules and scientific notation:

Title: Exponent Explorer

Objective: The goal of the game is to become an "Exponent Explorer" by solving a series of challenges related to real-world phenomena that involve exponent rules and scientific notation.

Materials: Pencils, paper, and a list of challenges.

Instructions:

The game is played in rounds, with each round consisting of a challenge.

Before starting the game, explain the exponent rules and scientific notation to the players, and provide examples of how they are used in real-world phenomena.

Start the first round by presenting a challenge to the players. Each challenge should involve a real-world phenomenon, such as the size of the universe, the speed of light, or the population of a city. The challenge should require players to use exponent rules and/or scientific notation to solve a problem related to the phenomenon.

Players work individually or in teams to solve the challenge. They must show their work and write their answer in scientific notation.

After a set amount of time, reveal the correct answer and award points to the players or teams that solved the challenge correctly.

The number of points awarded can vary based on the difficulty of the challenge.

Play additional rounds with new challenges, and continue awarding points.

The player or team with the most points at the end of the game is the winner and becomes an "Exponent Explorer."

Example Challenge:

Challenge:

The population of New York City is approximately 8,336,817.

Write this number in scientific notation, and then determine how many times larger it is than the population of San Francisco, which is approximately 883,305.

Solution:

8,336,817 = 8.336817 x 10^6

To find how many times larger New York City's population is than San Francisco's, divide the two numbers:

8,336,817 / 883,305

= 9.44

New York City's population is approximately 9.44 times larger than San Francisco's population.

Thus,

A game that uses exponent rules and scientific notation on paper is given above.

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Answer:

D

Step-by-step explanation:

(my trick to calculate percentage) to calculate 1% of 70 we do 70/100= 0.7, then we multiply 0.7 with the percent which is 80, so 0.7*80=56

therefor the answer is 56!

Answer:

D. 56

Step-by-step explanation:

80% can also be said as 80/100 and then multiply that with the total value of the thing you need to find.

So in this case its 70.

Now 70x(80/100) [remember the BODMAS rule] solve the bracket first.

80/100 = .8 x 70 = 56

hence the option D

The area of the shaded square is 4 square centimeters, and the radius of the circle is approximately 1.41 cm.

To find the area of the shaded square and the radius of the circle, we will follow these steps:
Step 1: Identify the dimensions of the square.
From the student question, we know that the square has sides of 2 cm each.
Step 2: Find the area of the square.
The area of a square can be calculated using the formula:

Area = side × side.
In this case, the area of the square is:

2 cm × 2 cm = 4 square centimeters.
Step 3: Find the diagonal of the square.
The diagonal of a square can be found using the Pythagorean theorem:

diagonal² = side² + side².
In this case, the diagonal² = 2 cm² + 2 cm² = 4 cm² + 4 cm² = 8 cm².
Taking the square root of both sides, we get: diagonal = √8 cm ≈ 2.83 cm.
Step 4: Find the radius of the circle.
Since the circle is inscribed in the square, its diameter is equal to the diagonal of the square.

Thus, the radius of the circle is half the diagonal.
Radius = diagonal ÷ 2 ≈ 2.83 cm ÷ 2 ≈ 1.41 cm.

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The angles with a common reference angle of 340° are:

To find an angle in each quadrant with a common reference angle of 340°, we need to determine the reference angle of 340° and then find angles in each quadrant with that same reference angle.

The reference angle of 340° is found by subtracting the nearest multiple of 360°, which is 0°, from 340°. Therefore, the reference angle of 340° is 20°.

Quadrant I:

To find an angle in quadrant I with a reference angle of 20°, we simply take the reference angle itself, which is 20°.

Quadrant II:

To find an angle in quadrant II with a reference angle of 20°, we need to add the reference angle to 180°, which gives us 200°.

Quadrant III:

To find an angle in quadrant III with a reference angle of 20°, we need to subtract the reference angle from 180°, which gives us 160°.

Quadrant IV:

To find an angle in quadrant IV with a reference angle of 20°, we need to subtract the reference angle from 360°, which gives us 340° (which is the original angle we started with).

Therefore, the angles in each quadrant with a common reference angle of 20° are:

The complete question is:-

Find an angle in each quadrant with a common reference angle with 340°, from 0°≤θ<360°

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Answer:

a) [tex] \frac{4}{5} [/tex]

b) [tex] \frac{3}{35} \: \: larger[/tex]

.

Step-by-step explanation:

Given:

[tex] \frac{4}{5} \: and \: \frac{5}{7} [/tex]

a) In order to find the larger fraction, we have to make their denominator the same (it's 35 (multiply both fractions' denominators) in this case)

[tex] \frac{4 \times 7}{35} = \frac{28}{35} [/tex]

[tex] \frac{5 \times 5}{35} = \frac{25}{35} [/tex]

[tex] \frac{28}{35} > \frac{25}{35} [/tex]

.

b) In order to find how much larger it is, we have to subtract the smaller fraction from the larger one (find the difference):

[tex] \frac{28}{35} - \frac{25}{35} = \frac{3}{35} [/tex]

Answer:

1) x = 6

2) x = 2√10 = 6.3

3) z = 19

4) x = 1

Step-by-step explanation:

1)

[tex]10x = 5(12)[/tex]

[tex]10x = 60[/tex]

[tex]x = 6[/tex]

2)

[tex] {x}^{2} = 10(4)[/tex]

[tex] {x}^{2} = 40[/tex]

[tex]x = 2 \sqrt{10} = 6.3[/tex]

3)

[tex](14 + 4)(14) = (z + 9)(9)[/tex]

[tex]18(14) = 9(z + 9)[/tex]

[tex]2(14) = z + 9[/tex]

[tex]28 = z + 9[/tex]

[tex]z = 19[/tex]

4)

[tex]2(4) = 8x[/tex]

[tex]8 = 8x[/tex]

[tex]x = 1[/tex]

The UCR (Uniform Crime Reporting) is B. not a truly reliable measure.

The UCR is a program established by the FBI in 1930 to collect and analyze crime statistics from law enforcement agencies across the United States. Although it provides useful data and insights into crime trends, it is not without its limitations. One significant issue with the UCR is that it relies on voluntary reporting from law enforcement agencies, meaning that some areas may not provide complete or accurate data. This can lead to an underrepresentation of certain crimes or inconsistencies in reporting across jurisdictions.

Another limitation is that the UCR only includes reported crimes, excluding any unreported criminal activity. This means that the data does not necessarily provide a comprehensive picture of all crimes occurring in a given area. Additionally, the UCR uses a hierarchy rule, meaning that if multiple crimes are committed during a single incident, only the most severe crime is counted. This can result in an undercounting of less severe but still significant crimes.

In summary, although the UCR provides valuable information on crime trends and patterns, it is not a truly reliable measure due to its reliance on voluntary reporting, exclusion of unreported crimes, and hierarchy rule. Therefore, the correct option is B.

The question was incomplete, Find the full content below:

it is fair to say that the ucr is: group of answer choices

A. A mutually exclusive measure

B. Not a truly reliable measure

C. An exhaustive measure

D. All of the above

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Answer:

Step-by-step explanation:

(-3,4)

Answer:

La probabilidad de sacar dos cartas rojas sin reemplazo de una baraja con 10 cartas rojas, 4 cartas azules y 2 cartas amarillas es 3/8 o 0.375.

Step-by-step explanation:

1. Determina la probabilidad de sacar una carta roja del mazo:

P(Rojo) = Número de Tarjetas Rojas / Número Total de Tarjetas

P(Rojo) = 10 / (10 + 4 + 2)

P(Rojo) = 10 / 16

P(Rojo) = 5 / 8

2. Determine la probabilidad de sacar una segunda tarjeta roja después de sacar la primera carta. Como ya se sacó una carta roja, solo quedan 9 cartas rojas en el mazo, y el número total de cartas restantes es 15:

P(Roja en el segundo sorteo) = Número de tarjetas rojas restantes / Total de tarjetas restantes

P (Rojo en el segundo sorteo) = 9 / 15

3. Multiplique la probabilidad de sacar una tarjeta roja por la probabilidad de sacar una segunda tarjeta roja después de sacar la primera para obtener la probabilidad de sacar dos tarjetas rojas sin reemplazo:

P(Dos tarjetas rojas) = ​​P(Roja) * P(Roja en el segundo sorteo | Roja en el primer sorteo)

P(Dos tarjetas rojas) = ​​(5/8) * (9/15)

P(Dos tarjetas rojas) = ​​3/8 o 0,375

Por lo tanto, la probabilidad de sacar dos cartas rojas sin reemplazo del mazo es 3/8 o 0.375.

a. ln 7 = y in exponential equation is e^y = 7

b. e² = x in logarithm function is log x base e = 2

What is exponential and logarithmic function?

An exponential function is a mathematical function used to calculate the exponential growth or decay of a given set of data.

The logarithmic function is an inverse function to exponentiation. The logarithmic function is defined as. For x > 0 , a > 0, and a ≠1, y= loga x if and only if x = a^y

Therefore,

ln 7 = y

using inverse of ln

7 = e^y

and;

e² = x

using logarithm function as inverse

log x base e = 2.

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The area of the shaded portion as shown in the diagram is 118.74 ft².

Area is the region bounded by a plane shape.

To calculate the area of the shaded portion, we use the formula below

Formula:

Where:

From the diagram,

Given:

Substitute these values into equation 1

Hence, the area of the shaded portion is 118.74 ft².

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The appropriate null hypothesis for this study is that there is no significant difference between the mean weight of U.S. adults before and after the Thanksgiving holiday period.

The null hypothesis is a statement that there is no significant difference between two groups being compared. In this case, the two groups are the weight of U.S. adults before and after the Thanksgiving holiday period. The null hypothesis assumes that there is no significant difference between these two groups.

To test this hypothesis, the researchers will collect data on the weight of U.S. adults before and after Thanksgiving and compare the mean weight of the two groups. If the mean weight after Thanksgiving is significantly different from the mean weight before Thanksgiving, the null hypothesis will be rejected, and the researchers can conclude that there is strong evidence that the weight of U.S. adults changes between Thanksgiving and January.

Therefore, the appropriate null hypothesis for this study is that there is no significant difference between the mean weight of U.S. adults before and after the Thanksgiving holiday period.

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Answer:

16/25

Step-by-step explanation:

64/100 which simplifies to 16/25 if the asked for the simplified answer

Answer:

1/21

Step-by-step explanation:

you do 1/7 divided by 3, because she distributes 1/7 liters of juice to 3 students. We can infer that its dividing because it says distribute.

Answer:

1 3/5

Step-by-step explanation:

[tex](2\frac{2}{3} )(\frac{3}{5})= (2\frac{10}{15})( \frac{9}{15} )= (\frac{40}{15} )( \frac{9}{15} )= \frac{360}{225}[/tex]

Divide by 45 to simplify

[tex]\frac{8}{5} = 1\frac{3}{5}[/tex]

Rounding to the nearest whole number, the previous number of Covid patients before 2 hours was 39,991.

A population's growth rate gauges how much a quantity's worth has increased in percentage terms.

To find the number of Covid patients before 2 hours, we need to apply the 5% growth rate for 2 hours to the current number of patients (44,100 at 8:00 am).

First, we can find the growth factor by adding 1 to the percentage growth rate expressed as a decimal:

1 + 0.05 = 1.05

Next, we can raise the growth factor to the power of the number of hours of growth:

1.05² = 1.1025

Finally, we can divide the current number of patients by the growth factor to find the previous number of patients:

44,100 / 1.1025 = 39,990.91

Rounding to the nearest whole number, the previous number of Covid patients before 2 hours was 39,991.

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y = 3x + 6 is the equation of the line with gradient 3 and passing through the point (-1,3).

The equation of a straight line with gradient m and passing through the point (x₁, y₁) is given by:

y - y₁ = m(x - x₁)

In this case, we have a gradient of m = 3 and a point (x₁, y₁) = (-1, 3). Plugging in these values, we get:

y - 3 = 3(x - (-1))

Simplifying this equation, we get:

y - 3 = 3x + 3

Adding 3 to both sides, we get:

y = 3x + 6

Therefore, the equation of the line with gradient 3 and passing through the point (-1,3) is y = 3x + 6.

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Answer:

42 students would be expected to pick an orange

Answer:

12.74

Step-by-step explanation:

To find the diameter of a circle with a given circumference, you can use the formula:

Circumference = π x diameter

where π (pi) is a mathematical constant approximately equal to 3.14159.

In this case, the circumference is given as 40. So we can rearrange the formula to solve for the diameter:

diameter = Circumference / π

Substituting the given values, we get:

diameter = 40 / π

To get the answer to the nearest hundredth, we can use a calculator or estimate π to a few decimal places. Let's use π ≈ 3.14.

diameter = 40 / 3.14

diameter ≈ 12.74

Therefore, the diameter of the circle to the nearest hundredth is approximately 12.74.

Step-by-step explanation:

Circumference = pi  * d

circumference / pi = d  =  40 / pi = 12.73 units

The value for x is 10. The solution has been obtained by using the triangle similarity theorem.

What is triangle similarity theorem?

The triangle that comes from the intersection of two sides of a triangle by a segment parallel to one of the sides is equivalent to the original triangle, and the segment that splits the two sides it intersects is proportionate.

In the given figure, a line is parallel to the base of the triangle.

So, as per triangle similarity theorem, the other sides are proportional to each other.

From this, we get

⇒ [tex]\frac{12}{x}[/tex] = [tex]\frac{18}{15}[/tex]

Now, we will solve the equation for x to obtain the required value.

On solving, we get

⇒ 18x = 12 * 15

⇒ 18x = 180

⇒ x = 10

Hence, the value of x is 10.

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H1 is a treatment that affects the patient's memory. Alternative hypothesis H1 indicates that the treatment affected the patient's memory.

To test this hypothesis, the researcher should compare the test result to the population mean of 50. Researchers will use a one-tailed t-test with a significance level of 0.01.

If the calculated t-value is greater than the critical value, the null hypothesis is rejected and the alternative hypothesis is accepted.

To perform a t-test, the researcher must calculate the mean, standard deviation, and t-value of the patient's test scores. The average is calculated by dividing the sum of the test scores by the number of test scores. The standard deviation is calculated as the square root of the sum of the squared deviations from the mean divided by the number of test scores minus one.

The t-value is calculated by dividing the difference between the mean of the patient's test scores and the population mean by the standard deviation of the patient's test scores, multiplied by the square root of the number of test scores.

If the calculated t-value is greater than the critical value, you can reject the null hypothesis and accept the alternative hypothesis that the treatment did indeed affect the patient's memory.

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The function representing the car's value after t years is V(t) = [tex]$10,000 \times (1 - 0.4231)^4t[/tex]. The percentage rate of change per quarter is approximately 57.69%.

[tex]V(t) = $10,000 \times 0.2835^t[/tex]

To represent the value of the car after t years, we can use the following formula:

V(t) = V(0)  x (1 - r)⁴t

where V(0) is the car's initial value ($10,000), r is the quarterly rate of change, and t is the number of years.

To find the quarterly rate of change, we can use the annual rate of change of 18%:

r = (1 - 0.18)^(1/4)

r ≈ 0.4231

Therefore, the function to represent the value of the car after t years is:

[tex]V(t) = $10,000 \times (1 - 0.4231)^4t\\V(t) = $10,000 \times 0.2835^t[/tex]

To determine the percentage rate of change per quarter, we can use the formula:

q = (1 - r) x 100%

q = 57.69%

Therefore, the percentage rate of change per quarter is approximately 57.69%.

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t-value (-4.38) is greater than the absolute value of

the critical t-value (1.990), we can reject the null hypothesis and conclude

that there is convincing evidence that the mean reading level for health-

related pages differs for Wikipedia and WebMD.

To test if there is convincing evidence that the mean reading level for

health-related pages differs for Wikipedia and WebMD, we can use a

two-sample t-test.

Let's set up the null and alternative hypotheses:

Null hypothesis: The mean reading level for health-related pages is the

same for Wikipedia and WebMD (μ1 = μ2)

Alternative hypothesis: The mean reading level for health-related pages

differs for Wikipedia and WebMD (μ1 ≠ μ2)

We will use a significance level of 0.05, which means that we are willing

to accept a 5% chance of making a Type I error (rejecting the null

hypothesis when it is actually true).

We can use the following formula to calculate the test statistic:

t = (x_1 - x_2) / (s_pool × √(2/n))

Where:

x_1 and x_2 are the sample means

s_pool is the pooled standard deviation, calculated as:

[tex]\sqrt{ (((n1-1)\timess1^2 + (n2-1)\timess2^2) / (n1+n2-2))}[/tex]

n is the sample size for each group

Plugging in the values, we get:

x1 = 26.2

x2 = 43.6

s1 = 14.2

s2 = 19.9

n1 = n2 = 40

s_pool = [tex]\sqrt{(((40-1)\times14.2^2 + (40-1)\times19.9^2) / (40+40-2))} = 17.0[/tex]

t = (26.2 - 43.6) / (17.0 × √(2/40)) = -4.38 (rounded to two decimal places)

Looking up the critical t-value with degrees of freedom = 78 (df = n1 + n2 - 2), and a significance level of 0.05, we get:

t_critical = ±1.990

Since our calculated t-value (-4.38) is greater than the absolute value of

the critical t-value (1.990), we can reject the null hypothesis and conclude

that there is convincing evidence that the mean reading level for health-

related pages differs for Wikipedia and WebMD.

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Two clusters can be seen in the scatterplot, and their factors are connected. Y increases, but the growth is gradual, as x increases in the bottom one. As x rises in the upper cluster, y rises as well, but more quickly.

A collection of points plotted on a horizontal and vertical axis is known as a scatter plot. Because they can display the degree of link, if any,between the values of measured quantities or phenomena, scatter plots are crucial in statistics. Scatter graphs are used for showing data points on an axis that is vertical and horizontal to show how much one element influences another.

Data visualisation that demonstrates the connection between various variables is known as a scatter plot. To show this data, different components of information are positioned between an x- and y-axis. This type of data visualisation takes its name from the way that each of the information points appears to be "spread" across the graph.

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The complete question attached below,

The penny will fall from distance of 232 feet during the 8th second only, as it falls 960 feet in the first 8 seconds, but 728 feet in the first 8 seconds.

The distance the penny falls each second is increasing by 32 feet (16 feet + 32 feet = 48 feet, 48 feet + 32 feet = 80 feet, and so on). Therefore, during the 8th second, the distance it will fall is:

16 + 48 + 80 + ... + (8 - 1) * 32 feet

Using the formula for the sum of an arithmetic sequence, we get:

(8 / 2) * (16 + (8 - 1) * 32) feet

= 4 * (16 + 7 * 32) feet

= 4 * 240 feet

= 960 feet

So the penny will fall 960 feet during the first 8 seconds. However, we need to subtract the distance it fell during the first 7 seconds to find the distance it fell during the 8th second only. The total distance it fell during the first 7 seconds is:

16 + 48 + 80 + ... + (7 - 1) * 32 feet

= (7 / 2) * (16 + (7 - 1) * 32) feet

= 3.5 * (16 + 6 * 32) feet

= 3.5 * 208 feet

= 728 feet

Therefore, the penny will fall 960 - 728 = 232 feet during the 8th second only.

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let us consider x as the number of stools and y be the number of recliners

therefore, total seats [tex]\leq[/tex] 50

= x + y [tex]\leq[/tex] 50

then, owner wants a least 20 of the seats to  be stools

x [tex]\geq[/tex] 20

the rest are the number of recliners.

the equation of inequality is x + y [tex]\leq[/tex] 50

x + y =50

if x = 0 and y = 50

if y = 0 and x = 50

therefore the joining points are (0, 50) and ( 50, 0) in the coordinate plan

0+0 [tex]\leq[/tex] 50

then the shaded region will contain the origin

Graphing of x [tex]\geq[/tex] 20

shading the region left side x = 20

Hence, number of materials can never be negative.

therefore,

x [tex]\geq[/tex] 0 and y [tex]\geq[/tex] 0

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a) The probability of 6 is 1/3.

b) Probability of sum of an even numbers = 1/2.

c) Probability of getting a 2 on at least one dice = 11/36.

a) The ratio of good outcomes to all possible outcomes of an event is known as the probability. The number of positive results for an experiment with 'n' outcomes can be represented by the symbol x. The probability of an occurrence may be calculated using the following formula.

Probability(Event) = Positive Results/Total Results = x/n

Experiment: A trial or procedure carried out to generate a result is referred to as an experiment.

Sample Space: A sample space is the collection of all potential results of an experiment. Tossing a coin, for instance, has two possible outcomes: head or tail.

Favorable Consequence: An occurrence is deemed to have generated the desired outcome or an anticipated event if it did so.

Trial: To conduct a trial is to conduct a random experiment.

It is given to us that a die is rolled

Then, the sample space = {1,2,3,4,5,6}

We are given that it is an even number.

The, we have left with reduced sample space is {2,4,6}

Thus, the probability of 6 is 1/3.

b) So, the number of possibilities of the sum of even numbers is 18.

The probability of an event = number of favorable outcomes/ total number of outcomes.

Probability of sum of an even numbers = 18 / 36 = 1 / 2.

c) Probability of getting a 2 on at least one dice = Favorable outcomes / Total outcomes = 11 / 36 So, P (getting 2 at least on 1 dice) = 11/36.

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Answer:

To find 4% of 975, we can use the percent equation:

x = (4/100) * 975

Simplifying this expression, we get:

x = 0.04 * 975

Multiplying 0.04 and 975, we get:

x = 39

Therefore, 4% of 975 is 39.

Step-by-step explanation:

If a polynomial function has roots at x=-5 and x=√3, it means that it can be factored as follows:

h(x) = a(x+5)(x-√3)

where 'a' is a constant coefficient that represents the leading term of the polynomial function.

To find the value of 'a' and express the polynomial function in standard form, we can multiply the factors and simplify as follows:

h(x) = a(x+5)(x-√3)

h(x) = a(x^2 - √3x + 5x - 5√3)

h(x) = a(x^2 + 2x√3 - 5√3)

To find the value of 'a', we can substitute one of the given roots into the equation and solve for 'a'. Let's choose x = -5:

h(-5) = a((-5)^2 + 2(-5)√3 - 5√3)

h(-5) = a(25 - 10√3 - 5√3)

Since x=-5 is a root, h(-5) = 0. Therefore:

0 = a(25 - 15√3)

a = 0 or a = (15√3)/25 = (3√3)/5

Since the coefficient 'a' cannot be zero, the polynomial function h(x) of lowest degree in standard form is:

h(x) = (3√3/5)(x^2 + 2x√3 - 5√3)

h(x) = (3√3/5)x^2 + (6/5)√3x - 3√3

Answer:

Yes, the students' reasoning is correct. The percent of a part compared to the whole is calculated by dividing the part by the whole and multiplying the result by 100. Since the part is much less than the whole, the result of the division will be a very small number, and when multiplied by 100, it will be an even smaller number, which is the percentage.

Step-by-step explanation:

1. Divide the part by the whole to calculate the fraction that the part is of the whole.

2. Multiply the result by 100 to convert the fraction to a percentage.

3. Since the part is much less than the whole, the result of the division will be a very small number, and when multiplied by 100, it will be an even smaller number, which is the percentage.