I will mark you brainliest!!!! Which equation represents the number of tickets sold, n, at hour h?

Answer:

ummmm

Step-by-step explanation:

u already answer ur own question tho?

The alternative hypothesis for this scenario is option E) OH3 > M, which suggests that the mean list price of three bedroom homes is greater than the mean list price of four bedroom homes.

What is the mean and standard deviation?

The standard deviation is a summary measure of the differences of each observation from the mean. If the differences themselves were added up, the positive would exactly balance the negative and so their sum would be zero. Consequently, the squares of the differences are added.

Based on the question, the alternative hypothesis would be one of the following:

d) μ3 < μ4 (i.e., the mean list price of a three bedroom home is less than the mean list price of a four bedroom home)

or

e) μ3 > μ4 (i.e., the mean list price of a three bedroom home is greater than the mean list price of a four bedroom home)

Which alternative hypothesis to choose depends on the research question and the context of the problem.

Hence, The alternative hypothesis for this scenario is option E) OH3 > M, which suggests that the mean list price of three bedroom homes is greater than the mean list price of four bedroom homes.

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To create a valid matched pair test, the researcher should consider random assignment, similarity, blinding, sample size, and duration.

To create a valid matched pair test, the researcher should consider the following:

Random assignment: The pairs should be randomly assigned to the treatment and control groups to avoid bias.

Similarity: The pairs should be matched based on similar characteristics that could affect the outcome, such as age, gender, prior algebra performance, and socioeconomic status.

Blinding: The researcher should ensure that the students do not know which group they are assigned to, and the person administering the test should also be blinded to the group assignments.

Sample size: The sample size should be large enough to provide sufficient statistical power to detect a meaningful difference between the two groups.

Duration: The length of the study should be sufficient to allow for meaningful differences to occur between the groups, but not so long that other factors could interfere with the outcome.

By considering these factors, the researcher can create two groups that are well-matched and comparable, allowing for a valid matched pair test to be conducted.

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The sixth term of the arithmetic progression is 94.

An arithmetic progression is a sequence of numbers such that the difference between any two successive members of the sequence is a constant.

Let's call the first term of the arithmetic progression "a" and the common difference "d". Then the nth term of the progression can be found using the formula:

an = a + (n-1)d

We know that the sum of the first four terms is 14, so we can set up the following equation:

a + (a+d) + (a+2d) + (a+3d) = 14

We also know that the sum of the first eight terms is 108, so we can set up another equation:

a + (a+d) + (a+2d) + (a+3d) + (a+4d) + (a+5d) + (a+6d) + (a+7d) = 108

Now we can use the first equation to substitute for the first four terms of the second equation:

14 + (a+4d) + (a+5d) + (a+6d) + (a+7d) = 108

This gives us:

a + 4d = 94

So the sixth term can be found by substituting n = 6 into the first formula:

a + (6-1)d = a + 5d = 94

Therefore, the sixth term of the arithmetic progression is 94.

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Answer:

it is the abstract science of number, quantity and space, either as abstract concept

A multiplier of 1.2 means the value is multiplied or increased by a factor of 1.2.

A multiplier is a term used to represent a factor by which a value is multiplied or increased. It is a numeric value that indicates the extent of the increase or expansion of a given quantity. Multiplication by a multiplier results in scaling or changing the magnitude of the original value.

A multiplier of 1.2 indicates that a value will be increased by 20% or multiplied by a factor of 1.2. This means that when the multiplier is applied to the original value, the resulting value will be 1.2 times the original.

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Hello,

\(( \frac{1}{3} ) {}^{3} = \frac{1}{3} \times \frac{1}{3} \times \frac{1}{3} = \frac{1 {}^{3} }{3 {}^{3} } = \frac{1}{27} \)

Hi! ⋇

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

\(\sf\color{darkblue}{( \frac{1}{3}) ^{3} = \frac{1}{3} \times \frac{1}{3} \times \frac{1}{3} = \frac{1} {27} }\)

Answer:

(0, 4)

Step-by-step explanation:

The y-intercept is the y-value when x = 0.

From the graph, we see that when x = 0, y = 4.

Answer: B

Step-by-step explanation:

The probability that atleast one students is taking a language class is 0.7

Probability refers to a possibility that deals with the occurrence of random events.

The probability of all the events occurring need to be 1.

Let :

Spanish = S ; French = F ; German = G

SnFnG = 3

(SnF) only = 9 - 3 = 6

(SnG) only = 5 - 3 = 2

(FnG) only = 5 - 3 = 2

S only = 28 - (6+3+2) = 17

F only = 21 - (2+3+2) = 14

G only = 12 - (6+3+2) = 1

Student not taking any of the classes are;

(100 - (17+14+1+2+2+6+3))

100 - 45 = 55

Atleast 1 is taking a language class out of 2 selected

The probability that atleast one students is taking a language class :

(45/100 * 55/99) + (55/100 * 45/99) + (45/100 * 44/99)

= 0.7

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The required area of the parallelogram and pentagon is 91 unit² and 75 unit².

The surface area of any shape is the area of the shape that is faced or the Surface area is the amount of area covering the exterior of a 3D shape.

A parallelogram in is shown in figure 1 with the dimensions height = 7 and base = 13,
Area of the parallelogram  = 13 × 7 = 91 unit²

Now,
A pentagon is shown in figure 2,
Area of the pentagon = 5 [1/2 × height × side]
                                 = 5 [1/2 × 5 × 6]

                                 = 75 suqare units.

Thus, the required area of the parallelogram and pentagon is 91 unit² and 75 unit².

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In each scenario, the choice between mean and median as a representative measure of central tendency depends on the nature of the data and the specific context..

1. Scenario: Income distribution of a population

- If the income distribution is skewed or contains extreme values (outliers), the median would be a better representation of the central tendency. This is because the median is not influenced by outliers and provides a more robust estimate of the "typical" income level. However, if the income distribution is approximately symmetric without outliers, the mean can also be an appropriate measure.

2. Scenario: Exam scores in a class

- If the exam scores are normally distributed without significant outliers, the mean would be a suitable measure as it takes into account the value of each score. However, if there are extreme scores that deviate from the majority of the data, the median may be a better representation. This is especially true if the outliers are indicative of errors or exceptional circumstances.

3. Scenario: Housing prices in a city

- In this case, the median would be a more appropriate measure to represent the central tendency of housing prices. This is because the housing market often exhibits a skewed distribution with a few high-priced properties (outliers). The median, being the middle value when the data is sorted, is not influenced by these extreme values and provides a better understanding of the typical housing price in the city.

Ultimately, the choice between mean and median depends on the specific characteristics of the data and the objective of the analysis. It is important to consider the distribution, presence of outliers, and the context in which the data is being interpreted.

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A. The probability that one selected subcomponent is longer than 122 cm can be found by calculating the area under the normal distribution curve to the right of 122 cm. We can use the z-score formula to standardize the value and then look up the corresponding probability in the standard normal distribution table.

z = (122 - μ) / σ = (122 - 100) / 5.6 = 3.93 (approx.)

Looking up the corresponding probability for a z-score of 3.93 in the standard normal distribution table, we find that it is approximately 0.9999. Therefore, the probability that one selected subcomponent is longer than 122 cm is approximately 0.9999 or 99.99%.

B. To find the probability that the mean length of three randomly selected subcomponents exceeds 122 cm, we need to consider the distribution of the sample mean. Since the sample size is 3 and the subcomponent lengths are normally distributed, the distribution of the sample mean will also be normal.

The mean of the sample mean will still be the same as the population mean, which is 100 cm. However, the standard deviation of the sample mean (also known as the standard error) will be the population standard deviation divided by the square root of the sample size.

Standard error = σ / √n = 5.6 / √3 ≈ 3.24 cm

Now we can calculate the z-score for a mean length of 122 cm:

z = (122 - μ) / standard error = (122 - 100) / 3.24 ≈ 6.79 (approx.)

Again, looking up the corresponding probability for a z-score of 6.79 in the standard normal distribution table, we find that it is extremely close to 1. Therefore, the probability that the mean length of three randomly selected subcomponents exceeds 122 cm is very close to 1 or 100%.

C. If we want to find the probability that all three randomly selected subcomponents have lengths exceeding 122 cm, we can use the probability from Part A and raise it to the power of the sample size since we need all three subcomponents to satisfy the condition.

Probability = (0.9999)^3 ≈ 0.9997

Therefore, the probability that if three subcomponents are randomly selected, all three of them have lengths that exceed 122 cm is approximately 0.9997 or 99.97%.

Based on the given information about the normal distribution of subcomponent lengths, we calculated the probabilities for different scenarios. We found that the probability of selecting a subcomponent longer than 122 cm is very high at 99.99%. Similarly, the probability of the mean length of three subcomponents exceeding 122 cm is also very high at 100%. Finally, the probability that all three randomly selected subcomponents have lengths exceeding 122 cm is approximately 99.97%. These probabilities provide insights into the performance of the automatic machine in terms of producing longer subcomponents.

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The line with a slope of -1 is the one that is parallel to the given line.

To determine which line is parallel to the line passing through the points (-1, 2) and (5, -4), find the slope of the given line and look for other lines with the same slope.

The slope of a line  found using the formula:

slope = (change in y-coordinates) / (change in x-coordinates)

For the given points (-1, 2) and (5, -4):

slope = (2 - (-4)) / (-1 - 5)

= 6 / (-6)

= -1

So, the slope of the line passing through the points (-1, 2) and (5, -4) is -1.

Any line with a slope of -1 parallel to this line.

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Answer:

x = -1

Step-by-step explanation:

6(0.5x-1.5)+2x = -9-(x+6)

6(0.5x)+6(-1.5)+2x = -9-x-6

3x-9+2x = -x-15

5x-9 = -x-15

6x-9 = -15

6x = -6

x = -1

Plugging it back into the equation to check:

6(0.5(-1)-1.5)+2(-1) ?= -9-(-1+6)

6(-0.5-1.5)-2 ?= -9-5

6(-2)-2 ?= -14

-12-2 ?= -14

-14 = -14

Therefore, x = -1 is indeed the correct solution to the equation

whatever we do on one side of the equation we also do on the other side. to deal with the numbers with ease, expand the brackets first !

6(0. 5x − 1. 5) + 2x = −9 − (x + 6)

3x - 9 + 2x = -9 - x - 6

5x - 9 = -x - 15

6x - 9 = - 15

6x = - 6

x = -1

therefore the value that makes the equation true is x = -1

Answer:

\(y = -\frac{220}{3}x + 520\)

Step-by-step explanation:

Given

\(x = time\)

\(y = distance\)

For the first 3 hours, we have:

\((x_1,y_1) = (3,300)\)

At 6 hours, we have:

\((x_2,y_2) = (6,80)\)

Required

Express y as a function of x

First, calculate the slope:

\(m = \frac{y_2 - y_1}{x_2 - x_1}\)

This gives:

\(m = \frac{80 - 300}{6 - 3}\)

\(m = \frac{-220}{3}\)

\(m = -\frac{220}{3}\)

The equation is then calculated using:

\(y = m(x - x_1) + y_1\)

Where:

\(m = -\frac{220}{3}\)

\((x_1,y_1) = (3,300)\)

\(y = -\frac{220}{3}(x - 3) + 300\)

Open bracket

\(y = -\frac{220}{3}x + \frac{220}{3}*3 + 300\)

\(y = -\frac{220}{3}x + 220 + 300\)

\(y = -\frac{220}{3}x + 520\)

Below are some authorial techniques that can be used to create mystery, tension, or surprise in literature.

Order of events: The order in which events are presented can create a sense of mystery or suspense.

Pacing: The pace of a story can also be used to create suspense. A slow-paced story can build tension by allowing the reader to dwell on the details of a situation, while a fast-paced story can create excitement and surprise by keeping the reader guessing what will happen next.

Structure: The structure of a story can also be used to create mystery, tension, or surprise. For example, a story that is told in flashback can create a sense of mystery by revealing information about the past that is relevant to the present.

Time manipulation: The manipulation of time can also be used to create suspense.

Language: The language that an author uses can also be used to create mystery, tension, or surprise. For example, an author might use vague or ambiguous language to create a sense of mystery, or use strong language to create a sense of tension or surprise.

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The student's math score of 590 is equal to the average math score of students who have the same verbal score of 600.

The verbal and math scores are positively correlated with a correlation coefficient of 0.65. The student's verbal score of 600 corresponds to a z-score of 1.5, indicating that it is 1.5 standard deviations above the mean verbal score of 450. Similarly, the student's math score of 590 corresponds to a z-score of approximately 1.5, which means it is also 1.5 standard deviations above the mean math score of 425.

Since the z-scores for both the verbal and math scores are the same (approximately 1.5), we can conclude that the student's math score of 590 is equal to the average math score of students who have the same verbal score of 600. This suggests that the student's performance in math is consistent with what is expected based on their verbal score.

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Answer:

Answer: Level 1 - 50,000

Level 2 - 52,500

Level 3 - 55,125

Level 4 - 57,881

Level 5 - 60,775

Step-by-step explanation:

Level 1 population will be  50,000

Level 2 population will be  52,500

Level 3 population will be  55,125

Level 4 population will be  57,881

Level 5 population will be  60,775

What is a product?

Merging objects and identifying them since one big bunch is done through addition. In arithmetic, addition is the technique of adding two or more integers together. Product can meet are the quantities that are included, and the outcome of the operation, or the final response.

The zombies would be 50,000 * 5% if Gavin were level 1, and 50,000 * (5% * 2) if Gavin were level 2, which would be equivalent to 50,000 * 10%. Gavin calculates the number of zombies by multiplying the player's stage by 5%, which equals 50,000 * 5%x Initial Density of Zombie.

The population of the 2 level is

50000 + (50000 * 5%)

50000 + 2500 = 52500

The population of 3 levels is

52500 + (52500 * 5%)

= 55,125

The population of 4 levels is

55,125 + (55,125 * 5% )

=  57,881

The population of 5 level is

57,881 + ( 57,881 + 5%)

=   60,775

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Answer:

20

Step-by-step explanation:

pythagorean theorum

a^2+b^2=c^2

4^2+3^2=c^2

16+9=25

\(\sqrt{25}\)=5

5*4=20

The value from the Student's t distribution that we would use to calculate a 95% confidence interval is 2.048

When the population standard deviation, σ, is unknown, we use the sample standard deviation, s, to estimate it. The t-distribution is used to calculate the confidence interval when we have a small sample size (less than 30) and the population standard deviation is unknown.

The value from the t-distribution that we would use to calculate a 95% confidence interval for the mean with a sample size of 28 is the t-value with 27 degrees of freedom, denoted by t(0.025,27) is 2.048.

This value can be obtained from a t-distribution table or calculator, and it represents the number of standard errors away from the mean that corresponds to a 95% confidence interval.

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Answer:

Coordinates of midpoint are (8,1.5).

Step-by-step explanation:

Given coordinates of end points are;

(7,4) and (9,-1)

we can find the coordinates of mid-point,

\((\frac{x_1+x_2}{2},\frac{y_1+y_2}{2})\)

Here,

x1 = 7 and y1 = 4

x2 = 9 and y2 = -1

Putting these values in formula

Coordinates of mid point = \((\frac{7+9}{2},\frac{4+(-1)}{2})\\\)

Midpoint = \((\frac{16}{2},\frac{4-1}{2})\)

Midpoint = \((\frac{16}{2},\frac{3}{2})\)

Midpoint = 8 , 1.5

Hence,

Coordinates of midpoint are (8,1.5).

Here's how you can use the Trapezoidal Rule to approximate the integral of the function \(f(x) = \frac{1}{{(25+x^2)}^{\frac{3}{2}}}\) from -2 to 2 in MATLAB:

```matlab

a = -2;    % Lower limit

b = 2;     % Upper limit

n = 1000;  % Number of subintervals (increase for higher accuracy)

h = (b - a) / n;   % Step size

x = a:h:b;         % Generate evenly spaced x values

y = 1 ./ (25 + x.^2).^1.5;  % Evaluate the function at x

approximation = h * (sum(y) - (y(1) + y(end)) / 2);  % Trapezoidal Rule approximation

fprintf('Approximation: %.6f\n', approximation);

```

1. We define the lower limit `a` as -2, the upper limit `b` as 2, and the number of subintervals `n` as 1000 (you can adjust `n` for higher accuracy).

2. We calculate the step size `h` by dividing the range (`b - a`) by the number of subintervals (`n`).

3. We generate an array `x` of evenly spaced values from `a` to `b` using the step size `h`.

4. We evaluate the function `f(x)` at each point in `x` and store the results in the array `y`.

5. Finally, we use the Trapezoidal Rule formula to approximate the integral by summing the values in `y` and adjusting for the endpoints, multiplying by the step size `h`.

The Trapezoidal Rule approximation for the integral of the function \(f(x) = \frac{1}{{(25+x^2)}^{\frac{3}{2}}}\) from -2 to 2 is the value calculated using the MATLAB code above.

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Answer:

x≥-2

Step-by-step explanation:

dark circle means equality and all numbers are greater than -2

it can also be written as

[-2,∞)

when the aquarium is full, it contains 192 cubic inches of water.

The volume of a right rectangular prism is given by the formula V = lwh, where l is the length, w is the width, and h is the height.

In this case, the dimensions of the aquarium are l = 12 in, w = 4 in, and h = 4 in. So the volume of the aquarium is:

V = (12 in)(4 in)(4 in) = 192 in³

Therefore, when the aquarium is full, it contains 192 cubic inches of water.

What is an aquarium ?

An aquarium is a container or a facility used to house aquatic animals and plants, typically for display purposes in homes, offices, public spaces, or institutions such as zoos and aquariums. It can also be a decorative element that adds life and beauty to an indoor or outdoor space.

What is prism?

A prism is a solid object with two identical ends (or bases) and flat sides. The sides of a prism are typically parallelograms or rectangles, and the prism is named by the shape of its base.

The volume of a prism can be calculated by multiplying the area of its base by its height. The formula for the volume of a prism is V = Bh, where B is the area of the base and h is the height.

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The probability of the union of two events occurring can never be more than the probability of the intersection of two events occurring, this statement is false.

The union of two or more sets refers to the set with all the elements belonging to each set. An element is said to be in the union if it lies to at least one of the sets.

The intersection of two or more sets refers to the set of elements universal to each set. An element is in the intersection if it occurs in all of the sets.

The event that both A and B occur is the intersection of the events A occurs and B occurs. As such, it is a subset of each and cannot, therefore, have a larger probability than either one individually.

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Aaron Rodgers' salary is about 3.49 times greater than his backup quarterback's salary. Aaron Rodgers' yearly salary is 2.2 x 10^6 dollars, while his backup quarterback's salary is 6.3 x 10^5 dollars.

To find out how many times greater Aaron Rodgers' salary is compared to his backup's salary, we need to divide Rodgers' salary by the backup's salary. To calculate the ratio of Aaron Rodgers' salary to his backup's salary, we divide Rodgers' salary by the backup's salary:

Ratio = (2.2 x 10^6 dollars) / (6.3 x 10^5 dollars)

To simplify the calculation, we can rewrite the numbers in scientific notation:

Ratio = (2.2 x 10^6) / (6.3 x 10^5) = (2.2 / 6.3) x (10^6 / 10^5) = 0.3492063492063492 x 10^(6-5) = 0.3492063492063492 x 10 = 3.492063492063492 x 10

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Once you have the value of k, you can substitute it into the equation to find the time t it takes for the carbon monoxide concentration to reach 0.01%.

To solve the problem, we need to determine the time it takes for the carbon monoxide concentration in the room to reach 0.01%.

Let's assume that the initial carbon monoxide concentration in the room is 100%. We'll use the formula for exponential decay:

C(t) = C₀ * e^(-kt)

Where:

C(t) is the carbon monoxide concentration at time t

C₀ is the initial carbon monoxide concentration

k is the decay constant

t is the time in minutes

We want to find the time t when the carbon monoxide concentration C(t) is 0.01%.

Substituting the given values into the formula, we have:

0.01% = 100% * e^(-kt)

To simplify the equation, we can convert the percentages to decimal form:

0.0001 = 1 * e^(-kt)

Now, let's solve for k. Taking the natural logarithm (ln) of both sides of the equation:

ln(0.0001) = ln(e^(-kt))

Using the property of logarithms, ln(e^x) = x:

ln(0.0001) = -kt

Now, we can solve for k:

k = -ln(0.0001) / t

To find the time t, we can rearrange the equation:

t = -ln(0.0001) / k

Now, we need to find the value of k. The value of k depends on the specific conditions and ventilation in the room. Without additional information, it is not possible to determine the exact value of k.

Once you have the value of k, you can substitute it into the equation to find the time t it takes for the carbon monoxide concentration to reach 0.01%.

Please provide the value of k or any additional information you may have so that I can assist you further.

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