2012 Gallup survey interviewed by phone a random sample of 474,195 U.S. adults. Participants were asked to describe their work status and to report their height and weight (to determine obesity based on a body mass index greater than 30). Gallup found 24.9% obese individuals among those interviewed who were employed (full time or part time by choice) compared with 28.6% obese individuals among those interviewed who were unemployed and looking for work. What can you reasonably conclude from this survey

Answer:

Option B is correct

The numerical values of the circumference and area are equal.

Step-by-step explanation:

Circumference(C) and Area (A)of the circle is given by:              ....[1]           ......[2]where, r is the radius of the circle.As per the statement:A circle has a diameter of 4 inches. We know:Diameter = 2 (radius(r))then;4 = 2rDivide both sides by 2 we have;r = 2 inchesSubstitute these in [1] and [2] we have;Use then;Therefore, the numerical values of the circumference and area are equal i.e 12.56

The degrees of freedom of a model refer to the number of independent pieces of information that are available to estimate the model parameters.

In other words, it represents the number of observations that are free to vary in the analysis. To view the degrees of freedom of the model, we can use the Coordinates panel in the statistical software. The total number of degrees of freedom in a model depends on the number of variables and observations in the data set.

For example, if we have a data set with 100 observations and 5 variables, including an intercept, the total number of degrees of freedom in the model would be 94. This is because the intercept uses one degree of freedom, and each additional variable uses one degree of freedom.

Therefore, the total number of degrees of freedom is equal to the number of observations minus the number of variables used in the model. The Coordinates panel provides a convenient way to view this information and can help us better understand the statistical properties of our model.

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The infant's weight is 7 pounds and 10 ounces using weight conversion.

To convert the weight of the newborn from grams to pounds, we need to divide the weight by the number of grams in one pound, which is 453.59. So, 3,459 grams divided by 453.59 grams per pound is equal to 7.628 pounds.

To find the weight in ounces, we need to multiply the decimal part of the pounds by 16 (since there are 16 ounces in one pound). So, 0.628 x 16 = 10.048 ounces.

Therefore, the infant's weight is 7 pounds and 10 ounces.

It is important to note that weight conversion is often used in the medical field to monitor the health and growth of newborns. By tracking their weight in pounds and ounces, doctors can ensure that they are gaining weight at a healthy rate and are meeting their developmental milestones.

This information can also be used to make adjustments to their feeding or treatment plans if necessary. It is crucial for healthcare professionals to accurately convert weight measurements to ensure the best possible care for their patients.

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2a² - 4a + 9

How To Solve!

Answer:

2a² - 4a + 9

Step-by-step explanation:

Combine like terms in equation. SO 3a² and -a², -8a and 4a, 5 and 4.

Now add the like terms together. SO 3a² - a² = 2a² -8a + 4a = -4a 5 + 4 = 9

Now put all three products together to get our answer :

2a² - 4a + 9

The solution is: Garret placed the treasure at the right place.

Here, we have,

The Cartesian plane can be used to locate the position of any given point with a coordinate. It consists of two numbered lines perpendicular to each other and intersecting at point zero of the lines.

From the statements given, 5 units from x-axis is not the same as 5 units on x-axis. Also, 3 units from y-axis is not the same as 3 units on y-axis.

So, distance 5 units from x-axis implies that a point 5 units after the x-axis. And also, distance 3 units from y-axis means 3 units after the y-axis.

With these conditions of the coordinate of the treasure, Garrett placed the treasure at the right place.

Hence, The solution is: Garret placed the treasure at the right place.

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complete question:

Garrett and Jeffrey are planning a treasure hunt. They decide to place a treasure at a point that is a

distance of 5 units from the x-axis and 3 units from the y-axis. Jeffrey places a treasure at point J, and

Garrett places one at point G. Who put the treasure in the right place? Explain how you know.

This statement best illustrates money used as a medium of exchange. In this scenario, the individual goes to the store and exchanges $68 for a pair of jeans. Money serves as a medium of exchange when it is used to facilitate transactions between buyers and sellers. In this case, the buyer wants a pair of jeans, and the seller wants to sell them for $68. Without money, they would have to engage in bartering, which can be cumbersome and inefficient. Money makes the transaction smoother and allows both parties to get what they want. Overall, this example demonstrates how money is an essential tool for facilitating transactions in our modern economy.
Hi! Your question is about the function of money as illustrated by the example of paying $68 for a pair of jeans. This statement best illustrates money used as a medium of exchange.

In this scenario, money is being used as a medium of exchange because it is facilitating the transaction between you and the store. Instead of using barter or trading goods and services directly, you use money to acquire the pair of jeans. This makes transactions more efficient and convenient since it eliminates the need for a double coincidence of wants, which is when two parties each have something the other wants. As a medium of exchange, money serves as a universally accepted means to buy and sell goods and services, like your jeans purchase at the store.

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The tire will make 452.52 rotations if it travels a linear distance of 1 mile.

To calculate the linear distance (m) the tire travels, we need to find the circumference of the tire first.
Circumference = π x Diameter
Circumference = 3.14 x 28.6 in
Circumference = 89.884 in
Now, we can find the linear distance (m) the tire travels by multiplying the circumference by the number of rotations.
Linear distance = Circumference x Rotations
Linear distance = 89.884 in x 6.5
Linear distance = 583.66 in
To convert this to meters, we need to divide by 39.37 (since there are 39.37 inches in a meter).
Linear distance = 583.66 in ÷ 39.37
Linear distance = 14.83 m.
To find out how many rotations the tire will make if it travels a linear distance of 1 mile (which is 1609.34 meters), we can use the formula:
Rotations = Linear distance ÷ Circumference.
Rotations = 1609.34 m ÷ 89.884 in
Rotations = 452.52 rotations.

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The correct answer is D. 50% long-tailed cat with long whiskers, 50% short-tailed cat with short whiskers.

This is because the long-tailed cat with long whiskers is homozygous for the recessive allele for tail length (ww) and homozygous for the dominant allele for whisker length (TT), while the short-tailed cat with short whiskers is homozygous for the dominant allele for tail length (TT) and homozygous for the recessive allele for whisker length (ww). Therefore, all the offspring will inherit one copy of the dominant allele for tail length (T) from each parent, making them all long-tailed, but half will inherit the recessive allele for whisker length (w) from each parent, making them short-whiskered.

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Answer:12cm

Step-by-step explanation: volume of a square based pyramid = base area ×height

120 = X × 10

120/10 =

12 = X

base area of square = 4× X

12= 4 × X

12/ 4 =

3= X

So , the length of its base is 3 cm

Answer:

Below

Step-by-step explanation:

Answer 10.1: 15

Explanation:

(-4)^2 is 16 and (-1)^3 is -1, so (-4)^2 + (-1)^3 = 16 - 1 = 15.

Answer 10.3: -23

Explanation:

(-2)^2 is 4 and -27 minus 4 is -23.

Answer 10.5: None

Explanation:

The expression is incomplete as there is no number or operation after the "^3".

Answer 10.7: 0.7

Explanation:

√0.04 is 0.2 and (0.5)^2 is 0.25, so 0.2 + 0.25 = 0.45. The square root of 0.45 is approximately 0.671.

Answer 10.9: 0.02788

Explanation:

(0.2)^3 is 0.008 and 0.027 plus 0.008 is 0.035. Raising 0.035 to the power of 1/3 gives approximately 0.315. Therefore, the final answer is approximately 0.02788.

Answer 10.2: -2018

Explanation:

Using the order of operations, we start with 62 divided by 3 which is approximately 20.67, then multiply that by -33 to get approximately -682.44.

Answer 10.4: -2

Explanation:

Empty brackets imply multiplication. Therefore, ()^2 is 0, and (-1)^3 is -1. Thus, 0 - 1 = -1.

Answer 10.6: 0.11

Explanation:

(0.1)^2 is 0.01 and (0.1)^3 is 0.001, so 0.01 + 0.001 = 0.011.

Answer 10.8: 0.38

Explanation:

0.0144 + 0.04 = 0.0544, and the square root of 0.0544 is approximately 0.2336. Subtracting (-0.2)^2 (which is 0.04) from 0.0544 gives 0.0144. Taking the square root of 0.0144 gives approximately 0.12. Finally, 0.2336 minus 0.12 is approximately 0.38.

To find the variance, we can use the formula: variance = standard deviation squared, Using the given standard deviation of 10.4, we can calculate the variance as: variance = 10.4^2 = 108.16.

However, we are also given the sample standard deviation of 11.6. This suggests that the sample may not accurately represent the population, and we should use the sample standard deviation to estimate the population standard deviation.

To adjust for this, we can use Bessel's correction, which adjusts the sample standard deviation by dividing by (n-1) instead of n: adjusted sample standard deviation = 11.6 * sqrt(5/4) = 14.5, Then, we can use this adjusted standard deviation to estimate the variance: variance = 14.5^2 = 210.25 .

Therefore, the most nearly the variance is 210.25, a sample standard deviation of 11.6 is given, we'll use that value. Variance is the square of the standard deviation. Therefore, the variance is:

Variance = (Sample Standard Deviation)^2
Variance = (11.6)^2
Variance = 134.56, So, the variance is most nearly 134.56.

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To find the probability that the student will be from Kenilworth, we need to divide the number of students from Kenilworth by the total number of students in the class.

The number of students from Kenilworth is 4 girls + 5 boys = 9 students. The total number of students in the class is 11 boys from Wilmette + 4 girls from Kenilworth + 10 girls from Wilmette + 4 boys from Glencoe + 5 boys from Kenilworth + 8 girls from Glencoe = 42 students.

Therefore, the probability that the student called upon will be from Kenilworth is 9/42 or approximately 0.214 or 21.4%.
In this class, there are 4 girls from Kenilworth and 5 boys from Kenilworth, totaling 9 students from Kenilworth.

The total number of students in the class is 11 boys from Wilmette + 4 girls from Kenilworth + 10 girls from Wilmette + 4 boys from Glencoe + 5 boys from Kenilworth + 8 girls from Glencoe = 42 students.

The probability that the teacher calls upon a student from Kenilworth is the number of Kenilworth students divided by the total number of students, which is 9/42. Simplified, this probability is 3/14, or approximately 0.214.

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The diameter of the circle is 40/3 units.

We have,

Let's first recall the formulas for the area of a sector and the length of an arc of a circle:

Area of a sector with central angle θ and radius r: A = (θ/360)πr²

Length of an arc with central angle θ and radius r: L = (θ/360)2πr

We are given that the area of the sector is 5π and the arc measure is 50 degrees.

Let's denote the radius of the circle by r and the central angle of the sector by θ.

We can set up a system of equations using the formulas above:

(θ/360)πr² = 5π (since the area of the sector is 5π)

(θ/360)2πr = L (since the length of the arc is given as 50 degrees)

Simplifying these equations.

(θ/360)r² = 5 (canceling out π on both sides)

(θ/180)r = L/π

Solving for θ in the second equation.

θ = (180/π)(L/r)

Substituting this into the first equation and solving for r.

((180/π)(L/r))/360 r² = 5

(L/r) r = (5π/9)

r = (5π/9) / (L/r)

r = (5πr)/(9L)

Now we can substitute the given values for L and θ into the above expression for r:

L = (50/360)(2πr) = (5/36)πr

θ = 50 degrees = (50/180)π radians

Substituting these into the expression for r.

r = (5πr)/(9L) = (5πr)/(9*(5/36)πr) = (20/3)

Now,

The diameter of the circle is twice the radius.

2r = 2*(20/3) = 40/3

Thus,

The diameter of the circle is 40/3 units.

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Their method is not a random sample, as it did not accurately represent the nitrate levels in the entire population of mountain lakes.

The method used by the researchers to select the lakes was random, as they did not have a specific criteria for selecting the lakes. However, the method used to collect the water samples from each lake was not random, as they took only five water samples from each lake, which means that not all parts of the lake were tested. This violates the criterion of random sampling, which requires that every element in the population has an equal chance of being selected for the sample. The researchers' method of collecting nitrate levels in lake water does not result in a truly random sample. This is because they violated the criterion of equal probability of selection for each measurement. By selecting 12 mountain lakes and taking five samples from each, they created a stratified sample rather than a random one. The measurements within each lake are not independent, as they could be affected by the specific conditions of that lake. To obtain a truly random sample, the researchers should have selected 60 measurements from all mountain lakes with equal probability, ensuring that each measurement had the same chance of being included in the sample.

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True, finding a random sample with a mean significantly higher than the population mean is indeed very unlikely. In a population with a mean of 20 fluid ounces and a standard deviation of 2 fluid ounces, most samples should have means close to the population mean.

A random sample is a subset of the population chosen without bias, ensuring that each member has an equal chance of being included. This process allows researchers to make inferences about the population based on the sample's characteristics.

The Central Limit Theorem (CLT) states that, for a sufficiently large sample size, the sampling distribution of the sample mean approaches a normal distribution with the same mean as the population and a standard deviation equal to the population's standard deviation divided by the square root of the sample size.

When a sample mean is far from the population mean, it is considered an outlier, which could be due to chance or systematic error in the sampling process. In most cases, a sample mean significantly different from the population mean indicates that the sample is not representative of the population, which may affect the validity of any conclusions drawn from the sample.

In summary, it is true that finding a random sample with a mean considerably higher than the population mean of 20 fluid ounces and a standard deviation of 2 fluid ounces is very unlikely. A genuinely random sample should produce a mean closer to the population mean.

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Thus, we need a sample size of at least 22 to obtain a 90 percent confidence interval for the mean protein content of meat with an estimate within 2 pounds of the true mean value.

To obtain a 90 percent confidence interval for the mean protein content of meat with an estimate within 2 pounds of the true mean value, we need to calculate the required sample size. The formula for the required sample size is:

n = (Zα/2 * σ / E)^2

where n is the required sample size, Zα/2 is the z-score for the desired confidence level (in this case 90%), σ is the standard deviation of the population (in this case 7 pounds, the square root of the variance), and E is the margin of error (in this case 2 pounds).

Plugging in the values, we get:

n = (1.645 * 7 / 2)^2
n = 21.16

Therefore, we need a sample size of at least 22 to obtain a 90 percent confidence interval for the mean protein content of meat with an estimate within 2 pounds of the true mean value. It is important to note that this assumes that the sample is drawn randomly and is representative of the population.

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The range of values where the true proportion is likely to be found and determine whether a sample proportion is significantly different from a hypothesized proportion.

To estimate the standard deviation of the sampling distribution of sample proportions, we need to use the formula:
σp = sqrt(p*(1-p)/n)
where σp is the standard deviation of the sampling distribution of sample proportions, p is the proportion of successes in the population, and n is the sample size.
If we don't know the proportion of successes in the population, we can use the sample proportion as an estimate. However, if the sample size is small, we need to use a correction factor called the finite population correction:
σp = sqrt(p*(1-p)/(n-1)) * sqrt((N-n)/(N-1))
where N is the population size.
In general, the standard deviation of the sampling distribution of sample proportions decreases as the sample size increases. This is because larger samples are more representative of the population and have less sampling error.
The standard deviation of the sampling distribution of sample proportions is an important concept in statistics, as it allows us to calculate confidence intervals and perform hypothesis tests on proportions.

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a) The original statement can be expressed as: For all x and y, if N(x) and N(y), then P(x,y)

b) The original statement can be expressed as: For all x, if R(x), then D(x)

c) For all x, if P(x), then there exist y and z such that S(x,y) and S(x,z) and y is not equal to z.

d) The original statement can be expressed as: For all x, if N(x) and R(y), then not S(x,y).

a) The product of two negative real numbers is positive:

Let P(x,y) be the statement "the product of x and y is positive", N(x) be the statement "x is a negative real number". Then the original statement can be expressed as:

For all x and y, if N(x) and N(y), then P(x,y)

b) The difference of a real number and itself is zero:

Let D(x) be the statement "the difference of x and itself is zero", R(x) be the statement "x is a real number". Then the original statement can be expressed as: For all x, if R(x), then D(x)

c) Every positive real number has exactly two square roots:

Let S(x,y) be the statement "y is a square root of x", P(x) be the statement "x is a positive real number". Then the original statement can be expressed as:

For all x, if P(x), then there exist y and z such that S(x,y) and S(x,z) and y is not equal to z.

d) A negative real number does not have a square root that is a real number:

Let R(x) be the statement "x is a real number", N(x) be the statement "x is a negative real number", S(x,y) be the statement "y is a square root of x". Then the original statement can be expressed as:

For all x, if N(x) and R(y), then not S(x,y).

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The molds filled by the machine will hold weights between 1032.69 and 1123.31 pounds.

To find the interval of weights for 90% of the molds filled by the machine, we need to use the properties of the normal distribution.

Since we know the mean and standard deviation of the weights, we can standardize the distribution using the z-score formula:
z = (x - μ) / σ
Where x is the weight of the concrete poured into the mold, μ is the mean weight, and σ is the standard deviation.
To find the interval of weights that covers 90% of the molds, we need to find the z-scores that correspond to the 5th and 95th percentiles of the standard normal distribution.

These percentiles are represented by the values -1.645 and 1.645, respectively.
So, we can solve for the corresponding weights using the z-score formula:
normal distribution, 90% of the data falls within the range of the mean ± 1.645 standard deviations (this value corresponds to a 90% confidence interval).

Using this information, we can calculate the interval as follows:

Lower bound: µ - 1.645 * σ = 1078 - 1.645 * 23 ≈ 1044.515

Upper bound: µ + 1.645 * σ = 1078 + 1.645 * 23 ≈ 1111.485
-1.645 = (x - 1078) / 23
x = 1032.69
And
1.645 = (x - 1078) / 23
x = 1123.31
Therefore, approximately 90% of the molds filled by the machine will hold weights between 1032.69 and 1123.31 pounds.

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Let's start by defining some variables: Let x be the airspeed of the first plane in kilometers per hour.
Then the airspeed of the second plane is x+80 km/h.

Let t be the time in hours that the first plane flies before the second plane starts.
After two hours, the first plane has flown for t+2 hours, and the second plane has flown for t hours. To solve for the airspeeds, we need to use the formula: distance = rate x time.

The distance the planes fly in opposite directions is the sum of the distances each plane flies:
distance = (x)(t+2) + (x+80)(t), We are told that after two hours, the planes are 3165 kilometers apart, so we can set up an equation: 3165 = (x)(t+2) + (x+80)(t).

Simplifying this equation:
3165 = xt + 2x + xt + 80t + 80
3165 = 2xt + 82t + 2x + 80
3165 = 2t(x+40) + 2x + 80
3085 = 2t(x+40) + 2x

Now we can solve for x:
3085 = 2t(x+40) + 2x
3085 = 2tx + 80t + 2x
3085 = 4tx + 80t
38.5625 = tx + 20t
1.928125 = x + 20

So the airspeed of the first plane is x = 1.928125 - 20 = 18.071875 km/h.
The airspeed of the second plane is x+80 = 18.071875 + 80 = 98.071875 km/h. Let's denote the airspeed of the first plane as x km/h and the airspeed of the second plane as (x + 80) km/h.


Since the planes fly in opposite directions, the sum of the distances they travel is equal to the distance between them, which is 3165 km. Therefore, we can write the equation: 2x + 1.5(x + 80) = 3165

Now we can find the airspeed of the second plane: x + 80 = 870 + 80 = 950 km/h, So, the first plane's airspeed is 870 km/h and the second plane's airspeed is 950 km/h.

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To minimize problems in repeated-measures designs that can result from systematic differences between successive measurements, a researcher should use a method called counterbalancing.

Counterbalancing is a technique used in research experiments to control for the effects of order and practice on the results of the study. It involves systematically changing the order in which participants experience different conditions of the experiment to ensure that any observed effects are not simply due to the order of presentation.

For example, if a study involves testing the effects of two different drugs on a group of participants, counterbalancing would involve dividing the participants into two groups, with one group receiving drug A first followed by drug B, while the other group receives drug B first followed by drug A. This ensures that any observed effects are not simply due to the order in which the drugs were administered.

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The sample size is 100 and the standard deviation is 14. Therefore, the SEM is 14/√100 = 1.4. Therefore, the correct answer is c.

The standard error of the mean (SEM) is a measure of how accurately the sample mean represents the population mean. It is calculated as the standard deviation divided by the square root of the sample size. In this case,  It is important to note that the SEM decreases as the sample size increases, which means that larger samples provide more accurate estimates of the population mean.

Additionally, the SEM can be used to calculate confidence intervals and perform hypothesis testing for the population mean.

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The volume of the book is 595/8 cubic inches or approximately 74.375 cubic inches.

To find the volume of the book, we need to multiply the length, width, and height of the rectangular prism. The height of the book is 8 1/2 inches, the width is 7 inches, and the thickness is 2 1/2 inches.

First, we need to convert the height to a fraction: 8 1/2 inches = 17/2 inches. Then, we can use the formula for the volume of a rectangular prism:

Volume = Length x Width x Height

Volume = 7 inches x 2 1/2 inches x 17/2 inches

To simplify this calculation, we can convert 2 1/2 inches to a fraction: 2 1/2 inches = 5/2 inches.

Volume = 7 inches x 5/2 inches x 17/2 inches

Multiplying these fractions gives:

Volume = (7 x 5 x 17) / (2 x 2 x 2)

Volume = 595 / 8 cubic inches

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This NPDA works by pushing all the a's onto the stack and then popping them off as b's are read. If there are ever more b's than a's on the stack, the NPDA enters a non-accepting state. If the input string is read completely and the stack is empty, the NPDA enters an accepting state.

To define a NPDA for the language L = {anbm | m,n ∈ N, n ≥ 3, m > n}, we can use the following construction:

1. The NPDA has a single initial state, q0, with an empty stack.
2. For each symbol a in the input alphabet, the NPDA has a transition from q0 to q0 that reads a and pushes it onto the stack.
3. For each symbol b in the input alphabet, the NPDA has a transition from q0 to q1 that reads b and pops a single symbol from the stack.
4. The NPDA has a series of transitions from q1 back to q1 that read b and pop a single symbol from the stack for each b in the input string, until the stack is empty.
5. The NPDA has a final state, q2, that is reached only when the input string has been completely read and the stack is empty.

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At a 0.05 level of significance, there is insufficient evidence to conclude that the mean amount of garbage per bin is different from 50 pounds.

To conduct the appropriate hypothesis test, we need to use a two-tailed t-test since we are interested in determining if the mean amount of garbage per bin is different from 50, not just greater or less than 50.

Our null hypothesis (H0) is that the mean amount of garbage per bin is equal to 50, and our alternative hypothesis (Ha) is that the mean amount of garbage per bin is different from 50.

Using a 0.05 level of significance, we will reject the null hypothesis if our calculated t-value falls outside of the critical t-value range determined by our degrees of freedom (df) and alpha level.

To calculate the t-value, we use the formula:

t = (sample mean - hypothesized mean) / (sample standard deviation / sqrt(sample size))

Plugging in our values, we get:

t = (49.32 - 50) / (3.7 / sqrt(36))
t = -2.08

Using a t-table with df = 35 and alpha = 0.05, we find that the critical t-values are -2.03 and 2.03.

Since our calculated t-value of -2.08 falls outside of this range, we reject the null hypothesis and conclude that there is sufficient evidence to suggest that the mean amount of garbage per bin is different from 50.
To test if the mean amount of garbage per bin is different from 50, we will conduct a two-tailed hypothesis test using the provided information.

Step 1: State the null and alternative hypotheses.
Null hypothesis (H₀): µ = 50 (The population mean is equal to 50 pounds)
Alternative hypothesis (H₁): µ ≠ 50 (The population mean is not equal to 50 pounds)

Step 2: Determine the level of significance (α) and sample size (n).
α = 0.05
n = 36

Step 3: Calculate the test statistic (z-score).
z = (sample mean - population mean) / (sample standard deviation / √n)
z = (49.32 - 50) / (3.7 / √36)
z = -0.68 / 0.6167
z ≈ -1.10

Step 4: Find the critical z-values and make a decision.
For a two-tailed test with α = 0.05, the critical z-values are -1.96 and 1.96. Since the test statistic, -1.10, lies between these critical values, we fail to reject the null hypothesis.

Conclusion: At a 0.05 level of significance, there is insufficient evidence to conclude that the mean amount of garbage per bin is different from 50 pounds.

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The perimeter of ABCD in inches is 30 in.

Perimeter is the measurement of the total distance around an object.

To calculate the perimeter of ABCD, we use the formula below

Formula:

Where:

To find /BC/ we use Pythagoras theorem

Substitute these values into equation 1

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The speed of the current is 10 feet per minute and the equivalent rate at which he can row in still water is 70 feet per minute.

To Analyze the speed of the current and the equivalent rate at which the man can row in still water. Let's denote the speed of the current as C and the man's rowing speed in still water as S. When the man is rowing upstream, his effective speed is S - C, and when he's rowing downstream, his effective speed is S + C. We can use the formula distance = rate × time for both cases.

For upstream (600 feet in 10 minutes):
600 = (S - C) × 10

For downstream (400 feet in 5 minutes):
400 = (S + C) × 5

We can now simplify these equations:

1) 60 = S - C
2) 80 = S + C

Now we can solve these equations simultaneously to find S and C. Adding both equations, we get:

140 = 2S => S = 70

Now, we can substitute the value of S in Equation 1:

60 = 70 - C => C = 10

So, the speed of the current (C) is 10 feet per minute, and the equivalent rate at which the man can row in still water (S) is 70 feet per minute.

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they are all multiple in order 2x2=4 4×3=12 12×4=48 48x5=240

To calculate the probability that the sample mean would differ from the true mean by less than 0.6 dollars, we need to use the Central Limit Theorem (CLT) since the sample size is large (n = 107).

According to the CLT, the sampling distribution of the sample mean will be approximately normally distributed, regardless of the shape of the original population distribution, when the sample size is sufficiently large.

Given that the variance of the cost of 55 gallons of ice cream is 3636 and the sample size is 107, we can calculate the standard deviation of the sampling distribution (also known as the standard error) using the formula:

Standard Error (SE) = sqrt(Variance / Sample Size)

SE = sqrt(3636 / 107)

SE ≈ 5.960

Next, we want to find the probability that the sample mean would differ from the true mean by less than 0.6 dollars. This can be interpreted as finding the probability within a certain range around the mean in a normal distribution.

To calculate this probability, we need to standardize the range by converting it into a z-score.

Z = (X - μ) / SE

where X is the value of interest (0.6 dollars in this case), μ is the true mean (3636 dollars), and SE is the standard error (5.960 dollars).

Z = (0.6 - 3636) / 5.960

Z ≈ -607.073

Since the z-score is extremely negative, the probability of the sample mean differing from the true mean by less than 0.6 dollars is almost 0.

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The ordered pair solutions for the system of equations are: (-1, 0) and (5, -6).

In order to graph the solution to the given system of equations on a coordinate plane, we would use an online graphing calculator to plot the given system of equations and then take note of the point of intersection;

f(x) = x² - 5x - 6    ......equation 1.

f(x) = -x - 1 ......equation 2.

In this exercise, we would use an online graphing calculator to plot the given system of equations as shown in the graph attached below.

Based on the graph shown in the image attached below, we can logically deduce that the solution to this system of equations is the point of intersection of the lines on the graph representing each of them, which lies in Quadrant II and Quadrant IV, and it is given by the ordered pairs (-1, 0) and (5, -6).

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