38. MODELING REAL LIFE In British Columbia, Canada, the number y of purple martin nesting pairs x years since 2000 can be modeled by the function y = 0.63x² +51.8x + 144. When were there about 1000 nesting pairs?​

The proportion of observed variation can be estimated by calculating the value of [tex]R^2[/tex] for the regression model.

[tex]R^2[/tex] measures the proportion of the total variation in the dependent variable that can be explained by the independent variable in the linear regression model.

[tex]R^2[/tex] represents the proportion of the total variation in the dependent variable (endurance) that can be explained by the independent variable (lactate level) in the linear regression model.

It is calculated as the ratio of the explained variation to the total variation, and its value ranges from 0 to 1.

In other words, [tex]R^2[/tex] measures how well the linear regression model fits the observed data points.

A higher value of [tex]R^2[/tex] indicates a better fit and suggests that a larger proportion of the variation in the dependent variable can be explained by the independent variable.

Therefore, if a regression analysis were carried out to predict endurance from lactate level.

The proportion of observed variation in endurance that can be attributed to the approximate linear relationship can be estimated by calculating the value of [tex]R^2[/tex] for the regression model.

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Answer:I think you can say like the most bought music in class B is alternative and the lowest one is classical and so on

Step-by-step explanation:

To find the values of x at the points where y = 4x - x² intersects y = 0, we can set 4x - x² equal to 0 and solve for x.

4x - x² = 0

Factor out x:

x(4 - x) = 0

Therefore, either x = 0 or 4 - x = 0.

If x = 0, then the point where the two curves intersect is (0,0).

If 4 - x = 0, then x = 4 and the point where the two curves intersect is (4,0).

So the values of x at the points where the two curves intersect y = 0 are x = 0 and x = 4.

18 mm is the height of the cone.

Volume, which is measured in cubic units, is the 3-dimensional space occupied by matter or encircled by a surface. The cubic meter (m³), a derived unit, is the SI unit of volume. Volume is another word for capacity.

We can use the formula for the volume of a cone to solve for the height:

V = (1/3)πr²h

where V is the volume, r is the radius, and h is the height.

Substituting the given values, we have:

1884 = (1/3)π(10²)h

Simplifying, we get:

h = 1884 / [(1/3)π(10²)]

h ≈ 18

Therefore, the height of the cone is approximately 18 mm.

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Complete question:

the volume of this cone is 1,884 cubic millimeters. What is the height of this cone when the radius is 10 mm? Use 3.14 and round your answer to the nearest hundredth

Since our p-value is greater than our significance level, we fail to reject the null hypothesis. This means that there is not sufficient evidence at the 0.05 level to conclude that the bags are underfilled or overfilled.

To determine whether the bag filling machine is working correctly at the 447 gram setting, we can conduct a hypothesis test.

Our null hypothesis would be that the bags are being filled correctly at the 447 gram setting, while the alternative hypothesis would be that the bags are either underfilled or overfilled.

Using the information given, we can calculate a t-score:

t = (449 - 447) / (27 / sqrt(25)) = 0.2963

We can then use a t-distribution table with 24 degrees of freedom (25 bags - 1) to find the p-value associated with this t-score.

Assuming a significance level of 0.05, our critical t-value would be 2.064.

Looking up the p-value associated with our t-score of 0.2963, we find that it is 0.7703.

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The probability of observing 182 or fewer women in the sample under H0, which is the same as P(X ≤ 182) ≈ 0.000000007. This is called the p-value.

We can use the binomial distribution to model this situation. Let X be the number of women in the sample of 404 people. Then X follows a binomial distribution with parameters n = 404 and p = 0.5, since the population is half women.

If the people were randomly chosen, then we can calculate the probability of observing 182 or fewer women in the sample as follows:

P(X ≤ 182) = Σ P(X = k) for k = 0, 1, ..., 182

Using a binomial probability table or calculator, we can find that:

P(X ≤ 182) ≈ 0.000000007

This means, that if the people were randomly chosen, the probability of observing 182 women or fewer in the sample is very small (less than 0.000001%).

Therefore, if we observe a sample with 182 women or fewer, we may suspect that the people were not randomly chosen and instead be biased against women.

To make this conclusion more rigorous, we can use statistical hypothesis testing. Let H0 be the null hypothesis that the people were randomly chosen and H1 be the alternative hypothesis that the people were biased against women.

We want to test if the observed sample with 182 women or fewer provides enough evidence to reject H0 in favor of H1.

We can use the significance level α to control the probability of making a Type I error, which is rejecting H0 when it is actually true. A common choice for α is 0.05.

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R2 value less than 1 does not necessarily mean that the regression analysis is incorrect or that the observation data is suspect.

Rather, it suggests that there may be additional factors to consider when interpreting the results.

The statement "If R2 is less than 1, the regression analysis is incorrect" is not entirely true.

R2 is a statistical measure that indicates the proportion of the variance in the dependent variable that is explained by the independent variable(s). R2 values range from 0 to 1, where 0 indicates no correlation and 1 indicates perfect correlation.

If R2 is less than 1, it simply means that the independent variable(s) are not able to explain all of the variation in the dependent variable.

This does not necessarily mean that the regression analysis is incorrect.

In fact, it is common for regression analyses to have R2 values that are less than 1.

The key is to interpret the R2 value in conjunction with other statistical measures and to consider the research question being addressed.

Some possible implications of having an R2 value less than 1 might include:

The independent variable(s) have a weaker relationship with the dependent variable than anticipated.

There may be other factors that are influencing the dependent variable that are not accounted for in the regression analysis.

The sample size may be too small to detect a significant relationship between the independent and dependent variables.

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The limit is infinity, the given series also diverges the series represented by the given sequence diverges.

To test the series for convergence or divergence, we need to first identify bn, which is the nth term of the series. Looking at the given sequence, we can see that it alternates between positive and negative values. To represent this pattern, we can use the formula:

bn = (-1)^(n+1) * ((n+1) / n)

This formula generates the sequence {-2/1, 3/2, -4/3, 4/4, -6/5, 5/6, -8/7, 6/8, -10/9, 7/10, ...}

Now, we can use the Alternating Series Test to determine if the series converges or diverges. This test states that if a series alternates in sign, and the absolute value of each term decreases towards zero, then the series converges.

Looking at the absolute value of bn, which is |bn| = (n+1) / n, we can see that it approaches 1 as n approaches infinity. This means that the series does not approach zero, so we cannot apply the Alternating Series Test.

Instead, we can use the Limit Comparison Test, which compares the given series to a known convergent or divergent series. In this case, we can compare the given series to the harmonic series, which is known to diverge:

lim (n -> infinity) (bn / (1/n)) = lim (n -> infinity) n(n+1)/n = lim (n -> infinity) (n+1) = infinity

Since the limit is infinity, the given series also diverges.

In summary, the series represented by the given sequence diverges.

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From the top of a lighthouse 60 meters high with its base at the sea level, the angle of depression of a boat is 15 degrees. So, the distance of the boat from the foot of the lighthouse is approximately 224.65 meters.

Hi! To find the distance of the boat from the foot of the lighthouse, given a 60-meter high lighthouse, an angle of depression of 15 degrees, and the base at sea level, follow these steps:
1. Recognize that the angle of depression is the same as the angle of elevation from the boat's perspective.
2. Create a right triangle with the lighthouse as the vertical side, the distance of the boat as the base, and the line connecting the top of the lighthouse to the boat as the hypotenuse.
3. Use the tangent function with the angle of elevation and the height of the lighthouse:
  tan(15°) = opposite/adjacent = 60m / distance
4. Solve for the distance:
  distance = 60m / tan(15°)
Using a calculator, we find that the distance of the boat from the foot of the lighthouse is approximately 224.65 meters.

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The length of time you would have to wait on average at the bus stop would be 15 minutes.

To calculate the average waiting time, divide the time between the arrival times of the two buses by two. This is due to the fact that you might arrive at any moment during the cycle, and the average waiting time will be half of the time difference between the two buses:

Average waiting time = (A + B) / 2

Solving for the average waiting time would be:

Average waiting time = ( 10 + 20 ) / 2

Average waiting time = 30 / 2

Average waiting time = 15 minutes

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Thus, the number of laps Mary swims now are 5 laps. If Mary swims 5 laps, then John swims 3 laps (since John swims two fewer laps than Mary).

To solve this problem, we need to use algebra. Let's start by defining some variables:

- Let's call the number of laps Mary swims "M".
- Since John swims two fewer laps than Mary, the number of laps John swims is "M - 2".
- If both added 7 laps to their daily swims, Mary would swim "M + 7" laps and John would swim "(M - 2) + 7" laps.

We know that the sum of their laps would be three times as many as Mary now swims, so we can set up an equation:
M + (M - 2 + 7) = 3M

Simplifying the equation, we get:
2M + 5 = 3M

Subtracting 2M from both sides, we get:
5 = M

Therefore, Mary now swims 5 laps.

To check our answer, we can use the information given in the problem.

If Mary swims 5 laps, then John swims 3 laps (since John swims two fewer laps than Mary). If both add 7 laps to their daily swims, Mary will swim 12 laps and John will swim 10 laps.

The sum of their laps would be 22, which is indeed three times as many as Mary now swims (since 22 = 3 x 5).

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Jose purchased 35  $0.43 stamps and 90 $0.03 stamps.

Using Algebra, Let's let x be the number of $0.43 stamps and y be the number of $0.03 stamps. We know from the problem that:

y = 2x + 20 (the number of $0.03 stamps is 20 more than twice the number of $0.43 stamps)

We also know that the total amount paid for the stamps was $17.75. The amount paid for $0.43 stamps is 0.43x and the amount paid for $0.03 stamps is 0.03y. So we can write:

0.43x + 0.03y = 17.75

Now we can substitute y = 2x + 20 into the second equation and simplify:

0.43x + 0.03(2x + 20) = 17.75

0.43x + 0.06x + 0.6 = 17.75

0.49x = 17.15

x = 35

So Jose bought 35 $0.43 stamps. We can find the number of $0.03 stamps by using y = 2x + 20:

y = 2(35) + 20 = 90

So Jose bought 90 $0.03 stamps.

In summary, Jose purchased 35 $0.43 stamps and 90 $0.03 stamps for a total cost of $17.75.

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This question involves the Pythagorean Theorem, which is a²+b²=c², which basically means, one side of the right angle added to the other side of the ride angle is equal to the hypotenuse/c/the longest line. In order to find a, there are two methods.

1) You split the triangle into 2, and find the middle. Which in this case, would be √15²-9² which is equal to 12. We can then add 12² to 16² to get a² which is 20.

2) Now the other way is to take it as an entire triangle. The hypotenuse is 9+16 which is 25, and √25²-15² will give us a, once again. Therefore, a = 20.

In both methods, the answer to a is 20.

It will cost you $48 to rent the moving truck from True Value Rentals for 5 hours.

The cost to rent a moving truck from True Value Rentals for 5 hours, considering their rental rates. Let's break down the costs step-by-step:

1. For the first 3 hours, the rental fee is $16.
2. We need to calculate the additional time beyond the initial 3 hours. In this case, you want to rent the truck for 5 hours, which is 2 hours longer than the initial period.
3. The additional charge is $4 for every 15 minutes. To find out how many 15-minute intervals are in the extra 2 hours, we'll convert 2 hours to minutes (2 hours * 60 minutes/hour = 120 minutes) and then divide by 15 minutes/interval:
  120 minutes / 15 minutes/interval = 8 intervals
4. Now that we know there are 8 additional 15-minute intervals, we'll multiply the number of intervals by the extra charge per interval ($4):
  8 intervals * $4/interval = $32
5. Finally, to find the total cost of renting the truck for 5 hours, we'll add the initial rental fee of $16 to the additional charge of $32:
  $16 + $32 = $48

In conclusion, it will cost you $48 to rent the moving truck from True Value Rentals for 5 hours.

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The length of an edge of the smaller square is 17 inches.

Let's denote the length of an edge of the smaller square as 'x' inches. Since an edge of the larger square is 2 inches greater than the smaller square, its length would be 'x + 2' inches. The difference in their areas is given as 72 square inches.

Now, let's apply the formula for the area of a square (Area = side²) to both squares:

Area of the larger square = (x + 2)²
Area of the smaller square = x²

We are given that the difference in areas is 72 square inches, so we can write the equation:

(x + 2)² - x² = 72

Expanding the equation, we get:

x² + 4x + 4 - x² = 72

Simplifying the equation, we have:

4x + 4 = 72

Subtracting 4 from both sides, we get:

4x = 68

Now, divide by 4:

x = 17

Thus, the length of an edge of the smaller square is 17 inches.

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The ride duration will takes approximately 4.4 seconds for the rider to travel from the bottom of the wheel to a point 10 feet above the bottom.

We can solve this problem using the concepts of circular motion and trigonometry.

Let's first consider the motion of the rider along the circumference of the wheel.

The circumference of the wheel is 2πr, where r is the radius of the wheel.

In this case, r = 20 feet, so the circumference is 2π(20) = 40π feet.

The rider travels this distance at a constant speed of one revolution per minute.

The rider starts at point A, which is at the bottom of the wheel, and travels to a point 10 feet above the bottom, which we'll call point B.

We want to find the time it takes for the rider to travel from A to B.

We can see that the distance AB is the hypotenuse of a right triangle with height 10 feet and base 20 feet (the radius of the wheel).

Therefore, using the Pythagorean theorem,

We can find that AB = sqrt([tex]20^2[/tex] + [tex]10^2[/tex]) = sqrt(500) = 10sqrt(5) feet.

To find the portion of the circumference that corresponds to this distance, we can use the formula for the length of an arc of a circle:

s = rθ

where s is the length of the arc, r is the radius of the circle, and θ is the central angle subtended by the arc (in radians).

In this case, we know that s = 10sqrt(5) feet and r = 20 feet. To find θ, we need to use trigonometry.

In the right triangle OAB, the angle θ is given by:

tan(θ) = 10 / 20 = 1/2

Therefore, θ = tan-1(1/2) ≈ 0.464 radians.

Now we can use the formula for the length of an arc to find the portion of the circumference that corresponds to the distance AB:

s = rθ

= (20)(0.464)

≈ 9.28 feet

Finally, we can use the fact that the rider travels at a speed of 40π feet per minute to find how long it takes to travel 9.28 feet:

t = s / v = 9.28 / (40π) ≈ 0.073 minutes

To convert this to seconds, we multiply by 60:

t ≈ 4.4 seconds

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The results from the random sample provide an estimate of the overall population's opinion on the county leash law change, but there is still a small possibility that the true proportion lies outside this range.

Based on the information provided, a political action committee conducted a survey to estimate the proportion of county residents who support a change to the county leash law.

They took a random sample of 600 residents and found that 30% supported the change, with a margin of error of 4% at a 95% confidence level.
This implies that the committee is 95% confident that the true proportion of county residents who support the change to the leash law lies within the range of 26% to 34% (30% ± 4%).

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The functions y=2x and y=-2x has different slopes 2 and -2 respectively.

The given equation is y=-2x.

Graph the line using the slope and y-intercept, or two points.

Slope: -2

y-intercept: (0,0)

Solve for the first variable in one of the equations, then substitute the result into the other equation.

Point Form: (0,0)

Equation Form: x=0, y=0

Here, in the functions y=2x and y=-2x

The slope is different 2 and -2.

Both the functions has same solution (0, 0)

Therefore, the functions y=2x and y=-2x has different slopes 2 and -2 respectively.

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This procedure will help you systematically analyze the rewards and increase your probability of choosing the larger, delayed reward over the smaller, immediate one.

To increase your probability of choosing a large, delayed reward instead of a smaller, immediate reward, you can follow this procedure:

1. Identify the options: Clearly define the large, delayed reward and the smaller, immediate reward you are comparing.

2. Assess the probabilities: Determine the probability of receiving each reward based on available information or historical data.

3. Calculate the expected value: Multiply the reward amount by its respective probability for each option to find the expected value.

4. Apply a discount factor: To account for the time value of money, apply a discount factor to the delayed reward, which will reduce its present value. This step helps in comparing the two rewards more accurately.

5. Compare the expected values: Compare the expected values of the large, delayed reward and the smaller, immediate reward, considering the discount factor.

6. Choose the option with the higher expected value: Based on the comparison, choose the option with the higher expected value, which will more likely lead you to select the large, delayed reward instead of the smaller, immediate reward.

Following this procedure will help you systematically analyze the rewards and increase your probability of choosing the larger, delayed reward over the smaller, immediate one.

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Answer:

Let d be the number of dimes and n be the number of nickels.

.10d + .05n = 4.95

n = 15 + d

.10d + .05(15 + d) = 4.95

.10d + .75 + .05d = 4.95

.15d + .75 = 4.95

.15d = 4.20, so d = 28 and n = 43

Delaney has 28 dimes and 43 nickels.

Delaney has 28 dimes and 43 nickels.

To solve the problem, we can use a system of two equations with two variables. Let d be the number of dimes and n be the number of nickels. We can set up the following system of equations:

n = d + 15 (since the number of nickels is fifteen more than the number of dimes)

0.05n + 0.10d = 4.95 (since the total value of the coins is $4.95)

We can substitute the first equation into the second equation to get an equation with only one variable:

0.05(d + 15) + 0.10d = 4.95

Simplifying and solving for d, we get:

0.05d + 0.75 + 0.10d = 4.95

0.15d = 4.20

d = 28

Then we can use the first equation to find n:

n = d + 15 = 28 + 15 = 43

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The total number of possibilities is 2475 possible 4-person committees with the same number of boys and girls in the Math-Fest Club.

This is a combination problem, and we can use the formula:
nCk = n! / (k! * (n - k)!)
Where n is the total number of students in the club (11 boys + 10 girls = 21), and k is the number of students we want to select (4).
nCk = 21C4

= 21! / (4! * (21 - 4)!)

= 21! / (4! * 17!)

= 5985
So there are 5985 ways to select 4 students from the club.
Now we need to determine how many of these committees have the same number of girls as boys.

We can do this by counting the number of ways to select 2 boys and 2 girls, and multiplying by the number of ways to arrange them in the committee.
To select 2 boys from the 11 available, we can use the formula:
nCk = n! / (k! * (n - k)!)
11C2 = 11! / (2! * (11 - 2)!) = 55
Similarly, we can select 2 girls from the 10 available:
10C2 = 10! / (2! * (10 - 2)!) = 45
So there are 55 * 45 = 2475 ways to select 2 boys and 2 girls for the committee.
Now we need to arrange them in the committee.

There are 4 positions, so we can use the formula:
nPk = n! / (n - k)!
4P4 = 4! / (4 - 4)! = 24
So there are 24 ways to arrange the 4 selected students in the committee.
Finally, we can multiply the number of ways to select the students by the number of ways to arrange them:
2475 x 24 = 59400

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A simple analysis of variance is also called the one-way ANOVA.

A simple analysis of variance (ANOVA) is a commonly used statistical method that is used to test for differences in means between two or more groups.

The one-way ANOVA, also known as a single-factor ANOVA, is a type of ANOVA that is used when there is one independent variable or factor with three or more levels.

It is a method used to determine whether there are any significant differences between the means of two or more independent (unrelated) groups.

The one-way ANOVA works by comparing the variation between groups to the variation within groups.

It calculates an F-statistic that measures the ratio of the variation between groups to the variation within groups.

If the F-statistic is greater than the critical value at a given level of significance, it indicates that there are significant differences between the means of the groups.

The one-way ANOVA can be used in various fields such as medicine, social sciences, engineering, and many others. For example, in medicine, the one-way ANOVA can be used to compare the effectiveness of different treatments for a particular condition by comparing the mean outcomes of patients who received different treatments.

In the social sciences, it can be used to compare the means of different groups based on a particular characteristic or trait.

Overall, the one-way ANOVA is a powerful and versatile statistical tool that can help researchers identify significant differences between groups or treatments based on a single independent variable.

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The linear formula to depict the change in altitude as a function of time (in minutes) is: altitude (in feet) = -25 × time (in minutes) + 3000.

The change in altitude is a linear function of time, with a slope of -500 feet per 20 minutes, since the hiker is descending. To find the y-intercept, we can use the initial altitude of 3000 feet.

Let y be the altitude in feet and x be the time in minutes. Then the formula is:

y = mx + b

where m is the slope and b is the y-intercept.

Substituting the given values, we get:

y = -25x + 3000

Therefore, the linear formula to depict the change in altitude as a function of time (in minutes) is:

altitude (in feet) = -25 × time (in minutes) + 3000.

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In summary: (a) 1 from each class: Probability = 0.1439, (b) 2 sophomores and 2 juniors: Probability = 0.03596, (c) Only sophomores or juniors: Probability = 0.03796

To find the probability of selecting a committee with specific characteristics, we need to first determine the total number of possible committees.

Total number of possible committees = C(14,4) = 1001, where C(n,r) is the number of combinations of n things taken r at a time.

(a) To have one member from each class, we need to choose one freshman, one sophomore, one junior, and one senior. The number of ways to do this is: C(3,1) * C(4,1) * C(4,1) * C(3,1) = 144. Therefore, the probability of selecting a committee with one member from each class is:

P(a) = 144/1001 = 0.144

(b) To have two sophomores and two juniors, we need to choose 2 from the 4 sophomores and 2 from the 4 juniors. The number of ways to do this is: C(4,2) * C(4,2) = 36. Therefore, the probability of selecting a committee with two sophomores and two juniors is:

P(b) = 36/1001 = 0.036

(c) To have only sophomores or juniors, we need to choose 4 from the 4 sophomores and 0 from the 4 juniors OR choose 0 from the 4 sophomores and 4 from the 4 juniors. The number of ways to do this is: C(4,4) + C(4,0) = 2. Therefore, the probability of selecting a committee with only sophomores or juniors is:

P(c) = 2/1001 = 0.002
To find the probability of each scenario, we'll first find the total number of possible committees and then the number of ways each specific scenario can occur.

Total students = 3 freshmen + 4 sophomores + 4 juniors + 3 seniors = 14 students
Total possible committees = C(14, 4) = 14! / (4! * (14-4)!) = 1001

(a) 1 from each class:
We'll choose 1 freshman, 1 sophomore, 1 junior, and 1 senior.
Ways to choose = C(3,1) * C(4,1) * C(4,1) * C(3,1) = 3 * 4 * 4 * 3 = 144
Probability = 144 / 1001 = 0.1439

(b) 2 sophomores and 2 juniors:
Ways to choose = C(4,2) * C(4,2) = 6 * 6 = 36
Probability = 36 / 1001 = 0.03596

(c) Only sophomores or juniors:
We'll either have 4 sophomores, 4 juniors, or 2 sophomores and 2 juniors.
Ways to choose = C(4,4) * C(4,0) + C(4,0) * C(4,4) + C(4,2) * C(4,2) = 1 * 1 + 1 * 1 + 36 = 38
Probability = 38 / 1001 ≈ 0.03796

In summary:
(a) 1 from each class: Probability = 0.1439
(b) 2 sophomores and 2 juniors: Probability = 0.03596
(c) Only sophomores or juniors: Probability = 0.03796

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Answer:

1) growth, a=2, b=3

2) growth, a=1/3, b=4

3) decay, a=5, b=1/2

4) growth, a=1, b=3

5) growth, a=3, b=3/2

6) growth, a=1, b=1.2

Answer:

plug the value of -b / 2a into the equation for x and solve fo y

Answer:

The 30 oz option for $2.99 is the better buy. It costs $0.10 per ounce, whereas the 15 oz option costs $0.10 per ounce.

The probability that a random sample of 36 resistors is 1, or 100%.

We can use the central limit theorem to approximate the distribution of the sample mean of 36 resistors as a normal distribution with mean μ = 40 ohms and standard deviation σ/√n = 4/√36 = 4/6 = 0.67 ohms.

Let X be the random variable representing the combined resistance of a sample of 36 resistors. Then:

X ~ N(μ, σ²/n)

X ~ N(40, (4/6)²)

To find the probability that a random sample of 36 resistors will have a combined resistance of more than 1494 ohms, we need to standardize X:

Z = (X - μ) / (σ/√n)

Z = (1494 - 3640) / (4/6√36)

Z = -30

We want to find P(Z > -30). This probability is essentially 1, because the standard normal distribution is continuous and has no mass at any specific point, so the probability of any exact value is zero. Therefore, we can approximate P(Z > -30) as 1.

Therefore, the probability that a random sample of 36 resistors will have a combined resistance of more than 1494 ohms is approximately 1, or 100%.

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