A researcher wants to estimate the passing rate of Stats courses at FIU with a margin of error of 3 % and a confidence level of 90 % . If the passing rate is believed to be around 70 % , what sample size is needed

The calculated value of the missing angle in the right triangle is 30 degrees

From the question, we have the following parameters that can be used in our computation:

DE = 2

DF = 4

The missing angle in the right angle can be calculated using the following sine ratio

sin(angle) = DE/DF

Substitute the known values in the above equation, so, we have the following representation

sin(angle) = 2/4

Evaluate

sin(angle) = 0.5

Take the arc sin of both sides

so, we have

angle = 30

Hence, the missing angle is 30 degrees

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When constructing a confidence interval for the population mean using t procedures, the degrees of freedom for the t distribution play a crucial role in determining the appropriate t value.

The degrees of freedom (df) in this context refer to the number of independent values or pieces of information that can be used to estimate the population parameter.

For a t-distribution, the degrees of freedom are calculated as df = n - 1, where n represents the sample size. This means that if you have a sample of 30 observations, your degrees of freedom for the t distribution would be 29.

The larger the sample size, the more degrees of freedom you have, and the closer the t distribution approximates a standard normal distribution.

Once you have determined the degrees of freedom, you can then use a t-table or statistical software to find the critical t value associated with the desired level of confidence (e.g., 95% or 99%). This t value is then used in the formula for constructing the confidence interval for the population mean, which is given by:

Confidence Interval = Sample Mean ± (t-value * Standard Error)

The t procedures are particularly useful when the population standard deviation is unknown or when the sample size is small, as they account for the additional uncertainty associated with these conditions.

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The rpm of the 10-tooth sprocket when driven by the same chain that drives a 20-tooth sprocket at 10 rpm will be 20 rpm.

The speed of a sprocket is directly proportional to the number of teeth on it. Therefore, if a 20-tooth sprocket is turning at 10 rpm, it means that it covers 200 teeth in one minute. When the same chain drives a 10-tooth sprocket, it means that the sprocket will cover half the distance or 100 teeth in one minute.
Therefore, the rpm of the 10-tooth sprocket will be double that of the 20-tooth sprocket, and it will turn at 20 rpm. This calculation is based on the fact that the chain is of the same length and is connected to the same motor, which provides the same power output. Hence, the speed of the sprocket is determined by the number of teeth on it.
In conclusion, the rpm of the 10-tooth sprocket when driven by the same chain that drives a 20-tooth sprocket at 10 rpm will be 20 rpm.

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The point estimate for the population means of mpg of a hybrid car can be determined by taking the midpoint of the confidence interval.

The midpoint can be found by taking the average of the two endpoints, which in this case is (27+43)/2 = 35. Therefore, the point estimate for the population mean of mpg of a hybrid car is 35. It is important to note that the confidence interval is a range of values that we are confident the population means falls within, with a 90% level of confidence.

This means that if we were to take multiple random samples of the same size from the population and calculate a confidence interval for each one, about 90% of those intervals would contain the true population means. The population refers to the entire group or set of individuals or objects that we are interested in studying. In this case, the population would be all hybrid cars.

The term interval refers to the range of values within which the population parameter (in this case, the population mean) is likely to fall.

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The type of relationship that the scatterplot have is a negative association

From the question, we have the following parameters that can be used in our computation:

The scatter plot

On the scatter plot, we can see that

This means that tthe association is approximately linear

Also, the relationship is a negative association

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Research has shown that alcoholism kills Native Americans at a rate five times higher than other Americans, that alcohol kills people between the ages of 25-35 at ten times the rate of other young adults, and that alcohol is also involved in 75% of all fatal accidents, a number three times higher than non-Native Americans is All of the above. D

Alcohol plays a significant and devastating role among Native Americans, and all of the statements listed in the question are true.

Firstly, alcoholism kills Native Americans at a rate five times higher than other Americans.

This is a staggering statistic and reflects the high prevalence of alcohol abuse and addiction among Native American populations.

Alcoholism can lead to a range of health problems, including liver disease, heart disease, and various forms of cancer, which can ultimately be fatal.

Secondly, alcohol kills people between the ages of 25-35 at ten times the rate of other young adults.

This is a particularly concerning statistic, as young adulthood is a time when people are typically starting their careers, establishing relationships, and building their lives.

The high rate of alcohol-related deaths among young Native Americans reflects the significant impact that alcohol abuse can have on individuals, families, and communities.

Finally, alcohol is involved in 75% of all fatal accidents among Native Americans, which is a number three times higher than non-Native Americans.

This highlights the dangerous consequences of alcohol abuse, which can impair judgment, coordination, and reaction time, leading to accidents and fatalities.

Alcohol plays a devastating role among Native Americans, and the high rates of alcohol-related deaths, particularly among young adults, are a significant concern.

Understanding the impact of alcohol abuse on Native American populations is essential in developing effective prevention and treatment strategies to address this issue.

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Thus,  the probability that the total production of these 25 apple trees will exceed 255 apples is 0.3085, or about 31%.

To solve this problem, we need to first find the distribution of the total production of the 25 apple trees.

We know that the average production amount of a single apple tree is normally distributed with a mean of 10 apples and a standard deviation of 2 apples.

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The lower confidence limit in a 95% confidence interval for the average income is $14,722.62.

To calculate the lower confidence limit in a 95% confidence interval for the average income, we need to use the formula:

Lower confidence limit = sample mean - (z-score x standard error)

First, we need to calculate the standard error:

Standard error = population standard deviation / square root of sample size
Standard error = $1,000 / square root of 50
Standard error = $141.42

Next, we need to find the z-score for a 95% confidence interval. Using a z-score table or calculator, we find that the z-score is 1.96.

Now we can plug in our values:

Lower confidence limit = $15,000 - (1.96 x $141.42)
Lower confidence limit = $15,000 - $277.38
Lower confidence limit = $14,722.62

Therefore, the lower confidence limit in a 95% confidence interval for the average income is $14,722.62.

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There are 20,358,520 different choices for the player in the 6/53 lottery game if repetition is not allowed.

If repetition is not allowed, then the player can choose any of the 53

numbers for the first number, any of the remaining 52 numbers for the

second number, any of the remaining 51 numbers for the third number, and

so on.

Therefore, the number of different choices the player has is:

53 × 52 × 51 × 50 × 49 × 48 = 20,358,520

So there are 20,358,520 different choices for the player in the 6/53 lottery

game if repetition is not allowed.

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Pairwise comparison voting, also known as Condorcet voting, satisfies both majority rule and pairwise victory (the Condorcet criterion).

1. Pairwise comparison: In pairwise comparison voting, each candidate is compared to every other candidate in a head-to-head contest. Voters rank the candidates in order of preference, and the outcomes of these individual contests are used to determine the overall winner.

2. Majority rule: Majority rule is satisfied in pairwise comparison voting because, in each head-to-head contest, the candidate who receives more than 50% of the votes is considered the winner. This ensures that the candidate with the majority of votes in each comparison is acknowledged as the preferred choice.

3. Pairwise victory (Condorcet criterion): The Condorcet criterion states that if there is a candidate who can beat every other candidate in a one-on-one contest, that candidate should be the overall winner. Pairwise comparison voting satisfies the Condorcet criterion because it directly compares each candidate against all others, ensuring that any candidate who consistently wins these head-to-head contests is recognized as the overall winner.

In conclusion, pairwise comparison voting (Condorcet voting) satisfies both majority rule and pairwise victory (the Condorcet criterion) by comparing candidates in head-to-head contests, ensuring that the candidate with the majority of votes in each contest is acknowledged as the preferred choice, and recognizing any candidate who consistently wins these head-to-head contests as the overall winner.

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The largest possible scale factor that satisfies both ratios is 1/9. That is Option B.

To find the scale factor, we need to divide the length and width of the original art by the corresponding length and width of the desired size.

Scale factor = (9.5 / 104.5) = 0.090909

Also,

(7.5 / 67.5) = 0.11111

The largest possible scale factor that satisfies both ratios is 1/9

So the new dimensions of the art would be:

(104.5 inches / 9) x (67.5 inches / 9) = 11.61 inches x 7.5 inches

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The standard deviation for American women aged 20 to 29 years old is 3.81 inches.

To find the standard deviation, we need to use the formula for a normal distribution:

z = (x - μ) / σ

where z is the z-score, x is the height, μ is the mean height, and σ is the standard deviation.

We know that 80% of women in their 20s are between 60.8 and 67.6 inches tall, which means that the range of z-scores is from -1.28 to 0.84 (using a standard normal table).

We can set up two equations using the z-score formula:

-1.28 = (60.8 - μ) / σ

0.84 = (67.6 - μ) / σ

Solving for σ in either equation gives us the standard deviation:

σ = (67.6 - μ) / 0.84

Plugging this into the first equation, we can solve for μ:

-1.28 = (60.8 - μ) / ((67.6 - μ) / 0.84)

-1.28(67.6 - μ) = 60.8 - μ

-86.048 + 1.28μ = 60.8 - μ

2.28μ = 146.848

μ = 64.4

Therefore, the standard deviation is:

σ = (67.6 - 64.4) / 0.84 = 3.81

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The expression inside the integral, we get {eq}r^3 \sqrt{r^2} = r^{\frac{7}{2}} {/eq}. Evaluating the integral, we get:{eq}\int_{0}^{2\pi} \int_{0}^{6} r^3 \sqrt{r^2} \, \mathrm{d}r \, \mathrm{d}\theta = \int_{0}^{2\pi} \left[\frac{2}{9}r^{\frac{9}{2}}\right]_{0}^{6} \, \mathrm{d}\theta = \frac{2}{9}(6^{\frac{9}{2}}-0) \int_{0}^{2\pi} \mathrm{d}\theta = \boxed{432\pi} {/eq}

To change to polar coordinates, we need to express {eq}x {/eq} and {eq}y {/eq} in terms of {eq}r {/eq} and {eq}\theta {/eq}. Using the conversion formulas, we have {eq}x = r\cos{\theta} {/eq} and {eq}y = r\sin{\theta} {/eq}. The limits of integration also change to reflect the new coordinate system. In polar coordinates, the disk {eq}x^2 + y^2\leq 36 {/eq} becomes {eq}0\leq r\leq 6 {/eq} and {eq}0\leq \theta\leq 2\pi {/eq}. Substituting these values, we get:

{eq}\iint_{D} (x^2 + y^2)^\frac{3}{2} \, \mathrm{d}x \ \mathrm{d}y = \int_{0}^{2\pi} \int_{0}^{6} r^3 \sqrt{r^2} \, \mathrm{d}r \, \mathrm{d}\theta {/eq}

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The frequency table based on the information will be:

Cat Dog Rabbit

Male 5 10 5

Female 15 6 16

Total 20 16 21

We know that 40% of Jacob's friends said dogs, so we can put 16 in the dog column.

We also know that 3/8 of his friends said cats. To find out how many friends that is, we can multiply the total number of friends (40) by 3/8, which gives us 15. We can put this number in the cat column.

We also know that twice as many females as males said rabbits. This means that R = 2(M), or equivalently, M = R/2.

Now we can use the fact that a total of 40 friends were surveyed:

M + F = 40

R/2 + F = 40

Solving this system of equations, we get F = 24 and R = 16.

Then, we can put 16 in the rabbit column.

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Jacob asked 40 friends to tell him which animal they like best from cat or dog or rabbit. 7 of the 18 of his female friends said cats. Twice as many females as males said rabbits. 40% of his friends said dogs. 3/8 of his friends said cats.

Complete the two-way frequency table.

The antiderivative for the given derivative is C(x)=x³-x²-4000.

The given derivative is C'(x) = 3x²-2x.

Set the function up in integral form and evaluate to find the integral.

C(x)=x³-x²

Substitute C(x)=4000, we get

4000=x³-x²

x³-x²-4000=0

So, the antiderivative is C(x)=x³-x²-4000

Therefore, the antiderivative for the given derivative is C(x)=x³-x²-4000.

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The  answer is: No, the series does not converge.

To test the convergence or divergence of the series ∑(ln(n)), we can use the integral test.

Let f(x) = ln(x), where x ≥ 1. Then f(x) is a continuous, positive, and decreasing function for x ≥ 1. Therefore, we can use the integral test to determine whether the series converges or diverges by comparing it to the improper integral:

∫[1, ∞] ln(x) dx

We can evaluate this integral using integration by parts:

∫[1, ∞] ln(x) dx = x ln(x) - x |[1, ∞]
= ∞ - 0 - (1 - 0)
= ∞ - 1

Since the integral diverges, we conclude that the series ∑(ln(n)) also diverges.

Therefore, the answer is: No, the series does not converge.

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The person who gets to say the last number, 1000, will be Person 6.

In this scenario, we have seven people sitting in a circle and counting clockwise. The goal is to determine which person will say the last number when they reach 1000. To solve this problem, we can use the concept of modular arithmetic.

When dividing 1000 by the total number of people (7), we get a quotient of 142 and a remainder of 6 (1000 = 142*7 + 6). This means that after completing 142 full rounds of counting, the group will have reached the number 994 (142*7). In the next round, they will continue counting from 995 to 1000.

Since the remainder is 6, it indicates that the last number (1000) will be spoken by the person sitting 6 positions after the first person in the circle (clockwise). In other words, Person 1 says numbers 1, 8, 15, and so on, while Person 6 will say 6, 13, 20, and so on.

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Answer:

The perimeter is 4√81 = 4 × 9 = 36 meters.

The perimeter of the Rhombus is 28.8 cm.

Rhombus is a type of quadrilateral parallelogram whose all sides are equal and diagonals intersect each other at 90 degrees.

How to determine this

When the length of the diagonals of a rhombus is known, we find the side length of the rhombus.

When AC = 8 cm

BD = 12 cm

Using the formula

Perimeter = [tex]2\sqrt{AC^{2} + BD^{2} }[/tex]

P =[tex]2\sqrt{8^{2} + 12^{2} }[/tex]

P = [tex]2\sqrt{64 + 144 }[/tex]

P =[tex]2\sqrt{208}[/tex]

P = 2 * 14.42

P = 28.84 cm

Therefore, the perimeter of the Rhombus is 28.84 cm

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The equivalent Fractions with the LCD

LCD = 48 so its D. 16

Rewriting input as fractions if necessary:

2/3, 1/16, 1/8

For the denominators (3, 16, 8) the least common multiple (LCM) is 48.

LCM(3, 16, 8)

Therefore, the least common denominator (LCD) is 48.

Calculations to rewrite the original inputs as equivalent fractions with the LCD:

2/3 = 2/3 × 16/16 = 32/48

1/16 = 1/16 × 3/3 = 3/48

1/8 = 1/8 × 6/6 = 6/48

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What number is missing in the fractions to have a LCD of 48? 2/3, 1/?, 1/8 A.2 B.6 C.12 D.16

if the degree of the numerator is greater than the degree of the denominator, there is no horizontal asymptote.

To determine the y-intercept of a rational function, set the numerator equal to zero and solve for x. To find the x-intercepts, set the numerator equal to zero and solve for x. To identify vertical asymptotes, set the denominator equal to zero and solve for x. To determine the horizontal asymptote, compare the degree of the numerator and denominator: if the degree of the numerator is less than the degree of the denominator, the horizontal asymptote is at y=0; if the degree of the numerator is equal to the degree of the denominator, the horizontal asymptote is at the ratio of the leading coefficients; To find holes in the graph, cancel out any common factors in the numerator and denominator, and then evaluate the function at the resulting x-value.

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Population variances are equal, sample sizes are equal, and populations are normally distributed.

The Multiple Select Question "Analysis of Variance assumes that" are:

population variances are equal

sample sizes are equal

populations are normally distributed

Explanation:

Analysis of Variance (ANOVA) is a statistical method used to test the equality of means between two or more groups.

To perform ANOVA, certain assumptions need to be met:

The populations from which the samples are drawn have equal variances (homoscedasticity)

The sample sizes are equal (or approximately equal) across all groups

The populations are normally distributed

The observations within each group are independent and identically distributed (IID)

The response variable in ANOVA is continuous, not categorical.

ANOVA is used to compare means between two or more groups, so the response variable needs to be a continuous variable that can be measured and compared across the groups.

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Dyskeratosis congenita (DKC) is a rare inherited disorder that affects the production and maintenance of telomeres. Telomeres are the protective caps on the ends of chromosomes that shorten as cells divide and age.

In people with DKC, telomeres are shorter than normal, which can lead to premature aging, bone marrow failure, and an increased risk of cancer.

When both parents have DKC, all of their children inherit the disorder and are also born with shorter telomeres. The exact length of telomeres can vary from person to person, even within families. However, the telomere lengths of children with DKC tend to be shorter than those of their parents with DKC because the telomeres are progressively shortened with each generation.

Moreover, the rate of telomere shortening can also be influenced by factors such as environmental exposures, stress, and lifestyle choices, which may contribute to variations in telomere lengths between parents and children with DKC.

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To find the probability that the mean years of education for a sample of 35 people is at least 12 years, we need to use the Central Limit Theorem (CLT) and the properties of the normal distribution.

Given:

- Mean (μ) of the population = 13.2 years

- Standard deviation (σ) of the population = 2.96 years

- Sample size (n) = 35

Using the CLT, we know that for a sufficiently large sample size (n ≥ 30), the sampling distribution of the sample mean approaches a normal distribution, regardless of the shape of the population distribution.

To calculate the probability, we need to standardize the sample mean using the z-score formula and then find the corresponding area under the standard normal curve.

Step 1: Calculate the standard error of the mean (SE):

SE = σ / √n

SE = 2.96 / √35

SE ≈ 0.5013

Step 2: Calculate the z-score for the given mean of 12 years:

z = (x - μ) / SE

z = (12 - 13.2) / 0.5013

z ≈ -2.395

Step 3: Find the area under the standard normal curve for z ≥ -2.395:

P(z ≥ -2.395) can be obtained using a standard normal distribution table or a calculator. The corresponding area is approximately 0.9911.

Therefore, the probability that the mean years of education for a sample of 35 people is at least 12 years is approximately 0.9911, or 99.11%.

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The radius of convergence of the series obtained by adding them term by term will be R = min(R1, R2).

If we have two power series:

∑an(x − c)n and ∑bn(x − c)n,

with radii of convergence R1 and R2 respectively, then we can define a new power series by adding these two series term by term:

∑cn(x − c)n = ∑an(x − c)n + ∑bn(x − c)n.

The radius of convergence of the new series will be at least as large as the smaller of R1 and R2, i.e.,

R ≥ min(R1, R2).

In other words, the radius of convergence of the new series will be the minimum of the radii of convergence of the original series.

So, in your case, if you have two power series with radii of convergence R1 and R2, then the radius of convergence of the series obtained by adding them term by term will be

R = min(R1, R2).

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Answer: B. there are 3 people per long side. so 6 people per table. for x tables there are 6x people in total. the end tables can seat 1 person at each end which adds 2 more people.

There are 277,200 ways to select a committee of four Republicans, three Democrats, and two Independents from the given group.

To select a committee of four Republicans, three Democrats, and two Independents from a group of 10 distinct Republicans, 12 distinct Democrats, and 4 distinct Independents, you can use combinations.

For Republicans: C(10,4) = 10! / (4!(10-4)!) = 210 ways
For Democrats: C(12,3) = 12! / (3!(12-3)!) = 220 ways
For Independents: C(4,2) = 4! / (2!(4-2)!) = 6 ways

Now, multiply the combinations together to get the total ways:
210 (Republicans) × 220 (Democrats) × 6 (Independents) = 277,200 ways

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The probability that the committee will consist of two teachers and two students is 28/65.

To determine the probability that the committee will consist of two teachers and two students, we need to first find the total number of ways to select four people from the group of 15:

Total number of ways = C(15,4) = 15! / (4!11!) = 1365

Next, we need to find the number of ways to select two teachers and two students:

Number of ways = C(7,2) * C(8,2) = (7! / (2!5!)) * (8! / (2!6!)) = 21 * 28 = 588

Finally, we can find the probability by dividing the number of ways to select two teachers and two students by the total number of ways:

Probability = 588/1365 = 28/65

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The probability of a student winning both grants is 0.144, or 14.4%, is the response.

The likelihood that a student will be awarded both funds is determined by dividing the likelihood of earning a state grant by the likelihood of receiving a federal grant.

The formula P(A and B) = P(A) x P(B) can be used to determine the likelihood of two independent events occurring simultaneously. In this instance, event A has a 0.32 likelihood of winning a state award, but event B has a 0.45 probability of receiving a federal grant. Since the two occurrences are separate, we can use the following formula to determine the likelihood of both happening simultaneously:

Upon obtaining both awards, P(receiving both grants) = P(state grant) x P(federal grant) = 0.32 x 0.45 = 0.144

Therefore , The likelihood that a student will receive both grants is 0.144, or 14.4%.

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The length of the credit card is either l = 8.5 or l = -5.5. Since length can't be negative, we know that: l = 8.5

First, we need to use the given information to set up an equation for the length and width of the credit card. We know that the width w is 3 centimeters shorter than the length l, so we can write:

w = l - 3

We also know that the area of the credit card is 46.75 square centimeters, which can be expressed as:

A = lw = 46.75

Now we can use these equations to solve for the length and width. Substituting the first equation into the second equation, we get:

(l - 3)l = 46.75

Expanding the left side, we get:

l^2 - 3l = 46.75

Rearranging and factoring, we get:

(l - 8.5)(l + 5.5) = 0

So the length of the credit card is either l = 8.5 or l = -5.5. Since length can't be negative, we know that:

l = 8.5

Using the first equation, we can then find the width:

w = l - 3 = 8.5 - 3 = 5.5

Now we can find the perimeter by adding up the four sides of the credit card:

P = 2l + 2w = 2(8.5) + 2(5.5) = 17 + 11 = 28

So the perimeter is 28 centimeters.

To solve this problem, we'll first use the given information to find the width (w) and length (l) of the credit card. Then, we'll calculate the perimeter using the formula: Perimeter = 2 * (length + width).

Given that the width (w) is 3 centimeters shorter than the length (l), we can express this as:

w = l - 3

We are also given the area of the credit card, which is 46.75 square centimeters. The area can be calculated as:

Area = length * width
46.75 = l * (l - 3)

Now, let's solve for l:

46.75 = l^2 - 3l
l^2 - 3l - 46.75 = 0

Solving this quadratic equation, we get:

l ≈ 7.25 cm

Now that we have the length, we can find the width:

w = l - 3
w = 7.25 - 3
w ≈ 4.25 cm

Finally, we can calculate the perimeter using the formula:

Perimeter = 2 * (length + width)
Perimeter = 2 * (7.25 + 4.25)
Perimeter ≈ 23 cm

So, the perimeter of the credit card is approximately 23 centimeters.

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