Determine whether the description corresponds to an observational study or an experiment Research is conducted to determine if there is a relation between heart arrhythmias and caffeine consumption. Does the description correspond to an observational study or an experiment?

As per the concept of standard deviation the statement that is not true is "f) None of the above".

The term standard deviation in math is known as the process of measure the spread of the data about the mean value and it is useful in comparing sets of data which may have the same mean but a different range.

Here it is important to understand the concept of sampling distribution, particularly the sampling distribution of the sample mean.

Statement (a) is true. The sampling distribution of the sample mean is often reasonably similar to the distribution of the population from which the sample is taken.

Statement (b) is also true. As the sample size increases, the normal approximation to the sampling distribution of the sample mean becomes better.

Statement (c) is true as well. The standard deviation of the sampling distribution of the sample mean can be calculated using the formula σ/√n, where σ is the standard deviation of the population and n is the sample size.

Statement (d) is somewhat true. The sampling distribution of the sample mean is indeed approximately normal, mound-shaped, and symmetric for sample sizes greater than 30, but this rule of thumb is not strict.

Statement (e) is true. The expected value of the sample mean is always the same as the expected value of the population mean.

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Answer: (3, 7) (7, 4)

Step-by-step explanation:

The line fits better in predicting the points in the data. Also I got the right answer on the same test. The first time I did the test, I did (1,10) (10,10) which is INCORRECT. I reset the test and picked (3,7) (7,4) and it was CORRECT.

So let me be clear, (1,10) (10,1) IS THE WRONG ANSWER

(3,7) (7,4) IS THE RIGHT ANSWER

PROOF:

The dynamic range for a 9-bit magnitude PCM code is 3072 dB.

The dynamic range for a 9-bit magnitude PCM code is the difference between the maximum and minimum representable amplitude levels, which is calculated using the formula:

Dynamic range = (2^n - 1) * 6dB

where n is the number of bits used to represent each sample in the PCM code.

For a 9-bit magnitude PCM code, n = 9, so the dynamic range is:

Dynamic range = (2^9 - 1) * 6dB = (512 - 1) * 6dB = 3072dB

So, a 9-bit magnitude PCM code has a dynamic range of 3072dB.

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Answer:

C

Step-by-step explanation:

8 : 10 = 18

12 : 15 = 27

36 : 45 = 81

Approximately 68% of data lies between 0 and 1 standard deviation in the standard normal curve.

The area under the standard normal curve is equal to 1. It is divided into four sections: below 0 standard deviation, between 0 and 1 standard deviation, between 1 and 2 standard deviations, and above 2 standard deviations. Each of these sections has an area of 0.25, or 25%. The area between 0 and 1 standard deviation is 0.25, or 25%, of the entire area under the curve, so 68% of the data lies within it.

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The result of this operation can then be used to calculate the maximum discount available for each product.

The formula to find the maximum discount product in SQL is:

MAX(Discount) = MAX(Price)-MIN(Price);

This formula calculates the maximum discount available on a product by subtracting the minimum price of the product from the maximum price. This can be used to determine the best value for money for a product by comparing the discount with the prices of other products.

For example, if the minimum price of a product is $100 and the maximum price is $200, the maximum discount available for that would be $100. This could be used to compare the discount of this  The result of this operation can then be used to calculate the maximum discount available for each product. to the discounts of other products and find out which one gives the best value for money.

This formula can be implemented in SQL by using the MAX() and MIN() aggregate functions to find the maximum and minimum prices for each product. The result of this operation can then be used to calculate the maximum discount available for each product.

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Given:-

[tex] \: [/tex]

To find:-

[tex] \: [/tex]

By using formula:-

[tex] \: [/tex]

Solution:-

[tex] \rm{C = 2πr} \\ \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \rm{ = 2×3.14×7} \\ \: \: \: \: \: \: \: \: \: \: \: \: \: \: \rm{=2×21.98 } \\ \: \: \: \: \: \: \: \: \underline{ \boxed{\rm{ \bold{\red{=43.96}}}}}[/tex]

[tex] \: [/tex]

hope it helps!:)

Given:-

[tex] \: [/tex]

To find:-

[tex] \: [/tex]

By using formula:-

[tex] \: [/tex]

Solution:-

[tex] \: [/tex]

[tex] \: [/tex]

[tex] \: [/tex]

[tex] \: [/tex]

[tex] \: [/tex]

hope it helps!:)

The first translation T (10, 2) means 10 units to the right that is 10 blocks to the east, and 2 units up that is 2 blocks to the north.  The second translation T (-23, -3) 23 units to the west and 3 units to the south.

In mathematics, a translation is the up, down, left, or right movement of a shape. Because the translated shapes appear to be exactly the same size as the original ones, they are consistent with one another. Just one or more directions have been altered. There is no change in the shape because it is simply being moved from one location to another.

The given translations are T (10, 2)° T (-23, -3).

The first translation T (10, 2) means 10 units to the right that is 10 blocks to the east, and 2 units up that is 2 blocks to the north.

The second translation T (-23, -3) means 23 units to the left or 23 units to the west and 3 units down that is 3 units to the south.

Hence, the first translation T (10, 2) means 10 units to the right that is 10 blocks to the east, and 2 units up that is 2 blocks to the north.

The second translation T (-23, -3) means 23 units to the left or 23 units to the west and 3 units down that is 3 units to the south.

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The distance to school, and therefore home, is d Thus, the student rides d+d miles in one day. so, she rides (2d) miles in one day.

Expression- 1 : she travels( 10d) long hauls in a normal rain free week. In a 4 week period she'd typically lift( 10d 10d 10d 10d) long hauls, but we need to abate the long hauls for the stormy days. For each rain day we've to abate 2d long hauls. thus, she traveled( 10d 10d 10d 10d∠′ 2d∠′ 2d∠′ 2d∠′ 2d) or( 10d 10d 10d 10d∠′( 2d 2d 2d 2d)). Equally 4( 10d) ∠′ 4( 2d) = ( 40d∠′ 8d).

Expression- 2 : If we decide to combine the stormy day long hauls with the daily long hauls traveled ahead of time also the expression for one academy week with one rain day looks like( 10d∠′ 2d) or( 8d) and the four week aggregate is( 8d 8d 8d 8d). Equally we can write 4( 8d).

The original expressions will vary greatly. Comparing the cases above we see that( 40d∠′ 8d) and 4( 8d) represent the same distance traveled and thus are original expressions.

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The call center received a number of calls between 3:00 PM and 4:00 PM is 350.

A call center (Commonwealth spelling) or call center (American spelling; see spelling differences) is a managed capability that can be centralized or remote that is used for receiving or transmitting a large volume of inquiries by telephone. An inbound call center is operated by a company to administer incoming product or service support or information inquiries from consumers. According to this question,

The call center received 40% more inquiries between 3:00 PM and 4:00 PM than the 250 inquiries received between 2:00 PM and 3:00 PM.

So, if 250 inquiries were received between 2:00 PM and 3:00 PM, 40% of that is 250 * 40% = 100.

And the total number of inquiries received between 3:00 PM and 4:00 PM is 250 + 100 = 350.

Therefore, the call center received a number of calls between 3:00 PM and 4:00 PM is 350.

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The solution to the system is (x, y) = (7, 5).

What is the linear equation?

A linear equation is an equation of a straight line. It is an equation of the form y = mx + b, where m is the slope of the line and b is the y-intercept.

The system has one solution (7,5).

One method to solve the system of linear equations is substitution. From the first equation, x = y + 2. Substituting this into the second equation, we get -3(y + 2) + 3y = 6, which simplifies to -3y - 6 + 3y = 6.

Combining like terms, we get -3y = -6, or y = 2.

Finally, substituting y = 2 back into x = y + 2, we get x = 2 + 2, or x = 4. So, the solution to the system is (x, y) = (7, 5).

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The graph of two functions: (a) f(2)+g(2) = 0 (b) f(6) - 9 = 0 (c) f(2)•g(2) = -9 (d) f(2) = 5 (e) g(2) = -5 (f) f(6) = 1

(a) To solve f(2)+g(2)=0, use the graph to find the value of f(2) and g(2). From the graph, f(2) is equal to 5 and g(2) is equal to -5. When these values are added together, the result is 0. Therefore, f(2)+g(2)=0.

(b) To solve f(6)-9=0, use the graph to find the value of f(6). From the graph, f(6) is equal to 1. When the value of f(6) is subtracted from 9, the result is 0. Therefore, f(6)-9=0.

(c) To solve f(2)•g(2)=-9, use the graph to find the value of f(2) and g(2). From the graph, f(2) is equal to 5 and g(2) is equal to -5. When these values are multiplied together, the result is -9. Therefore, f(2)•g(2)=-9.

(d) To solve f(2)=5, use the graph to find the value of f(2). From the graph, f(2) is equal to 5. Therefore, f(2)=5.

(e) To solve g(2)=-5, use the graph to find the value of g(2). From the graph, g(2) is equal to -5. Therefore, g(2)=-5.

(f) To solve f(6)=1, use the graph to find the value of f(6). From the graph, f(6) is equal to 1. Therefore, f(6)=1.

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The probability of rolling a die 2 times and then rolling 2 odd numbers in a row is 1/4

When rolling a fair six-sided die, each outcome has an equal chance of happening, so the probability of rolling an odd number is 1/2 i.e. 3 out of 6

The probability of rolling two odd numbers in a row is then

(1/2) * (1/2) = 1/4.

This means that, the probability of rolling a die two times and then rolling 2 odd numbers in a row is 1/4

Therefore, the probability of rolling a die 2 times and then rolling 2 odd numbers in a row is 1/4

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i got 64.98 i really hope this helps :)

1. The difference of expression is 10 x [tex]10^{11[/tex].

2. The quotient in standard form is 3.6 x  [tex]10^{ -8[/tex].

Exponents and powers can be used to represent extremely big or extremely small numbers in a more straightforward manner.

To illustrate 3 x 3 x 3 x 3 in a straightforward manner, for instance, we could write it as 34, where 4 is the exponent and 3 is the base. It is claimed that the entire statement 34 has power.

Given:

1. (9.6×[tex]10^{13[/tex])-(9.5x[tex]10 ^{13[/tex])

Now, solving the above expression as

= (9.6×[tex]10^{13[/tex])-(9.5x[tex]10 ^{13[/tex])

= (9.6 - 9.5) x [tex]10^{13[/tex]

= 0.1 x [tex]10^{13[/tex]

= 10 x [tex]10^{11[/tex]

2. (7.56 x [tex]10^{ -8[/tex]) ÷ 2.1

= 3.6 x  [tex]10^{ -8[/tex]

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Answer:

9 units

Step-by-step explanation:

Answer:

Diameter = 6 ft

Step-by-step explanation:

Area of a circle = pi r^2

    28.26 = pi r^2

     28.26 / pi = r^2

           r^2 = 8.9954

              r = ~ 3 ft  <=====   Diameter is 2r = 6 ft

Answer:

Henry bought a candy bar for $3.20 and a chocolate bar for $1.60. He paid with a $20 bill, so he received $15.20 in change. He has $15.20 left over.

Step-by-step explanation:

(a) If the current distribution is Ps all other Pa 0.2, then in the next period, all states will have the same probability of 0.2, because the frog has a 0.2 probability of moving to any state.

(b) If the current distribution is Pz 0.5, Ps 0.5 all other Pa 0.2, then in the next period, the probabilities of being in state z and state s will each be 0.5 * 0.5 = 0.25, and the probabilities of being in all other states will be 0.2.

(c) If the current distribution is Pz 0.225, Pa 0.25, Pa 0.5, all other P; 0.2, then in the next period, the probabilities of being in each state will be the sum of the products of the current probability of being in that state and the transition probabilities from that state.

(d) If the current distribution is P: Pz 0.22, Pa 0.22, Pa 0.22, Ps 0.22. P6 0.2, then in the next period, the probabilities of being in each state will be the same as in the current period, because the frog has an equal probability of moving to any state.

Note that in each case, the probabilities must add up to 1, as they represent the entire possible states of the frog.

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$ 2,800.00

+ Sales tax (7%):

$ 196.00

Total price including tax:

$ 2,996.00

The total amount of liquid Bobby put in the bucket is [tex]$\frac{11}{12}[/tex]

As per the given data, Bobby filled a bucket with [tex]$\frac{5}{6}[/tex] of gallon of water.

Also, he filled the bucket with a [tex]$\frac{1}{12}[/tex] of a gallon of juice.

Here we have to determine that the total amount of the liquid that Bobby put in the bucket.

The amount of the liquid that Bobby put in the bucket is the sum of [tex]$\frac{5}{6}[/tex] of a gallon of water and [tex]$\frac{1}{12}[/tex] of a gallon of juice.

=  [tex]$\frac{5}{6}[/tex] + [tex]$\frac{1}{12}[/tex]

To add the two fractions, they must have the same denominator.

Find the LCM of both the denominators

The LCM of the denominators 6 and 12 = 12

= [tex]$\frac{10}{12}[/tex] + [tex]$\frac{1}{12}[/tex]

As both the fractions have the same denominator we can add them directly.

= [tex]$\frac{10+1}{12}[/tex]

= [tex]$\frac{11}{12}[/tex]

Therefore the total amount of liquid is [tex]$\frac{11}{12}[/tex].

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When conducting a chi-square test for a 2 by 2 contingency table, the null hypothesis tested is the two variables are independent of each other.

The chi-square test is a statistical method used to analyze the relationship between two categorical variables.

Here we need to determine whether the null hypothesis can be rejected, the chi-square test compares the observed frequencies of the two variables with the expected frequencies.

If the difference between the observed and expected frequencies is large enough, it can be concluded that the two variables are not independent, and the null hypothesis can be rejected.

It's important to note that the chi-square test is only appropriate for 2 by 2 contingency tables, where both variables being studied are categorical and have only two categories each. Additionally, the sample size must be large enough to allow for valid statistical inference.

In the chi-square test for a 2 by 2 contingency table is used to determine if there is a significant relationship between two categorical variables, with the null hypothesis being that the two variables are independent of each other.

Therefore option (d) is correct.

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Using the scale given, the actual length of each side is: 21 feet.

The scale of a drawing or a map is a ratio or a fraction that represents the relationship between the size of an object on the drawing or map and its actual size in the real world. The scale is used to convert the dimensions of objects on a drawing or map to their real-world dimensions.

Given the scale of 1 unit = 3.5 feet, and also the image which gives the blueprint shows that every side of the house is equal to each other.

Each side = 6 units.

Therefore, 6 * 3.5 feet = 21 feet.

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The probability of event A is  [tex]P(A)=\frac{7}{18}\\[/tex],

The probability of event B is [tex]\\P(B)=\frac{1}{2}[/tex]

What is Probability?

Probability refers to potential. A random event's occurrence is the subject of this area of mathematics. The range of the value is 0 to 1. The degree to which something is likely to happen is basically what probability means. You will understand the potential outcomes for a random experiment using this fundamental theory of probability, which is also applied to the probability distribution. Knowing the total number of outcomes is necessary before we can calculate the likelihood that a specific event will occur.

The sample space of rolling two dice has 36 possible outcomes.  Remember that the "sample space" is a set which contains all possible outcomes.  

(1,1) (2,1) (3,1) (4,1) (5,1) (6,1)

(1,2) (2,2) (3,2) (4,2) (5,2) (6,2)

(1,3) (2,3) (3,3) (4,3) (5,3) (6,3)

(1,4) (2,4) (3,4) (4,4) (5,4) (6,4)

(1,5) (2,5) (3,5) (4,5) (5,5) (6,5)

(1,6) (2,6) (3,6) (4,6) (5,6) (6,6)

Using these probabilities, you can answer your questions:

A:  The  probability of getting sum of greater number than 7

A={(6,2),(2,6),(3,5),(3,6),(4,4)(4,5)(4,6),(5,3)(5,4)(5,6)(6,3)(6,4)(6,5)(6,6)}

n(A)=14

P(A)=14/36.

P(A)=7/18.

B:Getting Sum of odd numbers.

B={(1,2)(1,4)(1,6)(2,1)(2,3)(2,5)(3,2)(3,4)(3,6)(4,1)(4,3)(4,5)(5,2)(5,4)(5,6)(6,1)(6,3)(6,5)}

n(B)=18

P(B)=18/36.

P(B)=1/2

[tex]P(A)=\frac{7}{18}\\\\P(B)=\frac{1}{2}[/tex]

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The pi is a ratio and is obtained from a circle. If the diameter and the circumference of a circle are known, the value of pi will be as π = Circumference/ Diameter.

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There are 11.66 moles of copper in a 9.00 cm x 9.00 cm x 9.00 cm cube.

To determine the number of moles of copper in a cube, we need to know the volume of the cube and the density of copper.

The volume of the cube can be found using the formula for the volume of a cube:

V = l x w x h

where l, w, and h are the length, width, and height of the cube, respectively. In this case, l = w = h = 9.00 cm, so:

V = 9.00 cm x 9.00 cm x 9.00 cm = 729 cm³

Next, we need to find the density of copper. According to the periodic table, the density of copper is 8.96 g/cm³.

Finally, we can use the density and volume to determine the number of moles of copper in the cube. We can do this by multiplying the density by the volume and then dividing by the molar mass of copper:

moles = (density x volume) / molar mass

moles = (8.96 g/cm³ x 729 cm³) / 63.55 g/mol

moles = 11.66 mol

So, there are 11.66 moles of copper in a 9.00 cm x 9.00 cm x 9.00 cm cube.

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The missing side of the first triangle is 125' and the angle is 20.61°.

the missing side of the second triangle is 117' and the angle is 69.39°.

Having three edges and three vertices, a triangle is a three-sided polygon. The fact that a triangle's internal angles add up to 180 degrees is its most crucial characteristic. This characteristic is known as the triangle's angle sum property.

Given the two triangles are congruent,

Triangle congruence: If all three corresponding sides and all three corresponding angles are equal in size, two triangles are said to be congruent. These triangles can be turned, flipped, rotated, and slid to create an identical appearance.

we can compare both the triangles and the remaining dimensions of triangle 1 are side = 125' and angle = 20.61°

and dimensions of second triangle are,

side = 117' and angle = 69.39°

Hence the dimensions of the first triangle, side = 125' and angle = 20.61°,

and for the second triangle, side = 117' and angle = 69.39°.

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The height of the Public Park entreence in smaller scale is 7.9 inches

The actual height of the Park entrence is 7.9*48 = 379.2 inches = 31 feet 7.2 inches

The unitary approach is a strategy for problem-solving that involves first determining the value of a single unit, then multiplying that value to determine the required value.

Direct Variation

When there is a direct variation, an increase or decrease in one quantity will result in an equivalent rise or fall in the other. For instance, a rise in the quantity of commodities will result in higher costs.

Indirect Variation

A change in one quantity will directly affect a change in another, known as a direct variation. A rise in the quantity of goods, for instance, will result in higher costs.

In the scale 1 inch = 4 feet= 4*12 = 48 inches

The height of the Public Park entreence in smaller scale is 7.9 inches

The actual height of the Park entrence is 7.9*48 = 379.2 inches = 31 feet 7.2 inches

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The expression (3.6 * 10^-5) / (1.8 * 10^2) can be calculated as = 2 * 10^-7

A canonical, normal, or standard form of a mathematical object is a conventional manner of presenting that item as a mathematical expression in mathematics and computer science. It is frequently the one that gives the simplest representation of an item and allows it to be identified in a unique fashion.

A quantity is said to be stated in standard form if it is written as the product of a power of ten and a number higher than or equal to one but less than ten (or scientific notation).

The expression (3.6 * 10^-5) / (1.8 * 10^2) can be calculated as follows:

=3.6 * 10^-5 / (1.8 * 10^2)

= (3.6 / 1.8) * (10^-5 / 10^2)

= 2 * 10^-7

Therefore, the answer in standard form is 2 * 10^-7.

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