Let V and W be vector spaces and T: v → w be linear. (a) Prove that T is one-to-one if and only if T carries linearly inde- pendent subsets of V onto linearly independent subsets of W. (b) Suppose that T is one-to-one and that S is a subset of V. Prove that S is linearly independent if and only if T(S) is linearly inde- pendent. Suppose β and onto. Prove that T(3) = {T(m), T(v2), for W (c) (vi, v2 , . . . , Un} is a basis for V and T is one-to-one ,T(vn)} is a basis

Therefore , the solution of the given problem of unitary method comes out to be  the attraction sold 943 child tickets and 736 adult tickets on that particular day.

It is possible to accomplish the objective by using previously recognized variables, this common convenience, or all essential components from a prior malleable study that adhered to a specific methodology. If the expression assertion result occurs, it will be able to get in touch with the entity again; if it does not, both crucial systems will undoubtedly miss the statement.

Here,

Assume the attraction sold x tickets for adults and y tickets for kids.

Based on the supplied data, we can construct the following two equations:

=>  x + y = 1679 (equation 1, representing the total number of tickets sold)

=>  35x + 20y = 44620 (equation 2, representing the total revenue generated)

Using the elimination technique, we can find the values of x and y.

When we divide equation 1 by 20, we obtain:

=>  20x + 20y = 33580 (equation 3)

Equation 3 is obtained by subtracting equation 2 to yield:

=>  15x = 11040

=>  x = 736

When we enter x = 736 into equation 1, we obtain:

=>  736 + y = 1679

=> y = 943

As a result, the attraction sold 943 child tickets and 736 adult tickets on that particular day.

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Accοrding tο the half-life fοrmula, we wοuld have tο wait apprοximately 4975 years fοr 1/7 οf the radium tο decay.

Expοnential decay is a mathematical prοcess in which a quantity decreases οver time in a manner prοpοrtiοnal tο its current value. This means that the rate οf decay is prοpοrtiοnal tο the amοunt οf the substance remaining, and as the amοunt οf the substance decreases, the rate οf decay alsο decreases. The fοrmula fοr expοnential decay is οften written as:

N(t) = N₀ *[tex]e^{(-kt)[/tex]

where N(t) is the amοunt οf substance remaining at time t, N₀ is the initial amοunt οf the substance, k is the decay cοnstant, and e is the base οf the natural lοgarithm.

The half-life οf radium is apprοximately 1590 years, which means that after 1590 years, half οf the οriginal radium will have decayed. Therefοre, we can use the half-life fοrmula tο find the amοunt οf time it wοuld take fοr 1/7 οf the radium tο decay:

N = N₀[tex]* (1/2)^{(t/t1/2)[/tex]

where N is the final amοunt (1/7 οf the οriginal amοunt), N0 is the initial amοunt, t is the time elapsed, and t1/2 is the half-life.

We can rearrange this fοrmula tο sοlve fοr t:

t = t1/2 * lοg2(N₀/N)

t = 1590 years * lοg2(7)

t ≈ 4975 years

Therefοre, we wοuld have tο wait apprοximately 4975 years fοr 1/7 οf the radium tο decay.

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In the given graph, the x-intercepts are (2,0) and (6,0).

The axis of symmetry is the vertical line that passes through the vertex. Since the vertex is at (4,-2), the axis of symmetry is the line x = 4.

The interval on which the graph is increasing is (-∞,4), and the interval on which it is decreasing is (4,∞).

The sign of the leading coefficient is positive, since it is 1/2.

To find the equation of the quadratic function, we start by using the vertex form:

[tex]y = a(x - h)^2 + k[/tex]

where (h, k) is the vertex. Plugging in the given vertex (4,-2), we get:

[tex]y = a(x - 4)^2 - 2[/tex]

Next, we use the other two points to find two additional equations:

[tex]6 = a(8 - 4)^2 - 2 (plugging in (8,6))\\0 = a(2 - 4)^2 - 2 (plugging in (2,0))[/tex]

Simplifying these equations, we get:

[tex]6 = 16a - 2\\8a = 4 -- > a = 1/2 \\0 = 4a - 2 \\4a = 2 -- > a = 1/2 \\[/tex]

So the equation of the quadratic function is:

[tex]y = (1/2)(x - 4)^2 - 2[/tex]

Now, we can answer the questions:

The y-intercept is the point where the graph intersects the y-axis. To find it, we set x = 0 in the equation:

[tex]y = (1/2)(0 - 4)^2 - 2 = 6[/tex]

So the y-intercept is (0,6).

To find the x-intercepts, we set y = 0 in the equation:

[tex]0 = (1/2)(x - 4)^2 - 2[/tex]

Simplifying, we get:

[tex](x - 4)^2 = 4\\ - 4 = \pm 2 \\= 2, 6[/tex]

So the x-intercepts are (2,0) and (6,0).

The axis of symmetry is the vertical line that passes through the vertex. Since the vertex is at (4,-2), the axis of symmetry is the line x = 4.

The interval on which the graph is increasing is (-∞,4), and the interval on which it is decreasing is (4,∞).

The sign of the leading coefficient is positive, since it is 1/2.

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Step-by-step explanation:

A + B = 188

A = 188 - B - (1)

Now,

A - B = 34

188 - B - B = 34 (Substituting eqn 1 in A)

188 - 34 = 2B

154 = 2B

• B = 77 tons

Now

A = 188 - B

A = 188 - 77

A = 111 tons

By answering the presented question, we may conclude that As a result, the slope equation for the line perpendicular to y = 1/4 and passing through (-6,9) is x = -6.

Slope is the slope of the regression of a curve or a line in mathematics. It serves as a measure of the way the como of a formula varies once the x-value alters. The slope of a line is commonly symbolised by the letter m and may be computed as follows: m = (y2 - y1) / (x2 - x1) (x1, y1) and (x2, y2) have been any 2 things on the line. A line's slopes might be favorable, zero, zero, or unknown. A positive slope signifies that the line ascends to left to right, even though a negative slope indicates that now the line drops from left to right.

We must first determine the slope of a line perpendicular to the line y = 1/4 in order to derive its equation.

Because y = 1/4 is a horizontal line, its slope is zero. The slope of a line perpendicular to this line is the inverse of the slope of y = 1/4.

The negative reciprocal of 0 is undefined, although the perpendicular line can be considered a vertical line. The equation of a vertical line going through the point (-6,9) is x = -6.

As a result, the equation for the line perpendicular to y = 1/4 and passing through (-6,9) is x = -6.

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The equation of a perpendicular line passing through a point (x1, y1) may be expressed in the form: if the slope-intercept form of the equation of the original line is  [tex]y = mx + b[/tex] , where m is the slope and b is the y-intercept, then Thus, option A is correct.

The given equation is [tex]y = 7 - 11x[/tex] .

In order to determine the equation of the line perpendicular to this one, we must first determine its slope. Given that x has a -11 coefficients, the slope of the given line is -11.

The slope of the line we are looking for will be 1/11, which is the negative reciprocal of -11 because it is perpendicular to the line we are looking for.

Using the point-slope form of a line's equation, we can determine the equation of the line passing through (-6,-9) and having a slope of 1/11:

[tex]y - (-9) = (1/11)(x - (-6))[/tex]

Simplifying this equation gives:

[tex]y + 9 = (1/11)(x + 6)[/tex]

Multiplying both sides by 11 gives:

[tex]11y + 99 = x + 6[/tex]

Subtracting 6 from both sides gives:

[tex]x = 11y + 93[/tex]

Therefore, the answer is A. [tex]x = -9[/tex]  .

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Answer: There is no slope.

Step-by-step explanation:

First, we use the slope-intercept form to find out the slope. The slope-intercept form formula is : m = y2 - y1 / x2 - x1.

m = (27 - 2) / (9 - 9)

m = 25 / 0

m = undefined

This isn't a positive, nor negative slope, rather a slope called "undefined". (Think of every slope as a hill for your skateboard, if it's easier to remember.) And since the x is 0, x is stagnant, making the y and number that doesn't move from the x-coordinates. So, The entered points belong to a vertical line. There is no slope.

Hope this helps.

Answer:

Given: Angle 1 = 32, Angle 2 = x + 29 ----- Answer is x = 119°

Given: 54 + x = 90 ----- Answer is x = 36°

Given: Angle 1 = x, Angle 2 = 24 + 2x ----- Answer is x = 22°

Step-by-step explanation:

1. Supplementary angle = 180°

Angle 1 = 32°    Angle 2 = x + 29

Angles 1 + 2 = 180°

32° + x + 29° = 180°

32° + x = 180° - 29°

32° + x = 151°

x = 151° - 32°

x = 119°

2. Complementary angle = 90°

Given: 54 + x = 90

90 - 54 = x

x = 36°

3. Complementary angle = 90°

Given: Angle 1 = x, Angle 2 = 24 + 2x

Angles 1 + 2 = 90°

x + 24 + 2x = 90°

3x + 24 = 90°

3x = 90° - 24

3x = 66°

x = 66°/3

x = 22°

Hope it helps!

A sufficient statistic for the parameters (μ, λ) is T(X) = (T1(X), T2(X)) where T1(X) = Σ Xi^(-1) and T2(X) = Π Xi.

To find a sufficient statistic for (μ,λ), we can use the factorization theorem which states that a statistic T(X) is sufficient for a parameter θ if and only if the joint probability distribution of X can be factorized as follows

f(x∣θ) = g[T(x)∣θ]h(x)

where g and h are non-negative functions that do not depend on θ.

Using the given probability density function, we have

f(x∣μ,λ) = (λ/2πx^3)^(1/2)exp[−λ(x-μ)^2/(2μ^2 x) ]

= [(λ/2π)^(1/2)/x^(3/2)] exp[−λ(x-μ)^2/(2μ^2 x)]

= [(λ/2π)^(1/2)/x^(3/2)] exp[−(λ/2μ^2) x + (λμ/μ^2) x^(-1)]

= [exp(λμ/μ^2)/(2πλ)^(1/2)] [x^(-3/2) exp(−λ/2μ^2 x)]

Let's define two functions as follows

T1(X) = Σ Xi^(-1)

T2(X) = Π Xi

Then, we can write the joint pdf of X as follows

f(x1, x2, ..., xn | μ, λ) = [exp(λμ/μ^2)/(2πλ)^(1/2)] [Π xi^(-3/2) exp(−λ/2μ^2 xi)]

= [exp(λμ/μ^2)/(2πλ)^(1/2)] [Π xi^(-3/2)] [exp(−λ/2μ^2 Σ xi)]

Notice that the term [Π xi^(-3/2)] does not depend on (μ, λ), and can be factored out. Therefore, the joint pdf can be rewritten as

f(x1, x2, ..., xn | μ, λ) = [Π xi^(-3/2)] [exp(λμ/μ^2)/(2πλ)^(1/2)] [exp(−λ/2μ^2 Σ xi)]

= g(T1(X), T2(X) | μ, λ) h(X)

where g(T1(X), T2(X) | μ, λ) = [exp(λμ/μ^2)/(2πλ)^(1/2)] [exp(−λ/2μ^2 Σ xi)] and h(X) = [Π xi^(-3/2)].

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The given question is incomplete, the complete question is:

Let X1​,…,Xn ​be i.i.d. random variables with the inverse Gaussian distribution having pdf is given by f(x∣μ,λ)= (λ/2πx^3)^(1/2)exp[−λ(x-μ)^2/(2μ^2 x) ] 0 <x <∞, Find a sufficient statistic for

(μ,λ)

Step-by-step explanation:

40 cans/student   X   20 students  X  15 gram/can = 12 000 gm  = 12 kg

Answer:

39.

Step-by-step explanation:

From the group of 10-14 hours worked per week, 8 students.

From the group of 15-19 hours worked per week, 4 students.

From the group of 20-24 hours worked per week, 12 students.

From the group of 25-29 hours worked per week, 8 students.

From the group of 30-34 hours worked per week, 4 students.

And finally, from the group of 35+ hours worked per week, 3 students.


So, 8+4+12+8+4+3 = 39 students.

There are 81 potential outcomes in Andy's sample space.

Potential Outcomes is a list of every scenario that could happen as a result of an occurrence. For instance, while rolling a dice, the possible results are 1, 2, 3, 4, 5, and 6. 6. Favorable Result - the intended outcome. For instance, if you roll a 4 on a dice, the only possible result is 4.

The total number of cards (i.e., 4 + 3 + 2 = 9) determines the number of outcomes that can occur in each draw.

We must multiply the total number of results for each draw in order to determine the total number of possible outcomes for the two draws.

For two draws with replacement, there are exactly as many outcomes available as the product of the amount of outcomes that could occur in each draw.

9 × 9 = 81.

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If T denote the number of coupons one needs to select to obtain at least one of each type., P(T > n) = ∑(-1)^x * Σ_{1≤i₁<i₂<...<iₓ≤N} P{i₁} * P{i₂} * ... * P{iₓ}

The problem of finding the probability P(T > n), where T is the number of coupons needed to obtain at least one of each type, can be solved using the principle of inclusion-exclusion.

Let S be the event that the i-th type of coupon has not yet been obtained after selecting n coupons. Then, using the complement rule, we have:

P(T > n) = P(S₁ ∩ S₂ ∩ ... ∩ Sₙ)

By the principle of inclusion-exclusion, we can write:

P(T > n) = ∑(-1)^x * Σ_{1≤i₁<i₂<...<iₓ≤N} P{i₁} * P{i₂} * ... * P{iₓ}

where the outer sum is taken over all even values of k from 0 to N, and the inner sum is taken over all sets of k distinct indices.

This formula can be computed efficiently using dynamic programming, by precomputing all values of Σ_{1≤i₁<i₂<...<iₓ≤N} P{i₁} * P{i₂} * ... * P{iₓ} for all x from 1 to N, and then using them to compute the final probability using the inclusion-exclusion formula.

In practice, this formula can be used to compute the expected number of trials needed to obtain all N types of coupons, which is simply the sum of the probabilities P(T > n) over all n.

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The slope of the function is 12. Because of the slope, Jennifer will require 12 extra meters of tape for each additional office she needs to tape the baseboards in.

A line's slope on a graph is its steepness or inclination. It may be derived from any two locations on a line by dividing the vertical change (rise) by the horizontal change (run). Positive, negative, zero, or undefinable slopes are all possible for lines. A line on a graph with a positive slope is growing as you travel from left to right, while one with a negative slope is declining. A line has a slope of zero when it is horizontal and a slope of infinity when it is vertical.

The given function is y = 12x + 25.

The standard equation of the line is given as:

y = mx + b

where, m is the slope.

Comparing the equation with the given equation the slope of the function is 12.

Because of the slope, Jennifer will require 12 extra metres of tape for each additional office she needs to tape the baseboards in. In other words, if more offices need to be painted, the amount of sellotape required also grows linearly.

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Answer:

Step-by-step explanation:

A

Answer:

-32

Step-by-step explanation:

2x ^ 2 - 4

2(-4) ^ 2 - 4(16)

32 - 64

-32

Answer:

Step-by-step explanation:

13. [tex]\frac{4}{20}*100= 20[/tex]%

14. [tex]\frac{2}{25}*100=8[/tex]%

15. [tex]\frac{35}{50}*100=70[/tex]%

16. [tex]\frac{150}{200} *100=75[/tex]%

17.  [tex]\frac{4}{100}*x=56\\ 56*\frac{100}{4}=1400\\[/tex]days

The probability of not spinning red on either spin (not red on the first spin and not red on the second spin) is 1/12

The probability of an event is a number that indicates how likely the event is to do. It's expressed as a number in the range from 0 and 1, or, using chance memorandum, in the range from 0 to 100. The more likely it's that the event will do, the advanced its probability. The probability of an insolvable event is 0; that of an event that's certain to do is 1.

It is know to us that Probability (Red) = 3/6 = 1/2

also Probability (Blue) = 2/6 = 1/3

and Probability (CYAN) = 1/6, therefore,

a) Probability ( CYAN then red) =  1/6 x 1/2 = 1/12

b) Probability ( CYAN then Blue) =  1/6 x 1/3 = 1/18

c) Probability ( no Cyan on 2 spins) = (1/2+1/3) x (1/2+1/3) = 5/6 x 5/6 = 25/36

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Complete question:

The spinner below is spun twice. If the spinner lands on a border, that spin does not count and spin again. It is equally likely that the spinner will land in each of the six sectors.

REDREDREDBLUEBLUECYAN

For each question below, enter your response as a reduced fraction.

a) Find the probability of spinning cyan on the first spin and red on the second spin.

b) Find the probability of spinning cyan on the first spin and blue on the second spin.

c) Find the probability of NOT spinning cyan on either spin. (Not cyan on the first spin and not cyan on the second spin.)

The percentage of students who have disabilities in both reading and math is 20%.

The percentage of students who have disabilities in both reading and math refers to the proportion of students who are identified as having a disability in both reading and math. This means that these students require additional support and accommodations to help them succeed academically. Among the total number of students, 20% of them have disabilities in both reading and math.

Students with disabilities in reading and math may struggle with comprehension, fluency, or other aspects of these subjects. They may require specialized instruction, such as one-on-one tutoring, assistive technology, or modifications to classroom materials or assessments, in order to fully participate in the curriculum.

It is important for schools and educators to identify students who have disabilities in both reading and math early on and provide them with the necessary support and accommodations to help them succeed. This can help to ensure that these students are able to access high-quality education and achieve their full potential, despite their disabilities.

The complete question is

Which of the following represents the percentage of students who have disabilities in both reading and math?

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Answer:

Player Efficiency Rating (PER)

Step-by-step explanation:

The statistic used in basketball as an all-in-one rating of how well a player performs per minute they play is Player Efficiency Rating (PER).

The statistic used in basketball as an all-in-one rating of how well a player performs per minute they play is the Player Efficiency Rating (PER). So, correct option is D.

PER is a widely used metric that quantifies a player's overall performance by taking into account various statistical categories and normalizing them based on playing time.

PER evaluates a player's contributions in areas such as points, rebounds, assists, steals, blocks, and turnovers. It considers both positive and negative statistical events and provides a single numerical value that represents a player's efficiency on the court. A higher PER indicates a more productive player.

On the other hand, Wins Above Replacement (WAR) is a metric commonly used in baseball to estimate the number of wins a player contributes to their team compared to a replacement-level player.

Field Goal Percentage (FG%) measures the accuracy of a player's shooting by calculating the percentage of successful field goal attempts. Double doubles (DD2) count the number of games in which a player achieves double-digit totals in two statistical categories.

Among the options listed, Player Efficiency Rating (PER) is specifically designed to assess a player's overall performance per minute played in basketball.

So, correct option is D.

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Graph these twο pοints (0, -2) & (4/3, 0) and yοu have yοur slοpe graphed fοr the equatiοn y = 3/2x -2.

What is an equatiοn?  

An equatiοn is a mathematical statement containing two algebraic expressiοns flanked by equal signs (=) on either side.

It shows that the relationship between the left and right printed expressiοns is equal.

All fοrmulas have LHS = RHS (left side = right side).

Yοu can sοlve equatiοns tο determine the values οf unknοwn variables that represent unknοwn quantities.

If a statement does not have an equals sign, it is not an equatiοn. A mathematical statement called an equatiοn cοntains the symbοl "equal tο" between twο expressiοns οf equal value.

Tο find the x-intercept, substitute y = 0 and sοlve fοr x. Tο find the y-intercept, substitute x = 0 and sοlve fοr y.

y = 3/2(0) -2

y = -2

⇒ (0, -2)

And for x

0 = 3/2x -2

2 = 3/2x

x = 4/3

(4/3, 0)

Now graph these two points and you have your slope graphed

Hence, The graph of the equation is given below.

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Option B: The ratio of the volume of soil to the volume of sand is 1:4.

Looking at the table, we can see that for every 100 m³ increase in soil, the sand volume increases by 25 m³. This gives us a ratio of 4:1, which means that the volume of sand is one-fourth of the volume of soil. Therefore, option B is correct.

Option D: The equation y = 4x models the relationship.

We can see that the volume of sand is always one-fourth of the volume of soil. Therefore, we can write y = (1/4)x or y = 0.25x. This equation is the same as y = 4x. Therefore, option D is also correct.

So, the correct statements are B and D.

In mathematics, a graph is a visual representation of data or a mathematical function. It consists of a set of points or vertices connected by lines or curves called edges or arcs, which represent the relationships between the points. Graphs can be used to show trends, patterns, and relationships in data, and they are commonly used in fields such as statistics, economics, and computer science. Some common types of graphs include line graphs, bar graphs, pie charts, scatterplots, and network graphs.

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The table mentioned in the question has been attached below.

Answer:

To find the maximum number of bags that Thomas can pack, we need to find the greatest common divisor (GCD) of 120, 168, and 192.

Prime factorizing the three numbers:

120 = 2^3 x 3 x 5

168 = 2^3 x 3 x 7

192 = 2^6 x 3

The GCD is the product of the common prime factors with the lowest exponents, which is 2^3 x 3 = 24.

So, Thomas can pack the items into 24 bags, each containing an equal number of whistles, yo-yos, and tops.

Answer:

Step-by-step explanation:

To find the maximum number of bags that Thomas can pack, we need to find the greatest common divisor (GCD) of 120, 168, and 192.

We can start by finding the prime factorization of each number:

120 = 2^3 × 3 × 5

168 = 2^3 × 3 × 7

192 = 2^6 × 3

Then we can find the GCD by taking the product of the smallest power of each common prime factor:

GCD = 2^3 × 3 = 24

Therefore, Thomas can pack a maximum of 24 bags.

Step-by-step explanation:

x+2  is to 4     as   28 is to 7

(x+2) / 4 = 28 / 7    <====solve for 'x'

x+2 = 16

x = 14

Answer:

invertible

Step-by-step explanation:

If A is invertible then ∣A∣ =0

Sin 30 =3/x

1/2=3/x

x=6

The prime factors of the given polynomial are 1. 2(a + b)(a - b), 2. 6(x + y)(x - y).

A mathematical equation is factored when it is divided into smaller parts, or factors, that may be multiplied together to create the original expression. Mathematicians can benefit from factoring for a variety of reasons. It can aid in the simplification of complicated phrases, making them simpler to use and comprehend. By dividing an expression into its component parts and making each factor equal to zero, it may also be used to solve equations. In algebra, factoring is crucial for solving quadratic equations, locating polynomial roots, and factoring huge integers.

The given expressions is 2a² - 2b².

Factor out 2 and using the difference of squares identity we have:

2(a² - b²) = 2(a + b)(a - b)

2. 6x² - 6y²

6(x² - y²) = 6(x + y)(x - y)

Hence, the prime factors of the given polynomial are 1. 2(a + b)(a - b), 2. 6(x + y)(x - y).

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The probability that X = 3 is 1/12.

To compute the probability that X = 3, we need to consider all possible ways of drawing three chips and count the number of ways in which we obtain three blue chips.

The total number of ways of drawing three chips from the urn without replacement is:

10C3 = (10!)/(3!7!) = 120

This is because we need to choose 3 chips out of the 10 in the urn, and the order in which we draw them does not matter.

Now, we need to count the number of ways in which we can obtain three blue chips. Since there are 5 blue chips in the urn, the number of ways of choosing 3 blue chips out of 5 is:

5C3 = (5!)/(3!2!) = 10

Therefore, the probability of obtaining three blue chips is:

P(X = 3) = 10/120 = 1/12

Hence, the probability that X = 3 is 1/12.

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The probability that X which denotes the total number of blue chips obtained when 3 consecutive chips are drawn from the urn without replacement is 1/12.

To calculate the probability that X = 3, the first step is to consider all the possible ways in which three chips can be drawn and count the number of ways in which we obtain three blue chips.

The total number of ways of drawing three chips from the urn without replacement is:

¹⁰C₃ = (10!)/(3!)(7!) = 120

This is because we need to choose 3 chips out of the 10 in the urn, and the order in which we draw them does not matter. Now, we need to count the number of ways in which we can obtain three blue chips. Since there are 5 blue chips in the urn, the number of ways of choosing 3 blue chips out of 5 is:

⁵C₃ = (5!)/(3!)(2!) = 10

Therefore, the probability of obtaining three blue chips is:

P(X = 3) = 10/120 = 1/12

Hence, the probability that X = 3 is 1/12.

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150 - 141 = 9 seniors are not enrolled in any classes.

The area of mathematics known as statistics is used to gather, analyse, and interpret data. To predict the future, determine the likelihood that a specific event will occur, or learn more about a survey, statistics can be employed.

The Venn diagram reveals the amount of seniors enrolling in at least one of the courses as follows:

80 + 41 + 54 - 10 - 19 - 12 + 7

= 141

Therefore, 150 - 141 = 9 seniors are not enrolled in any classes.

= 9

So, there are 9 seniors taking none of the courses. Answer: 9.

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The equation that expresses the joint variation of a with b and the square root of c, and the inverse variation of a with the cube of d is:

[tex]a = k * \frac{(b * \sqrt{c})}{d^3}[/tex]

In mathematics, A variation equation is an equation that describes how one variable (the dependent variable) changes with respect to changes in one or more other variables (the independent variables). There are several types of variation equations, including direct variation, inverse variation, joint variation, and combined variation.

Now let's consider the given question:

It is given that,

a varies jointly with b and the square root of c, means

[tex]a \propto b[/tex] and [tex]a\propto \sqrt{c}[/tex].

It is also given,

a varies inversely with the cube of d, means

[tex]a \propto \frac{1}{d^3}[/tex]

Then by combining those, we can write

[tex]a \propto \frac{(b * \sqrt{c})}{d^3}[/tex]

The equation that expresses the joint variation of a with b and the square root of c, and the inverse variation of a with the cube of d is:

[tex]a = k * \frac{(b * \sqrt{c})}{d^3}[/tex]

Where k is the constant of proportionality. This equation states that as b and the square root of c increase, and as d decreases, the value of a increases proportionally. The constant of proportionality k depends on the specific values of a, b, c, d, and the units of measurement being used.

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The rank of the three circuits consisting of concentric circular arcs according to the magnitudes of the magnetic fields they produce at C, from least to greatest is (3), (2), (1).

We know that, the radial segments don't produce magnetic field at C, so consider arcs.

Assume that the current is counter clockwise and the magnetic field to be positive pointing out of the page.

Understand that, magnetic field at the center from an arc φ of radius R is [tex]\frac{{{\mu _0}i\phi }}{{4\pi R}}[/tex]

Therefore, for (1) :

[tex]\begin{gathered}\begin{array}{l}B = \frac{{{\mu _0}i\pi }}{{4\pi \left( {3r} \right)}} + \frac{{{\mu _0}i\pi }}{{4\pi r}}\\ \Rightarrow B = \frac{1}{3}\frac{{{\mu _0}i}}{r}\end{array}\end{gathered}[/tex]

For (2) :

[tex]\begin{gathered}\begin{array}{l}B = \frac{{{\mu _0}i\pi }}{{4\pi \left( {3r} \right)}} - \frac{{{\mu _0}i\pi }}{{4\pi r}}\\ \Rightarrow B = - \frac{1}{6}\frac{{{\mu _0}i}}{r}\end{array}\end{gathered} \\[/tex]

For (3) :

[tex]\begin{gathered}\begin{array}{l}B = \frac{{{\mu _0}i\pi }}{{4\pi \left( {3r} \right)}} - \frac{{{\mu _0}i\left( {\frac{\pi }{2}} \right)}}{{4\pi r}} - \frac{{{\mu _0}i\left( {\frac{\pi }{2}} \right)}}{{4\pi \left( {2r} \right)}}\\ \Rightarrow B = - \frac{5}{{48}}\frac{{{\mu _0}i}}{r}\end{array}\end{gathered}[/tex]

Therefore, the magnitude of the magnetic fields at C after arranging them in the order of least to greatest are (3), (2), (1).

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