The value of x is 6 using logarithmic properties.
What does it mean to be logarithmic?The power to which a number must be increased in order to obtain another number is known as a logarithm (see Section 3 of this Math Review for more about exponents). For instance, the logarithm of 100 in base ten is 2, since ten multiplied by two equals 100: log 100 = 2, since 102 = 100.
Who is the father of the logarithm?The Scottish mathematician John Napier reported his findings on logarithms in 1614. He was there to aid with the multiplication of quantities known as sines at the time.
Given,
Log2+ log3= logx
To find= We need to find the value of x
The value of log2= 0.301
The value of log 3= 0.477
Now, putting the value in the given expression, we get:
0.301+ 0.477= logx
logx= 0.778
Now, taking the antilog os=f x:
x= antilog(0.778)
x= 5.99=6
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If a 120-pound lion need 50 gram of protein a day and a 4-ounce chicken provide 30 gram of protein, how much chicken meat i needed to provide the required 50 gram of protein?
The amount of chicken meat required by the lion to meet his protein diet is 6.66 ounces.
A 120-pound lion need 50 gram of protein a day.
The protein provided by the 4-ounce chicken is 30 grams.
By using unitary method,
We can write,
4 ounce chicken = 30 grams protein
4/30 ounce chicken = 1 grams protein
Now, the required amount of protein is 50 grams.
So, the chicken meat needed is,
50 grams = 4/30 x 50 ounces
50 grams protein = 6.66 ounces.
So, a total of 6.66 ounces of chicken meat is required.
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 write a function to describe the following scenario. A taxi driver charges a flat rate of 7.25+0.65 per mile. y=(?)+(?)x
The function that describes the scenario is y = 7.25 + 0.65x
How to determine the linear functionFrom the question, we have the following parameters that can be used in our computation:
Initial = 7.25
Rate = 0.65
Represent the number of miles with x
So, we have the following representation
y = 7.25 + 0.65x
Where the total cost is y
Hence, the function is represented above
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describe all solutions of ax0 in parametric vector form, where a is row equivalent to the given matrix. |1 -2 -8 3 | |0 1 2 -4| x=x3__+x4__ (Type an integer or fraction for each matrix element.)
The solutions of Ax=0 in parametric vector form:
[tex]x_2\left[\begin{array}{c}-3&1&0&0\\\\\end{array}\right] +x_3\left[\begin{array}{c}0&0&1&0\\\\\end{array}\right] +x_4\left[\begin{array}{c}4&0&0&1\\\\\end{array}\right][/tex]
we have a matrix where A is the row equivalent to that matrix:
[tex]\left[\begin{array}{cccc}1&3&0&-4\\2&6&0&-8\\\end{array}\right][/tex]
The given matrix can be written in an Augmented form as:
[tex]\left[\begin{array}{ccccc}1&3&0&-4&0\\2&6&0&-8&0\\\end{array}\right][/tex]
Row Reduced Echelon Form can be obtained using the following steps.
Interchanging the rows R₁ and R₂
.[tex]\left[\begin{array}{ccccc}2&6&0&-8&0\\1&3&0&-4&0\\\end{array}\right][/tex]
Applying the operation R₂-->2R₂-R₁, to make the second.
[tex]\left[\begin{array}{ccccc}2&6&0&-8&0\\1&3&0&-4&0\\\end{array}\right][/tex] R₂-->2R₂-R₁,
[tex]\left[\begin{array}{ccccc}2&6&0&-8&0\\0&0&0&0&0\\\end{array}\right][/tex]
Dividing the first row by 2 to generate 1 at the
[tex]\left[\begin{array}{ccccc}2&6&0&-8&0\\0&0&0&0&0\\\end{array}\right][/tex] R₁--->1/2R₁
[tex]\left[\begin{array}{ccccc}1&3&0&-4&0\\0&0&0&0&0\\\end{array}\right][/tex]
From here the following equation can be deducted:
x₁+3x₂-4x₄=0
Making the subject of the equation:
x₁=-3x₂+4x₄
Hence, the Ax=0 parametric vector form’s solutions can be written as:
[tex]X=\left[\begin{array}{c}-3x_2+4x_4&x_2&x_3&x_4\\\\\end{array}\right] \\\\\\=\left[\begin{array}{c}-3x_1&x_2&0&0\\\\\end{array}\right] +\left[\begin{array}{c}0&0&x_3&0\\\\\end{array}\right] +\left[\begin{array}{c}4x_4&0&0&x_4\\\\\end{array}\right] \\\\\\ =x_2\left[\begin{array}{c}-3&1&0&0\\\\\end{array}\right] +x_3\left[\begin{array}{c}0&0&1&0\\\\\end{array}\right] +x_4\left[\begin{array}{c}4&0&0&1\\\\\end{array}\right][/tex]
Numerical Result:
[tex]x_2\left[\begin{array}{c}-3&1&0&0\\\\\end{array}\right] +x_3\left[\begin{array}{c}0&0&1&0\\\\\end{array}\right] +x_4\left[\begin{array}{c}4&0&0&1\\\\\end{array}\right][/tex]
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use a double number line to solve eache equation
Answer: x = -2
Step-by-step explanation:
Please help !!!
x 0,5,10
g(x) 325,400,475
Part A: Find and interpret the slope of the function. (3 points)
Part B: Write the equation of the line in point-slope, slope-intercept, and standard forms. (3 points)
Part C: Write the equation of the line using function notation. (2 points)
Part D: What is the balance in the bank account after 12 days? (2 points)
By applying the linear equation concept, it can be concluded that:
A. The slope of the line is 15
B. The standard form of the equation is 15x - y + 325 = 0
C. The function notation of the equation is g(x) = 15x + 325
D. The balance in the bank account after 12 days is $505
Linear equation is an equation that contains one or more variables, where each variable has the power of one.
The standard form of a linear equation is y - y₁ = m(x - x₁) or ax + by + c = 0, where m is the slope of the function.
Slope of the function represents the change in y (Δy) over the change in x (Δx). m = Δy / Δx
We have the following table:
x 0 5 10
g(x) 325 400 475
A. To find the slope of the line, we calculate the value of Δy dan Δx:
Δy = y₂ - y₁
= 400 - 325
= 75
Δx = x₂ - x₁
= 5 - 0
= 5
m = Δy / Δx
= 75 / 5
= 15
B. To find its standard form, we can input the value of one point into y - y₁ = m(x - x₁):
y - y₁ = m(x - x₁)
y - 325 = 15 (x - 0)
y - 325 = 15x - 0
15x - y + 325 = 0
C. function notation changes the y to g(x), so we get:
15x - y + 325 = 0
15x - g(x) + 325 = 0
g(x) = 15x + 325
D. The balance in the bank account after 12 days can be calculated by substituting the value of x = 12 into the function:
g(x) = 15x + 325
= 15 · 12 + 325
= 180 + 325
= $505
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The velocity of water, v (m/s), discharged from a cylindrical tank through a long pipe can be computed as:
v= √2gH tanh (√2gH/2L. T)
where g = 9. 81 m/s2, H = initial head (m), L = pipe length (m), and t = elapsed time (s). Develop a MATLAB script that
a. Plots the function f(H) versus H for H = 0 to 4 m (make sure to label the plot) and
b. Uses LastNameBisect with initial guesses of xl = 0 and xu = 4 m to determine the initial head needed to achieve υ = 5 m/s in 2. 5 s for a 4-m long pipe.
The equation with the given values for pipe length and elapsed time to calculate the initial head needed to achieve the desired velocity.
The velocity of water, v (m/s), discharged from a cylindrical tank through a long pipe can be computed using the equation:
v= √2gH tanh (√2gH/2L. T)
where g = 9. 81 m/s2, H = initial head (m), L = pipe length (m), and t = elapsed time (s).
To plot the velocity function f(H) versus H for H = 0 to 4 m, we can use MATLAB to create a script that uses the equation to calculate the velocity for each value of H. We can then plot the points on a graph, with H on the x-axis and v on the y-axis.
To determine the initial head needed to achieve υ = 5 m/s in 2. 5 s for a 4-m long pipe, we can use the LastNameBisect method with initial guesses of xl = 0 and xu = 4 m. This will use the equation with the given values for pipe length and elapsed time to calculate the initial head needed to achieve the desired velocity.
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Find the surface are of this cube. 3cm
Answer:
surface of 3cm cube=l³
=3³
=27
which conic section is formed in the image shown? two cones that touch at their vertices and a plane cutting through the left cone parallel to its base to form a curve circle parabola ellipse hyperbola
Hyperbola is formed when two cones that touch at their vertices and a plane cutting through the left cone parallel to its base to form a curve
What is Conic Section?A conic section, conic or a quadratic curve is a curve obtained from a cone's surface intersecting a plane.
We have to find the conic section which is formed by two cones that touch at their vertices and a plane cutting through the left cone parallel to its base to form a curve circle parabola ellipse hyperbola.
A hyperbola is formed when the interesting plane is parallel to the axis of the cone, and intersect with both the nappes of the double cone.
Hence, Hyperbola is formed when two cones that touch at their vertices and a plane cutting through the left cone parallel to its base to form a curve
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Answer:
ellipse.
Step by-step explanation:
Find an equation of the line passing through the points.
(-3,17) and (2. - 3)
Answer: y = -4x + 29
Step-by-step explanation:
To find the equation of the line passing through the points (-3, 17) and (2, -3), we can use the slope-point form of a line, which is given by:
y - y1 = m(x - x1)
Where (x1, y1) is a point on the line, m is the slope of the line, and (x, y) are the coordinates of any other point on the line. To find the slope of the line, we can use the formula:
m = (y2 - y1) / (x2 - x1)
Plugging in the coordinates of the two points, we have:
m = (-3 - 17) / (2 - (-3)) = -20 / 5 = -4
Next, we plug in the coordinates of one of the points and the slope into the slope-point form of a line:
y - 17 = -4(x - (-3))
Expanding the right side:
y - 17 = -4x + 12
Adding 17 to both sides:
y = -4x + 29
So the equation of the line passing through the points (-3, 17) and (2, -3) is: y = -4x + 29
For numbers 3-6 state if the triangles are congruent and if so what method proves they are congruent?
The congruence postulates used for each triangle are as follows;
3) AAS
4) None
5) HL congruence
6) None
How to Identify the triangle congruence postulate?Some of the triangle congruence postulate in geometry are;
SAS; Side Angle Side Congruence Postulate
SSS; Side Side Side Congruence Postulate
ASA; Angle Side Angle Congruence Postulate
AAS; Angle Angle Side Congruence Postulate
HL; Hypotenuse Leg Congruence Postulate
3) W e can see that we are given two triangles with two corresponding congruent angles and corresponding non-included side. Thus, the congruence postulate used is AAS.
4) We are given two triangles with two corresponding congruent angles but the sides given are not congruent to each other and so the triangles are not congruent.
5) We are given two triangles with their corresponding hypotenuse and leg being congruent and so the HL congruence postulate is used.
6) The angles shown don't match each other. It is just two congruent sides and this is insufficient to conclude the triangles are congruent.
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How to Convert 14 cm to Inches
When 14 cm is converted into inches it will be 5.51181 inches.
How to convert cm to inches?The correlation between an inch and a centimetre is that one inch equals 2.54 centimetres in the metric system. As a result, to convert from centimeters to inches, multiply the value by 2.54.The centimeter (cm) to inch (in) conversion factor is 1 cm = 0.393701 in. Simply multiply the length in cm by 0.393701 to convert to inches.Here given the value is 14cm.
To convert to inches it is equal to,
14 x 0.393701
= 5.51181 inches.
An object's length is measured in centimeters, which are metric units of measurement. cm is the abbreviation. A metre is made up of 100 centimetres. Ten millimeters equal one centimeter.To learn more about unit conversion refer to :
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Round off 8 146,628 to the 2 decimal place
When multiplying decimal numbers, you move the decimal point to the left of the amount of integers in the equation that are to the right of the decimals.25.5 x 0.81 = 20.655
Find the decimal place ?When multiplying decimal numbers, you move the decimal point to the left of the amount of integers in the equation that are to the right of the decimals.
After multiplication, you would move the decimal three places to the left because there is one number after the decimal point in 25.5 and two numbers after the decimal point in 0.81.
25.5 x 0.81 = 20.655
( notice there are 3 numbers to the right of the decimal point) ( note there are 3 numbers to the right of the decimal point)
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Please look at photo
The pointer shown to the right can land on every number, and
the respective probability that the pointer can land on is
shown in the table below. Compute the expected value for the
number on which the pointer lands.
The expected value for the number on which the pointer lands
Question Viewer
(Type an integer or a decimal.)
CHI
N
Outcome Probability
a
The expected value for the number on which the pointer lands is 21/8.
What is probability?Probability is a way to gauge how likely something is to happen. According to the probability formula, the likelihood that an event will occur is equal to the proportion of positive outcomes to all outcomes. The probability that an event will occur P(E) is equal to the ratio of favorable outcomes to total outcomes.
Given the pointer shown to the right can land on every number, and
the respective probability that the pointer can land is
shown in the table below,
table for probability,
outcome probability
1 1/4
2 1/4
3 1/8
4 3/8
expected value is given by,
E(x) = ∑ [tex]x_i.p(x_i)[/tex]
= 1(1/4) + 2(1/4) + 3(1/8) + 4(3/8)
= 1/4 + 1/2 + 3/8 + 3/2
= (2 + 4 + 3 + 12)/8
= 21/8 = 2.625
Hence expected value is 21/8 or 2.625.
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whats √200 at its simplest form
Answer:
The square root of 200 in its simplest radical form is 10√2.
Step-by-step explanation:
If we know the prime factorization of a number, we can write the radical form of the square root of that number.
Answer: 10√2.
Step-by-step explanation: the prime factorization of 200 is 2 × 2 × 2 × 5 × 5. As a result, the square root of 200 in the simplest radical form should be 10√2.
How much is 40 minutes in decimal?
40 minutes in decimal is 0.666.
How do you convert minutes to decimals?The conversion is not complicated, there is a simple formula for it:Number of minutes/60 => Conversion from hours and minutes to decimal.Decimal time * 60 => Conversion from decimal to hours and minutes.Convert minutes to decimal hours to calculate time sheets and payroll hours worked. Includes rounding to 2, 3, 4 or more decimal places.If your number of minutes is less than 60 divide by 60. The decimal is minutes in decimal hours.If your number of minutes is greater than or equal to 60, divide by 60 and carry the whole number to hours. The remaining decimal is minutes in decimal hours.Round the decimal to your level of accuracy.To learn more about convert minutes to decimals refers to:
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find the area bounded by the graphs of the indicated equations over the given interval. y; y0;
The area bounded by the graphs of y and y0 over the given interval is A = ∫y0 dy|2-∫y0 dy|0.
The area bounded by the graphs of the indicated equations y and y0 over the given interval can be calculated using the formula A=∫y0 dy. To calculate the area, we need to first find the antiderivative of y0, which is F(y0) = ∫y0 dy. Then, we need to evaluate the integral from the lower limit of the given interval to the upper limit of the given interval. For example, if the given interval is from x=0 to x=2, then the area bounded by the two graphs would be A=F(y0)|2-0 = ∫y0 dy|2-0. Once we have evaluated the integral, we can calculate the area of the graph by subtracting the lower limit result from the antiderivative In this example, A=F(y0)|2-0 = ∫y0 dy|2-0 = F(y0)|2-F(y0)|0 = ∫y0 dy|2-∫y0 dy|0. Thus, the area bounded by the graphs of y and y0 over the given interval is A = ∫y0 dy|2-∫y0 dy|0.
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a group has 400 members only 5/8 have paid there fees what percent have paid there fees
Answer:
400
Step-by-step explanation:
percent means per one hundred so
p/100=5/8
p=500/8
p=62.5%
so, 62.5% have paid their yearly fees .
400(5/8) =200
250 member paid their fees .
Answer:
250
Step-by-step explanation:
If a group contains 400 members
Then the 5/8 of 400 who didn't pay the fees are as follows:-
=5/8*400
=5*50
=250 out of 400
So, the fees is only paid by 250 members out of 400.
a survey is conducted and the following results are recorded 360 students are taking a math course 280 are taking a physics course 300 are taking a biology course 100 are taking math and physics 120 are taking math and biology 110 are taking physics and biology 40 are taking math, physics and not biology 40 are not taking any of the courses a. how many are taking only math? b. how many are in the survey? c. how many are taking exactly two of the courses?
A) The total no. of students taking only maths is 220 students.
let's say the total no. of students taking only maths = M
M = 360 - (100 + 40) = 220 students.
B) The total no. of students in the survey is 960 students.
let's say the total no. of students in the survey = S
S = 360 + 280 + 300 - (100 + 120 + 110) + 40 = 960 students.
C) The total no. of students who are taking exactly two of the courses is 330 students.
let's say the total no. of students who are taking exactly two of the courses = T
T = 100 + 120 + 110 = 330 students.
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What is x3+y3+z3=k divided by 6?
The simplification of the given equation would be = k = 1/2(X+y+z)
What is division?Division can be defined as one of the major arithmetic operation which is used to share or distribute a whole value between two or more values.
The equation that is given;
k = x3+y3+z3/6
k =3(X+y+y)/6
Divide through by 3;
k = =X+y+y/2 or
k = 1/2(X+y+z)
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Determine whether the following statement is true or false. Every graph represents a function. Choose the correct answer below. A. The statement is true because every graph associates a unique y-value for each x-value. B. The statement is false because a graph that crosses the x-axis two times does not represent a function. C. The statement is true because every graph associates a unique x-value for each y-value. D. The statement is false because a graph that crosses the y-axis two times does not represent a function.
"Every graph represents a function" - statement is false.
Correct option: D
What is function?The vertical line test is used to verify function. That is, a graph must have a unique y value for it to be referred to as a function for a certain (unique) value of x.
If for a particular x, and y values are coming it means it is not a function.
Hence, every graph is a function is false.
Because if it crosses y axis twice it means for a particular x value , two different value of y will exist. And that is not possible for a function
Hence option D is correct: The statement is false because a graph that crosses the y-axis two times does not represent a function.
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(-3,9) (4,6) (6,-3)
find the fourth vertex of the parallelogram
Answer: (-1, 0)
not sure
Step-by-step explanation:
in the number 652.12, how does the value of the 2 in the hundredths place compare to the value of the 2 in the ones place?
In the number 652.12, the 2 in the hundredths place has a place value of 0.02 and the 2 in the ones place has a place value of 2. This means that the 2 in the ones place is 100 times greater in value than the 2 in the hundredths place.
In the number 652.12, the value of the 2 in the hundredths place is much smaller than the value of the 2 in the ones place. In this number, the 2 in the hundredths place represents 0.02, which is two hundredths of a unit. On the other hand, the 2 in the ones place represents 2 units.
To understand the difference in value, consider that the decimal point separates the number into its integer part (to the left of the decimal point) and its fractional part (to the right of the decimal point). The place value of each digit depends on its position relative to the decimal point. The rightmost digit is the ones place, the digit to its left is the tens place, and so on. The place value of the digits to the right of the decimal point is determined by powers of 10 that are negative, starting from -1 for the hundredths place, -2 for the thousandths place, and so on.
Therefore, in the number 652.12, the 2 in the hundredths place has a place value of 0.02 and the 2 in the ones place has a place value of 2. This means that the 2 in the ones place is 100 times greater in value than the 2 in the hundredths place.
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In the number 652.12, the 2 in the hundredth place has a place value of 0.02 and the 2 in the ones place has a place value of 2. This means that the 2 in the ones place is 100 times greater in value than the 2 in the hundredths place.
In the number 652.12, the value of the 2 in the hundredths place is much smaller than the value of the 2 in the ones place. In this number, the 2 in the hundredths place represents 0.02, which is two hundredths of a unit. On the other hand, the 2 in the ones place represents 2 units.
To understand the difference in value, consider that the decimal point separates the number into its integer part (to the left of the decimal point) and its fractional part (to the right of the decimal point). The place value of each digit depends on its position relative to the decimal point. The rightmost digit is the ones place, the digit to its left is the tens place, and so on. The place value of the digits to the right of the decimal point is determined by powers of 10 that are negative, starting from -1 for the hundredths place, -2 for the thousandths place, and so on.
Therefore, in the number 652.12, the 2 in the hundredths place has a place value of 0.02 and the 2 in the ones place has a place value of 2. This means that the 2 in the ones place is 100 times greater in value than the 2 in the hundredths place.
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A college finds that 10% of students have taken a distance learning class and that 40% of students are part-time students. Of the part-time students, 20% have taken a distance learning class. Let D = event that a student takes a distance learning class and E = event that a student is a part-time student.
a. Find P(D AND E)
b. Find P(E | D)
c. Find P(D OR E)
The value of P(D OR E) = 0.1 + 0.4 - 0.02 = 0.48, P(D AND E) = 0.1 * 0.2 = 0.02,P(E | D) = 0.02 / 0.1 = 0.2
a. P(D AND E) = P(D) * P(E | D)
P(D) = 0.1 (10% of students have taken a distance learning class)
P(E | D) = 0.2 (20% of part-time students have taken a distance learning class)
Therefore, P(D AND E) = 0.1 * 0.2 = 0.02
b. P(E | D) = P(D AND E) / P(D)
P(E | D) = 0.02 / 0.1 = 0.2
c. P(D OR E) = P(D) + P(E) - P(D AND E)
P(D) = 0.1 (10% of students have taken a distance learning class)
P(E) = 0.4 (40% of students are part-time students)
P(D AND E) = 0.02 (10% of students have taken a distance learning class and that 40% of students are part-time students)
Therefore, P(D OR E) = 0.1 + 0.4 - 0.02 = 0.48
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Matthew is married and lives in Pennsylvania, which has a state income tax rate of 3.07%. He earns an annual salary of $47,530. Calculate his monthly take-home pay.
A.$3,418.86
B.$3,839.24
C.$3,540.83
D.$3,523.82
E.$3,960.83
Answer:
B
Step-by-step explanation:
Matthew's monthly take-home pay is approximately $2,960.69 (47,530 / 12). To calculate the exact amount, we need to subtract the state income tax from his monthly salary:
$47,530 / 12 = $3,961.67
$3,961.67 * 0.0307 = $122.57
$3,961.67 - $122.57 = $3,839.10
Therefore, the correct answer is B) $3,839.24
Does someone mind helping me with this problem? Thank you!
The percentage gain of the company is calculated to be 10%.
How to calculate for the percentage gainThe percentage gain is calculated by multiplying the fraction of the gain and the initial amount by 100.
we shall calculate for the percentage gain of the company as follows:
gain = $33 - $30 = $3
initial amount = $30
percentage gain = ($3/$30) × 100
percentage gain = (1/10) × 100
percentage gain = 10%
Therefore, the percentage gain of the company is calculated to be 10%.
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jamie drove 61 miles jamie car used 4 gallons of gas, how many miles per gallon did jamie car get
The number of miles per gallon that Jamie's car get will be 15.25 miles per gallon.
What is the rate?The rate is the ratio of the amount of something to the unit. For example - If the speed of the car is 20 km/h it means the car travels 20 km in one hour.
Jamie drove 61 miles Jamie's car used 4 gallons of gas.
The number of miles per gallon that Jamie's car get will be given as,
Rate = 61 / 4
Rate = 15.25 miles per gallon
The number of miles per gallon that Jamie's car get will be 15.25 miles per gallon.
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Amy wins a $200 gift card from a local store during its grand opening. If the card is not used within the year, a 10% fee is deducted from the balance at the end of each year. The following table shows Amy's gift card balances (y) for an inactive gift card at the end of year x
Answer:
20 dollars will be deducted if the card is not used. I am not sure what your question is but this is what I understood sorry it it isn't what you are asking for
a hospital director believes that 46% of the lab reports contain errors. a sample of 250 tubes found 95 errors. is there sufficient evidence at the 0.05 level to refute the hospital director's claim? state the null and alternative hypotheses for the above scenario.
Null hypothesis: proportion of errors = 46%. Alternative hypothesis: proportion of errors ≠ 46%. Hypothesis test done using sample proportion and significance level of 0.05.
What is null hypothesis ?
The null hypothesis is a characteristic arithmetic theory suggesting that no statistical relationship and significance exists in a set of given, single, observed variables between two sets of observed data and measured phenomena.
To test if there is sufficient evidence to refute the hospital director's claim, we would perform a hypothesis test. The test statistic in this case would be the sample proportion of lab reports with errors (95 errors out of 250 total lab reports), and we would compare this to the null hypothesis value of 46%. The p-value for this test represents the probability of observing a sample proportion as extreme or more extreme than the observed proportion, given that the null hypothesis is true.
If the p-value is less than the significance level of 0.05, we would reject the null hypothesis, which means we have sufficient evidence to conclude that the proportion of lab reports with errors is not equal to 46%. On the other hand, if the p-value is greater than or equal to the significance level of 0.05, we would fail to reject the null hypothesis, which means we do not have sufficient evidence to conclude that the proportion of lab reports with errors is different from 46%.
Null hypothesis: proportion of errors = 46%. Alternative hypothesis: proportion of errors ≠ 46%. Hypothesis test done using sample proportion and significance level of 0.05.
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Null hypothesis: proportion of errors = 46%. Alternative hypothesis: proportion of errors ≠ 46%. Hypothesis test done using sample proportion and significance level of 0.05.
The null hypothesis is a characteristic arithmetic theory suggesting that no statistical relationship and significance exists in a set of given, single, observed variables between two sets of observed data and measured phenomena.
To test if there is sufficient evidence to refute the hospital director's claim, we would perform a hypothesis test. The test statistic in this case would be the sample proportion of lab reports with errors (95 errors out of 250 total lab reports), and we would compare this to the null hypothesis value of 46%. The p-value for this test represents the probability of observing a sample proportion as extreme or more extreme than the observed proportion, given that the null hypothesis is true.
If the p-value is less than the significance level of 0.05, we would reject the null hypothesis, which means we have sufficient evidence to conclude that the proportion of lab reports with errors is not equal to 46%. On the other hand, if the p-value is greater than or equal to the significance level of 0.05, we would fail to reject the null hypothesis, which means we do not have sufficient evidence to conclude that the proportion of lab reports with errors is different from 46%.
Null hypothesis: proportion of errors = 46%. Alternative hypothesis: proportion of errors ≠ 46%. Hypothesis test done using sample proportion and significance level of 0.05.
To learn more about null hypothesis
brainly.com/question/28920252
#SPJ4
Ten more than 32% of a number is 26
Answer:
16.
Step-by-step explanation:
Let x be the number.
32% of x = (32/100)x = 0.32x.
Ten more than 32% of x = 0.32x + 10.
0.32x + 10 = 26.
0.32x = 16.
x = 50.
So the number is 50, and 32% of it is 0.32 * 50 = 16.
Steve is driving 280 miles to visit the Grand Canyon he drives at an average rate of 56 mph find the amount of time it will take Steve to get to the Grand Canyon it will take Steve Blank hours to get to the Grand Canyon
Answer:
5 hours.
Step-by-step explanation:
280 divided by 56 is 5.