The statement which is true is D. 65% of the seventh-grade students prefer the water park.
What is Percentage?Percentage is defined as the parts of a number per fraction of 100. We have to divide a number with it's whole and then multiply with 100 to calculate the percentage of any number.
A : Total number of students = 120
Number of students who prefer amusement park = 14 + 16 = 30
Percentage of students who prefer amusement park = 30 / 120 = 0.25 = 25%
B : Total number of eighth grade students = 80
Number of eighth grade students who prefer amusement park = 16
Percentage = 16 / 80 = 0.2 = 20%
C : Total number of students = 120
Number of students who prefer water park = 26 + 64 = 90
Percentage = 90 / 120 = 0.75 = 75%
D : Total number of seventh grade students = 40
Number of seventh grade students who prefer water park = 26
Percentage = 26 / 40 = 0.65 = 65%
Hence the option D is the correct percentage.
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Match the following MATLAB command to its mathematical meaning log(x) Choose) log 10(x) [Choose) In(x) [Choose] log base 10 of Not a valid MATLAB command log base e of x (log base d of x)/(log base d of b)
The Logarithmic function is a mathematical operation that is used to determine the logarithm of a number.
The logarithm of a number x is the exponent to which a fixed number, the base, must be raised to produce x. The most common bases used are 10 and e. The formula for determining the logarithm of a number x base d is: log base d of x = (log base d of x)/(log base d of b).
For example, if we want to calculate the log base 10 of a number x, we would use the formula: log base 10 of x = (log base 10 of x)/(log base 10 of b). We can calculate the log base 10 of a number x by taking the logarithm of x and dividing it by the logarithm of the base, 10. The result will be the log base 10 of x.
For example, if we want to calculate the log base 10 of 25, we would calculate the logarithm of 25 and divide it by the logarithm of 10. The calculation would be: log base 10 of 25 = (log base 10 of 25)/(log base 10 of 10) = (1.3979)/(1) = 1.3979. This means that the log base 10 of 25 is 1.3979.
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how many ozens in a gallon
Twelve dozen is referred to as a gross (122 = 144) and twelve gross (123 = 1,728, the duodecimal 1,000) is referred to as a great gross, a word most frequently used when shipping or purchasing products in bulk. The equivalent of 120 or ten dozen is a great hundred, commonly referred to as a small gross.
What is Dozen?A group of twelve is referred to as a dozen and is frequently abbreviated as doz or dz.Given that there are roughly twelve lunar cycles (or months) in each cycle of the sun (or year), the number twelve may be one of the first primitive integer groupings. Twelve is useful because it has the greatest number of divisors among numbers up to its double, a quality shared only by the numbers 1, 2, 6, 12, 60, 360, and 2520. The duodecimal system, commonly referred to as dozenal, was developed in Mesopotamia and uses twelve as its base number (see also sexagesimal). On the hands, numbering each finger bone with the thumb makes it simple to count in base-12.By using the second hand as a stand-in for units of twelve, two hands may count to 144 using this system, which allows one hand to count to twelve. Twelve dozen is referred to as a gross (122 = 144) and twelve gross (123 = 1,728, the duodecimal 1,000) is referred to as a great gross, a word most frequently used when shipping or purchasing products in bulk. The equivalent of 120 or ten dozen is a great hundred, commonly referred to as a small gross.Some products, which can vary by nation and are frequently foodstuffs, are packaged or sold by the dozen (a dozen eggs). One source claims that sales by the dozen may have its origins in English units, a system where "one egg may be sold for a penny or 12 for a shilling, which was the standard price for eggs at the time."To Learn more About Twelve dozen Refer To:
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The domain of a polynomial function is ____ all real numbers.
Answer:
I may be wrong but I believe it could be (−∞, ∞).
Step-by-step explanation:
Depending on the polynomial is what the rage would be. I'm beyond sorry if it is wrong.
What is 49 inches in feet?
49 inches in feet is 4.08333.
What is 49 inches in feet?You can easily convert 49 inches into feet using each unit definition:
Inches
inch = 2.54 cm = 0.0254 m
Feet
foot = 12 inch = 0.3048 m
Performing the inverse calculation of the relationship between units, we obtain that 1 foot is 0.24489796 times 49 inches.
A foot is zero times forty-nine inches.
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Select the equivalent expression (3^3 x 6^6)^-3 Choose 1 answer:
Answer:
5x10^-19/x^3
Step-by-step explanation:
what is the volume of the parallelepiped with sides i, 7j − k, and 9i 6j − k?
The volume of the parallelepiped is 63 cubic units.
The volume of a parallelepiped is the amount of space it takes up. It is calculated by multiplying the lengths of its three sides together.
In this case, the parallelepiped has three sides: i+0j+0k, 0i+7j − k, and 9i+6j − k.
To find the volume, we will use the cross product of two of the vectors. The cross product of two vectors results in a third vector that is perpendicular to both.
The cross product of the first two vectors,
=> (i+0j+0k) x (0i+7j − k) = 7i − 7j − 0k.
The cross product of this vector and the third vector,
=> 9i+6j − k,
results in the vector
=> 63i + 63j − 63k.
The magnitude of this vector is the volume of the parallelepiped.
To calculate the magnitude, we use the Pythagorean theorem and find that it is equal to 63.
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object a has a charge of 2 µc, and object b has a charge of 6 µc. which statement is true?
Object A has a charge of 2 µc, and object B has a charge of 6 µc. Object B has a charge that is three times greater than object A.
Object A has a charge of 2 µc, and object B has a charge of 6 µc. To determine which statement is true, we need to compare the two charges. To do this, we can divide the charge of object B by the charge of object A. When we do this, the result is 3. This tells us that object B has a charge that is three times greater than object A. Therefore, we can conclude that the statement "Object B has a charge that is three times greater than object A" is true. Now that we know the statement is true, we can further explain why it is true. Object A has a charge of 2 µc, which is the smallest unit of charge and is equal to 10−6 coulombs. Object B has a charge of 6 µc, which is three times greater than the charge of object A. This means that the charge of object B is three times larger than the charge of object A. This is why the statement is true - because object B has a charge that is three times greater than object A.
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int max; int min = 10; max = 17 − 4 / 10; max = max 6; min = max − min; system.out.println(max * 2); system.out.println(max min); system.out.println(max); system.out.println(min);
The output of the given code will be: 15, 2, 15, -5.
The given code declares two integer variables max and min, with min initialized to 10. The expression 17 - 4 / 10 is evaluated as 17 - 0, since integer division returns the floor value, which is 0 in this case.
The expression max = max - 6 then sets max to 17 - 0 - 6, which is equal to 11. The expression min = max - min then sets min to 11 - 10, which is equal to 1. Finally, the println statements print out the values of max * 2, max - min, max, and min. These values are 15, 2, 11, and 1, respectively.
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11. Find the radius of the circle: a) when 0= 90°, A = 20 cm² when 0 = 30°, A = 35 cm² b) c) when 0= 150°, A = 114 cm²
Answer:
The radius of the circle when 0 = 90°, A = 20 cm² and when 0 = 30°, A = 35 cm² is 7 cm. This can be determined by using the information from byjus.com, which states that the Find the Value of X calculator is a free online tool that can be used to calculate the radius of a circle. Using the calculator, the radius of the circle when 0 = 90°, A = 20 cm² and when 0 = 30°, A = 35 cm² is 7 cm.
Step-by-step explanation:
Determine the level of measurement of the variable. capacity of a backpack a.interval b.ordinal c.nominal d.ratio
Ratio: Because it has a meaningful zero point and allows for meaningful comparison of value differences, the volume of a backpack is a ratio level of measurement.
Ratio: A backpack's capacity is a ratio level of measurement because it has a meaningful zero point, or when an item (in this case, capacity) is absent, it has a value of zero. Additionally, it is possible to meaningfully compare value differences. As opposed to other levels of measurement like nominal or ordinal where the differences between two values may not be relevant, this means that differences in capacity between two backpacks may be compared properly.
For instance, the difference between two backpacks can be considered to be twice as great if one backpack has a capacity of 20 litres and the other has a capacity of 40 litres (20 liters). Ratio is the most suitable level of measurement for a backpack's capacity since other levels of measurement cannot account for this disparity.
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how many three-digit positive integers contain two (but not three) different digits?
The number of three digits positive integers contain two (but not three) different digits is 243 .
In a 3 digit number the first digit cannot be zero ,
So , the total 3 digit number is = 9 × 10 × 10 = 900 ;
the total three digit number with all different digit is = 9 × 9 × 8 = 648 different digits ;
and total three digits numbers with all same digits are {111 , 222 , ..., 999}
= 9 numbers ;
Therefore , the number of three digits numbers with two but not three different digits is = 900 - 648 - 9 = 243 .
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What is the equation of line N? Give your answer in the form у = mx + c, where m and care integers or fractions in their simplest forms. y Line N 40- 35- 30- 25- 20- 154 10- 5 -8 -7 -6 -5 -4 -3 -2 -1 0 -5 -10- -15- -20 -25 -30- -35 -40- 1 2 3 4 5 6 7 8
The equation of the Linear Graph in slope intercept form is;
y = 15x + 20
What is the equation of the linear graph?The general form of the equation of a line in slope intercept form is;
y = mx + c
where;
m is slope
c is y-intercept
From the given graph, we see that the y-intercept is c = 20
Slope is gotten from the formula;
m = (y2 - y1)/(x2 - x1)
(-1, 5) and (0, 20)
m = (20 - 5)/(0 - (-1))
m = 15/1
m = 15
Thus, the equation is; y = 15x + 20
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Because of the magnetic field, magnets do have to touch to affect each other. true or false
Answer: True
Step-by-step explanation: Magnets do not have to touch, but their fields repel or attract other magnets without actual physical touch.
Write an equation for this line.
Answer:
Step-by-step explanation:
y=-1x+5
How do you obtain the general solutions of the given differential equations. (x ^2 − y ^2) dy − 2xydx = 0?
The general solution would be (y).e = C.
The differential equation is what.A differential equation is an equation that connects some independent variables to an unknown function and its derivatives. It is used to describe a system's behaviour that changes over time or in response to an outside factor.
There are many ways to solve the differential equation (x2 - y2) dy - 2xy dx = 0, including variable separation, integrating components, and substitution.
One possible method is separation of variables, where we separate the variables x and y by dividing both sides by x² -y2
dy/dx = 2xy/(x² -y²)
We can then integrate both sides:
[(dy/dx) dx = √(2xy/(x²-y²)) dx
y = √2xy/(x²-y²²) dx + C, where C is an arbitrary constant. solving this, (y-x).ec"
Hence, the general solution would be (y-x).e=C".
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if a deli offers 5 fillings, 6 types of bread, and 5 condiments, and each sandwich consists of a filling, a type of bread, and a condiment, how many different sandwiches can the sandwich shop create?
By using the concept of permutations and combinations, we can conclude that the shop can create 150 different sandwiches
We are given a deli that offers 5 fillings, 6 types of bread, and 5 condiments. Also, each sandwich consists of a filling, a type of bread, and a condiment.
We are asked to find the number of different sandwiches that the shop can create.
Here, we are gonna use the concept of permutations and combinations.
Number of different fillings = 5
Number of different beads = 6
Number of different condiments = 5
Number of different sandwiches = Number of different fillings x Number of different beads x Number of different condiments = 5
= 5 x 6 x 5
= 150 sandwiches
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If angle eight is 30°, what is the measurement of angle 5
The measurement of angle 5 is given as follows:
m < 5 = 150º.
How to obtain the measurement of angle 5?In this problem, we have that two parallel lines are cut by a transversal line.
Angles 5 and 8 are on the same position relative to the transversal line, separated by one of the parallel lines, hence they form a linear pair, meaning that they are supplementary.
Supplementary angles have the sum of their measures with a result of 180º, hence the measurement of angle 5 is obtained as follows:
m < 5 + 30º = 180º
m < 5 = 150º.
Missing Information
The diagram is given by the image presented at the end of the answer.
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The hypotenuse of a right triangle is 13 cm, the perimeter is 30 cm. Find the catheters
please help !!!!!!!!!
The length of the other sides are 5cm and 12cm
How to determine the other sidesLet the legs of the right triangle be 'a' and 'b'. Let the hypotenuse be 'h'.
We have the formula for perimeter as;
Perimeter, p = a + b + h = 30 cm
p = a + b + 13 cm = 30 cm
a + b = 30 - 13 = 17 cm
a = 17 - b …………… (1)
Using the Pythagorean Theorem
a² + b² = h²
(17 - b)² + b² = 13² ................ From equation (1)
b² + 17² - 34b + b² = 169
2b² - 34b + 289 - 169 = 0
collect like terms
2b² - 34b + 120 = 0
b² - 17b + 60 = 0
solve the quadratic equation
b² - 12b - 5b + 60 = 0
b(b - 12) - 5(b - 12) = 0
Factor the like terms
(b - 12)(b - 5) = 0
b = {12, 5}
From equation (1), we have;
a = 17 - 12 = 5 cm, or a = 17 - 5 = 12 cm
a = {5,12}
Hence, the values are 5cm and 12cm
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FILL IN THE BLANK. Study with Quizlet and memorize flashcards containing terms like ____ are the categories by which data are grouped
Data categorization is a process of organizing and grouping data into meaningful classes or categories.
This process is often used to simplify data and make it easier to understand and analyze. Data categorization involves breaking down a large set of data into smaller, more manageable groups. For example, a company may group customers into categories based on their age, income, or location. Each group can then be analyzed separately to better understand customer behavior. Categorizing data can also help identify trends or patterns that may not be visible when looking at the data as a whole. Categorization can also be used to identify outliers or anomalies in the data. By breaking down the data into smaller groups, it becomes easier to see which elements don’t fit the pattern or are not part of the normal range. Categorizing data can be done using a variety of methods. For example, data can be divided into numerical ranges or grouped into categories such as low, medium, and high. Data can also be grouped using descriptive terms, such as customer type or product type. Once the data is categorized, calculations such as averages, medians, and modes can be used to analyze the data. This can help to identify patterns or trends that can be used to make decisions or draw conclusions.
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why is this an inappropriate way to list classes in a frequency distribution for quantitative data? 1 up to 10 10 up to 12 12 up to 15 15 up to 25
Suppose the data on the quiz will be grouped into five classes. The width of the classes for a frequency distribution or histogram is closest to 15.
Total number of classes = 5
The data that represent scores on a pop quiz in a statistics section:
25 26 27 28 30 42 53 53 54 56 66 72 76 82 82 84 88 92 96 98
The maximum score from the data = 98
The minimum score from the data = 25
A frequency distribution for quantitative data = (Maximum Score - Minimum Score)/Total number of classes
A frequency distribution for quantitative data = (98 - 25)/5
A frequency distribution for quantitative data = 73/5
A frequency distribution for quantitative data = 14.5
A frequency distribution for quantitative data = 15 (approx)
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The complete question is:
The following data represent scores on a pop quiz in a statistics section:
25 26 27 28 30 42 53 53 54 56 66 72 76 82 82 84 88 92 96 98
Suppose the data on the quiz will be grouped into five classes. The width of the classes for a frequency distribution or histogram is closest to_______________(rounded up).
1. 10
2. 12
3. 15
4. 16
I'll give brainliest to correct answer!!
The student made the following mistake: The use of operator "+" in binomial (x - 4) instead of "-" when factoring the quadratic equation x² - 3 · x - 4.
How to factor a quadratic equation by algebra properties
In this problem we find the case of a quadratic equation that must factorized by algebra properties. We present the complete procedure to show what mistake the student did. First, write the original expression:
x² - 3 · x - 4
Second, use definition of addition, associative and distributive properties:
x² - 4 · x + x - 4
Third, use conmutative property:
x² + x - 4 · x - 4
Fourth, use distribute property:
x · (x + 1) - 4 · (x + 1)
Fifth, apply commutative and distributive properties:
(x - 4) · (x + 1)
Sixth, use commutative property:
(x + 1) · (x - 4)
The student wrote the operator "+" instead of "-" in binomial (x - 4) of the quadratic equation x² - 3 · x - 4.
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Simplify your answer and write is as a proper fraction mixed number or integer
The value of RS would be 10.
What is an expression?
An expression is a mathematical phrase that can contain numbers, variables, and operators. It represents a value or a computation and can be evaluated to obtain a numerical result. For example, "2x + 3" is an expression where x is a variable and 2 and 3 are numbers, and the + and * symbols represent mathematical operations.
RS + ST = RT
x + 4 + 8 = 3x
3x - x = 12
2x = 12
x = 6
RS = x + 4
RS = 6 + 4
RS = 10
Hence, the value of RS would be 10.
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the textbook introduces a study on using the buteyko shallow breathing technique to reduce asthma symptoms and improve quality of life. as part of this study 600 asthma patients aged 18-69 who relied on medication for asthma treatment were recruited and randomly assigned to two groups: one practiced the buteyko method and the other did not. those in the buteyko group experienced, on average, a significant reduction in asthma symptoms and an improvement in quality of life. identify the population of interest in the study.
The population of interest in the study is asthma patients aged 18-69 who relied on medication for treatment.
The population of interest in the study is adult individuals (aged 18-69) who have been diagnosed with asthma and are currently using the medication as a form of treatment for their condition. This group of people is the focus of the research, as the aim of the study is to assess the effectiveness of the Buteyko shallow breathing technique on reducing asthma symptoms and improving the quality of life for this specific population.
By randomly assigning the participants to two groups and observing the outcomes of each group, the researchers aim to determine if the Buteyko method can offer any additional benefits to asthma patients who are already taking medication.
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How to calculate inches to yards?
The conversion of inches to yards is an important calculation in the field of measurement, especially in the United States where both units are widely used. To convert inches to yards, you must divide the number of inches by 36. This is because there are 36 inches in a yard.
How to calculate inches to yards?For example, if you have 120 inches, divide 120 by 36 to get 3.33 yards. That means 120 inches is equivalent to 3.33 yards.It's important to note that the conversion factor of 36 is a constant and remains the same regardless of the number of inches being converted. This means that you can use the same calculation to convert any number of inches to yards.To convert a large number of inches, you can use a calculator or a spreadsheet program, or you can perform the calculation by hand with a pen and paper. When performing the calculation by hand, it's helpful to have a good understanding of basic arithmetic, such as division and multiplication, to ensure an accurate result.In conclusion, the conversion of inches to yards is a simple calculation that can be done quickly and easily. Whether you're working in construction, design, or another field, understanding how to convert inches to yards can be useful in many everyday situations.To learn more about inches to yard refer:
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Which expression is equivalent to
O 16 45
√25
4
#
4
02
04
4112
1/2
Answer:
2
Step-by-step explanation:
Given expression is
[tex]\mbox{\large \left(\dfrac{4^{\frac{5}{4}}\cdot \:4^{\frac{1}{4}\:}}{4^{\frac{1}{2}}}\right)^{\frac{1}{2}}}[/tex]
Let's take the term in parenthesis and simplify
[tex]\dfrac{4^{5/4} \cdot 4^{1/4}}{4^{1/2}}[/tex]
Numerator [tex]4^{5/4} \cdot 4^{1/4}[/tex] can be simplified to [tex]4^{5/4 + 1/4} = 4^{6/4} = 4^{3/2}\\\\[/tex]
The entire expression on parentheses becomes:
[tex]\dfrac{4^{3/2}}{4^{1/2}} = 4^{3/2 - 1/2} = 4^1 = 4\\[/tex]
Therefore
[tex]\left(\dfrac{4^{\frac{5}{4}}\cdot \:4^{\frac{1}{4}\:}}{4^{\frac{1}{2}}}\right)^{\frac{1}{2}}} = (4)^\dfrac{1}{2} }= \sqrt{4} = 2[/tex]
So the entire expression simplifies to 2
The expression [tex](\frac{4^\frac{5}{4}.4^\frac{1}{4} }{4^\frac{1}{2} })^\frac{1}{2}[/tex] is equivalent to 2, option C is correct.
What is Expression?An expression is combination of variables, numbers and operators.
The given expression is [tex](\frac{4^\frac{5}{4}.4^\frac{1}{4} }{4^\frac{1}{2} })^\frac{1}{2}[/tex]
Let us solve the numerator in parenthesis
[tex]4^\frac{5}{4}.4^\frac{1}{4}[/tex]
When bases are same then powers will be added
[tex]4^{\frac{3}{2} }[/tex]
So the expression will be [tex](\frac{4^\frac{3}{2}}{4^\frac{1}{2} })^\frac{1}{2}[/tex]
[tex](4^\frac{3}{2}} ^-^\frac{1}{2} )^\frac{1}{2}[/tex]
We get [tex]4^\frac{1}{2}[/tex]
√4=2
Hence, the expression [tex](\frac{4^\frac{5}{4}.4^\frac{1}{4} }{4^\frac{1}{2} })^\frac{1}{2}[/tex] is equivalent to 2, option C is correct.
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Both Canada and the United States produce lumber and footballs with constant opportunity costs. The United States can produce either 10 tons of lumber and no footballs, or 1000 footballs and no lumber, or any combination in between. Canada can produce either 8 tons of lumber and no footballs, or 400 footballs and no lumber, or any combination in between.
(a) Draw the U.S. and Canadian production possibility frontiers in two separate diagrams, with footballs on the horizontal axis and lumber on the vertical axis.
(b) In autarky, if the United States wants to consume 500 footballs, how much lumber can it consume at most? Label this point A in our diagram. Similarly, if Canada wants to consume 1 ton of lumber, how many footballs can it consume in autarky? Label this point C in your diagram.
(C) Which country has the absolute advantage in lumber production?
(D) Which country has the comparative advantage in lumber production?
Suppose each country specializes in the good in which it has the comparative advantage and there is trade.
(e) How many footballs does the United States produce? How much lumber does Canada produce?
(f) Is it possible for the United States to consume 500 footballs and 7 tons of lumber? Label this point B in your Diagram. Is it possible for Canada at the same time to consume 500 footballs and 1 ton of lumber? Lebel this point D in your diagram.
The United States has the comparative advantage in producing footballs, while Canada has the absolute advantage in producing lumber. If the two countries specialize and trade, the United States produces 1000 footballs and Canada produces 8 tons of lumber.
(a)US Production Possibility Frontier:
Football (1000) | 0 | 200 | 400 | 600 | 800 | 1000
Lumber (10) | 10 | 8 | 6 | 4 | 2 | 0
Canadian Production Possibility Frontier:
Football (400) | 0 | 100 | 200 | 300 | 400
Lumber (8) | 8 | 7 | 6 | 5 | 4
(b) In autarky, if the United States wants to consume 500 footballs, it can consume at most 4 tons of lumber. This point is labeled A in the diagram. Similarly, if Canada wants to consume 1 ton of lumber, it can consume at most 300 footballs. This point is labeled C in the diagram.
(c) Canada has the absolute advantage in lumber production.
(d) The United States has the comparative advantage in lumber production.
(e) If each country specializes in the good in which it has the comparative advantage and there is trade, the United States produces 1000 footballs and Canada produces 8 tons of lumber.
(f) Yes, it is possible for the United States to consume 500 footballs and 7 tons of lumber. This point is labeled B in the diagram. It is not possible for Canada to consume 500 footballs and 1 ton of lumber at the same time. This point is labeled D in the diagram.
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Which is the correct calculation for the volume of the prism??
3 units
5 units
4 units
O3+5+4=12 units
O 3(4) +5= 17 units
O 3(4) = 12 units
O 3(5)(4) = 60 units'
use lagrange multipliers to find the maximum and minimum values of the function subject to the given constraint. (if an answer does not exist, enter dne.) f(x, y) = y2 − x2; 1 4 x2 y2 = 81
The critical point (0, 9) is a minimum and (0, -9) is a maximum.
Lagrange multipliers are a method used to find the maximum and minimum values of a function subject to a constraint.
To use Lagrange multipliers, we first write the function and constraint as a system of equations.
For the function
=> f(x, y) = y² − x²
and the constraint
=> 14x²y² - 81,
the system becomes:
y² − x² = λ(14x²y² − 81)
Next, we find the partial derivatives of both equations with respect to x and y and set them equal to zero to find the critical points.
Solving for x and y, we find that (0, ±9) are the critical points.
If the value is zero, the critical point is a saddle point.
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The chief chemist for a major oil and gasoline production company claims that the regular unleaded gasoline produced by the company contains on average 4 ounces of a certain ingredient. The chemist further states that the distribution of this ingredient per gallon of regular unleaded gasoline is normal and has a standard deviation of 1. 2 ounces. What is the probability of finding an average in excess of 4. 3 ounces of this ingredient from 100 randomly inspected 1-gallon samples of regular unleaded gasoline?
The probability of finding an average in excess of 4. 3 ounces of this ingredient from 100 randomly inspected 1-gallon samples of regular unleaded gasoline is approximately 0.7972.
We may use the normal distribution and the Z-score to determine the likelihood that 100 randomly selected 1-gallon samples of standard unleaded gasoline will have an average of more than 4.3 ounces of the component. A value's Z-score indicates how many standard deviations away from the mean it is.
We must first get the average of 100 randomly chosen samples' mean and standard deviation. The average's mean will be 4 ounces, which is also the mean of the individual samples. The sample size is divided by the square root of the standard deviation to get the average standard deviation, which is 1.2/100 = 0.12 ounces.
Next, we calculate the Z-score for the value of 4.3 ounces:
Z = (4.3 - 4) / 0.12 = 0.83
Finally, we use a Z-score table or a normal distribution calculator to find the probability of finding an average in excess of 4.3 ounces. The result will be the area under the standard normal distribution curve to the right of 0.83.
There is a 79.72% chance of finding an average in excess of 4.3 ounces of the ingredient from 100 randomly inspected 1-gallon samples of regular unleaded gasoline.
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Angle of angle t……..
Answer:
T = 139°
Step-by-step explanation:
the sum of the interior angles in a triangle is 180°
so
1 find the value of x4x + 21x + 13 + 3x - 1 = 180
28x = 180 - 13 + 1
28x = 168
x = 168 : 28
x = 6
find angle T
21x + 13 =
21 x 6 + 13 =
126 + 13 =
139°
--------------------------
check
angle S4 x 6 = 24°
Angle U3 x 6 - 1 = 17°
sum the angles139 + 24 + 17 =
180°
the answer is good