the money spent on food per visitor at the san diego zoo is normally distributed with a mean of 27.50 and a standard deviation of 8 what is the probability that a randomly selected par visitor will spend less than 20

The mapping diagram does not represent a function, since the element 9 in set A is mapped to two different elements in Set B.

A relation represents a function if each value of the input is mapped to only one value of the output, that is, one input cannot be mapped to multiple outputs.

From the mapping diagram, we have that the element 9 in Set A is mapped to two different elements of set B, that is, an input is mapped to multiple outputs, hence the mapping diagram does not represent a function.

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The population's per capita birth rate is inversely related to population size, but it remains higher than the per capita death rate. This phenomenon is known as the density-dependent regulation of population growth.

When the population size is small, individuals have more resources available, such as food and space, and can reproduce more successfully, resulting in a higher per capita birth rate.

However, as the population size increases, the availability of resources becomes limited, resulting in increased competition for resources, leading to a decrease in the per capita birth rate. This mechanism helps to regulate population growth and maintain a balance between population size and available resources.

The per capita death rate can also increase due to resource scarcity, predation, and disease. Therefore, while the birth rate may decrease with increasing population size, it remains higher than the death rate.

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To address your question, when a small fencing company wants to check the length of fence posts to determine if they are acceptable, a "measuring tape" should be used. A measuring tape is a versatile and accurate tool for measuring lengths of various objects, including fence posts.

It is essential for the company to ensure the fence posts meet the required specifications for a professional and sturdy installation. If a small fencing company wants to check the length of fence posts to determine if they are acceptable, a measuring tape or ruler should be used. It is important for the company to ensure that all fence posts meet the necessary length requirements to ensure the integrity of the fence. By using a measuring tape or ruler, the company can quickly and accurately determine if the fence posts are the correct length.

This will save time and money in the long run by avoiding the need to replace posts that are too short or long. Additionally, using a measuring tool ensures consistency throughout the fence, creating a professional and visually appealing finished product. Overall, taking the time to check the length of fence posts is an important step for any fencing company to take to ensure the quality of their work.

.

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Answer:

Pam

Step-by-step explanation:

Standard form equation of a circle

(x-h)^2 + (y-k)^2 = r^2        h.k is the center = 3,-2   and r = 2

so the equation is

 (x-3)^2  + (y+2)^2 = 2^2 = 4

The angles that are missing are shown in the solution below.

Angle a = 80 degrees (alternate angles)

Then we know that;

112 + c = 180

c = 180 - 112

c = 68

b = 112 (Alternate angles)

Again 38 + z = 65 (Sum of interior angles of a triangles is equal to the opposite exterior angle)

z = 65 - 38

z = 18

Then;

y = 180 - (38 + 18) [Sum of the angles in a triangle]

y =124

Then;

z + y = x (Sum of interior angles of a triangles is equal to the opposite exterior angle)

124 + 18 = x

x = 142

r = 180 - 125

= 55

q = 180 - 125

= 55

Since p = s (opposite angles of a parallelogram)

360 = 55 + 55 + 2x

Where x represents p or s

x = 125

p = s = 125

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There are 3 ways to distribute the candy to the adults, and 3,868,263 ways to distribute the remaining pieces to the children, for a total of 11,604,789 possible ways to distribute the 25 pieces of candy.

There are a total of 13 individuals (3 adults and 10 children) who need to receive the 25 identical pieces of candy. Since each adult can receive at most one piece, there are only 3 ways to distribute the candy to the adults: either one adult gets all the candy, or two adults each get one piece of candy.

Once the candy has been distributed to the adults, the remaining pieces can be given to the children. This is a classic problem in combinatorics known as "stars and bars" or "balls and urns". In this case, we have 10 children who need to share the remaining pieces of candy.

To solve this problem, imagine that we have 25 stars and 9 bars. The bars represent the dividing lines between the 10 children (since there are 9 gaps between the 10 children). The stars represent the 25 pieces of candy. We can place the bars and stars in any order, as long as there is at least one star between each pair of bars (to ensure that each child receives at least one piece of candy).

The number of ways to arrange 25 stars and 9 bars is given by the binomial coefficient (25+9 choose 9), which simplifies to (34 choose 9) = 3,868,263. Therefore, there are 3 ways to distribute the candy to the adults, and 3,868,263 ways to distribute the remaining pieces to the children, for a total of 11,604,789 possible ways to distribute the 25 pieces of candy.

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Complete Question:

Problem 1: Build a generating function for an in the following procedures. Remember to state which coefficient solves the initial problem. You do not need to calculate the coefficient. (a). How many ways are there to distribute 25 identical pieces of candy to 3 adults and 10 children, so that each adult gets at most one piece? (b). The number of ways to give a total of r cents, using one dollar worth of pennies, one dollar worth of nickels and one dollar worth of dimes. (c). How many ways can we get a sum of 18 when 7 distinct dice are rolled? (d). How many ways are there to distribute 30 identical homeworks to 5 graders so that each grader gets at least 4 but no more than 8 homeworks?

Answer:

3, 6, 9, 12, 15, 18, 21, 24, 27, 30.

Step-by-step explanation:

Solutions. The first ten multiples of 3 are listed below: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30.

The probability that a randomly selected student is enrolled in a history class but not a math class is [tex]\frac{47}{200}[/tex]

We can solve this problem using the formula: P(History but not Math) = P(History) - P(History and Math)

Where P(History) is the probability of a student being enrolled in history, and P(History and Math) is the probability of a student being enrolled in both history and math.

Given:

P(History) = [tex]\frac{138}{200}[/tex]

P(Math) = [tex]\frac{115}{200}[/tex]

P(History and Math) = [tex]\frac{91}{200}[/tex]

Substituting the values:

[tex]P(History but not Math) = \frac{138}{200}- \frac{91}{200}[/tex]

Simplifying:

[tex]P(History but not Math) = \frac{47}{200}[/tex]

Therefore, the probability that a randomly selected student is enrolled in a history class but not a math class is [tex]\frac{47}{200}[/tex].

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The closest that the family will come to the waterfall while on the road is 5.6 miles.

To solve this problem, we can use the law of cosines. Let x be the distance that the family travels from the point where the bearing is S71E to the point where the bearing is S35E, and let d be the distance from the family's starting point to the waterfall.
We have:
cos(71) = d/x
cos(35) = d/(x+8)
Multiplying both sides of the first equation by x and both sides of the second equation by (x+8), we get:
d = x cos(71)
d = (x+8) cos(35)
Setting the right-hand sides of these equations equal to each other and solving for x, we get:
x cos(71) = (x+8) cos(35)
x = 8 cos(35)/(cos(71)-cos(35))
Plugging this into the first equation above, we get:
d = x cos(71) = 8 cos(35) cos(71)/(cos(71)-cos(35))
This gives us the distance from the family's starting point to the waterfall. To find the closest distance that the family will come to the waterfall while on the road, we need to subtract the radius of the waterfall from this distance. Let's assume that the radius of the waterfall is 50 feet.
The closest distance that the family will come to the waterfall while on the road is:
d - 50 = 8 cos(35) cos(71)/(cos(71)-cos(35)) - 50
This is approximately equal to 5.6 miles. Therefore, the closest that the family will come to the waterfall while on the road is 5.6 miles.

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Answer:

the awnser to the question is: 40°

maybe this is a answer!!!

Simple Interest = (Principal * Rate * Time) / 100

Principal = Sum borrowed

Rate = 12% p.a.

Time = 2 years

Simple Interest = Rs.1920

we get:

1920 = (Principal * 12 * 2) / 100

Simplifying this equation, we get:

1920 * 100 = Principal * 12 * 2

192000 = Principal * 24

Principal = 192000 / 24

Principal = 8000

Therefore, Mrs. Joshi borrowed Rs.8000 from the bank.

For Ernie who 1/6 mile in 1/12 hour when he walks along the river trail, the speed or rate of 2 miles per hour Ernie walk during the trail.

Speed of an object ( person, thing , etc) is defined as the rate of change in distance with respect to time. So, [tex]speed = \frac{ dx}{dt}[/tex]

where x --> distance

We have Ernie walks along the river trail.

The distance travelled by him = [tex] \frac{1}{6} [/tex] miles

Time taken by him to complete the distance [tex] \frac{1}{6} [/tex] miles = [tex] \frac{1}{12} [/tex] hours.

We have to determine the unit rate or speed miles per hour does Ernie walk when he hikes on the trail. Using the speed formula we can write distance = speed × time

=> [tex]\frac{ 1}{6} miles = speed × \frac{ 1}{12}[/tex] hours

=> speed = [tex] \frac{ 12}{6}[/tex]

= 2 miles per hour

Hence, required rate is 2 miles per hour.

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Complete question:

Ernie walks 1/6 mile in 1/12 hour when he walks along the river trail. How many miles per hour does Ernie walk when he hikes on the trail?

There are 832 different three-course meals that can be ordered at the I Love Food restaurant.

Since there are 13 appetizers to choose from, 16 entrees, and 4 desserts, the number of possible three-course meals is:

13 x 16 x 4 = 832

A food restaurant is a business establishment that specializes in preparing and serving food to customers. These restaurants may offer a variety of cuisines, from traditional and regional dishes to fusion and international flavors. They are typically divided into different categories based on their menus and service styles, such as fast food, casual dining, fine dining, or ethnic restaurants.

Food restaurants are designed to provide a comfortable and enjoyable dining experience for customers, often with attractive decor, seating arrangements, and music. They employ chefs, cooks, servers, and other staff who work together to prepare and serve high-quality food and drinks. Many food restaurants offer takeout or delivery services, allowing customers to enjoy their meals at home or on the go. Some restaurants also provide catering services for events, parties, and other special occasions.

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The orthonormal basis for V is: {v1 = 1/√(2), v2 = (t - √(2)/2)/√(2), v3 = (√(3)/2)t^2 - (√(6)/2)t}. To produce an orthonormal basis for V, we need to find a set of vectors that are linearly independent and can span the space V. Since we are working with polynomials of degree less than 2, we can write them in the form:

p(t) = at^2 + bt + c

where a, b, and c are real coefficients.

To find the basis, we can start with the standard basis for V, which is {1, t, t^2}. We can then use the Gram-Schmidt process to produce an orthonormal basis.

Here are the steps:

1. Normalize the first vector in the basis, which is 1, to obtain:

v1 = 1/√(2)

2. Calculate the projection of t onto v1 and subtract it from t to obtain the second vector in the basis:

v2 = (t - (t, v1)v1)/∥(t - (t, v1)v1)∥

where (t, v1) is the inner product of t and v1.

Simplifying, we get:

v2 = (t - √(2)/2)/√(2)

3. Finally, calculate the projection of t^2 onto v1 and v2, and subtract these projections from t^2 to obtain the third vector in the basis:

v3 = (t^2 - (t^2, v1)v1 - (t^2, v2)v2)/∥(t^2 - (t^2, v1)v1 - (t^2, v2)v2)∥

where (t^2, v1) and (t^2, v2) are the inner products of t^2 with v1 and v2, respectively.

Simplifying, we get:

v3 = (√(3)/2)t^2 - (√(6)/2)t

Therefore, the orthonormal basis for V is:

{v1 = 1/√(2), v2 = (t - √(2)/2)/√(2), v3 = (√(3)/2)t^2 - (√(6)/2)t}

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The probability that Lola pulled a red marble first and a yellow marble second is 0.134 or approximately 13.4%.

To calculate the probability that Lola pulls a red marble first and a yellow marble second, we can use the formula:

P(Red, Yellow) = P(Red) x P(Yellow|Red)

where P(Red) is the probability of pulling a red marble first, and P(Yellow|Red) is the conditional probability of pulling a yellow marble second given that a red marble was pulled first.

First, we can calculate P(Red):

P(Red) = number of red marbles / total number of marbles

P(Red) = 4 / (4 + 4 + 12)

P(Red) = 4 / 20

P(Red) = 0.2

So the probability of pulling a red marble first is 0.2.

Next, we can calculate P(Yellow|Red):

P(Yellow|Red) = number of yellow marbles remaining / total number of remaining marbles

P(Yellow|Red) = 12 / (4 + 3 + 11)

P(Yellow|Red) = 12 / 18

P(Yellow|Red) = 0.67

So the probability of pulling a yellow marble second given that a red marble was pulled first is 0.67

Now we can use the formula:

P(Red, Yellow) = P(Red) x P(Yellow|Red)

P(Red, Yellow) = 0.2 x 0.67

P(Red, Yellow) = 0.134

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The average rate of change, in inches per year, from year 2 to year 10, is 4.5 inches per year.

Given a function,

h = -0.2t² + 6.9t + 16

where t is the time in years since your friend was born and h is the height in inches.

When t = 2,

h = (-0.2)(2²) + (6.9)(2) + 16 = 29 inches

When t = 10,

h = (-0.2)(10²) + (6.9)(10) + 16 = 65 inches

Average rate of change of the function from t = 2 to t = 10 is,

[h(10) - h(2)] / [10 - 2]

= (65 - 29) / 8

= 4.5

Hence the average rate of change is 4.5.

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The complete question is as follows :

Your friends height for the first 10 years of life can be modeled by the function h = -0.2t² + 6.9t + 16, where t is the time in years since your friend was born and h is the height in inches.

What was the average rate of change, in inches per year, from year 2 to year 10?

Answer:

D

Step-by-step explanation:

93.6/2/7.8=6

The sum of the convergent geometric series is 5/4, or 1.25. The given infinite geometric series is 1, 1/5, 1/25, 1/125, ...

To determine if this series is convergent or divergent, we need to examine the common ratio (r) between each term. The common ratio can be calculated by dividing a term by its previous term. For example, (1/5) / 1 = 1/5, (1/25) / (1/5) = 1/5, and so on. Thus, the common ratio (r) is 1/5.

A geometric series converges if the absolute value of its common ratio is less than 1 (i.e., |r| < 1). In this case, since |1/5| < 1, the series is convergent.

To find the sum of the convergent geometric series, we use the formula:

S = a / (1 - r)

where S is the sum of the series, a is the first term, and r is the common ratio.

Here, a = 1 and r = 1/5. Plugging these values into the formula, we get:

S = 1 / (1 - (1/5))

S = 1 / (4/5)

S = 5/4

Thus, the sum of the convergent geometric series is 5/4, or 1.25.

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The probability is approximately 0.0121, or 1.21%.

We can approach this problem using combinatorics.

First, we need to count the number of ways to choose two cards from a standard 52-card deck. This is given by the formula:

C(52, 2) = (52 choose 2) = 1,326

Next, we need to count the number of ways to choose two number cards totaling to 12. There are four ways to get a total of 12:

6 and 6

5 and 7

7 and 5

4 and 8

For each of these combinations, there are four suits to choose from, so there are a total of 4 x 4 = 16 ways to choose two number cards totaling to 12.

Therefore, the probability of choosing two number cards totaling to 12 is:

16/1326

Simplifying the fraction:

4/331

So the probability is approximately 0.0121, or 1.21%.

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The calculated t-value of 2.47 is less than the critical t-value of ±2.764, we fail to reject the null hypothesis.

To test whether the sample mean income of $43,000 for 11 residents of Wilmington, Delaware is significantly different from the national average of $37,000, we can use a one-sample t-test.

The null hypothesis would be that the mean income of residents in Wilmington, Delaware is not significantly different from the national average ($37,000). The alternative hypothesis would be that the mean income of residents in Wilmington, Delaware is significantly higher than the national average.

Using a t-distribution with 10 degrees of freedom (n-1), and a significance level of 0.025 (two-tailed test), the critical t-value is approximately ±2.764.

Calculating the t-value using the formula t = (sample mean - population mean) / (sample standard deviation / sqrt(n)), we get t = (43,000 - 37,000) / (8,800 / sqrt(11)) = 2.47.

Since the calculated t-value of 2.47 is less than the critical t-value of ±2.764, we fail to reject the null hypothesis. Therefore, we do not have enough evidence to conclude that residents of Wilmington, Delaware have more income than the national average at the 0.025 level of significance.

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Complete Question

The mean income per person in the United States is $37,000, and the distribution of incomes follows a normal distribution. A random sample of 10 residents of Wilmington, Delaware, had a mean of$43,000 with a standard deviation of $8,800. At the 0.025 level of significance, is that enough evidence to conclude that residents of Wilmington, Delaware, have more income than the national average?

We label the fractions on the number line as 3 1/5 and 4 7/10. To find the distance between the two fractions, we subtract 16/5 from 47/10, which equals 9/10. Therefore, the distance between 3.2 and 4.7 is 0.9.

To solve decimal and fraction problems on a number line where the first number is a whole number and the other two numbers are decimal numbers, follow these steps:

1. Draw a number line and label the whole number as the starting point.
2. Convert the decimals to fractions, if needed.
3. Place the fractions on the number line, starting from the whole number and moving to the right.
4. If the decimal is less than 0.5, place the fraction closer to the whole number. If the decimal is greater than 0.5, place the fraction closer to the next whole number.
5. Label the fractions on the number line.
6. To find the distance between the two fractions, subtract the smaller fraction from the larger fraction.
7. If needed, convert the resulting fraction to a decimal.

For example, let's say we want to plot 3.2 and 4.7 on a number line starting from 2. We convert the decimals to fractions: 3.2 is 16/5 and 4.7 is 47/10. We place 16/5 closer to 3 and 47/10 closer to 5. We label the fractions on the number line as 3 1/5 and 4 7/10. To find the distance between the two fractions, we subtract 16/5 from 47/10, which equals 9/10. Therefore, the distance between 3.2 and 4.7 is 0.9.

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The correct matching of positive and negative number according to the situation is given by,

An increase in altitude of 6 miles.→ +6

6 degrees below zero.→-6

Taking 12 steps back.→-12

Going up 12 stairs.→+12

Depositing $2,000 →+2000

A withdrawal of $2,000→ -2000.

The left hand side statement representing the situation of right hand side are as follow,

An increase in altitude of 6 miles represents the positive value of 6 as it increases.

+ 6.

6 degrees below zero represents the negative value of 6 as below zero numbers are negative.

-6.

Taking 12 steps back represents the negative value of 12 as moving back is negative direction.

-12.

Going up 12 stairs represents the positive value of 12 as moving up is always positive.

+12.

Depositing $2,000 represents the positive value of 2000 as it increases the amount.

+2000

A withdrawal of $2,000 represents the negative value of 2000 as it decreases the amount.

-2000.

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Answer:5

Step-by-step explanation: The probability of getting one true or false question correct is 1/2. 10*1/2=5

db/dt = 40/12 = 10/3 Feet per second, or approximately 3.33 feet per second. So the foot of the ladder is being pulled away from the wall at a rate of about 3.33 feet per second when it is 8 feet away from the wall and the top of the ladder is sliding down at 4 feet per second.

We can use the Pythagorean theorem to relate the length of the ladder, the distance of its foot from the wall, and the height it reaches on the wall:

[tex]a^2 + b^2 = c^2[/tex]

where c is the length of the ladder, a is the distance of its foot from the wall, and b is the height it reaches on the wall. Differentiating with respect to time, we get:

2a da/dt + 2b db/dt = 2c dc/dt

We are interested in finding db/dt when a = 8 feet and dc/dt = -4 feet per second (negative because the top of the ladder is sliding down). We also know that c = 10 feet, so we can plug in these values and solve for db/dt:

2(8) da/dt + 2b db/dt = 2(10) (-4)

Simplifying:

16 da/dt + b db/dt = -40

We also know that when a = 8 feet and b = 6 feet (from the Pythagorean theorem), the ladder is at a height of 6 feet on the wall. Therefore, we can plug in these values and solve for da/dt:

8 da/dt + 6 db/dt = 0

Simplifying:

da/dt = -(3/4) db/dt

Now we can substitute this expression for da/dt in the first equation, and solve for db/dt:

2(8) (-(3/4) db/dt) + 2(6) db/dt = -40

Simplifying:

-12 db/dt = -40

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The quotients of the long division expressions are 6x^2 + 2x - 6, 7x^3 - 4x^2 + 6x + 10 and 7x^3 + x^2 - 5x - 8

Polynomial set up 2

The long division expression is represented as

x + 5 | 6x^3 + 32x^2 + 4x - 21

So, we have the following division process

           6x^2 + 2x - 6

x + 5 | 6x^3 + 32x^2 + 4x - 21

           6x^3 + 30x^2

           --------------------------------

                      2x^2 + 4x - 21

                       2x^2 + 10x

           -------------------------------------

                       -6x - 21                      

                       -6x - 30

------------------------------------------

                                   9

Polynomial set up 3

The long division expression is represented as

2x - 3 | 14x^4 - 29x^3 + 24x^2 + 2x - 29

So, we have the following division process

            7x^3 - 4x^2 + 6x + 10

2x - 3 | 14x^4 - 29x^3 + 24x^2 + 2x - 29

            14x^4 - 21x^3

           --------------------------------

                       -8x^3 + 24x^2 + 2x - 29

                       -8x^3 + 12x^2                        

           -------------------------------------

                        12x^2 + 2x - 29

                        12x^2 - 18x

     ------------------------------------------

                                  20x - 29

                                  20x - 30

     ------------------------------------------

                                               1

Polynomial set up 5

The long division expression is represented as

2x - 1 | 14x^4 - 5x^3 - 11x^2 - 11x + 8

So, we have the following division process

            7x^3 + x^2 - 5x - 8

2x - 1 | 14x^4 - 5x^3 - 11x^2 - 11x + 8

            14x^4 - 7x^3

           --------------------------------

                       2x^3 - 11x^2 - 11x + 8

                       2x^3 - x^2                        

           -------------------------------------

                        -10x^2  - 11x + 8

                        -10x^2 + 5x

     ------------------------------------------

                                  -16x + 8

                                  -16x + 8

     ------------------------------------------

                                               0

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Answer:

see explanation

Step-by-step explanation:

the equation of a line in gradient- intercept form is

y = mx + c ( m is the gradient and c the y- intercept )

given

2x - 3y = 5 ( subtract 2x from both sides )

- 3y = - 2x + 5 ( divide through by - 3 )

y = [tex]\frac{2}{3}[/tex] x - [tex]\frac{5}{3}[/tex] ← in gradient- intercept form

with gradient m = [tex]\frac{2}{3}[/tex]

The distribution of the sample mean can be represented as: X ~ N(67.15, 3.084/√30)

The distribution of the sample mean is a normal distribution with a mean equal to the population mean µ and a standard deviation equal to the population standard deviation σ divided by the square root of the sample size n.

Therefore, for this problem, the distribution of the sample mean can be represented as:

X ~ N(67.15, 3.084/√30)

where X is the sample mean, N represents a normal distribution, 67.15 is the population mean, 3.084 is the population standard deviation, and √30 is the square root of the sample size.

This distribution assumes that the sample is randomly selected from the population and the sample size is large enough to satisfy the central limit theorem.

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When long radishes (SLSL) are crossed to oval radishes (SLSR), the F1 generation will all have the genotype SLSR because they inherit one allele for long shape from one parent and one allele for oval shape from the other parent. When the F1 generation is allowed to cross at random among themselves, the expected phenotypic ratio in the F2 generation will be 1:2:1 for long:round: oval.

This is because each F1 individual can produce gametes with either the S allele or the L allele, and the S allele is dominant over the L allele for determining shape.

So, when two F1 individuals with the SLSR genotype cross, there are four possible offspring genotypes: SSLR (long), SLSR (long), SRSR (round), and SLSL (oval). The probability of each genotype is 1/4. However, since the S allele is dominant over the L allele, both the SSLR and SLSR genotypes will express the long-shape phenotype. Thus, the phenotypic ratio in the F2 generation will be 1 long: 2 round: 1 oval.

In summary, when long radishes are crossed to oval radishes and the F1 generation is allowed to cross at random among themselves, the expected phenotypic ratio in the F2 generation will be 1 long : 2 round : 1 oval.

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The p-value is less than the significance level, we reject the null hypothesis and conclude that there is sufficient evidence to suggest that the true average calorie count of small orders of french fries is higher than 120 calories.

To determine whether the nutritionist's concern is justified, we need to conduct a hypothesis test. Let's assume the null hypothesis (H0) is that the true average calorie count of small orders of french fries is 120 calories, and the alternative hypothesis (Ha) is that the true average calorie count is higher than 120 calories.

We can use a one-sample t-test to test this hypothesis. The test statistic is calculated as follows:

t = (sample mean - hypothesized mean) / (standard deviation / sqrt(sample size))

Substituting the values we have:

t = (155.6 - 120) / (30 / sqrt(35)) = 7.30

The degrees of freedom for this test are 34 (n-1), where n is the sample size.

We can use a t-distribution table or software to find the p-value associated with this test statistic. Assuming a significance level of 0.05, we find that the p-value is less than 0.0001. This means that the probability of observing a t-value as extreme as 7.30 or higher, assuming the null hypothesis is true, is less than 0.0001.

Since the p-value is less than the significance level, we reject the null hypothesis and conclude that there is sufficient evidence to suggest that the true average calorie count of small orders of french fries is higher than 120 calories.

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Question

A fast-food restaurant claims that a small order of french fries contains 120 calories. A nutritionist is concerned that the true average calorie count is higher than that. The nutritionist randomly selects 35 small orders of french fries and determines their calories. The resulting sample mean is 155.6 calories, and the standard deviation of the sample is 30 calories.