True. The p-value is a probability value that measures the power of evidence in against to the null hypothesis in a statistical test.
Mainly, it represents the possibility of staring at a test statistic as a minimum as extreme as the one computed, assuming that the null hypothesis is genuine.
If the p-value is small, commonly less than a chosen significance stage (e.g., 0.05), it shows that the determined data is unlikely to have took place by danger alone and provides proof against the null hypothesis. alternatively, a large p-value suggests that the determined information is consistent with the null speculation, and the evidence isn't sturdy enough to reject it.
Consequently, the p-value is an critical tool in statistical inference, permitting researchers to draw conclusions about the population based totally on pattern information and degree the extent of uncertainty in their outcomes.
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Find the slope of the line passing through the points (-9, 2) and (-9, -6)
Answer:
Step-by-step explanation:
use the formula of gradient:
slope=change in y/ change in x
= [tex]\frac{Y2-Y1}{X2-X1}[/tex]
= [tex]\frac{-6-2}{-9--9}[/tex]
=[tex]\frac{-8}{0}[/tex]
the answer is definite because we cannot divide by 0.
if sin0<0 and cos>0, then the terminal point is determined by 0 is in:
the terminal point of the angle determined by sin(0) < 0 and cos(0) > 0 is in the fourth quadrant.
why it is and what is trigonometry?
If sin(0) < 0 and cos(0) > 0, then we know that the angle 0 is in the fourth quadrant of the unit circle.
In the unit circle, the x-coordinate represents cos(θ) and the y-coordinate represents sin(θ). Since cos(0) > 0, we know that the terminal point of the angle is to the right of the origin. And since sin(0) < 0, we know that the terminal point is below the x-axis.
The fourth quadrant is the only quadrant where the x-coordinate is positive and the y-coordinate is negative, so that is the quadrant where the terminal point of the angle lies.
Therefore, the terminal point of the angle determined by sin(0) < 0 and cos(0) > 0 is in the fourth quadrant.
Trigonometry is a branch of mathematics that deals with the relationships between the sides and angles of triangles. It focuses on the study of the functions of angles and their applications to triangles, including the measurement of angles, the calculation of lengths and areas of triangles, and the analysis of periodic phenomena.
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light of 650 nm wavelength illuminates a single slit of width 0.20 mm . (figure 1) shows the intensity pattern seen on a screen behind the slit.
the intensity pattern visible on a screen at 1.168 metres behind the slit.
That is the answer to the question "650 nm light shines on two slits that are separated by 0.20 mm. The image depicts the intensity pattern visible on a screen hidden behind the slits (Figure 1).
How far away from you is the screen?"
It is possible to specify that the distance to the screen is d=1.168m.
The answer to the question is that 650 nm light illuminates two slits that are 0.20 mm apart. The image depicts the intensity pattern visible on a screen hidden behind the slits (Figure 1).
How far is the screen from you?
The equation for the distance is typically presented mathematically as
d=1.168m
As a result,
d=1.168m is the distance to the screen.
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g find the mean and variance for x suppose that a random variable x has a continuous uniform distribution 1/2 2
The mean of x is 1.25 and the variance of x is approximately 0.1458.
The continuous uniform distribution has a constant probability density function (PDF) between its minimum and maximum values. In this case, the minimum value is 1/2 and the maximum value is 2.
The mean of a continuous uniform distribution is the average of the minimum and maximum values:
mean = (minimum + maximum) / 2
= (1/2 + 2) / 2
= 1.25
The variance of a continuous uniform distribution is defined as:
[tex]variance = (maximum - minimum)^2 / 12[/tex]
[tex]= (2 - 1/2)^2 / 12[/tex]
= 7/48
≈ 0.1458
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What is the constant of proportionality between the corresponding areas from Rectangle A to Rectangle B?
Rectangle A: area = 5 in²
Rectangle B: area = 125 in²
Responses
5
10
15
25
Answer:
its 5
Step-by-step explanation:
I did this question
What is the correct numerical expression for "one-half the difference of 6 and 8 hundredths and 2?"
one half x (8 − 6) + 2
one half x (6 + 8 + 2)
one half x (6.08 − 2)
one half − (6.08 ÷ 2)
Answer: c
Step-by-step explanation: i dont have one
1/2 x (6.08 - 2) (6.08 - 2) is the correct numerical expression for "one-half the difference of 6 and 8 hundredths and 2 " .
what is expression ?An expression, as used in computer programming, is a grouping of values, variables, operators, and/or function calls that the computer evaluates to produce a final value. For instance, the equation 2 + 3 combines the numbers 2 and 3 using the + operator to produce the number 5. Similar to this, the equation x * (y + z) produces a value based on the current values of the variables x, y, and z by combining the variables x, y, and z with the * and + operators.
given
In terms of numbers, the phrase "one-half the difference of 6 and 8 hundredths and 2" is expressed as follows:
1/2 x (6.08 - 2) (6.08 - 2)
1/2 x (6.08 - 2) (6.08 - 2) is the correct numerical expression for "one-half the difference of 6 and 8 hundredths and 2 " .
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the possible degree of a polynomial function is at least one more, or 3 more,or 5 more,... than the total number of local maximas and minimas
This is not generally accurate. A polynomial function's degree can vary between one, three, or five more or less than the sum of its local peaks and minima.
Consider the formula f(x) = x3 - 3x as an illustration. Two local extrema exist for this function: a local maximum at x = -1 and a local minimum at x = 1. The polynomial's degree, however, is only 3, not one, three, or five more than the sum of the local peaks and minima.
Consider the formula g(x) = x5 - 5x3 + 4x as an alternative. Moreover there are two local extrema for this function: a local maximum at x = -1 and a local minimum at x = 1. The polynomial's degree, however, is 5, which is three more than the sum of its local peaks and minima.
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Suppose that A is the set of sophomores at your schooland B is the set of students in discrete math at your school.Express each of the following sets in terms of A and B.a. The set of sophomores taking discrete math at yourschool.That’s the intersection A ∩ B.b. The set of sophomores at your school who are nottaking discrete math.This is the difference A − B. It can also be expressed byintersection and complement A ∩ B.c. The set of students at your school who either are sophomores or are taking discrete math.The union A ∪ B.d. The set of students at your school who either are notsophomores or are not taking discrete math.Literally, it’s A ∪ B. That’s the same as A ∩ B.
Set of sophomores taking discrete math = A ∩ B. Set of sophomores not taking discrete math = A - B or A ∩ B^c. Set of students who are sophomores or in discrete math = A ∪ B. Set of students who are not sophomores or not in discrete math = (A ∩ B)^c or A ∪ B^c.
The set of sophomores taking discrete math at your school is the intersection of the set of sophomores A and the set of students in discrete math B. So, it can be expressed as A ∩ B.
The set of sophomores at your school who are not taking discrete math is the difference between the set of sophomores A and the set of students in discrete math B. So, it can be expressed as A - B or A ∩ B^c, where B^c is the complement of B (i.e., the set of students who are not in discrete math).
The set of students at your school who either are sophomores or are taking discrete math is the union of the set of sophomores A and the set of students in discrete math B. So, it can be expressed as A ∪ B.
The set of students at your school who either are not sophomores or are not taking discrete math is the complement of the intersection of the set of sophomores A and the set of students in discrete math B.
This can be expressed as (A ∩ B)^c or as A ∪ B^c, where B^c is the complement of B (i.e., the set of students who are not in discrete math). Note that this set includes all students who are either juniors, seniors, or not enrolled in discrete math.
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Match the conic equations to the descriptions. A. StartFraction (x + 5) squared Over 100 EndFraction + StartFraction (y minus 4) squared Over 225 EndFraction = 1 B. StartFraction (x minus 4) squared Over 16 EndFraction minus StartFraction (y + 5) squared Over 9 EndFraction = 1 C. StartFraction (y + 5) squared Over 64 EndFraction + StartFraction (x minus 4) squared Over 81 EndFraction = 1 D. StartFraction (y minus 4) squared Over 16 EndFraction minus StartFraction (x + 5) squared Over 9 EndFraction = 1 Choose the letter of the equation from the drop down menu. Ellipse with center at (4, –5): Ellipse with center at (–5, 4): Hyperbola with center at (–5, 4): Hyperbola with center at (4, –5): ‘
Correct option is A - Ellipse with center at (-5,4) ; B - Ellipse with center at (4,-5) ; C - Hyperbola with center at (4,-5) ; D - Hyperbola with center at (-5,4).
What is conic section ?
Conic sections are curves that are formed by the intersection of a plane and a double cone. The conic sections include circles, ellipses, parabolas, and hyperbolas. Each of these curves has a unique set of characteristics that can be described by mathematical equations.
Explanation of the correct matching :
A - The equation represents an ellipse with center at (-5,4). The values 100 and 225 in the equation represent the squared lengths of the major and minor axes, respectively. The center of the ellipse is (h,k), which is (-5,4) in this case.
B - The equation represents an ellipse with center at (4,-5). The values 16 and 9 in the equation represent the squared lengths of the major and minor axes, respectively. The center of the ellipse is (h,k), which is (4,-5) in this case.
C - The equation represents a hyperbola with center at (4,-5). The values 64 and 81 in the equation represent the squared distances between the center and the vertices on the y-axis and x-axis, respectively. The center of the hyperbola is (h,k), which is (4,-5) in this case.
D - The equation represents a hyperbola with center at (-5,4). The values 16 and 9 in the equation represent the squared distances between the center and the vertices on the x-axis and y-axis, respectively. The center of the hyperbola is (h,k), which is (-5,4) in this case.
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Answer:
C A D B
Step-by-step explanation:
on edge
Ribbon wands are made from strips of ribbon tied to sticks. Connie has 84 feet of red ribbon, 48 feet of blue ribbon, and 72 feet of white ribbon. She wants to cut the ribbons into equal lengths that are as long as possible so that no ribbon is wasted
How many pieces of each color will she have?
Answer
Connie can cut the ribbon into 12 foot pieces.
Step-by-step explanation:
For these problems we should find the GCF, which is 12.
Select the correct answer.
Simplify the following expression.
Answer:
a
Step-by-step explanation:
889-0494444)()54837
The five-number summary of a data set is given below.
Minimum: 3 Q1: 12 Median: 15 Q3: 16 Maximum: 20
Which of the following equals 1.5(IQR)?
The required value is 1.5(IQR) equals 6.
What is Data set?A dataset is a collection of facts that relates to a particular subject. The test results of each pupil in a particular class are an illustration of a dataset. Datasets can be expressed as a table, a collection of integers in a random sequence, or by enclosing them in curly brackets.
According to question:The IQR (interquartile range) is the difference between the third quartile (Q3) and the first quartile (Q1). So, we first need to calculate IQR:
IQR = Q3 - Q1 = 16 - 12 = 4
Now we can calculate 1.5 times the IQR:
1.5(IQR) = 1.5(4) = 6
Therefore, 1.5(IQR) equals 6.
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Complete question:
The five-number summary of a data set is given below.
Minimum: 3 Q1: 12 Median: 15 Q3: 16 Maximum: 20
Which of the following equals 1.5(IQR)?
The winning car in a race beat the second car by 19/100 of a second . The third car was 4/10 of a second behind the second car . By how much did the first car beat the third car ?
Add the times together:
19/100 + 4/10
Find the common denominator, which is 100 so rewrite 4/10 as 40/100
Now add:
19/100 + 40/100 = 59/100
The first car beat the third car by 59/100 seconds.
Pick out greatest and smallest numbers from 9929 , 9829 , 9289 , 9982.
Answer:
smallest no-- 9829, 9289.
greatest no. 9982,9929.
A total of 803 tickets were sold for the school play. They were either adult tickets or student tickets. There were 53 more student tickets sold than adult tickets How many adult tickets were sold? adult tickets *
Answer:
375
Step-by-step explanation:
Based on the given conditions, formulate: 53 +2x = 803
Rearrange variables to the left side of the equation:
2x = 803 - 53
Calculate the sum or difference:
2x = 750
Divide both sides of the equation by the coefficient of variable:
x = 750/2
Cross out the common factor: x = 375
can you help me to solve these two questions?
Case 1: The constant c of the piecewise function is equal to 1 / 7.
Case 2: The value of the constant b of the piecewise function with the greater absolute value is equal to 20.
How to determine the value of a variable such that a piecewise function is continuous
A piecewise function is function formed by two or more functions relative to intervals. A piecewise function is continuous if they do not have any jump on graph. For two functions, we must solve the following equation for the case of a piecewise function formed by two functions:
g(a) = h(a)
Case 1 - g(y) = c · y + 3, h(y) = c · y² - 3, a = 7
c · a + 3 = c · a² - 3
c · (a² - a) = 6
c = 6 / (a² - a)
c = 6 / (7² - 7)
c = 6 / 42
c = 1 / 7
The value of the constant c is equal to 1 / 7.
Case 2 - g(x) = b - 2 · x, h(x) = - 150 / (x - b), a = 5
b - 2 · a = - 150 / (a - b)
(b - 2 · a) · (a - b) = - 150
a · b - b² - 2 · a² + 2 · a · b = - 150
- b² + 3 · a · b - 2 · a² = - 150
b² - 3 · a · b + 2 · a² - 150 = 0
b² - 15 · b - 100 = 0
(b - 20) · (b + 5) = 0
b₁ = 20 or b₂ = - 5
The solution with the greater absolute value is b = 20.
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Calculate the 90% confidence interval for the proportion of voters who cast their ballot for the candidate.
We can say with 90% confidence that the true proportion of voters who cast their ballot for the candidate lies between 0.564 and 0.636. We can calculate it in the following manner.
To calculate the 90% confidence interval for the proportion of voters who cast their ballot for the candidate, we need to use the following formula:
CI = p ± z√(p(1-p)/n)
where:
CI is the confidence interval
p is the sample proportion
z is the z-score corresponding to the desired confidence level (90% in this case)
n is the sample size
Assuming we have a sample of size n and a sample proportion of p who voted for the candidate, we need to find the value of z for the 90% confidence level. The z-score can be found using a z-table or a calculator, and for a 90% confidence level, the z-score is 1.645.
Substituting the values into the formula, we get:
CI = p ± 1.645√(p(1-p)/n)
For example, if the sample size is 1000 and the sample proportion is 0.6 (60% of voters voted for the candidate), then the 90% confidence interval would be:
CI = 0.6 ± 1.645√(0.6(1-0.6)/1000) = (0.564, 0.636)
Therefore, we can say with 90% confidence that the true proportion of voters who cast their ballot for the candidate lies between 0.564 and 0.636.
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Full question here:
Calculate the 90% confidence interval for the proportion of voters who cast their ballot for the candidate. Number of votes: 125
Voter Response Dummy Variable
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what are the transformations of the following 1) f(x)=3x2^x+4-1
2) f(x)=-1/2x5^x-2+6
3) g(x)=1/5log(x+5)+3
4) g(x)=-4log(x)-2
1. The functiοn [tex]f(x) = 3x2^x+4-1[/tex]undergοes the fοllοwing transfοrmatiοns
A vertical translatiοn dοwnward by 1 unit (the [tex]"-1[/tex]" at the end)
An upward vertical stretch by a factοr οf 3 (the "3" cοefficient in frοnt)
An expοnential grοwth with base 2 (the expοnent "x" in the term [tex]"2^x"[/tex])
A hοrizοntal shift tο the left by 4 units (the "-4" in the expοnent οf [tex]"2^x"[/tex])
2. The functiοn [tex]f(x) = -1/2x5^x-2+6[/tex] undergοes the fοllοwing transfοrmatiοns:
A vertical translatiοn upward by 6 units (the "+6" at the end)An upward vertical cοmpressiοn by a factοr οf 1/2 (the [tex]"-1/2"[/tex]cοefficient in frοnt)An expοnential grοwth with base 5 (the expοnent "x" in the term [tex]"5^x[/tex]")A hοrizοntal shift tο the left by 2 units (the[tex]"-2"[/tex] in the expοnent οf [tex]"5^x[/tex]")3. The functiοn [tex]g(x) = 1/5log(x+5)+3[/tex] undergοes the fοllοwing transfοrmatiοns:
A vertical translatiοn upward by 3 units (the "+3" at the end)A hοrizοntal shift tο the left by 5 units (the "+5" inside the lοgarithm)A vertical stretch by a factοr οf 1/5 (the [tex]"1/5"[/tex] cοefficient in frοnt)4. The functiοn [tex]g(x) = -4log(x)-2[/tex] undergοes the fοllοwing transfοrmatiοns:
A vertical translatiοn dοwnward by 2 units (the [tex]"-2"[/tex] at the end)A vertical cοmpressiοn by a factοr οf 4 (the[tex]"-4"[/tex] cοefficient in frοnt)A hοrizοntal shift tο the right (there is nο explicit shift, but the dοmain οf the functiοn is restricted tο[tex]x > 0[/tex], which means the graph is shifted tο the right οf the y-axis)
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A group of 8 friends went to lunch and spent a total of $76, which included the food bill and a tip of $16. They decided to split the bill and tip evenly among themselves. Which equations and solutions describe the situation? Select two options. The equation StartFraction 1 over 8 EndFraction (x + 16) = StartFraction 76 over 8 EndFraction represents the situation, where x is the food bill. The equation StartFraction 1 over 8 EndFraction (x + 16) = 76 represents the situation, where x is the food bill. The solution x = 60 represents the total food bill. The solution x = 60 represents each friend’s share of the food bill and tip. The equation 8 (x + 16) = 76 represents the situation, where x is the food bill.
YALL PLEASE HELP ASAP
Answer:
The solution x = 5 represents each friend's share of the food bill and tip.
RATE 5 stars and mark brainliest
Part a: The number of transistors per IC in 1972 seems to be about 4,000 (a rough estimate by eye).
Using this estimate and Moore's Law, what would you predict the number of transistors per IC to be 20
years later, in 1992?
Prediction = ?
Part b: From the chart, estimate (roughly) the number of transistors per IC in 2016. Using your estimate
and Moore's Law, what would you predict the number of transistors per IC to be in 2040?
Part c: Do you think that your prediction in Part b is believable? Why or why not?
Moores law that number of transistors per IC Prediction = 4,096,000 and Prediction = 25.6 trillion.
What is probability ?
Probability is a measure of the likelihood or chance of an event occurring. It is expressed as a number between 0 and 1, with 0 indicating that an event is impossible and 1 indicating that an event is certain. For example, the probability of flipping a fair coin and getting heads is 0.5, while the probability of rolling a six on a fair six-sided die is 1/6 or approximately 0.1667.
In mathematical terms, probability is calculated by dividing the number of ways an event can occur by the total number of possible outcomes. Probability theory is widely used in many fields, including statistics, finance, science, engineering, and economics, to help predict and analyze the likelihood of various outcomes and make informed decisions based on the probabilities involved.
According to the question:
Part a: Moore's Law predicts that the number of transistors per IC doubles every 18-24 months. Since 20 years is approximately 10 doublings (20/2), we can estimate the number of transistors in 1992 to be [tex]4,000 * 2^{10} = 4,096,000.[/tex]
Prediction = 4,096,000
Part b: Based on the chart, the number of transistors per IC in 2016 appears to be around 10 billion [tex](1 * 10^{10})[/tex]
Using Moore's Law, we can estimate the number of transistors per IC in 2040 to be [tex]1 * 10^{10} * 2^{24/18} = 25.6 * 10^{12} (or 25.6 trillion)[/tex].
Prediction = 25.6 trillion
Part c: The prediction in Part b may not be entirely believable, as there are physical limits to the number of transistors that can be placed on a single chip. Moore's Law has been slowing down in recent years, with transistor density growth rates dropping below historic trends. Additionally, new technologies beyond traditional silicon-based chips may become necessary to continue improving transistor density at the same pace as in the past. Therefore, while the prediction is technically possible, it may not be achievable without significant breakthroughs in semiconductor technology.
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the sum of the n eigenvalues of a is the same as the trace of a (that is, the sum of the diagonal elements of a proof
The sum of the eigenvalues of A is equal to the trace of A, and we have proved the desired result.
Let A be an n x n square matrix with eigenvalues λ1, λ2, ..., λn.
The trace of A is defined as the sum of the diagonal elements of A, i.e.,
tr(A) = a11 + a22 + ... + ann
where aij is the element of A in the ith row and jth column.
Now, consider the characteristic equation of A, which is given by
det(A - λI) = 0
where I is the n x n identity matrix.
Expanding the determinant, we get
(-1)^n λ^n + (-1)^(n-1) tr(A) λ^(n-1) + ... + det(A) = 0
By Vieta's formulas, the sum of the roots of this polynomial equation is equal to the negative of the coefficient of the (n-1)th power of λ divided by the coefficient of the nth power of λ.
Thus, the sum of the eigenvalues of A is given by
λ1 + λ2 + ... + λn = -(-1)^(n-1) tr(A)/(-1)^n
= tr(A)
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PLS HELP FAST 20 POINTS + BRAINLIEST!!
Answers of angle degrees of p and q
q = 79
p = 101
Explanation
Each angle given has an adjacent angle creating a straight angle of 180 degrees.
First I found the missing adjacent angle degree - see attachment.
We know four of the five interior angle degrees are 85, 136, 138, 102.
Since we know the sum of angles in a pentagon = 540°, we can subtract the known angles from 540 to find “q”
540 - 85 - 136 - 138 - 102 = 79 angle q
To find “p” we know p and q create a straight angle of 180 degrees. We can subtract to find p.
180 - 79 = 101 angle p.
I attached a picture to help
X man can complete a work in 40 days.If there were 8 man more the work should be finished in 10 days less the original number of the man
In linear equation, 24 is the original number of the man .
What in mathematics is a linear equation?
A linear equation is an algebraic equation of the form y=mx+b, where m is the slope and b is the y-intercept, and only a constant and a first-order (linear) term are included. The variables in the previous sentence, y and x, are referred to as a "linear equation with two variables" at times.
Equations with power 1 variables are known as linear equations. One example with only one variable is where ax+b = 0, where a and b are real values and x is the variable.
Original job = x men * 40 days = 40x man days to complete
now add 8 men = x+8 men
man days now is (x+8) (30) to complete job
so 40x = (x+8)(30)
40x = 30x + 240
10 x = 240
x = 24 men originally.
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Solve this picture problem please
Answer: C
Step-by-step explanation:
it can't be A because it has 3 groups of four negatives and two positives
it can't be B because when you distribute solution A, you get -12 + 6
it can't be D because there are 3 groups of four negatives and two positives, and if you look at it in a different way, the two positives cancel out the two negatives which leave you with 3 groups of -2
so the answer is c
2. problem 4.3.4 for a constant parameter , a rayleigh random variable x has pdf what is the cdf of x?
The cumulative distribution function (CDF) for given random variable fx(x) is given by F(x) = 1 - e^[(-a²)(x²/2)] x > 0,
F(x) = 0 x ≤ 0.
The cumulative distribution function (CDF) F(x) for a Rayleigh random variable X is defined as,
F(x) = P(X ≤ x)
To find the CDF of X, we integrate the PDF of X over the interval [0, x],
F(x) = ∫₀ˣ a²x e^[(-a²)(x²/2)] dx
Using the substitution u = (-a²x²/2),
Simplify the integral as follows,
F(x) = ∫₀ˣ a²x e^[(-a²)(x²/2)] dx
= ∫₀^((-a²x²)/2) -e^u du (where u = (-a²x²/2) and x = √(2u/a²))
= [e^u]₀^((-a²x²)/2)
= 1 - e^[(-a²)(x²/2)]
Therefore, the CDF of X for the Rayleigh random variable X has PDF fx (x) is equal to,
F(x) = 1 - e^[(-a²)(x²/2)] x > 0,
F(x) = 0 x ≤ 0.
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The above question is incomplete, the complete question is:
For a constant parameter a > 0, a Rayleigh random variable X has PDF
fx (x) = a²xe^[(-a²)(x²/2)] x > 0
0 otherwise.
What is the CDF of X?
The roots of a quadratic equation a x +b x +c =0 are (2+i √2)/3 and (2−i √2)/3 . Find the values of b and c if a = −1.
[tex]\begin{cases} x=\frac{2+i\sqrt{2}}{3}\implies 3x=2+i\sqrt{2}\implies 3x-2-i\sqrt{2}=0\\\\ x=\frac{2-i\sqrt{2}}{3}\implies 3x=2-i\sqrt{2}\implies 3x-2+i\sqrt{2}=0 \end{cases} \\\\\\ \stackrel{ \textit{original polynomial} }{a(3x-2-i\sqrt{2})(3x-2+i\sqrt{2})=\stackrel{ 0 }{y}} \\\\[-0.35em] ~\dotfill[/tex]
[tex]\stackrel{ \textit{difference of squares} }{[(3x-2)-(i\sqrt{2})][(3x-2)+(i\sqrt{2})]}\implies (3x-2)^2-(i\sqrt{2})^2 \\\\\\ (9x^2-12x+4)-(2i^2)\implies 9x^2-12x+4-(2(-1)) \\\\\\ 9x^2-12x+4+2\implies 9x^2-12x+6 \\\\[-0.35em] ~\dotfill\\\\ a(9x^2-12x+6)=y\hspace{5em}\stackrel{\textit{now let's make}}{a=-\frac{1}{9}} \\\\\\ -\cfrac{1}{9}(9x^2-12x+6)=y\implies \boxed{-x^2+\cfrac{4}{3}x-\cfrac{2}{3}=y}[/tex]
URGENT PLEASE HELP add the polynomials
Answer:
Step-by-step explanation:
Combine like terms: [tex]8x^{2} -5x-8x+3x^3+3[/tex] = [tex]3x^3+8x^2-13x+3[/tex]
after completing your data analysis, the write-up should include a discussion of which of the following?
After completing your data analysis, the write-up should only include a discussion of the steps of the IMPACT model that really matter.
Data analysis is the methodical application of logical and/or statistical approaches to explain and demonstrate, summarise and assess, and assess data. Different analytical techniques "offer a mechanism of deriving inductive inferences from data and differentiating the signal (the phenomena of interest) from the noise (statistical fluctuations) inherent in the data," according to Shamoo and Resnik (2003).
The proper and accurate interpretation of study findings is a crucial part of preserving data integrity. Inadequate statistical analyses distort scientific results, confuse lay readers, and may have a detrimental impact on how the general public views research (Shepard, 2002). Integrity concerns apply equally to the study of non-statistical data.
Impact analysis examines required data to determine the advantages and disadvantages of any change. Even in a well evolved system, adjustments are inevitable as the world develops. Modifications might occur for a number of reasons, including modifications to company demands, changes in customer requirements, or the introduction of new technology.
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PLSS help mee with all 4 questions!!!
By answering the presented question, we may conclude that so by SAS congruency property we have said that all these triangles are similar.
What precisely is a triangle?A triangle is a closed, a double geometric shape made up of three line segments known as sides that connect at three parameters known as vertices.
Triangles are differentiated by their angles and their sides. Triangles can be collinear (all sides equal), angles, or scalene dependent on their sides.
Triangles are classed as acute (all angles just under 90 degrees), right (one angle of approximately to 90 degrees), or ambiguous (all angles greater than 90 degrees).
The area of a triangle may be determined with the formula A = (1/2)bh, where A is the surface, b is really the right triangle base, and h is the triangle's height.
Here, from the figure, we have
Two sides of the triangle are equal.
And also each of the angles are also same.
Therefore, by SAS congruency property, we have say that all these triangles are similar.
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Jina rolled a number cube 40 times and got the following results.
Outcome Rolled
1
Number of Rolls 7
2
6
3
9
4
6
5
3
Answer the following. Round your answers to the nearest thousandths.
6
9
(a) From Jina's results, compute the experimental probability of rolling a 3 or 6.
0.45
(b) Assuming that the cube is fair, compute the theoretical probability of rolling a 3 or 6.
0
(c) Assuming that the cube is fair, choose the statement below that is true.
With a small number of rolls, it is surprising when the experimental probability is much
greater than the theoretical probability.
With a small number of rolls, it is not surprising when the experimental probability is much
When there are few rolls, it is expected that the experimental probability will be significantly higher than the theoretical chance.
what is probability ?The study of random occurrences or phenomena falls under the category of probability, which is a branch of mathematics. It is used to determine how likely or unlikely an occurrence is to occur. An event's likelihood is expressed as a number between 0 and 1, with 0 denoting impossibility and 1 denoting certainty of occurrence. The symbol P stands for the probability of an occurrence A. (A). It is determined by dividing the number of positive results of event A by all the potential outcomes.
given
(a) The result of rolling 3 or 6 times is 6 + 9 = 15.
Experimental chance = (Total number of rolls) / (Number of times 3 or 6 were rolled) = 15/40 = 0.375
(b) The theoretical likelihood of rolling either a 3 or a 6 on a fair number cube is equal to the total of those odds, which is 1/6 + 1/6 = 1/3 = 0.333. (rounded to three decimal places).
(c) When there are few rolls, it is expected that the experimental probability will be significantly higher than the theoretical chance.
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