math stuff pls help me im begging

Answer:

2.50x + 3.75y = 33.75

Step-by-step explanation:

Answer:

x<9

Step-by-step explanation:

9514 1404 393

Answer:

  (1, 7)

Step-by-step explanation:

Fill in x=1 and do the arithmetic.

  h(1) = 4(1) +3 = 7

The coordinate pair is ...

  (x, h(x)) = (1, h(1)) = (1, 7)

Answer:

-20

Step-by-step explanation:say hes on 0  when  he moves back 4 hes on -4 when he moves back 4 ore hes on -8 move back 4 more -12 move back 4 more -16  then move back 4 more -20

The probabilities as follows:

A. P(F2|F1) = 0.3 (30%)

B. P(F1|F2) = 0.25 (25%)

C. P(F1 or F2) = 0.19 (19%)

D. P(not F1 and not F2) = 0.81 (81%)

To solve this problem, we can use the concept of conditional probability and the principle of inclusion-exclusion.

Given:

P(F1) = 0.10 (Probability of failing at Check Point 1)

P(F2) = 0.12 (Probability of failing at Check Point 2)

P(F1 and F2) = 0.03 (Probability of failing at both Check Point 1 and Check Point 2)

A. To find the probability that an item failed at Check Point 1 and also failed at Check Point 2 (F2|F1), we use the formula for conditional probability:

P(F2|F1) = P(F1 and F2) / P(F1)

Substituting the given values:

P(F2|F1) = 0.03 / 0.10

P(F2|F1) = 0.3

Therefore, the probability that an item failed at Check Point 1 and also failed at Check Point 2 is 0.3 or 30%.

B. To find the probability that an item failed at Check Point 2 given that it failed at Check Point 1 (F1|F2), we use the same formula:

P(F1|F2) = P(F1 and F2) / P(F2)

Substituting the given values:

P(F1|F2) = 0.03 / 0.12

P(F1|F2) = 0.25

Therefore, the probability that an item failed at Check Point 2 and also failed at Check Point 1 is 0.25 or 25%.

C. To find the probability that an item failed at either Check Point 1 or Check Point 2 (F1 or F2), we can use the principle of inclusion-exclusion:

P(F1 or F2) = P(F1) + P(F2) - P(F1 and F2)

Substituting the given values:

P(F1 or F2) =\(0.10 + 0.12 - 0.03\)

P(F1 or F2) = 0.19

Therefore, the probability that an item failed at either Check Point 1 or Check Point 2 is 0.19 or 19%.

D. To find the probability that an item failed at neither of the check points (not F1 and not F2), we can subtract the probability of failing from 1:

P(not F1 and not F2) = 1 - P(F1 or F2)

Substituting the previously calculated value:

P(not F1 and not F2) = 1 - 0.19

P(not F1 and not F2) = 0.81

Therefore, the probability that an item failed at neither Check Point 1 nor Check Point 2 is 0.81 or 81%.

In conclusion, we have calculated the probabilities as follows:

A. P(F2|F1) = 0.3 (30%)

B. P(F1|F2) = 0.25 (25%)

C. P(F1 or F2) = 0.19 (19%)

D. P(not F1 and not F2) = 0.81 (81%)

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All are technically squares, but if you are referring to just squares, then C and D are squares.

Empirical, A knowledge of statistics is essential for anyone who wants to make informed decisions based on empirical evidence.

A knowledge of statistics helps us make decisions based on empirical evidence. Empirical evidence is data that has been collected through observation and experimentation, and statistics is a method for analyzing and interpreting this data. By using statistical tools and techniques, we can draw conclusions from empirical evidence and make informed decisions based on this information.

Statistics plays a crucial role in modern society, from medicine and public policy to business and finance. A knowledge of statistics enables individuals to understand and analyze data, to make informed decisions based on empirical evidence, and to communicate findings to others. Statistics helps us to quantify uncertainty and variability, to identify patterns and trends, and to make predictions based on past data. By using statistical methods, we can determine the probability of certain outcomes, assess risks and benefits, and evaluate the effectiveness of interventions or policies. For example, in medical research, statistics is used to test the effectiveness of new treatments or therapies, to determine the safety of drugs, and to identify risk factors for diseases. In public policy, statistics is used to analyze demographic trends, to assess the impact of social programs, and to inform decision-making around issues such as climate change or public health.

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Answer:

12/2.54 ≈ 4.72 inches

Answer:

im going to say c

Step-by-step explanation:

if its has 160 units and goes to half-life after 2 months im assuming it loses 1/2 of the units so in order for it to lose that many it will have to lose 40 units a month so i say its c after 10 months there will be less than 1 unit in the potion

hope this helps im sorry if im wrong have a blessed day :)

Answer:

A/15 = -13+11

A/5=-2

A= -2*5

A = -10

Answer:

-30

Step-by-step explanation:

-11+a/15=-13

a/15=-13-(-11)

a/15=-13+11

a/15=-2

a=-2*15

a=-30

Part a. H NMR and C NMR spectra signals of compounds A signal is characterized by its position (chemical shift), intensity (peak area), and multiplicity (splitting pattern).

One signal appears at a higher frequency (δ = 160 ppm) and the other at a lower frequency (δ = 20 ppm).Part b. Splitting diagram for the H b proton and its multiplicityThe splitting diagram is created based on the number of neighboring protons, n, to the H b proton. Then, its multiplicity is determined by applying n+1 rule: $$\text{Multiplicity}

=n+1.$$For f k

= f h, H b proton is split into a septet with seven peaks since it has six neighboring protons (n

= 6).For J k

= 2J h, H b proton is split into a quartet with four peaks since it has three neighboring protons (n

= 3).Here is the splitting diagram for the H b proton: Splitting diagram for the H b proton

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Answer:

I'm gonna estimate about 240 miles one way

Explanation:

You have a guide on the bottom right-hand corner of the map that tells you how many miles per that amount of distance. As you can see it is split off into tiles incremented by 30. What you do is take a ruler and measure that guide. For example, let's say the map is 9.5cm and the guide is 2cm per 60 miles. The next thing I would do is to measure the distance in centimeters of the physical map between point a and point b which is 8cm. Finally, I convert the centimeters into miles which is (8/2)*60 = 240.

Answer:

120 cm, 160 cm, 80 cm, 360 cm

Step-by-step explanation:

The ratio 3:4:2:9 is the same as the ratio 3x:4x:2x:9x

We add all the terms of the second ratio:

3x + 4x + 2x + 9x = 18x

18x = 720

x = 40

3x = 3(40) = 120

4x = 4(40) = 160

2x = 2(40) = 80

9x = 9(40) = 360

Answer: 120 cm, 160 cm, 80 cm, 360 cm

Let X and Y be random variables representing the side lengths of the rectangle. Then the area of the rectangle is given by the random variable XY.

We have

\(\displaystyle P(XY > 0.5) = \int_{0.5}^1 \int_{0.5/y}^1 dx \, dy \\\\ = \int_{0.5}^1 \left(1-\frac1{2y}\right) \, dy \\\\ = \left(1 - \frac12 \ln(1)\right) - \left(\frac12 - \frac12 \ln\left(\frac12\right)\right) \\\\ = \boxed{\frac{1-\ln(2)}2}\)

or approximately 0.1534.

We want to find the probability that the area of the rectangle is more than 0.5, we will see that the probability is P ≈ 0.1534

We know that the area of a rectangle of length L and width W is given by:

A = L*W

In this case, if we know that:

And we know that the probabilities are equally distributed.

So we impose:

L*W > 0.5

Then we define a lower limit for W as a function of L as:

W = 0.5/L

Then we just compute the lower bound (which is an approximation) of the probability by integrating:

\(P = \int\limits^1_{0.5} \int\limits^1_{0.5/L} dLdW\)

We can rewrite this as:

\(P = \int\limits^1_{0.5} ({1 - \frac{1}{2L} } )\, dL\)

\(P = (1 - 0.5) - (1/2)*(Ln(1) - Ln(0.5))\\\\P = 0.5 - (1/2)*(Ln(1/0.5))\\\\P = 0.5 - (1/2)*Ln(2) = 0.5*(1 - ln(2)) = 0.1534\)

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To find the sum of the first 6 terms of the given sequence, we need to identify the pattern and use it to calculate the terms.

Looking at the sequence, we can observe that each term is obtained by adding the square root of the previous term to the previous term. Let's calculate the terms of the sequence:

First term: 100

Second term: 100 + √100 = 100 + 10 = 110

Third term: 110 + √110 ≈ 110 + 10.49 ≈ 120.49

Fourth term: 120.49 + √120.49 ≈ 120.49 + 10.97 ≈ 131.46

Fifth term: 131.46 + √131.46 ≈ 131.46 + 11.46 ≈ 142.92

Sixth term: 142.92 + √142.92 ≈ 142.92 + 11.95 ≈ 154.87

Now, let's calculate the sum of the first 6 terms:

Sum = 100 + 110 + 120.49 + 131.46 + 142.92 + 154.87 ≈ 759.74

Rounding to the nearest hundredth, the sum of the first 6 terms of the sequence is approximately 759.74.

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a. The probability that fewer than half of the eight three-year-old sedans pass the smoke emission testing is approximately 0.034.

b. The probability that all eight three-year-old sedans pass the smoke emission testing is approximately 0.082.

c. The PMF plot illustrates the probabilities of different outcomes for the number of sedans that pass the smoke emission testing.

a. To find the probability that fewer than half of the eight sedans pass the smoke emission testing, we need to calculate the cumulative probability for 0, 1, 2, 3, or 4 sedans passing. We can use the binomial distribution formula to calculate the individual probabilities and sum them up. Using this approach, the probability is approximately 0.034.

b. To find the probability that all eight sedans pass the smoke emission testing, we can use the binomial distribution formula directly. Since the probability of each sedan passing is 0.85, the probability that all eight sedans pass is approximately 0.082.

c. The PMF (Probability Mass Function) plot shows the probabilities of different outcomes for the number of sedans that pass the smoke emission testing. The x-axis represents the number of sedans passing (ranging from 0 to 8), and the y-axis represents the corresponding probabilities. The PMF plot will show a decreasing trend as the number of sedans passing increases, with the highest probability occurring at the expected value (in this case, 85% of eight sedans, which is approximately 6.8). The plot will exhibit a symmetric distribution due to the equal probability of passing or failing the smoke emission testing.

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Answer:

sorry I wish I could help but I'm stupid

Drawing conclusions, predicting the future, or developing an explanation are all examples of reasoning.

Using particular examples to support a sound inference is the process of reasoning. This strategy relies on specific examples 1, 2, and 3 to draw a broad generalisation about the entire case. For instance, my Sony stereo, car radio, television, and video system are all in good working order.

A conclusion, a prediction, or an explanation can be reached by utilising knowledge already at hand in the reasoning process. Deductive, inductive, and abductive techniques of reasoning are three different types.

Deductive, inductive, abductive, and analogous reasoning will be the four types of reasoning we will be concentrating on in this article. A logical, deliberate technique of thinking is reasoning.

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Answer:

does not terminate

Step-by-step explanation

1/12 = 0.0833333333333333333333333333333333333333333

it continues. Hence it is does not terminate.

Answer:

22

Step-by-step explanation:

FGH - FGS = SGH

108 - 86 = 22

Answer:

∠ SGH = 22°

Step-by-step explanation:

∠ FGS + ∠ SGH = ∠ FGH , that is

86° + ∠ SGH = 108° ( subtract 86° from both sides )

∠ SGH = 22°

By probability, 5  different choices are possible .

Describe probability using an example?

A number between 0 and 1 is the probability of an event, where, broadly speaking, 0 denotes the event's impossibility and 1 denotes its certainty.

                          The likelihood of an event occurring increases as its probability increases. The flip of a fair (impartial) coin serves as a straightforward illustration.

According to the situation, The probabilities for each one is given below

As there are 20 families

So the probabilities for each one is

For four families have one child is

     = 1/20  

For eight families have two children is

       = 2/20 = 1/10

For five families have three children is

           = 3/20

For two families have four children is

            = 4/20  = 1/5

For one family have five children is

           = 5/20 = 1/4

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Answer:

1/5(1-x)

Step-by-step explanation:

Distributed

1/5-1/5x

Answer:1/5 (n-1)

Step-by-step explanation: Because say 1/5 and difference means subtract and number means variable and 1 means subtract it with the variable.

Answer: 15 years

Step-by-step explanation:

Given :  Kim is 5 years older than Scott.

Kim's mum is 3 times Kim's age.

Scott's dad is 3 times Scott's age.

Let age of Scott = y years

Then Kim's age = (y+5) years

Kim's mum age = \(3\times (y+5)=3y+15\) years

Scott's Dad age = \(3\times y=3y\) years

Difference between Kim's mum age and Scott's Dad age = Kim's mum age - Scott's Dad age =  (3y+15) - (3y) = 15

Thus Kim's mum is 15 years older than Scott's dad.

Answer:

15

Step-by-step explanation:

Kim .           Scott

+5 (y+5)      -5 . (y)

let's give them a random age

Kim .           Scott

16 .                11

Mum           Dad           x3

48 .              33

48-33=15

So Kim's mum is 15 years older than Scott's dad

The null hypothesis (H0) and alternative hypothesis (Ha) for each situation are a) H0: µ = 18 Ha: µ < 18 b) H0: µ = 50 Ha: µ > 50 c) H0: µ = 24 Ha: µ ≠ 24. Based on the given p-value of 0.02, the decision for each situation are a) Since p < 0.05, we reject the null hypothesis b) Since p < 0.05, we reject the null hypothesis c) Since p < 0.05, we reject the null hypothesis.

The null hypothesis (H0) and alternative hypothesis (Ha) for each situation are as follows:

a) H0: µ = 18 (the mean time for mice to complete the maze is equal to 18 seconds)
Ha: µ < 18 (the mean time for mice to complete the maze is less than 18 seconds)

b) H0: µ = 50 (the mean score for the teaching assistant's students is equal to 50)
Ha: µ > 50 (the mean score for the teaching assistant's students is greater than 50)

c) H0: µ = 24 (the mean score for students who passed the credit examination is equal to 24)
Ha: µ ≠ 24 (the mean score for students who passed the credit examination is not equal to 24)

Based on the given p-value of 0.02, the decision for each situation is as follows:
a) Since p < 0.05, we reject the null hypothesis and conclude that the loud noise does cause the mice to complete the maze faster.
b) Since p < 0.05, we reject the null hypothesis and conclude that the teaching assistant's students do have a higher mean score than the class as a whole.
c) Since p < 0.05, we reject the null hypothesis and conclude that the students who passed the credit examination do differ in their understanding of spoken French from students who actually take the French courses.

These decisions are justified because a p-value less than 0.05 indicates that there is a statistically significant difference between the sample mean and the population mean, and therefore we can reject the null hypothesis and accept the alternative hypothesis.

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Answer: => 56.52 cm²

Step-by-step explanation:

The solution to the given differential equation 2xy(dy/dx) = y², with the initial condition y(2) = 3, is y = (27 * e⁽ˣ⁻²⁾\()^{1/4}\).

To solve the given differential equation

2xy(dy/dx) = y²

We will use separation of variables and integrate to find the solution.

Start with the given equation

2xy(dy/dx) = y²

Divide both sides by y²:

(2x/y) dy = dx

Integrate both sides:

∫(2x/y) dy = ∫dx

Integrating the left side requires a substitution. Let u = y², then du = 2y dy:

∫(2x/u) du = ∫dx

2∫(x/u) du = ∫dx

2 ln|u| = x + C

Replacing u with y²:

2 ln|y²| = x + C

Using the properties of logarithms:

ln|y⁴| = x + C

Exponentiating both sides:

|y⁴| = \(e^{x + C}\)

Since the absolute value is taken, we can remove it and incorporate the constant of integration

y⁴ = \(e^{x + C}\)

Simplifying, let A = \(e^C:\)

y^4 = A * eˣ

Taking the fourth root of both sides:

y = (A * eˣ\()^{1/4}\)

Now we can incorporate the initial condition y(2) = 3

3 = (A * e²\()^{1/4}\)

Cubing both sides:

27 = A * e²

Solving for A:

A = 27 / e²

Finally, substituting A back into the solution

y = ((27 / e²) * eˣ\()^{1/4}\)

Simplifying further

y = (27 *  e⁽ˣ⁻²⁾\()^{1/4}\)

Therefore, the solution to the given differential equation with the initial condition y(2) = 3 is

y = (27 * e⁽ˣ⁻²⁾\()^{1/4}\)

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Answer:

Somewhere between 12 and 13, perhaps 12.25

Step-by-step explanation:

This is a (rather) simple explanation:

Look for 2 square numbers that are either side of 150

In this case, it is 144 and 169

The square root of 144 is 12 and the square root of 169 is 13

Therefore we can estimate that the square root of 150 is somewhere between 12 and 13.

As 150 is a lot closer to 144 to 169, I would estimate around 12.25 but you do not need an exact value :)