Someone help me please
Finding the values of x,lm,mn and LN

The wildflowers in this population, the white allele is present in about 30% of the individuals, while the red allele is present in about 70% of the individuals.

The frequency of the white allele (CW) in the population can be determined by subtracting the frequency of the red allele (CR) from 1, since the frequencies of all alleles in a population must add up to 1.

So, the frequency of the white allele (CW) can be calculated as follows:

CW = 1 - CR

Given that the frequency of the red allele (CR) is p = 0.7, we can substitute this value into the equation:

CW = 1 - 0.7

  = 0.3

Therefore, the frequency of the white allele (CW) in this population is 0.3.

In genetic terms, alleles are alternative forms of a gene, and the frequencies of different alleles within a population can be used to study genetic variations. In this case, we are considering a population of wildflowers and examining the frequencies of the red allele (CR) and white allele (CW).

The total frequency of alleles in a population is always 1 since each individual carries two alleles (one from each parent). Therefore, the frequency of the white allele can be obtained by subtracting the frequency of the red allele (0.7 or 70%) from 1. This is because the sum of the frequencies of all alleles must equal 1.

By performing the calculation, we find that the frequency of the white allele in this population is 0.3 or 30%.

This means that among the wildflowers in this population, the white allele is present in about 30% of the individuals, while the red allele is present in about 70% of the individuals.

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Complete Question

Consider a population of wildflowers in which the frequency of the red allele CR is p = 0.7.

What is the frequency of the white allele (CW ) in this population?

Answer:

Your answer will be c

Step-by-step explanation:

Answer:

The answer is c.

Step-by-step explanation:

Answer:

There are 192 employees in the company.

Step-by-step explanation:

Let x be the total number of employees

Use ratio and proportion

\(\frac{120}{x} =\frac{5}{8} \\5x = 120(8)\\5x = 960\\\frac{5x}{5} = \frac{960}{5} \\x = 192\)

x = 192

Answer: 8 22 7 13 from top to bottom

Step-by-step explanation:

On the first row, the number of 2-player games is 1 meaning 2 players are playing meaning 48 are left to play the 6-player games so 8 is the number

On the second, the number of 6-player games is 1 meaning 6 players are playing meaning 44 are left to play the 2-player games so 22 is the number

On the third, the number of 2-player games is 4 meaning 8 players are playing meaning 42 are left to play the 6-player games so 7 is the number

On the fourth, the number of 6-player games is 4 meaning 24 players are playing meaning 26 are left to play the 2-player games so 13 is the number

Answer:

what is that

Step-by-step explanation:

i don't understand the world

In 2016,  the probability that a randomly selected UC undergrad had experienced both food insecurity and homelessness at some point in the past 12 months is 0.0385

Since form the graph, we know that 77% experienced homelessness and

9% Food Insecurity

If the total sample is 100%

Then the the probability that a randomly selected UC undergrad had experienced both food insecurity and homelessness at some point in the past 12 months is:

0.05 x 0.77 = 0.0385

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Full Question:

See attached image.

In 2016, what was the probability that a randomly selected UC undergrad had experienced both food insecurity and homelessness at some point in the past 12 months?

Answer:

83/1000

Step-by-step explanation:

Answer:

x=82/99

Step-by-step explanation:

o.828282

since the number is less than one we have the nominator is less than the denominator:

the repeating digit is 82

move the decimal 2 digit to the left,( like multiply by 100)

0.828282*10= 8.282828

100 x = 8.828282

x=0.828282

100x-x=82.82828282-0.82828282

99x =82

x=82/99

Answer:

(a) D(t) = 250t -500 miles

(b) Controller has 2 hours, but including time for pilots to divert course or altitude.

Step-by-step explanation:

Given:

two planes at same altitude heading in a collision course.

Plane A at 400 miles from collision point at 200 mph

Plane B at 300 miles from collision point at 150 mph.

Theoretical collision happens in

t = 400/200 = 300/150 = 2 hours

Distance ya of plane A from collision point as a function of time in hours

ya(t) = 400 -200t

Distance yb of plane B from collision point as a function of time in hours

yb(t) = 300-150t

(a) Distance between two planes,

Since the two planes are on courses perpendicular to each other, will need using pythagorean theorem

D(t) = sqrt(ya(t)^2+yb(t)^2)

= sqrt((400-200t)^2+(300-150t)^2)

= 250(t-2)

D(t) = 250t -500 miles

b. time available

Time until D(t) = 0

solve D(t) = 0

D(t) = 0

250(t-2) = 0

t = 2  (two hours)

Answer:

a) -500 mph

b) 1/2 h

Step-by-step explanation:

a)\(\frac{ (150(-300))+(200(-400))}{\sqrt{150x^{2} +200^{2} } }\)

b) \(\frac{\sqrt{150^{2}+200^{2} } }{500}\)

Answer:

2,000,000

Step-by-step explanation:

2 million

Answer:

The answer to 200 x 10,000 is 2,000,000

The value of x from given quadrilateral ABCD is 27°.

In the given quadrilateral ABCD, ∠A=3x+5, ∠B=2x+15, ∠C=4x and ∠D=4x-10.

We know that, the sum of interior angles of quadrilateral is 360°.

Here, ∠A+∠B+∠C+∠D=360°

3x+5+2x+15+4x+4x-10=360°

13x+10=360°

13x=350°

x=350/13

x=26.9

x≈27°

Therefore, the value of x from given quadrilateral ABCD is 27°.

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Answer:

He will use 4.

Step-by-step explanation:

1/2 flower-1 sugar*4 = 2 flower - 4 sugar

To evaluate \(8^{\frac{2}{3} }\) first find the square of 8 and then take the cube root.

The way of representing huge numbers in terms of powers is known as an exponent. Exponent, then, is the number of times a number has been multiplied by itself.

Depending on the powers they possess, many rules of exponents are given.

Law of Multiplication: Exponents should be added while keeping the base constant when multiplying like bases.

Exponents should be multiplied while bases are kept constant when bases are raised by a power of two or more.

Division Rule: When dividing like bases, maintain the base constant and deduct the exponent of the denominator from the exponent of the numerator.

The given value can be written as:

\(8^{\frac{2}{3} } = \sqrt[3]{8^{2} }\)

Hence, to evaluate \(8^{\frac{2}{3} }\) first find the square of 8 and then take the cube root.

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Answer:

greater than

Step-by-step explanation:

positive is higher than negative

RS is approximately 16.24 cm.

To find RS, we can use the law of cosines, which states that:

c² = a² + b²- 2ab*cos(C)

where c is the length of the side opposite the angle C, and a and b are the lengths of the other two sides.

In triangle RST, we are given that angle T is 43 degrees, ST is 19 cm, and RT is 25 cm. We want to find RS, which is the side opposite the remaining angle S.

Using the law of cosines, we have:

RS² = RT²+ ST² - 2RTSTcos(T)

RS² = 25² + 19² - 2(25)(19)*cos(43)

RS² = 625 + 361 - 722.33

RS² ≈ 263.67

Taking the square root of both sides, we get:

RS ≈ 16.24 cm

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The answer of the given question based on the finding RS from the triangle RST the answer is  the length of RS is approximately 31.4 units

The Law of Cosines is  mathematical formula that relates  lengths of sides of  triangle to cosine of one of its angles. It is also known as the cosine rule.

The formula is: c²= a²+b²-2ab cos(C)

where "a", "b", and "c" are the lengths of the sides of the triangle, and "C" is the angle opposite the side "c".

In other words, the Law of Cosines can be used to find the length of any side of a triangle if we know the lengths of the other two sides and the angle between them.

To find the length of RS in triangle RST, we can use the Law of Cosines, In this case, we want to find the length of RS, so we will use the formula as follows:

RS² = RT² + ST² - 2(RT)(ST)cos(T)

Plugging in the values we know:

RS² = 25² + 19² - 2(25)(19)cos(43°)

RS² = 625 + 361 - 2(475)(0.7314)

RS² = 986.55

Taking the square root of both sides, we get:

RS ≈ 31.4

So to the nearest tenth, the length of RS is approximately 31.4 units.

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Answer:

20%

Step-by-step explanation:

Hope this helps!!!

Answer:

40   mark Brainliest please

Step-by-step explanation:

15/40

Let the missing number be x .

Then :-

\( \frac{3}{8} = \frac{15}{x} \)

\( 3 \times x = 8 \times 15\)

\(3x = 120\)

\(x = \frac{120}{3} \)

\(x = 40\)

The missing number is 40 .

Let us check it by doing cross multiplication :-

\(3 \times 40 = 15 \times 8\)

\(120 = 120\)

Hence proved the missing number is 40 .

\(therefore \: , \frac{3}{8} = \frac{15}{40} \)

The variance of the length of the critical path is 5.76.

Option A is the correct answer.

We have,

To calculate the variance of the length of the critical path in the Critical Path Method (CPM) with three-time estimates (PERT), we can use the formula:

Variance = (Standard Deviation)²

Given that the standard deviation is 2.4, we can substitute it into the formula:

Variance = (2.4)² = 5.76

Therefore,

The variance of the length of the critical path is 5.76.

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Answer:

\( log_{2}(x) + log_{2}(y) + log_{2}(z)\)

Step-by-step explanation:

\(5 log_{2}(xyz)^{ \frac{1}{5} } \\ \\ = 5 \times \frac{1}{5} log_{2}(xyz) \\ \\ = log_{2}(xyz) \\ \\ = log_{2}(x) + log_{2}(y) + log_{2}(z)\)

The series diverges because ∫(from 1 to infinity) x^2 * e^(-x) dx is not finite.

The integral test states that if a series ∑(from n=1 to infinity) aₙ is a positive, decreasing function, and the integral ∫(from n=1 to infinity) a(x) dx converges, then the series ∑ aₙ also converges. Conversely, if the integral diverges, then the series also diverges.

Let's analyze the given series ∑(from n=1 to infinity) n^2 * e^(-n).

To apply the integral test, we consider the function f(x) = x^2 * e^(-x). This function is positive and decreasing for x ≥ 1 since the exponential term e^(-x) is always positive, and the square term x^2 decreases as x increases.

Now, we evaluate the integral of f(x) from 1 to infinity:

∫(from 1 to infinity) x^2 * e^(-x) dx

To determine whether the integral converges or diverges, we can integrate the function:

∫(from 1 to infinity) x^2 * e^(-x) dx = -x^2 * e^(-x) - 2x * e^(-x) - 2 * e^(-x) | (from 1 to infinity)

Evaluating the limits of the integral, we get:

[-infinity * e^(-infinity) - 2 * infinity * e^(-infinity) - 2 * e^(-infinity)] - (-1 * e^(-1) - 2 * e^(-1) - 2 * e^(-1))

The first term on the left side evaluates to 0 since e^(-infinity) approaches 0 as x approaches infinity. The second term on the right side evaluates to -1 - 2e^(-1).

Therefore, the integral ∫(from 1 to infinity) x^2 * e^(-x) dx does not converge, as the value is not finite.

According to the integral test, if the integral diverges, the series also diverges. Hence, the correct statement is:

The series diverges because ∫(from 1 to infinity) x^2 * e^(-x) dx is not finite.

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Answer:31

Step-by-step explanation:

Answer:

I could be wrong but I am pretty sure it's 32

Step-by-step explanation:

24 divided by 15 equals 1.6, so I think if you multiply the last number with 1.6 you get your answer.

The value of mean fraction defective (p) is 0.047.

To find the mean fraction defective (p), we need to calculate the average number of incorrect bills across the 10 samples and divide it by the sample size.

Total number of incorrect bills = 4 + 3 + 17 + 2 + 0 + 5 + 5 + 2 + 7 + 2 = 47

Sample size = 10

Mean fraction defective (p) = Total number of incorrect bills / (Sample size * Number of bills in each sample)

p = 47 / (10 * 100) = 0.047

b) The control limits for a fraction defective chart (p-chart) can be calculated using statistical formulas. The Upper Control Limit (UCLp) and Lower Control Limit (LCLp) are determined by adding or subtracting a certain number of standard deviations from the mean fraction defective (p).

Since the sample size and number of incorrect bills vary across samples, the control limits need to be calculated based on the specific p-chart formulas. Unfortunately, the sample data for the number of incorrect bills in each sample was not provided in the question, making it impossible to calculate the control limits.

c) Without the control limits, we cannot determine if the number of incorrect bills processed is out of control or in control. Control limits help identify whether the process is exhibiting random variation or if there are special causes of variation present.

d) To reduce the error rate in the billing process, all of the mentioned techniques can be utilized:

A. Fish-Bone Chart: Also known as a cause-and-effect or Ishikawa diagram, it helps identify and analyze potential causes of errors in the billing process.

B. Pareto Chart: It prioritizes the most significant causes of errors by displaying them in descending order of frequency or impact.

C. Brainstorming: Involves generating creative ideas and solutions to address and prevent errors in the billing process.

Using these techniques together can help identify root causes, prioritize improvement efforts, and implement corrective actions to reduce errors in the billing process.

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Increasing the sample size for a chi-square test for independence, while holding other factors constant, increases the likelihood of rejecting the null hypothesis because as the sample size increases, the test becomes more sensitive to detecting small deviations from the expected frequencies.

In a chi-square test for independence, the null hypothesis assumes that there is no association between two categorical variables.

The test compares the observed frequencies in a contingency table to the expected frequencies under the assumption of independence. The chi-square test statistic measures the discrepancy between the observed and expected frequencies.

When the sample size is small, the test may not have enough power to detect a significant departure from the null hypothesis, even if such a departure exists in the population.

However, as the sample size increases, the test becomes more capable of detecting smaller deviations from independence, increasing the likelihood of rejecting the null hypothesis when there is a true association between the variables.

Therefore, increasing the sample size can improve the statistical power of the chi-square test and increase the likelihood of rejecting the null hypothesis, assuming other factors remain constant.

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To paint the circular table top Beth need to buy 2 cans of paint .

In the question ,

it is given that ,

the radius of the circular table top is = 3 feet

So , the area of the circular table top is = π*r² = π*(3)²

= 9π

= 28.26

also given that

area covered by 1 small can of paint = 15 sq. feet

So , the number of cans needed to paint the table top is = (area of table top)/(area covered by 1 small can of paint)

On substituting the values , we get

number of cans needed to paint the table top is = 28.26/15

= 1.884

≈ 2

Therefore , To paint the circular table top Beth need to buy 2 cans of paint  .

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Let us first understand what is meant by the term probability of happening of an event. The term probability of an event happening tells us about the extent or how many times it is likely to happen in a given number of tries. For example, if we throw a die of six faces, then the probability of a number to come on the top of the dice tells us about the extent to which that is likely to occur.

The probability of an event to occur in an experiment is equal to the ratio of the outcomes in which this event happens to the total number of outcomes of the experiment. A pack of cards contains 52 total cards. Therefore, when we pick a card from the set there can be 52 different outcomes.

(i) A pack of cards contains 13 red cards. Therefore, out of those 52 outcomes, 13 outcomes are required. Hence, the probability of getting a red card is 1352=14.

(ii) A pack of cards contains 13 black cards. Therefore, out of those 52 outcomes, 13 outcomes are required. Hence, the probability of getting a black card is 1352=14

(iii) A pack of cards contains 4 black cards. Therefore, out of those 52 outcomes, 4 outcomes are required. Hence, the probability of getting an ace is 452=113.

Note: Note that probability is not always sure or it doesn’t guarantee that the specific event will surely happen in those number of trials. This means that the probability of getting an ace card does not mean that in four tries we will surely get an ace. Probability just tells us how likely the event may happen.

Answer:

a) x = 10

Step-by-step explanation:

En este romboide, el angulo A es igual a el angulo C, y el angulo ABC es igual a el angulo CDA.

Entonces, el angulo C es 7x.

En un triangulo, los angulos se suman para ser 180 degrados. En el triangulo BCE, hay un angulo recto.

7x + 2x + 90 = 180

7x + 2x = 90

9x = 90

x = 10

Espero que este te ayude!

It is true that when you design an algorithm, it should be general enough to provide a solution to many problem instances, not just one or a few of them.

In mathematics, an algorithm is a process, a description of a series of steps that may be used to solve a problem; however, they are now far more prevalent than that.

Although many areas of research (and daily life) employ algorithms, long division's step-by-step process is probably the most prevalent example.

Thus, It is true that when you design an algorithm, it should be general enough to provide a solution to many problem instances, not just one or a few of them.

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The assertion that which shows that P(k + 1) is true provided Pk in the Inductive step is true. Moreover, P(1) is also true. Hence, by induction principle, we can say that P(n) is true for all positive integer n.

What is Integer?

A zero, a positive natural number, or a negative integer with a minus sign is an integer. The negative numbers are the additive inverses of their positive counterparts.

Given that P(n) be the assertion

∑j² = n (n+1)(2n+1)/6

(a) For n = 3, we get

∑j² = 1² + 2²+3² =14

= 3(3+1)(6+1)/6

=14

Hence, P(3) is true.

(b) Expression for P(k) may take the form

∑j² = k (k+1)(2k+1)/6

(c) Expression for P(k + 1) may take the form

∑j² = (k+1) (k+2)(2k+3)/6

(d)Base case:

In base case, we must prove that P(1) is true.

(e) To prove P(n) will be true for every positive integer n, we need to prove that P(k + 1) is true in the inductive step, where k is a positive integer.

(f) In the Inductive step, the Inductive hypothesis is that Pk is true for positive integer k.

(g)Base case:

a) For n=1, we get

RHS= 1(1+1)(2+1)/6

=1

Hence, P(1) is true.

Inductive hypothesis:

Assume P(k) is true:

∑j² = k (k+1)(2k+1)/6

Inductive step:

Now,

∑j² = k (k+1)(2k+1)/6 +(K+1)²

which shows that P(k + 1) is true provided P(k) in the Inductive step is true. Moreover, P(1) is also true. Hence, by induction principle, we can say that P(n) is true for all positive integer n.

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