the baggage weights for passengers using a domestic airline are normally distributed with a mean of 22 lbs. and a standard deviation of 4 lbs. assume that the limit on total luggage weight is 2250 lbs. if 100 passengers are aboard the airline, what is the probability that their total baggage weight exceeds the limit?

The mode can indicate the most frequently occurring values in a data set, it may not be the most suitable measure of central tendency for continuous data like math test scores. Considering other measures like the mean or the median would provide a more informative representation of the data.

To determine if the mode is a good measure of central tendency for the given data set, we need to understand the characteristics of the data and the purpose of using a measure of central tendency.

The mode is the value that appears most frequently in a data set. It can be a useful measure of central tendency when dealing with categorical or discrete data, where identifying the most common category or value is meaningful. However, for continuous data, such as math test scores in this case, the mode may not always provide a comprehensive representation of the data.

In the given data set of math test scores for 20 students, there are multiple values that occur with the same highest frequency, such as 100, 90, and 85, each appearing three times. Therefore, we have multiple modes in this data set. While the mode can tell us which scores are most common, it does not provide information about the overall distribution of the scores or the spread of the data.

For this reason, in this particular scenario, the mode alone may not be the best measure of central tendency. It would be more appropriate to consider other measures, such as the mean or the median, which can provide a more comprehensive understanding of the data set by considering the average score or the middle score, respectively.

In summary, while the mode can indicate the most frequently occurring values in a data set, it may not be the most suitable measure of central tendency for continuous data like math test scores. Considering other measures like the mean or the median would provide a more informative representation of the data.

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The answer is that the mathematician solved 2k problems on the day he drank coffee.

Let's assume that the mathematician works for x hours a day and can solve y problems per hour. Also, the mathematician drinks some coffee and discovers that he can now solve z problems per hour. So, the mathematician works for n hours that day. We are given that:x*y = number of problems solved in a dayz * n = number of problems solved on the day he drank coffee

Then, we can write the equations:x*y = n * 2*z (he still solves twice as many problems as he would in a normal day)andx = n (he only works for n hours that day)Now, we need to simplify these equations to solve for the number of problems solved on the day he drank coffee. Here is how to do it:$$x*y = n * 2*z$$$$\frac{x*y}{x} = \frac{2*n*z}{x}$$$$y = 2 * \frac{n*z}{x}$$Since x, y, n, and z are all positive integers, we can say that the expression 2*n*z/x is also a positive integer. Therefore, we can write:$$\frac{2*n*z}{x} = k$$$$y = 2k$$where k is a positive integer.

Finally, the number of problems solved on the day he drank coffee is:y = 2k Therefore, the answer is that the mathematician solved 2k problems on the day he drank coffee.

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Answer:

7

Step-by-step explanation:

8+3³/12-7

8+27/5

35/5

7

Answer:

18) a^5b^-3c

19) -3xy^1z^-2

20) -5r^4s^-2t^-3

Answer:

I am grade 5 and I don't know about what it is at all. but please make me as the brainliest

The answer is: ℎ′(2) = 21 using inverse logic for the given question.

To find ℎ′(2), we first need to find the slope of the tangent line to the graph of ℎ() at the point where = 2. We can use a table of values to do this.

To create a table of values, we choose some values of and calculate the corresponding values of ℎ(). Let's choose a few values of  close to 2:

= 1.8: ℎ(1.8) = 3(1.8) - 23 = -17.4
= 1.9: ℎ(1.9) = 3(1.9) - 23 = -16.3
= 2.0: ℎ(2.0) = 3(2.0) - 23 = -15
= 2.1: ℎ(2.1) = 3(2.1) - 23 = -13.9
= 2.2: ℎ(2.2) = 3(2.2) - 23 = -12.8

Now, we can use these points to estimate the slope of the tangent line at = 2. Specifically, we can use the difference quotient:

[ℎ(2+h) - ℎ(2)]/h

where h is a small number (in this case, h = 0.1). Plugging in the values from our table, we get:

[ℎ(2.1) - ℎ(2)]/0.1 = (-13.9 - (-15))/0.1 = 21

This means that the slope of the tangent line to the graph of ℎ() at = 2 is approximately 21. Therefore, we have:

ℎ′(2) = 21

So, the answer is: ℎ′(2) = 21 in inverse case.

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To perform a two-sample t procedure, we need to determine the degrees of freedom. In this case, we have two simple random samples drawn from a normal population, with sample sizes of 75 and 25.

The degrees of freedom for a two-sample t procedure can be calculated using the formula:
df = (n1 - 1) + (n2 - 1)
where n1 and n2 represent the sample sizes of the two groups.

For this example, we have a sample size of 75 for one group and 25 for the other. Plugging these values into the formula, we get:
df = (75 - 1) + (25 - 1)
  = 74 + 24
  = 98
Therefore, the degree of freedom for this two-sample t procedure is 98.

In summary, when two simple random samples of size 75 and 25 are drawn from a normal population, we can use 98 degrees of freedom to perform a two-sample t procedure.

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Explanation:

We replace x with 3 and use PEMDAS to evaluate

8*x+23

8*3+23

24+23

47

Answer:

\(47\)

Step-by-step explanation:

\(8x + 23\)

\(8(3) + 23\)

\(24 + 23\)

\(47\)

Answer:

-256

Step-by-step explanation

Given:

a₁ = -4 (First term)

r = -8 ÷ -4 = 2 (Common ratio)

n = 7 (Number of term)

Find:

a₇ = ?

Formula:

aₙ = a₁ · rⁿ⁻¹

Solve:

a₇ = -4 · 2⁷⁻¹

a₇ = -4 · 2⁶

a₇ = -4 · 64

a₇ = -256

The derivative of the function y = x(6x + 1)⁵ is: dy/dx = (6x + 1)⁵ + 30x(6x + 1)⁴

To find the derivative of the given function, we can apply the rules of differentiation. Using the product rule, we differentiate each term separately and then add them together.

For the first term x, the derivative is simply 1.

For the second term (6x + 1)⁵, we apply the chain rule. The derivative of (6x + 1)⁵ with respect to x is 5(6x + 1)⁴ multiplied by the derivative of the inner function 6x + 1, which is 6.

Multiplying these derivatives together, we get (6x + 1)⁵ * 6 = 6(6x + 1)⁵.

For the third term x(6x + 1)⁴, we again apply the product rule. The derivative of x is 1, and the derivative of (6x + 1)⁴ is 4(6x + 1)³ multiplied by the derivative of the inner function 6x + 1, which is 6.

Multiplying these derivatives together, we get x * 4(6x + 1)³ * 6 = 24x(6x + 1)³.

Finally, we add the derivatives of each term to get the derivative of the entire function: dy/dx = (6x + 1)⁵ + 30x(6x + 1)⁴.

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Complete question:

Use the rules of differentiation to find the derivative of the function y= x(6x + 1)⁵

(6x + 1)⁵ + 30x(6x + 1)⁴

(6x + 1)⁴ (36x + 1)

x-1/6

No correct answer provided.

The key distinction between a parallelogram and a trapezoid lies in their side properties and the number of parallel sides they possess.

A parallelogram and a trapezoid are different geometric shapes with distinct properties and characteristics.

1. Shape: A parallelogram is a quadrilateral with opposite sides that are parallel. It has four sides and four angles, with opposite angles being equal. The opposite sides of a parallelogram are also congruent. In contrast, a trapezoid is a quadrilateral with only one pair of parallel sides. The other two sides are non-parallel.

2. Angles: In a parallelogram, the opposite angles are equal. The sum of the interior angles of a parallelogram is always 360 degrees. In a trapezoid, the angles can vary, and the sum of the interior angles is always 360 degrees as well.

3. Sides: In a parallelogram, the opposite sides are equal in length. In a trapezoid, the parallel sides are not necessarily congruent.

4. Diagonals: The diagonals of a parallelogram bisect each other, meaning they divide each other into two equal parts. In a trapezoid, the diagonals do not bisect each other.

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 The rectangle with side lengths of 5 units and 4 units has an area of 20 square units. However, since the question does not specify the context or the set of rectangles being considered, it is unclear whether this rectangle is unique or not. In other words, there may be other rectangles with different side lengths that also have an area of 20 square units.

Additionally, it is worth noting that a rectangle with side lengths of 5 units and 4 units is also known as a 5 by 4 rectangle.

The rectangle with side lengths of 5 units and 4 units is a simple quadrilateral shape with two pairs of parallel sides. In this case, one pair of opposite sides measures 5 units in length, and the other pair measures 4 units in length.

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The rectangle's length and width can be replaced by variables. and can make use of the area. The area of the garden under consideration can be expressed as x^2-11x+28 square feet.

What mathematical expressions can be created using the above description?

Variables can be used to represent the unknowable amounts. Follow the description and mathematically convert each item one by one. For instance, if you are instructed to multiply an item by 4, you can do so by adding 4. You can multiply anything by two, for instance, if it is doubled, and so on to translate a description into a mathematical expression.

How can you describe the size of the garden in words?

Let the garden's length be y feet.

Since the garden's length is one foot longer than its breadth, which is specified as being (x-7) feet, y=3+ (x-7)

y=3+(x-7)

y=x-4 feet

Since the length and breadth of the rectangle under consideration are multiplied to determine the area of the rectangle, the following results are obtained:

A= length * width

A= (x-4)(x-7)

A= x^2-7x-4x+28

A= x^2-11x+28

Consequently, one phrase for the size of the garden under consideration is x^2-11x+28 square feet.

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Step-by-step explanation:

x² + 2x - 5 = 0

that is the same as

x² + 2x + 1 = 6

(x + 1)² = 6

x + 1 = ±sqrt(6)

x = -1 ± sqrt(6)

x1 = -1 + sqrt(6)

x2 = -1 - sqrt(6)

n² - 20n + 2 = 4

this is the same as

(n - 10)² = 102

n - 10 = ±sqrt(102)

n = 10 ± sqrt(102)

n1 = 10 + sqrt(102)

n2 = 10 - sqrt(102)

Answer:

Compounded weekly

Step-by-step explanation:

Answer:

rectangle and the perimeter of the rectangle is 28 inches.

explain

p= 2 * length + 2 * width.

Hence, we can set up an equation as following.

2 y + 2x = 28.

Answer: The value of q is 7.5.

Answer:

7.5

Step-by-step explanation:

Brainliest?

Answer:

y=-5/14x-3/2

Step-by-step explanation: Thats the equation

I really hope this answer make sense for you

Answer:

the statement that is true is: A and B are not independent because P(AIB) + P(B) is not equal to P(BIA) + P(A)

Step-by-step explanation:

ur welcome

One possible time is when the hour hand is on an hour mark, and the minute hand is 15 minutes before that hour mark. For example, 2:45, 5:45, 8:45, etc.

To find the possible times on a clock where the angle between the minute hand and the hour hand is between 30 and 60 degrees, we can consider the relationship between the hour hand and the minute hand as they move throughout the day.

The minute hand completes a full rotation (360 degrees) every 60 minutes, while the hour hand completes a full rotation every 12 hours (720 minutes). This means that for every 60 minutes that pass, the hour hand moves 30 degrees (360 degrees divided by 12 hours).

Let's consider the possible scenarios:

1. When the hour hand is ahead of the minute hand:

  - If the hour hand is exactly on an hour mark (0 minutes), the minute hand will be 30 degrees behind (counter-clockwise) it.

  - If the minute hand is 30 degrees ahead of the hour hand, it means that it has moved 15 minutes past the hour.

  - Therefore, one possible time is when the hour hand is on an hour mark, and the minute hand is 15 minutes past that hour mark. For example, 3:15, 6:15, 9:15, etc.

2. When the minute hand is ahead of the hour hand:

  - If the hour hand is exactly on an hour mark (0 minutes), the minute hand will be 30 degrees ahead (clockwise) of it.

  - If the minute hand is 30 degrees behind the hour hand, it means that it has moved 15 minutes before the hour.

  - Therefore, one possible time is when the hour hand is on an hour mark, and the minute hand is 15 minutes before that hour mark. For example, 2:45, 5:45, 8:45, etc.

In summary, the possible times on the clock where the angle between the minute hand and the hour hand is between 30 and 60 degrees are when the minute hand is either 15 minutes past an hour mark or 15 minutes before an hour mark. Examples of such times are 3:15, 6:15, 9:15, 2:45, 5:45, 8:45, and so on.

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Answer:

AB = 18

Step-by-step explanation: AB = BC

                      4x -2 = 3x + 3... subtract 3x and add 2

                      1x = 5.. divide both sides by 1 and x= 5

                                       plug x into 4x -2

                                           4(5) -2 = 18

The measure of length AB, If AB = BC, AB = 4x -2, and BC = 3x + 3, then AB is 18.

A line segment is a straight line with finite length, and thus, have to endpoints(points on either ends).

We have been given that AB = BC,  AB = 4x -2, and BC = 3x + 3, then we need to find the length of AB.

Therefore,

AB = BC

Now substitute the given parameters;

AB = BC

4x -2 = 3x + 3

Then subtract 3x both the sides and add 2;

1x = 5

Then divide both sides by 1

x= 5

Now plug x into 4x -2

AB = 4x -2

AB =  4(5) -2 = 18

AB = 18

Hence, The measure of length AB, If AB = BC, AB = 4x -2, and BC = 3x + 3, then AB is 18.

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Answer:

Y=6X

Step-by-step explanation:

Step by step explanation is on the pic above

Answer:

y = 6x

Step-by-step explanation:

We can find the relationship by looking at each value for X and Y and finding which number makes the equation true

The first equations says Y = 3 when X = 0.5, Lets put this into an equation

\(3= ?*0.5\)

The only number that would make this equation true is 6

\(3=0.5*6\)

Lets try another, The Third equation says that Y = 9 when X = 1.5

\(9 = 1.5*?\)

Again, the only number that works is 6

\(9=1.5*6\)

Hence the equation for this table is \(Y=6x\)

Answer:

Y'(-5, 5)

Step-by-step explanation:

To find the coordinates of Y' after the translation, we apply the given rule to the coordinates of point Y(-3, 4).

Using the translation rule (x, y) → (x - 2, y + 1), we can substitute the coordinates of Y(-3, 4) into the rule:

x' = x - 2 = -3 - 2 = -5

y' = y + 1 = 4 + 1 = 5

Therefore, the coordinates of Y' are (-5, 5).

Answer:

The answer is B $23.

Step-by-step explanation:

You take 391 and divide it by 17

391/17=23

Hope this helps!

The continue statement is used in loop structures to skip the remaining statements in the body of the loop and begin the next iteration.

A data set is a collection of related data points or observations that are organized and formatted in a specific way. Data sets are commonly used in statistics, research, and big data analytics. They may include numerical or categorical data, as well as text or images. Data sets are typically organized into tables and used to draw conclusions or make predictions about a certain population or phenomenon.

The continue statement is a control statement used in loops, such as while and for loops, to skip the remaining statements in the body of the loop and begin the next iteration. This statement can be useful when certain conditions must be met in order to process the data. For example, if a program is searching for a specific value in a dataset, it can use the continue statement to bypass any elements that do not meet the search criteria.

The continue statement is also useful in loops that execute a certain number of times. It can be used to skip over certain iterations, allowing the program to complete the loop in a shorter amount of time. This can be beneficial for programs that require a high level of efficiency.

In conclusion, the continue statement is used in loop structures to skip the remaining statements in the body of the loop and begin the next iteration. This statement can be used to bypass elements that do not meet certain criteria and to make loops more efficient.

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As per the statement of the question, we need to select the truth assignment that shows that the argument is not valid. Thus, the correct answer is: p = Fq = F.

The given argument is:

P V Q 79: P Q P = T Q = T P = F Q = T O P = T Q = F P = F Q = F

To identify the truth value of the given argument we first list the all possible truth values for p and q.

Possible values for p and q are:• P = T, Q = T• P = T, Q = F• P = F, Q = T• P = F, Q = FIf we use all of these values to check the validity of the argument, the last row in the argument comes out to be FALSE.

This implies that the given argument is invalid as there exists at least one row that evaluates to FALSE.

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The required simplified solution of the given expression is 45.

The process in mathematics to operate and interpret the function to make the function or expression simple or more understandable is called simplifying and the process is called simplification.

here,
Given an expression, 5a,
we have given that a = 9,
Now, put a = 9 in the given expression,
= 5 (9)
= 45

Thus, the required simplified solution of the given expression is 45.

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Rounded to 1 decimal place, the wholesaler's in-stock probability during a normal week is approximately 89.2%.

To calculate the wholesaler's in-stock probability during a normal week, we need to consider the number of items that are available for the entire week and divide it by the total demand.

Total demand = 4,800 items

Items not available for the entire week = 250 items

Items available for only part of the week = 270 items

Therefore, the number of items available for the entire week can be calculated as follows:

Items available for the entire week = Total demand - Items not available for the entire week - Items available for only part of the week

                                = 4,800 - 250 - 270

                                = 4,280 items

The in-stock probability can be calculated by dividing the number of items available for the entire week by the total demand and then multiplying by 100 to convert it to a percentage:

In-stock probability = (Items available for the entire week / Total demand) * 100

                   = (4,280 / 4,800) * 100

                   = 89.1666...

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The calculated flow rate using the venture meter differs than the actual flow because the Venture meter has energy losses between its sections.

The venturi meter is used for measuring the flow rate of fluids in pipelines. The venture meter is a device that utilizes the principle of Bernoulli’s equation for measurement of fluid flow. It consists of a converging section, a throat, and a diverging section.

The fluid flowing through the venture meter gets accelerated at the throat and decelerates at the diverging section. The difference in the pressure at the inlet and the throat is a measure of the flow rate of the fluid.The calculated flow rate using the venture meter differs from the actual flow rate. This is because there are energy losses in the venture meter between its sections.

These energy losses are due to the friction between the fluid and the walls of the venture meter. The energy losses result in a drop in pressure, which leads to an underestimation of the flow rate.In addition to energy losses, there are also other factors that can affect the accuracy of the venture meter. For example, the viscosity of the fluid can affect the flow rate. The venture meter is not suitable for use with liquids with high viscosity. Also, the orientation of the venture meter can affect the flow rate. The venture meter should be installed in a horizontal position to ensure accurate measurement.

The venture meter is a commonly used device for measuring fluid flow rates in pipelines. However, the calculated flow rate using the venture meter differs from the actual flow rate due to energy losses in the device between its sections. To ensure accurate measurement, the venture meter should be installed in a horizontal position and is not suitable for use with liquids with high viscosity.

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Answer:

The cubic function f(x) = x3 is symmetric about the origin (it is an odd function). Here are some types of functions that are odd: Lines Through The Origin – any line with a zero y intercept (b = 0) and a nonzero slope (m not zero) will have equation f(x) = mx.

Step-by-step explanation:

Answer: No

f(x) = x³ + 2x − 5

Step-by-step explanation:

No

f(x) = x³ + 2x − 5