The scatter plot shows data for the average temperature in Chicago over a 15 day period. Two lines are drawn to fit the data.


Which line fits the data best? Why? Select your answers from the drop down lists.

Answer: \(\frac{1}{b^6}\)   or \(b^{-6}\)  

Step-by-step explanation:

\(\frac{b^-2+2}{b^4+2}\)   Add the exponent two to both sides.  After adding -2 and     2 you get 0 and any number raised to the zero power is one. And 4 plus two is 6

\(\frac{b^0}{b^6}\)   = \(\frac{1}{b^6}\)

The proportion of combined gre scores can be expected to be between 155 and 160 is 0.1574

The mean of gre score = 150

The Standard deviation = 8.8

The proportion of combined gre score expected to be between 155 and 160 can be found using the normal distribution,

                     P(155 < x < 160)

Let us first find their standard score using the formula,

               Z = (X -μ) / σ

where Z is the standard score

           X is the random sample

           μ is the mean

           σ is the standard deviation

 For x = 155,  

                   Z = 155 - 150 / 8.8

                       = 5 / 8.8

                       = 0.57

For x = 160,

                  Z = 160 - 150 / 8.8

                     = 10/8.8

                     = 1.14

P(155 < x <160) = P( 0.54 < z < 1.14)

By using the z-table , we could find the value of P(0.54 < z < 1.14 ) will be 0.1574.

Therefore , the combined gre score between 155 and 160 is 0.1574.

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Answer:

0.48173

Step-by-step explanation:

Given that :

Mean (m) = 2.24

Standard deviation (s) = 1.38

Sample size (n) = 40

P(x ≥ 2.55)

Z = (x - m) / (s/sqrt(n))

Z = (2.55 - 2.24) / (1.38 / sqrt(40))

Z = 0.01 / 0.2181971

Z = 0.0458301

P(Z ≥ 0.0458) = 0.48173 ( Z probability calculator)

The scenario described above illustrates the Service Recovery Paradox, where a customer's satisfaction can actually increase after experiencing a service failure and receiving effective recovery efforts.

Dr. Amarkant Tripathi faced a delay and inconvenience with his suit order from B N Rao suits, but the store manager went above and beyond to rectify the situation, ultimately leading to Dr. Tripathi's increased satisfaction and loyalty.

The Service Recovery Paradox occurs when a customer's satisfaction and loyalty increase even after encountering a service failure. In the given context, Dr. Tripathi experienced a delay and fitting issue with his suit order. However, the store manager took prompt action to resolve the problem and ensure Dr. Tripathi's satisfaction.
Despite initial setbacks, the store manager exhibited proactive service recovery efforts. He communicated with Dr. Tripathi, apologized sincerely, and made efforts to rectify the situation promptly. The manager's willingness to listen, understand, and address the customer's concerns played a crucial role.
Furthermore, the store manager's personal involvement, contacting Dr. Tripathi's home, explaining the situation to his daughter, and arranging for the suit to be taken to the Domlur branch for repairs and express delivery showcased a high level of customer service and dedication to resolving the issue.
These service recovery efforts exceeded Dr. Tripathi's expectations and demonstrated B N Rao suits' commitment to customer satisfaction. As a result, when Dr. Tripathi received the suit, along with the apology note and additional handkerchiefs, he felt not only satisfied with the resolution but also impressed by the store's efforts to understand his needs and deliver a superior service experience.
The Service Recovery Paradox, in this case, highlights the importance of effective service recovery in building customer loyalty and turning a potentially negative experience into a positive one. B N Rao suits' commitment to resolving the issue and going the extra mile to deliver a satisfactory outcome ultimately strengthened the customer's trust and loyalty in the brand.

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Answer:

slope=-2

Step-by-step explanation:

Slope = Rise over Run

Here the rise is -4 units and run is 2 units

Therefore,

-4/2 =-2

Hope this helps!

A two-sample z-interval for a population proportion. This method is used to create an estimate of the percentage of trees in a large forest that are infested with a certain beetle by taking a random sample of trees to inspect.

A two-sample z-interval for a population proportion is the most appropriate method for creating an estimate of the percent of trees in a large forest that are infested with a certain beetle. This method involves taking a random sample of trees from the forest and inspecting them to determine the proportion of infested trees. The sample size chosen should be large enough to provide a reliable estimate of the proportion of trees in the population that are infested. A two-sample z-interval is then used to calculate a confidence interval for the population proportion, which can be used to estimate the overall percent of trees in the forest that are infested with the beetle. This method can provide a reliable estimate of the percent of trees in the forest that are infested with the beetle, allowing environmentalists to make informed decisions regarding management of the forest.

Answer:

11.2

Step-by-step explanation:

The system of equations used to represents x, the number of CDs she sold last week, and y, the number of CDs she sold this week are; x - 3y = 6 and x + y = 110

Consider "x" be the number of CDs Kitts sold last week and "y" be the number of CDs she sold this week

We have been Given that Last week she sold 6 more than 3 times the number of CDs that she sold this week

Thus Number of CDs Kitts sold last week = 6 + 3(number of CDs that she sold this week)

x = 6 + 3y   ----- eqn 1

x - 3y = 6 ------- eqn 2

x + y = 110 ----- eqn 3

Therefore, eqn 2 and eqn 3 represent the system of equations used to find x, then solve the above equations to find values of "x" and "y"

Substitute eqn 1 in eqn 3 as;

6 + 3y + y = 110

6 + 4y = 110

4y = 104

y = 26

Now, x + 26 = 110

x = 110 - 26 = 84

x = 84

This number of CDs Kitts sold last week = x = 84

Number of CDs she sold this week, y = 26

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I believe the answer is D: 6×9÷3.

The question is a word problem, and they are asking you to put it into a numerical problem, meaning with numbers. 6 times 9 divided by 3 put into a numerical equation is 6×9÷3.

If this is incorrect, please, don't refrain to tell me. Thank you.

Answer:

Well A is correct

Step-by-step explanation:

So for dividing fractions you need to remember that the right-hand sign of the division sign will be flipped and the division will be turned into multiplication

So for 4÷1/6=24 it will be turned 4 x 6=24 which is true so A is correct

Hope this helps!

9514 1404 393

Answer:

  y = -1/2x +4

Step-by-step explanation:

The y-intercept is where the line crosses the y-axis, at y=4.

The slope is found by following the line to the right until it meets another grid line crossing point. That is 2 units to the right and down 1 unit.

The slope is ...

  m = "rise"/"run" = -1/2

Then the slope-intercept equation is ...

  y = mx + b . . . . . slope m, y-intercept b

  y = -1/2x +4

Answer:

ill say b

Step-by-step explanation:

plz dont get mad if im wrong

The probability of both rice and carrots being served with dinner is 23.4%.

The probability of Alvin's mother serving rice with dinner can be expressed using the formula P(Rice) = 0.78. This means that the probability of Alvin's mother serving rice with dinner is 78%. The probability of Alvin's mother serving carrots with dinner can be expressed using the formula P(Carrots) = 0.30. This means that the probability of Alvin's mother serving carrots with dinner is 30%. To calculate the combined probability of both rice and carrots being served with dinner, we can use the formula P(Rice and Carrots) = P(Rice) * P(Carrots) = 0.78 * 0.30 = 0.2340. This means that the probability of both rice and carrots being served with dinner is 23.4%.

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Since the culture is observed to double every 6 hours, we know that the growth rate is constant at r = ln(2)/6 per hour.

To calculate growth rates, divide the difference between the starting and ending values for the period under study by the starting value. The most frequent time intervals for growth rates are annually, quarterly, monthly, and weekly.

We can use the formula for exponential growth to model the number of bacteria in the culture after t hours:

n(t) = n0e^(rt)where n0 is the initial number of bacteria.

Substituting in the values given in the problem, we get:

n(t) = 25e^[(ln(2)/6)t]Simplifying this expression using the properties of logarithms, we can rewrite it in the form:

n(t) = 25(2)^(t/6)This is the exponential model for the number of bacteria in the culture after t hours.

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The exponential model for population of bacteria, \(n(t) = n_0{2}^{\frac{t}{a} }\) can be written \(n(t) = 25 \times {2}^{\frac{t}{6} }\) for the number of bacteria in the culture after t hours. The estimate number of bacteria after 13 hours is equals to the 112. In 92 hours, the bacteria count will reach to 1 million.

We have a certain culture of the bacterium Rhodobacter.

Initial population, n₀ = 25

The population become doubles in every 6 months. The exponential model

\(n(t) = n_0{2}^{\frac{t}{a} }\) for the number of bacteria in the culture after t hours. Now, the population become double in 6 hours, so a = 6 , then exponential equation is \(n(t) = 25 \times {2}^{\frac{t}{6} }\).

We have to estimate the number of bacteria after 13 hours. That is t = 13 hours, \(n( t) = 25( 2)^{\frac{t}{6}}\)

Substitute t = 13 hours

\( = 25( 2)^{\frac{13}{6}}\)

\(= 25( 2)^{2.16}\)

= 111.728713807 ~ 112

So, n(13) = 112

We have to determine the value of t in hours for n(t) = 1 million = 1000000, using the above equation, \(1000000 = 25( 2)^{\frac{t}{6}}\)

\(40000 = ( 2)^{\frac{t}{6}}\)

Taking natural logarithm both sides

=>\( ln( 40000) = ln(( 2)^{\frac{t}{6}})\)

=> \(ln(40000) = \frac{t}{6} ln(2)\)

=> \(t = \frac{6 ln( 40000)}{ ln(2)}\)

= 91.7262742773 ~ 92

Hence, required value is 92 hours..

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Answer:

$120

Step-by-step explanation:

Answer:

see explanation

Step-by-step explanation:

The opposite sides of a parallelogram are congruent, then

19x - 9 = 13x + 15 ( subtract 13x from both sides )

6x - 9 = 15 ( add 9 to both sides )

6x = 24 ( divide both sides by 6 )

x = 4

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

Consecutive angles are supplementary, sum to 180° , that is

10y - 37 + 4y + 7 = 180

14y - 30 = 180 ( add 30 to both sides )

14y = 210 ( divide both sides by 14 )

y = 15

Then

∠ R = 10y - 37 = 10(15) - 37 = 150 - 37 = 113°

Then

∠ P = 113° ( opposite angles are congruent )

The angle of elevation of the ladder, rounded to the nearest tenth of a degree, is approximately 54.5 degrees.

To find the angle of elevation of the ladder, we can use trigonometry. The ladder, the ground, and the wall form a right triangle.

Let's denote the angle of elevation as x. We know that the opposite side of the triangle is 12 ft (the height of the ladder) and the hypotenuse is 14 ft (the length of the ladder).

Using the trigonometric function sine (sin), we can set up the equation:

sin(x) = opposite/hypotenuse

sin(x) = 12/14

To find x, we need to take the inverse sine (arcsin) of both sides:

x = arcsin(12/14)

Using a calculator, we can find the value of arcsin(12/14):

x ≈ 54.5 degrees

Therefore, the angle of elevation of the ladder, rounded to the nearest tenth of a degree, is approximately 54.5 degrees.

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The angle of elevation from the stake up to the tent pole is, 54.55°.

We know a right-angled triangle has three sides they are -: Hypotenuse,

Opposite and Adjacent.

We can remember SOH CAH TOA which is,

sin = opposite/hypotenuse, cos = adjecen/hypotenuse and

tan = opposite/adjacent.

Given, A 19 ft rope is tied from the top of a tent pole, It is the hypotenuse length.

Also, The state is 11 feet away and it is the adjacent length.

We know, cos = adjacent/hypotenuse.

cos = 11/19.

Ф = cos⁻¹(0.58).

Ф = 54.55°.

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Answer:

1 minute

because the first elevator has traveled 200 meters and the second elevator goes 200 meters in one minute so they will catch up with the first group in 1 minute.

An octagon is a two-dimensional shape with eight sides, the degree measure of the largest interior angle of the octagon.

Each pair of opposite sides of the octagon are parallel. We can use the formula to determine the degree measure of the largest interior angle of the octagon.

The formula used is: 180(n-2)/n, where n represents the number of sides in the shape. In this case, n is 8, so the equation would be: 180(8-2)/8, which would give us the result of 160.

Therefore, the degree measure of the largest interior angle of the octagon is 160 degrees. This can also be calculated by adding up the internal angles of the octagon, as each interior angle is equal to 360 divided by the number of sides, in this case 8. 360/8 = 45, so 8x45 = 360. If we add all the angles together (4x45 + 3x45 + 3x45) we get 360, which is equal to the degree measure of the largest interior angle of the octagon.

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Answer:

1684.8 cubic units

Step-by-step explanation:

In oblique cylinder the height (altitude) is measured from the opposite base to the base of the cylinder, but it lies outside. We can find the height using Pythagoras theorem.

       h + 7² = 13²

              h²= 169 - 49

              h² = 120

               h = √120

                h = 10.95 units

radius = r = 7 units

\(\boxed{\text{\bf Volume of oblique cylinder = $\bf\pi r^2h$} }\)

                                                    = 3.14 * 7 * 7 * 10.95

                                                    = 1684.8 cubic units

Answer:

C.

Step-by-step explanation:

C. show the undulating forms of fabric.

Answer:

180-degree angle

This is not a 90-degree angle because if it were to be, then it would be AB, which is not what we are going for, which leaves BC as 180 degrees (if you see it on a protractor)

Answer:

For 7x-9<12, the answer is x<3

For 14x+8>11, the answer is x>3/14

Step-by-step explanation: Isolate the variables by dividing each side by factors that do not contain the variable.

I hope this helps you out! :)

Answer:

553

Step-by-step explanation:

567 - 14 = 553

To linear  transformation until vector is a linear combination of another we convert unit vectors i,j,k of one Cartesian coordinate system to unit vectors i’,j’, k’ .

Linear algebra is all about making transformations of linear combinations of numbers, called vectors, and arrays of vectors, called matrices. The elements of linear combinations can be added and multiplied together but may also represent more complex forms of transformation. Linear algebra proves to be of great importance for performing mathematical operations on voluminous data, so having a grasp of it is a must-have skill for a data scientist.

First let us convert unit vectors i,j,k of one Cartesian coordinate system to unit vectors i’,j’, k’ of another Cartesian coordinate system obtained by rotating the first system. We know that a vector remains invariant under rotation of coordinate system.

Now, let us write i in rotated system. i=x11′i’+x12′j’+x13′k’………………(1).

Similar equations for j and k can be written.

We take dot product on both sides of eq.(1) by i’. This gives,

i.i’=x11′, because i’.i’=1, j’.i’=k’.i’=0.

We can see that x11′=cos(i,i’).

We can find x12′=cos(i,j’) from Eq.(1) by taking dot product on both sides by j’.

For x13′ we take dot product by k’. This will give cos(i,k’)=x13′.

Similar treatment can be given for j and k. This will give nine elements of a 3X3 matrix x(n,m).

With this matrix we can find i,j,k, in terms of i’,j’,k’.

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Hence, point P's coordinates are (6, 3) as the midpoint of the line segment from R to Q, which is the precise halfway point between R and Q.

A point's location on a line or in space can be determined using a set of numbers called coordinates. An x-coordinate and a como, which denote the horizontal as well as vertical ranges from a bench mark known as the origin, are the two numbers that make up coordinates in two-dimensional space. Three numbers, the x, y, and z coordinates, which describe the distances from origin in the x, y, and g directions, respectively, might make up coordinates in three-dimensional space. Among other disciplines, coordinates are frequently employed in physics, arithmetic, and geometry.

given

The midpoint of the line segment from R to Q, which is the precise halfway point between R and Q, must be located in order to determine the coordinates of point P.

We can separately aver the x- and y-coordinates to get the middle.

The midpoint's x-coordinate is (4 + 8)/2, which equals 6.

(0 + 6)/2 = 3 is the midpoint's y-coordinate.

Hence, point P's coordinates are (6, 3) as the midpoint of the line segment from R to Q, which is the precise halfway point between R and Q.

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Answer:

(-3.5 , 2.3)

Step-by-step explanation:

I know