What is the y-intercept of a line that has a slope of 3 and passes through point (–1, –7)?

(a) The Rank sum for the Drug Group is 21.50. (b) The Rank sum for the Placebo Group is 6.50. (c) The total of the Drug and Placebo rank sums is N(N+1)/2, where N is the total number of patients.

(d) No, the expected value for the Rank sums of the two groups would not be the same if the null hypothesis were true and the drug worked no better than the placebo, as they have different sample sizes.

(e) The chart can be filled out as follows:

  Observed Rank Sum: Drug Group - 21.50, Placebo Group - 6.50

  Expected Rank Sum: Both groups - N(N+1)/2

  Observed - Expected: Drug Group - (Observed Rank Sum - Expected Rank Sum), Placebo Group - (Observed Rank Sum - Expected Rank Sum)

  Total - 28

(f) Due to small sample sizes, we can use the exact probability distribution of the rank sum distribution under the null hypothesis.

(g) Assuming the sample sizes are ≥7 and the Normal Approximation can be used, the absolute value of Z can be computed using the formula: |Z| = (Observed Rank Sum - Expected Rank Sum) / SER, where SER = sqrt((n1 * n2 * (N + 1)) / 12), and N is the total number of patients in both groups. The p-value can be found using the Z-table or a calculator.

In this scenario, the explanation provided is straightforward and concise. It covers the calculation of rank sums, the difference in expected values for the two groups, the filling out of the chart, the appropriate test statistic for small sample sizes, and the computation of Z and the p-value using the Normal Approximation. The response meets the required word count and provides a clear understanding of the steps involved in the analysis of the data from the Alzheimer drug study.

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Answer:

138 3/8

Step-by-step explanation:

total shampoo used for 555 dogs = 1/4 x 555 = 138 3/8 bottles

The null hypothesis and the alternate hypothesis for the set of elementary school children is given by H₀ :  μ₁ = 2 and H₁ : μ₂  ≠ 0 and the p-value is 0.136 .

Given x₁ = 74 , x₂ = 72

s₁ = 9 , s₂ = 11 (standard deviation)

n₁ = 50 ,n₂ = 50

Let μ₁ be the true mean for x₁

Let μ₂ be the true mean for x₂

null and alternate hypothesis:

H₀ :  μ₁ - μ₂  = 0

H₁ : μ₁ - μ₂  ≠ 0

Test statistic ,

Z = (x₁ - x₂ - D₀ ) / (√σˣ₁² /n₁ + √σˣ₂² /n₂ )

Now we will substitute the values to calculate the the test statistic.

D₀ = μ₁ - μ₂

hence Z₀ = (74 - 72) / √(81/80+121/50)

or,  Z₀ = 1.49256..

or,  Z₀ ≈ 1.49

Now we will calculate the p-value using the z-score.

p-value:

= 2P(Z > Z₀)

= 2P(Z>1.49)

= 2 {1-0.93189}

= 0.1362...

≈ 0.136

Hence the p-value is 0.136 .

A hypothesis is presented as a theory to explain a certain phenomenon. A hypothesis cannot be said to as a scientific hypothesis if it cannot be tested using the scientific process.

History-based observations that can't currently be fully explained by existing bodies of knowledge are typically where science starts. A hypothesis is a theory put out to explain an observed occurrence or a proven assertion regarding the relationship between two or more variables in a scientific field.

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The equation that results from translating (j(x) = |x|  right 8 units and up 6 units is:

j(x) = |x - 8| + 6

To translate the function (j(x) = |x| right 8 units and up 6 units, we need to modify the expression inside the absolute value function.

The translation right 8 units means we need to replace x with (x - 8).

The translation up 6 units means we need to add 6 to the entire expression.

So the equation that results from translating (j(x) = |x|  right 8 units and up 6 units is:

j(x) = |x - 8| + 6

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10 procent

Step-by-step explanation:

150 / 150 = 10

Answer:10%

Step-by-step explanation:

Answer:

5 : 18 : 12

Step-by-step explanation:

Express the ratio B : C  in fractional form, that is

\(\frac{B}{C}\) = \(\frac{6}{4}\) ( cross- multiply )

6C = 4B ( divide both sides by 6 )

C = \(\frac{4}{6}\) B = \(\frac{2}{3}\) B , then

C = \(\frac{2}{3}\) × 18 = 2 × 6 = 12

Hence

A : B : C = 5 : 18 : 12

Answer:

5:18:12

Step-by-step explanation:

5:18

_:6:4 --> since you multiply 6 by 3 to get 18, multiply 4 by three to get the A:B:C ratio.

5:18:12

The solutions of the inequality x>-2 is 0, 4 2/5, 1.999, 347.595

Given the inequality is x>-2

Solution of the inequality is greater than -2

0, 4 2/5, 1.999, 347.595 are the solutions of given inequality.

Hence, the solutions of the inequality x>-2 is 0, 4 2/5, 1.999, 347.595

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0.25  is the probability of rolling a five on the first die and a one on the second die

How do you calculate probability?

Probability is calculated by dividing the number of ways the event can occur by the total number of outcomes. Probability and odds are different concepts. Odds are the probability that something happens divided by the probability that it doesn't happen

Very interesting problem.

1  1

1  2

1  3

1  4

2  1

2  2

2  3

2  4

3  1

3  2

3  3

3  4

4  1

4  2

4  3

4 4

There are 16 possible out comes

1   4

4  1

2  3

3  2

4 out of the 16 outcomes are possible

P(5) = 4/16 = 0.25

The theoretical out come would be 4 times

4/16 = 0.25

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Using trigonometric identities, we have:

sin(2x) = -120/169

cos(2x) = 119/169

tan(2x) = -120/119

To find sin(2x), cos(2x), and tan(2x), we need to use trigonometric identities and the given information.

Given information:

cos(x) = 12/13 (positive value)

csc(x) < 0 (negative value)

Let's first find sin(x) using the Pythagorean identity:

sin^2(x) + cos^2(x) = 1

sin^2(x) + (12/13)^2 = 1

sin^2(x) = 1 - (12/13)^2

sin^2(x) = 1 - 144/169

sin^2(x) = 25/169

sin(x) = -5/13 (taking the negative value since csc(x) < 0)

Now, we can find cos(2x) using the double-angle identity for cosine:

cos(2x) = 2 * cos^2(x) - 1

cos(2x) = 2 * (12/13)^2 - 1

cos(2x) = 2 * 144/169 - 1

cos(2x) = 288/169 - 1

cos(2x) = 288/169 - 169/169

cos(2x) = (288 - 169)/169

cos(2x) = 119/169

Next, we can find sin(2x) using the double-angle identity for sine:

sin(2x) = 2 * sin(x) * cos(x)

sin(2x) = 2 * (-5/13) * (12/13)

sin(2x) = -120/169

Finally, we can find tan(2x) using the relationship between sine and cosine:

tan(2x) = sin(2x) / cos(2x)

tan(2x) = (-120/169) / (119/169)

tan(2x) = -120/119

Therefore, based on the given information, we have:

sin(2x) = -120/169

cos(2x) = 119/169

tan(2x) = -120/119

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Answer:

8j - \(\frac{3q}{2}\) - \(\frac{18}{5}\)

Step-by-step explanation:

hope this helps! :D

Answer:

The depth of oil in the tin is 9cm

Step-by-step explanation:

The first thing we need to do here is to calculate the volume of the cylindrical tin.

Mathematically, that would be;

V = pi * r^2 * h

now, r = d/2 = 12/2 = 6cm

h = 14 cm

Thus the volume would be;

V = 22/7 * 14 * 6^2 = 1,584 cm^3

Now, to find the the depth of the tin, we have to realize that the content of the cylinder should fill in the tin to a particular height.

Now let’s say the height of the tin is x, this means its volume which is l * b * h = 16 * 11 * x = 176x

So the depth x would be;

176x = 1584

x = 1584/176 = 9 cm

Yes, the connection between the semimajor axis and an orbit's period varies as the eccentricity of the orbit changes.

In geometry, the eccentric definition is the distance from any point on a conic section to the focus divided by the perpendicular distance from that point to the nearest directrix. In general, eccentricity aids in determining the curvature of a form. The eccentricity grows as the curvature lowers.

Here,

In general, an orbit's period is proportional to the square root of the semimajor axis multiplied by three. This connection, however, is only valid for circular orbits with zero eccentricity. When the eccentricity is larger than zero, the period of the orbit is still determined by the magnitude of the semimajor axis, but it is also determined by the form of the orbit as given by the eccentricity. The relationship between the semimajor axis and the period in this situation is not as straightforward as a proportionate relationship.

As a result, modifying an orbit's eccentricity modifies the connection between the semimajor axis and the period.

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Answer:

parte 1) | Superprof

1 Indica cuáles de las siguientes expresiones son monomios. En caso de ... 4 Encuentra el valor numérico del polinomio P(x) = x^3 + 3x^2 - 4x - 12 ... d) (10x – 5/4x³ + 5/2x² – 1/2) : (5x)

Someone help me with this pls

d). raises the activation energy of reactions. is the correct option. Raises the activation energy of reactions does not describe the catalyst.

Catalyst: A catalyst is a substance that speeds up the chemical reaction by reducing the activation energy of a reaction. It enhances the rate of a chemical reaction by reducing the activation energy, but it is not consumed in the reaction. A catalyst, therefore, does not change the thermodynamics of a reaction and has no effect on the equilibrium composition of a reaction mixture.

Catalysts are referred to as enzymes in biological systems. The biological catalysts or enzymes are the proteins that have active sites for a specific type of substrate. They enhance the rate of reactions of specific substrates by reducing the activation energy. Hence, the option (D) is incorrect since it raises the activation energy of reactions and thus does not describe a catalyst.

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The statement that is true regarding the number sets is that some integers are also rational numbers, but not all integers are rational numbers.

The visual representation of the sets of real numbers includes different subsets, such as integers and rational numbers. The statement clarifies the relationship between these sets. Integers are whole numbers, including positive, negative, and zero values. On the other hand, rational numbers are those that can be expressed as a fraction of two integers, where the denominator is not zero.

In the first part of the statement, it is correctly stated that integers and rational numbers have some numbers in common. This is because every integer can be expressed as a fraction with a denominator of 1. For example, 3 can be expressed as 3/1. Therefore, integers are a subset of rational numbers.

However, the statement also correctly notes that not all integers are rational numbers. Irrational numbers, such as the square root of 2 or pi, cannot be expressed as fractions and are not considered rational. Therefore, while some integers are rational numbers, there exist integers, like irrational numbers, that cannot be expressed as fractions and are not part of the rational number set.

In conclusion, the statement accurately describes that some integers are also rational numbers, but not all integers are rational numbers.

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Answer:

540pie OR 1695.6

Step-by-step explanation:

Answer:

a in the picture

Step-by-step explanation:

The end behaviour of the function is correctly represented by option 1.

The end behavior of a function describes the trend of the graph if we look to the right end of the x-axis (as x approaches +∞ ) and to the left end of the x-axis (as x approaches −∞ ).

For any function y = f(x), Domain is the set of all possible values of [x] for which [y] exists. Range is the set of all values of [y] that exists for the given domain.

Given is the following function polynomial as -

q(x) = 3x⁴ – 5x³ – 2x² + x – 18

The given polynomial is -

q(x) = 3x⁴ – 5x³ – 2x² + x – 18

Graph the function. It can be seen that the domain is limited from -

x = -1.365 to x = 2.351 which is a small value. So, we can predict the end behaviour of the graph as given in option [1].

Hence, the end behaviour of the function is correctly represented by option 1.

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Answer:

2 y

3x²

Step-by-step explanation:

4xy³

6x³y²

lowest term 4 and 6

Rule on dividing exponents: subtract them

Answer:

Median: \(\frac{173+176}{2}= 174.5\). Mode: \(141\). Mean: \(\approx179.8\)

Step-by-step explanation:

The median is the value separating the higher half from the lower half of a data sample. The sample size is 22; hence, the median the average between the 11th and 12th values, 173 and 176, respectively.

The mode is the value that appears most often in a set of data values. In this case, there is only one value that appeared twice in this data set, which is 141.

The mean, or average, is just the sum of the values divided by the sample size, N. \(\frac{x_1+x_2+x_3+...x_N}{N}\), so you add the values up and divide by 22.

No, it is not possible to have a directed acyclic graph (DAG) that is strongly connected and has more than one vertex.

In a directed acyclic graph (DAG), there are directed edges between vertices but no directed cycles. Strong connectivity refers to the property that there exists a directed path between any two vertices in the graph.

If a DAG is strongly connected, it means that for any two vertices u and v, there exists a directed path from u to v and also a directed path from v to u. However, if the DAG has more than one vertex, it is not possible for every vertex to have a directed path to every other vertex.

To see why this is the case, consider a simple example of a DAG with two vertices, u and v. If there is a directed path from u to v, then there cannot be a directed path from v to u because it would create a directed cycle. Therefore, it is not possible for a DAG with more than one vertex to be strongly connected.

Hence, a strongly connected DAG can only exist if it has a single vertex.

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Answer:B

Step-by-step explanation:

HL triangle congruence theorem

Answer:

Rectangle = L x b = 7 x 7 = 49 inch^2

square = a^2 = 2^2=4 inch^2

Therefore the area of rectangle is more because it's area is greater than square

rectangle 's area > square's area.

Answer:

I Hope it will help you .....

Increase = -2,1.333

The given statement that " Ricardo has an equally likely chance of spinning an odd number as spinning a number less than 4" is True.

When rolling a fair dice, the probability of getting an odd number is:

= Number of odd numbers / Number of sides on die

Number of odd numbers = 1, 3, 5

Probability of odd number:

= 3 / 6

= 1 / 2

Probability of number less than 4 :

= 3 / 6

= 1 / 2

Ricardo therefore has  an equally likely chance.

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Options for this question are:

Answer:

Ella, Miles, Sam, Laney

Step-by-step explanation:

that should be the answer hope I could help

The average rate of change of the enrollment during this time period is increasing with 48 students/year.

What is rate of change?

In 2001, there were 940 students.

In 2009, there were 1324 students.

Represent year with y and students with x.

Average rate of change = (x₂ - x₁) / (y₂ - y₁)

= (1324 - 940) / (2009 - 2001)

= 384/ 8

= 48

Average rate of change = 48 students/year

Hence, the average rate of change of the enrollment during this time period is increasing with 48 students/year.

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Answer:

A

Step-by-step explanation:

He didn't put a arc on both sides of the line.