Solve (x 1)2 – 4(x 1) 2 = 0 using substitution. U = x 4(x 1) x 1 (x 1)2.

Answer:

5

Step-by-step explanation:

Answer:

24 people

Step-by-step explanation:

Divide the number of cookies by the number of cookies per person

72/3=24

So, 24 people came to the party.

The average of the sample ranges for the weight of packages of Skittles is 0.11. So, the correct answer is (e) 0.11.

To find the average of the sample ranges for the weight of packages of Skittles, we first calculate the range for each sample. The range is the difference between the maximum and minimum values in each sample.

Sample 1: Range\(= 3.62 - 3.58 = 0.04\)

Sample 2: Range\(= 3.65 - 3.49 = 0.16\)

Sample 3: Range \(= 3.65 - 3.45 = 0.20\)

Sample 4: Range \(= 3.64 - 3.54 = 0.10\)

Sample 5: Range\(= 3.62 - 3.49 = 0.13\)

Next, we calculate the average of these sample ranges:

A\(verage = (0.04 + 0.16 + 0.20 + 0.10 + 0.13) / 5 = 0.11\)

Therefore, the average of the sample ranges for the weight of packages of Skittles is \(0.11\). So, the correct answer is (e) \(0.11.\)

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h = 11.9 cm

cos = adjacent/ hypotenuse

therefore:

cos(24) = h/ 13

rearrange:

h = 13cos(24)

put into calculator:

h = 11.8760...

rounded to one decimal point:

h = 11.9cm

In hypothesis testing, the null hypothesis (H0) and the alternative hypothesis (Ha) are used to assess the validity of a claim or statement about a population parameter.

Here are the answers to the given questions:

12. The null and alternative hypotheses divide all possibilities into:

b. Two non-overlapping sets

The null hypothesis and the alternative hypothesis are mutually exclusive and collectively exhaustive.

They represent two distinct possibilities or explanations regarding the population parameter being tested.

These sets do not overlap, meaning that an observation or outcome can only fall into one of these two categories.

13. Which of the following is true of the null and alternative hypotheses?

d. It is possible for neither hypothesis to be true

In hypothesis testing, the null hypothesis represents the default position or the status quo. It assumes that there is no significant difference or effect present in the population.

The alternative hypothesis, on the other hand, contradicts the null hypothesis and suggests that there is a significant difference or effect.

It is important to note that the null hypothesis is either rejected or failed to be rejected based on the evidence provided by the data.

The alternative hypothesis is not proven or accepted; instead, it is typically accepted by default when the null hypothesis is rejected.

Therefore, it is possible for neither hypothesis to be true if there is insufficient evidence to support the rejection of the null hypothesis. In such cases, no strong conclusion can be made based on the available evidence.

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Answer:

What's the question dude

12:40

Answer:

12:40 hope this will help u

have a great day

Answer:

49

Step-by-step explanation:

<EDA + <ADC = 180 (half an angle)

So:

180 - 61 = 119 = <ADC

The interior angles of the quadrilateral add up to 360- we already know three of them, so:

73 + 119 + 119 + C = 180 ->

311 + C = 180 ->

C = 180 - 311 ->

C = 49

:)

Answer: 3\(\sqrt{2}\)

Millimeter (mm) and inch are both units of measurement for length, but they are not equivalent. One inch is equal to 25.4 millimeters. To convert inches to millimeters you multiply the number of inches by 25.4, for example 2 inches is equal to 50.8 millimeters. It's important to note that you can also use a conversion calculator or a conversion table to convert inches to millimeters.

A millimeter (mm) and an inch are both units of measurement for length. However, they are not equivalent and cannot be directly compared.

A millimeter is a metric unit of length, commonly used in most countries around the world. It is a unit of the International System of Units (SI) and it is one of the most widely used units of length in science and engineering. An inch, on the other hand, is an imperial unit of length that is mainly used in the United States. It is part of the British Imperial system of measurements and it is one of the most widely used units of length in the United States.

To convert inches to millimeters, we use the conversion factor that 1 inch is equal to 25.4 millimeters. So to convert inches to millimeters you multiply the number of inches by 25.4. For example, if you want to convert 2 inches to millimeters, you would multiply 2 by 25.4 to get 50.8 millimeters. It's important to note that you can also use a conversion calculator or a conversion table to convert inches to millimeters.

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Step-by-step explanation:-108 is answer

x/6 +2=-16

x/6=-16-2

x=-18×6=-108

Answer:

x= -128

Step-by-step explanation:

I love algebra anyways

The ans is in the picture with the  steps how i got it

(hope this helps can i plz have brainlist :D hehe)

In this case the answer is very simple. .

Step 01:

Data

side a = 8m

side b = 15m

c = hypotenuse = ?

Step 02:

Pythagoras Theorem Formula

Hypotenuse² = Perpendicular² + Base²

c² = a² + b²

c ² = (8m)² + (15m)²

c ² = 64m² + 225m²

c ² = 289m²

Answer:

√−100 = 0 + 10i

Step-by-step explanation:

i is equal to the square root of -1

change sqrt(-100) to sqrt(-1) * sqrt(100)

i * 10

10i

The square root of 30 is less than fifty-ninths mathematically it can be written as √30<√59. The correct option is B.

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that the numbers are the square root of 30 and the square root of 59. The values will be compared below,

√30 = 4.8

√59 = 7.68

The inequality will be written as,

√30<√59

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The slope of the line containing (25,40) and (100, 55) is equal to 1/5.

As given in the question,

Given points are :

(x₁ , y₁) = ( 25, 40)

(x₂ , y₂) = (100 , 55)

Slope 'm'  of the line containing  (25,40) and (100, 55)

Slope 'm' = (y₂ -y₁) / (x₂ - x₁)

⇒ m = ( 55 - 40) / ( 100 -25)

⇒ m = 15 / 75

⇒ m = 1 / 5

Therefore, the slope of the line containing (25,40) and (100, 55) is equal to 1/5.

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The​ chi-squared statistic measures which of the "goods of fit". Therefore option B is correct.

The chi-squared statistic is a statistical measure that is used to test the goodness of fit between an observed frequency distribution and an expected frequency distribution. It measures how well the observed values fit the expected values and quantifies the differences between them.

The calculation of the chi-squared statistic involves comparing the observed and expected frequencies for each category and computing a sum of squared differences between them, divided by the expected frequency. The resulting value indicates the degree to which the observed frequencies differ from the expected frequencies.

In summary, it can be sais that the chi-squared statistic is used to assess whether the observed frequencies are consistent with the expected frequencies or not , and it is commonly used in hypothesis testing, particularly in testing for independence in contingency tables or testing the fit of a model to observed data.

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acute obtuse and right acute is the smallest

Step-by-step explanation:

Answer:

An acute triangle is a triangle with three acute angles (less than 90°).

Step-by-step explanation:

Option B, In this situation, when the concentration of extracellular glucose is lower than the concentration currently present in cells, active transport is required.

Active transport, as opposed to simple diffusion or assisted diffusion, uses energy (in the form of ATP) to move molecules up or down a concentration gradient, from a region of low concentration to one of high concentration.

To transfer glucose molecules into the stomach lining cells in spite of the concentration gradient, active transport would be required. This procedure is crucial for preserving the body's glucose homeostasis and guaranteeing that cells have enough glucose for cellular energy generation.

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a) The probability that the bank is empty is approximately 0.0026.

b) the average time the customer spends waiting to be called is approximately -0.25 c) hours the average number of customers in the bank is -1.5 d) the average number of customers waiting to be served is approximately 9.

To answer these questions, we can use the M/M/4 queuing model, where the arrival rate follows a Poisson distribution and the service time follows an exponential distribution. In this case, we have four bank tellers, so the system is an M/M/4 queuing model.

Given information:

Arrival rate (λ) = 12 customers per hour

Service rate (μ) = 1 customer every 15 minutes (or 4 customers per hour)

(a) To calculate the probability that the bank is empty, we need to find the probability of having zero customers in the system. In an M/M/4 queuing model, the probability of having zero customers is given by:

P = (1 - ρ) / (1 + 4ρ + 10ρ² + 20ρ³)

where ρ is the traffic intensity, calculated as ρ = λ / (4 * μ).

ρ = (12 customers/hour) / (4 customers/hour/teller) = 3

Substituting ρ = 3 into the formula, we have:

P = (1 - 3) / (1 + 4 * 3 + 10 * 3² + 20 * 3³) ≈ 0.0026

Therefore, the probability that the bank is empty is approximately 0.0026.

(b) The average time the customer spends waiting to be called is given by Little's Law, which states that the average number of customers in the system (L) is equal to the arrival rate (λ) multiplied by the average time a customer spends in the system (W). In this case, we want to find W.

L = λ * W

W = L / λ

Since the average number of customers in the system (L) is given by L = ρ / (1 - ρ), we can substitute this into the equation to find W:

W = L / λ = (ρ / (1 - ρ)) / λ

W = (3 / (1 - 3)) / 12 ≈ -0.25

Therefore, the average time the customer spends waiting to be called is approximately -0.25 hours, which is not a meaningful result. It seems there might be an error in the given data.

(c) The average number of customers in the bank (L) can be calculated as:

L = ρ / (1 - ρ) = 3 / (1 - 3) = -1.5

Therefore, the average number of customers in the bank is -1.5, which is not a meaningful result. It further suggests an error in the given data.

(d) The average number of customers waiting to be served can be calculated as:

\(L_q\) = (ρ² / (1 - ρ)) * (4 - ρ)

Substituting ρ = 3, we have:

\(L_q\\\) = (3² / (1 - 3)) * (4 - 3) ≈ 9

Therefore, the average number of customers waiting to be served is approximately 9.

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Answer:

it is equivalent

Step-by-step explanation:

Slope of PR is equivalent to the ratio of 2:3

Slope of SU is equivalent to the ratio of 4:6, or 2:3

They are both equivalent

The daily growth rate of the bacteria, rounded to the nearest tenth of a percent is approximately 7.2% .

The population of a particular type of bacteria triples in 16 days, and we need to find the daily growth rate rounded to the nearest tenth of a percent.

To find the daily growth rate, we can use the formula for exponential growth:

Final Population = Initial Population * \((1 + Growth Rate)^{Number of Days}\)

Since the population triples, the final population is 3 times the initial population. Let's denote the growth rate as 'r' and plug the given information into the formula:

3 * Initial Population = Initial Population * \((1+r)^{16}\)

Divide both sides by the initial population:

3 = \((1+r)^{16}\)

Now, we need to find the 16th root of 3 to get (1 + r):

(1 + r) = \(3^{1/16}\)

Next, subtract 1 from both sides to find the growth rate:

r = \(3^{1/16}\) - 1

Calculate the value of r and multiply by 100 to get the percentage:

r ≈ (1.07177 - 1) * 100 ≈ 7.2%

The daily growth rate of the bacteria is approximately 7.2%, rounded to the nearest tenth of a percent. This means that the bacteria population increases by about 7.2% every day for 16 days, resulting in a tripling of the population.

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 The sample we collect plays a cruciThe sample we collect can significantly affect our understanding of a population,

especially when it comes to making generalizations or drawing conclusions about the entire population based on the sample data. The key aspect in this regard is whether the sample is representative of the population.

A representative sample is one that accurately reflects the characteristics, diversity, and distribution of the population from which it is drawn. When our sample is representative, we can have greater confidence in generalizing the findings from the sample to the larger population. However, if our sample is not representative, our understanding of the population may be biased or limited.

In the provided example, the given data represents different age groups and their reported time spent with friends per day. If we were to collect a sample from this population, it would be crucial to ensure that the sample includes individuals from each age group in proportion to their representation in the population. This would help ensure that our sample accurately reflects the age distribution of the population.

If our sample is not representative, it may lead to inaccurate conclusions. For instance, if we only surveyed individuals from the age group 55-64 and ignored the other age groups, our understanding of the population's time spent with friends would be limited to that specific age group. We wouldn't be able to generalize our findings to the entire population because we would have missed important variations in behavior across other age groups.

To improve the representativeness of our sample, we could use random sampling techniques, such as simple random sampling or stratified sampling, to ensure that individuals from all age groups are included in the sample. By doing so, we can enhance our understanding of the population as a whole and make more accurate inferences.

In conclusion, the sample we collect plays a crucial role in shaping our understanding of a population. A representative sample enables us to make valid generalizations and draw reliable conclusions about the entire population. It ensures that the characteristics and diversity of the population are properly reflected in the sample, allowing for more accurate insights and informed decision-making.al role in shaping our understanding of a population

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Answer:  it can't be simplified,,, the variables are all different

Step-by-step explanation:

Answer:

0 and 5

Step-by-step explanation:

sea level is the bottom when it comes to elevation and the sea is the lowest point on the scale so the sea is 0 and 5 feet above it is 5 feet higher than the sea therefore the sea is 0 and 5 feet is 5

The statement "you should never buy a product from a good salesman" is a subjective statement and cannot be answered as true or false universally.

It depends on various factors such as the product being sold, the sales tactics used by the salesman, and the individual's personal preferences and needs. A good salesman may provide useful information about the product and help the individual make an informed decision, while a bad salesman may use deceitful tactics to pressure the individual into buying something they don't need.

Therefore, it is important to evaluate each situation individually and make a decision based on the specific circumstances.

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The greatest number of 15 inch the seamstress can cut from 5 of these rolls of ribbon is 36 15-inch pieces .

The total length of the roll of ribbon is 9 feet. We would convert 9 feet to inches. Since

1 foot = 12 inches,

9 feet would be 9×12 = 108 inches.

So the total length of the ribbon is 108 inches. The

The seamstress needs to cut 15 inch pieces of ribbon from a roll of ribbon. The number of 15 inch pieces that she can cut from one roll is 108/15 = 7.2 pieces

the greatest number of 15 inch the seamstress can cut from 5 of these rolls of ribbon would be

7.2×5 = 36 pieces

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The hypotenuse of the triangle is r = 14 r=14 cm long. suppose cos ( θ ) = 0.771 cos(θ)=0.771 and sin ( θ ) = 0.637 sin(θ)=0.637. what are the other side lengths of the triangle?x= 10.794 cm y= 8.918  cm

This question requires a bit of trigonometry. Since we know the hypotenuse of the triangle is 14 cm and we have the values of cos(θ) and sin(θ), we can use the Pythagorean theorem and trigonometric ratios to find the lengths of the other two sides.

Recall that the Pythagorean theorem states that for a right triangle with legs of length a and b and hypotenuse of length c, we have:

a^2 + b^2 = c^2

In this case, we know c = 14, so we can solve for a and b.

Using the fact that cos(θ) = adjacent/hypotenuse and sin(θ) = opposite/hypotenuse, we can label the sides of the triangle as follows:

- The side adjacent to θ is a, so cos(θ) = a/c = a/14.
- The side opposite to θ is b, so sin(θ) = b/c = b/14.

From these equations, we can solve for a and b:

a = cos(θ) * c = 0.771 * 14 = 10.794 cm
b = sin(θ) * c = 0.637 * 14 = 8.918 cm

So the other side lengths of the triangle are x = 10.794 cm and y = 8.918 cm.

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