suppose that a fourth order differential equation has a solution =34cos(). find the initial conditions that this solution satisfies.

Yes, the data provide evidence that there is a linear association between hours of television watched a week and GPA. This statement can be supported by statistical analysis of the data.

A linear association exists between two variables when the pattern of their plotted values on a scatterplot approximates a straight line. A linear association occurs when one variable increases while the other decreases. It is also known as a straight-line relationship.

The data you have asked about, which is the relationship between hours of television watched a week and GPA can be analyzed using statistical tools. The data can be graphed in a scatterplot to see whether there is a pattern between the variables. If a straight-line pattern is observed, then there is a linear association.

The statistical tools that can be used to analyze the data include the calculation of the correlation coefficient and regression analysis. The correlation coefficient is a measure of the strength of the association between two variables. It ranges from -1 to 1, with -1 indicating a perfect negative relationship, 0 indicating no relationship, and 1 indicating a perfect positive relationship.

Regression analysis can be used to determine the equation of the line of best fit for the data. This line represents the linear relationship between the two variables. By analyzing the slope of the line, we can determine the strength of the relationship between the variables. In conclusion, yes, the data provide evidence that there is a linear association between hours of television watched a week and GPA.

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Answer: X=20 Y=70

Step-by-step explanation:

There’s no labels so it might be hard to explain this one otherwise

-We’ll call the point at the top left with y°: A

-the bottom right point with x°: C

-the point in between them with 40°: B

-the bottom left point with the right angle: D

angle DBC = 140° because angles on a straight line sum to 180°

so x must equal 20 because the other angles in an isosceles triangle are equal and 180-140=40 and 40/2=20

90-20=70 so angle ADB=70

meaning that y must equal 70 because 70+40=110 and 180-110=70

Answer:

A high 3P% indicates that the player is an accurate shooter from the three-point line, making them a scoring threat and potentially creating spacing on the floor for their team.

Step-by-step explanation:

The best way to examine an association claim between a categorical variable and a quantitative variable is a scatterplot.

A scatterplot is a graph format that displays individual data points as dots on a Cartesian plane. It is the most suitable choice for examining the association claim between a categorical variable and a quantitative variable.

A scatterplot allows us to visually observe the relationship between the two variables by plotting the data points on the graph. The categorical variable is represented on one axis, while the quantitative variable is represented on the other axis. Each dot on the scatterplot represents an observation or data point.

By examining the distribution of the dots on the scatterplot, we can identify patterns, trends, and any potential association between the categorical and quantitative variables. This helps us understand the relationship, including its direction and strength.

On the other hand, a bar graph is typically used to compare categorical data by displaying the frequencies or percentages of different categories. It is not ideal for examining the association between a categorical variable and a quantitative variable.

Similarly, a pie chart is useful for displaying proportions or percentages of different categories within a whole but does not effectively represent the relationship between a categorical variable and a quantitative variable.

A line graph is commonly used to show trends over time or continuous data. While it can represent a quantitative variable, it may not be the best choice for examining the association claim with a categorical variable.

In summary, a scatterplot is the most appropriate graph format for examining the association claim between a categorical variable and a quantitative variable as it allows for the visual analysis of individual data points and their relationship.

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Answer: Then the angles of the image must be 3 times the size of the corresponding angles in the original triangle.

Answer:

he bought 20 hard cover and

he bought 15 paper back

Step-by-step explanation:

3x20= 60

2x15=  30

           90

The below would be most important Algebra 1 Formulas for CST.

Linear Equation:

\(Ax + By + C = 0\)

Equation of Straight Line or Slope:

\(y = mx+b\)

Point-slope form:

\(y-y_{1} = m(x-x_1)\)

Slope when 2 points are given:

\(m = \frac{(y_2 - y_1)}{(x_2-x_1)}\)

Quadratic Equation:

\(Ax^2 + Bx +C = 0\)

When lines are parallel:

Slope of both lines are equal. \(m_1 = m_2\)

When lines are perpendicular:

Slope of perpendicular lines are opposite reciprocals, meaning if the slope of a line \(l_1\) is \(\frac{1}{2}\). The line \(l_2\) perpendicular to \(l_1\) is \(-\frac{2}{1}\).

Work Formula:

Total Work Done = Number of Days \(\times\) Efficiency

where Efficiency is inversely proportional to Time Taken.

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Answer:

data and analysis djdjdjhdhd

Answer:

To calculate how many standard deviations away from the mean an ACT score of 31 is, we need to use the formula:

z = (x - μ) / σ

Where:

x = ACT score of 31

μ = mean of ACT scores (28)

σ = standard deviation of ACT scores (2)

z = number of standard deviations away from the mean

Substituting the values, we get:

z = (31 - 28) / 2

z = 1.5

Therefore, an ACT score of 31 is 1.5 standard deviations away from the mean.

Answer:

Rectangle

Step-by-step explanation:

Plz Mark Brainliest Thanks

3 to the power of 14

Step-by-step explanation:

you need to add the exponents together. When you multiply exponents you actually add them.

so \(3^{14}\) is your answer.

or 4783969 if you solve the whole thing

i hope this helps

Answer:

3 to the power of 14

Step-by-step explanation:

The amount contributed by Willie and Bruno is $31000 and $19,000 respectively.

Let amount contributed by Willie be x

Let amount contributed by Bruno be y

Since Willie agreed to contribute $12,000 more than Bruno;

Therefore;

By solving the system of equations simultaneously;

In essence; The amount contributed by Willie and Bruno is $31000 and $19,000 respectively.

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The range of f(x) = 6x – 2 is [16,46]

According to the statement

we have given the function f(x) = 6x – 2 and the given interval is 3 < x ≤ 8

we know that to find the range of function we have to fill the values in it and then find the range of this function.

So, range is basically a difference between the lowest and the highest value.

Here the given function is f(x) = 6x – 2

when f(3) then

f(3) = 18-2

f(3) = 16.

and when f(8) then

f(8) = 48-2

f(8) = 46.

after put the values we seen that the range of this function is 16,46.

So, The range of f(x) = 6x – 2 is [16,46]

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Answer is :

Step-by-step explanation:

Given function

\(\sf f(x) = 6x - 2 \)

We need to the find the range of the function over the interval of 3 < x ≤ 8

When, x is 3

Put x = 3 in the given function,

\(\sf f(3) = 6(3) +2 \)

\(\sf f(3) = 18 - 2 \)

\(\sf f(3) = 16 \)

when, x is 8

Put x in the given function,

\(\sf f(8) = 6(8) -2 \)

\(\sf f(8) = 48 - 2 \)

\(\sf f(8) = 46 \)

Hence range of the function f(x) = 6x – 2 is 16 and 46.

Answer:

$41.87

Step-by-step explanation:

$837.41×0.05=$41.8705 or $41.87

the taxes will be $41.87

He earns $8.45 per hour plus tips.

let the amount of wages per hour = y

Therefore,

The two column proof is completed by

Statement                                            Justification

1. DE || KL                                        1. Given

2. < DFE ≅ < LF-K                            2. Vertical Angles Theorem

3. < DEF ≅ < LKF                            3. Alternate Interior Angles Theorem

4. Δ FDE ≅ Δ FLK                           4. AAS postulate

According to the AAS Postulate, triangles are congruent if two angles and the non-included side of one triangle are congruent with two angles and the non-included side of another triangle.

In the given problem the side is non included and the angels are congruent and hence completes the proof

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Answer:

Step-by-step explanation:

x + y + n = 576

When something is 25% larger than something else, the effect is the same as multiplying by 1.25. Let's try it with an example

20 + (25/100)* 20 = 20 + 500/100 = 20 + 5 = 25. Now if you multiply 20 * 1.25 you get 25 which is just what you should get.

n = 1.25(x + y)                    Divide by 1.25

n / 1.25 = x + y                   Substitute n / 1.25 for x + y in the above equation    

n/1.25 + n = 576                Multiply everything by 1.25  

n + 1.25n = 576*1.25         Combine the left to get 2.25

2.25 n = 576 * 1.25           Divide by 2.25

n = 576*1.25 / 2.25    

n = 320

The structure indicated by: 10a, 15t, 3g, 7c? is a structure related to the composition of a DNA or RNA sequence.

The given information "10a, 15t, 3g, 7c" suggests a pattern or structure related to the composition of a DNA or RNA sequence.

In molecular biology, DNA and RNA are made up of nucleotides, which consist of a nitrogenous base (adenine, thymine/uracil, guanine, or cytosine) and a sugar-phosphate backbone.

Based on the provided data, it appears that the numbers preceding each letter indicate the count or frequency of that particular nucleotide in the sequence.

Therefore, the structure indicated by "10a, 15t, 3g, 7c" implies the composition of a DNA or RNA sequence with the following nucleotide counts:

10 adenine (A) nucleotides (abbreviated as 10a)

15 thymine (T) nucleotides (abbreviated as 15t)

3 guanine (G) nucleotides (abbreviated as 3g)

7 cytosine (C) nucleotides (abbreviated as 7c)

Together, these nucleotides make up a portion of the DNA or RNA sequence, indicating the presence and quantity of each base in that particular section.

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The picture has the dimension of a rectangle and will have the area of 66.166 in square feet.

We have to convert the length and width to be in same unit, before calculating for the area by multiplying the length by the width, and then convert the result to be in square feet.

1 cm = 0.394 inches

126 cm = 126 × 0.394 inches

126 cm = 49.644 inches

So the picture has length 16 inches and width 49.644 inches

area of picture = 16 inches × 49.644 inches

area of picture = 794.304 square inches

1 inch = 0.0833 feet

794.304 square inches = 794.304 × 0.0833 square feet

794.304 square inches = 66.166 square feet.

In conclusion, the picture has an area of 66.166 square feet.

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Answer:

Step-by-step explanation:

Rewrite this function as g(x) = 3(x + 1)(x - 2)

Set each factor equal to zero in turn, solving for x each time:

x + 1 => x = -1  (the lesser zero)

x - 2  =>  x = 2  (the greater zero)

Answer:

lesser x =-1

greater x =2

Step-by-step explanation:

khan verified

The probability that a student received an A in Statistics I given that the student received less than a B grade in Calculus I can be denoted as P(S|C'). The correct option is (a) P(S'|C').

To represent the probability that a student received an A in Statistics I given that the student received less than a B grade in Calculus I, we need to consider the complement of the events.

The complement of event C (grade of B or better in Calculus I) is C' (grade less than B in Calculus I). Similarly, the complement of event S (grade of A in Statistics I) is S' (grade other than A in Statistics I).

Therefore, the probability that a student received an A in Statistics I given that the student received less than a B grade in Calculus I is denoted as P(S|C'). This notation indicates the conditional probability of event S occurring given that event C' has occurred.

Among the given options, (a) P(S'|C') correctly represents the desired probability. Option (b) P(CIS) represents the joint probability of events C, I, and S, which is not relevant to the given question.

Option (c) P(SIC) represents the joint probability of events S, I, and C, which is also not relevant. Option (d) P(SIC) is a duplicate of option (c) and does not represent the desired probability.

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Answer:

The Median is 75

Step-by-step explanation:

median is the middle number in a set of given numbers

arranging in order will be

30,64,70,80,90,110

the middle numbers are 70 and 80

Median=80+70/2

=150/2

Median=75

Answer:

  (b)  56.5 ft

Step-by-step explanation:

The circumference of a circle of diameter d is given by ...

  C = πd

For the given diameter, the circumference of the frame is ...

  C = (3.14)(18 ft) ≈ 56.52 ft

The length of the outside edge of the frame is about 56.5 feet.

Answer:

(3x − 1)(x 8)

Step-by-step explanation:

Answer:

3

Step-by-step explanation:

A right angle is 90 degrees. 90/30=3

6 is the answer. hope this helpsssss

The subtraction of (6.5 × 10⁸) - (9.1 × 10⁶) is 6.409 × 10⁸

Given: To subtract (6.5 × 10⁸) - (9.1 × 10⁶)

What is scientific notation?

Scientific notation is a way of representing a number greater than 9, in the form of a product of the number with some power of 10 and putting a decimal point in the number so that the mod value of the number lies between 0 and 10 (excluded).

Example: 6450 can be represented in the scientific notation as 6.45 × 10³

So, 6.45 lies within the range [0,10) and it is multiplied by the third power of 10 or 10 cubes.

Let's solve the given question:

To subtract (6.5 × 10⁸) - (9.1 × 10⁶).
Now, we can see that 10⁸ and 10⁶ are not the same powers. So we cannot subtract.

To proceed with the subtraction we need to convert both of the terms into similar powers.

Now we observe that 10⁸ > 10⁶ or 10⁸ is 100 times greater than 10⁶. Hence we can reduce 10⁸ to 10⁶ by taking away 100 from 10⁸ and multiplying it with the number associated with 10⁸.

So, 6.5 × 10⁸ can be written as 6.5 × 10⁽² ⁺ ⁶⁾ = 6.5 × 10² × 10⁶ = 6.5 × 100 × 10⁶ = 650 × 10⁶

Now 650 × 10⁶ and 9.1 × 10⁶ have the same powers of 10.

Therefore, (6.5 × 10⁸) - (9.1 × 10⁶)

= 650 × 10⁶ - 9.1 × 10⁶

Taking 10⁶ as common:

= (650 - 9.1) × 10⁶

= 640.9 × 10⁶

Now as the question was in scientific notation we need to convert 650.9 × 10⁶  in standard scientific notation too.

So, 640.9 × 10⁶  = 6.409 × 10² × 10⁶

= 6.409 × 10⁸

Hence the subtraction of (6.5 × 10⁸) - (9.1 × 10⁶) is 6.409 × 10⁸

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Answer:

option A

Step-by-step explanation:

Option A is 1,050 in total

option B is 1,400 in total

option C is 1,100 in total

that's my go at it