There were a few key ideas in this course. Indicate true (T) or false (F) for each statement below.
___ models are never true; they can be useful tools to empirically address a scientific question
___ the most important assumption in regression analysis is that the observations are independent of one another
___ well-trained biostatisticians can find the best model to address each scientific question
___ you should measure the quality of a prediction on data distinct from those data used to estimate the prediction model
___ in scientific writing, you should avoid reporting numeric summaries from the observed data and fits of models

Answer:

The sixth rod is 35.20 cm.

Step-by-step explanation:

Get the total length of the 6 rods.

Total length = 6(44.2cm)

= 265.20 cm

Get the total length of 5 rods

Length of 5 rods = 5(46cm)

=230cm

The length of the sixth rod is the difference between the two.

Length of the sixth rod = 265.20 cm - 230 cm

length = 35.2 cm

The number of simulations in which was there was an on-time departure for all three flights is; 6

We are given;

Number of Simulations = 20

Numbers that represent late departure = 0, 1, 2 or 3

Numbers that represent On-time departure = 4, 5, 6, 7, 8 or 9.

Now, the 20 simulations as seen online are;

339 931 317 444 432 858 194 192 649 709

742 626 702 258 955 880 505 854 774 132

To know the number of simulations that were on-time departure, we need to find the ones that don't include 0, 1, 2 or 3.

Looking at the simulations, the ones that represent on-time departure are 444, 858, 649, 955, 854, 774.

Thus, there are 6 simulations in which was there an on-time departure for all three flights

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Answer:

hello human

Step-by-step explanation:

Answer:

hi?

Step-by-step explanation:

babe omg just get a dating app

Answer:

The roots (zeros) are the x values where the graph intersects the x-axis. To find the roots (zeros), replace y with 0 and solve for x. x= i, −i, 3,−2

Step-by-step explanation:

Answer:

\((x-3)({x}^{2}+1)(x+2)\)

Step-by-step explanation:

1) Factor \(x^4 - x^3 - 5x^2 - x - 6\) using Polynomial Division.

1 - Factor the following.

\(x^4 - x^3 - 5x^2 - x - 6\)

2 - First, find all factors of the constant term 6.

\(1, 2, 3, 6\)

3 - Try each factor above using the Remainder Theorem.

Substitute 1 into x. Since the result is not 0, x-1 is not a factor..

\(1^4 - 1^3 - 5 * 1^2 - 1 - 6 = - 12\)

Substitute -1 into x. Since the result is not 0, x+1 is not a factor..

\(( - 1 ) ^ 4 - ( - 1 ) ^ 3 - 5 ( - 1 ) ^ 2 + 1 - 6 = - 8\)

Substitute 2 into x. Since the result is not 0, x-2 is not a factor..

\({2}^{4}-{2}^{3}-5\times {2}^{2}-2-6 = -20\)

Substitute -2 into x. Since the result is 0, x+2 is a factor..

\({(-2)}^{4}-{(-2)}^{3}-5{(-2)}^{2}+2-6 = 0\)

⇒ \(x+2\)

4 - Polynomial Division: Divide \({x}^{4}-{x}^{3}-5{x}^{2}-x-6\) by \(x+2\)

                                        \(x^3\)                \(-3x^2\)              \(x\)           \(-3\)

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

\(x+2\)                                    |   \(x^4\)        \(-x^3\)               \(-5x^2\)     \(-x\)           \(-6\)

                                                  \(x^4\)         \(2x^3\)

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

                                               \(-3x^3\)         \(-5x^2\)          \(-x\)              \(-6\)

                                                 \(-3x^3\)       \(-6x^2\)

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

                                                    \(-3x\)         \(-6\)

                                                       \(-3x\)      \(-6\)

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

5 - Rewrite the expression using the above.

\({x}^{3}-3{x}^{2}+x-3\)

2) Factor out common terms in the first two terms, then in the last two terms.

\(({x}^{2}(x-3)+(x-3))(x+2)\)

3) Factor out the common term \(x-3\).

\((x-3)({x}^{2}+1)(x+2)\)

The probability of a unit falling below the Lower Specification Limit (LSL) and the probability of a unit being above the Upper Specification Limit (USL) is the same when the mean of the distribution is in the middle of the tolerance interval.

In a manufacturing or quality control context, a tolerance interval represents the acceptable range of values for a certain characteristic of a product. The Lower Specification Limit (LSL) defines the lower end of the acceptable range, while the Upper Specification Limit (USL) defines the upper end.

When the mean of the distribution is in the middle of the tolerance interval, it implies that the distribution is symmetric and centered within the tolerance limits. In this scenario, the distribution is balanced around the mean, and the probability of a unit falling below the LSL is equal to the probability of a unit being above the USL.

This equality in probabilities occurs because the distribution is equally distributed on both sides of the mean. As a result, the proportion of units falling below the LSL is the same as the proportion of units exceeding the USL. This balance indicates that the process is centered within the tolerance limits, which is desirable in manufacturing to ensure that both underperforming and overperforming units are equally unlikely.

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The monthly payment is  $86.55. The result is obtained by using the formula for simple interest.

The simple interest of an amount of money can be counted by the following formula.

I = P × r × t

Where

A motocross company offers a loan to buy an ATV for $4,000. Loan Offer 9.3% Simple Interest.

If it is for 6 years, find the monthly payment!

We have

It is not mentioned that the simple interest apply per year or per month. We assume the simple interest is per year. It will be

I = P × r × t

I = $4,000 × 9.3% × 6

I = $2,232

The total money to be paid will be

A = P + I

A = $4,000 + $2,232

A = $6,232

The monthly payment is

MP = A/t

MP = $6,232/(6 × 12)

MP = $6,232/72

MP = $86.55

Hence, the person who borrows for $4,000 to buy an ATV should pay $86.55 each month for 6 years.

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The missing step 7 in the two column proof is; Consecutive ∠s in a ▱ are supplementary

We are told that WXYZ is a parallelogram in which  we have to prove that: WXYZ is a rectangle. The two column proof is as follows;

           Statement                                              Reason

1. WXYZ is a parallelogram,                 1. Given

    ZX ≅WY

2.  ZY ≅ WX                                           2. Opposite sides of parallelogram

                                                                 are congruent.

3.  YX≅YX                                            3. Reflexive property of congruence

4. ΔZYX ≅ Δ WXY                             4.  SSS congruence postulate

5.  ∠ZYX ≅ ∠WXY                                 5. CPCTC

6. m∠ZYX ≅ m∠WXY                            6. definition of congruence.

7.m∠ZYX + m∠WXY = 180°                   7. Consecutive ∠s in a ▱ are

                                                                   supplementary

8.m∠ZYX + m∠ZYX = 180°                    8. By substitution

9. 2(m∠ZYX) = 180°                                9. By simplification

10.m∠ZYX = 90°                                     10. Division property of equality

11. WXYZ is a rectangle                       11. Rectangle angle theorem.

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The results of the study suggest that the 4-day meditation program had a significant effect in reducing the stress levels of the medical students compared to the group that did not participate in the meditation program.

To determine if the results support the hypothesis that meditation helps reduce stress levels, we need to perform the necessary statistical analysis. Here are the steps involved:

Step 1: Define the hypothesis:

The null hypothesis (H₀) is that there is no significant difference in stress levels between the two groups.

The alternative hypothesis (Hₐ) is that there is a significant difference in stress levels between the two groups, with meditation reducing stress.

Step 2: Identify the appropriate statistical test:

Since we are comparing the means of two independent groups and want to test if there is a significant difference, we can use an independent samples t-test.

Step 3: Set the significance level:

The significance level (α) is the probability of rejecting the null hypothesis when it is true. In this case, we will use a significance level of 0.05, corresponding to a 95% confidence level.

Step 4: Calculate the sample statistics:

Calculate the means, standard deviations, and sample sizes for both groups.

Group 1:

Mean (x1) = (267 + 245 + 263 + 316 + 246 + 282 + 379 + 300 + 291 + 306 + 425 + 190 + 346 + 150 + 344) / 15 = 290.2

Standard deviation (s1) = 70.764

Sample size (n1) = 15

Group 2:

Mean (x2) = (470 + 222 + 443 + 506 + 455 + 518 + 360 + 408 + 375 + 246 + 189 + 368) / 12 = 377.5

Standard deviation (s2) = 109.057

Sample size (n2) = 12

Step 5: Conduct the statistical test:

We can now perform an independent samples t-test using the sample statistics.

Step 5a: Test for equal variances:

Before conducting the t-test, we need to check if the variances of the two groups are equal. We can use a F-test to compare the variances.

Null hypothesis (H₀): The variances of the two groups are equal.

Alternative hypothesis (Hₐ): The variances of the two groups are not equal.

Using a significance level of 0.02 (98% confidence), we can calculate the F-statistic and compare it to the critical F-value from the F-distribution table.

F = s1² / s2² = 70.764² / 109.057² = 0.428 (approximately)

The critical F-value for a 98% confidence level with (n1-1) = 14 and (n2-1) = 11 degrees of freedom is 3.72.

Since our calculated F-value is smaller than the critical F-value, we fail to reject the null hypothesis. Thus, we can assume equal variances.

Step 5b: Conduct the t-test:

Since the variances are assumed to be equal, we can perform the independent samples t-test using the sample means and pooled standard deviation.

Pooled standard deviation (sp) = √(((n1 - 1) × s1² + (n2 - 1) × s2²) / (n1 + n2 - 2)) = √(((15 - 1) × 70.764² + (12 - 1) × 109.057²) / (15 + 12 - 2)) = 90.362

t = (x1 - x2) / (sp × √(1/n1 + 1/n2)) = (290.2 - 377.5) / (90.362 × √(1/15 + 1/12)) = -2.227

Degrees of freedom (df) = n1 + n2 - 2 = 15 + 12 - 2 = 25

Using the t-distribution table or a statistical software, we can find the critical t-value for a two-tailed test at a significance level of 0.05 with 25 degrees of freedom. The critical t-value is approximately ±2.060.

Since our calculated t-value (-2.227) is smaller than the critical t-value (-2.060), we reject the null hypothesis and accept the alternative hypothesis. Therefore, there is evidence to support the claim that mindfulness meditation helps reduce stress levels, with a 95% confidence level.

In conclusion, the results of the study suggest that the 4-day meditation program had a significant effect in reducing the stress levels of the medical students compared to the group that did not participate in the meditation program.

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31 Americans should be surveyed  by Z mean.

What does critical value of Z mean?

If the prior population proportion is unavailable then the formula to find the sample size is given by

           n = 0.25\((\frac{z^{*} }{E} )^{2}\)

where z* = Critical z-value

E = margin of error

Given,  Confidence level = 98%

The critical z-value for 98% confidence interval is 2.326  ( BY z-table)

Margin of error : E= 0.21

             n = 0.25 \((\frac{2.326}{0.21})^{2}\)

             n = 0.25 * ( 11 .07)²

             n = 0.25 * 122.5449

             n =  30.363225  ≈ 31

Hence,  31 Americans should be surveyed.

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Answer:(m-6)(m+6)

the last one on edge

Step-by-step explanation:

math

An expression is a set of numbers, variables, and mathematical operations. The factors of the given expression m²–6m+6m–36 are (m+6)(m–6). The correct option is D.

In mathematics, an expression is defined as a set of numbers, variables, and mathematical operations formed according to rules dependent on the context.

The factors of the given expression can be found as shown below.

m² – 6m + 6m – 36

Taking m as the common factor from the first two terms of the expression and 6 as the common factor from the last two terms,

= m(m–6) + 6(m–6)

Taking (m–6) as the common factor from the two terms,

= (m+6)(m–6)

Hence, the factors of the given expression m²–6m+6m–36 are (m+6)(m–6).

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The third side of the triangle whose two sides are 11 cm and 19 cm can be between 9 and 29.

A triangle is a geometric figure with three edges, three angles and three vertices. It is a basic figure in geometry.

The sum of the angles of a triangle is always 180°

Given that,

The sides of triangles are 11 cm and 19 cm,

Let the third side of the triangle is x,

Since, a side of a triangle is greater than the difference of two sides and less than the sum of two sides,

implies that,

19-11<x<19+11

8 < x < 30

The possible range of third side is (9,29).  

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Answer:

8cm < x < 30cm

Step-by-step explanation:

To find the range of lengths for the third side of a triangle when two side lengths are known, first, assign a variable for the length of the third side.

Let x be the length of the unknown side.

Use the Triangle Inequality Theorem to write the three inequalities.

x + 11x > 19

x + 19 > 11

11 + 19 > x

Solve each inequality.

x > 8

x > -8

30 > x

Now find the range of values that satisfies all three inequalities.

The range between 8 and 30 satisfies all 3 inequalities. Therefore, this triangle's third side lengths range is 8cm < x < 30cm.

a. The graph of the budget line would have hamburgers on the x-axis and bags of figs on the y-axis. b. the budget line equation represents Rachel's affordability based on her income and the prices of hamburgers and figs. Changes in prices, income, or additional resources can affect the slope, position, or rotation of the budget line on a graph.

a) Rachel's budget line equation can be written as follows:

Budget = (Price of Hamburger * Quantity of Hamburgers) + (Price of Figs * Quantity of Figs)

Since the price per hamburger is $3 and the price per bag of figs is $2, the equation becomes:

Budget = 3x + 2y

Where x represents the quantity of hamburgers and y represents the quantity of bags of figs. The graph of the budget line would have hamburgers on the x-axis and bags of figs on the y-axis.

b) If the price of figs increases to $3, the new budget line equation becomes:

Budget = 3x + 3y

The graph of the new budget line would show a steeper slope compared to the original budget line. This indicates that the relative price of figs has increased, making them relatively more expensive compared to hamburgers.

c) In this scenario, Rachel has an income of $50, the price per hamburger is $3, the price per bag of figs is $3, and she receives an additional $10 in cash from a friend. The new budget line equation can be written as:

Budget = (3x + 3y) + 10

The graph of the new budget line would shift upward parallel to the original budget line. The additional cash from Rachel's friend increases her purchasing power, allowing her to afford more hamburgers and/or bags of figs.

d) Now, Rachel's friend gives her a gift basket containing 3 free bags of figs. In this case, the budget line equation remains the same as in part c:

Budget = (3x + 3y) + 10

However, since Rachel receives 3 free bags of figs, she can allocate more of her budget towards purchasing hamburgers. This would cause the budget line to rotate outward from the y-intercept, resulting in a flatter slope. The new budget line would reflect Rachel's ability to purchase more hamburgers with the same income and price of figs.

In summary, the budget line equation represents Rachel's affordability based on her income and the prices of hamburgers and figs. Changes in prices, income, or additional resources can affect the slope, position, or rotation of the budget line on a graph.

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Answer:

Lines  C and D

Step-by-step explanation:

For a pair of lines to be perpendicular ,

    the product of their slope must be - 1 .

Slope of A:

\(2x - 3y = 6\\\\-3y = -2x + 6\\\\y = \frac{-2x}{-3} + \frac{6}{-3}\\\\\)

\(y = \frac{2}{3}x - 2\\\\slope_A = \frac{2}{3}\)

Slope of B:

\(3x - 2y = - 9\\\\-2y = - 3x - 9\\\\y = \frac{-3x}{-2} - \frac{9}{-2}\\\\y =\frac{3x}{2} + \frac{9}{2}\\\\slope_B = \frac{3}{2}\)

Slope of C:

\(y = - \frac{3}{2}x - 5 \\\\slope_C = -\frac{3}{2}\)

Slope of D:

\(y = \frac{2}{3}x + 2\\\\slope_D = \frac{2}{3}\)

Product of the slopes = - 1

\(slope_A \times slope_B = \frac{2}{3} \times \frac{3}{2} = 1 \neq - 1 \\\\Therefore, not\ perpendicular.\\\\Slope_B \times slope_C = \frac{3}{2} \times \frac{-3}{2} = \frac{-9}{4} \neq -1\\\\Therefore , not \ perpendiucalr.\\\\Slope_C \times slope_D = -\frac{3}{2} \times \frac{2}{3} = - 1\\\\Therefore , perpendicular\\\\\\Slope_A \times slope_D = \frac{2}{3} \times \frac{2}{3} = \frac{4}{9} \neq 1\\\\therefore , not \ perpendicular.\)

The following are the solution to the circumference of a circle;

Using 3.14

A. Circumference of a circle with diameter = πd

= 3.14 × 4 cm

= 12.56 cm

B. Circumference of a circle with diameter = πd

= 3.14 × 90m

= 282.6m

C. Circumference of a circle with radius = 2πr

= 2 × 3.14 × 3 ft

= 18.84 ft

D. Circumference of a circle with radius = 2πr

= 2 × 3.14 × 2.1 m

= 13.188 m

E. Circumference of a circle with diameter = πd

= 3.14 × 20 ft

= 62.8 ft

F. Circumference of a circle with diameter = πd

= 3.14 × 3.8 cm

= 11.932 cm

G. Circumference of a circle with radius = 2πr

= 2 × 3.14 × 250 m

= 1570 m

H. Circumference of a circle with radius = 2πr

= 2 × 3.14 × 5 cm

= 31.4 cm

Using 22/7.

I. Circumference of a circle with diameter = πd

= 22/7 × 14 ft

= 44 ft

J Circumference of a circle with diameter = πd

= 22/7 × 28 in

= 88 in

K. Circumference of a circle with diameter = πd

= 22/7 × 49 mm

= 154 mm

L. Circumference of a circle with diameter = πd

= 22/7 × 10½ ft

= 33 ft

M. Circumference of a circle with radius = 2πr

= 2 × 22/7 × 21 mm

= 132 mm

N. Circumference of a circle with radius = 2πr

= 2 × 22/7 × 3½ in

= 22 in

O. Circumference of a circle with radius = 2πr

= 2 × 22/7 × 105 mm

= 660 mm

P. Circumference of a circle with radius = 2πr

= 2 × 22/7 × 3/4 in

= 4.7 in

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Evaluating and reducing the fraction expression -12/16 + 11/12 gives a value of 1/6

From the question, we have the following parameters that can be used in our computation:

-12/16 + 11/12

Take LCM and evaluate

So, we have

(-12 * 3 + 11 * 4)/48

Evaluate the products

This gives

(-36 + 44)/48

Evaluate the sum of the expression

So, we have the following representation

8/48

Simplify

1/6

Hence, the solution is 1/6

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Juliet was charged $18 for driving 120 miles.

Given,

The rent of car per day = $80

The charge for per miles driven = $0.15

Juliet was charged a total of $98 for the rental and mileage.

We have to find the total miles of driving;

Here,

Charge for miles driven = Total charge - Rent of car for a day

Charge for miles driven = 98 - 80

Charge for miles driven = $18

Now,

Total miles driven = Charge for miles driven / Charge for one mile

Total miles driven = 18/0.15

Total miles driven = 120

That is,

Juliet was charged $18 for 120 miles of driving.

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9514 1404 393

Answer:

  A: ∠W'Z'Y' = 60°; angles aren't changed by rotation

  B: W'(-3, 6), X'(9, 6), Y'(8, 1), Z'(-4, 1)

Step-by-step explanation:

Part A:

Angle WZY is the supplement of the given angle ZWX, so is ...

  ∠WZY = 180° -120° = 60°

Rotation about the origin (or anywhere else) does not change angles. The new parallelogram will have ...

  ∠W'Z'Y' = 60°

__

Part B:

The transformation right 2 and up 3 can be described by ...

  (x, y) ⇒ (x +2, y +3)

Then the translated vertices are ...

  W(-5, 3) ⇒ W'(-3, 6)

  X(7, 3) ⇒ X'(9, 6)

  Y(6, -2) ⇒ Y'(8, 1)

  Z(-6, -2) ⇒ Z'(-4, 1)

Considering that the amount deposited is the total deposited subtracted by the cash received, it is found that the amount that Kay deposit in cash and coins is given by:

d. $284. 50.

It is given by the total deposited subtracted by the cash received.

In this problem, we have that:

Hence, the deposit is of:

D = 498.01 - 213.51 = 284.5.

Hence option D is correct.

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Answer:

C!!!!!!!!! NOT D

Step-by-step explanation:

Answer:

49

Step-by-step explanation:

SUBTRACTION IDIOT

Answer:

X= 49

Step-by-step explanation:

Right angle= 90 degrees = subtraction (90-41)

\( \frac{2400}{400} = 6\)

each shirt costs $6

\( \frac{10 - 6}{6} \times 100 = 66.6666....\)

The percent markup is about 66.7%

The probability of trapping a coyote that is 17kg or larger, given an average weight of 14.5kg and a standard deviation of 4kg is approximately 0.2743 or 27.43%.

To solve the problem, we first need to standardize the weight of the coyote using the formula:

z = (x - μ) / σ

Where:

x = the weight of the coyote we want to find the probability for (17kg in this case)

μ = the population mean (14.5kg in this case)

σ = the population standard deviation (4kg in this case)

z = the standardized score

Substituting the given values in the formula, we get:

z = (17 - 14.5) / 4

z = 0.625

Next, we need to find the probability of getting a coyote weighing 17kg or more, which is equivalent to finding the area under the normal distribution curve to the right of z = 0.625. We can use a standard normal distribution table or a calculator to find this probability.

Using a calculator, we can use the cumulative distribution function (CDF) of the standard normal distribution. The CDF gives the area under the curve to the left of a specified z-score. Since we want the area to the right of z = 0.625, we can subtract the CDF from 1 to get the area to the right.

Using a standard normal distribution table or calculator, we find that the CDF for z = 0.625 is approximately 0.734. Therefore, the area to the right of z = 0.625 is 1 - 0.734 = 0.266 or 26.6%.

Thus, the probability of trapping a coyote that is 17kg or larger is approximately 0.266 or 26.6%.

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Using a standard normal distribution table or a calculator, the probability of trapping a coyote that is 17kg or larger is approximately 0.266 or 26.6%.

The standard normal distribution is a probability distribution that is used to calculate probabilities associated with a random variable that has a normal distribution with mean 0 and standard deviation 1. Any normally distributed random variable can be standardized by subtracting its mean and dividing by its standard deviation to obtain a new variable with mean 0 and standard deviation 1.

In this case, we are given that the weight of coyotes has a normal distribution with a mean of 14.5kg and a standard deviation of 4kg. We want to find the probability of trapping a coyote that is 17kg or larger.

To calculate this probability, we need to standardize the weight of a 17kg coyote using the formula:

z = (× - μ) / σ

where:

x is the value we want to standardize (in this case, 17kg),

μ is the mean of the distribution (14.5kg),

σ is the standard deviation of the distribution (4kg).

Substituting the values we have:

\(z =\frac{(17 - 14.5)}{4} = 0.625\)

This value of 0.625 is the z-score for a coyote weighing 17kg. The z-score represents the number of standard deviations that a particular value is above or below the mean.

Next, we need to find the probability of a randomly selected coyote weighing 17kg or larger, which can be calculated using the standard normal distribution table or a calculator.

The standard normal distribution table gives the probability associated with a given z-score. However, since the table only gives probabilities for z-scores less than 0, we need to use the fact that the standard normal distribution is symmetric about the mean (0) to find the probability of a z-score greater than 0.625.

Specifically, we can use the property that:

P(Z > z) = 1 - P(Z < z)

where Z is a standard normal random variable and z is a z-score. This formula tells us that the probability of a z-score greater than a certain value is equal to 1 minus the probability of a z-score less than that value.

Using this formula, we can calculate:

P(Z > 0.625) = 1 - P(Z < 0.625)

We can look up the value of P(Z < 0.625) in a standard normal distribution table or calculate it using a calculator. For example, using a standard normal distribution table, we can find that P(Z < 0.625) = 0.734.

Substituting this value into the formula, we get:

P(Z > 0.625) = 1 - 0.734 = 0.266

Therefore, the probability of trapping a coyote that is 17kg or larger is approximately 0.266 or 26.6%.

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The number of ways the ribbons can be awarded in a race with "x" runners is x * (x-1).

The number of ways the ribbons can be awarded depends on the total number of runners participating in the 100-meter dash.

If there are "x" runners participating, the winner can be any one of the x runners, and the second-place runner can be any one of the remaining (x-1) runners.

Therefore, the number of ways the ribbons can be awarded is equal to the number of possible choices for the winner multiplied by the number of possible choices for the second-place runner.

Mathematically, this can be expressed as:

Number of Ways = x * (x-1)

For example, if there are 5 runners in the race, there are 5 ways to choose the winner. After selecting the winner, there are 4 remaining runners from which we can choose the second-place runner. So, in this case, the number of ways the ribbons can be awarded is:

Number of Ways = 5 * 4 = 20

In general, the number of ways the ribbons can be awarded in a race with "x" runners is x * (x-1).

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Answer: yes

Step-by-step explanation: A translation is a transformation that slides a figure to a new position.

So in this problem, notice that we can slide the triangle on the top to the position of the triangle on the bottom.

So, this represents a translation.

The concrete mix design for the blinding with a specified characteristic strength of 17.5 N/mm2 (MPa) at 28 days using the British Method involves using crushed coarse aggregates, uncrushed fine aggregate, and rapid hardening cement. The maximum aggregate size is 20 mm, and the required slump is 30-60 mm.

To design the concrete mix, we need to consider the proportions of the materials. The first step is to determine the water-cement ratio (w/c) based on the desired characteristic strength. According to the British Method, for a characteristic strength of 17.5 N/mm2, the recommended w/c ratio is 0.55.

Next, we need to determine the quantities of cement, fine aggregate, and coarse aggregates. Since the water content should not be adjusted, the water content is calculated based on the w/c ratio and the weight of the cement.

For the fine aggregate, we consider the grading requirements. Since the fine aggregate falls in zone 2 and the cement type is rapid hardening, the recommended zone for figure 1 is zone B. Using the zone B chart, we determine the volume of fine aggregate required.

For the coarse aggregates, the maximum aggregate size is 20 mm. The relative density of combined aggregates is given as 2.5. Using the relative density and the assumed volume formula V=8xyz, we calculate the volume of coarse aggregates.

Finally, we calculate the weight of each material by multiplying the volume with their respective densities. This gives us the proportions of cement, fine aggregate, and coarse aggregates required for the concrete mix design.

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Answer:

B. 3/8

Step-by-step explanation:

Answer:

x = 7

y = 0

Step-by-step explanation:

Equation:  2x - 9y = 14

We are given that x = -6y + 7

So we substitute (-6y + 7) for "x" in the equation  2x - 9y = 14

* substitute *

2 ( -6y + 7 ) - 9y = 14

now we solve for y using basic algebra

step 1 distribute the 2

2 * -6y = -12y

2 * 7 = 14

now we have -12y + 14 - 9y = 14

step 2 combine like terms

-12y - 9y = -21y

now we have -21y + 14 = 14  

step 3 subtract 14 from each side

14 - 14 cancels out

14 -14 = 0

now we have -21y = 0

step 4 divide each side by -21

-21y / -21 = y

0 / -21 = 0

we're left with y = 0

now to find x

To find x we substitute 0 for "y" in x = -6y + 7

* substitute *

x = -6 ( 0 ) + 7

-6 * 0 = 0

we're left with x = 7

C. May or may not increase in size even if the added variable has statistical significance.

The R-squared value measures the proportion of variance in the dependent variable that is explained by the model, including the independent variable.

Therefore, if an independent variable is added to the model and it is statistically significant, then it will increase the R-squared value. However, if the variable added is not statistically significant, then it will not have an effect on the R-squared value.

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