a) The system of equations can be written in the matrix form AV-B as: | -3 3 | | V2 | | -10 |
b) V1 = 369/22 volts and V2 = -51/22 volts.
What is matrix?A matrix is a rectangular array of numbers or symbols, arranged in rows and columns. Matrices are often used in mathematics, science, engineering, and other fields to represent and manipulate data, perform operations, and solve equations. The size of a matrix is determined by the number of rows and columns it contains, and is usually written in the form "m x n", where "m" is the number of rows and "n" is the number of columns. Matrices can be added, subtracted, multiplied, transposed, and inverted, and can be used to represent a wide range of mathematical objects, including systems of linear equations, transformations, and graphs.
a) The system of equations can be written in the matrix form AV-B as:
| 15 -7 | | V1 | | 60 |
| | x | | = | |
| -3 3 | | V2 | | -10 |
b) To solve for V1 and V2 using matrix algebra, we can use the inverse of matrix A as follows:
AV = B
V = A⁻¹B
First, let's find the inverse of matrix A:
A = | 15 -7 |
| -3 3 |
To find the inverse of A, we need to calculate the determinant of A:
det(A) = (15)(3) - (-7)(-3) = 66
Then, we can find the inverse of A as follows:
A⁻¹ = (1/det(A)) x | 3 7 |
| 3 15 |
Now, we can solve for V by multiplying A⁻¹ and B:
| V1 | | 3 7 | | 60 | | 369/22 |
| | = | | x | | = | |
| V2 | | 3 15 | |-10 | | -51/22 |
Therefore, V1 = 369/22 volts and V2 = -51/22 volts.
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In a survey, 150 shoppers were asked whether they have access to a computer at home and if they have a personal e-mail account. Their responses are summarized in the following table. E-Mail account No e-mail account Computer access at home 44 22 No computer access at home 7 77 (a) What percentage of the shoppers have an e-mail account? (b) What percentage of the shoppers do not have computer access at home?
In linear equation, 44% of the shoppers have an e-mail account and 56% of the shoppers do not have computer access at home.
What is a linear equation in mathematics?
A linear equation in algebra is one that only contains a constant and a first-order (direct) element, such as y = mx b, where m is the pitch and b is the y-intercept.
Sometimes the following is referred to as a "direct equation of two variables," where y and x are the variables. Direct equations are those in which all of the variables are powers of one. In one example with just one variable, layoff b = 0, where a and b are real numbers and x is the variable, is used.
Total number of the shoppers who were surveyed = 150
a). Number of shoppers who have an e-mail account = Shoppers who have email accounts and computer access at home + Shoppers who have email accounts but no computer access at home
= 44 + 22
= 66
Percentage of the shoppers having an e-mail account = 66/150 * 100
= 44%
b). Total number of shoppers who do not have computer access at home
= 7 + 77
= 84
Percentage of the shoppers having computer access at home
= 84/150 * 100 = 56%
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Consider a circle whose equation is x2 + y2 – 2x – 8 = 0. Which statements are true? Select three options. The radius of the circle is 3 units. The center of the circle lies on the x-axis. The center of the circle lies on the y-axis. The standard form of the equation is (x – 1)² + y² = 3. The radius of this circle is the same as the radius of the circle whose equation is x² + y² = 9.
The true statements are:
1. The radius of the circle is 3 units
2. The standard form of the equation is (x-1)^2+y^2=3
3. The center of the circle lies on X-axis
4. The radius of this circle is the same as the radius of the circle whose equation is x^2+y^2=9
The given equation is: x^2+y^2-2x-8=0
The equation in the standard form of the circle can be written as (x-h)^2+(y-k)^2=r^2, where h= center of the circle and r= radius of the circle
The given equation in standard form can be written as
(x^2-2x+1)+y^2-9=0
(x-1)^2+y^2=3^2
Hence from the above equation, the center of the circle is at (1,0) and the radius is 3 units.
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question attached
A. 5
B. 16
C. function is not defined for this value
D. 9
F(4)=9 is the value for this function.
What is piecewise function?A function that is defined by numerous smaller functions across various time intervals is known as a piecewise function. The domain of a function is the sum of all the smaller domains, and each sub-function has its own formula and domain. The input value and the function that establishes that interval determine the function's output.
The typical functional notation, which represents the body of a function as an array of functions and related subdomains, can be used to define piecewise functions. Together, these subdomains must encompass the entire domain; frequently, it is also necessary for them to be pairwise disjoint, or constitute a partition of the domain.
x=4 is bigger than or equal to 0 because it.
we use the third function definition
F(x)=x+5.
Therefore, F(4)=4+5=9.
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State any domain restrictions for the expression below from least to greatest (for example: -2,-1,0,1,2), by using one answer box for each domain restriction, then simplify the expression in the last answer box. (81-x²) (x² + 2x − 63) 2x² - 6x 3x2 30x + 63 3x 81x² ÷
The domain restrictions on the function [tex]\left f(x\right)=-\frac{3x}{81\:-\:x^2}\:\cdot \frac{81\:-\:x^2}{2x^2-6x}\:\div \frac{x^2+2x-6x}{3x^2-30x+63}[/tex] are the x values -9, 0, 3, 4 and 9
From the question, we have the following function that can be used in our computation:
[tex]\left f(x\right)=-\frac{3x}{81\:-\:x^2}\:\cdot \frac{81\:-\:x^2}{2x^2-6x}\:\div \frac{x^2+2x-6x}{3x^2-30x+63}[/tex]
Next, we set the denominator to 0 and solve for x
So, we have
81 - x²: x = ±9
2x² - 6x: x = 0 and x = 3
x² + 2x - 6x: x = 0 and x = 4
Hence, the domain restrictions are the x values -9, 0, 3, 4 and 9
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Bhavik bought 3 liters of milk and 5 loaves of bread for a total of $11. A month later, he bought 4 liters of milk and 4 44 loaves of bread at the same prices, for a total of $10. How much does a liter of milk cost, and how much does a loaf of bread cost?
The cost of a liter of milk is $2.50 and the cost of a loaf of bread is $2.50.
What is cost?Cost is the value of goods or services measured in money or other forms of exchange. It is the amount that must be given up in exchange for something else. Costs are typically incurred in the production of goods and services, and can include both tangible and intangible elements, such as labor, materials, overhead, and financing.
The total cost for 3 liters of milk and 5 loaves of bread was $11. Therefore, the cost for 1 liter of milk was ($11 / 3) = $3.67. The cost for 1 loaf of bread was ($11 / 5)
= $2.20.
The total cost for 4 liters of milk and 4 loaves of bread was $10. Therefore, the cost for 1 liter of milk was ($10 / 4) = $2.50. The cost for 1 loaf of bread was ($10 / 4)
= $2.50.
Therefore, the cost of a liter of milk is $2.50 and the cost of a loaf of bread is $2.50.
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PLEASE HELPPPPPP ME PLEASE
If the the a is greater than 1, compared to the parent function the C. Stretched vertically.
How to find the comparison ?The equation y = ax^2 + c represents a quadratic function where "a" is the coefficient of the x^2 term and "c" is a constant term. The parent function of this quadratic function is y = x^2.
If the equation of a quadratic function is given in the form y = ax^2 + c and "a" is greater than 1, then the graph of the function will be stretched vertically and the vertex will be shifted up or down depending on the value of "c".
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Melissa collected the data in the table.
When x = 4, what is the residual?
–3
–1
1
3
From the data in the table, we can conclude that when x = 4, then the residual will equal -1.
How to determine the residualTo determine the residual, we can begin by obtaining the difference between the given and the predicted values of y.
So, Residual = Gven value - Predicted value.
When x = 4 in the table, Given value is 9 and predicted value is 10. So, 9 - 10 = -1. So, we can say that the residual value is -1.
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Answer:
The residual is the difference between the actual y-value and the predicted y-value on a regression line. Since no table or equation is provided, we cannot calculate the exact residual. However, I can explain the concept to you.
Step-by-step explanation:
In general, to calculate the residual, we would need a regression equation or a line of best fit. This equation allows us to predict the y-values for different x-values. Then, we can compare the predicted values to the actual values given in the table to find the residuals.
If you have the regression equation or the line of best fit, I can help you calculate the residual for a specific x-value.
in row 2, write the standard form equation of a circle whose diameter endpoints are shown here (-3,4) (2,1)
The standard form equation of a circle whose diameter endpoints are (-3,4) (2,1) is [tex](x - (-0.5))^2 + (y - 2.5)^2[/tex] = 6.5
What is the general form of equation of a circle?The general form of the equation of a circle is (x - h)² + (y - k)² = r², where (h, k) represents the center of the circle and r represents the radius. This equation is derived using the Pythagorean theorem, which states that the sum of the squares of the legs of a right triangle is equal to the square of the hypotenuse. By setting (x - h)² and (y - k)² equal to r² and then combining the two equations, we get the standard form equation of a circle.
The center of the circle lies in the middle of the diameter, so we find the midpoint of the end points:
[tex](\frac{-3+2}{2} , \frac{4+1}{2} )[/tex] = (-0.5, 2.5)
And radius of the circle is half of the diameter, which is:
[tex]\frac{\sqrt{( 2-(-3))^2 + (1-4)^2 )}}{2}[/tex] = [tex]\frac{\sqrt{26}}{2}[/tex]
Therefore, the circle equation is:
[tex](x - (-0.5))^2 + (y - 2.5)^2[/tex] = [tex](\frac{\sqrt{26} }{2} )^2[/tex] = 26/4 = 6.5
[tex](x - (-0.5))^2 + (y - 2.5)^2[/tex] = 6.5
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What is the perimeter of the trapezoid?
All the students in the sixth grade either purchased their lunch or bought their lunch from home on Monday. 24% of the students purchased their lunch. 190 students bought their lunch from home. How many students are in the sixth grade?
There are 250 students in the sixth grade.
How to find number of students?First, let's define some variables:
The total number of sixth-grade students is called "x."
The number of students who purchased their lunches will be referred to as "p."
The number of students who brought their lunch from home will be referred to as "h."
We know that from the problem statement that
p + h = x (since all students either purchased their lunch or brought their lunch from home)
p = 0.24x (since 24% of the students purchased their lunch)
h = 190 (since 190 students brought their lunch from home)
We can use these equations to solve for x:
p + h = x
0.24x + 190 = x (substituting in the value of p and h from the other equations)
0.76x = 190 (subtracting 0.24x from both sides)
x = 250 (dividing both sides by 0.76)
Therefore, there are 250 students in the sixth grade.
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Given this equation what is the value of y at the indicated point?
Answer: y=2
Step-by-step explanation:
We're given x=1 so we can plug this in 3x - y =1 and isolate to solve for y.
[tex]3(1)-y=1\\3-y=1\\-y=-2\\y=2[/tex]
a private student loan at 4.25%, but the rate for such a loan could be 12.59%. Under the same circumstances as Self Check 2 ($10,000 principal, no interest paid while in school) and a rate of 12.59%, what would the principal be when you make your first payment 51 months later? What are some recent examples of community change that involves a clash between different cultures that helped disadvantaged communities and the populations.?
The principal when making the first payment 51 months later on a private student loan with a principal of $10,000 and a rate of 12.59% would be $15,307.13.
What is the principal?To calculate the principal when making the first payment 51 months later on a private student loan with a principal of $10,000 and a rate of 12.59%, we first need to calculate the amount of interest that has accrued over the 51 months.
Using the formula:
Interest = Principal x Rate x Time
where Principal = $10,000,
Rate = 12.59% per year,
Time = 51/12 years (since the interest is compounded monthly):
Interest = $10,000 x 0.1259 x (51/12)
= $5,307.13
So the total amount owed after 51 months would be:
Total amount owed = Principal + Interest
= $10,000 + $5,307.13
= $15,307.13
Therefore, the principal when making the first payment 51 months later on a private student loan with a principal of $10,000 and a rate of 12.59% would be $15,307.13.
As for recent examples of community change that involves a clash between different cultures that helped disadvantaged communities and the populations, one example is the Black Lives Matter movement, which has brought attention to systemic racism and police brutality in the United States. Another example is the #MeToo movement, which has raised awareness about sexual harassment and assault and has led to changes in workplace policies and cultural attitudes toward these issues.
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Trangle ABC has an area 25 square feet and perimeter of 65.5 feet of triangle ABC is dilated by a factor of 5/2 to create now calculate the area of trangle DEF using the scale factor
So, the area of triangle DEF is 312.5 square feet, using the scale factor of 5/2.
What is dilation?the context of mathematics and geometry, dilation is a transformation that changes the size of an object. It is a type of transformation that scales an object by a certain factor, without changing its shape or orientation.
In other words, dilation involves multiplying the coordinates of a geometric figure by a fixed constant, which results in an enlarged or reduced version of the original figure. The constant is known as the dilation factor or the scale factor, and it can be any real number greater than zero.
For example, if we dilate a circle by a scale factor of 2, every point on the circle will be moved twice as far away from the center, resulting in a new circle with a diameter twice as large as the original.
Let's start by using the formula for the perimeter of a triangle:
[tex]Perimeter of triangle ABC = AB + BC + AC = 65.5 feet[/tex]
We can also use Heron's formula to find the area of triangle ABC:
[tex]Area of triangle ABC = \sqrt(s(s-AB)(s-BC)(s-AC))[/tex]
where s is the semi perimeter of the triangle:
[tex]s = (AB + BC + AC) / 2[/tex]
We can use these equations to solve for the side lengths of triangle ABC:
[tex]AB + BC + AC = 65.5[/tex]
[tex]s = (AB + BC + AC) / 2[/tex]
[tex]25 = \sqrt(s(s-AB)(s-BC)(s-AC))[/tex]
Solving for AB, BC, and AC gives us:
AB = 15
BC = 20
AC = 30.5
Now, let's dilate triangle ABC by a factor of 5/2 to create triangle DEF. This means that each side of triangle ABC will be multiplied by 5/2 to get the corresponding side length of triangle DEF.
DE = AB * (5/2) = 37.5
EF = BC * (5/2) = 50
DF = AC * (5/2) = 76.25
Now we can use Heron's formula again to find the area of triangle DEF:
s = (DE + EF + DF) / 2 = 81.875
Area of triangle DEF = sqrt(s(s-DE) (s-EF) (s-DF)) = 312.5 square feet
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nvrm i got it i am him
A factory received a shipment of 24 lightbulbs, and the vendor who sold the items knows there are 4 lightbulbs in the shipment that are defective. Before the receiving foreman accepts the delivery, he samples the shipment, and if too many of the lightbulbs in the sample are defective, he will refuse the shipment. For each of the following, give your responses as reduced fractions. If a sample of 4 lightbulbs is selected, find the probability that all in the sample are defective. If a sample of 4 lightbulbs is selected, find the probability that none in the sample are defective.
The probability that none of the 4 lightbulbs in the sample are defective is 805/1763 as a reduced fraction.
What is probability?
Let's first calculate the total number of ways to choose 4 lightbulbs from 24:
24 choose 4 = (24!)/(4! * 20!) = 10,626
Probability that all 4 lightbulbs in the sample are defective:
There are 4 defective lightbulbs in the shipment, so the number of ways to choose all 4 from the 24 is:
4 choose 4 = 1
So, the probability that all 4 lightbulbs in the sample are defective is:
1/10,626 = 1/5313
Therefore, the probability that all 4 lightbulbs in the sample are defective is 1/5313 as a reduced fraction.
Probability that none of the 4 lightbulbs in the sample are defective:
There are 4 defective lightbulbs in the shipment, so the number of ways to choose 4 non-defective bulbs from the remaining 20 is:
20 choose 4 = (20!)/(4! * 16!) = 4,845
So, the probability that none of the 4 lightbulbs in the sample are defective is:
4,845/10,626 = 805/1763
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Write this in System of Equations from Context
A company produces fruity drinks that contain a percentage of real fruit juice. Drink A contains 20% real fruit juice and Drink B contains 10% real fruit juice. The company used 70 liters of real fruit juice to make 3 times as many liters of Drink A as liters of Drink B. Write a system of equations that could be used to determine the number of liters of Drink A made and the number of liters of Drink B made. Define the variables that you use to write the system.
Therefore, the system of equations that could be used to determine the number of liters of Drink A made and the number of liters of Drink B made is.
[tex]0.1x + 0.2y = 70[/tex]
[tex]y = 3x[/tex]
Where x represents the number of liters of Drink B made, and y represents the number of liters of Drink A made.
Let's define the variables as follows:
Let x be the number of liters of Drink B produced.
Since the company produced 3 times as many liters of Drink A as liters of Drink B, let y be the number of liters of Drink A produced, so y = 3x.
Now, let's write the system of equations:
The total amount of real fruit juice used is 70 liters, so we can write:
[tex]0.1x + 0.2y = 70[/tex]
Substituting y = 3x into the above equation, we get:
[tex]0.1x + 0.2(3x) = 70[/tex]
Simplifying the equation:
[tex]0.1x + 0.6x = 70[/tex]
[tex]0.7x = 70[/tex]
[tex]x = 100[/tex]
So, the company made 100 liters of Drink B and 3 times as many liters of Drink A, or 300 liters of Drink A.
Therefore, the system of equations that could be used to determine the number of liters of Drink A made and the number of liters of Drink B made is:
[tex]0.1x + 0.2y = 70[/tex]
[tex]y = 3x[/tex]
Where x represents the number of liters of Drink B made, and y represents the number of liters of Drink A made.
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please help me in this question
Answer:
step by step explanation:
All you have to do is expand and reduce the expressions
then evaluate -2 being a root of the expressions
To do that you need to substitute -2 into the simplified expressions
if the result comes as zero then f(-2) is factor of f(x) according to the factor theorem.
Example 1.
simplify (-5x-2)(7x-4)-2x+3
if you substitute f(x) as f(-2)
then substitute x with -2
when you simply and evaluate the expression you will get that the expression is equal to -137
which means -2 isn't a root since the expression must be equal to 0
-2 is not a root
do the same for the other expressions
50 Points! Multiple choice algebra question. Shen is simplifying the expression (3x^4+4x^2) (x^3-2x^2-1). Which of the following shows the correct product. Photo attached. Thank you!
So, multiple choice algebra questions. the correct answer would be option D: [tex]3x^7 - 6x^6 - 11x^4 + 4x^5 - 4x^2[/tex].
To simplify the given expression [tex](3x^4+4x^2) (x^3-2x^2-1)[/tex], we can use the distributive property of multiplication to multiply each term of the first expression by each term of the second expression. This gives us:
[tex](3x^4+4x^2) (x^3-2x^2-1) \\= 3x^4(x^3) + 3x^4(-2x^2) + 3x^4(-1) + 4x^2(x^3) - 4x^2(2x^2) - 4x^2(1)[/tex]
Simplifying each term, we get:
[tex]= 3x^7 - 6x^6 - 3x^4 + 4x^5 - 8x^4 - 4x^2[/tex]
So, the correct answer would be option D: [tex]3x^7 - 6x^6 - 11x^4 + 4x^5 - 4x^2.[/tex]
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differentiate with respect to x the implicit function sin(y)+x^2y^3-cos(x)=2y
Answer:
To differentiate the implicit function sin(y) + x^2y^3 - cos(x) = 2y with respect to x, we will use the chain rule and product rule.
First, we will take the derivative of both sides of the equation with respect to x:
d/dx [sin(y) + x^2y^3 - cos(x)] = d/dx [2y]
Next, we will differentiate each term on the left side of the equation:
cos(x) - 2xy^2 dx/dx + 3x^2y^2 + sin(y) dy/dx = 2 dy/dx
We can simplify this equation by moving all the terms involving dy/dx to the left side:
cos(x) - 2xy^2 - 2 dy/dx sin(y) = dy/dx [2 - sin(y)]
Now we can solve for dy/dx by isolating it on one side of the equation:
dy/dx [2 - sin(y)] = cos(x) - 2xy^2
dy/dx = (cos(x) - 2xy^2) / [2 - sin(y)]
Therefore, the derivative of the implicit function sin(y) + x^2y^3 - cos(x) = 2y with respect to x is:
dy/dx = (cos(x) - 2xy^2) / [2 - sin(y)]
If f(x)={x+4 if x≤−2
-x if x>−2,
what is f(−4)?
A. -2
B. 4
C. -4
D. 0
Since -4 is less than or equal to -2, we use the first part of the definition of f(x) which is f(x) = x + 4 if x ≤ -2. Therefore,
f(-4) = (-4) + 4 = 0.
So, the answer is D. 0.
Translate in two ways each of these statements into logical expressions using predcates quantifiers and logical connective first let the domain consist of the students in your class and second let it consist of all people a) everyone in your class has a cellular phone
For all x, P(x) (using universal quantifier ∀) and It is not the case that there exists an x such that ~P(x) (using negation ¬ and existential quantifier ∃)
What is probability?
Probability is a measure of the likelihood of an event occurring. It is a number between 0 and 1, where 0 means the event is impossible and 1 means the event is certain to happen.
Let S be the set of students in your class and P(x) be the predicate "x has a cellular phone". Then, we can represent the statement "everyone in your class has a cellular phone" as:
1. For all x in S, P(x) (using universal quantifier ∀)
2. It is not the case that there exists an x in S such that ~P(x) (using negation ¬ and existential quantifier ∃)
If we want to represent the same statement for all people, we can use the same predicate P(x) and consider the domain of all people. Then, the statement "everyone has a cellular phone" can be represented as:
For all x, P(x) (using universal quantifier ∀)
It is not the case that there exists an x such that ~P(x) (using negation ¬ and existential quantifier ∃)Let S be the set of students in your class and P(x) be the predicate "x has a cellular phone". Then, we can represent the statement "everyone in your class has a cellular phone" as:
For all x in S, P(x) (using universal quantifier ∀)
It is not the case that there exists an x in S such that ~P(x) (using negation ¬ and existential quantifier ∃)
If we want to represent the same statement for all people, we can use the same predicate P(x) and consider the domain of all people. Then, the statement "everyone has a cellular phone" can be represented as:
1. For all x, P(x) (using universal quantifier ∀)
2. It is not the case that there exists an x such that ~P(x) (using negation ¬ and existential quantifier ∃)
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A Bakery sold 382 cakes in one week. this was twice as the day so the previous week. write an equation that can be used to find the number of cakes and that were sold the previous week 
Answer:
164 Cakes
Step-by-step explanation:
382 Cakes are made in Week A. This was twice the amount of Week B. 328 divided by two equals 164.
Find the Volume of this shape.
Therefore, the volume of the prism is 60 cubic feet.
What is volume?Volume is the amount of space occupied by a three-dimensional object or the capacity of an object. It is typically measured in cubic units such as cubic meters, cubic feet, or cubic centimeters. The formula for finding the volume of a solid object depends on its shape. In general, the volume of a shape can be found by dividing it into smaller, more easily measured shapes and adding up their volumes. This is known as the method of integration in calculus, and it is used to find the volumes of irregularly shaped objects or fluids. Understanding the concept of volume is important in many fields, such as architecture, engineering, physics, and chemistry. In these fields, volume is used to determine the capacity of containers, the displacement of fluids, and the amount of materials needed for a construction project.
Here,
The volume of a prism is given by the formula:
V = Bh
where B is the area of the base and h is the height of the prism.
Substituting the given values:
V = (20 ft)(3 ft)
V = 60 cubic feet
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A bag contains 41 U.S. quarters and nine Canadian quarters. (The coins are identical in size.) If six quarters are randomly picked from the bag, what is the probability of getting at least one Canadian quarter? (Round your answer to one decimal place.
%
Answer:
The coins are picked without replacement.
The probability of picking at least one Canadian quarter is 1 minus the probability of picking 6 U.S. quarters:
[tex]1 - ( \frac{41}{50} )( \frac{40}{49} )( \frac{39}{48} )( \frac{38}{47} )( \frac{37}{46} )( \frac{36}{45} ) [/tex]
[tex] = 1 - .28296 = .71704[/tex]
So the probability of picking at least one Canadian quarter is about 71.7%.
A large production facility uses two machines to produce a key part for its main product. Inspectors have expressed concern about the quality of the finished product. Quality-control investigation has revealed that the key part made by the two machines is defective at times. The inspectors randomly sampled 35 units of the key part from each machine. Of those produced by machine A, 5 were defective. Seven of the 35 sampled parts from machine B were defective. The production manager is interested in estimating the difference in proportions of the populations of parts that are defective between machine A and machine B. From the sample information, compute a 98% confidence interval for this difference.
The range of the 98% confidence interval for the percentage of faulty components that differ between machines A and B is about between -0.2448 and 0.1305. (rounded to 4 decimal places).
How can you figure up a confidence interval for the proportional difference?Define the populations of interest and the characteristic you want to compare (e.g., proportion of success or failure).Collect random samples from each population and record the number of occurrences of the characteristic of interest in each sample.Calculate the sample proportions ([tex]p_1 \;and \;p_2[/tex]) by dividing the number of occurrences by the sample size for each population.Calculate the standard error (SE) of the difference in proportions using the sample proportions, sample sizes, and appropriate formula (SE = [tex]\sqrt{ [(p1 * (1 - p1) / n1) + (p2 * (1 - p2) / n2)}[/tex], where[tex]p_1 \;and \;p_2[/tex] are the sample proportions and[tex]n_1 \;and \;n_2[/tex] are the sample sizes for the two populations, respectively).Determine the appropriate critical value from the probability distribution (e.g., standard normal distribution for large sample sizes or t-distribution for small sample sizes) based on the desired confidence level.Calculate the margin of error (ME) by multiplying the standard error by the critical value (ME = critical value * SE).Construct the confidence interval by adding and subtracting the margin of error from the sample statistic (e.g., the difference in sample proportions, or the ratio of sample proportions).Interpret the confidence interval, stating that we can be [confidence level]% confident that the true population parameter falls within the calculated interval.Given:
Sample proportion from machine A ([tex]p_1[/tex]) = 5/35 = 0.14285714285714285
Sample proportion from machine B ([tex]p_2[/tex]) = 7/35 = 0.2
Sample size from machine A ([tex]n_1[/tex]) = 35
Sample size from machine B ([tex]n_2[/tex]) = 35
Standard error (SE) = [tex]\sqrt{ [(p1 * (1 - p1) / n1) + (p2 * (1 - p2) / n2)}[/tex]
= [tex]\sqrt{[0.14285714285714285 * (1 - 0.14285714285714285) / 35] + [0.2 * (1 - 0.2) / 35] }[/tex]
= 0.07058061453775912 (rounded to 11 decimal places)
Margin of error (ME) = Critical value * Standard error
= 2.660 * 0.07058061453775912 (using z-score for a 98% confidence level)
= 0.18765117789861733 (rounded to 11 decimal places)
Confidence interval (CI) = Sample statistic ± Margin of error
= [tex](p_1 - p_2) \pm ME[/tex]
= (0.14285714285714285 - 0.2) ± 0.18765117789861733
= -0.05714285714285715 ± 0.18765117789861733
The 98% confidence interval for the difference in proportions of defective parts between machine A and machine B is approximately -0.2448 to 0.1305 (rounded to 4 decimal places).
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Find the surface area and volume of the composite solid.
According to the information, the surface area of the solid is 758m² and the volume is 594m³
How to find the surface area of the solid?To find the surface area of the solid we have to perform the following procedure:
12m * 11m = 132m²
132m² * 2 = 264m²
16m * 9m = 144m²
144m² - 18m² = 126m²
126m² * 2 = 252m²
16m * 11m = 176m²
176m² - 66m² = 110m²
3m * 11m = 33m²
33m² * 2 = 66m²
6m * 11m = 66m²
264m² + 66m² + 66m² + 110m² +252m² = 758m²
To find the volume we have to perform the following procedure:
8m * 11m * 9m = 792m³
792m³ - 198m³ = 594m³
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You take out a loan in the amount of your tuition and fees cost $70,000. The loan has a monthly interest rate of 0.25% and a monthly payment of $250. How long will it take you to pay off the loan? Use the formula N= (-log(1-i*A/P))/(log(1+i)) to determine the number of months it will take you to pay off the loan. Let N represent the number of monthly payments that will need to be made, i represent the interest rate in decimal form, A represent the amount owed (total amount of the loan), and P represent the amount of your monthly payment. Be sure to show your work for all calculations made.
With given compound interest, it will take approximately 31 years and 5 months to pay off the loan.
What is Compound interest?
Compound interest is computed on both the starting principal and the accrued interest from prior periods. In other words, it is the interest gained not just on the principle amount but also on any past interest earned.
Now,
Using the given formula:
N = (-log(1 - i * A / P)) / (log(1 + i))
where i = 0.0025 (0.25% monthly interest rate), A = $70,000, and P = $250
N = (-log(1 - 0.0025 * 70000 / 250)) / (log(1 + 0.0025))
N = (-log(1 - 175)) / (log(1.0025))
N = (-log(0.9883)) / (0.0025)
N = 376.48
Rounding up to the nearest whole number, it will take 377 months to pay off the loan.
Therefore, it will take approximately 31 years and 5 months to pay off the loan.
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Which choice is NOT equal to the others? Responses A −[[2/5]]−[[2/5]] B [[2/−5]][[2/−5]] C [[−2/5]][[−2/5]] D [[2/5]]
Answer:
B is the answer
Step-by-step explanation:
The expression that is not equal to the others is B [[2/−5]] The other expressions are A −[[2/5]], C [[−2/5]], and D [[2/5]].
can u slove ASAP please
Answer:
B) 352
Step-by-step explanation:
45% = 0.45
640 x 0.45= 288
288 is how many students walked to school
So to find how many took the bus to school
640- 288= 352
help please!! state the key features for this graph
Axis of symmetry: x = 1[tex]\\[/tex]
Vertex: (0,1)
Y-intercept: (0,1)
Min / Max: 0 / infinity
Domain: -infinity ≥ x ≥ infinity
Range: 0 ≥ y ≥ infinity