Measure the lengths of the wires to the nearest half inch. A scale measuring 3 inches is placed horizontally to measure the length of 4 wires. The first wire is more than 2 inches and just less than 2 and one-half inches long. The second wire is just more than 2 and one-half inches long. The third wire is just more than 1 and one-half inches long. The fourth wire is more than 1 and one-half inches and just less than 2 inches long. How many pieces of wire are there for each length? Drag the number of pieces of wire there are for each length to the boxes. Numbers may be used once, more than once, or not at all.

Based on the given data, it seems that both the polysilicon doping level and anneal temperature can affect the base current.

To visually interpret the data, we can create a scatter plot with the polysilicon doping level on the x-axis and the base current on the y-axis, with different colors or symbols representing the different anneal temperatures. We can also create a similar plot with the anneal temperature on the x-axis and the base current on the y-axis, with different colors or symbols representing the different polysilicon doping levels.

To analyze the model, we can examine the residuals to see if they are randomly distributed around zero, indicating that the model is a good fit for the data. If the residuals show a pattern, it may suggest that the model is not a good fit.

Assuming a linear model, we can estimate the parameters using regression analysis. The model could be of the form:

Base current = β0 + β1(doping level) + β2(anneal temperature) + ε

where β0 is the intercept, β1 is the coefficient for doping level, β2 is the coefficient for anneal temperature, and ε is the error term.

Once we have estimated the parameters, we can plot the response surface to see how the base current changes as a function of both the doping level and annealing temperature. This will give us a better understanding of the relationship between these variables and the response variable.

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The required decrease in dollars was $1222 and the amount of money in Bob's account at the end of last year was $3978.

To find the decrease in dollars and the amount of money in Bob's account at the end of last year, we can use the following steps:

Calculate the amount of the decrease. We can do this by multiplying the original amount by the percentage decrease as a decimal:

Decrease = 0.235 x $5200 = $1222

So, the decrease in dollars is $1222.

Calculate the amount of money in Bob's account at the end of last year. We can do this by subtracting the decrease from the original amount:

Amount at end of last year = $5200 - $1222 = $3978

So, the amount of money in Bob's account at the end of last year was $3978.

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The power series representation for f(x) = 1/(1-x) centered at x=0 is:

1 + x + x^2 + x^3 + ...

To find a power series representation for a function, we can use the formula:

f(x) = ∑(n=0 to infinity) [an(x-a)^n]

where a is the center of the series and an is the coefficient of the (x-a)^n term.

For example, let's find a power series representation for the function f(x) = 1/(1-x) centered at x=0:

Using the formula, we have:

f(x) = ∑(n=0 to infinity) [an(x-0)^n]

To find the coefficients an, we can use the formula for the geometric series:

1/(1-x) = 1 + x + x^2 + x^3 + ...

So, we have:

an = [x^n]/n!

Substituting this into the power series formula, we get:

f(x) = ∑(n=0 to infinity) [(x^n)/(n!)](x-0)^n

Simplifying, we get:

f(x) = ∑(n=0 to infinity) [(x^n)/(n!)]

Therefore, the power series representation for f(x) = 1/(1-x) centered at x=0 is:

1 + x + x^2 + x^3 + ...

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The calculated list price of the computer is $480

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

Total price = $513

Sales tax = 6.875%

using the above as a guide, we have the following:

Total price = List price * (1 + tax)

Substitute the known values in the above equation, so, we have the following representation

List price * (1 + 6.875%)  = 513

Evaluate

List price  = 480

Hence, the List price  = 480

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The correct statement regarding the domain and the range of the exponential function is given as follows:

An exponential function has the definition presented as follows:

[tex]y = ab^x[/tex]

In which the parameters are given as follows:

The function is in the standard format, meaning that the horizontal asymptote is y = 0, and thus the multiplication of a by zero does not change the horizontal asymptote, and the range stays the same.

The domain also remains the same, as an exponential function is defined for all real values.

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The surface area of the larger prism is 104 square inches

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

The surface area is then calculated as

Area = 2(lw + wh + lh)

Where:

By substitution, we have the following equation

Area = 2 * (2 * 2 + 2 * 12 + 12 * 2)

Evaluate the sum and the products

Area = 104

Hence, the surface area is 104 square inches

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The change in Emile's height based on old and new height is 0.9 cm or 9/10 cm.

The change in Emile's height can be calculated using the subtraction. The formula to be used for it is -

Change in height = New height - Old height

Firstly changing the height to fraction.

Old height = [tex]3 \frac{7}{10} [/tex]

Old height = ((10×3)+7)/10

Old height = 37/10 cm

New height = [tex]4 \frac{3}{5} [/tex]

New height = ((5×4)+3)/5

New height = 23/5 cm

Keep the values in formula to find the value of change in height

Change in height = 23/5 - 37/10

Change = 23×2 - 37/10

Change = 46 - 37/10

Change = 0.9 cm

Hence, the change in height is 0.9 cm.

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The complete question is -

In seventh grade, Emile grew

3 7/10cm, and in eighth grade, he grew 4 3/5cm. How much did his height increase during these two years?

The answer should be written as a proper mixed number and should be simplified, if possible

During these two years, Emile's height increased by 0.9 cm or 9/10 cm.

We will calculate the change in Emile's height using Subtraction. The formula that we will use is:

Change in height = Eighth-grade height - Seventh-grade height

Firstly, we will convert the height to a fraction.

Seventh-grade height = ((10×3)+7)/10

Seventh-grade height = 37/10 cm

Now,

Eighth-grade height = ((5×4)+3)/5

Eighth-grade height = 23/5 cm

Now, find the change in height by substituting the values in the formula.

Change in height = Eighth-grade height - seventh-grade height

                             =   23/5 - 37/10

Change in height = 23×2 - 37/10

Change = 46 - 37/10

Change = 0.9 cm

Therefore, the increase in height during these two years is 0.9 cm or 9/10 cm.

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The description of the motion of the ball across the floor after being rolled by Vic, based on the distances shown on the table and the average speed are as follows;

1. The function is a quadratic function

2. a. 12 ft/s

b. 10 ft/s

c. 8 ft/s

d. 6 ft/s

Average speed is the ratio of the distance traveled in a period to the time it takes to travel during the period.

The values in the table in the indicates that we get;

The first differences are;

6 - 0 = 6

11 - 6 = 5

15 - 11 = 4

18 - 15 = 3

The second difference are;

5 - 6 = -1

4 - 5 = -1

3 - 4 = -1

Whereby the first difference are not constant and the second difference, which is the differences between the consecutive first difference are constant, we get;

2. a. The average speed between 0 and 0.5 seconds = (6 - 0)/(0.5 - 0) = 12

The average speed between 0 and 0.5 seconds is 12 feet per second

b. The interval between 0.5 and 1 indicates;

Average speed = (11 - 6)/(1 - 0.5) = 10

The average speed between 0.5 and 1 second is 10 feet per second

c. The interval between 1 and 1.5 seconds indicates;

Average speed = (15 - 11)/(1.5 - 1) = 8

The average speed between 1 and 1.5 second is 8 feet per second

d. The interval between 1.5 and 2 seconds indicates;

Average speed = (18 - 15)/(2 - 1.5) = 6

The average speed between 1.5 and 2 second is 6 feet per second

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In order to determine if the golf instructional expert's claim is accurate, the LPGA would need to analyze the data collected from the random sample of 45 students.

Based on the given information, the new golf instructional expert claims that her students can hit their drivers an average of 300 yards. However, the LPGA is skeptical about this claim and believes that the students actually hit the ball less than that. To test this hypothesis, the LPGA took a random sample of 45 of her students.

By taking a random sample, the LPGA can estimate the average driving distance of all of the expert's students. If the sample's average is significantly less than 300 yards, then the LPGA's hypothesis would be supported. On the other hand, if the sample's average is close to 300 yards, then the new golf instructional expert's claim would be supported.

It is important to note that the average driving distance of a random sample may not necessarily represent the average driving distance of all of the expert's students. However, taking a random sample is a reliable way to estimate the population's average with a certain level of confidence.

To address your question, let's break it down into steps:

1. A golf instructional expert claims that her students can hit their drivers an average of 300 yards.
2. The LPGA believes this claim is inaccurate and thinks the students' actual average distance is less than 300 yards.
3. To test the claim, the LPGA takes a random sample of 45 students from the golf instructional expert's students.

In order to determine if the golf instructional expert's claim is accurate, the LPGA would need to analyze the data collected from the random sample of 45 students. They would calculate the average distance these students can hit their drivers and compare it to the claimed 300-yard average. If the actual average distance is significantly less than 300 yards, the LPGA would have evidence to dispute the golf instructional expert's claim.

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Complete Question:

A new golf instructional expert is on the scene. She claims that her students can hit their drivers an average of 300 yards. The LPGA does not think that this is accurate and that the students actually hit the ball less than that. The LPGA took a random sample of 45 of her students. Assume an error level of 5%. What is the null hypothesis?

The z-score corresponding to a mass of 148.3 kg is approximately -0.91.

Z-score is a statistical measurement that describes a value's relationship to the mean of a group of values. Z-score is measured in terms of standard deviations from the mean. If a Z-score is 0, it indicates that the data point's score is identical to the mean score.

A population has a mean of 159.8 kg and a standard deviation of 12.6 kg. To find the z-score corresponding to a mass of 148.3 kg, use the formula: z = (X - μ) / σ, where X is the value (148.3 kg), μ is the mean (159.8 kg), and σ is the standard deviation (12.6 kg).

z = (148.3 - 159.8) / 12.6
z = -11.5 / 12.6
z ≈ -0.91

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It is true that an altitude of a triangle is a line segment drawn from a vertex of the triangle perpendicular to the opposite side (or to the line containing the opposite side).

It forms a right angle with the line containing the opposite side. This altitude splits the triangle into two smaller triangles, and it can also be used to find the area of the triangle. The altitude of a triangle is useful in geometry because it can be used to find the area of the triangle. The area of a triangle can be calculated as half the product of the base (the side to which the altitude is drawn) and the length of the altitude. By drawing an altitude from each vertex of the triangle and calculating the area of each smaller triangle, we can find the total area of the larger triangle. Altitudes also have other important properties in geometry, such as being concurrent at a single point called the orthocenter of the triangle, and being related to the sides of the triangle through the Pythagorean theorem.

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The probability that the average number of cherries in 36 cherry puffs will be less than 5.5 is approximately 0.997.

(a) The population mean of X is:

E(X) = 4(.2) + 5(.4) + 6(.3) + 7(.1) = 4.9

The population variance of X is:

Var(X) = E(X^2) - [E(X)]^2

= 4^2(.2) + 5^2(.4) + 6^2(.3) + 7^2(.1) - (4.9)^2

= 1.49

(b) Since the distribution is discrete and the sample size is large (n = 36), we can use the Central Limit Theorem to approximate the distribution of the sample mean as normal. Therefore, the mean of the sample mean is equal to the population mean, which is 4.9, and the variance of the sample mean is given by:

Var(X) = Var(X)/n

= 1.49/36

≈ 0.0414

(c) To find the probability that the average number of cherries in 36 cherry puffs will be less than 5.5, we standardize the variable as follows:

Z = (X - μ) / (σ / √n)

where μ = 4.9, σ = √Var(X) = √0.0414 ≈ 0.2035, and X = 5.5

Z = (5.5 - 4.9) / (0.2035 / √36) = 2.95

Using a standard normal distribution table or calculator, the probability that Z is less than 2.95 is approximately 0.997. Therefore, the probability that the average number of cherries in 36 cherry puffs will be less than 5.5 is approximately 0.997.

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The -scores that bound the middle of the area under the standard normal curve are -0.99 and 0.99.

To find the -scores that bound the middle of the area under the standard normal curve, we can use the normalcy function on the TI-84 Plus calculator.

1. Press the "2nd" button, then the "Vars" button (which is the "DISTR" button).

2. Scroll down to "2:normalcdf(", and press "Enter".

3. Type "-99", ",99", "0", and "1" (without quotes), and press "Enter" after each number.

4. The calculator will display the area under the standard normal curve between -99 and 99, which is 1.00 (since the standard normal curve is infinite and covers the entire -infinity to infinity range).

5. To find the -scores that bound the middle of the area, we need to find the -scores that bound the area between -1 and 1, which is approximately 0.68 (or 68% of the total area).

6. Press the "2nd" button, then the "Vars" button (which is the "DISTR" button) again.

7. Scroll down to "3:invNorm(", and press "Enter".  

8. Type "0.16", "0.84", "0", and "1" (without quotes), and press "Enter" after each number.

9. The calculator will display the -scores that bound the middle 68% of the area under the standard normal curve, which are approximately -0.99 and 0.99 (rounded to two decimal places and in ascending order).

Therefore, the -scores that bound the middle of the area under the standard normal curve are -0.99 and 0.99.

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The coordinates of the image of the dilation of the quadrilateral MNOP are;

M = (0, 4)       M' = (0, 3)

N = (1, 2)        N' = (2, -1)

O = (0, 0)       O' = (0, -5)

P = (-1, 2)        P' = (-2, -1)

The drawing of the figure with the vertices labeled, created with MS Excel is attached

A dilation transformation is one in which a geometric figure is resized to become smaller or larger.

The coordinates of the dilation of a point about the point (0, 5) can be found by first translating the quadrilateral MNOP with regards to the point (0, 5), such that the center is located at the origin as follows;

The coordinates of MNOP are; M(0, 4), N(1, 2), O(0, 0), and P(-1, 2)

The  coordinates of the image following the translation are;

M' = M - (0, 5) = (0, -1)

N' = N - (0, 5) = (1, -3)

O' = O - (0, 5) = (0, -5)

P' = P - (0, 5) = (-1, -3)

The translated points are then dilated as follows;

The coordinates of the image following the dilation are;

M'' = 2 × M' = (0, -2)

N'' = 2 × N' = (2, -6)

O'' = 2 × O' = (0, -10

P'' = 2 × P' = (-2, -6)

The above image are translated to their initial position to get;

M''' = M'' + (0, 5) = (0, 3)

N''' = N'' + (0, 5) = (2, -1)

O''' = O'' + (0, 5) = (0, -5)

P''' = P'' + (0, 5) = (-2, -1)

Please find attached the diagram of the dilated image created with MS Excel

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A Type II error occurs when we fail to reject a null hypothesis that is actually false. In this case, the null hypothesis is that the proportion of students who were quarantined at some point during the Fall Semester of 2020 is equal to or less than 0.65.

The alternative hypothesis is that the proportion is greater than 0.65. If we make a Type II error, we fail to reject the null hypothesis when it is actually false, meaning we do not conclude that the proportion is higher than 0.65 even though it actually is higher.

Therefore, the correct explanation for a Type II error, in this case, we would be: "Did not conclude the percent was higher than 65%, but it was higher."

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To find the 35th percentile for the standard normal distribution, we need to use a z-table or a calculator. The z-score corresponding to the 35th percentile is -0.385.
Therefore, the answer is -0.385 (rounded to the third decimal place).

The 35th percentile for the standard normal distribution. Here are the steps to find it:

1. Determine the percentile you're looking for, which is the 35th percentile in this case.

2. Since we're working with a standard normal distribution, the mean (μ) is 0 and the standard deviation (σ) is 1.

3. To find the z-score that corresponds to the 35th percentile, you can use a z-table or a calculator with a built-in function for finding percentiles (such as the inverse cumulative distribution function, often labeled as "inv Norm" or "norm").

4. Using a z-table or calculator, look up the z-score that corresponds to the 35th percentile, which is approximately -0.385.

5. Round the z-score to the third decimal place, which is -0.385.

So, the 35th percentile for the standard normal distribution is a z-score of -0.385.

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A simple random sample of steel canisters has been taken, and you have the mean wall thickness and standard deviation in millimeters. To determine if it is appropriate to perform a hypothesis test about the population mean, consider the following factors:

1. Randomness: The sample has been taken using a simple random sampling method, which helps ensure that each canister has an equal chance of being selected. This is a crucial factor for conducting a hypothesis test.

2. Sample size: Although the sample size is not mentioned, a large sample size (usually 30 or more) is preferred for hypothesis testing. The larger the sample size, the more accurate the results of the test will be in representing the entire population.

3. Normality: Hypothesis tests about the population mean often rely on the assumption that the data follows a normal distribution. With a large sample size, the Central Limit Theorem suggests that the sampling distribution of the mean will be approximately normally distributed, even if the population itself is not.

4. Known standard deviation: You have the standard deviation for the sample, which is necessary for conducting the hypothesis test.

Given the information provided, it seems appropriate to perform a hypothesis test about the population mean for the wall thickness of steel canisters, provided the sample size is large enough.

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The area of the diagram ABDC is 625cm2.

We are given that;

RQ is parallel to ST, which implies that ∆PRQ and ∆PST are similar by the AA criterion (angle-angle). We are also given that ST = 4 cm, RP = 10 cm, and PT = 5 cm;

Now,

we can use the fact that RP = 10 cm and PT = 5 cm to find PQ by using the Pythagorean theorem. PQ is the hypotenuse of the right triangle PRT, so we get:

PQ2 = RP2 + PT2 PQ2 = 102 + 52 PQ2 = 100 + 25 PQ2 = 125 PQ = √125 PQ ≈ 11.18 cm

Now we can use PQ and ST as corresponding sides to find the scale factor. We get:

Scale factor = PQ / ST Scale factor ≈ 11.18 / 4 Scale factor ≈ 2.795

ii. To find |RQ|, we can use the scale factor and multiply it by |ST|. We get:

|RQ| = Scale factor * |ST| |RQ| ≈ 2.795 * 4 |RQ| ≈ 11.18 cm

b. Find the area of ∆PST if the area of ∆PRQ is 80 cm2.

To find the area of ∆PST, we can use the fact that the ratio of the areas of similar triangles is equal to the square of the scale factor. We get:

Area of ∆PST / Area of ∆PRQ = (Scale factor)2 Area of ∆PST / 80 = (2.795)2 Area of ∆PST / 80 = 7.812 Area of ∆PST = 7.812 * 80 Area of ∆PST ≈ 625 cm2

Therefore, by the area the answer will be 625cm2.

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To determine which vitamin leads to weight gain, a hypothesis test can be conducted using SPSS with a level of significance of 5%. The group with the significantly higher mean weight gain would indicate which vitamin leads to weight gain.

To determine which vitamin leads to weight gain at a level of significance of 5%, a hypothesis test needs to be conducted. The null hypothesis would be that there is no significant difference in weight gain between the three groups, and the alternative hypothesis would be that there is a significant difference.

To conduct the test in SPSS, the first step would be to input the data for each group and calculate the mean weight gain for each group. Then, a one-way ANOVA test can be conducted to determine if there is a significant difference between the means. The level of significance is set at 5%.

If the p-value is less than 0.05, the null hypothesis can be rejected, indicating that there is a significant difference between the means. Further post-hoc tests can then be conducted to determine which specific groups differ significantly.

In conclusion, to determine which vitamin leads to weight gain, a hypothesis test can be conducted using SPSS with a level of significance of 5%. The group with the significantly higher mean weight gain would indicate which vitamin leads to weight gain.

To determine which vitamin leads to weight gain in the specific population, you can perform an analysis using SPSS at a 5% level of significance. First, input the weight gain data for the three vitamin groups into SPSS. Then, conduct an ANOVA (Analysis of Variance) test to compare the means of the three groups. If the p-value obtained from the test is less than the level of significance (0.05), it indicates a significant difference between the groups. Further post-hoc tests (such as Tukey's HSD) can then be conducted to identify which vitamin group leads to a significant weight gain compared to the others.

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When oversampling a minority class, the positive rate increases, meaning that the model is more likely to correctly identify instances of that class. Under-sampling the majority class may decrease the false positive rate, as the model is less likely to incorrectly classify instances from the majority class as belonging to the minority class.

This may also decrease the positive rate, as there are fewer examples of the minority class to learn from. In general, both oversampling and under-sampling can have trade-offs and it is important to carefully consider the specific dataset and problem at hand before deciding which approach to use.

Oversampling, in which examples from the minority class are duplicated, can have the following effects:
1. False positive rate: Oversampling may lead to an increase in false positives, as the classifier becomes more sensitive to the minority class, causing it to potentially misclassify some majority class instances as minority class instances.
2. False negative rate: On the other hand, oversampling tends to reduce the false negative rate, since the classifier becomes better at identifying the minority class instances.

Undersampling, in which examples from the majority class are deleted, can have these effects:
1. False positive rate: Undersampling may lead to a decrease in false positives, as the classifier is less likely to misclassify majority class instances as minority class instances due to the reduced majority class representation.
2. False negative rate: However, undersampling can cause an increase in false negatives, as the classifier may not be as sensitive to the minority class instances and may misclassify them as majority class instances.

In summary, oversampling generally increases false positives and reduces false negatives, while undersampling tends to decrease false positives and increase false negatives. When choosing between these methods, it's important to consider the specific problem and the desired balance between false positive and false negative rates.

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The ratio of family practice physicians to pediatricians is 5:1.

The ratio of family practice physicians to pediatricians can be found by dividing the number of family practice physicians by the number of pediatricians:

Ratio = Number of family practice physicians / Number of pediatricians

Ratio = 10 / 2

Ratio = 5

Therefore, the ratio of family practice physicians to pediatricians is 5:1.

The clinic administrator can use this ratio to assess the balance of the clinic's medical staff. If the ratio is not ideal, the administrator may need to take steps to hire more pediatricians or family practice physicians to better meet the needs of the clinic's patients.

Additionally, the ratio can be used to allocate resources, such as staff time and medical equipment, more effectively based on the patient population the clinic serves.

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First models could be used to find the distance, in miles, run by each of the 3 runners.

We have,

A relay race with a total distance of 1/2 mile is run by a team of 3 runners.

So, Distance Covered by each runner is

= (1/3) (1/2)  

= 1/16

So, (1/2) x (1/3) = 1/6

(1/2) ÷ 3 = 1/6

So, the correct model  1/2 mile is divided in 3 equal parts are the correct options.

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(a) The sampling distribution of x is approximately normal with mean 82 and standard deviation 3. (b) P(x > 87.4) = 0.0708. (c) P(x ≤ 75.1) = 0.0990. (d) P(79.3 < x < 84.7) = 0.1675.

(a) The sampling distribution of x is approximately normal due to the central limit theorem, with a mean of μ = 82 and a standard deviation of σ/sqrt(n) = 27/sqrt(81) = 3.
(b) To find P(x > 87.4), we first standardize the value using the formula z = (x - μ) / (σ / sqrt(n)) = (87.4 - 82) / (27 / sqrt(81)) = 1.48. We then find the probability using a standard normal distribution table or calculator, which is approximately 0.0708 or 7.08%.
(c) To find P(x ≤ 75.1), we again standardize the value using the formula z = (x - μ) / (σ / sqrt(n)) = (75.1 - 82) / (27 / sqrt(81)) = -1.29. We then find the probability using a standard normal distribution table or calculator, which is approximately 0.0990 or 9.90%.
(d) To find P(79.3), we first standardize the value using the formula z = (x - μ) / (σ / sqrt(n)) = (79.3 - 82) / (27 / sqrt(81)) = -0.96. We then find the probability using a standard normal distribution table or calculator, which is approximately 0.1675 or 16.75%.

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Answer:  A

Step-by-step explanation:

Draw a line going out in 3rd quadrant.

your opposite side from angle is5 using pythagorean

and it's positive because it's in the +5 y direction

so sin x = 5/13

We cannot determine the p-value from the given information. The confidence interval only tells us the range of values that we are 95% confident contains the true population mean weight change.

The p-value would need to be calculated from the sample data and test statistics to determine the statistical significance of the weight loss program's effectiveness.
A consumer group testing the weight change of participants in a weight loss program. They computed a 95% confidence interval of the result (-4.977, -2.177) and you want to know what we can infer about the p-value for the test.
Since the 95% confidence interval does not include 0 (meaning that the weight change is significantly different from no change), we can conclude that the p-value for this test would be less than 0.05.
The p-value for the test would be less than 0.05.

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Answer: 0.333333333->

Step-by-step explanation:

It goes on forever

The probability is 9/10.

Sample Space: {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}

Successful Outcomes:

Numbers greater than 2: {3, 4, 5, 6, 7, 8, 9, 10}

Odd numbers: {1, 3, 5, 7, 9}

However, the numbers 3, 5, 7, and 9 are included in both the "greater than 2" and "odd numbers" sets. So, we only count them once in our combined set of successful outcomes.

Combined Successful Outcomes: {1, 3, 4, 5, 6, 7, 8, 9, 10}

There are a total of 9 successful outcomes out of the 10 possible outcomes in the sample space.

The probability that the number will be more than 2 or odd is:

Probability = (Number of successful outcomes) / (Total number of outcomes) = 9 / 10

So, the probability is 9/10.

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The values of angle O in the triangle is 13.1 degrees

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

o = 2.2 cm, n = 8.6 cm and ∠N=134

Using the law of sine, we have

o/sin(O) = n/sin(N)

substitute the known values in the above equation, so, we have the following representation

2.2/sin(O) = 8.6/sin(134)

So, we have

sin(O) = 2.2 * sin(134)/8.6

Evaluate and talke the arc sin

O = 13.1 degrees

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Answer:

10.6

Step-by-step explanation:

Trust; also im smart so like yeah.

The correct option is the first one:

The theoretical probability, P(gold), is 25%, and the experimental probability is 27.5%.

The experimental probability is equal to the quotient between the number of times that a gold block was taken and the total number of trials, so it is:

E = 11/40 = 0.275

Multiply this by 100% to get the percentage:

0.275*100% = 27.5%

For the theoretical probability, take the quotient between the number of gold blocks and the total number:

T = 10/40 = 0.25

And multiply it by 100%

100%*0.25 = 25%

Then the correct option is The theoretical probability, P(gold), is 25%, and the experimental probability is 27.5%.

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