when conducting a hypothesis test, what would it mean if the researcher obtains a positive test statistic? a. the sample size is large. b. the sample statistic is larger than the claimed population parameter. c. it is likely the results would have occurred just by chance alone. d. the sample statistic is smaller than the claimed population parameter. e. the null hypothesis is true.

The surface area of the cylinder is approximately 94.2 ft².

Surface area refers to the total area of the external or outer part of an object. It is the sum of the areas of all the individual surfaces or faces of the object. Surface area is typically measured in square units, such as square inches (in²), square feet (ft²), or square meters (m²), depending on the unit of measurement used.

According to the given information:

The surface area of a cylinder is the sum of the lateral surface area (the curved surface) and the area of the two circular bases.

The formula for the lateral surface area of a cylinder is given:

Lateral Surface Area = 2πrh

where r is the radius of the cylinder and h is the height of the cylinder.

Plugging in the given values for the radius (r = 3 ft) and height (h = 2 ft), we can calculate the lateral surface area:

Lateral Surface Area = 2π * 3 * 2 = 12π ft²

The formula for the area of a circle (which represents the bases of the cylinder) is given:

Circle Area = πr²

Plugging in the given value for the radius (r = 3 ft), we can calculate the area of each circular base:

Circle Area = π * 3² = 9π ft²

Since there are two bases in a cylinder, we multiply this by 2 to account for both bases:

2 * Circle Area = 2 * 9π = 18π ft²

Now, we can add the lateral surface area and the area of the two bases to find the total surface area of the cylinder:

Total Surface Area = Lateral Surface Area + 2 * Circle Area

= 12π + 18π

= 30π ft²

As a decimal rounded to the nearest tenth, the surface area of the cylinder is approximately 94.2 ft²

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Answer:

see the images and explanation

Step-by-step explanation:

for the graph:

the domain 0 < x < 5

the range for each functions:

g(x) = 2x + 1

g(x) = y  ,   1 < y < 11

h(x) = 2x + 2 ,  2 < y < 12

To estimate the difference 10 1/9 - 5 14/15, we can round both numbers to the nearest whole number and it gives (c) 4

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

10 1/9 - 5 14/15

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

The estimated difference is: 10 - 6

Evaluate

The estimated difference is: 4

Therefore, the Estimated  difference is 5

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Answer:

use desmos or they work pretty well

The solution of the inequality is -4<x≤1 where x≠-1

A relationship between two expressions or values that are not equal to each other is called 'inequality.

The given inequality is x²-1/x²+5x+4 ≤0

Let us factor the terms in inequality to find the solution

(x+1)(x-1)/(x+1)(x+4) ≤0

(x-1)/(x+4)  ≤0

Find the critical values where the inequality changes sign

Interval 1: x < -4

Interval 2: -4 < x < 1

Interval 3: x > 1

Test each interval to see where the inequality is true or false

For interval 1, we can choose x = -5 as a test point:

(x-1)/(x+4) = (-5-1)/(-5+4) = -6 < 0

Since the inequality is true for x = -5, it is also true for all x < -4.

For interval 2, we can choose x = 0 as a test point:

(x-1)/(x+4) = (0-1)/(0+4) = -1/4 < 0

Since the inequality is true for x = 0, it is also true for all -4 < x < 1.

For interval 3, we can choose x = 2 as a test point:

(x-1)/(x+4) = (2-1)/(2+4) = 1/6 > 0

Since the inequality is false for x = 2, it is also false for all x > 1.

Combine the intervals where the inequality is true -4<x≤1 where x≠-1 is the solution

Hence, the solution of the inequality is -4<x≤1 where x≠-1

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The probability is approximately 0.446 or 44.6%.

Waiting time is exponentially distributed, we can use the cumulative distribution function (CDF) of the exponential distribution to solve this problem.

Let X be the waiting time in minutes.

X is exponentially distributed with a mean of 8 minutes.

The rate parameter λ is equal to 1/8.

The CDF of the exponential distribution is given by:

[tex]F(x) = 1 - e^(-\lambda x)[/tex]

The probability that a patient will see the doctor within eleven minutes of the scheduled time.

The value of F(11) - F(0).

[tex]F(11) = 1 - e^(-\lambda \times 11) = 1 - e^(-11/8)[/tex] ≈ 0.554

[tex]F(0) = 1 - e^(-\lambda \times 0) = 1 - e^0 = 1[/tex]

Therefore, the probability that a randomly selected patient will see the doctor within eleven minutes of the scheduled time is:

F(11) - F(0) ≈ 0.554 - 1 ≈ 0.446

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Answer:

B

Step-by-step explanation:

The value of 0.6 is greater than the value of 0.39 because 0.6 represents a larger proportion or fraction of a whole than 0.39 does.

To compare these two values, we can think of them as parts of a whole. For example, we can consider 0.6 as 60% of a whole and 0.39 as 39% of the same whole. When we compare 60% and 39%, it is clear that 60% is greater than 39%.

Another way to compare these two values is to convert them to fractions. 0.6 can be written as 6/10 or 3/5, while 0.39 can be written as 39/100.

When we compare 6/10 and 39/100, we can see that 6/10 is greater than 39/100 because 6/10 represents 6 parts out of 10, while 39/100 represents 39 parts out of 100.

Therefore, we can conclude that the value of 0.6 is greater than the value of 0.39 because it represents a larger proportion or fraction of a whole.

The length of the given line AB is 6 units and the polygon ABCDEF has been created.

A graph is a mathematical structure made up of a collection of points called VERTICES and a set of lines connecting some pair of VERTICES that may or may not be empty.

There is a chance that the edges will be directed, or orientated.

If the lines are directed or undirected, respectively, they are referred to as ARCS or EDGES.

Make a sequence of bars on graph paper as an example of a graph.

So, in the given situation the polygon ABCDEF has been created:

(Refer to the graph attached below)

Now, the length of the side AB:

Count the units as follows which comes to 6 units.

Therefore, the length of the given line AB is 6 units and the polygon ABCDEF has been created.

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Correct question:

Help Here is your graph of the points on the previous screen.

Connect the points in order to create polygon `ABCDEF`.

1.2 Enter the length of the segment between A and B.

Lee needs to score a total of 26 points in the next game to increase his mean score to 13 points.

Given that

Scores = 12,14,14,15,8,10,3,15

To increase his mean score to 13 points,

Lee needs to have a total of 13 x 9 = 117 points after the next game.

He has already scored a total of 12+14+14+15+8+10+3+15 = 91 points in the first 8 games.

Therefore, Lee needs to score a total of 117 - 91 = 26 points in the next game to increase his mean score to 13 points.

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The value of x is 11 and the measure of the supplementary angle m∠N is equal to 143°. That is:

a. equation:37° + 3x = 180°

b. x = 11, m∠M = 37°, m∠N = 143°

Supplementary angles are a pair of angles that add up to 180 degrees. In other words, if you have two angles that are adjacent (share a common vertex and side) and their measures add up to 180 degrees, then they are supplementary angles.

Given that m∠M and m∠N are supplementary then:

37° + 3x = 180°

3x = 180° - 37° {collect like terms}

3x = 143°

x = 143/3 {divide through by 3}

x = 11

m∠N = 3(11) = 143°.

Therefore, the value of x is 11 and the measure of the supplementary angle m∠N is equal to 143°.

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2 ounces of clay left in the bucket.

If Gina has used 3/10 of the bucket, then Joey has used,

1 - 3/10 = 7/10 of the bucket

Similarly, if Joey has used 3/5 of the bucket, then Gina has used,

1 - 3/5 = 2/5 of the bucket

The total amount of clay used by both of them is,

3/10 + 3/5 = 9/10

Therefore, the amount of clay left in the bucket is,

1 - 9/10 = 1/10

Since the bucket contains 20 ounces of clay, the amount of clay left in the bucket is,

(1/10) x 20 ounces = 2 ounces

So, there are 2 ounces of clay left in the bucket.

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If clusters have similar characteristics, it may make sense to use cluster sampling to select a representative sample of population for this study.

In situations where the population is large and it is not feasible to gather information from the entire population.

And where the population can be divided into several subgroups or clusters, stratified sampling or cluster sampling may be used.

However, based on the scenario you have described, cluster sampling seems to be the appropriate sampling method.

Cluster sampling involves dividing the population into smaller groups, or clusters.

Based on some shared characteristic or geographic location, and then selecting a random sample of clusters to survey.

This can be more efficient and cost-effective than selecting individual participants from the entire population.

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Answer: Sarah bought 5 first class tickets and (13-5) = 8 coach tickets.

Step-by-step explanation: The taken a toll of one to begin with lesson ticket is $1200 and the fetched of one coach ticket is $380.

So, the full taken a toll of first class tickets would be 1200x and the entire cost of coach tickets would be 380(13-x) = 4940 - 380x.

The overall fetched of the tickets is given as $9040, so we will set up the taking after condition:

1200x + 4940 - 380x = 9040

Streamlining and tackling for x, we get:

820x = 4100

x = 5

Answer:

first answer is correct

y = -1/2 x^2 + x + 1

Step-by-step explanation:

based on the graph, you can find two points

(2,1) and (0,1)

I input (2, 1) to each equation to check

y = -1/2 x^2 + x + 1 is correct

The value of both domain and range of this exponential function is (−∞,∞).

y = 2x-9

The domain of the function can be defined as all real numbers except the ones where the expression is undefined. In the case of 2x-9, there is no real number for which this expression is undefined. Therefore, a domain of this exponential function is (−∞,∞).

The range of the function is defined as the set of all valid y values. In this case, all real numbers are valid values of y. Therefore, the range of this exponential function is (−∞,∞).

Therefore, domain of y = 2x-9 is (−∞,∞) and range is also (−∞,∞).

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The no of rectangular prism that fit perfectly in the system is 540.

A rectangular prism is a three-dimensional solid object that has six rectangular faces. It is also known as a rectangular parallelepiped. The rectangular prism is characterized by its length, width, and height, which are also called its dimensions.

The volume of a rectangular prism can be calculated by multiplying its length, width, and height. The formula for the volume of a rectangular prism is:

Volume = length x width x height

The surface area of a rectangular prism can be calculated by adding the areas of all its faces. The formula for the surface area of a rectangular prism is:

Surface area = 2(length x width) + 2(length x height) + 2(width x height)

Rectangular prisms are commonly used in geometry and in real-world applications, such as in architecture, engineering, and manufacturing. They can be used to represent buildings, boxes, containers, and other objects with rectangular shapes.

Given, a rectangular prism has  a volume of 180 cubic inches.

To find how many 1/3 inch cubes fit inside we have that,

180/(1/3)

540/1

540

Hence the no of cube fit inside is 540.

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The logical assumption used is: An arithmetic sequence is a set of discrete values, whereas a line is a continuous set of values.

An arithmetic sequence is a set of numbers where, with the exception of the first term, each term is obtained by adding a fixed constant to the term before it. Every pair of following terms in the sequence has the same fixed constant, which is known as the common difference. A1 stands for the first term in an arithmetic sequence, while an is used to represent the nth term.

A solid line symbolises continuous numbers, whereas the classmate's logical presumption is that an arithmetic series comprises of discrete values. This presumption is untrue, though, as a line can effectively represent an arithmetic series.

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Answer: i dont know if this is right but i put a^4+b^4=c^4

Step-by-step explanation:

I have no idea tho

Answer:

The answer is 7x(5-2y)

Step-by-step explanation:

35x-14xy

7x(5-2y)

the error made is the x in the bracket

Increasing the shortening in the French bread formula to 7% would result in a softer and more tender crumb due to the added fat.

French bread is typically made with a small amount of fat, such as butter or oil, to enhance its flavor and texture. However, increasing the shortening to 7% would significantly increase the amount of fat in the formula, which would have several effects on the final product.

Firstly, the added fat would make the dough more extensible, resulting in a softer and more tender crumb. This is because the fat coats the gluten strands in the dough, reducing their ability to form a strong network and resulting in a more open and airy crumb.

Additionally, the added fat would also make the crust softer and less crispy. This is because the fat prevents the crust from drying out and developing a hard, crispy texture.

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The value of cos ( 90 - x ), given the side lengths of the right triangle would be B. 3 / 5.

In a right triangle, the sum of the two acute angles is always 90 degrees. If we have a right triangle with side lengths 3, 4, and 5, then it's a 3-4-5 Pythagorean triple, which means the angles are also in a specific ratio.

Now, we want to find cos(90 - x). Since the sum of the two acute angles in a right triangle is 90 degrees, the other angle in the triangle is (90 - x). We know that sin x = opposite / hypotenuse, so in our triangle, sin(90 - x) = 3/5.

The sine and cosine of complementary angles are related by the co-function identity:

cos(90 - x) = sin x

So, cos(90 - x) = sin(90 - x) = 3/5.

The answer is 3/5.

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Therefore, if you triple the difference of c and b (which is 2), and then subtract the result from a (which is 10), you get the answer of 4.

The mathematical expression for "triple the difference of c and b, then subtract the result from a" is:

a - 3(c - b)

In this expression, "c" and "b" are variables representing numerical values, and "a" is another variable representing a numerical value.

To evaluate this expression, you would need to substitute specific numerical values for "a", "b", and "c". For example, if a = 10, b = 5, and c = 7, then the expression would become:

10 - 3(7 - 5) = 10 - 6 = 4

Therefore, if you triple the difference of c and b (which is 2), and then subtract the result from a (which is 10), you get the answer of 4.

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Answer:

Jaxon made 11 free throws over the season.

Step-by-step explanation:

If he made 5% of his free throws, we know that he will make 5% of the total number of free throws he took, which is 220:

We multiply 220 by 0.05, or 5% to find out how many free throws he made:

220*0.05 = 11

After that, we now know that Jaxon made 11 of his free throws out of 220 over the course of the season, or 5%.

approximately 3.6 milliliters of medication would be needed for this prescription.

To calculate the total milliliters of medication needed for this prescription, we will use the formula dosage × frequency × day supply.

In this case, the dosage is 2 drops per ear, the frequency is twice a day, and the day supply is 9 days.

First, let's find out how many drops are needed per day:
2 drops/ear × 2 ears = 4 drops
Since the frequency is twice a day, multiply this number by 2:
4 drops × 2 = 8 drops per day

Now, multiply the number of drops per day by the day supply (9 days):
8 drops/day × 9 days = 72 drops

Typically, 1 drop is approximately 0.05 millilitres. To find out how many millilitres of medication are needed, multiply the total number of drops by the volume of one drop:

72 drops × 0.05 mL/drop = 3.6 mL

So, approximately 3.6 millilitres of medication would be needed for this prescription.

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Approximately 1.8 milliliters of medication would be needed for this prescription.

To calculate how many milliliters of medication would be needed for this prescription, we need to use the following formula:

dosage × frequency × day supply.
The dosage is 2 drops, the frequency is twice a day, and the day supply is 9 days.
First, we need to convert drops to milliliters.

One drop is equal to approximately 0.05 milliliters.

2 drops would be equal to 0.1 milliliters.
Next, we can plug in the values into the formula:
[tex]0.1 milliliters/drop \times 2 drops/twice a day \times 9 days = 1.8 milliliters. [/tex]

The patient will be using exactly 2 drops in each ear for each dose, and that there will be no waste or spillage of the medication.

To determine how many milliliters of medicine would be required for this prescription:

dose frequency day supply.

The recommended dosage is 2 drops, twice day, with a 9-day supply.

We must first convert droplets to milliliters.

A drop is around 0.05 milliliters in volume. As a result, 2 drops are equivalent to 0.1 milliliters.

The values may then be entered into the formula as follows:

0.1 milliliters each drop times twice daily for nine days equals 1.8 milliliters.

As a result, this prescription would require about 1.8 milliliters of medicine.

It's crucial to note that this estimate is predicated on the patient applying precisely 2 drops to each ear for each dose.

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In linear equation, 3f² + 8f + 16 feet is the length of the fourth side of the room.

What is  linear equation?

An algebraic equation with simply a constant and a first- order( direct) element, similar as y = mx b, where m is the pitch and b is the y- intercept, is known as a linear equation.

                         The below is sometimes appertained to as a" direct equation of two variables," where y and x are the variables. Equations whose variables have a power of one are called direct equations. One illustration with only one variable is where layoff b = 0, where a and b are real values and x is the variable.

= 5f² + 19f + 11 - 6f - 5f + 7 - 2f² - 2

= 3f² + 8f + 16 feet

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The expression that represent the length of the fourth side of the room is  [tex]3f^2 + 8f + 16[/tex].

What is  expression ?

Mathematical expressions consist of at least two numbers or variables, at least one arithmetic operation, and a statement. It's possible to multiply, divide, add, or subtract with this mathematical operation. Unknown variables, integers, and arithmetic operators are the components of an algebraic expression. There are no symbols for equality or inequality in it.

Here Total length of the room = [tex]5f^2+19f+11[/tex]

Three sides length of the room = 6f , 5f-8 and [tex]2f^2+2[/tex]

Fourth side = Total length - sum of length of three sides

=> [tex]5f^2+19f+11-(6f+5f-7+2f^2+2)[/tex]

=>  [tex]5f^2+ 19f + 11 - 6f - 5f + 7 - 2f^2 - 2[/tex]

=>  [tex]3f^2 + 8f + 16[/tex] .

The expression that represent the length of the fourth side of the room is  [tex]3f^2 + 8f + 16[/tex].

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There are 16 possible move sequences for the frog.

The possible moves that the frog can make.

The frog can move to either the closest point with a greater integer coordinate that is a multiple of 3, or to the closest point with a greater integer coordinate that is a multiple of 13.
Let's consider the first type of move, where the frog moves to the closest point with a greater integer coordinate that is a multiple of 3.

If the frog is at the point [tex]$n$[/tex], then the closest point with a greater integer coordinate that is a multiple of 3 is either [tex]$n+3$ or $n+6$[/tex].

Similarly, if the frog is at the point [tex]$n$[/tex] and wants to move to a multiple of 13, then the closest point with a greater integer coordinate that is a multiple of 13 is either[tex]$n+13$[/tex] or [tex]$n+26$[/tex].
Constructing move sequences.

The sequence starts with 0 and ends with 39.

The frog has two choices for its first move: either move to 3 or move to 13.

Let's assume that the frog moves to 3.

From there, the frog has two choices again:

move to 6 or move to 13. If the frog moves to 6, then it has two choices again: move to 9 or move to 13.

If it moves to 13, then it has two choices: move to 26 or move to 16.

We can continue this process until we reach 39.
We can create a tree diagram to help us keep track of the possible move sequences:
                            0
                             |
                        3 or 13
                      /            \
                6 or 13       13 or 26
                  /       \       /        \
             9        13     16         26
            / \        / \    / \           / \
          ... ...     ... ... ... ...         ... ...
Each branch represents a different move sequence.

We can see that there are 16 possible move sequences in total.

We can also see that some sequences are longer than others.

The longest sequence has 7 moves, while the shortest sequence has only 2 moves.

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the probability that none of the outcomes is an even number is 1/8 or approximately 0.125

The probability of rolling an even number on a fair six-sided die is 3/6 or 1/2, and the probability of rolling an odd number is also 1/2.

To find the probability that none of the outcomes is an even number, we need to calculate the probability of rolling an odd number on all three dice. Since the dice are rolled independently, we can multiply the probabilities together to get the overall probability:

P(rolling odd on one die) = [tex]1/2[/tex]

P(rolling odd on two dice) = [tex](1/2)^2 = 1/4[/tex]

P(rolling odd on three dice) =[tex](1/2)^3 = 1/8[/tex]

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Answer:

A mean of 27.2 shows that the data values are relatively close together. It represents that typically the city's snowfall has been about 27.2 inches yearly over the last 5 years.

Step-by-step explanation:

The mean, also known as the average, is the sum of all the data values divided by the number of data points. In this case, the mean of 27.2 inches indicates that, on average, the city has experienced a snowfall of approximately 27.2 inches per year over the last 5 years. The fact that the mean is close to the individual values of 25, 27, 25, 29, and 30 inches suggests that the data points are relatively close together and do not deviate significantly from the mean, indicating that the snowfall in the city has been relatively consistent over the past 5 years.

The total distance Brown family drove this morning at the speed of  65 miles per hour in 2.5 hours is equal to 162.5 miles.

Let 's' represents the speed of the moving object.

And 't' represents the time to cover distance.

The speed was 65 miles per hour.

And the time they drove was 2.5 hours.

The distance the Brown family drove this morning

=  Multiplying their speed by the time they drove.

This implies,

distance = speed x time

Substitute the values we have,

The distance they drove this morning is equal to,

⇒ distance = 65 miles per hour x 2.5 hours

⇒ distance = 162.5 miles

Therefore, the distance drove by Brown family this morning is 162.5 miles at the speed of 65 miles per hour.

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The value of g(x) = x^2 + 4x depends on the value of x.

If, for example, x = 2, then:

g(2) = 2^2 + 4(2) = 4 + 8 = 12

If x = -3, then:

g(-3) = (-3)^2 + 4(-3) = 9 - 12 = -3

In general, we can evaluate g(x) for any value of x by substituting that value into the expression x^2 + 4x.

Step-by-step explanation:

j = jana's age

m = mom's age = 2.5 j

g = grandma's age = 5.25 j      summed, they equal 149 IN THREE YEARS

j+3       +     2.5j +3     +    5.25 j + 3 = 149

8.75 j  + 9 = 149

8.75 j = 140

j = 16  y/o

   mom = 2.5 j = 40 y/o

         g-ma = 5.25 j = 84 y/o