The GPA should students get to graduate as honor students is students must have a GPA of approximately 3.68 or higher to graduate as honor students at this university.
To graduate as an honors student at this university, a student would need to have a z-score of at least 1.96, which corresponds to being in the top 2.5% of the distribution.
Using the mean and standard deviation provided, we can calculate the corresponding gpa:
z-score = (x - mean) / standard deviation
1.96 = (x - 2.7) / 0.5
0.98 = x - 2.7
x = 3.68
Therefore, a student would need a cumulative gpa of 3.68 or higher to graduate as an honors student at this university.
At the university, the distribution of students' cumulative GPAs is bell-shaped with a mean of 2.7 and a standard deviation of 0.5.
To graduate in the top 2.5% as honor students, a student's GPA must be at or above a certain threshold.
Using a standard normal (z-score) table, we find that a z-score of 1.96 corresponds to the top 2.5% of the distribution.
To calculate the GPA required to achieve this z-score, we can use the formula:
GPA = Mean + (Z-score * Standard Deviation)
GPA = 2.7 + (1.96 * 0.5)
GPA = 2.7 + 0.98
GPA ≈ 3.68
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Find the value of each of the following quantities:
C(8,4)=
C(12,7)=
C(12,8)=
C(11,1)=
C(10,9)=
C(8,6)=
The values of the given Binomial coefficients are,
C(8,4) = 70
C(12,7) = 792
C(12,8) = 495
C(11,1) = 11
C(10,9) = 10
C(8,6) = 28
Binomial coefficients, also known as combinations, are used to calculate the number of ways to choose a subset of k elements from a set of n elements. They are denoted by C(n,k) or n choose k, and can be calculated using the formula:
C(n,k) = n! / (k! * (n-k)!)
where n! denotes the factorial of n, or the product of all positive integers up to and including n.
Using this formula, we can find the value of each of the given quantities:
C(8,4) = 8! / (4! * (8-4)!) = 70
C(12,7) = 12! / (7! * (12-7)!) = 792
C(12,8) = 12! / (8! * (12-8)!) = 495
C(11,1) = 11! / (1! * (11-1)!) = 11
C(10,9) = 10! / (9! * (10-9)!) = 10
C(8,6) = 8! / (6! * (8-6)!) = 28
In words, these values represent the number of ways to choose k elements from a set of n elements. For example, C(8,4) represents the number of ways to choose 4 elements from a set of 8 elements, which is 70.
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What is the area of this shape?
Answer: the space occupied by the boundary of a plane figures
Step-by-step explanation:
Let C = {x e Z 1 x 7 (mod 9)} and D = {x e Z l X l (mod 3)} (a) List at least five different elements of the set C and at least five ele- ments of the set D (b) Is C S D? Justify your conclusion with a proof or a counterexample. (c) Is D S C? Justify your conclusion with a proof or a counterexample,
The answer to the above questions can be framed as, (a) Elements of C: {1, 10, 19, 28, 37}, Elements of D: {1, 4, 7, 10, 13}, (b) C is not a subset of D, and (c) D is not a subset of C.
a) Different elements of set C can be obtained by adding multiples of 9 to any number that gives a remainder of 1 when divided by 7. For example, 1, 10, 19, 28, and 37 are five different elements of set C.
Similarly, different elements of set D can be obtained by adding multiples of 3 to any number that gives a remainder of 1 when divided by 2. For example, 1, 4, 7, 10, and 13 are five different elements of set D.
(b) C is not a subset of D, and D is not a subset of C. To see why, consider the number 10. 10 is an element of C since it gives a remainder of 1 when divided by 7. However, 10 is not an element of D since it gives a remainder of 2 when divided by 3.
Similarly, the number 4 is an element of D since it gives a remainder of 1 when divided by 2, but 4 is not an element of C since it gives a remainder of 4 when divided by 7.
(c) Since C and D have no elements in common, and neither is a subset of the other, C is not a subset of D, and D is not a subset of C.
Therefore, D is not a subset of C. To see why, consider the number 4, which is an element of D. However, 4 is not an element of C since it gives a remainder of 4 when divided by 7.
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Gene made a two-digit code. The first digit is odd. How many possible codes can he choose from?
Therefore, Gene code can choose from 50 possible codes.
The genetic code is a collection of instructions that specify how the DNA's four-letter code is converted into the amino acids' 20-letter code, which serves as the basis for proteins. The blueprint for proteins is stored in the genetic code, which consists of the four letters A, T, G, and C. Proteins are translated from DNA into RNA, which subsequently folds into the desired shapes.
The division of the letters into codons is known as the reading frame. The next three letters are interpreted as the second codon after the AUG start codon. The third codon is interpreted as the subsequent three letters, and so forth. Codon by codon of the mRNA molecule is read until a stop codon is reached.
There are 5 odd digits (1, 3, 5, 7, 9) to choose from for the first digit, and 10 digits (0-9) to choose from for the second digit. So the total number of possible codes is:
= digits * total digits
= 5 x 10 = 50.
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please help me omg im stooopid
Answer:
B
Step-by-step explanation:
Inequality operators with a line under them (such as [tex]\le[/tex] ) are represented on a number line by a filled-in dot. They include the endpoint of the inequality.
Using this information, we can narrow down the options to B and D.
Next, we can choose one of them based on the direction of the inequality operator. We can see that we have a "less than" (or equal to) inequality, so that means that the shading from the dot should be going to the left on the number line because numbers get smaller to the left. Therefore, we know that B is the correct answer.
Answer: B
Step-by-step explanation:
x ≤ 3, so it can't be C or D because those are both x being greater than three
Because x is less than or equal to 3, 3 is one of the solutions to this problem making B the answer
If you are stuck on a problem like this, find a random point and try it
Remember:
filled dot - less than/greater than, or equal to
Not filled dot - less than/greater than
When Samuel was born, his grandmother opened up a savings account to save money to give to him as a graduation gift. Samuel’s grandmother deposited $1,750 into the account. It earns 4.25% simple interest each year. If his grandmother makes no additional deposits or withdrawals, what will be the total account balance after 18 years?
Answer:
$3088.75
Step-by-step explanation:
4.25%= .0425
1750 x .0425 = 74.375
74.375 x 18 = 1338.75
1750+1338.75=3088.75
Enter the correct number. If it is a fraction, enter it in this form- example: 1/2
The absolute value of the slope of line A is [tex]|-11| = 11.[/tex] The absolute value of the slope of line B is [tex]|-5| = 5.[/tex] Since 11 > 5, line A is steeper than line B.
What are signs of slope indicates?The sign of the slope indicates the direction of the line; a positive slope means the line is increasing from left to right, while a negative slope means the line is decreasing from left to right. A slope of zero indicates a horizontal line.
The slope of a line represents its steepness. The absolute value of the slope indicates the degree of steepness, regardless of whether the slope is positive or negative.
The absolute value of the slope of line A is |-11| = 11.
The absolute value of the slope of line B is |-5| = 5.
Therefore, Since 11 > 5, line A is steeper than line B.
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A solid pyramid of height 40 cm with a square base of sides 30 cm each is put into a cynical tank of radius 40 cm. The tank is then filled with water. If the pyramid is removed, find the depth of the water in the tank.
Answer:depth = 32.5cm.
Step-by-step explanation:
The depth of the water in the tank after the pyramid is removed is 17.34 cm.
b) Supporting details:
To find the depth of the water, we need to consider the amount of water displaced by the pyramid. The weight of the water displaced by the pyramid is equal to the weight of the pyramid itself. When the pyramid is removed, the volume of water in the tank will decrease by the volume of water displaced by the pyramid. Using the formula for the volume of a cylinder and the volume of a spherical segment, we can set up an equation and solve for the depth of the water.
c) Internal link:
Learn more about buoyancy and Archimedes' principle in this article.
Step-by-step explanation:
Which of the following expressions will work to find z.
7(cos(60))
7(cost(30))
2y
y√ 2
7(tan(60))
7(tan(30))
7(sin(30))
y√ 3
The expression that will work to find the z in the figure provided is 7(sin(30°)) using the concept of SOH-CAH-TOA. We use SOH here anyways.
Understanding TrigonometryThe three primary trigonometric functions are:
Sine (sin): the ratio of the length of the opposite side to the length of the hypotenuse in a right triangle.Cosine (cos): the ratio of the length of the adjacent side to the length of the hypotenuse in a right triangle.Tangent (tan): the ratio of the length of the opposite side to the length of the adjacent side in a right triangle.It is from the above trigonometric functions that we form the SOH-CAH-TOA. Below shows what each of them stands for:
SOH stands for "Sine equals Opposite over Hypotenuse."CAH stands for "Cosine equals Adjacent over Hypotenuse."TOA stands for "Tangent equals Opposite over Adjacent."These three ratios are used to calculate the lengths of the sides of a right triangle when one angle and the length of one side are known. For example, if we know the length of the hypotenuse and one of the acute angles in a right triangle, we can use SOH CAH TOA to find the lengths of the other two sides.
To use SOH CAH TOA, you identify which ratio you need based on the information given in the problem, then plug in the values and solve for the missing side or angle.
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Using Lagrange multipliers find theglobal maxima and minima of the function f( x, y )= xy on the curve x^2 +xy+ y^2 = 3.
The global maxima and minima of the function f(x, y) = xy on the curve x² + xy + y² = 3 can be found using Lagrange multipliers. The global maxima is at (1,1) with a value of 1, and the global minima is at (-1,-1) with a value of 1.
To find the global maxima and minima, first, set up the Lagrange multiplier equation: ∇f(x, y) = λ∇g(x, y), where f(x, y) = xy, g(x, y) = x² + xy + y² - 3, and λ is the Lagrange multiplier. Then, find the gradient vectors ∇f(x, y) = (y, x) and ∇g(x, y) = (2x + y, x + 2y). The equation becomes (y, x) = λ(2x + y, x + 2y).
Next, solve for x and y in terms of λ: y = λ(2x + y) and x = λ(x + 2y). By solving this system of equations, we get two solutions: (1, 1) and (-1, -1). Plug these points into the function f(x, y) = xy to find the function values.
For both points, the function value is 1. Therefore, the global maxima is at (1, 1) with a value of 1, and the global minima is at (-1, -1) with a value of 1.
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(iv) 4u²+8u 2. Find a quadratic polynomial each with the given numbers as the sum and product of its zeroes respectively. (1) -1 (iv) 1,1 (ii) √2, √2, 1/31 (v) 1 11 - 4 4 (iii) 0,√5 (vi) 4,1
Therefore, the quadratic polynomial with sum of zeroes as -1 is. [tex]x^2 - x[/tex].
(i) For the quadratic polynomial with sum of zeroes as -1, let the zeroes be a and b. Then, we know that a + b = -1.
We also know that the product of the zeroes of a quadratic polynomial [tex]ax^2 + bx + c[/tex] is given by c/a. So, we need to find c/a = ab such that a + b = -1.
Let's try to solve this using substitution. We can write b = -a - 1 from the equation a + b = -1. Substituting this in the expression ab, we get:
[tex]c/a = ab = a(-a - 1) = -a^2 - a[/tex]
Now, we can write the quadratic polynomial in the form ax^2 + bx + c as:
[tex]ax^2 + bx + c = a(x - (-a))(x - (-a - 1)) = a(x + a)(x + a + 1)[/tex]
Expanding this expression, we get:
[tex]ax^2 + bx + c = a(x^2 + (2a + 1)x + a^2 + a)[/tex]
Comparing the coefficients with the standard form of a quadratic polynomial [tex]ax^2 + bx + c[/tex], we get:
[tex]a = 1, b = 2a + 1 = -1, c = a^2 + a = 0[/tex]
Therefore, the quadratic polynomial with sum of zeroes as -1 is [tex]x^2 - x[/tex].
(ii) For the quadratic polynomial with zeroes √2, √2, and 1/31, let the zeroes be a, b, and c. Then, we know that a + b + c = 2√2 + 1/31, and [tex]ab + ac + bc = 2.[/tex]
Since we have two equal zeroes (both √2), we know that the quadratic polynomial must have a factor of (x - √2)^2. So, we can write the quadratic polynomial in the form:
[tex]k(x - √2)^2(x - c) = k(x^3 - (2√2 + c)x^2 + 2√2cx - 2c√2)[/tex]
where k is some constant. We can find the value of k by setting the coefficient of x^3 to 1:
[tex]k = 1/((√2 - c)^2)[/tex]
Now, we can expand the expression for the quadratic polynomial and equate the coefficients with the given values:
[tex]a + b + c = 2\sqrt2 + 1/31 -- > c\\ = 2\sqrt2 + 1/31 - a - bab + ac + bc \\= 2 -- > 2a^2b + 2a^2c + 2ab^2 + 2b^2c + 2ac^2 + 2bc^2 \\= k(-2c\sqrt2) = -2\sqrt2/((\sqrt2 - c)^2)[/tex]
Substituting the expression for c in the second equation, we get:
[tex]2a^2b + 2a^2c + 2ab^2 + 2b^2c + 2ac^2 + 2bc^2 \\= -2\sqrt2/((√2 - 2\sqrt2 - 1/31 + a + b)^2)2a^2b + 2a^2(2\sqrt2 + 1/31 - a - b) + 2ab^2 + 2b^2(2\sqrt2 + 1/31 - a - b) + 2a(2\sqrt2[/tex]
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A game uses a deck of cards with 40 cards numbered from 1 to 40 you random select one card from the shuffled deck what is the probability of selecting a card that is divisible by 2?
The probability of selecting a card that is divisible by 2 is 1/2
What was the probability of selecting a card that is divisible by 2From the question, we have the following parameters that can be used in our computation:
Number of cards = 40
Cards that is divisible by 2 = 20
using the above as a guide, we have the following:
P(Cards) = Cards that is divisible by 2/Total
So, we have
P(Cards) = 20/40
Evaluate
P(Cards) = 1/2
Hence, the probability is 1/2
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Find the angle measure indicated. Assume that lines which appear to be tangent are tangent.
Answer:
60°
Step-by-step explanation:
I added a photo of my notes
Draw a bisector from the center of the circle and then two right triangles will be formed
Now you can find the measure of x (the sum of triangle's angles is equal to 180°):
[tex](0.5x)° + 90° + 60° = 180°[/tex]
[tex](0.5x)° = 180° - 90° - 60°[/tex]
[tex]x = 60°[/tex]
Students arrive at a professor's office every 20 minutes during final exam week according to a Poisson distribution. What is the probability that the professor's one hour afternoon nap will not be disrupted by any student arrivals?
A) 0.00
B) 0.05
C) 0.15
D) 0.45
We need to find the probability that no students arrive during the professor's one-hour nap using the Poisson distribution. In this case, the average arrival rate (λ) is 3 students per hour (60 minutes / 20 minutes per student).
The probability mass function (PMF) for the Poisson distribution is given by:
P(X=k) = (e^(-λ) * λ^k) / k!
For k=0 (no student arrivals):
P(X=0) = (e^(-3) * 3^0) / 0!
P(X=0) = (e^(-3) * 1) / 1
P(X=0) ≈ 0.05
So the probability that the professor's nap will not be disrupted by any student arrivals is 0.05, which corresponds to option B.
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a solid sculpture consists of a $4 \times 4 \times 4$ cube with a $3 \times 3 \times 3$ cube sticking out, as shown. the vertices of the smaller cube lie on the edges of the large cube, the same distance along each. what is the total volume of the sculpture?
The total volume of the sculpture is 87.625 cubic units. The total volume of the solid sculpture can be calculated by adding the volume of the larger cube and the smaller cube, then subtracting the overlapping volume.
The larger cube has dimensions of 4 × 4 × 4, so its volume is 4³ = 64 cubic units. The smaller cube has dimensions of 3 × 3 × 3, so its volume is 3³ = 27 cubic units.
The smaller cube is attached to the larger cube such that one of its vertices touches the edges of the larger cube, which means that 1/8 of the smaller cube is inside the larger cube. To find the overlapping volume, we need to calculate 1/8 of the volume of the smaller cube: (1/8) × 27 = 3.375 cubic units.
Now we subtract the overlapping volume from the sum of the volumes of both cubes to find the total volume of the sculpture:
64 (larger cube) + 27 (smaller cube) - 3.375 (overlapping volume) = 87.625 cubic units.
So, the total volume of the sculpture is 87.625 cubic units.
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Find the gradient of the line segment AB
Whoever gives me the first and most reasonable answer, gets marked as Brainleist
The gradient of the line segment AB is equal to 2/3.
How to calculate or determine the gradient or slope of a line?In Mathematics and Geometry, the gradient or slope of any straight line can be determined by using the following mathematical equation;
Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)
Slope (m) = rise/run
Slope (m) = (y₂ - y₁)/(x₂ - x₁)
By substituting the given data points into the formula for the slope of a line, we have the following;
Slope (m) = rise/run
Slope (m) = (y₂ - y₁)/(x₂ - x₁)
Slope (m) = 4/6
Slope (m) = 2/3.
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Can someone help me with how to do this
Answer:
7 or 8 hours
Step-by-step explanation:
please help me, explain please
Answer:
{-5,17/5} {-2,4}
Step-by-step explanation:
3-2a<13
subtract both sides by 3 -2a<10
divided both sides by -2 A<5
5a<17
divided both sides by 5 17/5
that is the first solution set.
2-6y<14
subrace 2 from both sides -6y<12
dived -6 from both sides y<-2
1<21-5y
-21 from both sides -20<-5y
divide both sides by -5 4<y
Answer:
-5 < a < 17/5
-2 < y < 4
Step-by-step explanation:
a.)
3 - 2a < 13
-2a < 10
a > -5
5a < 17
a < 17/5
-5 < a < 17/5
b.)
2 - 6y < 14
-6y < 12
y > -2
1 < 21 - 5y
-20 < -5y
-20/-5 > y
y < 4
-2 < y < 4
the main difference between the uniform distribution and the normal distribution is that the uniform distribution: group of answer choices is a discrete probability and the normal distribution is a continuous probability. has the same probability for every outcome and the normal distribution has higher probabilities for outcomes centered around the mean. is a continuous probability and the normal distribution is a discrete probability. is used to measure the random
The main difference between the uniform distribution and the normal distribution is that the uniform distribution has the same probability for every outcome, while the normal distribution has higher probabilities for outcomes centered around the mean
The uniform distribution is a probability distribution that assigns equal probabilities to every possible outcome within a specific range. In other words, each outcome has the same likelihood of occurring, and the distribution is flat or rectangular-shaped. For example, if you roll a fair six-sided die, the probability of getting any one of the six numbers is 1/6, since each number is equally likely to occur. The uniform distribution is commonly used in situations where all outcomes are equally likely, such as in random number generation or selecting a winner from a group of contestants.
On the other hand, the normal distribution (also known as the Gaussian distribution) is a continuous probability distribution that describes the behavior of many natural phenomena, such as the heights of people or the weights of objects. It is characterized by a bell-shaped curve that is symmetric around its mean value, with the highest probability density at the mean and decreasing probability density as you move away from the mean in either direction. The normal distribution is important in statistics because it is often used to model real-world data, and many statistical tests and techniques assume that the data follows a normal distribution.
In summary, the uniform distribution is characterized by equal probabilities for all outcomes, while the normal distribution is characterized by a bell-shaped curve that assigns higher probabilities to outcomes near the mean and lower probabilities to outcomes further away from the mean.
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,if , x=65, sigma = 14and n69, construct a 99onfidence interval estimate of the population mean, μ
We can be 99% confident that the true population mean falls within the interval (60.47, 69.53).
To construct a 99% confidence interval estimate of the population mean (μ) given x=65, sigma=14, and n=69, we can use the formula:
CI = x ± z*(sigma / √(n))
where x is the sample mean, sigma is the population standard deviation, n is the sample size, and z is the critical value from the standard normal distribution corresponding to the desired confidence level.
For a 99% confidence level, the z-value is 2.576 (from the standard normal distribution table). Substituting the given values, we get:
CI = 65 ± 2.576*(14 / √(69))
CI = (60.47, 69.53)
This means that if we repeat the sampling process many times and construct confidence intervals in the same way, around 99% of those intervals will contain the true population mean.
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Ecologists define carrying capacity (K) as the maximum population size that a particular environment can sustain. Which statement about K is correct? A) K varies among populations and in time. B) K varies in space and is constant for any given species. C) K varies among populations and in space and time. D) K varies in space and time and is constant for any given species.
The carrying capacity (K) is that it varies among populations and in space and time is correct statement. The correct answer is C.
Ecologists define K as the maximum population size that a particular environment can sustain. However, this capacity is not a fixed number and varies depending on several factors such as resource availability, predation, disease, climate change, and other environmental factors.K varies among populations because different populations have varying resource availability, and thus, the carrying capacity of one population may not be the same as that of another population in a different location. In addition, the carrying capacity can change over time due to environmental changes, natural disasters, or human activities such as deforestation, pollution, and climate change.Moreover, K varies in space as different species have different carrying capacities, and the carrying capacity of one species may differ from that of another species in the same environment. For instance, a forest may have a higher carrying capacity for a certain herbivorous species than for a carnivorous species due to differences in food availability.In conclusion, carrying capacity (K) is a dynamic concept that varies among populations and in space and time. Therefore, ecologists must consider several factors when estimating the carrying capacity of a particular environment to ensure the sustainability of populations and the conservation of biodiversity.For more such question on capacity
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given set a={1,2,3,4,5,6,7}, determine whether ℘={{1,3},{5,6},{2,4},{7}} is a partition of a.
we can conclude that ℘={{1,3},{5,6},{2,4},{7}} is a partition of a={1,2,3,4,5,6,7}.
To determine whether ℘={{1,3},{5,6},{2,4},{7}} is a partition of a={1,2,3,4,5,6,7}, we need to check two things:
1. Each element of a must belong to exactly one set in ℘.
2. The sets in ℘ must be non-empty, pairwise disjoint, and their union must be equal to a.
Let's check these conditions:
1. Each element of a belongs to exactly one set in ℘:
- 1 belongs to {1,3}
- 2 belongs to {2,4}
- 3 belongs to {1,3}
- 4 belongs to {2,4}
- 5 belongs to {5,6}
- 6 belongs to {5,6}
- 7 belongs to {7}
So, each element of a belongs to exactly one set in ℘.
2. The sets in ℘ are non-empty, pairwise disjoint, and their union is a:
- {1,3} and {2,4} are both non-empty and disjoint.
- {5,6} and {7} are both non-empty and disjoint.
- The union of all sets in ℘ is {1,2,3,4,5,6,7}, which is equal to a.
Therefore, we can conclude that ℘={{1,3},{5,6},{2,4},{7}} is a partition of a={1,2,3,4,5,6,7}.
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Let A = {1, 2, 3, 4, 5}, B = {0, 3, 6}, and C = {2, 4, 6, 7}.
Find
(a) A ∪ B
(b) A ∩ B
(c) A − B
(d) B − A
(e) C ∪ (B − A)
(f) (C ∪ B) − A
To find the union of two sets, we combine all the elements in both sets, without duplicating any elements. (a) A ∪ B = {0, 1, 2, 3, 4, 5, 6} (b) A ∩ B = {3} (c) A − B = {1, 2, 4, 5} (d) B − A = {0, 6} (e) C ∪ (B − A) = {0, 2, 3, 4, 6, 7} (f) (C ∪ B) − A = {0, 6, 7}
To find the intersection of two sets, we find the elements that are common to both sets. A − B = {1, 2, 4, 5}
To find the set difference A − B, we remove all the elements in B from A. B − A = {0, 6} To find the set difference B − A, we remove all the elements in A from B. C ∪ (B − A) = {0, 2, 3, 4, 6, 7} First, we find the set difference B − A, which is {0, 6}.
Then, we find the union of C and {0, 6}, which is {0, 2, 4, 6, 7}. (C ∪ B) − A = {0, 6, 7} First, we find the union of C and B, which is {0, 2, 3, 4, 6, 7}. Then, we remove all the elements in A from this set to get the result.
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What is the meaning of sampling probability?
The sampling probability refers to the property of an element of a given population in its given probability to become a part of a sample during the drawing of a single sample.
It is a defined and distinguished technique that is based on the principle of random selection to study a certain part of a concerning population. Furthermore, in this specific method, every member of the population has the possibility of having an equal chance of being chosen for the sample.
One backlash in the field of using sampling probability is it's very time-consuming and has a higher expenditure in comparison to other methods.
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The following triangle CAT is transformed using a trasnslation Which could be coordinates of C’A’T’ after the transition
Answer:
sqaure root
Step-by-step explanation:
aka radical of cat
researchers pre-establish the rate of false rejection of the null hypothesis prior to conducting any testing for significance T/F
The given statement of researchers pre-establish the rate of false rejection of the null hypothesis prior to conducting any testing for significance is False.
The rate of false rejection of the null hypothesis prior to conducting any testing for significance is called the level of significance or alpha level.
Researchers typically establish the alpha level before conducting a significance test.
And it represents the probability of rejecting the null hypothesis when it is actually true.
The most commonly used alpha level is 0.05, which means that there is a 5% chance of rejecting the null hypothesis when it is true.
However, the alpha level is not pre-established by researchers for all tests.
In some cases, researchers may use a different alpha level based on the nature of the study, the research question, or other factors.
Additionally, the alpha level can be adjusted during the analysis to control for the overall rate of false positives in a study.
Such as when conducting multiple hypothesis tests.
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Find the probability that a randomly
selected point within the circle falls in the
red-shaded square.
1
1
4
P=[?]
4
Enter as a decimal rounded to the nearest hundredth.
The probability that a randomly selected point within the circle falls in the red-shaded square is 0.0625
Finding the probabilityFrom the question, we have the following parameters that can be used in our computation:
Red square of length 1
White square of length 4
The areas of the above squares are
Red square = 1^2 = 1
White square = 4^2 = 16
The probability is then calculated as
P = Red square/White square
So, we have
P = 1/16
Evaluate
P = 0.0625
Hence, the probability is 0.0625
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What is the "run" of the red line?
a. -3
b. -1
c. 3
d. 1
Answer:
D.1
Step-by-step explanation:
you cannot measure distance in negatives and it talks about how many units it was moved by.
C
Reason: You have 2,2, and 3,3 now there is no 2 that can go with or that is higher and it can not be negative because it is not at the bottom its on top which is positive.
-(12/7) Rational or irrational
Answer:
Irrational
Step-by-step explanation:
There number does not flow in a pattern but have a negative number
Write the equation of each line in slope‐intercept form.
Answer:
y = 3x + 2
Step-by-step explanation:
the equation of a line in slope- intercept form is
y = mx + c ( m is the slope and c the y- intercept )
calculate m using the slope formula
m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]
with (x₁, y₁ ) = (- 2, - 4) and (x₂, y₂ ) = (0, 2) ← 2 points on the line
m = [tex]\frac{2-(-4)}{0-(-2)}[/tex] = [tex]\frac{2+4}{0+2}[/tex] = [tex]\frac{6}{2}[/tex] = 3
the line crosses the y- axis at (0, 2 ) ⇒ c = 2
y = 3x + 2 ← equation of line
