let x be a real number. show that (1 + x)^2n ≥1 + 2nx for every positive integer n.

Measure of angle D in the quadrilateral ABCD is 55°.

Given a quadrilateral which is inscribed inside a circle.

Opposite angles of a quadrilateral sum up to 180°.

2x - 7 + x + 4 = 180

3x - 3 = 180

3x = 183

x = 61

∠D + 2x + 3 = 180

∠D + 2(61) + 3 = 180

∠D = 55°

Hence the angle D is 55°.

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AC=5cm

CB=4cm

hypotenuse=5²+4²=25+16=41

hypotenuse=√41=6.40cm

(a) The complementary solution, yc, for the associated homogeneous equation is yc(x) = C1e^(-3x) + C2e^(2x).

To find the complementary solution, we consider the homogeneous equation associated with the given differential equation, which is obtained by setting the right-hand side of the differential equation to zero. The general form of the complementary solution is in the form yc(x) = C1e^(r1x) + C2e^(r2x), where r1 and r2 are the roots of the characteristic equation. In this case, the characteristic equation is r^2 - 3r + 2 = 0, which has roots r1 = 1 and r2 = 2. Substituting these values into the general form gives us the complementary solution yc(x) = C1e^(-3x) + C2e^(2x).

(b) To find a particular solution, yp, using the method of undetermined coefficients, we assume that yp(x) has the form yp(x) = Ax + Be^(3x).

We assume that the particular solution has the same form as the non-homogeneous term, but with undetermined coefficients A and B. By substituting this assumed form into the original differential equation, we can solve for the coefficients A and B. After solving, we obtain the particular solution yp(x) = 2x + (27/10)e^(3x).

(c) To solve the initial value problem, we combine the complementary and particular solutions: y(x) = yc(x) + yp(x).

Given the initial conditions y(0) = 4, y'(0) = 13, and y''(0) = 33, we substitute these values into the general solution obtained in part (c). After evaluating the equations, we find the particular solution that satisfies the initial conditions: y(x) = (27/10)e^(3x) - (36/5)e^(2x) + 2x + 4.

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Statement i is true, statement ii is false, and statement iii is true when interpreting them in the context of integers x and y.

i. The statement ∀x∃y: x + y = 0 can be interpreted as "For every integer x, there exists an integer y such that the sum of x and y is equal to zero." This statement is TRUE because for any integer x, we can choose y = -x, and the sum of x and -x will always be zero.

ii. The statement ∃y∀x: x + y = x can be interpreted as "There exists an integer y such that for every integer x, the sum of x and y is equal to x." This statement is FALSE because no matter what value of y we choose, the sum of x and y will always be different from x. There is no y that satisfies this condition for all values of x.

iii. The statement ∃x∀y: x + y = x can be interpreted as "There exists an integer x such that for every integer y, the sum of x and y is equal to x." This statement is TRUE because if we choose x to be any integer, the sum of x and any value of y will always be equal to x. The value of y does not affect the result of the sum, so this statement holds true for all integers x and y.

In summary, statement i is true, statement ii is false, and statement iii is true when interpreting them in the context of integers x and y.

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Answer:

Answer for the question is A)

Answer:

A) 3:5 = 12:20

Step-by-step explanation:

The numbers should have the same proportion, so if you multiply the ratio with smaller numbers each by a specific number, it should equal the same ratio as the ratio with the bigger number (or even if you divide the ratio with bigger numbers to see if it equals the ratio with smaller numbers)

Example:

A) multiply 3:5 by 4:

3 x 4 = 12

5 x 4 = 20

Has the same proportion as 12:20, so that expresses a true proportion

B) multiply 14:6 by 2:

14 x 2 = 28

6 x 2 = 12

28:12 does not equal to 28:18, so not the same proportion.

C) multiply 6:2 by 7:

6 x 7 = 42

2 x 7 = 14

42:14 does not equal to 42:7, so not the same proportion.

The purpose of data mining is to analyze large sets of data to identify patterns and relationships that may not be immediately obvious.

While data validation is an important step in preparing data for analysis, it is not the primary goal of data mining. The purpose of data mining for analyzing data is not to find previously unknown:

Causal relationships: Data mining focuses on identifying patterns and correlations within the data, but it does not determine causality. While data mining can help identify associations and relationships between variables, it does not establish a cause-and-effect relationship between them.

Biases or ethical issues: Data mining primarily focuses on extracting insights and patterns from data, but it may not explicitly address biases or ethical concerns related to the data. The responsibility of addressing biases and ethical considerations lies with data collection practices, data preprocessing, and the interpretation of results.

Data quality improvement: Data mining can uncover patterns and anomalies in the data, but its main purpose is not to improve data quality. Data quality improvement typically involves data cleansing, data validation, and ensuring data accuracy, completeness, and consistency.

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After 8 seconds the ball height was 42 units.

It is defined as the graph of a quadratic function that has something bowl-shaped.

It is given that on a game show, contestants shoot a foam ball toward a target. The table includes points along one path the ball can take to hit the target where x is the time that has passed since the ball was launched and y is the height at this time.

It is required to find how high was the ball after 8 seconds.

The orbit of the ball will be a parabola.

We know the standard form of a quadratic function:

[tex]\text{y}=\text{ax}^2+\text{bx}+\text{c}[/tex] where [tex]\text{a}\ne\text{0}[/tex]

At x = 0 and y = 10, we get:

[tex]\sf 10=a(0)^2+b(0)+c[/tex]

[tex]\sf 10=c[/tex]

[tex]\sf c=10[/tex]

At x = 2 and y = 24, we get:

[tex]\sf 24=a(2)^2+b(2)+c[/tex]

[tex]\sf 24=4a+2b+10[/tex]

[tex]\sf 4a+2b=14[/tex]                   ....(1)

At x = 16 and y = 10, we get:

[tex]\sf 10=a(16)^2+b(16)+c[/tex]

[tex]\sf 10=256a+16b+10[/tex]

[tex]\sf 256a+16b=0[/tex]               ....(2)

By solving equations (1) and (2), we get;

a = - 1/2, b = 8 and c = 10

Putting these values in the standard form of a quadratic function, we get:

[tex]\sf y=-\sf \frac{1}{2}x^2 +8x+10[/tex]

Now, after 8 seconds means when x = 8, we get:

[tex]\sf y=-\sf \frac{1}{2}\times 8^2 +8\times8+10[/tex]

[tex]\sf y=-32+64+10[/tex]

[tex]\sf y=42[/tex]

Thus, after 8 seconds the ball height was 42 units.

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125 degrees is  the missing angle of the triangle

In a triangle b=3 ;  a=9 ;  c=11

We want to determine the value of Angle C.

Since we are given three sides of the triangle, we use the Law of Cosines to find any of the angles.

C²=a²+b²-2abcosC

11²=9²+3²-2(9)(3)cosC

121=81+9-54cosC

121=90-54cosC

Subtract 90 from both sides

31=-54cosC

cosC=-31/54

C=cos⁻¹(31/54)

C=125 degrees

Hence, the missing angle of the triangle is 125 degrees

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The value of the length of BC would be,

BC = 8 mm

Since, The Pythagoras theorem states that in a right triangle, the square of the hypotenuse is equal to the sum of the square of the other two sides.

We have to given that;

In the figure below, AC is tangent to circle B.

Now, By Pythagoras theorem we get;

AB² = AC² + CB²

Substitute all the values, we get;

17² = 15² + CB²

289 = 225 = CB²

CB² = 64

CB = 8

Thus, The value of the length of BC would be,

BC = 8 mm

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The arc length is  (400/27√2).

To calculate the arc length of the curve defined by the function y = x^(3/2) over the interval (1, 6), we can use the arc length formula:

Arc Length = ∫[a,b] √(1 + [f'(x)]²) dx

First, we need to find the derivative of the function f(x) = [tex]x^(3/2)[/tex].

[tex]f'(x) = (3/2)x^(3/2 - 1) = (3/2)x^(1/2) = (3/2)\sqrt{x}[/tex]

Now, we can substitute the derivative into the arc length formula:

Arc Length = ∫[1,6] √(1 + [(3/2)√x]²) dx

          = ∫[1,6] √(1 + (9/4)x) dx

To simplify the integration, let's make a substitution u = 1 + (9/4)x. Then, du = (9/4)dx.

When x = 1, u = 1 + (9/4)(1) = 10/4 = 5/2

When x = 6, u = 1 + (9/4)(6) = 25/2

Now, we can rewrite the integral in terms of u:

Arc Length = (4/9) ∫[5/2, 25/2] √u du

          = (4/9) ∫[5/2, 25/2] u^(1/2) du

          = (4/9) * (2/3) * [u^(3/2)] from 5/2 to 25/2

          = (8/27) * (25/2)^(3/2) - (8/27) * (5/2)^(3/2)

Calculating the values:

[tex](25/2)^(3/2)[/tex] = [tex]25^(3/2) / 2^(3/2) = 125 / 2\sqrt{2}[/tex]

[tex](5/2)^(3/2) = 5^(3/2) / 2^(3/2) = 25 / 2\sqrt{2}[/tex]

Substituting these values:

Arc Length = (8/27) * (125 / 2√2) - (8/27) * (25 / 2√2)

          = (1000/54√2) - (200/54√2)

          = (800/54√2)

          = (400/27√2)

Therefore, the arc length of the curve y = [tex]x^(3/2)[/tex] over the interval (1, 6) is (400/27√2).

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The value of VW which is the missing length of the given triangle VWZ would be = 43.2

To calculate the missing part of the triangle, the formula that should be used is given as follows;

XW/VX = YZ/YV

Where;

XW = 72

YZ = 55

VX = 72+VW

YV = 88

That is;

= 72/72+VW = 55/88

6,336 = 3960+55VW

55VW = 6336-3960

55VW = 2376

VW = 2376/55

= 43.2

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If the bank changed its policy to charge the interest compounded quarterly at the same rate, the amount Gita would be paying after the change in the bank's policy for two years would be approximately Rs 107,656.99.

To calculate the amount Gita would be paying after the change in the bank's policy, we need to consider two separate compounding periods: the first year with semi-annual compounding and the second year with quarterly compounding.

First, let's calculate the amount after the first year using semi-annual compounding. The formula to calculate the amount with compound interest is given by:

A = P * (1 + r/n)^(n*t)

Where:

A = Amount after time t

P = Principal amount (initial loan)

r = Annual interest rate (as a decimal)

n = Number of compounding periods per year

t = Time in years

For the first year, Gita borrowed Rs 85,000 at an annual interest rate of 12%, compounded semi-annually. So, we have:

P = Rs 85,000

r = 12% = 0.12

n = 2 (semi-annual compounding)

t = 1 (year)

Using the formula, the amount after the first year is:

A1 = 85000 * (1 + 0.12/2)^(2*1) ≈ Rs 95,860.00

Now, for the second year, the compounding frequency changes to quarterly. The formula remains the same, but now we have:

P = Rs 95,860.00 (amount after the first year)

r = 12% = 0.12

n = 4 (quarterly compounding)

t = 1 (year)

Using the formula, the amount after the second year is:

A2 = 95860 * (1 + 0.12/4)^(4*1) ≈ Rs 107,656.99

Therefore, the amount Gita would be paying after the change in the bank's policy for two years would be approximately Rs 107,656.99.

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The interaction degrees of freedom for an ANOVA with six levels of Factor A and six levels of Factor B would be 25.

In an ANOVA with interaction, the interaction degrees of freedom are calculated as the product of the degrees of freedom for Factor A and Factor B.

In this case, since both Factor A and Factor B have six levels, the degrees of freedom for Factor A would be 6 - 1 = 5, and the degrees of freedom for Factor B would also be 6 - 1 = 5. Therefore, the interaction degrees of freedom would be 5 * 5 = 25.

The interaction degrees of freedom represent the variability in the data that is attributed to the interaction between Factor A and Factor B. It reflects the unique information gained from considering the joint effects of both factors and allows us to assess whether the interaction is statistically significant.

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The side length g for the triangle in this problem is given as follows:

g = 15.

Suppose we have a triangle in which:

The lengths and the sine of the angles are related as follows:

[tex]\frac{\sin{A}}{a} = \frac{\sin{B}}{b} = \frac{\sin{C}}{c}[/tex]

Then the relation for this problem is given as follows:

sin(112º)/19 = sin(47º)/g

Applying cross multiplication, the length g is obtained as follows:

g = 19 x sine of 47 degrees/sine of 112 degrees

g = 15.

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To diagonalize a given matrix A, we need to find a matrix P such that P^(-1)AP is a diagonal matrix. In this exercise, we are given four matrices A and need to find the corresponding matrix P that diagonalizes each of them. We will then verify our work by computing P^(-1)AP for each case.

For each matrix A, we need to find a matrix P such that P^(-1)AP is a diagonal matrix. The matrix P is constructed by taking the eigenvectors of A as its columns. The diagonal elements of the diagonal matrix will be the eigenvalues of A.

Let's solve each case separately:

1) A = [14 12; 6 20]

We find the eigenvalues of A to be 2 and 32. The corresponding eigenvectors are [1; -1] and [1; 3]. Forming the matrix P with these eigenvectors as columns, we have P = [1 1; -1 3]. To verify our work, we compute P^(-1)AP, which should give us a diagonal matrix.

2) A = [2 7; 0 3]

The eigenvalues of A are 2 and 3. The corresponding eigenvectors are [1; 0] and [7; -2]. Forming the matrix P with these eigenvectors as columns, we have P = [1 7; 0 -2]. We verify our work by computing P^(-1)AP.

3) A = [0 0; 3 8]

The eigenvalues of A are 0 and 8. The corresponding eigenvectors are [1; 0] and [0; 1]. Forming the matrix P with these eigenvectors as columns, we have P = [1 0; 0 1]. We verify our work by computing P^(-1)AP.

In summary, we have found the matrix P that diagonalizes each of the given matrices A. To verify our work, we can compute P^(-1)AP and check if it gives us a diagonal matrix.

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Using sine rule, the bearing of A's route from C is 109.1°

To calculate the bearing of A's route from port C, we can use trigonometry and the given information. Let's denote the bearing of A's route from C as θ.

Since we have the value of three sides and only one angle, we can use sine rule to find the missing side.

a / sin A = b / sin B

10/ sin 40 = 8 / sin B

sin B = 8sin 40/ 10

sin B = 0.51423

B = sin⁻¹ (0.51423)

B = 30.94

Using the sum of angles in a triangle;

30.94 + 40 + x = 180

x = 109.1°

The bearing of A to C is 109.1°

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The expected number of students participating in each activity would be:

Playing: 45 students

Reading story books: 30 students

Watching TV: 20 students

Listening to music: 10 students

Painting: 15 students

To determine the number of students expected to participate in each activity, you can calculate the percentage of students engaging in each activity and then apply that percentage to the total student population of 2,000.

Playing: 45 students

Percentage: (45 / 2,000) x 100% = 2.25%

Expected number of students: 2.25% of 2,000 = 45

Reading story books: 30 students

Percentage: (30 / 2,000) x 100% = 1.5%

Expected number of students: 1.5% of 2,000 = 30

Watching TV: 20 students

Percentage: (20 / 2,000) x 100% = 1%

Expected number of students: 1% of 2,000 = 20

Listening to music: 10 students

Percentage: (10 / 2,000) * 100% = 0.5%

Expected number of students: 0.5% of 2,000 = 10

Painting: 15 students

Percentage: (15 / 2,000) x 100% = 0.75%

Expected number of students: 0.75% of 2,000 = 15

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The quartiles and median of the attached box plot are,

Q₁, = 3 minutes ,M = 6minutes , and Q₃ = 11.5 minutes .

Yes , teachers surveyed had a commute time equal to median.

No ,boxplot does not remarks the number of teachers because frequency is not given.

From the attached box plot,

The quartiles and median commute times for the teachers surveyed are as follows,

Quartile 1 'Q₁' = 3 minutes

Median 'M' = 6 minutes

Quartile 3 'Q₃' = 11.5 minutes

Based on the given sample,

Yes it is true that one of the teachers surveyed had a commute time equal to the median commute time of 6 minutes.

The boxplot shows the distribution of commute times, and the median represents the middle value when the data is arranged in ascending order.

It is possible for the median to fall between two data points.

Since the sample size is odd 21 teachers there is an actual data point at the median.

However, for even sample sizes, the median would be an interpolation between two data points.

Based on the boxplot,

It cannot conclude that more teachers had commute times between 11.5 minutes and 21 minutes than between 1 minute and 3 minutes.

The boxplot only provides information about the distribution of the data and the spread of values.

It does not indicate the frequency or count of teachers falling within specific ranges.

Without additional information or a frequency distribution it cannot be determine the number of teachers in each range.

Therefore, the quartiles and median are Q₁, = 3 minutes ,M = 6minutes , and Q₃ = 11.5 minutes .

Yes , it is true that teachers surveyed had a commute time equal to median.

No , it is not possible as frequency is not given.

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The above question is incomplete, the complete question is:

A random sample of 21 teachers from a local school district were surveyed about their commute times to work. Their responses, rounded to the nearest half minute, were recorded and displayed using the following boxplot. All responses for commute times were different.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Teacher Commute Times (in minutes)

(a) Identify the quartiles and the median commute times for the teachers surveyed.

(b) Based on the sample, must it be true that one of the teachers surveyed had a commute time equal to the median commute time? Justify your response.

(c) One student looked at the boxplot and remarked that more teachers had commute times between 11. 5 minutes and 21 minutes than between 1 minute and 3 minutes. Do you agree or disagree? Explain your answer

Attached figure.

The difference in the number of sit-ups between each day is constant. Therefore, we can use arithmetic sequence to solve that problem.

What we'll be looking for is [tex]a_{12}[/tex].

[tex]a_n=a_1+(n-1)\cdot d[/tex]

[tex]a_1=17[/tex]

[tex]d=4[/tex]

Therefore

[tex]a_{12}=17+(12-1)\cdot 4=17+11\cdot4=17+44=61[/tex]

Since the probability that each airplane part passes inspection is 93%, the probability that all five of the next parts pass inspection is:

(0.93)^5 = 0.696

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This is about a 70% chance that all five of the next parts will pass inspection.

However, it is important to note that this is just a probability. It is possible that all five parts will pass inspection, but it is also possible that none of them will pass inspection

Answer:

Step-by-step explanation:

Therefore, the first partial derivatives of the function f(x, y, z) = 9x sin(y - z) are: fx(x, y, z) = 9 sin(y - z), fy(x, y, z) = 9x cos(y - z), fz(x, y, z) = -9x cos(y - z).

To find the first partial derivatives of the function f(x, y, z) = 9x sin(y - z), we differentiate with respect to each variable separately.

fx(x, y, z):

Taking the derivative with respect to x, we treat y and z as constants:

fx(x, y, z) = 9 sin(y - z)

fy(x, y, z):

Taking the derivative with respect to y, we treat x and z as constants:

fy(x, y, z) = 9x cos(y - z)

fz(x, y, z):

Taking the derivative with respect to z, we treat x and y as constants:

fz(x, y, z) = -9x cos(y - z)

Therefore, the first partial derivatives of the function f(x, y, z) = 9x sin(y - z) are:

fx(x, y, z) = 9 sin(y - z)

fy(x, y, z) = 9x cos(y - z)

fz(x, y, z) = -9x cos(y - z)

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Part (a):
To prove that if a is singular, then adj A must also be singular, we can use the fact that the determinant of a matrix and its adjugate are related by the equation:

A(adj A) = det(A)I

If A is singular, then det(A) = 0, which means that the left-hand side of the equation above is the zero matrix. Since the adjugate of A is obtained by taking the transpose of the matrix of cofactors, and since the matrix of cofactors involves computing determinants of submatrices of A, we know that if A is singular, then at least one of these submatrices will also have determinant 0. Therefore, the transpose of the matrix of cofactors will have at least one row or column of zeros, which means that adj A is also singular.

Part (b):
To show that if n ≥ 2, then det(adj A) = [det(A)]ⁿ⁻¹, we can use the fact that the product of a matrix and its adjugate is equal to the determinant of the matrix times the identity matrix, i.e.,

A(adj A) = det(A)I

Taking the determinant of both sides, we get

det(A)(det(adj A)) = [det(A)]ⁿ

Since n ≥ 2, we can divide both sides by det(A) to get

det(adj A) = [det(A)]ⁿ⁻¹

which is what we wanted to prove.

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Answer:

No, false, absolutely not, nada, by no means, not at all.

Step-by-step explanation:

When approaching complex, multi-step problems, I always tell people to list the information they have first and then make a plan to solve their problem to minimize mistakes.

The information that we have right now:

- She bought a dress for $29.98

- She bought shoes for $39

- She bought 2 belts for $14.99 each

- The tax for everything was $7.92

The plan:

Add up everything and see if if it is less or more than $100.

29.98+39+14.99(2)+7.92 = ?

= 106.88

106.88 is more than 100, so NO, she CANNOT pay for everything with 100$

Step-by-step explanation:

27:84:38      divide all of the terms by 27   ( to get '1' as the first number)

1  :  3.1  :  1.4

(a) There cannot exist such a polynomial f(x), and x is not a unit in F[x].

(b)  (i)  Every element in Q[x]/(x² – 3) can be written as a + bx + (x² – 3) for some a, b in Q.

(ii)This element indeed satisfies the requirement that (x + (x² – 3))·(x + (x² – 3))-2 = 1 + (x² – 3), and therefore acts like 1/(x + (x² – 3)) in Q[x]/(x² – 3).

(a) We know that the degree of any non-zero polynomial in F[x] is a non-negative integer. Therefore, for x to be a unit in F[x], there must exist a polynomial f(x) in F[x] such that x·f(x) = 1.

But then, the degree of the left-hand side is 1+deg(f(x)), which is greater than or equal to 1 (since deg(f(x)) is a non-negative integer), whereas the degree of the right-hand side is 0.

(b)

(i)This is because the elements of Q[x]/(x² – 3) are cosets of the form f(x) + (x² – 3), where f(x) is a polynomial in Q[x], and any polynomial in Q[x] can be written in the form a + bx + cx² + … + nx (where a, b, c, …, n are rational numbers) by the usual polynomial arithmetic operations of addition and multiplication.

(ii) We want to find (x + (x² – 3))-2. This means we want to find an element in Q[x]/(x² – 3) s

uch that, when multiplied by (x + (x² – 3)), gives us 1 + (x² – 3). In other words, we want to find an element that acts like 1/(x + (x² – 3)).

We can use the partial fraction decomposition to find such an element. Let's write 1 + (x² – 3) as a fraction:

1 + (x² – 3) = (4/3)·(x + √3)·(x – √3)/(x + (x² – 3)) + (2/3)·(x – √3)/(x + (x² – 3)) – (2/3)·(x + √3)/(x + (x² – 3))

Now, we can see that the coefficients of (x + (x² – 3)) in each term are the inverses of the elements we are looking for. Therefore:

(x + (x² – 3))-2 = (4/3)·(x + √3)·(x – √3) + (2/3)·(x – √3) – (2/3)·(x + √3)

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Answer:

To calculate the experimental probability of landing on the word apple (A), you need to know how many times the spinner landed on apple (A) out of the 30 spins. Experimental probability is calculated by dividing the number of times the event occurred by the total number of trials.

In this case, the formula for calculating the experimental probability of landing on apple (A) would be:

P(apple) = (Number of times spinner landed on apple) / (Total number of spins)

Without knowing how many times the spinner landed on apple (A), it is not possible to calculate the experimental probability.

The area of the shapes are ;

1. 155cm²

2. 236.3 cm²

The area of a shape is the space occupied by the boundary of a plane figures like circles, rectangles, and triangles.

1. The shape is divided into parallelogram and trapezium.

area of trapezoid = 1/2(a+b) h

= 1/2( 3+13)8

= 1/2 × 16 × 8

= 64cm²

area of parallelogram

= b× h

= 13 × 7

= 91 cm²

The area of the shape = 91 +64

= 155cm²

2. area of 2 semi circle = area of circle

Therefore the surface area of the shape = πr² + πrh

= πr(r+h)

= 3.14 × 3.5( 3.5 + 18)

= 10.99 × 21.5

= 236.3 cm²

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The area formed by the curve y=x²-9, the x-axis, and the ordinates x=-1 and x=4 is , 28.33 square units.

Now, We have to find the area formed by the curve y=x²-9, the x-axis, and the ordinates x=-1 and x=4,

For this, we need to integrate the function with respect to x between x=-1 and x=4.

First, let's find the indefinite integral of the function y = x²-9:

⇒ ∫ x²-9 dx = (x³/3) - 9x + C

where C is the constant of integration.

And, Use the definite integral formula to find the area between x=-1 and x=4:

Area = ∫ y dx (x=-1 and x=4)

        = ∫ (x-9) dx (x=-1 and x=4)

        = ∫ ((4)/3 - 9(4)) - ((-1)/3 - 9(-1))

        = ∫ (64/3 - 36) - (-1/3 + 9)

        = 28.33

So, the area formed by the curve y=x²-9, the x-axis, and the ordinates x=-1 and x=4 is , 28.33 square units.

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In statistics, SSB stands for the "sum of squares between groups." The sum of squares between groups (SSB) is a measurement of the difference between the sample means and the population mean.

The variability between the treatment conditions must be established in order to do the SSB (Sum of Squares Between) calculation. The SSB calculates the variations in group means.

First, we determine the data's overall mean:

Mean = (10 + 12 + 13 + 8 + 17 + 20 + 10 + 9 + 6 + 10 + 26) / 15 = 12

The mean is then determined for each treatment condition:

The average number of warnings is (10 + 8 + 10 + 6) / 4 = 8.5 

The average number of warnings is (12 + 17 + 9 + 10) / 4 = 12.

(13, 20, and 26) / 3 (two warnings on average) = 19.67

The following formula can be used to determine SSB:

SSB is equal to n1 times the overall mean (Mean1), n2 times the overall mean (Mean2), and n3 times the overall mean (Mean3).

where the sample sizes for each treatment condition are n1, n2, and n3.

Given the information, n1 = 4, n2 = 4, and n3 = 3.

SSB = 4 * (8.5 - 12)^2 + 4 * (12 - 12)^2 + 3 * (19.67 - 12)^2

= 4 * (-3.5)^2 + 4 * (0)^2 + 3 * (7.67)^2

= 49 + 0 + 176.88

= 225.88

SSB is therefore 225.88 (rounded to the nearest hundredth).

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