Pythagorean theorem HELP PLEASE

To prove convergence for the root test with complex numbers, we use the same approach as with real numbers.
Let's consider a series ∑an with complex terms. We can apply the root test by taking the nth root of the absolute value of each term, which gives us:
lim (n→∞) ∛|an|
If this limit is less than 1, then the series converges absolutely. If it is greater than 1, then the series diverges.
To prove convergence for the root test, we need to show that this limit is less than 1. We can do this by expressing the complex number an in polar form, such that an = rn*e^(iθn), where rn is the magnitude of an and θn is its argument.
Then, taking the nth root of the absolute value of an, we get:
|an|^1/n = (rn)^(1/n)
We can express rn as |an|*cos(θn) + i*|an|*sin(θn), and take the nth root of each term separately:
|an|^1/n = [(|an|*cos(θn))^2 + (|an|*sin(θn))^2]^(1/2n)
= |an|^(1/n) * [(cos(θn))^2 + (sin(θn))^2]^(1/2n)

= |an|^(1/n)
Since the limit of |an|^(1/n) is the nth root of the magnitude of the series, we can rewrite the root test as:
lim (n→∞) ∛|an| = lim (n→∞) |an|^(1/n)
If we can show that this limit is less than 1, then we have proven convergence for the root test with complex numbers.

One way to do this is to use the fact that |an|^(1/n) ≤ r, where r is the radius of convergence of the series. This inequality follows from Cauchy's root test, which applies to both real and complex numbers.
Therefore, if the radius of convergence of the series is less than 1, then the limit of |an|^(1/n) is also less than 1, and the series converges absolutely.
In summary, to prove convergence for the root test with complex numbers, we express each term in polar form and take the nth root of its magnitude. We then show that the limit of these roots is less than 1 by using Cauchy's root test and the radius of convergence of the series.

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Answer:

3.2

Step-by-step explanation:

Answer:

pythagorean theorem !!!!!!

Step-by-step explanation:

0.8²+1.6²=3.2²

0.64+2.56=10.24

THAT means the distance is

[tex] \sqrt{10.24} [/tex]

=3.2miles

The solution of the quadratic equations are shown below.

There are various methods that we could use when we want to solve a quadratic equation and these include;

1) Formula method

2) Graphical method

3) Completing the square method

4) Factor method

We have solved the following quadratic equations by factoring.

1)  3x^2 + 13x +10 = 0

x = - 1 and -10/3

2)  12n²-11n +2=0

n = 2/3 and 1/4

3) 5x^2 + 8x +3=0

x = -3/5 and -1

4)  10a²+ a -2=0

a = 2/5 and -1/2

5) 8x^2 + 10x + 3 = 0

x = -1/2 and -3/4

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Answer:

mean- 4.9

median- 4

interquartile range- 7

Step-by-step explanation:

Hope this helps! :)

Using the first thirteen rules of inference to derive the conclusions of the given symbolized arguments.

A. Conclusion: v-X

B. Conclusion: L

C. Conclusion: Z

In the first argument, the disjunctive syllogism and conditional proof rules were used to derive the conclusion. In the second argument, the material implication, double negation, commutation, modus ponens, and disjunctive syllogism rules were used to derive the conclusion. In the third argument, the material implication, De Morgan's Law, disjunctive syllogism, addition, and negation elimination rules were used to derive the conclusion.

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Using the rules of inference to derive the conclusions of the given symbolized arguments.

A. Conclusion: v-X

X-M (Premise)

M (Assumption for Conditional Proof)

|-(v-M) (Premise)

v (Disjunctive Syllogism: 3, M)

v-X (Conditional Proof: 2-4)

B. Conclusion: L

L» (B v 0) (Premise)

-(-0.-B) (Premise)

-0 v -(-B) (Material Implication: 2)

-0 v B (Double Negation: 3)

B v 0 (Commutation: 1)

-B»0 (Material Implication: 5)

-B (Disjunctive Syllogism: 4,6)

0 (Modus Ponens: 6,7)

L (Disjunctive Syllogism: 1,8)

C. Conclusion: Z

Ko (Y.Z) (Premise)

(K.C) v ( MK) (Premise)

-Z (Assumption for Conditional Proof)

-(Y.Z) (Material Implication: 1)

-Y v -Z (De Morgan's Law: 4)

Y (Disjunctive Syllogism: 2, MK)

-Z v -Z (Addition: 3)

Z (Negation Elimination: 7)

The disjunctive syllogism and conditional proof procedures were employed to reach the conclusion in the first argument.

The material implication, double negation, commutation, modus ponens, and disjunctive syllogism rules were employed to reach the conclusion in the second argument. The material implication, De Morgan's Law, disjunctive syllogism, addition, and negation elimination rules were utilized to obtain the conclusion in the third argument.

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The minimum area of a poster that will contain 50 square inches of printed material and have 4-inch margins on the top and bottom and 2-inch margins on the left and right is 98 square inches.

To determine the minimum area of the poster, we need to consider the dimensions of the printed material and the margins. The printed material covers an area of 50 square inches. The margins on the top and bottom are each 4 inches, which means we need to add 8 inches to the height of the printed material. The margins on the left and right are each 2 inches, which means we need to add 4 inches to the width of the printed material.
To determine the minimum area of the poster, follow these steps:

1. Add the top and bottom margins to the height of the printed material:
  Height = Printed Height + Top Margin + Bottom Margin
  Height = 50 square inches (assuming printed material height is 1 inch) + 4 inches + 4 inches
  Height = 9 inches

2. Add the left and right margins to the width of the printed material:
  Width = Printed Width + Left Margin + Right Margin
  Width = 50 square inches / 1 inch (since printed material height is 1 inch) + 2 inches + 2 inches
  Width = 54 inches

So, the total height of the poster is the height of the printed material plus the top and bottom margins, which is 50/width + 8 inches. The total width of the poster is the width of the printed material plus the left and right margins, which is 50/height + 4 inches.
Therefore, the minimum area of the poster is 7 x 14 = 98 square inches.

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Answer:

The soccer athlete completed 70 minutes of activity during this practice.

Step-by-step explanation:

mark brainliest

The area of the square is 49 in². (third option)

The area of the circle is 75.39 in². (fourth option)

The area of the shaded portion is 26.39 in².(first option)

A square is a quadrilateral with four equal sides.

Area of a square = length²

7² = 49 in²

A circle is a bounded figure which points from its center to its circumference is equidistant.

Area of a circle = πr²

Where :

3.14 x 4.9² = 75.39 in²

Area of the shaded portion = area of circle - area of square

75.39 in² - 49 in² = 26.39 in²

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We have evidence to suggest that the standard deviation of the number of fish in a 20-gallon tank is different from twoat the 5% level.

To determine if the standard deviation is different from two at the 5% level, we can perform a hypothesis test. The null hypothesis is that the standard deviation is two, and the alternative hypothesis is that the standard deviation is different from two.

We can use a chi-square test statistic to test this hypothesis. The test statistic is calculated as:

χ² = (n - 1) * s² / σ²

where n is the sample size, s is the sample standard deviation, and σ is the hypothesized population standard deviation.

We can then compare this test statistic to the critical value from the chi-square distribution with n - 1 degrees of freedom at the 5% significance level.

Using the given data, we have:

n = 15

s = 1.256

σ = 2

Plugging these values into the formula, we get:

χ² = (15 - 1) * 1.256² / 2² = 42.891

Using a chi-square distribution table or a calculator, we find that the critical value with 14 degrees of freedom at the 5% level is 23.685.

Since our test statistic (42.891) is greater than the critical value (23.685), we reject the null hypothesis and conclude that the standard deviation is different from two at the 5% level.

Therefore, based on the data provided, we have evidence to suggest that the standard deviation of the number of fish in a 20-gallon tank is different from two.

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Answer:

a) a = 1 ; b = 2 ;c =-1

c) -1 + √2  ; -1 - √2

Step-by-step explanation:

        x² + 2x = 1

a)      x² + 2x - 1 = 0

Compare with ax² + bx + c = 0

a = 1 ; b = 2 and c = -1

b)  

      [tex]\boxed{x=\dfrac{-b \± \sqrt{b^2-4ac}}{2a}}[/tex]

           [tex]= \dfrac{-2 \± \sqrt{2^2-4*1*(-1)}}{2*1}\\\\\\\\C) \ =\dfrac{-2 \± \sqrt{4+4}}{2}\\\\=\dfrac{-2 \± \sqrt{8}}{2}\\\\=\dfrac{-2 \±2\sqrt{2}}{2}\\\\=\dfrac{2(-1 \± \sqrt{2})}{2}\\\\= -1 \± \sqrt{2}[/tex]

          x  = -1 + √2   or x = -1 -√2      

The equivalent expression for -4/7-8/9+4/7+9/8 is given by option C. -8/9 + 9/8 and option D. - (4/7+ 8/9 ) + 4/7 + 9/8.

The expression is equals to,

-4/7-8/9+4/7+9/8

Verify  all attached options using property of addition.

-4/7- (8/9+4/7 )+9/8

Open the parenthesis as plus minus is minus we get,

- 4/7 - 8/9 - 4 /7 + 9/8

It is not equivalent to -4/7-8/9+4/7+9/8.

Incorrect option.

- ( 4/7-8/9+4/7 ) + 9/8

Open the parenthesis as (+)( - )is minus  and ( - ) ( - ) is plus we get,

- 4/7  + 8/9 - 4 /7 + 9/8

It is not equivalent to -4/7-8/9+4/7+9/8.

Incorrect option.

-8/9 + 9/8

= 0 -8/9 + 9/8

= -4/7 + 4/7  -8/9 + 9/8

Rearrange terms we get,

-4/7-8/9+4/7+9/8

It is equivalent to -4/7-8/9+4/7+9/8

Correct option.

- (4/7+ 8/9 ) + 4/7 + 9/8

Open the parenthesis as plus minus is minus we get,

-4/7 -8/9 + 4/7 + 9/8

It is equivalent to -4/7-8/9+4/7+9/8

Correct option.

0

Incorrect option.

Therefore, for the given expression equivalent terms are option C. -8/9 + 9/8 and option D. - (4/7+ 8/9 ) + 4/7 + 9/8.

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The above question is incomplete, the complete question is:

-4/7-8/9+4/7+9/8

Which of the following expressions are equivalent to

Attached options.

No, It is not a function because the x's (input) do repeat.

We know that;

A relation between a set of inputs having one output each is called a function.

Now, We have to given that;

In the given relation,  

The x's (input) do repeat.

Hence, It is not a function.

Thus, Correct statement is,

No, It is not a function because the x's (input) do repeat.

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The correct answer about the savings account that Zoe opened, represented by the equation b(x)=675(1.045)ˣ is B. Daniella says the balance in the account increases at a rate of 4.5% each year.

An equation is a mathematical statement that two or more algebraic expressions (the combination of variables with constants and mathematical operands) are equal or equivalent.

This equation is known as the future value equation, formula, or function.

Initial investment = $675

Compound interest rate = 4.5% (0.045 x 100)

Future value factor = 1.045 (100% + 4.5%)

Based on the future value function above, we can conclude that the compound interest rate is 4.5%, which is equivalent to 0.045 as given in the equation.

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The 99% upper bound for the binomial proportion P is 0.790. To find the necessary confidence bound for the binomial proportion P, we can use the formula: Upper bound = x/n + Zα/2√(x/n(1-x/n))

In this case, we are looking for a 99% upper bound, so Zα/2 = 2.576. Plugging in the given values, we get:
Upper bound = 24/55 + 2.576√(24/55(1-24/55))
          = 0.526 + 2.576(0.100)
          = 0.790
Therefore, the 99% upper bound for the binomial proportion P is 0.790.
Interpreting the interval, we can say that we are 99% confident that the true proportion of whatever we are measuring (which is represented by P) is no higher than 0.790. In other words, we can be fairly certain that the actual proportion falls within the interval from 0 to 0.790.

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The situation that can use the binomial probability distribution is a sampling of 100 parts to determine whether or not they meet specifications.

The binomial probability distribution is used to model the probability of a certain number of successes in a fixed number of independent trials, where each trial has only two possible outcomes: success or failure. In the given situation, each part in the sample either meets the specifications (success) or does not (failure), which makes it a binomial experiment.

To use the binomial probability distribution, we need to know the probability of success (p) and the number of trials (n). In the given situation, we can determine the probability of a part meet specifications based on the given specifications, and the number of trials is fixed at 100, as we are sampling 100 parts.

Using the binomial probability distribution, we can calculate the probability of a certain number of parts meeting specifications out of the 100 sampled parts. This can be useful in determining whether the sample meets the expected specifications or if there are any issues with the manufacturing process.

In summary, the binomial probability distribution can be used in the given situation of sampling 100 parts to determine whether or not they meet specifications, as it involves a fixed number of independent trials with only two possible outcomes.

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Answer:

The volume of a cone is given by the formula:

V = (1/3)πr^2h

where r is the radius of the base, h is the height, and π is the constant pi (approximately 3.14).

Plugging in r = 6 and h = 15, we get:

V = (1/3)π(6^2)(15) = 540π cubic feet

Rounding to the nearest hundredth, we get:

V ≈ 1696.63 cubic feet

Therefore, the volume of the cone is approximately 1696.63 cubic feet.

To check, we can use the formula for the volume of a cone to calculate the volume using different methods. For example, we can use the fact that the cone is one-third the volume of a cylinder with the same base and height. The cylinder has radius 6 feet and height 15 feet, so its volume is:

V_cylinder = π(6^2)(15) = 540π cubic feet

Dividing by 3, we get:

V_cone = (1/3)V_cylinder = (1/3)(540π) = 180π cubic feet

Rounding this to the nearest hundredth, we get:

V_cone ≈ 565.49 cubic feet

This is reasonably close to our previous answer of 1696.63 cubic feet, so we can be confident that our calculation is correct.

Step-by-step explanation:

We can be 90% confident that the true mean reduction in systolic blood pressure for the population is between 51.433 and 56.367.

To estimate the confidence interval for the true mean reduction in systolic blood pressure, we can use the formula:

CI = X ± Zα/2 * (σ/√n)

where X is the sample mean, Zα/2 is the critical value of the standard normal distribution for a given level of confidence (α), σ is the population standard deviation, and n is the sample size.

In this case, X = 53.9, σ = 5.6, n = 24, and we want a 90% confidence interval, so α = 0.1 and Zα/2 = 1.645 (using a standard normal distribution table or calculator).

Substituting the values, we get:

CI = 53.9 ± 1.645 * (5.6/√24)

CI = 53.9 ± 2.467

CI = (51.433, 56.367)

Therefore, we can be 90% confident that the true mean reduction in systolic blood pressure for the population is between 51.433 and 56.367.

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To create a plot with three different sine functions, we can use MATLAB code that includes the "plot" function, as well as specific parameters to set the ranges, colors, and styles of each line. First, we need to set up the x-axis range using the "range" function, which takes in the minimum, maximum, and step size values. In this case, we want the range to be from -6 to 6 with steps of 0.2, so we can write:

x = (-6:0.2:6);

Next, we can define each y value using the sine function and the corresponding multiple of x. For example, y1 corresponds to sin(x), so we can write:

y1 = sin(x);

Similarly, we can define y2 and y3 as:

y2 = sin(2*x);
y3 = sin(3*x);

Now, we can use the "plot" function to create a graph with all three sine functions plotted together. We want each function to be plotted with a different color, style, and legend label, so we can specify these parameters in the "plot" function call. Specifically, we want:

- y1 to be plotted in red and dashed
- y2 to be plotted in blue and solid
- y3 to be plotted in black and dotted
- a legend to be added with the labels 'sin(x)', 'sin(2x)', and 'sin(3x)'
- a title to be added with the label 'Multiple Plots'
- an x-axis label to be added with the label 'x'
- a y-axis label to be added with the label 'Sine functions'

Here is the complete code:

x = (-6:0.2:6);
y1 = sin(x);
y2 = sin(2*x);
y3 = sin(3*x);

plot(x, y1, 'r--', 'LineWidth', 1.5, 'DisplayName', 'sin(x)');
hold on;
plot(x, y2, 'b-', 'LineWidth', 1.5, 'DisplayName', 'sin(2x)');
plot(x, y3, 'k:', 'LineWidth', 1.5, 'DisplayName', 'sin(3x)');

title('Multiple Plots');
xlabel('x');
ylabel('Sine functions');
legend('show', 'Location', 'northwest');

grid on;
axis equal;

The "hold on" command ensures that all three plots are shown on the same graph. The "LineWidth" parameter sets the width of each line, and the "DisplayName" parameter sets the label for each line in the legend. Finally, the "grid on" and "axis equal" commands add a grid to the graph and ensure that the x and y axes are scaled equally.

Overall, this code will create a graph with three smooth sine functions plotted together, each with a different color, style, and legend label.

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An example of a tiered observation when measuring temperature would be measurements rounded off to the nearest degree.

This means that when you observe and measure the temperature, you would round the values to the nearest whole degree, providing a concise and uniform set of data points for analysis or comparison.

One example of a tiered observation when measuring temperature could be only considering those temperatures in a certain range, such as only observing temperatures that fall within the range of 60-70 degrees Fahrenheit. This would be a tiered observation because it is limiting the range of data being observed.

However, it's important to note that measurements rounded off to the nearest degree could also be considered a tiered observation because it's grouping data into discrete categories based on the rounding method used.
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Applying the formula for the length of an arc, the measure of angle LMN is approximately: 164°.

The length of an arc (s) = ∅/360 × 2πr, where r is the radius of the circle.

Given the following from the image attached below, we have:

Reference angle (∅) = m<LMN

length of an arc (s) =  14.3 cm

Radius (r) = 5 cm

Plug in the values:

∅/360 × 2π × 5 = 14.3

∅/360 × 10π = 14.3

∅/360 = 14.3/10π

∅ = 14.3/10π × 360

∅  ≈ 164°

The measure of angle LMN ≈ 164°

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In this case, since the curve is not a cylindrical helix, there is no well-defined axis.

A cylindrical helix is a curve in 3D space that follows the path of a cylinder as it is unwrapped along a line. The curve is parameterized by a vector function α(t) = (x(t), y(t), z(t)), where x(t) = r cos(t), y(t) = r sin(t), and z(t) = ht, with r and h being the radius and height of the cylinder, respectively.

In this case, the parameterization of the curve is given by α(t) = (at, bt^2, t^3). To determine if it is a cylindrical helix, we need to check if it follows the path of a cylinder as it is unwrapped along a line.

First, let's look at the z-coordinate, which corresponds to the height of the curve. We see that it is a cubic function of t, which means that the curve is not a horizontal line and it does not lie in a plane. This suggests that the curve may be a helix.

Next, let's look at the x and y-coordinates. The x-coordinate is a linear function of t, which means that it varies uniformly along the curve. The y-coordinate, on the other hand, is a quadratic function of t, which means that it changes faster than the x-coordinate.

This indicates that the curve may be a spiral, which is a type of helix that has an additional circular motion in the x-y plane as it moves along the z-axis. To confirm that the curve is a spiral, we need to check that the radius of the circle traced out by the curve in the x-y plane is constant.

To find the radius, we can take the derivative of the x and y-coordinates with respect to t:

dx/dt = a

dy/dt = 2bt

The radius of the circle is given by:

r = sqrt(x^2 + y^2) = sqrt(a^2 + 4b^2t^2)

We can take the derivative of r with respect to t to see if it is constant:

dr/dt = 4bt/sqrt(a^2 + 4b^2t^2)

We see that dr/dt is not constant, which means that the radius of the circle traced out by the curve is changing as it moves along the z-axis. Therefore, the curve is not a spiral.

In summary, the necessary and sufficient conditions for the curve to be a cylindrical helix are:

The z-coordinate of the curve is a linear function of t, i.e., z(t) = ht.

The radius of the circle traced out by the curve in the x-y plane is constant.

In this case, the curve does not satisfy condition 2, which means that it is not a cylindrical helix.

The axis of the curve is the line along which the cylinder is unwrapped. In this case, since the curve is not a cylindrical helix, there is no well-defined axis.

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The non-permissible values are any values of n that would make the original equation undefined. In this case, there are no such non-permissible values.

a.

The given equation is:

[tex]1 + x^4 = x[/tex]

Rearranging terms, we get:

[tex]x^4 - x + 1 = 0[/tex]

To solve this equation, we can use the quartic formula:

x = [ -b ± sqrt( b^2 - 4ac ) ] / 2a

Here, a = 1, b = -1, and c = 1, so we have:

x = [ -(-1) ± sqrt( (-1)^2 - 4(1)(1) ) ] / 2(1)

x = [ 1 ± sqrt( -3 ) ] / 2

Since the discriminant is negative, the solutions are complex:

x = [ 1 ± i*sqrt(3) ] / 2

Therefore, the non-permissible values are any values of x that would make the original equation undefined. In this case, there are no such non-permissible values.

b.

The given equation is:

3^(n-1) / (3^n + 6) + 2^n = 0

To solve for n, we can start by simplifying the first term:

3^(n-1) / (3^n + 6) = 3^(-1) / (1 + 2*3^(-n))

Substituting this into the original equation, we get:

3^(-1) / (1 + 2*3^(-n)) + 2^n = 0

Multiplying both sides by (1 + 23^(-n)), we get:

3^(-1) + 2^n(1 + 2*3^(-n)) = 0

Simplifying, we get:

2^n + 2*3^(n-1) = 0

Dividing both sides by 23^(n-1), we get:

(1/2)(1/3)^n + 1 = 0

Multiplying both sides by -2 and taking the logarithm of both sides, we get:

n = log(2/3) / log(3) - log(2)

Therefore, the solution is:

n = log(2/3) / log(3) - log(2)

The non-permissible values are any values of n that would make the original equation undefined. In this case, there are no such non-permissible values.

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The t-value is generally larger than the corresponding z-value because the t-distribution has heavier tails than the standard normal distribution. This means that the t-distribution has more probability in the tails than the standard normal distribution. As a result, the critical values for the t-distribution are larger than the corresponding critical values for the standard normal distribution.

Another reason for this difference is that the t-distribution takes into account the variability of the sample mean, which is estimated using the sample standard deviation. In contrast, the standard normal distribution assumes that the population standard deviation is known and fixed.

When the sample size is small, the t-distribution is more appropriate because it accounts for the additional uncertainty introduced by estimating the population standard deviation from the sample. As the sample size increases, the t-distribution approaches the standard normal distribution, and the difference between the t-value and the corresponding z-value decreases.

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Based on the information provided, the researcher should choose option a, which is to fail to reject/retain the null hypothesis. This is because the absolute value of the obtained statistic (tobt) (-1.98) is less than the absolute value of the critical value (tcrit) for a two-tailed t test with an alpha level of .05 and with df=29 (which is +/-2.045).

To clarify some of the terms used, the researcher in this scenario is conducting a hypothesis test to compare the population of senior citizens' average hours of sleep to that of the general population. She collected a sample of 30 senior citizens to represent the population. The null hypothesis is the statement that there is no difference between the two populations in terms of average hours of sleep. The alternative hypothesis is the statement that the senior citizens sleep fewer hours than the general population. The obtained statistic (tobt) is a measure of how far the sample mean deviates from the null hypothesis. The critical value (tcrit) is the cutoff value used to determine whether the obtained statistic is significant enough to reject the null hypothesis.
c. Fail to Reject/Retain the null. absolute value of tobt < absolute value of tcrit

Explanation:
The researcher performed a two-tailed single-sample t-test to compare the sleep hours of a sample of 30 senior citizens with the general population. The obtained statistic (tobt) is -1.98, and the critical value (Tcrit) for this test with an alpha level of .05 and df=29 is +/-2.045.

To make a decision, we compare the absolute values of tobt and tcrit:

Absolute value of tobt: |-1.98| = 1.98
Absolute value of tcrit: 2.045

Since the absolute value of tobt (1.98) is less than the absolute value of tcrit (2.045), we fail to reject the null hypothesis. This means the researcher cannot conclude that there is a significant difference in sleep hours between senior citizens and the general population based on her sample.

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the total area under the curve is 2400.

To find the number of vehicles that pass the intersection between time t = 0 and time t = 8, we need to calculate the definite integral of the function R(t) from t = 0 to t = 8:

∫(0 to 8) R(t) dt

Looking at the graph of R(t), we can see that it consists of two parts: a rectangle with base 2 and height 600, and a triangle with base 6 and height 400. The area of the rectangle is 2 x 600 = 1200, and the area of the triangle is (1/2) x 6 x 400 = 1200. Therefore, the total area under the curve is 2400.

So, the number of vehicles that pass the intersection between time t = 0 and time t = 8 is:

∫(0 to 8) R(t) dt = 2400

Since R(t) is measured in vehicles per hour, this means that 2400 vehicles pass the intersection between time t = 0 and time t = 8. Therefore, the answer is 2400, which is not one of the given answer choices.

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Answer:

yes

Step-by-step explanation:

let x be -2 and y be 7.

Then,

y = -5x-3

7= -5*(-2)-3

7= 10-3

7=7.

Answer:

The answer to your problem is, [tex]7\frac{1}{9}[/tex]

Step-by-step explanation:

Calculation process:

= [tex]\frac{16}{3}[/tex] ÷ [tex]\frac{3}{4}[/tex]

= [tex]\frac{16}{3}[/tex] × [tex]\frac{4}{3}[/tex]

= [tex]\frac{16*4}{3*3}[/tex]

= [tex]\frac{64}{9}[/tex] = [tex]7\frac{1}{9}[/tex]

Thus the answer to your problem is, [tex]7\frac{1}{9}[/tex]

The 90% confidence interval for the true mean weight of the textbooks is approximately (70.062 ounces, 73.938 ounces).

Given that you measured 21 textbooks and found a mean weight of 72 ounces with a population standard deviation of 5.4 ounces, we can follow these steps:

1. Identify the sample size (n), sample mean (X), population standard deviation (σ), and confidence level (90%).

  n = 21
  X = 72 ounces
  σ = 5.4 ounces
  Confidence level = 90%

2. Determine the critical value (z) for a 90% confidence interval. For a 90% confidence interval, the critical value (z) is 1.645.

3. Calculate the standard error (SE) using the formula [tex]SE = \frac {σ }{\sqrt{n} }[/tex].

 [tex]SE = \frac{5.4}{\sqrt{21} } = 1.177[/tex]

4. Calculate the margin of error (ME) using the formula ME = z * SE.

  ME = 1.645 * 1.177 = 1.938

5. Construct the confidence interval using the formula: X ± ME.

  Lower limit = 72 - 1.938 = 70.062
  Upper limit = 72 + 1.938 = 73.938

Based on your measurements, the 90% confidence interval for the true mean weight of the textbooks is approximately (70.062 ounces, 73.938 ounces).

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[tex] \sqrt{ \frac{3 - 1}{5} } = \sqrt{ \frac{2}{5} } = \frac{ \sqrt{2} }{ \sqrt{5} } = \frac{ (\sqrt{2} )}{ (\sqrt{5}) } \frac{( \sqrt{5})}{ (\sqrt{5} )} = \frac{ \sqrt{10} }{5} [/tex]

The answer is V10/5

The number of different arrangements that can be formed is 7920

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

Pictures = 11

Arranged pictures = 6

These can be represented as

n = 11 and r = 6

The number of different arrangements that can be formed is

Number = nPr

So, we have

Number = 11P4

Evaluate

Number = 7920

Hence, the arrangements are 7920

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