a sample of size 16 is randomly selected from a population of size 90. determine the standard error of the mean if the population standard deviation equals 20.

Significance level does not need to be known in order to compute the p-value. Hence, Option (D) is correct

Significance level does not need to be known in order to compute the p-value.

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Answer:

1. 6

2. -1

3. 0

4. -9

5. 0

6. -21

7. 119

8. -60

9. 64

10. 45 degrees

Step-by-step explanation:

To use the splitpts function in Matlab, you will first need to define two sets of points with different arrays for each set. Then, you can use the syntax newSetOfPoints = splitpts(originalSetOfPoints) to split the original set of points into two new sets.

The "splitpts" function in MATLAB is used to split a set of points into two sets based on a specified split point. Here are the steps to use this function:

1. Define the set of points you want to split. For example:
```
points = [1 2 3 4 5 6 7 8 9 10];
```

2. Specify the split point. This can be any number between the minimum and maximum values of the set of points. For example:
```
splitPoint = 5;
```

3. Use the "splitpts" function to split the set of points into two sets. The first set will contain all the points less than or equal to the split point, and the second set will contain all the points greater than the split point. For example:
```
[set1, set2] = splitpts(points, splitPoint);
```

4. The resulting sets will be stored in the variables "set1" and "set2". You can display these sets using the "disp" function:
```
disp(set1);
disp(set2);
```

The output will be:
```
1 2 3 4 5
6 7 8 9 10
```

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Answer: 83r^2 - 59 + 60

Step-by-step explanation:

R^2 - 59R - 82r^2 + 60

= 83r^2 - 59 + 60

Answer:

Given

x+y+z=0

⟹x+y=−z

Cubing on both sides

(x+y) 3 =(−z) 3

⟹x 3 +y 3 +3x 2y+3xy 2 =−z 3

⟹x 3 +y 3 +3xy(x+y)=−z 3

⟹x 3+y 3+3xy(−z)=−z 3

⟹x 3 +y 3−3xyz=−z 3

⟹x 3 +y 3 +z 3 =3xyz

Step-by-step explanation:

Hope it is helpful.....

The set 6 (∆) consists of the sixth letter of the alphabet, "&." This symbol is known as the ampersand and is commonly used to represent the word "and."

It is used to link two or more similar words or ideas in a sentence or phrase, such as when two people are expressing a shared opinion. It can also be used to introduce an example or an alternative in a sentence, enabling the statement to be taken more figuratively than literally. For example, saying "I like apples & oranges" is not suggesting that literal apples and oranges are desired, but rather a variety of fruits.

Additionally, the symbol can be used to denote a written letter or digital file as in the phrase "attach & send." The & has also often come to represent a kind of shorthand notation in reference to the word "and," making it quicker to read and simplify messages or instructions.

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Answer: for d the answer is yes

Step-by-step explanation:

a line is in the form of y=mx+c or y=mx+b, as p(x)=3x+5 then the equation passes by being compatible with the general equation of a line

Step-by-step explanation:

1d.

yes.

f(x) = 2x + 3

g(x) = x + 2

p(x) = f(x) + g(x) = (2x + 3) + (x + 2) = 3x + 5

p(x) is still a linear function (highest exponent of x is 1). therefore it is a line.

The value of cos2x when sine of x equals negative 15 over 17 and cos x > 0 is -161/289.

The ratio of the neighboring side's length to the longest side, or hypotenuse, in a right triangle is known as the cosine. Let's say that the hypotenuse of a triangle ABC is written as AB, and the angle between the hypotenuse and base is written as.

It's interesting to see that cos's value varies depending on the quadrant. As observed in the above table, cos 0°, 30°, etc. have positive values while cos 120°, 150°, and 180° have negative values. Cos will have a good value in the first and fourth quadrants.

Given that, sin x equals negative 15 over 17.

Using the Pythagoras theorem we have:

(17)² = (- 15)² + y²

y = 8

The value of cos x = 8/17

Then the value of cos2(x) is calculated using the formula:

cos2x = cos²x - sin²x

cos2x = (8/17)² - (15/17)²

cos2x = -161/289

Hence, the value of cos2x when sine of x equals negative 15 over 17 and cos x > 0 is -161/289.

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The limit of the nth term as n becomes increasingly large is 1/3. The Option B.

To get limit of the nth term as n approaches infinity, we will analyze behavior of highest degree terms in the numerator and denominator.

In numerator, the highest degree term is \(2n^5.\)

In denominator, the highest degree term is \(6n^4\).

As the n becomes increasingly large, the influence of lower-degree terms becomes negligible when compared to highest degree terms.

The limit of the nth term is derived by dividing coefficient of highest degree term in numerator (2) by coefficient of the highest degree term in the denominator (6).

The limit is 2/6 which simplifies to 1/3.

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Answer:

-2

Step-by-step explanation:

23x + 1 > - 45

or, 23x > - 45 - 1

or, 23x > - 46

or, x > - 46/23

or, x > - 2

hope it will help you☺

(a) The probability that the first pass he completes is the second pass is approximately 0.013.

(b) The probability that the first pass he completes is the first or second pass is approximately 0.019.

(c) The probability that he does not complete his first two passes is approximately 0.316.

To find the probability, we use the geometric distribution. In this case, the football player completes a pass 69.1% of the time, which means the probability of completing a pass is 0.691.

(a) To find the probability that the first pass he completes is the second pass, we are essentially looking for the player to fail on his first pass and then succeed on his second pass. The probability of failing the first pass is (1 - 0.691) = 0.309. Since the geometric distribution deals with the probability of the first success occurring on a specific trial, we use the formula P(X = k) = (1 - p)^(k-1) * p, where p is the probability of success. Plugging in the values, we get P(X = 2) = (0.309)^(2-1) * 0.691 ≈ 0.013.

(b) To find the probability that the first pass he completes is the first or second pass, we need to calculate the probability of succeeding on either the first or second pass. This can be calculated as P(X = 1) + P(X = 2), where P(X = k) is calculated using the geometric distribution formula. Therefore, P(X = 1) = 0.691 and P(X = 2) ≈ 0.013, giving us a total probability of approximately 0.691 + 0.013 ≈ 0.019.

(c) To find the probability that he does not complete his first two passes, we need to calculate the probability of failing on both the first and second pass. Using the complement rule, the probability of not completing a pass is (1 - 0.691) = 0.309. Therefore, the probability of failing on the first two passes is P(X = 1) * P(X = 2), which is approximately 0.309 * 0.309 ≈ 0.316.

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Answer:

C

Step-by-step explanation:

Keep Change Flip

Keep the first; change divided by multiply; then flip the last

The system of linear inequalities that represents the number of students and chaperones on each bus is: x ≥ 0, y ≥ 3, and x + y ≤ 44.

To explain further, let's analyze each inequality. The first inequality, x ≥ 0, states that the number of students on each bus (represented by x) must be greater than or equal to zero. This inequality ensures that there cannot be a negative number of students on a bus, which makes sense in the context of the problem.

The second inequality, y ≥ 3, states that the number of adult chaperones on each bus (represented by y) must be greater than or equal to three. This inequality enforces the rental company's policy of having at least three adult chaperones on each bus.

The third inequality, x + y ≤ 44, represents the constraint that the total number of students (x) and adult chaperones (y) combined must be less than or equal to the seating capacity of the bus, which is 44. This inequality ensures that the total number of occupants on the bus does not exceed its capacity.

Together, these three inequalities form the system of linear inequalities that represent the possible combinations of students and chaperones on each bus, satisfying the rental company's policy and the seating capacity.

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Complete question:

Your class has rented buses for a field trip. Each bus seats 44 passengers. The rental company's policy states that you must have at least 3 adult chaperones on each bus. Let x represent the number of students on each bus. let y represent the number of adult chaperones on each bus. Write a system of linear inequalities that shows the various numbers of students and chaperones that could be on each bus.

The number (up to isomorphism) of abelian groups of order n is different from the number (up to isomorphism) of abelian groups of order m, unless n and m are isomorphic.

To understand why, consider the fact that the number of abelian groups of a given order is determined by the prime factorization of that order. Specifically, the number of abelian groups of order p^n is equal to the number of partitions of n, where p is a prime number. Thus, the number of abelian groups of a given order is determined by the prime factorization of that order.

If two orders have different prime factorizations, then the numbers of abelian groups of those orders will be different. For example, the number of abelian groups of order 12 is different from the number of abelian groups of order 15, since 12 and 15 have different prime factorizations. On the other hand, if two orders have the same prime factorization, then the numbers of abelian groups of those orders will be the same (up to isomorphism), since the number of abelian groups of an order is determined solely by the prime factorization of that order.

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The length of CD is 20.48 cm

In this question, we have been given a quadrilateral ABCD.

We need to find the length of CD.

From given figure, consider right triangle ABD

We find the value of sine of angle ADB

sin(∠ADB) = AB/DB

sin(38°) = 10 / DB

0.61587 = 10/DB

DB = 10/0.6157

DB = 16.24 cm

Applying sine rule to triangle BCD,

sin(B)/CD = sin(C)/DB

sin(105°) / CD = sin(50°) / 16.24

0.9659 / CD = 0.766 / 16.24

CD = (0.9659 * 16.24) / 0.766

CD = 20.48 cm

Therefore, the length of CD is 20.48 cm

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Given statement solution is :- By eliminating baths for a whole year and taking showers instead, you would save approximately 1,040 gallons of water.

To calculate the amount of water you would save by not taking baths for an entire year, we need to determine the total water usage for baths and showers separately.

Let's start by calculating the amount of water used for baths:

Number of baths per week = 1

Water used per bath = 40 gallons

Total water used for baths in a week = Number of baths per week × Water used per bath

= 1 bath/week × 40 gallons/bath

= 40 gallons/week

Now, let's calculate the amount of water used for showers:

Number of showers per week = 6 (since you take showers on the other six days)

Water used per shower = 10 gallons

Total water used for showers in a week = Number of showers per week × Water used per shower

= 6 showers/week × 10 gallons/shower

= 60 gallons/week

Next, we need to calculate the total water used for baths and showers in a year:

Total water used for baths in a year = Total water used for baths in a week × Number of weeks in a year

= 40 gallons/week × 52 weeks/year

= 2,080 gallons/year

Total water used for showers in a year = Total water used for showers in a week × Number of weeks in a year

= 60 gallons/week × 52 weeks/year

= 3,120 gallons/year

Finally, to determine the amount of water you would save by not taking baths for an entire year, subtract the total water used for baths in a year from the combined total water used for baths and showers in a year:

Water saved by not taking baths for a year = Total water used for baths and showers in a year - Total water used for baths in a year

= 3,120 gallons/year - 2,080 gallons/year

= 1,040 gallons/year

By eliminating baths for a whole year and taking showers instead, you would save approximately 1,040 gallons of water.

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The 95% confidence interval interpretation is as follows:

The 95% confidence interval means that  we can be 95% confident that the true population mean systolic blood pressure falls within the range (114 mmHg, 120 mmHg).

However, it is important to note that the confidence interval does not tell us with certainty where the true population mean systolic blood pressure lies, only where it is likely to be.

If we obtained a different set of 100 patients, we would likely obtain a different confidence interval. This is because the sample mean and standard deviation used to compute the interval would be different. However, if the new sample is still a representative sample of the same population, we would expect the confidence interval to be similar in width and location.

If we wanted a 99% confidence interval, the interval would be wider. This is because a higher confidence level requires a wider interval to be able to capture the true population mean with a higher degree of confidence.

The exact width of the interval would depend on the sample size and standard deviation used to compute it.

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Domain = {-1 ≤ x ≤ 3}, Range =  {-4 ≤ x ≤ 4}

What is compound inequality?

A compound inequality is a clause that combines two inequality declarations, usually by the conjunctions "or" or "and." The conjunction "and" denotes the simultaneous truth of both statements in the compound sentence. It is when the solution sets for the various statements cross over or intersect.

Here, we have

Given: {3,-1} and {4,-4}.

We have to represent the domain {3,-1} and the range {4,-4} using compound inequalities.

We represent the domain in compound inequality by:

In closed interval

Domain = {-1 ≤ x ≤ 3}

Interval = [-1, 3]

Range =  {-4 ≤ x ≤ 4}

Interval = [-4, 4]

In open interval

Domain = {-1 < x < 3}

Interval = (-1, 3)

Range =  {-4 < x < 4}

Interval = (-4, 4)

Hence, Domain = {-1 ≤ x ≤ 3}, Range =  {-4 ≤ x ≤ 4}

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Answer:

64 degrees

Step-by-step explanation:

The angles of a triangle add up to 180deg. The measure of angle B = 180-74-22 = 84. Since line segment BD bisects angle B, the measure of angle ABD is 1/2 of 84, or 42. Therefore, the measure of angle BDA = 180-74-42 = 64.

The proof for the the lines p and q are parallel is given below.

Alternate exterior angles are the angles formed on the two opposite sides of the transversal which are on the outer side of the parallel lines.

Given that,

∠1 ≅ ∠2 or ∠2 ≅ ∠1.

Now ∠1 ≅ ∠3, by the vertical angles theorem.

(By the vertical angles theorem, vertical angles formed by two intersecting lines are congruent).

Then ∠2 ≅ ∠3, by the transitive property.

(Transitive property states that, if a = b and b = c, then a = c)

By the corresponding angles converse postulate, two lines p and q are parallel.

(If the corresponding angles of two lines cut by a transversal are equal, the lines are parallel).

Hence it is proved.

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Answer:

Reflection across x = -5

and that is how you are supposed to do

Answer:

-A

Step-by-step explanation:

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The fetus experiences tactile stimulation in the womb as a result of: several factors including movement, pressure, and the mother's digestive and respiratory systems.

Tactile stimulation is the sense of touch. The fetus can experience a sense of touch even while still in the womb. The sense of touch can be evoked by several factors including movement, pressure, and the mother's digestive and respiratory systems.In the womb, the fetus is in a dark, warm, and quiet environment.

Therefore, they can feel when their mother touches her stomach or when someone touches her from outside the belly. The tactile stimulation also occurs when the fetus moves around or kicks and stretches. The fetus' tactile sensitivity has been shown to be well-developed by the end of the first trimester.

The fetus is also sensitive to pressure changes. This is because the amniotic fluid in which they are suspended is influenced by changes in pressure. For instance, if the mother is sitting, standing, or lying down, this causes changes in the pressure of the amniotic fluid.

These changes cause the fetus to move or shift their position. This movement, in turn, stimulates the fetus' tactile senses.

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v = [3; 1] is an eigenvector corresponding to the eigenvalue λ = 5.

To show that λ = 5 is an eigenvalue of A, we need to find a non-zero vector v such that Av = λv.
Given A = [4 3; 2 -1] and λ = 5, we have:

A - λI = [4 3; 2 -1] - [5 0; 0 5]
        = [-1 3; 2 -6]

Next, we need to solve the equation (A - λI)v = 0 to find the eigenvector v corresponding to λ = 5.
Solving the system of equations, we have:
-1v1 + 3v2 = 0
2v1 - 6v2 = 0
By solving these equations, we find that v = [3; 1] is an eigenvector corresponding to the eigenvalue λ = 5.

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Answer:

its A and D?

Step-by-step explanation:

Answer:

x = 6 , y = 18

Step-by-step explanation: