What would the height need to be for this curve to be a density curve?

startfraction 1 over 8 endfraction
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1

The bank's claim is exaggerated and not entirely accurate.

The bank's claim that virtually all of its customers are served in less than 11 minutes is misleading, as it implies that almost all customers are served in 11 minutes or less. However, based on the given information that service times follow an exponential distribution with a mean of 4.5 minutes, we can calculate the probability that a customer will be served in less than 11 minutes using the cumulative distribution function of the exponential distribution:

P(X < 11) = 1 - \(e^{(-11/4.5)\) = 0.956

This means that approximately 95.6% of customers will be served in less than 11 minutes, not "virtually all." Therefore, the bank's claim is exaggerated and not entirely accurate.

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Answer:

It's either C or B but I'm mostly going for C cause some of them have dots in the middle and some exactly on the line so if I were you I would choose C but if you want a different answer then choose B but I'd do C.

Hope this help biiiieee

Answer:

? = 13

Step-by-step explanation:

40.5/9 = 4.5

9 x 4.5 = 40.5

X x 4.5 = 58.5

4.5X = 58.5

4.5X/4.5 = 58.5/4.5

x = 13

Answer:

13

Step-by-step explanation:

We are given the sides of one of the triangles. If you take 9/40.5, you get .2222222. We can then use that to find the base. If you take 58.5, multiply it by .22222, you get 13!

Answer:

Step-by-step explanation:

(-2 , 6)

Slope = m = -1

y =mx + b

y = -x +b

Plugin x = -2 and y = 6

6 = -(-2) + b

6 = 2 + b

6-2 = b

b = 4

y = -x + 4

x + y = 4

No, the expression w^(2)+64 is not a difference of squares.

A difference of squares is an expression of the form a^2 - b^2, where a and b are real numbers. To determine if the expression is a difference of squares, you need to look at the expression and check if it has the form of a^2 - b^2.

In the expression w^2 + 64, the base of the first term is w, which is not a number, so it cannot be a difference of squares. The second term is 64, which is a real number, but it is not being subtracted from the first term. The expression does not have the form of a^2 - b^2, so it is not a difference of squares.

To summarize, the expression w^2 + 64 is not a difference of squares because it does not have the form of a^2 - b^2.

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The correlation coefficient measures the strength and direction of the linear relationship between two variables. The value of the correlation coefficient ranges from -1 to 1.

Among the given options, the correlation coefficient that represents the weakest correlation between two variables is:

C. 0.02

A correlation coefficient of 0.02 indicates a very weak positive or negative linear relationship between the variables, as it is close to zero. In comparison, options A (-0.10) and D (0.10) represent slightly stronger correlations, while option B (-1.00) represents a perfect negative correlation.

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Answer:

M=5

B= -4

Step-by-step explanation:

y = mx + b

Answer:

Slope) 5

y-intercept) -4

Step-by-step explanation: hope this helps!

It indicates that the test is highly accurate in correctly identifying individuals with hepatitis C (high sensitivity) and accurately ruling out individuals without the disease (high specificity).

Sensitivity and specificity are two important measures of a diagnostic test's performance. Sensitivity refers to the test's ability to correctly identify individuals who have the condition, while specificity refers to its ability to correctly identify individuals who do not have the condition.

In the case of the ELISA test for hepatitis C, a sensitivity of 95% means that the test will correctly identify 95% of individuals who actually have hepatitis C as positive. This indicates a high probability of detecting the disease when it is present.

On the other hand, a specificity of 90% means that the test will correctly identify 90% of individuals who do not have hepatitis C as negative. This suggests that there is a 10% chance of a false positive result, where individuals without the disease are mistakenly identified as positive.

Overall, the high sensitivity and specificity of the ELISA test for hepatitis C make it a valuable tool in the diagnosis and screening of individuals for this infectious disease. However, it is important to consider that no test is 100% accurate, and false results can still occur. Therefore, additional confirmatory tests may be required in certain cases to ensure accurate diagnosis and appropriate medical intervention.

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Answer:

Just simply input in your calculator arcsin of -5/6. Arcsin is the sign that looks like sin to the power of -1, even though it doesn't mean sin to the power of -1. This comes out to 303.6 degrees. So, it actually isn't in quadrant 3, it's in quadrant 4.

Step-by-step explanation:

Answer:

\(3m^4-m^3+2m^2\)

Step-by-step explanation:

Given the expression:

\(\frac{(-7m^4 + 15m^3-12m^2)+(3m^5-12m^4-7m^3)}{m-6} \\\\Firstly\ simplify\ the\ bracket\ should\ be\ :\\\\=\frac{-7m^4 + 15m^3-12m^2+3m^5-12m^4-7m^3}{m-6}\\\\collect\ like\ terms\ together:\\\\=\frac{3m^5-7m^4-12m^4 + 15m^3-7m^3-12m^2}{m-6}\\\\=\frac{3m^5-19m^4 + 8m^3-12m^2}{m-6}\\\\=\frac{m^2(3m^3-19m^2+8m-12)}{m-6}\\\\=\frac{m^2(m-6)(3m^2-m+2)}{m-6} \\\\=m^2(3m^2-m+2)\\\\=3m^4-m^3+2m^2\)

Answer:

c

Step-by-step explanation:

Answer:

-4 - 12x / -4×(1+3x)

Step-by-step explanation:

-2+(-6)×2x-2

- multiplying an odd number of negative terms makes the product negative

(+(-6)= - ) -2-6×2x-2

- calculate the product

(6×2=12) - -2-12x-2

-calculate the difference

(-2-2=-4) - -4-12x

SOLUTION: -4-12x

/

-2+(-6)×2x-2

- calculate the difference

(-2-2) - -4+(-6)×2x

- factor out - 2×2 from the expression = -2×2(1+3x)

-multiply the numbers

(2×2=4) - -4×(1+3x)

SOLUTION: -4×(1+3x)

*both solutions are correct but i wasnt sure, which method  you would rather use*

The statement 3 more than 7 means, a number is 3 more than a given number. Since here the number is 7 so the required number will be 7+3= 10

In numerical more than simply refers to adding and less than refers to subtracting. If it is given that a number let's say Z is Y more than X then the value will be Z= X+Y

If a given number let's say Z is Y less than X then the value of Z will be

Z=X-Y

More than means add which gives us a bigger value. Less than means subtract which gives us a smaller value

So, 3 more than 7 means 7+3 = 10

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Answer:

20 people

Step-by-step explanation:

if 6 ppl 30%

then the 100% equals to

6 × 100% ÷ 30% = 20 ppl

Answer:

20 ppl

Step-by-step explanation:

A relation's origin is represented as an ordered pair.

(-5, -2), (-4, -4), (-3, 4), (-2, 2), (2, -2) are all ordered pairs that reflect the same function (4, 3)

A composite of the x coordinate and the y coordinate, an ordered pair has two values that are stated in a defined order between parenthesis. In order to have a better understanding of what is being shown on the screen, it is helpful to identify a point on the Cartesian plane.

Either of the following conditions must be true for an ordered pair to constitute a function:

Every x-value has precisely one matching y-value, or "one-to-one."

This is a many-to-one relationship, meaning that several x-values map to the same set of y-values.

The ordered pair is not a function if and only if both of the following are false

A one-to-many relationship means that for every x-value, there may be many y-values.

Many x-values map to many y-values; the relationship is many-to-many.

Only the ordered pair (5, -2) meets the criteria for a function out of the possibilities (5, -4), (3, 4), (2, -2), (4, 3), and (-4, -2).

This is because no x-values in its range have more than one associated y-value.

One-to-many and many-to-many ordered pairings make up the rest of the set.

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CQ

Which graph shows a set of ordered pairs that represents a function? On a coordinate plane, solid circles appear at the following points: (negative 5, 4), (negative 3, 2), (negative 1, 3), (1, 1), (1, negative 2), (3, negative 3). On a coordinate plane, solid circles appear at the following points: (negative 5, negative 2), (negative 4, negative 4), (negative 3, 4), (negative 2, 2), (2, negative 2), (4, 3). On a coordinate plane, solid circles appear at the following points: (negative 4, 2), (negative 1, 4), (1, 0), (2, 3), (2, negative 3), (3, 1). On a coordinate plane, solid circles appear at the following points: (negative 4, 2), (negative 3, negative 4), (negative 3, 4), (negative 2, 1), (2, negative 3), (3, negative 1). Mark this and return

The approximate height of kite above the ground will be 150 feet.

The correct answer is an option (b)

Let us assume that in the attached diagram of right triangle the angle A represents the ideal angle to fly a kite and this angle measures 45 degrees.

Here, the hypotenuse of right triangle measures 225 ft

We need to find the height of the kite above the ground.

i.e., we need to find the length of side opposite to angle A.

Let us assume that x represents this height.

We know that in right triangle, the sine of angle θ is nothing but the ratio of opposite side of angle θ to the hypotenuse.

Consider the sine of angle A

sin(A) = opposite side of angle A / hypotenuse

sin(45°) = x / 225

We know that from the standard trigonometric table the value of sin(45°) is \(\frac{1}{\sqrt{2} }\)

Substitute this value in above equation we get,

\(\frac{1}{\sqrt{2} }\) =  x / 225

We solve this equation to find the value of x.

x =   \(\frac{225}{\sqrt{2} }\)

x = 159.09 ft

x ≈ 150 ft

Therefore, the correct answer is an option (b)

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We can say that approximately 36.45% of the adults in the sample support the practice of changing clocks twice a year in observance of Daylight Saving Time.

The sample proportion, denoted by p-hat, is a measure of the proportion of individuals in the sample who support the practice of changing clocks twice a year in observance of Daylight Saving Time. To find p-hat, we divide the number of individuals in the sample who support the practice by the total number of individuals in the sample.

In this case, we have 113 individuals who support the practice out of a total sample size of 310. Thus, the sample proportion (p-hat) is:

p-hat = 113/310

p-hat = 0.3645 (rounded to four decimal places)

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Complete Question

Given that 1 13 out of a random sample of 310 adults indicated that they support the practice of changing clocks twice a year in observance of Daylight Saving Time, what will the sample proportion (or p) be? Please compute this value below and round your answer to three decimal places.

The Base Case is 1 is in Y,Recursive Part  is If y is in Y, then y + 3 is also in Y.

Recursive definition for the set Y of all positive multiples of 3:

Base Case:

1 is in Y.

Recursive Part:

If y is in Y, then y + 3 is also in Y.

The set Y of all positive multiples of 3 can be defined recursively. The base case states that 1 is in Y. The recursive part states that if y is in Y, then the number y + 3 is also in Y.

This recursive definition allows us to generate an infinite sequence of positive multiples of 3 by starting with 1 and repeatedly adding 3 to the previous term.

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The correct phrase commonly used to word conditional probabilities is "given that." This phrase explicitly indicates the condition or event on which the probability calculation is based and emphasizes the dependence between events in the probability calculation.

Let's discuss each option in detail to understand why the correct phrase is "given that" when wording conditional probabilities.

"Dependent": The term "dependent" refers to the relationship between events, indicating that the occurrence of one event affects the probability of another event. While dependence is a characteristic of conditional probabilities, it is not the specific wording used to express the conditionality.

"Given that": This phrase explicitly states that the probability is being calculated based on a specific condition or event being true. It is commonly used to introduce the condition in conditional probabilities. For example, "What is the probability of event A given that event B has already occurred?" The phrase "given that" emphasizes that the probability of event A is being evaluated with the assumption that event B has already happened.

"Either/or": The phrase "either/or" generally refers to situations where only one of the two events can occur, but it does not convey the conditional nature of probabilities. It is often used to express mutually exclusive events, where the occurrence of one event excludes the possibility of the other. However, it does not provide the specific condition on which the probability calculation is based.

"Mutually exclusive": "Mutually exclusive" refers to events that cannot occur simultaneously. While mutually exclusive events are important in probability theory, they do not capture the conditionality aspect of conditional probabilities. The term implies that if one event happens, the other cannot occur, but it does not explicitly indicate the specific condition on which the probability calculation is based.

In summary, the correct phrase commonly used to word conditional probabilities is "given that." It effectively introduces the condition or event on which the probability calculation is based and highlights the dependency between events in the probability calculation.

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The statements which are correct about the relationship in discuss are as follows;

It follows from the task content that the company converts the number of water gallons used to units in a bid to bill customers.

It therefore follows from the statement above and by virtue of the linear relationship as represented by the equation; u = 748g that the independent variable is; g while the dependent variable is; u.

remarks:

g is the dependent variable.

u is the dependent variable.

g is the independent variable.

u is the independent variable.

The variables cannot be labeled without a table of values.

The variables cannot be labeled since any value can be selected for either.

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Algebra cab act as a tool to improve communication by showing specific patterns and possible connections.

Algebra is a symbol that's used to represent mathematical connections. It's a tool that people may and do use to model and answer questions about real-life scenarios.

It should be noted that much of arithmetic operations are typically given out using algebra, as this is a language of specific patterns and possible connections.

It is also a means of working with abstract notions and then applying them, which frequently leads to the formation of generalizations and insights outside of the original context.

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We need the actual percentage of adults who do not work during summer vacation and additional information such as the sample size, specific values for x, or any other relevant details.

Let's solve the problem step by step:

a) To complete this part, we need the actual percentage of adults who do not work at all during summer vacation. Please provide that information.

b) Assuming the percentage of adults who do not work during summer vacation is p, we can express this as a probability. Let x represent the number of adults who do not work. Since it's a random sample, we can model x as a binomial random variable. The probability of an adult not working is p, so the probability mass function of x is given by:

P(x) = C(n, x) * p^x * (1-p)^(n-x)

Where n is the sample size. Since the question doesn't specify the sample size, we can't provide an exact probability.

c) Assuming you provide the value of p, we can calculate the probability for a specific sample size n and number of adults who do not work x using the formula from part b. For example, if p = 0.25, n = 100, and x = 30, we can substitute these values into the formula and calculate the probability.

d) To calculate the expected value of x, we multiply each possible value of x by its corresponding probability and sum them up. This can be expressed as:

E(x) = Σ(x * P(x))

e) The conclusion will depend on the specific values of p, n, and x, as well as the results obtained from the calculations in parts b, c, and d. Without the actual percentage or values for p, n, and x, it's not possible to draw a specific conclusion.

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Answer:

wow

Step-by-step explanation:

Farmer Ed has 3,000 meters of fencing and wants to enclose a rectangular plot that borders on a river.The largest area that can be enclosed is 750,000 square meters.

To get the largest area that can be enclosed, we have to find the dimensions of the rectangular plot. Let's assume that the width of the rectangle is x meters.The length of the rectangle can be found by subtracting the width from the total length of fencing available:L = 3000 - x. The area of the rectangle can be found by multiplying the length and width:Area = L × W = (3000 - x) × x = 3000x - x²To find the maximum value of the area, we can differentiate the area equation with respect to x and set it equal to zero.

Then we can solve for x: dA/dx = 3000 - 2x = 0x = 1500. This means that the width of the rectangle is 1500 meters and the length is 3000 - 1500 = 1500 meters.The area of the rectangle is therefore: Area = L × W = (3000 - 1500) × 1500 = 750,000 square meters. So the largest area that can be enclosed is 750,000 square meters.

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The remainder when a positive integer x leaves a remainder of 2 when divided by 8 and x+9 is divided by 8 is 5.

If the positive integer x leaves a remainder of 2 when divided by 8, then we can say that x = 8k + 2, where k is an integer.

Now, if we divide x+9 by 8, we get:

(x+9)/8 = (8k + 2 + 9)/8
         = (8k + 11)/8
         = k + (11/8)

So, the remainder when x+9 is divided by 8 is 11/8. However, since we are dealing with integers, the remainder can only be a whole number between 0 and 7.

Therefore, we need to subtract the quotient (k) from the expression above and multiply the resulting decimal by 8 to get the remainder:

Remainder = (11/8 - k) x 8

Since k is an integer, the only possible values for (11/8 - k) are -3/8, 5/8, 13/8, etc. The closest whole number to 5/8 is 1, so we can say that:

Remainder = (11/8 - k) x 8 ≈ (5/8) x 8 = 5

Therefore, the remainder when x+9 is divided by 8 is 5.

If a positive integer x leaves a remainder of 2 when divided by 8, then x can be expressed as 8k + 2, where k is an integer. To find the remainder when x+9 is divided by 8, we divide x+9 by 8 and subtract the quotient from the decimal part. The resulting decimal multiplied by 8 gives us the remainder. In this case, the decimal is 11/8, which is closest to 1. Thus, we subtract the quotient k from 11/8 and multiply the result by 8 to get the remainder of 5.

The remainder when a positive integer x leaves a remainder of 2 when divided by 8 and x+9 is divided by 8 is 5.

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The term central location or central tendency relates to the way data tend to cluster around some middle or central value

It is a number located towards the center of the distribution of the values of a series of observations, that are called measures, in which the set of data is located. The most commonly used measures of central tendency are: mean, median and mode.

Statistics is a branch of mathematics that allows you to collect, organize and analyze data according to the need you have, for example: to obtain a result, compare information, make better decisions, among many other things.

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Based on your question, you are asking about the property of expressions a, b, and c, where a ≠ 0. If a ≠ 0, then a/c = b/c. This property states that if you divide two equal expressions by the same nonzero value, the resulting expressions are still equal.

If a is greater than 0, then a/c is also greater than 0 because c is positive. Similarly, b/c is also positive because both b and c are positive. Therefore, a/c is greater than b/c, which can be written as a/c > b/c.

Based on your question, you are asking about the property of expressions a, b, and c, where a ≠ 0. If a ≠ 0, then a/c = b/c. This property states that if you divide two equal expressions by the same nonzero value, the resulting expressions are still equal.

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The given data is the mean of 100 and the standard deviation of 15. We are required to find the probability that someone gets a score of 105 or less. This requires us to find the z-score for 105 using the z-score formula.z = (x - μ) / σWhere x = 105, μ = 100 and σ = 15

Substitute the values in the above formula.  z = (105 - 100) / 15 = 0.33The z-score table gives the probability as 0.6293. Therefore, the probability that someone gets a score of 105 or less is 0.6293 or approximately 0.63. Thus,  0.63 or 0.6293.The probability of getting a score of 105 or less is the same as the probability of getting a score that is less than 105. This is because the normal distribution is continuous and symmetrical.

Also, a score of 105 is greater than the mean, therefore, the probability of getting a score less than 105 is greater than 0.5. Thus, we can say that it is likely that someone will get a score of 105 or less. In statistics, the normal distribution is the most commonly used distribution. It is a continuous and symmetrical distribution that is often used to represent real-life data like heights, weights, and IQ scores. The mean and the standard deviation are two important parameters of a normal distribution. The mean represents the central tendency of the data while the standard deviation represents the spread of the data. Normal distributions are represented using a bell-shaped curve where most of the data is found around the mean and tails extend to the right and the left of the mean. A z-score of 0 means the data point is equal to the mean while a positive z-score means the data point is above the mean. A negative z-score means the data point is below the mean. In this case, we found that the z-score for 105 is 0.33.Next, we used the z-score table to find the probability associated with a z-score of 0.33. The table gave us a probability of 0.6293. Therefore, the probability that someone gets a score of 105 or less is 0.6293 or approximately 0.63.

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Answer:

a=10

Step-by-step explanation:

The question can be interpreted as

F∝a

If we introduce proportionality constant k, we have

F= k.a

28= k. 7

k= 28/7

k= 4

Then the equation can be written as

F= 4.a

To find, a when F = 40?

F= 4.a

40=4 × a

a= 40/4

a= 10

Answer:

See image

Step-by-step explanation:

Compare "like" values to write a proportion (two fractions or ratios set equal to each other) Then you can cross multiply to solve the equation for x