A) The independent variable in this study is the level of home sickness. It is a categorical variable, indicating the degree of homesickness experienced by the college students (e.g., low, medium, high). The level of measurement for this variable would be ordinal.
B. The dependent variable in this study is the amount of phone calls made to home by the college students. It is a continuous variable, representing the frequency or number of phone calls made. The level of measurement for this variable would be ratio.
C. The researcher is interested in comparing home sickness and college adjustment, it is likely to be a between-group study where different groups of students with varying levels of home sickness are compared.
The study is correlational, as the researcher is examining the relationship between variables but is not manipulating or controlling any variables.
D. The statistical test performed in this study is not specified in the given information. However, to analyze the relationship between home sickness, phone calls, and college adjustment, several statistical tests can be used.
For example, a correlation analysis (e.g., Pearson correlation) can examine the relationship between home sickness, phone calls, and college adjustment. Additionally, multiple regression analysis can be used to explore how phone calls and home sickness predict college adjustment.
E. Without the specific data analysis or results provided, it is not possible to draw conclusions about the data analysis or whether it supports the hypothesis.
The researcher's hypothesis suggests that home sick students would call home more, but calling home is associated with lower overall adjustment. To determine if the data analysis supports this hypothesis, the statistical tests and results need to be examined.
F. The differing significance levels for home-sickness suggest that there may be variations in the relationship between home-sickness and the other variables (phone calls and college adjustment).
This suggests that the strength or significance of the relationship may vary depending on the specific measure or context being considered. Further analysis and interpretation of the pattern of results would be necessary to draw more specific conclusions.
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A recipe uses 6 tablespoons of butter for every 8 oz of cheese. the rate is __ tablespoons for every 1 oz. the raze is __ oz for every 1 tablespoon.
1/4 or .75
6 divided by 4 equal 1/4 or .75
For a random variable X where X ~ N(p, p(1-p)/k) and 0<=p<=1, find the value of k for which X will estimate to p within an accuracy of 0.2 with probability greater than 0.9
The value of k for which X will estimate to p within an accuracy of 0.2 with probability greater than 0.9 is {0.2^2 p(1-p)}/{1.645^2}
Given a random variable X where X ~ N(p, p(1-p)/k) and 0<=p<=1, we need to find the value of k for which X will estimate to p within an accuracy of 0.2 with probability greater than 0.9.
In general, if X ~ N(μ,σ²), then
P[|X-μ| < a] = 2Φ(a/σ) - 1
where Φ(z) is the standard normal cumulative distribution function.
Therefore, we can say that
P[|X-p| < 0.2] = 2Φ(0.2/√(p(1-p)/k)) - 1 ≥ 0.9
or 2Φ(0.2/√(p(1-p)/k)) ≥ 1.9
or Φ(0.2/√(p(1-p)/k)) ≥ 0.95
or 0.2/√(p(1-p)/k) ≥ Φ^(-1)(0.95)
where Φ^(-1)(z) is the inverse of the standard normal cumulative distribution function.
Therefore, Φ^(-1)(0.95) = 1.6450.2/√(p(1-p)/k) ≥ 1.645
or k ≤ 0.2²p(1-p)/1.645²
From the above inequality, we get the maximum value of k for which X will estimate to p within an accuracy of 0.2 with probability greater than 0.9 is given by the formula:
k ≤{0.2^2 p(1-p)}/{1.645^2}
Therefore, the value of k for which X will estimate to p within an accuracy of 0.2 with probability greater than 0.9 is {0.2^2 p(1-p)}/{1.645^2}
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Decide whether the normal sampling distribution can be used. If it can be used, test the claim about the difference between two population proportions p_1 and p_2 at the given level of significance α using the given sample statistics. Assume the sample statistics are from independent random samples.
Claim: p_1 = p_2, α = 0.05
Sample statistics: x_1 = 32, n_1 = 119 and x_2 = 183, n_2 = 203
C. H_o: p_1 = p_2
H_a:p_1>p_2
D. H_o:p_1
H_a: p_1 = p_2
E. A normal sampling distribution cannot be used, so the claim cannot be tested.
Find the critical values. Select the correct choice below and, if necessary, fill in the answer boxes to complete your choice.
A. The critical values are - z_o = - 1.96 and z_o = 1.96 (Round to two decimal places as needed.)
B. A normal sampling distribution cannot be used, so the claim cannot be tested.
Find the standardized test statistic. Select the correct choice below and, if necessary, fill in the answer box to complete your choice.
A. Z= ______(Round to two decimal places as needed.)
B. A normal sampling distribution cannot be used, so the claim cannot be tested.
The normal sampling distribution can be used
The critical values at α = 0.05 are z₀ = -1.96 and z₀ = 1.96
The standardized test statistic is -11.652
Deciding whether the normal sampling distribution can be usedFrom the question, we have the following parameters that can be used in our computation:
Claim: p₁ = p₂, α = 0.05Sample statistics: x₁ = 32, n₁ = 119 and x₂ = 183, n₂ = 203In the above we can see that the sample sizes are greater than 30 as required by the central limit theorem
This means that the normal sampling distribution can be used and the parameters are
H₀: p₁ = p₂
H₁: p₁ > p₂
Finding the critical valueIn (a), we have
α = 0.05
The critical values at α = 0.05 are z₀ = -1.96 and z₀ = 1.96
Finding the standardized test statistic.Start by calculating the pooled sample proportion using
p = (x₁ + x₂)/(n₁ + n₂)
So, we have
p = (32 + 183)/(119 + 203)
p = 0.67
So, we have
z = (x₁/n₁ - x₂/n₂)/√[p(1 - p)/n₁ + p(1 - p)/n₂)
substitute the known values in the above equation, so, we have the following representation
z = (32/119 - 183/203)/√[0.67(1 - 0.67)/119 + 0.67(1 - 0.67)/203]
Evaluate
z = -11.652
Hence, the standardized test statistic is -11.652
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. In a volleyball game, Alexis scored 4 points more than twice the
number of points Jessica scored. Jessica scored 3 points. How many
points did Alexis score?
F. 1 point G. 7 points H. 10 points I. 12 points
Answer: 10
Step-by-step explanation:
Alexis Scored 4 more than twice the number of points Jessica scored.
Jessica scored 3
twice the number of 3 would be 3 x 2 which equals six
4 more than twice the number which is 6 would be 10, 4+6=10
pls help i’ll give brainliest
Answer:
The answer is 56.33 in decimal form but in fraction form the answer is 5633/
100
Step-by-step explanation:
6.55 x 8.6
I need alittle help with this,
9x-5y+3x+2y-4y-y
Answer:
12x - 8y
Step-by-step explanation:
9x - 5y + 3x + 2y - 4y - y
9x + 3x - 5y + 2y - 4y - y
12x - 8y
Answer:
12x - 8y would be the simplified version of this equation if this is not the type of answer your looking for please lmk
Step-by-step explanation:
The playground at a park is shaped like a trapezoid the dimensions what is the area of the playground in square feet
Answer:
[tex]Area = 1560ft^2[/tex]
Step-by-step explanation:
Given
See attachment for playground
Required
Determine the area
The playground is a trapezoid. So;
[tex]Area = \frac{1}{2}(Sum\ parallel\ sides) * Height[/tex]
From the attachment, the parallel sides are: 68ft and 36ft
The height is: 30ft
So, the area is:
[tex]Area = \frac{1}{2}(68ft + 36ft) * 30ft[/tex]
[tex]Area = \frac{1}{2}(104ft) * 30ft[/tex]
[tex]Area = 52ft * 30ft[/tex]
[tex]Area = 1560ft^2[/tex]
1 Which is an arithmetic sequence?
F)2, 5, 9, 14, ...
G)100, 50, 12.5, 1.6, ...
H)3, 10, 17, 24,...
j) -2,-1,-1/2,-1/4
Answer:
H) 3, 10, 17, 24, ...Step-by-step explanation:
An arithmetic sequence is when the difference of the terms is same
F)2, 5, 9, 14, ...
14 - 9 = 5, 9 - 5 = 4. 5-2 = 35 ≠ 4 ≠ 3, no
G)100, 50, 12.5, 1.6, ...
1.6 - 12.5 = -10.912.5 - 50 = -37.550 - 100 = -50-10.9 ≠ -37.5 ≠ -50, no
H)3, 10, 17, 24,...
24-17 = 717 - 10 = 710 - 3 = 77 is the common difference, yes
j) -2,-1,-1/2,-1/4
-1/4 - (-1/2) = 1/4-1/2 - (-1) = 1/2-1 - (-2) = 11/4 ≠ 1/2 ≠ 1, no
An insurance policy sells for $600. Based on past data, an average of 1 in 50 policyholders will file a $5,000 claim, and average of 1 in 100 policyholders will file a $10,000 claim, and an average of 1 in 200 policyholders will file a $30,000 claim. What is the expected value per policy sold?
Answer:
$250
Step-by-step explanation:
Calculation to determine the expected value per policy sold
Expected value per policy sold =$600-(1/50)*$5,000-(1/100)*$10,000-(1/200)*$30,000
Expected value per policy sold =$600-$100-$100-$150
Expected value per policy sold =$250
Therefore the expected value per policy sold will be $250
find w such that 2u v − 3w = 0. u = (−6, 0, 0, 2), v = (−3, 5, 1, 0)
To find the value of w that satisfies the equation 2u v - 3w = 0, where u = (-6, 0, 0, 2) and v = (-3, 5, 1, 0), we can substitute the given values into the equation and solve for w.
Substituting the given values of u and v into the equation 2u v - 3w = 0, we have:
2(-6, 0, 0, 2)(-3, 5, 1, 0) - 3w = 0.
Expanding the scalar multiplication and performing the dot product, we get:
(-12, 0, 0, 4)(-3, 5, 1, 0) - 3w = 0,
(36 + 0 + 0 + 0) - 3w = 0,
36 - 3w = 0.
Simplifying the equation, we have:
36 = 3w,
w = 12.
Therefore, the value of w that satisfies the equation is 12. By substituting w = 12 into the equation 2u v - 3w = 0, we get:
2(-6, 0, 0, 2)(-3, 5, 1, 0) - 3(12) = 0,
(-12, 0, 0, 4)(-3, 5, 1, 0) - 36 = 0,
36 - 36 = 0,
0 = 0.
Hence, the value of w = 12 makes the equation true, satisfying the given condition.
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Let a/m and b/n be rational numbers expressed in lowest terms. Prove that (an + bm)/(mn) is in lowest terms if and only if m and n are relatively prime.
If m and n are relatively prime, the numerator (an + bm) and denominator (mn) have no common factors other than 1, and therefore, (an + bm)/(mn) is in lowest terms.
To prove that (an + bm)/(mn) is in lowest terms if and only if m and n are relatively prime, we will need to establish two separate claims:
Claim 1: If (an + bm)/(mn) is in lowest terms, then m and n are relatively prime.
Claim 2: If m and n are relatively prime, then (an + bm)/(mn) is in lowest terms.
Proof of Claim 1:
Let's assume that (an + bm)/(mn) is in lowest terms. This means that the numerator (an + bm) and the denominator (mn) have no common factors other than 1.
Suppose m and n are not relatively prime, which means they have a common factor greater than 1.
Let's say that factor is d, where d > 1. Then we can express m and n as follows: m = dx and n = dy, where x and y are integers.
Now, we rewrite the numerator (an + bm) as follows:
an + bm = an + b(dx) = n(a + bx/d)
Since m = dx and n = dy, we have (an + bm)/(mn) = (n(a + bx/d))/(dx * dy) = (a + bx/d)/(xy).
We can see that both the numerator (a + bx/d) and the denominator (xy) have the factor d.
This contradicts our assumption that (an + bm)/(mn) is in lowest terms, as they have a common factor greater than 1.
Therefore, m and n must be relatively prime.
Proof of Claim 2:
Now, let's assume that m and n are relatively prime, which means they have no common factors other than 1.
To show that (an + bm)/(mn) is in lowest terms, we need to demonstrate that its numerator and denominator have no common factors other than 1.
Let's suppose that the numerator (an + bm) and the denominator (mn) have a common factor d, where d > 1.
This implies that d divides both an + bm and mn.
Since d divides mn, we can express m and n as follows: m = dx and n = dy, where x and y are integers.
Now, let's rewrite the numerator (an + bm) as follows:
an + bm = an + b(dx) = n(a + bx/d)
We can see that d divides both n and the expression (a + bx/d). Therefore, d also divides the numerator (an + bm).
However, we initially assumed that (an + bm)/(mn) is in lowest terms, which means the numerator and denominator have no common factors other than 1. This contradicts the assumption that they have a common factor d > 1.
Thus, if m and n are relatively prime, the numerator (an + bm) and denominator (mn) have no common factors other than 1, and therefore, (an + bm)/(mn) is in lowest terms.
By proving both Claim 1 and Claim 2, we have established that (an + bm)/(mn) is in lowest terms if and only if m and n are relatively prime.
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Explain the relationship between evolution, natural selection and mutations.
You must write out a well thought out and cohesive explanation. Use the CER model for this answer.
Answer:
Natural selection is a mechanism, or cause, of evolution. Adaptations are physical or behavioral traits that make an organism better suited to its environment. Heritable variation comes from random mutations. Random mutations are the initial cause of new heritable traits.
Answer:
Darwin's theory of evolution
Charles Darwin developed a theory of evolution to explain the unity and diversity of life, based on the idea of shared common ancestors.
Natural selection
Darwin's theory was based on the mechanism of natural selection, which explains how populations can evolve in such a way that they become better suited to their environments over time.
Light colored mice are more easily seen by predators and are therefore preyed upon more. Dark mice are better adapted to their environment and better able to survive and reproduce.
Light colored mice are more easily seen by predators and are therefore preyed upon more. Dark mice are better adapted to their environment and better able to survive and reproduce.
Natural selection acting on mice population over time.
Individuals have variations within their heritable traits. Some variations make an individual better suited to survive and reproduce in their environment.
If this continues over generations, these favorable adaptations (the heritable features that aid survival and reproduction) will become more and more common in the population.
The population will not only evolve (change in its genetic makeup and inherited traits), but will evolve in such a way that it becomes adapted, or better-suited, to its environment.
Artificial selection
There are other types of selection, in addition to natural selection, that are out there in the world.
Artificial selection, also called "selective breeding”, is where humans select for desirable traits in agricultural products or animals, rather than leaving the species to evolve and change gradually without human interference, like in natural selection.
A timeline showing how dogs became domesticated over a long period of time due to artificial selection.
A timeline showing how dogs became domesticated over a long period of time due to artificial selection.
Dog breeding is a perfect example of how humans select for desirable or fashionable traits. Breeders deliberately mate parents with the hope of producing offspring with specific traits (such as color, size, ear shape, snout length, and so on).
Common mistakes and misconceptions
Evolution is not the same as adaptation or natural selection. Natural selection is a mechanism, or cause, of evolution. Adaptations are physical or behavioral traits that make an organism better suited to its environment.
Heritable variation comes from random mutations. Random mutations are the initial cause of new heritable traits. For example, a rabbit can't choose to have a different fur color. Rather, a genetic mutation causes a difference in fur color, which may help that rabbit hide better in its environment.
Natural selection acts on existing heritable variation. Natural selection needs some starting material, and that starting material is heritable variation. For natural selection to act on a feature, there must already be variation, and that variation must be able to be passed on to offspring.
Natural selection depends on the environment. Natural selection doesn't favor traits that are somehow inherently superior. Instead, it favors traits that are beneficial in a specific environment. Traits that are helpful in one environment might actually be harmful in another.
Step-by-step explanation:
There’s a picture of my question plz help :)
Answer:
1,534 inches squared
Step-by-step explanation:
To find surface area we just solve for the area of all the sides and add those together. A rectangular prism (a box like above) has 6 sides. There are...
2 sides each of the following dimensions:
2(13×26)=
2(338)=676
2(13×11)=
2(143)=286
2(26×11)=
2(286)=572
Add the area of all 6 sides...
676+286+572=1,534
Remember it is squared not cubed.
find the missing side x
Answer:
[tex]\sqrt{968}[/tex]
Step-by-step explanation:
Since this is a right triangle, we are able to use pythagorean theorem, a^2+b^2=c^2. In this case x would be the "c", so 22^2+22^2=x^2. Isolate the variable and solve for x. 484+484=x^2
968=x^2
[tex]\sqrt{968\\}[/tex]=x
The distance y (in miles) that a truck travels on x gallons of gasoline is represented by the equation y=18x The graph shows the distance that a car travels. Which vehicle gets the better gas mileage?
Answer:
Car M:
50.4/2 = 25.2
car M uses up 1 gallon every 25.2 miles
Car P:
Just from the graph, you can see that it uses up 1 gallon every 30 miles
The two graphs vary the /miles slightly but it is around their zones of 25.2 and 30. It varies slightly because the cars may be traveling at a fast speed or slower speed thus using up more or less fuel by the time they've reached the recorded distances on the graphs.
Answer:
Step-by-step explanation:
The design for the palladium window shown includes a semicircular shape at the top. The bottom is formed by squares of equal size. A shade for the window will extend 4 inches beyond the perimeter of the window, shown by the dashed line around the window. Each square in the window has an area of 169 in2. Round your answers to the nearest whole number.
Answer:
[tex](a)\ Area = 3765.32[/tex]
[tex](b)\ Area = 4773[/tex]
Step-by-step explanation:
Given
[tex]A_1 = 169in^2[/tex] --- area of each square
[tex]Shade = 4in[/tex]
See attachment for window
Solving (a): Area of the window
First, we calculate the dimension of each square
Let the length be L;
So:
[tex]L^2 = A_1[/tex]
[tex]L^2 = 169[/tex]
[tex]L = \sqrt{169[/tex]
[tex]L=13[/tex]
The length of two squares make up the radius of the semicircle.
So:
[tex]r = 2 * L[/tex]
[tex]r = 2*13[/tex]
[tex]r = 26[/tex]
The window is made up of a larger square and a semi-circle
Next, calculate the area of the larger square.
16 small squares made up the larger square.
So, the area is:
[tex]A_2 = 16 * 169[/tex]
[tex]A_2 = 2704[/tex]
The area of the semicircle is:
[tex]A_3 = \frac{\pi r^2}{2}[/tex]
[tex]A_3 = \frac{3.14 * 26^2}{2}[/tex]
[tex]A_3 = 1061.32[/tex]
So, the area of the window is:
[tex]Area = A_2 + A_3[/tex]
[tex]Area = 2704 + 1061.32[/tex]
[tex]Area = 3765.32[/tex]
Solving (b): Area of the shade
The shade extends 4 inches beyond the window.
This means that;
The bottom length is now; Initial length + 8
And the height is: Initial height + 4
In (a), the length of each square is calculated as: 13in
4 squares make up the length and the height.
So, the new dimension is:
[tex]Length = 4 * 13 + 8[/tex]
[tex]Length = 60[/tex]
[tex]Height = 4*13 + 4[/tex]
[tex]Height = 56[/tex]
The area is:
[tex]A_1 = 60 * 56 = 3360[/tex]
The radius of the semicircle becomes initial radius + 4
[tex]r = 26 + 4 = 30[/tex]
The area is:
[tex]A_2 = \frac{3.14 * 30^2}{2} = 1413[/tex]
The area of the shade is:
[tex]Area = A_1 + A_2[/tex]
[tex]Area = 3360 + 1413[/tex]
[tex]Area = 4773[/tex]
Students deliver catalogues and leaflet to houses. One day they have to deliver 384 catalogues and 1890 leaflets. Each student can deliver either 16 catalogues or 90 leaflets in hour. Each student can only work for 1 hour. All students hired are paid £51.30 per day, even if they don't work a full day. If the minimum number of wages are hired, how much will the wage bill be
Answer:
£2308.5 per day
Step-by-step explanation:
Since in one day they have to deliver 384 catalogues and 1890 leaflets and each student can deliver either 16 catalogues or 90 leaflets in hour, the amount of students required to deliver 384 catalogues in one hour is 384/16 = 24 students.
Also, the number of students required to deliver 1890 leaflets in one hour is 1890/90 = 21 students.
So the total number of students required to make the delivery is thus 24 + 21 = 45 students. This is the minimum number of students required for the delivery.
Since all students hired are paid £51.30 per day, even if they don't work a full day, so the amount of wage paid for this minimum amount of students is thus minimum amount × wage = 45 × £51.30 per day = £2308.5 per day
Answer:
£307.80
Step-by-step explanation:
Wow seems the verified answer is wrong.
Who would've thought?
16*384=24
90*1890=21
21+24=45
45/8=5.62500
5.625 rounds to 6
51.30*6=£307.80
Thats your working out
You have to divide 45 by 8 because there are 8 hours in a day in which they can work.
Then round the number as you cant have a fraction of a person
Which you would then multiply by 51.30
Brainliest would be appreciated <33
Hope it helps!
Find the area of the region that lies inside both the curves.
r = sin 2θ , r = sin θ
The area of the region that lies inside both the curves r = sin 2θ and r = sin θ is π/3 + (1/16)√3.
To find the area of the region that lies inside both the curves, we need to determine the limits of integration for the angle θ.
The curves r = sin 2θ and r = sin θ intersect at certain values of θ. To find these points of intersection, we can set the two equations equal to each other and solve for θ:
sin 2θ = sin θ
Using the trigonometric identity sin 2θ = 2sin θ cos θ, we can rewrite the equation as:
2sin θ cos θ = sin θ
Dividing both sides by sin θ (assuming sin θ ≠ 0), we have:
2cos θ = 1
cos θ = 1/2
θ = π/3, 5π/3
Now we have the limits of integration for θ, which are π/3 and 5π/3.
The formula for calculating the area in polar coordinates is given by:
A = (1/2) ∫[θ₁,θ₂] (r(θ))² dθ
In this case, the function r(θ) is given by r = sin 2θ. Therefore, the area is:
A = (1/2) ∫[π/3,5π/3] (sin 2θ)² dθ
To evaluate this integral, we can simplify the expression (sin 2θ)²:
(sin 2θ)² = sin² 2θ = (1/2)(1 - cos 4θ)
Now, the area formula becomes:
A = (1/2) ∫[π/3,5π/3] (1/2)(1 - cos 4θ) dθ
We can integrate term by term:
A = (1/4) ∫[π/3,5π/3] (1 - cos 4θ) dθ
Integrating, we get:
A = (1/4) [θ - (1/4)sin 4θ] |[π/3,5π/3]
Evaluating the integral limits:
A = (1/4) [(5π/3 - (1/4)sin (20π/3)) - (π/3 - (1/4)sin (4π/3))]
Simplifying the trigonometric terms:
A = (1/4) [(5π/3 + (1/4)sin (2π/3)) - (π/3 + (1/4)sin (4π/3))]
Finally, simplifying further:
A = (1/4) [(5π/3 + (1/4)√3) - (π/3 - (1/4)√3)]
A = (1/4) [(4π/3 + (1/4)√3)]
A = π/3 + (1/16)√3
Therefore, the area of the region that lies inside both the curves r = sin 2θ and r = sin θ is π/3 + (1/16)√3.
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Find all solutions to the equation 34 – 38 = 3 where a, ß are positive integers (or show there are none). (6) Find all solutions where x and y are integers to the diophantine equation 1/x + 1/y =1/5
a) There are no solutions to the equation.
To find all solutions to the equation 34 - 38 = 3, we can simplify the equation:
34 - 38 = 3
-4 = 3
However, this equation is not true, as -4 is not equal to 3. Therefore, there are no solutions to the equation.
b) Now, let's consider the diophantine equation 1/x + 1/y = 1/5, where x and y are integers. To find all solutions, we can follow these steps:
1: Multiply both sides of the equation by 5xy to eliminate the denominators:
5y + 5x = xy
2: Rearrange the equation:
xy - 5x - 5y = 0
3: Apply Simon's Favorite Factoring Trick:
Add 25 to both sides to complete the square:
xy - 5x - 5y + 25 = 25
xy - 5x - 5y + 25 = 25
(xy - 5x - 5y + 25) + 25 = 25 + 25
(x - 5)(y - 5) = 50
4: List all possible factor pairs of 50:
(1, 50), (2, 25), (5, 10), (-1, -50), (-2, -25), (-5, -10)
5: Solve for x and y in each factor pair:
For (x - 5)(y - 5) = 50:
If x - 5 = 1 and y - 5 = 50, then x = 6 and y = 55.
If x - 5 = 2 and y - 5 = 25, then x = 7 and y = 30.
If x - 5 = 5 and y - 5 = 10, then x = 10 and y = 15.
If x - 5 = -1 and y - 5 = -50, then x = 4 and y = -45.
If x - 5 = -2 and y - 5 = -25, then x = 3 and y = -20.
If x - 5 = -5 and y - 5 = -10, then x = 0 and y = -5.
Therefore, the solutions to the diophantine equation 1/x + 1/y = 1/5, where x and y are integers, are:
(x, y) = (6, 55), (7, 30), (10, 15), (4, -45), (3, -20), (0, -5).
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let $p$ and $q$ be the two distinct solutions to the equation$$\frac{4x-12}{x^2 2x-15}=x 2.$$if $p > q$, what is the value of $p - q$?
let $p$ and $q$ be the two distinct solutions to the equation$$\frac{4x-12}{x^2 2x-15}=x 2.$$if $p > q$. The value of $p - q$ is 4.
To find the value of $p - q$, we first need to solve the given equation and determine the values of $p$ and $q$.
The equation is:
$$\frac{4x-12}{x^2 - 2x - 15} = x^2.$$
Step 1: Factorize the denominator:
The denominator can be factored as $(x - 5)(x + 3)$.
Step 2: Simplify the equation:
$$\frac{4x-12}{(x - 5)(x + 3)} = x^2.$$
Step 3: Multiply both sides of the equation by $(x - 5)(x + 3)$ to eliminate the denominator:
$$(4x - 12) = x^2(x - 5)(x + 3).$$
Step 4: Expand and rearrange the equation:
$$4x - 12 = x^4 - 2x^3 - 15x^2 + 25x.$$
Step 5: Rearrange the equation and combine like terms:
$$x^4 - 2x^3 - 15x^2 + 21x - 12 = 0.$$
Step 6: Factorize the equation:
$$(x - 3)(x + 1)(x - 2)(x + 2) = 0.$$
From this, we get four possible solutions: $x = 3$, $x = -1$, $x = 2$, and $x = -2$.
However, we are interested in the two distinct solutions $p$ and $q$, where $p > q$. Therefore, the values of $p$ and $q$ are $p = 3$ and $q = -1$.
Finally, we can find the value of $p - q$:
$$p - q = 3 - (-1) = 3 + 1 = 4.$$
Hence, the value of $p - q$ is 4.
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A Store owners offers a discount of 20% off the regular price of all jackets. Jessica has a coupon that gives her an additional 5% off the discount price. The original price of jacket Jessica buys is $84. What is the price of the jacket after the discount and Jessica coupon?
Answer:
$63
Step-by-step explanation:
The store is 20% off, Jessica has a coupon that is 5% off add that together and it's 25% off. $84 - 25% = $63
please help, tysm for your assistance if you do :)
Answer:
27/49
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N = visitors
1030 = 1300 - 18(P - 30)
1030 - 1300 = -18(P - 30)
-270 = -18(P - 30)
-270/-18 = (P - 30)
15 = P - 30
45 = P
ANSWER: 45Find the area of the square. Round to one decimal place.
Answer:
309.8 mm
Step-by-step explanation:
17.6 x 17.6= 309.76
309.76 rounded is 309.8
Answer:
309.8
Step-by-step explanation:
The formula for area of square is one of its sides times another (or its side squared).
So if one of the side is 17.6, it would be 17.6^2 which is 309.76.
You then round one decimal place and get 309.8
Have a good day
Which expression is already in its simplified form?
a.) 3t+ (s +t)
b.) 6h + 2(h+ 3k)
c.) 5m + 7mn + 4n
d.) 8 + y3 - 5z2 + 2y3
How many students are enrolled in a course either in calculus, discrete mathematics, data structures, 7. or programming languages at a school if there are 507, 292, 312, and 344 students in these courses, respectively; 14 in both calculus and data structures; 213 in both calculus and programming languages; 211 in both discrete mathematics 558 and data structures; 43 in both discrete mathematics and programming languages; and no student may take calculus and discrete mathematics, or data structures and programming languages, concurrently
Answer:
974
Step-by-step explanation:
Let assume that:
The set of student that took part in Calculus be = C
Those that took part in discrete mathematics be = D
Let those that took part in data structures be = DS; &
Those that took part in Programming language be = P
Thus;
{C} = 507
{D} = 292
{DS} = 312
{P} = 344
For intersections:
{C ∩ DS} = 14
{C ∩ P} = 213
{D ∩ DS} = 211
{D ∩ P} =43
{C ∩ D} = 0
{DS ∩ P} = 0
{C ∩ D ∩ DS ∩ P} = 0
According to principle of inclusion-exclusion;
{C ∪ D ∪ DS ∪ P} = {C} + {D} + {DS} + {P} - {C ∩ D} - {C ∩ DS} - {C ∩ P} - {D ∩ DS} - {D ∩ P} - {DS ∩ P}
{C ∪ D ∪ DS ∪ P} = 507 + 292 + 312 + 344 - 14 - 213 - 211 - 43 - 0
{C ∪ D ∪ DS ∪ P} = 974
Hence, the no of students that took part in either course = 974
a camera has a listed price of $634.95 before tax. if the sales tax rate is 8.75%, find the total cost of the camera with sales tax included. round your answer to nearest cent, as necessary
Answer:
690.50
Step-by-step explanation:
To figure out the distance for a trip, you use a ruler to measure the distance from Orlando to Gainesville on the map. You measure 2.3 cm. Find the actual mileage
between the two cities, rounded to the nearest mile.
will give u brainlist
Answer:
The answer is 71
Step-by-step explanation:
Why because
1 cm /31 mi = 2.3 cm / m
1 x m = 31 x 2.3
n = 71.3
71.3 rounded to nearest mile is 71.
From her eye, which stands 1.75 meters above the ground, Myesha measures the angle of elevation to the top of a prominent skyscraper to be 19 degrees
. If she is standing at a horizontal distance of 337 meters from the base of the skyscraper, what is the height of the skyscraper? Round your answer to the nearest hundredth of a meter if necessary.
The height of the skyscraper is approximately 115.25 meters (rounded to the nearest hundredth of a meter).
To find the height of the skyscraper, we can use trigonometry and the information provided about the angle of elevation and the horizontal distance.
Let's denote the height of the skyscraper as h. We are given that Myesha's eye height above the ground is 1.75 meters, and she measures the angle of elevation to be 19 degrees.
In a right triangle formed by Myesha's eye, the top of the skyscraper, and a point on the ground directly below the top of the skyscraper, the angle of elevation (θ) is the angle between the line of sight from Myesha's eye to the top of the skyscraper and the horizontal ground.
The opposite side of the triangle is the height of the skyscraper (h), and the adjacent side is the horizontal distance from Myesha to the base of the skyscraper (337 meters).
Using the trigonometric function tangent (tan), we can set up the following equation:
tan(θ) = h / 337
Since we know the value of the angle of elevation (θ = 19 degrees), we can substitute it into the equation:
tan(19 degrees) = h / 337
Now we can solve for h:
h = tan(19 degrees) * 337
Using a calculator or trigonometric tables, we find that tan(19 degrees) is approximately 0.34202. Substituting this value into the equation:
h = 0.34202 * 337
h ≈ 115.25
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if i do something to the numerator of a fraction, am i supposed to do the same to the denominator too? and if yes,why?
for example i want to multiply 2/2 over 6/2, is it necessary to multiply 2/2 or can I just multiply 2?
Step-by-step explanation:
When performing operations on fractions, it is important to maintain the relationship between the numerator and the denominator. In general, if you do something to the numerator, you should also do the same to the denominator.
In your example, if you want to multiply the fraction 2/2 by 6/2, it is necessary to multiply both the numerator and the denominator by the same value. Here's why:
When you multiply fractions, you multiply the numerators together and the denominators together. So, in this case, the multiplication would be:
(2/2) * (6/2) = (2 * 6) / (2 * 2) = 12/4
If you had only multiplied the numerator (2) by 6, the result would have been:
(2 * 6) / 2 = 12/2
As you can see, these two results are different. The correct result is 12/4, which simplifies to 3/1 or simply 3. If you only multiplied the numerator, you would have obtained 12/2, which simplifies to 6.
So, it's necessary to apply the same operation (in this case, multiplication by 2) to both the numerator and the denominator in order to maintain the value of the fraction.