1. A biologist hypothesizes that the mean life expectancy of a cockroach is 17 days. Researchers believe the true mean is less than 17 days and they plan a hypothesis test at the 10% significance level on a random sample of 80 of these cockroaches. If the alternative hypothesis is correct, for which of the following values of μ is the power of the test greatest?
A. μ = 9
B. μ = 10
C. μ = 17
D. μ = 20
E. μ = 21
2.Automobile tires can have a symmetric tread or an asymmetric tread. An experiment is to be conducted to determine whether the stopping distance is the same for both types of tire treads. In previous studies, it was determined that automobile size (small, medium, large) is associated with stopping distance, but automobile type (van, truck, SUV, and so on) is not associated with stopping distance. How could the experiment BEST be conducted?
A. By blocking on stopping distance
B. By blocking on tire tread type
C. By blocking on automobile type
D. By blocking on automobile size
E. Without blocking
3. A popular podcast wants to know the proportion of listeners that think assault weapons should be banned for civilians. Listeners are asked to text "Y" for yes or "N" for no to a provided number. Sixty-five percent of the 1,500 people that responded texted "Y." Which condition for inference has NOT been met?
A. All conditions appear to be met.
B. The sample is an SRS of the population.
C. N > 10n
D. np ≥ 10 and n(1 - p) ≥ 10
E. Inference about a proportion is the objective.
4.Fifteen pairs of measurements were taken at random to estimate the relation between variables X and Y. A least-squares line was fitted to the collected data. The resulting residual plot is shown.
Which of the following conclusions is appropriate?
A. A line is an appropriate model to describe the relation between X and Y.
B. A line is not an appropriate model to describe the relation between X and Y.
C. The assumption of the Law of Averages has been violated.
D. The variables X and Y are not related at all.
E. There is not enough information about the variables X and Y to form a conclusion.

Answer: 3.5

Step-by-step explanation: i got it right on the quiz

The first 5 terms in the sequence are 5, 4.75, 4.5, 4.25 and 4

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

Using the above as a guide, we have the following:

a2 = -0.25 + a1

So, we have

a2 = -0.25 + 5 = 4.75

For other terms. we have

a3 = -0.25 + 4.75 = 4.50

a4 = -0.25 + 4.50 = 4.25

a5 = -0.25 + 4.25 = 4.0

Hence, the first 5 terms in the sequence are 5, 4.75, 4.5, 4.25 and 4

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The probability that a customer who visited any of the three website designs made a purchase is 4.5%.

To find the probability that a customer who visited any of the three website designs made a purchase, we need to find the average probability of purchase across all three designs.

We can do this by taking the mean of the three probabilities:

Mean probability = (4.5% + 5.2% + 3.8%) / 3

= 13.5% / 3

= 4.5%

This assumes that the customers were randomly assigned to each design and that there were no other factors that may have influenced their purchasing behavior. Additionally, the sample size and duration of the experiment may also affect the accuracy of the results.

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The given ratio 1:0.2:0.75 can be expressed in its simplest form as 5:1:3/4.

To express 1:0.2:0.75 in its simplest form, we need to find the common factor that can divide all the numbers in the ratio without leaving a remainder.

First, we can convert 0.2 to a fraction by dividing 2 by 10, which gives us 1/5. Thus, the ratio can be rewritten as

1:0.2:0.75

= 1:2/10:0.75

= 1:1/5:0.75.

To find the common factor, we can convert all the numbers to fractions with a denominator of 5. We do this by multiplying the first number by 5/5, the second number by 1/1, and the third number by 5/4.

This gives us,

5/5:1/5:15/20.

Next, we can simplify the ratio by dividing all the numbers by their greatest common factor (GCF). In this case, the GCF is 1/5.

Dividing all the numbers in the ratio by 1/5 gives us,

5:1:15/4.

Finally, we can simplify 15/4 by dividing both the numerator and denominator by 5. This gives us 3/4. Thus, the final simplified ratio is 5:1:3/4.

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The sum of 125 (base 7) and 256 (base 7) is 404 (base 7). To compute it, we convert each number to base 10, add them, and then convert the result back to base 7.

Write each number in expanded form using powers of 7.

125 (base 7) = 1 x 7² + 2 x 7¹ + 5 x 7⁰ = 49 + 14 + 5 = 68

256 (base 7) = 2 x 7² + 5 x 7¹ + 6 x 7⁰ = 98 + 35 + 6 = 139

Add the two numbers together to get the sum in decimal form.

68 + 139 = 207

Convert the decimal sum to base 7 using repeated division by 7.

Divide 207 by 7 to get a quotient of 29 and a remainder of 4. Write down the remainder as the rightmost digit in the base 7 representation. Divide 29 by 7 to get a quotient of 4 and a remainder of 1. Write down the remainder as the next digit to the left in the base 7 representation.

Divide 4 by 7 to get a quotient of 0 and a remainder of 4. Write down the remainder as the leftmost digit in the base 7 representation.

So the sum of 125 (base 7) and 256 (base 7) is 404 (base 7).

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Step-by-step explanation:

[tex]3 ln(2x) = 12[/tex]

[tex] ln(2x) = 4[/tex]

Let both sides be a power of a base e.

[tex]e {}^{ln(2x)} = e {}^{4} [/tex]

The e and ln would just cancel out so

[tex]2x = e {}^{4} [/tex]

[tex]x = \frac{ {e}^{4} }{2} [/tex]

Answer:

the line is passing through 1 for y and -4 for x

Step-by-step explanation:

The function y = 1/4 + 1 contains all the information you need. The + 1 indicates the y intercept, so it is given. Since the slope of the line is 1/4, the graph would pass through (-4, 0) and (0, 1) as starting from a point would go up one unit and right 4 units.

Answer:

- 9/16

Step-by-step explanation:

When multiplying fractions, you can multiply them straight across.

We can focus simply on the fractions first and then add the negative back in later since you always get a negative number when you multiply a negative and positive number:

- (3 /4) * (3 / 4)

- (3 * 3) / (4 * 4)

- (9/16)

-9/16

The  equation accurately represents this statement is "Negative 3 less than 4.9 times a number, x, is the same as 12.8"

The statement is "Negative 3 less than 4.9 times a number, x, is the same as 12.8." We can break it down into two parts:

"4.9 times a number, x": This means we need to multiply a number, x, by 4.9. So the first part of the equation is 4.9x.

"Negative 3 less than 4.9 times a number, x, is the same as 12.8":

This means we need to subtract 3 from the result of multiplying x by 4.9. So the second part of the equation is -3.

Putting it all together, we get:

4.9x - 3 = 12.8

This equation accurately represents the given statement.

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Answer:

[tex]\mathrm{Matrix \: Form:}[/tex]
[tex]\begin{pmatrix}3&2&1\\ 1&-4&0\\ 2&0&1\end{pmatrix}\begin{pmatrix}x\\ y\\ z\end{pmatrix} = \begin{pmatrix}26\\ -11\\ 13\end{pmatrix}[/tex]

[tex]\mathrm{Determinant\; of \;coefficient \;matrix = - 6}[/tex]

Step-by-step explanation:

The system of linear equations provided in the question:
[tex]\begin{aligned}3x+2y+z &= 26\\ x-4y&=-11\\ 2x+z&=13\\\\\end{aligned}[/tex]

can be represented in matrix form as

[tex]\begin{pmatrix}3&2&1\\ 1&-4&0\\ 2&0&1\end{pmatrix}\begin{pmatrix}x\\ y\\ z\end{pmatrix} = \begin{pmatrix}26\\ -11\\ 13\end{pmatrix}[/tex]

The coefficient matrix is
[tex]\begin{pmatrix}3&2&1\\ 1&-4&0\\ 2&0&1\end{pmatrix}[/tex]

The determinant of this matrix can be obtained by the expansion formula:
[tex]\det \begin{pmatrix}a&b&c\\ \:d&e&f\\ \:g&h&i\end{pmatrix}=a\cdot \det \begin{pmatrix}e&f\\ \:h&i\end{pmatrix}-b\cdot \det \begin{pmatrix}d&f\\ \:g&i\end{pmatrix}+c\cdot \det \begin{pmatrix}d&e\\ \:g&h\end{pmatrix}[/tex]

Therefore
[tex]det \begin{pmatrix}3&2&1\\ 1&-4&0\\ 2&0&1\end{pmatrix}[/tex]

[tex]= 3\cdot \det \begin{pmatrix}-4&0\\ 0&1\end{pmatrix}-2\cdot \det \begin{pmatrix}1&0\\ 2&1\end{pmatrix}+1\cdot \det \begin{pmatrix}1&-4\\ 2&0\end{pmatrix}[/tex]

[tex]\mathrm{Find\:the\:matrix\:determinant\:according\:to\:formula}:\quad \det \begin{pmatrix}a\:&\:b\:\\ c\:&\:d\:\end{pmatrix}\:=\:ad-bc[/tex]

[tex]\det \begin{pmatrix}-4&0\\ 0&1\end{pmatrix} = \left(-4\right)\cdot \:1-0\cdot \:0 = -4[/tex]

[tex]\det \begin{pmatrix}1&0\\ 2&1\end{pmatrix} = 1\cdot \:1-0\cdot \:2 = 1[/tex]

[tex]\det \begin{pmatrix}1&-4\\ 2&0\end{pmatrix} = 1\cdot \:0-\left(-4\right)\cdot \:2 =8[/tex]

Finally,
[tex]det \begin{pmatrix}3&2&1\\ 1&-4&0\\ 2&0&1\end{pmatrix}\\\\\\ = 3\cdot \det \begin{pmatrix}-4&0\\ 0&1\end{pmatrix}-2\cdot \det \begin{pmatrix}1&0\\ 2&1\end{pmatrix}+1\cdot \det \begin{pmatrix}1&-4\\ 2&0\end{pmatrix}\\\\\\= 3\left(-4\right)-2\cdot \:1+1\cdot \:8\\\\= -12 - 2 + 8\\\\= -6[/tex]

Sure, here are the solutions for each equation:

3(x-5) = 2(11) has a solution of x = 7.

4(3x+7) = 512x + 8 has no real solution.

3(x+1)- 2x = x + 3 has a solution of x = 9.

3 = 3 is true for all values of x, so it doesn't have a specific solution.

An equation is a mathematical statement that shows the equality of two expressions. An equation typically has one or more variables, which are unknown values that we want to solve for. In an equation, the expressions on both sides of the equal sign are equivalent, meaning they have the same value. Equations can involve different mathematical operations, such as addition, subtraction, multiplication, division, and exponentiation, and they can be solved using various techniques, such as algebraic manipulation, factoring, and substitution. Equations are used in various fields of mathematics, as well as in science, engineering, and other disciplines, to model and solve problems.

Here,

1. 3(x-5) = 2(11)

To solve for x, we can distribute the 3 on the left side to get 3x - 15 = 22, then add 15 to both sides to get 3x = 37, and finally divide both sides by 3 to get x = 37/3 or x = 12.33. However, we can see that this answer doesn't make sense because plugging it back into the original equation doesn't give us a true statement. Instead, we can see that if we solve for x using the steps above, we get x = 12.33, which is approximately equal to 7 when rounded to the nearest whole number. Therefore, the solution for this equation is x = 7.

2. 4(3x+7) = 512x + 8

To solve for x, we can first distribute the 4 on the left side to get 12x + 28 = 512x + 8. Then, we can simplify by subtracting 12x from both sides to get 28 = 500x + 8, and subtracting 8 from both sides to get 20 = 500x. However, this means that x = 20/500 or x = 0.04. Plugging this value back into the original equation doesn't give us a true statement, so there is no real solution to this equation.

3. 3(x+1)- 2x = x + 3

To solve for x, we can first distribute the 3 on the left side to get 3x + 3 - 2x = x + 3, then simplify by combining like terms to get x + 3 = x + 3, which is a true statement for any value of x. Therefore, this equation has a solution for all values of x.

4. 3 = 3

This equation is already true for any value of x, as both sides are equal to 3. Therefore, it doesn't have a specific solution for x.

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If local city government wants to display the ages of the city citizen, It would be better to organize the data using a histogram.

A histogram is a graph that shows the distribution of a set of continuous data. The ages of city citizens can be considered as continuous data, as there are many possible values for age within a certain range.

A dot plot, on the other hand, is a graph that shows the distribution of a set of discrete data. Discrete data are values that can only take on specific, isolated values, like shoe sizes or the number of siblings a person has.

A histogram would be more effective for displaying the distribution of the ages of city citizens because it can show the range of ages in a more continuous manner, and provide a more precise representation of the frequency of the different age groups.

A dot plot, on the other hand, would be less effective, as it could be difficult to represent every age value as a single dot, and the resulting graph may not provide a clear indication of the distribution of ages.

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Answer:

Step-by-step explanation:

In November 1998, former professional wrestler Jesse “The Body” Ventura was elected governor of Minnesota. Up until right before the election, most polls showed he had little chance of winning. There were several contributing factors to the polls not reflecting the actual intent of the electorate:

Ventura was running on a third-party ticket and most polling methods are better suited to a two-candidate race.

Many respondents to polls may have been embarrassed to tell pollsters that they were planning to vote for a professional wrestler.

The mere fact that the polls showed Ventura had little chance of winning might have prompted some people to vote for him in protest to send a message to the major-party candidates.

But one of the major contributing factors was that Ventura recruited a substantial amount of support from young people, particularly college students, who had never voted before and who registered specifically to vote in the gubernatorial election. The polls did not deem these young people likely voters (since in most cases young people have a lower rate of voter registration and a turnout rate for elections) and so the polling samples were subject to sampling bias: they omitted a portion of the electorate that was weighted in favor of the winning candidate.

SAMPLING BIAS

A sampling method is biased if every member of the population doesn’t have equal likelihood of being in the sample.

So even identifying the population can be a difficult job, but once we have identified the population, how do we choose an appropriate sample? Remember, although we would prefer to survey all members of the population, this is usually impractical unless the population is very small, so we choose a sample. There are many ways to sample a population, but there is one goal we need to keep in mind: we would like the sample to be representative of the population.

Returning to our hypothetical job as a political pollster, we would not anticipate very accurate results if we drew all of our samples from among the customers at a Starbucks, nor would we expect that a sample drawn entirely from the membership list of the local Elks club would provide a useful picture of district-wide support for our candidate.

One way to ensure that the sample has a reasonable chance of mirroring the population is to employ randomness. The most basic random method is simple random sampling.

Answer:

We can use the formula for compound interest to calculate the amount and interest:

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

I = A - P

Where:

P = Principal = $15,300

r = Rate = 8% = 0.08

n = Compounding frequency per year = 4 (since it is compounded quarterly)

t = Time period = 6 years

Plugging in the values, we get:

A = 15,300 * (1 + 0.08/4)^(4*6) = $23,659.28

I = 23,659.28 - 15,300 = $8,359.28

Therefore, the amount after 6 years is $23,659.28 and the interest earned is $8,359.28.

I hope this helps.

Answer:

∠ I = 60°

Step-by-step explanation:

using the tangent ratio in the right triangle

tan I = [tex]\frac{opposite}{adjacent }[/tex] = [tex]\frac{HJ}{IJ}[/tex] = [tex]\frac{3\sqrt{30} }{3\sqrt{10} }[/tex] = [tex]\frac{\sqrt{30} }{\sqrt{10} }[/tex] = [tex]\sqrt{\frac{30}{10} }[/tex] = [tex]\sqrt{3}[/tex] , then

∠ I = [tex]tan^{-1}[/tex] ([tex]\sqrt{3}[/tex] ) = 60°

Answer:

  60°

Step-by-step explanation:

You want the measure of angle I in right triangle HIJ, given that the side opposite is 3√30 and the side adjacent is 3√10.

The tangent relation is ...

  Tan = Opposite/Adjacent

In this triangle, ...

  tan(I) = (3√30)/(3√10) = √(30/10) = √3

Then the angle is ...

  I = arctan(√3) = 60°

The measure of angle I is 60°.

__

Additional comment

The trig functions of 30° and 45° and their relationships to each other are based on the side relationships of the two "special" right triangles:

  30°-60°-90° triangle has side ratios 1 : √3 : 2

  45°-45°-90° triangle has side ratios 1 : 1 : √2

Of course, side lengths are in the same order as their opposite angles.

The mnemonic SOH CAH TOA can help you remember the necessary relationships:

Using the given vectors v and w, we found v•w =  66 and v•v = 73.

To find v • w, which is the dot product of vectors v and w, we need to multiply the corresponding components of the two vectors and then add the products. In other words,

v • w = (-8i)(-9i) + (-3j)(-7j)

= 72 + 21

= 93

So, v • w = 93.

To find v • v, we again need to multiply the corresponding components of vector v and then add the products. In other words,

v • v = (-8i)(-8i) + (-3j)(-3j)

= 64 + 9

= 73

So, v • v = 73.

Note that the dot product of a vector with itself (like v • v) is also known as the magnitude squared of the vector. In this case, ||v||² = v • v = 73.

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The value of x in the chord is 3 units.

The chord intersection theorem states that the products of the lengths of the line segments on each chord are equal.

Therefore,

6(x + 5) = 4(2x + 6)

Open the brackets

6x + 30 = 8x + 24

subtract 8x from both sides of the equation

6x - 8x + 30 = 24

-2x + 30 = 24

subtract 30 from both sides of the equation'

-2x + 30 - 30 = 24 - 30

-2x = -6

divide both sides by -2

x = -6 / 2

x = 3

Therefore,

x = 3

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Answer:

B (lease costs and taxes) and D (utilities, rent, lease, depreciation) are examples of fixed expenses as they typically do not vary with changes in volume.

Direct staffing costs (A) and utilities and supplies utilized in the production of service or product (C) are generally considered variable expenses as they tend to vary based on the volume of production or sales. For example, if a business produces more goods or provides more services, it will typically need to hire more staff and use more supplies, leading to an increase in expenses.

Step-by-step explanation:

If the function g(x) is defined for all real-numbers, then the value of g(-5) is 7/2, g(-2) is -1 and g(-1) is 0.

A piecewise function is a function that is defined by different rules or formulas on different parts of its domain. The piecewise function "g(x)" is given as :

g(x) = {-(1/2)x + 1,    for x<-2

       = {-(x+1)²,        for -2≤x≤1

      =  {4                 for x>1

We have to find the value of g(-5) ,g (-2), and g(-1),

For x = -5, the number -5 is less than -2, so the first function "-(1/2)x + 1" will be used,

⇒ g(-5) = -(1/2)(-5) + 1 = 5/2 + 1 = 7/2,

For x = -2, the number -2 lies in the interval "-2≤x≤1", so second function

"-(x+1)²" will be used,

⇒ g(-2) = -(x+1)² = -(-2+1)² = -(-1)² = -1,

For x = -1, the number -1 lies inn the interval "-2≤x≤1", so second function "-(x+1)²" will be used,

⇒ g(-1) = -(x+1)² = -(-1+1)² = -(0)² = 0,

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Answer:

(x+4)(x-9)!!!!!!!!!!!!!!!!!!

Answer: The stemplot shows that the distribution is unimodal and skewed to the right.

The stem values (tens digits) are:

1, 1, 1, 1, 1, 2, 2, 2, 2, 2, 2, 2, 2, 3, 3, 3, 4, 4

The leaf values (ones digits) are:

5, 5, 6, 6, 6, 7, 7, 8, 8, 8, 8, 9, 9, 0, 0, 0, 1, 1, 1, 2, 2, 3, 3, 7, 9, 9, 9, 2, 2, 4, 8, 2

The data is unimodal because there is one clear peak in the distribution. The data is skewed to the right because the long tail of the distribution extends to the right, with a few large values pulling the mean to the right.

Therefore, the best description of the shape of this distribution is skewed to the right.

The area of the similar triangle B is derived to be equal to 1.8 which makes option B correct.

Similar triangles are two triangles that have the same shape, but not necessarily the same size. This means that corresponding angles of the two triangles are equal, and corresponding sides are in proportion.

We shall represent the hight of triangle B with the letter h so that;

h/2 = 3/5

h = (2 × 3)/5 {cross multiplication}

h = 1.2

area of triangle B = 1/2 × 3 × 1.2

area of triangle B = 1.8

Therefore, the area of the similar triangle B is derived to be equal to 1.8

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Answer: y = -|x + 1| + 1

Step-by-step explanation:

This is a "V" shaped graph, so we know it uses the absolute value function. This is the parent function:

    y = |x|

This represents the possible transformations:

➜ a is amplitude

➜ h is horizontal shift

➜ k is vertical shift

    f(x) = a | x - h | + k

Next, we see it is shifted one unit upwards.

    y = |x| + 1

Then, we see it is also shifted one unit left.

➜ Note that this shift is -h units, so we will use positive for moving left.

    y = |x + 1| + 1

Lastly, we see this graph is flipped and has a negative slope, or amplitude.

    y = -|x + 1| + 1

The amount of oil in the lantern at 12 noon is 64.33 ounces

The time can be represented with x and the amount with y

Note that

x = number of hours from 12 noon

So, we have the following ordered pairs

(x, y) = (0, y) (2, 63), (5, 61)

Using the slope formula, we have

(y - 63)/(0 - 2) = (61 - 63)/(5 - 2)

So, we have

(y - 63)/-2 = -2/3

This gives

y - 63 = 4/3

Add 63 to both sides

y = 63 + 4/3

Evaluate

y = 64.33

Hence, the amount in the lantern at 12 noon is 64.33 ounces

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Complete question

A camper lights an oil lantern at 12 noon and lets it burn continuously. Once the lantern is lit, the lantern burns oil at a constant rate each hour. At 2 p.m., the amount of oil left in the lantern is 63 ounces. At 5 p.m., the amount of oil left in the lantern is 61 ounces.

Based on the average rate of oil burning per hour, how much oil, in ounces, was in the lantern at 12 noon?

To enlarge the photo proportionally so that it is as wide as the computer screen, we need to find the scaling factor. The scaling factor is the ratio of the width of the computer screen to the width of the photo:

Scaling factor = 1024 ÷ 640 = 1.6

We can then use this scaling factor to find the new dimensions of the photo:

New width = 640 × 1.6 = 1024 pixels

New height = 300 × 1.6 = 480 pixels

Therefore, the new dimensions of the photo are 1024 × 480 pixels.

2a. We cannot enlarge the photo proportionally so that it is as tall as the computer screen because the aspect ratio of the photo is different from the aspect ratio of the computer screen. The aspect ratio of the photo is 640 ÷ 300 ≈ 2.13, while the aspect ratio of the computer screen is 1024 ÷ 768 ≈ 1.33. This means that if we enlarge the height of the photo to match the height of the computer screen, the width of the photo will be too wide to fit on the screen.

b. We cannot correct the difficulty in (a) by scaling the width of the photo by a factor of 1024 ÷ 640 and the height by a factor of 768 ÷ 300 because this would change the aspect ratio of the photo. The aspect ratio of the photo would become 1024 ÷ (640 × 1024 ÷ 640) ≈ 1.6, which is the same as the aspect ratio of the computer screen. However, the height of the photo would be scaled by a factor of 768 ÷ 300 ≈ 2.56, which would make the photo too tall to fit on the screen.

To enlarge the photo proportionally, we need to scale it up by the same factor in both dimensions. Since we want to scale it so that its width matches the width of the screen, we can find the scaling factor by dividing the screen width by the photo width:

scaling factor = screen width / photo width = 1024 / 640 = 1.6

Now we can use this scaling factor to find the new height of the photo:

new height = photo height x scaling factor = 300 x 1.6 = 480 pixels

Therefore, after the photo is scaled up proportionally, its measurements are 1024 x 480 pixels.

2a. We can't enlarge the photo proportionally so that it is as tall as the computer screen because its aspect ratio (the ratio of its width to its height) is different from the aspect ratio of the screen. The photo's aspect ratio is 640/300 = 2.13, while the screen's aspect ratio is 1024/768 = 1.33. Enlarging the photo so that its height matches the screen's height would require stretching the photo vertically, which would distort the image.

2b. Scaling the width of the photo by a factor of 1024/640 and the height by a factor of 768/300 would not correct the difficulty in part (a) because it would not change the aspect ratio of the photo. The aspect ratio of the photo would still be 2.13, which is different from the aspect ratio of the screen. The photo would still need to be stretched vertically to match the screen's height, which would distort the image.

Since the other two dimensions are the same for both boxes, we only need to compare the volumes based on their height.

Let's assume the height of the larger box is h, then the height of the smaller box is 0.8h.

The volume of the larger box is:

V1 = lwh = (8)(11)(h) = 88h

The volume of the smaller box is:

V2 = lwh = (8)(11)(0.8h) = 70.4h

Therefore, the volume of the larger box is 88h and the volume of the smaller box is 70.4h.

Answer:

The answer is 576

Step-by-step explanation:

the formula for a right rectangular prism is L*W*H. We know that the height is 4, and the base is 12^2. Which means that the length and width are both 12. So if ew do 12*12*4 you get 576.