(a) Determine the critical value(s) for a right-tailed test of a population mean at the


α=0. 10


level of significance with


20


degrees of freedom.


(b) Determine the critical value(s) for a left-tailed test of a population mean at the


α=0. 10


level of significance based on a sample size of


n=15.


(c) Determine the critical value(s) for a two-tailed test of a population mean at the


α=0. 01


level of significance based on a sample size of


n=11

If 75 people chose tulips as their favourite flower then Yelina surveyed 500 people.

What is surveying?

Surveying is a branch of mathematics that deals with the measurement, analysis, and representation of physical features on land or in space. It uses geometry, trigonometry, and infinitesimal calculus to accurately measure distances, angles, elevations, and positions. Surveying is used in various fields such as civil engineering, construction, mapping, and geology to obtain valuable information about the earth's surface and to create maps and plans for various purposes.

According to the given information

Since the central angle for tulips is 54°, we can set up a proportion:

54/360 = 75/x

Simplifying this proportion, we get:

0.15 = 75/x

Multiplying both sides by x, we get:

x * 0.15 = 75

Dividing both sides by 0.15, we get:

x = 500

Therefore, Yelina surveyed 500 people.

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The probability of Jeremy selecting a jelly bean that is not lemon or orange is: 26/48 = 0.54 or 54%.

To find the probability that Jeremy randomly selects a jelly bean that is not lemon or orange, we need to first find the total number of jelly beans that are not lemon or orange.

The number of grape jelly beans is 10, the number of cherry jelly beans is 16, so the total number of jelly beans that are not lemon or orange is:

10 + 16 = 26

The total number of jelly beans in the dish is:

10 + 8 + 14 + 16 = 48

Therefore, the probability of Jeremy selecting a jelly bean that is not lemon or orange is:

26/48 = 0.54 or 54%.

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The required quadratic function is y = -17/324 (x-12)(x-48)

The graph of a function is a visual representation of the relationship between the input values (often referred to as the "domain") and the output values (often referred to as the "range") of the function. The graph is typically drawn on a coordinate plane, with the input values plotted on the horizontal axis and the output values plotted on the vertical axis.

The graph of the function is in the image below:

The domain is (12,48)

Range: (0, 17)

The maximum value is 17

Axis of symmetry: x = 30

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Stewart, Oswaldo, Kevin, and Flynn go to a soccer day at the FC Dallas' arena, Toyota Stadium, in Frisco, Texas. The coach has a computer and video system that can track the height and distance of their kicks. All four soccer players are practicing up-field kicks, away from the goal. Stewart goes first and takes a kick starting 12 yards out from the goal. His kick reaches a maximum height of 17 yards and lands 48 yards from the goal. Oswaldo goes next and the computer gives the equation of the path of his kick as y=-= +148 - 24, where y is the height of the ball in yards and x is the horizontal distance of the ball from the goal line in yards. After Kevin takes his kick, the coach gives him a printout of the path of the ball Hegy Kevin's Kick Finally, Flynn takes his kick but the computer has a problem and can only give him a partial table of data points of the ball's trajectory. Flynn's Table: Distance from the 10 11 12 13 14 15 16 17 18 19 20 goal line in yards Height in yards 0 4.7 8.75 12.2 15 17.2 18.75 19.7 20 19.7 18.75 The computer is still not working but Stewart, Oswaldo, Kevin, and Flynn want to know who made the best kick. For each soccer player, • Write an equation to represent the quadratic function. • Create a graph to represent the quadratic functions • Identify the following: Domain o Range Maximum value (height) Axis of Symmetry x-intercepts Which soccer player made the best kick? Whose kick went the highest? Whose kick went the longest? Explain your answer and support with reasoning.

The cost of 100 donuts is $ 1 if a dozen of donuts cost 12 cents.

This question is solved using the unitary method. The unitary method is a method in which you find the value of a unit and then the value of the required number of units.

1 dozen refers to a group of 12.

Cost of 1 dozen donuts or 12 donuts = 12 cents

Cost of 1 donut = [tex]\frac{12}{12}[/tex] = 1 cent

Cost of 100 donuts = 1 * 100 = 100 cents

100 cents = 1 dollar.

Thus, the cost of 100 donuts is 100 cents or 1 dollar.

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Answer:

12

Step-by-step explanation

60/100 to get the probability of success

0.6 * 20 attempts = 12

The side length of the base of the rectangular prism is approximately 1.2 cm.

The top, bottom, and lateral faces of a rectangular prism are all rectangles, and all the pairings of the opposing faces are congruent. A rectangular prism is a three-dimensional structure with six faces.

Let's denote the side length of the base of the rectangular prism as "x" cm.

We know that the volume of a rectangular prism is given by the formula:

Volume = Base Area x Height

In this case, the base is a square, so its area is given by:

Base Area = x²

We are given that the volume is 24.768 cm³ and the height is 17.2 cm.

Therefore, we can write the equation:

24.768 = x² * 17.2

To find the value of x, we can rearrange the equation:

x² = 24.768 / 17.2

x² = 1.4376

Taking the square root of both sides, we get:

x = √1.4376

x ≈ 1.2

Therefore, the side length of the base of the rectangular prism is approximately 1.2 cm.

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The z scοre is negative the actual probability would be

1-0.7995 = 0.2005

What is the probability?

A number that expresses hοw likely it is that an event will occur is called the probability of οccurrence. It is written as a number from 0 to 1, or frοm 0% to 100%, in percentage notation. The probability of an event occurring increases with probability.

here,

mean = 20.20

standard deviatiοn = 2.60

we knοw that,

Z scοre = (X-mean)/standard deviation

fοr X = 18:

Z scοre = (18-20.20)/2.6 = -0.8461

nοte that the z score is negative because the measured value is less than the mean value.

fοr Z score 0.8461 probability is 0.7995

and since the z scοre is negative the actual probability would be

1-0.7995 = 0.2005

a. For nοt within 1 hour of the population mean

We apply the formula here and we get the value οf P.

P(19.20>x>21.20) = P(19.20-20.20/2.60√18) > X-μ/σ√n >21.20-20.20/2.60√18

P(19.20>x>21.20) = P(-1.63>z>1.63)

Now, we find the value οf z.

P(19.20>x>21.20) = P(z>1.63) + P(z<-1.63)

P(19.20>x>21.20) = 0.0516 + 0.0516

P(19.20>x>21.20) = 0.1032

b. Fοr 20. 0 to 20. 5 hours

P(20<x<20.5) = P(20-20.20/2.60√18) < X-μ/σ√n<20.50-20.20/2.60√18

P(20<x<20.5) = P(-0.33<z<0.49)

Nοw, we find the value of the z-score and we get

P(20<x<20.5) = P(z<0.49) - P(z<-0.33)

P(20<x<20.5)  = 0.6879 - 0.2707

P(20<x<20.5)  = 0.3172

c. Fοr at least 22 hours

We apply the t-test fοrmula here and we get

P(x≥22) = P(X-μ/σ√n≥22-20.20/2.60√18)

Nοw, we find the value of z.

P(x≥22) = P(z≥2.94)

P(x≥22) = 0.0016

d. Fοr not more than 21 hours.

P(x<21) = P(X-μ/σ√n<21-20.20/2.60√18)

We find here the value οf P for x<21 and we get

P(x<21) = P(z<1.31)

Now, we find the value οf the z- score.

P(x<21) = 0.9049

Hence, a. 0.1032

b.  0.3172

c. 0.0016

d. 0.9049

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Complete question is,

Among college students who hold part-time jobs during the school year, the distribution of the time spent working per week is approximately normally distributed with a mean of 20.20 hours and a standard deviation of 2.60 hours. Find the probability that the average time spent working per week of 18 randomly selected college students who old part-time jobs during the school year is.

Answer:

We know that Miranda ran 4 miles in 28 minutes. Let's set up the proportion:

4 miles / 28 minutes = x miles / 2 minutes

To solve for x, we can cross-multiply:

28 minutes * x miles = 4 miles * 2 minutes

28x = 8

Now, let's solve for x by dividing both sides of the equation by 28:

x = 8 / 28

x = 0.2857

Therefore, Miranda runs approximately 0.2857 miles in 2 minutes.

Weight difference between the large box and the small box is [tex](1/2)*(w2 - w1)[/tex] pounds.

Let's assume that Gina has n boxes in total, and let x be the weight of each box in pounds. We can then express the weight of the boxes that weigh less than [tex]1/2[/tex] pound as [tex](1/2)*w1[/tex], where [tex]w1[/tex] is the number of boxes that weigh less than [tex]1/2[/tex] pound. Similarly, we can express the weight of the boxes that weigh more than 1/2 pound as [tex](1/2)*w2[/tex], where [tex]w2[/tex] is the number of boxes that weigh more than [tex]1/2[/tex] pound.

Since Gina puts all the boxes weighing less than [tex]1/2[/tex] pound into a small box, the weight of the small box will be the sum of the weights of all the boxes that weigh less than [tex]1/2[/tex] pound, which is [tex](1/2)*w1[/tex].

Similarly, since Gina puts all the boxes weighing more than [tex]1/2[/tex] pound into a large box, the weight of the large box will be the sum of the weights of all the boxes that weigh more than [tex]1/2[/tex] pound, which is [tex](1/2)*w2[/tex].

The weight difference between the large box and the small box will be:

[tex](1/2)*w2 - (1/2)*w1[/tex]

Simplifying this expression, we get:

[tex](1/2)*(w2 - w1)[/tex]

Therefore, the weight difference between the large box and the small box is [tex](1/2)*(w2 - w1)[/tex] pounds.

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By using Mai’s method, the skirt will cost $21.67, By using Elena’s method, the skirt will cost $21 and I think Mai’s method is correct.

(1) We need to find out how much the skirt cost if we use the Mai method. the Mai method is to multiply $30 by 0.80 and then we need to again multiply it with the result which can be given as,

= 30 × 0. 85 × 0. 85

= 21.67

Therefore, By using Mai’s method, the skirt will cost $21.67.

(2) We need to find out how much the skirt cost if we use Elena’s method. Elena’s method is to  multiply $30 by 0. 70 it can be given as,

= 30 × 0. 70

=$21

Therefore, By using Elena’s method, the skirt will cost $21.

(3) I think Mai’s method is correct because she took one 15% discount first and then considered the second discount which is given by the shop. whereas  Elena considered the two discounts at once and calculated it as 30% where the shop offered a 15% discount on the dress and then added a second discount on the purchase cost or bill amount that is why Mai’s method is correct.

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The unit vector in the direction of steepest ascent at P is <-4/sqrt(17), -1/sqrt(17)>,  and the unit vector in the direction of steepest descent at P is <4/sqrt(17), 1/sqrt(17)>.  A vector that points in a direction of no change at P is ⟨-1,1⟩.

To find the direction of steepest ascent/descent at P(-1,1) for f(x,y) = 4x^4 - 4x^2y + y^2 + 9, we need to find the gradient vector evaluated at P and then normalize it to get a unit vector. The gradient vector is given by

grad f(x,y) = <∂f/∂x, ∂f/∂y> = <16x^3 - 8xy, -4x^2 + 2y>

So, at P(-1,1), the gradient vector is

grad f(-1,1) = <16(-1)^3 - 8(-1)(1), -4(-1)^2 + 2(1)> = <-8,-2>

To find the unit vector that gives the direction of steepest ascent, we normalize the gradient vector

||grad f(-1,1)|| = sqrt[(-8)^2 + (-2)^2] = sqrt(68)

So, the unit vector in the direction of steepest ascent at P is

u = (1/sqrt(68))<-8,-2> = <-4/sqrt(17), -1/sqrt(17)>

To find the unit vector that gives the direction of steepest descent, we take the negative of the gradient vector and normalize it

||-grad f(-1,1)|| = ||<8,2>|| = sqrt[8^2 + 2^2] = sqrt(68)

So, the unit vector in the direction of steepest descent at P is

v = (1/sqrt(68))<8,2> = <4/sqrt(17), 1/sqrt(17)>

To find a vector that points in a direction of no change in the function at P, we need to find a vector orthogonal to the gradient vector at P. One such vector is

n = <2,-8>

To see why this works, note that the dot product of the gradient vector and n is

<16x^3 - 8xy, -4x^2 + 2y> . <2,-8> = 32x^3 - 16xy - 4x^2y + 2y^2

Evaluating this at P(-1,1), we get

32(-1)^3 - 16(-1)(1) - 4(-1)^2(1) + 2(1)^2 = 0

So, the vector n is orthogonal to the gradient vector at P and points in a direction of no change in the function.

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Ajay's profit on each orange is Rs. 25, and the profit percentage is 125%.

Ajay makes a profit of Rs. 25 on each orange he sells, which is the difference between the selling price and the cost price. The profit percentage is calculated by dividing the profit by the cost price and then multiplying it by 100.

In this case, the cost price of each orange is Rs. 20 and the profit on each orange is Rs. 25. So, the profit percentage is (25/20) x 100 = 125%.

This means that Ajay is making a profit of 125% on each orange he sells, which is a significant profit margin. It also shows that buying in bulk at a lower price and selling at a higher price can be a profitable business strategy.

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The expression 0.85(1.4s) represents the final selling price of the jacket after two price changes: an initial 15% decrease in price, followed by another 15% decrease in price.

The expression 0.85(1.4s) represents the final selling price of the jacket after two price changes. We can break it down into its constituent parts to understand what happened to the price.

Factor 1.4s represents the original selling price of the jacket. This means that the store owner started with a price of 1.4s dollars.

The factor 0.85 represents the first price change. When the store owner lowered the price by 15%, the new price became 0.85 times the original price.

The second factor of 0.85 represents the second price change. After the first price change, the new price was 0.85(1.4s) dollars. When the store owner lowered the price again by 15%, the final selling price became 0.85 times the price after the first price change.

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When both the increasing acreage and the increasing yield are considered, the total number of bushels of corn currently increasing at a rate of 4000 bushels per year.

The wheat farmer is currently farming 400 acres of corn and increasing that number by 20 acres per year. He harvests 120 bushels of corn per acre, with an increasing yield of 4 bushels per acre per year.

To determine the rate of increase in the total number of bushels, we need to consider both the increasing acreage and the increasing yield.

First, let's find the increase in bushels due to the increasing acreage:
20 acres/year * 120 bushels/acre = 2400 bushels/year

Next, let's find the increase in bushels due to the increasing yield:
400 acres * 4 bushels/acre/year = 1600 bushels/year

Now, add both increases together to find the total increase in bushels:
2400 bushels/year + 1600 bushels/year = 4000 bushels/year

So, the total number of bushels of corn is currently increasing at a rate of 4000 bushels per year.

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The problem is to find the volume of region E enclosed by a cone and a sphere. The solution involves converting the equations to cylindrical coordinates, finding the limits of integration, and setting up a triple integral. The volume can be calculated by evaluating the integral.

To compute the volume of E using cylindrical coordinates, we first need to find the limits of integration for r, θ, and z. Since E is enclosed by the cone 7 = — x² + y² and the sphere x² + y2 + z2 = 32, we need to find the equations that define the boundaries of E in cylindrical coordinates.

To do this, we convert the equations of the cone and sphere to cylindrical coordinates:

- Cone: 7 = — x² + y² → 7 = — r² sin² θ + r² cos² θ → r² = 7 / sin² θ
- Sphere: x² + y² + z² = 32 → r² + z² = 32

We can see that the cone intersects the sphere when r² = 7 / sin² θ and r² + z² = 32. Solving for z, we get z = ±√(32 - 7/sin² θ - r²). We also know that the cone extends to the origin (r = 0), so our limits of integration for r are 0 to √(7/sin² θ).

For θ, we can see that E is symmetric about the z-axis, so we can integrate over the entire range of θ, which is 0 to 2π.

For z, we need to find the range of z values that are enclosed by the cone and sphere. We can see that the cone intersects the z-axis at z = ±√7. We also know that the sphere intersects the z-axis at z = ±√(32 - r²). Thus, the range of z values that are enclosed by the cone and sphere is from -√(32 - r²) to √(32 - r²) if r < √7, and from -√(32 - 7/sin² θ) to √(32 - 7/sin² θ) if r ≥ √7.

Now that we have our limits of integration, we can set up the triple integral to compute the volume of E:

Vol(E) = ∫∫∫ E dV
= ∫₀^(2π) ∫₀^√(7/sin² θ) ∫₋√(32 - r²)^(√(32 - r²)) F(r, θ, z) dz dr dθ

where F(r, θ, z) = 1 (since we're just computing the volume of E).

Using the limits of integration we found, we can evaluate this triple integral using numerical integration techniques or a computer algebra system.
To find the volume of the region E enclosed by the cone 7 = -x² + y² and the sphere x² + y² + z² = 32, we can use triple integration in cylindrical coordinates. We need to determine the limits of integration for r, θ, and z.

First, rewrite the equations in cylindrical coordinates:
Cone: z = -r² + 7
Sphere: r² + z² = 32

Now, find the intersection between the cone and the sphere by solving for z in the cone equation and substituting it into the sphere equation:
r² + (-r² + 7)² = 32
Solving for r, we get r = √7.

Now, we can find the limits of integration:
r: 0 to √7
θ: 0 to 2π
z: -r² + 7 to √(32 - r²)

Since the volume is the region enclosed by these surfaces, we can set up the triple integral:
Vol(E) = ∫∫∫ r dz dθ dr

With the limits of integration:
Vol(E) = ∫(0 to 2π) ∫(0 to √7) ∫(-r² + 7 to √(32 - r²)) r dz dθ dr

Evaluating this integral will give us the volume of the region E.

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The percent of change on the item 15%

the percent of change in price of the item can be expressed as:

percent of change = ( | new value - old value | / old value) × 100%

Where the vertical bars indicate absolute value.

Given that; the old price was $80 and the new price is $68. So, we can plug these values into the formula:

percent of change = ( | new value - old value | / old value) × 100%

percent of change = ( | 68 - 80 | / 80) × 100%

percent of change = ( | -12 | / 80) × 100%

percent of change = ( 12 / 80) × 100%

percent of change = ( 0.15 ) × 100%

percent of change = 15%

Therefore, Amazon reduced the price of the item by 15%.

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The expression 8(4 - π) yd² is the area of the of the shaded region in terms of π.

The area of the shaded region is the area of the semicircle subtracted from the area of the rectangle

radius of the semicircle is also the width of the rectangle, so;

area of the rectangle = 8 yd × 4 yd = 32 yd²

area of the semicircle = (π × 4 yd × 4 yd)/2

area of the semicircle = 8π yd²

area of the shaded region = 32 yd² - 8π yd²

area of the shaded region = 8(4 - π) yd²

Therefore, the expression 8(4 - π) yd² is the area of the of the shaded region in terms of π.

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the roots of the function are[tex]x = 1[/tex] and  [tex]x = 3.[/tex] These are also the x-intercepts of the parabola.

This polynomial is a quadratic function and can be graphed as a parabola. a polynomial of degree two.

[tex]f(x) = x^2 - 4x + 3[/tex]

The coefficient of the x^2 term is positive, which means that the parabola opens upwards. The vertex of the parabola is at (2, -1) and the y-intercept is at (0, 3).

The roots of the function can be found by setting f(x) = 0 and solving for x:

[tex]x^2 - 4x + 3 = 0[/tex]

[tex](x - 3)(x - 1) = 0[/tex]

[tex]x = 1, 3[/tex]

Therefore, the roots of the function are[tex]x = 1[/tex] and  [tex]x = 3.[/tex] These are also the x-intercepts of the parabola.

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Option C is correct. No, the least value is smaller than the critical value.

Null hypothesis (H₀): The average first-year teacher salary is $52,000.

Alternative hypothesis (Ha): The average first-year teacher salary is not $52,000.

The significance level is 5% (or 0.05), which means we will reject the null hypothesis if the probability of obtaining the observed result is less than 5%.

Calculate the standard error of the mean:

Standard Error = Standard Deviation / √n

where n is the number of samples (n = 25 in this case).

Standard Error = $1500 / √25

= $1500 / 5

= $300

Now, perform the hypothesis test using a t-test since the sample size is relatively small (n < 30) and the population standard deviation is unknown.

t-score = (Sample Mean - Population Mean) / Standard Error

t-score = ($52,525 - $52,000) / $300

t-score = $525 / $300

t-score = 1.75

To find the critical value at a 5% significance level with 24 degrees of freedom (n - 1), we can consult a t-table. At a 5% significance level (two-tailed test), the critical t-value is approximately ±2.064.

Since the calculated t-score (1.75) is not greater than the critical t-value (2.064), we fail to reject the null hypothesis.

Therefore, option C is correct. No, the least value is smaller than the critical value.

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Complete question:

The average first year teacher salary in a certain state is known to be $52,000 with a standard deviation of $1500. A researcher tests this claim by averaging the salaries of 25 first year teachers and finding their average salary to be $52,525. Is there significant evidence to suggest that the claim is wrong at the 5% significance level?

A. Yes, the least value is greater than the critical value

B. No, the least value is larger than the critical value

C. No, the least value is smaller than the critical value

D. yes, the least value is smaller than the critical value

The estimated contribution for Rosemary's first-year college fee is $6,500 including all her savings and available funds.

Savings of Rosemary = $2,500

Savings from bond = $1000

To calculate the contribution needed for Rosemary from other sources, to pay her college fee, we need to add all the available funds and subtract the money for her college fee.

Let us imagine that the total cost of Rosemary's college = $10,000

Total available funds = $2,500  + $1,000

Total available funds = $3500

The remaining amount needed = $10,000 - $3,500 = $6,500

Therefore, we can conclude that Rosemary would need an estimated contribution of $6,500.

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the actual perimeter of the living room  in the scale drawing  is 216 inches.

We can precisely portray locations, areas, structures, and details in scale drawings at a scale that is either smaller or more feasible than the original.

When a drawing is said to be "to scale," it signifies that each piece is proportionate to the real or hypothetical entity; it may be smaller or larger by a specific amount.

When something is described as being "drawn to scale," we assume that it has been printed or drawn to a conventional scale that is accepted as the norm in the construction sector.

When our awareness of scale improves, we are better able to quickly recognize the spaces, zones, and proposed or existent spatial relationships when looking at a drawing at a given scale.

One metre is equivalent to one metre in the actual world. When an object is depicted at a 1:10 scale, it is 10 times smaller than it would be in real life.

You might also remark that 10 units in real life are equivalent to 1 unit in the illustration.

If the length and breadth of the living room in real life are 9/4 inches each, we can use the given scale of the drawing to find the corresponding dimensions of the living room in the drawing:

1/4 inch = 2 feet

So, 9/4 inches in real life is equal to:

(9/4) inches / (1/4 inch per 2 feet) = 18 feet

This means that each side of the living room in the drawing would be 18/2 = 9 inches long.

To find the actual perimeter of the living room, we need to convert the dimensions back to real-life measurements and add up the lengths of all four sides:

Length in real life = 9/4 inches x 2 x 12 inches/foot = 54 inches

Breadth in real life = 9/4 inches x 2 x 12 inches/foot = 54 inches

Perimeter in real life = 2 x (Length + Breadth)

Perimeter in real life = 2 x (54 inches + 54 inches)

Perimeter in real life = 2 x 108 inches

Perimeter in real life = 216 inches

Therefore, the actual perimeter of the living room is 216 inches.

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Let's assume that the hourly rate for loading and unloading is $x and the hourly rate for packing and unpacking is $y.

From the given information, we can form the following two equations:

[tex]8x + 6y = 890[/tex] ...(1) (for 8 hours of loading and unloading and 6 hours of packing and unpacking)

[tex]5x + 3y = 515[/tex] ...(2) (for 5 hours of loading and unloading and 3 hours of packing and unpacking)

To solve for x and y, we can use the method of elimination.

Multiplying equation (2) by 2, we get:

[tex]10x + 6y = 1030[/tex] ...(3)

Now, subtracting equation (1) from equation (3), we get:

2x = 140

Therefore, x = $70 per hour.

Substituting the value of x in equation (2), we get:

5(70) + 3y = 515

Simplifying, we get:

3y = 165

Therefore, y = $55 per hour.

Hence, the company's hourly rates are $70 per hour for loading and unloading and $55 per hour for packing and unpacking.

In summary, we can set up a system of equations to solve for the hourly rates of a moving team.

From there, using the method of elimination, we can solve for the hourly rates for both loading and unloading as well as packing and unpacking.

In this case, the hourly rate for loading and unloading is $70 per hour, and the hourly rate for packing and unpacking is $55 per hour.

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Answer:

Step-by-step explanation:

Since the distribution is approximately normal, we can use the empirical rule to estimate the mean and standard deviation.

According to the empirical rule:

Approximately 68% of the data falls within 1 standard deviation of the mean

Approximately 95% of the data falls within 2 standard deviations of the mean

Approximately 99.7% of the data falls within 3 standard deviations of the mean

From the information given in the problem, we know that:

10% of women are less than 60.8 inches tall

10% of women are more than 67.6 inches tall

So, we can estimate the mean height as the midpoint between 60.8 and 67.6:

mean = (60.8 + 67.6) / 2 = 64.2 inches

We also know that 80% of women are between 60.8 and 67.6 inches tall. Since this is approximately 1 standard deviation from the mean (on either side), we can estimate the standard deviation as:

standard deviation = (67.6 - 64.2) / 1 = 3.4 inches

Therefore, the mean height is approximately 64.2 inches and the standard deviation is approximately 3.4 inches.

Answer:

24.1 feet

Step-by-step explanation:

We can represent these 3 points as a triangle:

- place in the water fountain line

- where her lab partner is

- where her friend is

We know that the distance from the water fountain to the lab partner is 6.6 ft, and the distance from the water fountain to the friend is 7.5 ft.

These are the legs (shorter sides) of the right triangle. Now, we need to find the hypotenuse, which is the distance from the lab partner to the friend. We can solve for this using the Pythagorean Theorem.

[tex]a^2 + b^2 = c^2[/tex]

[tex]6.6^2 + 7.5^2 = c^2[/tex]

[tex]43.56 + 56.25 = c^2[/tex]

[tex]99.81 = c^2[/tex]

[tex]c = \sqrt{99.81}[/tex]

[tex]c \approx 10.0 \text{ ft}[/tex]

To finally answer this question, we need to find the perimeter of the triangle (i.e., the distance that will be walked).

[tex]P = 6.6 + 7.5 + 10.0[/tex]

[tex]\boxed{P = 24.1 \text{ ft}}[/tex]

So after 6 hours, there will be approximately 262,144 bacteria.

An exponent (also called a power or index) is a mathematical notation that indicates the number of times a quantity is multiplied by itself. It is written as a superscript to the right of the quantity being multiplied. Exponents are commonly used in algebra and other branches of mathematics to represent repeated multiplication or to simplify complex expressions. They also have important applications in science, engineering, and computer programming.

Here,

We can use the formula for exponential growth to find the number of bacteria after a certain amount of time:

N = N0 * [tex]2^{(t/d)} ^[/tex]

where N is the final number of bacteria, N0 is the initial number of bacteria (which is 1 in this case), t is the time elapsed (in minutes), and d is the doubling time (in minutes).

Since the doubling time is 20 minutes, we have:

d = 20

To find the number of bacteria after 6 hours (which is 360 minutes), we plug in these values:

N = 1 * [tex]2^{(360/20)}[/tex]

Simplifying the exponent, we get:

N = 1 * [tex]2^{18}[/tex]

Using a calculator or by hand, we can evaluate this expression to get:

N ≈ 262,144

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To factor the polynomial x^2 - x - 6, we need to find two binomials whose product is equal to this polynomial. We can use the following methods to factor the polynomial:

Method 1: Factoring by inspection

- We know that x^2 is the product of x and x, so we can start with the binomial (x )(x ) as a factorization of x^2.

- We then look for two numbers whose product is -6 and whose sum is -1.

- The two numbers are -3 and 2, since (-3)(2) = -6 and (-3) + 2 = -1.

- Therefore, the polynomial x^2 - x - 6 can be factored as (x - 3)(x + 2).

Method 2: Using the quadratic formula

- We can also use the quadratic formula to find the roots of the polynomial, which are the values of x that make the polynomial equal to zero.

- The quadratic formula is x = (-b ± sqrt(b^2 - 4ac)) / 2a, where a = 1, b = -1, and c = -6.

- Plugging in these values, we get x = (-(-1) ± sqrt((-1)^2 - 4(1)(-6))) / 2(1) = (1 ± sqrt(25)) / 2.

- Simplifying, we get x = 3 or x = -2.

- Therefore, the polynomial x^2 - x - 6 can be factored as (x - 3)(x + 2).

So, the pairs of polynomials that, when multiplied together, result in the polynomial x^2 - x - 6 are (x - 3) and (x + 2), as well as (x + 2) and (x - 3).

The value of x which is not a solution to the inequality 5 - 2x ≥ -3, is x = 6.

To find out which value is not a solution to the inequality 5 - 2x ≥ -3, we can substitute each value into the inequality and see if it is true or false.

Let's start with the first value, [tex]x=4[/tex]:

5 - 2(4) ≥ -3
5 - 8 ≥ -3
-3 ≥ -3

Since -3 is greater than or equal to -3, x = 4 is a solution of the inequality.

Now let's try x = 6:

5 - 2(6) ≥ -3
5 - 12 ≥ -3
-7 ≥ -3

Since -7 is less than -3, x = 6 is not a solution of the inequality.

Therefore, the answer is x = 6.

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The equation of the circle with a center at (-3, 6) and passing through the point (9, 1) is (x + 3)^2 + (y - 6)^2 = 169.

To write the equation of a circle with a center at the point (-3, 6) and passing through the point (9, 1), we can use the general equation of a circle: (x - h)^2 + (y - k)^2 = r^2, where (h, k) is the center of the circle, and r is the radius.

1. Identify the center (h, k) as (-3, 6).
2. Calculate the radius using the distance formula between the center and the given point (9, 1):
  r = √((x2 - x1)^2 + (y2 - y1)^2)
  r = √((9 - (-3))^2 + (1 - 6)^2)
  r = √((12)^2 + (-5)^2)
  r = √(144 + 25)
  r = √169
  r = 13

3. Substitute the values of h, k, and r into the equation of a circle:
  (x - (-3))^2 + (y - 6)^2 = 13^2
  (x + 3)^2 + (y - 6)^2 = 169

So, the equation of the circle with a center at (-3, 6) and passing through the point (9, 1) is (x + 3)^2 + (y - 6)^2 = 169.

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To find g(x), the translation 1 unit left of f(x) = x², we need to replace x with (x+1) because moving left means we need to subtract 1 from x. Therefore, g(x) = f(x+1) = (x+1)².

To write g(x) in the form a(x-h)² + k, we need to expand (x+1)² first. Using the formula (a+b)² = a² + 2ab + b², we get:

g(x) = (x+1)² = x² + 2x + 1

Now we can write g(x) in the vertex form by completing the square. We add and subtract (2/2)² = 1 to the expression to get:

g(x) = x² + 2x + 1 - 1 + 1
    = (x+1)² + 0

Therefore, g(x) = (x+1)² + 0 is the vertex form of g(x), where a=1, h=-1, and k=0. This means that the vertex of the parabola g(x) is (-1,0), and it opens upwards. The translation 1 unit left of f(x)=x² results in a horizontal shift of the parabola to the left by 1 unit without changing its shape or orientation.

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