agriculturalists are interested in determining if there is an increase in corn bushels per acre between one growing season and then the next growing season after being treated with a specialized fertilizer. in year one, 32 plots were randomly selected and their average bushels per acre calculated. in the following year, the same plots were treated with a specialized fertilizer and the average bushels per acre calculated again. the difference between the bushels per acre between both years was compared. what is the true mean difference from one year to the next in terms of average bushels per acre yield after being treated with a specialized fertilizer? what statistical procedure should be used to answer this research question?

(1,2,4)

Range describes the y-values of a graph.

Range

Range is the y-values that a graph covers. Remember that the y-values are found on the vertical axis. If the graph is not continuous, then the values between the points are not included in the range. Similar to the range, the domain of a graph is the x-values that a graph covers. If there is a coordinate point with a y-value, then that y-value should be included in the range.

Finding Range

In order to find the range, we need to find all the unique y-values of the graph. Additionally, the range is given in numerical order. This means starting from the least value and going up to the greatest. The lowest y-value is 1, then 2, and finally 4. Even though there are two points where y = 2, we are only looking for unique values. This means that the range is (1,2,4).

The correct conclusion is: Angle C must measure 40 degrees.

Based on the given statements:

If two angles in a triangle measure 90 degrees and x degrees, then the third angle measures (90 - x) degrees.

In triangle ABC, angle A measures 90 degrees and angle B measures 50 degrees.

We can conclude that angle C must measure (90 - 50) degrees, which simplifies to 40 degrees.

In a triangle, the sum of the angles is always 180 degrees. In this case, we know that angle A measures 90 degrees and angle B measures 50 degrees. To find the measure of angle C, we subtract the sum of angles A and B from 180 degrees:

Angle C = 180 degrees - (Angle A + Angle B)

= 180 degrees - (90 degrees + 50 degrees)

= 180 degrees - 140 degrees

= 40 degrees

Hence, angle C must measure 40 degrees based on the given information.

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Answer:

4

Step-by-step explanation:

1

To decide whether it is sensible for Stacy to utilize the ordinary show for the inspecting conveyance of the test extent, we got to check whether the conditions for utilizing the typical conveyance estimation are met. The conditions are:

The test estimate is expansive sufficient

The test information is autonomous

The populace is at slightest 10 times bigger than the test

The test estimate, in this case, is 50. To check whether it is expansive sufficient, ready to utilize the run the show of thumb that the test measure ought to be at the slightest 10% of the populace estimate.

Hence, based on these conditions, it is sensible for Stacy to utilize the ordinary demonstration for the inspecting conveyance of the test extent. She can accept that the testing dispersion is roughly typical with a cruel of p = 0.11 and a standard deviation of sqrt[(p(1-p))/n] = sqrt[(0.11(0.89))/50] = 0.05.

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To conduct a hypothesis test on the proportion of business students at Lemont University involved in cheating compared to non-business students at other institutions, we can follow these steps:

1. Define the null hypothesis (H0) and alternative hypothesis (H1):
H0: p1 >= p2 (proportion of cheating among business students at Lemont is equal to or greater than that of non-business students at other institutions)
H1: p1 < p2 (proportion of cheating among business students at Lemont is less than that of non-business students at other institutions)

2. Collect data: Obtain the sample sizes and proportions of students involved in cheating for both groups (business students at Lemont and non-business students at other institutions).

3. Determine the test statistic: For proportions, we use a z-test. Calculate the z-value using the formula:
z = (p1 - p2) / sqrt[(p1*(1-p1)/n1) + (p2*(1-p2)/n2)]

4. Find the p-value: Using a z-table or statistical software, determine the p-value associated with the calculated z-value.

5. Make a decision: If the p-value is less than the chosen significance level (e.g., 0.05), reject the null hypothesis and conclude that there's enough evidence to support the alternative hypothesis.

Advice to the dean based on the analysis:
If the analysis leads to rejecting the null hypothesis, it suggests that the proportion of cheating among business students at Lemont University is lower compared to non-business students at other institutions. In this case, the dean can focus on maintaining and promoting academic integrity among students, while also recognizing the positive results of the current policies in place. However, if the null hypothesis is not rejected, the dean should consider implementing more effective strategies to curb cheating and encourage a culture of honesty and integrity within the institution.

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To understand why the mean and variance of the wavelength distribution are the same for different ranges, it is useful to consider the individual wavelengths within the range. A uniform distribution of wavelengths implies that each wavelength within the range has an equal probability of being observed. This means that, regardless of the range, each wavelength has the same probability of being observed. Thus, the mean and variance of the wavelength distribution are the same for different ranges.

A. The mean wavelength of photosynthetically active radiation (PAR) in the red spectrum from 675 to 700 nm is (675 + 700)/2 = 687.5 nm. The variance of the wavelength distribution for this radiation is [(700-675)2]/12 = 5.21 nm2.

B. The mean wavelength of PAR in the range of 75 to 100 nm is (75 + 100)/2 = 87.5 nm. The variance of the wavelength distribution in this range is [(100-75)2]/12 = 5.21 nm2.

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∠a is opposite to BC. Option D is correct.

A triangle is a three-sided polygon that consists of three edges and three vertices.

The given triangle is ABC

In the given triangle AB, BC and AC are the edges or sides.

A, B and C are the vertices of triangles.

∠a, ∠b and ∠c are the angles.

In the given triangle we need to find what is opposite to the ∠a

∠a is opposite to the BC

Hence, ∠a is opposite to BC. Option D is correct.

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Answer:

median, mode, and mode interval. please tell me if this is right.

Step-by-step explanation:

Answer:

1. ,2., and 4.

Step-by-step explanation:

The process of finding the derivative of a function is called differentiation.

Differentiation is a fundamental concept in calculus that involves determining the rate at which a function changes with respect to its independent variable. It allows us to analyze the behavior of functions, such as finding slopes of curves, identifying critical points, and understanding the shape of graphs.

The derivative of a function represents the instantaneous rate of change of the function at any given point. It provides information about the slope of the tangent line to the graph of the function at a specific point.

The notation used to represent the derivative of a function f(x) with respect to x is f'(x) or dy/dx. The derivative can be interpreted as the limit of the difference quotient as the interval approaches zero, representing the infinitesimal change in the function.

By applying differentiation techniques, such as the power rule, product rule, chain rule, and others, we can find the derivative of a wide range of functions. Differentiation is a powerful tool used in various areas of mathematics, physics, engineering, economics, and other fields to analyze and solve problems involving rates of change.

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False. The frequency polygon and the histogram are two different ways to represent data, and they have distinct characteristics.

A frequency polygon is a line graph that displays the distribution of a quantitative variable. It shows the frequency of each value or class interval on the horizontal axis and the corresponding frequencies on the vertical axis. The points on the graph are connected to form a line, which gives a visual representation of the data distribution.

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If you make annual payments of $1400 for 8 years at a 6% interest rate compounded annually, the total amount accumulated over the 8-year period would be approximately $12,350.

To explain further, when you make annual payments of $1400 for 8 years, you are essentially depositing $1400 into an account each year. The interest rate of 6% compounded annually means that the interest is added to the account balance once a year.

To calculate the total amount accumulated, you can use the formula for the future value of an ordinary annuity:

FV = P * ((1 + r)^n - 1) / r

where FV is the future value, P is the payment amount, r is the interest rate per compounding period (in this case, 6% or 0.06), and n is the number of compounding periods (in this case, 8 years).

Plugging in the values, we have:

FV = $1400 * ((1 + 0.06)^8 - 1) / 0.06

≈ $12,350

Therefore, the total amount accumulated over the 8-year period would be approximately $12,350.

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The probability of dealing yourself two aces from a shuffled 52-card deck can be expressed as a fraction.

To calculate the probability, we need to consider the total number of possible outcomes and the number of favorable outcomes.

The total number of possible outcomes is the number of ways to choose any two cards from the deck, which can be calculated using combinations. In this case, we have 52 cards, and we want to choose 2 cards, so the total number of possible outcomes is given by the combination formula: C(52, 2) = 52! / (2! * (52-2)!) = 1326.

The number of favorable outcomes is the number of ways to choose two aces from the deck. Since there are 4 aces in a deck, the number of favorable outcomes is given by the combination formula: C(4, 2) = 4! / (2! * (4-2)!) = 6.

Therefore, the probability of both cards being aces is the ratio of the number of favorable outcomes to the total number of possible outcomes: 6/1326, which can be simplified to 1/221.

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Answer:

it is A or the first one

Step-by-step explanation:

The graph represents the system y = 1/2x + 3 and y = 3/2x - 1 is the lines and passes by (0, 3) and (4, 5), Option A.

Two equation of lines is  given y = 1/2x + 3 and y = 3/2x - 1.
A graph to be identified showing the coordinate.

A line can be defined by a shortest distance between two points is called as a line.

Here, slope of equations of lines y = 1/2x + 3 and y = 3/2x - 1 are 1/2 and 3/2 and intercept is 3 and -1 now matching this with option we identified option A contains both the lines and passes by (0, 3) and (4, 5).

Thus, The graph represents the system  y = 1/2x + 3 and y = 3/2x - 1 is the lines and passes by (0, 3) and (4, 5) ,Option A.  

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Answer:

each term is half the previous one. 1.6 *.5^(n-1). is a geometric sequence.

This is a geometric sequence with a common ratio of 1/2. Therefore, option B is correct.

A geometric sequence is a sequence of numbers where each term is found by multiplying the previous term by a fixed constant called the common ratio (r).

In other words, if the first term of the sequence is "a", then the nth term of the sequence is given by:

an = a * r^(n-1)

where "n" is the position of the term in the sequence.

In this question:

To see why, notice that each term is half of the previous term:

0.8 is half of 1.6

0.4 is half of 0.8

0.2 is half of 0.4

In a geometric sequence, each term is obtained by multiplying the previous term by a fixed constant, which is called the common ratio. In this case, the common ratio is 1/2, because each term is half of the previous term.

So the sequence can be written as:

1.6, 0.8, 0.4, 0.2, …

or

a₁, a₁/2, a₁/4, a₁/8, …

where a₁ is the first term, which is 1.6 in this case.

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The radius of Deimos to one significant digit in meters is approximately 9.4 m

.

Given the ratio of the Sun-from-Mars distance to Deimos-from-Mars distance is 365,000, the distance between Mars and Deimos can be found to bedeimos distance = Sun-Mars distance / 365,000

Next, we can find the diameter of Deimos by noting that 550 of its diameters is equal to the distance it takes to transit the shadow of Mars during a lunar eclipse.

Let's call the diameter of Deimos "d", so we can

diameter = 1/550 * deimos distance

Finally, the Sun appears about 8.4 times as large as Deimos in the Martian sky. If we call the radius of Deimos "r", then the radius of the Sun is 8.4r.

Using the information given, we can set up the following equation:

deimos distance / (3,000,000 + r) = 8.4r / (3,000,000)Simplifying and solving for r,

we get:r = 9.39 m (rounded to one significant digit)

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Answer:

30

Step-by-step explanation:

The slope of Line 1 is equal to 1.

The slope of Line 2 is equal to 1/2.

Line 1 and Line 2 are neither parallel nor perpendicular.

In Mathematics and Geometry, the slope of any straight line can be determined by using this mathematical equation;

Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

For line 1, we have the following:

Slope (m) = (2 - 4)/(-2 - 0)

Slope (m) = -2/-2

Slope (m) = 1.

For line 2, we have the following:

Slope (m) = (1 - 2)/(-4 + 2)

Slope (m) = -1/-2

Slope (m) = 1/2

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Answer:

A

Step-by-step explanation:

the order of letter should resemble the same shape

Answer:

c+ 64 ≥ 120;c  ≥ 56

Step-by-step explanation:

He needs to get at least 120 cans.  He has 64 cans already.  C is the number of cans he still needs to get.

c+ 64 ≥ 120

Subtract 64 from each side

c  ≥ 56

Answer:

jnjgnjgn n fwdn d ndjdd

Step-by-step explanation:

Answer:

1/48

Step-by-step explanation:

1/8 divided by 6 is 1/8*1/6=1/48

The values of x and y will be 5 and 0, respectively.

We can solve this system of equations by substitution or elimination. Here's how to do it by substitution:

Solve the first equation for x or y. Let's solve for y:

-x + y = -5

y = x - 5

Substitute the expression for y into the second equation and solve for x:

3x + 5y = 15

3x + 5(x - 5) = 15

3x + 5x - 25 = 15

8x = 40

x = 5

Substitute the value of x back into one of the original equations and solve for y:

-x + y = -5

-(5) + y = -5

y = 0

Therefore, the solution to the system of equations is (x, y) = (5, 0).

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Step 1

Draw the unit circle required

Step 2

Find the value sec(7π/6) in cosine

Step 3

Find cos(7π/6)

The trigonometric unit circle and a trigonometric table gives;

Step 4

Find sec(7π/6)

Step 5

Rationalize the denominator

Hence,

Answer:

x = 4 /3

Decimal Form:

x =  1. 33333 (repeating)

Mixed Number Form:

x =  1  1 /3

Step-by-step explanation:

The minimum payment on Card V is approximately $11.51 greater than the minimum payment on Card U. Among the given choices (a. $8.70, b. $10.73, c. $9.51, d. $11.54), the closest answer to $11.51 is option c. $9.51.

To find the difference in the minimum payments between Card V and Card U, we need to calculate the minimum payment for each card and then subtract the minimum payment of Card U from Card V. First, let's calculate the minimum payment for Card U: Minimum payment on Card U = 2.82% of $414.55 = (2.82/100) * $414.55 ≈ $11.68

Next, let's calculate the minimum payment for Card V: Minimum payment on Card V = 3.09% of $751.81= (3.09/100) * $751.81≈ $23.19. Finally, we can find the difference between the minimum payments: Difference = Minimum payment on Card V - Minimum payment on Card U= $23.19 - $11.68≈ $11.51.

Therefore, the minimum payment on Card V is approximately $11.51 greater than the minimum payment on Card U. Among the given choices (a. $8.70, b. $10.73, c. $9.51, d. $11.54), the closest answer to $11.51 is option c. $9.51.

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Step-by-step explanation:

Given that

A worker's salary is increased by 12%.

Let the worker's original salary is represented by s. It means, the new salary of the person is given by :

New salary = 12% of s

So,

\(N=\dfrac{12}{100}\times s\\\\=0.12s\)

Hence, this is the required solution.

The value of X = 25.

Solution:

The two equations are

(i) the first condition is difference of x and y is 14

x - y = 14 ---------equation 1

(ii) the second condition of the given data is value of x is 3 times more than two times of y value.

x - 2y = 3 --------equation 2

From equation 2, we have to separate two variables x and y,

x = 3 + 2y  --------equation 3

We have to Substitute equation 3 in equation 1

3 + 2y - y = 14

3 + y = 14

y = 14 - 3

y = 11

Substitute y = 11 in equation 1........

x - 11 = 14

x = 14 + 11

x = 25

So, the value of x is 25 and y is 11.

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Answer:

Step-by-step explanation:

Given the difference of x and y is 14, and the difference of x and 2y is 3, you want two equations, their graph, and the value of x.

The difference of 'a' and 'b' is (a -b). Here, the two differences are expressed as the equations ...

The attachment shows a graph of these equations. Their point of intersection is (25, 11), meaning the value of x is 25.

The graph of the first equation is easily drawn by recognizing the x- and y-intercepts are 14 and -14, respectively.

The graph of the second equation will go through the x-intercept point of (3, 0) and the y-intercept point of (0, -3/2). It is probably easier to graph this by hand by considering the x-intercept point and the slope of 1/2.

Since we're only interested in the value of x, it is convenient to eliminate the variable y. We can to that by subtracting the second equation from twice the first:

  2(x -y) -(x -2y) = 2(14) -(3)

  x = 25 . . . . . . . . . simplify

Answer:

the answer will be

Step-by-step explanation:

\( \sqrt{18} - \sqrt{50} \\ 3 \sqrt{2} - 5 \sqrt{2} \\ (3 - 5) \sqrt{2} \\ - 2 \sqrt{2} is \: the \: answer\)

\(-2\sqrt{2}\)

Main concepts

Concept 1. Radical Terminology

Concept 2. simplifying radicals

Concept 3. Combining like terms

Concept 1. Radical Terminology

For a radical like \(\sqrt[3]{5}\), the "3" (the number written in the little nook) is called the index of the radical, and the "5" (the number/expression) inside of the radical is called the radicand.

Concept 2. simplifying radicals

Note that for our given expression, the index is not explicitly written for either radical.  By default, the index is 2.  If we wrote them in explicitly, the expression would look like this:  \(\sqrt[2]{18}-\sqrt[2]{50}\)

To simplify radicals by hand, factor the radicand (usually completely down to primes), and form groups of matching numbers where the group size is the index of the radical.  In this case, the index is "2", so we're looking for pairs of numbers that match after we factor (if it were a cube root, we'd be looking for triplets):

Factoring the first radicand

18

= 3*6

= 3 * 3*2

= (3*3) * 2

Factoring the second radicand

50

= 2 * 25

= 2 * 5*5

= 2 * (5*5)

So, we can rewrite our expression as follows:

\(\sqrt[2]{(3*3)*2}-\sqrt[2]{2*(5*5)}\)

Once you've found a group that matches (again, in this case, pairs), it can be factored out of the radical (only bring out one number/letter from each group to represent the group).

From the first radical, we have a pair of 3s, so it would simplify to \(3\sqrt[2]{2}\)

Similarly, in the second radical, we have a pair of 5s, so it would simplify to \(5\sqrt[2]{2}\)

So, altogether, our expression would simplify to the following at this point...

\(3\sqrt[2]{2}-5\sqrt[2]{2}\)

Side note: If everything factored out of the radical, it was a perfect "index" number (in this case, a perfect square number).  If this happens, there is no radical left over at the end, and all of the numbers that were factored out, multiply together to make the answer.

Since we're done factoring numbers out of each radical, we don't need the index for each radical written in explicitly to remind us what size group we need, so let's remove them again, and let it be blank to represent the default index of "2".

\(3\sqrt{2}-5\sqrt{2}\)

Concept 3. Combining like terms

Notice that both 3, and the negative 5 are multiplied to a short expression, and that that expression,  \(\sqrt{2}\), is exactly the same in both cases.  This means we could apply the "reverse" distributive property and factor \(\sqrt{2}\)  out of both terms...

\((3-5)\sqrt{2}\)

For some people, it can be easier to think of subtraction as addition of a negative number, so we'll rewrite it:

\((3+(-5))\sqrt{2}\)

Adding positive and negative numbers together, the number with the larger magnitude (the -5 in this case), determines the sign of the result.  The result is then just the difference of the two numbers' magnitudes, with the appropriate sign: -2

So the final simplified expression would be: \(-2\sqrt{2}\)