Determine whether the given procedure results in a binomial distribution. If it is not? binomial, identify the requirements that are not satisfied.
Surveying 20 teenagers and recording if they have ever committed a crime.
A. No, because there are more than two possible outcomes and the trials are not independent.
B. No, because there are more than two possible outcomes.
C. Yes, because all 4 requirements are satisfied.
D. No, because the probability of success does not remain the same in all trials

9514 1404 393

Answer:

Step-by-step explanation:

The formula for the area of a parallelogram is ...

  A = bh

Here, the base is 8 mm and the height (perpendicular to the base) is 10 mm. Then the area is ...

  A = (8 mm)(10 mm) = 80 mm² . . . . area of the parallelogram

__

As you can see from the problem setup, the area of the triangle is exactly half that: 80 mm²/2 = 40 mm² . . . . area of the triangle

_____

If you'd rather use the formula for the triangle area, you will see that you get the same result:

  A = (1/2)bh

  A = (1/2)(8 mm)(10 mm) = 1/2·80 mm² = 40 mm² . . . . area of the triangle

Answer:

yesn't

Step-by-step explanation:

Answer:

yes last Friday i did this and i do it the same i got it correct.

Step-by-step explanation:

Answer:

I beleive the answer is 8

Step-by-step explanation:

4+4=8

The probability that the female kittens are together, and all the male kittens are together is 1/35.

Permutation is defined as the calculation of a set such that it defines the number of ways that something can be arranged.

Let A represents the arrangements of 8 kittens which includes 4 male and 4 female.

N(A) = 8P₈ / (4! × 4!) = 8! / (4! × 4!) = 70

Let B represents the arrangement of kittens such that 4 males are together and 4 females are together.

N(B) = 2

Probability of arranging kittens in such a way that all the female kittens are together, and all the male kittens are together = 2/70 = 1/35

Hence the required probability is 1/35.

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Answer:

6/14 or in its simplest form 3/7

The magnitude of the x-component of this vector is 9.05m.

The angle of inclination of the vector is calculated as;

θ = 90 ⁰ - 48.4 ⁰

θ = 41.6 ⁰

The magnitude of the x-component of the vector is calculated as;

Vx = 12.1 m x cos ( 41.6 )

Vx = 9.05 m

A vector can be represented by an ordered set of numbers, called components, that indicate the magnitude and direction of the vector in a particular coordinate system. The components of a vector can be added or subtracted using vector addition and subtraction, and multiplied by a scalar (a real number) using scalar multiplication.

Vectors can be visualized as arrows in a two- or three-dimensional space, where the length of the arrow represents the magnitude of the vector, and the direction of the arrow represents the direction of the vector. Vectors can also be represented as matrices, which can be used to perform various operations on vectors, such as dot product and cross product.

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Complete Question:-

Answer:

Let's first define our variables:

Let x be the number of students in each van and bus.

Using substitution:

From the problem, we know that:

High School A rented 8 vans and 8 buses, with a total of 240 students. So we can write the equation:

8x + 8x = 240

High School B rented 4 vans and 1 bus, with a total of 54 students. So we can write the equation:

4x + 1x = 54

Now, we can solve for x in one of the equations and then substitute that value into the other equation to solve for the other variable. For example, let's solve for x in the second equation:

5x = 54

x = 10.8

Now, we can substitute this value of x into the first equation to solve for the number of students in each van and bus for High School A:

8x + 8x = 240

8(10.8) + 8(10.8) = 172.8

So each van and bus for High School A has 10.8 students in it.

Using elimination:

We can rewrite the equations we used above in standard form:

8x + 8y = 240

4x + y = 54

We can eliminate y by multiplying the second equation by -8 and adding it to the first equation:

8x + 8y = 240

-32x - 8y = -432

-24x = -192

x = 8

Now, we can substitute this value of x into either equation to solve for y:

4(8) + y = 54

y = 22

So each van and bus for High School A has 8 students in it and each van and bus for High School B has 22 students in it.

Using graphing:

We can graph the two equations on the same coordinate plane and find the point where they intersect, which represents the solution:

8x + 8y = 240

4x + y = 54

To graph these equations, we can first solve for y in each equation:

y = -x + 30

y = -4x + 54

Then, we can plot these two lines on the same coordinate plane and find their intersection:

(6, 24)

So each van and bus for High School A has 6 students in it and each van and bus for High School B has 24 students in it.

Answer:

4) x = 110° & y = 70°

Step-by-step explanation:

3,200 + 560 + 16 √

(400 × 8) + (70 × 8) + (2 × 8) √

(400 × 8) × (70 × 8) × (2 × 8) X

3,776 √

3,200 × 560 × 16 √

(400 + 70 + 2) × 8 √

(400 × 70 × 2) × 8 X

28,672,000 X

\( \)

By setting up the equation and solving we get the positive number is 2/5.

A positive number is a number greater than zero. In mathematical terms, it is a number that is greater than zero on the number line. Positive numbers are often represented with a "+" sign in front of them, but this is not always necessary as the positive sign is the default and is usually omitted.

An equation is a mathematical statement that asserts the equality of two expressions. It is a statement that asserts that the two expressions on either side of the "=" sign are equal and have the same value. The expressions on either side of the "=" sign are called the left-hand side (LHS) and the right-hand side (RHS) of the equation.

For example:

2x + 3 = 7

x(2x+x/2)=x

2x^2+x^2/2=x

5x^2/2=x

5x^2=2x

5x=2

x=2/5

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Answer:

The answer is A.

Step-by-step explanation:

The possible advance in the field of biology that would be a result of the stem cell research is: Creation of a novel cancer cell line to test anticancer agents.

This is a type of research that is carried out by biogical researchers. The function of this type of research is to manipulate the different cells that are in the human body.

This research is done in order to specialize some body cells that can be used to treat different diseases.

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\(g(x)=5cos((\pi )/(2)x-(3\pi )/(2))-2\)

generate by:  Amplitude:5    Period:4

                      Phase shift:(3 to the right)    Vertical shift:-2

x=3,g(x)= 3

x=4,g(x)= -2

x=5,g(x)= -5

x=6,g(x)= -2

x=7,g(x)= 3

the graph is like cos(x)

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The simplified versions of the given circle equation are a. x^2 + (y-1)^2 = 81, b.(y-1)^2 + z^2 = 81, and c. x^2 + z^2 = 81

a. The circle of radius 9 centered at (0, 1, 0) lying in the xy-plane can be described with the equation:
(x-0)^2 + (y-1)^2 = 9^2
Simplified, this becomes: x^2 + (y-1)^2 = 81

b. The circle of radius 9 centered at (0, 1, 0) lying in the yz- plane can be described with the equation:
(y-1)^2 + (z-0)^2 = 9^2
Simplified, this becomes: (y-1)^2 + z^2 = 81

c. If the circle of radius 9 centered at (0, 1, 0) is lying in the plane y, it means that the y-coordinate is constant throughout the circle. In this case, the equation becomes:
x^2 + z^2 = 9^2
Simplified, this becomes: x^2 + z^2 = 81, with y = 1

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The quotient is -2x2 + 8x3 - 7x + 2 and indeed the remainder is 0, according to the question.

We can put the division symbol "" between two integers to indicate that they have been split. As an illustration, we may write 36 6 to represent the division of 36 by 6. Additionally, we may represent it as the fraction 366.

To divide\(-4x^2 + 12x^3 - 7x + 2\) by \(2x^2 + 1\)using long division, we write out the division in the form:

\(2x^2 + 1\)

\(-4x^2 + 12x^3 - 7x + 2\)

Step 1: Divide the first term of the dividend (\(-4x^2\)) by the first term of the divisor (2x^2). We get -2x^2.

Step 2: Multiply the entire divisor (\(2x^2 + 1\)) by \(-2x^2.\) This gives us\(-4x^4 + -2x^2.\)

Step 3: Subtract this result from the dividend, updating the dividend to \(8x^3 - 7x + 2.\)

Step 4: Repeat the process until the degree of the remainder is less than the degree of the divisor. In this case, the final remainder is non-zero, so we have:

\(2x^2 + 1\)

\(-4x^2 + 12x^3 - 7x + 2\)

\(-2x^2\)

\(8x^3 - 7x + 2\)

\(8x^3 - 7x + 2\)

So the quotient is \(-2x^2 + 8x^3 - 7x + 2\) and the remainder is 0.

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Line segment AB is a straight line connecting two distinct points, A and B, on a plane. It has a start point (A) and an endpoint (B) and can be measured by its length.

Line segment AB is a straight line that connects two distinct points, A and B, on a plane. It is the shortest distance between two points, and is always a straight line. A line segment can be measured by its length, which is the distance between its start point (A) and its endpoint (B). It can also be measured by its midpoint, which is the point on the line that is equidistant from both A and B. Line segments can be used to create many different shapes and figures, such as triangles and polygons. Line segments can also be used to measure distances on a map, or to illustrate a path from one location to another. Line segment AB can be used to represent any two points on a plane, and is a fundamental building block of geometry.

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So, the simpler form of the radical expression 4 sqrt 1296 x^16y^12 is 144x^14y^14 sqrt (x) sqrt (y).

To simplify the radical expression 4 sqrt 1296 x^16y^12, we need to first factor the number inside the radical. 1296 can be factored into 36 x 36, which simplifies to 6^4. So, the expression becomes 4 sqrt (6^4 x^16y^12).
Next, we can simplify the expression further by using the property of exponents that says a^m x a^n = a^(m+n). This means that we can combine the exponents of x and y, which gives us 4 sqrt (6^4 x^(16+12) y^(12+16)). Simplifying this, we get 4 sqrt (6^4 x^28 y^28).
Now, we can simplify the radical expression even further by using the property that says sqrt (a x b) = sqrt (a) x sqrt (b). Applying this to our expression, we get 4 x 6^2 x sqrt (x^28) x sqrt (y^28). Simplifying this further, we get 144x^14y^14 sqrt (x) sqrt (y).
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Answer:

y - 1 = (-2/3)(x + 9)

Step-by-step explanation:

Here you are given a point on a line and the slope of the line.  You'll need to apply the "point-slope" formula

y - k = m(x - h) (Memorize this)

Then m = slope = -2/3, h = -9 and k = 1.

Making the appropriate substitutions, we get:

y - 1 = (-2/3)(x + 9)

Answer:

I cant help I wish I could but its a test

Step-by-step explanation:

Answer:

b. -2 and 2

I'm not sure about answer...

Answer:

2 and -2

Step-by-step explanation:

pretty much its asking when y = 4 what does x equal and if you look at the graph when y = 4 x = 2 and -2

Answer:

We must add 400 ml of water.

Step-by-step explanation:

We can use the following equation:

\(C_{i}V_{i}=C_{f}V_{f}\)

Where:

Now, we just need to solve the equation for V(f).

\(V_{f}=\frac{C_{i}V_{i}}{C_{f}}\)

\(V_{f}=\frac{80*150}{30}\)

\(V_{f}=400\: ml\)

Therefore, we must add 400 ml of water.

I hope it helps you!

There are 276 children and 488 adults.

How equations are formed?

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side. It demonstrates the equality of the relationship between the expressions printed on the left and right sides. We have LHS = RHS (left-hand side = right-hand side) in every mathematical equation. To determine the value of an unknown variable that represents an unknown quantity, equations can be solved. A statement is not an equation if it has no "equal to" sign. It will be regarded as a phrase.

It is Given:

each child needs 222 forks

each adult needs  555 forks

total number of forks = 299229922992

total number of people = 764764764

Let the number of children be c

and Let the number of adults be a

According to the question:

c + a = 764764764

222c + 555a = 299229922992

find the value of c using the 1st equation.

c = 764764764 - a

substitute c in the 2nd equation by its value

222c + 555a = 2992

222(764764764-a) + 555a = 299229922992

169777777608 - 222a + 555a = 299229922992

333a =299229922992 - 169777777608

333a = 129452145384

a = 388745181

c = 764764764 - 388745181

c = 376019583

Hence, The number of children is = 376019583;

The number of adults is = 388745181

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Answer: Width/length = 64 cm

Step-by-step explanation:

Concept:

Here, we need to know the concept of rectangle perimeter.

A perimeter is either a path that encompasses/surrounds/outlines a shape.

P = 2 (w + l)

w = width

l = length

If you are still confused, please refer to the attachment below for a graphical explanation.

Solve:

l = 96 cm

P = 320 cm

Given formula

P = 2 (w + l)

Substitute each value into the formula

320 = 2 (w + 96)

Divide both sides by 2

320 / 2 = 2 (w + 96) / 2

160 = w + 96

Subtract 96 on both sides

160 - 96 = w + 96 - 96

w = 64 cm

Hope this helps!! :)

Please let me know if you have any questions

the orthogonal polynomials of degrees 0, 1, and 2 on the interval (0,1) with respect to the weight function w(x) = 1/√x are:

p0(x) = 1

p1(x) = x - 2(√x)

(a) To construct orthogonal polynomials with respect to the weight function w(x) = log(1/x) on the interval (0,1), we use the Gram-Schmidt orthogonalization process:

First, we define the first degree polynomial p0(x) = 1, which is orthogonal to all other polynomials of lower degree.

Next, we define the first-order polynomial p1(x) as follows:

p1(x) = x - ∫0^1 w(x)p0(x)dx

where ∫0^1 w(x)p0(x)dx is the inner product of w(x) and p0(x) over the interval (0,1). Evaluating this integral, we get:

p1(x) = x - ∫0^1 log(1/x) dx = x + 1

Now, we define the second-order polynomial p2(x) as follows:

p2(x) = x^2 - ∫0^1 w(x)p1(x)/||p1(x)||^2 p1(x) dx - ∫0^1 w(x)p0(x)/||p0(x)||^2 p0(x) dx

where ||p1(x)||^2 is the norm of p1(x) over the interval (0,1). Evaluating these integrals and simplifying, we get:

p2(x) = x^2 - (x+1)log(1/x) + 2x + 2log(x) - 3

Therefore, the orthogonal polynomials of degrees 0, 1, and 2 on the interval (0,1) with respect to the weight function w(x) = log(1/x) are:

p0(x) = 1

p1(x) = x + 1

p2(x) = x^2 - (x+1)log(1/x) + 2x + 2log(x) - 3

(b) To construct orthogonal polynomials with respect to the weight function w(x) = 1/√x on the interval (0,1), we use the same Gram-Schmidt orthogonalization process:

First, we define the first degree polynomial p0(x) = 1, which is orthogonal to all other polynomials of lower degree.

Next, we define the first-order polynomial p1(x) as follows:

p1(x) = x - ∫0^1 w(x)p0(x)dx

where ∫0^1 w(x)p0(x)dx is the inner product of w(x) and p0(x) over the interval (0,1). Evaluating this integral, we get:

p1(x) = x - 2(√x)

Now, we define the second-order polynomial p2(x) as follows:

p2(x) = x^2 - ∫0^1 w(x)p1(x)/||p1(x)||^2 p1(x) dx - ∫0^1 w(x)p0(x)/||p0(x)||^2 p0(x) dx

where ||p1(x)||^2 is the norm of p1(x) over the interval (0,1). Evaluating these integrals and simplifying, we get:

p2(x) = x^2 - 6x^(3/2)/5 + 3x/5

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Answer:

H = Square root of 77

False. Null and alternative hypothesis are not statements about descriptive statistics.

Null and alternative hypothesis are fundamental concepts in hypothesis testing, a statistical method used to make inferences about population parameters based on sample data. These hypothesis are not directly related to descriptive statistics, which involve summarizing and describing data using measures such as mean, median, standard deviation, etc.

The null hypothesis (H0) represents the default or no-difference assumption in hypothesis testing. It states that there is no significant difference or relationship between variables or groups in the population. On the other hand, the alternative hypothesis (H1 or Ha) proposes that there is a significant difference or relationship.

Both null and alternative hypotheses are formulated based on the research question or objective of the study. They are typically stated in terms of population parameters or characteristics, such as means, proportions, correlations, etc. The aim of hypothesis testing is to gather evidence from the sample data to either reject the null hypothesis in favor of the alternative hypothesis or fail to reject the null hypothesis due to insufficient evidence.

Finally, null and alternative hypotheses are not statements about descriptive statistics. Rather, they are statements about population parameters and reflect the purpose of hypothesis testing in making statistical inferences.

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Step-by-step explanation:

v=kg

36=k×4

k=36/4

k=9

v=9×11

v=99

True. Marginal cost refers to the additional cost incurred by producing one more unit of output.

Since the production of one more unit requires the use of additional variable factors of production (such as labor or raw materials), marginal cost always reflects the cost of those variable factors. Fixed costs, on the other hand, do not change with changes in output and are not included in marginal cost calculations. Therefore, marginal cost only reflects the change in cost associated with variable factors of production.

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Answer:

The difference of the two roots of the quadratic is 5

Step-by-step explanation:

Let the two roots be a and b

Sum of the roots is 21

a + b = 21 ••••••••(i)

Product of the roots is 104

ab = 104 •••••••(ii)

we want to find a - b

a = 104/b

Put this into 1

104/b + b = 21

Multiply through by b

104 + b^2 = 21b

Thus;

b^2 - 21b + 104 = 0

b^2 -13b - 8b + 104 = 0

b(b-13) -8(b -13) = 0

(b-8)(b-13) = 0

b = 8 or 13

From above;

b = 104/a

So a is 104/13 or 104/8 = 13 or 8

So the difference between the roots will just be 13-8 = 5