1. Find the quotient.
5)74
15 R 1
12 R 4
12 R 2
14 R 4

When determining whether or not a measured effect can be distinguished from zero, we are interested in statistical significance.

Statistical significance refers to the likelihood that the results of a study are not due to chance. In other words, it assesses whether the effect observed in a sample is likely to be a true effect in the population, or whether it could have occurred by chance. Statistical significance is typically assessed using hypothesis testing and a significance level (usually set at 0.05), which represents the probability of obtaining the observed results or more extreme results under the assumption that the null hypothesis (i.e., no effect) is true. If the probability is less than the significance level, the result is said to be statistically significant, indicating that the null hypothesis can be rejected and the observed effect is likely a true effect. Practical significance, on the other hand, refers to the importance or relevance of the observed effect in the context of the research question or real-world application.

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The area of pentagon ABCDE is 36 times the area of pentagon PQRST.

Any five-sided polygon or 5-gon is referred to as a pentagon. The area of pentagon ABCDE is 36 times the area of pentagon PQRST.

We have,

Any five-sided polygon or 5-gon is referred to as a pentagon. A basic pentagon's interior angles add up to 540°. A pentagon might be straightforward or self-intersecting.

We know the formula for the area of a pentagon, therefore, the area of the pentagon PQRST can be written as,

A = 1/4 * √5(5+25)*a²

Given that the side of the side length of pentagon ABCDE is 6 times the side length of pentagon PQRST, therefore, the area of the pentagon ABCDE can be written as,

ABCDE = 1/4 * √5(5+25)* 6a²

ABCDE = 36 * A

Hence, The area of pentagon ABCDE is 36 times the area of pentagon PQRST.

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complete question:

Pentagon ABCDE is similar to pentagon PQRST. If the side length of pentagon ABCDE is 6 times the side length of pentagon PQRST, which

statement is true?

A.

The area of pentagon ABCDE IS 6 times the area of pentagon PQRST.

B.

The area of pentagon ABCDE is 12 times the area of pentagon PQRST.

C.

The area of pentagon ABCDE is 36 times the area of pentagon PQRST.

D.

The area of pentagon ABCDE IS 216 times the area of pentagon PQRST.​

The system of first-order equations that is equivalent to the given second-order differential equation is dy/dt = z, dz/dt = w, and dw/dt = (-3z - 2w - 6y)/t².

To write the given second-order differential equation as a system of first-order equations, we need to introduce new variables.

Let z = dy/dt. Then, we can rewrite the given equation as

d³y/dt³ = dz/dt

d²y/dt² = dz/dt = z

Substituting these expressions into the original equation, we get

(t²) (d³y/dt³) + 3(d²y/dt²) + 2(dy/dt) + 6y = t² (dz/dt) + 3z + 2(dy/dt) + 6y

Simplifying and grouping the terms, we obtain

d/dt [y, z, w] = [z, w, (-3z - 2w - 6y)/t²]

where w = dt/dt = 1.

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Answer:

In a two-tailed or nondirectional test, the alternative hypothesis claims its parameters don't equal the null hypothesis value. This means the two-tailed directional test states there are differences present that are greater than and less than the null value.

Step-by-step explanation:

have a nice day.

Therefore, if the price of the product is increased by 2 units, the demand will decrease by 6 units.

To determine the change in demand when the price is increased by 2 units, we substitute the new price into the demand equation and compare it to the original demand.

Given:

ŷ = 120 - 3x

Let's assume the original price is denoted by x, and the new price is x + 2.

Original demand:

y = ŷ

= 120 - 3x

New demand:

y' = ŷ'

= 120 - 3(x + 2)

= 120 - 3x - 6

= 114 - 3x

Comparing the original demand (y = 120 - 3x) with the new demand (y' = 114 - 3x), we can see that the demand decreases by 6 units when the price is increased by 2 units.

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The solution is:  the dimensions of the rectangle is:

The length is 28.667 meters and the width is 56.334 meters.

Here, we have,

We know that to find the area of a rectangle its length x width

so to solve your problem you would do x+ 2 + 2x + 3 = 91

then solve it

add xs together x3 + 2 + 3 = 91

add other values x3 + 5 = 91

                                 -5      -5

                                  x3 = 86

the divide by 3

x = 26.667

Then to finish the question replace x with 26.667 and do the math

2(26.667) + 3 = 56.334

26.667 + 2 = 28.667

so, we get,

Width: 56.334

Length: 28.667

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(i) (CUD-E) specified using set builder notation:

(CUD-E) = {x ∈ R | (x > 0 ∧ x ≤ 10) ∨ (x > 9 ∧ x ≤ 15) ∧ x ∉ {1, 2, 3}}

(ii) (CE) specified using interval notation and set operations concisely:

(CE) = (0, 10] ∩ {1, 2, 3} = {1, 2, 3}

(iii) (CDF) specified using the most concise notation:

(CDF) = (C ∩ D) ∩ F

(b) Proof using the element argument method:

Given: A and B are sets such that P(A) ≤ P(B).

To prove: A ≤ B.

Proof:

1. Let x be an arbitrary element in A.

2. Since x is in A, by definition, x is a subset of A. Hence, x ⊆ A.

3. Since x ⊆ A and A ≤ B, by the definition of ≤, x ⊆ B.

4. Therefore, x is a subset of B. Hence, x ∈ P(B), where P(B) is the power set of B.

5. Since x ∈ P(B), by definition, x is a subset of B. Hence, x ⊆ B.

6. Since x is an arbitrary element in A and x ⊆ B, by definition, A ≤ B.

7. Therefore, if P(A) ≤ P(B), then A ≤ B.

In this proof, we used the fact that if x is an element of A, then x is a subset of A. Also, if x is a subset of A and A ≤ B, then x is a subset of B. These properties are based on the definitions of subsets and the order relation between sets.

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Axiomatic semantics, a branch of formal semantics, is based on mathematical logic. It provides a formal framework for defining the behavior and meaning of programming languages or formal systems.

Mathematical logic serves as the foundation for axiomatic semantics, offering tools and methods to define and reason about formal systems. It encompasses propositional and predicate logic, set theory, and proof theory. In axiomatic semantics, mathematical logic is used to define syntax, semantics, and proof systems, allowing for precise specifications of program behavior and correctness.

While other branches of mathematics such as set theory and calculus may be utilized in defining underlying structures and functions, the core principles and techniques of axiomatic semantics are rooted in mathematical logic. This logical framework enables rigorous reasoning about program properties and supports the verification and analysis of programs and systems.

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Given that Y1, Y2, ..., Yn are independent and identically distributed random variables from a power family distribution with parameters alpha and theta = 3.

we need to find the expected value of Y1, i.e., E(Y1). Using the formula for the expected value of the power family distribution, we have:

E(Y1) = [alpha / (alpha + 1)] * theta = [alpha / (alpha + 1)] * 3

Substituting theta = 3, we get:

E(Y1) = 3 alpha / (alpha + 1)

To derive the method-of-moments estimator for alpha, we equate the sample mean with the population mean as follows:

sample mean = (1/n) * (Y1 + Y2 + ... + Yn) = [alpha / (alpha + 1)] * 3

Solving for alpha, we get:

alpha = (3 * sample mean) / (3 - sample mean)

Therefore, the method-of-moments estimator for alpha is (3 * sample mean) / (3 - sample mean).

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The correct answer is: Nicole’s rate is 45 mi/h, and Kim’s rate is 40 mi/h.

Nicole and Kim are driving towards each other at a combined speed of 170 miles in 2 hours, so their average speed is 85 miles per hour. Let's assume that Kim's speed is x miles per hour, then Nicole's speed is x+5 miles per hour.

So, the equation we get from their combined speed is:

x + (x+5) = 85

Simplifying the equation, we get:

2x + 5 = 85

2x = 80

x = 40

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Answer:

4.2

Step-by-step explanation:

5x+3-8-9=7

5x=7-3+8+9

5x=21

X =4.2

The probability that the average height of 3 young women is at most 63 inches is approximately 12.38%. Here option A is the correct answer.

To calculate the probability that the average height of 3 young women is at most 63 inches, we need to use the central limit theorem, which states that the distribution of the sample means of a sufficiently large sample from any population with a finite mean and variance will be approximately normally distributed.

Assuming the heights of young women follow a normal distribution, with a mean of μ and a standard deviation of σ, we can calculate the probability using the standard normal distribution table or a statistical software package.

First, we need to calculate the mean and standard deviation of the sample mean. The mean of the sample mean is equal to the population mean, μ, which we assume to be 65 inches. The standard deviation of the sample mean is equal to the population standard deviation divided by the square root of the sample size, which is 3 in this case. Assuming a standard deviation of 3 inches, the standard deviation of the sample mean is 3 / sqrt(3) = 1.73 inches.

Next, we need to calculate the z-score for a sample mean of 63 inches:

z = (63 - 65) / 1.73 = -1.16

Using the standard normal distribution table, we can find the probability that a z-score is less than or equal to -1.16. The probability is 0.1238, or approximately 12.38%.

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Complete question:

If we select 3 young women at random, what is the probability that their average height is shorter than / at most 63 inches (that is, they are at most 63 inches tall, on average)?

A - 12.38

B - 13.38

C - 15.48

D - 17.40

The solutions of the quadratic equation x² - 7x = -12 are x = 3 or x = 4

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

x² - 7x=-12

Express properly

So, we have

x² - 7x = -12

Add 12 to both sides

x² - 7x + 12 = 0

When factored, we have

(x - 3)(x - 4) = 0

Using the zero product property , we have

x - 3 = 0 or x - 4 = 0

Evaluate

x = 3 or x = 4

Hence, the solutions of the quadratic equation are x = 3 or x = 4

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The value of angle x in the kite is 243 degrees.

The diagram above is a kite. The sum of angle in a kite is 360 degrees. Therefore, a kite kites have two sets of equivalent adjacent sides and one set of congruent opposite angles.

Therefore,

360 - 318 + 84 + 2y = 360

where

y are the inner congruent angles

Therefore,

42 + 84 + 2y = 360

2y = 360 - 126

2y = 234

divide both sides of the equation by 2

y = 234  /2

y = 117 degrees

Therefore,

x = 360 - 117

x = 243 degrees

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So, the equivalent expression for sin(2β) * cos(β) is 2sin(β)cos²(β) for all values of β where sin(2β) * cos(β) is defined.

We need to find an expression equivalent to sin(2β) * cos(β) for all values of β where it is defined. To do this, let's use the double-angle identity for sine.
The double-angle identity for sine states that sin(2α) = 2sin(α)cos(α). In our case, we have sin(2β) instead of sin(2α), so we can replace α with β in the identity:
sin(2β) = 2sin(β)cos(β)
Now, we can substitute this expression for sin(2β) into our original expression:
sin(2β) * cos(β) = (2sin(β)cos(β)) * cos(β)
Next, we need to simplify the expression by multiplying the terms:
2sin(β)cos²(β)
So, the equivalent expression for sin(2β) * cos(β) is 2sin(β)cos²(β) for all values of β where sin(2β) * cos(β) is defined.

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In the context of the linear search algorithm, the time complexity in the worst-case scenario remains the same, whether the list is sorted or unsorted.

The linear search algorithm has a time complexity of O(n) in the worst case, which means that it takes n steps to search through a list of n elements.
Step-by-step explanation:
1. Start at the first element of the list.
2. Compare the current element with the target value.
3. If the current element is equal to the target value, return the index of the current element.
4. If the current element is not equal to the target value, move on to the next element.
5. Repeat steps 2-4 until you reach the end of the list or find the target value.
In the worst-case scenario, the target value is either at the end of the list or not present in the list. In both sorted and unsorted lists, the algorithm has to traverse the entire list to determine the result. Therefore, there is no asymptotic difference in the worst-case scenario between sorted and unsorted lists when using the linear search algorithm.

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The gradient field of a function is a vector field that points in the direction of the maximum increase of the function.  In the case of f(x,y,z) = x^2/4 + y^2/4 + z^2 - 1/2, the gradient field is given by <x/2, y, 2z>.

The gradient of a scalar field is a vector field that points in the direction of the maximum rate of increase of the scalar field, and its magnitude represents the rate of increase.

To find the gradient field of f(x,y,z), we first calculate the partial derivatives of f with respect to x, y, and z. The partial derivative of f with respect to x is 2x/4y2/4z2, the partial derivative of f with respect to y is -x2/2y3/4z2, and the partial derivative of f with respect to z is -x2/4y2/2z3/2. The gradient of f is then given by the vector field (2x/4y2/4z2)i - (x2/2y3/4z2)j - (x2/4y2/2z3/2)k, where i, j, and k are the unit vectors in the x, y, and z directions, respectively. This vector field represents the direction and magnitude of the maximum rate of increase of f at any point in space.

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Answer:

To test the null hypothesis that the mean mark is equal to 100 against the alternative that the mean mark is greater than 100, we can use a one-sample t-test since the population variance is unknown. Here's how you can perform the test:

Step 1: State the null and alternative hypotheses:

- Null hypothesis (H₀): The mean mark is equal to 100.

- Alternative hypothesis (H₁): The mean mark is greater than 100.

Step 2: Set the significance level (α):

In this case, the significance level is given as 0.05 or 5%.

Step 3: Compute the test statistic:

The test statistic for a one-sample t-test is calculated using the formula:

t = (X - μ) / (s / √n)

where X is the sample mean, μ is the population mean under the null hypothesis, s is the sample standard deviation, and n is the sample size.

Given:

X = 110 (sample mean)

s = 8 (sample standard deviation)

n = 13 (sample size)

μ (population mean under the null hypothesis) = 100

Substituting the values into the formula, we get:

t = (110 - 100) / (8 / √13)

t = 10 / (8 / √13)

t ≈ 3.012

Step 4: Determine the critical value:

Since the alternative hypothesis is one-tailed (greater than), we need to find the critical value for a one-tailed test at a 5% significance level with (n - 1) degrees of freedom. In this case, the degrees of freedom are 13 - 1 = 12.

Using a t-distribution table or statistical software, the critical value at α = 0.05 and 12 degrees of freedom is approximately 1.782.

Step 5: Make a decision:

If the test statistic t is greater than the critical value, we reject the null hypothesis; otherwise, we fail to reject the null hypothesis.

In this case, the test statistic t is approximately 3.012, which is greater than the critical value of 1.782. Therefore, we reject the null hypothesis.

Step 6: State the conclusion:

Based on the sample data, there is sufficient evidence to support the claim that the mean mark is greater than 100.

Step-by-step explanation:

[tex]~~~~~~~~~~~~\textit{quadratic formula} \\\\ \stackrel{\stackrel{a}{\downarrow }}{1}x^2\stackrel{\stackrel{b}{\downarrow }}{-12}x\stackrel{\stackrel{c}{\downarrow }}{-35}=y \qquad \qquad x= \cfrac{ - b \pm \sqrt { b^2 -4 a c}}{2 a} \\\\\\ x= \cfrac{ - (-12) \pm \sqrt { (-12)^2 -4(1)(-35)}}{2(1)} \implies x = \cfrac{ 12 \pm \sqrt { 144 +140}}{ 2 } \\\\\\ x= \cfrac{ 12 \pm \sqrt { 284 }}{ 2 }\implies x= \cfrac{ 12 \pm 2\sqrt { 71 }}{ 2 }\implies x=6\pm\sqrt{71} \\\\[-0.35em] ~\dotfill[/tex]

[tex]x=6+\sqrt{71}\implies x-6-\sqrt{71}=0 \\\\[-0.35em] ~\dotfill\\\\ x=6-\sqrt{71}\implies x-6+\sqrt{71}=0 \\\\[-0.35em] ~\dotfill\\\\ ~\hfill {\Large \begin{array}{llll} (x-6-\sqrt{71})(x-6+\sqrt{71}) \end{array}}~\hfill[/tex]

Hello! To find the height of the first electronic computer with the given dimensions and volume, we can use the formula for the volume of a rectangular prism:

Volume = Length × Width × Height

We are given the following dimensions:
Length = 96 feet
Width = 2.5 feet
Approximate Volume = 3000 cubic feet

Let's solve for the height:

3000 = 96 × 2.5 × Height

First, we will multiply the length and the width:

240 = 96 × 2.5

Now, divide both sides by 240 to find the height:

Height = 3000 / 240

Height ≈ 12.5 feet

So, the height of the computer was approximately 12.5 feet.

Answer:

x = 47

Step-by-step explanation:

The sum of the angles of a triangle is 180

31+102 + x =180

x+133=180

Subtract 133 from each side

x = 180-133

x = 47

we know that,

★ Sum of angles of a triangles is 180°

# According To The Question:-

[tex] \sf \: \longrightarrow \: x + 102 + 31 = 180[/tex]

[tex] \sf \: \longrightarrow \: x + 133= 180[/tex]

[tex] \sf \: \longrightarrow \: x = 180 - 133[/tex]

[tex] \sf \: \longrightarrow \: x = 47 \degree[/tex]

_____________________________________

Answer:

**each problem is slightly different.  See explanations below**

Step-by-step explanation:

Problem 13. SSS

From the diagram, we're given that ML is congruent to CN.  Also, side NL is shared, so side NL is congruent to side LN.  We need the third side, so we need MN congruent to CL (tip to shared segment)

Problem 14. SAS

From the diagram, we're given that GF is congruent to XW.  Also, angle G is congruent to angle X.  To use SAS, we need two sides and the angle between them, so we need a side from each triangle that will "trap" the given angle.  Therefore, we need GH congruent to XY (angle vertex to outside)

Problem 15. SSS

From the diagram, we're given that DE is congruent to RS, and EF is congruent to ST.  For SSS, we need the third side, so we need DF congruent to RT (vertex touching side II to vertex touching side III)

Problem 16. ASA

From the diagram, we're given that angle C is congruent to angle G, and angle D is congruent to angle H.  To use ASA, we need two angles and the side between those two angles, so we need the sides from each triangle that are between the vertices of the two given angles.  Therefore, we need CD congruent to GH (side from angle I to angle II)

Problem 17. SAS

From the diagram, we're given that VW is congruent to EF, and WX is congruent to FG.  To use SAS, we need two sides and the angle between them, so we need a the angle trapped by the two given sides from each triangle.  Therefore, we need angle W congruent to angle F (angle between side I and side II)

Problem 18. ASA

From the diagram, we're given that angle XWV is congruent to angle HWV.  Also, the two triangles share side WV, so WV is congruent to WV.  To use ASA, we need two angles and the side between those two angles, so we need the other angle from each triangle that will trap the given side.  Therefore, we need angle XVW congruent to angle HVW (angle from outside vertex, to shared tip, along shared side)

To derive a formula for P(A ∪ B ∪ C), we can use the inclusion-exclusion principle, which states that:

P(A ∪ B ∪ C) = P(A) + P(B) + P(C) - P(A ∩ B) - P(A ∩ C) - P(B ∩ C) + P(A ∩ B ∩ C)

We know P(A), P(B), P(A ∪ B), and P(C), but we need to find P(A ∩ B), P(A ∩ C), P(B ∩ C), and P(A ∩ B ∩ C).

We can use the following formulas to find these probabilities:

P(A ∩ B) = P(A) + P(B) - P(A ∪ B)

P(A ∩ C) = P(A) + P(C) - P(A ∪ C)

P(B ∩ C) = P(B) + P(C) - P(B ∪ C)

P(A ∩ B ∩ C) = P(A) + P(B) + P(C) - P(A ∪ B) - P(A ∪ C) - P(B ∪ C) + P(A ∪ B ∪ C)

Substituting these formulas in the inclusion-exclusion principle, we get:

P(A ∪ B ∪ C) = P(A) + P(B) + P(C) - P(A) - P(B) - P(A ∪ B) - P(A) - P(C) + P(A ∪ C) - P(B) - P(C) + P(B ∪ C) + P(A) + P(B) + P(C)  - P(A ∪ B) - P(A ∪ C) - P(B ∪ C) + P(A ∪ B ∪ C)

Simplifying this expression, we get:

P(A ∪ B ∪ C) = P(A) + P(B) + P(C) - P(A ∪ B) - P(A ∪ C) - P(B ∪ C) + P(A ∩ B ∩ C)

Therefore, the formula for P(A ∪ B ∪ C) is:

P(A ∪ B ∪ C) = P(A) + P(B) + P(C) - P(A ∪ B) - P(A ∪ C) - P(B ∪ C) + P(A ∩ B ∩ C)

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Yeah it is 264/1320 and I just divide both of them by smaller numbers multiple times until it can't be simplified anymore.

264/1320÷2=132/660

132/660÷2=66/330

66/330÷2=33/165

33/164÷11=3/15

3/15÷3=1/5

So the simplified version of 64/1320 is 1/5.

Hope this helps! :)

If the universal set is {0, 1, 2, 3, 4, 5, 6, 7, 8, 9} then (A ∪ B) ∩ C = {1, 3, 5}, A' U B = {0, 2, 4, 6, 7, 8, 9} and  (A ∩ C)' = {0, 2, 4, 6, 7, 8, 9}.

The universal set is {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}

To find (A ∪ B) ∩ C, we first need to find A ∪ B and then find the intersection with C.

A ∪ B is the set of all elements that are in A or B, so:

A ∪ B = {1, 2, 3, 4, 5, 6, 8}

Now we need to find the intersection of A ∪ B and C:

(A ∪ B) ∩ C = {1, 3, 5}

Therefore, (A ∪ B) ∩ C = {1, 3, 5}.

b. A' is the complement of A, which means it is the set of all elements in U that are not in A.

A' = {0, 6, 7, 8, 9}

A' U B is the set of all elements that are in A' or B, so:

A' U B = {0, 2, 4, 6, 7, 8, 9}

Therefore, A' U B = {0, 2, 4, 6, 7, 8, 9}.

c. A ∩ C is the set of all elements that are in both A and C:

A ∩ C = {1, 3, 5}

(A ∩ C)' is the complement of A ∩ C, which means it is the set of all elements in U that are not in A ∩ C:

(A ∩ C)' = {0, 2, 4, 6, 7, 8, 9}

Therefore, (A ∩ C)' = {0, 2, 4, 6, 7, 8, 9}.

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To calculate the probability that two people chosen at random were born during the same month of the year, we need to consider the total number of possible outcomes and the favorable outcomes.

There are 12 months in a year, so the total number of possible outcomes is 12 (one for each month).

Now, let's consider the favorable outcomes. To have two people born in the same month, we need to choose any one of the 12 months for the first person, and then the second person should also be born in the same month.

The probability that the second person is born in the same month as the first person is 1/12 since there is only one favorable outcome out of 12 possible outcomes.

Therefore, the probability that two people chosen at random were born during the same month of the year is 1/12 or approximately 0.0833 (rounded to four decimal places).

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We can expect approximately 9 rats to die after being injected with cancerous cells based on probability.

To answer your question, we will use the given probability and the number of rats injected to find the expected number of rats that would die.

1. The probability that a rat injected with cancerous cells will live is 0.8.
2. Therefore, the probability that a rat will die is 1 - 0.8 = 0.2 (since the sum of probabilities of all possible outcomes should be equal to 1).
3. We have 45 rats injected with cancerous cells.
4. To find the expected number of rats that would die, multiply the total number of rats by the probability of a rat dying: 45 rats * 0.2 = 9 rats.

So, we can expect approximately 9 rats to die after being injected with cancerous cells.

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