A bus company is doing research to determine if it can save money by switching from gasoline-powered buses to electric-powered buses. The company randomly selects records of gasoline usage from 30 days and calculates that the buses use a mean 22 gallons of gas each day with a standard deviation of 1.8 gallons. The gas station the buses use charges $2.95 for a gallon of gas. The company also knows it would cost $62 to charge the buses enough to be able to run for one day.

Use a 95% confidence interval to recommend a strategic decision for the bus company.

A. The bus company should switch to the electric buses because 22 gallons of gas costs more than $62.
B. The bus company should switch to the electric buses because the least amount of mean gas per day in the confidence interval costs more than $62.
C. The bus company should not switch to the electric buses because the least amount of mean gas per day in the confidence interval costs less than $62.
D. The bus company should not switch to the electric buses because the greatest amount of mean gas per day in the confidence interval costs less than $62.

Answer:

The answer to the question is A.

Step-by-step explanation:

Plug in both equations to the graph!

Answer:  A

Step-by-step explanation:

In order to find the intersections you must graph the lines.

slope - intercept form:

y=mx + b

b is where the line hits the y-axis.

y=3x-4

y=-2x+2

The y-intercepts for each line is -4 and +2 respectively

The only graph that has lines going through those points at y-axis is A

The function "distance" should take in an array "data" containing a row of time values and a row of measurements, and return the calculated distance in miles.

To calculate the distance, we can use the formula: distance = (measurement / 5280) * time, where measurement is in feet, time is in seconds, and the factor 5280 is the number of feet in a mile.

So, in the function, we can loop through the two rows of data, calculate the distance for each pair of values using the above formula, and sum up the distances to get the total distance covered. Finally, we can return the total distance in miles.

With this function, we can pass in an array of time and measurement values, and get back the total distance covered in miles.

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The missing dimension (height) of the cylinder is 11.62 feet.

The formula for the volume of a cylinder is V = πr²h, where V is the volume, r is the radius, and h is the height.

Substituting the given values, we get:

3000 = π(9.3)²h

Simplifying and solving for h:

h = 3000 / (π(9.3)²)

h ≈ 11.62 feet

Thus, the missing dimension (height) of the cylinder is 11.62 feet.

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Answer:

252

Step-by-step explanation:

have a great day and thx for your inquiry :)

To solve this second-order linear homogeneous differential equation, we first find the characteristic equation:

r^2 + 4 = 0

This has roots r = ±2i, so the general solution to the homogeneous equation is:

y_h(t) = c_1 cos(2t) + c_2 sin(2t)

Next, we need to find a particular solution to the non-homogeneous equation. Since the right-hand side of the equation is a polynomial times an exponential, we can try a particular solution of the form:

y_p(t) = (At^2 + Bt + C)e^t

Taking the first and second derivatives of y_p(t), we get:

y_p'(t) = (2At + B + At^2 + 2At + 2B + C)e^t

y_p''(t) = (4A + 2At)e^t + (2At + 2B)e^t + (At^2 + 4At + 2B + C)e^t

Substituting these into the differential equation and simplifying, we get:

(4A + 2At)e^t + (2At + 2B)e^t + (At^2 + 4At + 2B + C)e^t - 4(At^2 + Bt + C)e^t = t^2/2

Simplifying further and collecting like terms:

(e^t)(At^2 + (2A - 4B)t + (4A + 2B - 4C)) = t^2/2

Since the left-hand side is a quadratic polynomial in t, we can equate its coefficients to those of the right-hand side to get a system of equations:

A = 1/8

2A - 4B = 0

4A + 2B - 4C = 0

Solving this system of equations, we get:

A = 1/8, B = 1/16, C = 5/64

Therefore, the particular solution is:

y_p(t) = (t^2/8 + t/16 + 5/64)e^t

The general solution to the non-homogeneous equation is then:

y(t) = y_h(t) + y_p(t) = c_1 cos(2t) + c_2 sin(2t) + (t^2/8 + t/16 + 5/64)e^t

Using the initial conditions y(0) = 0 and y'(0) = 1, we can find the constants c_1 and c_2:

y(0) = 0 = c_1 + 5/64

c_1 = -5/64

y'(t) = -2c_1 sin(2t) + 2c_2 cos(2t) + (t/4 + 5/64)e^t + (t^2/8 + t/16 + 5/64)e^t

y'(0) = 1 = 2c_2 + 5/64

c_2 = 27/128

Therefore, the solution to the initial value problem is:

y(t) = (-5/64) cos(2t) + (27/128) sin(2t) + (t^2/8 + t/16 + 5/64)e^t

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The transformation Karen performed is (b) dilation of scale factor - 1/4

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

The graph of the transformation (see attachment)

From the graph, we can see that:

The triangle A'B'C' is larger than the triangle ABC

Also, the side lengths of both triangls are similar

This means that the transformation Karen performed is a dilation transformation

From the list of options we can conclude that the transformation Karen performed is (b) dilation of scale factor - 1/4

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To find the volume of a cylinder, we need to know its radius and height. Let's use the given values:

- Radius = 7 inches

- Height = 9 inches

The formula to find the volume of a cylinder is:

V = πr^2h

Where:

- V = Volume

- r = Radius

- h = Height

- π = 3.14 (pi)

Substituting the values in the formula, we get:

V = π(7 inches)^2(9 inches)

Simplifying the equation, we get:

V = π(49 inches^2)(9 inches)

V = 1539.75 cubic inches (approx)

Therefore, the exact volume of the cylinder is 1539.75 cubic inches.

The inference about the data that is best supported by the bar graph in this problem is given as follows:

More eighth-grade students prefer art as an elective than prefer band or theater.

A bar graph shows the output considering a given input. In the context of this problem, the inputs are the activities, and for each input there are two outputs, which are the number of students of each grade that prefer each activity.

The highest bar for eight graders is of art, hence the first statement is the correct statement in this problem.

The graph is given by the image presented at the end of the answer.

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The graph of the equation of the circle x² + (y - 3)² = 4² is drawn below.

Given that:

Equation, x² + y² - 6y = 7

Let r be the radius of the circle and the location of the center of the circle be (h, k). Then the equation of the circle is given as,

(x - h)² + (y - k)² = r²

Convert the equation into a standard form, then we have

x² + y² - 6y = 7

x² + y² - 6y + 9 = 7 + 9

x² + (y - 3)² = 16

x² + (y - 3)² = 4²

The graph of the circle is drawn below.

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Ordinal measurement allows us to rank data items in a specific order, and it is an important level of measurement in statistics and data analysis. Here option B is the correct answer.

The level of measurement that allows for the rank ordering of data items is ordinal measurement. Ordinal measurement is a type of categorical measurement scale that allows us to rank data items in a specific order. This means that the values or categories are not only named but also ordered or ranked in some meaningful way.

For example, consider a survey asking people to rate their level of agreement with a statement on a scale of 1 to 5, where 1 means strongly disagree and 5 means strongly agree. The resulting data would be ordinal because the values (1-5) have a specific order, and we can rank responses based on their value.

In contrast, nominal measurement only allows us to name or categorize data items, without any inherent order or ranking. For example, gender (male or female) is a nominal variable because the categories have no inherent order or ranking.

Interval and ratio measurements are considered continuous measurement scales, meaning that they allow for meaningful comparisons between data points based on the distance between them. However, unlike ordinal measurements, they allow for precise mathematical operations like addition, subtraction, multiplication, and division.

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A beaker about two-thirds full of liquid: wear chemical resistant gloves and use a proper pouring tool, but do not taste.

A hot plate: use tongs to remove hot items, do not touch the surface, and turn it off after use.

A Bunsen burner: clear the lab table, tie back long hair, and turn it off after use.

A beaker about two-thirds full of a liquid:

Wear chemical resistant gloves.

Do not taste to make sure it is HCl. Taste testing is not a safe or appropriate method of identifying chemicals.

Do not pour using tongs. Tongs are not designed for pouring liquids and could lead to spills or accidents. Pour using a proper pouring tool, such as a glass or plastic pipette.

A hot plate, with a knob on the front for setting temperature:

Use tongs to remove hot items.

Do not touch the surface. It may still be hot even after use and can cause burns.

Turn off after use.

A bunsen burner, with a flame visible:

Clear the lab table of paper and other flammable materials.

Tie back long hair.

Turn off after use.

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The 90% confidence interval for Lucas Barrett's true average golf score on this course is (83.95, 106.05).  

We can construct a 90% confidence interval for Lucas Barrett's true average golf score on this course using a t-distribution.

Let X be the sample mean score, s be the sample standard deviation, and n be the sample size.

The formula for a 90% confidence interval for the population mean μ is:

(X - z*(s/√n), X + z*(s/√n))

here z is the critical value from a t-distribution with n-2 degrees of freedom and a confidence level of 0.90.

Using a t-distribution table, we find that the critical value for a confidence level of 0.90 and 99 degrees of freedom (n-2) is ±1.645.

Putting the given values, we get:

(95 - 1.645, 95 + 1.645) = (83.95, 106.05)

Therefore, the 90% confidence interval for Lucas Barrett's true average golf score on this course is (83.95, 106.05).  

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The correct statement regarding the variation of the two measures is given as follows:

C. Yes, they vary directly. When one quantity increases, the other quantity also increases.

For this problem, we have that when the number of correct answers on the test increases, the score also does, hence the two quantities vary directly, and option c is the correct option for this problem.

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The volume of the cylinder with a base radius 3 and height 8 is 72π cubic units.

This question is incomplete, the complete question is:

What is the volume of a cylinder with base radius 3 and height 8?

Either enter an exact answer in terms of π or use 3.14 for π and enter your answer as a decimal.

A cylinder is simply a 3-dimensional shape having two parallel circular bases joined by a curved surface.

The volume of a cylinder is expressed as;

V = π × r² × h

Where r is radius of the circular base, h is height and π is constant pi.

Given that:

Radius r = 3 units

Height h = 8 units

Volume V = ?

Plug the values into the above formula and solve for V.

V = π × r² × h

V = π × 3² × 8

V = 72π cubic units.

Therefore, the volume is 72π cubic units.

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To test the hypothesis that the moral awareness of girls is different from males, we need to conduct a two-tailed hypothesis test with a significance level of alpha = .1.

What is statistics?

Statistics is a branch of mathematics that deals with the collection, analysis, interpretation, presentation, and organization of numerical data. It involves the use of methods and techniques to gather, summarize, and draw conclusions from data.

Null hypothesis: The population mean of moral awareness scores for girls is equal to the population mean of moral awareness scores for boys (μg = μb).

Alternative hypothesis: The population mean of moral awareness scores for girls is different from the population mean of moral awareness scores for boys (μg ≠ μb).

We will use a one-sample t-test to test this hypothesis since we have a sample mean and standard deviation and want to compare it to a known population mean.

First, we need to calculate the t-statistic:

t = (M - μ) / (s / √(n))

where M = 76 (sample mean), μ = 72 (population mean for males), s = 18 (population standard deviation for males), and n = 58 (sample size).

t = (76 - 72) / (18 / √(58)) = 1.59

Next, we need to determine the critical t-value using a t-distribution table with degrees of freedom (df) = n - 1 = 57 and a two-tailed test with

alpha = 1. The critical t-value is ±1.984.

Since our calculated t-value (1.59) falls within the range of -1.984 to 1.984, we fail to reject the null hypothesis.

Therefore, we do not have sufficient evidence to conclude that the moral awareness of girls is different from boys at a significance level of

alpha = .1.

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The graph that represents a function is graph C.

There is something called the vertical line test. It says that if we have the graph of a relation and we cand draw a vertical line that touches the graph more than once, then it is not a function.

In this case, for options A, B, and D, we can see that we can draw vertical lines that touch the graph more than once, then tese are not functions.

Then the correct option is C, that is a parabola, which is a function.

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The area of the hub cap, with a circumference of 78.00 centimeters, is approximately 483.62 square centimeters.

To find the area of the hub cap, we need to know the radius of the hub cap. We can use the formula for the circumference of a circle to find the radius, and then use the formula for the area of a circle to calculate the area.

The formula for the circumference of a circle is C = 2πr, where C is the circumference and r is the radius. In this case, the circumference is given as 78.00 centimeters. Plugging in the values, we have:

78.00 = 2πr

To find the radius, we can solve for r:

r = 78.00 / (2π) ≈ 12.42 centimeters

Now that we have the radius, we can find the area using the formula A = πr^2:

A = π(12.42)^2 ≈ 483.62 square centimeters

Therefore, the area of the hub cap is approximately 483.62 square centimeters.

If the circumference of the hub cap were smaller, it would mean the radius would be smaller as well. As the radius decreases, the area of the hub cap would also decrease.

This is because the area of a circle is directly proportional to the square of its radius. So, a smaller circumference would result in a smaller area.

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To find the degree 3 Taylor polynomial of f(x) = (7x - 12)^(3/2) centered at a = 4, we need to find its first four derivatives evaluated at x = 4. Then we can use the formula for the Taylor polynomial:

t_n(x) = f(a) + f'(a)(x-a) + (1/2!)f''(a)(x-a)^2 + (1/3!)f'''(a)(x-a)^3 + ... + (1/n!)f^n(a)(x-a)^n

First, we find the derivatives:

f(x) = (7x - 12)^(3/2)

f'(x) = 21(7x - 12)^(1/2)

f''(x) = 147/2(7x - 12)^(-1/2)

f'''(x) = -1029/4(7x - 12)^(-3/2)

Evaluating at x = 4, we get:

f(4) = (7(4) - 12)^(3/2) = 2^(3/2)

f'(4) = 21(7(4) - 12)^(1/2) = 42

f''(4) = 147/2(7(4) - 12)^(-1/2) = -441/4

f'''(4) = -1029/4(7(4) - 12)^(-3/2) = 3969/8

Substituting into the formula for the Taylor polynomial, we get:

t_3(x) = f(4) + f'(4)(x-4) + (1/2!)f''(4)(x-4)^2 + (1/3!)f'''(4)(x-4)^3

= 2^(3/2) + 42(x-4) - (1/2)(441/4)(x-4)^2 + (1/6)(3969/8)(x-4)^3

Therefore, the degree 3 Taylor polynomial of f(x) centered at a = 4 is:

t_3(x) = 2^(3/2) + 42(x-4) - (1/2)(441/4)(x-4)^2 + (1/6)(3969/8)(x-4)^3.

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Vector equation with parameter t for the line through the origin and the point (4,13,-10) is:

r(t) = t<4, 13, -10>

To find the vector equation with parameter t for the line through the origin and the point (4,13,-10), we first need to find the direction vector of the line. The direction vector is the vector that starts at the origin and ends at the point (4,13,-10). We can find this vector by subtracting the coordinates of the origin from the coordinates of the point:

<4, 13, -10> - <0, 0, 0> = <4, 13, -10>

This vector represents the direction of the line. To get the vector equation with parameter t, we just need to multiply this direction vector by t and add it to the position vector of the origin, which is <0,0,0>. This gives us the equation:

r(t) = t<4, 13, -10>

where r(t) is the position vector of any point on the line for a given value of t. We can see that when t=0, r(t) = <0,0,0>, which is the position vector of the origin. When t=1, r(t) = <4, 13, -10>, which is the position vector of the point (4,13,-10). Therefore, this equation represents the line passing through the origin and the point (4,13,-10).

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a) The probability that a current measurement is less than 10 mA is 0.5.

b) The mean of x, E(x), is 10 mA.

c) The variance of x, Var(x), is 33.33 mA^2.

a) To find the probability that a current measurement is less than 10 mA, we need to integrate the probability density function from 0 to 10:

P(X < 10) = integral from 0 to 10 of f(x) dx = integral from 0 to 10 of 0.05 dx = 0.05 * (10 - 0) = 0.5

Therefore, the probability that a current measurement is less than 10 mA is 0.5.

b) The mean of x, E(x), can be calculated as the expected value of X:

E(X) = integral from 0 to 20 of x * f(x) dx = integral from 0 to 20 of x * 0.05 dx = 0.05 * integral from 0 to 20 of x dx = 0.05 * (20^2 / 2 - 0^2 / 2) = 10 mA

Therefore, the mean of x is 10 mA.

c) The variance of x, Var(x), can be calculated as:

Var(X) = E(X^2) - [E(X)]^2

To find E(X^2), we need to calculate:

E(X^2) = integral from 0 to 20 of x^2 * f(x) dx = integral from 0 to 20 of x^2 * 0.05 dx = 0.05 * integral from 0 to 20 of x^2 dx = 0.05 * (20^3 / 3 - 0^3 / 3) = 133.33 mA^2

Therefore,

Var(X) = E(X^2) - [E(X)]^2 = 133.33 - 10^2 = 33.33 mA^2

Therefore, the variance of x is 33.33 mA^2.

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The integral from (1) to e of [(1/z) - (1/z^2)] dz equals ln(e) - ln(1) - (1 - 1/e) = 1 - 1/e.

To solve the integral, we can use the power rule of integration. First, we split the integral into two parts: ∫(1 to e) 1/z dz - ∫(1 to e) 1/z^2 dz.

For the first part, we integrate 1/z with respect to z, which gives us ln|z|. Evaluating this from 1 to e, we get ln|e| - ln|1| = ln(e) - ln(1) = 1.

For the second part, we integrate 1/z^2 with respect to z, which gives us -1/z. Evaluating this from 1 to e, we get -1/e + 1.

Finally, we subtract the result of the second part from the result of the first part, giving us 1 - 1/e.

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It takes 6.14 minutes for Noe to complete the descent.

To determine the time it takes for Noe to descend from an elevation of 453 feet to 146 feet at a rate of 50 feet per minute, we can use the formula:

Time = Distance / Rate

In this case, the distance is the difference in elevations

= 453 - 146 =

307 feet,

and the rate is 50 feet per minute.

Substituting these values into the formula:

Time = 307 feet / 50 feet per minute

Time ≈ 6.14 minutes

Therefore, it takes 6.14 minutes for Noe to complete the descent.

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Answer:

56

Step-by-step explanation:

3*7*2+2*7

42+2*7

42+14

=56

Answer:

No, h=7 is not a solution to the equation

Step-by-step explanation:

3h² + 2h - 379 = 0

Use the quadratic equation to find the 2 roots of h, with a = 3, b = 2, c = -379

h = 10.91, -11.58

First, let's understand the relationship between H(x) and F(x). H(x) is the derivative of F(x) with respect to x. This means that H(x) represents the rate of change of F(x) at any given point x.

Now, let's find H(1/2):

H(1/2) = 1*A1 + 2*A2*(1/2) + 3*A3*(1/2)^2 + 4*A4*(1/2)^3 + 5*A5*(1/2)^4 + ...

H(1/2) = A1 + A2 + (3/4)*A3 + (1/2)^2*A4 + (5/16)*A5 + ...

To calculate H(1/2), we need to know the values of A1, A2, A3, A4, A5, and so on. Unfortunately, without any additional information, it's impossible to provide a numerical answer for H(1/2). However, the expression above gives you the general form of H(1/2) based on the given infinite series.

If you can provide more information about the coefficients A1, A2, A3, etc., I'll be happy to help you further.

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There are four possible outcomes when flipping a coin twice: HH, HT, TH, and TT.

Since the coin is fair, each outcome is equally likely with probability 1/4. Let X be the total number of tails and Y be the number of heads on the last flip.

Then the possible values of X and Y are: If HH occurs, then X = 0 and Y = 2.

If HT occurs, then X = 1 and Y = 1.

If TH occurs, then X = 1 and Y = 0.

If TT occurs, then X = 2 and Y = 1.

Therefore, the joint pmf of X and Y is:

P(X = 0, Y = 2) = 1/4

P(X = 1, Y = 1) = 1/4

P(X = 1, Y = 0) = 1/4

P(X = 2, Y = 1) = 1/4

Note that the sum of the probabilities of all possible values of X and Y is 1, as it should be for a valid pmf.

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Based on the given information, the terminal side of angle 0 lies in quadrant III.

To determine the quadrant in which the terminal side of angle 0 lies based on the given information, we can analyze the signs of the trigonometric functions:

(a) Since sine < 0 and cotangent < 0, we can determine the quadrant as follows:

Sine < 0 implies that the y-coordinate (vertical component) of the point on the unit circle corresponding to angle 0 is negative.

Cotangent < 0 implies that the x-coordinate (horizontal component) of the point on the unit circle corresponding to angle 0 is negative.

In quadrant III, both the x and y-coordinates are negative. Therefore, quadrant III is the correct answer in this case.

(b) The information provided in this option is incorrect. "esce" is not a recognized trigonometric function, and "cos > 0" does not provide enough information to determine the quadrant.

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The acceleration vector of the particle at time t=1 is <8, -4/9>.

To find the acceleration vector, we need to take the second derivative of the position vector with respect to time. So, we first find the velocity vector:

v = <x', y'> = <4+2t, (-1/3)(3t+1)^(-2)>

Then, we take the derivative of the velocity vector:

a = <v', w'> = <2, (2/9)(3t+1)^(-3)>

Substituting t=1 into the acceleration vector gives us:

a(1) = <2, (2/9)(3+1)^(-3)> = <2, -4/729>

Simplifying the second component, we get:

a(1) = <2, -4/9>

Therefore, the acceleration vector of the particle at time t=1 is <8, -4/9>.

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The probability that a student's test score is over 90 is approximately 0.789, or 78.9%.

To find the probability that a student's test score is over 90, given that the test scores are normally distributed with a mean of 65 and a standard deviation of 20, we need to use the z-score formula.

Step 1: Calculate the z-score.
z = (X - μ) / σ
where X is the score we want to find the probability for (90), μ is the mean (65), and σ is the standard deviation (20).

z = (90 - 65) / 20
z = 25 / 20
z = 1.25

Step 2: Use a z-table or a calculator to find the probability.
The z-score of 1.25 corresponds to a probability of 0.2110. However, this probability represents the area to the left of the z-score (the probability that a student scores less than 90). We want to find the probability of scoring over 90, so we need to find the area to the right of the z-score.

Step 3: Calculate the probability of scoring over 90.
P(X > 90) = 1 - P(X ≤ 90)
P(X > 90) = 1 - 0.2110
P(X > 90) = 0.7890

So, the probability that a student's test score is over 90 is approximately 0.789, or 78.9%.

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Answer: The required equation is 100/12 = 8 1/3 which shows 100 ounces of soda divided equally among 12 people.

Step-by-step explanation:

There are 100 ounces of soda divided equally among 12 people.

According to the given information, the algebraic form would be as:

⇒ 100/12 = 25/3

Expressing the solution as a mixed number.

⇒ 100/12 = 8 1/3

Therefore, the required equation is 100/12 = 8 1/3 which shows 100 ounces of soda divided equally among 12 people.

Answer:

1/9 or about 11%

Step-by-step explanation:

Take 1/6 (probability of getting the number 5 once) times 4/6 (the number of times the die is tossed) and you get 1/9.