Find the ordered pair solutions for the
system of equations.
f(x) = x² - 2x - 15
f(x) = -x-9

Answer:

4,000 L (4 thousand)

Step-by-step explanation:

1 tub = 500 mL

2 tub = 1000 mL = 1 L

8000 tubs = 4,000,000 mL = 4,000 L
Hope this helps! Pls give brainliest!

The expected value of rolling a 4 on a six-sided die is 1/6. Therefore, in a single roll, we can expect to see a 4 appear approximately 1/6 of the time. Each group of students rolls the die 75 times, so we can expect each group to roll a 4 approximately (1/6)*75 = 12.5 times.
With 8 groups participating, we can expect a total of approximately 8*12.5 = 100 times that a 4 is rolled.

To find the most likely total number of times a 4 was rolled, follow these steps:

1. Determine the probability of rolling a 4 on a six-sided die: There is 1 favorable outcome (rolling a 4) and 6 possible outcomes (rolling a number 1 through 6). So, the probability of rolling a 4 is 1/6.

2. Calculate the expected number of times a 4 is rolled in a single group: Since each student group rolls the die 75 times, the expected number of times a 4 is rolled in one group is the probability of rolling a 4 multiplied by the number of rolls: (1/6) * 75 = 12.5.

3. Determine the most likely total number of times a 4 was rolled across all 8 groups: Multiply the expected number of times a 4 is rolled in one group by the total number of groups: 12.5 * 8 = 100.

Since 100 is not one of the options provided, choose the closest option, which is:

A: 98

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There are likely to be 190 elk infected with the parasite in the population of 4,750 elk at the wildlife preserve.

Now, To estimate the number of elk that are likely to be infected, we can use the sample proportion of infected elk to the total population of elk.

Hence, The sample proportion of infected elk is,

⇒ 2/50 = 0.04.

We can use this proportion to estimate the proportion of infected elk in the entire population of ;

4,750: 0.04 = x/4750

Solving for x, we get:

x = 0.04 × 4750

x = 190

Therefore, there are likely to be 190 elk infected with the parasite in the population of 4,750 elk at the wildlife preserve.

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One-to-one: Since f(2) = f(-2) = -4, the function is not one-to-one.

(a) f: R → R. f(x) = x^2

The function f is neither onto nor one-to-one. To see why, consider the following:

Onto: A function is onto if every element of the co-domain has at least one pre-image in the domain. In this case, f(x) = x^2 can never be negative, so it does not take on every value in the co-domain R (since R includes negative numbers). Therefore, the function is not onto.

One-to-one: A function is one-to-one if each element in the co-domain corresponds to exactly one element in the domain. However, since f(-x) = f(x) for all x, the function is not one-to-one. For example, f(2) = f(-2) = 4.

(b) g: R → R. g(x) = x^3

The function g is both onto and one-to-one. To see why:

Onto: For any y in the co-domain R, we can find x in the domain R such that g(x) = y by taking the cube root of y. Therefore, g is onto.

One-to-one: Suppose g(a) = g(b) for some a, b in the domain R. Then, we have a^3 = b^3, which implies a = b. Therefore, g is one-to-one.

(c) h: Z → Z. h(x) = x^3

The function h is onto but not one-to-one. To see why:

Onto: For any y in the co-domain Z, we can find x in the domain Z such that h(x) = y by taking the cube root of y. Therefore, h is onto.

Not one-to-one: For example, h(-1) = (-1)^3 = -1 and h(1) = 1^3 = 1, so h is not one-to-one.

(d) f. 2+2, f(x) = -4

The function f is neither onto nor one-to-one. To see why:

Onto: The co-domain is not specified, so it is not clear whether the function is onto or not.

Not one-to-one: Since f(2) = f(-2) = -4, the function is not one-to-one.

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A slope field is a graphical representation of the slopes of the tangent lines to the solutions of a first-order differential equation, dy/dx = f(x, y).

The goal of a slope field is to provide a visual representation of the behavior of the solutions to the differential equation, without necessarily solving the equation analytically.

To create a slope field, follow these steps:

1. Write down the given first-order differential equation, dy/dx = f(x, y).

2. For each point (x, y) in the field, calculate the slope f(x, y) using the differential equation.

3. At each point (x, y), draw a short line segment with the slope calculated in step 2.

4. Repeat steps 2 and 3 for various points on the field to get a complete visual representation.

5. Observe the overall behavior of the slopes in the field, which can help you understand the behavior of the solution curves.

In summary, a slope field is a useful tool to visualize the behavior of solutions to differential equations. By analyzing the slopes of tangent lines at various points, you can gain insights into the characteristics of the solution curves without solving the equation analytically.

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Answer:

The slope for these to points would be -9/7 (rise/run)

Answer:60%

Step-by-step explanation: To convert a percentage to a decimal, divide by 100. So 25% is 25/100, or 0.25. To convert a decimal to a percentage, multiply by 100 (just move the decimal point 2 places to the right).

There were approximately 304,657,600 Americans in July 2009. The correct answer is 304,657,600.  In July 2009, the estimated population of the United States would be 304,657,600 people. To calculate this, we need to take the 2008 population of 302,000,000 and multiply it by the growth rate of 0.88%.

First, we need to find the amount of growth that occurred between 2008 and 2009. We can do this by multiplying the 2008 population by the growth rate:

302,000,000 x 0.88% = 2,657,600

This tells us that the population increased by 2,657,600 people from 2008 to 2009. To find the total population in 2009, we need to add this growth to the 2008 population:

302,000,000 + 2,657,600 = 304,657,600

Therefore, in July 2009, the estimated population of the United States would be 304,657,600 people, based on a growth rate of 0.88%.

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As a manager, when faced with ethical crises in time, you should:
C. Take the initiative to address the problem.

As a manager, when faced with ethical crises in time, you should take the initiative to address the problem.

It is important to consider the impact on multiple stakeholders, including employees, customers, and the community. Ignoring the issue or attempting to cover it up can lead to further complications and damage to the company's reputation.

It is important to address the issue head-on and take appropriate actions to prevent similar situations from occurring in the future.
This approach ensures that you proactively identify and resolve ethical issues in a timely and responsible manner, rather than focusing only on stockholders, waiting for others to act, or attempting to cover up the situation.

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The zeros of the polynomial given are 9, 7, 0.

Given that a polynomial, x⁴-16x³+63x² we need to find its zeros,

The zeros are,

x⁴-16x³+63x² = 0

x²(x²-16x+63) = 0

x²(x²-9x-7x+63) = 0

x²(x-9)(x-7) = 0

Therefore, the zeros are 9, 7, 0

The end behavior of a function f (x) describes the behavior of the function as x approaches + ∞ and as x approaches -∞.

Hence, the zeros of the polynomial given are 9, 7, 0.

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The correct statement of the hypotheses is option B: H0:π≥0.75 and H1:π<0.75.

In a hypothesis test problem, the null hypothesis (H0) represents the status quo or the default assumption, while the alternative hypothesis (H1) represents the claim or the research question that the investigator wants to test.

In this problem, the null hypothesis is that the population proportion (π) is greater than or equal to 0.75 (i.e., H0:π≥0.75). The alternative hypothesis is that the population proportion is less than 0.75 (i.e., H1:π<0.75), which is what we are testing for.

The p-value of 0.0735 represents the probability of obtaining a sample proportion as extreme as the one observed or more extreme, assuming that the null hypothesis is true. Since the p-value is less than the significance level (usually set at 0.05), we reject the null hypothesis and conclude that there is sufficient evidence to support the alternative hypothesis. Therefore, the correct statement of the hypotheses is option B.

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It takes 9 hours for the car to travel 612 miles at an average speed of 68 miles per hour.

To find the time it takes for the car to travel 612 miles at an average speed of 68 miles per hour, we can use the formula:

time = distance ÷ speed

Plugging in the given values, we get:

time = 612 miles ÷ 68 miles per hour

Therefore, the time it would take the car to travel 612 miles is: Time = 612 miles / 68 miles per hour Time = 9 hours.  So, it would take the car approximately 9 hours to travel a distance of 612 miles if it maintains an average speed of 68 miles per hour.

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The simplified expression is  (x + 7)/(5x² + 30x + 45).

The simplification of the expressions is calculated as follows;

(x² - 3x + 9)/(5x² - 20x - 105) x (x² - 49)/(x³ + 27)

Factorize each expression as follows;

5x² - 20x - 105

5(x² - 4x - 21)

5(x² - 7x + 3x - 21)

5(x(x -7) + 3(x - 7))

5(x-7)(x+3)

x² - 49

apply difference of two squares;

= x² - 7²

= (x - 7)(x + 7)

x³ + 27

apply sum of two cubes;

= x³ + 3³

= (x + 3)(x² - 3x + 9)

The faction is simplified as follows;

(x² - 3x + 9)/5(x-7)(x+3)     x    (x - 7)(x + 7)/(x + 3)(x² - 3x + 9)

= (x + 7)/(5(x + 3)(x + 3))

= (x + 7)/(5(x + 3)²)

= (x + 7)/(5(x² + 6x + 9)

= (x + 7)/(5x² + 30x + 45)

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The total number of sweets after considering the ratio with both Raj and his friend is 180 sweets.

Total number of sweets = 180

The ratio in which sweets are split = 1:4

Calculating Raj's share -

1 part out of 1+4

= 1/5 of the total sweets

1/5 of 180

= (1/5) x 180

= 36

Similarly,

Calculating the friend's share -

4 parts out of 1+4

= 4/5 of the total sweets

4/5 of 180

= (4/5) x 180

= 144

Total sweets with both Raj and his friend:

Raj's share + Friend's share

= 36 + 144

= 180

Complete Question:

Raj has 180 sweets and splits them 1:4 with his friend. What is the total number of sweets with both?

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Two cheeseburgers contain a total of 1120 calories (2 x 560) and one small order of fries contains 230 calories. And three cheeseburgers contain a total of 1680 calories (3 x 560) and two small orders of fries contain a total of 460 calories (2 x 230).

Let's use a system of equations to solve for the caloric content of each item.

Let x be the number of calories in one cheeseburger and y be the number of calories in one small order of fries.

From the first statement, we know that:

2x + y = 1350

From the second statement, we know that:

3x + 2y = 2140

We can use these two equations to solve for x and y. First, we'll solve for y in terms of x by rearranging the first equation:

y = 1350 - 2x

Now we can substitute thisn expression for y into the second equation:

3x + 2(1350 - 2x) = 2140

Simplifying this equation, we get:

3x + 2700 - 4x = 2140

-x = -560

x = 560

So one cheeseburger contains 560 calories. We can plug this value back into either of the original equations to solve for y:

2(560) + y = 1350

y = 230

So one small order of fries contains 230 calories.

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It should be 33.49 sorry if I’m a little off!

The set of vectors {[1/√18], [1/√2], [-2/3]} and {[4/√18], [0], [-2/3]} is an orthonormal set.

To verify whether a set of vectors is orthonormal, we need to check two conditions: orthogonality and normalization. Orthogonality means that the dot product of any two distinct vectors in the set is zero. Normalization means that the magnitude or length of each vector is 1.

First, we check for orthogonality. The dot product of the first and second vectors is:
[1/√18] * [4/√18] + [1/√2] * [0] + [-2/3] * [-2/3] = 4/18 + 0 + 4/9 = 8/18

The dot product of the first and third vectors is:
[1/√18] * [1/√2] + [1/√2] * [(-2/3)] + [-2/3] * [(-1/√18)] = 1/√36 - 2/3√2 - 2/3√2 = 0

The dot product of the second and third vectors is:
[4/√18] * [1/√2] + [0] * [-2/3] + [-2/3] * [(-1/√18)] = 2/√36 + 2/√36 = 4/√36

Since the dot product of any two distinct vectors is not always zero, the set is not orthogonal. We need to normalize the vectors to produce an orthonormal set.

To normalize a vector, we divide it by its magnitude. The magnitude of a vector [a, b, c] is √(a^2 + b^2 + c^2). Thus, the normalized version of the first vector is:
[1/√18, 1/√2, -2/3] / √[(1/18) + (1/2) + (4/9)] = [1/√2, √(2/9), -2/√9]

The normalized version of the second vector is:
[4/√18, 0, -2/3] / √[(16/18) + 0 + (4/9)] = [2/√9, 0, -2/√9]

The normalized version of the third vector is:
[1/√18, -1/√2, -2/3] / √[(1/18) + (1/2) + (4/9)] = [1/√2, -√(2/9), -2/√9]

We can now check for orthogonality again:

The dot product of the first and second vectors is:
[1/√2] * [2/√9] + [√(2/9)] * [0] + [-2/√9] * [(-2/√9)] = 0

The dot product of the first and third vectors is:
[1/√2] * [1/√2] + [-√(2/9)] * [-2/√9] + [-2/√9] * [-2/√9] = 1/2 + 2/9 + 4/9 = 1

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Based on the information given, you are asked to identify the null hypothesis and the alternative hypothesis for the proportion of California college students who currently drink alcohol.

Let's denote the proportion of California college students who drink alcohol as p_california and the proportion of nationwide college students who drink alcohol as p_nationwide.

Null hypothesis (H0): There is no significant difference between the proportion of California college students who currently drink alcohol and the proportion nationwide. Mathematically, this is represented as:
H0: p_california = p_nationwide (0.60)

Alternative hypothesis (H1): There is a significant difference between the proportion of California college students who currently drink alcohol and the proportion nationwide. Mathematically, this is represented as:
H1: p_california ≠ p_nationwide (0.60)

In this case, the survey found that 66% of 450 California college students currently drink alcohol. To test the hypotheses, you would perform a hypothesis test for proportions, and based on the test results, decide whether to reject or fail to reject the null hypothesis.

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When parallel parked along a curb, the front and rear bumpers of your vehicle must be no more than 12 inches or one foot away from other vehicles. This distance is to ensure that there is enough space for other vehicles to maneuver around your car and to prevent any accidental collisions or damage.

It is important to note that this distance may vary depending on local laws and regulations, so it is always best to check with your local authorities for specific guidelines. In addition, it is crucial to use your mirrors and signals when parallel parking to ensure that you are not blocking traffic or causing any hazards on the road. By following these guidelines and being mindful of others on the road, you can safely and effectively parallel park your vehicle.

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A 95% confidence interval to estimate the population proportion of retired baseball players who used steroids is: (1.9216, 0.2784)

The formula for confidence interval for proportion is:

CI = p ± z√(p(1 - p)/n)

where:

p is sample proportion

n is sample size

z is z-score at confidence level

n = 100

p = 20/100 = 0.2

z-score at 95% CL = 1.96

Thus:

CI = 0.2 ± 1.96√(0.2(1 - 0.2)/100)

CI = 0.2 ± 0.0784

CI = (1.9216, 0.2784)

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Answer:

Step-by-step explanation:

Inference means a statement according to the data.  The chart is a survey on which subject is their favorite, not necessarily their performance but they want you to surmise things about performance.

A.  Most of the students must do best in math because they favor math most.

B.  Social studies was voted as one of least like subjects; they must get good grades in social studies.

C. Boys must do well in science.

yessss because as you can see the answer is what it is

Answer:

Arianys:

[tex]61000 {e}^{.07125 \times 14} = 165401.17[/tex]

Yusuf:

[tex]61000( {1 + \frac{.07625}{12} )}^{12 \times 14} = 176796.02[/tex]

$176,796.02 - $165,401.17 = $11,394.85

After 14 years, Yusuf's account will have $11,395 more than Arianys's account.

The post-test measures the dependent variable.

In an experiment, the post-test measures refer to the data collected after the intervention or treatment has been given to the participants. Question 10 options may include choices related to the variables and groups involved in the experiment. Option a) the dependent variable is the variable being measured and is often affected by the independent variable. Option b) the independent variable is the variable being manipulated by the researcher to see its effect on the dependent variable. Option c) the experimental group is the group that receives the treatment or intervention, and option d) the control group is the group that does not receive the treatment or intervention and is used as a comparison to the experimental group. The question 10 options can help researchers determine the effects of the content loaded in an experiment on the variables and groups involved.

In an experiment, the post-test measures:

Question 10 options:
a) the dependent variable

Your answer: The post-test measures the dependent variable. This is because the dependent variable is the outcome that researchers are interested in measuring, and the post-test is conducted after the experiment to assess the effects of the independent variable on the dependent variable.

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The percentage of items that cost less than $10.5 is 44.78%.

To solve this problem, we need to use the properties of the exponential distribution. We know that the mean cost per item is $13.5, which means that the parameter λ (the rate parameter) of the exponential distribution is 1/13.5 = 0.0741.

To find the percentage of items that cost less than $10.5, we need to calculate the cumulative distribution function (CDF) of the exponential distribution at $10.5:

CDF($10.5$) = 1 - e^(-λ*$10.5$) = 1 - e^(-0.0741*$10.5$) = 0.4478

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The slope for the least-squares line is 0.067 and the y-intercept is 2.63.
To find the slope and y-intercept for the least-squares line, we will use the given correlation coefficient (0.944), the means, and standard deviations of both the explanatory and response variables.

Slope (b1) = r * (Sy/Sx)
where r is the correlation coefficient, Sy is the standard deviation of the response variable, and Sx is the standard deviation of the explanatory variable.

Slope (b1) = 0.944 * (1.64/29.51) = 0.0522 (rounded to the hundredths place)

Next, we find the y-intercept (b0) using the following formula:

Y-intercept (b0) = Ymean - (b1 * Xmean)
where Ymean is the mean of the response variable and Xmean is the mean of the explanatory variable.

Y-intercept (b0) = 9.65 - (0.0522 * 149.4) = 1.88 (rounded to the hundredths place)

So, the correct slope and y-intercept for the least-squares line are 0.0522 and 1.88, respectively.

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Rounded to the hundredth place, this gives us answer choice (D), which is the correct answer. So we can say with 90% confidence that the average number of hours of sleep for working college students is between 6.46 and 6.54 hours.

To calculate the confidence interval using the t-distribution, we use the formula:

Confidence interval = sample mean ± (t-score)*(standard error)

where the standard error is calculated as the standard deviation divided by the square root of the sample size, i.e.,

standard error = standard deviation / sqrt(sample size)

In this case, Morgan sampled 101 students and found an average of 6.5 hours of sleep with a standard deviation of 2.14. So the standard error is:

standard error = 2.14 / sqrt(101) = 0.213

The t-score for a 90% confidence level with 100 degrees of freedom (n-1) is 1.660, as given in the problem.

Therefore, the confidence interval is:

Confidence interval = 6.5 ± (1.660)*(0.213) = (6.46, 6.54).

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Answer:

84.3%

Step-by-step explanation:

Percentage of people completed the task under 40 s is(rounded) 84.3%

Answer & Step-by-step explanation:

This is a classic right triangle problem.

The ladder, the wall, and the ground form a right triangle, where the ladder is the hypotenuse, the wall is one leg of the triangle, and the distance from the base of the ladder to the wall is the other leg.

According to the problem, the ladder is 12 feet long and is leaning 10 feet up the wall. Therefore, we can use the Pythagorean theorem to find the distance from the base of the ladder to the wall:

c^2 = a^2 + b^2

where c is the length of the ladder (12 feet), a is the distance from the ladder's base to the wall (what we need to find), and b is the height the ladder is up the wall (10 feet).

Plugging in the values we have:

12^2 = a^2 + 10^2

Simplifying:

144 = a^2 + 100

Subtracting 100 from each side:

44 = a^2

Taking the square root of both sides:

a ≈ 6.63

Therefore, the distance from the base of the ladder to the wall is approximately 6.63 feet.