Im unsure wether im correct or not on this problem!

The inequality that is not equivalent to others is D -x<3

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

A -x>-3

B x <3

C x+1 <4

D -x<3

When the expressions are solved, we have

A x < 3

B x <3

C x <3

D x > 3

Hence, the odd option is D -x<3

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The expression is simplified to 10c - 4d

Algebraic expressions are simply described as mathematical expressions that consists of coefficients, terms, variables, constants and variables.

Algebraic expressions are also made up of arithmetic operations, such as;

From the information given, we have the expression as;

3c-9d+7c+5d

Now, collect the like terms, we get;

3c + 7c - 9d + 5d

Add or subtract the like terms

10c - 4d

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the formula for the volume of the open-top box in terms of x is: V(x) = (14 - 2x)(11 - 2x)x

To find the formula for the volume of the open-top box formed from a 14-inch by 11-inch piece of cardboard, we need to consider the dimensions of the box after cutting squares from each corner and folding up the sides.

Let "x" represent the side length of the squares cut from each corner. After cutting and folding, the dimensions of the box will be:

- Length: 14 - 2x inches (removing x inches from both ends)
- Width: 11 - 2x inches (removing x inches from both ends)
- Height: x inches (the height is equal to the side length of the squares)

The formula for the volume of a box is given by:

Volume = Length × Width × Height

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The ratio of true positives to false positives, given the accuracy of the test would be 239 : 711 .

First, find the number of people who have the flu:

= 5. 2 % x 10, 000

= 520 people

Those who don't have it:

= 10, 000 - 520

= 9, 480 people

True positive :

= 92 % x 520

= 478 people

False negatives:

= 8 % x 520

= 42 people

False positives:

= 15 % x 9, 480

= 1, 422 people

The ratio of true positives to false positives is therefore:

478 : 1, 422

239 : 711

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A random number generated from this density using the given us value of 0.127 is approximately 1.068.

To generate a random number from this density using the given us value, we first need to calculate the cumulative distribution function (CDF):

F(x) = ∫(0 to x) f(t) dt
    = ∫(0 to x) (2/9)t dt
    = (1/9) x^2

Next, we set the CDF equal to the given us value and solve for x:

us = F(x) = (1/9) x^2
0.127 = (1/9) x^2
x^2 = 1.139
x = sqrt(1.139) ≈ 1.068

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The initial monthly payment on the mortgage loan is $971.35.

To find the initial monthly payment, we can use the formula for calculating the monthly payment on a mortgage loan:

PV = PMT/i[1 - {1/(1+i)ⁿ]

where:

PMT = monthly payment

PV = principal (loan amount)

i = monthly interest rate (annual rate divided by 12)

n = total number of payments (the number of years multiplied by 12)

For the initial fixed period of five years, the interest rate is 4.25%.

So the monthly interest rate is 4.25%/12 = 0.00354.

The total number of payments is 30 years x 12 months/year = 360.

Plugging in the values, we get:

M = 197500 [ 0.00354(1 + 0.00354)³⁶⁰ ] / [ (1 + 0.00354)³⁶⁰ – 1]

M ≈ $971.350054812

M = $971.35

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The significance level is set at 5%, and the probability of the result is 92.2%, which is greater than the significance level. The result is not statistically significant, and we cannot reject the null hypothesis.

The probability of the treatment group’s mean being lower than the control group’s mean by 15 points or more is calculated as follows:

Frequency of means -15 or less = 10 + 18 + 50

Frequency of means -15 or less = 78

Probability(-15 or less) = 78/ 1000

Probability(-15 or less) = 0.078

Probability(more than -15) = 1 - Probability(-15 or less)

Substituting the value:

Probability(more than -15) = 1 - 0.078

Probability(more than -15) = 0.922

Probability(more than -15) = 92.2%

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The calculated value of the area of this figure is 30 sq units

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

The composite figure

The area is the sum of the individual areas

Using the above and the area formulas as a guide, we have the following:

Area = 1/2 * (3 + 5) * 2 + 1/2 * (3 + 8) * 4

Evaluate

Area = 30

Hence, the area is 30 sq units

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The set of conditions results in a unique triangle is option 4.

The unique triangle :-

If you are given two angles and the length of a side between the angles, then you have a unique triangle.

From the options given,

The fourth option is having a 6-inch side between the angle 45° and 90°

Therefore, it is following the rule of ASA. therefore, giving a unique triangle.

Hence, the set of conditions results in a unique triangle is option 4.

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The linear function in this problem is given as follows:

y = -1/4x + 5.

The slope-intercept representation of a linear function is given by the equation presented as follows:

y = mx + b

The coefficients of the function and their meaning are described as follows:

What differentiates a linear function from the other functions is the variable x has an exponent of 1.

2x + 7 = 12 is not a function, as it does not have the y variable, it is an equation.

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The recursion that models the dynamics of drug concentration is: ct+1 = (1 - k) * ct + a.

This equation describes how the drug concentration in the bloodstream changes over time. At each time step, the concentration of the drug in the bloodstream is updated by adding the concentration of the drug that is administered (a) and subtracting the fraction of the drug that is metabolized (k * ct). This updated concentration is then used as the starting concentration for the next time step.

The value of k is typically a constant that is specific to the drug being administered and the metabolic rate of the patient. The value of a can vary depending on the dosage and frequency of drug administration. The recursion can be used to model the concentration of the drug over time, which is important for determining the effectiveness and potential side effects of the drug.

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Your answer is correct, the function is not a quadratic function.

A quadratic is a polynomial function such that the degree of the polynomial (this is the maximum exponent of the polynomial) is 2.

In the given one we have:

f(x) = 4x³ - 5x + 2

You can see that the maximum exponent is 3, so this is not a quadratic function,. so your answer is correct.

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Answer:

The house will be worth $287,163 in 5 years.

Step-by-step explanation:

To solve this problem, we can use the formula for compound interest:

A = P(1 + r/n)^(nt)

Where:

A = the final amount (the value of the house in 5 years)

P = the initial amount (the value of the house when it was bought)

r = the annual interest rate (5%)

n = the number of times the interest is compounded in a year (we will assume it is compounded annually, so n = 1)

t = the number of years (5)

Plugging in the values, we get:

A = 225,000(1 + 0.05/1)^(1*5)

A = 225,000(1.05)^5

A = 225,000(1.27628)

A = $287,163.00

Therefore, the house will be worth approximately $287,163 in 5 years, rounded to the nearest dollar.

Answer:

$287.2 (After I round it)

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The full answer is 1101000. So, 104 in base 10 is equivalent to 1101000 in base 2.  When converting 104 from base 10 to base 2 using repeated division by 2.

The quotient obtained from the third division is as follows:

1. 104 ÷ 2 = 52 (remainder: 0)
2. 52 ÷ 2 = 26 (remainder: 0)
3. 26 ÷ 2 = 13 (remainder: 0)

After the third division, the quotient is 13. The full answer for converting 104 to base 2 will require a few more divisions:

4. 13 ÷ 2 = 6 (remainder: 1)
5. 6 ÷ 2 = 3 (remainder: 0)
6. 3 ÷ 2 = 1 (remainder: 1)
7. 1 ÷ 2 = 0 (remainder: 1)

Reading the remainder from bottom to top, the full answer is 1101000. So, 104 in base 10 is equivalent to 1101000 in base 2.

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The surface area of a rectangular prism of dimensions 4 cm, 5 cm and 6 cm is given as follows:

S = 148 cm².

The surface area of a rectangular prism of height h, width w and length l is given by:

S = 2(hw + lw + lh).

This means that the area of each rectangular face of the prism is calculated, and then the surface area is given by the sum of all these areas.

The dimensions for this problem are given as follows:

4 cm, 5 cm and 6 cm.

Hence the surface area of the prism is given as follows:

S = 2(4 x 5 + 4 x 6 + 5 x 6)

S = 148 cm².

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The equation of the line is: y = x + 10.

We are given that;

The points= ( − 2 , 2 ) (−2,2) and ( − 8 , 8 ) (−8,8).

Now,

Let’s apply these steps to find the equation of the perpendicular bisector.

To find the midpoint of (-2, 2) and (-8, 8). Using the midpoint formula, we get: ( (-2 + -8) / 2, (2 + 8) / 2) ( -10 / 2, 10 / 2) ( -5, 5) The midpoint is (-5, 5).

To find the slope of (-2, 2) and (-8, 8). Using the slope formula, we get: (8 - 2) / (-8 - -2) 6 / -6 -1 The slope is -1.

To find the negative reciprocal of -1. To do this, we flip the fraction and change the sign. Since -1 is equivalent to -1/1, we get: -1/1 1/-1 1 The negative reciprocal is 1.

The equation of a line in slope-intercept form using the slope of 1 and the midpoint (-5, 5) as a point on the line. Substituting these values into y = mx + b, we get: y = 1x + b 5 = 1(-5) + b 5 = -5 + b 10 = b The y-intercept is 10.

This is the equation of the perpendicular bisector of the line segment whose endpoints are (-2, 2) and (-8, 8).

Therefore, by the equation the answer will be y = x + 10

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The statement that is not true about qualitative data is: "We can obtain the mean and variance for qualitative data".

The statement "we can calculate relative frequency for qualitative data for each category in the data" is true. Relative frequency is the proportion of each category in the data, and we can calculate it for qualitative data by dividing the frequency of each category by the total number of observations.

The statement "qualitative data cannot be summarized using a frequency table" is false. A frequency table is a common method for summarizing qualitative data. It displays the frequency of each category in a table format, making it easier to compare and analyze the different categories.

The statement "we can obtain the mean and variance for qualitative data" is false. Mean and variance are measures of central tendency and variability that require numerical data. Qualitative data, being non-numerical, cannot be measured using these statistical measures.

The statement "bar charts and pie charts are usually used to describe qualitative data" is true. Bar charts and pie charts are graphical representations that are commonly used to visually display the distribution of qualitative data. These charts can show the relative frequency or proportion of each category in the data.

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To solve this problem, we need to use the normal distribution formula and standard deviation. We know that the mean score is 530.4 and the standard deviation is 25.7.

First, we need to standardize the score by calculating the z-score:

z = (534 - 530.4) / 25.7 = 0.141

Next, we can use a standard normal distribution table or a calculator to find the probability that a randomly chosen student scores 534 or higher:

P(z > 0.141) = 1 - P(z < 0.141)

Using a standard normal distribution table, we can find that P(z < 0.141) = 0.5564

Therefore,

P(z > 0.141) = 1 - 0.5564 = 0.4436

So the probability that a single student is randomly chosen from all those taking the test scores 534 or higher is 0.4436 or 44.36%.

In summary, the standard deviation and normal distribution formula are used to determine the probability of a student scoring 534 or higher on the SAT. The answer is calculated by standardizing the score, finding the area under the normal curve using a table or calculator, and subtracting from one to get the probability of a score above 534.

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The option that makes this approach a valid method in general for solving a system of equations is A. As long as addition is used on both sides or subtraction is used on both sides, a true equation will remain true.

Option A is a correct reflection of the cause and effect of using addition or subtraction on both sides in solving an equation. While accurate, as well, option B fails to provide an adequate explanation for Derrick's approach.

As seen in Option C, one step of Derrick's plan involves adding equations A and B with the intent of eliminating the y-term. Nevertheless, this specific action only partially speaks to the effectiveness of his overall system of equations method.

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Answer: 568mm ²

Step-by-step explanation:

area of trapezoid = [h(b₁+b₂)]/2

b₁ and b₂ are the lengths of the top and bottom sides, h is the height; 16

To find the probability that the sample mean will be less than $11.482, first calculate the z-score:

Z = (Sample Mean - Population Mean) / Standard Error

Z = ($11.482 - $11.32) / $0.0985 ≈ 1.6434 (rounded to four decimal places)

a. To calculate the standard error of the mean, use the following formula:

Standard Error = (Standard Deviation) / √(Sample Size)

In this case, the standard deviation is $0.54, and the sample size is 30.

Standard Error = ($0.54) / √(30) ≈ $0.0985 (rounded to four decimal places)

b. To find the probability that the sample mean will be less than $11.482, first calculate the z-score:

Z = (Sample Mean - Population Mean) / Standard Error

Z = ($11.482 - $11.32) / $0.0985 ≈ 1.6434 (rounded to four decimal places)

Now, use a standard normal distribution table to find the probability corresponding to the z-score:

P(Z < 1.6434) ≈ 0.9499 (rounded to four decimal places)

c. To find the probability that the sample mean will be less than $11.27, first calculate the z-score for this value:

Z = ($11.27 - $11.32) / $0.0985 ≈ -0.5063 (rounded to four decimal places)

Now, use a standard normal distribution table to find the probability corresponding to the z-score:

P(Z < -0.5063) ≈ 0.3064 (rounded to four decimal places)

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The slope intercept form of the equation for each line is y = -1/3 -x.

When any equation is represented in the y = mx +c form, it is called the slope intercept form of the equation.

Here, m is slope and c is constant.

To find the slope intercept form of the equation,

(4, -2) and (-5, 3)

The slope intercept form of the equation is y = -(3/4)x + 3.

Therefore, the slope of the line is;

m = Δy/Δx

m = 5/-9

When we simplify it, then we get the;

3 - y= -5/9(-5-x)

y = -25/9-3 -x

y = -3/9 -x

y = -1/3 -x

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The price per ticket that maximizes profit is $3.50.

The appropriate range for the given situation is 1.28  ≤ t ≤ 5.72.

PART 1

For a quadratic equation of the form of at² + bt + c. The maximum value of t is given by:

t = -b/2a

We have the function that model the profit: P(t)= -60t² + 420t - 440.

The price per ticket that maximizes profit is:

t = -b/2a,

where the  In this case, a = -60 and b = 420

t = -420/(2*(-60)) = 3.5.

Thus, the price per ticket that maximizes profit is $3.50.

PART 2

To find the appropriate range for the given situation, we have to solve for the two values of t.

P(t)= -60t² + 420t - 44

t = (-b ± √(b² - 4ac)) / 2a

Substituting the values of a, b, and c, we get:

t = [-420 ± √(420² - 4(-60)(-440))] / 2(-60)

t = (-420 ± √(70800)) / (-120)

t = (-420 ± 266.08) / (-120)

t = 1.28 or 5.72

Thus, the appropriate range for the given situation is 1.28  ≤ t ≤ 5.72.

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4a) The null hypothesis is that there is no difference in math performance between learning while listening to classical music and learning without music.
4b) The research/alternative hypothesis based on the researcher's hypothesis is that learning while listening to classical music improves math performance.
4c) The mean math performance when music played was 15.5, and when no music played was 17.9. The calculated t statistic was -4.60, and the p-value associated with the test statistic was < .001.
4d) The p-value associated with this result is less than .05.
4e) Based on the p-value, we reject the null hypothesis.
4f) The result is statistically significant.
4g) Based on this information alone, it is not safe to conclude that students perform better when listening to music while learning. Other factors could have influenced the results, such as individual differences in the students or other environmental factors. Further research would be necessary to make a definitive conclusion.
4a.) The null hypothesis states that there is no significant difference in math performance between the two conditions (learning with classical music and learning without music).

4b.) The research/alternative hypothesis states that learning while listening to classical music improves performance in math compared to learning without music.

4c.)
- Mean math performance when music played: 15.5
- Mean math performance when no music played: 17.9
- Calculated t statistic: -4.60
- P-value associated with the test statistic: < 0.001

4d.) The p-value associated with this result is less than 0.05.

4e.) Based on the p-value, we reject the null hypothesis.

4f.) The result is statistically significant.

4g.) While the result is statistically significant, it actually shows that students performed better when not listening to music while learning. This contradicts the researcher's initial hypothesis, so it is not safe to conclude that students perform better when listening to music while learning.

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Answer:

Hi there!

The correct answer should be H, ST/EF=WR/CD

Step-by-step explanation:

The vertex form of the function is y = (x + 2)² - 9

The vertex is (-2 , -9)

We have,

The vertex form of the quadratic equation y = ax² + bx + c is

y = a(x - h)² + k, where

(h , k) are the coordinates of the vertex point

a, b, c are constant where a is the leading coefficient of the function (coefficient of x²) , b is the coefficient of x and c is the y-intercept

h = -b/2a

k is the value of y when x = h

∵ y = x² +4x-5

∵ y = ax² + bx + c

∴ a = 1 , b = 4 , c  = -5

∵ h = -b/2a

∴ h = -4/2

∴ h = -2

To find k substitute y by k and x by -2 in the equation above

∵ k is the value of y when x = h

∵ h = -2

∴ k = (-2)² + 4(-2) - 5 = -9

∵ The vertex form of the quadratic equation is y = a(x - h)² + k

∵ a = 1 , h = -2 , k = -9

∴ y = (1)(x - (-2))² + (-9)

∴ y = (x + 2)² - 9

∵ (h , k) are the coordinates of the vertex point

∵ h = -2 and k = -9

∴ The vertex is (-2 , -9)

The vertex form of the function is  y = (x + 2)² - 9

The vertex is (-2 , -9)

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The best type of scale to assess how happy UNC students are on a 7-point scale (1 not very happy to 7 extremely happy) is an ordinal scale.

Ordinal scales are used to measure variables that have an inherent order or ranking, such as the level of happiness in this case. However, the differences between the categories are not necessarily equal or measurable, which rules out the use of an interval or ratio scale. A nominal scale, on the other hand, is used for variables that are categorical and cannot be ranked or ordered, which is not appropriate for this scenario.

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The actual change in the politician's support is 17% (51% - 34%). The relative change can be calculated as (actual change/original value) x 100, which in this case is ((51% - 34%)/34%) x 100 = 50%. Therefore, the politician's support has increased by 50% relative to the original value of 34%.

To determine the actual and relative change in a politician's support that increases from 34% to 51%, we need to follow these steps:

Step 1: Calculate the actual change.
Actual Change = Final Percentage - Initial Percentage
Actual Change = 51% - 34%
Actual Change = 17%

Step 2: Calculate the relative change.
Relative Change = (Actual Change / Initial Percentage) * 100
Relative Change = (17% / 34%) * 100
Relative Change ≈ 50%

So, the actual change in the politician's support is 17%, and the relative change is approximately 50%.

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In this study, participants were randomly assigned to read an article printed in either 14-point or 16-point font size. The article was presented in one of three font styles: Arial, Times New Roman, or Cambria. After reading the article, participants answered several questions aimed at measuring their memory recall.

The study you are referring to involved participants who were randomly assigned to read an article printed in either 14-point or 16-point font in one of three different font styles: Arial, Times New Roman, or Cambria. After reading the article, participants were then asked to answer several questions that were designed to measure their memory recall. This study was likely conducted to explore the impact of font size and style on memory recall, as previous research has suggested that factors such as font type, size, and spacing can have a significant impact on reading comprehension and recall. By randomly assigning participants to different font conditions, the study aimed to control for potential confounding variables and isolate the specific effects of font size and style on memory recall.
In this study, participants were randomly assigned to read an article printed in either 14-point or 16-point font size. The article was presented in one of three font styles: Arial, Times New Roman, or Cambria. After reading the article, participants answered several questions aimed at measuring their memory recall.

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f(4) = 3 and f '(4) = 1/4, Given that the tangent line to y = f(x) at (4, 3) passes through the point (0, 2), we can find f(4) and f '(4) using the slope-point formula.

Since the tangent line passes through (4, 3) and (0, 2), we can calculate the slope (m) as:
m = (y2 - y1) / (x2 - x1)
m = (3 - 2) / (4 - 0)
m = 1 / 4

Now, we know that the slope of the tangent line at (4, 3) is equal to the derivative f '(4). Therefore: f '(4) = 1/4
Since the tangent line touches the curve at (4, 3), we have:
f(4) = 3.

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