The starting salary of business students in a university is known to be normally distributed. A random sample of 18 business students results in a mean salary of $46,500 with a standard deviation of $10,200. Construct the 90% confidence interval for the mean starting salary of business students in this university. Multiple Choice 46,500 ± 1.740 ( 10,200 / 18−−√ ) 46,500 ± 1.330 ( 10,200 / 18−−√ ) 46,500 ± 1.734 ( 10,200 / 18−−√ ) 46,500 ± 1.645 ( 10,200 / 18−−√ )

Answer:

2.

Step-by-step explanation:

I have the same thing as u. it's 2.

Answer:

[tex](a)\ y = 130x -350[/tex]

(b) y represents the price of the hotel

Step-by-step explanation:

Given

[tex]b = 130[/tex] --- slope

[tex]a = -350[/tex] --- y intercept

Solving (a): The equation of the regression line.

The general form of the equation of the regression line is:

[tex]y = bx + a\\[/tex]

Substitute values for b and a;

[tex]y = 130x + (-350)[/tex]

Remove bracket

[tex]y = 130x -350[/tex]

Solving (b): What y represents

From the question, we understand that: y stands for price

Hence, the symbol y represents the price of a hotel. The value of y  depends on x (the ratings)

Answer:

D $300

Step-by-step explanation:

I did a test with that question and got it correct

Answer:

D $300 Step-by-step explanation:

Answer:

0.97725

Step-by-step explanation:

Given :

Population mean, μ = 4.2

Population standard deviation, σ = 1.8

Sample size, n = 36

Obtain the Zscore of x = 4.8

Zscore = (x - μ) ÷ (σ / √n)

Zscore = (4.8 - 4.2) ÷ (1.8 / √36)

Zscore = 0.6 ÷ 0.3

Z = 2

Hence,

P(Z ≤ 2)

Using the Z probability calculator :

P(Z ≤ 2) = 0.97725

Answer:

Box volume ≈ 5,434 ft³

Step-by-step explanation:

Given: Railroad boxcars are 52 feet long, 9.5 feet wide, and 11 feet

To find: The volume, in cubic feet, of common railroad boxcars

Solution: To find the volume of a box, simply multiply the length, width, and height.

                                           52 × 9.5 × 11 = 5434

Therefore, the volume, in cubic feet, of common railroad boxcars is 5,434 ft³

For dimensions that are relatively small whole numbers, calculating volume by hand is easy.

Answer:

a=36

Step-by-step explanation:

a - 15 = 21

   +15    +15

a = 36

Answer:

A triangle similar to DEF will have an angle that measures 45 degrees, an angle that measures 65 degrees, and an angle that measures 70 degrees​

Step-by-step explanation:

Given

See attachment for complete question

Required

Angles of a triangle similar to [tex]\triangle DE F[/tex]

First, calculate the angle at D

[tex]D + 110^o = 180^o[/tex] ---- angle on a straight line

Collect like terms

[tex]D = 180^o - 110^o[/tex]

[tex]D = 70^o[/tex]

Next, calculate the angle at F

[tex]F + 135^o = 180^o[/tex] ---- angle on a straight line

Collect like terms

[tex]F = 180^o -135^o[/tex]

[tex]F = 45^o[/tex]

Lastly, the angle at E

[tex]D + E + F = 180^o[/tex] --- angles in a triangle

Make E the subject

[tex]E = 180^o - D - F[/tex]

[tex]E = 180^o - 70^o - 45^o[/tex]

[tex]E = 65^o[/tex]

A triangle similar to [tex]\triangle DE F[/tex] will have 45, 70 and 65 degrees as its angles

Answer:

B, and i don't for the second one

Step-by-step explanation:

Answer:

5,4,6,7

Step-by-step explanation:

The digits 4​, 5​, 6​, 7​, and 8 are randomly arranged to form a​ five-digit number. Complete parts​ (a) and​ (b) below.

​(a) Find the probability that the number is odd.

The probability that the number is odd

​(Type an integer or a simplified​ fraction.)

​(b) Find the probability that the first and last digits of the number both are odd.

The probability that the first and last digits of the number both are odd is  

.

​(Type an integer or a simplified​ fraction.)

Answer:

C) 4

Step-by-step explanation:

By definition, cosecant (csc) is the reciprocal of sine (sin). The reciprocal of 1/4 is equal to C) 4.

Answer:

Step-by-step explanation:

Number 5 is L because you have 18 coins but you only want to find the probability of the pennies. So take 3/18 and simplify to 1/6 by dividing both the numerator and the denominator by 3.

Number 6 can be (-6x - 3), just use the distributive property on the original expression.

Answer:

5. I.

6. -6x - 3

Step-by-step explanation:

For number five you add up all the coins, which equals 18. Secondly, you see how many pennies there are. There are 3 so the answer is 3/18. Then you simpy into 1/6.

For number six, you want to multiply 3 by -2x and then multiply 3 by -1. You will get the answer -6x -3. If you see a number outside the parenthesis then multiply by the number inside of it.

Answer:

6

Step-by-step explanation:

really dude, im in 7th grade and answerd this.

Answer:

c. Yes because the cut-off is more than the sample mean

Step-by-step explanation:

The null and alternate hypotheses are

H0 : u= 3.5 ounces  vs Ha: u > 3.5 ounces

The mean and standard deviation of the sample are calculated to be 3.76 and 0.24

The test statistics is

t= x`- u/s√n

= 3.76-3.5/0.24/√10

= 0.26/0.07589

=3.426

The critical region for z test is  z > ± 2.33

The critical region for t test is   t > ± 2.82 for 9 d.f

For both the tests( z and t)   the test statistic =3.426 lies  in the critical region.

Hence we reject H0 and accept the hypothesis that  the new design is better than the old one at a level of significance of 1%.

cut-off = mean + 3 times the standard deviation

          =  3.76 + 3* 0.24

 cut-off     =4.48

Yes, the cut off is more than the sample mean.

So choice c is the best option.

Answer:

Your answer would be D

Step-by-step explanation:

Answer:

very difficult for me so ask someone

Answer:

9.54 feet

Step-by-step explanation:

Using Pythagoras rule :

Length of ramp = 10 feets = hypotenus

Hypotenus² = opposite² - adjacent²

d² = 10² - 3²

d² = 100 - 9

d² = 91

d = √91

d = 9.5393920

d = 9.54 feets

Answer:

A.

Step-by-step explanation:

x + y = 29, 5x +2y = 100

Answer:

30 dimes

Step-by-step explanation:

Multiply the number of coins by the fraction that are dimes to determine the number of dimes

48*5/8 =30

Answer:

a. Nominal and qualitative.

b. Ratio and quantitative.

c. Interval and quantitative.

d. Interval and quantitative.

Step-by-step explanation:

A level of measurement can be defined as a classification which is used to illustrate the attributes of the values assigned to variables. There are four (4) basic levels of measurement for a variable and these are;

1. Interval: data can be arranged in an ordering scheme and subtracting its differences is meaningful. Examples are year, temperature, time etc.

2. Ratio: data can be arranged in an ordering scheme and subtracting its differences is meaningful with respect to the value of true zero. Examples are height, price, weight, distance etc.

3. Ordinal: data can be arranged in an ordering scheme but subtracting its differences is meaningless or impossible. Examples are happy, sad etc.

4. Nominal: is characterized by data that are non-numerical, comprises of categories, labels or names and can't be arranged in an ordering scheme.

In this scenario, the level of measurement and data type are listed below;

a. End-of-year stock classification (high yield, medium yield, or low yield): the level of measurement is nominal because they are categorized. Also, the type of data is qualitative because it describes the quality of the stock and it's non-numerical in nature.

b. Length (in feet) of a roll of plastic wrap advertised to be 30 feet long: the level of measurement is a ratio because they can be arranged in order. Also, it's a quantitative data because it is numerical in nature.

c. Temperature (in degrees Celsius): the level of measurement is an interval because they can be arranged in order and the difference in value is meaningful. Also, the type of data is quantitative because it is numerical in nature.

d. Duration (in minutes) of a call to a customer support line: the level of measurement is an interval because they can be arranged in order and the difference in value is meaningful. Also, the type of data is quantitative because it is numerical in nature.

Answer:

The inverse of the function is [tex]f^{-1}(x) = \sqrt[3]{\frac{x-16}{8}}[/tex]

Step-by-step explanation:

Inverse of a function:

Suppose we have a function y = g(x). To find the inverse, we exchange the values of x and y, and then isolate y.

In this question:

[tex]y = \frac{x^3}{8} + 16[/tex]

Exchanging x and y:

[tex]x = \frac{y^3}{8} + 16[/tex]

[tex]\frac{y^3}{8} = x - 16[/tex]

[tex]y^3 = \frac{x-16}{8}[/tex]

[tex]y = \sqrt[3]{\frac{x-16}{8}}[/tex]

The inverse of the function is [tex]f^{-1}(x) = \sqrt[3]{\frac{x-16}{8}}[/tex]

Answer

Step-by-step explanation:

yes 20 feet long

The largest possible area for the play area would be 200 square feet when the width is 10 feet and the length is 20 feet. The smallest area she could have while using all 40 feet of fencing is 100 square feet.

To maximize the area of the play area, we can consider the dimensions that will allow for the largest possible rectangle. Let's denote the width of the play area as "w" (in feet) and the length as "l" (in feet).

Since one side of the play area is already taken care of by the house, we need to use the remaining 40 feet of fencing to enclose the other three sides.

We have two equal sides (width) and one side (length) that needs to be fenced.

Considering the given conditions:

The area needs to be at least 5 feet long and 5 feet wide.

The total length of the fencing is 40 feet.

Let's consider the possible scenarios:

Scenario 1: The width and length are both 5 feet.

In this case, the total length of the fencing required would be:

2 * 5 feet (width) + 5 feet (length) = 15 feet.

However, since we have 40 feet of fencing available, this scenario is not possible.

Scenario 2: The width is 10 feet, and the length is 20 feet.

In this case, the total length of the fencing required would be:

2 * 10 feet (width) + 20 feet (length) = 40 feet.

This scenario satisfies all the given conditions and uses all 40 feet of fencing. The area in this case would be:

Area = Width * Length = 10 feet * 20 feet = 200 square feet.

Therefore, the largest possible area for the play area would be 200 square feet when the width is 10 feet and the length is 20 feet.

As for the smallest area she could have while using all 40 feet of fencing, that would be when the play area is a square. Since all sides of a square are equal, the play area would be a square with sides of 10 feet each. The area in this case would be:

Area = Side * Side = 10 feet * 10 feet = 100 square feet.

So, the smallest area she could have while using all 40 feet of fencing is 100 square feet.

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