We have that about 50% of percentage of the students had scores between 485 and 695.
Option B is correct.
What is a Box-and-Whisker Plot?A Box-and-Whisker Plot is described as a method for graphically demonstrating the locality, spread and skewness groups of numerical data through their quartiles.
The box in the plot represents the interquartile range, therefore the percentage of students who scored between the lower quartile and the upper quartile of the distribution, are those between the edges of the box.
We take a look at the percentile ranks associated with those scores. and find the estimate of percentile ranks by drawing a horizontal line at the score values and then reading the corresponding percentile ranks off the y-axis.
With reference from the plot, a score of 485 appears to be at or below the 50th percentile, while a score of 695 appears to be around the 100th percentile.
We then have that the percentage of students with scores between 485 and 695 is likely to be between 100% - 50% = 50%.
The interquartile range represents the middle 50% of the data and the box covers this range.
Learn more about Box-and-Whisker Plot at: https://brainly.com/question/27849170
#SPJ1
the level of significance in the computation of the f statistic has been chosen. what is the next step?
After choosing the level of significance in the computation of the F statistic, the next step is to compute the obtained value Option C
In statistics, hypothesis testing is a fundamental tool for making decisions about a population based on sample data. When performing a hypothesis test, we begin by stating our research hypotheses, which are statements about the population that we are interested in. We then collect data and use statistical methods to evaluate the evidence for or against these hypotheses.
One common type of hypothesis test involves comparing two population means using an F-test. The F-test involves calculating an F statistic, which is the ratio of two sample variances. We begin this process by setting the level of significance, which is the probability of making a Type I error rejecting the null hypothesis when it is actually true.
After choosing the level of significance, the next step is to compute the obtained value of the F statistic using the sample data. This involves calculating the sample variances and substituting them into the formula for the F statistic.
Once we have the obtained value of the F statistic, we can compare it to the critical value from an F-distribution table. This critical value depends on the degrees of freedom for the numerator and denominator of the F statistic, which in turn depend on the sample sizes and the number of groups being compared. If the obtained value of the F statistic is greater than the critical value, we reject the null hypothesis and conclude that there is evidence to support our alternative hypothesis. Otherwise, we fail to reject the null hypothesis.
It's important to note that stating our research hypotheses is a critical first step in this process. The null hypothesis is the default position that we are trying to disprove with our data. The alternative hypothesis is the statement that we hope to support with our data. By stating these hypotheses upfront, we can make our statistical analysis more focused and avoid the pitfalls of data dredging or cherry-picking.
In summary, after choosing the level of significance in the computation of the F statistic, the next step is to compute the obtained value and compare it to the critical value.
To know more about Hypothesis here
https://brainly.com/question/29576929
#SPJ4
Complete Question
What is the next step after choosing the level of significance in the computation of the F statistic?
a. setting the level of risk
b. selecting the appropriate test
c. computing the obtained value
d. stating research hypotheses
what are the cmy values for red? question 18 options: (0%, 100%, 100%) (100%, 0%, 100%) (100%, 100%, 0%) (100%, 0%, 0%) none of the above
The cmy values for red are (0%, 100%, 100%). This means that there is no cyan present, but there is 100% magenta and 100% yellow present to create the color red.
Cyan, Magenta, and Yellow, the three primary colours used in subtractive colour mixing, are abbreviated as cmy values. A value between 0 and 100 is used to represent each colour and denote the proportion of that colour in a given colour mixing.
It is important to note that values like these are used in color printing to determine the amounts of cyan, magenta, and yellow inks needed to create a certain color. These values reflect the values of a subtractive color model, where colors are created by subtracting light from white.
Learn more about cmy values here:
https://brainly.com/question/30908442
#SPJ11
find the radius of convergence, r, of the series. [infinity] n = 2 (x 2)n 2n ln(n) r = find the interval, i, of convergence of the series. (enter your answer using interval notation.) i =
We can use the ratio test to find the radius of convergence of the series. Therefore, the interval of convergence is i = (-∞, ∞).
lim |(x^2)^(n+1) * 2(n+1) ln(n+1) / ((x^2)^n * 2n ln(n))|
n->inf
= lim |x^2 * 2(n+1) ln(n+1) / (2n ln(n))|
n->inf
= |x^2| * lim [(n+1) ln(n+1) / n ln(n)]
n->inf
= |x^2| * lim [1 + 1/n * ln(1+1/n) / ln(n)]
n->inf
= |x^2|
So, the series converges absolutely for |x^2| < ∞, which means the radius of convergence is r = ∞.
To find the interval of convergence, we need to check the endpoints x = ±∞.
When x = ±∞, the terms of the series do not converge to zero, so the series diverges.
Therefore, the interval of convergence is i = (-∞, ∞).
Visit here to learn more about radius of convergence:
brainly.com/question/31789859
#SPJ11
what is the probability of pulling a queen or a black 3 out of a standard deck of cards?
Answer:
3/26
Step-by-step explanation:
there are 52 cards in a standard deck
There are 4 queens.
there are two black 3 cards.
So 6 cards out of 52 are either a queen or a black 3.
So 6/52 = 3/26
Orthogonally diagonalize the matrix by finding an orthogonal matrix Q and a diagonal matrix D such that QTAQ = D. (Enter each matrix in the form [[row 1]. [row 2),...), where each row is a comma-separated list.) A-li :) (0,0) = ([50],[0 7][11],[ -1,1]
We can verify that QTAQ = D, which shows that A has been orthogonally diagonalized.
To orthogonally diagonalize the matrix A, we need to find the eigenvectors and eigenvalues of A. The eigenvalues are the solutions to the characteristic equation det(A-λI) = 0, where I is the identity matrix and det denotes the determinant. Once we have the eigenvalues, we can find the eigenvectors by solving the equation (A-λI)x = 0, where x is the eigenvector.
Using these methods, we find that the eigenvalues of A are λ1 = 50 and λ2 = 7. The eigenvectors corresponding to λ1 and λ2 are [1, 11] and [-1, 1], respectively.
To orthogonalize the matrix, we normalize the eigenvectors to length 1 and form the matrix Q by taking them as columns. Thus, Q = [[1/√122, -1/√2], [11/√122, 1/√2]]. The diagonal matrix D is formed by placing the eigenvalues on the diagonal, i.e. D = [[50, 0], [0, 7]].
Finally, we can verify that QTAQ = D, which shows that A has been orthogonally diagonalized.
to learn more about orthogonally diagonalized click here:
brainly.com/question/13161659
#SPJ11
Design your own real-world scenario involving a geometric figure and its transformations. Model the pre-image and image on a coordinate plane. In your final answer, include the real-world scenario, written in complete sentences, the transformations that map the pre-image onto its image, and all calculations involved for the equations of the corresponding lines or the coordinates for the corresponding vertices. Also, please include a sketch of the pre-image and the image.
Real-world Scenario: Building Renovation
Pre-Image: A rectangular building with vertices (0, 0), (0, 4), (6, 4), and (6, 0).
Transformation 1: Rotation of 90 degrees counterclockwise about the origin.
Image: A rotated building with vertices (0, 0), (-4, 0), (-4, 6), and (0, 6).
Transformation 2: Translation 3 units to the right and 2 units upward.
Final Image: The renovated building located at (3, 2), (-1, 2), (-1, 8), and (3, 8).
Real-world Scenario: Garden Design
In this scenario, let's consider a garden design project. The pre-image represents the initial layout of the garden, and the image represents the final design after undergoing certain transformations. The garden is represented on a coordinate plane, with the x-axis representing the horizontal distance and the y-axis representing the vertical distance.
Pre-Image Description:
The pre-image consists of a square-shaped garden with its bottom-left vertex located at (0, 0) and its top-right vertex located at (4, 4). The sides of the square are parallel to the axes.
Pre-Image Sketch:
Transformation 1: Translation
To create an interesting design, the garden needs to be moved 2 units to the right and 3 units upwards. This can be achieved through a translation.
Translation Equation:
x' = x + 2
y' = y + 3
Transformation 1 Calculation:
For the pre-image coordinates, applying the translation equations, we have:
New bottom-left vertex: (0 + 2, 0 + 3) = (2, 3)
New top-right vertex: (4 + 2, 4 + 3) = (6, 7)
Image Description:
The image represents the garden after the translation. The square-shaped garden has been shifted 2 units to the right and 3 units upwards.
Image Sketch:
Transformation 2: Reflection
To further enhance the design, a reflection is applied to the image. The reflection is performed over the x-axis.
Reflection Equation:
x' = x
y' = -y
Transformation 2 Calculation:
Applying the reflection equations to the translated coordinates, we have:
New bottom-left vertex: (2, -3)
New top-right vertex: (6, -7)
Image Description:
The image represents the garden after the translation and reflection. The square-shaped garden has been shifted 2 units to the right and 3 units upwards, and then reflected over the x-axis.
Image Sketch:
In summary, we started with a square-shaped garden in the pre-image, located at (0, 0) and (4, 4). We applied a translation of 2 units to the right and 3 units upwards, resulting in a new position of (2, 3) and (6, 7). Then, we reflected the translated garden over the x-axis, resulting in a final design with coordinates (2, -3) and (6, -7). The final image represents the transformed garden layout.
for such more question on Garden Design
https://brainly.com/question/17335144
#SPJ11
The perimeter of a rhombus ABCD is 40 cm . Find the area of rhombus of its diagonals BD measures 12 cm.
Answer:
156cm area of rhombus and 144cm for its diagonal
Step-by-step explanation:
Hope this helps
a student is taking a 3 question multiple choice quiz. each question has 4 options. first, determine the number of possible answer responses.what is the probability that a student completely guesses on every question on the quiz and makes a perfect score of a 100%?
The probability that a student completely guesses on every question and makes a perfect score of a 100% is 1/64 or approximately 0.0156 or 1.56%.
What is probability?
Probability is a measure of the likelihood of an event occurring. It is a number between 0 and 1, where 0 means the event is impossible and 1 means the event is certain to happen.
The number of possible answer responses for each question is 4, since there are 4 options.
The number of possible answer responses for all 3 questions can be found by multiplying the number of possible answer responses for each question. Therefore, the total number of possible answer responses for the quiz is 4 x 4 x 4 = 64.
If the student completely guesses on every question, there is a 1 in 4 chance (or a 25% chance) of getting each question correct. Since there are 3 questions, the probability of getting all 3 questions correct is (1/4) x (1/4) x (1/4) = 1/64.
Therefore, the probability that a student completely guesses on every question and makes a perfect score of a 100% is 1/64 or approximately 0.0156 or 1.56%.
To learn more about probability from the given link:
https://brainly.com/question/30034780
#SPJ4
Suppose that f ( x , y ) = 5 x 2 y 2 4 x 2 10 y 2 then find the discriminant of f
The discriminant of the function [tex]f(x,y)[/tex] cannot be defined, as it does not have any quadratic terms. However, we can compute the Hessian matrix of [tex]f(x,y)[/tex], which can be used to analyze the critical points and extrema of the function.
The discriminant of a function [tex]f(x,y)[/tex] is typically defined as the expression [tex]B^2 - 4AC[/tex], where A, B, and C are coefficients of the quadratic terms in the function. However, in this case, the function [tex]f(x,y)[/tex] does not have any quadratic terms, so it is not clear how to define the discriminant.
If you meant to ask for the Hessian matrix of f, which is a square matrix of second-order partial derivatives of f, then we can compute it as follows:
[tex]f(x,y) = \frac{5x^2 y^2}{4x^2 + 10y^2}[/tex]
Taking partial derivatives with respect to x and y, we get:
[tex]f(x,y) = \frac{25xy^2}{2(2x^2+5y^2)^2}[/tex]
[tex]$f(x,y) = \frac{25yx^2}{2(5x^2+2y^2)^2}$[/tex]
Taking partial derivatives of these functions with respect to x and y again, we get:
[tex]$f_{xx}(x,y) = \frac{25y(15y^2-8x^2)}{2(2x^2+5y^2)^3}$[/tex]
[tex]$f_{yy}(x,y) = \frac{25x(15x^2-8y^2)}{2(5x^2+2y^2)^3}$[/tex]
[tex]$f_{xy}(x,y) = \frac{25xy(20x^2-20y^2)}{2(2x^2+5y^2)^2(5x^2+2y^2)^2}$[/tex]
The Hessian matrix of [tex]f(x,y)[/tex] is then:
[tex]$H_f(x,y) = \left| \begin{matrix} f_{xx}(x,y) & f_{xy}(x,y) \ f_{xy}(x,y) & f_{yy}(x,y) \end{matrix} \right|$[/tex]
[tex]$\mathbf{Hf}(x,y) = \begin{pmatrix}\frac{25y(15y^2-8x^2)}{2(2x^2+5y^2)^3} & \frac{25xy(20x^2-20y^2)}{2(2x^2+5y^2)^2(5x^2+2y^2)^2} \\frac{25xy(20x^2-20y^2)}{2(2x^2+5y^2)^2(5x^2+2y^2)^2} & \frac{25x(15x^2-8y^2)}{2(5x^2+2y^2)^3}\end{pmatrix}$[/tex]
[tex]$\left| \frac{25xy(20x^2-20y^2)}{2(2x^2+5y^2)^2(5x^2+2y^2)^2} \cdot \frac{25x(15x^2-8y^2)}{2(5x^2+2y^2)^3} \right|$[/tex]
Simplifying this expression is possible, but it is quite lengthy and not particularly insightful. Instead, we can make some observations about the Hessian matrix:
The Hessian matrix is symmetric, since [tex]fxy(x,y) = fyx(x,y)[/tex]
The Hessian matrix is continuous and has continuous first-order partial derivatives everywhere, except at the origin (0,0), where the denominator of the expression for f is zero.
Therefore, we can conclude that the discriminant of [tex]f(x,y)[/tex] does not exist at the origin, since the Hessian matrix is not defined there. Outside of the origin, the Hessian matrix is well-defined and can be used to analyze the critical points and extrema of the function [tex]f(x,y)[/tex].
To learn more about Hessian matrix
https://brainly.com/question/31850779
#SPJ4
Which expression is equivalent to 86x²y³ ?
A 86√√√√y²
B86√√³
C√86x √y²
D √86x√y³
The expression that is equivalent to 86x²y³ is √86x√y³. Option D.
Simplification of expressionThe expression 86x²y³ means multiplying the terms 86, x squared (x²), and y cubed (y³) together.
To simplify this expression using the square root notation, we can break it down as follows:
First, we can take the square root of 86x. This is represented as √(86x). It means finding the value that, when squared, gives us 86x.Next, we can take the square root of y³. This is represented as √(y³). It means finding the value that, when squared, gives us y cubed.So, combining both parts, the equivalent expression becomes √(86x)√(y³). This represents taking the square root of 86x and multiplying it by the square root of y³.
Therefore, the correct option that represents 86x²y³ is √(86x)√(y³).
More on simplification can be found here: https://brainly.com/question/23509407
#SPJ9
Divide.
38 by 733 and remainder please
Enter your answer by filling in the boxes.
Answer:
Step-by-step explanation:
The quotient (integer division) of 733/38 equals 19; the remainder (“left over”) is 11. 733 is the dividend, and 38 is the divisor.
2/5 of shape a is shaded. 5/8 of shape b is shaded. What fraction of shape b is shaded
Answer:
Unclear
Step-by-step explanation:
The question is not clear. Are you asking for the unshaded fraction of b? If yes, then answer is 3/8. You subtract the shaded portion from the total fraction
every student at a certain college is assigned to a dorm room. does this imply that there is a one-to-one correspondence between dorm rooms and students?.
This does not imply that there is a one-to-one correspondence between dorm rooms and students.
A one-to-one correspondence between sets A and B if pairing of each object in A with one and only one object in B, and also another statement is when we counting one- to - one or like counting, one, two, three and so on.
In the question says that : Each and Every student assigned per room then we would be able to guarantee that there is a one-to-one correspondence between dorm rooms and students.
However, the possibility that two students could be assigned per one room, there is no way to imply that there is a guaranteed one-to-one correspondence between dorm rooms and students. It is follows only one student assign one room it is able to guarantee a one-to-one correspondence between dorm rooms and students.
Learn more about College dorm at:
https://brainly.com/question/31780574
#SPJ4
what is the probability that both events will occur? PLEASE ANSWER QUICKLY!!
The probability for events A and B will be 5/18.
Two dice are tossed.
Event A: The first die is a 5 or 6
Event B: The second die is not a 1
Its fundamental concept is that someone will nearly surely occur. The proportion of positive events in comparison to the total of occurrences. Then the probability is given as,
P = (Favorable event) / (Total event)
The probability for event A is calculated as,
P(A) = 2/6
P(A) = 1/3
The probability for event B is calculated as,
P(B) = 5/6
The probability for events A and B is calculated as,
P(A and B) = P(A) x P(B)
P(A and B) = 1/3 x 5/6
P(A and B) = 5/18
More about the probability link is given below.
https://brainly.com/question/795909
#SPJ1
There are 8 balls in a bag.
3 are red 5 are bule.
2 balls are taken out without being replaced. Work out the probability that there are 2 red balls in the bag
Answer: 6
Step-by-step explanation:
the reason why is because all you got to do is subtract and then you get the answer step 1: forget what color they are step 2: add 5+3=8 then from 8 subtract 2 and the answer is 7 your welcome.
suppose a research report states that the result of a between-subjects one-way anova is f(1,26) = 4.12. assuming equal sample sizes across conditions, how many participants were in each condition?
There were 14 participants in each condition in the study, with a total sample size of 28. To determine the number of participants in each condition, we need to look at the degrees of freedom in the one-way ANOVA output.
In this case, the degrees of freedom for the numerator is 1 and the degrees of freedom for the denominator is 26. Since the ANOVA assumes equal sample sizes across conditions, we can calculate the total number of participants by multiplying the sample size by the number of conditions. Using the formula for degrees of freedom, we can calculate the sample size for each condition as follows:
df_between = k - 1
df_within = N - k
Where k is the number of conditions and N is the total number of participants.
In this case, df_between = 1 and df_within = 26. Thus,
1 = k - 1
k = 2
Substituting k = 2 into the df_within equation, we get:
26 = N - 2
N = 28
So, the total number of participants across both conditions is 28. Since we assume equal sample sizes, each condition has 14 participants. Therefore, the number of participants in each condition is 28 / 2 = 14.Therefore, we can conclude that there were 14 participants in each condition in the study, with a total sample size of 28. In summary, given the one-way ANOVA output and assuming equal sample sizes across conditions, we can use the formula for degrees of freedom to calculate the sample size for each condition and determine that there were 14 participants in each condition in the study.
Learn more about sample size here
https://brainly.com/question/30885988
#SPJ11
Monica wants to open a savings account with a deposit of $3,000. Monica will not make any additional deposits or withdrawals after she opens the account. Her bank offers two different savings accounts.
Account X pays 2.1% simple annual interest.
Account Y pays 2.4% interest compounded annually.
Use the drop-down boxes to complete the true statement.
After one year, Monica will have more money in Account Y than in Account X.
Monica has the option to choose between two savings accounts at her bank: Account X, which pays a simple annual interest rate of 2.1%, and Account Y, which pays a higher interest rate of 2.4% compounded annually. The difference between simple and compound interest is that simple interest is calculated based on the principal amount only, while compound interest is calculated based on both the principal and the interest earned in previous periods.
Assuming that Monica does not make any additional deposits or withdrawals after opening the account, she will earn more money with Account Y after one year than with Account X. This is because the interest earned with Account Y will compound annually, leading to a higher total amount of interest earned over time. On the other hand, with Account X, Monica will earn a simple interest rate of 2.1% on her initial deposit of $3,000, resulting in a lower total amount of interest earned. Therefore, choosing Account Y would be the more profitable option for Monica.
for such more question on interest rate
https://brainly.com/question/29451175
#SPJ11
True False: ANOVA, Part II. Determine if the following statements are true or false, and explain your reasoning for statements you identify as false. If the null hypothesis that the means of four groups are all the same is rejected using ANOVA at a 5% significance level, then (a) we can then conclude that all the means are different from one another. (b) the standardized variability between groups is higher than the standardized variability within groups. (c) the pairwise analysis wi identify at least one pair of means that are significantly different. (d) the appropriate o to be used in pairwise comparisons is 0.05 /4 0.0125 since there are four groups.
(a) False. If the null hypothesis is rejected using ANOVA, it means that there is significant evidence to suggest that at least one of the means is different from the others.
However, it does not necessarily mean that all the means are different from one another. Additional tests such as pairwise comparisons are needed to determine which specific means are significantly different from one another.
(b) True. When ANOVA is used, the F-statistic is calculated by dividing the variability between groups by the variability within groups. Therefore, if the null hypothesis is rejected, it means that the variability between groups is higher than the variability within groups.
(c) True. Pairwise comparisons are used to determine which specific means are significantly different from one another. If the null hypothesis is rejected using ANOVA, then pairwise comparisons will identify at least one pair of means that are significantly different.
(d) True. When conducting pairwise comparisons, it is important to adjust the significance level to account for the multiple comparisons being made. In this case, there are four groups, so the appropriate level of significance is 0.05/4 = 0.0125. This helps to control the overall type I error rate.
Learn more about null hypothesis here:
https://brainly.com/question/28920252
#SPJ11
Find the volume of the cylinder. Round your answer to the nearest hundredth.
3 ft
10.2 ft
The volume is about cubic feet.
Answer:
288.4
Step-by-step explanation:
V=πr^2h=π·3^2·10.2≈288.39821
what angle (in degrees) corresponds to 6 rotations around the unit circle?
Answer:
Six rotations around the unit circle correspond to 2160 °.
Step-by-step explanation:
We know that One rotation around a circle is equal to 360 degrees :
i.e. 1 rotation = 360 ° ........(i)
Hence, 6 rotations = ( 6 × 360 ° )
So for 6 rotations, we have 2160 °.
Read more about angles in circle,
https://brainly.com/question/8841969
find the critical value, tc for c = 0.99 and n = 10A) 3.169 B) 3.250 C)1.833 D) 2.262
The answer is B) 3.250. It is important to note that the critical value depends on the level of significance (c) and the degrees of freedom (n-1).
To find the critical value, tc, for c = 0.99 and n = 10, we need to use the t-distribution table. Since we are dealing with a two-tailed test, we need to find the value that splits the distribution into two parts, each with an area of 0.005 (0.99/2 = 0.495, and 1 - 0.495 = 0.005). Looking at the table, we can see that for 9 degrees of freedom (n-1) and a probability of 0.005, the critical value is 3.250. Therefore, the answer is B) 3.250. It is important to note that the critical value depends on the level of significance (c) and the degrees of freedom (n-1). As the level of significance increases, the critical value increases as well. Similarly, as the degrees of freedom increase, the critical value decreases.
Learn more about critical value here:
https://brainly.com/question/30168469
#SPJ11
5. what is the probability that a randomly selected person is not a student or slept less than an average of 6 hours a night?
The probability that a randomly selected person is not a student or slept less than an average of 6 hours a night can be calculated as 2/10 or 20%, based on the given data.
To calculate the probability that a randomly selected person is not a student or slept less than an average of 6 hours a night, we need to consider the given data:
- Average number of hours slept per night:
- Students who slept less than or equal to 6 hours: 0
- Non-students who slept less than or equal to 6 hours: 2
- Average number of hours slept per night:
- Students who slept greater than 6 hours: 5
- Non-students who slept greater than 6 hours: 3
To find the probability, we need to determine the number of individuals who meet the given criteria and divide it by the total number of individuals.
A number of individuals who are not students and slept less than or equal to 6 hours: 2 (non-students: 2).
Total number of individuals who are either students or non-students: 5 (students: 5) + 5 (non-students: 5) = 10.
Therefore, the probability can be calculated as 2/10 or 1/5, which is equal to 0.2 or 20%. This means that there is a 20% chance that a randomly selected person is not a student or slept less than an average of 6 hours a night based on the given data.
To learn more about probability click here: brainly.com/question/30881224
#SPJ11
What is the probability that a randomly selected person is not a student or slept less than an average of 6 hours a night?
PLEASE HELP ILL MARK BRAINEST!! THANK YOU!
The length of the hypotenuse is 30 units.
The missing length is m = 5.
7.
As per the shown figure, we have
Perpendicular = 15√3
Angle = 60°
We have to determine the length of the hypotenuse.
Using the sine ratio, we can write:
sinθ = Perpendicular / Hypotenuse
Substitute the values in the above formula:
sin60° = 15√3 / Hypotenuse
Hypotenuse = 15√3 / sin60°
Hypotenuse = 15√3 /√3/2
Hypotenuse = 30 units
8.
Using the sine ratio, we can write:
sinθ = P / H
Substitute the values in the above formula:
sin45° = m / 5√2
1/√2 = m / 5√2
m = 5√2/√2
m = 5
Learn more about the trigonometric ratio here:
https://brainly.com/question/31662214
#SPJ1
PLEASE HELP
If , find the following unknowns about the circle. Round all answers to the nearest tenth.
The diameter, circumference, and area of the circle will be 22.4 units, 70.336 units, and 393.88 square units, respectively.
Given that:
Radius, r = 11.2 units
The diameter of the circle is calculated as,
d = 2r
d = 2 x 11.2
d = 22.4 units
The area of the circle will be given as,
A = πr²
A = 3.14 x 11.2²
A = 393.88 square units
The circumference of the circle will be given as,
C = 2πr
C = 2 x 3.14 x 11.2
C = 70.336 units
More about the circumference and area of a circle link is given below.
https://brainly.com/question/16125353
#SPJ1
←
Solve the quadratic equation by using a numeric approach.
0.04,2+1.1x-2-0
a.
x = 1.7 and x = -29.2
b. x= 3.7 and x = 29.2
c.
d.
Please select the best answer from the choices provided
B
x = 2.3 and x = -22.2
x = 1.9 and x = -22.2
The solution of the quadratic equations are,
x = 1.75
x = 29.25
We have to given that;
The quadratic equation is,
0.04x² + 1.1x - 2 = 0
Now, We can solve by quadratic formula as;
0.04x² + 1.1x - 2 = 0
x = - (1.1) ± √(1.1)² - 4×0.04×- 2) / 2×0.04
x = (- 1.1 ± √1.21 + 0.32) / 0.08
x = (- 1.1 ± √1.53) / 0.08
x = (- 1.1 ± 1.24) / 0.08
x = (- 1.1 + 1.24) / 0.08
x = 1.75
x = (- 1.1 - 1.24) / 0.08
x = - 2.34 / 0.08
x = 29.25
Thus, The solution of the quadratic equations are,
x = 1.75
x = 29.25
Learn more about the quadratic equation visit:
brainly.com/question/1214333
#SPJ1
What is the midpoint of a line segment with
endpoints (0, -6) and (-8, 0)?
A) (4,3)
B) (-4,3)
C) (-4,-3)
D) (4, -3)
a basket of fruits contains 5 apples and 3 pears. sharon took two fruits at random. what is the probability that both fruits are apples?
The probability that both fruits are apples is 5/14.
We have,
There are 8 fruits in the basket, and 5 of them are apples.
When Sharon takes the first fruit, she has a 5/8 chance of getting an apple.
When Sharon takes the second fruit, there are only 4 fruits left in the basket, and 4 of them are apples.
So the probability of getting another apple is 4/7.
To find the probability of both events happening (i.e. getting two apples in a row), we multiply the probabilities:
P(getting two apples) = (5/8) x (4/7) = 20/56 = 5/14
Therefore,
The probability that both fruits are apples is 5/14.
Learn more about probability here:
https://brainly.com/question/14099682
#SPJ1
in a two-player game in which each player has four available strategies, how many outcomes can there be?
The total number of possible outcomes in this two-player game is 12 Option C
Game theory is a branch of mathematics that studies decision-making in situations where multiple players are involved.
In this particular game, one player has four available strategies,
1 x 4 = 4
While the other player has three available strategies
1 x 3 = 3,
This problem can be solved by using Unitary Method. To determine the total number of possible outcomes, we need to consider all the possible combinations of strategies that each player can use. We can do this by multiplying the number of strategies available to each player.
4 x 3 = 12
Using the multiplication rule, the total number of outcomes is equal to the product of the number of strategies available to each player. Therefore, the number of outcomes in this game is 12.
This means that there are twelve possible outcomes when the two players choose their strategies independently. Each outcome represents a different combination of strategies chosen by both players.
The total number of possible outcomes in this two-player game is 12, Option C which is equal to the product of the number of strategies available to each player.
To know more about Unitary method here
https://brainly.com/question/28276953
#SPJ4
Complete Question
In a two-player game in which one player has four available strategies and the other player has three available strategies, how many outcomes can there be?
A. 8
B. 10
C. 12
D. 16
E. 64
fourier series are not as useful as the familiar taylor series in calculus because many it lacks the ability to handle discontinuities. True/False
Therefore, False. Fourier series are still very useful in many applications, despite their difficulty handling discontinuities.
False. While it is true that Fourier series have difficulty handling discontinuities, they are still extremely useful in many applications, particularly in the field of signal processing. The Taylor series, on the other hand, is primarily used for approximating functions near a specific point. Therefore, both series have their own unique strengths and weaknesses, and their usefulness depends on the specific context and application.
Therefore, False. Fourier series are still very useful in many applications, despite their difficulty handling discontinuities.
To know more about statement visit :
https://brainly.com/question/27839142
#SPJ11
Choose the word or phrase that best answers each question from the drop-down menus.
Why did the ancient Egyptians build dams?
Why did the ancient Egyptians build dlkes? (A dlke is a barrier used to regulate or hold back water from a river, lake, or even the ocean. In geology, a dlke is a large slab of rock ...)
Why did the ancient Egyptians dig channels and canals?
Why did the ancient Egyptians build shadufs and water wheels?
The ancient Egyptians built dams to control the annual flooding of the Nile River, which was essential for their agriculture.
The ancient Egyptians built di-kes for several reasons, primarily to control the flooding of the Nile River.
The ancient Egyptians dug channels and canals to redirect water from the Nile River to areas where it was needed for irrigation.
Water wheels were used to lift water from the canals and channels to the fields.
How to explain the informationThe ancient Egyptians dug channels and canals to help distribute water from the Nile to other areas that were not directly affected by the river.
The ancient Egyptians built shadufs and water wheels to help lift and move water from the Nile to other areas. water wheels were more complex devices that used the power of the river's flow to lift and move water.
These machines were crucial for irrigation and helped to make the most of the limited water resources available to the ancient Egyptians.
Learn more about Egyptian on
https://brainly.com/question/20262049
#SPJ1
Answer:
The answers are...
to limit flooding
to store water
to bring water to their crops
to lift water from the river
Step-by-step explanation: