Null Hypothesis (H0): p1 - p2 = 0. Alternative Hypothesis (H1): p1 - p2 ≠ 0. Test Statistic: Z-score. 90% confidence interval: (-0.191, 0.291). Conclusion: Fail to reject H0, indicating no significant difference in population proportions.
1) Null Hypothesis (H0): There is no difference between the population proportions (p1 - p2 = 0).
Alternative Hypothesis (H1): There is a difference between the population proportions (p1 - p2 ≠ 0).
2) Test Statistic: Z-score for two independent proportions.
3) P-value or Critical Value: Z-value for a 90% confidence interval.
4) Concluding Statement: With a 90% confidence interval, we find the difference in population proportions to be between -0.191 and 0.291. Thus, we fail to reject the null hypothesis.
The complete question is:
Construct the indicated confidence interval for the difference between population proportions Assume that the samples are independent and that they have been randomly selected. Be sure to provide the (1) Null & Alternative Hypotheses, (2) Test Statistic, (3) P-value (or critical value), and (4) concluding statements. x1 = 15, n1 = 50 and x2 = 23, n2 = 60; Construct a 90% confidence interval for the difference between population proportions p1 - p2.
The graph below shows the hours students spent studying and their science test scores.
Hours Spent Studying vs. Science Test Scores
A graph has hours spent studying on the x-axis and test score on the y-axis. A line has a regression equation of y = 3.1 x + 40.5.
A student gets a score of 70 on the test. Based on the trend line in the scatter plot, how much time did the student spend studying?
3.1 hours
4.5 hours
9.5 hours
40.5 hours
Answer:
(c) 9.5 hours
Step-by-step explanation:
The equation of the trend line predicts a score based on study hours. Here, we're asked for the inverse relation: finding a number of study hours based on a given score.
Inverse relationWe can solve the equation for x in terms of y:
y = 3.1x +40.5
y -40.5 = 3.1x . . . . subtract 40.5
(y -40.5)/3.1 = x . . . . divide by the coefficient of x
This tells us the number of hours spent studying for a particular score.
ApplicationUsing y=70, we find the number of study hours to be ...
x = (70 -40.5)/3.1 = 29.5/3.1 ≈ 9.516 ≈ 9.5
The student spent about 9.5 hours studying.
What is the value of x?
(3x – 14)
x
[4(x – 9)°
Enter your answer in the box.
Next
22
pretty sure we are doing the same test
What is the value of the expression below when n equals 5.4? n - 2.5 + 4.7n
Answer:
28.28
Step-by-step explanation:
5.4-2.5+4.7(5.4)=
2.9 + 25.38=
28.28
Hope this helps!
f(x) = x + 2x2 - 4x - 3
Over the interval x = 0 to x = 2
Which function has the most x-intercepts?
Which represents the solution(s) of the equation x2 = 64?
A) x =
8
Eliminate
B) x = ±
8
C) x = −
64
D) x = ±
64
Answer:
A) x=8
Step-by-step explanation:
it can not be B because -8^2 = -64. it can't be either C or D because 64^2 = 4096 and doesn't equal 64.
Answer:
A
Step-by-step explanation:
Help please I need a quick answer
Answer:
I think its C
Step-by-step explanation:
What would the equation be? First to ACTUALLY answer will be marked brainliest!! Plz and thank you
Answer:
y = 0.50 + 8
Step-by-step explanation:
The slope is .50 and the y-intercept is 8
y-int is the initial cost before adding toppings.
slope represents the cost of each topping.
Which point is located at (2, 3)?
1 A
2 B
3 C
4 D
Hi abycflo! Please read the following :)
We know that the first coordinate location given should always be on the x-axis.
The x-axis is the line you can see that is going horizontal or sideways.
So we know that we have to line up 2 on the x-axis and we immediately know its going to be either B or C.
The y-axis is the line going up or vertically. So on the 3 for the y-axis, we found out that our answer is
C, given from the following coordinates given we can affirmatively say its C.
P.S
Have an Amazing day abycflo! I Hope this Helps and Good Luck!
~Faker/Tosrel
If the perimeter of a square is 14d+28 centimeters, what is the length, in centimeters, of each side of the square?
Answer:
Each side is (7/2d +4) cm
Step-by-step explanation:
The perimeter of a square is given by
P = 4s where s is the side length
14d +28 = 4s
Divide each side by 4
14d/4 +28/4 = 4s/4
7/2d +7 = s
Each side is (7/2d +4) cm
Please help, thanks ·ω·
Answer:B, D, E
Step-by-step explanation:
Can someone please help me
The first error was made in step 1
The correct quotient should be 31
Explanation: I sent a picture below showing how to do long divison, I was not able to do it on paper, sorry.
I hope this helps!
Need Help ASAP!!!!!!!!!!!!!!!!!!!!
The answer is is C, hope this helps
Answer:
C. 76 movies
Step-by-step explanation:
1/4 × m = 32 - 13
m/4 = 19
m = 19 × 4
m = 76 movies
can someone help me w #10 and #11
Answer:
10. Expanded vertically by 3, shifted left 2 and up 4.
11. Shifted right 6 and up 7.
Step-by-step explanation:
This sort of question involves matching patterns. You need to know what the various transformations look like, and what that means for a specific parent function.
Here are the transformations used in this problem:
f(x -a) . . . . shift f(x) to the right by "a" unitsf(x) +a . . . . shift f(x) up by "a" unitsa·f(x) . . . . . vertically scale f(x) by a factor of "a"For these problems, the parent function is f(x) = 1/x.
__
10. The multiplier of 3 in the numerator (3/x) means the function has been scaled vertically (expanded) by a factor of 3.
The replacement of x with x+2 means the function has been shifted to the right by -2 units. That is the same as shifted left 2 units.
The addition of 4 to the function value means the function has been shifted up by 4 units.
__
11. We note the numerator is still 1, so there is no vertical expansion. The replacement of x with x-6 means a right shift by 6 units. The addition of 7 to the function value means a shift up by 7 units.
Which of the following relations is a function?
A.
(2, 1), (-2, 4), (-5, 1), (2, -5)
B.
(-5, 4), (-2, 6), (-5, 3), (7, 2)
C.
(-5, 1), (-2, -5), (2, 5), (7, 1)
D.
(-5, 1), (-2, 4), (2, -5), (-2, 6)
Answer:
the answer is C
Step-by-step explanation:
Jennifer buys a block of clay for an art project. The block is shaped like a cube with edge lengths of 12 inches.
a. Jennifer uses one piece of the cube to make spheres that have a diameter of 4 inches. How many spheres can she make?
b. Jennifer wants to keep the other piece of the cube for a future project. What is the area of the newly exposed surface from the wire cut?
Answer:
Volume of block Jennifer bought:
V = side^3 = 12 x 12 x 12 = 1728 (in3)
Volume of sphere Jennifer wanted to make:
V = (4/3) x pi x radius^3 = (4/3) x pi x (4/2)^3 = 33.5 (in3)
a, The number of spheres she can make:
N = 1728/33.5 = 51.58 = ~51
b, The area of remaining clay after she made a sphere:
A = 1728 - 33.5 = 1694.5 (in3)
Hope this helps!
:)
In the diagram, line x|| line y. Find the angle measures below.
Answer:
<1 = 95
<2 =85
Step-by-step explanation:
<1 = 95
They are alternate exterior angles and alternate exterior angles are equal when the lines are parallel
<1 + <2 = 180 since they form a straight line
95+ <2 =190
Subtract 95 from each side
95-95+<2 =180-95
<2 =85
What is the removable discontinuity
A removable discontinuity is a type of discontinuity in a function where the function can be redefined at that point to make it continuous. It usually occurs when there is a hole or gap in the graph of the function.
Explanation:A removable discontinuity, also known as a removable singularity, is a type of discontinuity in a function where the function can be redefined at that point to make it continuous.
The discontinuity is 'removable' because it can be 'filled in' or 'repaired' to make the function continuous.
This usually happens when there is a hole or gap in the graph of the function.
For example, consider the function f(x) = (x - 2)(x + 1) / (x - 2).
This function has a removable discontinuity at x = 2. If we simplify the function by canceling out the (x - 2) terms, we get f(x) = x + 1.
The simplified function is continuous at x = 2, even though the original function had a hole in the graph at that point.
It is important to note that not all discontinuities are removable.
There are other types of discontinuities, such as jump discontinuities and infinite discontinuities, which cannot be repaired to make the function continuous.
y= 3x - 7
Complete the missing value in the solution to the equation.
(1, )
Answer:
(1, -4)
Step-by-step explanation:
y = 3x-7
Let x = 1
y = 3(1) -7
y = 3-7
y = -4
If AC = 20 and BC = 17 what is the radius
The radius of the circle is 10.5.
What is the Pythagorean theorem?Pythagorean theorem states that for a right triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides.
We can apply this theorem only in a right triangle.
Example:
The hypotenuse side of a triangle with the two sides as 4 cm and 3 cm.
Hypotenuse side = √(4² + 3²) = √(16 + 9) = √25 = 5 cm
We have,
AC = 20 and BC = 17
From the figure,
We apply the Pythagorean theorem.
So,
AC² = BC² + AB²
Substituting,
20² = 17² + AB²
AB² = 400 - 289
AB² = 111
Now,
Radius = AB
So,
AB = √111
AB = 10.535
Rounding to the nearest tenth.
AB = 10.5
Thus,
The radius of the circle is 10.5.
Learn more about the Pythagorean theorem here:
https://brainly.com/question/14930619
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Dean's class took a field trip to the art museum. They left school at 11:45 A.M. It took them 45 minutes to drive to the museum. They stayed at the museum for 1 hour and 30 minutes. What time was it when Dean's class left the museum?
Answer:
2:00 p.m.
Step-by-step explanation:
driving to the museum is 12:30
then they sped 1 hour and 30 minutes
Which of the following functions is equal to cos(90 - a)
A. Sec(a)
B. Tan(90 - a)
C. Csc(90 - a)
D. Sin (a)
Answer:
i think C
Step-by-step explanation:
Answer:
It's D sin(a)
Step-by-step explanation:
Bailey tossed a coin 10 times. the results were 7 heads and 3 tails. What is the best comparison between the theoretical and experimental probability of tossing heads?
Answer:
The theoretical probability is greater than the experimental probability.
The best comparison between the theoretical and experimental probability of tossing heads: The theoretical probability is equal to the experimental probability.
The theoretical probability of tossing heads can be calculated as the ratio of the number of favorable outcomes (heads) to the total number of possible outcomes (heads or tails). In a fair coin, this probability is 0.5 or 50%.
The experimental probability is determined by the outcomes observed in the experiment. In this case, Bailey observed 7 heads out of 10 tosses, which gives an experimental probability of 7/10 =0.7 or 70%.
Comparing the theoretical probability (0.5 or 50%) with the experimental probability (0.7 or 70%), we find that they are not exactly the same but quite close.
Given that the experimental probability is based on a limited number of trials (10 tosses), it may not perfectly match the theoretical probability. However, with more trials, the experimental probability tends to approach the theoretical probability.
Hence, the best comparison between the theoretical and experimental probability of tossing heads is that they are approximately equal.
Convert the angle 5 radians to degrees, rounding to the nearest 10th.
To convert 5 radians to degrees, multiply by 57.3 and round to the nearest 10th, which results in 286.5 degrees.
Explanation:To convert the angle of 5 radians to degrees, you use the conversion factor that states 1 radian equals approximately 57.3 degrees. By multiplying 5 radians by this conversion factor, you can find the equivalent measure in degrees.
Calculation is as follows:
5 radians * 57.3 degrees/radian = 286.5 degreesAfter rounding to the nearest 10th, the angle in degrees is 286.5°.
To convert radians to degrees, we use the conversion factor 1 radian = 57.3°. So, to convert 5 radians to degrees, we multiply 5 by 57.3, which gives us 286.5 degrees. Rounding to the nearest 10th, the answer is 286.5 degrees.
What is the value of x in log2 (x) – 3 = 1?
Answer:
2^2
Step-by-step explanation:
2^2-3=1
Hope this helps!
Answer:
it is 2^2
Step-by-step explanation:
i did the iready diagnostic
At a small private college, 9/20 of the students are female. If there are 2,160 female students,
how many students are male?
A. 1,188
B. 2,640
C. 2,040
D. 972
Answer:
2,640
Step-by-step explanation:
To find the number of male students at the college, calculate the total number of students, then subtract the number of female students. The correct answer is option B: 2,640.
To find out how many male students are at the small private college, first, we need to determine the total number of students.
Since 9/20 of the students are female and there are 2,160 female students, we can set up a proportion to solve for the total number of students:
Since 9/20 represents the female students, 11/20 represents the male students.
Divide the total number of female students (2,160) by 9/20 to find the total number of students, which equals 4,800.
Subtract the total number of female students from the total number of students to find the number of male students, which equals 2,640.
Therefore, the answer is option B: 2,640.
Determine if the statistical measure is used as a measure of center or a measure of variability
Measures of Center /
Measures of Variability
Range
interquartile range (IOR)
mean absolute deviation (MAD)
median
mode
mean
Answer:
you will find the answer in the “step-by-step explanation”
Step-by-step explanation:
Measures of center:
* Median.
* Mean.
* Mode
Measures of variability:
* Mean absolute deviation ( MAD ).
* Interquartile range ( IQR ).
* Range.
hope this helps
You pick a card at random. Without putting the first card back, you pick a second card at random.
(the numbers below are the cards)
6
7
8
9
What is the probability of picking a 7 and then picking a number greater than 7?
Write your answer as a fraction or whole number.
The probability of picking a 7 and then picking a number greater than 7 is 1/6.
What is probability?Probability is the likelihood of the occurrence of an event.
Sample space = {6 or 7 or 8 or 9}
So, favorable outcomes =1( we need 7)
Total outcomes = {6, 7, 8, 9} i.e. 4
So, the probability of picking a 7 in the first pick = 1/4
After the first pick, Sample space = {6 or 8 or 9}
So, favorable outcomes =2( we need 8>7 or 9>7)
Total outcomes = {6, 8, 9} i.e. 3
So, the probability of picking an 8 or 9 in the second pick = 2/3
Total probability = 1/4 * 2/3
Total probability = 1/6
Hence, the probability of picking a 7 and then picking a number greater than 7 is 1/6.
To get more about probability visit:
https://brainly.com/question/24756209
Consider the equation 2/x= 5/2x-1. Solve for x
Answer:
x=1.11651513…,−0.71651513…
Step-by-step explanation:
Answer:
-2
Step-by-step explanation:
A.P.E.X.
What the square area with side length of 3/5 units
Answer:
9/25 units^2
Step-by-step explanation:
AREA(Square) = side * side = 3/5 *3/5 = 9/25 square units
Answer: 9/25 units ^2 :)
Part B:
The high temperature this Sunday is expected to be 5 degrees warmer than the high temperature this Saturday.
Using the line c = 2t - 89, how many more cups of lemonade should Lin expect to sell on Sunday than
Answer:
Lin should expect to sell 10 cups more
Step-by-step explanation:
The line c = 2t − 89 relates the cups Lin expect to sale (c) with the high temperature of the day (t)
If high temperature on Saturday is t1, then high temperature on Sunday is (t1+5)
Cups sold on Saturday are: 2t1 − 89
Cups sold on Sunday are: 2(t1+5) − 89 = 2t1 + 10 - 89
Cups sold on Sunday - Cups sold on Saturday:
2t1 + 10 - 89 - (2t1 − 89) = 2t1 + 10 - 89 - 2t1 + 89 = 10