Are the ratios 1:2 and 4:7 equivalent?

The population at time n=9 is approximately 11.95. The term "population" refers to the entire set of individuals, objects, or events that are of interest to a researcher or analyst.

Based on the given information, we have:

Initial population (P0) = 10

Growth rate (r) = 0.2

To find an explicit formula for Pn, we can use the formula for exponential growth:

Pn = P0 * (1 + r)^n

Substituting the given values:

Pn = 10 * (1 + 0.2)^n

Simplifying the formula, we have:

Pn = 10 * 1.2^n

Using this formula, we can find P9:

P9 = 10 * 1.2^9 ≈ 11.95

Therefore, the population at time n=9 is approximately 11.95.

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Answer:

JK < KI < IJ

Step-by-step explanation:

The length of the side of a rectangle corresponds with the size of the angle opposite it.

m<K = 180 - (50 + 44) (sum of triangle)

m<K = 86°

IJ is opposite m<K = 86°

JK is opposite to m<1 = 44°

KI is opposite to m<J = 50°

The bigger the measure of an angle, the larger the side opposite it.

Therefore, form least to greatest, the side lengths of the triangle cam be ordered as follows:

JK < KI < IJ

Answer:

131.92ft²

Step-by-step explanation:

okay, so we have to find the area of both circles, and the circumference then multiply that with the height, it's confusing, so:

3² x 3.14 = 28.26 x 2 = 56.52 so that the area of the bases

3 x 2 x 3.14 = 18.85 x 4 = 75.4

75.4 + 56.52 = 131.92

So the surface area of the cylinder is 131.92ft²

well, the triangle is an isosceles with twin sides, and so twin sides stemming from a common vertex will make twin angles on the other sides, the heck all that means?

well, it means that the twin sides of BC and BD make twin angles at C and D, so

[tex]6x-9~~ = ~~3x+24\implies 3x-9=24\implies 3x=33 \\\\\\ x=\cfrac{33}{3} \implies x=11 \\\\[-0.35em] ~\dotfill\\\\ \underset{ C }{\stackrel{ 6(11)-9 }{\text{\LARGE 57}^o}}\hspace{5em}\underset{ D }{\stackrel{ 3(11)+24 }{\text{\LARGE 57}^o}}\hspace{5em}\underset{ B }{\text{\LARGE 66}^o}[/tex]

There is a significance at the level 0.01.

We can use a two-sample t-test for this purpose.

A two-sample t-test is used to examine whether two data samples have a mean difference that is statistically significant.The null hypothesis for this test is that there is no significant difference between the mean systolic blood pressure of those adolescents classified as having low sleep efficiency and that of other adolescents.

Hence, H0: μ1 = μ2

where μ1 is the mean systolic blood pressure of those adolescents classified as having low sleep efficiency and μ2 is the mean systolic blood pressure of other adolescents.

The alternative hypothesis is that there is a significant difference between the two means:

H1: μ1 ≠ μ2

The level of significance (α) is 0.01, so the critical value of t can be found using a t-distribution table with 254 degrees of freedom (n1+n2-2=254).

The critical value at a 0.01 level of significance is ±2.576.

From the question, we know that the mean difference between the two groups is 5.6 mm Hg and the standard deviation of this difference is 1.8 mm Hg.

Therefore, the t-statistic can be calculated as:

t = (5.6 - 0) / (1.8 / sqrt(256))

= 56 / 1.8 = 31.11

Since the calculated t-statistic (31.11) is greater than the critical value (±2.576), we reject the null hypothesis.

Thus, we can conclude that there is a significant difference in systolic blood pressure between the two groups at the 0.01 level of significance.

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There are 35 unique approaches to choosing 4 individuals for a board.

Given a gathering of understudies: G = {Allen, Brenda, Chad, Dorothy, Eric, Frances, Gale}, the undertaking is to count the quantity of various approaches to picking 4 individuals for a panel with the suspicion that nobody can hold more than one office and that every individual is to stand firm on an alternate foothold on the council. There are two primary sorts of mix: With and without repetition, the case here is without repetition, as shown by the formulae "C(n, r)."

The following formula calculates the number of Probability selection options for r items from a set of n items: C(n, r) = n!/(n - r)!r!Where n is the quantity of things in the set, and r is the quantity of things to be chosen from the set. Applying the recipe to the above issue: The group consists of seven students, and we want to select four for the committee. C(7, 4) = 7!/(7 - 4)!4! = (7 × 6 × 5 × 4)/(3 × 2 × 1 × 4) = 35. Answer: 35. Subsequently, there are 35 unique approaches to choosing 4 individuals for a board.

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Answer:

Wait So...

Step-by-step explanation:

What Kind of Math is this?

Answer:

the answer is 1-1, 1-2, 1-3, 1-4

Step-by-step explanation:

Answer:

Step-by-step explanation:

"quaratic" should be "quadratic."

The coefficients of this quadratic are 4, 2 and -1.  Thus, the discriminant is

b^2 - 4ac, or here, 4 - 4(4)(-1) = 20

Since the discriminant is positive, our quadratic has two real, different roots.

                                -2 ± (√4)(√5)

The roots are:  x = ---------------------

                                       2(4)

                                    -1 ± √5

This reduces to   x = ---------------

                                           8

Answer:

B is the answer

because if you observe very well the angles look similar in a way when you turn it the other way round ...

Answer:

It would be 4 quarts.

Step-by-step explanation:

The answer is 2 quarts

Answer:

x=12 and y=6

Step-by-step explanation:

because the angle are same and equal

The value of x is 12 and y is 6.

Similar figures mean when two figures are of the same shape but are of different sizes. In other words, two figures are called similar when they both have a lot of the same properties but still may not be identical. For example, the sun and moon might appear the same size but they are actually different in size. However, we are similar figures since both the figures are circular in nature.

Two triangles will be similar if the angles are equal (corresponding angles) and sides are in the same ratio or proportion(corresponding sides). Similar triangles may have different individual lengths of the sides of triangles but their angles must be equal and their corresponding ratio of the length of the sides or scale factor must be the same. If two triangles are similar that means,

As per the situation we have given that

The similarity in figures show that the angles are equal.

Also, the corresponding sides are also equal.

Hence, the value of x is 12 and y is 6.

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Therefore, we conclude that there is evidence to support the claim that the return rate is less than 20%. Hence, option D03 Hp02 OLM is the correct answer.

According to the given problem, an internet survey was e-mailed to 6960 subjects randomly selected from an online group involved with cars. The return rate of the survey was 1305.Use the Pusle method and use the romal distribution as an approximation to the binomial distribution to test the claim that the return rate is less than 20% at 0.01 significance level. We are to set the null and alternative hypotheses. The null hypothesis is the claim that we are testing against. The alternative hypothesis is what we conclude when we reject the null hypothesis.We can state the null hypothesis as;H0: p >= 0.20The alternative hypothesis is;Ha: p < 0.20Where p is the population proportion.Now, we calculate the test statistic using the Pusle method, which is given by;P = (1305/6960) = 0.18804q = 1 - p = 0.81196n = 6960The standard deviation can be calculated using the formula;σ = sqrt (n * p * q)σ = sqrt (6960 * 0.18804 * 0.81196)σ = 23.43Now, we calculate the z-score using the formula;z = (x - μ) / σz = (0.20 - 0.18804) / 0.00349z = 3.43Finally, we can calculate the p-value using the z-score table or calculator.The critical value of z at the 0.01 significance level is 2.33. Since our calculated z-score (3.43) is greater than the critical value (2.33), we reject the null hypothesis.Therefore, we conclude that there is evidence to support the claim that the return rate is less than 20%. Hence, option D03 Hp02 OLM is the correct answer.

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Answer:

B

Step-by-step explanation:

How did it go from "rope" to "ribbon", therefore, the statement is incorrect. This is a man-made equation that clearly has a mistake. If it was to say, "Will Scott have enough rope?" then the answer will be "YES"

Answer:

the answer is NO

Step-by-step explanation:

0.89 x 889 = 8.01

Therefore, he is 1cm short

The probability of event E is 0.20, the probability of event F is 0.45, and the probability of both E and F occurring is 0.10. Therefore, the probability of either event E or event F occurring, denoted as P(E or F), is 0.65.

Given that P(E) = 0.20 and P(F) = 0.45, we also know that P(E and F) = 0.10. Using the formula P(E or F) = P(E) + P(F) - P(E and F), we can substitute the values and calculate the probability of either event E or event F occurring.

P(E or F) = P(E) + P(F) - P(E and F)

P(E or F) = 0.20 + 0.45 - 0.10

P(E or F) = 0.65

Therefore, the probability of either event E or event F occurring, denoted as P(E or F), is 0.65.

The concept behind this formula is that when we add the individual probabilities of E and F, we count their intersection (P(E and F)) twice. Since we want to avoid double-counting the intersection, we subtract P(E and F) from the sum of P(E) and P(F). This gives us the probability of either event E or event F occurring.

In this case, the probability of either event E or event F occurring is 0.65, indicating a relatively high likelihood of one of the events happening.

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Answer:

The train is more reliable.

Step-by-step explanation:

The train is more reliable. The bus is on-time 87.5% of the time, while the train is on-time 90% of the time.

a. Null hypothesis (H0): The average caloric intake among female Canadian athletes is equal to or greater than the recommended amount (µ ≥ 2811.5 kcal/day).

Alternative hypothesis (H1): The average caloric intake among female Canadian athletes is less than the recommended amount (µ < 2811.5 kcal/day).

b. The value of n that should be used is 201

c. SEM = 880 / √201

d. To sketch the normal curve and label the test statistic, we need the test statistic value and the critical region corresponding to the significance level α = 0.05

e. Without the test statistic or critical region, we cannot calculate the p-value.

f. Since we don't have the test statistic, critical region, or p-value, we cannot make a decision to reject or fail to reject the null hypothesis at this point.

g. Without the test statistic, critical region, or p-value, we cannot draw a conclusion regarding the evidence for or against the deficiency in caloric intake among female Canadian athletes.

a. The appropriate null and alternative hypotheses to test whether female Canadian athletes are deficient in caloric intake can be stated as follows:

Null hypothesis (H0): The average caloric intake among female Canadian athletes is equal to or greater than the recommended amount (µ ≥ 2811.5 kcal/day).

Alternative hypothesis (H1): The average caloric intake among female Canadian athletes is less than the recommended amount (µ < 2811.5 kcal/day).

b. The value of n that should be used is 201, which represents the number of female athletes in the study. The key word in the last sentence of the paragraph ("n=201 women") indicates that the information provided specifically pertains to the female athletes, not the entire sample of 324 athletes.

c. To calculate the test statistic, we need to determine the standard error of the mean (SEM) using the formula:

SEM = σ / √n

where σ is the population standard deviation and n is the sample size. In this case, the population standard deviation is given as 880 kcal/day, and the sample size is 201.

SEM = 880 / √201

d. To sketch the normal curve and label the test statistic, we need the test statistic value and the critical region corresponding to the significance level α = 0.05. However, the critical region is not provided in the given information.

e. The p-value represents the probability of obtaining a test statistic as extreme as or more extreme than the observed value, assuming the null hypothesis is true. Without the test statistic or critical region, we cannot calculate the p-value.

f. Since we don't have the test statistic, critical region, or p-value, we cannot make a decision to reject or fail to reject the null hypothesis at this point.

g. Without the test statistic, critical region, or p-value, we cannot draw a conclusion regarding the evidence for or against the deficiency in caloric intake among female Canadian athletes. Further analysis is required to obtain the missing information and make a conclusive statement.

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The solution to the differential equation y' + 3y = f(t), y(0) = α using Laplace transforms is y(t) = αe⁻³ᵗ + F(s)/(s+3), where F(s) is the Laplace transform of f(t).

We use the Laplace transform on both sides of the problem in order to solve the given differential equation. Let Y(s) and F(s) represent the Laplace transforms of y(t) and f(t), respectively. Taking the Laplace transform of both sides of the equation, we have:

sY(s) - y(0) + 3Y(s) = F(s)

Substituting y(0) = α, we get,

sY(s) - α + 3Y(s) = F(s)

Rearranging the equation and solving for Y(s), we have,

Y(s) = (F(s) + α)/(s + 3)

Now, we need to find the inverse Laplace transform of Y(s) to obtain y(t). Using the properties of Laplace transforms, we know that the inverse Laplace transform of Y(s) is y(t) = L⁻¹{Y(s)}. Applying the inverse Laplace transform, we find,

y(t) = αe⁻³ᵗ + L⁻¹{F(s)/(s+3)}

The term αe⁻³ᵗ corresponds to the initial condition y(0) = α. The remaining term L⁻¹{F(s)/(s+3)} represents the inverse Laplace transform of F(s)/(s+3), which depends on the specific function f(t) and its Laplace transform.

Therefore, the solution to the differential equation is y(t) = αe⁻³ᵗ + F(s)/(s+3), where F(s) is the Laplace transform of f(t).

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Answer:

95 < 75 + 0.80m 20 < m Company A will charge less than Company B for mileages less than 20.

Answer:

A,C and D

Step-by-step explanation:

A: 3x2=6

    3x4X=12X

     6+12X

C: 5x1=5

    5x2X=10X

    5+10X+1+2X

   6+12X

D: 7x1=7

    7x2X=14X

     7+14X-2X-1

     6+14X-2X

     6+12X

Answer:

The answer is 126 square inches.

Step-by-step expalation

Answer:

15 i don't think it is right

Step-by-step explanation:

2 would be the answer .

hope it helps u .

2 cubed = 8

equasion; 2 Cubed = [tex]2^{3}[/tex] = 2 × 2 x 2 = 8

i hope this helps <3

Answer:

1. 4 less than x

2. v = 15.00n

Answer:

4 minus x and v = 15.00n

Step-by-step explanation:

Answer:

umm, i think the question is incomplete

Step-by-step explanation:

Answer:

Step-by-step explanation:

The equation for the line of reflection is x = 6

An equation is a mathematical statement with an 'equal to' symbol between two expressions that have equal values.

For example, 3x + 5 = 15.

Given that, a graph, we need to find the equation of the reflection of the polygon graphed,

We can see, all the vertices on the polygon are being mirrored across the line x = 6.

So, we can say the line of reflection is x = 6.

Hence, the equation for the line of reflection is x = 6

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Answer:

each friend ate 1/4 of pizza

Step-by-step explanation:

3/4 ÷ 3

= 1/4