A number is increased by 20%. Work out the original number if the results is 600

partA - if we raise $500 out of a goal of $750, we would raise 66.67% of the goal.

partB - our contributions would fall into the Silver Award category, since we raised between 60% and 79% of the goal. This is because 66.67% falls within the range of 60% to 79%.

what is range ?

In mathematics, range refers to the set of all output values that a function can take . It is the set of all possible values of the dependent variable in a function, given all possible values of the independent variable.

In the given question,

Part A:

Let's say we want to raise $500 for our favorite charity. To find the percentage of the goal we would raise, we can use the following formula:

percentage = (amount raised / goal) x 100%

Substituting the given values, we get:

percentage = (500 / 750) x 100% = 66.67%

Therefore, if we raise $500 out of a goal of $750, we would raise 66.67% of the goal.

Part B:

Based on the percentage found in Part A, our contributions would fall into the Silver Award category, since we raised between 60% and 79% of the goal. This is because 66.67% falls within the range of 60% to 79%.

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i. cos 0 =  [tex]\sqrt{3}[/tex]

ii. tan 0 = 1/ [tex]\sqrt{3}[/tex]

Trigonometric functions are a set of given functions which are required in determining the value(s) of the sides or internal angle(s) of a given right angled triangle; when the value of one none right angle is given.

In the given question, we have;

sin 0 = 1/2

This implies that;

sin 0 = opposite/ hypotenuse = 1/2

So that;

opposite = 1

hypotenuse = 2

Apply the Pythagorean's theorem so as to determine its adjacent, we have;

adjacent = [tex]\sqrt{3}[/tex]

Then,

cos 0 = adjacent/ hypotenuse

         =  [tex]\sqrt{3}[/tex] / 1

cos 0 =  [tex]\sqrt{3}[/tex]

ii. tan 0 = opposite/ adjacent

            = 1/  [tex]\sqrt{3}[/tex]

tan 0 = 1/ [tex]\sqrt{3}[/tex]

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Answer:

g(x) = (x/2)^2

Step-by-step explanation:

if we look at the Y values for each point they remain the same, however the X values change, which tells us that the X variable is being 'tampered' with.

to find the scale factor, we divide 4/2, and we get 2.

so g(x) = (x/2)^2

remember that when applying a scale factor to the X value the effect will be inversed, so we multiply the X value with 1/2. you can use desmos to double check.

The critical values for this test are -2.201 and 2.201. If your test statistic falls outside this range, you would reject the nullSo, the critical values for this test are -2.201 and 2.201. If your test statistic falls outside this range, you would reject the null hypothesis in favor of the alternative hypothesis (H1: μ ≠ μ0). in favor of the alternative hypothesis (H1: μ ≠ μ0).

To determine the critical values for a two-tailed test with a sample size of n = 12 and a significance level of α = 0.05, we need to consult a t-distribution table.

First, we need to find the degrees of freedom, which is equal to n - 1 = 12 - 1 = 11.

Next, we look up the t-value for a two-tailed test with a 0.025 level of significance (0.05/2) and 11 degrees of freedom. From the t-distribution table, we find that the t-value is 2.201.

Therefore, the critical values for a two-tailed test of a population mean at the α = 0.05 level of significance based on a sample size of n = 12 are -2.201 and +2.201.

This means that if our calculated t-value falls outside of this range, we can reject the null hypothesis (H0: μ = μ0) in favor of the alternative hypothesis (H1: μ ≠ μ0) at the 0.05 level of significance.

To determine the critical values for a two-tailed test of a population mean at the α = 0.05 level of significance with a sample size of n = 12, you'll need to use a t-distribution table.

Since it's a two-tailed test, you'll need to find the t-score that corresponds to α/2, which is 0.025 in each tail. With a sample size of 12, you have 11 degrees of freedom (df = n - 1).

Looking up the t-distribution table with df = 11 and α/2 = 0.025, you'll find the critical t-value to be approximately ±2.201.

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The equation for the line tangent to y = [tex]-1 - 7x^2[/tex] at (-2, -29) is y = 28(x + 2) - 29.

To find the equation for the line tangent to y = [tex]-1 - 7x^2[/tex] at (-2, -29), we'll need to first find the derivative of the given function to determine the slope of the tangent line.

The given function is y = [tex]-1 - 7x^2.[/tex]

Differentiate y with respect to x:
dy/dx = -14x

Now, evaluate the derivative at the point (-2, -29) to find the slope of the tangent line:
dy/dx| (x=-2) = -14(-2) = 28

The slope of the tangent line is 28. To find the equation of the tangent line, use the point-slope form: y - y1 = m(x - x1), where m is the slope, and (x1, y1) is the given point (-2, -29).

y - (-29) = 28(x - (-2))
y + 29 = 28(x + 2)

Now, solve for y:
y = 28(x + 2) - 29

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Using De Moivre's theorem, we have: z = r^(1/10) * (cos(θ/10) + i*sin(θ/10)). As we are looking for 10 roots, we need to find each root by varying k from 0 to 9: z_k = (√910)^(1/10) * (cos(2πk/10) + i*sin(2πk/10))Substitute k from 0 to 9 to obtain all the real and complex roots of the equation z^10 = 910.

To find all real and complex roots of the equation z^10 = 910, we can use the polar form of complex numbers. First, we can write 910 in polar form: 910 = 910(cos(0) + i sin(0)) Next, we can express z in polar form as well: z = r(cos(θ) + i sin(θ)) Substituting these expressions into the equation z^10 = 910 and using De Moivre's Theorem, we get: r^10(cos(10θ) + i sin(10θ)) = 910(cos(0) + i sin(0)) Equating the real and imaginary parts, we get: r^10 cos(10θ) = 910 cos(0) = 910 r^10 sin(10θ) = 910 sin(0) = 0

The second equation gives us two possible values of θ: θ = 0 and θ = π (since sin(π) = 0). For θ = 0, the first equation gives us: r^10 cos(0) = 910 r^10 = 910 r = (910)^(1/10) So one possible solution is z = (910)^(1/10). For θ = π, the first equation gives us: r^10 cos(10π) = 910 r^10 (-1) = 910 r^10 = -910 Since r must be real, this equation has no real solutions.

However, we can find 5 complex solutions by using the 5th roots of -910: (-910)^(1/5) = 2(cos(π/5) + i sin(π/5)) (-910)^(1/5) = 2(cos(3π/5) + i sin(3π/5)) (-910)^(1/5) = 2(cos(5π/5) + i sin(5π/5)) = -2 (-910)^(1/5) = 2(cos(7π/5) + i sin(7π/5)) (-910)^(1/5) = 2(cos(9π/5) + i sin(9π/5)) Using these values of r and θ, we can write the 6 solutions to z^10 = 910 as: z = (910)^(1/10) z = 2(cos(π/5) + i sin(π/5)) z = 2(cos(3π/5) + i sin(3π/5)) z = -2 z = 2(cos(7π/5) + i sin(7π/5)) z = 2(cos(9π/5) + i sin(9π/5))

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The arc length of the polar curve r = 2 from θ = 0 to θ = 2 is 4.

Explanation:

To find the arc length of the polar curve r = 2 from θ = 0 to θ = 2, Follow these steps:

Step 1: To find the arc length of the polar curve r = 2 from θ = 0 to θ = 2, we can use the arc length formula for polar coordinates:

Arc length (L) = ∫√(r^2 + (dr/dθ)^2) dθ, from θ = 0 to θ = 2

Given r = 2, dr/dθ = 0 (since r is a constant)

Step 2: Now substitute r and dr/dθ into the formula:

L = ∫√(2^2 + 0^2) dθ, from θ = 0 to θ = 2

L = ∫√(4) dθ, from θ = 0 to θ = 2

L = ∫2 dθ, from θ = 0 to θ = 2

Step 3: Integrate with respect to θ:

L = 2θ | from θ = 0 to θ = 2

Step 4: Evaluate the definite integral:

L = 2(2) - 2(0) = 4

So the arc length of the polar curve r = 2 from θ = 0 to θ = 2 is 4.

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It will take them 12 minutes to complete a lap at the same time.

A prime factor is any non-zero natural integer that can be divided only by itself and by 1. Actually, a few of the initial prime numbers are  and so forth. a sum which has been doubled to yield a new sum.

For example, if we divide 15 by Three and 5, you get 3 -5 = 15. major components: All prime but non-composite components are referred to as prime factors. a few 30 prime factors2, 3, or 5 are. It is essential to list 2 twice as (2 2 3 (or (22 3) in order to factors 12 since only 2 и 3 were primary elements of 12. 2 + 3 cannot be added to make 12.

Finding the lowest common multiple  of the time required for each person to do a lap will help us determine how long it will take Sean, Luis, and Heron to finish a lap simultaneously.

Brendan requires four minutes to complete a lap.

For Miguel, a lap takes 6 minutes to complete.

Heron need three minutes to finish a lap.

With 4, 6, & 3 as the LCM is 12. As a result, it will take Rory, Miguel, and Heron 12 minutes to finish a lap simultaneously.

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The circumference of a circle with diameter of 21 cm is given as follows:

C = 65.97 cm.

The circumference of a circle of radius r is given by the equation presented as follows:

[tex]C = 2\pi r[/tex]

The radius of a circle represents the distance between the center of the circle and a point on the circumference of the circle, while the diameter of the circle is the distance between two points on the circumference of the circle that pass through the center. Hence, the diameter’s length is twice the radius length.

The radius is half the diameter of 21 cm, hence it is given as follows:

r = 10.5 cm.

Then the circumference of the circle is given as follows:

C = 2π x 10.5

C = 65.97 cm.

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The correct answer is: D.

The system has only one solution, and it is viable because it results in positive side lengths.

Let x be the shorter leg of the triangle, and y be the area. The longer leg is 4 + 6x, and the area of the triangle is y = (1/2) * x * (4 + 6x).

For the rectangle, the width is 5 + x, the length is 3, and its area is also y = (5 + x) * 3.

The system of equations is:

y = (1/2) * x * (4 + 6x)

y = (5 + x) * 3

Substitute equation (2) into equation (1) and solve for x:

(5 + x) * 3 = (1/2) * x * (4 + 6x)

30 + 6x = 4x + 6x^2

6x^2 - 2x - 30 = 0

Using the quadratic formula, we find two solutions for x:

x1 ≈ 2.62

x2 ≈ -1.95

Since x represents the length of the shorter leg, we discard the negative solution. Thus, there is only one viable solution for x: x ≈ 2.62. Now find y using equation (2): y ≈ 22.86.

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A carpenter is creating two new templates for his designs. One template will be in the shape of a right triangle, where the longer leg is 4 inches more than six times the shorter leg.

The second template will be in the shape of a rectangle, where the width is 5 inches more than the triangle’s shorter leg, and the length is 3 inches.

The carpenter needs the areas of the two templates to be the same. Write a system of equations to represent this situation, where y is the area, and x is the length of the shorter leg of the triangle. Which statement describes the number and viability of the system’s solutions?

A.

The system has two solutions, but only one is viable because the other results in negative side lengths.

B.

The system has two solutions, and both are viable because they result in positive side lengths.

C.

The system has only one solution, but it is not viable because it results in negative side lengths.

D.

The system has only one solution, and it is viable because it results in positive side lengths.

The step 6 of his work canbe justified using any of the algebraic properties

Given that

Step 6: x equals 20

In general, algebraic properties that could be used to justify Step 6 might include the following:

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Answer:

254.3

Step-by-step explanation:

A= 3.14*9^2=3.14*81=254.34

254.34 rounded is 254.3

The axis of symmetry is 2, x-intercept are (3,0) and (1,0) , y-intercept is (0,3) vertex is 2

Here we have to point the values on the given graph.

Then we get the graph like the following.

Now, we have to identify the value of axis of symmetry, x-intercept(s), y-intercept, & vertex through the following definition.

The axis of symmetry is a vertical line that divides the graph of a function into two mirror images. It passes through the vertex, which is the highest or lowest point on the graph. To find the axis of symmetry, we need to look for the vertical line that divides the graph into two equal parts is x = 2.

The x-intercept(s) are the points where the graph of a function crosses the x-axis. To find the x-intercepts, we need to look for the points where the graph intersects the x-axis, which is the horizontal line with a y-coordinate of (3,0) and (1,0)

The y-intercept is the point where the graph of a function crosses the y-axis. To find the y-intercept, we need to look for the point where the graph intersects the y-axis, which is the vertical line with an x-coordinate of 0 that is (0,3)

The vertex is the highest or lowest point on the graph of a function, depending on whether the function opens upward or downward. To find the vertex, we need to locate the point where the function reaches its maximum or minimum value is 2.

The completed graph is illustrated below.

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Answer:

24.15

Step-by-step explanation:

d = √ (x2 - x1)^2 + (y2 - y1)^2

AB = 8

BC = 4√5 = 8.94427190

AC = 2√13 = 7.21110255

Add 8 + 8.94 + 7.21 = 24.15

Answer:

24.15

Step-by-step explanation:

hope this helps

(x - (a+48))² + (y - (b+19))² = 24.5² This is the equation for all possible positions (x,y) on the boundary of the cell tower's service coverage.

To write an equation for all possible positions (x,y) on the boundary of the cell tower's service coverage, we first need to determine the coordinates of the center of the coverage.

We know that the cell tower is located 48 miles east and 19 miles north of the center of the small town, so we can add these distances to the coordinates of the town's center. If we let (a,b) be the coordinates of the town's center, then the coordinates of the cell tower would be (a+48,b+19).

Next, we know that the cell tower services everything within a radius of 24.5 miles from it. This means that any point (x,y) on the boundary of the coverage circle would be exactly 24.5 miles away from the cell tower. We can use the distance formula to write an equation for this:

√[(x - (a+48))² + (y - (b+19))²] = 24.5

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Answer:

= 8

Step-by-step explanation:

4/5 * 10 = 8/

1

= 8

The support of the association rule is 0.0895. The closest answer choice is (B) 0.0895.

What is Association Rule?

An association rule is a relationship between two or more variables or items that are frequently found together in a dataset. In data mining and machine learning, association rules are used to discover interesting relationships and patterns among large sets of data. Association rules are often expressed in the form "if X, then Y" where X and Y are sets of items or variables, and the rule indicates that there is a strong correlation between X and Y. The strength of an association rule is typically measured in terms of its support and confidence, which are statistical measures that indicate how often the rule is true in the dataset.

According to the given information:

The support of an association rule is defined as the proportion of transactions in the dataset that contain both the antecedent and the consequent of the rule.

In this case, the antecedent is "coffee, ice cream, and chips", and the consequent is not specified. Therefore, we can assume that we are interested in the support of the rule "if a transaction contains coffee, ice cream, and chips, then it also contains [some item]".

The support of this rule is equal to the number of transactions that contain coffee, ice cream, and chips, divided by the total number of transactions in the dataset. Therefore, the support of the rule is:

support = 895 / 10,000

support = 0.0895

Rounding to four decimal places, the support of the association rule is 0.0895. The closest answer choice is (B) 0.0895.

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The support of the association rule is given by option b. 0.0895.

In association rule mining, the two most crucial metrics are support and confidence. Support is a metric for how frequently a specific itemset or association rule appears in the dataset. It is the percentage of transactions that either include the itemset or adhere to the association rule. Support therefore gauges how well-liked an itemset or rule is throughout the dataset.

The support of association is given by the formula:

support = 895 / 10,000

support = 0.0895

Hence, the support of the association rule is given by option b. 0.0895.

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The margin of error for the 99% confidence interval used to estimate the population proportion is approximately 0.00992 or 0.992%.

To find the margin of error for a 99% confidence interval for a population proportion, we need to follow these steps:

Step 1: Determine the sample proportion (p-hat)
In this case, 1860 out of 9300 subjects showed improvement. So, the sample proportion is:
p-hat = 1860/9300 ≈ 0.2

Step 2: Find the critical value (z-score) for the 99% confidence interval
For a 99% confidence interval, the critical value (z-score) is approximately 2.576. This can be found using a z-table or statistical calculator.

Step 3: Calculate the standard error
The standard error can be found using the formula:
SE = sqrt((p-hat * (1 - p-hat))/n)
Where n is the number of subjects. In this case:
SE = sqrt((0.2 * (1 - 0.2))/9300) ≈ 0.00385

Step 4: Calculate the margin of error
Finally, the margin of error can be found by multiplying the critical value and the standard error:
Margin of Error = z-score * SE
Margin of Error = 2.576 * 0.00385 ≈ 0.00992

So, the margin of error for the 99% confidence interval used to estimate the population proportion is approximately 0.00992 or 0.992%.

In summary, the margin of error for this clinical test is 0.992%, which represents the uncertainty around the estimated population proportion of subjects who show improvement after treatment. This means that we can be 99% confident that the true population proportion lies within 0.2 ± 0.00992.

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The return value of the given linear regression model with weights containing an input vector < 3, 1, 5 > is 85

To find the output of the given linear regression model with weights w0=6, w1=9, w2=2, and w3=10 for the input vector <3, 1, 5>,

follow these steps:

1. Multiply each input value by its corresponding weight: (3 * w1) + (1 * w2) + (5 * w3)

2. Add the result from step 1 to the bias term, w0.

Let's calculate:

Step 1: (3 * 9) + (1 * 2) + (5 * 10) = 27 + 2 + 50 = 79

Step 2: 79 + 6 = 85

So, the linear regression model will return a value of 85 for the given input vector <3, 1, 5>.

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The inverse of g' (-1/5) is -15625 / 4^{5/4}.

To find g' (-1/5), we first need to find g(x) which is the inverse of f(x). To do this, we start by setting y = f(x) and solving for x.
y = f(x) = {x^7} / {x^4 + 4}

Multiplying both sides by x^4 + 4, we get:
y(x^4 + 4) = x^7

Expanding the left side, we get:
y(x^4) + 4y = x^7

Substituting u = x^4, we get:
yu + 4y = u^(7/4)

Rearranging and solving for y, we get:
y = (u^(7/4)) / (u + 4)

Substituting back u = x^4, we get:
y = (x^7) / (x^4 + 4)

Thus, g(x) = (x^7) / (x^4 + 4).

Now, to find g'(-1/5), we need to take the derivative of g(x) and evaluate it at x = -1/5.

Using the quotient rule, we get:
g'(x) = [7x^6(x^4+4) - x^7(4x^3)] / (x^4+4)^2

Substituting x = -1/5, we get:
g'(-1/5) = [7(-1/5)^6((-1/5)^4+4) - (-1/5)^7(4(-1/5)^3)] / ((-1/5)^4+4)^2

Simplifying and expressing in exact form, we get:
g'(-1/5) = [-(4/3125)^(3/4)] / (4/3125)^2 = -1 / (4/3125)^{5/4} = -15625 / 4^{5/4}

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Answer:

2n+3 for ≥0

Step-by-step explanation:

the formula that generate the sequence is

 2n+3

the difference between the arithmetic sequence is 2

2(0)+3

0+3=3

2(1)+3

2+3=5

2(2)+3

4+3=7

2(3)+3

6+3=9

n≥0 means n can start from 0 till infinity

if n is substitute into the formula, it will give the arithmetic sequence which means formula generated is correct



Hope this helps!

The Mean Value Theorem applies on [0 , 16].

The x-value with 0 < c < 16 such that f'(c) = average rate of change of f(x) on [0 , 16].

If f(x) is a function that satisfies below conditions;

i) f(x) is Continuous in [a,b]

ii) f(x) is Differentiable in (a,b)

Then, there exists a number c, such that  a < c < b and

f(b) – f(a) = f ‘(c) (b – a)

The given function f(x) has the power and it is a power function

This has even denominator in the exponent.

=> f(x) is continuous on [0 , ∞) and differentiable on (0 , ∞)

Thus, the Mean Value Theorem applies on [0 , 16].

f(0) = 0 ;

f(16) = 4th root of 16³ = 8

Average rate of change of f(x) on [0 , 16]

= (8 - 0) / (16 - 0)

= 1/2

Now, differentiate the given function

[tex]f'(x) = 3/4x^{(-1/4)} = 1/2[/tex]

=>[tex]x^{(-1/4)} = 2/3[/tex]

=> [tex]x^{(1/4)} = 3/2[/tex]

Thus, x = 81/16 = c

The x-value with 0 < c < 16 such that f'(c) = average rate of change of f(x) on [0 , 16].

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the critical numbers of g(t) are approximately -0.690 and 0.690

To find the critical numbers of the function g(t) = t⁵ - t, we need to first find the derivative of the function.

g'(t) = 5t⁴ - 1

Then we set the derivative equal to zero and solve for t:

5t⁴  - 1 = 0
5t⁴ = 1
t⁴ = 1/5
t = [tex]±(1/5)^{(1/4)}[/tex]

However, we need to check if these values are in the domain of the function, which is t < 4.

[tex](1/5)^{(1/4)}[/tex]≈ 0.690, which is less than 4, so it is a valid critical number.
-[tex](1/5)^{(1/4)}[/tex] ≈ -0.690, which is also less than 4, so it is also a valid critical number.

Therefore, the critical numbers of g(t) are approximately -0.690 and 0.690, and we can write them as a comma-separated list:

-0.690, 0.690

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Answer: 5/12 or 41.67% chance

Step-by-step explanation:

number > 1 is 5/6 chance

heads on a coin is 1/2 chance

5/6 * 1/2 = 5/12

The x-component of the normal vector is -42, the y-component is 0, and the z-component is -14.

A vector is a quantity that describes not only the magnitude of an object but also its movement or position with respect to another point or object. It is sometimes referred to as a Euclidean vector, a geometric vector, or a spatial vector.

To find the normal vector to the tangent plane of [tex]z = 7e^{(x^2-6y)[/tex] at the point (12, 24, 7), we first need to find the partial derivatives of the function with respect to x and y evaluated at this point.

Taking the partial derivative with respect to x, we get:

[tex]∂z/∂x = 14xe^{(x^2-6y)[/tex]

Evaluating this at the point (12, 24), we get:

[tex]∂z/∂x = 14(12)e^{(12^2-6(24))} = 0[/tex]

Taking the partial derivative with respect to y, we get:

[tex]∂z/∂y = -42e^{(x^2-6y)[/tex]

Evaluating this at the point (12, 24), we get:

[tex]∂z/∂y = -42e^{(12^2-6(24))} = -42[/tex]

Therefore, the normal vector to the tangent plane at the point (12, 24, 7) is given by:

(0, 0, -1) x (-14, 0, 42) = (-42, 0, -14)

So, the x-component of the normal vector is -42, the y-component is 0, and the z-component is -14.

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Answer:

Step-by-step explanation:

4. percent x whole

The two vectors parallel to the plane are AB(8, -5, 4) and AC(0, 7, 6).

The vector perpendicular to the plane is (-58, -48, 56).

Vector AB is parallel to the plane since it connects two points on the plane, A and B.

The coordinate point is calculated as;

AB = B - A

= (11, -5, 2) - (3, 0, -2)

= (8, -5, 4)

Vector AC is also parallel to the plane since it connects two points on the plane, A and C.

The coordinate point is calculated as;

AC = C - A

= (3, 7, 4) - (3, 0, -2)

= (0, 7, 6)

To find a vector perpendicular to the plane, we will take the cross product of two vectors in the plane, such as AB and AC.

AB x AC = (8, -5, 4) x (0, 7, 6)

=  (-58, -48, 56)

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R is not reflexive. To show this, we need to find an integer a such that a is not related to itself under R. Let a = 1, then 3a - 5a = -2, which is not even. Therefore, 1R1 is not true, and R is not reflexive.

R is not symmetric. To show this, we need to find integers a and b such that aRb but bRa is not true. Let a = 1 and b = 2, then 3a - 5b = -13, which is odd. Therefore, 1R2 is false. However, 3b - 5a = 1, which is also odd, so 2Ra is false. Therefore, R is not symmetric.

R is anti-symmetric. To show this, we need to show that if aRb and bRa, then a = b. Suppose 3a - 5b and 3b - 5a are both even. Then we can write 3a - 5b = 2k and 3b - 5a = 2m for some integers k and m. Adding these equations gives 2a - 2b = 2(k + m), or a - b = k + m, which is even. Therefore, aRb and bRa implies that a = b, and R is anti-symmetric.

R is transitive. To show this, suppose aRb and bRc, then 3a - 5b and 3b - 5c are both even. We can write 3a - 5b = 2k and 3b - 5c = 2m for some integers k and m. Substituting the first equation into the second gives 3a - 5c = 3b - 5b - 5c = -2b - 5c + 10b = 8b - 5c = 2(4b - 5c/2) = 2n for some integer n. Therefore, aRc, and R is transitive.

R is not an equivalence relation because it is not reflexive and not symmetric. However, R is a partial order because it is anti-symmetric and transitive.

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The null hypothesis for the type of test from Exercise 11.53 is that there is no difference between the observed distribution and the expected distribution. In other words, the observed distribution is the same as the expected distribution.

The test used to decide whether the observed distribution is the same as the expected distribution is the chi-square test. This test is used to determine if there is a significant difference between the observed distribution and the expected distribution based on the assumption that the two distributions are independent of each other. The chi-square test compares the observed values with the expected values, and if the difference between them is statistically significant, the null hypothesis is rejected.

On the other hand, if the difference between the observed and expected values is not statistically significant, the null hypothesis cannot be rejected. In conclusion, the null hypothesis for the chi-square test used in Exercise 11.53 is that there is no significant difference between the observed and expected distributions.

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The null hypothesis for the type of test from Exercise 11.53 is that there is no difference between the observed distribution and the expected distribution. In other words, the observed distribution is the same as the expected distribution.

The test used to decide whether the observed distribution is the same as the expected distribution is the chi-square test. This test is used to determine if there is a significant difference between the observed distribution and the expected distribution based on the assumption that the two distributions are independent of each other. The chi-square test compares the observed values with the expected values, and if the difference between them is statistically significant, the null hypothesis is rejected.

On the other hand, if the difference between the observed and expected values is not statistically significant, the null hypothesis cannot be rejected. In conclusion, the null hypothesis for the chi-square test used in Exercise 11.53 is that there is no significant difference between the observed and expected distributions.

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