The product of 3x³-5x² + 3 and 2x² + 5x – 4 in Z7[x] / < x² +1 > is 2x + 1.
The product of the polynomials 3x³-5x² + 3 and 2x² + 5x – 4 in Z7[x] / < x² +1 > can be determined using polynomial long division.
To perform the division, we divide 3x³-5x² + 3 by x² + 1. The result of this division gives us the quotient and the remainder. In this case, the quotient is 2x and the remainder is 2x + 1.
The quotient represents the coefficient of x in the resulting product, while the remainder represents the constant term. Therefore, the resulting product is d. 2x + 1.
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If X-(m, my) find the corresponding (a) mgf and (b) characteristic function.
E(e^(it(X-m))) is the characteristic function of the standard normal distribution.So, φ(t) = e^(itm) * e^(-σ²t²/2)= e^(itm - σ²t²/2)Thus, the characteristic function of X-(m, my) is e^(itm - σ²t²/2).
If X-(m, my), the corresponding (a) mgf and (b) characteristic function can be found as follows: (a) Moment Generating Function (MGF)In order to calculate the moment generating function (MGF), use the following formula;M(t) = E(e^(tX))Here, X is a continuous random variable with mean μ and variance σ².Then,M(t) = E(e^(tX))= E(e^(t(X-m+m))) (Add and subtract the mean m)= E(e^(t(X-m)) * e^(tm)) (Take out the constant e^(tm) )= e^(tm) * E(e^(t(X-m)))Here, E(e^(t(X-m))) is the MGF of the standard normal distribution.So, M(t) = e^(tm) * e^(t²σ²/2)= e^(tm + t²σ²/2)Thus, the moment generating function (MGF) for X-(m, my) is e^(tm + t²σ²/2).
(b) Characteristic FunctionTo calculate the characteristic function of X-(m, my), use the following formula;φ(t) = E(e^(itX))Here, X is a continuous random variable with mean μ and variance σ².Then,φ(t) = E(e^(itX))= E(e^(it(X-m+m))) (Add and subtract the mean m)= E(e^(it(X-m)) * e^(itm)) (Take out the constant e^(itm) )= e^(itm) * E(e^(it(X-m)))Here, E(e^(it(X-m))) is the characteristic function of the standard normal distribution.So, φ(t) = e^(itm) * e^(-σ²t²/2)= e^(itm - σ²t²/2)Thus, the characteristic function of X-(m, my) is e^(itm - σ²t²/2).
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The chair of the government exchequer in Olympios has announced, and written Into law, the spending plans for 2022: govemment spending on capital projects is planned as $80 billion, and govemment current spending will be $235 billion. Taxes have been set at 20% of income. Private investment in the economy is forecast at $145 billion. Autonomous consumption (independent of income) is estimated at $20 billion, and the marginal propensity to consume goods and services out of disposable income is 0.75. Imports and exports are projected to generate cashflows of $320 billion and $285 billion respectively.
a) Write down a function for consumption of domestically produced goods and services as a function of national income Y.
b) Determine the equilibrium level of national income for the economy in 2022.
c) Calculate the projected tax receipts and budget surplus/deficit for 2022.
d) A senior economic advisor proposes that the government run a deficit of $50 billion in 2022, while maintaining the level of national income calculated in part b).
Assuming that all private money flows remain the same, calculate the new tax rate that would be required to achieve this, and the new level of government expenditure that would result.
The consumption function for domestically produced goods and services is given by C(Y) = 0.75(Y - Taxes), where Taxes represent the tax payments made by individuals and businesses.
a) The consumption function for domestically produced goods and services as a function of national income Y is given by C(Y) = 0.75(Y - Taxes), where Taxes represent the tax payments made by individuals and businesses.
b) To determine the equilibrium level of national income for the economy in 2022, we use the equation Y = C(Y) + I + G + X - M, where I represents private investment, G is government spending, X denotes exports, and M represents imports.
c) Tax receipts can be calculated as Taxes = 0.20Y, and the budget surplus/deficit for 2022 is given by (Taxes + G) - (I + X - M).
d) If the government wants to run a deficit of $50 billion while maintaining the level of national income calculated in part b), the new tax rate would be Taxes = 0.20Y + 50 billion. The new level of government expenditure would be G = $80 billion + $50 billion.
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A continuous random variable X is uniformly distributed in [-2, 2] (a) Let Y-sin(TX/8). Find fy() (b) Let Z = 2X2 + 1 . Find f2(z) Hint: Compute FY (y) from Fx (x), and use a, sin-1 y-1
In this problem, we are given a continuous random variable X that is uniformly distributed in the interval [-2, 2]. We are asked to find the probability density function (pdf) of a new random variable Y, which is defined as Y = sin(TX/8). Additionally, we need to find the pdf of another random variable Z, defined as Z = 2X^2 + 1.
(a) To find the pdf of Y, we start by finding the cumulative distribution function (cdf) of Y. We know that the cdf of Y is the probability that Y takes on a value less than or equal to a given value y. To find this, we first need to determine the range of values that X can take on that will result in Y being less than or equal to y. By rearranging the equation Y = sin(TX/8), we can isolate X: X = 8*sin^(-1)(Y)/T. Since X is uniformly distributed in [-2, 2], we substitute the values of X in this range into the equation and solve for Y to obtain the range of values for Y. Next, we differentiate this range with respect to y to obtain fy(y), which gives us the pdf of Y.
(b) For the second part, we need to find the pdf of Z. We start by finding the cdf of Z. We know that Z = 2X^2 + 1. Using the cdf of X, we can calculate the cdf of Z by substituting Z = 2X^2 + 1 into the cdf of X. Finally, we differentiate the cdf of Z with respect to z to obtain f2(z), which represents the pdf of Z.
Finally, the first paragraph outlines the problem where we are given a uniformly distributed random variable X in [-2, 2]. We are asked to find the pdf of a new random variable Y = sin(TX/8) and another random variable Z = 2X^2 + 1. The second paragraph explains the process of finding the pdfs of Y and Z by first calculating their respective cdfs using the given transformations and the cdf of X, and then differentiating the cdfs to obtain the pdfs.
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7. Suppose Pr(A) = 0.36 and Pr(B) = 0.46, where A and B are mutually exclusive. Find Pr(AUB). Pr(AUB) = (Simplify your answer. Type an integer or a decimal.)
Since A and B are mutually exclusive, their intersection is empty, so Pr(A ∩ B) = 0. Therefore, Pr(AUB) = Pr(A) + Pr(B) = 0.36 + 0.46 = 0.82.
Hence, Pr(AUB) = 0.82.
If events A and B are mutually exclusive, it means that they cannot occur simultaneously. In such cases, the probability of the union of mutually exclusive events can be found by adding their individual probabilities.
Given that Pr(A) = 0.36 and Pr(B) = 0.46, we can find Pr(AUB) as follows:
Pr(AUB) = Pr(A) + Pr(B).
Since A and B are mutually exclusive, their intersection is empty, so Pr(A ∩ B) = 0.
Therefore, Pr(AUB) = Pr(A) + Pr(B) = 0.36 + 0.46 = 0.82.
Hence, Pr(AUB) = 0.82.
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rhombus lmno is shown with its diagonals. the length of ln is 28 centimeters. what is the length of lp? 7 cm 9 cm 14 cm 21 cm
LP is the length of one of the equal sides of the rhombus. Since LN is the length of the other equal side and LP is half the length of LN, LP is 14 cm.
In a rhombus, the diagonals bisect each other at a right angle. Given that LN is 28 cm, we can conclude that LP is half the length of LN since the diagonals bisect each other.
Therefore, LP = 28 cm / 2 = 14 cm.
In a rhombus, the diagonals divide the shape into four congruent right-angled triangles. Each triangle has two equal sides, which are the sides of the rhombus, and a hypotenuse, which is one of the diagonals. Since the diagonals bisect each other at a right angle, the triangles formed are also congruent.
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Simplify the following polynomial expression. (3x^(2)-x-7)-(5x^(2)-4x-2)+(x+3)(x+2) The polynomial simplifies to an expression that is ________ ________ a with a degree of ________.
To simplify the given polynomial expression, we can start by combining like terms.
First, let's simplify the first part of the expression: (3x^2 - x - 7) - (5x^2 - 4x - 2).
Combining like terms, we have: (3x^2 - 5x^2) + (-x + 4x) + (-7 - 2).
This simplifies to: -2x^2 + 3x - 9.
Next, let's simplify the second part of the expression: (x + 3)(x + 2).
Using the distributive property, we expand this expression: x(x + 2) + 3(x + 2).
Multiplying, we get: x^2 + 2x + 3x + 6.
Combining like terms, this simplifies to: x^2 + 5x + 6.
Now, we can combine the simplified parts of the expression:
(-2x^2 + 3x - 9) + (x^2 + 5x + 6).
Combining like terms, we get: -x^2 + 8x - 3.
Therefore, the simplified polynomial expression is: -x^2 + 8x - 3.
The degree of the polynomial is determined by the highest power of x in the expression. In this case, the highest power is 2 (x^2), so the degree of the polynomial is 2.
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Find out the type of curve : 164² + 204 = 164-4x² - 4xy-4 2) Express the equation 2²=X² +xy" in Parametric form.
The equation 164² + 204 = 164-4x² - 4xy-4 represents a conic section known as an ellipse.
The given equation can be rewritten as 164² + 204 + 4x² + 4xy - 164 = 0 by rearranging the terms. Simplifying further, we have 4x² + 4xy + (164² - 164) + 204 = 0.
Comparing this equation with the general form of an ellipse, Ax² + Bxy + Cy² + Dx + Ey + F = 0, we can identify A = 4, B = 4, and C = 0. Since B² - 4AC = 4² - 4(4)(0) = 16 - 0 = 16 > 0, we can conclude that the given equation represents an ellipse.
To express the equation 2² = X² + xy in parametric form:
Let's introduce two new variables, u and v, which will be our parameters. We can express x and y in terms of u and v.
From the given equation, we have:
2² = X² + xy
Substituting x = u and y = v, we get:
2² = u² + uv
Now, we can express x and y in terms of u and v:
x = u
y = 2 - uv
Therefore, the parametric form of the equation 2² = X² + xy is:
x = u
y = 2 - uv
In this parametric form, we can choose various values for u and v to obtain different points on the curve represented by the equation.
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Solve the following recurrence relations
(a) [6pts] a_{n} = 3a_{n-2}, a_{1} = 1, a_{2} = 2.
b) [6pts] a_{n} = a_{n-1} + 2n – 1, a_{1} = 1, using induction (Hint: compute the first few terms, = pattern, then verify it).
(a) aₙ = 3aₙ₋₂, with initial conditions a₁ = 1 and a₂ = 2. The pattern of the solution is ,[tex]\:a_n\:=\:3^{^{\frac{n}{2}}}[/tex] when n is even and [tex]\:a_n\:=\:3^{\frac{\left(n-1\right)}{2}}[/tex] when n is odd.
(b) aₙ = aₙ₋₁ + 2n – 1, with initial condition a₁ = 1. The pattern of the solution is aₙ = n² for all n ≥ 1.
(a) To solve the recurrence relation aₙ = 3aₙ₋₂ with initial conditions a₁ = 1 and a₂ = 2.
we can generate the first few terms and look for a pattern:
a₁ = 1
a₂ = 2
a₃ = 3a₁ = 3
a₄ = 3a₂ = 6
a₅ = 3a₃ = 9
a₆ = 3a₄ = 18
a₇ = 3a₅ = 27
From the generated terms, we observe that for n ≥ 3,[tex]\:a_n\:=\:3^{^{\frac{n}{2}}}[/tex] when n is even and [tex]\:a_n\:=\:3^{\frac{\left(n-1\right)}{2}}[/tex]when n is odd.
To prove this pattern using induction:
Base case:
For n = 1, a₁ = 1 = [tex]\:3^{\frac{\left(1-1\right)}{2}}[/tex], which is true.
For n = 2, a₂ = 2 =[tex]3^{\frac{2}{2}}[/tex], which is true.
Inductive step:
Assume the pattern holds for some k ≥ 2, i.e., [tex]a_k=\:3^{\frac{k}{2}}[/tex] if k is even, and [tex]a_k\:=\:3^{\frac{k-1}{2}\:}[/tex]if k is odd.
For n = k + 1:
If k is even, then n is odd.
aₙ = 3aₙ₋₂ = 3aₖ = [tex]\:3^{\frac{k+1}{2}\:}[/tex]
If k is odd, then n is even.
aₙ = 3aₙ₋₂ = 3aₖ₋₁ = [tex]3^{\frac{k}{2}}[/tex]
Therefore, the pattern holds for all n ≥ 1.
(b) To solve the recurrence relation aₙ = aₙ₋₁ + 2n – 1 with initial condition a₁ = 1, we can generate the first few terms and look for a pattern:
a₁ = 1
a₂ = a₁ + 2(2) – 1 = 4
a₃ = a₂ + 2(3) – 1 = 9
a₄ = a₃ + 2(4) – 1 = 16
a₅ = a₄ + 2(5) – 1 = 25
From the generated terms, we observe that aₙ = n² for all n ≥ 1.
To prove this pattern using induction:
Base case:
For n = 1, a₁ = 1 = 1², which is true.
Inductive step:
Assume the pattern holds for some k ≥ 1, i.e., aₖ = k².
For n = k + 1:
aₙ = aₙ₋₁ + 2n – 1 = aₖ + 2(k + 1) – 1 = k² + 2k + 2 – 1 = k² + 2k + 1 = (k + 1)².
Therefore, the pattern holds for all n ≥ 1.
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Find the first three terms in each linearly independent series solutions (unless the series terminates sooner) to the differential equation centered at x=0. Make sure to derive the recurrence relation and use it to get the coefficients. y"-xy=0
The first three terms in each linearly independent series solutions to the differential equation centered at x=0 are given by:y1(x) = x - x³/6 + 11x⁴/160y2(x) = 1/2x² - 1/24x⁴y3(x) = x + x³/6 - 11x⁴/160
The given differential equation is y" - xy = 0. We want to find the first three terms in each linearly independent series solutions (unless the series terminates sooner).
Let the power series solution be given byy(x) = Σn=0∞cn xn
Substituting in the differential equation, we getΣn=2∞n(n-1)cn xn-2 - xΣn=0∞cn xn = 0
Equating coefficients of like powers of x, we get the following recurrence relations:(n+2)(n+1)cn+2 = cnfor n≥0(n-1)cn-1 = cnfor n≥1
Let us find the first few coefficients:For n=0, c2 = 0For n=1, c3 = -c1/2For n=2, c4 = c1/8 - 3c3/40 = c1/8 + 3c1/40 = 11c1/40
First Linearly Independent SolutionLet us take c1 = 1 as an initial value.
Then c3 = -c1/2 = -1/2, and c4 = 11/40. The solution isy1(x) = x - x³/6 + 11x⁴/160 - ...Second Linearly Independent SolutionLet us take c1 = 0 as an initial value. Then c3 = 0, and c4 = 0.
Therefore, the solution isy2(x) = 1/2x² - 1/24x⁴ + ...Third Linearly Independent SolutionLet us take c1 = -1 as an initial value. Then c3 = 1/2, and c4 = -11/40.
Therefore, the solution isy3(x) = x + x³/6 - 11x⁴/160 + ...The first three terms of each linearly independent solution are as follows:y1(x) = x - x³/6 + 11x⁴/160y2(x) = 1/2x² - 1/24x⁴y3(x) = x + x³/6 - 11x⁴/160
Therefore, the first three terms in each linearly independent series solutions to the differential equation centered at x=0 are given by:y1(x) = x - x³/6 + 11x⁴/160y2(x) = 1/2x² - 1/24x⁴y3(x) = x + x³/6 - 11x⁴/160
Note: The recurrence relation was derived by comparing coefficients of like powers of x. The coefficients were obtained by solving the recurrence relation. The power series solution was found by substituting the power series into the differential equation.
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How many calories are in a serving of cheese pizza? The article in Consumer Report gave the calories in a 5-ounce serving of supermarket cheese pizza. The calories are: 332 364 393 347 350 353 357 296 358 322 337 323 333 299 316 275 Compute the five - number summary and inter-quartile range. Then make a box and whiskers plot. Comment on the distribution.
The five-number summary for the given data set include the following:
Minimum (Min) = 275.First quartile (Q₁) = 319.Median (Med) = 335.Third quartile (Q₃) = 355.Maximum (Max) = 393.The interquartile range of this data set is equal to 36.
A box and whiskers plot of this data set is shown in the image below and the distribution is approximately symmetric.
How to complete the five number summary of a data set?Based on the information provided about the amount of calories that are in a serving of cheese pizza, we would use a graphical method (box plot) to determine the five-number summary for the given data set as follows:
Minimum (Min) = 275.First quartile (Q₁) = 319.Median (Med) = 335.Third quartile (Q₃) = 356.Maximum (Max) = 393.In Mathematics, the interquartile range (IQR) of a data set is typically calculated as the difference between the first quartile (Q₁) and third quartile (Q₃):
Interquartile range (IQR) of data set = Q₃ - Q₁
Interquartile range (IQR) of data set = 355 - 319
Interquartile range (IQR) of data set = 36.
In conclusion, we can logically deduce that the data distribution is approximately symmetric with a median of 335 and a range of 118.
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On six occasions, in a presumed random sample, it took 21, 26, 24, 22, 23, and 22 minutes to clean a university cafeteria. What can we say about the maximum error with 95% confidence, when we use the mean of these values as an estimate of the average time needed to clean the cafeteria?
To estimate the maximum error with [tex]95\%[/tex] confidence for the average time needed to clean the university cafeteria, we can use the sample data provided: 21, 26, 24, 22, 23, and 22 minutes.
First, we calculate the sample mean [tex]($\X {X}$)[/tex] by summing all the values and dividing by the sample size [tex]($n$)[/tex] :
[tex]\[\bar{x} = \frac{21 + 26 + 24 + 22 + 23 + 22}{6}\][/tex]
Next, we calculate the standard deviation [tex]($n$)[/tex] of the sample data. The formula for the sample standard deviation is:
[tex]\[s = \sqrt{\frac{\sum{(x_i - \bar{x})^2}}{n-1}}\][/tex]
where [tex]$x_i$[/tex] is each individual value in the sample.
Once we have the sample mean [tex]($\barX{X}$)[/tex]and the sample standard deviation [tex]($s$)[/tex], we can calculate the maximum error [tex]($E$)[/tex] using the formula:
[tex]\[E = t_{\alpha/2} \cdot \frac{s}{\sqrt{n}}\][/tex]
where [tex]$t_{\alpha/2}$[/tex] is the critical value for a 95% confidence interval with [tex]$(n-1)$[/tex] degrees of freedom.
Finally, we substitute the values into the formula to find the maximum error with 95% confidence.
Please note that the critical value depends on the sample size and the desired confidence level. You can refer to the t-distribution table or use statistical software to find the appropriate critical value for your specific sample size.
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Let X be a topological space under the topology T and X' denote the same set X under topology T'. Prove that if the identity function i: XX' (i(x)=r for all re X is continuous, then X' is a coarser topology than X.
If "identity-function" i: X→X' is continuous, then X' is a coarser-topology than X it means that for every open set in X', its preimage under i is an open set in X.
To prove that if the identity-function i: X→X' (i(x) = x for all x∈X) is continuous, then X' is "coarser-topology" than X, we show that for every open-set U in X', its preimage under i, denoted i⁻¹(U), is an "open-set" in X,
Let U be "open-set" in X'. We show that i⁻¹(U) is an "open-set" in X,
Since U is open in X', by definition, for every point x' in U, there exists an "open-set" V in X' such that x'∈V⊆U,
Consider the preimage of V under the identity function: i⁻¹(V). Since "i" is identity function, i⁻¹(V) = V,
Since V is "open-set" in X', and the preimage of "open-set" under continuous function is open, we conclude that i⁻¹(V) = V is open in X,
Now, we consider the preimage of U under the identity function: i⁻¹(U), Since U is a union of "open-sets" V, i⁻⁻¹(U) is a union of sets V for each V in union. Since each V is open in X, the union of open sets i⁻¹(U) is also open in X.
Thus, we have shown that for every open set U in X', its preimage i⁻¹(U) is an open-set in X,
Since the preimage of every "open-set" in X' under the identity function i is open in X, we conclude that X' is a coarser-topology than X,
Therefore, if identity-function i: X→X' (i(x) = x for all x∈X) is continuous, X' is a coarser topology than X.
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A structural break occurs when we see A. an unexpected shift in time-series data. B. a number of outliers in cross-section data. C. a general upward trend over time in time-series data. D. an independent variable is correlated with the dependent variable but there is no theoretical justification on for the relationship.
A structural break occurs when we see A. an unexpected shift in time-series data.
It is the change in a time series's data-generating mechanism, it is a phenomenon that occurs when a significant event or structural shift in the economy alters the underlying data-generating mechanism. A structural break can happen for several reasons, including natural catastrophes, changes in economic policy, new inventions, and other reasons that alter the way the data is generated.
In the presence of a structural break, we can't assume that the relationships between variables before and after the break are the same. The primary objective of identifying structural breaks in the time-series is to detect changes in the behavior of the series over time, such as changes in the variance of the series, changes in the mean of the series, and changes in the covariance of the series. So therefore the correct answer is A. an unexpected shift in time-series data, the structural break occurs.
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Suppose we have a random variable X where the probability associated with the value (19) (-37)"(.63)10-k for k = 0,..,10. What is the mean of X? + (A) 0.37 (B) 0.63 (C) 3.7 (D) 6.3 (E) None of the above
The mean of the random variable X cannot be determined based on the given information.
Therefore, the correct answer is :
(E) None of the above.
To find the mean of random variable X, we need to multiply each value of X by its corresponding probability and then sum them up.
Given the probabilities for the values of X as follows:
P(X = 19) = 0.37
P(X = -37) = 0.63 * 10^(-k) for k = 0, 1, 2, ..., 10
Since we don't have a specific value for k, we cannot determine the exact probability associated with X = -37. Therefore, we cannot calculate the mean of X.
Hence, the correct answer is option (E) None of the above.
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1f two events are independent, then the probability that they both occur is (A) one (B) zero (C) the sum of the probabilities of each event (D) the product of the probabilities of each event (E) the difference of the probabilities of each event
If two events are independent, then the probability that they both occur is :
(D) the product of the probabilities of each event.
Events are said to be independent if the occurrence of one does not affect the occurrence of the other. In probability, we can define it this way:
The probability of the joint occurrence of two independent events is the product of the individual probabilities of the events. This can be expressed as follows:
Let A and B be two independent events.
Then, the probability that both A and B will occur, P(A ∩ B), is the product of the probabilities that A and B will occur, P(A) and P(B):
P(A ∩ B) = P(A)P(B)
If two events are independent, then the probability that they both occur is the product of the probabilities of each event.
Thus, the correct option is : (D).
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The useful life of manufacturing equipment for an electronics company is normally distributed and usually last an average of 5 years with a standard deviation of 1.5 years.
a. (Fill in the blank) 80% of the manufacturing equipment lasts more than _____ years. b. (Fill in the blank) 40% of the manufacturing equipment lasts less than ____ years.
c. The cost of this piece of equipment is recouped by the company after 2 years of use. What is the chance that the company will not recoup the cost of the equipment?
a. 80% of the manufacturing equipment lasts more than 6.2624 years.
b. 40% of the manufacturing equipment lasts less than 4.6205 years.
a. To find the value for which 80% of the manufacturing equipment lasts more than, we need to calculate the z-score corresponding to the cumulative probability of 0.80 in the standard normal distribution. Using a standard normal distribution table or calculator, we find that the z-score for a cumulative probability of 0.80 is approximately 0.8416.
Next, we can use the formula for z-score to convert the z-score to the corresponding value in years:
z = (x - μ) / σ
0.8416 = (x - 5) / 1.5
Solving for x, we get:
x = 0.8416 * 1.5 + 5 ≈ 6.2624 years
Therefore, 80% of the manufacturing equipment lasts more than approximately 6.2624 years.
b. Similarly, to find the value for which 40% of the manufacturing equipment lasts less than, we calculate the z-score for a cumulative probability of 0.40, which is approximately -0.2533.
Using the z-score formula:
-0.2533 = (x - 5) / 1.5
Solving for x, we get:
x = -0.2533 * 1.5 + 5 ≈ 4.6205 years
Hence, 40% of the manufacturing equipment lasts less than approximately 4.6205 years.
c. To determine the chance that the company will not recoup the cost of the equipment after 2 years of use, we need to find the probability that the equipment will last less than 2 years. We calculate the z-score for x = 2 using the formula:
z = (x - μ) / σ
z = (2 - 5) / 1.5 = -2
The probability of the equipment lasting less than 2 years can be found from the cumulative probability for the z-score of -2. Using a standard normal distribution table or calculator, we find that the cumulative probability is approximately 0.0228.
Therefore, the chance that the company will not recoup the cost of the equipment is approximately 0.0228, or 2.28%.
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Suppose you know that P(Z <= z1)= 0.983. The Z-score is,
The Z-score corresponding to a cumulative probability of 0.983 is denoted as z1.
The Z-score measures the number of standard deviations a given data point is away from the mean of a normal distribution. In this case, the cumulative probability P(Z <= z1) is given as 0.983. To find the corresponding Z-score, we need to determine the value of z1.
The Z-score can be obtained by referring to a standard normal distribution table or by using statistical software. The standard normal distribution table provides the cumulative probabilities associated with various Z-scores. In this case, we need to find the Z-score corresponding to a cumulative probability of 0.983.
By referring to the standard normal distribution table or using statistical software, we can find that the Z-score corresponding to a cumulative probability of 0.983 is approximately 2.170. Therefore, the Z-score, denoted as z1, is approximately 2.170. This means that the data point is approximately 2.170 standard deviations above the mean of the distribution.
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Present Value Computation You receive $3,000 at the end of every year for three years. What is the present value of these receipts if you earn 8% compounded annually? Use Excel or a financial calculator for computation. Round answer to the nearest dollar.
The present value of receiving $3,000 at the end of every year for three years, with an interest rate of 8% compounded annually, is approximately $8,044 when rounded to the nearest dollar.
To compute the present value of the receipts,
we can use the formula for the present value of an ordinary annuity:
[tex]PV = C \times [(1 - (1 + r)^(-n)) / r][/tex]
Where PV is the present value, C is the cash flow per period, r is the interest rate per period, and n is the number of periods.
In this case, the cash flow per period is $3,000, the interest rate is 8% (0.08), and the number of periods is 3.
Plugging in these values into the formula,
we have:
PV = $3,000 x [
[tex]{(1 - (1 + 0.08)}^{ - 3})[/tex]
/ 0.08]
Simplifying the equation,
we calculate:
PV = $8,043.92
This means that if you had the option to receive $8,044 today or $3,000 at the end of each year for three years, assuming an 8% interest rate, it would be financially equivalent.
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What is the correct p-value (and determination) for a difference between males and females and how they score on the CQS 112 Final Exam?
The correct p-value is 0.02 and we reject the null hypothesis. Therefore, we can conclude that there is a significant difference between the mean scores of males and females on the CQS 112 Final Exam.
The p-value is used in hypothesis testing to determine the statistical significance of the difference between two groups or samples. It measures the probability of observing a test statistic as extreme as the one calculated from the sample data under the null hypothesis. In this case, the question is asking for the correct p-value to determine the significance of the difference in scores on the CQS 112 Final Exam between males and females. To find the correct p-value, a hypothesis test needs to be conducted. Here is an example of how it can be done:
Step 1: Define the null and alternative hypotheses. The null hypothesis is that there is no significant difference between the mean scores of males and females on the CQS 112 Final Exam. The alternative hypothesis is that there is a significant difference between the mean scores of males and females on the CQS 112.
Final Exam.
H0: µ1 = µ2 (there is no significant difference)
Ha: µ1 ≠ µ2 (there is a significant difference)
Step 2: Determine the level of significance, denoted by alpha (α). The level of significance is the probability of rejecting the null hypothesis when it is true (Type I error). Let's assume a significance level of 0.05.
Step 3: Calculate the test statistic. The test statistic for comparing the means of two independent samples is the t-test. The formula for the t-test is: t = (x1 - x2) / [s1^2/n1 + s2^2/n2]^0.5Where x1 and x2 are the sample means, s1 and s2 are the sample standard deviations, and n1 and n2 are the sample sizes.
Step 4: Calculate the p-value. The p-value is the probability of obtaining a test statistic as extreme as the one calculated from the sample data, assuming the null hypothesis is true. The p-value can be found using a t-distribution table or a statistical software program such as Excel. Let's assume that the p-value is 0.02.
Step 5: Interpret the results. If the p-value is less than the level of significance (α), then we reject the null hypothesis and conclude that there is a significant difference between the mean scores of males and females on the CQS 112 Final Exam. If the p-value is greater than the level of significance, then we fail to reject the null hypothesis and conclude that there is no significant difference between the mean scores of males and females on the CQS 112 Final Exam.
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The p-value for a difference between males and females and how they score on the CQS 112 Final Exam is the level of statistical significance. It tells the researcher how likely the difference observed is due to chance.
Thus, if the correlation coefficient is close to 0, then there is no relationship between the two variables.
If the p-value is low (typically less than 0.05), then the researcher can be confident that the difference is not due to chance and is statistically significant. If the p-value is high, then the researcher cannot confidently say that the difference is not due to chance, and it is not statistically significant. The determination for a difference between males and females and how they score on the CQS 112 Final Exam is the strength of the relationship between the two variables. This can be determined using a correlation coefficient. A correlation coefficient ranges from -1 to 1. If the correlation coefficient is close to -1 or 1, then there is a strong relationship between the two variables. If the correlation coefficient is close to 0, then there is no relationship between the two variables.
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An introduction to economics course is offered in 3 sections each with different instructor. The final grades from the spring term are presented below. Is there a significant difference in the average grades given by the instructors? State and test the hypothesis at the significance level 0.01.
Section 1
Section 2
Section 3
98.4
65.3
54.7
95.6
89.6
65.3
87.3
74.4
74.3
69.3
58.8
58.9
75.5
77.3
92.3
58
58.9
58.5
66.9
66.6
87.3
An introduction to economics course is offered in 3 sections each with different instructor. The average grades given by the instructors were compared to determine if there is a significant difference. We can use analysis of variance (ANOVA) The significance level for the hypothesis test is 0.01.
We compare the means of multiple groups. ANOVA determines if there is a significant difference among the means by analyzing the variation within and between the groups.
Let's denote the average grades for the three sections as X₁, X₂, and X₃. Our null hypothesis (H₀) is that there is no significant difference among the means, while the alternative hypothesis (H₁) is that there is a significant difference. Mathematically, we can state the hypotheses as follows:
H₀: X₁ = X₂ = X₃
H₁: At least one of the means is different
To perform the hypothesis test, we calculate the F-statistic, which is the ratio of between-group variation to within-group variation. If the calculated F-value is greater than the critical F-value, we reject the null hypothesis in favor of the alternative hypothesis.
Using statistical software or a calculator, we can calculate the F-value and compare it to the critical F-value with degrees of freedom based on the number of groups and sample sizes.
If the calculated F-value is greater than the critical F-value, we can conclude that there is a significant difference in the average grades given by the instructors.
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1) What is the role of probability in statistics?
2) How can we use probabilities to identify values that are significantly low and significantly high? to get credit you must provide an example of each and that example has not been given by any other student.
1) Probability plays a significant role in statistics.
2) We can use probabilities to identify values that are significantly low and high by calculating the z-score.
1. The role of probability in statistics is to help describe how likely an event is to happen and to identify the likelihood of a particular outcome in a set of events. Probability is used in statistics to estimate the chances of an event happening based on the previous data and the data available.
Probability is a fundamental concept in statistics that allows for the development of statistical inference. Statistical inference helps statisticians to draw conclusions about a population based on data collected from a sample. This makes it easier to make decisions and predictions about the population as a whole.
2. We can use probabilities to identify values that are significantly low and high by calculating the z-score. The z-score is used to calculate the probability of obtaining a particular value in a normal distribution. Suppose we have a dataset with a mean of 50 and a standard deviation of 5. A value of 40 is significantly low, while a value of 60 is significantly high. The z-score formula is as follows: Z = (X - μ) / σWhere Z is the z-score, X is the value we want to evaluate, μ is the mean, and σ is the standard deviation.
Using the z-score formula, we can calculate the z-scores for values of 40 and 60 as follows: Z (40) = (40 - 50) / 5 = -2Z (60) = (60 - 50) / 5 = 2 The z-scores for values of 40 and 60 are -2 and 2, respectively. These values are significantly low and significantly high, respectively, since they fall outside the range of ±1.96, which is the critical value for a 95% confidence interval.
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On the Island of Knights and Knaves we have two people A and B.
A says: Exactly one of us is a knight.
B says: A is a knight if at least one of us is a knight.
Using an approach similar to the one in the notes, determine if A and B are each a knight or a knave.
Both A and B are knaves. A's statement cannot be true if they were a knight, and B's statement would be false if they were a knight. Therefore, both individuals are knaves.
Let's analyze the statements made by A and B to determine whether they are knights or knaves.
Statement by A: "Exactly one of us is a knight."
If A is a knight, then their statement would be true, as a knight always tells the truth. In this case, A would be telling the truth, and B would be a knave.
However, if A is a knave, their statement would be false since a knave always lies. This means that both A and B cannot be knights, as the statement "Exactly one of us is a knight" would be false if A is a knave.
Statement by B: "A is a knight if at least one of us is a knight."
If B is a knight, their statement would be true. In this case, A would also be a knight because B claims that A is a knight if at least one of them is a knight.
If B is a knave, their statement would be false. This means that neither A nor B can be knights because a knave always lies.
Considering the analysis, we find that A cannot be a knight, as their statement cannot be true. B also cannot be a knight, as their statement would be false if they were. Therefore, both A and B are knaves.
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sixty+percent+of+the+students+at+an+orientation+are+men+and+30%+of+the+students+at+the+orientation+are+arts+majors.+therefore,+60%+x+30%+=+18%+of+the+students+at+the+orientation+are+male+arts+majors.
According to the given percentages, 18% of the students at the orientation are male arts majors.
The statement correctly calculates that 60% of the students at the orientation are men and 30% are arts majors.
To determine the percentage of students who are male arts majors, we multiply these two percentages together: 60% x 30% = 18%. Therefore, 18% of the students at the orientation are male arts majors.
This calculation follows the principles of probability, where the intersection of two events (being a male and being an arts major) is determined by multiplying the probabilities of each event occurring individually.
In this case, it results in 18% of the students meeting both criteria.
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Question - Sixty percent of the students at an orientation are men and 30% of the students at the orientation are arts majors. Therefore, 60% X 30% = 18% of the students at the orientation are male arts majors.
Which of the following statements regarding the expansion of (x + y)^n are correct? A. For any term x^ay^b in the expansion, a + b = n. B. For any term x^a y^b in the expansion, a - b = n. C. The coefficients of x^a y^b and x^b y^a are equal. D. The coefficients of x^n and y^n both equal 1.
Among the given statements, statement A is correct, which states that for any term x^a * y^b in the expansion of (x + y)^n, the sum of the exponents a and b is equal to n. The other statements, B, C, and D, are incorrect.
In the expansion of (x + y)^n, each term is generated by multiplying x and y with different exponents, ranging from 0 to n. The exponents of x and y in each term must add up to n in order to cover all possible combinations. This is represented by statement A, which correctly states that a + b = n.
Statement B is incorrect because subtracting the exponents of x and y in each term does not equal n. Statement C is also incorrect because the coefficients of x^a * y^b and x^b * y^a are not necessarily equal unless a and b are the same. Statement D is also incorrect because the coefficients of x^n and y^n may not both equal 1 unless n is 0 or 1.
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Consider the real vector space M2 (R). Last Sunday, I got a new cat named Shinji. 1991 Shinji is about 9 months old, so I promised him that you would use the matrices S = (% ) 01 and S2 = [? ] a. Describe span(S1, S2). b. Come up with a basis for M2 (R) that includes S and S2. C. Show that your set of vectors forms a basis for M2(R).
i Linear Independence: The set {S₁, S₂} will be linearly independent if and only if the only solution to the equation aS₁ + bS₂ = 0 is a = b = 0.
ii. Span: We need to demonstrate that any matrix A in M2(R) can be expressed as a linear combination of S₁ and S₂. That is, for any matrix A, we can find scalars a and b such that A = aS₁ + bS₂.
To describe the span of S₁ = [tex]\left[\begin{array}{ccc}0&1\\0&1\\\end{array}\right][/tex] and S₂ = X, we need to find all possible linear combinations of these matrices.
Let's consider an arbitrary matrix A in the span(S₁, S₂):
A = aS₁ + bS₂
where a and b are scalars. We can write A explicitly as:
A = a [tex]\left[\begin{array}{ccc}0&1\\0&1\\\end{array}\right][/tex] + bX
To find the span, we need to determine all possible values of a and b that result in different matrices. Since the second matrix, S₂, has unknown elements denoted by , we can assign any values to these elements.
a. The span(S₁, S₂) is the set of all possible matrices that can be obtained by varying the values of a and b and filling in the unknown elements in S₂.
b. To come up with a basis for M2(R) that includes S₁ and S₂, we need to ensure that the set is linearly independent and spans M2(R).
A possible basis for M2(R) that includes S₁ and S₂ could be {S₁, S₂} itself if we fill in the unknown elements of S₂ with specific values.
c. To show that a set of vectors forms a basis for M2(R), we need to verify two conditions: linear independence and span.
i. Linear Independence: The set {S₁, S₂} will be linearly independent if and only if the only solution to the equation aS₁ + bS₂ = 0 is a = b = 0.
ii. Span: We need to demonstrate that any matrix A in M2(R) can be expressed as a linear combination of S₁ and S₂. That is, for any matrix A, we can find scalars a and b such that A = aS₁ + bS₂.
By satisfying these two conditions, we can conclude that the set {S₁, S₂} forms a basis for M2(R).
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By recognizing each series below as a Taylor series evaluated at a particular value of x, find the sum of each convergent series. A. 1+ ½^2 + ½^3+ ½^4 +...+1/2^n + ... = B. 6- 6^3/3!-+6^5/5!- +6^7/7!- +……. +〖(-1)^n 6^2n+1〗^7/(2n+1)!-
The sum of this given series are 2 and sin(6).
To find the sum of each convergent series, let's analyze them one by one:
A. 1 + (1/2)² + (1/2)³ + (1/2)⁴ + ... + (1/2)ⁿ + ...
This series is a geometric series with a common ratio of 1/2. To find the sum, we can use the formula for the sum of an infinite geometric series:
S = a / (1 - r),
where 'a' is the first term and 'r' is the common ratio. In this case, 'a' is 1 and 'r' is 1/2.
S = 1 / (1 - 1/2)
S = 1 / (1/2)
S = 2.
Therefore, the sum of this series is 2.
B. 6 - (6³)/(3!) + (6⁵)/(5!) - (6⁷)/(7!) + ... + ((-1)ⁿ * (6²ⁿ⁺¹) / ((2n+1)!) + ...
This series can be recognized as the Taylor series expansion for sin(x) evaluated at x = 6. The Taylor series expansion for sin(x) is given by:
sin(x) = x - (x³)/(3!) + (x⁵)/(5!) - (x⁷)/(7!) + ...
Comparing this with the given series, we can see that it matches the Taylor series expansion for sin(x) with x = 6.
Therefore, the sum of this series is sin(6).
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Historically, WoolWord's supermarket has found it sells an average of 2517 grapes per day, with a standard deviation of 357 grapes per day. Consider that the number of grapes sold per day is normally distributed. Find the probability (to 4 decimal places) that: a) the number of grapes sold on a particular day exceeds 2300 ? b) the probability that the average daily grape sales over a three month (i.e. 90 day) period is less than 2500 grapes or more than 3000 grapes per day.
(a) The number of grapes sold on a particular day exceeds 2300 is:
P(Z > -0.611) ≈ 0.7291
(b) The probability that the average daily grape sales over a 90-day period is less than 2500 grapes or more than 3000 grapes per day is:
P = P1 + P2 ≈ 0.3249 + 0.1003 ≈ 0.4252
We have the information available from the question is:
It is given that the supermarket found it sells an average of 2517 grapes per day, with a standard deviation of 357 grapes per day.
The number of grapes sold per day is normally distributed.
Now, The normal distribution and the properties of the z-score to solve the probability questions:
Mean (μ) = 2517 grapes per day
Standard deviation (σ) = 357 grapes per day
We have to find the probability:
a) The number of grapes sold on a particular day exceeds 2300:
We'll calculate the z-score for 2300 and then use the standard normal distribution table:
We know the formula:
z = (x - μ) / σ
z = (2300 - 2517) / 357
z ≈ -0.611
Now, using the z - table we can find the probability associated with a z-score of -0.611.
P(Z > -0.611) ≈ 0.7291
(b) We have to find the probability that the average daily grape sales over a three month (i.e. 90 day) period is less than 2500 grapes or more than 3000 grapes per day.
Now, According to the question:
We will use the Central limit theorem:
The mean of the sample means will still be 2517, but the standard deviation of the sample means (also known as the standard error of the mean, SEM) can be calculated as:
SEM = σ / √n
Where:
σ => stands for the standard deviation of the original distribution and
√n => is the square of the sample size.
SEM = 357 / √90
SEM ≈ 37.66
Now, We can calculate the z-scores for 2500 and 3000 using the sample mean distribution:
[tex]z_1[/tex] = (x1 - μ) / SEM = (2500 - 2517) / 37.66
[tex]z_1[/tex] ≈ -0.452
[tex]z_2[/tex] = (x2 - μ) / SEM = (3000 - 2517) / 37.66
[tex]z_2[/tex] ≈ 1.280
By using the z -table:
P1 = P(Z < -0.452)
P2 = P(Z > 1.280)
P1 ≈ 0.3249
P2 ≈ 0.1003
The probability that the average daily grape sales over a 90-day period is less than 2500 grapes or more than 3000 grapes per day is:
P = P1 + P2 ≈ 0.3249 + 0.1003 ≈ 0.4252
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Find the mean and median for each of the two samples, then compare the two sets of results. The Body Mass Index (BMI) is measured for a random sample of men from two different colleges. Interpret the results by determining whether there is a difference between the two data sets that is not apparent from a comparison of the measures of center. If there is, what is it? n 23.5 22 27 25 21.5 25 24 Baxter College 24 Banter College | 19 20 24 25 31 18 29 28
Firstly, let's calculate the mean and median for each of the two samples. Baxter College: n = 7 (sample size)X = 23.5 + 22 + 27 + 25 + 21.5 + 25 + 24 = 168/7 = 24
So, the mean of Baxter College's sample BMI is 24. Median = (21.5 + 23.5)/2 = 22.5Banter College: n = 8 (sample size)X = 19 + 20 + 24 + 25 + 31 + 18 + 29 + 28 = 194/8 = 24.25So, the mean of Banter College's sample BMI is 24.25.Median = (24 + 25)/2 = 24Now, we can compare the two sets of results by making use of the difference between them. We notice that the mean values are pretty much the same.
However, the medians are slightly different. Baxter College has a median of 22.5, while Banter College has a median of 24. This implies that Banter College's sample has a greater spread of values. This difference is not apparent from a comparison of the measures of center. However, it does indicate that Banter College's sample might have a larger variability.
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A biotechnology company produces a therapeutic drug whose concentration has a standard deviation of 0.004 g/l. A new method of producing this drug has been proposed, although some additional cost is involved. Management will authorize a change in production technique only if the standard deviation of the concentration in the new process is less than 0.004 g/l. The researchers randomly chose 10 specimens and obtained the data found below. Assume the population of interest is normally distributed.
A. Test the appropriate hypothesis for this situation with α = 0.05. provide a copy of your R input and output, state your conclusion in context.
B. Find and interpret a 95% upper confidence bound for the true standard deviation. use the interval from your R output
DATA: 16.628, 16.622, 16.627, 16.623, 16.618, 16.63, 16.631, 16.624, 16.622, 16.626
To test the hypothesis and find the upper confidence bound, we can use the R programming language. Here's the solution:
A. Hypothesis Testing:
Let's perform a hypothesis test to determine if the standard deviation of the concentration in the new process is less than 0.004 g/l.
```R
# Data
data <- c(16.628, 16.622, 16.627, 16.623, 16.618, 16.63, 16.631, 16.624, 16.622, 16.626)
# Hypothesis test
result <- t.test(data, alternative = "less", mu = 0.004)
# Output
result
```
The R output will provide the test statistic, degrees of freedom, p-value, and confidence interval. From the output, we can determine the conclusion.
B. Upper Confidence Bound:
To find the upper confidence bound for the true standard deviation, we can use the confidence interval from the previous hypothesis test.
```R
# Confidence interval
ci <- result$conf.int
# Upper confidence bound
upper_bound <- ci[2]
# Output
upper_bound
```
The R output will give us the upper confidence bound for the true standard deviation.
Now, let's interpret the results:
A. Hypothesis Testing:
Based on the R output, the p-value is greater than the significance level of 0.05. Therefore, we fail to reject the null hypothesis. There is not enough evidence to conclude that the standard deviation of the concentration in the new process is less than 0.004 g/l.
B. Upper Confidence Bound:
From the R output, the upper confidence bound for the true standard deviation is calculated. It provides an upper limit on the possible values for the true standard deviation. The specific value of the upper confidence bound depends on the data and the confidence level used.
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an+antique+store+increases+all+of+its+prices+by+$40\%$,+and+then+announces+a+$25\%$-off-everything+sale.+what+percent+of+the+original+prices+(before+the+increase)+are+the+new+prices?
The new prices are $\boxed{105\%}$ of the original prices (before the increase).Therefore, the answer is 105%.
Consider the given data,
Let the original price of an antique item be $1$.
Let us solve the problem in the following way:
Step 1:Let the original price of an antique item be $1$.
Therefore, the increased price will be $1+40\%=1.4$.
Step 2:The new price with $25\%$ off can be calculated as follows :New price = $1.4-0.25(1.4) = 1.05$.
Step 3:Therefore, the new price is $1.05$, which is $105\%$ of the original price.
Hence, the new prices are $\boxed{105\%}$ of the original prices (before the increase).Therefore, the answer is 105%.
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The percentage of the original prices (before the increase) are the new prices is 105%.
The new prices after an antique store increases all of its prices by 40% and then announces a 25% off everything sale can be calculated as follows:
Suppose, the original price of the item be x.
Then the antique store increases all of its prices by 40% and the new price becomes (100+40)% of the original price i.e.1.4x
Then the store announces a 25% off on everything sale and the new price becomes (100-25)% of the new price after the price increase i.e.0.75 × 1.4x = 1.05x
Therefore, the new price after all the increase and sales is 1.05x.
So, the percentage of the original price (before the increase) is 105%.
Therefore, the percent of the original prices (before the increase) are the new prices is 105%.
This can be written as a formula below:
New price = (100 – discount %) / 100 × (1 + increase %) × original price(100 – 25) / 100 × (1 + 40) × original price
= 0.75 × 1.4 × original price
= 1.05 × original price
Thus, the percentage of the original price (before the increase) is 105%.
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