Trigonometry question help,,, NO LINKS

Answer:

b

Step-by-step explanation:

its a negative slope, so you can eliminate c and d. even though the scale is 2, the slope always pertains to $1 increase and not $2 increase.

The correct alternative hypothesis constructed in a binomial test is (a) H₁ :P < Q

From the question, we have the following parameters that can be used in our computation:

A. H₁ :P < Q

B. H₁: P - Q

C. H₁ : P = Q

D. H₁ : P ≤ Q

As a general rule of test of hypothesis, alternate hypothesis are represented using inequalities

This means that we make use of <, > or ≠

Hence, the correct alternative hypothesis is (a) H₁ :P < Q

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Question

Which of the following is the correct alternative hypothesis constructed in the binomial test?

A. H₁ :P < Q

B. H₁: P - Q

C. H₁ : P = Q

D. H₁ : P ≤ Q

Answer:

-3 + 8 = 5

Step-by-step explanation:

When we have a "minus a negative", it's a positive. So the - -8 is the same as + 8.

LMK if you have questions.

-3 + -8 = -11

is that a nice one or something

Answer,  z10

Step-by-step explanation:

Answer:

C. Add all sides of the base shape

Step-by-step explanation:

perimeter = sum of length of sides of a polygon

Answer: C. Add all sides of the base shape

Answer:

Сен қазақ сыңба?

Step-by-step explanation:

қазашшаайтшыааа

Answer:

4/15

Step-by-step explanation:

Each fraction is 1/15 less than the previous.

If we make them all the same denominator,

then it would show as:

8/15

7/15

6/15

5/15

The next fraction would be 5/15 - 1/15

which is

4/15

Answer:

4                                                    1

__    because it goes down by ___

15                                                  15

Step-by-step explanation:

Answer:

y=k×x

so k =-1/2

ie: -1=-1/2(2)

-1=-1

hope this helps hshshsjjss

Answer:

360

Step-by-step explanation:

All the angles of a polygon add up to 360, thats kinda just how it is haha

The consultant can assert with 95% confidence that the true average time to complete a standard order is within 4.23 seconds of the sample average time of 72.2 seconds.

With 95% confidence, the true average time it takes for a counter person to complete the standard order is between 68.0 and 76.4 seconds.

The standard error of the mean is given by the formula:

SE = s / sqrt(n)

where s is the sample standard deviation and n is the sample size.

In this case, the standard error is:

SE = 12.8 / sqrt(35) = 2.16 seconds (approximately)

The Z-value that corresponds to a 95% confidence level is approximately 1.96 (this value can be looked up in a standard Z-table).

Therefore, the maximum error E can be calculated as:

E = Z * SE = 1.96 * 2.16 = 4.23 seconds (approximately)

This means that the consultant can assert with 95% confidence that the true average time to complete a standard order is within 4.23 seconds of the sample average time of 72.2 seconds.

b) To construct a 95% confidence interval for the true average time, the consultant can use the formula:

CI = x ± E

where x is the sample mean and E is the maximum error.

Substituting the given values:

CI = 72.2 ± 4.23 = (68.0, 76.4)

So, with 95% confidence, the true average time it takes for a counter person to complete the standard order is between 68.0 and 76.4 seconds.

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To find the expected amount you would pay for your two raffle tickets, we need to calculate the expected value of the sum of the prices on the tickets.

Let's denote the prices on the tickets as follows:

Ticket 1: $1

Ticket 2: $2

Ticket 3: $3

Ticket 4: $4

Since you are drawing two tickets without replacement, there are a total of 4C2 = 6 possible combinations of two tickets.

The expected value (E) can be calculated by summing up the products of each combination and its corresponding probability. The probability of each combination is 1/6 since all combinations are equally likely.

The expected amount you would pay for your two raffle tickets is given by:

[tex]\[E = \frac{1}{6}(\$1 + \$2) + \frac{1}{6}(\$1 + \$3) + \frac{1}{6}(\$1 + \$4) + \frac{1}{6}(\$2 + \$3) + \frac{1}{6}(\$2 + \$4) + \frac{1}{6}(\$3 + \$4)\][/tex]

Simplifying the expression, we find:

[tex]\[E = \frac{\$3 + \$4 + \$5 + \$5 + \$6 + \$7}{6} = \$5\][/tex]

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Answer:

2/3

Step-by-step explanation:

rise over run

up and over

Answer:

12057.6

Step-by-step explanation:

V = πr²h

3.14 x 16² x 15

The percentage of tires will have a life of 34,000 to 46,000 miles is the correct answer is d. None of the alternative answers is correct.

The provided percentages do not offer a precise estimate of the proportion of tires with a life of 34,000 to 46,000 miles.

Determining the percentage of tires falling within a specific mileage range requires access to accurate statistical data from tire manufacturers or comprehensive studies. Several factors affect tire lifespan, such as driving habits, road conditions, maintenance, and the type of tire itself.

These variables make it difficult to provide an exact percentage without specific information about the tire population in question. To obtain a more accurate estimate, it would be necessary to analyze relevant data, such as tire industry reports or studies on tire longevity.

Tire manufacturers often provide estimated mileage ratings for their products, but these figures are averages and can vary depending on the factors mentioned above.

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Answer:

area = (10 x 19) - (0.5 x 19 x 5) = 142.5 in²

Step-by-step explanation:

Answer:

142.5 in^2

Step-by-step explanation:

Area of trapezoid= a + b  / 2 · h         (a and b are bases of the trapezoid)

A= 5 + 10 / 2 · 19

A= 15 / 2 · 19

A= 7.5 · 19

A= 142.5 in^2

This is just one way to do it. There are many more ways.

Answer:

54.25

Step-by-step explanation:

$30500                                                                                                                       ..............................................................................................................................

Answer:

x = 29

Step-by-step explanation:

We know that those two angles equal 180° so we combine those two equations and set them equal to 180°:

6x + 6 = 180°

Subtract 6 from both sides:

6x = 174°

Divide by 6:

x = 29

The set V, defined as the set of all ordered triples of real numbers with the given addition and scalar multiplication operations, is not a vector space. Therefore, we can conclude that V is not a vector space, as it does not fulfill the required vector space axioms.

To prove that V is not a vector space, we need to demonstrate that it fails to satisfy at least one of the vector space axioms.

Let's consider the closure under scalar multiplication axiom. According to the given scalar multiplication operation, k(x, y, z) = (kx, ky, kz) for all real numbers k. However, in a vector space, scalar multiplication should be distributive over both addition of vectors and scalar addition.

Let's choose a specific example to illustrate the issue. Consider the vector (x, y, z) = (1, 1, 1) in V and the scalar k = 2. According to the defined scalar multiplication operation, 2(x, y, z) = 2(1, 1, 1) = (2, 2, 2).

Now, let's compute (1 + 1)(x, y, z) = 2(x, y, z) = 2(1, 1, 1) = (2, 2, 2).

However, in a vector space, the distributive property should hold, meaning that (1 + 1)(x, y, z) should equal (1, 1, 1) + (1, 1, 1) = (2, 2, 2).

Since (1 + 1)(x, y, z) ≠ (1, 1, 1) + (1, 1, 1), V fails to satisfy the closure under scalar multiplication axiom.

Therefore, we can conclude that V is not a vector space, as it does not fulfill the required vector space axioms.

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Answer:

8

Step-by-step explanation:

10 - 2

Answer:

-3/2

Step-by-step explanation:

The rate of change is the same as slope

Answer:

what

Step-by-step explanation:

Answer:

18 hours

Step-by-step explanation:

9/0.50 = 18 hours

Answer:

-5 + 4n

Step-by-step explanation:

-1/2(10 - 8n)

-5 + 4n

Answer:

NO

Step-by-step explanation:

If the diameter of the circle is doubled the area will be increased 4 times

The required answer is by conducting the Kruskal-Wallis test, we can determine if there are statistically significant differences in the pattern of freshman class ranks among the sophomore members across the five sororities at Mega University.

To test whether there is a difference in the pattern of freshman class ranks among the sophomore members across five sororities at Mega University, we can use a statistical test called the Kruskal-Wallis test. The Kruskal-Wallis test is a non-parametric test used to compare the distributions of three or more independent groups.

In this case, the five sororities represent the independent groups, and the freshman class ranks of the sophomore members within each sorority are the ordinal scale variable of interest. The Kruskal-Wallis test will assess whether there are statistically significant differences in the distribution of freshman class ranks across the five sororities.

Here is a step-by-step explanation of how to conduct the Kruskal-Wallis test:

Step 1: Formulate the null and alternative hypotheses.

Null hypothesis (H₀): There is no difference in the pattern of freshman class ranks across the five sororities.

Alternative hypothesis (H₁): There is a difference in the pattern of freshman class ranks across the five sororities.

Step 2: Collect the data.

Gather the freshman class ranks of the sophomore members for each sorority. Ensure that the data is properly coded and organized.

Step 3: Perform the Kruskal-Wallis test.

Apply the Kruskal-Wallis test to the data. The test will compare the distributions of the ordinal data across the five sororities and determine if there are significant differences.

Step 4: Interpret the results.

Analyze the output of the Kruskal-Wallis test, which typically provides a test statistic and a p-value. If the p-value is below a predetermined significance level (e.g., 0.05), we reject the null hypothesis and conclude that there is evidence of a difference in the pattern of freshman class ranks across the five sororities.

Step 5: Post-hoc analysis (if necessary).

If the Kruskal-Wallis test indicates significant differences, further analyses, such as pairwise comparisons or Dunn's test, can be conducted to identify which specific sororities differ from each other.

By conducting the Kruskal-Wallis test, we can determine if there are statistically significant differences in the pattern of freshman class ranks among the sophomore members across the five sororities at Mega University.

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