3) During the last week of April, Ryan Foss produced 900 dolls. Ryan
receives $.96 per doll, less any defective units. What was Ryan's
gross pay for the last week of April?

Among the given options, the number of trials that comes closest to a large number is 200 trials (option D). Therefore, we would expect the experimental probability to be closest to 1/8 after 200 trials.

What is probability?

The probability of randomly choosing the number 5 from the bag of 8 cards is:

P(choosing 5) = number of 5 cards / total number of cards

Since there is only one card numbered 5 in the bag, the probability of choosing the number 5 is 1/8.

The experimental probability of choosing the number 5 after "n" trials can be calculated by counting the number of times the number 5 is chosen in "n" trials and dividing by "n".

For example, after 50 trials, we expect to choose the number 5 approximately:

P(choosing 5 after 50 trials) = number of times 5 is chosen in 50 trials / 50

We can simplify this expression as:

P(choosing 5 after 50 trials) = (1/8) x number of times 5 is chosen in 50 trials

Similarly, we can calculate the experimental probability for 100, 150, and 200 trials:

P(choosing 5 after 100 trials) = (1/8) x number of times 5 is chosen in 100 trials

P(choosing 5 after 150 trials) = (1/8) x number of times 5 is chosen in 150 trials

P(choosing 5 after 200 trials) = (1/8) x number of times 5 is chosen in 200 trials

To determine which number of trials would give us the experimental probability closest to 1/8, we need to consider the law of large numbers, which states that as the number of trials increases, the experimental probability approaches the theoretical probability.

Therefore, we would expect the experimental probability to be closest to 1/8 after a large number of trials. Among the given options, the number of trials that comes closest to a large number is 200 trials (option D). Therefore, we would expect the experimental probability to be closest to 1/8 after 200 trials.

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The line plot of the data points is added as an attachment

Part A:

A line plot or dot plot would be an appropriate graphical representation for this data set. A line plot would show each data point on a number line with an X above the value,

This graph would be appropriate for displaying this data because the data set is relatively small and the values are discrete (whole numbers), making it easy to see the frequency and distribution of the data points.

Part B:

To create a line plot or dot plot for this data set, you would first need to create a number line that spans the range of values in the data set.

In this case, the range of values is from 91 to 125, so the number line would include all values between these two numbers.

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The amount that each girl receives if they receive $200 more than each boy is: $1133.33

We are told that $2800 is shared among four boys and two girls.

Thus:

Fraction of boys = 4/6 = 2/3

Fraction of girls = 2/6 = 1/3

Amount received by each boy if shared equally = (4/6) * 2800 = $1866.67

Amount received by each girl if shared equally = (2/6) * 2800 = $933.33

Now, each girl gets $200 more than each boy. Thus:

Amount each girl gets = $933.33 + $200 = $1133.33

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The relative frequency of students that are of the 1 to 5 class and are left-handed is 40%.

Relative frequency is the ratio of the number of times an event occurs to the number of trials. This can be expressed as a fraction, a percentage, or a proportion.

This can be calculated using the following equation:

Relative Frequency = (Number of Left-Handed Students in 1 to 5 Class / Total Number of Students in 1 to 5 Class) x 100

Relative Frequency = (17 / (17 + 25)) x 100

Relative Frequency = 40%

This calculation shows that 40% of students in the 1 to 5 class are left-handed. This percentage can be rounded to the nearest whole percentage, giving the answer of 40%.

By comparing the relative frequency of left-handed students in the 1 to 5 class to the relative frequency in the other classes, it can be seen that the 1 to 5 class has the highest relative frequency of left-handed students.

This could be due to the developmental stage of students in this age group, as studies have shown that being left-handed is more common in children aged 5 to 10 than in adults.

Alternatively, it could be due to cultural factors, such as left-handed students feeling more comfortable in the 1 to 5 class due to the younger age group.

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Answer:

the answer ur looking for would be B

Step-by-step

Answer: D

Step-by-step explanation:

Answer: 24

Step-by-step explanation:

n = 12^2

n + 1 = 13^2

2n = 12

Transpose the 2 on the other side, you get -

n = 12*2

Therefore, n = 24

Problem 1: The best approximation for finding the price of an individual product is (b) Marginal Cost. This is because marginal cost represents the cost of producing one additional unit of the product. Problem 2: You get profit when (c) Revenue is more than cost. When the revenue generated from selling products is greater than the cost of producing those products, you will have a positive profit.

For problem 1, the best approximation for finding the price of an individual product would be the Marginal Cost. This is because it takes into account the additional cost of producing one more unit of the product, which directly affects the price.

For problem 2, the correct answer would be c) When Revenue is more than cost. This is because profit is calculated by subtracting the cost of producing the product from the revenue earned from selling it. If the revenue is higher than the cost, then there is profit. If the cost is higher than the revenue, then there is a loss. When the cost is equal to the revenue, there is no profit or loss, just a break-even point. Therefore, option d) "All of them" is incorrect.

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The measure of the supplementary angle of the given angle would be = 175.2°

A supplementary angles are those angles that sums up to 180° when added up together.

To calculate the supplementary angle represented by X;

That is,

X+ 4.8° = 180

X = 180-4.8 = 175.2°

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The absolute maximum value of g(x) on the interval [-4,1] is approximately 4.4817, which occurs at x = 1.

To find the absolute maximum value of g(x) on the interval [-4,1], we need to evaluate the function at both the endpoints and at any critical points inside the interval, and then compare the values to determine the maximum.

First, let's evaluate g(x) at the endpoints of the interval

g(-4) = (-4² + 4 + 1)e^(-4) ≈ 0.00064

g(1) = (1² - 1 + 1)e^1 ≈ 4.4817

Next, we need to find any critical points of g(x) inside the interval. To do this, we take the derivative of g(x) and set it equal to zero

g'(x) = (2x - 1 + (x² - x + 1))e^x = (x² + x - 1)e^x

Setting g'(x) = 0, we get

x² + x - 1 = 0

Using the quadratic formula, we get

x = (-1 ± sqrt(5))/2

Both of these critical points, approximately -1.618 and 0.618, are inside the interval [-4,1], so we need to evaluate g(x) at these points as well:

g(-1.618) ≈ 0.4963

g(0.618) ≈ 2.5305

Now we can compare the values of g(x) at the endpoints and critical points to determine the absolute maximum

g(-4) ≈ 0.00064

g(-1.618) ≈ 0.4963

g(0.618) ≈ 2.5305

g(1) ≈ 4.4817

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The given question is incomplete, the complete question is:

Let g be the function defined by g(x)=(x²- x+1)e^x. What is the absolute maximum value of g on the interval [-4,1] ?

Answer:

725

Step-by-step explanation:

8250-1000= 7250

(7250x10)/100=725

10% of 7250=725

Answer: 7,150

Step-by-step explanation: It says that you have a deductible of $1,000 and a co-insurance of 10% so you add the $1,000 with the 10% and that will give you $1,100. Then we have the medical bill which is $8,250 so what we will do next is to minus the $8,250 from the $1,100 that we got from the $1,000 and 10% so, when we minus the $8,250 with $1,100 we will get $7,150 and that is your answer.

I hope this helps!

Answer:

Step-by-step explanation:

You want to compare the average rates of change on the interval [-6, -3] of the functions f(x) = 4x² and g(x) = 8x².

The average rate of change of p(x) on the interval [a, b] is given by ...

  ARC = (p(b) -p(a))/(b -a)

The average rate of change is ...

  ARC = (f(-3) -f(-6))/(-3 -(-6))

  ARC = (36 -144)/3 = -108/3 = -36

The average rate of change of f(x) on [-6, -3] is -36.

The average rate of change is ...

  ARC = (72 -288)/3 = -216/3 = -72

The average rate of change of g(x) on [-6, -3] is -72.

The ratio of the rates of change is ...

  ARC(g(x))/ARC(f(x)) = -72/-36 = 2

The average rate of change of g(x) is 2 times that of f(x).

__

Additional comment

We hope you noticed that g(x) is f(x) scaled vertically by a factor of 2. That scale factor is the ratio of the rates of change of the two functions.

The percentage profit on the car is 12% if a car was bought for 5600 and sold for 6272.

To calculate the percentage profit, we need to find the profit first.

Profit = Selling price - Cost price

Profit = 6272 - 5600 = 672

The profit on the car is $672.

Now, we can calculate the percentage profit using the formula

Percentage profit = (Profit / Cost price) x 100%

Percentage profit = (672 / 5600) x 100%

Percentage profit = 0.12 x 100%

Percentage profit = 12%

Therefore, the percentage profit on the car is 12%.

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Part A: Let's assume that the number you picked between 21 and 29 is 25. If the pop quiz is a total of 30 points, then your score would be 25 out of 30. To find the percentage earned, we use the following formula:

percentage = (score/total possible points) x 100%

In this case, our score is 25 and the total possible points are 30, so

percentage = (25/30) x 100%

percentage = 0.8333 x 100%

percentage = 83.33%

Therefore, if you earned 25 points out of 30 on the pop quiz, your percentage would be 83.33%.

Part B: Based on the percentage calculated in Part A, we can determine the corresponding letter grade using the grading scale provided. Since our percentage is 83.33%, it falls between the range of 80% to 89%. According to the grading scale, this corresponds to a letter grade of B.

Therefore, if you earned a score of 25 out of 30 on the pop quiz, your percentage would be 83.33% and your corresponding letter grade would be B.

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the given equation y = 2.81x² represents a non-proportional situation because the output variable y is not directly proportional to the input variable x.

HOW TO SOLVE THE QUESTION?

The given equation y = 2.81x² represents a non-proportional situation because the output variable y is not directly proportional to the input variable x. In a proportional relationship, when one variable increases or decreases, the other variable changes in direct proportion to it. However, in this equation, the output variable y increases at a non-linear rate as the input variable x increases.

A proportional relationship between two variables is characterized by a constant ratio between the two variables, which means that if one variable is doubled, the other variable is also doubled. In this case, the coefficient of x² is not a constant value, which indicates that the ratio between y and x² is not constant. Therefore, the given situation is not proportional.

Furthermore, a non-proportional relationship between two variables may exhibit a curved or nonlinear relationship between the variables, as in the case of this equation where y increases at an increasing rate as x increases. Therefore, the given situation can be categorized as non-proportional.

In conclusion, the given equation y = 2.81x² represents a non-proportional situation because the output variable y is not directly proportional to the input variable x.

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The problem "125×64" in expanded-form is written as (100 × 60) + (100 × 4) + (20 × 60) + (20 × 4) + (5 × 60) + (5 × 4).

In mathematics, the "Expanded-Form" is defined a way of representing a number as a sum of its constituent parts, usually using place value notation.

It involves expressing a number as the sum of its individual-digits or place value components, such as units, tens, hundreds, thousands, etc., multiplied by their respective place value powers of 10.

We have to write the product "125 × 64" in the expanded form,

So, the product "125 × 64" in expanded form can be written as :

⇒ 125 × 64 = (100 + 20 + 5) × (60 + 4),

⇒ (100 × 60) + (100 × 4) + (20 × 60) + (20 × 4) + (5 × 60) + (5 × 4),

Therefore, the expanded form of 125 × 64 is: (100 × 60) + (100 × 4) + (20 × 60) + (20 × 4) + (5 × 60) + (5 × 4).

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The number of students in class a is 15, the mean score of class c is 5.5, and the mean score of all three classes is 6.5.

In mathematics, the mean or average is a measure of central tendency that represents the typical value or a central value of a set of numbers. It is calculated by adding up all the values in the set and then dividing by the number of values in the set. The mean is commonly used in statistics to summarize a large amount of data into a single value that is more easily understood. It is often used to represent the "average" or "typical" value of a set of data. For example, the mean score of a class on a test can give an idea of how well the class performed overall.

We can use the formula for the mean to set up two equations, one for the mean score of class a and one for the mean score of all three classes:

For class a and b combined:

(6x + 25 × 8)/ (x + 25) = 7.25

Simplifying this equation gives us:

6x + 200 = 7.25(x + 25)

Expanding the brackets and simplifying further gives:

6x + 200 = 7.25x + 181.25

Subtracting 6x and 181.25 from both sides gives:

18.75 = 1.25x

Therefore, x = 15

For all three classes:

(6x + 25 × 8 + 20y) / (x + 25 + 20) = 6.5

Substituting x = 15 into this equation gives:

(6 ×15 + 25 × 8 + 20y) / (15 + 25 + 20) = 6.5

Simplifying and solving for y gives:

(90 + 200 + 20y) / 60 = 6.5

Simplifying further gives:

y = 5.5

Therefore, the number of students in class a is 15, the mean score of class c is 5.5, and the mean score of all three classes is 6.5.

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Answer: B A

Step-by-step explanation:

The completed checking account register can be presented as follows;

[tex]\begin{tabular}{ | c | c | l | c | c | c |}\cline{1- 6}Date & Check \# & Transaction Description & Payment (-) & Deposit (+) & Balance \\cline{1-6}\cline{1- 6}06/30 & --- & Beginning Balance & - & \$150 & \$150 \\cline{1- 6}\cline{1- 6}07/01 & 0001 & Rent payment & \$500.00 & - & \$-350 \\cline{1-6}\cline{1- 6}07/01 & --- & Paycheck & --- & \$575 & \$225 \\cline{1-6}\cline{1- 6}07/07 & 0002 & Utilities & \$102.74 & --- & \$122.26 \\cline{1-6}\cline{1- 6}\cline{1- 6}\end{tabular}[/tex]

[tex]\begin{tabular}{ | c | c | l | c | c | c |} \cline{1- 6} \cline{1- 6} Date & Check \# & Transaction Description & Payment (-) & Deposit (+) & Balance \ \cline{1-6} \cline{1- 6} 07/08 & --- & Groceries & \$64.96 & - & \$57.30 \ \cline{1-6} \cline{1- 6} \cline{1-6}07/10 & --- & Babysitting & - & \$42.00 & \$99.30 \ \cline{1-6} \cline{1-6} \cline{1- 6} 07/12 & --- & Movies & \$18.65 & - & \$80.65\ \cline{1-6} \cline{1- 6} 07/14 & --- & Gas & \$31.61 & - & \$49.04 \ \cline{1- 6} \cline{1- 6} \end{tabular}[/tex]

[tex]\begin{tabular}{ | c | c | l | c | c | c |}\cline{1- 6}Date & Check \# & Transaction Description & Payment (-) & Deposit (+) & Balance \ \\\cline{1-6} 07/15 & --- & Paycheck & - & \$575 & \$624.04 \ \cline{1-6} \cline{1-6} 07/19& 0003&Car Insurance&\$78.50&-&\$545.54\cline{1-6} \cline{1-6} 07/22&---&Groceries&\$58.30&-&\$487.24\cline{1-6} \cline{1-6} \end{tabular}[/tex]

[tex]\begin{tabular}{ | c | c | l | c | c | c |}\cline{1-6}Date & Check # & Transaction Description & Payment (-) & Deposit (+) & Balance \ \cline{1-6} \cline{1-6} 07/26&0004&Phone&\$80&-&\$407.24 \cline{1-6}\cline{1-6}07/26 & 0005 & Internet & \$62.75 & - & \$344.49 \ \cline{1-6}\cline{1-6}07/28 & 0006 & Cable TV& \$87.00 & - & \$257.49 \ \cline{1-6}\cline{1-6}07/30 & --- & Gas & \$35.22 & - & \$222.27 \ \cline{1-6}\cline{1-6}\end{tabular}[/tex]

A check register, which may also be known as a cash disbursement journal is a register for recording the transactions done with check and cash, by a business during an accounting period.

Some of the reasons why it is important to examine bank records includes;

1. To ensure accuracy; When bank records are regularly checked, it ensures that transactions using a bank account are recorded accurately

2. To prevent fraud; Bank record review help prevents fraud which includes identity theft, charges which are not authorized, and other forms of fraudulent activity

3. Budget planning and monitoring; Bank record examination ensures visualization of where money in a bank account is going, such as to enable proper planning, and budgeting

4. Resolution of disputes; Disputes such as unauthorized credit or debit on an account can be detected and raised with a bank when a bank account is checked regularly.

5. Maintaining good financial health; Regular examination of bank records help ensures that a bank account is secure and accurate.

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Answer: Let us call the centers of the four circles C1, C3, C5, and C7, respectively, where the subscript refers to the radius of the circle. Without loss of generality, we can assume that the tangent point A lies to the right of all the centers, as shown in the diagram below:

                 C7

          o-----------o

       C5 /             \ C3

         /               \

        o-----------------o

                C1

                |

                |

                | l

                |

                A

Let us first find the coordinates of the centers C1, C3, C5, and C7. Since all the circles are tangent to line l at point A, the centers must lie on the perpendicular bisector of the line segment joining A to the centers. Let us denote the distance from A to the center Cn by dn. Then, the coordinates of Cn are given by (an, dn), where an is the x-coordinate of point A.

Using the Pythagorean theorem, we can write the following equations relating the distances dn:

d1 = sqrt((d3 - 2)^2 - 1)

d3 = sqrt((d5 - 4)^2 - 9)

d5 = sqrt((d7 - 6)^2 - 25)

We can solve these equations to obtain:

d1 = sqrt(16 - (d7 - 6)^2)

d3 = sqrt(4 - (d7 - 6)^2)

d5 = sqrt(1 - (d7 - 6)^2)

Now, let us consider the region S that lies inside exactly one of the four circles. This region is bounded by the circle of radius 1 centered at C1, the circle of radius 3 centered at C3, the circle of radius 5 centered at C5, and the circle of radius 7 centered at C7. Since the circles are all tangent to line l at point A, the boundary of region S must pass through point A.

The maximum possible area of region S occurs when the boundary passes through the centers of the two largest circles, C5 and C7. To see why, imagine sliding the circle of radius 1 along line l until it is tangent to the circle of radius 3 at point B. This increases the area of region S, since it adds more points to the interior of the circle of radius 1 without removing any points from the interior of the other circles. Similarly, sliding the circle of radius 5 along line l until it is tangent to the circle of radius 7 at point C also increases the area of region S. Therefore, the boundary of region S must pass through points B and C.

Using the coordinates we obtained earlier, we can find the x-coordinates of points B and C as follows:

x_B = a - 2 - sqrt(9 - (d7 - 6)^2)

x_C = a + 6 + sqrt(9 - (d7 - 6)^2)

To maximize the area of region S, we want to maximize the distance BC. Using the distance formula, we have:

BC^2 = (x_C - x_B)^2 + (d5 - d3)^2

Substituting the expressions we derived earlier for d3 and d5, we get:

BC^2 = 32 - 2(d7 - 6)sqrt(9 - (d7 - 6)^2)

To maximize BC^2, we need to maximize the expression inside the square root. Let y = d7 - 6. Then, we want to maximize:

f(y) = 9y^2 - y^4

Taking the derivative of f(y) with respect to y and setting it equal to zero, we get:

f'(y) = 18y - 4y^3 = 0

This equation has three solutions: y = 0, y = sqrt(6)/2, and y = -sqrt(6)/2. The only solution that gives a maximum value of BC^2 is y = sqrt(6)/2, which corresponds to d7 = 6 + sqrt(6)/2.

Substituting this value of d7 into our expressions for d1, d3, and d5, we obtain:

d1 = sqrt(16 - (sqrt(6)/2)^2) = sqrt(55/2)

d3 = sqrt(4 - (sqrt(6)/2)^2) = sqrt(19/2)

d5 = sqrt(1 - (sqrt(6)/2)^2) = sqrt(5/2)

Using these values, we can compute the coordinates of points B and C as follows:

x_B = a - 2 - sqrt(9 - (sqrt(6)/2)^2) = a - 2 - sqrt(55)/2

x_C = a + 6 + sqrt(9 - (sqrt(6)/2)^2) = a + 6 + sqrt(55)/2

The distance between points B and C is then:

BC = |x_C - x_B| = 8 + sqrt(55)

Finally, the area of region S is given by:

Area(S) = Area(circle of radius 5 centered at C5) - Area(circle of radius 7 centered at C7)

= pi(5^2) - pi(7^2)

= 25pi - 49pi

= -24pi

Since the area of region S cannot be negative, the maximum possible area is zero. This means that there is no point that lies inside exactly one of the four circles. In other words, any point that lies inside one of the circles must also lie inside at least one of the other circles.

Step-by-step explanation:

The symbolic representation of the argument is option B:

An argument in logic can be described as any group of propositions of which one is claimed to follow from the others through deductively valid deductions that preserve truth from the premises to the conclusion. Arguments in logic are typically written in symbolic language.

Considering the given statements:

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The calculated value of the logarithmic expression log(a⁵b⁵/c⁸) is 69

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

log a = 9

log b = -8

log c = -6

The expression to calculate is given as

log(a⁵b⁵/c⁸)

When the expression is expanded using product and quotient rules, we have

log(a⁵b⁵/c⁸) = loga⁵ + logb⁵ - logc⁸

Apply the power rule of logarithm to rewrite as

log(a⁵b⁵/c⁸) = 5loga + 5logb - 8logc

Substitute the known values in the above equation, so, we have the following representation

log(a⁵b⁵/c⁸) = 5 * 9 + 5 * -8 - 8 * -8

Evaluate

log(a⁵b⁵/c⁸) = 69

Hence, the value of the logarithmic expression log(a⁵b⁵/c⁸) is 69

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The total fencing used is 36 ft and the playpen would look like a square rather than a rectangle.

1) The given design uses 36 feet of fencing. Other playpens that could be made with the same amount of fencing are:

A square playpen with sides of length 9 feet (since 4 x 9 = 36)

A rectangular playpen with length 12 feet and width 6 feet (since 2 x (12 + 6) = 36)

2) The fencing used for the given design is the sum of the lengths of all four sides. From the diagram, we can see that the two shorter sides have a length of 8 feet each, and the two longer sides have a length of 10 feet each. Therefore, the total fencing used is:

2(8 ft) + 2(10 ft) = 16 ft + 20 ft = 36 ft

3) Leah's statement is not correct. A square playpen with sides of length 9 feet would require a perimeter of 4 x 9 = 36 feet, which is the same amount of fencing used for the given design. However, the shape of the playpen would be different, since the sides would all be equal in length. The playpen would look like a square rather than a rectangle.

4) Another playpen that could be made with the same amount of fencing is a rectangular playpen with length 18 feet and width 0 feet (i.e., a straight line). The perimeter would be:

2(18 ft) + 2(0 ft) = 36 ft

This playpen may not be practical for animals, but it satisfies the requirement of using 36 feet of fencing.

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Answer:

V≈2010.62m³

Step-by-step explanation:

Floor space (Volume) of Firm 1's structure (cylinder)  is  230907.06 cubic ft

≈ 2.31 × 10⁵cubic ft.

Volume is characterised  as the three dimensional quantity that is used to guage the capacity of a solid shape. It implies the amount of three dimensional space a closed figure can fill. It is measured by its volume .  Some times volume can be interchanged as capacity. For instance,  the amount of water a cylindrical jar can occupy is measured by its volume .

The unit of volume is cubic units such as cubic meters, cubic centimeters , cubic millileters among others  .

Volume is gauged by multiplying the area of the shape with its third dimension .

A cylinder is a three dimensional space made up of two circular bases that are parallel to one another and are connected by a curved surface

Volume of the cylinder = [tex]\pi r^{2} h[/tex]

where r = radius of the cylinder

h = height of the cylinder

Here given that, diameter of the cylinder = 70 ft

∴ radius of the cylinder = 35 ft

Additionally, height of the cylinder = 60 ft

∴ Volume of the cylinder = [tex]\pi[/tex]× (35)²× 60 = [tex]\pi[/tex]× 1225 × 60

= 3.14 × 1225 × 60 = 230907.06 cubic ft ≈ 2.31 × 10⁵ cubic ft .

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The answer to the question "difference of -72 and a product of -720?" is -9.

To find the sum of the two numbers, we can set up the following equations based on the given information:

Let the two numbers be x and y, where x > y.

x - y = -72 (since the difference between the numbers is -72)

xy = -720 (since the product of the numbers is -720)

We can solve these equations simultaneously using algebraic methods. One way to do this is to isolate one of the variables in one of the equations and substitute it into the other equation. For example, we can isolate y in the first equation by rearranging it to y = x + 72, and then substitute this into the second equation:

x(x + 72) = -720

Expanding the left-hand side, we get:

x^2 + 72x = -720

Rearranging the equation, we get:

x^2 + 72x + 720 = 0

Now we can solve for x using the quadratic formula:

x = (-b ± √(b^2 - 4ac)) / (2a)

where a = 1, b = 72, and c = 720. Plugging in these values, we get:

x = (-72 ± √(72^2 - 4(1)(720))) / (2(1))

Simplifying further, we get:

x = (-72 ± √(5184 - 2880)) / 2

x = (-72 ± √2304) / 2

x = (-72 ± 48) / 2

Now we have two possible values for x:

x1 = (-72 + 48) / 2 = -12

x2 = (-72 - 48) / 2 = -60

Since x > y, we take x = -12 and y = -72 - (-12) = -60 + 12 = -48.

Thus, the sum of the two numbers is -9, which is obtained by adding x and y:

-12 + (-48) = -9.

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Since the 95% confidence interval includes zero, we cannot conclude that the population means are different without conducting the test in part a.

a. Significance test:

Null hypothesis (H0): The population means are equal for females and males (μ1 = μ2).

Alternative hypothesis (H1): The population means are not equal for females and males (μ1 ≠ μ2).

Significance level (α): 0.05

We will use a two-sample t-test for independent samples to compare the means:

Calculate the pooled variance (Sp^2):

Sp^2 ≈ 5.27

Calculate the standard error (SE):

SE ≈ 0.11

Calculate the t-statistic:

t ≈ 1.18

Calculate the degrees of freedom (df):

df = N1 + N2 - 2

df = 1117 + 870 - 2

df = 1985

Comparing the t-statistic and the critical t-value for a two-tailed test with α = 0.05:

t_critical ≈ ±1.96 (from t-distribution table)

Since -1.96 < 1.18 < 1.96, we fail to reject the null hypothesis.

Conclusion: There is insufficient evidence to conclude that the population means differ for females and males at a 0.05 significance level.

b. 95% confidence interval:

Calculate the margin of error (ME):

ME = t_critical * SE

ME = 1.96 * 0.11

ME ≈ 0.22

Calculate the difference in means (M_diff):

M_diff = M1 - M2

M_diff = 2.99 - 2.86

M_diff = 0.13

Determine the 95% CI for the difference in means:

CI = (0.13 - 0.22, 0.13 + 0.22)

CI ≈ (-0.09, 0.35)

Since the 95% confidence interval includes zero, we cannot conclude that the population means are different without conducting the test in part a.

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The equation of the line which is as graphed in the task content is; Choice D; 5x - 3y = 3.

By observation, two points on the given line are; (0, -1) and (3, 4).

On this note, the slope of the line can be determined as the rate of change in y to change in x as follows;

slope, m = (4 - (-1)) / (3-0)

Slope, m = 5 / 3.

Using the point-slope form equation; using the slope, m = 5/3 and point (3, 4).

y - 4 = 5/3 (x - 3)

3y - 12 = 5x - 15

Therefore, 5x - 3y = 3.

Ultimately, the equation of the line is; Choice D; 5x - 3y = 3.

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Length of the new rectangle = 28 x 2 = 56,Width of the new rectangle = 7 x 2 = 14These are indeed the dimensions of the new rectangle we considered, so we can conclude that it is similar to the given rectangle.

How to solve the question?

In order for two rectangles to be similar, their corresponding sides must be in proportion. This means that the ratio of the length to the width in one rectangle must be equal to the ratio of the length to the width in the other rectangle.

Let's consider a rectangle with a length of 56 and a width of 14. We can check if this rectangle is similar to the given rectangle by calculating the ratio of the length to the width in each rectangle:

Ratio in the given rectangle = 28/7 = 4

Ratio in the new rectangle = 56/14 = 4

As we can see, the ratio of the length to the width is the same in both rectangles. Therefore, the rectangle with a length of 56 and a width of 14 is similar to the given rectangle.

To confirm this, we can calculate the dimensions of the new rectangle by scaling up the dimensions of the given rectangle by a factor of 2. That is, we can multiply the length and width of the given rectangle by 2:

Length of the new rectangle = 28 x 2 = 56

Width of the new rectangle = 7 x 2 = 14

These are indeed the dimensions of the new rectangle we considered, so we can conclude that it is similar to the given rectangle.

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