The Laplace transformation can be used to solve the initial value problem y' + 6y = e^(4t), y(0) = 2.
To solve the given initial value problem (IVP) y' + 6y = e^(4t), y(0) = 2, we can employ the Laplace transformation technique. The Laplace transformation allows us to transform the differential equation into an algebraic equation in the Laplace domain.
Applying the Laplace transformation to the given differential equation, we obtain the transformed equation: sY(s) - y(0) + 6Y(s) = 1/(s - 4), where Y(s) represents the Laplace transform of y(t), and s is the Laplace variable.
Substituting the initial condition y(0) = 2, we can solve the algebraic equation for Y(s). Afterward, we use inverse Laplace transformation to obtain the solution y(t) in the time domain. The exact solution will involve finding the inverse Laplace transform of the expression involving Y(s).
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Help plz!! 100 points
Answer:
t = 0, 1, 4, 8
h = 0, 12, 0 , 18
Step-by-step explanation:
t = 0 + 1 + 3 + 4
/ x1 - 5 (2) x + 4x + 9
h = 0, 12, 0, 18
After 18 seconds the ball attains...
x/3 = 1/4 - 4x 2(7) = 9/2 - 2 / 4 (0)
Answer:
t = 0, 1, 4, 8
h = 0, 12, 0 , 18
t = 0 + 1 + 3 + 4
Step-by-step explanation:
/ x1 - 5 (2) x + 4x + 9
h = 0, 12, 0, 18
After 18 seconds the ball attains...
x/3 = 1/4 - 4x 2(7) = 9/2 - 2 / 4 (0)
Can someone please help me with this question
This is Amy's family.
Her family of 6 people(4 adults and 2 children) went to
Super Nintendo World last year. Although she couldn't
remember what each tickets costed, she knew that her
family paid $1700 total for the tickets,
use variable a for number of adult tickets
use variable c for number of child tickets
Write an equation that describes this situation,
Answer:
4a + 2c = 1700
Step-by-step explanation:
. In a volleyball game, Alexis scored 4 points more than twice the
number of points Jessica scored. Jessica scored 3 points. How many
points did Alexis score?
F. 1 point G. 7 points H. 10 points I. 12 points
Answer: 10
Step-by-step explanation:
Alexis Scored 4 more than twice the number of points Jessica scored.
Jessica scored 3
twice the number of 3 would be 3 x 2 which equals six
4 more than twice the number which is 6 would be 10, 4+6=10
Which statements are correct? Check all that apply. 5 students study both French and Spanish. 63 students study French. 2 students study neither French nor Spanish. 30 students study French, but not Spanish. 63 students study Spanish.
Answer:
The correct answers are:
• Option 1,
• Option 3 and
• Option 4
Step-by-step explanation:
From the two-way table, it is true that;
1.) 5 students study both French and Spanish.
2.) 30 students study French but not Spanish.
3.) 2 students study neither French nor Spanish
4.) 35 students study French
5.) 68 students study Spanish
6.) 63 students study Spanish but not French
This makes the correct answers options 1, 3 and 4
P.S: I believe your question is from the attached image
Answer:
A. 5 students study both French and Spanish.
C. 2 students study neither French nor Spanish.
D. 30 students study French, but not Spanish.
:)
simplify this answer pls
Answer:
D
Step-by-step explanation:
when it's a power of the power we multiply the powers to get a single value for the power.
(6^(1/4))^4=6^(4*(1/4)) (4*(1/4)=1)
=6^1=6
so the answer is D
A recipe uses 6 tablespoons of butter for every 8 oz of cheese. the rate is __ tablespoons for every 1 oz. the raze is __ oz for every 1 tablespoon.
1/4 or .75
6 divided by 4 equal 1/4 or .75
In a large population of adults, the mean IQ is 111 with a standard deviation of 22. Suppose 55 adults are randomly selected for a market research campaign. (Round all answers to 4 decimal places, if needed.)
(a) The distribution of IQ is approximately normal is exactly normal may or may not be normal is certainly skewed.
(b) The distribution of the sample mean IQ is approximately normal exactly normal not normal left-skewed right-skewed with a mean of ? and a standard deviation of .
(c) The probability that the sample mean IQ is less than 107 is .
(d) The probability that the sample mean IQ is greater than 107 is .
(e) The probability that the sample mean IQ is between 107 and 117 is
(a) The distribution of IQ is approximately normal.
(b) The distribution of the sample mean IQ is approximately normal with a mean of 111 and a standard deviation of 3.0410.
(c) The probability that the sample mean IQ is less than 107 is 0.1056.
(d) The probability that the sample mean IQ is greater than 107 is 0.8944.
(e) The probability that the sample mean IQ is between 107 and 117 is 0.7881.
How to solve the research campaign?(a) The given information does not indicate any significant departure from normality, and with a large population, the Central Limit Theorem suggests that the distribution of IQ will be approximately normal.
(b) The mean of the sample mean IQ will be equal to the population mean, which is 111.
The standard deviation of the sample mean can be calculated by dividing the population standard deviation (22) by the square root of the sample size (55).
Therefore, the standard deviation of the sample mean IQ is 22 / √(55) = 3.0410.
(c) To calculate this probability, standardize the sample mean IQ value using the formula z = (x - μ) / (σ / √(n)),
where x = value to find the probability for, μ = population mean, σ = population standard deviation, and n = sample size.
In this case, find the probability for x = 107.
By plugging in the values, calculate the z-score and then use a standard normal distribution table or calculator to find the corresponding probability, which is 0.1056.
(d) Similar to part (c), use the same formula to standardize the value of 107 and calculate the z-score.
Then, find the probability of the sample mean IQ being greater than 107 by subtracting the probability found in part (c) from 1, which is 0.8944.
(e) To calculate this probability, find the individual probabilities for both values and then subtract the probability found in part (d) from the probability found in part (c).
The probability of the sample mean IQ being less than 107 is 0.1056, and the probability of the sample mean IQ being greater than 117 is 0.2119 (which can be found by subtracting the probability of being less than 117 from 1).
Therefore, the probability of the sample mean IQ being between 107 and 117 is 0.1056 + (1 - 0.2119) = 0.7881.
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which of the following matrices has an inverse?
Answer: C
Step-by-step explanation:
help I will give brainiest if you can atleast do three
1.) A=pi(r)^2
2.) V=Bh
3.) 3.1
4.) 20
5.)36
6.) 10
7.)18
Answer:
Step-by-step explanation:
1.) formula of circle =pi times r^2
2.)volume of cylinder =pi times r^2 times h
3.)value of pi rounded = 3.14
4.) diameter of can A =2r=2(10) = 20
diameter of Can A is 20
5.)diameter of can B =2r =2(18) =36
diameter of Can B is 36
6.)radius = 10
7.)radius =18
I did all of them.
I WILL GIVE BRAINLIEST!!!!!!
Write in complete sentences to explain what a budget is, how to make one, and how to balance it.
Find the area of the region that lies inside both the curves.
r = sin 2θ , r = sin θ
The area of the region that lies inside both the curves r = sin 2θ and r = sin θ is π/3 + (1/16)√3.
To find the area of the region that lies inside both the curves, we need to determine the limits of integration for the angle θ.
The curves r = sin 2θ and r = sin θ intersect at certain values of θ. To find these points of intersection, we can set the two equations equal to each other and solve for θ:
sin 2θ = sin θ
Using the trigonometric identity sin 2θ = 2sin θ cos θ, we can rewrite the equation as:
2sin θ cos θ = sin θ
Dividing both sides by sin θ (assuming sin θ ≠ 0), we have:
2cos θ = 1
cos θ = 1/2
θ = π/3, 5π/3
Now we have the limits of integration for θ, which are π/3 and 5π/3.
The formula for calculating the area in polar coordinates is given by:
A = (1/2) ∫[θ₁,θ₂] (r(θ))² dθ
In this case, the function r(θ) is given by r = sin 2θ. Therefore, the area is:
A = (1/2) ∫[π/3,5π/3] (sin 2θ)² dθ
To evaluate this integral, we can simplify the expression (sin 2θ)²:
(sin 2θ)² = sin² 2θ = (1/2)(1 - cos 4θ)
Now, the area formula becomes:
A = (1/2) ∫[π/3,5π/3] (1/2)(1 - cos 4θ) dθ
We can integrate term by term:
A = (1/4) ∫[π/3,5π/3] (1 - cos 4θ) dθ
Integrating, we get:
A = (1/4) [θ - (1/4)sin 4θ] |[π/3,5π/3]
Evaluating the integral limits:
A = (1/4) [(5π/3 - (1/4)sin (20π/3)) - (π/3 - (1/4)sin (4π/3))]
Simplifying the trigonometric terms:
A = (1/4) [(5π/3 + (1/4)sin (2π/3)) - (π/3 + (1/4)sin (4π/3))]
Finally, simplifying further:
A = (1/4) [(5π/3 + (1/4)√3) - (π/3 - (1/4)√3)]
A = (1/4) [(4π/3 + (1/4)√3)]
A = π/3 + (1/16)√3
Therefore, the area of the region that lies inside both the curves r = sin 2θ and r = sin θ is π/3 + (1/16)√3.
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find w such that 2u v − 3w = 0. u = (−6, 0, 0, 2), v = (−3, 5, 1, 0)
To find the value of w that satisfies the equation 2u v - 3w = 0, where u = (-6, 0, 0, 2) and v = (-3, 5, 1, 0), we can substitute the given values into the equation and solve for w.
Substituting the given values of u and v into the equation 2u v - 3w = 0, we have:
2(-6, 0, 0, 2)(-3, 5, 1, 0) - 3w = 0.
Expanding the scalar multiplication and performing the dot product, we get:
(-12, 0, 0, 4)(-3, 5, 1, 0) - 3w = 0,
(36 + 0 + 0 + 0) - 3w = 0,
36 - 3w = 0.
Simplifying the equation, we have:
36 = 3w,
w = 12.
Therefore, the value of w that satisfies the equation is 12. By substituting w = 12 into the equation 2u v - 3w = 0, we get:
2(-6, 0, 0, 2)(-3, 5, 1, 0) - 3(12) = 0,
(-12, 0, 0, 4)(-3, 5, 1, 0) - 36 = 0,
36 - 36 = 0,
0 = 0.
Hence, the value of w = 12 makes the equation true, satisfying the given condition.
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How many solutions does this equation have? 8 + 10z = 3 + 9z
-no solution
-one solution
-infinitely many solutions
let $p$ and $q$ be the two distinct solutions to the equation$$\frac{4x-12}{x^2 2x-15}=x 2.$$if $p > q$, what is the value of $p - q$?
let $p$ and $q$ be the two distinct solutions to the equation$$\frac{4x-12}{x^2 2x-15}=x 2.$$if $p > q$. The value of $p - q$ is 4.
To find the value of $p - q$, we first need to solve the given equation and determine the values of $p$ and $q$.
The equation is:
$$\frac{4x-12}{x^2 - 2x - 15} = x^2.$$
Step 1: Factorize the denominator:
The denominator can be factored as $(x - 5)(x + 3)$.
Step 2: Simplify the equation:
$$\frac{4x-12}{(x - 5)(x + 3)} = x^2.$$
Step 3: Multiply both sides of the equation by $(x - 5)(x + 3)$ to eliminate the denominator:
$$(4x - 12) = x^2(x - 5)(x + 3).$$
Step 4: Expand and rearrange the equation:
$$4x - 12 = x^4 - 2x^3 - 15x^2 + 25x.$$
Step 5: Rearrange the equation and combine like terms:
$$x^4 - 2x^3 - 15x^2 + 21x - 12 = 0.$$
Step 6: Factorize the equation:
$$(x - 3)(x + 1)(x - 2)(x + 2) = 0.$$
From this, we get four possible solutions: $x = 3$, $x = -1$, $x = 2$, and $x = -2$.
However, we are interested in the two distinct solutions $p$ and $q$, where $p > q$. Therefore, the values of $p$ and $q$ are $p = 3$ and $q = -1$.
Finally, we can find the value of $p - q$:
$$p - q = 3 - (-1) = 3 + 1 = 4.$$
Hence, the value of $p - q$ is 4.
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Find the Laplace transform F(s) = L {f(t)} of the function f(t) = et-³h(t – 3), defined on the interval t > 0. F(s) = L {et ³h(t - 3)}
The Laplace transform of f(t) = et-³h(t – 3) is F(s) = 1/3 * 1/(s + 3) - 1/3 * 1/s, or F(s) = (s - 1)/(3s(s + 3)).
To find the Laplace transform F(s) = L{f(t)} of the function f(t) = et-³h(t – 3), we can use the properties and formulas of Laplace transforms. Let's break down the function and compute its transform step by step.
et-³: This term represents the exponential function with a power of t-³. The Laplace transform of et is given by 1/(s - a), where a is the exponent in the exponential function. Therefore, the Laplace transform of et-³ is 1/(s + 3).
h(t - 3): This term represents the Heaviside step function, h(t), shifted by 3 units to the right. The Laplace transform of the Heaviside step function h(t) is 1/s. When the function is shifted by a constant, the Laplace transform remains the same.
Combining these results, we have F(s) = L{f(t)} = 1/(s + 3) * 1/s.
To simplify the expression, we can use partial fraction decomposition:
1/(s + 3) * 1/s = A/(s + 3) + B/s.
Solving for A and B by equating numerators, we find A = 1/3 and B = -1/3.
Therefore, the Laplace transform of f(t) = et-³h(t – 3) is F(s) = 1/3 * 1/(s + 3) - 1/3 * 1/s, or F(s) = (s - 1)/(3s(s + 3)).
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Equation in slope intercept form that represents their shown
Answer:
I think the answer would be Y= -2X+5 .
Hope it helps u ^^♥️
A soccer field is 100 meters long. What could be its length in yards? A. 33.3 B. 91 C. 100 D. 109
Answer:
D. 109
Step-by-step explanation:
100 meters into yards is 109.361
the ratio is 1.094 so 109
Can anyone please help asap I keep getting those links bots
The playground at a park is shaped like a trapezoid the dimensions what is the area of the playground in square feet
Answer:
[tex]Area = 1560ft^2[/tex]
Step-by-step explanation:
Given
See attachment for playground
Required
Determine the area
The playground is a trapezoid. So;
[tex]Area = \frac{1}{2}(Sum\ parallel\ sides) * Height[/tex]
From the attachment, the parallel sides are: 68ft and 36ft
The height is: 30ft
So, the area is:
[tex]Area = \frac{1}{2}(68ft + 36ft) * 30ft[/tex]
[tex]Area = \frac{1}{2}(104ft) * 30ft[/tex]
[tex]Area = 52ft * 30ft[/tex]
[tex]Area = 1560ft^2[/tex]
The design for the palladium window shown includes a semicircular shape at the top. The bottom is formed by squares of equal size. A shade for the window will extend 4 inches beyond the perimeter of the window, shown by the dashed line around the window. Each square in the window has an area of 169 in2. Round your answers to the nearest whole number.
Answer:
[tex](a)\ Area = 3765.32[/tex]
[tex](b)\ Area = 4773[/tex]
Step-by-step explanation:
Given
[tex]A_1 = 169in^2[/tex] --- area of each square
[tex]Shade = 4in[/tex]
See attachment for window
Solving (a): Area of the window
First, we calculate the dimension of each square
Let the length be L;
So:
[tex]L^2 = A_1[/tex]
[tex]L^2 = 169[/tex]
[tex]L = \sqrt{169[/tex]
[tex]L=13[/tex]
The length of two squares make up the radius of the semicircle.
So:
[tex]r = 2 * L[/tex]
[tex]r = 2*13[/tex]
[tex]r = 26[/tex]
The window is made up of a larger square and a semi-circle
Next, calculate the area of the larger square.
16 small squares made up the larger square.
So, the area is:
[tex]A_2 = 16 * 169[/tex]
[tex]A_2 = 2704[/tex]
The area of the semicircle is:
[tex]A_3 = \frac{\pi r^2}{2}[/tex]
[tex]A_3 = \frac{3.14 * 26^2}{2}[/tex]
[tex]A_3 = 1061.32[/tex]
So, the area of the window is:
[tex]Area = A_2 + A_3[/tex]
[tex]Area = 2704 + 1061.32[/tex]
[tex]Area = 3765.32[/tex]
Solving (b): Area of the shade
The shade extends 4 inches beyond the window.
This means that;
The bottom length is now; Initial length + 8
And the height is: Initial height + 4
In (a), the length of each square is calculated as: 13in
4 squares make up the length and the height.
So, the new dimension is:
[tex]Length = 4 * 13 + 8[/tex]
[tex]Length = 60[/tex]
[tex]Height = 4*13 + 4[/tex]
[tex]Height = 56[/tex]
The area is:
[tex]A_1 = 60 * 56 = 3360[/tex]
The radius of the semicircle becomes initial radius + 4
[tex]r = 26 + 4 = 30[/tex]
The area is:
[tex]A_2 = \frac{3.14 * 30^2}{2} = 1413[/tex]
The area of the shade is:
[tex]Area = A_1 + A_2[/tex]
[tex]Area = 3360 + 1413[/tex]
[tex]Area = 4773[/tex]
The answers are:
5
10
35
55
please help
Answer:
35.
Step-by-step explanation:
can i get brainliesttt
jus solved it.
Find the value of x. A 65° B 32.5° C 70° D 147.5°
Answer:
A
Step-by-step explanation:
idek sorry i think its A
1 Which is an arithmetic sequence?
F)2, 5, 9, 14, ...
G)100, 50, 12.5, 1.6, ...
H)3, 10, 17, 24,...
j) -2,-1,-1/2,-1/4
Answer:
H) 3, 10, 17, 24, ...Step-by-step explanation:
An arithmetic sequence is when the difference of the terms is same
F)2, 5, 9, 14, ...
14 - 9 = 5, 9 - 5 = 4. 5-2 = 35 ≠ 4 ≠ 3, no
G)100, 50, 12.5, 1.6, ...
1.6 - 12.5 = -10.912.5 - 50 = -37.550 - 100 = -50-10.9 ≠ -37.5 ≠ -50, no
H)3, 10, 17, 24,...
24-17 = 717 - 10 = 710 - 3 = 77 is the common difference, yes
j) -2,-1,-1/2,-1/4
-1/4 - (-1/2) = 1/4-1/2 - (-1) = 1/2-1 - (-2) = 11/4 ≠ 1/2 ≠ 1, no
An after school music program has 15 out 50 students practicing. Write 15/50 (15 over 50) as a decimal and as a percent.
Decimal -
Percent -
Answer:
Percent- 30
decimal-0.3
Step-by-step explanation:
Hope this helps and have a wonderful day!!!
The table below lists the number of games played in a yearly best-of-seven baseball championship series, along with the expected proportions for the number of games played with teams of equal abilities. Use a 0.05 significance level to test the claim that the actual numbers of games fit the distribution indicated by the expected proportions.
Games_Played Actual_contests Expected_proportion
4 16 0.125
5 21 0.25
6 21 0.3125
7 38 0.3125
determine the null hypotheses
what is the t statistics
what is the p value
what is the conclusion for the test statistic
The null hypothesis is that the actual numbers of games fit the distribution indicated by the expected proportions.
The following is the calculation of the t-statistics for the given data.
[tex]T=\frac{(O_i-E_i)} {\sqrt{E_i}} [/tex]where [tex]O_i[/tex] represents the observed frequency, and [tex]E_i[/tex] represents the expected frequency.t statistics for
4: [tex]\frac {(16-25)} {\sqrt {25(0.125)}} [/tex] = -3.2t statistics for
5: [tex]\frac {(21-25)} {\sqrt {25(0.25)}} [/tex] = -1.8t statistics for
6: [tex]\frac {(21-31)} {\sqrt {25(0.3125)}} [/tex] = -3.2t statistics for
7: [tex]\frac {(38-31)} {\sqrt {25(0.3125)}} [/tex] = 3.2
The critical value of t at the 0.05 level of significance is ± 2.132. Since the t-statistics of 3.2 > 2.132, we reject the null hypothesis. So, there is a significant difference between the actual number of games played and the expected number of games played in the baseball championship series at the 0.05 significance level. p-value = P (|t| > 3.2) = 0.002
The conclusion for the test statistic: Since the p-value (0.002) is less than the level of significance (0.05), we reject the null hypothesis and conclude that there is a significant difference between the actual numbers of games played and the distribution indicated by the expected proportions.
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How many students are enrolled in a course either in calculus, discrete mathematics, data structures, 7. or programming languages at a school if there are 507, 292, 312, and 344 students in these courses, respectively; 14 in both calculus and data structures; 213 in both calculus and programming languages; 211 in both discrete mathematics 558 and data structures; 43 in both discrete mathematics and programming languages; and no student may take calculus and discrete mathematics, or data structures and programming languages, concurrently
Answer:
974
Step-by-step explanation:
Let assume that:
The set of student that took part in Calculus be = C
Those that took part in discrete mathematics be = D
Let those that took part in data structures be = DS; &
Those that took part in Programming language be = P
Thus;
{C} = 507
{D} = 292
{DS} = 312
{P} = 344
For intersections:
{C ∩ DS} = 14
{C ∩ P} = 213
{D ∩ DS} = 211
{D ∩ P} =43
{C ∩ D} = 0
{DS ∩ P} = 0
{C ∩ D ∩ DS ∩ P} = 0
According to principle of inclusion-exclusion;
{C ∪ D ∪ DS ∪ P} = {C} + {D} + {DS} + {P} - {C ∩ D} - {C ∩ DS} - {C ∩ P} - {D ∩ DS} - {D ∩ P} - {DS ∩ P}
{C ∪ D ∪ DS ∪ P} = 507 + 292 + 312 + 344 - 14 - 213 - 211 - 43 - 0
{C ∪ D ∪ DS ∪ P} = 974
Hence, the no of students that took part in either course = 974
Students deliver catalogues and leaflet to houses. One day they have to deliver 384 catalogues and 1890 leaflets. Each student can deliver either 16 catalogues or 90 leaflets in hour. Each student can only work for 1 hour. All students hired are paid £51.30 per day, even if they don't work a full day. If the minimum number of wages are hired, how much will the wage bill be
Answer:
£2308.5 per day
Step-by-step explanation:
Since in one day they have to deliver 384 catalogues and 1890 leaflets and each student can deliver either 16 catalogues or 90 leaflets in hour, the amount of students required to deliver 384 catalogues in one hour is 384/16 = 24 students.
Also, the number of students required to deliver 1890 leaflets in one hour is 1890/90 = 21 students.
So the total number of students required to make the delivery is thus 24 + 21 = 45 students. This is the minimum number of students required for the delivery.
Since all students hired are paid £51.30 per day, even if they don't work a full day, so the amount of wage paid for this minimum amount of students is thus minimum amount × wage = 45 × £51.30 per day = £2308.5 per day
Answer:
£307.80
Step-by-step explanation:
Wow seems the verified answer is wrong.
Who would've thought?
16*384=24
90*1890=21
21+24=45
45/8=5.62500
5.625 rounds to 6
51.30*6=£307.80
Thats your working out
You have to divide 45 by 8 because there are 8 hours in a day in which they can work.
Then round the number as you cant have a fraction of a person
Which you would then multiply by 51.30
Brainliest would be appreciated <33
Hope it helps!
Each Friday, the school prints 400 copies of the school newsletter. The equation c = 400w models the relationship between the number of weeks and the total number of copies of the newsletters printed. What is true of the graph of this scenario?
A viable point on the graph is
.
The values of w must be
Answer: A viable point on the graph is ✔ (8, 3,200).
The values of w must be✔ any whole number.
Answer:
A viable point on the graph is
✔ (8, 3,200)
.
The values of w must be
✔ any whole number
.Step-by-step explanation:
I did it on Edge and got it right
if i do something to the numerator of a fraction, am i supposed to do the same to the denominator too? and if yes,why?
for example i want to multiply 2/2 over 6/2, is it necessary to multiply 2/2 or can I just multiply 2?
Step-by-step explanation:
When performing operations on fractions, it is important to maintain the relationship between the numerator and the denominator. In general, if you do something to the numerator, you should also do the same to the denominator.
In your example, if you want to multiply the fraction 2/2 by 6/2, it is necessary to multiply both the numerator and the denominator by the same value. Here's why:
When you multiply fractions, you multiply the numerators together and the denominators together. So, in this case, the multiplication would be:
(2/2) * (6/2) = (2 * 6) / (2 * 2) = 12/4
If you had only multiplied the numerator (2) by 6, the result would have been:
(2 * 6) / 2 = 12/2
As you can see, these two results are different. The correct result is 12/4, which simplifies to 3/1 or simply 3. If you only multiplied the numerator, you would have obtained 12/2, which simplifies to 6.
So, it's necessary to apply the same operation (in this case, multiplication by 2) to both the numerator and the denominator in order to maintain the value of the fraction.
For a random variable X where X ~ N(p, p(1-p)/k) and 0<=p<=1, find the value of k for which X will estimate to p within an accuracy of 0.2 with probability greater than 0.9
The value of k for which X will estimate to p within an accuracy of 0.2 with probability greater than 0.9 is {0.2^2 p(1-p)}/{1.645^2}
Given a random variable X where X ~ N(p, p(1-p)/k) and 0<=p<=1, we need to find the value of k for which X will estimate to p within an accuracy of 0.2 with probability greater than 0.9.
In general, if X ~ N(μ,σ²), then
P[|X-μ| < a] = 2Φ(a/σ) - 1
where Φ(z) is the standard normal cumulative distribution function.
Therefore, we can say that
P[|X-p| < 0.2] = 2Φ(0.2/√(p(1-p)/k)) - 1 ≥ 0.9
or 2Φ(0.2/√(p(1-p)/k)) ≥ 1.9
or Φ(0.2/√(p(1-p)/k)) ≥ 0.95
or 0.2/√(p(1-p)/k) ≥ Φ^(-1)(0.95)
where Φ^(-1)(z) is the inverse of the standard normal cumulative distribution function.
Therefore, Φ^(-1)(0.95) = 1.6450.2/√(p(1-p)/k) ≥ 1.645
or k ≤ 0.2²p(1-p)/1.645²
From the above inequality, we get the maximum value of k for which X will estimate to p within an accuracy of 0.2 with probability greater than 0.9 is given by the formula:
k ≤{0.2^2 p(1-p)}/{1.645^2}
Therefore, the value of k for which X will estimate to p within an accuracy of 0.2 with probability greater than 0.9 is {0.2^2 p(1-p)}/{1.645^2}
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