I don’t know what to do

A) The coefficient of determination can be computed using the SSE and SST values in regression and correlation analysis.

SSE (Sum of Squared Errors) is the sum of the squared differences between the actual and predicted values of the dependent variable. SST (Total Sum of Squares) is the sum of the squared differences between the actual values of the dependent variable and their mean.
The coefficient of determination, denoted as R², measures the proportion of the variance in the dependent variable that can be explained by the independent variable(s) in a regression model.

It is calculated as follows:
R² = 1 - (SSE/SST)
Since both SSE and SST are given, you can compute the coefficient of determination.

However, the information provided is not sufficient to calculate the slope, Y-intercept, or X-intercept of the regression line.

Based on the given information, the correct answer is:
A) Coefficient of determination can be computed.

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This coefficient of determination (R²) gives you a measure of how well the regression line fits the data in your correlation analysis.

A) The coefficient of determination can be computed with the known values of SSE (sum of squared errors) and SST (total sum of squares) in regression and correlation analysis. The coefficient of determination is a measure of how well the regression line fits the data and is expressed as a percentage. It represents the proportion of variability in the dependent variable (Y) that can be explained by the independent variable (X).

Based on the information provided, with the known SSE (Sum of Squares Error) and SST (Sum of Squares Total), you can compute the coefficient of determination. So, the correct answer is:

A) Coefficient of determination can be computed

To calculate the coefficient of determination (R²), follow these steps:

1. Calculate the Sum of Squares Regression (SSR) by subtracting SSE from SST:
  SSR = SST - SSE

2. Compute the coefficient of determination (R²) by dividing SSR by SST:
  R² = SSR / SST

This coefficient of determination (R²) gives you a measure of how well the regression line fits the data in your correlation analysis.

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For the food preparation time data with or without slicer, the null hypothesis for this sample data should not be rejected. So, option (b) is right answer.

We have a food preparation time data of a company. The time of preparation is significantly reduced with the handy dandy slicer. Sample size, n = 12

We have a table present in above figure which has the preparation times data consists people, with slicer and without slicer. First we calculate difference between with slicer and without slicer data, that d: -2, -6, 2, -8 , 0, -1, 1, 3, 4, -6, -5, 3.

We do all work on the difference, d.

Mean value of difference d, [tex]\bar d = \frac{\sum_{i = 1}^{n} {d_i }}{n}[/tex] = -1.25

Standard deviations, [tex] \sigma = \sqrt{\frac{ \sum {d_i^2 - (\sum d_i)²}}{n - 1}}

[/tex] = 4.115

degree of freedom= 12 - 1 = 11

Let level of significance = 0.05

The null and alternative hypothesis are defined as [tex]H_0 : \mu_d = 0 [/tex]

[tex]H_a: \mu_d < 0[/tex]

Using t-test, [tex]t = \frac{ \bar d} {\frac{ \sigma}{ \sqrt{n}}}[/tex]

[tex]= \frac{ -1.25} {\frac{ 4.115}{ √12}}[/tex]

= - 1.05

Now, using t-distribution table, value of p for t = -1.05 for 11 degree of freedom is -1.796. So, p-value = -1.796 < 0.005, Hence, we should not reject the null hypothesis.

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Step-by-step explanation:

Tan 20 = 50 / d

d =  50 / tan 20   = 137 m

The amount of fabric that should be used to build a kite with the above given dimensions would be = 2,285.125cm²

To calculate the area of a kite the formula that should be used would be = 1/2 d1d2

where d1 = 50½cm

d2 = 90½cm

The area of the kite;

= 1/2 × 50.5×90.5b

= 4570.25/2

= 2,285.125cm²

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Each person will get 17 pencils.

Division is the opposite of multiplication. For example, If 3 groups of 4 make 12 in multiplication, 12 divided into 3 equal groups give 4 in each group in division.

The main goal of dividing is to see how many equal groups are formed or how many are in each group when sharing fairly.

In the problem given above, to divide 68 colored pencils to 4 students each, you will have to put 68 colored pencils for each student. So, 68 divided by 4 will give the result 17.

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The x-intercept is (-4, 0). The y-intercept can also be located by setting x = 0: f(0) = (0 + 4)/(0 - 3) = -4/3. So the y-intercept is (0, -4/3).

By rearranging the equation to take on its general form, f(x) = mx + c, where m is the slope, one can determine the slope of a linear function. By rearranging the equation to take on its general form, the vertex of a quadratic function can be determined.

The formula for f(x) is

f(x) = (x + 4)/(x - 3)

This function is rational, which means it is the ratio of two polynomials. X + 4 makes up the numerator, and X – 3 makes up the denominator.

Several things about this function are worth mentioning:

Due to the illogical nature of division by zero, the denominator cannot be equal to zero. As a result, at x = 3, there is a vertical asymptote and the function is undefined.

The function cannot be further simplified because the numerator and denominator have no shared factors.

The function approaches the horizontal asymptote y = 1 when x approaches positive or negative infinity because the maximum power of x in the numerator and denominator is the same (both are 1).

To graph this function, we can start by plotting the vertical asymptote at x = 3, and the horizontal asymptote at y = 1. The x-intercept can alternatively be determined by setting the numerator to zero:

x + 4 = 0

x = -4

So the x-intercept is (-4, 0).

f(0) = (0 + 4)/(0 - 3) = -4/3

So the y-intercept is (0, -4/3).

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Answer:

840 feet

Step-by-step explanation:

1 yard = 3 feet

280 yards = x

x = 280 × 3

x = 840 feet

Plan B offers a higher effective annual interest rate than Plan A by 2.9975%. Therefore, Plan B is the better plan by about 2.9975% in the compound interest.

When interest is earned on a loan or investment, it is earned on both the principal and any accumulated interest, which is known as compound interest. In other words, interest is added to the principal, and the resulting sum is then used to determine future interest. Compounding causes an investment or loan to increase more quickly than it would with simple interest, where just the principal is charged interest. Compounding may occur daily, monthly, quarterly, annually, or at any other interval.

To compare the plans of the two accounts we have:

Rate = ( 1 + rate / n)ⁿ - 1

where, n is the compounded period.

For plan A:

Effective annual interest rate = (1 + (0.5%/4))⁴ - 1 ≈ 0.5025%

For Plan B, we have:

Effective annual interest rate = (1 + 3.5%)¹- 1 = 3.5%

Comparing the two we see that Plan B offers higher rates by:

3.5% - 0.5025% ≈ 2.9975%.

Hence, Plan B offers a higher effective annual interest rate than Plan A by 2.9975%. Therefore, Plan B is the better plan by about 2.9975%.

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Answer:

Step-by-step explanation:

-109f

Answer:

The mathematical property demonstrated by the statement 3 + (-6) = -6 + 3 is the commutative property of addition.

This states that: A + B = B + A

The commutative property of addition is the property that is demonstrated by the formula "3 + (-6) = -6 + 3".

This characteristic states that the sum is unaffected by the sequence in which two numbers are added. In other words, a + b = b + a for any two numbers a and b.

In this instance, the left side has 3 + (-6) which equals -3. We have -6 + 3 on the right side, which also equals -3. This indicates that the result is unaffected by the sequence in which the numbers are added.

We can thus write:

3 + (-6) = -6 + 3

-3 = -3

This demonstrates the truth of the assertion and serves as an illustration of the commutative property of addition.

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The requried solution to the given trigonometric problems area shown below,
4. G 30 foot, 5. C 40 and 6. F 20.5.

4.

Let,
x = length of ramp = 14 ft
n = base of the ramp
the angle of inclination of the ramp with the base is Ф=22.2°,
The base of the ramp is given by trigonometric ratios,
cosФ = n/x
cos22.2 = b / 14
b = 13 foot

Similarly,
5. c. 40

6. F 20.5

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The prism's surface area is 138 [tex]cm^{2}[/tex]. As a result, option (a) is correct.

A three-dimensional object's surface area is the sum of all its faces.

The formula for the surface area of a right rectangular prism is:

surface area = 2lw + 2lh + 2wh

where l, w, and h are the prism's length, breadth, and height, respectively.

When we substitute the provided values, we get:

Surface Area = 2(4.5)(6) + 2(4.5)(4) + 2(6)(4)

Surface Area = 54 + 36 + 48

surface area = 138 [tex]cm^{2}[/tex]

As a result, the prism's surface area is 138 [tex]cm^{2}[/tex]. As a result, option (a) is correct.

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There is no solution that allows Sally to average an 85 with the given scores.

Let's start by finding the 5th score:

We know that the 4th score is 20 points less than the 5th score, so let's call the 5th score "x". Therefore, the 4th score is "x - 20".

We also know that the 5th score is 2/3 of the average of the first three scores. The average of the first three scores is (73 + 85 + 93)/3 = 83.67. So, (2/3) * 83.67 = 55.78 is the 5th score (rounded to two decimal places).

Therefore, x = 55.78/(2/3) = 83.67 is the 5th score.

Now, let's calculate the total score Sally needs to average an 85:

She already has 73 + 85 + 93 + 83.67 = 334.67 points. To average an 85 over seven tests, she needs a total of 7 * 85 = 595 points.

To find the scores she needs on the 6th and 7th tests, we can subtract the points she already has from the total points she needs:

595 - 334.67 = 260.33

So, Sally needs a total of 260.33 points on the 6th and 7th tests combined.

Let's call the 6th score "y" and the 7th score "z". We can set up an equation to solve for these two scores:

(y + z)/2 = 260.33

Multiplying both sides by 2:

y + z = 520.67

Since Sally needs to average an 85 over seven tests, the sum of all seven scores must be:

7 * 85 = 595

The sum of the first five scores is:

73 + 85 + 93 + 83.67 + 83.67 = 418.34

So, the sum of the last two scores must be:

595 - 418.34 = 176.66

Now we can set up another equation:

y + z = 176.66

We can solve this equation for one of the variables. Let's solve for "y":

y = 176.66 - z

Now we can substitute this into the first equation:

(176.66 - z + z)/2 = 260.33

176.66/2 = 260.33

88.33 = 260.33

This equation does not make sense.

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1. AABBCCDD: The probability of this happening is [tex]1/16[/tex], since each parent would need to contribute a dominant allele for each gene.

2. AABBCcDD:  This genotype can be produced in two ways:

a) If both parents are homozygous dominant for A and B, heterozygous for C, and homozygous dominant for D.

The probability of this happening is  = 1/128.

b) If one parent is homozygous dominant for A and B, heterozygous for C, and homozygous dominant for D, and the other parent is heterozygous for A and B, homozygous dominant for C, and heterozygous for D.

3. The probability of this happening is 1/32.

AaBbCcDd : The probability of this happening is  1/256.

4. aaBBCcDD - This genotype can be produced in two ways:

a) If both parents are homozygous recessive for A, homozygous dominant for B, heterozygous for C, and homozygous dominant for D. The probability of this happening is  1/128.

b) If one parent is homozygous recessive for A, homozygous dominant for B, heterozygous for C, and homozygous dominant for D, and the other parent is heterozygous for A, homozygous dominant for B, homozygous dominant for C, and heterozygous for D.

The probability of this happening is  1/32.

To solve this problem, we need to use the principles of probability and Punnett squares.

For a tetrahybrid cross, we need to consider the four genes independently and combine the probabilities of each gene's alleles.

Assuming that A, B, C, and D are dominant alleles, and a, b, c, and d are recessive alleles, we can create a Punnett square for each gene, which would look like this:

A  |  A  |  a  |  a  

---|-----|-----|----

B  |  B  |  b  |  b  

---|-----|-----|----

C  |  C  |  c  |  c  

---|-----|-----|----

D  |  D  |  d  |  d  

Each box in the Punnett square represents a possible combination of alleles from the two parents.

For example, the top-left box represents offspring that inherit an A allele from the mother and an A allele from the father.

We can use these Punnett squares to calculate the probabilities of each genotype in the F2 offspring.

AABBCCDD - This genotype can only be produced if both parents are homozygous dominant for all four genes.

The probability of this happening is [tex](1/2)^4 = 1/16[/tex] , since each parent would need to contribute a dominant allele for each gene.

AABBCcDD - This genotype can be produced in two ways:

a) If both parents are homozygous dominant for A and B, heterozygous for C, and homozygous dominant for D.

The probability of this happening is[tex](1/2)^4 * 1/2 * (1/2)^3 = 1/128[/tex]

b) If one parent is homozygous dominant for A and B, heterozygous for C, and homozygous dominant for D, and the other parent is heterozygous for A and B, homozygous dominant for C, and heterozygous for D.

The probability of this happening is[tex]2 * (1/2)^4 * 1/2 * 1/2 * 1/2 = 1/32[/tex]

AaBbCcDd - This genotype can be produced in 16 ways, since each gene can be inherited in two different ways (dominant or recessive).

The probability of this happening is [tex](1/2)^8 = 1/256.[/tex]

aaBBCcDD - This genotype can be produced in two ways:

a) If both parents are homozygous recessive for A, homozygous dominant for B, heterozygous for C, and homozygous dominant for D. The probability of this happening is[tex](1/2)^4 * 1/2 * (1/2)^3 = 1/128.[/tex]

b) If one parent is homozygous recessive for A, homozygous dominant for B, heterozygous for C, and homozygous dominant for D, and the other parent is heterozygous for A, homozygous dominant for B, homozygous dominant for C, and heterozygous for D.

The probability of this happening is [tex]2 * (1/2)^4 * 1/2 * 1/2 * 1/2 = 1/32.[/tex]

Note that we have assumed independent assortment of the four genes, which means that the inheritance of one gene does not affect the inheritance of another gene.

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Answer:

5. 1 line

6. none

7. 2 lines

8. 1 line

9. 1 line

The equation of the circle with center (3, -4) and a radius of 6 units is (x - 3)^2 + (y + 4)^2 = 36.

The equation of a circle with center (h, k) and radius r is:

(x - h)^2 + (y - k)^2 = r^2

Substituting the values given, we get:

(x - 3)^2 + (y + 4)^2 = 6^2

Expanding and simplifying, we get the final equation of the circle:

(x - 3)^2 + (y + 4)^2 = 36

Therefore, the equation of the circle with center (3, -4) and a radius of 6 units is (x - 3)^2 + (y + 4)^2 = 36.

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The probability of a carryout order being ready within 20 minutes is approximately 0.5507

We know that the time required for a carryout order to be ready for customer pickup follows an exponential distribution with a mean of 25 minutes. The probability density function for an exponential distribution is given by

f(x) = λe^(-λx)

where λ is the rate parameter

We can find the rate parameter λ using the mean

mean = 1/λ

λ = 1/mean = 1/25 = 0.04

So the probability of a carryout order being ready within 20 minutes is

P(X ≤ 20) = ∫₀²⁰ λe^(-λx) dx

P(X ≤ 20) = [-e^(-λx)]₀²⁰

P(X ≤ 20) = [-e^(-0.04x)]₀²⁰

P(X ≤ 20) = [-e^(-0.8)] - [-1]

P(X ≤ 20) = 0.5507

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The given question is incomplete, the complete question is:

Collina’s Italian Café in Houston, Texas, advertises that carryout orders take about 25 minutes (Collina’s website, February 27, 2008). Assume that the time required for a carryout order to be ready for customer pickup has an exponential distribution with a mean of 25 minutes. What is the probability than a carryout order will be ready within 20 minutes?

Answer:A. E6

Step-by-step explanation: Just did it :)

For the heights, areas and perimeters of the shapes:

5. The trapezoid can be divided into a rectangle and a right triangle. Let the height of the trapezoid be h.

The area of the trapezoid is A = (1/2)(13.9 + 9.3)h = 11.6h.

We are given that A = 120.8cm², so solve for h:

11.6h = 120.8

h = 10.4 cm

Therefore, the height of the trapezoid is 10.4 cm.

6. Let s be the side length of the equilateral triangle. Then, we have:

s + s + s = 45

3s = 45

s = 15

The perimeter of the equilateral triangle is 45 inches.

The area of an equilateral triangle can be found using the formula:

Area = (√(3)/4)s²

Plugging in s = 15:

Area = (√(3)/4)(15²) = 97.31 in²

Therefore, the area of the equilateral triangle is 97.31 square inches.

7. Let a be the side length of the inscribed square and let A be the area of the inscribed square. Let b be the side length of the circumscribed square.

The area of the outer square is 169in², so b² = 169. Therefore, b = 13.

The diagonal of the inscribed square is equal to the diameter of the circle, which is equal to the side length of the outer square. Therefore, a×√(2) = 13.

Solving for a:

a = 13/√(2) = 9.19

The area of the inscribed square is A = a² = (13/√(2))² = 84.5 in².

The ratio of the area of the inscribed square to the area of the circumscribed square is:

A/(b²) = 84.5/169 = 0.5

Therefore, the area of the inscribed square is half the area of the circumscribed square.

8. Let d₁ and d₂ be the diagonals of the rhombus. Let s be the side length of the rhombus.

We know that d₁ = 6 inches and d₂ = 8 inches. We also know that the diagonals of a rhombus intersect at a right angle and bisect each other. Therefore, we can form a right triangle with legs of length s/2 and s/2 and hypotenuse of length d₁/2.

Using the Pythagorean theorem:

(s/2)² + (s/2)² = (d1/2)²

s²/4 = 9

s = 6

Therefore, the side length of the rhombus is 6 inches.

The perimeter of the rhombus is 4s = 24 inches.

The area of the rhombus can be found using the formula:

Area = (1/2)d₁d₂

Plugging in d₁ = 6 and d₂ = 8:

Area = (1/2)(6)(8) = 24 square inches

Therefore, the perimeter of the rhombus is 24 inches and the area of the rhombus is 24 square inches.

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The true statement regarding the hypothesis will be:

The correct option is D II and III only.

A two-sample t-test of the hypotheses Hoμ1-2 = 0 versus H 41-μ2> 0 produces a p-value of 0.03.

In this case, a 95 percent confidence interval for the difference in means will contain the value 0.

Also, a 99 percent confidence interval for the difference in means will contain the value 0.

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As per the fraction, the lowest score in the examination is 44.

Let's consider the given information. We are told that the highest score and the lowest score in an examination differ by 55 marks. We can represent the highest score as x and the lowest score as y. Therefore, we have:

x - y = 55 ----- equation 1

We are also given that the higher score, which is x, is 9/4 times the lower score, which is y. This can be represented as:

x = (9/4)y

We can use this equation to substitute x in equation 1 and solve for y.

Substituting x in equation 1, we get:

(9/4)y - y = 55

Simplifying the above equation, we get:

(5/4)y = 55

Multiplying both sides by 4/5, we get:

y = 44

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Complete Question:

In an examination, the highest score and the lowest score are different by 55 and the higher one was 9/4 times the lower one. Find the lowest score.

If we rewrite 4.86 x 104 in decimal notation, we will have 48,600. The Option A.

In decimal notation, 4.86 x 104 is equivalent to 48600. To convert scientific notation to decimal notation, you simply move the decimal point to the right by the number of places indicated by the exponent.

In this case, since the exponent is 4, you move the decimal point four places to the right of the digit 4, resulting in 48600. Therefore, 4.86 x 104 in decimal notation is 48600.

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83.3% is outside the range and therefore not a reasonable value.

We need to take into account the margin of error in order to determine which value is not a reasonable one for the actual proportion of the population that favors Candidate A. The range within which the actual population value is likely to fall is shown by the margin of error.

We can determine the likely range of the true population value as follows if the sample contained 80% of those who preferred Candidate A and the margin of error was 4%:

The lower bound of the range is 80% - 4% = 76%

The upper bound of the range is 80% + 4% = 84%

Therefore, any value outside of this range is not a reasonable value for the actual percentage of the population that prefers Candidate A.

75.6% is within the range and therefore a reasonable value.

82.4% is within the range and therefore a reasonable value.

76.4% is within the range and therefore a reasonable value.

83.3% is outside the range and therefore not a reasonable value.

So the answer is 83.3%.

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Answer:

c and a

Step-by-step explanation:

The part of the graph that would show no change in distance is when Mary stopped and waited for the traffic light to turn green.

Statement B is correct.

We know that during this time, Mary did not move forward or cover any distance. Hence, the graph would show a flat line at this point, indicating no change in distance.

Distance is described as a numerical or occasionally qualitative measurement of how far apart objects or points are.

In physics or everyday usage, distance may refer to a physical length or an estimation based on other criteria.

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Using mathematical operations of division and multiplication, the total weight of the order in pounds is 3 pounds.

The total weight is firstly computed in ounces before being converted into pounds.

The computation follows the mathematical operations of multiplication and division, respectively.

The number of Orange You Fresh soap bars ordered by a customer = 12

The weight of each bar of soap = 4 ounces

The total weight of 12 bars in ounces = 48 ounces (4 x 12)

1 pound = 16 ounces

3 pounds = 48 ounces (48 ÷ 16)

Thus, based on mathematical operations, the number of pounds this order will weigh is 3 pounds.

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You can take a look at this, the image that I attached might help.

For example, the first one shifts left because the h value is positive 3. -(3) = -3.

Answer:

To determine the number of sheets of cardboard in a stack, we need to use the information given in the problem.

We know that each sheet of cardboard is 1 inch thick, and 16 sheets are stacked on top of each other in packages. The height of each stack is 21 inches.

Using the model of a ruler, we can divide the height of the stack (21 inches) by the thickness of each sheet (1 inch) to find the number of sheets in the stack.

21 ÷ 1 = 21

So, there are 21 sheets of cardboard in a stack.

To write an expression that can be used to determine the number of sheets of cardboard in a stack, we can use:

Number of sheets = height of stack ÷ thickness of each sheet

Or, substituting the given values: Number of sheets = 21 ÷ 1 = 21

This expression is simply a representation of the model we used earlier. It shows that we can determine the number of sheets in a stack by dividing the height of the stack by the thickness of each sheet. In this case, the expression yields the same result as the model, which is 21 sheets.