The term error is used in two different ways in the context of a hypothesis test. First, there is the concept of standard error (i.e. average sampling error), and second, there is the concept of a Type I error.
a. What factor can a researcher control that will reduce the risk of a Type I error?
b. What factor can a researcher control that will reduce the standard error?

It took Trixie 200 minutes to finish her homework.

To calculate the time Trixie took to do her homework, we can subtract the starting time from the ending time.

The starting time is 5:30pm, which is equal to 5 x 60 + 30 = 330 minutes after midnight.

The ending time is 8:50pm, which is equal to 8 x 60 + 50 = 530 minutes after midnight.

To find the duration, we can subtract the starting time from the ending time:

530 minutes - 330 minutes = 200 minutes

Therefore, it took Trixie 200 minutes to finish her homework.

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Polynomial equation has y=cos(x), y=sin(x), and y=eˣ as solutions.

We can consider these functions as roots of a polynomial. Let's use the terms given to construct a polynomial equation:

Let P(y) be the polynomial, and let's denote the roots as y1 = cos(x), y2 = sin(x), and y3 = eˣ.

According to Vieta's formulas, for a cubic polynomial with roots y1, y2, and y3, we have:

P(y) = (y - y1)(y - y2)(y - y3)

Now, substitute the given roots:

P(y) = (y - cos(x))(y - sin(x))(y - eˣ)

This polynomial equation has y=cos(x), y=sin(x), and y=eˣ as solutions.

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Answer:

125/12

Step-by-step explanation:

lets take n = -10.4166666

multiply this by 100 so we get the recurring part as the decimals

100n = -1041.66666

now we multiply our original n value by 10 for simplicity while calulating

10n = -104.16666

then we subtract 10n from 100n

90n = -1041.666 - (- 104.16666)

the recurring part will cancel out infinitely

so we get

90n = 937.5

then we solve for n

n = 937.5/90

simplifying will get us n= 125/12

The area of the composite figure with dimensions 8cm, 5cm, 12cm, and 2cm is 64 square cm.

To calculate the area of the composite figure with dimensions 8cm, 5cm, 12cm, and 2cm, we need to first identify the shapes involved and then find their areas.

Identify the shapes: It seems that the composite figure consists of two rectangles.

Let's assume the first rectangle has dimensions 8cm and 5cm, and the second rectangle has dimensions 12cm and

2cm.

Calculate the area of each rectangle:

For the first rectangle:

Area = length x width = 8cm x 5cm = 40 square cm

For the second rectangle:

Area = length x width = 12cm x 2cm = 24 square cm

Add the areas of both rectangles to find the total area of the composite figure:

Total Area = Area of first rectangle + Area of second rectangle

                 = 40 square cm + 24 square cm

                = 64 square cm

So, the area of the composite figure with dimensions 8cm, 5cm, 12cm, and 2cm is 64 square cm.

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The ratio of female to male members is 40:25, or 4:2. This can be expressed as a common fraction as 4/2 or 2/1.

A fraction is a way of representing a numerical value that is not a whole number. It is written in the form of a ratio and consists of a numerator and a denominator. The numerator represents the number of equal parts being considered, while the denominator represents the total number of parts that make up the whole. Fractions are used to express part of a whole, such as when a pizza is divided into 8 equal slices, each slice would be represented as 1/8 of the pizza. Fractions are also used to represent a ratio between two numbers, such as when a recipe calls for 2/3 cup of sugar. In mathematics, fractions are used to represent division, to compare quantities, and to solve equations.

The ratio of female to male members can be found by taking the ratio of the average age of the female members to the average age of the male members.
Therefore, the ratio of female to male members is 40:25, or 4:2. This can be expressed as a common fraction as 4/2 or 2/1.

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Refer to the attached images. Comment any questions you may have.

The two points on the curve where the tangent line is horizontal are (2,26) and (-2,26).

To find where the tangent line is horizontal, we need to find where the derivative of y with respect to x (dy/dx) equals 0.

First, we need to express y in terms of x. We can do this by eliminating t from the two parametric equations.

From x=2(sin(t)+cos(t)), we get sin(t) = (x/2) - cos(t).
From y=36−10cos2(t)−20sin(t), we substitute sin(t) with the above expression and get:
y = 36 - 10cos²(t) - 20((x/2) - cos(t))

Simplifying this expression, we get:
y = -10cos²(t) - 10x + 36

Next, we need to find the derivative of y with respect to x:
dy/dx = -10sin(2t)/(dx/dt)

From x=2(sin(t)+cos(t)), we get dx/dt = 2(cos(t)-sin(t))

Substituting this into the above equation for dy/dx, we get:
dy/dx = -5sin(2t)/(cos(t)-sin(t))

Setting dy/dx equal to 0, we get:
0 = -5sin(2t)/(cos(t)-sin(t))

This means sin(2t) = 0, or t = 0 or t = π/2.

Plugging these values into the parametric equations for x and y, we get:
When t=0: x = 2, y = 26
When t=π/2: x = -2, y = 26

Thus, the two points on the curve where the tangent line is horizontal are (2,26) and (-2,26).

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The wave functions and probability distributions for a particle trapped in a finite square well can be complex, but understanding these concepts is essential for understanding the behavior of particles in quantum mechanics.

To sketch the wave functions and probability distributions for the n = 4 and n = 5 states of a particle trapped in a finite square well:

We need to first understand what these terms mean.

Wave functions are mathematical functions that describe the behavior of particles in quantum mechanics. They represent the probability amplitude of finding a particle in a certain state, and can be used to calculate the probability of finding the particle in a certain location.

Probability distributions, on the other hand, describe the probability of finding a particle in a certain location at a certain time. They are calculated by squaring the wave function and normalizing the result.

Now, let's consider a particle trapped in a finite square well. This means that the particle is confined to a certain region of space, and can only exist within that region. The wave function for a particle in this situation can be expressed as a combination of sine and cosine functions.

For the n = 4 and n = 5 states, the wave functions will have four and five nodes, respectively. These nodes represent regions where the probability of finding the particle is zero.

To sketch the probability distributions, we need to square the wave functions and normalize the result. This will give us a graph that shows the probability of finding the particle at different locations within the well.

Overall,the wave functions and probability distributions for a particle trapped in a finite square well can be complex, but understanding these concepts is essential for understanding the behavior of particles in quantum mechanics.

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It will take 5 years to recoup the extra cost of buying the Prius.

The number of years it will take to recoup the extra cost of buying the Prius will depend on several factors such as the price of the car, the cost of gas, and the average number of miles driven per year. However, according to a study by Consumer Reports, the Prius has an average payback period of about 4 years compared to a similar gas-powered vehicle. This means that if the extra cost of buying the Prius is $4,000, for example, it would take about 4 years to recoup that cost through fuel savings. Keep in mind that this is just an estimate and individual results may vary.
To determine the number of years it will take to recoup the extra cost of buying the Prius, follow these steps:

1. Identify the extra cost of buying the Prius compared to a similar non-hybrid vehicle.
2. Determine the annual fuel cost savings of the Prius compared to the non-hybrid vehicle.
3. Divide the extra cost by the annual fuel cost savings.

For example, let's say the extra cost of buying the Prius is $5,000 and the annual fuel cost savings is $1,000.

Number of years to recoup extra cost = Extra cost / Annual fuel cost savings
Number of years = $5,000 / $1,000
Number of years = 5.00

So, it will take 5.00 years to recoup the extra cost of buying the Prius.

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For the given function f(x) the graph has a domain of (-5 , 0). For the function g(x) represented by the table the domain is given by the values (-3, 3).

The set of all potential inputs or independent variables for which a function is defined is known as the domain of the function in mathematics. In other words, it is the collection of all possible x-values for the function. On the other hand, the collection of all potential dependent variables or outputs that a function may produce for the specified inputs is known as the range of the function. It is the collection of all y-values that the function is capable of producing.

Given that the function f(x) is the graph while the function g(x) is represented by the table.

For the given function f(x) the graph has a domain of (-5 , 0). The range of the function is (4, infinity). The vertex of the function is given by the coordinates (2, 4). The axis of symmetry of the parabola is x = -2.

For the function g(x) represented by the table the domain is given by the values (-3, 3). The range of the function is given as (25, 1). The x-intercept is at the point 2. The y-intercept is at the point 4.

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Given the position function r(t) = ti + (2t^2 + 7)j, we can find the velocity and acceleration vectors by taking the first and second derivatives of r(t) with respect to time t.

1. Find the velocity vector v(t) by taking the first derivative of r(t):

v(t) = dr(t)/dt

= (d(t)/dt)i + (d(2t^2 + 7)/dt)j v(t)

= (1)i + (4t)j

2. Find the acceleration vector a(t) by taking the second derivative of r(t):

a(t) = dv(t)/dt

= (d(1)/dt)i + (d(4t)/dt)j a(t)

= (0)i + (4)j

Now we can find the velocity and acceleration vectors at t = 0:

v(0) = (1)i + (4*0)j

= i a(0)

= (0)i + (4)j

= 4j

So the velocity vector at t = 0 is v(0) = i, and the acceleration vector at t = 0 is a(0) = 4j.

To sketch them as vectors on the curve, draw the parabola y = 2x^2 + 7. At the point (0,7), which corresponds to t = 0, draw the velocity vector as a horizontal arrow pointing to the right (since it is i), and draw the acceleration vector as a vertical arrow pointing upward (since it is 4j).

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To determine the probability of an event where both dice are odd, let's first list all the possible odd numbers on a die: {1, 3, 5}.

Probability is a measure of the likelihood or chance that a particular event will occur. It is expressed as a number between 0 and 1, with 0 indicating that an event is impossible and 1 indicating that an event is certain to occur.

Now, let's find all the combinations of two dice showing odd numbers:

1. (1, 1) 2. (1, 3) 3. (1, 5) 4. (3, 1) 5. (3, 3) 6. (3, 5) 7. (5, 1) 8. (5, 3) 9. (5, 5)

There are a total of 9 combinations where both dice show odd numbers.

So, the size of the set that corresponds to the event that both dice are odd is 9.

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The result for this percentage question is deducting 52 from 10.4 is -41.6.

How much is a percentage?

A rate, number, or amount in each hundred is referred to as a percentage. Although "pct," "pct," and occasionally "pc" are also used as abbreviations, the percent symbol "%" is most usually used to denote it.

A % lacks a measurement unit and is a dimensionless (pure) number

An accepted quantity that is used to represent a physical quantity is called a measurement unit. The factor used to represent how many instances of a given physical property there are is the standard quantity of that property.

You may get 10.4 by multiplying 52 by 0.2 (20% as a decimal),

20/100=0.2

which is 52 times 20%.

The result of deducting 52 from 10.4 is -41.6.

Complete question given below:

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What is the value of 52 times 20% minus 52?

There is a significant difference between the average numbers of traffic accident related emergency room admissions between Friday the 6th and Friday the 13th.

To conduct a hypothesis test to evaluate if there is a difference between the average numbers of traffic accident related emergency room admissions between Friday the 6th and Friday the 13th, we can use a paired t-test. The null hypothesis would be that there is no difference between the means of the two populations, while the alternative hypothesis would be that there is a difference.

We can calculate the paired differences by subtracting the number of admissions on Friday the 6th from the number of admissions on Friday the 13th. Then we can calculate the mean and standard deviation of these differences. Using the given data, the mean of the differences is 10.83 - 7.5 = 3.33 and the standard deviation of the differences is 3.6.

Next, we can calculate the t-statistic by dividing the mean difference by the standard deviation of the differences and multiplying by the square root of the sample size. Using the given data, the t-statistic is (3.33 - 0) / (3.6 / sqrt(6)) = 3.07.

We can look up the critical value for a two-tailed test with 5 degrees of freedom (n-1) at a significance level of 0.05. The critical value is 2.571.

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This is a common approach in dynamic programming, and it allows us to solve complex problems efficiently by avoiding redundant computations

Based on the given scenario, it seems that the dynamic programming algorithm follows the principle of optimal substructure, where the solution to a problem can be obtained by combining the solutions of its subproblems.

Here, the algorithm creates an n m table, meaning it will have n rows and m columns. To compute each entry of the table, it takes a minimum over at most m other previously computed entries. This suggests that the algorithm is using the concept of the minimum substructure, where it tries to find the minimum cost/path/sum to reach a certain point by taking the minimum of all the possible subproblems.

Overall, the given information indicates that the dynamic programming algorithm is likely solving a problem where we need to find the optimal solution by breaking it down into smaller subproblems and taking the minimum of all the possible solutions. This is a common approach in dynamic programming, and it allows us to solve complex problems efficiently by avoiding redundant computations.

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Okay, let's solve this step-by-step:

P(A) = 9

P(B) = 9

P(A and B) = ?

We don't have enough information to calculate P(A and B) directly.

So we use the inclusion-exclusion principle:

P(A or B) = P(A) + P(B) - P(A and B)

= 9 + 9 - ?

= 18 - ?

Since probabilities must be between 0 and 1, the largest this could be is 18.

So 18 - ? must equal 0.82.

? = 12

Therefore, P(A and B) = 12

And the final solution is:

P(A or B) = 0.82

Rounded to the nearest hundredth.

Does this help explain the solution? Let me know if you have any other questions!

The probability of either A or B occurring is 0.2.

Probability in mathematics is the possibility of an event in time. In simple words how many times does that incident is happening in any given time interval?

To find the probability that either event will occur, we need to find the total number of outcomes in the sample space.

From the given information, we can see that there are 9 + 9 + 9 + 9 + 9 = 45 possible outcomes in the sample space.

The probability of either A or B occurring can be found by adding the probability of A occurring to the probability of B occurring and then subtracting the probability of both A and B occurring at the same time (to avoid double-counting).

The probability of A occurring is (9 + 9 - 9) / 45 = 9/45 = 0.2

(The first 9 represents the number of outcomes in circle A, the second 9 represents the number of outcomes in the rectangle outside of A but inside the square, and the -9 represents the overlapping outcomes in the intersection of A and B that we don't want to count twice).

The probability of B occurring is (9 + 9 - 9) / 45 = 9/45 = 0.2

(The first 9 represents the number of outcomes in circle B, the second 9 represents the number of outcomes in the rectangle outside of B but inside the square, and the -9 represents the overlapping outcomes in the intersection of A and B that we don't want to count twice).

The probability of both A and B occurring at the same time is 9/45 = 0.2 (since this is the number of outcomes in the intersection of A and B divided by the total number of outcomes in the sample space).

Therefore, the probability of either A or B occurring is:

0.2 + 0.2 - 0.2 = 0.2

So the probability that either event will occur is 0.2 or 20% (rounded to the nearest hundredth).

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Answer:

Below in bold.

Step-by-step explanation:

Let x = cosθ, then

8(cosθ)^3 − 6cosθ + 1 = 0

---> 2(4(cosθ)^3 − 3 cosθ) + 1 = 0    

---> 2(cos3θ) + 1 = 0

---> cos3θ = -1/2

---> θ = 2π/9

Therefore cos  θ  = = cos(2π/9) = x, and

cos(2π/9) is a root of the given eqation.

The curvature of y = 5x⁴ is kappa (x) = |60x²|/[1 + (20x³)²]³/².

To find the curvature (kappa) of the function y = 5x⁴, we'll use the formula kappa (x) = |f"(x)|/[1 + (f'(x))²]³/².

1. First, find the first derivative (f'(x)) by differentiating y with respect to x: f'(x) = 20x³.
2. Next, find the second derivative (f"(x)) by differentiating f'(x) with respect to x: f"(x) = 60x².
3. Substitute f'(x) and f"(x) into the curvature formula: kappa (x) = |60x²|/[1 + (20x³)²]³/².
4. Simplify the expression to get the curvature kappa(x).

To find the curvature at a specific point, substitute the x-value into kappa(x) and evaluate the expression.

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Answer:

C

Step-by-step explanation:

[tex]\frac{x+6}{4}[/tex] = 13 ( multiply both sides by 4 to clear the fraction )

x + 6 = 4 × 13 = 52 ( subtract 6 from both sides )

x = 46

Answer:

C

Step-by-step explanation:

Step one x=?

first try a -2.75+6/4=13

u get 0.81=13 so wrong

step 2 try b 1.75+6/4=13

7.75/6=13

1.29=13 wrong

Step 3

46+6/4=13

52/4=13

13=13 Correct

The point estimate of the difference between the two population proportions is 0.024.

The point estimate of the difference between two population proportions can be calculated using the following formula:

[tex]\hat{p}1 - \hat{p}2 = (x1/n1) - (x2/n2)[/tex]

where [tex]\hat{p1}[/tex] and [tex]\hat{p2 }[/tex] are the sample proportions, x1 and x2 are the number of failures in each sample, and n1 and n2 are the sample sizes.

Using the given data:

[tex]\hat{p1}[/tex]  = 53/400 = 0.1325

[tex]\hat{p2 }[/tex] = 51/470 = 0.1085

n1 = 400

n2 = 470

Substituting these values into the formula, we get:

[tex]\hat{p1}-\hat{p2}[/tex]  = (0.1325) - (0.1085) = 0.024.

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Answer:

29

Step-by-step explanation:

362.5/12.5 =29

If a 4×4 matrix A with rows v⃗ 1, v⃗ 2, v⃗ 3, and v⃗ 4 has determinant detA= 3 , then det: 10v1+6v2; 5v1+5v2; v3; v4, then the determinant of the new matrix is 48.

To find the determinant of the new matrix, we need to use the properties of determinants. One property states that if we multiply any row of a matrix by a scalar k, then the determinant of the new matrix is k times the determinant of the original matrix.
Using this property, we can find the determinant of the new matrix as follows:
det (10v1+6v2  5v1+5v2  v3  v4)
= 10 det (v1 v2 v3 v4) + 6 det (v2 v1 v3 v4) + 5 det (v1 v2 v3 v4) + 5 det (v2 v1 v3 v4) + det (v1 v2 v3 v4)
= 21 det (v1 v2 v3 v4)
= 21 * det (A)
= 21 * 3
= 63
Therefore, the determinant of the new matrix is 63.
To find the determinant of the new matrix, you can use the property of linearity of determinants with respect to the rows. The new matrix can be written as:
| 10v1+6v2 |   | 10v1 |   | 6v2  |
|  5v1+5v2 | = |  5v1 | + | 5v2  |
|    v3    |   |  v3  |   |  v3  |
|    v4    |   |  v4  |   |  v4  |
Now, we have two separate matrices, and we can find their determinants individually:
det( | 10v1 | ) = 10 det( | v1 | )
    |  5v1 |         | v2 |
    |  v3  |         | v3 |
    |  v4  |         | v4 |
det( | 6v2  | ) = 6 det( | v1 | )
    | 5v2  |         | v2 |
    |  v3  |         | v3 |
    |  v4  |         | v4 |
Using the property of linearity, we can add these determinants together:
10 * detA + 6 * detA = (10 + 6) * detA = 16 * detA = 16 * 3 = 48
So, the determinant of the new matrix is 48.

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[tex]\sf x_{1} =2;\\ \\x_{2} =-6.[/tex]

Assuming that the exercise asks to find the roots or solutions to this equation, this would the process for doing so:

Standard form: [tex]\sf ax^{2} +bx+c=0[/tex]

This equation is already written in standard form so we can skip this step, but it's important to always make sure we have the equation well written for this method.

So the coefficients are just the numbers that myltiply the different values in the formula.

For example:

Coefficient "a" is the number that multiplies "x²" within the standard form of the equation. In this case, x² is being multiplied by number "2", that's the reason we have "2x²". Thus, the value for the "a" coefficient is 2.

Note: If you only have "x²" on your standard equation, the "a" coefficient is 1.

Coefficient "b"= 8, because "x" is being multiplied by 8 on the standard equation,

Coefficient "c"= -24, because -24 is the last number before the equal symbol in the standard form of the equation.

Quadratic formula: [tex]\sf \dfrac{-b+-\sqrt{b^{2}-4ac } }{2a}[/tex]

Here, we substitute the a, b and c variables within the equation by the identified coefficients in step 2.

[tex]\sf x_{1} =\sf \dfrac{-b+\sqrt{b^{2}-4ac } }{2a}=\sf \dfrac{-(8)+\sqrt{(8)^{2}-4(2)(-24) } }{2(2)}=2[/tex]

[tex]\sf x_{2} =\sf \dfrac{-b-\sqrt{b^{2}-4ac } }{2a}=\sf \dfrac{-(8)-\sqrt{(8)^{2}-4(2)(-24) } }{2(2)}=-6[/tex]

[tex]\sf x_{1} =2;\\ \\x_{2} =-6.[/tex]

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[tex] \sf{x = 2, - 6}[/tex]

Topic: Quadratic formula exercises

[tex] \: \: \: \: \: \: \: \: \: \: \: \sf2(x {}^{2} + 4x - 12) = 0[/tex]

[tex] \: \: \: \: \: \: \: \: \: \: \: \: \sf{}2(x - 2)(x + 6) = 0[/tex]

[tex] \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \sf{}x = 2, - 6[/tex]

[tex] \: \: \: \: \: \: \: \: \: \: \: \boxed{ \bold{\cfrac{ - b + - \sqrt{b {}^{2} - 4ac} }{2a} }}[/tex]

In this exercise, what was done was to extract common factors, then we must multiply and subtract what is inside the parentheses and, as a last step, clear as a function of "x".

But in the exercise I solved it in another way since it is easier than doing it in fraction.

But his quadratic formula of the problem is:

[tex] \: \: \: \: \: \: \: \: \: \: \: \: \: \boxed{ \cfrac{ \sf - b + - \sqrt{b {}^{2} - 4ac } }{ \sf2a} }[/tex]

Therefore, the result of the quadratic formula is: x -2, -6.

You can see more about quadratic formula exercises at:

Answer:

127 baseball cards

Step-by-step explanation:

Lucas now has a total of 127 baseball cards.

To find out, you can add up the number of cards he had before (46), the number of cards his grandma gave him (29), and the number of cards his aunt Tammy gave him (52):

46 + 29 + 52 = 127

Hope this helps!

The probability that Steph Curry shoots exactly 20 free throws, including the one he misses, is approximately 0.0114 or 1.14%.

this probability problem involves free throws.

Steph Curry is a 91% free-throw shooter, which means his probability of making a free throw is 0.91, and the probability of missing one is 0.09 (since probabilities must add up to 1).

To find the probability that he shoots exactly 20 free throws (including the one he misses), we need to consider that he makes the first 19 shots and misses the 20th one.

Step 1: Calculate the probability of making 19 consecutive shots.
This is simply the probability of making a shot raised to the 19th power: (0.91)^19.

Step 2: Calculate the probability of missing the 20th shot.
The probability of missing a shot is 0.09.

Step 3: Multiply the probabilities from Steps 1 and 2.
(0.91)^19 * 0.09

Step 4: Compute the final probability.
(0.91)^19 * 0.09 ≈ 0.0114

So, the probability that Steph Curry shoots exactly 20 free throws, including the one he misses, is approximately 0.0114 or 1.14%.

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A graph with an appropriate pair of axes has been used to plot the points as shown in the image attached below.

In Mathematics and Geometry, a graph is a type of visual chart that is used for the graphical representation of data points or ordered pairs on both the horizontal and vertical lines of a cartesian coordinate, which are the x-coordinate (x-axis) and y-coordinate (y-axis) respectively.

In Mathematics and Geometry, an ordered pair is sometimes referred to as a coordinate and it can be defined as a pair of two elements or data points that are commonly written in a fixed order within parentheses as (x, y), which represents the x-coordinate (abscissa) and the y-coordinate (ordinate) on the coordinate plane of any graph.

In this scenario and exercise, we would use an online graphing calculator to graphically represent the given points on a graph as shown in the image attached below.

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The quadratic function that models this situation is given as follows:

y = -0.05(x² - 60x +  576).

The standard definition of a quadratic function is given as follows:

y = ax² + bx + c.

The ball is kicked 12 yards from the goal and lands 48 yards from the goal, hence, the roots are given as follows:

x = 12, x = 48.

Thus the function is defined as follows:

y = a(x - 12)(x - 48)

y = a(x² - 60x +  576).

The x-coordinate of the vertex is given at the mean of the roots, hence:

x = (12 + 48)/2 = 30.

The maximum height means that when x = 30, y = 17, hence the leading coefficient a is obtained as follows:

17 = a(30² - 60 x 30 + 576)

a = 17/(30² - 60 x 30 + 576)

a = -0.05

Hence the equation is:

y = -0.05(x² - 60x +  576).

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The w⊥ is the trivial subspace, consisting only of the zero vector.

To find a basis for the subspace w⊥, we need to find the vectors that are orthogonal to all vectors in w, which is the subspace spanned by the given vectors.

First, we need to find a basis for w. We can do this by putting the given vectors into a matrix and reducing it to row echelon form.

[tex]\begin{pmatrix}-4 & -4 & -12 & -4 \ 2 & 2 & 6 & 2 \ 6 & -12 & 18 & 12\end{pmatrix} $\to$[/tex]

[tex]\begin{pmatrix}2 & 2 & 6 & 2 \ 0 & -8 & -24 & -8 \ 0 & 0 & 0 & 0\end{pmatrix}[/tex]

The row echelon form shows that the first two vectors are linearly independent, so we can take them as a basis for w:

w1 = [-4, -4, -12, -4] and w2 = [2, 2, 6, 2]

Next, we need to find the vectors that are orthogonal to both w1 and w2. To do this, we can set up a system of equations:

a(-4,-4,-12,-4) + b(2,2,6,2) + c(0,0,0,0) = (0,0,0,0)

Simplifying the equation, we get:

-4a + 2b = 0

-4a + 2b = 0

-12a + 6b = 0

-4a + 2b = 0

We can see that the first two rows are identical, so we only need to use the first two rows to find a basis for w⊥.

Solving the first two equations, we get:

a = b/2

Substituting this into the third equation, we get:

-12(b/2) + 6b = 0

-6b + 6b = 0

b = 0

So a = 0 as well. This means that the only vector that is orthogonal to both w1 and w2 is the zero vector, which is not a valid basis vector.

Therefore, w⊥ is the trivial subspace, consisting only of the zero vector.

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