The z-score associated with a 95% confidence level is approximately 1.96.
The z-score associated with a 95% confidence level is the value of the standard normal distribution that corresponds to an area of 0.95 to the left of the z-score.
Using a standard normal distribution table or calculator, we can find that the z-score associated with a 95% confidence level is approximately 1.96.
Therefore, if we want to calculate the z-score for a 95% confidence level, we can use the formula
z = invNorm(1 - α/2)
where α is the significance level (α = 0.05 for a 95% confidence level), and inv Norm is the inverse normal cumulative distribution function. Using this formula, we can calculate the z-score as:
z = inv Norm(1 - 0.05/2)
= inv Norm(0.975) ≈ 1.96
Therefore, the z-score is 1.96
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Question 3 O Of the following which are solutions to the differential equation y"" 6y' + 8y = 0? y = 2sin(4z) IL y 3e21 III y = Cetr, where C Is & constant Lonly Wl only only Wland IIl only
The solutions of the differential equation y" - 6y' + 8y = 0 are [tex]y=3e^{2x}[/tex]
and [tex]y = Ce^{4x}[/tex]. So option D II and III only is correct.
A differential equation is an equation including dependent variables and their derivatives concerning independent variables.
Given the equation is y" - 6y' + 8y = 0. This can be written as [tex]\frac{d^2y}{dx^2}-6\frac{dy}{dx}+8y=0[/tex].
Now, let's substitute d/dx = m, and we get,
[tex]\begin{aligned}(m^2-6m+8)y&=0\\m^2-6m+8&=0\\m^2-(4+2)m+8&=0\\m^2-4m-2m+8&=0\\m(m-4)-2(m-4)&=0\\(m-4)(m-2)&=0\\m&=2,4\end{aligned}[/tex]
Then, the general solution will be written as [tex]y(x)=C_1e^{2x}+C_2e^{4x}[/tex]. Then, [tex]y_1=C_1e^{2x}[/tex] and [tex]y_2=C_2e^{4x}[/tex]. Hence, the solution of a given ODE is always this y₁ or y₂ or the combination of these. Therefore, (I) cannot be possible.
Now let's consider (II) and put [tex]y'=6e^{2x}[/tex] and [tex]y"=12e^{2x}[/tex] in the given equation. We get,
[tex]\begin{aligned}12e^{2x}-36e^{2x}+24e^{2x}&=0\\36e^{2x}-36e^{2x}&=0\\0&=0\end{aligned}[/tex]
Hence, (II) is the solution of the given equation and is possible.
Now let's consider (III) and put C₁=0 and we get, [tex]y(x)=C_2e^{4x}=Ce^{4x}[/tex]when C₂=C. Hence, (III) is possible.
Therefore, the correct option is D II and III only.
The complete question is -
Of the following, which are solutions to the differential equation y" - 6y' +8y=0?
I. y = 2 sin(4x)
II. [tex]y=3e^{2x}[/tex]
III. [tex]y = Ce^{4x}[/tex], where C is a constant.
A) I only B) Il only C) Ill only D) II and III only
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What is a number that when you subtract 18.9 from it you get 33.74
Answer: 52.64
Step-by-step explanation: add 18.9 and 33.74
How do I simplify my fraction??
Answer:
By cutting it for example:
Step-by-step explanation:
10/2 ,you can cut 10 from the multiplication table of 2 and the answer is 5.
What is weight of gallon of water?
The weight of gallon of water is 8.345 pounds according to density of water.
The gallon is a unit of volume and we need to find the weight of one gallon of water. So, the weight and volume are related to each other by the formula -
Density = mass/volume
Now, we know the volume and need the density of water in pounds per gallon.
The density of water is 8.345 pounds per gallon.
So, keeping the values in formula
Mass = density × volume
Mass = 8.345 × 1
Performing multiplication on Right Hand Side of the equation
Mass = 8.345 pounds
The weight of water is 8.345 pounds.
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Luther drew on his graph paper. After performing a series of transformations, Isabella drew What is the sequence of transformations Isabella used to produce ？
Rotate clockwise about the origin; translate 10 units down.
Rotate clockwise about the origin: translate 1 unit up.
The sequence of transformations performed by Isabella is Rotate 90° clockwise about the origin; translate 10 units down.
What is transformation?A transformation is a process that manipulates a polygon or other two-dimensional object on a plane or coordinate system.
Given that, Luther drew on his graph paper. After performing a series of transformations, Isabella drew. we need to find the transformations performed by Isabella,
We see, that, the sequence performed by Isabella is a rotation of 90°, from the origin, also the image is 10 units down to the original figure.
Hence, the sequence of transformations performed by Isabella is Rotate 90° clockwise about the origin; translate 10 units down.
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The complete question :-
The width of a rectangle is 10 feet, and the diagonal length of the rectangle id 32.5 feet. What us the measure of the length if the rectangle in feet? round yo the nearest tenth
Answer:
about 30.9 feet
Step-by-step explanation:
Using the Pythagorean Theorem:
[tex] {l}^{2} + {10}^{2} = {32.5}^{2} [/tex]
[tex] {l}^{2} = 956.25[/tex]
[tex]l = 30.9[/tex]
Solve for k.
8/9=12/k=?
Answer:
K=27/2
Step-by-step explanation:
Hope this helps!
Answer: k = 27/2 = 13 1/2 = 13.5
Step-by-step explanation: Brainliest? That answer is right. I just solved it
How to convert 7 into a decimal
The value of 7 after converted into decimals is 7.0.
To convert the integer 7 into a decimal, you simply need to place a decimal point after the 7 and add a zero to the right of the decimal point. This is because in the decimal system, each digit to the right of the decimal point represents a power of 10, starting with 10^-1 or 0.1.
Therefore, 7 can be represented as 7.0 in decimal form. Note that trailing zeros to the right of the decimal point do not change the value of the number. In other words, 7, 7.0, and 7.00 all represent the same value in decimal form.
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What is 6 ft 6 ft in inches?
We converted the measurement of 6 ft x 6 ft to inches using a conversion factor of 12 inches per foot, resulting in a total area of 5,184 square inches.
Measurement is an important aspect of our daily lives, and it involves quantifying the size, length, or dimensions of an object or space. Different units of measurement are used to express the size or length of an object, depending on the context or purpose.
The measurement of 6 ft x 6 ft is the size or area of a square-shaped object, where each side is 6 ft long. To convert this measurement to inches, we need to use a conversion factor that relates feet to inches. One foot is equal to 12 inches, so we can multiply each side of the square by 12 to get the corresponding measurement in inches.
6 ft x 12 inches/ft = 72 inches
Therefore, the measurement of 6 ft x 6 ft in inches is 72 inches x 72 inches, which equals 5,184 square inches. This means that if we had a square-shaped object with sides measuring 6 feet, the total area of the object would be 5,184 square inches.
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Determine the correlation for the situation. Choose positive/negative/ or no correlation for each.
The outside temperature in the sumer and the cost of the electric bill ( for air conditioning)
Last year a school club raise 3000 dollars at its big fundraise this year they earned 10% less. How much did they earn this year
Answer:
300
Step-by-step explanation:
you have to do 3,000 times 10% then you will get 300 that’s what I have learned for example if you do 30,000 of 10% it would be 3,000.
2+2 pls help i will really apericate it i need help so badly
Answer:
4
Step-by-step explanation:
4
Give state diagrams of DFAs recognizing the following languages. In all parts, the alphabet is {0,1} a. {w| w begins with a 1 and ends with a 0} b. {w| w contains at least three 1s} c. {w| w contains the substring 0101 (i.e., w = x0101y for some x and y)} d. {w| w has length at least 3 and its third symbol is a 0} e. {w| w starts with 0 and has odd length, or starts with 1 and has even length} f. {w| w doesn’t contain the substring 110} g. {w| the length of w is at most 5} h. {w| w is any string except 11 and 111} i. {w| every odd position of w is a 1} j. {w| w contains at least two 0s and at most one 1}
The state diagrams of the DFAs can recognize the different languages over the alphabet {0,1}. the DFAs for the following languages are
a. {w| w begins with a 1 and ends with a 0},
b. {w| w contains at least three 1s},
c. {w| w contains the substring 0101 (i.e., w = x0101y for some x and y)},
d. {w| w has length at least 3 and its third symbol is a 0},
e. {w| w starts with 0 and has odd length, or starts with 1 and has even length},
f. {w| w doesn’t contain the substring 110},
g. {w| the length of w is at most 5},
h. {w| w is any string except 11 and 111},
i. {w| every odd position of w is a 1},
j. {w| w contains at least two 0s and at most one 1}.
a. The DFA recognizing the language {w | w begins with a 1 and ends with a 0} is:
--> q0 -- 1 --> q1 -- 0 -->
/ \
1 0
/ \
* q2 q3
where q0 is the start state and q3 is the accepting state.
b. The DFA recognizing the language {w | w contains at least three 1s} is:
--> q1 -- 1 --> q2 -- 1 --> q3 -- 1 --> q4 -->
/ \
0 0
/ \
* q0 q5
where q0 is the start state and q5 is the accepting state.
c. The DFA recognizing the language {w | w contains the substring 0101}
--> q1 -- 0 --> q2 -- 1 --> q3 -- 0 --> q4 -- 1 --> q5 -->
/ \
1 1
/ \
* q0 q6
where q0 is the start state and q6 is the accepting state.
d. The DFA recognizing the language {w | w has length at least 3 and its third symbol is a 0} is:
--> q1 -- 0 --> q2 -->
/ \
1 1
/ \
* q0 q3
where q0 is the start state and q3 is the accepting state.
e. The DFA recognizing the language {w | w starts with 0 and has odd length, or starts with 1 and has even length} is:
--> q1 -- 0 --> q2 -- 1 --> q3 -- 0 --> q4 -- 1 --> q5 -->
| |
1 0
| |
* q0 q6
| |
0 1
| |
--> q7 -- 1 --> q8 -- 0 --> q9 -- 1 --> q10 -- 0 --> q11 -->
where q0 and q7 are the start states and q6 and q11 are the accepting states.
f. The DFA recognizing the language {w | w doesn’t contain the substring 110} is:
--> q1 -- 0 --> q2 -->
/ \
1 1
/ \
* q0 q3 -- 0 --> q4
\
1
\
q5
where q0 is the start state and q3 and q5 are the accepting states.
g. The DFA recognizing the language {w | the length of w is at most 5} is:
--> q1 -- 0 --> q2 -- 0 --> q3 -- 0 --> q4 -- 0 --> q5 -- 0 --> q6
* | | |
1 1 1
| | |
v v v
q7 q8 q9
where q1 is the start state and q1, q2, q3, q4, q5, q6, q7, q8, q9 are the accepting states.
h. The DFA recognizing the language {w | w is any string except 11 and 111} is:
* q0 q2 -- 1 --> q4
\ / |
0 -- any input --> q5 | any input
v
q6 -- any input --> q6
where q0 is the start state and q2, q3, q4, and q5 are the accepting states.
i. The DFA recognizing the language {w | every odd position of w is a 1} is:
--> q1 -- 1 --> q2 -- 1 --> q3 -- 1 --> q4 -- 1 --> q5 -- 1 --> q6
| |
0 0
| |
* q0 q7
| |
1 1
| |
--> q8 -- 1 --> q9 -- 1 --> q10 -- 1 --> q11 -- 1 --> q12 -- 1 --> q13
where q0 and q8 are the start states and q7 and q13 are the accepting states.
j. The DFA recognizing the language {w | w contains at least two 0s and at most one 1} is:
--> q1 -- 1 --> q2 -- 0 --> q3 -- 0 --> q4
| |
0 1
| |
* q0 q5
| |
1 0
| |
--> q6 -- 0 --> q7 -- 0 --> q8 -- any input --> q8
where q0 and q6 are the start states and q5 and q8 are the accepting states.
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4³ = blank X blank X blank = 64
fill in the blanks
Step-by-step explanation:
4³ = 4 × 4 × 4
4³ = 16 × 4
4³ = 64
Answer: 4³ = 4 × 4 × 44³ = 16 × 44³ = 64
Step-by-step explanation: hope this helps0^0
I really really need help on this
The inequalities representing the two lines are y ≤ 3x + 8 and y < - 2x - 8.
What are inequalities and their types?Inequality is a relation that compares two numbers or other mathematical expressions in an unequal way.
The symbol a < b indicates that a is smaller than b.
When a > b is used, it indicates that a is bigger than b.
a is less than or equal to b when a notation like a ≤ b.
a is bigger or equal value of an is indicated by the notation a ≥ b.
The two lines can be obtained by identifying the points.
(0, - 8) and (1, - 10) are the points of the non-dotted line.
So, m = (- 10 + 8)/(1 - 0).
m = - 2.
Now, - 8 = 0(-2) + b.
b = - 8.
y = - 2x - 8.
The points for the dotted line are, (0, 8) and (1, 11).
m = (11 - 8)/(1 - 0).
m = 3
8 = 3(0) + b.
b = 8.
y = 3x + 8.
The dotted line is y ≤ 3x + 8 and the non-dotted line is y < - 2x - 8.
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I need help in this question
Since in the figure, m || n, the value of x is equal to 13.
What are corresponding angles?In Mathematics, corresponding angles can be defined as a postulate (theorem) which states that corresponding angles are always congruent when the transversal intersects two (2) parallel lines. This ultimately implies that, the corresponding angles will be always equal (congruent) when a transversal intersects two (2) parallel lines.
By applying corresponding angles theorem to lines a and b, we have the following:
∠m ≅ ∠n
7x - 1 = 8x - 14
8x - 7x = 14 - 1
x = 13
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When can a correlation coefficient based on an observational study be used to support a claim of cause and effect? Never When the correlation coefficient is close to -1 or +1. When the correlation coefficient is equal to -1 or +1. When the scatterplot of the data has little vertical variation.
Never. Correlation does not imply causation. A correlation coefficient based on an observational study can only be used to suggest a relationship between two variables, but it cannot be used to support a claim of cause and effect.
Correlation is a measure of the relationship between two variables. It is used to measure how two variables move together. A correlation coefficient based on an observational study can only be used to suggest a relationship between two variables, but it cannot be used to support a claim of cause and effect. This is because correlation does not imply causation. A correlation coefficient close to -1 or +1 is an indication of a strong linear relationship between the two variables, but this does not necessarily imply a cause-and-effect relationship. Additionally, even if the scatterplot of the data has little vertical variation, this does not guarantee a cause-and-effect relationship. In summary, correlation coefficients based on observational studies can never be used to support a claim of cause and effect.
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Assume that the following pattern holds also for larger numbers
99=11×9; 1001=11×91; 9999=11×909; 100001=11×9091; 999999=11×90909 and so on. What is the sum of the digits obtained when you divide (1024 - 1) by 11?
Using pattern, The sum of the digits obtained when you divide (1024 - 1) by 11 is 12.
What is pattern?In the real world, in artificial design, or in abstract concepts, a pattern is a regularity. As a result, a pattern's components repeat in a predictable way. An example of a geometric pattern is one that repeats geometric shapes, much like a wallpaper pattern would. Patterns can be immediately observed with any sense.
Given that 99=11×9; 1001=11×91 and 9999=11×909
(1024-1) = 11 * x
x = 1023 ÷ 11
x = (990 + 33) ÷ 11
x = (90* 11 + 3*11) ÷ 11
x = 90 + 3
x = 93
So the sum of digits is 9 + 3 = 12
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A rotating sprinkler that sprays water at a radius of 5 feet is used to water a lawn. Determine the area of the lawn that is watered. Use 3.14 for π.
The area of the lawn that is watered by the sprinkler is approximately 78.5 square feet.
To determine the area of the lawn that is watered by a rotating sprinkler, we need to calculate the area of the circle that the sprinkler covers. The radius of the sprinkler is given as 5 feet, which means that the diameter of the circle it covers is 10 feet.
To calculate the area of the circle, we can use the formula A = πr^2, where A is the area and r is the radius.
A = πr^2 = π(5^2) = 78.5 square feet (rounded to one decimal place)
This means that any plants or grass within this area should receive water from the sprinkler, assuming it is functioning properly and has sufficient water pressure.
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ANSWER FOR BRAINLIST FAST
the area of a rectangle,in square units, can be represented by the expression 2x^2+5x+2. if one side of the rectangle has length (2x+1) units, what is the perimeter of the rectangle in terms of x?
The perimeter of the rectangle, in terms of x, is [tex]9x + 4 + 2/(2x+1).[/tex]
What is area of a rectangle?
The formula for the area of a rectangle is multiply length x width.
We know that the area of a rectangle is equal to the product of its length and b. In this case, the area is given by the expression [tex]2x^2+5x+2[/tex], and one side has a length of (2x+1) units.
To find the width of the rectangle, we can divide the area by the length:
Width = Area / Length
Width = ([tex]2x^2+5x+2) / (2x+1)[/tex]
The perimeter of the rectangle is the sum of the lengths of all four sides. Since we know one side has a length of (2x+1), the other side must have a length of:
Width = [tex](2x^2+5x+2) / (2x+1)[/tex]
Other side = Area / Length = ([tex]2x^2+5x+2) / (2x+1)[/tex]
Therefore, the perimeter of the rectangle is:
Perimeter = 2(Length + Width)
= [tex]2[(2x+1) + (2x^2+5x+2)/(2x+1)][/tex]
Simplifying this expression, we get:
Perimeter = [tex]4x + 2 + 5x + 2 + 2/(2x+1)[/tex]
[tex]= 9x + 4 + 2/(2x+1)[/tex]
So the perimeter of the rectangle, in terms of x, is [tex]9x + 4 + 2/(2x+1).[/tex]
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What is value of sin 1?
The value of sin 1 is 0.841.
It is needed to find the value of the sine function of 1.
Let's take it in radians since it is not mentioned whether the angle is in degrees or radians.
The sine function is the function which is defined as the ratio of the opposite to the hypotenuse o a right triangle.
So consider the right triangle with one of the angles as 1 radian or 57.296 degrees, then find the ratio of the opposite side to the hypotenuse.
The value is :
sin(1 radian) = 0.841
Hence the sine of 1 is 0.841.
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Cones A and B both have volume 48 pi cubic units, but have different dimensions. Cone A has radius 6 units and height 4 units. Find one possible radius and height for cone B. Explain how you know Cone B has the same volume as Cone A. Can leave in terms of I
Volume of Cone B is 48 π³ units. We know both cones have same volume because we used the volume formula for cones to equate the volumes of the two cones.
To find the dimensions of Cone B, we need to use the formula for the volume of a cone, which is:
Volume=(1/3) × π × radius² × height
Since the volume of Cone A and Cone B are the same (48 π³ units), we can set up the following equation:
(1/3) × π × 6² × 4
=(1/3)× π × r² × h
Simplifying the equation, we get:
r² × h = 72
We can choose any values of r and h that satisfy this equation. For example, we could choose r = 4 units and h = 9 units. When we enter these numbers into the equation, we obtain:
4² × 9 = 72
This is a valid solution, as Cone B with radius 4 units and height 9 units would have a volume of: Volume = (1/3) × π × 4² × 9 = 48 π³ units
Therefore, Cone A and Cone B have the same volume of 48 π³ units, which we know because we used the volume formula for cones to equate the volumes of the two cones.
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Graph the function f(x)=
–
x2.
Answer:
f(x) = -x^2 is a downward parabola.
Step-by-step explanation:
The f(x) = x^2 graph is a parabola pointing up. Therefore, f(x) = -x^2 is a downward parabola.
Jin’s quilting project uses rectangles and right triangles of fabric to make blocks of different sizes. Select whether each combination of side lengths, in cm, could make a triangle for the quilt.
Using the triangle inequality theorem, the combination of side lengths, in cm, that could make a triangle for the quilt are:
12, 35, 37
16, 30, 34
20, 21, 29
What is the Triangle Inequality Theorem?The Triangle Inequality Theorem is a fundamental theorem in geometry that states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side.
More formally, given a triangle with sides a, b, and c, the Triangle Inequality Theorem states:
a + b > c
b + c > a
a + c > b
If any of these inequalities is not true, then the three sides cannot form a triangle.
Using the Triangle Inequality Theorem, we can check which of these sets of numbers can form the sides of a triangle:
For the first set of numbers (12, 35, 37):
12 + 35 > 37 (True)
35 + 37 > 12 (True)
12 + 37 > 35 (True)
Therefore, the numbers 12, 35, and 37 can form the sides of a triangle.
For the second set of numbers (16, 30, 34):
16 + 30 > 34 (True)
30 + 34 > 16 (True)
16 + 34 > 30 (True)
Therefore, the numbers 16, 30, and 34 can form the sides of a triangle.
For the third set of numbers (18, 24, 42):
18 + 24 > 42 (False)
24 + 42 > 18 (True)
18 + 42 > 24 (True)
Therefore, the numbers 18, 24, and 42 cannot form the sides of a triangle.
For the fourth set of numbers (20, 21, 29):
20 + 21 > 29 (True)
21 + 29 > 20 (True)
20 + 29 > 21 (True)
Therefore, the numbers 20, 21, and 29 can form the sides of a triangle.
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The Six Sigma DMAIC approach is the best way to attack all problems and should be employed whenever possible. true or False?
False. The Six Sigma DMAIC approach is a problem-solving methodology used to improve processes and reduce defects, but it is not the only tool available.
What is Sigma?Sigma is a statistical measure of dispersion, which is used to measure the variability or spread of a given data set. It is calculated by taking the square root of the variance, which is the average of the squared differences from the mean. Sigma is commonly used in data analysis and is used to identify outliers and other patterns in data sets.
Depending on the nature of the problem, other problem-solving techniques may be more appropriate. For example, if the goal is to improve customer service, a method such as Lean Six Sigma, which focuses on customer value, may be more effective. Similarly, if the goal is to create new products or services, a design thinking approach could be used. In any case, it is important to assess the situation and choose the best course of action for the specific problem.
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Which set of ordered pairs (x,y)(x,y) could represent a linear function? \mathbf{A}= A= \,\,\left\{(-4, 2),\,\,(-2, 3),\,\,(2, 5),\,\,(4, 6)\right\} {(−4,2),(−2,3),(2,5),(4,6)} \mathbf{B}= B= \,\,\left\{(1, 2),\,\,(3, 4),\,\,(5, 6),\,\,(6, 8)\right\} {(1,2),(3,4),(5,6),(6,8)} \mathbf{C}= C= \,\,\left\{(-1, -1),\,\,(0, 2),\,\,(1, 4),\,\,(2, 6)\right\} {(−1,−1),(0,2),(1,4),(2,6)} \mathbf{D}= D= \,\,\left\{(2, 9),\,\,(4, 6),\,\,(5, 3),\,\,(6, 0)\right\} {(2,9),(4,6),(5,3),(6,0)}
The sets of ordered pairs that could represent a linear function are A and D.
What is linear function ?
A linear function is a mathematical function that can be graphically represented as a straight line. It has a constant rate of change between any two points, which means that the slope (i.e., the steepness of the line) is constant.
To determine if a set of ordered pairs can represent a linear function, we need to check if there is a constant rate of change (i.e., a constant slope) between any two pairs of points. If there is a constant rate of change, then the set of ordered pairs could represent a linear function.
Let's check each set of ordered pairs:
A = {(-4, 2), (-2, 3), (2, 5), (4, 6)}
The rate of change between (-4, 2) and (-2, 3) is 1/2.
The rate of change between (-2, 3) and (2, 5) is 1/2.
The rate of change between (2, 5) and (4, 6) is 1/2.
Therefore, the set A could represent a linear function.
B = {(1, 2), (3, 4), (5, 6), (6, 8)}
The rate of change between (1, 2) and (3, 4) is 1.
The rate of change between (3, 4) and (5, 6) is 1.
The rate of change between (5, 6) and (6, 8) is 2.
Therefore, the set B could not represent a linear function.
C = {(-1, -1), (0, 2), (1, 4), (2, 6)}
The rate of change between (-1, -1) and (0, 2) is 3.
The rate of change between (0, 2) and (1, 4) is 2.
The rate of change between (1, 4) and (2, 6) is 2.
Therefore, the set C could not represent a linear function.
D = {(2, 9), (4, 6), (5, 3), (6, 0)}
The rate of change between (2, 9) and (4, 6) is -1.5.
The rate of change between (4, 6) and (5, 3) is -3.
The rate of change between (5, 3) and (6, 0) is -3.
Therefore, the set D could represent a linear function.
Therefore, the sets of ordered pairs that could represent a linear function are A and D.
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If 3 is added to a number, the result is 2 less than twice that number. Find the number.
Answer:
x=1
Step-by-step explanation:
To find the value of "x", we can start by setting up an equation based on the information given in the problem:
3 + x = 2x - 2
To solve for "x", we can simplify the equation by subtracting "x" from both sides and adding 2 to both sides:
3 + x - x = 2x - 2 - x + 2
3 = x + 2
Finally, we can solve for "x" by subtracting 2 from both sides:
x = 1
Therefore, the number we're looking for is 1.
what is standard error of mean
The standard error of mean is a technique for calculating the sampling distribution's standard deviation.
A technique for assessing the standard deviation of a sampling distribution is standard error of the mean. The acronym SEM stands for standard error of the mean, which is another name for it. For instance, in a sample space, the sample mean is often the projected population mean value. But, if we choose another sample from the same population, the result can be different.
As a result, a population of the sampled means with unique variance and means will emerge. The standard deviation of such a sample mean, which includes all feasible samples taken from the same specified population, could be referred to as the standard error of mean. SEM is an approximation of standard deviation that was determined from the sample.
The standard error of the mean (SEM) demonstrates how the mean changes when the same quantity is evaluated in various tests. Consequently, the SEM will be higher if the outcome of random fluctuations is crucial. Yet if repeated attempts fail to reveal any change in the data points, the standard error of the mean will be equal to zero.
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Find the slope form the given linear representation. In decimal form round to the hundredth (ex..01)
The requried slope of the given linear representation is -0.67.
What is the slope of the line?The slope of the line is a tangent angle made by line with horizontal. i.e. m =tanx where x in degrees.
m = (y₂ - y₁) / (x₂ - x₁)
Here,
From the figure,
Locate two points, on the line
(-3, -3) and (3, -5)
m = (y₂ - y₁) / (x₂ - x₁)
Substitute the value in the above expression,
m = -5 + 3 / 3 + 3
m = -2/6
m = -1/3
m = -0.67
Thus, the requried slope of the given linear representation is -0.67.
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Two supplementary angles differ by 34. Find the angles
107+73 = 180
107-73 = 34
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Explanation
Rule: Supplementary angles always add to 180 degrees.
x+y = 180 is one equation to set upx-y = 34 is the other equation since the angles differ by 34 degrees. It's implied here that x > y.This is our system of equations.
[tex]\begin{cases}x+y = 180\\x-y = 34\\\end{cases}[/tex]
Add the equations straight down.
x+x = 2xy+(-y) = 0y = 0, so the variable y goes away180+34 = 214After the y terms go away, we have this new equation: 2x = 214 which solves to x = 107 after dividing both sides by 2.
Then use this x value to find y
x+y = 180
107+y = 180
y = 180-107
y = 73
Or you could say
x-y = 34
107-y = 34
-y = 34-107
-y = -73
y = 73
Either way, we get the same y value each time. This helps confirm the answer.
Another way to confirm the answer is shown in the next section below.
---------------------
Check:
x+y = 180
107+73 = 180
180 = 180 .... confirms the 1st equation
x-y = 34
107-73 = 34
34 = 34 ... the other equation is confirmed.
In short,
107+73 = 180107-73 = 34