Using traditional methods it takes 8.5 hours to receive a basic flying license. A new license training method using Computer Aided Instruction (CAI) has been proposed. A researcher used the technique on 21 students and observed that they had a mean of 8.8 hours with a variance of 1.21. Is there evidence at the 0.05 level that the technique performs differently than the traditional method? Assume the population distribution is approximately normal. Step 1 of 5 : State the null and alternative hypotheses

(A) The equation is:

$63[tex]x[/tex] = $1449 - $315

(B) The labor hours needed to complete the job was 18 hours.

(A) To find the number of labor hours needed to complete the job, we can set up an equation using the information given in the problem.

        $63[tex]x[/tex] = $1449 - $315

        [tex]x[/tex] = ($1134 / $63)

        [tex]x[/tex] = ($1134 / $63)

           = 18 hours

        18 hours × $63 = $1134

This confirms that 18 hours is the correct number of labor hours needed to complete the job.

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Answer:

C. 94

Step-by-step explanation:

|A| = [tex]\left[\begin{array}{ccc}a&b&c\\d&e&f\\g&h&i\end{array}\right][/tex]

det(A) = a * [tex]\left[\begin{array}{ccc}e&f\\h&i\\\end{array}\right][/tex] - b * [tex]\left[\begin{array}{ccc}d&f\\g&i\\\end{array}\right][/tex] + c * [tex]\left[\begin{array}{ccc}d&e\\g&h\\\end{array}\right][/tex]

OR

det(A) = aei - afh - bdi + bfg + cdh - ceg

|A| = [tex]\left[\begin{array}{ccc}-2&-2&-5\\2&7&-3\\8&9&9\end{array}\right][/tex]

det(A) = -2 * [tex]\left[\begin{array}{ccc}7&-3\\9&9\\\end{array}\right][/tex]  - (-2) * [tex]\left[\begin{array}{ccc}2&-3\\8&9\\\end{array}\right][/tex] + (-5) * [tex]\left[\begin{array}{ccc}2&7\\8&9\\\end{array}\right][/tex]

OR

det(A) = (-2)(7)(9) - (-2)(-3)(9) - (-2)(2)(9) + (-2)(-3)(8) + (-5)(2)(9) - (-5)(7)(8)

det(A) = 94

The number of hours after which the cars will be 350 miles apart is 34 hours.

Speed is the ratio of distance and time.

It shows how fast an object is moving at a given time.

We have,

Vehicle 1.

Speed = 55.5 mph

Distance(1) = 55.5 x Time

Vehicle 2.

Speed = 45(1/4) mph

Distance(2) = 45(1/4) x Time

The difference in the distance = 350 miles.

Distance(1) - Distance(2) = 350

55.5 x Time - 45(1/4) x Time = 350

55.5 x Time - (181/4) x Time = 350

(55.5 - 181/4) x Time = 350

Time = 350 / (55.5 - 45.25)

Time = 350 / 10.25

Time = 34 hours.

Thus,

The car will be 350 miles apart after 34 hours.

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If triple of a number added to its half part its equal to the difference between four times the number and 12 then the number is 24.

Two or more expressions with an Equal sign is called as Equation.

Let us consider the number be x

tripple of a number added to its half part

3x+x/2

Difference between four times the number and 12

4x-12

So tripple of a number added to its half part its equal to the difference between four times the number and 12

3x+x/2=4x-12

6x+x=2(4x-12)

Apply distributive property on RHS

7x=8x-24

Subtract 7x on both sides and add 24

24=x

Hence, if triple of a number added to its half part its equal to the difference between four times the number and 12 then the number is 24.

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Answer:

The answer is 11

Step-by-step explanation:

The answer is 11 because you need to add the sides up that the points are on point P is 5 Point Q is 3 and point R is 3 5+3 is 8 8+3 is 11

Answer:

19.56

Step-by-step explanation:

PR = [tex]\sqrt{3^{2} + 3^{2} }[/tex] = [tex]\sqrt{18}[/tex] = 3[tex]\sqrt{2}[/tex]

RQ = [tex]\sqrt{5^{2} +5^{2} }[/tex] = [tex]\sqrt{50}[/tex] = 5[tex]\sqrt{2}[/tex]

QP = [tex]\sqrt{8^{2} +2^{2} }[/tex] = [tex]\sqrt{68}[/tex] = 2[tex]\sqrt{17}[/tex]

Perimeter = sum of the sides = 3[tex]\sqrt{2}[/tex] +  5[tex]\sqrt{2}[/tex] +  2[tex]\sqrt{17}[/tex] = 19.56

Break the triangle PQR into 3 right triangles, with each leg being a hypotenuse.  Then you can use the Pythagorean theorem to find the length of each leg.  Add them all together to get the perimeter.

83.2 square feet is the area of the figure.

A three dimensional shape can be defined as a solid figure or an object or shape that has three dimensions—length, width, and height.

The given figure is a cone with radius 3 ft and height 5 ft.

We need to find the area of cone=A=πrl+πr²

where l is √r²+h²

A=πr(r+√r²+h²)

=π×3(3+√3²+5²)

=3π(3+√34)

=3×3.14(3+5.83)

=3×3.14(8.83)

=83.2 square feet

Hence, 83.2 square feet is the area of the figure.

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Step-by-step explanation:

To Find : Their present ages

Consider,

[tex]x + y = 46\\x = 46 -y[/tex]

→ (x+4) : (y +4) = 7:2

→ x+4/y+4 = 7/2

→ 46-y+4/y+4 = 7/2

→ 50-y/y+4 = 7/2

→7y +28 = 100-2y

→ 7y +2y = 100 -28

→ 9y = 72

→ y = 8

Now put y = 8 in eq(1) .

→ x = 46 - y

→ x = 46 - 8

→ x = 38

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The missing values in the ratio table are given as follows:

Hence the equivalent ratios are given as follows:

A proportional relationship is a linear function with an intercept of zero modeled as follows:

y = kx.

In which k is the constant of proportionality.

The input and output variables for this problem are given as follows:

Hence the constant of proportionality is obtained as follows:

k = 8/(1/3) = 24.

Hence the equation is given as follows:

y = 24x.

The time for 4 meters is given as follows:

4 = 24x

x = 4/24

x = 1/6.

The distance for 1/4 minutes is given as follows:

y = 24 x 1/4

y = 6 meters.

The distance for 5/12 minutes is given as follows:

y = 24 x 5/12

y = 120/12

y = 10 meters.

The equivalent ratios for each case are given as follows:

y = y : x.

The problem is given by the image presented at the end of the answer.

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Answer: 0.28 Km^2

Step-by-step explanation:

A= L x W

=0.4x0.7

=0.28

On using the distribution method the value could be  [tex]e ^ {t^{2}[/tex]/ 2

What is the Gamma Distribution  ?

A distribution which is described as two parameters – shape parameter and inverse scale parameter, having continuous probability distributions.

Given,

Z be a standard normal random variable: i. E. , Z ∼ N(0, 1).

Using the distribution method, find the pdf of U = Z 2.

And Using result from previous part, show that pdf of U follows a special case of Gamma distribution and also of χ 2 distribution.

Suppose e Z ∼ N (0, 1),  then

mZ (t) = 1√2πetxe−x2/2dx

= et2/21/√2π

[tex]e ^ {-(x-t)^{2} /2[/tex] dx

= [tex]e ^ {t^{2}[/tex]/ 2

hence, on using the distribution method the value could be [tex]e ^ {t^{2}[/tex]/ 2

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Answer:

---------------------------------

Find the difference in time and the difference in the number of batches.

The two numbers will help to find the rate of change in that time interval.

This is same as finding the slope of a line with points (2.5, 8) and (4, 11):

Answer:

Step-by-step explanation:

Take the percentages for both 1992 and 2000 and make the average. that is your answer

Answer:

31/24 or 1 7/24

Step-by-step explanation:

1 3/8 in an improper fraction is 11/8:

1 times the denominator (8)= 8, add the numerator (3), and get 11

then keep the original denominator

multiply 11/8 by 3 to get 33/24

multiply 1/12 by 2 to get 2/24

now you have the same denominator and can subtract

33/24-2/24= 31/24

Answer:

[tex]8 \frac{2}{3} \times 12 = 104[/tex]

Therefore, she spends 104 hours a year playing soccer.

Answer:

104 hours

Step-by-step explanation:

1 year = 12 months

Since 1 year equals 12 months, we multiply the time she spends in 1 month by 12 to calculate the time she spends in 1 year.

8 2/3 hours × 12

= (8 + 2/3) hours × 12

= (8 × 12 + 2/3 × 12) hours

= (96 + 8) hours

= 104 hours

Answer:

Step-by-step explanation:

Ya

The order from greatest to least is -3/8> -2/5>-0.44>-0.5

To compare all the numbers, we first convert the numbers to their fractional equivalent.

Therefore, -0.44= -44/100

And -0.5= -5/10

Now, we covert all the numbers to get the same denominator in all the numbers, therefore, let the denominator be 100

Therefore, we multiply -3/8 with 12.5 in both numerator and denominator to get, -37.5/100

Then, we multiply -2/5 with 20 in both numerator and denominator to get, -40/100

and, we multiply -5/10 with 10 in both numerator and denominator to get -50/100

Therefore, with these resultant value we can say that, -37.5/100> -40/100 >-44/100> -50/100

Thus, -3/8> -2/5>-0.44>-0.5

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The radius of the sphere is 9 centimeters.

The area of the outer surface of a sphere is the surface area of a sphere.

And its formula:

The surface area of the sphere is 4πr².

Where r is the radius of the sphere.

Given:

The surface area of the sphere is 4πr².

Where r is the radius of the sphere.

So,

surface area of the sphere = 4πr²

324π cm² = 4πr²

Simplifying,

r² = 324π/4π

r² = 324/4

r² = 81

r = 9

Therefore, the radius is 9 centimeters.

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NO, A triangle has sides of lengths 8,10, and 15 is not a right triangle.

A right-angled triangle is a triangle with one of the angles at 90 degrees. A 90-degree angle is called a right angle.

The formula states that in a right triangle:

The square of the hypotenuse is equal to the sum of the square of the base and the square of the altitude.

(Hypotenuse)² = (Base)² + (Altitude)²

c²=a²+b²

The three numbers which satisfy the above formula are the Pythagorean triplets

Properties of right angle:

The largest angle is always 90º and called the hypotenuse which is always the side opposite to the right angle.

The measurements of the sides follow the Pythagoras rule, which cannot have any obtuse angle.

consider c=15 a=10, b=8 substitute in above formula:

15²=10²+8²

⇒225=100+64

⇒225[tex]\neq[/tex]164

Therefore, and 8,10,15 is not right triangle.

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In order for an expression, such as x² + 4x + , to become a perfect square trinomial, it must be in the form of a² + 2ab + b².

Perfect squares are whole numbers that are the result of multiplying a given number by itself. For example, 4 is a perfect square because it is the result of multiplying 2 by itself. Similarly, 9 is a perfect square because it is the result of multiplying 3 by itself. Other examples of perfect squares include 16 (4x4), 25 (5x5), 36 (6x6), and so on.

To do this, you must factor the expression. In this case, the expression can be factored into (x + 2)².

Once the expression has been factored into a perfect square trinomial, it can be written as (x + 2)².

This is a perfect square trinomial because it represents the area of a square, as the length of each side is equal to (x + 2).

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Therefore, the interval (0, 1) must be countless and infinite. Since the interval (0, 1) is as large as R, R is also infinite.

Interval:

In mathematics, a (real) interval is a set of real numbers containing all real numbers between any two numbers in the set. For example, the set of numbers x such that 0 ≤ x ≤ 1 is an interval containing (0, 1), and all numbers in between. Other examples of intervals are the set of numbers with 0 < x < 1, the set of all real numbers, the set of non-negative real numbers, the set of positive real numbers, the empty set, and any Singleton (a set of one element).

Real intervals play an important role in integral theory. This is because real intervals are the simplest set whose "length" (or "scale" or "magnitude") is easy to define. The notion of measure can be extended to more complex sets of real numbers, leading to the Boral measure and finally the Lebesgue measure.

Intervals are central to interval arithmetic, a general numerical technique that automatically provides guaranteed bounds for any mathematical expression, even in the presence of uncertainties, mathematical approximations, and arithmetic rounding.

Open Interval:

Open intervals do not include endpoints and are indicated by parentheses.  For example, (0, 1) means greater than 0 and less than 1. This is (0, 1) = {x | 0 This interval can also be expressed as ]0, 1[ . Please refer to the following.

Closed Interval:

A closed interval is an interval that contains all boundary points and is indicated by square brackets. For example, [0, 1] means greater than or equal to 0 and less than or equal to 1.

Half- Open Interval:

A half-open interval contains only one of its endpoints and is represented by a combination of open and closed interval notation. Example: (0, 1) means greater than 0 and less than or equal to 1, [0, 1) means greater than or equal to 0 and less than 1.

Complete Question:

II. Identify the following terms described in each item. Quantitative & Quaeritated. It can be separated into different categories that are distinguished by some nonnumeric characteristics. 2. It consists of numbers representing counts or measurements. Quantitative Quantitative 3. The result from either a finite number of possible values or countable number of possible values as 0, or 1, or 2, and so on 4. The result from infinitely many possible values that can be associated with points on a continuous scale in such a way that there are no gaps or interruptions 5. It is characterized by data that consist of names, labels, or categories only. 6. It involves data that may be arranged in some order, but differences between data values either cannot be determined or are meaningless. 7. It involves meaningful amounts of differences between data. It has no true zero point or absolute zero. 8. It contains all the properties of the interval level but has true zero point or absolute zero. 9. It is a complete collection of all elements to be studied. 10. It is a branch of Mathematics that deals with the collection, organization presentation, analysis, and interpretation of data.​

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On solving the expression for (y), we get two possible values, one real and one complex as -

y = √{ (a²x²/c² + a² + 2a²x/c) - (x² + c² + 2xc)}    -- Real

y = i√{(a{x/c + 1})² + (x² + c² + 2xc)}    -- Complex

Given is the expression as follows -

√{(x + c)² + y²} = x (a/c) + a

√{(x + c)² + y²} = xa/c + a

√{(x + c)² + y²} = a{x/c + 1}

√{x² + c² + 2xc + y²} = a{x/c + 1}

{x² + c² + 2xc + y²} = ± (a{x/c + 1})²

Now, we can write -

{x² + c² + 2xc + y²} = (a{x/c + 1})²              ...... (1)

and

{x² + c² + 2xc + y²} = - (a{x/c + 1})²                 ......... (2)

Solving (1) as -

{x² + c² + 2xc + y²} = (a{x/c + 1})²    

{x² + c² + 2xc + y²} = a²(x/c + 1)²

{x² + c² + 2xc + y²} = a²(x²/c² + 1 + 2x/c)

{x² + c² + 2xc + y²} = (a²x²/c² + a² + 2a²x/c)

y² = (a²x²/c² + a² + 2a²x/c) - (x² + c² + 2xc)

y = √{ (a²x²/c² + a² + 2a²x/c) - (x² + c² + 2xc)}

Solving (2) as -

{x² + c² + 2xc + y²} = - (a{x/c + 1})²                

y² =  - (a{x/c + 1})² - (x² + c² + 2xc)

y² = - {(a{x/c + 1})² + (x² + c² + 2xc)}

y = √- {(a{x/c + 1})² + (x² + c² + 2xc)}

y = i√{(a{x/c + 1})² + (x² + c² + 2xc)}

Therefore, on solving the expression for (y), we get two possible values, one real and one complex as -

y = √{ (a²x²/c² + a² + 2a²x/c) - (x² + c² + 2xc)}    -- Real

y = i√{(a{x/c + 1})² + (x² + c² + 2xc)}    -- Complex

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The estimated revenue, in dollars, that the club will generate when the bags are priced at $13 each is 3) 1,040.

The revenue formula is the multiplication of the number of units sold and the price per unit.

To determine the total revenue, we must first ascertain the unit price and the quantity sold.

We know that market forces and the competitive environment determine the quantity sold or supplied.

The demand for tote bags at $11 = 100 units

Decrease in demand for every $1 price increase = 10 units

When the price is $13 each, the units to be sold = 80 (100 -10 x 2)

The total revenue at $13 each = $1,040 (80 x $13)

Total revenue at $12 each = $1,080 (90 x $12)

Total revenue at $11 each = $1,100 (100 x $11)

Thus, we can conclude that the club generates less revenue when it increases its price per tote bag from $11 to $13, justifying the interactions between supply, demand, and cost.

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Answer:

  18 tickets at $7

Step-by-step explanation:

You want a "Singapore Math" model solution to the number of $7 tickets Mrs. Hana bought if she got $14 change from $200, and she received a total of 30 tickets, some of which cost $5 each.

The attachment shows the model we decided upon. Starting from $200, we subtract $14 in change, then divide the remainder into tickets costing $7 each and tickets costing $5 each. The point where the total number of tickets is 30 is the point that identifies the solution.

Mrs. Hana bought 12 tickets at $5 each, and 18 tickets at $7 each.

__

Additional comment

Most illustrations of Singapore Math models are solving for a single variable. Here, we must choose values for two variables (the numbers of $5 and $7 tickets) so the intended model isn't clear.

The model we have used is adequate for the purpose, but tedious to construct. It requires us to identify the point at which the count of $7 tickets (top bar) and the count of $5 tickets (bottom bar) has a sum of 30.

Step-by-step explanation:

I think you have to change 20% to a fraction

Since Bella takes 4,224 steps, and Ella takes 844.8 steps, they meet at 4,224 steps.

To determine this:

We can start by using the information given to find out how long it takes Bella and Ella to meet.

Since Ella rides 5 times faster than Bella walks, we can use the following equation to find out how long it takes each of them to cover the 2-mile distance:

Time (Ella) = Time (Bella) / 5

We can also use the distance formula to find out how long it takes Bella to cover the 2-mile distance:

Distance = Speed x Time

We know that Bella's speed is [tex]$2\frac{1}{2}$[/tex]  feet per step, and the distance between their houses is 10,560 feet. So:

10,560 feet = [tex]$2\frac{1}{2}$[/tex] feet/step x Time (Bella)

Solving for Time (Bella), we get:

Time (Bella) = 10,560 feet / [tex]$2\frac{1}{2}$[/tex] feet/step = 4,224 steps

Now we can use this information to find out how long it takes Ella to meet Bella:

Time (Ella) = Time (Bella) / 5 = 4,224 steps / 5 = 844.8 steps

And since Bella takes 4,224 steps, and Ella takes 844.8 steps, they meet at 4,224 steps.

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Answer:

y=3x+3

Step-by-step explanation:

Answer:

∠ R = 35° , ∠ T = 45°

Step-by-step explanation:

since the triangles are similar then corresponding angles are congruent, so

∠ R = ∠ U = 35°

∠ T = ∠ Q = 45°

In order to use the Normal approximation for the sampling distribution of p

the sample should have at least 10 successes and at least 10 failures.

The probability distribution of a statistic that is acquired by repeated sampling of a particular population is called the sampling distribution. It outlines a variety of potential possibilities for a statistic, such as the mean or mode of a population's mean or the mode of a variable.

The study of statistics focuses on gathering, organizing, organizing, analyzing, interpreting, and presenting data. It is customary to start with a statistical population or a statistical model to be researched when applying statistics to a scientific, industrial, or social problem.

For a sample of size n = 125,

The condition for the sample size to be large enough is that both np and       n(1-p) should be greater than or equal to 10. This means that the sample should have at least 10 successes and at least 10 failures. If this condition is met, we can use the Normal approximation for the sampling distribution of p.

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The value should be added will be [tex]y = -4x^{2} +9x+6[/tex]

Now, According to the question:

Let the value y be added to  [tex]7x^2-5x+1[/tex] to give [tex]3x^2+4x+7[/tex]

y =  [tex]3x^2+4x+7[/tex] - ( [tex]7x^2-5x+1[/tex])

y = [tex]3x^{2} +4x+7-7x^{2} +5x-1[/tex]

Combine like terms:

y = [tex]3x^{2} -7x^{2} +4x+5x+7-1[/tex]

Calculate the subtraction and addition.

[tex]y = -4x^{2} +9x+6[/tex]

Hence, The value should be added will be [tex]y = -4x^{2} +9x+6[/tex].

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The complete question is this:

What should be added to  [tex]7x^2-5x+1[/tex] to get [tex]3x^2+4x+7[/tex] ?