apply the descriptive statistics tool for subsets of liberal arts colleges and research universities in the excel file colleges and universities. compare the two types of colleges. what can you conclude?

Answer: N=4

Step-by-step explanation:

Answer: n = 4

Step-by-step explanation:

subtract 9 from both sides simplify subtract 11n from both sides then combine like terms, simplify, divide both sides by the same factor, then simplify then boom :)

The Fundamental Pythagorean Identity in trigonomety sin²(x)+cos²(x)=1

Using  the Pythagorean Identity: [tex]\frac{1-2cos^2x}{sinxcosx}=tanx-cotx[/tex] ,

Hence prove.

Trigonometry formulas can be used to address many different kinds of issues. These issues could involve Pythagorean identities, product identities, trigonometric ratios (sin, cos, tan, sec, cosec, and cot), etc. Many formulas, such as those involving co-function identities (shifting angles), sum and difference identities, double angle identities, half-angle identities, etc., as well as the sign of ratios in various quadrants,

We know that the Pythagorean theorem,

sin²(x)+cos²(x)=1

We have

1-2cos²x = sin²(x)+cos²(x) -2cos²x

1-2cos²x = sin²(x)-cos²(x)

[tex]\frac{1-2cos^2x}{sinxcosx}=tanx-cotx[/tex]

To prove this take the right-hand sides

[tex]\frac{sin^2x}{sinxcosx}-\frac{cos^2x}{sinxcosx}\\\\=\frac{sinx}{cosx}-\frac{cosx}{sinx}\\\\= tanx-cotx[/tex]

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This represents the direction and degree of rotation utilised to make the image, which is 90 degrees anticlockwise.

When an item or form is rotated about a fixed point, generally the origin or a specified point in the plane, the amount of rotation that takes place is referred to as the degree of rotation. Angles are measured in degrees, where one full rotation equals 360 degrees. The amount of angle shift, expressed in degrees, that occurs when an item or shape is rotated is known as the degree of rotation. A shape has been turned a quarter of a full rotation anticlockwise, for instance, if it is rotated 90 degrees in that direction. Similar to this, a form has completed one-half of a full rotation if it is rotated 180 degrees.

given

The graph suggests that the image was rotated 90 degrees anticlockwise and in the other manner to make.

Compare the figure's initial placement (the grey triangle) to its final placement to see this (the red triangle).

One of the vertices on the grey triangle is pointing upward, and the other two are pointing to the right and left.

The red triangle's up-pointing vertex remains after the transformation, but the other two vertices now point down and up-left, respectively.

This represents the direction and degree of rotation utilised to make the image, which is 90 degrees anticlockwise.

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The maximum point of this quadratic function f(t) = -16t² + 80t + 64 is equal to 164.

In this exercise, you are required to determine the maximum value of the given quadratic functions that is written in standard form. In Mathematics, the vertex form of a quadratic function is represented by the following mathematical equation:

y = a(x - h)² + k

Where:

For the given quadratic function f(t) = -16t² + 80t + 64, the axis of symmetry can be calculated as follows:

Axis of symmetry, Xmax = -b/2a

Axis of symmetry, Xmax = -(80)/2(-16)

Axis of symmetry, Xmax = -80/-32

Axis of symmetry, Xmax = 2.5

For the vertex, we have:

f(t) = -16t² + 80t + 64

f(2.5) = -16(2.5)² + 80(2.5) + 64

f(2.5) = 164.

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A = π r² is the formula

r is the radius

Hope it helps ✨

Answer:

Step-by-step explanation:

[tex]A=\pi \times r^2[/tex]          where r is the circle's radius

Thus, the approximate area of lake whose shape is taken on the square of the grid is 8 sq. unit.

A grid area is a rectangular area just on grid that is made up of one or more grid cells. When you define an area using named grid areas or when you place an object using line-based placement, grid areas are produced.

By dividing the supplied figure in square grids and counting how many of these there are, it is easiest to determine the area of a typical two-dimensional shape.

For the following question:

Thus,

Total area = 4*1 + 8*(1/2)

Total area = 4 + 4

Total area = 8 sq. unit

Thus, the approximate area of the lake whose shape is taken on the square of the grid is 8 sq. unit.

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A random sample of students at a middle school shows that 10 students prefer listening to rock, 15 students prefer listening to hip hop and 25 students prefer no music, while they exercise. the given sample is unbiased.

Ten students at a middle school like to listen to rock, fifteen students prefer to listen to hip-hop, and twenty-five students prefer no music when they exercise.

The given sample is unbiased.

The term "biassed samples" refers to those that were created using biassed sampling methods. A biased sample is most likely not representative of the population. On the other hand, an "unbiased sample" is a sample that was created using a non-biased sampling method. An impartial sample is more likely to produce a representative sample. As was previously stated, a representative sample may not always be produced by an unbiased sampling technique, especially if the sample size is too small.

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There is 53.5 cubic feet of space left for water in the aquarium.

The volume of three-dimensional space occupied by an object or substance alone is referred to as volume.

The aquarium's total volume can be found by multiplying its dimensions:

Volume = Length x Width x Height

Volume = 6 ft x 3 ft x 3 ft

Volume = 54 cubic feet

However, Ms. Collins has already filled the bottom of the tank with gravel that takes up 0.5 ft of space. Therefore, the remaining space for water is:

Remaining space = Total volume - Gravel volume

Remaining space = 54 cubic feet - 0.5 cubic feet

Remaining space = 53.5 cubic feet

So, there is 53.5 cubic feet of space left for water in the aquarium.

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Answer:

90°

Step-by-step explanation:

Given the vectors:

[tex]\displaystyle{\vec v = \langle -6, -3\rangle \ \: \text{and} \ \: \vec u = \langle 4, -8 \rangle}[/tex]

You can find the angle between two vectors by solving for θ in the equation:

[tex]\displaystyle{\vec v \times \vec u = |\vec v | |\vec u| \cos \theta}[/tex]

Where:

[tex]\displaystyle{\vec v \times \vec u = v_xu_x + v_yu_y}\\\\\displaystyle{|\vec v| = \sqrt{v_x^2 + v_y^2}}\\\\\displaystyle{|\vec u| = \sqrt{u_x^2+u_y^2}}[/tex]

Therefore:

[tex]\displaystyle{\vec v \times \vec u = |\vec v | |\vec u| \cos \theta}\\\\\displaystyle{(-6)(4)+(-3)(-8) = \sqrt{(-6)^2+(-3)^2} \cdot \sqrt{4^2+(-8)^2} \cos \theta}\\\\\displaystyle{-24+24=\sqrt{36+9}\cdot \sqrt{16+64}\cos \theta}\\\\\displaystyle{0=\sqrt{45}\cdot \sqrt{80}\cos \theta}\\\\\displaystyle{\dfrac{0}{\sqrt{45}\cdot \sqrt{80}}=\cos \theta}\\\\\displaystyle{0=\cos \theta}\\\\\displaystyle{\theta = 90^{\circ}}[/tex]

Therefore, the angle between two vectors is 90 degrees.

Answer:

47

Step-by-step explanation:

Given: 94 decreased by 50%

First, we will change the percentage to a decimal, by moving the decimal two nodes to the left.

50% = .50

Next, we will multiply the decimal with the number.

94 · .50 = 47

check attached image for further explanation

The probability that the waiting time is greater than 5 minutes is 0.3012

Given that the waiting time at a drive-through window has an exponential distribution with a mean of 6 minutes.

The probability density function of an exponential distribution is given by

f(x) = (1/μ) × e^(-x/μ)

where μ is the mean of the distribution.

Therefore, the probability that the waiting time is greater than 5 minutes is

P(X > 5) = ∫[5, ∞] f(x) dx

= ∫[5, ∞] (1/6) × e^(-x/6) dx

= [-e^(-x/6)]_[5, ∞]

= e^(-5/6)

Using a calculator, e^(-5/6) is approximately 0.3012.

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Answer:27

Step-by-step explanation:First you find 10% of 30 which is 3 then you subtract 30-3=27

The number that should be added to both sides of this quadratic equation to complete the square is (-3/2)² .

When a square is complete, a quadratic is written in the shape of a squared bracket, and if necessary, a constant is added. Finding the function's highest or minimum value and the time it happens is one use for the square-root method.

We can solve quadratic equations that lack a factor by completing the square.

In order to make the left side of the formula a perfect square trinomial, the equation's form must be adjusted.

The given  quadratic equation:

1 = x² - 3x

This can be written as:

x² - 3x - 1 = 0

a = 1, b = -3 and c = -1.

using the formula: (b/2)² = (-3/2)²

The number added both side is:

(-3/2)² + 1 = x² - 3x + (-3/2)²  (required equation);

On simplification:

9/4 + 1 = (x -3/2)²

13/4 = (x -3/2)²

Thus, the number that should be added to both sides of this quadratic equation to completing square is (-3/2)² .

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Let a = 10, b = 6, c = 12, and d = x

ab=cd

x = ab/c

x = 10(6)/12

x = 5

The overall classification accuracy of this model on the test set is 0.179

The overall classification accuracy of the model can be calculated by dividing the number of correctly classified instances (the sum of true positives and true negatives) by the total number of instances in the test set

Accuracy = (TP + TN) / (TP + TN + FP + FN)

where TP = True Positives, TN = True Negatives, FP = False Positives, and FN = False Negatives.

From the confusion matrix given

True Positives (TP) = 124

True Negatives (TN) = 116

False Positives (FP) = 77

False Negatives (FN) = 851

Plugging these values into the formula, we get

Accuracy = (124 + 116) / (124 + 116 + 77 + 851)

Accuracy = 0.179

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The given question is incomplete, the complete question is:

The following classification confusion matrix shows the results of a model's classifications on a test set: Test Set Results Model Prediction FALSE TRUE FALSE 116 TRUE 77 124 851 (The rows refer to the model's classifications, and the columns to the actual results in the test set.) a. What is the overall classification accuracy of this model on the test set?

This statement implies that the daily high temperature in the town in Alaska has been below -4°F (minus four degrees Fahrenheit) for three consecutive weeks.

Step-by-step explanation & Answer

———-———-———-———-———-———-———-———-———-———-———-——

Page 1

So first we need to multiply the small packages by 5 because he needs to said 5 of them which is:

5 x 2.80 = 14 Which is our answer for the first part of the question.

Next we need to multiply the big/large packages by 4 because he is going to send 4 of them.

4 x 3.80 = 15.2 / ( money terms ) = 15.20

[tex]\left \{ {{small= 14} \atop {big=15.20}} \right.[/tex]

———-———-———-———-———-———-———-———-———-———-———-——

Page 2

We can them add them up or we can leave it at this but just in case lets add them up:

15.20 + 14 = 29.20 Which is the answer.

[tex]\left[\begin{array}{ccc}An&sw&r\\&=&\\22&.&9\end{array}\right][/tex]

Answer:

The answer is 41

Step-by-step explanation:

82 / 2

Probability is a branch of mathematics that deals with the likelihood or chance of an event occurring, expressed as a number between 0 and 1. It is used to analyze and quantify the uncertainty associated with random events or processes.

To find the probability of choosing a number from the sample space that contains both 5 and 7, we need to count the number of outcomes that satisfy this condition and divide by the total number of possible outcomes in the sample space.

From the tree diagram, we can see that there are four possible two-digit numbers that contain both 5 and 7: 57, 75, 56, and 65.

The total number of possible outcomes in the sample space is the number of ways to arrange the four digits in a two-digit number, which is 4 × 3 = 12 (since there are 4 choices for the first digit and 3 choices for the second digit, once the first digit is chosen).

Therefore, the probability of choosing a number from the sample space that contains both 5 and 7 is:

4/12 = 1/3

So the probability of choosing a number from the sample space that contains both 5 and 7 is 1/3 or approximately 0.33.

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The statement " if we design a study to have no more than a 10% chance of a type 2 error, then the statistical power of the study equals 90%" is true because achieving a 10% chance of a type 2 error, or a 90% power, means that the study has a high probability of detecting a true effect if it exists

Statistical power is defined as the probability of correctly rejecting a false null hypothesis, or in other words, the probability of detecting a true effect if it exists. A type 2 error, on the other hand, occurs when we fail to reject a false null hypothesis, or when we fail to detect a true effect that actually exists.

Therefore, if we design a study to have no more than a 10% chance of a type 2 error (i.e., 90% power), then we are saying that the probability of detecting a true effect, if it exists, is 90%. This is equivalent to saying that the study has 90% power to detect the effect.

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This is called random sampling.

What is random sampling?

Random sampling is commonly used in research and statistical analysis, as it helps to reduce the potential for bias in the sample selection process. There are several techniques for conducting random sampling, such as simple random sampling, stratified random sampling, and cluster sampling, each with its own specific method of selection.

Random sampling is an important tool in statistical inference and research. By selecting a random sample from a population, researchers can obtain an estimate of the population parameters (such as the mean or proportion) with a known level of precision and confidence.

There are several techniques for conducting random sampling:

Simple random sampling: In this technique, each member of the population has an equal chance of being selected. This can be done by assigning each member of the population a unique number and using a random number generator to select the sample.

Stratified random sampling: In this technique, the population is divided into subgroups (strata) based on some characteristic (such as age or gender). A random sample is then selected from each stratum.

Cluster sampling: In this technique, the population is divided into clusters (such as neighborhoods or schools). A random sample of clusters is then selected, and all members within those clusters are included in the sample.

Random sampling has several advantages over non-random sampling methods, such as convenience sampling or purposive sampling. First, it helps to ensure that the sample is representative of the population, reducing the potential for bias in the sample selection process. Second, it allows for the calculation of sampling error, which is the degree of error that is inherent in any sample due to chance variation. Finally, random sampling allows for the use of inferential statistics, which enables researchers to make inferences about the b based on the sample data.

However, random sampling also has some limitations. It can be expensive and time-consuming to select a truly random sample from a large population. Additionally, it may be difficult to ensure that all members of the population are included in the sampling frame, which could result in some members being excluded from the sample. Finally, the sample size must be large enough to ensure a sufficient level of precision in the estimates of the b parameters.

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As the size of a sample increases, the mean of the distribution of sample means increases always. - False

The mean of the distribution of sample means does not always rise as sample number rises. The population mean is not changed by increasing the sample number because the population mean is equivalent to the mean of the distribution of sample means. The variation of the distribution of the sample means does, however, decline as the sample number rises.

The distribution of sample means approximates normality with a mean equal to population mean and a standard deviation equal to population standard deviation divided by square base of the total sample size. This is known as the central limit theorem. As a result, the distribution of sample means becomes more tightly focused around the community mean and less variable as the sample number rises.

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Answer:

B  only

Step-by-step explanation:

The correct answer is B only.

The distributive property states that a multiplication of a number by a sum or difference can be rewritten as the sum or difference of the products of the number with each term in the sum or difference. In other words, a(b + c) = ab + ac and a(b - c) = ab - ac.

Option A, 5 x 2 + 3 = 5 X (2 + 3), does not use the distributive property correctly. It tries to distribute the 5 over the sum 2 + 3, which is not possible.

Option B, 5 x 2 + 3 = 5 x (2) + 5 x (3), correctly applies the distributive property by distributing the 5 over each term in the sum 2 + 3.

Therefore, the valid application of the distributive property is B only.

The identity using the Pythagorean Identity:

[tex]\frac{1-cosx}{sinx}=\frac{sinx}{1+cosx}[/tex]  , Hence proved

Trigonometry formulas can be used to address many different kinds of issues. These issues could involve Pythagorean identities, product identities, trigonometric ratios (sin, cos, tan, sec, cosec, and cot), etc. Many formulas, such as those involving co-function identities (shifting angles), sum and difference identities, double angle identities, half-angle identities, etc., as well as the sign of ratios in various quadrants,

the Fundamental Pythagorean Identity: sin²(x)+cos²(x)=1

Verify the identity using the Pythagorean Identity:

[tex]\frac{1-cosx}{sinx}=\frac{sinx}{1+cosx}[/tex]

To prove this take the right-hand side of the given identity.

We know that,

[tex]\frac{sinx}{1+cosx}*\frac{1-cosx}{1-cosx}\\\\=\frac{Sinx(1-cosx)}{1-cos^2x}\\\\=\frac{1-cosx}{sinx}[/tex]

Hence the left-hand sides.

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Based on the given information, Lola used 9/8 cups of rice for the rice pudding.

A fraction is a mathematical expression that represents a part of a whole or a division of one quantity by another. It consists of two numbers separated by a horizontal line called a fraction bar or a vinculum. The number above the fraction bar is called the numerator, and the number below the fraction bar is called the denominator.

Lola has 4 1/2 cups of rice, which is equivalent to 9/2 cups of rice.

She uses 3/4 of the rice to make sushi rolls for dinner. So, the amount of rice she uses for the sushi rolls is:

(3/4) x (9/2) = 27/8 cups of rice

To find the amount of rice she uses for the rice pudding, we need to subtract the amount she used for the sushi rolls from the total amount she had:

9/2 - 27/8 = 36/8 - 27/8 = 9/8

So Lola used 9/8 cups of rice for the rice pudding.

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Answer:

Step-by-step explanation:

The statement that is not true for the function notation of the volume of a cube, V(s) = s3, is not specified. Please provide the statement you are referring to.

The total amount of juice in 16 servings is 2/3 + 1/3 = 1 cup, so the total amount of juice is 16 x 1 = 16 cups. This means there are 16 cups of fruit punch in 16 servings.

This question shows how to calculate the total quantity of a combination by multiplying the amount of each component by its respective ratio and then combining them together. It also emphasizes the need of understanding ratios and unit conversions while preparing recipes and measuring food.

To determine how many cups of fruit punch are in 16 servings, multiply the total amount of juice in 16 servings by 16.

For each serving, there are 2/3 cup of pineapple juice and 1/3 cup of cranberry juice, so the total amount of juice in each serving is:

2/3 + 1/3 = 1 cup

Therefore, the total amount of juice in 16 servings is:

16 x 1 = 16 cups

So there are 16 cups of fruit punch in 16 servings.

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The farmer can expect to calculate the surface area of the barn in units of m² or square meters. Thus, option B is correct.

Surface area is a two-dimensional measurement that represents the total area of all the faces or sides of a three-dimensional object. It is the sum of the areas of all the faces or surfaces that make up the object.

The surface area is typically expressed in square units, such as square meters (m²), square feet (ft²), or square centimetres (cm²), depending on the unit system used.

For example, the surface area of a cube with sides of length "s" can be calculated by finding the area of each face (which is s²), and then summing the areas:

Surface area of a cube = 6 x (side length)² = [tex]6s^2[/tex]

The farmer can expect to calculate the surface area of the barn in units of m² or square meters.

Surface area is a two-dimensional measurement that represents the total area of all the faces or sides of a three-dimensional object, such as a barn. The unit of measurement for surface area is always expressed in square units, such as m², ft², cm², etc.

Therefore, options (a) m, (c) ft, and (d) ft³ are incorrect, surface area

the farmer expect to calculate the surface area in [tex]m^2[/tex].

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The radius and volume of the cylinder are 4 cm and 754 cm³ respectively and volume of the cone is 216 cm³.

What the volume of a cone and cylinder?

Volume of cone and cylinder is V = (1/3)πr²h and V = (1/3)πr²h respectively

where r is the radius of the base of the cone, h is the height of the cone, and π is the mathematical constant π (approximately equal to 3.14).

For cone:

To use this formula, we first need to find the radius of the base of the cone. We know that the diameter of the base is 12 cm, so the radius is half of that:

r = d/2 = 12/2 = 6 cm

Now we can plug in the values we have into the formula:

[tex]V = \frac{1}{3} \pi {r}^{2} h \\ V = \frac{1}{3} π( {6}^{2} )(19) \\ V = ( \frac{1}{3} )π(36)(19) \\ V = ( \frac{1}{3} )(3.14)(36)(19) \\ V = 216.24 cm³[/tex]

So, volume of the cone is 216.24 cm³ or 216 cm³ ( approximately)

For cylinder:

We are given the diameter of the cylinder as 8 cm, so we can find the radius as half of that:

r = d/2 = 8/2 = 4 cm

We are also given the height of the cylinder as 15 cm.

Now we can plug in these values into the formula:

[tex]V = π {r}^{2} h\\ V = π( {4}^{2} )(15) \\ V = π(16)(15) \\ V = 240π \\ V ≈ 753.98 \: cubic \: centimeters[/tex]

Therefore, the volume of the cylinder is approximately 753.98 cubic centimeters or 754 cm³ (approximately).

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