Plz help!!!!
Josh conducted an experiment with the bag of
marbles shown below. He will draw a marble out of the bag, record the result, return the marble to the bag, and draw another marble, continuing the process.
If he completes this process 600 times, about how many
times should he expect to draw a striped marble?
A.Approximately 400 times
B.Approximately 250 times
C.Approximately 200 times
D.Approximately 150 times

The correct alternative hypothesis constructed in a binomial test is (a) H₁ :P < Q

From the question, we have the following parameters that can be used in our computation:

A. H₁ :P < Q

B. H₁: P - Q

C. H₁ : P = Q

D. H₁ : P ≤ Q

As a general rule of test of hypothesis, alternate hypothesis are represented using inequalities

This means that we make use of <, > or ≠

Hence, the correct alternative hypothesis is (a) H₁ :P < Q

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Question

Which of the following is the correct alternative hypothesis constructed in the binomial test?

A. H₁ :P < Q

B. H₁: P - Q

C. H₁ : P = Q

D. H₁ : P ≤ Q

Answer:

-3/2

Step-by-step explanation:

The rate of change is the same as slope

Answer:

13 km

Step-by-step explanation:

By Triangle Inequality Theorem: The sum of two smallest sides is greater than the third side.

Small Values of X:

X + 26 > 38

X > 38 - 26

X > 12

If we know that 38 km is the longest side, then the sum of other two sides must be greater than 38 km. Therefore the minimum value of X is 13 km.

Answer:

area = (10 x 19) - (0.5 x 19 x 5) = 142.5 in²

Step-by-step explanation:

Answer:

142.5 in^2

Step-by-step explanation:

Area of trapezoid= a + b  / 2 · h         (a and b are bases of the trapezoid)

A= 5 + 10 / 2 · 19

A= 15 / 2 · 19

A= 7.5 · 19

A= 142.5 in^2

This is just one way to do it. There are many more ways.

Answer:

75 feet

Step-by-step explanation:

the shadow to the object would be a 4:5 ratio

since the shadow of the flagpole is 60 ft,

4x=60 so x would =15

then you multiply 15 by 5 and end up with 75

Answer: 75 feet

Step-by-step explanation: trust me

Answer:

12057.6

Step-by-step explanation:

V = πr²h

3.14 x 16² x 15

Answer:

18 hours

Step-by-step explanation:

9/0.50 = 18 hours

Answer:

the 11th term is 0.0000488 or 4.88*10^-5.

Step-by-step explanation:

a3 = 20, a7 = 1.25

a7 = a3r^7-3

1.25 = 20r^4

r^4 = 0.0625

r = 4th root of 0.0625

r = 0.5

a3 = a1r^3-1

20 = a1(20)^2

400a1 = 20

a1 = 0.05

a11 = 0.05(0.5)^11-1 = 0.0000488 or 4.88*10^-5

Answer:

134 hamburgers

Step-by-step explanation:

Let H = # of hamburgers 

# of cheeseburgers = 2H

H + 2H = 402

3H = 402

H = 402/3

H = 134

Answer:

353.93 ft²

Step-by-step explanation:

Step 1:

Find the area of the Trapezoid.

(a + b) ÷ 2 × height

20 + 17 = 37

37 ÷ 2 = 18.5

18.5 × 13 = 240.5 ft²

Step 2:

Find the Area of the Semicircle:

1/2 × πr²

1/2 × 3.14 = 1.57

1.57 × 8.5² = 113.43 ft²

Step 3:

Add the two areas together:

240.5 + 113.43 = 353.93 ft²

The required answer is by conducting the Kruskal-Wallis test, we can determine if there are statistically significant differences in the pattern of freshman class ranks among the sophomore members across the five sororities at Mega University.

To test whether there is a difference in the pattern of freshman class ranks among the sophomore members across five sororities at Mega University, we can use a statistical test called the Kruskal-Wallis test. The Kruskal-Wallis test is a non-parametric test used to compare the distributions of three or more independent groups.

In this case, the five sororities represent the independent groups, and the freshman class ranks of the sophomore members within each sorority are the ordinal scale variable of interest. The Kruskal-Wallis test will assess whether there are statistically significant differences in the distribution of freshman class ranks across the five sororities.

Here is a step-by-step explanation of how to conduct the Kruskal-Wallis test:

Step 1: Formulate the null and alternative hypotheses.

Null hypothesis (H₀): There is no difference in the pattern of freshman class ranks across the five sororities.

Alternative hypothesis (H₁): There is a difference in the pattern of freshman class ranks across the five sororities.

Step 2: Collect the data.

Gather the freshman class ranks of the sophomore members for each sorority. Ensure that the data is properly coded and organized.

Step 3: Perform the Kruskal-Wallis test.

Apply the Kruskal-Wallis test to the data. The test will compare the distributions of the ordinal data across the five sororities and determine if there are significant differences.

Step 4: Interpret the results.

Analyze the output of the Kruskal-Wallis test, which typically provides a test statistic and a p-value. If the p-value is below a predetermined significance level (e.g., 0.05), we reject the null hypothesis and conclude that there is evidence of a difference in the pattern of freshman class ranks across the five sororities.

Step 5: Post-hoc analysis (if necessary).

If the Kruskal-Wallis test indicates significant differences, further analyses, such as pairwise comparisons or Dunn's test, can be conducted to identify which specific sororities differ from each other.

By conducting the Kruskal-Wallis test, we can determine if there are statistically significant differences in the pattern of freshman class ranks among the sophomore members across the five sororities at Mega University.

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Answer: d

Step-by-step explanation:

Answer:

C. Add all sides of the base shape

Step-by-step explanation:

perimeter = sum of length of sides of a polygon

Answer: C. Add all sides of the base shape

Answer:

56.55

Step-by-step explanation:

A binomial expression of the form (a + b)² or (a - b)² is called a perfect square binomial.

This expression can be factored using the special case rules by rewriting it in the form

(a + b)(a + b) or (a - b)(a - b), respectively.

A perfect square binomial is a quadratic trinomial in which the first term is a perfect square and the second term is twice the product of the square root of the first term and the square root of the last term.

In the context of special cases, the perfect square binomial is a binomial that is formed by squaring a binomial.

This is a special case because it has a unique factorization, as we will see later.

An example of a perfect square binomial is (x + 4)².

This is because the first term, x², is a perfect square, and the second term, 8x, is twice the product of the square root of x² and the square root of 4, which is 2.

Hence, (x + 4)² can be factored using the special case rules as:

(x + 4)(x + 4),

which simplifies to

(x + 4)².

A perfect square binomial is a quadratic trinomial in which the first term is a perfect square and the second term is twice the product of the square root of the first term and the square root of the last term.

It is a special case because it has a unique factorization, which is given by the formula:

(a + b)² = a² + 2ab + b²

           or

(a - b)² = a² - 2ab + b².

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Answer:

55 students

Step-by-step explanation:

Just write down the answer.

Answer:

Step-by-step explanation:

Football: 500(.38)= 190

Basketball: 500(.25)= 125

55 students (65 students)

(a) f(36) is equal to 6.

(b) (g+f)(4) = g(4) + f(4) = 9/4

(c) we cannot compute (f · g)(0).

(a) To find f(36), we substitute x = 36 into the function f(x) = √x:

f(36) = √36 = 6

Therefore, f(36) is equal to 6.

(b) To find (g+f)(4), we need to evaluate g(4) and f(4), and then add the results:

g(4) = 1/4

f(4) = √4 = 2

(g+f)(4) = g(4) + f(4) = 1/4 + 2 = 1/4 + 8/4 = 9/4

Therefore, (g+f)(4) is equal to 9/4 or 2.25.

(c) To find (f · g)(0), we need to evaluate f(0) and g(0), and then multiply the results:

f(0) = √0 = 0

g(0) = 1/0

However, g(0) is undefined because division by zero is not defined in mathematics.

Therefore, we cannot compute (f · g)(0) in this case.

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4 units I assume. that it is a very basic answer tho and I am not sure if a specific formula or lesson was supposed to be applied to that andwer

Answer:

8

Step-by-step explanation:

10 - 2

Answer:

-3 + 8 = 5

Step-by-step explanation:

When we have a "minus a negative", it's a positive. So the - -8 is the same as + 8.

LMK if you have questions.

-3 + -8 = -11

is that a nice one or something

Answer:

360

Step-by-step explanation:

All the angles of a polygon add up to 360, thats kinda just how it is haha

Answer:

B because when you multiply the first number by twelve the first two are correct but the second ones are not

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

12 times 6 = 72, not 60

Answer:

z=30

Step-by-step explanation:

40-10=30

10+10+?=30

30-10-10=10

I'm sorry cuz I don't know how to explain it

Answer:

z = 10

Step-by-step explanation:

10 + 10 + z = 40 - 10

10 + 10 + z = 30

10 + 10 + 10 = 30

since 40 - 10 = 30, then Z has to equal 10 because 10 + 10 + z needs to be 30

The percentage of tires will have a life of 34,000 to 46,000 miles is the correct answer is d. None of the alternative answers is correct.

The provided percentages do not offer a precise estimate of the proportion of tires with a life of 34,000 to 46,000 miles.

Determining the percentage of tires falling within a specific mileage range requires access to accurate statistical data from tire manufacturers or comprehensive studies. Several factors affect tire lifespan, such as driving habits, road conditions, maintenance, and the type of tire itself.

These variables make it difficult to provide an exact percentage without specific information about the tire population in question. To obtain a more accurate estimate, it would be necessary to analyze relevant data, such as tire industry reports or studies on tire longevity.

Tire manufacturers often provide estimated mileage ratings for their products, but these figures are averages and can vary depending on the factors mentioned above.

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The set V, defined as the set of all ordered triples of real numbers with the given addition and scalar multiplication operations, is not a vector space. Therefore, we can conclude that V is not a vector space, as it does not fulfill the required vector space axioms.

To prove that V is not a vector space, we need to demonstrate that it fails to satisfy at least one of the vector space axioms.

Let's consider the closure under scalar multiplication axiom. According to the given scalar multiplication operation, k(x, y, z) = (kx, ky, kz) for all real numbers k. However, in a vector space, scalar multiplication should be distributive over both addition of vectors and scalar addition.

Let's choose a specific example to illustrate the issue. Consider the vector (x, y, z) = (1, 1, 1) in V and the scalar k = 2. According to the defined scalar multiplication operation, 2(x, y, z) = 2(1, 1, 1) = (2, 2, 2).

Now, let's compute (1 + 1)(x, y, z) = 2(x, y, z) = 2(1, 1, 1) = (2, 2, 2).

However, in a vector space, the distributive property should hold, meaning that (1 + 1)(x, y, z) should equal (1, 1, 1) + (1, 1, 1) = (2, 2, 2).

Since (1 + 1)(x, y, z) ≠ (1, 1, 1) + (1, 1, 1), V fails to satisfy the closure under scalar multiplication axiom.

Therefore, we can conclude that V is not a vector space, as it does not fulfill the required vector space axioms.

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Answer,  z10

Step-by-step explanation: