100 POINTS

What is the area of the figure:

 Answer: Y-48

If the median of the values in the data set is Y, it means that Y is the value in the middle of the data set. If 48 will be deducted from each of all values in the data set including Y, then the median of the resulting value will be Y-48. 

The best point estimate for the true mean weight of all packages received by a parcel service, given a sample mean of 20.6 pounds and a standard deviation of 3.2 pounds, is 20.6 pounds.

In this problem, we are given that a sample of 41 packages were randomly selected. This sample provided a mean weight of 20.6 pounds and a standard deviation of 3.2 pounds. It is asked what the best point estimate for a confidence interval estimating the true mean weight of all packages is.

The best estimate of the true mean weight (µ) of all packages would be the mean of the sample that was taken, assuming that the sample was randomly selected and is representative of the entire population. This is due to the fact that in statistics, the sample mean is the best point estimate of the population mean.

Therefore, the best point estimate for the true mean weight of all the packages received by the parcel service is 20.6 pounds.

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Final answer:

The quantity with units of (kg*m²)/(s²*c) is closely related to the energy concept in physics, specifically within the framework of Einstein's mass-energy equivalence formula, E = mc², albeit with an added factor of the speed of light in the denominator.

Explanation:

The quantity with units of (kg*m^2)/(s^2*c) is related to the concept of mass-energy equivalence, as seen in Albert Einstein's famous equation, E = mc².

In this equation, E represents energy in joules, m represents mass in kilograms, and c represents the speed of light in meters per second.

The units of c² are m²/s², making the units of energy (when mass is given in kilograms) equivalent to kg*m²/s², or joules.

However, the specific units you mentioned, (kg*m²)/(s²*c), seem to incorporate an additional factor of the speed of light in the denominator, suggesting a possible deviation or specific application within the broader context of relativistic physics or energy conversions where the factor of c is explicitly considered.

To find the total bill including the service charge, multiply the original meal cost by 15% to calculate the service charge. Then, add this to the original meal cost to get the total of £75.21.

The question involves Mathematics as it requires calculating the total bill including the service charge which is essentially calculating a percentage of the original amount. To determine the total amount to be paid, one must first calculate the 15% service charge on the £65.40 meal and add it to the original amount. The service charge is calculated by converting the percentage to a decimal and multiplying it by the meal cost: 0.15 × £65.40.

Let's do the calculation:

The total bill after adding the 15% service charge to the £65.40 meal cost is £75.21.

To find side b in the triangle, we use the fact that angles in a triangle sum up to 180° to find angle B, and then apply the Law of Sines to solve for b using angles B and C and side c.

To determine b in a triangle where angle A = 63°, angle C = 49°, and side c = 3, first, we need to find angle B using the fact that the sum of angles in a triangle is 180°. Therefore, B = 180° - A - C. Calculating this gives us B = 180° - 63° - 49° = 68°. Since angles A, B, and C are known, we can use the Law of Sines to find side b:

b/sin(B) = c/sin(C)

Rearranging this for b yields:

b = c * sin(B) / sin(C)

We substitute the known values to find b:

b = 3 * sin(68°) / sin(49°)

By solving this, we get the length of side b is 3.68

The sample space contains three types of animals; 5 salamanders, 3 crayfish, and 12 minnows.

So population of sample space would be, n(S) = Salamanders + Crayfish + Minnows.

n(S) = 5 + 3 + 12 = 20.

She wants to randomly select an animal and check if it is Salamander or not.

population of favourable outcomes would be, n(salamander) = 5.

Now the probability for selecting a salamander would be :-

[tex]P(salamander) = \frac{n(salamander)}{n(S)} \\\\ P(salamander) = \frac{5}{20} \\\\ P(salamander) = \frac{1}{4} \;or\; 0.25 \;or\; 25\%[/tex]

Answer:

Angela's board is a rectangle.

Step-by-step explanation:

As we know rectangle follow two properties.

1). All angles of a rectangle are right angle.

2). Opposite sides of a rectangle are equal in measure.

Since all angles of a rectangle are 90°. Therefore, right angle triangle formed by length, width and diagonal will follow Pythagoras theorem.

For Angela

20² + 21² = 841 = 29²

Therefore Angela's board is a rectangle.

For Bradley

9² + 9² = 162 ≈ 9²

So Bradley's board is not a rectangle.

For Carlton

25² + 30² = 1525 ≠ 35²

Carlton's board is not a rectangle.

For Della

10² + 12² = 244 ≠ 15²

Della's board is not a rectangle.

Therefore, Angela's board is a rectangle.

Area and volume are both used to determine the amount of space.

While area is used for two-dimensional shapes, volume is used for three-dimensional shapes.

The difference between the given parameters are:

For instance:

[tex]\mathbf{Length = b -a}[/tex]

[tex]\mathbf{Area = ab}[/tex]

[tex]\mathbf{Volume= abc}[/tex]

Read more about lengths, areas and volumes at:

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Try the first table value and see what you get from the various choices. For x = 1, the answer choices give you

... A: y = 5×1 = 5

... B: y = 1 + 1 = 2

... C: y = 1 + 2 = 3

... D: y = 2×1 = 2

Both B and D give the correct value (2), so we need to try another table entry. For x = 3 (the second table entry), the answer choices give you

... B: y = 3 + 1 = 4

... D: y = 2×3 = 6

Only selection D gives you the correct value (6). The appropriate choice is

... D. y = 2x

The expected number of responses after offering a discount leads to an 80% increase from 23,000 is 41,400.

The student's question relates to predicting email response rates when a discount is offered. Since the history suggests an 80% increase in responses when a discount is included and the last email got 23,000 responses, we can expect:

Thus, the answer is (a) 41,400 responses expected with a discount offer.

Answer:

  [0, ∞)  or  0 ≤ x

Step-by-step explanation:

You want to know the domain of the function y = √x.

The domain of a function is the set of values of the independent variable for which the function is defined. The square root function is defined for all non-negative real numbers. So, ...

The domain of

 y = √x

is all real numbers greater than or equal to zero.

  0 ≤ x . . . . domain of y=√x

In interval notation, this is ...

  [0, ∞) . . . . domain of y=√x

__

Additional comment

The inequality for the domain of y=√x can also be written as x ≥ 0.

It is sometimes useful to write the inequality with a left-pointing inequality symbol so the limit and the variable map directly to a region of the number line. Here, the limit (0) is at the left end of the ray on the number line that identifies the domain of x.

The "practical" domain of a function is the set of values the function may be expected to utilize in the real world. A function may be defined for all values of mass, for example, but is of no practical use for negative mass or values of mass greater than that of the known universe.

Final answer:

The domain of the function y = √x consists of all real numbers greater than or equal to 0. The function is non-differentiable only at x = 0. The restriction ensures that the square root is of a non-negative number, conforming to real-valued outputs.

Explanation:

The domain of a function is the set of all possible input values (x-values) for which the function is defined. Considering the function y = √x, the domain is all real numbers greater than or equal to 0 because we cannot take the square root of a negative number in the real number system. This ensures that the values under the square root are non-negative, allowing the function to produce real number outputs. When we consider functions like l(x) = x² √√x, we must also consider that while x² is defined for all real numbers, the part √√x restricts the domain since x must be greater than or equal to 0 for the function to be real-valued. Thus, the domain of l(x) is also limited to x values greater than or equal to 0.

When seeking nondifferentiable points within the domain, we look for values of x where the derivative of the function does not exist. For the function y = √x, all points in the domain are differentiable except at x = 0, where the function has a cusp and is, therefore, not differentiable.

To summarize, the domain of y = √x is all x ≥ 0, and with the function l(x), we are careful to include only those x-values where the square root and the entire expression are defined, which also turns out to be x ≥ 0.

The probability that the average mosquito count in a randomly chosen square meter of the pond is more than 68 mosquitoes is approximately 59.87%.

To find the probability that the average count of mosquitoes in a randomly chosen square meter of the pond is more than 68 mosquitoes per square meter, we can use the normal distribution properties.

Given:

We need to find P(X > 68). To do this, we convert the raw score to a Z-score using the formula:

Z = (X - μ) / σ

Substitute the given values:

Z = (68 - 70) / 8 = -2 / 8 = -0.25

Next, we need to find the probability corresponding to Z > -0.25 using the standard normal distribution table.

Looking up Z = -0.25, we find the cumulative probability (P(Z < -0.25)) is approximately 0.4013.

To find P(Z > -0.25):

P(Z > -0.25) = 1 - P(Z < -0.25) = 1 - 0.4013 = 0.5987

Therefore, the probability that the average mosquito count in a randomly chosen square meter is more than 68 mosquitoes per square meter is approximately 0.5987 or 59.87%.

The correct minimum number of students required to guarantee that at least three answer sheets must be identical is 5.

To solve this problem, we can use the pigeonhole principle. The pigeonhole principle states that if you have more pigeons than pigeonholes, at least one pigeonhole must contain more than one pigeon.

In this scenario, each question can be thought of as a pigeonhole, with the possible answers (a, b, c, d) as the pigeons. Since there are four possible answers for each question, we have four pigeonholes for each of the ten questions.

Now, let's consider the number of students (pigeons) and the number of unique answer sheets (pigeonholes). We want to find the minimum number of students such that at least three of them have identical answer sheets.

For two students, there are [tex]\(4^{10}\)[/tex] possible combinations of answers for the ten questions. For three students, the number of possible combinations of answers is [tex]\(4^{10} \times 4^{10}\)[/tex]. In general, for [tex]\(n\)[/tex] students, the number of possible combinations is [tex]\(4^{10} \times 4^{10} \times \ldots \times 4^{10}\) (\(n\) times)[/tex].

We need to find the smallest [tex]\(n\)[/tex] such that the number of combinations exceeds the number of ways to distribute the answer sheets without having three identical ones.

The number of ways to distribute the answer sheets without having three identical is given by the sum of the combinations of choosing 1, 2, ...,[tex]\(n-1\)[/tex] students out of [tex]\(n\)[/tex] to have unique answer sheets, and then multiplying by [tex]\(4^{10}\)[/tex] for each unique combination. This is because we are allowing for the possibility that some students have the same answer sheets, but not more than two.

The sum is given by:

[tex]\[ \binom{n}{1} \times 4^{10} + \binom{n}{2} \times 4^{10} + \ldots + \binom{n}{n-1} \times 4^{10} \][/tex]

We want to find the smallest [tex]\(n\)[/tex] such that:

[tex]\[ \binom{n}{1} \times 4^{10} + \binom{n}{2} \times 4^{10} + \ldots + \binom{n}{n-1} \times 4^{10} < 4^{10n} \][/tex]

For [tex]\(n = 4\)[/tex], we have:

[tex]\[ \binom{4}{1} \times 4^{10} + \binom{4}{2} \times 4^{10} + \binom{4}{3} \times 4^{10} = 4 \times 4^{10} + 6 \times 4^{10} + 4 \times 4^{10} = 14 \times 4^{10} \][/tex]

For [tex]\(n = 5\)[/tex], we have:

[tex]\[ \binom{5}{1} \times 4^{10} + \binom{5}{2} \times 4^{10} + \binom{5}{3} \times 4^{10} + \binom{5}{4} \times 4^{10} \][/tex]

[tex]\[ = 5 \times 4^{10} + 10 \times 4^{10} + 10 \times 4^{10} + 5 \times 4^{10} = 30 \times 4^{10} \][/tex]

Now, we compare [tex]\(30 \times 4^{10}\) with \(4^{10 \times 5}\)[/tex]. Since [tex]\(4^{10 \times 5}\)[/tex] is much larger than[tex]\(30 \times 4^{10}\)[/tex], we can see that for [tex]\(n = 5\)[/tex], the number of possible combinations exceeds the number of ways to distribute the answer sheets without having three identical ones.

Therefore, the minimum number of students required to guarantee that at least three answer sheets must be identical is 5.