Select all of the true statements. 7× 10^(-3) is 3.5 times as much as 2× 10^(-4). 4× 10^(-7) is 0.01 times as much as 4× 10^(-5). 9× 10^(1) is 3,000 times as much as 3× 10^(-2). 8× 10^(4) is 20 times as much as 4× 10^(3). Submit

False. Because the repeated-measures ANOVA removes variance caused by individual differences, it usually is more likely to detect a treatment effect than the independent-measures ANOVA is.

The statement is false. The repeated-measures ANOVA is more likely to detect a treatment effect compared to the independent-measures ANOVA due to its ability to control for individual differences. By measuring the same subjects under different conditions, the repeated-measures design reduces the influence of individual variability and increases the sensitivity to detect treatment effects. In contrast, the independent-measures ANOVA compares different groups of subjects, which may introduce additional variability and make it relatively harder to detect treatment effects.

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Answer:

88.50

Step-by-step explanation:

0.12x400=48 dollars +the 40.50 dollars answer 88.50

The length of each shorter side is 10 centimeters in the given case.

Let's call the length of the shorter side "x".

The formula for the perimeter (distance around) of a rectangle is:

Perimeter = 2Length + 2Width

We are given that the perimeter is 44 centimeters, and that the length of each longer side is 12 centimeters.

The perimeter of a shape is the distance around its boundary.

The formula for the perimeter of a rectangle is:

Perimeter = 2 * (Length + Width)

where "Length" and "Width" are the dimensions of the rectangle.

The formula for the perimeter of a square is:

Perimeter = 4 * Length

where "Length" is the length of a side of the square.

The formula for the perimeter of a triangle is:

Perimeter = Side1 + Side2 + Side3 So we can plug in these values and solve for the length of the shorter side:

44 = 2(12) + 2x

44 = 24 + 2x

20 = 2x

x = 10

Therefore, the length of each shorter side is 10 centimeters.

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Answer:

C is the answer!

Step-by-step explanation:

Answer:

C. 70 = 10x

E. 15x = 105

Step-by-step explanation:

x = 7

Using method of elimination;

A. X + 7 = 17

Substituting the value of x;

7 + 7 ≠ 17 (Incorrect option)

B. 7 = 17 - x

Substituting the value of x;

7 ≠ 17 - 7  (Incorrect option)

C. 70 = 10x

Substituting the value of x;

70 = 10 * 7  (Correct option)

D. X/35 = 5

Substituting the value of x;

7 / 35 ≠ 5  (Incorrect option)

E. 15x = 105

Substituting the value of x;

15 * 7 = 105  (Correct option)

The two equations are \(y - x = 123\) and \(y = 2x + 22.\)

What are linear equations?

Algebraic equations with variables raised to the first power and that are neither multiplied or divided by one another are known as linear equations. When plotted on a coordinate plane, they show up as straight lines.

A linear equation has the following form:

\(ax + by = c\)

Here, the variables "x" and "y," the coefficients "a" and "b," and the constant "c," are all present.

Assume that x is the smaller number and y is the larger integer.

We can create two equations using the information provided:

The difference between two numbers is 123:

You can write this as \(y - x = 123\).

The larger is 22 times larger than the smaller.

You can write this as \(y = 2x + 22\).

Based on the available data, these two equations illustrate the link between the two integers. We may get the values of x and y, the smaller and larger numbers, respectively, by simultaneously solving these equations.

Therefore, the two equations are \(y - x = 123\) and \(y = 2x + 22.\)

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The speed of collar B as it strikes the support at C is equal to the initial velocity of the collar plus the acceleration times the time it takes for it to reach the support.

Therefore, the speed can be calculated by taking the initial velocity, adding it to the acceleration multiplying it by the time it takes for the collar to reach point C. In order to determine the speed, we need to first calculate the acceleration of the collar. This can be done by taking the force acting on the collar and dividing it by the mass of the collar.

Then, the time it takes for the collar to reach point C can be determined by subtracting the initial distance from the final distance and dividing it by the initial velocity. With these two values calculated, the speed of the collar can be determined by adding the initial velocity to the acceleration multiplied by the time.

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Answer:

The equation formed: 3.5 x 6 = x

Kenny's speed: 3.5m/h

Distance covered by her in 6 hours: 3.5x6 =

18.0

Answer:

270 words per 3 minutes

Step-by-step explanation:

180/2=90

So she can type 90 words per minute, meaning 3 times that is how many she can type in 3 minutes:

90*3=270

D. The set W would be a subspace of set of real numbers R cubed.

For a set to be considered a vector space, it must satisfy the following conditions:

1. It contains the zero vector (the additive identity).

2. It is closed under vector addition.

3. It is closed under scalar multiplication.

Since the set W is a subset of R cubed, it inherits the properties of R cubed, including the zero vector. Therefore, option C is not true.

Options A and B are not necessarily true for all subsets of R cubed. They may hold for some specific subsets, but they are not general properties that apply to all subsets.

Option D is the correct answer because it states that the set W would be a subspace of R cubed. A subspace is a subset of a vector space that is itself a vector space, satisfying all the properties of a vector space. Since W is a subset of R cubed, it would be a subspace if it satisfies the three conditions mentioned above.

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90, They are measuring the same, therefore m4 = 90. Four right angles are produced when two lines overlap to form single right position.

Two full lines or rays intersect at a same terminus to make an angle. The centroid of an angle is the point at which all points meet. Angle is derived from the Latin word angulus, which means "corner."

Right angles are created when two straight lines cross at a 90° angle or are identical to one another at the intersection. The sign stands for a right angle.

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Answer:

F

Step-by-step explanation:I just took the test

The factor that provides the basis for the grading of newly diagnosed malignant tumours is degree of differentiation.

The level of differentiation impacts an individual's capacity to control their emotions, thoughts, individuality, and connections to others. The degree of any differential equation can be obtained when it is expressed as a polynomial; otherwise, the degree cannot be defined.

The mechanisms by which immature cells develop into mature cells with particular roles are described in biology. This indicates the degree to which tumour tissue resembles the healthy tissue from which it originated in the context of cancer. Compared to poorly or undifferentiated cancer cells, well-differentiated cancer cells resemble normal cells more and grow and spread more slowly. Tumour grading systems, which vary for each form of cancer, use differentiation.

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Answer:

a. 20

b. 6

c. y=2/9x

Step-by-step explanation:

The total area of the shaded region is 5.31 square units.

The given curve is y = 2 - x². We can find the total area of the shaded region by finding the area under the curve between x = -1 and x = 1 and then subtracting the area of the triangle with vertices (-1,0), (1,0) and (1,1).Using integration, we can find the area under the curve between x = -1 and x = 1:∫[2 - x²]dx = [2x - (x³/3)] |-1¹= [2 - (1/3)] - [-2 + (1/3)] = 8/3Therefore, the total area of the shaded region is:8/3 - (1/2) = 5.31 square units. By performing a definite integral between the two locations, one can determine the area under a curve between two points. Integrate y = f(x) between the limits of a and b to determine the area under the curve y = f(x) between x = a & x = b. With the specified limits, integration can be used to calculate this area.

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Answer: 0.0228 .

Step-by-step explanation:

Given, IQ scores are approximately normally distributed with a mean of 100 and standard deviation of 15

Let X denotes the IQ score.

Then, the proportion of people with IQs above 130 is

\(P(X>130)=P(\dfrac{X-mean}{ standard\ deviation}>\dfrac{130-100}{15})\\\\= P(Z>2)\ \ \ \[Z=\dfrac{X-mean}{ standard\ deviation}]\)

\(=1-P(Z<2)\ \ \ [P(Z>z)=1-P(Z<z)]\\\\=1-0.9772\ [\text{By z table}]\\\\=0.0228\)

Hence, the proportion of people with IQs above 130 is 0.0228 .

Step-by-step explanation:

9z-6+7z=16z-6

16z-6=16z-6

16z-16z=-6+6

0=0

Answer:

9.3 ft

Step-by-step explanation:

For the given Rayleigh distribution with \(f(x)= 2axe^{-ax^{2} }\) , the expected value is E[X] = sqrt(pi/(4a)), and the variance is Var[X] = (2 - π/(2a²)).

the Rayleigh distribution is characterized by a probability density function (PDF) of the form \(f(x)= 2axe^{-ax^{2} }\), where a > 0. This distribution is used to model the magnitude of a two-dimensional vector whose components are independently and identically distributed Gaussian random variables.

For the Rayleigh distribution with the PDF \(f(x)= 2axe^{-ax^{2} }\) , the expected value (mean) is E[X] = sqrt(pi/(4a)), and the variance is :

Var[X] = (2 - pi/2a²).

Now, let's explain the answer in detail. To find the expected value, we integrate the product of the random variable X and its PDF over the range of possible values:

\(E[x] = \int\limits {(0 to a)x* 2axe^{-ax^{2} }} \, dx\)

By substituting u = -ax², du = -2ax dx, the integral becomes:

E[X] = ∫(0 to ∞) -ueⁿ du

Using integration by parts, we have:

E[X] = [-ueⁿ] - ∫(-eⁿ du)

= \([-xe^{-ax^{2}](0 to a) - \int\limits {0 to a}e^{-ax^{2} }\, dx }\)

The first term evaluates to 0 at both limits. The second term can be rewritten as:

E[X] = ∫(0 to ∞) e⁻ᵃˣ² dx

= √(π/4a) (by evaluating the Gaussian integral)

Thus, the expected value of X is E[X] = sqrt(pi/(4a)).

Next, to find the variance, we use the formula Var[X] = E[X²] - (E[X])². First, we calculate E[X²]:

E[X²] = ∫(0 to ∞) x² * 2axe⁻ᵃˣ²) dx

= ∫(0 to ∞) -x * d(e^(-ax²))

= [-x * e^(-ax²)](0 to ∞) + ∫(0 to ∞) e⁽⁻ᵃˣ²⁾ dx

The first term evaluates to 0 at both limits. The second term is the same as the integral calculated for E[X]. Hence:

= √(π/4a)

Substituting the values into the variance formula:

Var[X] = E[X^2] - (E[X])^2

= (√(π/4a)) - (sqrt(pi/(4a)))²

= (2 - π/(2a²))

Thus, the variance of X is Var[X] = (2 - π/(2a^2)).

Therefore, for the given Rayleigh distribution with f(x) = 2axe⁽⁻ᵃˣ²⁾,

the expected value is E[X] = sqrt(pi/(4a)), and the variance is Var[X] = (2 - π/(2a²)).

Complete Question:

A random variable X has a Rayleigh distribution if its probability density is given by f(x) = 2oxe or for x > 0, where a > 0. Show that for this distribution 1. Al l vandle has a Rayleigh distribution if its probability density i f(x) = 2axe-ar' for I > 0, where a > 0. Show that for this distribution a) The expected value is b) The variance is o? = (1-5)

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Answer:

0.25 an hour

Step-by-step explanation:

1day=0.5 ft

24hr=6inch

6÷24=0.25

Answer:

1/6

Step-by-step explanation:

Since the first dice is already two the second one has to be 5, and there are 6 sides on a dice and one side that is 5, the probability is

1/6

The difference between groups and the sample size makes the results of a study statistically significant.

Statistical significance is a measure of the likelihood that the results of a study are not due to chance. In order for a result to be statistically significant, it must meet two criteria:

The difference between groups must be large enough to be unlikely to occur by chance. This is typically assessed using a statistical test such as a t-test or an ANOVA.

The result of the test is expressed as a p-value, which represents the probability of obtaining the observed results if there were no true difference between groups. A p-value of less than 0.05 (or 5%) is generally considered to be statistically significant.

The sample size must be large enough to reduce the possibility of sampling error. A larger sample size generally increases the power of a study, making it more likely to detect a true effect.

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Answer:

x = 8

Step-by-step explanation:

Since the figures are similar then the ratios of corresponding sides are in proportion , that is

\(\frac{JK}{AB}\) = \(\frac{KL}{BC}\) , substitute values

\(\frac{x}{4}\) = \(\frac{6}{3}\) = 2 ( multiply both sides by 4 to clear the fraction )

x = 8

Part a: The expression that represents the area of the rectangle is A = (3x + 5)(6x + 11). To calculate the area, we must multiply the two sides of the rectangle together. The length of the rectangle is 3x + 5 units and the width of the rectangle is 6x + 11 units. Therefore, the area is (3x + 5)(6x + 11).

Part b: The degree of the expression obtained in part a is 2 and the classification is a binomial.

Part c: The closure property for polynomials states that the result of combining two polynomials is also a polynomial. In part a, we combined two polynomials, 3x + 5 and 6x + 11, to form the expression (3x + 5)(6x + 11). This expression is also a polynomial, demonstrating the closure property for polynomials. The closure property for polynomials allows us to combine two polynomials and still have a polynomial as the result. This is important in mathematics because it allows us to simplify equations and solve problems more quickly and efficiently.

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The required area of the parallelogram and pentagon is 91 unit² and 75 unit².

The surface area of any shape is the area of the shape that is faced or the Surface area is the amount of area covering the exterior of a 3D shape.

A parallelogram in is shown in figure 1 with the dimensions height = 7 and base = 13,
Area of the parallelogram  = 13 × 7 = 91 unit²

Now,
A pentagon is shown in figure 2,
Area of the pentagon = 5 [1/2 × height × side]
                                 = 5 [1/2 × 5 × 6]

                                 = 75 suqare units.

Thus, the required area of the parallelogram and pentagon is 91 unit² and 75 unit².

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Answer: c.  x + 3

Step-by-step explanation:

The first equation tells us the total area of the cloth.  The second is the area of each piece.  Divide the total area by the piece area to determine how many individual pieces can be made.

(x^3 + 27) can be factored into:

(x+3)(x^2 - 3x + 9)   [Not easy, but true]

[(x+3)(x^2 - 3x + 9)]/(x^2 - 3x + 9)

(x^2 - 3x + 9) is on both sides, so it cancels, leaving (x + 3)

Based on the provided question, it seems like you are asking about the most efficient evaluation method, either by hand or using a computer. To determine which method is the most suitable, you need to consider the complexity of the evaluation process and the number of alternatives.

Using a computer is generally faster and more accurate when dealing with large datasets or complex calculations. On the other hand, evaluating by hand may be more suitable for smaller datasets or simpler calculations. It can provide a more hands-on approach, allowing for a deeper understanding of the evaluation process. However, this method is generally more time-consuming and prone to human error.

To select the most appropriate evaluation method, consider the complexity of the task and the available resources. If the evaluation involves a large amount of data or complex calculations, using a computer would likely be the most efficient choice. However, if the task is relatively simple or involves a smaller dataset, evaluating by hand may suffice. In conclusion, the choice between evaluating by hand or using a computer depends on the complexity of the task and the available resources. Consider these factors to determine the most suitable method.

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Answer:

5

Step-by-step explanation:

4x-2=18

4x=20

x=5

Therefore your answer is 5

Answer:

5

Step-by-step explanation: