you can infer causality from a correlational result, but only when the r value is greater than
Therefore, the r value alone is not enough to infer causality, regardless of its magnitude.
What is correlation coefficient (r value)?The correlation coefficient, also known as the Pearson correlation coefficient or Pearson's r, is a measure of the strength and direction of the linear relationship between two continuous variables. It is expressed as a number between -1 and 1, where -1 indicates a perfect negative correlation (meaning that as one variable increases, the other decreases), 1 indicates a perfect positive correlation (meaning that as one variable increases, the other also increases), and 0 indicates no correlation. The value of the correlation coefficient provides information about how closely the two variables are related, but it does not establish causality.
According to question:The r value alone is not enough to infer causality. A high correlation coefficient suggests a strong relationship between two variables, but causality means that one variable is causing the changes in the other variable and requires a causal mechanism and a demonstration of a temporal relationship between the variables.
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Gabriel determined that his total cost would be represented by 2.5x 2y – 2. his sister states that the expression should be x x 0.5x y y – 2. who is correct? explain.
Answer:
Step-by-step explanation:
Hey! the answer is:
They are both correct, since the equations are the same.
Given that a line goes through the point (7,-6) and has a slope -4, write an equation in point slope form for the line
Graph the equation 2x+2y=4 by plotting points.
Answer:
I have graphed it and attached it to the explanation.
Step-by-step explanation:
Using random sample data an analyst estimated that in an upcoming election, A candidate will receive 45% of the votes. the margin error for this estimation is 4%. which of the following is the most appropriate conclusion based on the given estimate and the margin error?
A:The candidate will receive 45% of the votes
B:The candidate will receive between 41% and 45% of the votes
C:The candidate will receive between 45% and 49% of the votes
D:The candidate will receive 41% and 49% of the votes
Answer: D
Step-by-step explanation:
45-4=41
45+4=49
Based on the given estimate that the candidate will receive 45% of the votes and the margin of error being 4%, the most appropriate conclusion would be option C:
The candidate will receive between 45% and 49% of the votes. To understand why this is the most appropriate conclusion, we need to consider the concept of margin of error. The margin of error is a measure of the uncertainty in the estimate and represents the range within which the true value is likely to fall. In this case, we have an estimated proportion of votes (45%) and a margin of error (4%).
To calculate the range within which the true value is likely to fall, we add and subtract the margin of error from the estimated proportion. Upper bound: [tex]45 + (4 of 45) = 45 + 1.8% = 46.8[/tex]
Lower bound: [tex]45 - (4 of 45) = 45 - 1.8 = 43.2[/tex] %
Therefore, we can conclude that the candidate is likely to receive between 43.2% and 46.8% of the votes. Option C, which states that the candidate will receive between 45% and 49% of the votes, aligns with this conclusion. Option B (between 41% and 45%) is too conservative as it does not account for the upper bound of the margin of error,
Hence the correct option is C.
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nine lines are drawn in a plane. what is the largest possible number of intersections in the plane which at least two of the nine lines intersect
The largest possible number of intersections in a plane with 9 lines is 36, which is achieved when each line intersects with every other line.
The largest possible number of intersections in the plane where at least two of the nine lines intersect is 36. To see why this is the case, consider a construction where each of the nine lines intersects with every other line. In this construction, each line intersects with eight other lines, so the total number of intersections is 9 * 8 / 2 = 36. This construction is possible to achieve in a plane, so 36 is the largest possible number of intersections.
This result can be explained using the formula for counting the number of intersections in a set of n lines. If each line intersects with every other line in the set, the total number of intersections will be equal to n choose 2, or n(n-1)/2, where n is the number of lines. In this case, n=9, so the maximum number of intersections is 9 choose 2 = 9(9-1)/2 = 36.
It is important to note that not all sets of nine lines in a plane will have 36 intersections. The actual number of intersections will depend on the specific configuration of the lines. However, 36 is the largest possible number of intersections for a set of nine lines in a plane.
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the side length of square a is (2x 1) meters. the side length of square b is 2 meters longer than that of square a. find the difference in the area of the squares.
The difference in the area of the square 'a' and 'b' as per given side-length is equal to 8 ( x + 1 ) square meters.
Side length of square 'a' = (2x + 1) meters
Side length of square 'b' = ( 2x + 1 + 2 ) meters
= ( 2x + 3 ) meters
Area of a square 'a' = ( side length )²
= ( 2x + 1 )²
Area of a square 'b' = ( side length )²
= ( 2x +3 )²
Difference in the area of the squares = ( 2x +3 )² - ( 2x +1 )²
= ( 2x + 3 -2x -1 )( 2x + 3 + 2x + 1 )
= ( 2 ) ( 4x + 4 )
= 8 ( x + 1 )
Therefore, the difference in the area of the given squares is equal to 8 ( x + 1 ) square meters.
The side length of square 'a' is (2x + 1) meters. The side length of square 'b' is 2 meters longer than that of square a. find the difference in the area of the squares.
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Ginny works at the local sneaker shop. She earns $17.50 per hour working there. Her boss offers her a promotion she can either receive a 12.5% hourly raise or $2.50 raise on her rate per hour. Ginny is not sure which choice will make her more money on a weekly basis.
Ginny chooses to take the 12.5% raise. She works 40 hours per week.
How much does she earn after 40 hours ?
Answer:
$787.5
Step-by-step explanation:
first, you have to find how much ginny makes in a week w/o her raise\
17.5*40=700
then, you have to raise it by 12.5%, so her new salary is 112.5% of 17.5
112.5% = 1.125
700*1.125=787.5
what are the differences between correlation and causation? how do organizations use linear regression. please give some examples. the output for linear regression analysis has multiple numbers. how can we interpret the output? share some hints.
Correlation does not imply causation, but in general, causality suggests correlation. In the corporate world, linear regressions can be used to analyze trends and provide estimates or hypotheses.
Although correlation suggests a relationship between variables, it does not prove that the covariation is due to a direct or causal link between them. However, causality implies a certain kind of link called a causal relationship, which is different from merely inferring a relationship (or circumstances and logical results relationship).
Linear regression is a very powerful measurable technique that may be used to develop experiences on customer behavior, acquiring clients, and factors impacting productivity. Additionally, linear regression can be used to examine an item's evaluation, sales growth, and advertising effectiveness.
The threat can be evaluated based on socioeconomic factors, vehicle characteristics, and driver information. Such an investigation could result in important business decisions being made as a result.
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In March, Stinson Company completes its only two jobs in process, Jobs 10 and 11. Job 10 cost $20,000 and Job 11 $30,000. On
March 31, Job 10 is sold.
Record the completion of the two jobs and the sale of Job 10. (Enter negative amounts using either a negative sign preceding the number e.g.
- the other half of chart
The journal for the completion of the two jobs and the sale of Job is given below:
Mar. 31Dr Finished goods inventory $50,000(20,000+30,00)Cr Work in process inventory $50,00031 Dr Cash $35,000Cr Sales revenue $35,00031 Dr Cost of goods sold $30,000Cr Finished goods inventory $30,000What is a Journal?
A journal is a thorough account that captures all of a business's financial activities for use in account reconciliation in the future.
Preparation of the journal entries for the completion of the two jobs and the sale of Job 10
Mar. 31Dr Finished goods inventory $50,000(20,000+30,00)Cr Work in process inventory $50,000(Being To record the completion of the two jobs)31 Dr Cash $35,000Cr Sales revenue $35,000(Being To record the sale job 10)31 Dr Cost of goods sold $30,000Cr Finished goods inventory $30,000(Being To record the cost of the job sold)Read more about financial journal here:
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from a survey of 100 college students, a marketing research company found that 80 students owned ipods, 60 owned cars, and 50 owned both cars and ipods. (a) how many students owned either a car or an ipod (but not both)?
how many students owned either a car or an ipod (but not both): =100−90=10
What is union of sets?
Union of two given sets is the littlest set which contains every one of the components of both the sets.
What is intersection of sets?
Intersection of two given sets is the biggest set which contains every one of the components that are normal to both the sets
What is the recipe for union of two sets?
The union of two sets is given by
n(A∪B) = n(A) + n(B) - n(A∩B)
Where,
An and B are the two sets.
∪ is the union
∩ is the intersection.
n(AUB)=n(A)+n(B)−n(A∩B)
=80+60−50
=90
number of students owning a car or an ipod=90
number of students neither car nor stereo =100−90=10
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a jar contains 6 red marbles numbered 1 to 6 and 10 blue marbles numbered 1 to 10. a marble is drawn at random from the jar. find the probability of the given event. enter all answers as reduced fractions.
The probability of the event a. P(E)3/8 b. P(E)3/8 c. P(E∩F)=11/16 d. P(G∪H)=13/16.
Divide the total number of outcomes by the entire number of different ways an event could happen to arrive at the probability. There are differences between probability and odds. Odds are determined by dividing the probability of a situation happening by the probability that it won't happen. Probability is a metric used to determine how likely an event is to occur. The likelihood that the coin will land with the heads side up is measured using the probability concept when we toss it in the air. Here is an example of how probability is used in everyday life that you probably already know about. Prior to a major outing, we always consult the weather prediction.
There are 16 marbles in total in a jar, 6 of it are red marbles that numbered 1 to 6 and there are 10 blue marbles numbered from 1 to 10
Let red marbles = r, blue marbles = b.
(a) The marble is red.
P(E)3/8
(b) The marble is odd-numbered.
P(F)=1/2
We may utilize the probability of the union of events to determine the likelihood of receiving red and odd-numbered marbles in solutions (a) and (b).
(c) The marble is red or odd-numbered.
P(E∩F)=11/16
(d) The marble is blue and even-numbered.
P(G∪H)=13/16
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the difference of n and 10 is less than 1. how many whole numbers n are there with this characteristic?
There are no whole numbers n that satisfy this characteristic
The difference of n and 10 must be a negative number for it to be less than 1, and no whole number can be negative.
Whole numbers are those that can only be represented as integers and don't include any fractional or decimal elements. They also go by the names "counting numbers" or "natural numbers," and they consist of the digits 0 through 9, including 1, 2, 3, 4, 5, 6, 7,, 8, and so on.
A whole number that can be either positive, negative, or zero is known as an integer. A group of integers that are not a fraction or a decimal, such as..., -2, -1, 0, 1, 2,..., are referred to as an integer in mathematics. The natural numbers (1, 2, 3,...), their opposites (-1, -2, -3,...), and zero are all included in the set of integers. Mathematicians employ integers for many various purposes, such as counting, organising, and performing arithmetic operations.
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Twenty-five sixths times eight ninths
9. The Fongs would like to redo their kitchen floor. They find that linoleum will cost $16 per square meter. Carpeting will cost $20 per square meter. The new kitchen floor will cost $192 if linoleum is used. How much will it cost if carpeting is used?
for a positive integer $p$, define the positive integer $n$ to be $p$-safe if $n$ differs in absolute value by more than $2$ from all multiples of $p$. for example, the set of $10$-safe numbers is $\{ 3, 4, 5, 6, 7, 13, 14, 15, 16, 17, 23, \ldots\}$. find the number of positive integers less than or equal to $10,000$ which are simultaneously $7$-safe, $11$-safe, and $13$-safe.
The quantity of positive numbers smaller than or equal to [tex]$10,000$[/tex] is [tex]$\fbox{958}$[/tex].
We see that a number [tex]$n$[/tex] is [tex]$p$[/tex]-safe if and only if the leftovers from[tex]$n\mod p$[/tex] is greater than [tex]$2$[/tex] and less than [tex]$p-2$[/tex]; thus, there are [tex]$p-5$[/tex] residues [tex]$\mod p$[/tex] that a [tex]$p$[/tex]-safe number can have. Therefore, a number [tex]$n$[/tex] satisfying the circumstances of the issue may [tex]$2$[/tex] different residues [tex]$\mod 7$[/tex], [tex]$6$[/tex] different residues [tex]$\mod 11$[/tex], and [tex]$8$[/tex] different residues [tex]$\mod 13$[/tex]. According to the Chinese Remainder Theorem, for a number [tex]$x$[/tex] that is [tex]$a$[/tex] (mod b) [tex]$c$[/tex] (mod d) [tex]$e$[/tex] (mod f) has one solution if [tex]$gcd(b,d,f)=1$[/tex]. For instance, in this instance, the number [tex]$n$[/tex] can be: [tex]3 (mod 7) 3 (mod 11) 7 (mod 13)[/tex]so since [tex]$gcd(7,11,13)=1$[/tex], there is [tex]1[/tex] solution for [tex]n[/tex] for this case of residues of [tex]$n$[/tex]. As a result, according to the Chinese Remainder Theorem, [tex]$n$[/tex] can have [tex]$2\cdot 6 \cdot 8 = 96$[/tex] different residues mod [tex]$7 \cdot 11 \cdot 13 = 1001$[/tex]. Thus, there are [tex]$960$[/tex] values of [tex]$n$[/tex] satisfying the conditions in the range [tex]$0 < n \le 10010$[/tex]. Nevertheless, we now have to eliminate all values bigger than [tex]$10000$[/tex] that satisfy the conditions. We can simply see by looking at residues that the only suitable values are [tex]$10006$[/tex] and [tex]$10007$[/tex], so there remain [tex]$\fbox{958}$[/tex] values satisfying the conditions of the problem.
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Help please on picture
The image of the translation 3 units right and 2 units down is attached.
What is transformation in geometry?Transformation in geometry is the process of changing the position, size, or shape of a geometric figure or shape. It can include
translations, rotations, reflections, and dilations,Translation in geometry is a transformation that involves moving a figure from one place to another on the coordinate plane, without changing its size or orientation.
The image of a figure after a translation is simply a slide of the original figure along the plane.
The translation involves adding 3 units to the x and subtracting 2 units to the y
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Every week Neisha puts the same amount of money in her savings account. After 6 weeks, Nelsha had saved
$74.10.
Complete the statements.
In this context, the variable, x, represents [DROP DOWN 1]. The equation [DROP DOWN 2] can be used to
model this scenario, where Neisha's weekly deposit is [DROP DOWN 3].
The weekly deposit of Neisha is given by the equation x = $ 12.35
What is an Equation?Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.
It demonstrates the equality of the relationship between the expressions printed on the left and right sides.
Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.
Given data ,
Let the weekly deposit of Neisha be x
Now , Neisha saves equal amount in every week
So , let the number of weeks be represented as n
Now , the equation will be
The total amount of money saved in n weeks = nx
Now , when the number of weeks = 6 weeks
The total amount of money saved in 6 weeks = 6x
The amount of money saved after 6 weeks = $ 74.10
Substituting the values in the equation , we get
6x = 74.10 be equation (1)
Dividing by 6 on both sides of the equation , we get
x = 74.10/6
x = $ 12.35
Hence , the amount of money saved each week is $ 12.35
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Rita goes to the mall. If d is the number of items she bought, the expression 18.82d+22 gives the amount she spent in dollars at one store. Then she spent 20 dollars at another store. Find the expression which represents the amount Rita spent at the mall. Then estimate how much Rita spent if she bought 6 items. PLEASEEEE HELPPPP
The expression which represents the amount Rita spent at the mall is 18.82d + 42. If d = 6, then the total amount spent is $154.92.
What are Expressions?Expressions are mathematical statements which consist of two or more terms and terms are connected to each other using mathematical operators like addition, multiplication, subtraction and so on.
Amount spent at one store is given by the expression 18.82d + 22.
Here d is the number of items she bought at that store.
Amount spent at another store = $20
Total amount spent at the mall = 18.82d + 22 + 20 = 18.82d + 42.
If she bought 6 items, d = 6.
Total amount spent = (18.82 × 6) + 42 = $154.92
Hence the required expression to find the total amount is 18.82d + 42. And the total amount spent if the items bought is 6 is $154.92.
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I need help with this question. Is due in 5 minutes.
Answer:
x=2
Step-by-step explanation:
not hard at all unless you forgot it XD
need help asap!!!
Match each expression on the left with an equivalent expression on the right. Not all of the options on the right will be used.
Answer:
100x14 = 1,400
14(10) = 140
361 * 1000 = 361,000
100(361) = 36,100
Find the equation of a line with slope 3 passing through the mid-point of the line joining (1,2) and (3,4).
y=3x-3, is the equation of a line with slope 3 passing through the mid-point of the line joining (1,2) and (3,4).
What is slope?In mathematics, the slope or gradient of a line is a number that describes both the direction and the steepness of the line. The slope of a line is a measure of its steepness. Mathematically, slope is calculated as "rise over run" (change in y divided by change in x).
here, we have,
the mid-point of the line joining (1,2) and (3,4) is,
(1+3/2, 2+4/2)
=(2, 3)
slope= 3 =m
the equation => y =mx+c
so, 3 = 6+c
=> c= -3
now, the equation of a line => y=3x-3
Hence, y=3x-3, is the equation of a line with slope 3 passing through the mid-point of the line joining (1,2) and (3,4).
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question at position 4 if one side and two angles of a triangle are known, which law can be used to solve the triangle?
If one side and two angles of a triangle are known, the triangle can be solved Law of Sines.
If A, B, and C are the measurements of the angles of a triangle, and a, b and c are the lengths of the sides opposite of the corresponding angles, then the ratio of side length to the sine of the opposite angle must all be the same.
a/SinA = b/SinB = c/SinC
So, let's say that the value of 'a' is given and the value of angles A and B are also given. By using the law of sine, we can determine the value of 'b' as follows:
a/SinA = b/SinB
b = (a/SinA) SinB
Hence, if one side and two angles of a triangle are known, the triangle can be solved Law of Sines.
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The moon orbits the earth at 384,400km. The distance from the earth to the sun is 149,600,00 km. The diameter of the sun is 1,391,000 km. What would the diameter of earth have to be to appear the same size as the sun from the moon?
The diameter of the Earth would need to be approximately 3,548.896 km to appear the same size as the Sun from the Moon.
What is the ratio?A ratio in mathematics is a comparison of two or more numbers that shows how big one is in comparison to the other. The dividend or number being divided is referred to as the antecedent, while the divisor or number that is dividing is referred to as the consequent.
Let's call the diameter of the Earth "d".
From the Moon, the Earth is at a distance of 384,400 km,
and the Sun is at a distance of 149,600,000 km.
The ratio of the Sun's diameter to its distance from the Moon is
= 1,391,000 km / 149,600,000 km
= 0.00928.
So, to make the Earth appear the same size as the Sun, we need the ratio of the Earth's diameter to its distance from the Moon to be equal to 0.00928.
d / 384,400 km = 0.00928
Solving for d, we get:
d = 384,400 km x 0.00928
= 3,548.896 km
Hence, the diameter of earth should be 3,548.896 km
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in training for a distance running event, millicent runs kilometers to a park. then, she runs kilometers to the beach before running kilometers from the beach back to her house. how many total kilometers does millicent run? give the numeric value only, without units.
The right response is that 18 people covered 18 kilometers in total.
observe the instructions provided.
Try to form the following in light of the given circumstances: 6 + 7 + 5
Determine the difference or total for: 13 + 5.
Add up or subtract 18 and find the result.
Response: 18
How else do you determine the overall distance travelled?
As soon as a direction changes, note it. Determine the distance covered among each direction change in step two. Step 3: Total the distances from steps 2 and 3 to determine the total distance traveled.
To get the separation between any two points, use the Pythagorean theorem with the formula d=(((x 2-x 1)2+(y 2-y 1)2).
The length of the segment of the line connecting the two points is the distance between them. The shortest line segment between the point and the line will determine the distance between the two.
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"complete question"
In training for a distance running event, Millicent runs 7 miles to a park. Then, she runs 5 miles to the beach before running 6 miles from the beach back to her house.
Please help meeeeeeeeeeeeeeeeeeee
Answer: I don't know
Step-by-step explanation:
Mark me as brainiest
Answer:
it's help me ttoo
Step-by-step explanation:
i need help with mathh please im going to fail
Please answer the questions and number them correspondingly. (Click all the screenshots and try to get all answers done please & thank you in advance.) The ones that need to be done are the questions with red boxes around them
Based on the given angles, the missing answers of the sequences uploaded screenshots are:
The vertex is ∠R; the sides are QR and RS; the angles name are ∠QRS, ∠R, and ∠SRQ; the angle is classified as right angleSupplementary VerticalSupplementaryx = 35°z = 37°∠H = 129°∠2 = 128°∠J = 17°Adjacent supplementaryVerical Adjacentx = 107°x = 38°Corresponding angles and congruentAlternate interior angles and congruentConsecutive interior angles and supplementaryAlternate exterior angles and congruentThe following answers are constructed based on the sequences of each problems not as the sequences of the uploaded screenshots.
Example 2Name of the vertex of the angle is ∠RThe sides of the angle are QR and RSThe three ways to name the angle is ∠QRS, ∠R, and ∠SRQThe angle is classified as a right angle (90°)Classifying Angles:3. Since ∠1 + ∠2 = 180°; then both are supplementary angles
4. Both ∠1 and ∠2 have equal size of angle and share no adjacent side; then both are vertical angles
5. 116° + 64° = 180°; then both are supplementary angle
8. Angles ∠3 and ∠4 are adjacent supplementary because it shares an adjacent side and its sum is 180°.
10. Angles ∠3 and ∠5 are vertical since they share no adjacent side but have equals size of angle.
12. Angles ∠1 and ∠5 are adjacent but neither complementary or supplementary because it sums are not 90° either 180°.
Finding Angle Measures:13. x and 107° are vertical angles; then:
x = 107°
15. x and 142° are supplementary angles; then:
x + 142° = 180°
x = 38°
17. ∠RST = 112°
∠RST = x + 87° = 112°
x = 35°
19. It is given that:
x and 127° are supplementary anglesx and y are vertical angles z and y are complementary angles; then:x + 127 = 180°
x = 53°
x = y = 53°
y + z = 90°
53° + z = 90°
z = 37°
Word Problems21. ∠G + ∠H = 180°
51° + ∠H = 180°
∠H = 129°
22. ∠1 = ∠2
∠2 = 128°
23. ∠J + ∠K = 90°
∠J + 73° = 90°
∠J = 17°
Practice Classifying:2. Corresponding angles and congruent
4. Alternate interior angles and congruent
6. Consecutive interior angles and supplementary
8. Alternate exterior angles and congruent
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a six-lane urban freeway (three lanes in each direction) has a free-flow speed of 55 mi/h. traffic includes 10% trucks and 2% express buses. each truck and express bus displaces 2.0 passenger cars from the traffic stream. if the occupancy of passenger cars is 1.5 people per vehicle, and buses carry an average of 50 people per bus, what is the person-capacity of the freeway (in one direction)? it may be assumed that trucks carry one person (the driver).
The freeway can carry 85 vehicles per hour in one direction.
To calculate the person-capacity of the freeway in one direction, we can use the following formula:
Person-capacity = (Total number of vehicles - (Number of trucks + Number of buses)) × 2.0 × Occupancy × Speed
where,
Total number of vehicles = (Number of trucks + Number of buses) × 0.1
Therefore,
Person-capacity = ((Number of trucks + Number of buses) × 0.1 - (Number of trucks + Number of buses)) × 2.0 × 1.5 × 55 mi/hPerson-capacity = (Number of trucks + Number of buses) × 0.1 × 2.0 × 1.5 × 55 mi/hPerson-capacity = (Number of trucks + Number of buses) × 1.35 × 55 mi/hPerson-capacity = (Number of trucks + Number of buses) × 73.25 mi/hPerson-capacity = 85 people per hourIn conclusion, the freeway can carry 85 people per hour in one direction. This is determined by taking into account the freeway speed, the number of passenger cars, and their occupancy. We can plan accordingly by understanding the freeway's capacity with this calculation.
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Luna and Miles want to start selling baked goods to raise money for their gymnastics team to get new gear. Luna is baking double chocolate brownies with white chocolate chips and is selling them for $5 for each brownie. Miles is making oatmeal raisin cookies because that is his favorite and is selling them for $2 per cookie. Between the two of them they would like to raise $120. Start by defining the variables. Then write an equation in standard form and show your work for writing it in slope intercept form to express the scenario. Identify one possible solution and explain what it means.
An equation in standard form to express the scenario is 5x + 2y = 120.
An equation in slope-intercept form to express the scenario is y = -5x/2 + 60.
One possible solution (x, y) is (10, 35), which means Luna and Miles can sell 10 chocolate brownies and 30 chocolate chips.
How to write an equation to model this situation?In order to write a linear equation to describe this situation, we would a assign variable to the number of chocolate brownies sold and the number of chocolate brownies sold respectively, and then translate the word problem into a linear equation as follows:
Let the variable x represent the number of chocolate brownies sold.Let the variable y represent the number of chocolate chips sold.Since they are selling chocolate brownies for $5 each and $2 per chocolate chips, with a total revenue of $120, a linear equation in standard form that models the situation is given by:
5x + 2y = 120
In order to write the linear equation in slope-intercept form, we would make y the subject of formula;
2y = -5x + 120
y = -5x/2 + 60
When x = 10, the y-value is given by:
y = -5(10)/2 + 60
y = -25 + 60
y = 35
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a researcher designs an experimental study, in which subjects are randomly assigned to four different groups. two receive the intervention, two do not. two receive a pretest, two do not. what kind of design is this?
The experimental study design described is a 2x2 factorial design, where two independent variables (intervention and pretest) are crossed to create four groups for examining the main and interaction effects on the dependent variable.
Factorial designs allow researchers to examine the effects of multiple independent variables on a dependent variable. In this case, the two independent variables are the intervention (receiving vs. not receiving) and the pretest (receiving vs. not receiving). The two levels of each independent variable are crossed to create four different groups, two of which receive the intervention and two of which do not, two of which receive a pretest, and two of which do not.
This design allows the researcher to examine both the main effects of each independent variable and the interaction effects between the two independent variables on the dependent variable.
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