in correlational and experimental study designs, a key requirement for a sample is that: group of answer choices

The equation for the line that passes through the points (-6,-9) and (2,3) is y = 3x/2 - 6..

Mathematically, the point-slope form of a straight line can be calculated by using this mathematical expression:

y - y₁ = m(x - x₁) or y - y₁ = (y₂ - y₁)/(x₂ - x₁)(x - x₁)

Where:

Based on the information provided, we can logically deduce the following data points on the line:

At point (-6, -9), a linear equation of this line can be calculated in slope-intercept form as follows:

y + 9 = (3 + 9)/(2 + 6)(x + 6)

y = 12/8(x + 2) - 9

y = 3/2(x + 2) - 9

y = 3x/2 - 6.

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Answer:

(x + 10)/4 = 7

Step-by-step explanation:

Break the sentence into segments:

let the number be x

Answer:

Step-by-step explanation:

Math=80 and Science=65

The percentage change in the price of coffee is 10%.

The price of coffee at the dining common last year = $2.00

The price of coffee at the dining common current year = $2.20

To know the change in the price of the coffee from last year to the current year's price we can do subtraction.

So, the change in price = $2.20 - $2.00.

To convert the difference into a percentage divide the difference by the actual price and then multiply by 100

(($2.20 - $2.00) / $2.00) * 100% = 10%

So, the percentage change in the price of coffee is 10%

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The polynomial function is P(n) = n(3n - 1)/2 and the sequence is 1, 5, 12, 22 and 35

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

Sequence of five figurate numbers

An instance of a sequence of figurate numbers is the pentagonal numbers

This is represented as

P(n) = n(3n - 1)/2

For the terms of the sequence, we have

P(1) = 1 * (3 *1 - 1)/2 = 1

P(2) = 2 * (3 *2 - 1)/2 = 5

P(3) = 3 * (3 *3 - 1)/2 = 12

P(4) = 4 * (3 *4 - 1)/2 = 22

P(5) = 5 * (3 *5 - 1)/2 = 35

Hence, the polynomial is P(n) = n(3n - 1)/2

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The first class, which did not study for the final, is the control group.

The control group serves as a baseline for comparison with the other groups in an experiment. By comparing the outcome of the experimental group(s) with the outcome of the control group, the experimenter can determine if the treatment had an effect.

In this case, the professor can compare the grades of the first class (which did not study) with the grades of the second and third classes (which studied for 5 hours and 10 hours respectively) to see if the amount of time spent studying had an impact on the students' grades.

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The following information of each of the following arithmetic series is shown below:

Case 15

f(1) = 3, Common difference: 5, f(n) = 3 + 5 · (n - 1), f(20) = 98

Case 16

f(1) = 28, Common difference: - 6, f(n) = 28 - 6 · (n - 1), f(20) = - 86

Case 17

f(1) = 37, Common difference: - 10, f(n) = 37 - 10 · (n - 1), f(20) = - 153

Case 18

f(1) = - 8, Common difference: 9, f(n) = - 8 + 9 · (n - 1), f(20) = 163

In this problem we find six cases of arithmetic series, that is, set of numbers generated by a linear expression of the form:

f(n) = a + d · (n - 1)

Where:

The common difference of any arithmetic series is the difference between two consecutive elements of the series.

Now we proceed to determine the find the explicit formula for each arithmetic series:

Case 15

First value: 3

Common difference: 8 - 3 = 5

Explicit expression: f(n) = 3 + 5 · (n - 1)

Value of the 20th term of the arithmetic series: f(20) = 3 + 5 · (20 - 1) = 98

Case 16

First value: 28

Common difference: 22 - 28 = - 6

Explicit expression: f(n) = 28 - 6 · (n - 1)

Value of the 20th term of the arithmetic series: f(20) = 28 - 6 · (20 - 1) = - 86

Case 17

First value: 37

Common difference: 27 - 37 = - 10

Explicit expression: f(n) = 37 - 10 · (n - 1)

Value of the 20th term of the arithmetic series: f(20) = 37 - 10 · (20 - 1) = - 153

Case 18

First value: - 8

Common difference: 1 - (- 8) = 9

Explicit expression: f(n) = - 8 + 9 · (n - 1)

Value of the 20th term of the arithmetic series: f(20) = - 8 + 9 · (20 - 1) = 163

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The length of side AB rounded to 3 significant figures is 8.86 cm.

The figure on the image is a right triangle.

From the image;

using the trigonometric ratio, we determine the length of side AB.

Sine = Opposite / Hypotenuse

sin( 41 ) = AB / 13.5

AB = sin( 41 ) × 13.5

AB = 8.86 cm

Therefore, the side AB has a length of 8.86 cm.

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Answer:

Step-by-step explanation:

Oscar needs to ship 24 rock CDs,and 56 pop CDs. He can pack only one type of CD in each box, and he must pack the same number of CDs in each box. What is the greatest number of CDs Oscar can pack in each box?

Considering the distributive property, the factored expression is given as follows:

3/4(x + 3).

The expression for this problem is defined as follows:

3/4x + 9/4.

The common factor to both terms of the expression is given as follows:

3/4, as 3 x 3/4 = 9/4.

Hence the factored expression is given as follows:

3/4(x + 3).

Applying the distributive property, multiplying the outer term 3/4 by both of the inner terms and combining them, we go back to the original expression.

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Answer:

The first table is linear.  The other are not linear.

Step-by-step explanation:

See the attached graph. The tables should have a constant rate of change between the numbers.  The first table have value of y that are related to -3x (the value of y shifts by -3 for each 1 increase in x.  The other tables don't have predictable rate of change.

Answer:

6d+4 seeds

Step-by-step explanation:

d+5d+4=6d+4

The justification of each step in solving the system of equations is below;

5x - y = 3

x + 2y = 5

multiply equation (1) by 2 (Multiplication Property of Equality)

10x - 2y = 6

x + 2y = 5

Add both equations (Addition Property of Equality)

11x = 11

divide both sides by 11

x = 1

Substitute x = 1 into (Substitution Property of Equality)

5x - y = 3

5(1) - y = 3

5 - y = 3

-y = 3 - 5

-y = -2

y = 2

Hence, the steps involved in solving the equation are; Multiplication Property of Equality, Addition Property of Equality, Substitution Property of Equality.

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The transformation will be R(T(ABC )), A" ( 1, 1), B"(1, 6) and C"(-3, 2).

A point, line, or geometric figure can be transformed in one of four ways, each of which affects the shape and/or location of the object. Pre-Image refers to the object's initial shape, and Image, after transformation, refers to the object's ultimate shape and location.

Given:

R(x, y) = (–x, –y) and T(x, y) = (x + 5, y + 1).

The coordinates are A (–4, –2), B (–6, –7), and C (–2, –3).

So, After the T rule the coordinates will be

A' ( -1, -1), B'(-1, -6) and C'(3, -2).

Also, the transformation will be R(T(ABC )),

A" ( 1, 1), B"(1, 6) and C"(-3, 2).

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Answer: 30

Step-by-step explanation: If you divide your area (1800) by 60 you'll get your width which is 30. To check your answer you can multiply 30 by 60 and you will get 1800.

Answer: 38,600 mg = 3.86 dag

Step-by-step explanation:

to convert to dag, use 1 dag=10,000 mg and divide 38600 by 10000 also can be used by 38600 mg = 38,600/10,000 dag. after deviding you should get 3.86 dag.

If the schoolyard is 114 centimeters wide in the drawing, then the actual schoolyard is 57 meters wide.

In mathematics, a scale refers to the relationship between the size of an object in a drawing or model compared to its actual size in the real world. Scales are often expressed as ratios, where the first number represents the size in the drawing or model and the second number represents the actual size.

The scale used in the drawing is 2 centimeters to 1 meter, which means that for every 2 centimeters in the drawing, there is 1 meter in the actual schoolyard. To find the actual width of the schoolyard, we need to divide the width in the drawing by the scale factor:

114 centimeters / 2 centimeters/meter = 57 meters

Therefore, the actual schoolyard is 57 meters wide.

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To interpret scores on it, he is presently administering the test to a representative sample of all golfers. Dr. zimmer is clearly in the process of validating their test.

Validation refers to the process of evaluating the accuracy and reliability of a test or measurement instrument. When Dr. Zimmer is administering the test to a representative sample of golfers, he is collecting data that will allow him to determine the validity of the test and its ability to accurately measure golfers' knowledge of the sport's history.

This process is important for ensuring that the test results are meaningful and can be used to make accurate inferences about the population being studied.

By comparing the scores on the test to other measures of golfers' knowledge, such as interviews or other tests, Dr. Zimmer can determine the test's ability to accurately measure the construct it is intended to measure. Therefore, Dr. Zimmer is in the process of validating his test by collecting data and evaluating its accuracy and reliability.

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Answer:

3/7 + 1/3 = 1621 ≅ 0.7619048

Spelled result in words is sixteen twenty-firsts.

Step-by-step explanation:

Answer:

7/21

Step-by-step explanation:

Answer:

190

Step-by-step explanation:

For every one of the 20 people, they shake hands with 19 others.

However, if A shakes hands with B, we double count because B shakes hands with A. Therefore we do 20*19/2 = 190.

Answer:

the graph of an exponential function f(x) = bx approaches , but does not cross the x-axis.

the x-axis is a horizontal asymptote

Answer:

x= -13

Step-by-step explanation:

10-7x=101

-10      -10

_________

-7x=91

/-7   /-7

_________

x=    -13

Answer:

I'm not an expert, but I would choose option A

The three sources of error that would have contributed to the value obtained for the percent difference or percent error are systematic error, random error, and human error.

Systematic error is an error that occurs in the same direction each time a measurement is made, resulting in a consistent bias in the data. This type of error is caused by a flaw in the measurement process, such as a faulty instrument or a miscalibration. Systematic errors can be difficult to identify and correct, as they are often not obvious.

Random error is an error that occurs in a random direction each time a measurement is made, resulting in a random variation in the data. This type of error is caused by factors that are out of the experimenter's control, such as environmental factors or the natural variability of the system being measured. Random errors can be reduced by taking multiple measurements and averaging the results.

Human error is an error that occurs due to mistakes made by the experimenter, such as misreading a scale or incorrectly recording data. Human errors can be reduced by carefully following the instructions for the experiment and double-checking all measurements and calculations.

In conclusion, the three sources of error that would have contributed to the value obtained for the percent difference or percent error are systematic error, random error, and human error. Each of these errors can be reduced by taking steps to ensure accuracy and precision in the experiment.

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The ladder reaches up to a height of 2√209 feet.

Pythagoras theorem states that for a right angled triangle, the square of the hypotenuse is the sum of the squares of base and altitude.

From the given information, we can form a right angled triangle, with the hypotenuse being equal to 30 foot and base equal to 8 feet.

We have to find the altitude.

Using Pythagoras theorem,

Altitude² = Hypotenuse² - Base²

              = 30² - 8²

              = 900 - 64

              = 836

Altitude = √836 = 2√209 feet

Hence the height on the building that the ladder reaches is 2√209 feet.

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Based on a control chart analysis, the process with 11.8 hits per minute would be considered out of control.

In order to determine whether the process is in control or out of control, we can use a control chart.

A control chart is a graphical representation of process data that shows the behavior of the process over time and allows us to determine whether the process is in control or out of control.

The first step in creating a control chart is to calculate the control limits. In a normal distribution, control limits are set at +/- 3 standard deviations from the mean.

For this process, the mean is 10.6 hits per minute and the standard deviation is 0.49 hits.

The control limits would be:

Upper control limit (UCL) = 10.6 + (3 * 0.49) = 11.57 hits

Lower control limit (LCL) = 10.6 - (3 * 0.49) = 9.63 hits

Next, we compare the data point of 11.8 hits to the control limits.

If the data point falls outside of the control limits, the process is considered out of control.

If the data point falls within the control limits, the process is considered in control.

In this case, the data point of 11.8 hits is outside of the control limits and is higher than the upper control limit of 11.57 hits.

This means the process is considered out of control.

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[tex]\huge\text{Hey there!}[/tex]

[tex]\large\text{Original equation: }\large\boxed{\rm{2x = -12}}[/tex]

[tex]\large\text{Divide 2 to both sides:}[/tex]

[tex]\large\boxed{\rm{\dfrac{2x}{2}= \dfrac{-12}{2}}}[/tex]

[tex]\large\text{Cancel out: }\boxed{\rm{\dfrac{2}{{2}}}}\large\text{ because it give you 1.}[/tex]

[tex]\large\text{Keep: }\large\boxed{\rm{\dfrac{-12}{2}}}\large\text{ because it give you the x-value.}[/tex]

[tex]\large\boxed{\rm{x = \dfrac{-12}{2}}}[/tex]

[tex]\large\boxed{\rm{x =-6}}[/tex]

[tex]\huge\text{Therefore, your answer should be:}\\\\\\\huge\boxed{\mathsf{x = -6}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

Note that the amount of kinetic energy an object has directly depends upon the object's mass and velocity. (Option B and D)

Kinetic energy is the energy an object possesses due to its motion. It is calculated as the product of the object's mass and its velocity squared, thus the more massive an object is and the faster it moves, the more kinetic energy it has.

Factors such as density and shape do not affect an object's kinetic energy directly. Velocity is, in essence, a vector quantity. It is the pace at which distance changes. It is the displacement rate of change. A moving object's speed can never be negative. A moving object's velocity can be zero.

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Full Question:

Select each correct answer.

If an object is moving, the amount of kinetic energy it has directly depends upon which of the following factors?

the object's density

the object's mass

the object's shape

the object's velocity

The probability p of getting heads when tossing this coin is 16

Since you're flipping the coin five times, each outcome will have an odd number of heads and tails: either there will be more heads than tails, or there will be more tails than heads. Because neither heads nor tails are preferred, each outcome will have an equal number of heads and tails.

The simple explanation is that more heads will appear in half of the results. As there are 25=32 possible outcomes, the correct response is 16 divided by 32.

You would have had to take into account that some of the results have the same number of heads and tails if you had indicated the coin was flipped six times.

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