The correct option is C. political affiliation.
An example of quantitative data are-
weight in ouncesage in yearsincome in dollarsWhat is quantitative data?Data that expresses a definite quantity, amount, or range is known as quantitative data. In most cases, the data is accompanied with measuring units, such as metres in the case of a person's height. Setting boundaries for such data makes sense, and performing mathematical operations on the data has significance.
Types of Quantitative Data are-
Counter: A measure of entities. For instance, the quantity of users who have downloaded a specific app from the App Store.Measurement of physical objects: Calculating the dimensions of any physical object is called measurement. The HR executive, for instance, meticulously measures the size of each cubicle given to the new hires.Sensory calculation: Mechanism to automatically "sense" the parameters being monitored in order to generate a continuous source of data. A digital camera, for instance, transforms electromagnetic signals into a string of numerical data.Data projection: Algorithms and other mathematical analysis techniques can be used to project future data. For instance, after conducting a thorough investigation, a marketer will forecast a rise in sales following the introduction of a new product.To know more about quantitative data, here
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The complete question is-
8. Each of the following is an example of quantitative data, except ______.
A. weight in ounces
B. income in dollars
C. political affiliation
D. age in years
Consider the series . what is the truncation error for s3? 0.002 0.008 0.992 0.998
The truncation error for s3 is 0.008
What is Truncation error?The truncation error serves as the difference between a truncated value as well as the actual value.
This truncated quantity can be a numeral having a fixed number of allowed digits.
Therefore the value of S_3=0.008
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3. You recently bought a rolled up poster at a convention and need to fit it in
your luggage. In order to pack it efficiently, we need to know the surface
area of the tube. If the radius measures out to be 0.4 inches and the height
is 25 inches, what is the full surface area? Use 3.14 for .
63.8 in²
1in²
62.8 in²
63.8 in3
Answer:
A. 63.8 in^2
Step-by-step explanation:
The surface area of a cylinder is given by:
A=2πrh+2πr^2
2πr^2 gives the area of the 2 ends, each with area πr^2.
2πrh gives the suface area of the outside of the cylinder.
r = 0.4 inches
h = 25 inches
Area = 63.8 in^2
What is the 32nd term of an arithmetic sequence with a first term of 7 and a common difference of 4?
Select one:
a. 119
b. 123
c. 127
d. 131
Answer:
a₃₂ = 131
Step-by-step explanation:
the nth term of an arithmetic sequence is
[tex]a_{n}[/tex] = a₁ + (n - 1)d
where a₁ is the first term and d the common difference
here a₁ = 7 and d = 4 , then
a₃₂ = 7 + (31 × 4) = 7 + 124 = 131
Quick algebra 1 assignment for 50 points!
Experts and Geniuses please help asap, TYSM!
Oh by the way this is just a section of the real assignment, the assignment calls for you to make an app that people can play to learn inverse variation & direct variation and stuff.
Hope that helps solve this! :)
Step-by-step explanation:
Direct variation is essentially a linear equation, where there is a constant rate. Direct variation can be applied to many things, and we can use it to represent how much money someone has in their bank account after "x" weeks if they're depositing a constant amount of money each week.
So a practical example would be: If someone just opened a bank account and deposits $50 every week, how many weeks will it take for them to have $400 in their account.
So the slope is given in the question, it's $50, since their depositing that constant amount each week. So this gives us the equation: [tex]y=50x[/tex] where x represents the amount of weeks. The y represents the amount of money they have, and since we want to find when this equals 400, we set the y=400, and then solve for x. This gives us the equation: [tex]400=50x[/tex]. Dividing both sides by 50 you get: [tex]8=x[/tex]. So it'll take 8 weeks to have $400 dollars, if you deposit 50 dollars each week.
Factors that are unequal across groups and can prevent a researcher from concluding that it was the independent variable that caused a change in the dependent variable are called _____ variables.
The independent variable that caused a change in the dependent variable is called cofounding variable.
Given the Factors that are unequal across groups and can prevent a researcher from concluding that it was the independent variable that caused a change in the dependent variable are called _____ variables.
These are variables in statistics other than the dependent and independent variables which can also be important to a researcher because it affects the dependent variable.
Confounding variables can also be called influences, external factors or third variables because they mostly affect the outcome of a research and prevent a researcher from achieving its objectives.
Hence, Factors that are unequal across groups and can prevent a researcher from concluding that it was the independent variable that caused a change in the dependent variable are called cofounding variables.
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The Leader of Zip decrees that the digit 0, since it represents nothing, will no longer be used in any counting number. Only counting numbers without 0 digits are allowed. So the counting numbers in Zip begin 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, . . . , where the tenth counting number is 11. When you write out the first one thousand allowable counting numbers in Zip, what are the last three digits of the final number?
The last three digits of the final number are 109.
A number is an arithmetic value that is used to calculate and represent a quantity.
The digit zero will no longer be utilized in any counting numbers, according to the Leader of Zip, since it stands for nothing. There can only be counting numbers with 1 digit.
From 1 to 11,
11 is the tenth counting number.
So for the case of first 1000 numbers,
Number of permutations =1000/10 =100
Since 101 to 109 contains a zero.
So, 100+9=109
So, 1000+109=1109
Thus, the last number is 1109, and its last three digits are 1,0,9.
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What is the distance between the points (4,3) and (1,-1) on the coordinate
plane?
A. 10 units
B. 50 units
C. 5 units
D. 25 units
Answer:
The distance between the points (4,3) and (1,-1) is C. 5 units.
Step-by-step explanation:
What is the slope of line m? please help
Can someone help me please
The inverse function of g(x) is:
[tex]f(x) = -\frac{3}{x + 4}[/tex]
So the correct option is D.
How to get the inverse of g(x)?
Here we have the function:
[tex]g(x) = -\frac{3}{x} - 4[/tex]
Remember that two functions f(x) and g(x) are inverses if:
[tex]f(g(x)) = x\\g(f(x)) = x[/tex]
Then we must have:
[tex]g(f(x)) = -\frac{3}{f(x)} - 4 = x[/tex]
Solving for f(x), we get:
[tex]-\frac{3}{f(x)} - 4 = x\\\\ \frac{3}{f(x)} +4 = -x[/tex]
[tex]\frac{3}{f(x)} = -x - 4\\\\3 = (-x - 4)*f(x)\\\\\frac{3}{-x - 4} = f(x) = -\frac{3}{x + 4}[/tex]
Then the correct option is D.
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Please list how long it takes for each person to pack a shelf alone
Jay and Kay can pack the shelves in one aisle of the supermarket in 30 minutes.
Kay and Elle take 35 minutes to do the same job.
When Jay and Elle work together, the job takes 42 minutes.
How long would each person take working individually?
It takes Jay, Elle and Kay to work individually for 70 minutes, 105 minutes and 52.5 minutes respectively
What is Rate and Ratio ?A ratio can sometimes be regarded as fraction. While rate has something to do with time.
Given that Jay and Kay can pack the shelves in one aisle of the supermarket in 30 minutes. Kay and Elle take 35 minutes to do the same job. When Jay and Elle work together, the job takes 42 minutes.
Let
J = Jay K = KayE = ElleThe interpretation of the question go thus;
1/J + 1/K = 1/30 ........ (1)
1/K + 1/E = 1/35 .........(2)
1/J + 1/E = 1/42 .........(3)
Make 1/J and 1/E the subject of formula in equation 1 and 2 respectively and substitute them in equation 3
1/J = 1/30 - 1/K ........ (4)
1/E = 1/35 - 1/K .........(5)
1/30 - 1/K + 1/35 - 1/K = 1/42
Collect the like terms
- 1/K - 1/K = 1/42 - 1/30 - 1/35
-2/K = (35 - 49 - 42)/1470
-2/K = -56/1470
1/K = 28/1470
Reciprocate both sides
K = 1470/28
K = 52.5 minutes.
Substitute K in both equation 4 and 5
1/J = 1/30 - 28/1470
1/J = (49 - 28)/1470
1/J = 21/1470
Reciprocate both sides
J = 1470/21
J = 70 minutes
1/E = 1/35 - 28/1470
1/E = (42 - 28)/1470
1/E = 14/1470
Reciprocate both sides
E = 1470/14
E = 105 minutes
Therefore, it takes Jay, Elle and Kay to work individually for 70 minutes, 105 minutes and 52.5 minutes respectively
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Please find answers of 14 a, b, c and d
Q14)
a) The smallest prime number is 2. The smallest composite number is 4.
b) Rs 720 - 20 [as loss]
=> Rs 790 = SP
c) Rs 500 - 30 [as profit]
=> Rs 470 = CP
d) a° + b° = 180°
Hope it helps you!
Solve the system of equations 4x+5y=-1 and -5x-8y=10 by combining the equations.
The graph of the function f(x) = -(x+6)(x + 2) is shown below. 46 £ Mark this and return 6+ 4 2 1-2- 4 2 ++ 4 6 X Which statement about the function is true? The function is increasing for all real values of x where O The function is increasing for all real values of x where -6 < x < -2. O The function is decreasing for all real values of x where x -2. O The function is decreasing for all real values of x where X
The correct statements regarding the behavior of a quadratic function are:
The function in increasing for all real values of x where -6 < x < -2.The function is decreasing for all real values of x where x < -6 or x > -2.When is a quadratic function increasing or decreasing?A quadratic function with roots [tex]x_1[/tex] and [tex]x_2[/tex] is defined by:
[tex]y = a(x - x_1)(x - x_2)[/tex]
In which a is the leading coefficient.
The coefficient influences the behavior, as follows:
If a < 0, the function is increasing between the roots, and decreasing otherwise.If a > 0, the function is decreasing between the roots, and increasing otherwise.In this problem, the function is:
f(x) = -(x + 6)(x + 2).
The roots are x = -6 and x = -2, and the leading coefficient is of a = -1 < 0, hence:
The function in increasing for all real values of x where -6 < x < -2.The function is decreasing for all real values of x where x < -6 or x > -2.More can be learned about quadratic functions at https://brainly.com/question/24737967
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If tan(t)=4/9 what is tan(t−π)
The value of tan(t−π) is 4/9.
According to the statement
we have given that tan(t)=4/9 and we have to find the value of tan(t−π).
So,
tan(t−π) -(1)
take negative sign common from equation (1) it then
tan(t−π) = -tan(-t+π)
and we know that the according to the mathematics formula it become
tan(-t+π) is -tan t
then
tan(t−π) = -(-tan t)
it becomes
tan(t−π) = tan t
then its value becomes
tan(t−π) = tan(t)=4/9.
because we have given that the value of tan t is tan(t)=4/9.
So, The value of tan(t−π) is 4/9.
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Triangle X Y Z is shown. Angle X Z Y is 90 degrees and angle X Y Z is 41 degrees. The length of Z X is 22.
Which equation could be used to solve for the length of XY?
XY = (22)sin(41°)
XY = (22)cos(41°)
XY = StartFraction 22 Over cosine (41 degrees) EndFraction
XY = StartFraction 22 Over sine (41 degrees) EndFraction
The equation that could be used to solve for the length of XY is XY = 22/sin(41)
What is an equation?An equation is an expression that shows the relationship between two or more variables and numbers.
Sine rule is used to show the relationship between the sides and angles of a trinagles.
Using sine rule on triangle XYZ:
XY / sin(Z) = XZ / sin(Y)
XY / sin(90) = 22/sin(41)
XY = 22/sin(41)
The equation that could be used to solve for the length of XY is XY = 22/sin(41)
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Answer:
D
Step-by-step explanation:
Which represents the inverse of the function f(x) = 4x?
the one you selected is correct
A circle has a central angle measuring StartFraction 7 pi Over 6 EndFraction radians that intersects an arc of length 18 cm. What is the length of the radius of the circle
The length of the radius of the circle is 4.9cm.
What is circle?A circle is a closed, two-dimensional object where every point in the plane is equally spaced from a central point.
The line of reflection symmetry is formed by all lines that traverse the circle. Additionally, every angle has rotational symmetry around the center.
Calculation for the length of the radius of the circle-
In order to overcome this issue, we must first translate the angle from radians to degrees.
The central angle of circle is 7/6π rads = 210 degrees.
Length of the arc is 18 cm.
The formula of length of an arc is given as-
[tex]l_{a r c}=\frac{\theta}{360} * 2 \pi r[/tex]
Let's change the values and find the solution.
[tex]\begin{aligned}&18=\frac{210}{360} * 2 \pi r \\&18=3.663 r \\&r=\frac{18}{3.663} \\&r=4.9 \mathrm{~cm}\end{aligned}[/tex]
Therefore, the length of the radius of the circle is 4.9 cm.
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SOMEONE HELP PLEASEiiiii
Answer: (2, -1)
Step-by-step explanation:
[tex]y=-3x^2 +12x-13\\\\y=-3(x^2 - 4x)-13\\\\y=-3\left(\left(x-2 \right)^{2}-4 \right)-13\\\\y=-3(x-2)^{2}+12-13\\\\y=-3(x-2)^2 - 1[/tex]
So, the vertex is (2, -1).
Yellowstone National Park is a popular field trip destination. This year the senior class at High School A and the senior class at High School B both planned trips there. The senior class at High School A rented and filled 5 vans and 2 buses y with 115 students. High School B rented and filled 1 van () and 6 buses () with 163 students. Each van carried the same number of students and each bus carried the same number of students. Write equations to represent the scenario. Then, graph to find the number of students in each van and in each bus.
Each van carries 13 students and each bus carries 25 students.
DistributionGiven that the senior class at High School A and the senior class at High School B both planned trips to Yellowstone, and the senior class at High School A rented and filled 5 vans and 2 buses with 115 students, while High School B rented and filled 1 van and 6 buses with 163 students, and each van carried the same number of students and each bus carried the same number of students, to determine the number of students in each van and in each bus, the following calculation must be made:
5X + 2Y = 1151X + 6Y = 1635X + 2Y = 1155X + 30Y = 815815 - 115 = 28Y700 = 28YY = 700 / 28y = 251X + 6x25 = 1631X = 163 - 150X = 13Therefore, each van carries 13 students and each bus carries 25 students.
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Answer:
Each van carries 13 students and each bus carries 25 students.
Step-by-step explanation:
The difference between two integers is 8 and their product is 65. Assume that the larger of the two numbers is x. Write a quadratic equation in standard form that can be used to determine the value of x. Factor your equation from Part B and determine the possible solutions to your equation. Show your work. Write an expression for the second number.
A quadratic equation in standard form that can be used to determine the value of x is [tex]x^{2}[/tex] - 8x - 65 = 0.
The Factor of the equation from Part B is (x - 13)(x + 5) and the possible solutions to the equation is x = 13 or -5.
The value for the second number is 5
Word Problem Leading To Quadratic Equation.The general formula for quadratic equation in a in standard form is
a[tex]x^{2}[/tex] + bx + c = 0
Given that the difference between two integers is 8
Let the two integers = x and y,
and their product is 65. If the larger of the two numbers is x. Then,
x - y = 8 and xy = 65
Since we are looking for the value of x, make y the subject of formula in the first equation.
y = x - 8
Substitute y in the second equation.
x(x - 8) = 65
[tex]x^{2}[/tex] - 8x - 65 = 0
[tex]x^{2}[/tex] - 13x + 5x - 65 = 0
(x - 13)(x + 5) = 0
x = 13 or -5
We will ignore -5 since x is the larger number.
To get y Substitute x in the second equation.
xy = 65
13y = 65
y = 65/13
y = 5
Therefore, a quadratic equation in standard form that can be used to determine the value of x is [tex]x^{2}[/tex] - 8x - 65 = 0. The Factor of the equation from Part B is (x - 13)(x + 5) and the possible solutions to the equation is x = 13 or -5. The value for the second number is 5
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On an exam you get two points for every question answered correctly, zero points for each question left blank and lose one-half point for each question answered incorrectly. what is your total score on the exam if you answered 13 questions correctly, leave 7 questions blank and answer 5 questions incorrectly?
Using multiplication, the total score on the exam if you answered 13 questions correctly, leave 7 questions blank and answer 5 questions incorrectly is 39 point.
According to the question,
For each correct question, you get 2 points, and there are 22 correct questions, so multiply 22 by 2
22 * 2 = 44 points.
For each question left blank, you get 0 points, and there are 7 questions left blank, so multiply 7 by 0
7 * 0 = 0 points
For each incorrect question, you get -1 point, and there are 5 incorrect questions, so multiply 5 by -1
5 * (-1) = -5 points.
The total number of score = 22*2 + 7*0 + 5*(-1) = 44 + 0 - 5 = 39 points.
Hence, using multiplication, the total score on the exam if you answered 13 questions correctly, leave 7 questions blank and answer 5 questions incorrectly is 39 point.
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You are dealt one card from a 52-card deck. Find the probability that you are not dealt a 7. Express the probability as a simplified fraction. Group of answer choices
Answer:
12/13
Step-by-step explanation:
there are 4 7's in a 52 card deck, that means the other 48 cards are not 7's. 48/52 = 12/13
Please help me I really need it summer school is as
Answer:
x>-2
Step-by-step explanation:
x>-2 is the answer since we are looking for x values that the graph takes.
The line x=-2 looks like an asymptote so x>-2 must be the answer
Answer: x>-2
Step-by-step explanation:
An integrated transcriptomic and epigenomic analysis identifies CD44 gene as a potential biomarker for weight loss within an energy-restricted program
An integrated transcriptomic and epigenomic analysis identifies the CD44 gene as a potential biomarker for weight loss within an energy-restricted program: TRUE
What is an integrated transcriptomic and epigenomic analysis?Because of the interindividual variability in response to weight-loss treatments, new predictive biomarkers are needed to improve the efficacy of weight-loss programs. The goal of this work is to find new genes that distinguish individual responses to a weight-loss dietary regimen by combining mRNA expression and DNA methylation arrays.Different expression and DNA methylation profiles were found in LR versus HR. The integrative analysis of the array data found four genes that were differentially methylated and expressed between groups: CD44, ITPR1, MTSS1, and FBXW5. In LR, CD44 expression was higher and DNA methylation levels were lower than in HR.Therefore, the statement "an integrated transcriptomic and epigenomic analysis identifies the CD44 gene as a potential biomarker for weight loss within an energy-restricted program" is TRUE.
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Complete question:
An integrated transcriptomic and epigenomic analysis identifies the CD44 gene as a potential biomarker for weight loss within an energy-restricted program. TRUE or FALSE
can you please help me too
(a) The sample mean for:
Sample 1 is 3.4, Sample 2 is 3.4, Sample 3 is 3.6, and Sample 4 is 3.8.
(b) The range of the sample means is 0.4.
(c) The true statement from the given statements are:
The mean of the sample means will tend to be a worse estimate than a single sample mean, andThe closer the range of the sample means is to 0, the more confident they can be in their estimate.The sample mean, [tex]\bar{x}[/tex], is calculated using the formula, [tex]\bar{x} = \frac{\sum x}{N}[/tex], where N is the sample size.
The range of a data is the difference between the greatest data point and the smallest data point.
(a) Thus, the sample mean for:-
Sample 1:
= (3 + 2 + 6 + 4 + 2)/5 = 17/5 = 3.4.
Sample 2:
= (2 + 2 + 3 + 7 + 3)/5 = 17/5 = 3.4.
Sample 3:
= (6 + 4 + 2 + 2 + 4)/5 = 18/5 = 3.6.
Sample 4:
= (5 + 3 + 2 + 5 + 4)/5 = 19/5 = 3.8.
(b) The range of the sample means is 3.8 - 3.4 = 0.4.
(c) The true statement from the given statements are:
The mean of the sample means will tend to be a worse estimate than a single sample mean, andThe closer the range of the sample means is to 0, the more confident they can be in their estimate.Learn more about means and estimates at
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Can someone help me with this?
An expression is shown below:
f(x) = 5x^2+ 2x - 3
Part A: What are the x-intercepts of the graph of f(x)? Show your work.
(2 points)
Part B: Is the vertex of the graph of f(x) going to be a maximum or
minimum? What are the coordinates of the vertex? Justify your
answers and show your work. (3 points)
Part C: What are the steps you would use to graph f(x)? Justify that
you can use the answers obtained in Part A and Part B to draw the
graph. (5 points)
(10 points)
Answer:
a: (-1,0) , (3/5,0)
b:(-0.2,-3.2). It will be a minimum
c: To graph, you would first find the vertex using (-b/2a) and then plug that back into the equation to find the y coordinate of the vertex. Once you have the vertex plotted, you can then find the x-intercepts. This can be found by factoring the equation and finding the zeros. These 3 points you plot are enough to graph the line.
Step-by-step explanation:
For showing work on part a:
Turn 5x^2+2x-3 into
(5x^2+5x) (-3x-3)
5x(x+1) -3(x+1)
Finally:
(5x-3)(x+1)
The zeros from that are -1 and 3/5
√
A scientist measured the water pressure at different depths. She made a table showing her findings. The x-values
represent the depth, in meters. The y-values represent the pressure in atmospheres (atm).
0
15
30
0
3
6
Assuming there is a proportional relationship, which additional set of values could be included in the table?
(10,2)
(40,9)
(50,38)
(100, 76)
Mark this and return
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The additional set of values which could be included in the table is; (10,2).
Which additional set of values can be included in the table?As evident in the task content, it follows that for a 15 unit increase in x, depth, there is a 3 unit increase in y, pressure.
On this note, it follows that with each 5 unit increase in x corresponds to 1 unit increase in y.
And ultimately, at x = 10, y = 2 × 1 = 2.
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What is the equation in vertex form of a
parabola with vertex (2, 4) that opens
downward and is stretched by a factor of
3?
Answer:
B.
Step-by-step explanation:
Vertex with (2,4) means that the equation will have:
y=a(x-2)^2 + 4
Open downwards means that the a will be negative:
so: y = -a (x-2)^2 + 4
Stretched by a factor of 3 means that the a=3
So if we combine all of these, we will get the equation:
y = -3 (x-2)^2 + 4
Question 6 (1 point)
Find m/RST.
(4x-24)
U
S/(3x)*
O a m/RST = 72°
Ob
mZRST 108⁰
Oc
mZRST = 156°
Od mZRST = 24°
Answer:
72°
Step-by-step explanation:
3x = 4x - 24 (alternate exterior angles theorem)
x = 24
So, angle RST measures 72°.