A statistics professor plans classes so carefully that the lengths of her classes are uniformly distributed between 47 and 57 minutes. Find the probability that a given class period runs between 50.5 and 51 minutes?

All variables must be greater than or equal to 0, indicating that no shipping is allowed if the cost is negative.

The network representation of the Herman Company distribution system is as follows:

Plants (P1, P2, P3) -> Warehouses (W1, W2) -> Customers (C1, C2, C3, C4).

A linear programming model of the problem can be formulated as:

Minimize Z = 2x14 + 3x15 + 4x24 + 5x25 + 6x34 + 7x35 + 8x46 + 9x47 + 10x48 + 11x49 + 12x56 + 13x57 + 14x58 + 15x59

Subject to:

x14 + x15 ≤ 2

x24 + x25 ≤ 3

x34 + x35 ≤ 4

x46 + x47 + x48 + x49 ≤ 5

x14 + x24 + x34 ≤ 6

x15 + x25 + x35 ≤ 7

x46 + x56 + x66 ≤ 8

x47 + x57 + x67 ≤ 9

x48 + x58 + x68 ≤ 10

x49 + x59 + x69 ≤ 11

All variables ≥ 0

The objective of this problem is to minimize the total shipping cost from plants to warehouses and warehouses to customers. The constraints represent the limited capacities of each plant, warehouse and customer and the maximum number of units that can be shipped from each plant to each warehouse or each warehouse to each customer. All variables must be greater than or equal to 0, indicating that no shipping is allowed if the cost is negative.

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The expression of the fraction 256^-3/4 in the form of a / b is equal to     1 / 64 where highest common factor between 1 and 64 is 1.

Expression of the fraction 256^-3/4 in the form a /b .

Where 'a' and 'b' are positive integers .

'a' and 'b' have no common factor than 1.

256^-3/4

= ( 1 / 256^3/4 )

= 1 / 2^ (8 × 3/4 )

= 1 / 2 ^ ( 2 × 3 )

= 1 / 2^6

= 1 / 2⁶

= 1 / 64 in the form of ( a / b )

Greatest common factor between 1 and 64 is equal to 1.

1 and 64 are positive integers.

Therefore, the expression of 256^-3/4 in the a/b fraction form is equal to 1/64.

The given question is incomplete, I answer the question in general according to my knowledge:

Express 256^-3/4 as a fraction. Write the fraction in the form a/b, where a and b are positive integers with no common factor greater than 1 .

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The sample may or may not be representative depending on the sampling method that was used. If the sample was randomly selected from the population, it may be representative.

Gender: Nominal

Age: Ordinal

Number of Family Members: Quantitative, Discrete

Income: Quantitative, Continuous

Education Level: Ordinal

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The answer is A cause- and- effect relationship between two variables can best be determined When the two variables are identified.

Because the cause and effect relationship is chancing when the variables are identified or there exists a direct relationship between the variable. i.e. when the variables are identified or have a retrogression between the variables.The use of a controlled study is the most effective way of establishing reason between variables. In a controlled study, the sample or population is resolve in two, with both groups being similar in nearly every way.

There are three criteria that must be met to establish a cause- effect relationship. The cause must do before the effect. Whenever the cause occurs, the effect must also do. There mustn't be another factor that can explain the relationship between the cause and effect.

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For the gumballs in Julia's bag

Sample space = lemon-lime, watermelon, grape.

The correct option is B.

A sample space is a collection or a set of possible outcomes of a random experiment. The sample space is represented using the symbol, “S”. The subset of possible outcomes of an experiment is called events. A sample space may contain a number of outcomes that depends on the experiment.

Given,

Number of lemon limes gumballs in the bag = 2 lemon-lime gumballs

Number of watermelon gumball in the bag = 1 watermelon gumball

Number of grape gumballs in the bag = 3 grape gumball

Sample space is the set of all the possible outcomes the experiment

Here, Julia has 1 watermelon, 2 lemon-lime, and 3 grape gumballs

Sample space = lemon-lime, watermelon, grape

Hence { lemon-lime, watermelon, grape} is the sample space for gumballs in Julia's bag.

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Direct delivery is coordinating with a specific location such as a shelter, feeding site or hospital for the delivery of specific items and quantities

Distributing can be defined as the means of spread the product throughout the market place such that a large number of people can buy it.

There are five types of Distribution such as:

Distributing channels are important to businesses as they allow for the smooth delivery of goods.

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The area of the square is given by:

A = x^2 - 16x + 64

Remember that the area of a square of side length S is given by the formula:

A = S^2

Here we know that the side length is x - 8, then we can just replace that on the formula above to get:

A = (x - 8)^2

Now we can expand that:

A = (x - 8)^2 = (x - 8)*(x - 8)

A = x^2 - 16x + 64

That is the area.

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The percentages budgeted for all categories is 14.06%

A total of $900 seems to be spent on various health-related expenses:

medication costs, health club dues, and health insurance

seeing a doctor

If we go back in time, we can observe that the rate of doctor visits is double that of prescriptions, which is half that of health insurance,

which is 1/4 times that of health club dues.

As a result, if we consider x to be health club dues, health insurance is included.

4x medical visits, medicines, and health club dues 2x \s

sums to $900 = 8

The amount set up for health insurance is thus $112.5.

112 .5 * 12.5% = 14.06%

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The height of the hat is 9.0 inches.

A party hat is in the shape of a cone with dimensions shown . Therefore, the height of the cone can be found as follows:

The radius of the cone is 4.3 inches and the slanted height of the cone is 10 inches.

Therefore, Pythagoras's theorem can be used to find the height of the cone. The radius and the slanted height of the cone forms a right angle triangle.

Therefore,

10² - 4.3² = h²

h² = 100 - 18.49

h² = 81.51

square both sides

h = √81.51

h = 9.02828887442

h = 9.0 inches

Therefore,

height of the hat = 9.0 inches

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No, the data provided in the link does not allow us to infer that the mean number of commercials watched during the game is different from 16.

To test the hypothesis that the mean number of commercials watched is different from 16, we would need to perform a statistical hypothesis test. The level of significance (10%) would be used to determine the critical value(s) for the test statistic, which would then be used to make a decision about the null hypothesis (that the mean number of commercials watched is equal to 16).

Without the results of such a test, it is not possible to make a conclusion about the difference between the mean number of commercials watched and 16.

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The answer is -There are no outliers.

According to the question, there are no outliers in the Global Unemployment Rates. From the given data, no outliers are observed.

An outlier is an observation that lies an abnormal distance from other values in a sample from a population. In a sense, this explanation leaves it up to the analyst to decide what will be considered abnormal.

An outlier is a single data point that goes far outside the average value of a set of statistics. Outliers may be exceptions that stand outside individual samples of populations.

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The equation -bx2 + c2x + a3 has a larger solution of x = (-c + sqrt(c2 - 4ab))/2a.

We  must first move the constants to the right side of the equation in order to find the solution to the equation

-bx2 + c2x + a3 = 0.

As a result, we have the equation -bx2 + c2x = -a3. The result is x2 - (c2/b)x = -a3/b after dividing both sides by -b. The quadratic formula can be used to resolve this quadratic equation. x = (-c + sqrt(c2 - 4ab))/2a is the equation's more complex solution. We enter the coefficient values into the quadratic formula to verify this. The broader solution is

x = (-4 + sqrt(4 - 24))/4 = (-4 + sqrt(-20))/4 = (-4 + 25)/4 = 0.55 - 1,

for instance, if a = 2, b = 3, and c = 4. This demonstrates that the comprehensive answer.

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Answer:

there is no value of v that makes quadrilateral PQRS a parallelogram.

Step-by-step explanation:

Hopefully this helps, may be wrong so...

A quadrilateral is a parallelogram if and only if opposite angles are equal. Therefore, in order for quadrilateral PQRS to be a parallelogram, angle P must be equal to angle S, and angle Q must be equal to angle R. From the given information, we know that:

angle P = v + 38°

angle S = 8v - 56°

angle Q = v + 98°

angle R = 6v - 72°

To find the value of v that makes quadrilateral PQRS a parallelogram, we must set angle P equal to angle S and angle Q equal to angle R:

v + 38° = 8v - 56°

v + 98° = 6v - 72°

Solving for v in the first equation:

v + 38° = 8v - 56°

-7v = -94°

v = 13.428571428571429

Solving for v in the second equation:

v + 98° = 6v - 72°

-5v = -170°

v = 34

We can see that both values of v do not match, therefore there is no value of v that makes quadrilateral PQRS a parallelogram.

A quadrilateral is a parallelogram if and only if the opposite angles are equal. In this case, the opposite angles are P and S, and Q and R.

Therefore, for the quadrilateral PQRS to be a parallelogram, we must have:

v+38° = 8v-56° and v+98° = 6v–72°

Solving the first equation for v:

v+38° = 8v-56°

38 = 7v

v = 38/7

Now we use this value of v to check if the second equation is true:

v+98° = 6v–72°

(38/7) +98 = 6(38/7) - 72

98 = -34

As we can see, the second equation is not true, so the value of v = 38/7 doesn't make quadrilateral PQRS a parallelogram.

No value of v exists that would make quadrilateral PQRS a parallelogram, as the opposite angles are not equal in this case.

5 % pounds - (1 7/8 pounds + 1 1/2 pounds) = 2 5/8 pounds

The theory used in this question is algebra. Algebra is the branch of mathematics that studies the rules of operations and relations and the constructions and concepts arising from them.

In this question, algebra was used to solve for the number of pounds of plant food that Micah had left after using some for his tomato and pepper plants.

Step 1: Calculate the total amount of plant food that Micah bought: 5 % pounds

Step 2: Calculate the amount of plant food that Micah used for his tomato plants: 1 7/8 pounds

Step 3: Calculate the amount of plant food that Micah used for his pepper plants: 1 1/2 pounds

Step 4: Calculate the amount of plant food that Micah had left by subtracting the total amount of plant food used from the total amount of plant food bought: 5 % pounds - (1 7/8 pounds + 1 1/2 pounds) = 2 5/8 pounds

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Answer:  I don't have the capability to draw images. However, I can explain how to graph the equation y = x² for the interval -3≤x≤4.

To graph the equation, we can plot a set of points by substituting values of x from the given interval into the equation and solving for y.

For example:

when x = -3, y = (-3)² = 9

when x = -2, y = (-2)² = 4

when x = -1, y = (-1)² = 1

when x = 0, y = (0)² = 0

when x = 1, y = (1)² = 1

when x = 2, y = (2)² = 4

when x = 3, y = (3)² = 9

when x = 4, y = (4)² = 16

We can plot these points on a coordinate plane, and then connect them with a smooth curve.

The graph of y = x² for the interval -3≤x≤4 will be a parabola that opens upward and its vertex is located at (0,0) point.

The x-coordinates of the vertex are in the center of the inte

Step-by-step explanation:

The probability of successful region is  =241/2500 Option b is correct.

Since √x=12, 12 ≤√x<13 and thus 144 ≤ x  < 169.
The successful region is when 120 ≤ 10√x < 121 in which case 12 ≤√x< 12.1
Thus, the successful region is when
144 ≤ x < 146.41

The successful region consists of a 2.41 long segment, while the total possibilities region is 25 wide. Thus, the probability is
=2.41/25
=241/2500 (B)  


In mathematics, a real number is a quantity that can be expressed as an infinite decimal expansion. In contrast to the natural numbers 1, 2, 3,..., which are derived from counting, real numbers are used in measurements of continuously varying quantities such as size and time.
               

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The range of the f(x) is {- 4, 0, 4, 8, 12}

A collection of numbers that represent every possible value of x is said to be the function's domain. The set of numbers that a function can produce is known as its range.  

To find the range of a function substitute the domine values into the given function f(x).

Here we have

Give domain of  f(x) = 4x + 4; { -2, -1, 0, 1, 2}

The range of the f(x) can be calculated as follows

Take x = -2 => f(x) = 4(-2) + 4 = -8 + 4 = - 4

Take x = -1 => f(x) = 4(-1) + 4 = - 4 + 4 = 0

Take x = 0 => f(x) = 4(0) + 4 = 0 + 4 = 4

Take x = 1 => f(x) = 4(1) + 4 = 4 + 4 = 8

Take x = 2 => f(x) = 4(2) + 4 = 8 + 4 = 12

Therefore,

The range of the f(x) is {- 4, 0, 4, 8, 12}

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here we are given a triangular prism and we are interested in finding its surface area .

The given prism comprises of 2 triangular faces and 3 rectangular faces . We can separately find the area and then add them up to find the resultant surface area.

Finding area of triangle:-

There are 2 triangles so the total area would be ,

Area = 2(ar. of one ∆)

Area = 2 ( 1/2 * base * height)

Area = 2 ( 1/2 * 16m * 5m )

Area = 80m²

Finding area of rectangle:-

Area = 3 ( length* breadth)

Area= 3 ( 17m * 10m)

Area = 3 * 170m²

Area = 510m²

Total area,

Net Surface area= area of rectangle+ area of triangle= (80+510)m² = 590m² [ required answer]

And we are done!

The middle term in the simplified product for (x + 3)(x – 4) will be B. -x.

A polynomial with only terms is a binomial. For instance, the binomial x + 2 is composed of the terms x and 2.

Binomial is the name for an algebraic expression with only two terms. It is a polynomial with two terms. It is also referred to as the sum or difference of two or more monomials. It is a polynomial's most basic form.

The product of (x + 3)(x – 4) will be:

= x² - 4x + 3x - 12

= x² - x - 12

In this case, the middle term in the simplified product is -x.

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Answer: 41 years ago, when Sally was 13 and her mother was 39.

Answer: 41 years

Step-by-step explanation:

I reckon the question is asking when her mother was 3 times her age.
S = 54
M = 80
54 - 41 = 13
80 - 41 = 39
39/13 = 3

Answer:

Okay so z is 3.

We are going to put taht into our equation

2(L + 8(3)) + L

2(L + 24) + L

Now we do the 2

2L + 48 + L

Okay now L is 4.2

SO

2(4.2) + 48 + (4.2)

8.4 + 48 + 4.2 = 60.6

Step-by-step explanation:

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

[tex]\mathsf{2(l + 8z) + l}\\\mathsf{= 2(4.2 + 2(8)(3)) + 4.2}\\\mathsf{= 2(4.2) + 2(8)(3) + 4.2}\\\mathsf{= 8.4 + 16(3) +4.2}\\\mathsf{= \mathsf{8.4 + 48 + 4.2}}\\\mathsf{= 56.4 + 4.2}\\\mathsf{= 60.6}\\\\\\\huge\text{Therefore, your answer should be:}\\\huge\boxed{\mathsf{\mathsf{60.6}}}\huge\checkmark[/tex]

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

~[tex]\frak{Amphitrite1040:)}[/tex]

The required amount of water in each beaker would be 0.14 liters.

The process in mathematics to operate and interpret the function to make the function or expression simple or more understandable is called simplifying and the process is called simplification.

Here,
Kelly poured equal amounts of distilled water into each of the 30 beakers. She used a total of 4.2 liters of distilled water.
Amount of liters she put in a beaker,
= 4.2 / 30
= 0 .14 liters per beaker

Thus, the required amount of water in each beaker would be 0.14 liters.

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Answer:

5

Step-by-step explanation:

the slope is Δy/Δx

0-(-5) =5

6-5 =1

slope is 5

The requied solution are (f+g)(x) = 10x² + 10 - 5x and (f-g)(x) = 10x² + 6 + 5x.

The function is defined as a mathematical expression that defines a relationship between one variable and another variable.

The functions are given in the question, as follows:

f(x) = 10x² + 8 and g(x) = 2 - 5x

To find (f+g)(x) we add f(x) and g(x) term by term.

(f+g)(x) = f(x) + g(x)

Substitute the values of given functions, and we get

(f+g)(x) = 10x² + 8 + (2 - 5x)

(f+g)(x) = 10x² + 10 - 5x

To find (f-g)(x) we subtract g(x) from f(x) term by term.

(f-g)(x) = f(x) + g(x)

(f-g)(x) = 10x² + 8 - (2 - 5x)

(f-g)(x) = 10x² + 6 + 5x

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The speed of the current is  7 miles per hour,

and the speed of the boat in still water is  2 miles per hour.

The distance that an object travels in relation to the amount of time it takes to do so can be used to define speed. In other terms, it is a measurement of an object's motion's speed without direction Velocities are what we get when speed and direction are combined.

Given A boat travels 10 miles upstream in 2 hours. Going​ downstream, it can travel 18 miles in the same amount of time.

let the speed of the boat and current be x and y,

for downstream,

x + y = D₁/t₁

D₁ = distance traveled in downstream = 18 miles

t₁ = time taken = 2 hours

x + y = 18/2

x + y = 9 .........(1)

for upstream,

x - y = D₂/t₂

D₂ = distance traveled in upstream = 10 miles

t₂ = t₁ = time taken  = 2 hours

x - y = 10/2

x - y = 5 .......(2)

adding both equations

x + y + x - y = 9 + 5

2x = 14

x = 7 miles per hour

and x + y = 9

7 + y = 9

y = 9 - 7

y = 2 miles per hour

speed of the boat is 7 miles per hour and the speed of the current is 2 miles per hour.

Hence boat's speed is  7 miles per hour and the current speed is 2 miles per hour.

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"At least one digit is present to the left of the decimal point in all cases" and "the exponent can be a positive or negative integer" are the correct option for the given question.

Decimal numbers, also known as base-10 numbers. They use a system of digits from 0 to 9 and a decimal point to represent values. The decimal point separates the integer part of the number from the fractional part.

For example, in the decimal number 56.36, 56 is the integer part and 36 is the fractional part.

Hence, at least one digit is present to the left of the decimal point in all cases.

In scientific notation, the exponent is used to represent very large or very small numbers. The number is written in the form of a x [tex]10^n[/tex] where 'a' is a decimal number between 1 and 10 (inclusive) and 'n' is an integer (positive or negative) exponent.

Say, for example, 0.00006 can be written as 6 x [tex]10^{-5}[/tex] where 6 is the coefficient and -5 is the exponent.

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Answer:

The answer is 100. One way to find it out is 1600/16, and then you get 100.

If the x-intercepts of a function are 2 and 5, then f(2) = ____0___. and f(5) = ____0____. The x-intercepts, 2 and 5, are called the _zeros_ of the function.

The x-intercepts of a function y = f(x) are the values of x such that the graph of the function intercepts the x-axis, that means that are the values of x such that f(x)= 0

Then if 2 and 5 are x-intercepts of the function, then:

f(2) = 0

f(5)  =0

The x-intercepts are allso called the zeros of the function.

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