A vending machine dispenses coffee into a twenty-ounce cup. The amount of coffee dispensed into the cup is normally distributed with a standard deviation of 0.03 ounce. You can allow the cup to overfill 4% of the time. What amount should you set as the mean amount of coffee to be dispensed? Click to view page 1 of the table. Click to view page 2 of the table. 19.9 ounces

The sum numbers are 1, 2, 4, 5, 8, 10, 20, 40

Answer:

Step-by-step explanation:

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cecewiliams23

08/12/2016

Mathematics

High School

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How many solutions does the equation 5x + 3x − 4 = 10 have

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MathGeek289

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This Must Only Have One Solution, Because The Right Side Of The Equation Is Just Plainly Ten. Lets Solve This:

5x + 3x - 4 = 10

Add Four To Both Sides To Begin Simplifying.

5x + 3x = 14

Now, Combine Like Terms.

8x = 14

Divide:

8x/8 = 1X = X

14/8

X = 14/8

14/8 = 1.75

X = 1.75

Check:

(5 * 1.75) + (3*1.75) - 4 = 10

8.75 + 5.25 - 4 = 10

14 - 4 = 10

10 = 10.

This Is True, So X Does Equal 1.75

Answer:

$800 in interest

Step-by-step explanation:

T = A(1 + rt)

T = 2,000(1 + .05(8))

T = 2,000(1.4)

T = 2800

2800 - 2000 = 800

We can be 90% confident that the true difference between the mean daily calorie consumption of females in the September-February period and the mean daily calorie consumption of females in the March-August period falls within the range of 21460.3 to 23033.7 calories.

In this study conducted by a fitness magazine, two separate samples of females were chosen to investigate the difference in mean daily calorie consumption between two time periods: September-February and March-August. The first sample consisted of 265 females, and the second sample consisted of 220 females. The mean daily calorie consumption and standard deviations were calculated for each period. This information will be used to construct a confidence interval to estimate the difference between the mean daily calorie consumption of females in the two periods.

To construct a confidence interval for the difference between the mean daily calorie consumption of females in the September-February and March-August periods, we can use the formula:

Confidence Interval = (X₁ - X₂) ± (Z * SE)

Where:

X₁ and X₂ are the sample means of the two periods (September-February and March-August, respectively)

Z is the critical value associated with the desired confidence level (90% confidence level corresponds to Z = 1.645)

SE is the standard error of the difference between the means

First, let's calculate the sample means and standard deviations for each period:

For the September-February period: X₁ = 23873 calories, σ₁ = 192 (standard deviation), n₁ = 265 (sample size)

For the March-August period: X₂ = 2412.7 calories, σ₂ = 237.5 (standard deviation), n₂ = 220 (sample size)

Next, we calculate the standard error (SE) of the difference between the means using the formula:

SE = √((σ₁² / n₁) + (σ₂² / n₂))

Substituting the given values, we have:

SE = √((192² / 265) + (237.5² / 220))

Now, we can calculate the confidence interval using the formula mentioned earlier. With a 90% confidence level, the critical value Z is 1.645.

Substituting in the values, we get:

Confidence Interval = (23873 - 2412.7) ± (1.645 * SE)

Substituting the calculated value of SE, we can find the confidence interval:

Confidence Interval = (21460.3, 23033.7)

Therefore, we can be 90% confident that the true difference between the mean daily calorie consumption of females in the September-February period and the mean daily calorie consumption of females in the March-August period falls within the range of 21460.3 to 23033.7 calories.

Note: The confidence interval represents a range of values within which we believe the true difference lies, based on the given data and the selected confidence level.

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To determine if the function[tex]F(x) = -x1 + x1x2x2 - i1x2[/tex]is Lipschitz continuous, we need to examine its partial derivatives and check if they are bounded.

The function F(x) is defined on [tex]R^2,[/tex] so let's calculate its partial derivatives with respect to x1 and x2

∂F/∂x1 = [tex]-1 + x2^2[/tex]

∂F/∂x2 = [tex]x1x2 - i1[/tex]

Now, to determine Lipschitz continuity, we need to check if the partial derivatives are bounded on the given domain.

For ∂F/∂x1, we can see that it is not bounded because as x2 approaches positive or negative infinity, the value of ∂F/∂x1 also approaches positive or negative infinity, respectively. Therefore, ∂F/∂x1 is not bounded.

For ∂F/∂x2, we can also see that it is not bounded because as x1 approaches positive or negative infinity, the value of ∂F/∂x2 also approaches positive or negative infinity, respectively. Therefore, ∂F/∂x2 is not bounded.

Since both partial derivatives are not bounded, we can conclude that the function F(x) = -x1 + x1x2x2 - i1x2 is not Lipschitz continuous, neither locally nor globally, on the domain [tex]R^2.[/tex]

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Answer:

the solution to the system is (1,3)

Step-by-step explanation:

x = 1 , y = 3

The mean, variance, and standard deviation of the number of federal government employees who use e-mail can be calculated using the binomial distribution formula.

Given that 88% of federal government employees use e-mail, we can define the probability of success (p) as 0.88 and the number of trials (n) as 210.

The mean of a binomial distribution is given by μ = np, where μ is the mean and n is the number of trials. Therefore, the mean of the number of federal government employees who use e-mail is μ = 210 * 0.88 = 184.8.

The variance of a binomial distribution is given by [tex]\sigma^2 = np(1-p)[/tex], where [tex]\sigma^2[/tex] is the variance and n is the number of trials. Therefore, the variance of the number of federal government employees who use e-mail is σ^2 = 210 * 0.88 * (1-0.88) = 21.504.

The standard deviation of a binomial distribution is the square root of the variance. Therefore, the standard deviation of the number of federal government employees who use e-mail is σ = sqrt(21.504) ≈ 4.637.

In summary, the mean of the number of federal government employees who use e-mail is 184.8, the variance is 21.504, and the standard deviation is approximately 4.637. These values represent the average, spread, and deviation from the mean, respectively, for the number of federal government employees who use e-mail in a sample of 210 individuals.

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Therefore, x^2 - x^2cosθ + C = 0 is the general solution of the given differential equation.

General solution of the given differential equation is x^2 - x^2cosθ + C = 0, where C is the constant of integration.

To solve the differential equation, we have to integrate the given equation. Here, x sinθ dθ + (x^3 - 2x^2cosθ) dx = 0.

Let's integrate it using separation of variables.

x sinθ dθ = - (x^3 - 2x^2cosθ) dx

Dividing both sides by x^2, we get

sinθ dθ/x - (x - 2cosθ) dx/x^2 = 0

Now, integrate the above equation.

∫sinθ dθ/x - ∫(x - 2cosθ) dx/x^2 = ln|C|

Simplifying the above equation, we get

- cosθ/x + 1/x - x^(-1) sinθ = ln|C|

Multiplying both sides by -x, we get

cosθ - x + x^2 sinθ = -x ln|C|

Rearranging the terms, we get

x^2 - x^2cosθ + ln|C| = 0

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Answer:

x= 114, y= 66

Step-by-step explanation:

Opposite angles of a parallelogram are equal

Answer:

numerator divided by denominator

Step-by-step explanation:

Answer:

1.44m^3

Step-by-step explanation:

Given data

Number of balls= 8

Diameter of ball = 70cm = 0.7m

Radius= 35cm= 0.35m

We know that a ball has a spherical shape

The volume of a sphere is

V= 4/3πr^3

substitute

V= 4/3*3.142*0.35^3

V= 0.18m^3

Hence if 1 ball has a volume of 0.18m^3

Then 8 balls will have a volume of

=0.18*8

=1.44m^3

The orange divisor(s) above are the prime factors of the number 7,776. If we put all of it together we have the factors 2 x 2 x 2 x 2 x 2 x 3 x 3 x 3 x 3 x 3 = 7,776. It can also be written in exponential form as 25 x 35.

Answer:

3x² – 5x + 2 is a polynomial because:

Exponents are whole numbers, and the expression has at least 1 term.

Exponents other than whole numbers can take the form of variables in denominators, and roots which we don't want.

z - 20x - 12y + 76 = 0 is the required equation of the plane that is tangent to the given surface at the point (5, 3, – 60).

Given the function is z=8-2x²-2y² and point is (5, 3, – 60).

We need to find the equation of the plane tangent to the given surface at the given point. The gradient vector of the function f(x, y, z) is given by(∂f/∂x)i + (∂f/∂y)j + (∂f/∂z)k∂f/∂x= -4x and ∂f/∂y= -4y

Therefore, the gradient vector is given by-4xi -4yj + k

Therefore, the equation of the tangent plane is given byz - z1=∇f(x1, y1) . (x - x1)i + ∇f(x1, y1) . (y - y1)j + (-1) [f(x1, y1, z1)]

where (x1, y1, z1) is the given pointWe have f(5, 3, – 60) = 8 – 2(5²) – 2(3²) = – 60

Therefore, the equation of the plane is given byz + 60= (-20i - 12j + k) . (x - 5) - (16i + 24j + k) . (y - 3)

Thus, z - 20x - 12y + 76 = 0 is the required equation of the plane that is tangent to the given surface at the point (5, 3, – 60).

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Answer:

side a = Smallest = 9 inches

side b = 18 inches

side c = 17 inches

Step-by-step explanation:

The formula for the perimeter of a triangle = side a + side b + side c

side a = Smallest

The perimeter of a triangle is 44 inches.

The length of one side is twice the length of the shortest side

Hence:

b = 2a

The length of the other side is eight inches longer than the length of the shortest side.

Hence,

c = 8 + a

Hence, we substitute into the Intial formula

a + 2a + 8 + a = 44 inches

4a + 8 = 44

4a = 44 - 8

4a = 36

a = 36/4

a = 9 inches

Solving for b

b = 2a

b = 2 × 9 inches = 18 inches

Solving for c

c = a + 8

c = 9 inches + 8 = 17 inches

Answer:

Equation is a quadratic equation (polynomial ax+by+c with highest degree 2), so it has two solutions.

Answer:

B. is correct because it only can go 1 way.

Step-by-step explanation:

Answer: D

Step-by-step explanation:

The equation of the line is (y - 2) = 1.5(x - 4)

What is line ?

Euclid described a line as an "unextended length" that "stands equally with respect to its points"; he introduced the postulates as the main unprovable properties from which he constructed all of geometry, now called Euclidean geometry to avoid confusion with other geometries introduced from the late 19th century (such as non-Euclidean, projective and affine geometry).

In modern mathematics, given the multiplicity of geometries, the concept of line is closely related to the way geometry is described. For example, in analytic geometry, a plane line is often defined as a set of points whose coordinates correspond to a given linear equation, but in a more abstract setting, such as drop geometry, the line may be an object other than the set. of the points located on it.

When geometry is described by a set of axioms, the concept of line is usually left undefined (so-called primitive object). The properties of the lines are then determined by the axioms that refer to them. One of the advantages of this approach is the flexibility it gives users of the geometry. Thus, in differential geometry a line can be interpreted as a geodesic (shortest path between points), while in some projective geometries a line is a 2-dimensional vector space (all linear combinations of two independent vectors). This flexibility also extends beyond mathematics and allows physicists, for example, to think of the path of a light ray as a line.

Given, [tex]y = 1.5x - 6....(1)[/tex]

We are comparing equation (1) with y = mx+c and get m = 1.5

It is also given required equation passes through the point (4,2)

We know, if slope of a equation m and the equation passes through (a,b) then equation of the line (y-b) = m (x-a)

Here,

[tex]m = 1.5 \\ a = 4 \\ b = 2[/tex]

So, required equation of the line [tex](y - 2) = 1.5(x - 4)[/tex]

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Answer:

626

Step-by-step explanation

Answer:

D

Step-by-step explanation:

because it is the answer that I think of