What is the value of log subscript 4 baseline 16? 1 2 4 8

Answer:9.212 x 108 is greater

Step-by-step explanation:4.87 x 109 =530.83

9.212 x 108 = 994.896

Which shows how 9.212 x 108 has a greater outcome than 4.87 x 109

The slope intercept form for the cost of tickets can be written as  C = 26t + 16.50.

A straight line can be written in the slope-intercept form as, y = mx + c.

In order to obtain the slope, the ratio of the difference of the coordinates are taken and c is the y-intercept which can be found by substituting x = 0 in the equation.

As per the question, the number of tickets are represented as t and cost as C.

The slope from the table can be found as,

⇒ (68.50 - 42.50) ÷ (2 - 1) = 26

Plug m = 26 in y = mx + c to get,

y = 26x + c

Plug y = 42.50 and x = 1 to get,

⇒ 42.50 = 26 × 1 + c

⇒ c = 16.50

Then, the equation can be written in terms of C and t as,

C = 26t + 16.50

where c = 16.50

Hence, the equation to represent the total cost is given as C = 26t + 16.50.

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1. Increasing alpha level from .01 to .05 decreases power by increasing the probability of Type II error.
2. Increasing effect size increases power by making it easier to detect a significant difference. Switching from one-tailed to two-tailed test decreases power by making it harder to reject the null hypothesis.

The power of a hypothesis test is influenced by several factors, including the alpha level, the type of test (one-tailed or two-tailed), and the effect size.

1. Increasing the alpha level from .01 to .05 decreases the power of a hypothesis test. This is because increasing the alpha level means that the researcher is willing to accept a higher probability of making a Type I error (rejecting the null hypothesis when it is actually true). This means that the critical value for rejecting the null hypothesis is less extreme, making it easier to reject the null hypothesis. However, this also means that the probability of making a Type II error (failing to reject the null hypothesis when it is actually false) increases, which decreases the power of the test.

2. Changing from a one-tailed test to a two-tailed test affects the power of a hypothesis test. A one-tailed test has a directional hypothesis, where the researcher is only interested in whether the value of the test statistic is greater than or less than a certain value. A two-tailed test has a non-directional hypothesis, where the researcher is interested in whether the value of the test statistic is significantly different from a certain value. When changing from a one-tailed test to a two-tailed test, the critical value for rejecting the null hypothesis becomes more extreme, making it harder to reject the null hypothesis. This decreases the power of the test.

3. Increasing effect size increases the power of a hypothesis test. Effect size refers to the magnitude of the difference between the null hypothesis and the alternative hypothesis. A larger effect size means that the difference between the null hypothesis and the alternative hypothesis is more pronounced, making it easier to detect a significant difference. This increases the power of the test, as it reduces the probability of making a Type II error.

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Answer:

5 1/4

Step-by-step explanation:

Answer:

\(\frac{-30}{x+2}\)

Step-by-step explanation:

\(\frac{-30}{x+2}\)

just

He can make 17 batches of cupcakes.

Initially, we are given that Clara had 53 cups of sugar. She used 3 cups for each batch of cupcakes.

So from here, we can find out that:

3 cup = 1 batch

53 cup= 53/3

On dividing it we get 17 as the quotient and 2 as the remainder. That 2 cups cannot be used again to make cupcakes as it is given that for each cupcake 3 cups are required.

So finally, he can make 17 batches of cupcakes from 53 cups of sugar.

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Answer:

V=2.8cm^3

Step-by-step explanation:

The volume of a pyramid with a square base should be considered as the 2.8 cubic centimeter.

Since

perimeter of the base is 6.9 cm and the height of the pyramid is 2.8 cm.

So, here

we know that

volume of a pyramid = \(1/3(length * width * height)\)

And,

perimeter of a square = \(4 * length\)

6.9 = 4 x length

So,

length = 1.725

Now the volume is

\(= 1/3 * (1.725 * 1.725 * 2.8)\)

= 2.8

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The speed of the plane is 160 mph, calculated by adding 80 mph to the car's speed of 80 mph, which is 80 mph slower than the plane.

To find the speed of the plane, let's assume that the speed of the car is "x" mph. Since the car travels 80 mph slower than the plane, the speed of the plane can be represented as "x + 80" mph.

Now, we can use the formula "Distance = Speed × Time" to set up an equation. The time taken by the plane to fly 720 miles is the same as the time taken by the car to travel 240 miles.

For the plane: 720 = (x + 80) × t1

For the car: 240 = x × t2

We want to find the speed of the plane, so we can eliminate the variable "t" from the equations. Dividing the two equations, we get:

720/240 = (x + 80)/x

Simplifying, we have:

3 = (x + 80)/x

Cross multiplying, we get:

3x = x + 80
2x = 80
x = 40

Therefore, the speed of the plane is 40 + 80 = 120 mph.

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Answer:

The answer is B. No; three range values exist for domain value 3

Step-by-step explanation:

The relation is not a function.

The 3 in the domain repeats.

The proportions of parts produced within specifications by the two shifts at a 4% significance level with the help of an equation.

A formula exists in every equation. Some equations do not have formulae. Equations are designed to be solved for a variable.

(a) To estimate the difference in proportions of parts produced within specifications by the two shifts, we need to calculate the confidence interval.

First, we can calculate the sample proportions of parts produced within specifications for each shift:

For the day shift, the sample proportion is:

p1 = 188/200 = 0.94

p2 = 180/200 = 0.90

p1 - p2 = 0.94 - 0.90 = 0.04

To calculate the confidence interval, we can use the following formula:

(point estimate) ± (critical value) x (standard error)

We will use a 96% confidence level, so our critical value is z* = 2.05 (from the z-table).

The standard error can be calculated as follows:

SE = sqrt((p1*(1-p1)/n1) + (p2*(1-p2)/n2))

where n1 and n2 are the sample sizes.

Substituting in our values, we get:

SE = sqrt((0.94*(1-0.94)/200) + (0.90*(1-0.90)/200))

SE = 0.040

Now we can calculate the confidence interval:

0.04 ± 2.05(0.040)

The confidence interval is (0.003, 0.077).

Therefore, we are 96% confident that the true difference in proportions of parts produced within specifications by the two shifts is between 0.003 and 0.077.

(b) To determine whether the difference in proportions of parts produced within specifications by the two shifts is significantly different from 0, we need to check if 0 is within the confidence interval we calculated.

Since the confidence interval does not include 0, we can conclude that the difference in proportions of parts produced within specifications by the two shifts is significantly different from 0 at a 96% confidence level.

(c) The hypotheses of interest for the significance test are:

H0: p1 - p2 = 0 (There is no difference in proportions of parts produced within specifications by the two shifts)

Ha: p1 - p2 ≠ 0 (There is a difference in proportions of parts produced within specifications by the two shifts)

We will use a significance level of α = 0.04.

To perform the significance test, we need to calculate the test statistic:

z = (p1 - p2 - 0) / SE

where p1, p2, and SE are the same as calculated in part (a).

Substituting in our values, we get:

z = (0.94 - 0.90 - 0) / 0.040

z = 1.00

Using a z-table, we find that the p-value for a two-tailed test with z = 1.00 is approximately 0.317.

Since the p-value is greater than our significance level of 0.04, we fail to reject the null hypothesis.

Therefore, we do not have sufficient evidence to conclude that there is a difference in proportions of parts produced within specifications by the two shifts at a 4% significance level.

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The geometric mean of 3√5/4 and 5√5/4 is 5√3/4.

Geometric mean, like arithmetic mean, is a kind of average and a measure of central tendency.

To solve for the geometric mean, we multiply the numbers together and then take a square root (for two numbers), cube root (for three numbers) etc. In other words, geometric mean is the nth root of the product of n values.

The formula for the geometric mean is given by:

GM = n√x1 x2 . . . xn

Solving for the geometric mean between 3√5/4 and 5√5/4 using the formula:

GM = n√x1 x2 . . . xn

where n = 2, x1 = 3√5/4, and x2 = 5√5/4

GM = √(3√5/4)(5√5/4)

GM = √(75/16)

GM = 5√3/4

Hence, the geometric mean of 3√5/4 and 5√5/4 is 5√3/4.

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Amongst the options circle shape from the Clade Race would be considered plesiomorphic.

A primitive or ancestral character state is called plesiomorphy or known as a plesiomorphic character), and a shared plesiomorphy is called a symplesiomorphy. For example, let us take an example of hair. It is a unique mammalian character that evolved with the evolution of mammals.

The term apomorphy means a specialized or derived character state which is plesiomorphy. It refers to a primitive or ancestral trait. An same as autapomorphy, it is a derived trait that is unique to one group, while a same as synapomorphy is a derived trait shared by two or more groups.

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Answer:

Step-by-step explanation:

Let's solve each problem one by one:

1. Adam has $2 and is saving $2 each day. Brodie has $8 and is spending $1 each day. After how many days will each person have the same amount of money?

Let's assume the number of days is represented by 'x'.

Adam's money after 'x' days = $2 + $2x

Brodie's money after 'x' days = $8 - $1x

To find the number of days when they have the same amount of money, we set up an equation:

$2 + $2x = $8 - $1x

Simplifying the equation:

$2x + $1x = $8 - $2

$3x = $6

x = $6 / $3

x = 2

Therefore, after 2 days, Adam and Brodie will have the same amount of money.

Answer: A. 5x + 4 = 3x - 2 (incorrect)

2. A number increased by 8 is equal to twice the same number increased by 7.

Let's represent the number by 'x'.

Equation: x + 8 = 2x + 7

Solving the equation:

x - 2x = 7 - 8

-x = -1

x = 1

Therefore, the number is 1.

Answer: D. x + 8 = 2x + 7 (correct)

3. Spot weighs 6 pounds and gains one pound each week. Buddy weighs 2 pounds and gains 2 pounds each week. After how many weeks will the puppies weigh the same?

Let's represent the number of weeks by 'x'.

Spot's weight after 'x' weeks = 6 + 1x

Buddy's weight after 'x' weeks = 2 + 2x

To find the number of weeks when they weigh the same, we set up an equation:

6 + 1x = 2 + 2x

Simplifying the equation:

x - 2x = 2 - 6

-x = -4

x = 4

Therefore, after 4 weeks, Spot and Buddy will weigh the same.

Answer: A. x + 6 = 2x + 2 (incorrect)

4. Five less than two times a number is equal to 4 less than the same number.

Let's represent the number by 'x'.

Equation: 2x - 5 = x - 4

Solving the equation:

2x - x = -4 + 5

x = 1

Therefore, the number is 1.

Answer: B. 2x - 5 = x - 4 (correct)

5. Ann has an empty cup and adds 1 ounce of water per second. Bob has 12 ounces of water and drinks 2 ounces per second. After how many seconds will they have the same amount of water?

Let's represent the number of seconds by 'x'.

Ann's water after 'x' seconds = 1x ounces

Bob's water after 'x' seconds = 12 - 2x ounces

To find the number of seconds when they have the same amount of water, we set up an equation:

1x = 12 - 2x

Simplifying the equation:

1x + 2x = 12

3x = 12

x = 12 / 3

x = 4

Therefore, after 4 seconds, Ann and Bob will have the same amount of water.

Answer: A. -2x + 12 = -x + 6 (incorrect)

6. Tom has

12 candies and eats 2 each minute. Sue has 6 candies and eats 1 every minute. After how many minutes will they have the same number of candies?

Let's represent the number of minutes by 'x'.

Tom's candies after 'x' minutes = 12 - 2x

Sue's candies after 'x' minutes = 6 - 1x

To find the number of minutes when they have the same number of candies, we set up an equation:

12 - 2x = 6 - 1x

Simplifying the equation:

-2x + 1x = 6 - 12

-x = -6

x = 6

Therefore, after 6 minutes, Tom and Sue will have the same number of candies.

Answer: A. -2x + 12 = -x + 6 (correct)

Answer:

C. 54%

Step-by-step explanation:

Answer:

C. 54%

Step-by-step explanation:

The counterexample that disproves n/4 < 1^n is n=4.

We are given that;

The function n/4 < 1^n

Now,

To find a counterexample that disproves n/4 < 1^n, we need to find a value of n that makes n/4 greater than or equal to 1^n.

One possible value of n that works is n = 4. If we plug in n = 4 into the inequality, we get:

n/4 < 1^n 4/4 < 1^4 1 < 1

This is clearly false, since 1 is not less than 1.

Therefore, by algebra the answer will be n=4.

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Answer:

cos A = 12/13 = 0.9231

(angle A = 22.62°)

Step-by-step explanation:

cos A = 12/13 = 0.9231

ANSWER=

cos A = 12/13 = 0.9231

(angle A = 22.62°)

EXPLANTION=

cos A = 12/13 = 0.9231

Answer:

5 yards

Step-by-step explanation:

First, we need to convert the distance walked in feet to yards, since the distance given in yards.

1 yard = 3 feet

Therefore, 6 feet = 6/3 = 2 yards.

So, Heidi walked 2 yards + 3 yards = 5 yards in all.

Answer:

Heidi walked 6 feet, which is equivalent to 2 yards (since 1 yard is equal to 3 feet).

Then she walked an additional 3 yards.

Therefore, in total, she walked 2 + 3 = 5 yards.

Step-by-step explanation:

Triangles and the Pythagorean Theorem

(note: Pythagorean means hypotenuse)

hope this helps

The inverse of the linear function f(x) = 6x + 12 is:

f⁻¹(x) = (x - 12)/6

Here we have the linear function:

f(x) = 6x + 12

We want to find the inverse function, this will be a function f⁻¹(x), such that when we evaluate the function in the inverse, we should get the identity, then we will get:

f(f⁻¹(x)) = x

Then we will get:

6*f⁻¹(x) + 12 = x

Solving for the inverse we will get:

6*f⁻¹(x) = x - 12

f⁻¹(x) = (x - 12)/6

That is the inverse function.

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Answer:

18/100 as a decimal is:

0.18

Hope this helps! （づ￣3￣）づ╭❤～

Step-by-step explanation:

Answer:

0.18

Step-by-step explanation:

18 divided by 100 is 0.18 18 divided by 1000 is 0.018

you move the decimal to the left when you divided a number by ten how many zeros is how many times you move the decimal. every number is a decimal like if you have a number 20 it actually looks like 20. so when you divide it by a 10 or 100 to move the decimal to the left the same number of zeros in 100 so that would be  0.20 hope you understand

Answer:

25.44$

Step-by-step explanation:

20% of $30 = 6 $

Cost = 24$

Tax = 1.44$

Total cost = 25.44$

HOPE THIS HELPS

PLZZ MARK BRAINLIEST

Answer:

The final price of shirt is $25.44

30×.20= 6

30-6=24

24×0.06=1.44

24+1.44= 25.44

The value of a is 10.

Trigonometry is a branch of mathematics that studies relationships between the sides and angles of triangles.

Given:

sin 30= 1/2

Using trigonometry,

sin 30 = P/H

1/2 = 5 / a

a= 10

Hence, the value of a is 10.

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Answer:

-3p

Step-by-step explanation:

Answer:

-3p

Step-by-step explanation:

5p - 4p = 1p - 4p = -3p

Answer:

330

Step-by-step explanation:

Answer:

335.5

Step-by-step explanation:

Answer:

tan(a + B) = \(\frac{4}{3}\)

Step-by-step explanation:

cot(a) = \(-\frac{3}{4}\)

Therefore, tan(a) = \(-\frac{4}{3}\)

cosec(B) = \(\frac{25}{24}\)

Since, 1 + cot²(B) = cosec²(B)

1 + cot²(B) = \((\frac{25}{24})^{2}\)

cot²(B) = \(\frac{625}{576}-1\)

cot(B) = \(\sqrt{\frac{49}{576}}\)

          = \(\pm \frac{7}{24}\)

tan(B) = \(\pm \frac{24}{7}\)

Since, tan and cot of an angle is negative in II quadrant,

Therefore, tan(B) = \(-\frac{24}{7}\)

Since, tan(a + B) = \(\frac{\text{tan}(a)+\text{tan}(B)}{1-\text{tan(a)tan(B)}}\)

By substituting the values in the identity,

tan(a + B) = \(\frac{-\frac{4}{3}-\frac{24}{7}}{1-(-\frac{4}{3})(-\frac{24}{7})}\)

                = \(\frac{-\frac{28}{21}-\frac{72}{21}}{1-(\frac{32}{7})}\)

                = \(\frac{-\frac{100}{21} }{\frac{7-32}{7} }\)

                = \(\frac{100}{21}\times \frac{7}{25}\)

                = \(\frac{4}{3}\)

Therefore, tan(a + B) = \(\frac{4}{3}\) is the answer.

The ball lands 8 meters away from the building.

This question is a rather easy one which can be answered by simply solving the embedded quadratic equation.

f(x) = -\(x^{2}\) + 6x + 16

To make our solving easier, what we do is multiply the whole equation by -1. By so doing, we make "x" positive. Then, we have

f(x) = \(x^{2}\) - 6x - 16

Solving this equation quadratically, we have

\(x^{2}\) + 2x - 8x - 16 = and when we factorize this expression, we have

x(x + 2) -8(x + 2) =

(x - 8) (x + 2) = 0

x - 8 = 0, x + 2 = 0

x = 8, or  x = -2

Since distance can not be in negative(minus), we then have our x to be 8 meters.

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