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3 years ago

Find connection between Fibonacci numbers and the aspects of Engineering???????????????

Mathematics

1 answer:

VikaD [51]3 years ago

4 0

Answer:

Fibonacci numbers is a series of numbers in which each number is sum of two preceding numbers.

Step-by-step explanation:

It is a sequence in mathematics denoted F. Fibonacci numbers have important contribution to western mathematics. The first two Fibonacci numbers are 0 and 1, all the numbers are then sum of previous two numbers. Fibonacci sequence is widely used in engineering applications for data algorithms. Fibonacci sequence is basis for golden ratio which is used in architecture and design. It can be seen in petals of flower and snail's shell.

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Cual es el denominador de 7/8

mash [69]

Answer:

8 u ocho

¡Espero que ayude!

Step-by-step explanation:

6 0

3 years ago

The CPA Practice Advisor reports that the mean preparation fee for 2017 federal income tax returns was $273. Use this price as t

skad [1K]

Answer:

a) 0.6212 = 62.12% probability that the mean price for a sample of 30 federal income tax returns is within $16 of the population mean.

b) 0.7416 = 74.16% probability that the mean price for a sample of 50 federal income tax returns is within $16 of the population mean.

c) 0.8804 = 88.04% probability that the mean price for a sample of 100 federal income tax returns is within $16 of the population mean.

d) None of them ensure, that one which comes closer is a sample size of 100 in option c), to guarantee, we need to keep increasing the sample size.

Step-by-step explanation:

To solve this question, we need to understand the normal probability distribution and the central limit theorem.

Normal Probability Distribution

Problems of normal distributions can be solved using the z-score formula.

In a set with mean $\mu$ and standard deviation $\sigma$ , the z-score of a measure X is given by:

$Z = \frac{X - \mu}{\sigma}$

The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the p-value, we get the probability that the value of the measure is greater than X.

Central Limit Theorem

The Central Limit Theorem establishes that, for a normally distributed random variable X, with mean $\mu$ and standard deviation $\sigma$ , the sampling distribution of the sample means with size n can be approximated to a normal distribution with mean $\mu$ and standard deviation $s = \frac{\sigma}{\sqrt{n}}$ .

For a skewed variable, the Central Limit Theorem can also be applied, as long as n is at least 30.

The CPA Practice Advisor reports that the mean preparation fee for 2017 federal income tax returns was $273. Use this price as the population mean and assume the population standard deviation of preparation fees is $100.

This means that $\mu = 273, \sigma = 100$

A) What is the probability that the mean price for a sample of 30 federal income tax returns is within $16 of the population mean?

Sample of 30 means that $n = 30, s = \frac{100}{\sqrt{30}}$

The probability is the p-value of Z when X = 273 + 16 = 289 subtracted by the p-value of Z when X = 273 - 16 = 257. So

X = 289

$Z = \frac{X - \mu}{\sigma}$

By the Central Limit Theorem

$Z = \frac{X - \mu}{s}$

$Z = \frac{289 - 273}{\frac{100}{\sqrt{30}}}$

$Z = 0.88$

$Z = 0.88$ has a p-value of 0.8106

X = 257

$Z = \frac{X - \mu}{s}$

$Z = \frac{257 - 273}{\frac{100}{\sqrt{30}}}$

$Z = -0.88$

$Z = -0.88$ has a p-value of 0.1894

0.8106 - 0.1894 = 0.6212

0.6212 = 62.12% probability that the mean price for a sample of 30 federal income tax returns is within $16 of the population mean.

B) What is the probability that the mean price for a sample of 50 federal income tax returns is within $16 of the population mean?

Sample of 30 means that $n = 50, s = \frac{100}{\sqrt{50}}$

X = 289

$Z = \frac{X - \mu}{\sigma}$

By the Central Limit Theorem

$Z = \frac{X - \mu}{s}$

$Z = \frac{289 - 273}{\frac{100}{\sqrt{50}}}$

$Z = 1.13$

$Z = 1.13$ has a p-value of 0.8708

X = 257

$Z = \frac{X - \mu}{s}$

$Z = \frac{257 - 273}{\frac{100}{\sqrt{50}}}$

$Z = -1.13$

$Z = -1.13$ has a p-value of 0.1292

0.8708 - 0.1292 = 0.7416

0.7416 = 74.16% probability that the mean price for a sample of 50 federal income tax returns is within $16 of the population mean.

C) What is the probability that the mean price for a sample of 100 federal income tax returns is within $16 of the population mean?

Sample of 30 means that $n = 100, s = \frac{100}{\sqrt{100}}$

X = 289

$Z = \frac{X - \mu}{\sigma}$

By the Central Limit Theorem

$Z = \frac{X - \mu}{s}$

$Z = \frac{289 - 273}{\frac{100}{\sqrt{100}}}$

$Z = 1.6$

$Z = 1.6$ has a p-value of 0.9452

X = 257

$Z = \frac{X - \mu}{s}$

$Z = \frac{257 - 273}{\frac{100}{\sqrt{100}}}$

$Z = -1.6$

$Z = -1.6$ has a p-value of 0.0648

0.9452 - 0.0648 =

0.8804 = 88.04% probability that the mean price for a sample of 100 federal income tax returns is within $16 of the population mean.

D) Which, if any of the sample sizes in part (a), (b), and (c) would you recommend to ensure at least a .95 probability that the same mean is withing $16 of the population mean?

None of them ensure, that one which comes closer is a sample size of 100 in option c), to guarantee, we need to keep increasing the sample size.

6 0

2 years ago

The polynomial 3x? - 10x + 8 has a factor of 3x - 4. What is the other factor of 3x - 10x + 8?

DedPeter [7]

Answer: x-2

Step-by-step explanation:

7 0

3 years ago

Please help will give brainliest 7

labwork [276]

Answer:

Step-by-step explanation:

You are now a teacher, and you notice that many of your students are consistently making the dividing-out mistake that appears below. Some of the students even admit to knowing the method was wrong as soon as you point it out.

Create a visual to help your students stop making this common mistake: fraction numerator up diagonal strike x squared plus 3 x − 4 over denominator up diagonal strike x squared − 2 x − 8 end fraction .

Your lesson should do the following:

Explain why the dividing-out method is incorrect. You may want to start with a simpler expression and work your way up to polynomials. (For example, compare fraction numerator 3 left parenthesis 5 right parenthesis over denominator 3 end fraction and fraction numerator 3 plus 5 over denominator 3 end fraction.)

Explain when you can cancel a number that is in both the numerator and denominator and when you cannot cancel out numbers that appear in both the numerator and the denominator.

Share tricks, reminders, memory devices, or other methods to help students catch themselves before making this common mistake.

Post your video or series of images. Post answers to the following questions:

A. Why do you think the mistake shown here is such a common one?

B. Have you ever made this mistake before? What helped you stop making this mistake? What will help you stop making this mistake in the future?

Read and comment on the explanations of other student “teachers.”

A. Comment on ideas that helped you better understand or tricks to help you catch yourself before making the dividing-out mistake.

B. Ask a question to help a student improve his or her explanation or make it more thorough.

Respond to replies to your post.

Be sure to check back regularly to participate in the discussion with your fellow students and teacher.

P.S. I can not see pictures or videos that are posted on here, so if you could write everything out it would be kindly appreciated. :)

4 0

3 years ago

I know how to do this but I just want to spend some points :)

Lunna [17]

Answer:

domain: all real numbers

range: y<-2

Step-by-step explanation:

I think its correct but already know the answer sooo yea

7 0

3 years ago