Answer:
- <em><u>The female has a higher count relative to the sample of females than the male relative to the sample of males.</u></em>
Explanation:
When you want to compare the means of two samples with different statistics you may use the z-score.
The z-score measures how far a value (data point) is from the mean, in terms of the standard deviation.
The z-score is calculated as:
Where:
<u>1. Male with a count of 5.58 </u>
<u />
<u>2. Female with a count of 5.23</u>
Therefor, the z-score of the female is greater than the z-score of the male.
The greater z-score means that, relative to her group, the female has a higher count than the male.
I guess the chef is making the mixture for the sheriff... Let <em>x</em> be the amount of dressing with 5% vinegar that is required, and <em>y</em> the amount of 15% vinegar dressing (both amounts in mL).
The sheriff wants 390 mL of the mixed dressing, so that
<em>x</em> + <em>y</em> = 390
<em>x</em> mL of the 5% dressing contains 0.05<em>x</em> mL of vinegar, while <em>y</em> mL of the 15% dressing contains 0.15<em>y</em> mL of vinegar. The resulting mixture should have a concentration of 9% vinegar, so that it contains 0.09 (390 mL) = 35.1 mL of vinegar. This means
0.05<em>x</em> + 0.15<em>y</em> = 35.1
Solve for <em>x</em> and <em>y</em> :
<em>y</em> = 390 - <em>x</em>
0.05<em>x</em> + 0.15 (390 - <em>x</em>) = 35.1
0.05<em>x</em> + 58.5 - 0.15<em>x</em> = 35.1
23.4 = 0.10<em>x</em>
<em>x</em> = 234
<em>y</em> = 156
5x⁴ - 3x³ + 6x) - (3x³ + 11x² - 8x)<span>
</span>Expand the second bracket by multiplying throughout by -1
5x⁴ - 3x³ + 6x - <span>3x³ - 11x² + 8x
</span>
Group like terms and simplify
5x⁴ - 3x³ - 3x³ - 11x² + 6x <span>+ 8x
</span>5x⁴ - 6x³ - <span>11x² + 14x</span>
If you divide 9/2 you receive 4.5. Tho when you divide 1/3 you get .33333 (repeated), so now you know that both the fractions do not correlate. Now the 'multiples' of 1/3 are 2/ 6, 3/9, 4/12, 5/15, 6/18, 7/21 and so on. If you do the 'multiples' of 2/9 you get 4/18, 6/27. The common factors are 4/18 and 6/18. So know you know that Sandy is using 2/18 (or 1/9) cups more of sugar.
Answer:
See below. To model with mathematics is to test ideas using math and computer programs to simulate an object or action.
Step-by-step explanation:
To "model with mathematics" means that equations and mathematical relationships will be employed to simulate an object or action instead of using the actual object or action. One example would be the design of a roller coaster. The forces inherent on a roller coaster design can be predicted using Newton's laws and other principles of physics. F=ma may be used to predict the force pulling the car down the initial incline and that can be used to calculate speed at the bottom. A change in the car's direction will also produce forces that may be calculated, One might ask "Will this turn produce more force than the seat belt can safely handle?" Rather than building a coaster and testing it with your business partner in the seat, a mathematical model can be used to determine the risks and maximum forces. You'll have a much better chance of keeping your friend intact on the actual coaster. Mathematical models are also used to predict weather, the impact of monetary policy of the economy, and even which Netflix movie you are most likely to enjoy. The design of aircraft, ships, cars, and many other items are done using computer-aided design programs where the various forces can be modeled to determine optimum design without actually building the item. This can save enormous amounts of time and money to be able to test ideas on the computer before starting actual assembly.
