The probability that the next on-the-job injury will occur within 10, 5, and 1 day are 0.632, 0.393, and 0.095
What is probability?It is defined as the ratio of the number of favourable outcomes to the total number of outcomes, in other words, the probability is the number that shows the happening of the event.
We know the exponential distribution is given by;
[tex]\rm P(X < t)=1-e^{-\dfrac{1}{\mu}t}[/tex]
The probability that the next on-the-job injury will occur within 10 days:
[tex]\rm P(X < 10)=1-e^{-\dfrac{1}{10}10}[/tex]
P(X< 10) = 0.632
The probability that the next on-the-job injury will occur within 20 days:
[tex]\rm P(X < 5)=1-e^{-\dfrac{1}{10}5}[/tex]
P(X< 5) = 0.393
The probability that the next on-the-job injury will occur within 1 days:
[tex]\rm P(X < 1)=1-e^{-\dfrac{1}{10}1}[/tex]
P(X< 1) = 0.095
Thus, the probability that the next on-the-job injury will occur within 10, 5, and 1 day are 0.632, 0.393, and 0.095
Learn more about the probability here:
brainly.com/question/11234923
#SPJ1
What is the difference between the greatest
and least amounts of monthly rainfall?
Write an equation to
model your work.
Answer:
Step-by-step explanation:
Answer:
1\frac{7}{8} inches1
8
7
inches
Step-by-step explanation:
From the image we know that the greatest amount of rainfall is 2 inches, and the least is 1/8. If we subtract these two, we'll find the difference
2-\frac{1}{8}=\frac{16-1}{8}=\frac{15}{8}=1\frac{7}{8}2−
8
1
=
8
16−1
=
8
15
=1
8
7
Therefore, the difference between the greatest and least amount of rainfall is 1\frac{7}{8} inches1
8
7
inches
Remember that the greatest amount of rainfall is represented by the greatest number, and the least amount of rainfall is represented by the least number.
I hope it helps you
If (1,2), and ( - 20,9) are two solutions of f(x) = mx
b. find m and b.
The function f(x) = mx + b is a linear function, and the values of m and b are -1/3 and 7/3, respectively
How to determine the values of m and b?The function is given as:
f(x) = mx + b
The solutions are (1,2) and (-20,9)
The above points mean that:
1 * m + b = 2
-20 * m + b = 9
This gives
m + b = 2
-20m + b = 9
Subtract both equations
m + 20m = 2 - 9
Evaluate the difference and sum
21m = -7
Divide both sides by 21
m = -1/3
Substitute m = -1/3 in m + b = 2
-1/3 + b = 2
Add 1/3 to both sides
b = 2 + 1/3
Evaluate
b = 7/3
Hence, the values of m and b are -1/3 and 7/3, respectively
Read more about linear equations at:
https://brainly.com/question/14323743
#SPJ1
work out the equation of the line which has a gradient of 3 and passes through the point of (-1,3)
[tex]\text{Given that,}~~(x_1,y_1) = (-1,3)~ \text{and slope,}~ m = 3\\\\\text{Equation of line,}\\\\~~~~~~~y-y_1 =m(x-x_1)\\\\\implies y -3 = 3(x+1)~~~~~~~~~~;[\text{Point-slope form}]\\\\\implies y-3 = 3x +3 \\\\\implies y = 3x +3 + 3\\\\\implies y = 3x +6~~~~~~~~~~~~~~~~~;[\text{Slope-intercept form}][/tex]
standard form of y=6(x-2)^2-3
Find the surface area
Answer:
A≈316.99
Step-by-step explanation:
Use formula A=πrl+πr² and l=√r²+h²
Plug in . .
A = π·6·(6+√9²+6²)≈316.98646RoundA≈316.99
3. The high school students who attend Springfield Women's Academy are eligible to tryout for various teams within the athletic department. Students are 74% likely to tryout for softball; 27% likely to tryout for volleyball; 42% likely to tryout for tennis; and 88% likely to tryout for swimming. Many students choose to tryout for multiple teams. Students have equal probabilities of being freshmen, sophomores, juniors, or seniors. What is the probability of the union of trying out for either volleyball or swimming?
a. 1. 15
b. 0. 61
c. 0. 91
d. 0. 24
The probability of the union of high school students of trying out for either volleyball or swimming is 0.9. Option C is correct.
What is condition probability?Probability of an event is the ratio of number of favorable outcome to the total number of outcome of that event.
The conditional probability is the happening of an event, when the probability of occurring of other event is given. The probability of event A, given that the event B is occurred.
Students of high school who attend Springfield Women's Academy are eligible to tryout for various teams within the athletic department. In this,
74% likely to tryout for softball; 27% likely to tryout for volleyball; 42% likely to tryout for tennis; 88% likely to tryout for swimming.Let the tryout for volleyball is event A and tryout for swimming is event B. Thus,
P(A)=0.27
P(B)=0.88
Many students choose to tryout for multiple teams. Students have equal probabilities of being freshmen, sophomores, juniors, or seniors.
Thus, probability of the union of trying out for either volleyball or swimming
P(A or B)=P(A)+P(B)-P(A and B)
P(A or B)=0.27+0.88-P(A)*P(B)
P(A or B)=0.27+0.88-0.27×0.88
P(A or B)=0.9
Hence, the probability of the union of high school students of trying out for either volleyball or swimming is 0.9. Option C is correct.
Learn more about the probability here;
https://brainly.com/question/24756209
#SPJ1
Drag each figure to show what fraction is shaded.
How to calculate E=mc²
I will give BRAINIEST for whoever has the best solution .
Thank You !!!
E=mc² is the legendary equation of Albert Einstein .
In the formula
E=mc²Here
E stands for energy emitted.
m stands for mass
c stands for speed of light
C is taken as 3×10^8 m/sm is taken in terms of KgE has units J or KJAnswer:
Equation of Special Relativity
[tex]\large \text{$ E=mc^2 $}[/tex]
where:
E = energy (measured in Joules)m = mass (measured in kilograms)c = speed of light (a constant) where [tex]c \approx3 \times 10^{8} \sf \:\:ms^{-1}[/tex]Albert Einstein's famous equation demonstrates the relationship between mass and energy.
It is vital when using this equation that all components are converted (where necessary) into the SI units given above. Therefore, mass must be measured in kilograms and energy must be measured in Joules.
Joules is an SI measurement for energy and is measured as kilograms x meters squared per seconds squared → [tex]\sf kg \times m^2s^{-2}[/tex]
The SI base units are the standard units of measurement defined by the International System of Units (SI).
A. (1, –4); minimum
B. (0, –3); minimum
C. (–1, 0); minimum
D. (1, –4); maximum
Answer: The correct answer is A.
Step-by-step explanation: The graph cannot have a maximum, as the quadratic function goes on forever upwards. However, it can have a minimum, and the lowest point on the quadratic function is (1, -4).
A scientist was in a submarine below sea level, studying ocean life. Over the next ten minutes, she rose 22.3 feet. How many feet had she been below sea level, if she was 39.6 feet below sea level after she rose?
Answer:
39.6
Step-by-step explanation:
I think.
Please help 100 points!!
Answer:
Looking at the first question, it's asking what best describes the probability of tossing a number less than 6 on a number cube that has 6 numbers. Impossible means that it will never land on it, for example asking what the probability of landing on 7 is. Unlikely is something that doesn't happen often. The best option that fits our scenario is option C, likely.
Looking at the second question, it's asking what the probability that the teacher chooses a girl in his class. There are 15 girls and a total of 27 students in the class so we take the probability by doing 15/27. We can narrow both the numerator and the denominator using 3 which gives us 5/9. Therefore, the best option that fits our scenario is option C, 5/9.
Finally, looking at the last question, it's asking what the theoretical probability that the coin will land on heads on the next toss. Theoretical probability doesn't consider how much times Murray tossed the coin, the only thing it cares about is what the actual probability of tossing a coin is. Therefore that makes it a 50% chance of landing on a heads and a 50% chance of landing on a tails. The best option that first our scenario is option B, 1/2.
Hope this helps! Let me know if you have any questions
Which describes the probability of tossing a number less than 6 on a number cube with faces labeled 1-6?
Answer:
[C] Likely
-------------------------------------------------------------------------------------------------------------
There are 12 boys and 15 girls in Mr. Fraioli's math class. He will randomly call on one person to answer the problem of the day. What is the probability that he will choose a girl.
Answer:
[C] 5/9
-------------------------------------------------------------------------------------------------------------
Murray has tossed a coin 120 times.The coin landed on heads 54 times. What is the theoretical probability that the coin will land on heads on the next toss?
Answer:
[B] 1/2
-------------------------------------------------------------------------------------------------------------
Step-by-step explanation:
Note:
Impossible ⇒ 0%
Unlikely ⇒ 25%
Equally likely as not ⇒ 50%
Likely ⇒ 75%
Certain ⇒ 100%
Which describes the probability of tossing a number less than 6 on a number cube with faces labeled 1-6?
Knowing that a number less than 6 can be:
1,2,3,4,5
Hence, 5/6 which is 0.83333333333 which is likely
Thus, the answer is [C] Likely
-------------------------------------------------------------------------------------------------------------
There are 12 boys and 15 girls in Mr. Fraioli's math class. He will randomly call on one person to answer the problem of the day. What is the probability that he will choose a girl.
Total number of people is 12+15 = 27
15 out of 27 are girls thus, 15/27
Simplify
5/9
Hence, the answer is [C] 5/9
-------------------------------------------------------------------------------------------------------------
Murray has tossed a coin 120 times.The coin landed on heads 54 times. What is the theoretical probability that the coin will land on heads on the next toss?
Since, the total number of tossed is 120 times
handed on heads - 54 times.
Theoretical probability is what should happen.
Experiment probability is what happen
Knowing that a coin has 2 sides:
Heads and Tails.
Hence, that makes it a 50% chance of landing on a heads and a 50% chance of landing on a tails.
-------------------------------------------------------------------------------------------------------------
For more information:
https://brainly.com/question/12726162
https://brainly.com/question/430568
https://brainly.com/question/4152354
-------------------------------------------------------------------------------------------------------------
Kavinsky
Jim can run a mile in 5 minutes and 50 seconds, john can run a mile in 6 minutes and 40 seconds.
What is the ratio of Jim's time to John's time?
Jim's time is 5:50 and John's time is 6:40.
What is the value of "c" in the following quadratic? (Make sure the equation is in
standard form: ax^2 + bx +c= 0)
X^2 +28 = -11x
[tex]\rule{50}{1}\large\blue\textsf{\textbf{\underline{Given question:-}}}\rule{50}{1}[/tex]
What is the value of c in the quadratic [tex]\large\text{$x^2+28=-11x$}[/tex]?
[tex]\rule{50}{1}\large\textsf{\textbf{\underline{Answer and how to solve:-}}}\rule{50}{1}[/tex]
Before starting to solve, you should notice something - the
quadratic is not in its standard form!
We can easily fix it by adding [tex]\large\textit{11x}[/tex] on both sides:-
[tex]\large\text{$x^2+28-11x=0$}[/tex]
We can switch the order of 28 and -11x:-
[tex]\large\text{$x^2-11x+28=0$}[/tex]
Now, the quadratic is in its standard form, so we can get down to
finding the value of "c".
Remember, the standard form of a quadratic looks like so:-
[tex]\large\text{$ax^2+bx+c=0$}[/tex]Now we can just write our quadratic here:-
[tex]\large\text{$x^2-11x+28=0$}[/tex]Now, can you see what the value of "c" is?
An easy way to remember "c" in quadratics is:-
The "c" in quadratics is the constant.
Henceforth, we conclude that the value of "c" in the given quadratic is:-
[tex]\Large\textbf{28}\Large\checkmark[/tex]
Good luck with your studies.[tex]\rule{50}{1}\smile\smile\smile\smile\smile\smile\rule{50}{1}[/tex]
Eight less than four times a number is less than 56. What are the poss
O x> 12
O x < 12
O x<16
O x>16
Choice B is another answer if it is a "choose all that apply" type of situation. If it is a "choose only one answer" question, then I'd stick with choice C.
==============================================================
Work Shown:
x = some unknown number
4x = four times that number
4x-8 = eight less than the previous expression
4x-8 < 56
4x < 56+8
4x < 64
x < 64/4
x < 16 showing why choice C is the answer
The inequality sign stays the same the entire time. The only time it flips is when we multiply or divide both sides by a negative number.
If this is a "choose all that apply" type of question, then choice B also fits the description of x < 16 since all numbers less than 12 are also automatically less than 16.
In other words: if x < 12, then x < 16. The reverse is not true.
pls help me classify this?!?
Answer:
what exactly are we classifying here, angle? Shape?
I need help finding the slope for m= -4/5, (-6, 8)
Answer:
fraction form: [tex]\frac{16}{5}[/tex]
decimal form: 3.2
Step-by-step explanation:
The slope is given already so I'm assuming you need the y-intercept using that point
A sphere with a diameter of 30 inches would have a volume of what
Answer:
Volume of a Sphere is 4/3 * π * r^3 , r is the radius of the sphere.
volume = 4/3 * π * r^3
= 1.13×105in³
Volume of a 30″ radius sphere is
113,097 cubic inches.
I'm just checking out the app(+12)-(+37)+(-4)=
Answer:
-29
Step-by-step explanation:
(+12)-(+37)+(-4) = -29
This is the simplified answer.
Y=2x +1 what is y increased by if x is increased by 5
Answer:
10
Step-by-step explanation:
When X increases by 5, 2X increases by 10 while the 1 keep no change
So y increases by 10
A system of two equations is shown. x + 2y = 2 2x - 3y = 26 Part A: Using the answer choices given (with examples), describe how you would find the solution.
Answer:
[tex]x = \frac{58}{7} ,y = - \frac{22}{7}[/tex]
Step-by-step explanation:
branliest pls
HELP ME PLEASE In a given diagram below, ray AB bisects angle FAE. BF = 2x + 8 and BE = 42.
A. Set up an equation to solve for "x".
B. Show your work and solve for "x".
When two straight lines or rays intersect at a shared endpoint, an angle is generated. The value of x is 17.
What is an angle?When two straight lines or rays intersect at a shared endpoint, an angle is generated. An angle's vertex is the common point of contact. Angle is derived from the Latin word angulus, which means "corner."
Since the ray AB bisects, the ∠FAE. Therefore, the measure of ∠FAB and ∠EAB will be equal. As these two angles are equal, the length of line BF and BE will be equal.
BF = BE
2x+8=42
2x=42-8
2x=34
x = 17
Hence, the value of x is 17.
Learn more about Angle:
https://brainly.com/question/7116550
#SPJ1
Jerome spent $80 on a meal and he left a 15% tip. How much was the
tip that Jerome left?
Answer:
12
Step-by-step explanation:
If you multiply .15 times 80, you get 12. therefore the tip was 12 dollars
If the scale factor is 1 do I divide or multiply?
Multiply
Scale factor is directly proportional to algebraic operations
If scale factor is 1/2 then you have to divideIf scale factor is +3 or -3 you have to add and subtract respectivelyAs it's 1 only you have to multiply
Match each set of measurements to the correct calculated volume of a cylinder.
Cylinder V=Bh
diameter = 6 ft, height = 2.5 ft
volume = 20 ft
radius = 2 ft, height = 4.5 ft
volume = 187 ft
area of base = 102 ft2, height = 2 ft
→
volume = 22.5% ft3
Answer:
Diameter = 6 ft, height = 2.5 ft=====Volume 22.5
Radius = 2ft, height=4.5 ft=======18 pie ft ^3
Area Base = 10Pie ft ^2 , height =2 ft=====Volume 20 pie ft ^3
Step-by-step explanation:
edge 2022
Which equation shows the same relationship as 72 x 1/8 = 9?
Hey there!
72 * 1/8 = 9
= 72/1 * 1/8
= 72(1) / 1(8)
= 72 / 8
= 72 ÷ 8
= 9
Thus, the answer could either be:
• 72/1 * 1/8
• 72 / 8
OR
• 72(1) / 1(8) (hence how we possibly received answer number 2)
Good luck on your assignment & enjoy your day!
~Amphitrite1040:)
I’ll give brainliest!
Answer:
y = 3
Step-by-step explanation:
since the line is going through the y - axis at 3, all y values will be 3 no matter the x value
can anyone please solve this and tell me if it's correct, please
Answer check:
✅✅You got both correct. Good luck on the exam!
Answer: the first one is correct and the second one is wrong its 1/5
Step-by-step explanation:
HELP I WILL GIVE BRAINLIEST
Step-by-step explanation:
4√2 . √2
= 4 * 2
= 8
3√7 - 2√7
= √7 ( 3 - 2 )
= √7 ( 1 )
= √7
√7 / 2√7 = 1 / 2
2√5 . 2√5
= 2 * 2 . √5 *√5
= 4 * 5
= 20
You have at most $23 to spend at a market. Apples cost $0.50 each, and pears cost $0.75 each. Let a be numbers of apples and p be numbers of pears. Write an inequality that represents the numbers of apples and pears you can afford.
Answer:
Apples only
0.50a ≤ 23
Pears only
0.75p ≤ 23
Apples and Pears together
0.50a + 0.75p ≤ 23
Step-by-step explanation:
Since it said that "at most", the sign should be ≤
Find an equivalent fraction for each fraction below. 3/4
Answer: 6/8 , 9/12 , 12/16 , 15/20, ect...
Step-by-step explanation:
Its simple once you get the hang of it:)First multiply the numerator(3) and denominator(4) by any number(2,3,4,5,6,7,8,ect...).Example:3*2 = 6
4*2 8
You can check if it is equivalent by dividing the numerator and denominator by 2
Example:6 divided by 2= 3
4 divided by 2 4
You can replace 2 with 3,4,5,6 ect...
3/4 multiplied by 3 =9/12, 3/4 multiplied by 4 is 12/16, 3/4 multiplied by 5 is 15/20.
Hope this helps, let me know if you want more examples.
- - - - - - - - - - - -- - - - - - - - - - - - - -- -- - - - - -- - - - - - - - - -- - - - - - - - -
[tex]\blue\textsf{\textbf{\underline{\underline{Question:-}}}}[/tex]
Find an equivalent fraction for the fraction below. 3/4
[tex]\blue\textsf{\textbf{\underline{\underline{Answer and How to Solve:-}}}}[/tex]
If fractions are equivalent, they are equal to each other.
An example of a fraction equal to 3/4 is:-
[tex]\bold{\displaystyle\frac{6}{8}} \dashleftarrow\sf{The\:numerator\:and\:denominator\:are\:multiplied\:by\:2}[/tex]
This is just one example; in fact, there are infinitely many fractions equivalent to 3/4; you can multiply the numerator & denominator by 2:
6/8 = 12/16 =24/32...
You can also multiply by 3:-
9/12 =12/36...
You can multiply by 4, 5, 6, 7, 8....
Overall, you can multiply by any number you wish. As long as you multiply the numerator and denominator by the same number, you will get a fraction that's equivalent to the original fraction.
Good luck.-- - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - -- - - - - - -- - - - - - - - -- -
