How do you write 0.062 in scientific notation?

Below is the Python code to simulate the probability of pulling a gold marble.

Python

import random

def simulate_pulling_gold_marble(num_trials):

 num_gold_marbles = 0

 for _ in range(num_trials):

   marble = random.choice(["gold", "red", "blue", "green"])

   if marble == "gold":

     num_gold_marbles += 1

 return num_gold_marbles / num_trials

def main():

 num_trials = 10000

 probability = simulate_pulling_gold_marble(num_trials)

 print("The probability of pulling a gold marble is", probability)

if __name__ == "__main__":

 main()

This code simulates pulling a gold marble 10,000 times. Each time a marble is pulled, it is put back in the bag so that the probability of pulling a gold marble remains the same each time. The code then calculates the proportion of times a gold marble was pulled and prints the probability.

To run the simulation, you can save the code as a Python file and then run it from the command line.

python simulation.py

The output of the simulation should be something like this:

The probability of pulling a gold marble is 0.2433

This means that the probability of pulling a gold marble is about 24%

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The applicant who should be offered the job based on the aptitude test scores is Reyna. Reyna scored 87 on her version of the test, which has a mean of 73 and a standard deviation of 10.

Demetria scored 301.8 on her version of the test, which has a mean of 288 and a standard deviation of 23. Pierce scored 8.56 on his version of the test, which has a mean of 7.3 and a standard deviation of 0.6. The scores of Reyna, Demetria, and Pierce can be compared by standardizing them and calculating the z-scores. Standardizing involves subtracting the mean from the score and dividing by the standard deviation, resulting in z-scores. This can be used to compare the performance of each applicant relative to their own version of the test. Reyna's z-score is 1.37, Demetria's z-score is 0.86, and Pierce's z-score is 14.27. This shows that Reyna performed better than Demetria, and significantly better than Pierce. Reyna should therefore be offered the job based on her performance on the aptitude test.

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The dimension of the box is:

Bottom length \(3\sqrt[3]{18}\) m

Height \(2\sqrt[3]{18}\) m

If the length of the bottom is x and the height is y. The volume of the box equation will be:

\(V=x^{2} y=324\)

To find the cost for making the box is measure the surface area of box (1 bottom and 4 side)

\(A=x^{2} +4xy\)

And if the material of bottom is $40 per meter square and the sides is $30 per meter square, the cost for making the box is:

\(cost=40(A_{bottom})+30(A_{sides})\\cost=40(x^{2} )+30(4xy)\\cost=40x^{2} +120xy\)

From volume equation we can substitute one variable to make one variable function.

\(V=x^{2} y=324\)

\(x^{2} y=324\\y=\frac{324}{x^{2} }\)

Let's substitute y to cost function.

\(cost=40x^{2} +120xy\\cost=40x^{2} +120x(\frac{324}{x^{2} } )\\cost=40x^{2} +\frac{38880}{x}\)

I know there is big number, so let's make it become exponent.

\(cost=40x^{2} +\frac{38880}{x}\\cost=2^{3}5x^{2} +2^{5} 3^{5}5x^{-1}\)

To make the minimal cost, we can differentiate the cost function.

\(cost=2^{3}5x^{2} +2^{5} 3^{5}5x^{-1}\\\frac{dy}{dx}=(2)2^{3}5x+(-1)2^{5} 3^{5}5x^{-2}\\\frac{dy}{dx}=2^{4}5x-2^{5}3^{5}5x^{-2}\)

After we differentiete it, when we find the minimum/ maximum point, we equal the equation to zero.

\(2^{4}5x-2^{5}3^{5}5x^{-2}=0\\2^{4}5x=2^{5}3^{5}5x^{-2}\\x^{3}=2.3^{5}\\x=(2.3^{5})^{\frac{1}{3} } \\x=2^{\frac{1}{3} } 3^{\frac{5}{3} }\\x=3\sqrt[3]{2.3^{2} } \\x=3\sqrt[3]{18}\)

Then we got the length of the bottom. After that we find the height of the box (y)

\(y=\frac{324}{x^{2} }\\y=\frac{324}{(2^{\frac{1}{3}}3^{\frac{5}{3} } )^{2} }\\y=\frac{2^{2} 3^{4} }{2^{\frac{2}{3}}3^{\frac{10}{3} } }\\y=2^{\frac{4}{3} }3^{\frac{2}{3} }\\y=2\sqrt[3]{2.3^{2} } \\y=2\sqrt[3]{18}\)

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The statistical measures or five-number summary for the given data set are as follows:

In Mathematics, a box plot is sometimes referred to as box-and-whisker plot and it can be defined as a type of chart that can be used to graphically or visually represent the five-number summary of a data set with respect to locality, skewness, and spread.

In order to determine the five-number summary, we would arrange the data set in an ascending order:

4,6,6,8,11,12,13,17

Next, we would use an online graphing calculator to create the box plot as shown in the image attached below.

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period (T): the time it takes to travel one wave

= 2π - (-10π)

= 12π

The algebraic expressions that represent the dimensions of the Canadian $20 bill can be obtained by factoring the given expression, 10x^2 + 9x - 40.

The factored form of the expression, 10x^2 + 9x - 40, gives us two binomial expressions that represent the dimensions of the bill. The dimensions can be represented as (2x - 5) and (5x + 8).

To determine the dimensions of the bill, we need to factor the given expression, 10x^2 + 9x - 40. The factored form provides us with two binomial expressions that represent the length and width of the bill.

In this case, the factored form of 10x^2 + 9x - 40 is (2x - 5)(5x + 8). This means that the dimensions of the bill can be represented by (2x - 5) and (5x + 8), where 2x - 5 represents the length and 5x + 8 represents the width.

It's important to note that the specific values of x will determine the actual dimensions of the bill. The expression (2x - 5) represents the length,

which is determined by the value of x, and the expression (5x + 8) represents the width. By substituting different values of x into these expressions, we can find the corresponding dimensions of the Canadian $20 bill.

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Answer:

The first one is x.

Second one is z

Third one is y.

Step-by-step explanation:

The answers to your questions are:

From the diagram there are three different planes and three different lines. one line intersects two of the planes ( Line X ) while another line intersects just one of the planes ( Line Z ) while line Y has points on all three planes.

Line y has points  A and B on all three planes

A plane is simply a flat surface that can be cut across with a straight line joining any two points of the plane.

Therefore from the diagram we can conclude that

The line that intersects two of the planes is : Line X

The line that intersects one of the planes is : Line Z

The line that that has points on three of the planes shown is Line Y

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Answer:

2(8a + 8)

Step-by-step explanation:

The easiest way to do this is to substitute a for a number. For example, let's just make things easy and make a = 1.

So, if a = 1, the expression 16a + 8 would be 16(1) + 8 = 24.

Let's find all the expressions that would also equal 24 if a = 24.

Plug in 1 for a in each of the equations. You will find that 2(8a + 8) will not equal 24 if a equals 1.

2(8a + 8)

2(8(1) + 8

2(8 + 8)

2(16)

32

In order to simplify and verify trig identities, one needs to use the rules of trigonometry and algebra to manipulate the equation until it is in a simplified form.

The most common trig identities to remember include the Pythagorean identity, reciprocal identities, quotient identities, and sum and difference identities. When simplifying an equation, it is important to remember to include the negative sign when necessary and to factor out any common factors.

After simplifying, it is important to verify the equation. This can be done by plugging in known values for the variables and verifying that the equation is true. By utilizing the rules of trigonometry and algebra, one can simplify and verify trig identities. This process is essential for working with trigonometric functions.

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Answer:

Do you have a picture of the work hhh

Step-by-step explanation:

The value of arc angle EFG is 160⁰.

The value of arc angle EHG is 200⁰.

The length of arc EHG is 200⁰

The value of arc angle FEG is 280⁰.

The value of EFG is calculated as follows;

arc ∠EFG = m∠EDF  + m∠FDG (intersecting chord theorem)

arc ∠EFG = 80⁰  + 80⁰

arc ∠EFG = 160⁰

The value of arc EHG is calculated as follows;

arc EHG = 360 - (160⁰) (sum of angles in a circle)

arc EHG = 200⁰

arc length EHG = 200⁰

The value of arc FEG is calculated as follows;

arc FEG = 360 - 80⁰ (sum of angles in a circle)

arc FEG = 280⁰

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Answer:

Great

Step-by-step explanation:

However, you're missing a factor of 9.

Answer:

1x81 =81

3x27=81

9 x 9 =81

1,3,27,81 These are factors too, but you missed of the number 9.

490

472 <490<500

it fits the criteria

The y-intercept of the equation of line  y = (7/9)x + 2/3 is 2/3.

The slope-intercept form is expressed as;

y = mx + b

Where m is slope and b is y-intercept.

Given the equation of line in the question;

y = 7/9 x + 2/3

Simplify the right hand side

y = (7/9)x + 2/3

Using the slope-intercept form, the y-intercept is 2/3.

Therefore, the y-intercept in point form is (0,2/3).

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Answer:

$70

Step-by-step explanation:

700*0.05=35

35*2=70

Answer:

Step-by-step explanation:

seventeen cus it is :)

The size of the input is doubled, the time taken to execute the loop will also double.

The time complexity of this pseudocode is O(n). This can be determined by analyzing the number of times the loop is executed. The loop is entered once and is then executed n times, where n is the number of times the loop is executed. This can be expressed mathematically as T(n) = 1 + n. Since the loop is executed a constant number of times, regardless of the size of the input, the time complexity of the pseudocode is O(n). This means that the execution time of the loop grows linearly with the size of the input. Thus, if the size of the input is doubled, the time taken to execute the loop will also double.

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Answer:

24

Step-by-step explanation:

you don't have more than 24 glow sticks so thats the most amount of bags you can have

Answer:

D

Step-by-step explanation:

To find out whether a graph is a function or not, you can use the vertical line test, which means if you were to draw a vertical line on the graph at any point,  if it would cross over 2 lines, it's not a function. D is the only graph that wouldn't fail the vertical line test.

The answer would be...

R + 7

Step-by-step explanation:

collect like terms

10r - 2r - 7r + 4 - 3 =

= r + 1

Answer:

4 24/1000 simplified/reduced to 4 3/125

Step-by-step explanation:

The number 4 in .024 ends in the thousandths place so the mixed number will be ...

4 24/1000

4 24/1000 is simplified to 4 3/125 because we divide the numerator and denominator by 8 to get 4 3/125.

24 ÷ 8 3

4 ----- = 4 -----

1000 ÷ 8 125

Hope this helps :)

Answer:

Step-by-step explanation:

4-2(3+7)=4-2.3+2.7

4-2(10)=4+0.4

4-20=4.4

-16=4.4 which clearly is false

Answer:

-6.433,-0.76,-0.55,-0.04,3.54

Step-by-step explanation:

hope this helps

Answer:

Q= 126°

Step-by-step explanation:

Using the picture given, because these are parallel lines broken by a transversal, we can say the following

M=A=Q=F

B=C=D=G

Since, for example, M and C are the same line, we can say that M+C=180 and so on.

M=Q

Q= 126°

Answer:

D. Multiply by 3

Step-by-step explanation:

Given:

To find:

Notice that if you keep multiplying by 3:

Then you will get exact sequence as given, so next 3 missing terms have to be:

Hence, the pattern for this sequence is to multiply by 3.

Note

Answer:

x=3

PR=10

Step-by-step explanation:

This is an isosceles triangle, indicated by the black markers on angles P and Q. This also means that sides PR and QR are equal.

That in mind, to solve for x set the two expressions equal to each other and solve for x.

3x+1=5x-5 (subtract 1 from the left side and 5 from the right. Do the same from both sides)

-2x = -6 (divide by -2)

X=3

To find the measurement for PR, simply plug in the value for x into the equation for PR

3(3) +1

9+1 =10

The technique that most clearly minimizes the likelihood that any outcome differences between the experimental and control groups is e. random assignment.

A methodology used to divide research participants into two groups—the treatment group, also known as the experimental group, and the control group—by randomization is known as random assignment, also known as random placement.

Every research volunteer has an equal chance of being assigned to any of the groups thanks to this randomization mechanism.

In studies, random assignment is a method used to divide participants into different research groups with similar characteristics so that the groups are equal at the start of the investigation.

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Which technique most clearly minimizes the likelihood that any outcome differences between the experimental and control groups can be attributed to age or personality differences in research participants?

a. the double-blind procedure

b. statistical measurement

c. replication

d. operational definitions

e. random assignment

Answer:

f ≤ - \(\frac{19}{3}\)

Step-by-step explanation:

8 - (- 4f - 3 ) ≤ - f - 8 + 2f ← distribute parenthesis on left side by - 1

8 + 4f + 3 ≤ f - 8

4f + 11 ≤ f - 8 ( subtract f from both sides )

3f + 11 = - 8 ( subtract 11 from both sides )

3f ≤ - 19 ( divide both sides by 3 )

f ≤ - \(\frac{19}{3}\)

Answer:

\(5\sqrt{2} +\sqrt{10}\)

Step-by-step explanation:

\(\sqrt{5} (\sqrt{10} +\sqrt{2} ) < --Given\)

\(\sqrt{5} \sqrt{10} +\sqrt{5} \sqrt{2} < -- Distribute\)

An equation is in its simpliest form when you eliminate as many square roots as possible. Here are some rules:

1.) You cannot combine numbers through addition or subtraction if they are under square roots. However, you can combine numbers through multiplication or division if they are under square roots.

2.) You cannot take the square root of a number if the answer is not a whole number (unless the problem says you can). However, you can solve the square root if the number can be simplfied into a "rootable?" number. In other words, the number under a square root can be divided into a number that can have its square root taken.

The first part...

\(\sqrt{5} \sqrt{10} = \sqrt{5} * \sqrt{10} < --Multiply\)

\(\sqrt{5} * \sqrt{10} =\sqrt{50}\)    

\(\sqrt{50} = \sqrt{25} *\sqrt{2} < --Separate\)

\(\sqrt{25} = 5 < --Solve\)

\(\sqrt{50} = 5 *\sqrt{2} < -- Substitute\)

\(5*\sqrt{2} =5\sqrt{2} < --Rewrite\)

The second part...

\(\sqrt{5} \sqrt{2} =\sqrt{5} * \sqrt{2} < -- Multiply\)

\(\sqrt{5} *\sqrt{2} = \sqrt{10}\)

Combine both parts...

\(5\sqrt{2} +\sqrt{10}\)

The sequences of transformations that could be applied to the parent function will be:

A transformation of a function is a function that turns one function or graph into another, usually related function or graph.

In this case, the sequences of transformations could be applied to the parent function f(x) = x to obtain the graph of g.

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