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22 May 2024, 01:36
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C
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
25%
(medium)
Question Stats:
83% (01:32) correct
17%
(01:30)
wrong
based on 159
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30% of the engineering students attending a certain university are enrolled in a calculus course, and 10% are enrolled in a physics course. How many engineering students attend the university?
(1) There are 480 engineering students that are enrolled in neither a calculus course nor a physics course.
(2) 5% of the engineering students are enrolled in both a calculus course and a physics course.
(1) There are 480 engineering students that are enrolled in neither a calculus course nor a physics course.
(2) 5% of the engineering students are enrolled in both a calculus course and a physics course.
22 May 2024, 07:12
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Plotting the info provided in the question stem, as well as any value which was worked out:
\( \begin{tabular}{|l|l|l|l|} \hline ~ & P & nP & T \\ \hline C & ~ & ~ & 30 \\ \hline nC & ~ & ~ & 70 \\ \hline T & 10 & 90 & 100 \\ \hline \end{tabular}\)
(1) There are 480 engineering students that are enrolled in neither a calculus course nor a physics course.
While this is provides a number to work with, without further information it is impossible to solve for the number of engineers in the university.
INSUFFICIENT
(2) 5% of the engineering students are enrolled in both a calculus course and a physics course.
Adding this info to the table and completing the table:
\begin{tabular}{|l|l|l|l|}
\hline
~ & P & nP & T \\ \hline
C & 5 & 25 & 30 \\ \hline
nC & 5 & 65 & 70 \\ \hline
T & 10 & 90 & 100 \\ \hline
\end{tabular}
We now have a filled out table, however without have a numeric value for any of the blocks in the table it is impossible to solve for the number of engineers in the university.
(1+2)
Putting the two statements together, one knows that \(480 = 65\)% of the number of engineering students.
\(\frac{60}{100}x = 480\)
From here one can solve for \(x\) which will be the number of engineering students at the university.
ANSWER C
\( \begin{tabular}{|l|l|l|l|} \hline ~ & P & nP & T \\ \hline C & ~ & ~ & 30 \\ \hline nC & ~ & ~ & 70 \\ \hline T & 10 & 90 & 100 \\ \hline \end{tabular}\)
(1) There are 480 engineering students that are enrolled in neither a calculus course nor a physics course.
While this is provides a number to work with, without further information it is impossible to solve for the number of engineers in the university.
INSUFFICIENT
(2) 5% of the engineering students are enrolled in both a calculus course and a physics course.
Adding this info to the table and completing the table:
\begin{tabular}{|l|l|l|l|}
\hline
~ & P & nP & T \\ \hline
C & 5 & 25 & 30 \\ \hline
nC & 5 & 65 & 70 \\ \hline
T & 10 & 90 & 100 \\ \hline
\end{tabular}
We now have a filled out table, however without have a numeric value for any of the blocks in the table it is impossible to solve for the number of engineers in the university.
(1+2)
Putting the two statements together, one knows that \(480 = 65\)% of the number of engineering students.
\(\frac{60}{100}x = 480\)
From here one can solve for \(x\) which will be the number of engineering students at the university.
ANSWER C
04 Jun 2024, 01:51
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Bookmarks
I think there is a typo in the highlighted part.
Nidzo
Plotting the info provided in the question stem, as well as any value which was worked out:
\( \begin{tabular}{|l|l|l|l|} \hline ~ & P & nP & T \\ \hline C & ~ & ~ & 30 \\ \hline nC & ~ & ~ & 70 \\ \hline T & 10 & 90 & 100 \\ \hline \end{tabular}\)
(1) There are 480 engineering students that are enrolled in neither a calculus course nor a physics course.
While this is provides a number to work with, without further information it is impossible to solve for the number of engineers in the university.
INSUFFICIENT
(2) 5% of the engineering students are enrolled in both a calculus course and a physics course.
Adding this info to the table and completing the table:
\begin{tabular}{|l|l|l|l|}
\hline
~ & P & nP & T \\ \hline
C & 5 & 25 & 30 \\ \hline
nC & 5 & 65 & 70 \\ \hline
T & 10 & 90 & 100 \\ \hline
\end{tabular}
We now have a filled out table, however without have a numeric value for any of the blocks in the table it is impossible to solve for the number of engineers in the university.
(1+2)
Putting the two statements together, one knows that \(480 = 65\)% of the number of engineering students.
\(\frac{60}{100}x = 480\)
From here one can solve for \(x\) which will be the number of engineering students at the university.
ANSWER C
\( \begin{tabular}{|l|l|l|l|} \hline ~ & P & nP & T \\ \hline C & ~ & ~ & 30 \\ \hline nC & ~ & ~ & 70 \\ \hline T & 10 & 90 & 100 \\ \hline \end{tabular}\)
(1) There are 480 engineering students that are enrolled in neither a calculus course nor a physics course.
While this is provides a number to work with, without further information it is impossible to solve for the number of engineers in the university.
INSUFFICIENT
(2) 5% of the engineering students are enrolled in both a calculus course and a physics course.
Adding this info to the table and completing the table:
\begin{tabular}{|l|l|l|l|}
\hline
~ & P & nP & T \\ \hline
C & 5 & 25 & 30 \\ \hline
nC & 5 & 65 & 70 \\ \hline
T & 10 & 90 & 100 \\ \hline
\end{tabular}
We now have a filled out table, however without have a numeric value for any of the blocks in the table it is impossible to solve for the number of engineers in the university.
(1+2)
Putting the two statements together, one knows that \(480 = 65\)% of the number of engineering students.
\(\frac{60}{100}x = 480\)
From here one can solve for \(x\) which will be the number of engineering students at the university.
ANSWER C
