Assume that thermometer readings are normally distributed with a mean of 0 C and a standard deviation of 1.00 C. A thermometer is randomly selected and tested. For the case below, draw a sketch, and find the probability of the reading. (The given values are in Celsius degrees.)
Between 1.50 and 2.25
1. Choose the correct graph
2.the probability of getting a reading between 1.50 and 2.25
Answers
The probability of getting a reading between 1.50 and 2.25 is; 0.00546
How to find the probability from z-score?We are given the following information in the question:
Mean; μ = 0 °C
Standard Deviation; σ = 1 °C
We are given that the distribution of thermometer readings is a bell shaped distribution that is a normal distribution.
Formula for z-score is;
z = (x' - μ)/σ
P(Between 1.50 degrees and 2.25 degrees) is expressed as;
P(1.5 ≤ x ≤ 2.25)
= P((1.5 - 0)/1 ≤ z ≤ (2.25 - 0)/1))
= P(z ≤ 2.25) - P(z < 1.5)
= 0.0546 = 5.46%
The graph that correctly describes this is the first graph
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Related Questions
(e) ABCD is an isosceles trapezium. Prove that: (1) AC=BD (2) BE=CE (3) AE=DE
Answers
Answer:
look at attached image for the step-by-step proof. thanks for reposting this lol
Does the graph represent a function?
Answers
It is true that the graph represents a function
How to determine if the graph represent a function?For a graph to represent a function, the following must be true
Each x value on the graph must point to exactly one
The above means that the function must pass the vertical line test
The given graph would pass the vertical line test
This is so because:
Each x value on the graph points to exactly one
Hence, the graph represents a function
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The data in the table can be entered into a calculator to determine a linear equation of best fit where x represents the number of years with a company and y represents an employee’s salary in dollars.
Answers
Based on the data given, the conclusion that can be drawn from the correlation coefficient associated with the linear equation is C. There's a weak negative correlation between the variables.
How to illustrate the information?From the information given, it can be seen that the value of y is increasing with the increase in the value of x.
This implies that the correlation is positive. Also, the change in the values of y with x are scattered a lot.
Therefore, the conclusion that can be drawn from the correlation coefficient associated with the linear equation is that there's a weak negative correlation between the variables
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Find the slope of the line.
Simplify completely.
1 2 3 4
-4 -3 -4 -1
-1
Slope = [?]
Hint: The slope of a line is the rise
run
Answers
The slope of a line is -2.
How to find the slope a line?The slope of a line can be described as follows:
The slope of a line is a measure of its steepness
Slope = rise / run
slope = y₂ - y₁ / x₂ - x₁
using (0, -4)(-1, -2)
x₁ = 0
x₂ = -1
y₁ = -4
y₂ = -2
Therefore,
slope = -2 - (-4) / -1 - 0
slope = -2 + 4 / -1
slope = 2 / -1
slope = -2
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this is my last ever question on brainly.com
please help
Answers
A number line can be defined as a type of graph with a graduated straight line which contains both positive and negative numerical values that are placed at equal intervals along its length.
What is a line plot?A line plot can be defined as a type of graph that is used to graphically represent a data set above a number line, while using crosses, dots, or any other mathematical symbol.
What is a mean?In Mathematics, a mean is also referred to as an arithmetic average and it can be defined as a ratio of the sum of the total number in a data set (population) to the frequency of the data set.
Mathematically, the distance between the means of both classes A and B is given by:
Distance = Mean of class A - Mean of class B
Distance = 12 - 4
Distance = 8.
The mean absolute deviation (MAD) for class A is given by:
MAD A = 1/9[2(9 - 12) + (10 - 12) + (11 - 12) + (12 - 12) + (13 - 12) + (14 - 12) + 2(15 - 12)]
MAD A = 1/9[2(3) + (2) + (1) + 0 + (1) + (2) + (1) + 2(3)]
MAD A = 1/9[6 + 2 + 1 + 1 + 2 + 1 + 6]
MAD A = 1/9 × [18]
MAD A = 18/9
MAD A = 2.
Also, the mean absolute deviation (MAD) for class B is given by:
MAD B = 1/9[2(1 - 4) + (2 - 4) + (3 - 4) + (4 - 4) + (5 - 4) + (6 - 4) + 2(7 - 4)]
MAD B = 1/9[2(3) + 2(2) + (1) + (0) + (1) + (2) + 2(3)]
MAD B = 1/9[6 + 4 + 1 + 0 + 1 + 2 + 6]
MAD B = 1/9 × [18]
MAD B = 18/9
MAD B = 2.
Therefore, distance between the means = four (4) times the MAD.
Distance = Means × MAD
8 = 4 × 2.
In conclusion, we can infer and logically deduce that there is no overlap and the distance between the means of both classes A and B is between one (1) times the MAD and five (5) times the MAD.
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Write down the next two numbers in each of the following sequences. 40 POINTS
a) 0.04,0.1,0.16, __ , __
b)3,9,27 , __,__
c)0.3,1/3,11/30,__,__
Answers
Answer:
Below in bold.
Step-by-step explanation:
a) 0.04, 0.1, 0.16
You add 0.06 to get the next term:
The next 2 are: 0.22, 0.28.
b) 3, 9, 27
You multiply by 3 to get next term
Next 2 are: 81, 243.
c) 0.3, 1/3, 11/30
1/3 - 0.3 = 1/30
11/30 - 1/3 = 1/30
So common difference = 1/30
The next 2 terms are 12/30 and 13/30
= 2/5 , 13/30.
plesae help me
willing to give more points
Answers
Answer:
a) horizontal compression with a factor of 0.5 and a horizontal reflection over the y-axis.
b) Pick one the two correct answers:
translation of 2 units right
translation of 2 units down
Step-by-step explanation:
If function f(x) is transformed into f(ax) then it is stretched or compressed horizontally.
If |a| > 1 it is compressed horizontally.
If 0 < |a| < 1, it is stretched horizontally.
If a is negative, then it is reflected over the y-axis.
a) Compare y = -2x with y = x.
The change is in that x became -2x.
Here, a = -2.
Since |-2| = 2, and 2 > 1, it has a compression of a factor of 2 horizontally.
Also, since -2 is a negative number, it is reflected over the y-axis.
Answer: horizontal compression with a factor of 0.5 and a horizontal reflection over the y-axis.
If function f(x) is transformed into f(x) + b then it is translated vertically b units. If b > 0, the translation is b units up. If b < 0, the translation is b units down.
b) y = x - 2
This can be thought of the function f(x) becoming f(x) - 2.
It is a translation of 2 units down.
Interestingly, in this case, this can also be thought of x being replaced by x - 2 which is a translation of 2 units to the right.
Answer:
There are two correct answers (use only one of the two below):
translation of 2 units right
translation of 2 units down
A graph titled Speed as a Function of Time with horizontal axis time (seconds) and vertical axis speed (meters per second). A straight orange line labeled A starts at 0 seconds 4 meters per second and runs to 6 seconds 7 meters. A straight blue line labeled B starts at 0 seconds 4 meters and upward to 6 seconds 4 meters. A straight green line starts at 0 seconds 4 meters and runs to 4 seconds 0 meters.
Use the graph of speed versus time to answer the questions about acceleration.
Which of the cars is speeding up?
Which of the cars is slowing down?
Which of the cars is maintaining a constant speed?
Answers
From the attached speed versus time graph, it can be seen that the orange or first or car is speeding up. The third or green car is slowing down, and the blue or second car is maintaining a constant speed.
Speed Analysis from the Graph
The graph in the attachment shows the linear increase in speed of the first car over time. Therefore, we can say that it is accelerating at a certain rate.
The graph shows how the speed of the third car is decreasing with time. This demonstrates that the green vehicle is de-accelerating.
The graph shows a straight line for the second car. It displays that the speed does not alter as seconds or minutes pass. We might infer that the blue car is continuing to travel at its current pace as a result.
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Answer:
A C B
Step-by-step explanation:
Which of the cars is speeding up?
A
Which of the cars is slowing down?
C
Which of the cars is maintaining a constant speed?
B
Find the standard deviation for the set of data. {15,17,23,5,21,19,26,4,14} a. 7.17 b. 7.39 c. 7.1 d. 6.65
Answers
The standard deviation exists as the positive square root of the variance.
So, the standard deviation = 6.819.
How to estimate the standard deviation?Given data set: 15, 17, 23, 5, 21, 19, 26, 4, 14
To calculate the mean of the data.
We know that mean exists as the average of the data values and exists estimated as:
Mean [tex]$=\frac{15+17+23+5+21+19+26+4+14}{9}[/tex]
Mean [tex]$=\frac{144}{9}[/tex]
Mean = 16
To estimate the difference of each data point from the mean as:
Deviation:
15 - 16 = -1
17 - 16 = 1
23 - 16 = 7
5 - 16 = -11
21 - 16 = 5
19 - 16 = 3
26 - 16 = 10
4 - 16 = -12
14 - 16 = -2
Now we have to square the above deviations we obtain:
1 , 1, 14, 121, 25, 9, 100, 144, 4
To estimate the variance of the above sets:
variance [tex]$=\frac{1+ 1+14+ 121+25+ 9+ 100+ 144+ 4}{9}[/tex]
Variance [tex]$=\frac{419}{9}[/tex]
Variance = 46.5
The standard deviation exists as the positive square root of the variance.
so, the standard deviation [tex]$\sqrt{46.5} =6.819[/tex] .
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If the two lines below are perpendicular and the slope of the red line is -
what is the slope of the green line?
O A.
A.
OB. -3
314
O D.
D. -
-10
10
15
Answers
Answer:
-(10/7)
Step-by-step explanation:
See attached graphic. The slope of the Green Line is cut off in the problem photo, but can be calculated from the graph to find the slope of the Red Line. The answer options are on drugs; pick the one that looks closest.
Answer:
-4/3
Step-by-step explanation:
how do you simplify (-x^2)^2 ?
Answers
Answer:
[tex] {x}^{4} [/tex]
Step-by-step explanation:
[tex] { {( - x}^{2} )}^{2} = ( - {x}^{2} )( - {x}^{2} ) = {x}^{4} [/tex]
An expression is defined as a set of numbers, variables, and mathematical operations. The value of the given expression when simplified is equal to x⁴.
What is an Expression?In mathematics, an expression is defined as a set of numbers, variables, and mathematical operations formed according to rules dependent on the context.
The given expression can be simplified as shown below,
(-x²)²
= (-x × -x)²
Since the product of two negatives is always positive, therefore, we can write,
= -x² × -x²
As per the rule of exponents, the expression can be written as,
= x⁴
Hence, the value of the given expression when simplified is equal to x⁴.
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Need help!!!!!!! Please help me out
Answers
Answer:
x = 10°
Step-by-step explanation:
If the two lines are parallel then the two marked angles will be equal.
8x = 2x + 60
Subtract 2x to combine like terms.
6x = 60
Divide by 6.
x = 10
The manager of spiffy lube auto lubrication shop is trying to revise his policy on ordering grease gun cartridges. currently he orders 110 cartridges per week, but he runs out of cartridges 1 out of 4 weeks. he knows that, on average, the shop uses 95 cartridges per week. he was also willing to assume that the demand for cartridges is normally distributed. a. compute the standard deviation of the distribution?
Answers
Using the normal distribution, it is found that the standard deviation is of 26.
Normal Probability DistributionThe z-score of a measure X of a normally distributed variable with mean [tex]\mu[/tex] and standard deviation [tex]\sigma[/tex] is given by:
[tex]Z = \frac{X - \mu}{\sigma}[/tex]
The z-score measures how many standard deviations the measure is above or below the mean. Looking at the z-score table, the p-value associated with this z-score is found, which is the percentile of X.For this problem, we have that the mean is of [tex]\mu = 95[/tex], while X = 110 has a p-value of 0.75, hence X = 110, Z = 0.575, and then we solve for [tex]\sigma[/tex] to find the standard deviation.
[tex]Z = \frac{X - \mu}{\sigma}[/tex]
[tex]0.575 = \frac{110 - 95}{\sigma}[/tex]
[tex]0.575\sigma = 15[/tex]
[tex]\sigma = \frac{15}{0.575}[/tex]
[tex]\sigma = 26[/tex]
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What are the step to the Quadratic Formula?
Answers
The steps to solve a quadratic formula include:
Combine all of the like terms and move them to one side of the equationFactor the expressionSet each set of parenthesis equal to zero as separate equationsSolve each "zeroed" equation independentlyWhat is a quadratic equation?In algebra, a quadratic equation is a equation that can be rearranged in standard form as where x represents an unknown, and a, b, and c represent known numbers, where a ≠ 0.
A quadratic equation is an equation that could be written as ax² + bx + c = 0
when a 0. The factoring method is illustrated:
To solve a quadratic equation by factoring, put all terms on one side of the equal sign, leaving zero on the other side.
Set each factor equal to zero.
Solve each of these equations.
Check by inserting your answer in the original equation.
Example 1
Solve x² – 6 x = 16.
Following the steps,
x² – 6 x = 16 becomes x² – 8x + 2x – 16 = 0
Factor.
( x – 8)( x + 2) = 0
Therefore, x = 8 and -2.
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the titanic had about half as many plates as they did pieces of silverware . About how many plates did they have ?
Answers
Answer:
about 1800 im sorry if im wrong
Step-by-step explanation:
PLEASE ANSWER FAST!
The solids are similar. Find the missing dimension.
Answers
The missing dimension in the figure given in the question is 9 ft
Data obtained from the questionDiameter of small circle = 24 in Height of small circle = 8 inHeight of big circle = 3 ft = 3 × 12 = 36 inDiameter of big circle (d) = ?How to determine the missing dimensionDiameter of small circle / Diameter of big circle = Height of small / Height of Big
24 / d = 8 / 36
Cross multiply
d × 8 = 24 × 36
d × 8 = 864
Divide both sides by 8
d = 864 / 8
d = 108 in
Divide by 12 to express in feet
d = 108 / 12
d = 9 ft
Thus, the missing dimension is 9 ft
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If the solids are similar, then their lengths/dimensions are proportional.
24 inches / 8 inches = d / 3 feet
---Cross Multiply
8d = 72
d = 9 feet
Hope this helps!
Michael has $15 and wants to buy a combination of school lunches to feed at least three classmates. A sandwich costs $2, and hot lunch costs $3.
This system of inequalities models the scenario:
2x + 3y ≤ 15
x + y ≥ 3
Part A: Describe the graph of the system of inequalities, including shading and the types of lines graphed. Provide a description of the solution set. (4 points)
Part B: Is the point (5, 1) included in the solution area for the system? Justify your answer mathematically. (3 points)
Part C: Choose a point in the solution set and interpret what it means in terms of the real-world context. (3 points)
Answers
The description of this graph tells us that the equation 2x + 3y ≤ 15 was shaded to the bottom while x + y ≥ 3 was shaded to the top as shown in the diagram.
How to create and explain the grapha. The first equation of the graph when it was drawn was shaded to the bottom, while the upper part of the shading has is that of the equation x + y ≥ 3.
b. (5,1) are the solutions for the equation 2x+3y<15. This is given that when x and y are substituted we would still have less than 15.
C The point in the graph would be 2,3. At this point, Michael would be able to buy 2 sandwiches and 3 hot lunches. This is still within his budget for 3 students.
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Answer:
Step-by-step explanation:
2,3 is the anwser
solve the equation r = 1(x-1) for x in terms of r
Answers
After some algebraic handling, the algebraic expression for x in terms of r is x = 1 / r + 1 .
How to clear a variable within an algebraic formula
In this question we must make use of algebra properties to clear a variable within a formula only formed by algebraic form, there are no trascendent functions herein. Clearing variables consists in leaving such variables alone in one side of the equivalence. Now we proceed to present the procedure in detail:
r = 1 / (x - 1) Givenr = (x - 1)⁻¹ Definition of divisionx - 1 = r⁻¹ Compatibility with multiplication / Existence of multiplicative inverse / Associative, commutative and modulative properties.x = 1 / r + 1 Definition of division / Compatibility with addition / Existence of additive inverse / Commutative and modulative properties / ResultRemarkThe statement presents a typing omission, correct form is shown below:
Solve the equation r = 1 / (x - 1) for x in terms of r.
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Solve -6x + 3 ≥ 21.
OA. x2 3
OB. x≤-3
OC. x≥-3
OD. x≤3
Answers
Answer:
B
Step-by-step explanation:
- 6x + 3 ≥ 21 ( subtract 3 from both sides )
- 6x ≥ 18
divide both sides by - 6, reversing the symbol as a result of dividing by a negative quantity.
x ≤ - 3
expand and simplify -2(x + 4x^2) + 3(x^2 + 2x)
Answers
......................
Find the results of the given vector subtractions for u = <-8, 4> and v = <2, 7>.
Answers
The resultant of subtractions of u = <-8, 4> and v = <2, 7> are
-u-v = <6, -11>,
u-v = <-10, -3>,
and v-u= <10,3>.
What is a vector in simple definition?
A vector is a quantity or phenomenon that has two independent properties: magnitude and direction. The term also denotes the mathematical or geometrical representation of such a quantity. Examples of vectors in nature are velocity, momentum, force, electromagnetic fields, and weight.The resultant of subtractions of u = <-8, 4> and v = <2, 7> are
-u-v = <6, -11>,
u-v = <-10, -3>,
and v-u= <10,3>.
Given that,
The results of the given vector subtractions for u = <-8, 4> and v = <2, 7>.
We have to determine,
The value of -u-v, u-v, and v-u.
According to the question,
The results of the given vector subtractions for u = <-8, 4> and v = <2, 7>.
The value of -u-v is,
-u -v = - < -8 ,4 > - <2,7>
-u -v = <8, -4> - < 2, 7 >
-u - v = < 8 - 2 , -4 - 7 >
-u -v = < 6 , - 11 >
The value of u-v is,
u -v = < -8 ,4 > - < 2,7 >
u - v = < - 8 - 2, 4 - 7 >
u - v = < 10 ,3>
The value of v - u is,
v - u = < 2 , 7> - < - 8,4 >
v - u = < 2 + 8 , 7 - 4 >
v - 4 = < 10 , 3 >
Hence, The resultant of subtractions of u = <-8, 4> and v = <2, 7> are
-u-v = <6, -11>,
u-v = <-10, -3>,
and v-u= <10,3>.
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30 POINTS HELP PLS!!!!!!
Answers
The lengths of the sides of the rectangles are;
a. (2•x + 3) and (x + 2)
b. (6•x + 2) and (x + 1)
c. (x + (2 + √3)) and (x + (2-√3))
Which method can be used to find the side lengths of the rectangles?The given functions are presented as follows;
a. 2•x² + 7•x + 6
By factoring of the above function we have;
2•x² + 7•x + 6 = (2•x + 3) × (x + 2)
The lengths of the sides of the rectangle are therefore;
(2•x + 3) and (x + 2)b. 6•x² + 7•x + 2
The above function can be factored as follows;
6•x² + 7•x + 2 = (6•x + 2) × (x + 1)
The rectangle side lengths are;
(6•x + 2) and (x + 1)c. x² + 4•x + 1
Using the quadratic formula, the above function can be factored to give;
x² + 4•x + 1 = (x + (2 + √3)) × (x + (2-√3))
The sides of the rectangle are therefore;
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Select the correct answer. sean used cross multiplication to correctly solve a rational equation. he found one valid solution and one extraneous solution. if 1 is the extraneous solution, which equation could he have solved?
Answers
The equation that Sean woul have solved using the cross multiplication would be option a.
How to solve the question through the use of cross multiplication[tex]\frac{10}{x^2-1} =\frac{15}{3x-3}[/tex]
We have to open the equation by using cross multiplication
10(3x - 3) = 15(x² - 1)
= 30x - 30 = 15x² - 15
we would have to factorize
30(x-1) = 15(x-1)(x+1)
We have to divide by 15(x-1)
2 = x + 1
take the like terms
2 -1 = x
x = 1
Hence the equation that has the extraneous solution is option a because the solution is 1.
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You are constructing a metal border of uniform width for a rectangular wall mirror that measures 20 inches by 24 inches. You have 416 square inches of metal to use. What is the greatest possible width * of the border
Answers
Answer:
The frame will be 4 inches in width
Step-by-step explanation:
The length of the outside is 24+2x
The width of the outside is 20+2x
(24+2x)(20+2x) - 20(24) = 416
480 + 40x + 48x + 4x2 - 480 = 416
4x2 + 88x - 416 = 0
x2 + 22x - 104 = 0
(x+26)(x-4) = 0
x = -26 or x=4
The frame will be 4 inches in width
Given AQRS-AXYZ, what is the value of tan(Q)?
A) 3/5
B) 3/4
C) 4/5
D) 4/3
Answers
The answer is B.
Since ΔQRS ~ ΔXYZ, the value of tan(Q) is :
∠Q = ∠Xtan(Q) = tan(X)tan(X) = 3/4tan(Q) = 3/4
Use the diagram to complete the following tasks.
Given: S' is the midpoint of QT.
Finish the following statement: AQRSA_
Identify the congruent Zs.
Justify your answer.
R
S
Answers
This exercise is about a proof in Euclidian geometry. See the explanation below.
What is Euclidian Geometry?The study of solid and flat objects using the axioms and theorems developed by the Greek mathematician Euclid is known as Euclidean geometry (c. 300 bce).
What is the statement that completes the above proof?Given that S is the midpoint of [tex]\overline{QT}[/tex]:
Hence QS = TS ......................1
It is right to indicate that
PQ = TV ........................2
And ∠RSQ is vertically opposite to ∠TSV
Hence
∠RSQ = ∠TSV.........................3
Given 1, 2, and 3,
Δ QRS ≅ ΔVTS
Therefore,
Δ QRS ≅ ΔVTS
and ∠ RSQ can be termed to be congruent to ∠TSV.
What does it mean for an angel to be congruent?It is to be noted that the measure of an angle is the same for congruent angles. An ordinary pentagon, for instance, has five sides and five angles, each of which is 108 degrees.
The angles of a regular polygon will always be congruent, regardless of its size or scale.
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Use 3.14 for pi. ROUND FINAL ANSWER TO TENTHS!
Answers
2461,8
hope this helps!! just use the formulas and substitute
Given sin theta=5/13 and cos theta=12/13, which of the following can be proven using a Pythagorean identity?
Answers
Answer:
4th option
Step-by-step explanation:
given
sinΘ = [tex]\frac{5}{13}[/tex] and cosΘ = [tex]\frac{12}{13}[/tex] , then
( [tex]\frac{5}{13}[/tex] )² + ( [tex]\frac{12}{13}[/tex] )²
= [tex]\frac{25}{169}[/tex] + [tex]\frac{144}{169}[/tex]
= [tex]\frac{25+144}{169}[/tex]
= [tex]\frac{169}{169}[/tex]
= 1
showing sin²Θ + cos²Θ = 1
Deion misses 4% of the free throws he attempts in a seaon. how many total free throws did he attempt if he missed 17
Answers
He has thrown 425 free throws if he missed 17
How to determine the total number of free throws?The given parameters are:
Proportion of free throw missed, p = 4%
Number of free throw missed, n = 17
Let the total number of throws be N.
So we have
n = p * N
Substitute the known values in the above equation
17 = 4% * N
Divide both sides by 4%
N = 425
Hence, he has thrown 425 free throws if he missed 17
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In a study on the placebo effect on 100 students, 64 were found to perform better on tests after taking a fake pill to improve concentration. What is the experimental probability the placebo pill induced better concentration on the student exams?
Answers
The experimental probability the placebo pill induced better concentration on the student exams is 0.64
The question has to do with probability.
What is probability?Probability is the likelihood of an event occurring.
The probability of an event A is given by
P(A) = number of occurrences of event A/total number of occurrences of all events.
What is the experimental probability the placebo pill induced better concentration on the student exams?Given that in the study on the placebo effect on 100 students, 64 were found to perform better on tests after taking a fake pill to improve concentration.
The event A = students performing better.
Since 64 students performed better, the number of occurrences of event A = 64.
Since there were 100 students, the total number of occurrences = 100.
So, P(A) = P(students perform better)
= number of occurrences of event A/total number of occurrences of all events.
= 64/100
= 0.64
So, the experimental probability the placebo pill induced better concentration on the student exams is 0.64
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