DUE FRIDAY PLEASE HELP WELL WRITTEN ANSWERS ONLY!!!! 20 POINTS
Students in a high school mathematics class decided that their term project would be a study of the strictness of the parents or guardians of students in the school. Their goal was to estimate the proportion of students in the school who thought of their parents or guardians as “strict”. They do not have time to interview all 1000 students in the school, so they plan to obtain data from a sample of students.
1. Describe the parameter of interest and a statistic the students could use to estimate the parameter.



2. Is the best design for this study a sample survey, an experiment, or an observational study? Explain your reasoning.



3. The students quickly realized that, as there is no definition of “strict”, they could not simply ask a student, “Are your parents or guardians strict?” Write three questions that could provide objective data related to strictness.



4. Describe an appropriate method for obtaining a sample of 100 students, based on your answer in question 1.

Therefore, the difference in mass between Earth and Venus is approximately 5.96513 x 10^24 kilograms.

The difference in mass between Earth and Venus is:

5.97 x 10^24 kg - 4.87 x 10^12 kg

To subtract these two values, we need to express them in the same scientific notation. Since 4.87 x 10^12 is much smaller than 5.97 x 10^24, we can express it in scientific notation with the same exponent as the mass of Earth:

4.87 x 10^12 kg = 0.00487 x 10^24 kg

Now we can subtract the two values:

5.97 x 10^24 kg - 0.00487 x 10^24 kg = 5.96513 x 10^24 kg

Therefore, the difference in mass between Earth and Venus is approximately 5.96513 x 10^24 kilograms.

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The equations given are x - 5y = 3 and 3x - 2y = -4. To find the solution to this system of equations, we need to find the values of x and y that satisfy both equations simultaneously.

One way to solve this system of equations is by substitution. We can solve one equation for x or y, and then substitute that expression into the other equation to eliminate one variable. Let's solve the first equation for x:

x - 5y = 3

x = 5y + 3

Now we can substitute this expression for x into the second equation:

3x - 2y = -4

3(5y + 3) - 2y = -4

15y + 9 - 2y = -4

13y = -13

y = -1

We can now substitute this value for y back into either equation to find the value of x:

x - 5y = 3

x - 5(-1) = 3

x + 5 = 3

x = -2

Therefore, the solution to the system of equations x - 5y = 3 and 3x - 2y = -4 is (-2, -1). This is the point where the solid line and dotted line intersect, as shown in the image.

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Slot machines are a real-world example of a variable ratio schedule.

A variable-ratio schedule in operant conditioning is a partial reinforcement schedule where a response is reinforced after an arbitrary number of responses. 1 A consistent, high rate of response is produced by this schedule. A reward based on a variable-ratio schedule is one that can be found in gambling and lottery games.

The individual will continue to engage in the target behavior in variable ratio schedules because he is unsure of how many responses he must give before receiving reinforcement. This leads to highly stable rates and increases the behavior's resistance to extinction.

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Answer:

25

Step-by-step explanation:

x<-2

I think this is the answer! hope this helps! :)

( 5 - 2t ) < - 4 is an inequalty that represents t, the number of hours past midnight, when the temperature was coler than -4 degrees celsius.

What is  linear equation?

An algebraic equation with simply a constant and a first- order( direct) element, similar as y = mx b, where m is the pitch and b is the y- intercept, is known as a linear equation.

                         The below is sometimes appertained to as a" direct equation of two variables," where y and x are the variables. Equations whose variables have a power of one are called direct equations. One illustration with only one variable is where layoff b = 0, where a and b are real values and x is the variable.

The midnight temperature is 5 °C and the temperature is decreasing at the rate of 2°C per hour.

If t is the hours past midnight then after t hours the temperature will be ( 5 - 2t ).

Now, if this temperature is colder than - 4° C, then the inequality can be written as   ( 5 - 2t ) < - 4.

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The inequality that represents t, the number of hours past midnight, when the temperature was cooler than -4 degrees celsius( 5 - 2t ) < - 4

What is  inequality?

The term "inequality" is used in mathematics to describe a relationship between two expressions or values that is not equal to one another. Inequality results from a lack of balance. When two quantities are equal, we use the symbol '=', and when they are not equal, we use the symbol. If two values are not equal, the first value can be greater than (>) or less than (), or greater than equal to () or less than equal to ().

The midnight temperature is 5 °C and the temperature is decreasing at the rate of 2°C per hour.

If t is the hours past midnight then after t hours the temperature will be

=>  ( 5 - 2t ).

Now, if this temperature is colder than - 4° C, then the inequality can be written as   ( 5 - 2t ) < - 4.

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The probability regarding fewer than 30 people out of 250 people will consider working from home is 3.36%.

In order to calculate the probability for the given condition we need to perform binomial distribution

P(X < 30) = Σ P(X = x)

For x = 0 to 29

Here,

X = number of people from the sample who work from home

P = probability of an adult working from home

Given,

X = 250

P = 0.15

Now performing approximation to binomial distribution, leads to approximate X like a normal random variable with mean

Therefore,

μ = np

μ = 250 x 0.15

μ =  37.5

Now we have to evaluate the standard deviation

σ = √(np(1-p))

σ = √ 250 x 0.15 x (1 - 0.15)

σ ≈  4.08

Then we can proceed to standardized X

Z = (X - μ) / σ

P(X < 30) = P(Z < (30 - μ) / σ) = P(Z < (30 - 37.5) / 4.08)

≈ P(Z < -1.84)

Using standard distribution table

P(Z < -1.84) ≈ 0.0336

Converting it into percentage

0.0336 x 100

= 3.36%

The probability regarding fewer than 30 people out of 250 people will consider working from home is 3.36%.

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In the given triangle the 3 trigonometric ratios are:

(A) Sinθ = 3/5, (B) Cosθ = 4/5, and (Tanθ = 3/4)

The trigonometric functions in mathematics are real functions that connect the right-angled triangle's angle to the ratios of its two side lengths.

They are extensively employed in all fields of geometry-related study, including geodesy, solid mechanics, celestial mechanics, and many others.

In general, arcsine, arccosine, tangent, cotangent, secant, and cosecant functions are used to express the inverses of sine, cosine, tangent, cotangent, secant, and cosecant functions.

So, according to t the given triangle, the 3 trigonometric ratios would be:

Sinθ = B/H

Sinθ = 27/45

Sinθ = 3/5

Cosθ = P/H

Cosθ = 36/45

Cosθ = 4/5

Tanθ = B/P

Tanθ = 27/36

Tanθ = 3/4

Therefore, in the given triangle the 3 trigonometric ratios are:

(A) Sinθ = 3/5, (B) Cosθ = 4/5, and (Tanθ = 3/4)

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The percentage of the class guesses that are inside the interval will be close to 90% is not expected.

Out of the class guesses, 8 are inside the 90% confidence interval.

This is a percentage of 53.33%, which is not close to 90%.

This should not be expected to be close to 90%, as the 90% confidence interval is a measure of the probability that the true population parameter lies within the interval and not a measure of the accuracy of the individual guesses.

The 90% confidence interval is a measure of the probability that the true population parameter lies within the interval.

It is not a measure of the accuracy of the individual guesses, but rather of the likelihood that the true population parameter lies within the interval.

Thus,

It is not expected that the percentage of the class guesses that are inside the interval will be close to 90%.

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Answer:

Step-by-step explanation:

5th term is 6 and the 7th term is 48, we know the nth term for a GP is  arn−1

 so let's substitute the given information in that formula for the nth term

ar3=6

  ar6=48

ar6ar3=486

The  a

and  a

cancelout hence we remain with  r3=8

 take a cube root on both sides and we end up having  r=2

Substitute the value of r in any given equation to get the value of a

ar3=6

a(2)3=6

8a=6

a=34

The formula for the nth term of this GP is given by  34(2n−1)

And when you substitute the value of n in the above formula of nth term you will get the following values; 3/4, 3/2, 3, 6…

Answer:

15π

Step-by-step explanation:

If it is in terms of pi, then it would be 15π.

If you want the full circumference, it would be 47.1.

Explanation:

15/2 = 7.5.

7.5*2 = 15.

15π = 47.1.

Hope this helped!

Answer:

1767.1

Step-by-step explanation:

circle = 4/3 x pie x r^3

Divid 15 by 2 to get radius

15/2=7.5

7.5^3 = 421.875

421.875 x pie = 1325.359401

1325.359401 x 4/3 = 1767.145868

1767.145868 Estimated = 1767.1

The goal of the data analysis stage is to figure out how information is currently flowing and why it isn't flowing properly. The statement is True.

The basic purpose of data analysis is to obtain meaningful insights and information from data by examining it. While knowing how information progresses is an important part of this process, the ultimate goal is to get a better knowledge of the data itself, as well as any patterns or correlations that may exist within it.

The process of troubleshooting and problem-solving is more directly tied to determining why information is not flowing properly. This may entail examining the data to discover any abnormalities, mistakes, or inconsistencies that may be interfering with information flow. Once these concerns have been recognized, efforts may be made to fix them and enhance information flow.

Therefore, the statement is true, the goal of the data analysis stage is to figure out how information is currently flowing and why it isn't flowing properly.

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TRUE. In the data analysis step, the focus is on examining and evaluating data to identify patterns, trends, and insights. The goal is to pinpoint any issues or inefficiencies in the way information flows and to determine the root cause of these problems.

By analyzing the data, organizations can gain a better understanding of their processes and identify areas for improvement.
 In the data analysis step, the goal is to examine and understand the current flow of information. This involves analyzing the data to identify patterns, trends, and any potential issues. By pinpointing the reasons why the information is not flowing properly, you can then work towards implementing solutions to improve the efficiency and effectiveness of the data management process.

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The total cost of the catered party, including sales tax and gratuity, is $3,716.70.

First, let's calculate the cost of catering for the adults:

225 adults * $9.75 per adult = $2,193.75

Next, let's calculate the cost of catering for the children:

25 children * $6.95 per child = $173.75

Now, let's calculate the cost of dessert for everyone:

250 total guests * $2.25 per person = $562.50

Let's add up the cost of catering and dessert:

$2,193.75 (adults) + $173.75 (children) + $562.50 (dessert) = $2,930

Now, let's calculate the sales tax:

$2,930 * 0.075 (7.5%) = $219.75

Let's add the sales tax to the total:

$2,930 + $219.75 = $3,149.75

Now, let's calculate the gratuity:

$3,149.75 * 0.18 (18%) = $566.95

Let's add the gratuity to the total:

$3,149.75 + $566.95 = $3,716.70

Therefore, the total cost of the catered party, including sales tax and gratuity, is $3,716.70.

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Answer:

$481

Step-by-step explanation:

37×$17=$481

he made $481

The interest rate used for each semi-annual calculation for a savings account with a nominal annual interest rate of 3% and balance of $1,000, compounded semi-annually, is option (b) 3%

If the nominal annual interest rate is 3%, and interest is compounded semi-annually, then we need to find the semi-annual interest rate.

The formula for calculating the effective interest rate for a given nominal interest rate compounded semi-annually is

r = (1 + (i/n))^(n/t) - 1

Where:

r = the semi-annual interest rate

i = the nominal annual interest rate (as a decimal)

n = the number of times interest is compounded per year (in this case, 2)

t = the time period over which interest is calculated (in this case, 1 year)

Plugging in the values, we get

r = (1 + (0.03/2))^(2/1) - 1

r = (1 + 0.015)² - 1

r = 0.03

t = 3%

Therefore, the correct option is (b) 3%

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The power of a statistical test of hypotheses is the probability that the test will reject the null hypothesis when a particular alternative value of the parameter is true.

It is the ability of the statistical test to detect a true difference between groups, or a true relationship between variables, when it exists. A high power indicates that the test has a low probability of making a type II error (failing to reject a false null hypothesis).

The power of a test is affected by various factors such as the sample size, level of significance, effect size, and variability of the data.

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It is not equal to 1 - (P-value), nor is it the smallest significance level at which the data will allow you to reject the null hypothesis or the probability that the test will reject both one-sided and two-sided hypotheses.

The correct answer is: The power of a statistical test of hypotheses is the probability that a significance test will reject the null hypothesis when a particular alternative value of the parameter is true. It is the ability of the test to detect a true difference or effect between two groups or conditions. The power is influenced by factors such as the sample size, effect size, and significance level, and is usually calculated before conducting a study to ensure that it has sufficient power to detect meaningful differences. It is not equal to 1 - (P-value), nor is it the smallest significance level at which the data will allow you to reject the null hypothesis or the probability that the test will reject both one-sided and two-sided hypotheses.

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If older men are shorter than younger men. However, we do have information about the mean height for U.S. men, which is 69.4 inches.

Additionally, we have a sample of 170 men between the ages of 60 and 69, but we do not have the value for the mean height of this sample (represented as "x" in the question).

If we were given the value of "x", we could compare it to the mean height for all U.S. men and potentially make conclusions about the height of older men compared to younger men.

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Therefore, the value of x that makes the equation true is x = 2/3.

What is equation?

An equation is a mathematical statement that states that two expressions are equal. It typically consists of variables, constants, and mathematical operators (such as addition, subtraction, multiplication, and division) that are used to describe a relationship between two or more quantities. Equations are often used in various fields of mathematics, science, engineering, and economics to model real-world phenomena and solve problems.

The equation is:

[tex]x + 4 = 4x + 2[/tex]

We need to find the value of x that makes this equation true.

First, we can simplify the equation by subtracting x from both sides:

[tex]4 = 3x + 2[/tex]

Next, we can simplify further by subtracting 2 from both sides:

[tex]2 = 3x[/tex]

Finally, we can solve for x by dividing both sides by 3:

[tex]x = 2/3[/tex]

Therefore, the value of x that makes the equation true is x = 2/3.

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Pam takes 17 minutes for haircut and 49 minutes for hair coloring. The solution has been obtained by using the arithmetic operations.

What are arithmetic operations?

Using the four basic operations, also referred to as "arithmetic operations," all real numbers may be explained. In mathematics, operations such as division, multiplication, addition, and subtraction come before operations such as quotient, product, sum, and difference.

Let x be the time taken for haircut and y be for hair coloring.

Now, she gave 2 haircuts and colored the hair of 1 client in 83 minutes.

So, using addition operation, we get

2x + y = 83         ...(1)

Similarly, she gave 1 haircut and colored the hair of 3 clients in 164 minutes.

So, we get

x + 3y = 164          ...(2)

From (1), we get

y = 83 - 2x

On substituting this in (2), we get

⇒ x + 3 * (83 - 2x) = 164

⇒ x + 249 - 6x = 164

⇒ 249 - 5x = 164

⇒ 5x = 85

⇒ x = 17

So,

⇒ y = 83 - 2 (17)

⇒ y = 83 - 34

⇒ y = 49

Hence, Pam takes 17 minutes for haircut and 49 minutes for hair coloring.

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The solution to the equation 16 = 4^x-6 is x ≈ 2.23.

To solve the equation 16 = 4^x-6, we can start by adding 6 to both sides:

16 + 6 = 4^x

Simplifying the left side:

22 = 4^x

Next, we can take the logarithm of both sides of the equation, using any base we like. Let's use the natural logarithm (ln):

ln(22) = ln(4^x)

Using the rule that ln(a^b) = b ln(a):

ln(22) = x ln(4)

Finally, we can solve for x by dividing both sides by ln(4):

x = ln(22) / ln(4)

Using a calculator, we can find:

x ≈ 2.23

Therefore, the solution to the equation 16 = 4^x-6 is x ≈ 2.23.

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Answer: 1

Step-by-step explanation: It is the middle of the sequence, so you basically count until you find the middle

Thus, the circumference of the circle for the given radius is found as:  113.04 inches.

A circle is a 2-D object made up of one point at the centre of a circular, uninterrupted line. Every point on the line is precisely the same distance from the single point with in centre because to the way the line is drawn around it.  

The constant number pi, denoted by the sign  π,, which equates to 22/7 or 3.14, is the ratio of a circle's circumference to its diameter.

Given that-

circumference: c = 2πr

Put the values:

c = 2*3.14*18

c = 113.04 inches

Thus, the circumference of the circle for the given radius is found as:  113.04 inches.

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Answer: no

Step-by-step explanation:

maxines function is negative while ricardo's is positive

ranges:

ricardo:y>or equal to 4

maxine:y<or equal to 4

The MAD of the hourly wages given would be $ 0.48. The range would be $ 2.00. Q1 would be $8.25. Q3 would then be $9.25. The IQR would be $1.00

Calculate the MAD:

First, find the mean of the data set:

mean = (sum of all values) / (number of values)

mean = (8.25 + 8.50 + 9.25 + 8.00 + 10.00 + 8.75 + 8.25 + 9.50 + 8.50 + 9.00) / 10

mean = 88.00 / 10 = 8.80

Then, find the mean of these absolute deviations:

MAD = (sum of absolute deviations) / (number of values)

MAD = (0.55 + 0.30 + 0.45 + 0.80 + 1.20 + 0.05 + 0.55 + 0.70 + 0.30 + 0.20) / 10

MAD = 4.10 / 10 = 0.41

Calculate the range:

range = maximum value - minimum value

range = 10.00 - 8.00 = 2.00

Find Q1 and Q3:

{8.00, 8.25, 8.25, 8.50, 8.50, 8.75, 9.00, 9.25, 9.50, 10.00}

Q1 is the median of the lower half, and Q3 is the median of the upper half.

Lower half: {8.00, 8.25, 8.25, 8.50, 8.50}

Upper half: {8.75, 9.00, 9.25, 9.50, 10.00}

Q1 = median of lower half = 8.25

Q3 = median of upper half = 9.25

Calculate the IQR:

IQR = Q3 - Q1

IQR = 9.25 - 8.25 = 1.00

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Answer:

x=2

Step-by-step explanation:

x^4=16

x=[tex]\sqrt[4]{16}[/tex]

x=[tex]2[/tex]

We have identified three parent functions that exhibit 180-degree rotational symmetry around the point (0,0): the constant function f(x) = 0, the odd power functions f(x) = x²ⁿ⁺¹ for any integer n, and the tangent function f(x) = tan(x) on the interval (-π/2, π/2).

A function f(x) exhibits 180-degree rotational symmetry around the point (0,0) if and only if f(-x) = -f(x) for all x. To see why, consider rotating the graph of f(x) by 180 degrees around the origin.

Using this criterion, we can identify the parent functions that have 180-degree rotational symmetry around the point (0,0). These functions are:

The constant function f(x) = 0. This function is symmetric about the origin, and any rotation around the origin preserves this symmetry.

The odd power functions f(x) = x²ⁿ⁺¹ for any integer n. These functions are also symmetric about the origin, and any rotation around the origin preserves this symmetry. To see why, note that f(-x) = (-x)²ⁿ⁺¹ = -x²ⁿ⁺¹ = -f(x) for all x.

The tangent function f(x) = tan(x) on the interval (-π/2, π/2). This function has vertical asymptotes at x = π/2 and x = -π/2, but these do not affect its rotational symmetry around the origin.

To see why, note that f(-x) = tan(-x) = -tan(x) = -f(x) for all x in the interval (-π/2, π/2).

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If a hypothesis test rejects the null hypothesis in the context of the claim made by the textbook company, it means that the observed proportion of students who read the book is statistically significantly greater than 55%, suggesting that their book may indeed be more engaging.

If a hypothesis test is performed that rejects the null hypothesis, it means that the observed results are unlikely to have occurred by chance if the null hypothesis were true. In the context of the claim made by the textbook company, the null hypothesis would be that the proportion of students who read the book is equal to or less than 55%.

If the hypothesis test rejects the null hypothesis at a certain level of significance (such as α = 0.05), it means that the observed proportion of students who read the book is statistically significantly greater than 55% at that level of significance.

However, it is important to note that statistical significance does not necessarily imply practical significance. Even if the hypothesis test rejects the null hypothesis, the difference between the observed proportion and 55% may be small, and the practical significance of the result may be limited.

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The given statement about developing quantitative and measurable usability tests is true.

Use cases can help with developing quantitative and measurable usability tests. Use cases are scenarios that describe how a user might interact with a system or product in a specific situation.

By developing use cases, researchers can identify specific tasks that users may need to perform and design usability tests to measure how well users can perform those tasks.

This can help make the usability tests more objective and measurable, as researchers can use metrics such as completion rates, task time, and errors to assess the usability of the system or product.

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The  plant available water capacity  and plant available water for the given density of water and bulk density of soil is equal to 0.09 m and 36mm respectively.

Water content at field capacity = 0.15 kg kg-1

Water content at wilting point = 0.06 kg kg-1

Bulk density of soil = 1250 kg m-3.

Density of water = 1000 kg m-3

The plant available water capacity (PAWC) is ,

PAWC = (water content at field capacity - water content at wilting point)

⇒PAWC = (0.15 kg kg-1 - 0.06 kg kg-1)

⇒PAWC = 0.09 m or 9 cm

Now, PAWC in depth units

= 0.09 m × Bulk density / density of water

= 0.09 × 1250 × 1000

= 112500m

The plant available water capacity (PAWC) of the soil is 112.5 mm

Rooting depth = 40cm

                        = 0.4 m

PAW = PAWC x rooting depth

⇒PAW = 0.09 kg kg-1 x 0.4 m

⇒PAW = 0.036 m

⇒ PAW = 36mm

The plant available water (PAW) for the crop is 36 mm.

Therefore, the  plant available water capacity  and plant available water

is equal to 0.09 m and 36mm.

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The above question is incomplete, the complete question is :

A soil was found to have the following water retention characteristics: Water content at -10 kPa (field capacity) = 0.15 kg kg-1; water content at -1500 kPa (wilting point) = 0.06 kg kg-1. The bulk density was found to be 1250 kg m-3. Assume the density of water to be 1000 kg m-3. 2.1 Calculate the plant available water capacity (PAWC), expressing your results in depth units. [2] 2.2 The crop growing in this field has a rooting depth of 40 cm. Calculate the plant available water (PAW) for this crop?

Answer: 6 3/7

Step-by-step explanation:

9/1 x 5/7

If we multiply the numerators and denominators, we get 45/7 or 6 3/7 as a mixed number.

Answer:

[tex]\frac{45}{7}[/tex] or 6.4285

Step-by-step explanation:

First, multiply 9 and 5, which gives you 45.

9(5)=45

Then, divide 45 by 7.

45/7=6.4285

That gives  you  [tex]\frac{45}{7}[/tex] or 6.4285

Hope this helps!