what test would you use if: -normal population -large sample -standard deviation NOT known

It is explained how to obtain the four measures in this problem.

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True.  Under appropriate circumstances, many discrete random variables can be described by the normal distribution.

Under appropriate circumstances, many discrete random variables can be approximated by the normal distribution using the Central Limit Theorem. This theorem states that the sum of a large number of independent and identically distributed random variables, regardless of their individual distributions, tends to follow a normal distribution.

This is often the case in practice, making the normal distribution a useful tool for modeling and analyzing data. However, it's important to note that not all discrete random variables can be accurately described by the normal distribution, and it's important to assess the appropriateness of the normal approximation on a case-by-case basis.

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The rate of change of the function and the value of the function when x = 24 is: rate of change: -2/3, value: 22​.

In Mathematics and Geometry, the gradient, rate of change, or slope of any straight line can be determined by using the following mathematical equation;

Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)

Slope (m) = rise/run

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

By substituting the given data points into the formula for the slope of a line, we have the following;

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Slope (m) = (26 - 34)/(18 - 6)

Slope (m) = -8/12

Slope (m) = -2/3.

At data point (6, 34) and a slope of -2/3, a linear equation for this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - 34 = -2/3(x - 6)  

y = -2x/3 + 38

When x = 24, we have;

y = -2(24)/3 + 38

y = 22

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The scale of the blueprint is 1.5 inches : 4.5 feet, which means that every 1.5 inches on the blueprint represents 4.5 feet in the actual house. To find the length and width of the room on the blueprint, we need to convert the actual dimensions from feet to inches using the scale. The length of the room on the blueprint is (45 ft / 4.5 ft) * 1.5 in = 15 in. The width of the room on the blueprint is (60 ft / 4.5 ft) * 1.5 in = 20 in. The perimeter of the room on the blueprint is 2 * (15 in + 20 in) = 70 in.

The sample in this example is a small group of local college students selected for observation.

In this example, the researcher is working with a specific group of interest, which is college students.

She narrows down her focus to local college students and selects a small group to be observed.

The sample in this case would be the small group of local college students chosen for observation.

This sample is a subset of the larger population (all college students) that the researcher is interested in studying to test her hypothesis.

The sample in this example is the small group of local college students who were selected to be observed.

A sample is a subset of the population that is being studied in order to make inferences about the entire population.

In this case, the population of interest is college students, and the researcher is observing a sample of that population. It is important that the sample is representative of the population in order for the findings to be generalizable to the population as a whole.

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An experiment is a process in which an observation or measurement is made to determine the outcome. So, the correct answer is D.

However, the outcome cannot be predicted with certainty since there may be many variables at play. For example, rolling a die is an experiment, and while it is predicted that the outcome will be one of the six possible values, there is no certainty which value will be obtained until the die is rolled. A sample space represents all possible outcomes, and a sample point is a specific outcome within the sample space. Therefore, an experiment involves a process that can lead to different outcomes, and the specific outcome cannot be predicted with complete certainty.

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The probability of drawing an ace from a deck of cards, and then drawing an even number, with replacement is; 0.030.

It follows from the task content that the probability of drawing an ace from a deck of cards, and then drawing an even number, with replacement is to be determined.

Recall there are 4 ace cards and 20 even number cards in a deck of 52 cards; therefore, the probability of having an ace and then an even number card from the deck without replacement is;

P = (4/52) × (20 / 51)

P = 0.030

Ultimately, the required probability is; 0.030.

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X is a continuous uniform random variable with a mean of 9.5 am and a variance of 1/12.

Since X denotes a random delivery time anywhere between 9 am and 10 am, X is a continuous random variable that follows a uniform distribution.

The uniform distribution is a probability distribution where all values between a lower bound (a) and an upper bound (b) have equal probability.

In this case, a = 9 am and b = 10 am, so the probability density function of X can be expressed as:

f(x) = 1/(b-a) = 1/(10-9) = 1

for 9 ≤ x ≤ 10, and f(x) = 0 otherwise.

The expected value or mean of X can be calculated as the average of the lower and upper bounds:

E[X] = (a + b)/2 = (9 + 10)/2 = 9.5 am

The variance of X is given by:

[tex]Var[X] = (b - a)^2/12 = (10 - 9)^2/12 = 1/12[/tex]

Therefore, X is a continuous uniform random variable with a mean of 9.5 am and a variance of 1/12.

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Answer:

The first one and the third on are both right

Step-by-step explanation:

Remember that in order to find the volume, you need to multiply the length by the width by the height.

Answer:

V= 8×4×5

V= 32×5

Step-by-step explanation:

volume= base × height × width

V= 8×4×5

The set A' ∩ B' contains the elements 3 and 6, which are all the elements in U that are not in sets A or B.

The complement of set A, denoted by A', contains all elements in the universal set U that are not in A. Similarly, the complement of set B, denoted by B', contains all elements in U that are not in B. Therefore, we have:

A' = {3, 4, 6}

B' = {2, 3, 6, 7}

To find the intersection of A' and B', we need to find the elements that are common to both sets. In this case, the common elements are 3 and 6, so:

A' ∩ B' = {3, 6}

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Answer: The LCD is x(x-3)(x+1) the answer is c

Step-by-step explanation:

Answer: To find the approximate number of voters who are undecided about the candidates for mayor, we can first add up the percentages of voters who have already made their decision:

14 + 31 + 39 = 84%

This means that 84% of the voters have made up their minds about the candidates. To find the percentage of voters who are undecided, we can subtract this percentage from 100:

100 - 84 = 16%

So approximately 16% of the 2,500 voters in Newtville would be undecided about the candidates for mayor. To find the number of voters who are undecided, we can multiply the total number of voters by the percentage that is undecided:

2,500 x 0.16 = 400

Therefore, approximately 400 voters in Newtville would be undecided about the candidates for mayor.

The proportion is solved and the distance between the Earth and its moon is given by A = 2.83 x 10⁹ km

Given data ,

Let the proportion be represented as A

9.2 × 10⁻³ (distance between Earth and Moon) = 2.60 × 10⁷ km (Saturn's entire ring span)

Solving for the distance between Earth and Moon, we get:

The distance between Earth and Moon = (2.60 × 10⁷ km) / (9.2 × 10⁻³)

The distance between Earth and Moon = 2.83 × 10⁹ km

Hence , the distance between the Earth and its moon is 2.83 × 10⁹ km

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When the book on baseball states that your favorite player gets on base 41% of the time he goes to bat, this percentage indicates the player's on-base percentage (OBP), a measure of how often a batter reaches base through hits, walks, or being hit by a pitch.

The on-base percentage is an important statistic in baseball as it helps to evaluate a player's offensive contribution to their team. A higher OBP means the player is more successful at getting on base, creating more scoring opportunities for their team. In this case, a 41% OBP for your favorite player signifies that they are quite proficient in reaching base.
To calculate the OBP, you can use the formula:
OBP = (Hits + Walks + Hit by Pitch) / (At Bats + Walks + Hit by Pitch + Sacrifice Flies)

Having a 41% OBP means that, on average, your favorite player reaches base 41 times out of 100 plate appearances. This is considered an above-average performance for a batter, as the league average OBP typically hovers around 32%. Your favorite player's OBP demonstrates that they are an effective offensive player, contributing to their team's success by getting on base more frequently than the average player.

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Angelo bought 3 slices, Nick bought 6 slices, Sabrina bought 7 slices, Carmine bought 13 slices, and Siobhan bought 33 slices.

We should call the quantity of cuts Angelo purchased "A".

Scratch purchased two times as numerous as Angelo, so Scratch purchased 2A cuts.

Sabrina purchased four under three fold the number of as Angelo, so Sabrina purchased 3A - 4 cuts.

Carmine purchased two times the amount of what Angelo purchased and five more, so Carmine purchased 2(A + 5) cuts.

Siobhan purchased multiple times the amount of what Angelo and Sabrina purchased, so Siobhan purchased 3(A + (3A - 4)) cuts, which streamlines to 9A - 12 cuts.

We realize that the all out number of cuts sold was 57, so we can set up a situation:

A + 2A + (3A - 4) + 2(A + 5) + (9A - 12) = 57

Streamlining and settling for A:

A = 3

So Angelo purchased 3 cuts, Scratch purchased 2A = 6 cuts, Sabrina purchased 3A - 4 = 5 cuts, Carmine purchased 2(A + 5) = 16 cuts, and Siobhan purchased 9A - 12 = 15 cuts

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Answer:

Like Terms: Terms that have identical variable parts (same variable(s) and same exponent(s)). When simplifying using addition and subtraction, you combine “like terms” by keeping the "like term" and adding or subtracting the numerical coefficients.

Step-by-step explanation:

pls mark brainlest

The two functions x^2 + 1 and x^2 + 2 have different constant terms. While f(x) and g(x) are linear functions, x^2 + 1 and x^2 + 2 are quadratic functions.

The piecewise-defined functions f(x) = -x + 2 and g(x) = x + 2 have the same rule for x greater than 0, but different rules for x less than or equal to 0. Specifically, f(x) is equal to -x + 2 for x less than 0, while g(x) is equal to x + 2 for x less than 0. This means that the graph of f(x) will be a line with slope -1 that passes through the point (2, 0) in the negative x-axis quadrant, while the graph of g(x) will be a line with slope 1 that passes through the point (2, 0) in the negative x-axis quadrant.

On the other hand, the functions x^2 + 1 and x^2 + 2 have different rules for all values of x, but the same degree and leading coefficient. Specifically, x^2 + 1 has a constant term of 1, while x^2 + 2 has a constant term of 2. This means that the graph of x^2 + 1 will be a parabola that opens upward and passes through the point (0, 1) on the y-axis, while the graph of x^2 + 2 will be a parabola that opens upward and passes through the point (0, 2) on the y-axis.

In summary, the two functions f(x) and g(x) have different rules for values less than or equal to 0, while the two functions x^2 + 1 and x^2 + 2 have different constant terms. While f(x) and g(x) are linear functions, x^2 + 1 and x^2 + 2 are quadratic functions.

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From the given triangle, the statement that julie says "sinA/cosA = tan A and sinB/cosB = tan B" is true.

To prove whether Julie's statement is true or false, we need to use the triangle and the definitions of the trigonometric ratios.

In a right triangle, the sine of an angle is defined as the ratio of the length of the side opposite the angle to the length of the hypotenuse. The cosine of an angle is defined as the ratio of the length of the adjacent side to the length of the hypotenuse. And, the tangent of an angle is defined as the ratio of the length of the opposite side to the length of the adjacent side.

Using the definitions of sine and cosine, we can write:

sin A = b/c

cos A = a/c

sin B = a/c

cos B = b/c

Dividing sin A by cos A, we get:

sin A / cos A = (b/c) / (a/c) = b/a

Similarly, dividing sin B by cos B, we get:

sin B / cos B = (a/c) / (b/c) = a/b

We can see that sin A/cos A and sin B/cos B equals to tan A or tan B respectively. Therefore, Julie's statement is true.

In conclusion, we can prove whether a trigonometric statement is true or false by using the definitions of the ratios and the triangle. In this case, Julie's statement was proved to be true.

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The probability that the mean number of forks dropped during the 80 days will be more than 25 is approximately 0.0885 or 8.85%.

We'll be using the Central Limit Theorem, which states that the distribution of sample means approaches a normal distribution as the sample size increases, regardless of the population's distribution.

In this case, we have a multimodal distribution with a mean (μ) of 24.5 and a standard deviation (σ) of 3.3.

We want to find the probability that the mean number of forks dropped in a sample of 80 days (n) will be more than 25.
Calculate the standard error of the mean (SE).
SE = σ / √n = 3.3 / √80 ≈ 0.369.

Calculate the z-score for the desired mean (25) using the formula:
z = (x - μ) / SE = (25 - 24.5) / 0.369 ≈ 1.35
Find the probability that corresponds to the z-score.
Using a z-table or an online calculator, we find that the area to the left of z = 1.35 is approximately 0.9115.

Since we want the probability of the mean being more than 25, we'll take the complement:
Probability (mean > 25) = 1 - 0.9115 ≈ 0.0885.

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The volume of the right circular cylinder in terms of height "h" is (9π/16)h^3.

A cylinder has traditionally been a three-dimensional solid, one of the most basic of curvilinear geometric shapes. In elementary geometry, it is considered a prism with a circle as its base.

To find the volume of a right circular cylinder, we use the formula:

V = πr^2h

Given that r = 3/4h, we can substitute this value into the formula:

V = π(3/4h)^2h

Simplifying the expression inside the parentheses:

V = π(9/16h^2)h

Expanding further:

V = (9π/16)h^3

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The correct answer is d  is used to test the effect of the IV on the variability of the DV.

The correct answer is d. The "stand alone F test" is used to test the effect of the independent variable (IV) on the variability of the dependent variable (DV). It is an inferential test commonly used in analysis of variance (ANOVA) to determine if there is a significant difference among the means of three or more groups.

Option a is incorrect because the "stand alone F test" is an inferential test that involves making a conclusion about a population based on sample data.

Option b is incorrect because the "stand alone F test" is used to test the assumption of equal variances, not homogeneity of variance.

Option c is incorrect because the "stand alone F test" can be directional or non-directional, depending on the research question and hypothesis being tested.

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Deena uses 9.2 pints of blue paint and white paint to paint her bedroom walls. Deena used 29/46 or approximately 0.63 pints of white paint.

Deena used a total of 9.2 pints of paint, and 34 of this amount is blue paint. Therefore, the amount of white paint she used is: 9.2 - 3.4 = 5.8 pints

Expressing this amount as a fraction and a decimal:

As a fraction: 5.8/9.2

To simplify this fraction, we can divide both the numerator and the denominator by 0.2:

5.8/9.2 = (5.8 ÷ 0.2) / (9.2 ÷ 0.2) = 29/46

So Deena used 29/46 or approximately 0.63 pints of white paint.

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Answer:

Step-by-step explanation:

Going top row first:

V=180

SA=216

V=64

SA=96

V=1539.4

SA=747.7

V=600

SA=520

Bottom Row:

SA = 96

V=80

V=72

SA=132

V=628.3

SA=408.4

Answer:

M + 20 cookies.

Step-by-step explanation:

The number of cookies that Chandler has can be represented by the expression M + 20, where M is the number of cookies that Monica has. This is because it is given that Chandler has 20 more cookies than Monica, so we need to add 20 to Monica's number of cookies to get Chandler's number of cookies. Therefore, if Monica has M cookies, then Chandler has M + 20 cookies.

To say that d divides n means the same as saying that n is divisible by d.

The notation d | n means that d is a divisor of n, or in other words, n is a multiple of d. So, we can say that d divides n if and only if n is divisible by d.

For example, if d = 2 and n = 10, we know that 2 | 10 since 10 is a multiple of 2. In this case, we can also say that 10 is divisible by 2.

This property is important in number theory and is often used in proofs involving divisibility and prime numbers. By understanding the relationship between d and n and the idea of divisibility, we can gain insight into the properties of numbers and their factors.

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So, the quartiles are Q1 = 59, Q2 = 62, and Q3 = 65.

IQR = Q3 - Q1 = 65 - 59 = 6.

The data set does have one outlier, The value 77.

It is above the upper outlier limit of 74.

a)To find the quartiles, we first need to arrange the data in order:

55 56 57 59 60 60 61 62 62 62 63 64 65 65 77

The median is the middle value of the data set, which is:

Median = 62

To find the first quartile (Q1), we take the median of the lower half of the data:

Q1 = Median of {55, 56, 57, 59, 60, 60, 61} = 58

To find the third quartile (Q3), we take the median of the upper half of the data:

Q3 = Median of {63, 64, 65, 65, 77} = 65

b)The interquartile range (IQR) is the difference between the third and first quartiles:

IQR = Q3 - Q1 = 65 - 58 = 7

c) To identify any outliers, we can use the rule that considers any value that falls below Q1 - 1.5 IQR or above Q3 + 1.5 IQR to be an outlier.

Lower outlier bound: Q1 - 1.5 IQR = 58 - 1.5(7) = 47.5

Upper outlier bound: Q3 + 1.5 IQR = 65 + 1.5(7) = 76.5

Since one value (77) that falls above the upper outlier bound, this value is considered an outlier.

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Raphael's rectangle has a larger perimeter than his sister's rectangle.

To find the perimeter of a rectangle, we add up all four sides. For Raphael's rectangle, the perimeter is 2(16 inches) + 2(24 inches) = 32 inches + 48 inches = 80 inches. For his sister's rectangle, the perimeter is 2(18 inches) + 2(22 inches) = 36 inches + 44 inches = 80 inches.

Since both rectangles have the same width (16 inches for Raphael's and 18 inches for his sister's), the difference in perimeter comes from the length. Raphael's rectangle has a length of 24 inches, while his sister's rectangle has a length of 22 inches. Since a longer length results in a larger perimeter, Raphael's rectangle has a larger perimeter than his sister's rectangle.

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