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Svetradugi [14.3K]
3 years ago
8

Divers in a competition are scored by an international panel of judges. The highest and the lowest scores are dropped. The total

of the remaining scores is multiplied by the degree of difficulty of the dive. This product is multiplied by 0.6 to determine the final score. The degree of difficulty of a dive is 4.0. The diver's final score is 97.2. Judges award half or whole points from 0 to 10. What scores could the judges have given the diver?
Mathematics
2 answers:
Fudgin [204]3 years ago
6 0

From the statements given in the problem, we can say that:

 

Final Score = (total of the remaining scores) * degree of difficulty * 0.6

 

Therefore:

97.2 = (total of the remaining scores) * 4.0 * 0.6

total of the remaining scores = 40.5

 

Therefore the judges could have scored which has a total of 40.5

12345 [234]3 years ago
3 0

Answer:it’s correct


Step-by-step explanation:

The one above.

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1) An air conditioning system can circulate 400 cubic feet of air per minute. How many cubic yards of air
masha68 [24]

Answer:

It can circulate about 14.814 cubic yards per minute.

Step-by-step explanation:

8 0
3 years ago
Evaluate 3|-4|<br><br>12 <br><br>4<br><br>-12​
jeka94

Answer:

12

Step-by-step explanation:

Absolute value means take the positive value

3|-4|

3*4

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5 0
3 years ago
Read 2 more answers
a math teacher claims that she has developed a review course that increases the score of students on the math portion of a colle
madam [21]

Answer:

A.

H_0: \mu\leq514\\\\H_1: \mu>514

B. Z=2.255. P=0.01207.

C. Although it is not big difference, it is an improvement that has evidence. The scores are expected to be higher in average than without the review course.

D. P(z>0.94)=0.1736

Step-by-step explanation:

<em>A. state the null and alternative hypotheses.</em>

The null hypothesis states that the review course has no effect, so the scores are still the same. The alternative hypothesis states that the review course increase the score.

H_0: \mu\leq514\\\\H_1: \mu>514

B. test the hypothesis at the a=.10 level of confidence. is a mean math score of 520 significantly higher than 514? find the test statistic, find P-value. is the sample statistic significantly higher?

The test statistic Z can be calculated as

Z=\frac{M-\mu}{s/\sqrt{N}} =\frac{520-514}{119/\sqrt{2000}}=\frac{6}{2.661}=2.255

The P-value of z=2.255 is P=0.01207.

The P-value is smaller than the significance level, so the effect is significant. The null hypothesis is rejected.

Then we can conclude that the score of 520 is significantly higher than 514, in this case, specially because the big sample size.

C.​ do you think that a mean math score of 520 vs 514 will affect the decision of a school admissions adminstrator? in other words does the increase in the score have any practical significance?

Although it is not big difference, it is an improvement that has evidence. The scores are expected to be higher in average than without the review course.

D. test the hypothesis at the a=.10 level of confidence with n=350 students. assume that the sample mean is still 520 and the sample standard deviation is still 119. is a sample mean of 520 significantly more than 514? find test statistic, find p value, is the sample mean statisically significantly higher? what do you conclude about the impact of large samples on the p-value?

In this case, the z-value is

Z=\frac{520-514}{s/\sqrt{n}} =\frac{6}{119/\sqrt{350}} =\frac{6}{6.36} =0.94\\\\P(z>0.94)=0.1736>\alpha

In this case, the P-value is greater than the significance level, so there is no evidence that the review course is increasing the scores.

The sample size gives robustness to the results of the sample. A large sample is more representative of the population than a smaller sample. A little difference, as 520 from 514, but in a big sample leads to a more strong evidence of a change in the mean score.

Large samples give more extreme values of z, so P-values that are smaller and therefore tend to be smaller than the significance level.

8 0
3 years ago
See Attached picture.
agasfer [191]
We use the Work formula to solve for the unknown in the problem which is W = F x d. First, we solve for the Net Force acting on the car. The Net Force is the summation of all forces acting on the object. For this case, we assume that Friction Force is negligible thus the Net Force is equal to:

F = mgsinα in terms of SI units and in terms of english units we have F = m(g/g₀)(sin α) where g₀ is the proportionality factor, 32.174 ft lb-m / lb-f s²

F = 2500 (32.174/32.174) (sin 12°) = 519.78 lb

W = Fd = 519.78 lb (400 ft) = 207912 ft - lb or 20800 ft-lb
5 0
3 years ago
Explain please, I’ve been having trouble with this question
GuDViN [60]

Step-by-step explanation:

I didn't need the other angles, but right of the bat you can tell it's two right triangles back to back.

<em>y </em> has to be 90° , as you have noticed they already gave you 70° on the right side of the shape meaning if you were to add 90 which is why plus 70 what would that give you? 160.

the total interior for a triangles angles has to be 180°. if you do the math 180 - 160 you get the leftover 20° for x.

I suck at explaining stuff, hope this helps

7 0
2 years ago
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