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Fynjy0 [20]
3 years ago
10

The graph below shows the height of a kicked soccer ball f(x), in feet, depending on the distance from the kicker x, in feet: Pa

rt A: What do the x-intercepts and maximum value of the graph represent? What are the intervals where the function is increasing and decreasing, and what do they represent about the distance and height? (6 points) Part B: What is an approximate average rate of change of the graph from x = 22 to x = 26, and what does this rate represent 

Mathematics
2 answers:
LenaWriter [7]3 years ago
8 0

Part A:The graph below shows the height of a kicked soccer ball f(x), in feet, depending on the distance from the kicker x, in feet  

X Intercept=(0,0) it represents the time the ball was not kicked at all  

X intercept=(16,0)  

the feet away from the starting point is 16ft the location or distance the ball is away from the starting point once landed.  

Maximum: is 10  

intervals:it increased(0 to 8) decreased (8 to 16)  

when the ball was 8 ft away from the kicker horizontally, it was 10 feet in the air then it landed an additional 8 feet away from the kicker that was 16 feet away one it landed after going a maximum of 10 feet.  

Part B: m=(y2 - y1) / (x2 - x1)  

(x1, y1) (x2, y2)  

(8,10) (13, 7)  

m = (7-10)/(13-8) = -3/5

Thepotemich [5.8K]3 years ago
5 0
<span>Part A:

a) What do the x-intercepts and maximum value of the graph represent?

The x-intercepts are the distances at which the ball is on the ground.

First, at x = 0, that is when the ball is kicked; second, at x = 30, when the ball falls (return) to the ground.

b) What are the intervals where the function is increasing and decreasing, and what do they represent about the distance and height? (6 points)

The function is increasing in the interval (0, 15) and is decreasing in the interval (15,30)

The increasing interval (0,15) is the horizontal distance from the point the the ball was kicked until it reached its highest altitude, this is where the ball was going upward.

The decreasing interval (15,30) is the horizontal distance from the point where the ball reached its highest altitude until it landed on the ground, this is where the ball was falling down.

Part B: What is an approximate average rate of change of the graph from x = 22 to x = 26, and what does this rate represent 

On the graph you can read that at x = 22, f(x) ≈ 12, and at x = 26 f(x) ≈ 7.

So, an approximate rate of change from x = 22 to x = 26 is given by the equation below:

                                            change on f(x)        7 - 12
average rate of change = --------------------- =    ----------- = -5/4
                                            change of x           26 - 22

That rate represents that the ball fell about 5 ft per 4 ft in that interval.
</span>
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H_0: \mu\leq514\\\\H_1: \mu>514

B. Z=2.255. P=0.01207.

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<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.

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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.

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