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spayn [35]
3 years ago
10

A certain group of test subjects had pulse rates with a mean of 73.1 beats per minute and a standard deviation of 10.7 beats per

minute. Use the range rule of thumb to identify the limits separating values that are significantly low or significantly high. Is a pulse rate of 84.5 beats per minute significantly low or significantly​ high
Mathematics
1 answer:
Vikki [24]3 years ago
8 0

A certain group of test subjects had pulse rates with a mean of 73.1 beats per minute and a standard deviation of 10.7 beats per minute. Use the range rule of thumb to identify the limits separating values that are significantly low or significantly high. Is a pulse rate of 84.5 beats per minute significantly low or significantly​ high

Solution: We are given:

\mu=73.1, \sigma=10.7

We have to find the limits that will separate the values that are significantly low or significantly high.

Rule of thumb is:

Lower limit =\mu-2 \times \sigma

Upper limit =\mu+2 \times \sigma

Therefore, the lower limit = 73.1 - 2 \times 10.7=51.7

the upper limit = 73.1 + 2 \times 10.7=94.5


Hence, the limits separating values that are significantly low or significantly high are 51.7,94.5

Is a pulse rate of 84.5 beats per minute significantly low or significantly​ high

Answer: The pulse rate of 84.5 beats per minute is neither significantly low nor significantly high. The pulse rate of 84.5 beats per minute is usual.


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Step-by-step explanation:

Step 1:

The area of a rectangle is obtained by multiplying the length with the width of the rectangle.

Considering this a whole rectangle, the length of the rectangle is 5 units and the width is the sum of 4x^{2}, -2x, and -6.

So the length of the rectangle = 5 units and

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The area of a rectangle = (length)(width).

Step 2:

By substituting the known values, we get

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3 years ago
2/5(g - 7) = 3 <br> can i please get some help..
Flura [38]

Answer:

14.500

Step-by-step explanation:

Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation :

                    (2)/(5)*(g-7)-(3)=0

Step by step solution :

STEP

1

:

           2

Simplify   —

           5

Equation at the end of step

1

:

  2              

 (— • (g - 7)) -  3  = 0

  5              

STEP

2

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Equation at the end of step 2

 2 • (g - 7)    

 ——————————— -  3  = 0

      5        

STEP

3

:

Rewriting the whole as an Equivalent Fraction

3.1   Subtracting a whole from a fraction

Rewrite the whole as a fraction using  5  as the denominator :

        3     3 • 5

   3 =  —  =  —————

        1       5  

Equivalent fraction : The fraction thus generated looks different but has the same value as the whole

Common denominator : The equivalent fraction and the other fraction involved in the calculation share the same denominator

Adding fractions that have a common denominator :

3.2       Adding up the two equivalent fractions

Add the two equivalent fractions which now have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

2 • (g-7) - (3 • 5)     2g - 29

———————————————————  =  ———————

         5                 5  

Equation at the end of step

3

:

 2g - 29

 ———————  = 0

    5  

STEP

4

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4.1    When a fraction equals zero ...

Where a fraction equals zero, its numerator, the part which is above the fraction line, must equal zero.

Now,to get rid of the denominator, Tiger multiplys both sides of the equation by the denominator.

Here's how:

 2g-29

 ————— • 5 = 0 • 5

   5  

Now, on the left hand side, the  5  cancels out the denominator, while, on the right hand side, zero times anything is still zero.

The equation now takes the shape :

  2g-29  = 0

Solving a Single Variable Equation:

4.2      Solve  :    2g-29 = 0

Add  29  to both sides of the equation :

                     2g = 29

Divide both sides of the equation by 2:

                    g = 29/2 = 14.500

One solution was found :

g = 29/2 = 14.500

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