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andriy [413]
4 years ago
11

You spend x minutes reading

Mathematics
1 answer:
Sav [38]4 years ago
3 0

Answer:B

Step-by-step explanation:

You might be interested in
According to researchers, a coin flip may not have a 50% chance of landing heads and a 50% chance of landing tails. In fact, the
Elina [12.6K]

Answer:

a) π = np

π represents the number of heads that turn up in 1000 tosses of the coin.

b) The null hypothesis is represented as

H₀: p ≤ 0.50

The alternative hypothesis is given as

Hₐ: p > 0.50

c) The validity conditions that must be met to be able to perform a theory-based test to test the hypothesis is having a sample size of 20 in each group and the distribution should not be strongly skewed.

The validity conditions are met because we have 1000 tosses with 520 heads and 480 tails, indicating that we have more than 20 sample size in this sample.

The sample proportion (0.52) and the standard error of the sample proportion (0.0158) show that the distribution approximates a normal distribution and isn't skewed. So, the theory based test for this study is valid.

d) Check Explanation

e) The p-value obtained is greater than the significance level at which the test might have been performed, hence, we fail to reject the null hypothesis and conclude that there is no significant evidence that the coin is likely to turn up heads more times when tossed multiple times, starting with a first toss that gives a head.

The researchers' claim then has to be wrong.

Step-by-step explanation:

a) If p corresponds to the proportion of 1000 tosses that turn up heads,

π = np

where n = number of tosses.

b) For hypothesis testing, the first thing to define is the null and alternative hypothesis.

The null hypothesis plays the devil's advocate and usually takes the form of the opposite of the theory to be tested. It usually contains the signs =, ≤ and ≥ depending on the directions of the test.

While, the alternative hypothesis usually confirms the the theory being tested by the experimental setup. It usually contains the signs ≠, < and > depending on the directions of the test.

For this question where we want to verify that the coin is likely to turn up heads more times when tossed multiple times, starting with a first toss that gives a head. That is, the proportion of heads in multiple tosses is more than 0.5 given that the first toss was a head.

The null hypothesis would be that there is no significant evidence that the coin is likely to turn up heads more times when tossed multiple times, starting with a first toss that gives a head.

That is, the coin is likely to turn up heads less than or equal to 50% of the time, when it is tossed multiple times, starting with a first toss that gives a head.

The alternative hypothesis is that there is significant evidence to conclude that the coin is likely to turn up heads more times when tossed multiple times, starting with a first toss that gives a head.

Mathematically,

The null hypothesis is given as

The null hypothesis is represented as

H₀: p ≤ 0.50

The alternative hypothesis is given as

Hₐ: p > 0.50

c) The conditions that need to be satisfied before a theory based test is used include:

The validity conditions that must be met to be able to perform a theory-based test to test the hypothesis is having a sample size of 20 in each group and the distribution should not be strongly skewed.

d) The standardized statistic shows how far away from the standard proportion (the proportion that the population proportion is being compared with) the sample proportion is in terms of the standard error of the sample proportion.

It is given mathematically as,

t or z = (x - μ)/σₓ

x = p = sample proportion of the number of heads obtained in the multiple tosses starting with a first result of a head turning up = 0.52

μ = p₀ = 0.50 (the standard being tested against.

σₓ = standard error of the sample proportion, given as σₓ = √[p(1-p)/n]

n = sample size = 100

σₓ = 0.0158

The standardized statistic is also used to obtain the p-value that indicates how significant the results of the theory based test is.

e) The interpretation of p-values is that

When the (p-value > significance level), we fail to reject the null hypothesis and when the (p-value < significance level), we reject the null hypothesis and accept the alternative hypothesis.

So, for this question, like all other hypothesis testing, the significance level is usually at 0.05. On rare occasions, 0.01 and 0.10 are often used.

Whichever of the 3 is used,

p-value = 0.1030

0.1030 > 0.05, 0.01 or 0.10

Hence,

p-value > significance level

This means that we fail to reject the null hypothesis & conclude that there is no significant evidence that the coin is likely to turn up heads more times when tossed multiple times, starting with a first toss that gives a head.

Hope this Helps!!!

3 0
3 years ago
jason says you can solve an inequality by replacing the inequality sign with an equal sign and putting it back in after solving
Dahasolnce [82]

Jason is incorrect, because inequality signs change when we multiply/divide by negative numbers, and we need to follow the signs to make sure we use the correct one.

<h3></h3><h3>Is Jason correct whit his claim?</h3>

Well, Jason says that you can solve an inequality by replacing the sign by an equal sign, solve the equation as you already have done a thousand times, and then put the inequality sign again.

Now, this is clearly incorrect, because inequalities have a really nice property. If you multiply or divide both sides of the inequality by a negative number, then the "direction" of the sign changes.

This means that if we have an inequality like:

-2x > 10

And we divide both sides by -2, we should get:

x < 10/-2

x < -5

Where the direction of the sign changed.

If you did what Jason said, the direction of that sign would not have changed, and thus, you would have got an incorrect solution for the inequality.

If you want to learn more about inequalities:

brainly.com/question/24372553

#SPJ1

4 0
1 year ago
What ratios are equivalent to 8:20?
AVprozaik [17]

Answer:

615 and 25 are equivalent to 820.

Step-by-step explanation:

(it's a searchable question on Google)

5 0
4 years ago
Read 2 more answers
the alexander family and jenkins family each used their sprinklers last summer. the water output rate for the alexander familys
Mumz [18]

Answer:
Alexanders family sprinkler used for 35.25 hours
And the Jenkins family sprinkler was used for 29.75 hours.

Step-by-step explanation:

Lets start with 2 assumptions, what if we only used the Alexander's family sprinklers, We can define X as the variable
20x=1450
x= 72.5
If we just used the Alexanders it would of took 72 hours and 30 minutes.

Now lets look at the Jenkins family sprinkler, lets define it as Y.
25y=1450
y = 58
With only the Jenkins it would of took 58 hours.

Now, if they just of shared the work equally among the two sprinklers, the Alexanders family doing 725 L and the Jenkins with the other half.
It would of took the Alexanders
20x= 725
x=36.25

Jenkins
25y=725
y=29

Making it a combined time of 65.25 hours. 15 minutes long of our 65 hour time.

Now the Jenkins sprinkler generates 5 more L than Alexanders per hour. Which means it would only take the Jenkins family 1 hours to make 25 liters but Alexanders would take \frac{5}{4} hours. We know that 1 hour contains 60 minutes, which means \frac{1}{4} of a hour contains 15 minutes.

So it would take Alexanders family sprinkler 15 minutes more to produce the same amount per hour that the Jenkins does.

So from this we can conclude that if the Jenkins family sprinkler was used more we can cut the extra 15 minutes off, making the answer That the

Alexanders family sprinkler used for 35.25 hours
And the Jenkins family sprinkler was used for 29.75 hours.

7 0
2 years ago
Please someone help me with this I am very confused
Elis [28]
8 \sqrt{3} *4 \sqrt{15} = 8*4 \sqrt{3*15}  \\  \\ 32 \sqrt{45} = 32 \sqrt{9*5} =32*3 \sqrt{5}  \\  \\ = 96 \sqrt{5} &#10;
4 0
3 years ago
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