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Ber [7]
3 years ago
13

A college student is interested in testing whether business majors or liberal arts majors are better at trivia. The student give

s a trivia quiz to a random sample of 30 business school majors and finds the sample’s average test score is 86. He gives the same quiz to 30 randomly selected liberal arts majors and finds the sample’s average quiz score is 89. The student finds that the p-value for the hypothesis test equals approximately 0.0524. What can be concluded at αα=5%? The student should reject the null hypothesis and conclude that there is insufficient evidence of difference between business and liberal arts majors’ knowledge of trivia. The student should reject the null hypothesis and conclude that there is a significant difference between business and liberal arts majors’ knowledge of trivia. The student should fail to reject the null hypothesis and conclude that there is insufficient evidence of difference between business and liberal arts majors’ knowledge of trivia. The student should fail to reject the null hypothesis and conclude that there is a significant difference between business and liberal arts majors’ knowledge of trivia.
Mathematics
1 answer:
iVinArrow [24]3 years ago
3 0

Answer:

The student should fail to reject the null hypothesis and conclude that there is insufficient evidence of difference between business and liberal arts majors' knowledge of trivia.

Step-by-step explanation:

Null hypothesis: Business majors are the same as liberal arts major at trivia.

Alternate hypothesis: Business majors are better (greater) than liberal arts majors at trivia.

Conclusion:

Fail to reject the null hypothesis because the p-value 0.0524 is greater than the significance level 0.05

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A rectangle has a perimeter of 46 meters and a base of 8 meters. What is the height?​
Igoryamba

Answer:

15 metres

Step-by-step explanation:

perimeter of rectangle = 2(base + height)

=2(8+h) = 46

= 16 + 2h = 46

= 2h = 46 - 16

= 2h = 30

= h = 15

15 metres is the height of rectangle

3 0
3 years ago
Shaun and Kelly share sweets in the ratio of 2:3. Kelly gets 21 sweets, how many does Shaun get?
Inessa05 [86]

Answer:

14

Step-by-step explanation:

Since Kelly got 21 sweets which is also 3 units,

each unit is 7 sweets

Therefore 2 units is 14 sweets

Shaun got 14 sweets

7 0
3 years ago
a survery was given to people who owned a certain type of car. What percent of the people surveyed were completely satisfied wit
lara31 [8.8K]

Answer 55%

Step-by-step explanation:

you need to add the values together

160+1100+740=2000

To get the solution, we are looking for, we need to point out what we know.  

1. We assume, that the number 2000 is 100% - because it's the output value of the task.  

2. We assume, that x is the value we are looking for.  

3. If 100% equals 2000, so we can write it down as 100%=2000.  

4. We know, that x% equals 1100 of the output value, so we can write it down as x%=1100.  

5. Now we have two simple equations:

1) 100%=2000

2) x%=1100

where left sides of both of them have the same units, and both right sides have the same units, so we can do something like that:

100%/x%=2000/1100

6. Now we just have to solve the simple equation, and we will get the solution we are looking for.

7. Solution for 1100 is what percent of 2000

100%/x%=2000/1100

(100/x)*x=(2000/1100)*x       - we multiply both sides of the equation by x

100=1.81818181818*x       - we divide both sides of the equation by (1.81818181818) to get x

100/1.81818181818=x  

55=x  

x=55

now we have:  

1100 is 55% of 2000

5 0
4 years ago
carmen bought 15 case of juice for a party. she bought 3 cases of bottled water for every 5 case of juice she bought for the par
Crazy boy [7]
Nine I believe, because fifth teen divided by five equals three
three times three equals nine.
3 0
3 years ago
What are Similarities and differences between Inequality Notation, Set Builder Notation, and Interval Notation
Katarina [22]

Answer:

As the question states - it's just a different notation to express the same thing.

When you represent a set with set notation, you look for a characteristic that identifies the elements of your set. For example, if you want to describe the set of all number greater than  

2

and less than  

10

, you write

{

x

∈

R

∣

2

<

x

<

10

}

Which you read as "All the real number  

x

(

x

∈

R

) such that (the symbol "|")  

x

is between  

2

and  

10

(

2

<

x

<

10

)

On the other hand, if you want to represent the set with interval notation, you need to know the upper and lower bound of the set, or possibly the upper and lower bound of all the intervals that compose the set.

For example, if your set is composed by all the numbers smaller than  

5

, or between  

10

and  

20

, or greater than  

100

, you write the following union of intervals:

(

−

∞

,

5

)

∪

(

10

,

20

)

∪

(

100

,

∞

)

This same set can be written in set notation:

{

x

∈

R

∣

x

<

5

or  

10

<

x

<

20

or  

x

>

100

}

Finally, note that if the characterization of the set is rather complex, the set notation becomes preferable to the interval one, which would require a great number of intervals in the union. In some other cases, it could be literally impossible to write a set in interval notation, for example is you consider only irrational numbers, you write

{

x

∈

R

∣

x

∉

Q

}

but you can't write is as union of intervals.

See explanation below

Step-by-step explanation:

Imagine we have to express  

[

a

,

b

]

in set notation

A

=

[

a

,

b

]

, then  

A

=

{

x

∈

R

/

a

≤

x

≤

b

}

In this notation we define the characteristics of all  

x

belonging to this set  

A

…x must be greater or equal to a and simultaneously smaller or equal to b...

Interval notation is other way to say the same but assuming that  

[

means the extreme a is IN the interval and  

(

means extreme  

a

is not.

I Hope This Helps.

4 0
3 years ago
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