<h2><u>
PLEASE MARK BRAINLIEST!</u></h2>
Answer:
Let's figure this out!
Step-by-step explanation:
<h3>Table Q:</h3>
x −2 −1 0 1 --> the pattern is +1
y 3 4 0 6 --> the pattern is unidentifiable
x −2 −1 0 1 --> the pattern between these two rows is +5. This is
y 3 4 0 6 because, -2 (+5) = 3, -1 (+5) = 4, and so on
<h3>Table V:</h3>
x −1 0 1 2 --> the pattern is +1
y −4 0 4 8 --> the pattern is +4
x −1 0 1 2 --> there is no pattern that can be determined.
y −4 0 4 8
NOTE: THE FOLLOWING ANSWER IS A GUESS. I AM NOT COMPLETELY SURE OF MY ANSWERS BECAUSE NOT MUCH INFORMATION IS GIVEN.
Table Q: (1, 5)
Table V: (1, 4)
<em>I hope this helps!</em>
Answer:
B.distance = speed × 90
Step-by-step explanation:
We know that distance = rate * time
We know the time is 90 minutes
distance = speed * 90
Complete question:
Dr. Lyte wishes to study speed of Reaction Time to press a button in response to the onset of a lamp. The independent variable (V) is the color of the light produced by the lamp (red, orange, yellow, green, or blue) Since only 10 participants are available, she elects to administer the IV within-subjects with all 10 participants being exposed to all five levels of the color variable. The order of the color of the light presentation is to be counterbalanced. Using concepts from the textbook, why would Dr. Lyte need to use counterbalancing in this scenario?
Answer:
Here,
Independent variable (IV) is: the color of the light produced by the lamp (red, orange, yellow, green, or blue)
We are also told only 10 participants are available.
All 10 participants are being exposed to all five levels of the color variable in the same order.
Counterbalancing is said to be a technique used when establishing task order. It helps prevent introduction if cofounding variables.
Dr. Lyte will need to use counterbalancing technique in this scenario because some of the participants may be unable to understand difference in similar colours. Example some participants may not be able to differentiate between orange and red when the red colour comes after orange.
But using counterbalancing technique, Dr. Lyte can avoid such an error.
To determine about how many more boys have a shoes size of 6 or less, you need to understand that a box and whisker plot takes a data set and show it in quarters (25% of the data is represented in each section).
For the 2 years olds, if the box in the middle, that means that half of the boys have a shoe size at 6 or under. There were 80 boys chosen for this study, so half of that is 40.
For the 3 year olds, the closest point to 6 is 6.5, and it is located after the line on the left. This means that only 25% of the boys have shoe sizes of 6.5 or under. 25% of the 60 three-year olds they collected data on is 15.
The difference is 40-15= 25.
There are about 25 more two-year olds wearing a size 6 or under.
Answer: Should be 9 as the exponent.
Step-by-step explanation:
Count your zeros. Hope this helps!
