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photoshop1234 [79]
3 years ago
9

The paint used to make lines on roads must reflect enough light to be clearly visible at night. Let mu denote the true average r

eflectometer reading for a new type of paint under consideration. A test of
H0:μ=20 versus Ha:μ is greater than 20 will be based on a random sample of size n from a normal population distribution. What conclusion is appropriate in each of the following situations? (Round your P-values to three decimal places.)
a. n = 17, t = 3.1, α=0.05
State the conclusion in the problem context.
A. Do not reject the null hypothesis. There is not sufficient evidence to conclude that the new paint has a reflectometer reading higher than 20.
B. Reject the null hypothesis. There is not sufficient evidence to conclude that the new paint has a reflectometer reading higher than 20.
C. Do not reject the null hypothesis. There is sufficient evidence to conclude that the new paint has a reflectometer reading higher than 20.
D. Reject the null hypothesis. There is sufficient evidence to conclude that the new paint has a reflectometer reading higher than 20.
b. n = 10, t = 1.8, α=0.01
State the conclusion in the problem context.
A. Do not reject the null hypothesis. There is sufficient evidence to conclude that the new paint has a reflectometer reading higher than 20.
B. Reject the null hypothesis. There is not sufficient evidence to conclude that the new paint has a reflectometer reading higher than 20.
C. Do not reject the null hypothesis. There is not sufficient evidence to conclude that the new paint has a reflectometer reading higher than 20.
D. Reject the null hypothesis. There is sufficient evidence to conclude that the new paint has a reflectometer reading higher than 20.
c. n = 24, t = -0.4, p-value =
Mathematics
1 answer:
Sophie [7]3 years ago
5 0

Answer:

a) D. Reject the null hypothesis. There is sufficient evidence to conclude that the new paint has a reflectometer reading higher than 20.

b) C. Do not reject the null hypothesis. There is not sufficient evidence to conclude that the new paint has a reflectometer reading higher than 20.

Step-by-step explanation:

a) We have a hypothesis test with the following hypothesis:

H_0: \mu=20\\\\H_a:\mu> 20

The significance level is 0.05 for this right-tailed test.

The sample size is n=17.

This means we have 16 degrees of freedom.

df=n-1=17-1=16

The test statistic has already been calculated and has a value of t=3.1.

This test is a right-tailed test, with 16 degrees of freedom and t=3.1, so the P-value for this test is calculated as (using a t-table):

\text{P-value}=P(t>3.1)=0.0034

As the P-value (0.0034) is smaller than the significance level (0.05), the effect is significant.

The null hypothesis is rejected.

At a significance level of 0.05, there is enough evidence to support the claim that the new paint has a reflectometer reading higher than 20.

b. The hypothesis are the same as point a:

H_0: \mu=20\\\\H_a:\mu> 20

The degrees of freedom for this sample size are:

df=n-1=10-1=9

The significance level is 0.01.

The test statistic has already been calculated and has a value of t=1.8.

This test is a right-tailed test, with 9 degrees of freedom and t=1.8, so the P-value for this test is calculated as (using a t-table):

\text{P-value}=P(t>1.8)=0.0527

As the P-value (0.0527) is bigger than the significance level (0.01), the effect is not significant.

The null hypothesis failed to be rejected.

At a significance level of 0.01, there is not enough evidence to support the claim that the new paint has a reflectometer reading higher than 20.

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Answer:

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Step-by-step explanation:

To solve this question, we first need to know the conversion from cubic meter to liter.

1 cubic meter is equal to 1000 liters.

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Answer an essay on nothing

Step-by-step explanation:

In philosophy there is a lot of emphasis on what exists. We call this ontology, which means, the study of being. What is less often examined is what does not exist.

It is understandable that we focus on what exists, as its effects are perhaps more visible. However, gaps or non-existence can also quite clearly have an impact on us in a number of ways. After all, death, often dreaded and feared, is merely the lack of existence in this world (unless you believe in ghosts). We are affected also by living people who are not there, objects that are not in our lives, and knowledge we never grasp.

Upon further contemplation, this seems quite odd and raises many questions. How can things that do not exist have such bearing upon our lives? Does nothing have a type of existence all of its own? And how do we start our inquiry into things we can’t interact with directly because they’re not there? When one opens a box, and exclaims “There is nothing inside it!”, is that different from a real emptiness or nothingness? Why is nothingness such a hard concept for philosophy to conceptualize?

Let us delve into our proposed box, and think inside it a little. When someone opens an empty box, they do not literally find it devoid of any sort of being at all, since there is still air, light, and possibly dust present. So the box is not truly empty. Rather, the word ‘empty’ here is used in conjunction with a prior assumption. Boxes were meant to hold things, not to just exist on their own. Inside they might have a present; an old family relic; a pizza; or maybe even another box. Since boxes have this purpose of containing things ascribed to them, there is always an expectation there will be something in a box. Therefore, this situation of nothingness arises from our expectations, or from our being accustomed. The same is true of statements such as “There is no one on this chair.” But if someone said, “There is no one on this blender”, they might get some odd looks. This is because a chair is understood as something that holds people, whereas a blender most likely not.

The same effect of expectation and corresponding absence arises with death. We do not often mourn people we only might have met; but we do mourn those we have known. This pain stems from expecting a presence and having none. Even people who have not experienced the presence of someone themselves can still feel their absence due to an expectation being confounded. Children who lose one or both of their parents early in life often feel that lack of being through the influence of the culturally usual idea of a family. Just as we have cultural notions about the box or chair, there is a standard idea of a nuclear family, containing two parents, and an absence can be noted even by those who have never known their parents.

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If we can for a moment talk in terms of a place devoid of all being, this would contain nothing in its pure form. But that raises the question, Can a space contain nothing; or, if there is space, is that not a form of existence in itself?

This question brings to mind what’s so baffling about nothing: it cannot exist. If nothing existed, it would be something. So nothing, by definition, is not able to ‘be’.

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When we multiply, you get

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Finally, we divide both sides by 25.6, to get our variable b, alone, and without a coefficient.

82.5 = b

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Triss [41]

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