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Irina-Kira [14]
3 years ago
7

Help with this thing ??

Mathematics
1 answer:
serious [3.7K]3 years ago
5 0

Answer:

1/4

Step-by-step explanation:

I'm not sure if he wants the Dilution factor or the scale but anyway

CBA = 4 C'B'A'

Scale 1/4

You might be interested in
Suppose you are interested in the effect of skipping lectures (in days missed) on college grades. You also have ACT scores and h
DIA [1.3K]

Answer:

a) For this case the intercept of 2.52 represent a common effect of measure for any student without taking in count the other variables analyzed, and we know that if HSGPA=0, ACT= 0 and skip =0 we got colGPA=2.52

b) This value represent the effect into the ACT scores in the GPA, we know that:

\hat \beta_{ACT} = 0.015

So then for every unit increase in the ACT score we expect and increase of 0.015 in the GPA or the predicted variable

c) If we are interested in analyze if we have a significant relationship between the dependent and the independent variable we can use the following system of hypothesis:

Null Hypothesis: \beta_i = 0

Alternative hypothesis: \beta_i \neq 0

Or in other wouds we want to check if an specific slope is significant.

The significance level assumed for this case is \alpha=0.05

Th degrees of freedom for a linear regression is given by df=n-p-1 = 45-3-1 = 41, where p =3 the number of variables used to estimate the dependent variable.

In order to test the hypothesis the statistic is given by:

t=\frac{\hat \beta_i}{SE_{\beta_i}}

And replacing we got:

t = \frac{-0.5}{0.0001}=-5000

And for this case we see that if we find the p value for this case we will get a value very near to 0, so then we can conclude that this coefficient would be significant for the regression model .

Step-by-step explanation:

For this case we have the following multiple regression model calculated:

colGPA =2.52+0.38*HSGPA+0.015*ACT-0.5*skip

Part a

(a) Interpret the intercept in this model.

For this case the intercept of 2.52 represent a common effect of measure for any student without taking in count the other variables analyzed, and we know that if HSGPA=0, ACT= 0 and skip =0 we got colGPA=2.52

(b) Interpret \hat \beta_{ACT} from this model.

This value represent the effect into the ACT scores in the GPA, we know that:

\hat \beta_{ACT} = 0.015

So then for every unit increase in the ACT score we expect and increase of 0.015 in the GPA or the predicted variable

(c) What is the predicted college GPA for someone who scored a 25 on the ACT, had a 3.2 high school GPA and missed 4 lectures. Show your work.

For this case we can use the regression model and we got:

colGPA =2.52 +0.38*3.2 +0.015*25 - 0.5*4 = 26.751

(d) Is the estimate of skipping class statistically significant? How do you know? Is the estimate of skipping class economically significant? How do you know? (Hint: Suppose there are 45 lectures in a typical semester long class).

If we are interested in analyze if we have a significant relationship between the dependent and the independent variable we can use the following system of hypothesis:

Null Hypothesis: \beta_i = 0

Alternative hypothesis: \beta_i \neq 0

Or in other wouds we want to check if an specific slope is significant.

The significance level assumed for this case is \alpha=0.05

Th degrees of freedom for a linear regression is given by df=n-p-1 = 45-3-1 = 41, where p =3 the number of variables used to estimate the dependent variable.

In order to test the hypothesis the statistic is given by:

t=\frac{\hat \beta_i}{SE_{\beta_i}}

And replacing we got:

t = \frac{-0.5}{0.0001}=-5000

And for this case we see that if we find the p value for this case we will get a value very near to 0, so then we can conclude that this coefficient would be significant for the regression model .

7 0
3 years ago
Help! I really need to pass!
Dmitriy789 [7]

Answer:

\huge{ \boxed{ \bold{ \sf{y =  - 2x + 6}}}}

☥ \tt{Question} :

  • Write the equation of a line in slope - intercept form that has a slope of -2 and passes through the point ( - 1 , 8 ).

☥ \tt{Step  -  \: by \:  -  \: step \: explanation}

☪ \underline{ \underline{ \text{Given : }}}

  • Slope ( m ) = -2
  • Given point = ( - 1 , 8 )

☪ \underline {\underline{ \text{To \: find}}} :

  • Equation of a line in slope - intercept form ( i.e y = mx + c )

Let the point ( -1 , 8 ) be ( x₁ , y₁ )

☪ \underline{ \underline{ \text{Solution}}} :

\underline{ \sf{y - y1 = m(x - x1)}}

plug the known values :

↦ \text{y - 8 =  - 2 \{ x - ( - 1) \} }

↦ \text{y - 8 =  - 2(x + 1)}

Distribute -2 through the parentheses :

↦ \text{y - 8 =  - 2x - 2}

Transpose 8 to right hand side and change it's sign

↦ \text{y =  - 2x - 2 + 8}

↦ \boxed{ \text{y =  - 2x + 6}}

And we're done !

Hope I helped!

♡ Have a wonderful day / night ツ

~TheAnimeGirl ♪

▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁

4 0
3 years ago
Read 2 more answers
Ethan rollerbladed a total of 623 \text{ km}623 km623, start text, space, k, m, end text over ddd days. He rollerbladed the same
Sever21 [200]

Answer:

Ethan rollerbladed each day  \frac{623}{d}  kilometers.

Step-by-step explanation:

Given:

Ethan rollerbladed a total of 623 km over d days.

Now, to find the kilometers Ethan rollerblade each day.

Total number of distance rollerbladed = 623 km.

Total number of days = d.

<u><em>As, Ethan rollerbladed each day the same distance.</em></u>

Now, to get the distance Ethan rollerbladed in each day we divide total number of distance rollerbladed by total number of days:

Ethan\ rollerbladed\ each\ day\ =\ \frac{Total\ number\ of\ distance\ rollerbladed}{Total\ number\ of\ days}

Ethan\ rollerbladed\ each\ day\ =\ \frac{623}{d}

Therefore, Ethan rollerbladed each day \frac{623}{d}  kilometers.

5 0
3 years ago
Sharon spent $3.45 on sunflower seeds. The price of the sunflower seeds is $0.89 per pound. How many pounds of sunflower seeds d
garik1379 [7]
Sharon bought about 3.8 pounds
8 0
3 years ago
Read 2 more answers
1.) Determine the type of solutions for the function (Picture 1)
NNADVOKAT [17]

Answer:

1) 2 nonreal complex roots

2) 1 Real Solution

3) 16

4) Reflected, narrower by a factor of 2/5, slides right 4 units and slides up 6 (units)

Step-by-step explanation:

1) The graph does not intercept the x-axis, therefore, there are no real solutions at the point y = 0

We get;

y = a·x² + b·x + c

At y = 6, x = -2

Therefore;

6 = a·(-2)² - 2·b + c = 4·a - 2·b + c

6 = 4·a - 2·b + c...(1)

At y = 8, x = 0

8 = a·(0)² + b·0 + c

∴ c = 8...(2)

Similarly, we have;

At y = 8, x = -4

8 = a·(-4)² - 4·b + c = 16·a - 4·b + 8

16·a - 4·b = 0

∴ b = 16·a/4 = 4·a

b = 4·a...(3)

From equation (1), (2) and (3), we have;

6 = 4·a - 2·b + c

∴ 6 = b - 2·b + 8 = -b + 8

6 - 8 = -b

∴ -b = -2

b = 2

b = 4·a

∴ a = b/4 = 2/4 = 1/2

The equation is therefor;

y = (1/2)·x² + 2·x + 8

Solving we get;

x = (-2 ± √(2² - 4 × (1/2) × 8))/(2 × (1/2))

x =( -2 ± √(-12))/1 = -2 ± √(-12)

Therefore, we have;

2 nonreal complex roots

2) Give that the graph of the function touches the x-axis once, we have;

1 Real Solution

3) The given function is f(x) = 2·x² + 8·x + 6

The general form of the quadratic function is f(x) = a·x² + b·x + c

Comparing, we have;

a = 2, b = 8, c = 6

The discriminant of the function, D = b² - 4·a·c, therefore, for the function, we have;

D = 8² - 4 × 2 × 6 = 16

The discriminant of the function, D = 16

4.) The given function is g(x) = (-2/5)·(x - 4)² + 6

The parent function of a quadratic equation is y = x²

A vertical translation is given by the following equation;

y = f(x) + b

A horizontal to the right by 'a' translation is given by an equation of the form; y = f(x - a)

A vertical reflection is given by an equation of the form; y = -f(x) = -x²

A narrowing is given by an equation of the form; y = b·f(x), where b < 1

Therefore, the transformations of g(x) from the parent function are;

g(x) is a reflection of the parent function, with the graph of g(x) being narrower by 2/5 than the graph of the parent function. The graph of g(x) is shifted right by 4 units and is then slides up by 6 units.

7 0
2 years ago
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