Answer:
0.410
Step-by-step explanation:
We are predicting exam 2 scores from exam 1 scores so the dependent variable y is exam 2 scores and independent variable is exam 1 scores x.
The regression equation is
y=a+bx
Where y is exam 2 scores and x is exam 1 scores.
We are given that
correlation coefficient=r=0.6.
Mean and standard deviation of x are xbarx=85 and Sx=12.
Mean and standard deviation of y are xbary=82 and Sy=8.2.
The slope b for this scenario can be found as
Thus, the slope of the regression equation for predicting Exam 2 scores from Exam 1 scores is 0.410.
The correct answer is: [A]:
______________________________________________________
{The first graph that is shown among the answer choices provided}:
______________________________________________________
→ shows: "
x ≤ 3 " ;
as follows:
______________________________________________________
Answer:
Customers who buy more than 7 pounds of strawberries pay $3.29 per pound.
Step-by-step explanation:
Since the graph shows a numerical line from 0 to 12, where the number 7 is shown circled and from there, all the numbers to its right are shaded, it can be said that the graph emphasizes the numbers 8 to 12, understanding So all that range of numbers applies to the offer in question, which applies from the purchase of 8 pounds, that is, more than 7 pounds of strawberries.
The median is the middle value in a list ordered from smallest to largest.
Answer: Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world. National Science Education Standards, p. 23.
As pointed out in the National Science Education Standards (National Research Council, 1996), students who use inquiry to learn science engage in many of the same activities and thinking processes as scientists who are seeking to expand human knowledge of the natural world. Yet the activities and thinking processes used by scientists are not always familiar to the educator seeking to introduce inquiry into the classroom. By describing inquiry in both science and in classrooms, this volume explores the many facets of inquiry in science education. Through examples and discussion, it shows how students and teachers can use inquiry to learn how to do science, learn about the nature of science, and learn science content.
A good way to begin this investigation is to compare the methods and thinking process of a practicing scientist with the activities of an inquiry-based science lesson. The stories in this chapter set the stage for many of the themes to follow. The sidebars suggest some important aspects of the investigations of both scientists and students.
INQUIRY IN SCIENCE
A geologist who was mapping coastal deposits in the state of Washington was surprised to discover a forest of dead cedar trees near the shore. A significant portion were still standing, but they clearly had been dead for many years. He found similar
