One of the major advantage of the two-condition experiment has to do with interpreting the results of the study. Correct scientific methodology does not often allow an investigator to use previously acquired population data when conducting an experiment. For example, in the illustrative problem involving early speaking in children, we used a population mean value of 13.0 months. How do we really know the mean is 13.0 months? Suppose the figures were collected 3 to 5 years before performing the experiment. How do we know that infants haven’t changed over those years? And what about the conditions under which the population data were collected? Were they the same as in the experiment? Isn’t it possible that the people collecting the population data were not as motivated as the experimenter and, hence, were not as careful in collecting the data? Just how were the data collected? By being on hand at the moment that the child spoke the first word? Quite unlikely. The data probably were collected by asking parents when their children first spoke. How accurate, then, is the population mean?
Answer:
Step-by-step explanation:
We are asked to find the volume of the cylinder. The formula for calculating a cylinder's volume is:
We know the height of the cylinder is 8 feet. We are given the diameter, the distance from edge to edge through the center. We want to find the radius, the distance from the edge to the center.
The radius is half the diameter.
- r = d/2
- r= 10 ft/2
- r=5 ft
We know both variables (h= 8ft and r=5 ft) and can substitute them into the formula.
Solve the exponent.
Multiply the numbers in parentheses.
The volume of the cylinder is <u>200π cubic feet and choice C is correct.</u>
Answer: 6,625 feet
Step-by-step explanation:
Since she gets picked up in the afternoon, she's only walking one way. This means all you have to do is multiply 1,325 by 5 to get 6,625.
9514 1404 393
Answer:
a) w(4w-15)
b) w²
c) w(4w -15) = w²
d) w = 5
e) 5 by 5
Step-by-step explanation:
a) If w is the width, and the length is 15 less than 4 times the width, then the length is 4w-15. The area is the product of length and width.
A = w(4w -15)
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b) If w is the side length, the area of the square is (also) the product of length and width:
A = w²
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c) Equating the expressions for area, we have ...
w(4w -15) = w²
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d) we can subtract the right side to get ...
4w² -15w -w² = 0
3w(w -5) = 0
This has solutions w=0 and w=5. Only the positive solution is sensible in this problem.
The side length of the square is 5 units.
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e) The rectangle is 5 units wide, and 4(5)-15 = 5 units long.
The rectangle and square have the same width and the same area, so the rectangle must be a square.
