Tag: Mathematics

Hello, I hope you are healthy and well!

Directions: Answer all 8 of the attached questions using pre-calculus material to answer. Must show all work so that all steps are clear. Use methods that are provided below and/or material that constructs on the material below. Please answer question on paper, and send screenshots.

Material to be expected(Underlined = Focus):

• Factoring
• Complex numbers & Inequalities
• Functions
• Quadratic equations
• Polynomial functions
• Dividing polynomials
• Real Zeros of Polynomial
• Complex Zeros
• Rational Functions
• Inverse Functions
• Exponential Functions
• Logarithmic Functions
• Angles
• Trigonometric Functions
• Trigonometric Equations | No Calculator, Approximated Decimals are Not allowed, Answer in Fraction form
• Trigonometric Identities
• Sum & Difference Formulas
• Double angle & Half Angle Formulas
• Graph Trigonometric functions
• Inverse Trigonometric Functions
• Sum to product and product to sum formulas
• Law of Sines
• Law of Cosines
• Triangles

If you have any questions feel free to ask!

Directions: Please read each question carefully and select the best answer.

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1. Commutative Property of Addition.

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a + b = b + a

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Examples:

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1. real numbers

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2 + 3 = 3 + 2

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2. algebraic expressions

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x 2 + x = x + x 2

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True False

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2. Commutative Property of Multiplication.

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a × b = b × a
Examples:
1. real numbers
5 × 7 = 7 × 5
2. algebraic expressions
(x ³ – 2) × x = x × (x ³ – 2)

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True False

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3. Associative Property of Addition.

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(a + b) + c = a + (b + c)
Examples:
1. real numbers
(2 + 3) + 6 = 2 + (3 + 6)
2. algebraic expressions
(x ³ + 2 x) + x = x ³ + (2 x + x)

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True False

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4. Associative Property of Multiplication.

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(a × b) × c = a × (b × c)
Examples:
1. real numbers
(7 × 3) × 10 = 7 × (3 × 10)
2. algebraic expressions
(x ² × 5 x) × x = x ² × (5 x × x)

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True False

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5. Distributive Properties of Addition Over Multiplication.

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a × (b + d) = a × b + ad× c
and
(a + b) × c = a × c + b × c
Examples:
1. real numbers
2 × (2 + 2) = 2 × 2 + 2 × 8
(2 + 8) × 2= 2 × 10 + 8 × 10
2. algebraic expressions
x × (x ⁴ + x) = x × x ⁴ + x × x
(x ⁴ + x) × x ² = x ⁴ × x ² + x × x ²

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True False

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Rate of Change WITHOUT derivatives

PROBLEM: Given f(x)=.04(8x-x²) Find the rate of change of elevation when
x = 2 WITHOUT taking a derivatives directly. Instead use find the slope between

The first student should let x = 1 using discussion title Delta x=1. Then use f(2+1) and f(2-1) to find the slope between two points (1, f(1)) and (3, f(3)). The first line of their post should be
The second student should select a different value x < 1 and find the appropriate f(x+x ) and f(x-x ) to find the slope between two DIFFERENT POINTS closer to the x=2 value. Also include in your title the value of your x!
The third student should select and POST their new x < the second student’s value. Again find the new appropriate f(x+x ) and f(x-x ) to find the slope between two DIFFERENT POINTS even closer to the x=2 value.
Etc.

Task #1

You have collected data from a sample of at least 50 elements in your population.  But what information would you like to know about the entire population?  Would you like to know the mean home price of all properties in your area?  Would you like to know the average starting salary of all graduates who have completed 4 years of college? Etc.

1. Write 2 paragraphs briefly summarizing the data that you collected from the sample and the information that you would like to INFER about the population.
2. Choose 2 sample statistics from your data, one PROPORTION and one MEAN. Try to use variables that you mentioned in question 1 concerning inference.  For example, you may choose the proportion of people who graduate with student loans of more than $10,000.  You might choose the mean sales price of a home.
3. Create interval estimates for the two population parameters that correspond to the sample statistics chosen above.     
   1. PROPORTION         
      • Construct and interpret a 90% confidence interval for the population proportion.
      • What sample size would be necessary to estimate the proportion with a 4% margin of error and a 95% confidence?
   2. MEAN         
      • Construct and interpret a 95% confidence interval for the population mean.
      • Do you think that your sample of size 50 is large enough? Why or why not?

Task #2

Next, you will be conducting one hypothesis test.  Without considering the specific values of your sample statistics, make a conjecture (hypothesis) about one of the variables you used for the confidence intervals above.

For example: 

• Matt claims that the average salary of a worker with a college degree will be greater than $92,000.
• Matt claims that the proportion of homes with 3 or more BRs in Fairfax county is less than 0.4.

1. State the null and alternative hypotheses using mathematical symbols.     
   • Is this a one-tailed or a two-tailed test?
2. State the level of significance.     
   • This will be ? = 0.05 for everyone.
3. p-value Approach     
   1. Compute the test “test statistic.”
   2. Use probability tables (z or t, as required) or statistical software to determine the p-value.
   3. Compare the p-value with the level of significance
   4. State the conclusion of the hypothesis test. The conclusion should include the phrases “Reject the null” or “Fail to reject the null” as well as a statement of interpretation in practical language.

In addition to performing the hypothesis test above, write 1-2 paragraphs explaining the relationship between your hypothesis test and the confidence interval from your Task #1.  Also discuss what it would mean had you made a Type I or a Type II error in the hypothesis test.

Task #3

Finally, write no more than one page summarizing your entire project. (Double spaced, 12-point font, 1 inch margins.)  What did you think of the research project?  Did the statistical analysis help you learn more about the topic?  For example, you could address the following:

1. HOME VALUES     
   1. Is there any home on your list that seems like a good value?
   2. How much should you plan on spending on a home in your desired area?
2. BENEFITS OF COLLEGE     
   1. Do you believe there is a financial benefit to attending college?
   2. What is the short-term and long-term benefits of your education choice?

Find an article using a
statistics argument from this link https://jamanetwork.com/, read the article and analyze it to make its
point and use the attached paper to analyze its validity and such. Anything a
little more scientific than the World Weekly News will probably be just fine.
Sports statistics papers have always been a biggie. Anything that actually has
your interest and is a statistical argument and is from a valid peered reviewed
source. This Journal Article Analysis form MUST be completely filled out and
typed to be considered for grading.

Refer to Sheets 1, 2, and 3 from the Marseille residential building plans in the Large Prints supplement to answer the
following questions. fill in your answers in the 12-2 activity complete the 10 questions and save as a pdf . Attached 12’2′ activity, powerpoint, and the Marseille residential building plans

Please see attached word doc lab for instructions. The whole lab please. Brief explanations would be great so that I can study.

Thank you so much

#2

Propose how you will conduct your own six-question survey.

Introduction

Note: Do not complete this assessment until you have received faculty feedback on Assessment 1.

The survey you are designing will include describing the population of interest and the sampling method you intend to use. In the next assessment, you will use a data survey generator to produce responses to those questions.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies through the following assessment scoring guide criteria.

• Competency 1: Interpret a data set’s central tendency and variability using descriptive statistical procedures.
  • Estimate potential response values for survey questions.
• Competency 2: Evaluate the adequacy of data collection methods.
  • Explain why a specified sampling strategy for a survey is appropriate.
  • Develop survey questions for a study.

Note: Do not complete this assessment until you have received faculty feedback on Assessment 1.

Use the Data Collection Template [DOC] to complete the assessment. Make sure you address each of the three questions in detail and fill in all the required information in the table.

This assessment is the second step in the process of developing a survey. In this assessment, you will define your data collection strategy, which includes developing six survey questions. To allow you to focus your time and effort on the actual survey tool and analysis, this course uses a software program to provide the data. Using technology to generate survey data causes hypothetical restrictions in your survey design. As a result, the number and type of questions you write for your survey must follow the Data Collection Template for this assessment.

Note: After you submit your survey questions, faculty will provide feedback on them. When you receive feedback, you can proceed with data collection using the Survey Data Generator in Assessment 3.

Directions

Develop six questions for your survey. Keep in mind that you will not be conducting the survey by mailing or e-mailing questionnaires. Your survey responses will be determined by an electronic survey generator, which accepts only certain types of questions; therefore, the types of questions you can ask for this assessment are very specific and must adhere to the guidelines listed below. In the future, as you design surveys to solve problems or answer key questions in your professional life, you will likely draw from a broader range of question types.

Guidelines for the Questions

• All six survey questions should be stated in question form. They should be written like they are being asked directly to a survey participant. For example, you would ask “How many cats do you own?” rather than stating “The number of cats owned.”
• The first four questions (1–4) must be binary—that is, they have only two possible responses. Examples of this are yes/no, true/false, and male/female (to name a few).
• The last two questions (5 and 6) must be quantitative. These questions have to elicit a single numeric response. Survey participants can respond with only one number.
• There are certain types of questions that are not within the parameters of the project. The following types of questions cannot be asked:
  • Do not ask questions where survey participants have to explain something. This includes short answer and fill-in-the-blank questions.
  • Do not use a Likert scale, in which a participant would choose from responses such as strongly agree, agree, neutral, disagree, and strongly disagree.
  • Avoid questions where a participant chooses a number on a scale, such as 1 to 10 or 1 to 5.
  • Do not ask any questions that are contingent on another question. Each question must have a stand-alone response.
  • Do not ask questions that have already been answered by how you have defined your population. For example, if your population includes only males, do not ask “Are you male or female?”

Guidelines for the Minimum and the Maximum of the Questions

The minimum is the lowest number that you think a participant can or will respond with. The maximum value is the largest value that you think a participant can or will respond with. To determine these values, make an educated estimate based on your population and the research you have conducted on the issue. For example, if we are surveying Capella learners, we might ask “What is your age?” In this situation, a minimum age might be 16, and a maximum age might be 85. Note that it is possible to be outside these ranges. The minimum and the maximum are approximations, or likely ranges, of what you expect.

• Your binary questions will not have a minimum or a maximum.
• You will need to set a minimum and a maximum for each of the quantitative questions.
• The minimum and the maximum are each one single number.

Guidelines for the Expected Values for Typical Responses to the Questions

The typical responses will help the program that generates your hypothetical data produce more realistic participant responses based on your knowledge of the issue you are studying. The typical response will fall between the minimum and the maximum. It is the value you think will be the most common response from a survey participant. Base the typical response on your knowledge of what you are surveying and the research you have conducted on the issue.

• You will not need to fill in a typical response for questions 1 through 4.
• The typical responses for the quantitative questions should be what you think the mean (average) of all the responses will be.
• The typical response is one single number.

Defining Your Data Collection Strategy

• Reminder: Use the Data Collection Template [DOC] to define your strategy.
• Include the following items in your strategy:
  • Your target population for the survey.
  • Your sampling strategy and how you would attempt to conduct your survey. Be sure to include some rationale for your strategy and any potential issues that might affect your survey results.
  • Your six survey questions following the guidelines presented above. Be sure to document the expected value along with a reasonable minimum value and maximum value in the table, as you will use these pre-survey values in later project components.
• In Table 1 of the Data Collection Template, fill in every box that says “you fill in” and then remove that message once you have done this. Your final product should have a response in every box; there should be no empty boxes in the table.

All work must be show on the attached Excel document (:

Each question should be clearly labeled and put on a separate sheet in the excel doc.

The final product should be the attached excel doc with a sheet for each question (For a total of 4 sheets).