...below. Length (inches) 40 7 33 24 14 48 9 18 13 21 Weight (pounds) 7.2 1.3 9 5.8 2.5 9.7 2.3 1.6 1.8 2.9 Part A. Use the table to answer these questions. (1.5 points) Why would these data be described as bivariate? The data are bivariate because they comprise sets for two different variables. What is the explanatory variable (independent variable, x)? Length is the explanantory variable What is the response variable (dependent variable, y)? Weigth is the response variables Part B. Use your responses in Part A to write the puppy data as 10 ordered pairs (x, y). (2.5 points) (40,7.2),(7,1.3),(33,9),(24,5.8),(14,2.5),(48,9.7),(9,2.3),(18,1.6),(13,1.8),(21,2.9) Part C. Use your ordered pairs from Part B to display the puppy data on the scatterplot below. (5 points)Student receives 0.5 point correctly plotting each ordered pair,for a maximum of 5 points. Part D. Use the scatterplot from Part C to answer these questions. (2 points) What kind of correlation exists between the length and weight of the puppies? Explain. There is a positive correlation exists between the variables, because as the explanatory variable (Length) increases, the response variable (Weigth) increases. Does this correlation imply causation? Explain. It seems to imply causation, since it is logical that the...
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...Statistics Week Tue-Sat 1 2 3 4 Topics/Sub-Topics Introduction to Statistics What is Statistics, Definition of Statistics, Types of Statistics, Application of Statistics in Real life, Variable and its types, Constant and its types. Definition of Data, Primary & Secondary Data, Frequency and Frequency Distribution, Class Limit & Boundary. Organizing and Graphing Data Organizing and Graphing of Qualitative (Simple Bar Chart, Multiple Bar Chart, Percentage Pie Chart) data. Organizing and Graphing of Quantitative data (Stem and Leaf Plot, Histogram, Frequency Polygon, Ogive) Numerical descriptive Measures Measure of central tendency for Ungrouped and Grouped Data (Mean, Median and Mode), Measure of Dispersion and its Types. Cox-Box Plot Variance and use of Standard Deviation, Co-efficient of Variation. Introduction to moment. Week Tue-Sat 5 6 7 8 9 Quizzes/ Assignments Topics/Sub-Topics Moment about origin and Central Moments for Frequency Distribution, Moment Ratios and its interpretation. Introduction to Probability Counting Principle, Probability and its Approaches, Deterministic and non-deterministic Experiment, Sample Space and Events, Outcome, Permutation and Combination. Types of Events Mutually Exclusive Events, Collectively Exhaustive events, Complementary events, Addition Laws of Probability. MID TERM EXAMINATION Assignment 1 Quiz 1 Quizzes/ Assignments Assignment 2 Quiz 2 Independent and dependent...
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...Microeconomics: Prin., Apps, & Tools, 8e (O'Sullivan) TB1 Chapter 1 Introduction: What Is Economics? 1.1 What Is Economics? 1) Economics is best defined as the study of: A) financial decision-making. B) how consumers make purchasing decisions. C) the choices made by people faced with scarcity. D) inflation, unemployment, and economic growth. Answer: C Diff: 1 Topic: What Is Economics? Skill: Definition AACSB: Reflective Thinking Learning Outcome: Micro-1 2) Economics is the study of: A) how to invest in the stock market. B) how society uses limited resources. C) the role of money in markets. D) how government officials decide which goods and services are produced. Answer: B Diff: 1 Topic: What Is Economics? Skill: Conceptual AACSB: Reflective Thinking Learning Outcome: Micro-1 3) Scarcity can best be defined as a situation in which: A) there are no buyers willing to purchase what sellers have produced. B) there are not enough goods to satisfy all of the buyers' demand. C) the resources we use to produce goods and services are limited. D) there is more than enough money to satisfy consumers' wants. Answer: C Diff: 1 Topic: What Is Economics? Skill: Definition AACSB: Reflective Thinking Learning Outcome: Micro-1 4) An arrangement that allows buyers and sellers to exchange things is called: A) a contract. B) a market. C) money. D) efficient. Answer: B Diff: 1 Topic: What Is Economics? Skill: Definition AACSB:...
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... Month | Date | Day | Lecture Sections | LABS DUE at midnight on these dates | JAN | 22 | T | Syllabus 3.4 Slope and Rate of Change Advise Lab Quiz 1 | | | 24 | R | 3.5 Equations of Lines + Supplement to 3.5 on writing equations of a line from a table of values or graph 3.6 Functions + Supplement to 3.6 on Domain and Range Advise Lab Quiz 2 | | | 29 | T | 8.1 Graphing and Writing Linear Functions8.2 Reviewing Function Notation | LAB 1—JAN. 29 | | 31 | R | 9.1 Compound Inequalities + Supplement for set-builder notation | | FEB | 5 | T | 12.1 The Algebra of Functions | | | 7 | R | Review for Test 1 Advise Lab Quiz 3 | | | 12 | T | Test 1 (sections 3.4, 3.5, 3.6, 8.1, 8.2, 9.1, and 12.1) | LABS 2 and 3—FEB. 12 | | 14 | R | 4.1 Solving Systems of Linear Equations by Graphing; Appendix D on graphing window9.4 Graphing Linear Inequalities in Two Variables and Systems of Linear Inequalities | | | 19 | T | 4.2 Solving Systems of Linear Equations by Substitution 4.3 Solving Systems of Linear Equations by Addition | | | 21 | R | 4.5 Systems of Linear Equations and Problem-Solving Advise Lab Quiz 4 | | | 26 | T | Integrated Review: Choosing a Factoring...
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...Diagnostic Algebra Assessment Definitions Categories Equality Symbol Misconception Graphing Misconception Definition Concept of a Variable Misconception Equality Symbol Misconception As algebra teachers, we all know how frustrating it can be to teach a particular concept and to have a percentage of our students not get it. We try different approaches and activities but to no avail. These students just do not seem to grasp the concept. Often, we blame the students for not trying hard enough. Worse yet, others blame us for not teaching students well enough. Students often learn the equality symbol misconception when they begin learning mathematics. Rather than understanding that the equal sign indicates equivalence between the expressions on the left side and the right side of an equation, students interpret the equal sign as meaning “do something” or the sign before the answer. This problem is exacerbated by many adults solving problems in the following way: 5 × 4 + 3 = ? 5 × 4 = 20 + 3 = 23 Students may also have difficulty understanding statements like 7 = 3 + 4 or 5 = 5, since these do not involve a problem on the left and an answer on the right. Falkner presented the following problem to 6th grade classes: 8 + 4 = [] + 5 All 145 students gave the answer of 12 or 17. It can be assumed that students got 12 since 8 + 4 = 12. The 17 may be from those who continued the problem: 12 + 5 = 17. Students with this misconception may also have difficulty with the idea that adding...
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...Course Syllabus MTH/208 – College Mathematics 1 Course: X Course Start Date: X Course End Date: X Campus/Learning Center : X |[pic] |Syllabus | | |College of Natural Sciences | | |MTH/208 Version 6 | | |College Mathematics I | Copyright © 2012, 2011, 2008, 2007, 2006, 2005 by University of Phoenix. All rights reserved. Course Description This course begins a demonstration and examination of various concepts of algebra. It assists in building skills for performing specific mathematical operations and problem solving. These concepts and skills serve as a foundation for subsequent quantitative business coursework. Applications to real-world problems are emphasized throughout the course. This course is the first half of the college mathematics sequence, which is completed in MTH/209: College Mathematics II. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: ...
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...Example 2.1 with Pie Chart - Graphing and Summarizing Qualitative Data A group of cardiac physicians in southwest Florida have been studying a new drug designed to reduce blood loss in coronary artery bypass operations. Blood loss data for 114 coronary artery bypass patients (some who received a dosage of the drug and others who did not) are saved in the BLOODLOSS file. Although the drug shows promise in reducing blood loss, the physicians are concerned about possible side effects and complications. So their data set includes not only the qualitative variable, DRUG, which indicates whether or not the patient received the drug, but also the qualitative variable, COMP, which specifies the type (if any) of complication experienced by the patient. The four values of COMP recorded by the physicians are (1) redo surgery, (2) post- op infection, (3) both, or (4) none. Figure 2.5, generated using SPSS, shows summary tables for the two qualitative variables, DRUG and COMP. Interpret the results. Interpret the Minitab output shown in Figure 2.6 and the SPSS output shown in Figure 2.7. This tutorial will demonstrate how to use Minitab to reproduce Figures 2.5, 2.6 and 2.7 on page 36 of the textbook. Steps one through 8 will produce tables similar to those of Figure 2.5 on page 36 of in the text After loading the minitab worksheet BLOODLOSS.MTW: 1. Begin by clicking on Stat. 2. Next, click on Tables. 3. Then click on Tally Individual Variables. 4. Double-click C2 DRUG. 5. Double-click C3...
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...TI-84 Plus TI-84 Plus Silver Edition Guidebook Important Information Texas Instruments makes no warranty, either express or implied, including but not limited to any implied warranties of merchantability and fitness for a particular purpose, regarding any programs or book materials and makes such materials available solely on an "as-is" basis. In no event shall Texas Instruments be liable to anyone for special, collateral, incidental, or consequential damages in connection with or arising out of the purchase or use of these materials, and the sole and exclusive liability of Texas Instruments, regardless of the form of action, shall not exceed the purchase price of this product. Moreover, Texas Instruments shall not be liable for any claim of any kind whatsoever against the use of these materials by any other party. © 2005 Texas Instruments Incorporated Windows and Macintosh are trademarks of their respective owners. ii USA FCC Information Concerning Radio Frequency Interference This equipment has been tested and found to comply with the limits for a Class B digital device, pursuant to Part 15 of the FCC rules. These limits are designed to provide reasonable protection against harmful interference in a residential installation. This equipment generates, uses, and can radiate radio frequency energy and, if not installed and used in accordance with the instructions, may cause harmful interference to radio communications. However, there is no guarantee that interference...
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...Linear Functions Unit Plan Part 2 – EDCI 556 – Week 2 Darrell Dunnas Concordia University, Portland Linear Functions Unit Plan Part 2 Mr. Dunnas decides to change the graphing linear equations lesson into a problem-based lesson. This lesson is comprised of three components. Component number one is to write the equation in slope-intercept form (solve for y). Component number two is to find solutions (points) to graph via t-tables and slope-intercept form. Component number three is to graph the equation (connect the points that form a straight line). In mastering this lesson, all components must be addressed. In teaching, all learners how to graph linear equations, one must create a meaningful context for learning. First, the lesson must be aligned to the curriculum framework (Van de Walle, Karp, & Bay-Williams, 2013). Graphing linear equations is a concept found in the curriculum framework. Second, the lesson must address the needs of all students (Van de Walle, Karp, & Bay-Williams, 2013). The think-aloud strategy and graphing calculators will be used to graph linear equations and address the learning styles of all learners. Third, activities or tasks must be designed, selected, or adapted for instructional purposes (Van de Walle, Karp, & Bay-Williams, 2013). Lectures, handouts, videos, and cooperative learning activities will be used in teaching the lesson. Fourth, assessments must be designed to evaluate the lesson...
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...|[pic] |Syllabus | | |Axia College/College of Natural Sciences | | |MAT/116 Version 7 | | |Algebra 1A | Copyright © 2010, 2009, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course introduces basic algebra concepts and assists in building skills for performing specific mathematical operations and problem solving. Students solve equations, evaluate algebraic expressions, solve and graph linear equations and linear inequalities, graph lines, and solve systems of linear equations and linear inequalities. These concepts and skills serve as a foundation for subsequent coursework. Applications to real-world problems are integrated throughout the course. This course is the first half of the college algebra sequence, which is completed in Algebra 1B. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must...
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...takes 41 days on average”) − To identify which sub process is the least efficient − Shows bottlenecks, idle time, productive time • Use of Data in Monitoring & Evaluation − To identify the metrics to be monitored post implementation of BPR − Setting target metrics (“to-be” state) − To obtain baseline metrics (“as-is” state) -- To measure and showcase project success (“Average time for passport issuance has come down from 41 days to 5 days”) Measure of Excellence / Performance metrics Critical To Process metrics (CTPs) CTP parameters are the internal check for the health of the process What variables to select for data collection? • Broadly identify the universal set of independent variables (CTP) impacting the CTQ under consideration − Y = f(X1, X2, X3,….Xn) where Y is the CTQ (dependent variable) and Xis are the independent variables (CTPs) • Use a structured process for short-listing the CTPs for which data collection needs to be done • e.g.: Time taken for issuance of passport is a CTQ in the passport issuance process • Time taken for passport issue = f (time taken to file application, processing time, police verification time, …) Classes of data collected • • • • • Time – value added, cycle, waiting, productive / non-productive Volumes – transactions / day, units / hour, % of each category Rates or Costs - computed, fixed, per unit Equipment Used - cost Value Added - real value, business value, no-value Data collection...
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..." Using Spreadsheets and Graphing • in Excel In this case the independent quantity is Concentration and the dependent variable is Signal (we know the concentration, but we have to measure the signal that it causes). This means that Concentration should be on the X-axis and Signal should be on the Y-axis. In Excel, the X-axis values need to be to the left of the Y-axis values. Procedure 1: Basic Spreadsheet Entry 1. Open MS Excel on your computer. It will help to maximize the window so it fills up the screen. Your instructor will lead you through the steps in the following exercise. Follow along on the instructions as well as listening closely to your instructor and following directions. Computer programs are not very forgiving. If you are sloppy or make mistakes, your results will have· errors. You really have to pay attention to detail. 2. qreate a data table by copying the data from the Example on the previous page into the spreadsheet. t'JJ The first issue you have to deal with is the heading "Concentration (mol/L)" is too large to fit in • j cell AI. This must be fixed. You can either increase the column width or wrap text. l'j The second issue is that by default, data in the spreadsheet is not "centered" in the cells as shown in the figure. This must also be fixed. Follow the instructions of your instructor. o Notes: • 3. initial here: • 0 Your spreadsheet should look exactly like that in the example, including capitalization...
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...Describe how you conducted the experiment. What variables did you investigate in this experiment? We had one person hold the meter stick up perpendicular to the floor and drop the bouncy ball provided ball with no force, straight down from the height of our choosing. We chose the heights 100cm, 90cm, 80cm, 70cm, 60cm, 40cm, and 20cm. The remaining members of our group watched to see how much it would bounce up, we did 3 recordings of the bounce height for each drop height and averaged them by using the obvious equation where you add them all up and divide by how many there are. We rounded to whole numbers because it is too hard to have a fraction of a centimeter because they’re already too small. We recorded the data on the assigned. I used drop height as my x and the average bounce height as my y. Make a scatter plot of the data you collected on graph paper. Be sure to include a title, labels, and the source of information on graph. On attached page. Graph a line of best fit by sight for the data....
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...Procedure: Experiment 1: 1. Weigh and record the mass of the cart (this will be kept constant for all trials) then the mass of the cart with all the hanging weights on top of it. 2. Take 1 hanging weight off the cart and attach it to the end of the string on the cart with the other hanging weights still on top. 3. Place the cart on the ramp in front of the motion detector. 4. Set the GLX using the correct units for the y and x axis for graphing. Then measure 20cm away from the motion detector, place the cart there and start the GLX and release the cart from 20cm at the same time. Stop the GLX and the cart few centimeters before the cart reaches to the end of the ramp for precise data. 5. Repeat steps 2, 3 and 4 by adding 1 hanging weight to the string of the cart with the previous hanging weight already on the string until all hanging weights are used and not left on top of the cart. Then record data. Experiment 2: 1. Weigh the hanging weight and record the mass (this will be left constant for all trials). 2. Add a metal cube on to the top of the cart and weigh and record the mass of the cart with metal cube. Then place the cart on the ramp in front of the motion detector. 3. Set the GLX using the correct units for the y and x axis for graphing. Then measure 20cm away from the motion detector, place the cart there and start the GLX and release the cart from 20cm at the same time. Stop the GLX and the cart few centimeters before the...
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...greatly increased.'I Brad &3~ker, Physics Student Other books i the Utterly Conhrsed Series include: n Financial Planning for the Utterly Confrcsed, Fifth Edition Job Hunting for the Utterly Confrcred Physics for the Utterly Confrred CALCULUS FOR THE UTTERLY CONFUSED Robert M. Oman Daniel M. Oman McGraw-Hill New York San Francisco Washington, D.C. Auckland Bogoth Caracas Lisbon London Madrid Mexico City Milan Montreal New Delhi San Juan Singapore Sydney Tokyo Toronto Library of Congress Cataloging-in-Publication Data Oman, Robert M. Calculus for the utterly confused / Robert M. Oman, Daniel M. Oman. p. cm. ISBN 0-07-048261-6 1. Calculus-Study and teaching. I. Oman, Daniel M. II. Title. QA303.3.043 1998 51 5 4 ~ 2 1 98-25802 CIP Copyright 0 1999 by The...
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