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4a) The null hypothesis is that there is no difference in math performance between learning while listening to classical music and learning without music.
4b) The research/alternative hypothesis based on the researcher's hypothesis is that learning while listening to classical music improves math performance.
4c) The mean math performance when music played was 15.5, and when no music played was 17.9. The calculated t statistic was -4.60, and the p-value associated with the test statistic was < .001.
4d) The p-value associated with this result is less than .05.
4e) Based on the p-value, we reject the null hypothesis.
4f) The result is statistically significant.
4g) Based on this information alone, it is not safe to conclude that students perform better when listening to music while learning. Other factors could have influenced the results, such as individual differences in the students or other environmental factors. Further research would be necessary to make a definitive conclusion.
4a.) The null hypothesis states that there is no significant difference in math performance between the two conditions (learning with classical music and learning without music).

4b.) The research/alternative hypothesis states that learning while listening to classical music improves performance in math compared to learning without music.

4c.)
- Mean math performance when music played: 15.5
- Mean math performance when no music played: 17.9
- Calculated t statistic: -4.60
- P-value associated with the test statistic: < 0.001

4d.) The p-value associated with this result is less than 0.05.

4e.) Based on the p-value, we reject the null hypothesis.

4f.) The result is statistically significant.

4g.) While the result is statistically significant, it actually shows that students performed better when not listening to music while learning. This contradicts the researcher's initial hypothesis, so it is not safe to conclude that students perform better when listening to music while learning.

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Answer:

−30(3+2w)

Step-by-step explanation:

Problem to solve:

-90-60w

−90−60w

1 Factor the polynomial -90-60w−90−60w by it's GCF: -30−30

-30\left(3+2w\right)

−30(3+2w)

Answer:

The system has no solutions.

Step-by-step explanation:

Let's write it in a more traditional form

\(\left \{ {{x-y=7} \atop {6x-6y=-7}} \right. \\\)

Try staring at it for a bit, and then realize what you are being asked: find two numbers whose difference is - at the same time, 7, and -7/6. That's impossible.

Same result you get by elimination. Multiply the first by 6 and either add or subtract - your choice the second. In either case you will get 0 = 35 or 0=49, which are obviously absurd

The value of m is 10cm and the value of n is 24cm

Pythagoras theorem states that “In a right-angled triangle, the square of the hypotenuse side is equal to the sum of squares of the other two sides“. The sides of this triangle have been named Perpendicular, Base and Hypotenuse.

a² = b² + c²

for the small rectangular face,

m² = 6² +8²

m² = 36 + 64

m² = 100

m = √100

m = 10cm

to find the value of n

n² = 24² + 8²

n² = 576 + 64

n² = 640

n = √ 640

n = 25.3 cm

Therefore the value of m and n is 10cm and 25.3 cm.

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Answer:

Answer:574.9ft^3.

Step-by-step explanation:

radius (r) = 6.5feet

π=3.14

volume of hemisphere=2/3 x π x r^3

Volume=2/3 x 3.14 x (6.5) ^3

Volume=2/3 x 3.14 x 6.5 x 6.5 x 6.5

Volume = (2x3.14x6.5x6.5x6.5) ➗ 3

Volume=1724.645 ➗ 3

Volume=574.9ft^3

The volume of a hemisphere with a radius of 6.5 ft, rounded to the

nearest tenth of a cubic foot is 574.9ft^3.

The volume of a hemisphere that has radius r can be calculated as

\(2/3\times \pi \times r^3\)

It is given that the hemisphere

radius (r) = 6.5feet

π=3.14

The volume of a hemisphere

=\(= 2/3\times \pi \times r^3\\\\= 2/3 \times3.14\times (6.5) ^3\\\\2/3 \times3.14 \times6.5 \times6.5 \times6.5\\\\1724.645 /3\\574.9ft^3\)

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The calculated volume of the model space is 1657.92 cubic inches

From the question, we have the following parameters that can be used in our computation:

The model space made from:

The volume of the model space is calculated as

Volume = Cone + Cylinder + Hemisphere

Using the volume formulas, we have

Volume = 1/3πr²h + πr²h + 2/3πr³

Substitute the known values in the above equation, so, we have the following representation

Volume = 1/3 * 3.14 * 6² * 8 + 3.14 * 6² * 8 + 2/3 * 3.14 * 6³

Evaluate

Volume = 1657.92

Hence, the volume of the model space is 1657.92 cubic inches

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Answer:

6/5

Step-by-step explanation:

-1/5 / -1/6

-1/5 * -6

6/5

Hope this helps!

I would really appreciate if you mark me brainliest as I have been trying to get there for a veryyy long time now :)

The two values of the expression 5x - 6 are -6 and 9 when x takes the values of 0 and 3, respectively.

We have,

To find two values of the expression 5x - 6, we need to assign different values to x and evaluate the expression.

Let's choose two arbitrary values for x and calculate the corresponding values of 5x - 6:

If we let x = 0:

5x - 6 = 5(0) - 6 = -6

If we let x = 3:

5x - 6 = 5(3) - 6 = 15 - 6 = 9

Therefore,

The two values of 5x - 6 are -6 and 9 when x takes the values of 0 and 3, respectively.

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Answer:

Step-by-step explanation:

if two lines are parallel and a transversal cuts it,then corresponding angles are equal.

?=130°(corresponding angles)

Answer:

  new equation: 2x +1 = 6 -3x

  solution: (x, y) = (1, 3)

Step-by-step explanation:

The Equal Values Method of solving a system of equations has you equate the two expressions that are equal to the same variable or expression. Here, we have two expressions that are equal to y.

The next step is to set them equal to each other:

  2x +1 = 6 -3x

__

This equation can be solved by adding 3x -1 to both sides to get ...

  5x = 5

Then dividing both sides by 5 gives ...

  x = 1

Substituting into either expression for y gives its value:

  y = 2x +1 = 2(1) +1 = 3

The solution to the system is (x, y) = (1, 3).

Answer:

Shown below

Step-by-step explanation:

I'll just remove f(x) because it's not necessary right now.

Square (x-1). Remember that squaring 2 value equations can use the equation \(x^{2} + 2xy + y^{2}\)

Using the equation above, we get \(x^{2} - 2x + 1\) , also can be found by foiling.

\(x^{2} + 2x + 1 + 2 = x^{2} +2x+3\)

And just like that, we're done

Answer:

x=40

Step-by-step explanation:

a triangle equals 180⁰ so of you subtract 100 you get 80

80÷2=40

\( = \frac{3}{4} \times \frac{1}{2} \\ \)

\( = \frac{3}{8} \\ \)

Answer: 25 weeks to build a house

Answer:

8x and 2x

Step-by-step explanation:

Answer:

Step-by-step explanation:

The denominators are not 4!!! The denominator is 11 everywhere

Answer:

96

Step-by-step explanation: 12+3=15   15x8= 120 then take out the 3 from the 15 and do 12x8 and it's 96.

Answer:

tu pinche madre puto tu madre----_-----

Answer:

100.30

Step-by-step explanation:

15.3 + 85

29.2

Step-by-step explanation:

15×15=225

25×25=625

225+625=850

the square root of 850 is 29.2

When proving that the diagonals of a rectangle are congruent, certain elements are necessary.

To prove that the diagonals of a rectangle are congruent, we need to establish the properties and characteristics of a rectangle. The necessary elements for the proof include the definition of a rectangle, which states that it is a quadrilateral with four right angles.

Additionally, we need to consider the properties of diagonals in a rectangle, such as the fact that diagonals bisect each other and form congruent triangles. These properties are crucial in proving that the diagonals of a rectangle are congruent.

Furthermore, we may need to employ other geometric principles and theorems to support the proof. These may include the properties of parallel lines, perpendicular lines, and the congruence of corresponding angles and sides in triangles. By utilizing these principles and theorems, we can establish the necessary conditions to prove that the diagonals of a rectangle are congruent.

In conclusion, when proving that the diagonals of a rectangle are congruent, it is essential to consider the definition and properties of rectangles, as well as employ relevant geometric principles and theorems to support the proof.

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Daniel's method is incorrect, as the interquartile range is given by the difference between the third quartile and the first quartile.

The interquartile range of a data-set is by the difference of the 75th percentile(Q3) by the 25th percentile(Q1) of the data-set.

The quartiles are described as follows:

From this, we get that the quartiles are related to the median of the set, that is, neither is given by the highest and by the lowest values, hence the interquartile range is given by the difference between the third quartile and the first quartile.

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\(\frac{325}{520}\) fraction of the workforce kept their jobs

What is the Percentage?

A value or ratio that may be stated as a fraction of 100 is referred to as a percentage in mathematics. If we need to compute a percentage of a number, we should divide it by its whole and then multiply it by 100. The proportion, therefore, refers to a component per hundred. Per 100 is what the term percent signifies. The letter "%" stands for it.

What is Percentage change?

The percentage increase is calculated by subtracting the original number from the new number, dividing that result by the original number, and multiplying that result by 100.

where growth in number equals new number minus initial number.

Similar to how a percentage increase is calculated, a percentage reduction is calculated by subtracting a new number from the original number, dividing that new number by the original number, and multiplying that result by 100.

decreasing number where original number - new number

In other words, there is a percentage decline if the response is negative.

Here, It is given:

In January 520 workers were employed;

In the end, 195 employees were redundant;

So, The fraction of the workforce who kept their job:-

The fraction of the workforce who kept their job=\(\frac{520-195}{520}\)

The fraction of the workforce who kept their job=\(\frac{325}{520}\)

Hence,

The fraction of the workforce who kept their job=\(\frac{325}{520}\)

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112

180-42-26=112

Helpful?

The probability of grabbing a quarter and then, without replacement, a nickel from the given jar of change is 0.0645. The probability is rounded to four decimal places.
The jar contains 25 pennies, 15 dimes, 24 nickels, and 25 quarters.
Total number of coins = 25 + 15 + 24 + 25 = 89

Let's calculate the probability of selecting a quarter first:
P(selecting a quarter) = (number of quarters) / (total number of coins)
= 25/89
Now, let's calculate the probability of selecting a nickel without replacement:
P(selecting a nickel without replacement) = (number of nickels) / (total number of coins - 1)
= 24/88
= 3/11

The probability of both events occurring is the product of the probabilities:
P(selecting a quarter and then a nickel without replacement) = P(selecting a quarter) × P(selecting a nickel without replacement)
= 25/89 × 3/11
= 75/979
Rounded to four decimal places, the probability is 0.0645.

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46km/h (YGTFYGVHUIYFVHYTGFYVGBHIYGUTFYCVGBHUYGUVBHJHUI) my answer was to short to proceed

Answer:

4x + 5x = 180

9x = 180

x = 180/9

x = 180 ÷ 9

x = 20