In a chemical process, the amount of a certain type of impurity in the output is difficult to control and is thus a randomvariable. speculation is that the population mean amount of the impurity is 0.20 gram per gram of output. it is known thatthe standard deviation is 0.1 gram per gram. an experiment is conducted to gain more insight regarding the speculationthat u = 0.2 the process is run on a lab scale 50 times and the sample average 3% turns out to be 0.23 gram per gram. comment on the speculation that the mean amount of impurity is 020 gram per gram. make use of the central limittheorem in your work.

a. the residual plot for model 1 has a random pattern and is a good fit for the data.

logv3(x+2)=1

rewrite in exponential form:

logb(x) = y is equal to b^y =x

b = 3, y = 1

now solve for x:

3^1 = x+2)

x = 3-2

x = 1

see the picture for the graph.

1; 35 is the ratio

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.