A product developer is interested in reducing the drying time of a primer paint. Two formulations of the paint are tested; formulation 1 is the standard chemistry, and formulation 2 has a new drying ingredient that should reduce the drying time.
From experience, it is known that the standard deviation of drying time is σ = 8 minutes, and this inherent variability should be unaffected by the addition of the new ingredient. Ten specimens are painted with formulation 1, and another 10 specimens are painted with formulation 2: the 20 specimens are painted in random order. The two sample average drying times are x1 = 121 minutes and x2 = 112 minutes, respectively.
1. What conclusions can the product developer draw about the effectiveness of the new ingredient, using α = 0.05?

i think c. but don't trust it.

step-by-step explanation:

i only know the sequence of arithmetic it adds the first is 5+4 then it goes up as it adds to then it is 9+5 then 14+6 then to 20+7 and so on. 5,9,14,20,27,35.

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.

soo this can be solve by using the formula:

f = p( 1 + i)^ n

where f is the future profit

p is the initial profit

i is the percent increase

n is the number of years

a . f = 30000 ( 1.05)^n

b. f = 30000 ( 1.05)^15

f = $62,368