The standard deviation in the pressure required to open a certain valve is known to be sigma equals 0.6 psi. Due to changes in the manufacturing process, the quality-control manager feels that the pressure variability has been reduced. (a) Determine the null and alternative hypotheses. (b) Explain what it would mean to make a Type I error. (c) Explain what it would mean to make a Type II error.

( a ) The null hypothesis, represented by , should be equivalent to 0.6 pounds per square inch, considering it normally is predicted to be equivalent to the population parameter, which, in this case, is 0.6 psi ( pounds per square inch. ) The alternative hypothesis on the other hand contradicts the null hypothesis, and as the manager feels the pressure has been reduced, the alternative hypothesis points that the pressure is less than 0.6 psi -

stigma is represented by the sign ( σ )

( b ) Now if you were to reject the null hypothesis when true, that would lead to a type I error. That would mean that to reject the fact that σ = 0.7, and accept that σ < 0.7, even though σ = 0.7 is true, would make a type I error.

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( c ) A type II error is quite the opposite. Accepting the null hypothesis while rejecting the alternative hypothesis would make a type II error.

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.

part a: 1.08

part b: 27.59