A doctor wants to determine if a new medication for cholesterol is more effective than the previous medication. The doctor informs his patients of the new medication and asks if they want to participate in a study. Patients who are currently taking medication for cholesterol are randomly selected and given the new medication. After two months, the patients’ cholesterol levels are checked. Which of the following would benefit this experiment the most?

A This experiment should also use the original medication to see if the patients’ cholesterol levels would improve because they believe they are receiving the new medication.

B This experiment should use blinding and a placebo, so patients do not know which treatment they are receiving and to control for the placebo effect.

C This experiment should be single blind, with some patients taking the new medication and some taking the original medication to determine the effects of the new medication. Only the subjects would not know which treatment they are receiving.

D This experiment should be double blind, with some patients taking the new medication and some taking a placebo to determine the effects of the new medication. Neither the subjects nor the technicians checking the cholesterol would know which treatment was given to which group.

its option 3

Step-by-step explanation:

got 100% on it

answer: answer: d) v= 1/6 bh  

step-by-step explanation:

since according to the given question,   a pyramid is placed inside a prism.

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.