The experiment proceeded as normal, with the experimental group hearing about the potential presence of a gun as the confederates left the study and the control group not hearing about the gun. Unfortunately, word spread around campus about a man with a gun who stole a laptop during a study. Unknown to the study researchers, many potential participants participated in the research anyway, and kept an eye out for a gun, knowing that they might be asked about it. The researchers found that those in the experimental group did not differ from those in the control group about the likelihood of a gun. That is, the mean score that a gun was present during the second interview was similar for the experimental group (M = 67%, SD = 12.4%) and the control group (M = 63%, SD = 11.16%). Maturation
Regression to the mean
Selection
Mortality
Instrumentation
Testing
History
Interactions
Diffusion
No Threat

The answer is "The threat to internal validity is mortality".

Step-by-step explanation:

It signifies that while in terms of your study, persons were "morning." It usually signifies when people leave the studies. There will be only likely if indeed the experiment lasts a long period that it'll be a substantial danger to validity and reliability because the chance for drops increases. Eight content validity risks are history, maturity, instrument, test, choice, average regress, human engagement, and mortality.

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.

b because it contains 40% of the possible results from the random list.  

0,1,2,3 v 4,5,6,7,8,9  

4 integers to 6 integers  

40% success vs 60% fail

step-by-step explanation: