An oil tank is being filled at a constant rate the depth of the oil is a function of the number of minutes has been filling, as shown in the table find the depth of the oil 1/2 hour after filling begins time: 0,10,15 depth: 3,5,6 (0,3) (10,5) (15,6)

We are given time in minutes.

According to given table, we are given times 0 minute, 10 minutes and 15 minutes.

And depths are given 3, 5 and 6.

Times represents x coordinates and depths represents y-coordinates.

First we need to find the depth of the tank in per unit time( in a minute).

In order to find the depth of the tank in per unit time, we need to find th slope between two coordinates.

Let us take first two coordinate made using table (0,3) (10,5)

We know, slope formula

Plugging values in slope formula, we get

m=

We got slope m= 1/5=0.2.

We can say that depth of the tank is increasing by rate 0.2 per minute.

From the given table, we can see that for x=0, y value is 3.

Therefore, y-intercept is 3.

Let us write an equation of the line for given table in slope-intercept form y=mx+b.

Plugging values of m and b in slope-intercept form, we get

y= 0.2x+3.

We need to find the depth after 1/2 hours.

1 hour = 60 minutes,

Therefore, 1/2 hours = 60/2 = 30 minutes.

Plugging value of x=30 in above slope-intercept form of the equation, we get

y= 0.2(30)+3.

y= 3+6 = 9.

y=9

Therefore, the depth of the oil 1/2 hour after filling begins is 9 units.

the results from a pre-test for students for the year 2000 and the year 2010 are illustrated in the box plot. what do these results tell us about how students performed on the 29 question pre-test for the two years?

if we compare only the lowest and highest scores between the two years, we might conclude that the students in 2010 did better than the students in 2010. this conclusion seems to follow since the lowest score of 8 in 2010 is greater in value than the lowest score of 6 in 2000. also, the highest score of 28 in 2010 is greater in value than the highest score of 27 in 2000.

but the box portion of the illustration gives us more detailed information. the middle bar in each box shows us that the median score of 20 in 2000 is greater in value than the median score of 17 in 2010. further, we note that the box and whiskers divide the illustration into four pieces. each of these four pieces represents the same portion of students. so, the upper half of the students in 2000 scored in the same score range as the upper one-fourth of the students in 2010, see the illustration at a score of 20.

by considering the upper one-fourth, upper half, and upper three-fourths instead of just the lowest and highest scores, we would conclude that the students as a whole did much better in 2000 than in 2010. we would conclude that as a whole the students in 2010 are less prepared than the students in 2000.

in this section, we discuss box-and-whisker plots and the five key values used in constructing a box-and-whisker plot. the key values are called a five-number summary, which consists of the minimum, first quartile, median, third quartile, and maximum.

step-by-step explanation: