Bill alther is a zoologist who studies anna's hummingbird (calypte anna).†
suppose that in a remote part of the grand canyon, a random sample of six of these birds was caught, weighed, and released. the weights (in grams) were as follows. 3.7 2.9 3.8 4.2 4.8 3.1
the sample mean is x = 3.75 grams. let x be a random variable representing weights of hummingbirds in this part of the grand canyon. we assume that x has a normal distribution and σ = 0.72 gram.
suppose it is known that for the population of all anna's hummingbirds, the mean weight is μ = 4.55 grams.
do the data indicate that the mean weight of these birds in this part of the grand canyon is less than 4.55 grams? use α = 0.10.

(a) what is the level of

state the null and alternate hypotheses. will you use a left-tailed, right-tailed, or two-tailed test? select a, b, c, or d

a. h0: μ = 4.55 g; h1: μ < 4.55 g; left-tailed

b. h0: μ < 4.55 g; h1: μ = 4.55 g; left-tailed

c. h0: μ = 4.55 g; h1: μ ≠ 4.55 g; two-tailed

d. h0: μ = 4.55 g; h1: μ > 4.55 g; right-tailed

(b) what sampling distribution will you use? explain the rationale for your choice of sampling distribution. select a, b, c or d

a. the student's t, since n is large with unknown σ.

b. the standard normal, since we assume that x has a normal distribution with unknown σ.

c. the student's t, since we assume that x has a normal distribution with known σ.

d. the standard normal, since we assume that x has a normal distribution with known σ.

what is the value of the sample test (round your answer to two decimal places.)

(c) find (or estimate) the p- (round your answer to four decimal places.)

the answer is d

step-by-step explanation:

y+3=-4(x-2)

y+3=-4x+8

  -3         -3  

y=-4x+5

a is the correct

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.