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Aloiza [94]
2 years ago
13

It is believed that as many as 23% of adults over 50 never graduated from high school. We wish to see if this percentage is the

same among the 25 to 30 age group. Question 1. How many of this younger age group must we survey in order to estimate the proportion of non-grads to within .10 with 90% confidence? Use the value of p from the over-50 age group. (Round up to the nearest integer.) n = Question 2. Suppose we still want 90% confidence but we want to cut the margin of error to .04. What is the necessary sample size? (Round up to the nearest integer.) n = Question 3. What sample size is needed to estimate the proportion of non-grads to within .04 with 95% confidence? (Round up to the nearest integer.) n =
Mathematics
1 answer:
JulijaS [17]2 years ago
3 0

Answer:

1)  n=48  

2) n=298

3) n=426

Step-by-step explanation:

Previous concepts

A confidence interval is "a range of values that’s likely to include a population value with a certain degree of confidence. It is often expressed a % whereby a population means lies between an upper and lower interval".  

The margin of error is the range of values below and above the sample statistic in a confidence interval.  

Normal distribution, is a "probability distribution that is symmetric about the mean, showing that data near the mean are more frequent in occurrence than data far from the mean".  

p represent the real population proportion of interest

\hat p represent the estimated proportion for the sample

n is the sample size required (variable of interest)

z represent the critical value for the margin of error

The population proportion have the following distribution  

p \sim N(p,\sqrt{\frac{\hat p(1-\hat p)}{n}})  

Part 1

In order to find the critical value we need to take in count that we are finding the interval for a proportion, so on this case we need to use the z distribution. Since our interval is at 90% of confidence, our significance level would be given by \alpha=1-0.90=0.10 and \alpha/2 =0.05. And the critical value would be given by:  

z_{\alpha/2}=-1.64, z_{1-\alpha/2}=1.64  

The margin of error for the proportion interval is given by this formula:  

ME=z_{\alpha/2}\sqrt{\frac{\hat p (1-\hat p)}{n}} (a)  

And on this case we have that ME =\pm 0.1 and we are interested in order to find the value of n, if we solve n from equation (a) we got:  

n=\frac{\hat p (1-\hat p)}{(\frac{ME}{z})^2} (b)

We can assume that the estimated proportion is 0.23 for the 25 to 30 group. And replacing into equation (b) the values from part a we got:  

n=\frac{0.23(1-0.23)}{(\frac{0.1}{1.64})^2}=47.63  

And rounded up we have that n=48  

Part 2

The margin of error on this case changes to 0.04 so if we use the same formula but changing the value for ME we got:

n=\frac{0.23(1-0.23)}{(\frac{0.04}{1.64})^2}=297.7  

And rounded up we have that n=298  

Part 3

In order to find the critical value we need to take in count that we are finding the interval for a proportion, so on this case we need to use the z distribution. Since our interval is at 95% of confidence, our significance level would be given by \alpha=1-0.95=0.05 and \alpha/2 =0.025. And the critical value would be given by:  

z_{\alpha/2}=-1.96, z_{1-\alpha/2}=1.96  

The margin of error for the proportion interval is given by this formula:  

ME=z_{\alpha/2}\sqrt{\frac{\hat p (1-\hat p)}{n}} (a)  

And on this case we have that ME =\pm 0.04 and we are interested in order to find the value of n, if we solve n from equation (a) we got:  

n=\frac{\hat p (1-\hat p)}{(\frac{ME}{z})^2} (b)

We can assume that the estimated proportion is 0.23 for the 25 to 30 group. And replacing into equation (b) the values from part a we got:  

n=\frac{0.23(1-0.23)}{(\frac{0.04}{1.96})^2}=425.22  

And rounded up we have that n=426  

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faltersainse [42]

Answer:

Part 1) The rate of change is the amount of money saved by week

Part 2) The amount of money saved weekly by Alyssa is greater than the amount of money saved weekly by Sarah.

Part 3) see the explanation

Step-by-step explanation:

see the attached figure to better understand the problem

<u><em>The complete question is</em></u>

Part 1) What does the rate of change in the example represent?

Part 2)  What does it mean in context of the example that Alyssa’s rate of change is greater than Sarah’s?

Part 3) Write ordered pairs for the initial values of each function. Tell what the initial values represent

Part 1) we know that

The rate of change is the slope or unit rate of the linear equation

The formula of slope is "rise over run", where the "rise" (means change in y, up or down) and the "run" (means change in x, left or right)

In this context the rate of change is the amount of money saved by week

Part 2) we know that

Alyssa’s rate of change is equal to $8 per week

Sarah’s rate of change is equal to $6 per week

That means ----> The amount of money saved weekly by Alyssa is greater than the amount of money saved weekly by Sarah.

Part 3) we know that

The initial value or y-intercept is the value of y when the value of x is equal to zero

In this context , the initial value is the amount of money available at the time of beginning to save

so

<em>Sarah's Savings</em>

Looking at the graph

The initial value is the point (0,8)

That means ----> At the beginning (x=0), Sarah already had $8 saved.

<em>Alyssa's Savings</em>

Looking at the graph

The initial value is the point (0,0)

That means ----> At the begin (x=0), Alyssa had nothing saved.

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The function D(t) defines a traveler's distance from home, in miles, as a function of time, in hours. D(t) = StartLayout enlarge
nalin [4]

- At 2 hours, the traveler is 725 miles from home.

- At 3 hours, the distance is constant, at 880 miles. --> TRUE.

- The total distance from home after 6 hours is 1,062.5 miles --> TRUE.

Step-by-step explanation:

The function D(t) is defined as follows:

D(t) = 300t+125 for t< 2.5

D(t) = 880 for 2.5 \leq 3.5

D(t) = 75t+612.5 for t\leq 6

Where

t is the time in hours

D(t) is the distance covered, in miles, after t hours

Now let's analyze the different statements:

- The starting distance, at 0 hours, is 300 miles. --> FALSE. In fact, if we substitute t = 0 into the 1st equation, we get

D(0) = (300)(0)+125 = 125

So, the distance at t = 0 is 125 miles.

- At 2 hours, the traveler is 725 miles from home. --> TRUE. In fact, if we substitute t = 2 into the 1st equation,

D(2) = (300)(2)+125 = 725

- At 2.5 hours, the traveler is 875 miles from home. --> FALSE. In fact, for t=2.5 we have to use the 2nd equation, which states that the distance is:

D(t) = 880

So, not 875 miles.

- At 3 hours, the distance is constant, at 880 miles. --> TRUE. This is clearly visible from the 2nd equation: for t between 2.5 and 3.5 (so, in this case), the distance is

D(t) = 880

- The total distance from home after 6 hours is 1,062.5 miles --> TRUE. In fact, if we replace t = 6 into the last equation,

D(6)) = 75(6)+612.5=1062.5

Learn more about functions:

brainly.com/question/3511750

brainly.com/question/8243712

brainly.com/question/8307968

Learn more about  distance:

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#LearnwithBrainly

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Look at the figure. Which of the following segments is parallel to AB?
marusya05 [52]
I think it’s c and h
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2 years ago
Each vertical cross-section of the triangular prism shown below is an isosceles triangle.
vova2212 [387]

Answer:

Height is 3

Step-by-step explanation:

4.24 x 4.24 x 6

Right triangle base = a + b + c

                         a^2 + 3^2  =  4.24^2

= a^2 + 9                             = 17.98

We cross out b to subtract.

                                   a^2  = 17.98 - 9

                                    a^2 = 8.98

We then square         √a^2 = √8.98

                                    a = 2.996

We round up               a = 3                                

We have found the height is 3

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2 years ago
Mrs.Steffen’s third grade class has 30 students in it. The students are divided into three groups(numbered 1, 2,and 3),each havin
qaws [65]

Answer:

a. \\ 10! = 3628800;

b. \\ 10!*10!*10! = 47784725839872000000 = 4.7784725839872*10^{19}

Step-by-step explanation:

We need here to apply the <em>Multiplication Principle </em>or the <em>Fundamental Principle of Counting</em> for each answer. Answer <em>b</em> needs an extra reasoning for being completed.

The <em>Multiplication Principle</em> states that if there are <em>n</em> ways of doing something and <em>m</em> ways of doing another thing, then there are <em>n</em> x <em>m</em> ways of doing both (<em>Rule of product</em> (2020), in Wikipedia).

<h3>In how many ways can ten students line up? </h3>

There are <em>ten</em> students. When one is selected, there is no other way to select it again. So, <em>no repetition</em> is allowed.

Then, in the beginning, there are 10 possibilities for 10 students; when one is selected, there are nine possibilities left. When another is selected, eight possibilities are left to form the file, and so on.

Thus, we need to multiply the possibilities after each selection: that is <em>why</em> the <em>Multiplication Principle</em> is important here.

This could be expressed mathematically using n!:

\\ n! = n * (n-1)! * (n-2)! *...* 2*1.

For instance, \\ 5! = 5 * (5-1)! * (5-2)! *...*2*1 = 5 * 4 * 3 * 2 * 1 = 120.

So, for the case in question, the <em>ten</em> students can line up in:

\\ 10! = 10 * 9 * 8 * 7 * 6 * 5 * 4 * 3 * 2 * 1 = 3628800 ways to line up in a single file.

<h3>Second Question</h3>

For this question, we need to consider the former reasoning with extra consideration in mind.

The members of Group 1 can occupy <em>only</em> the following places in forming the file:

\\ G1 = \{ 1, 4, 7, 10, 13, 16, 19, 22, 25, 28\}^{th} <em>places</em>.

The members of Group 2 <em>only</em>:

\\ G2 = \{ 2, 5, 8, 11, 14, 17, 20, 23, 26, 29\}^{th} <em>places</em>.

And the members of Group 3, the following <em>only</em> ones:

\\ G3 = \{ 3, 6, 9, 12, 15, 18, 21, 24, 27, 30\}^{th} <em>places.</em>

Well, having into account these possible places for each member of G1, G2 and G3, there are: <em>10! ways</em> for lining up members of G1; <em>10! ways</em> for lining up members of G2 and, also, <em>10! ways</em> for lining up members of G3.

After using the <em>Multiplication Principle</em>, we have, thus:

\\ 10! * 10! * 10! = 47784725839872000000 = 4.7784725839872 *10^{19} <em>ways the students can line up to come in from recess</em>.

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1 year ago
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