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f(x)=[xsin2x+tan^4(x^7)]^5
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Explanation & Answer
f'(x)=5[xsin(2x)+tan^4(x^7)]^4 times the derivative of the expression within the bracket.
d/dx[xsin(2x)] =sin(2x)+2xcos(2x) --- (1)
d/dx[tan^4(x^7)]=4tan^3(x^7).sec^2(x^7...
=28x^6tan^3(x^7)sec^2(x^7) --- (2)
f'(x)=5[xsin(2x)+tan^4(x^7)]^4 [ (1)+(2)]
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BUS520 TUI Business Analytics and Decision Making Excel Spreadsheet
Module 2 - SLPCONFIDENCE INTERVALS AND HYPOTHESIS TESTINGAssume once again that you are a consultant who works for the Dil ...
BUS520 TUI Business Analytics and Decision Making Excel Spreadsheet
Module 2 - SLPCONFIDENCE INTERVALS AND HYPOTHESIS TESTINGAssume once again that you are a consultant who works for the Diligent Consulting Group. You are continuing to work on the analysis of the customer database from Module 1.SLP Assignment ExpectationsComplete the following tasks in the Module 2 SLP assignment template. Watch the following video for detailed, step-by-step instructions on completing this assignment:Generate a 95% confidence interval for the following two variables by hand: "Annual Amount Spent on Organic Food" and "Age."Generate a 95% confidence interval for the following two variables using the Excel formula =CONFIDENCE.T(): Annual Income and Number of People in the Household.Interpret the confidence intervals for each of the variables.The client insists the average income of his organic food customers is $150,000. Conduct a hypothesis test at the 0.10 level to test his statement. What is your decision?Privacy Policy | ContactModule 2 - BackgroundCONFIDENCE INTERVALS AND HYPOTHESIS TESTINGRequired ReadingThe primary resource for this module is Introductory Business Statistics, by Alexander, Illowsky, and Dean.Alexander, H., Illowsky, B., & Dean, S. (2017). Introductory Business Statistics. Openstax. Retrieved from https://openstax.org/details/books/introductory-business-statisticsFor Module 2, you should read through the following material in this textbook. There is quite a bit of detailed material in this module, so please start early.Chapter 7: The Central Limit TheoremSections 7.1 and 7.2 onlyThis chapter explains sampling distributions and the Central Limit Theorem.Chapter 8: Confidence IntervalsSections 8.1, 8.2, and 8.3 onlyThis chapter explains how to calculate confidence intervals for population means and proportions.Chapter 9: Hypothesis Testing with One SampleThis chapter introduces hypothesis testing, including the general steps and how to conduct one-sample tests.Chapter 10: Hypothesis Testing with Two SamplesSections 10.1, 10.3, and 10.6 onlyThis chapter expands on Chapter 9 material and focuses on two-sample tests. There are five tests introduced in this chapter, but we will only focus on three of them.
PHA 6935 University of Florida Applied Statistics Problems
The use of statistics is often employed to highlight international, national, and state trends in crime and drug abuse.1. ...
PHA 6935 University of Florida Applied Statistics Problems
The use of statistics is often employed to highlight international, national, and state trends in crime and drug abuse.1. Explain the following terms in your own words.1. Box-and-whiskers plot2. Standard deviation3. Normal distribution (9 points)2. A BAC describes the amount of alcohol in a person's blood, expressed as weight of alcohol per unit of volume of blood. For example, 0.08 percent BAC indicates 80 mg of alcohol per 100 ml of blood." (source: http://www.austintexas.gov/faq/what-does-blood-alcohol-concentration-bac-measure (Links to an external site.); please note, you do not require to access the source to answer the question) For the data set below calculate the mean, median, mode and standard deviation. Then, for Blood alcohol levels only, plot: a. Frequency histogram b. Probability (i.e. cumulative frequency) plot What do you conclude about the distribution of the sample?From the data set presented here, would you feel comfortable to say that the age group between 30-39 years exhibits higher BAC counts than other age groups? (16 points)AgeBlood alcohol level (mg/dL)2113456532346521348218362489284543102487852563711248105619533685841319036982710425324754356764625078389236845926418134852854241094296193433276418439139743410141954088In an experiment using three tosses of the same coin, state and apply the general equation that provides the total number of possible outcomes for the experiment and list the outcome string (3 points). Then, for each of the following three scenarios, list the possible outcome string and calculate the probability of the scenario as a decimal number (to three places) showing all working (9 points).The probability of getting three heads when flipping a coin 3 times.The probability of at least getting one head and one tail when flipping a coin 3 times.The probability of getting a head in the first flip, a tail in the second, and a head again in the third flip of a coin.Below is an incomplete contingency table displaying two levels for each the gender and the political party association (13 points).Complete the table with all marginal totals and cell counts.Calculate the following probabilities.For a male to be a Republican.For a voter to be female.For a voter to be either a democrat or a female.For a person to not be a female but voting democratic.Political partyTotalGenderRepublicanDemocratMale8773?Female61??Total??300
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Critically evaluate the two scenarios you selected, statistics homework help
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Critically evaluate the two scenarios you selected, statistics homework help
Critically evaluate the two scenarios you selected based upon the following points:Critically evaluate the sample size.Critically evaluate the statements for meaningfulness.Critically evaluate the statements for statistical significance.Based on your evaluation, provide an explanation of the implications for social change.Use proper APA format and citations, and referencing.By Day 7Scenarios
1. The p-value was slightly above conventional threshold, but was described as
“rapidly approaching significance” (i.e., p =.06).
An independent samples t test was used to determine whether student satisfaction
levels in a quantitative reasoning course differed between the traditional classroom
and on-line environments. The samples consisted of students in four face-to-face
classes at a traditional state university (n = 65) and four online classes offered at
the same university (n = 69). Students reported their level of satisfaction on a fivepoint
scale, with higher values indicating higher levels of satisfaction. Since the
study was exploratory in nature, levels of significance were relaxed to the .10 level.
The test was significant t(132) = 1.8, p = .074, wherein students in the face-to-face
class reported lower levels of satisfaction (M = 3.39, SD = 1.8) than did those in the
online sections (M = 3.89, SD = 1.4). We therefore conclude that on average,
students in online quantitative reasoning classes have higher levels of satisfaction.
The results of this study are significant because they provide educators with
evidence of what medium works better in producing quantitatively knowledgeable
practitioners.
2. A results report that does not find any effect and also has small sample size
(possibly no effect detected due to lack of power).
A one-way analysis of variance was used to test whether a relationship exists
between educational attainment and race. The dependent variable of education
was measured as number of years of education completed. The race factor had
three attributes of European American (n = 36), African American (n = 23) and
Hispanic (n = 18). Descriptive statistics indicate that on average, European
Americans have higher levels of education (M = 16.4, SD = 4.6), with African
Americans slightly trailing (M = 15.5, SD = 6.8) and Hispanics having on average
lower levels of educational attainment (M = 13.3, SD = 6.1). The ANOVA was not
significant F (2,74) = 1.789, p = .175, indicating there are no differences in
educational attainment across these three races in the population. The results of
this study are significant because they shed light on the current social conversation
about inequality.
3. Statistical significance is found in a study, but the effect in reality is very small (i.e.,
there was a very minor difference in attitude between men and women). Were the
results meaningful?
An independent samples t test was conducted to determine whether differences
exist between men and women on cultural competency scores. The samples
consisted of 663 women and 650 men taken from a convenience sample of public,
private, and non-profit organizations. Each participant was administered an
instrument that measured his or her current levels of cultural competency. The
© 2016 Laureate Education, Inc. Page 2 of 2
cultural competency score ranges from 0 to 10, with higher scores indicating higher
levels of cultural competency. The descriptive statistics indicate women have
higher levels of cultural competency (M = 9.2, SD = 3.2) than men (M = 8.9, SD =
2.1). The results were significant t (1311) = 2.0, p <.05, indicating that women are
more culturally competent than are men. These results tell us that gender-specific
interventions targeted toward men may assist in bolstering cultural competency.
4. A study has results that seem fine, but there is no clear association to social
change. What is missing?
A correlation test was conducted to determine whether a relationship exists
between level of income and job satisfaction. The sample consisted of 432
employees equally represented across public, private, and non-profit sectors. The
results of the test demonstrate a strong positive correlation between the two
variables, r =.87, p < .01, showing that as level of income increases, job
satisfaction increases as well.
BUS 308 Week 4 Statistics Correlations Problems
Assignment file and week four lectures attached. Please ask any questions and provide original work.Week 4 Problem SetLet� ...
BUS 308 Week 4 Statistics Correlations Problems
Assignment file and week four lectures attached. Please ask any questions and provide original work.Week 4 Problem SetLet’s look at some other factors that might influence pay. In the Student Assignment File Week 4 tab, complete the problems included, and submit your work in an Excel document. See Where Is Help Button in Microsoft Excel 2007, 2010, 2013 and 2016 (Links to an external site.)Links to an external site., Load the Analysis ToolPak (Links to an external site.)Links to an external site., and Use the Analysis ToolPak to Perform Complex Data Analysis (Links to an external site.)Links to an external site. for more information on how to use the required technologies for the course. Be sure to show all of your work and clearly label all calculations.All statistical calculations will use the data found in the Data tab in the Student assignment file.
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BUS520 TUI Business Analytics and Decision Making Excel Spreadsheet
Module 2 - SLPCONFIDENCE INTERVALS AND HYPOTHESIS TESTINGAssume once again that you are a consultant who works for the Dil ...
BUS520 TUI Business Analytics and Decision Making Excel Spreadsheet
Module 2 - SLPCONFIDENCE INTERVALS AND HYPOTHESIS TESTINGAssume once again that you are a consultant who works for the Diligent Consulting Group. You are continuing to work on the analysis of the customer database from Module 1.SLP Assignment ExpectationsComplete the following tasks in the Module 2 SLP assignment template. Watch the following video for detailed, step-by-step instructions on completing this assignment:Generate a 95% confidence interval for the following two variables by hand: "Annual Amount Spent on Organic Food" and "Age."Generate a 95% confidence interval for the following two variables using the Excel formula =CONFIDENCE.T(): Annual Income and Number of People in the Household.Interpret the confidence intervals for each of the variables.The client insists the average income of his organic food customers is $150,000. Conduct a hypothesis test at the 0.10 level to test his statement. What is your decision?Privacy Policy | ContactModule 2 - BackgroundCONFIDENCE INTERVALS AND HYPOTHESIS TESTINGRequired ReadingThe primary resource for this module is Introductory Business Statistics, by Alexander, Illowsky, and Dean.Alexander, H., Illowsky, B., & Dean, S. (2017). Introductory Business Statistics. Openstax. Retrieved from https://openstax.org/details/books/introductory-business-statisticsFor Module 2, you should read through the following material in this textbook. There is quite a bit of detailed material in this module, so please start early.Chapter 7: The Central Limit TheoremSections 7.1 and 7.2 onlyThis chapter explains sampling distributions and the Central Limit Theorem.Chapter 8: Confidence IntervalsSections 8.1, 8.2, and 8.3 onlyThis chapter explains how to calculate confidence intervals for population means and proportions.Chapter 9: Hypothesis Testing with One SampleThis chapter introduces hypothesis testing, including the general steps and how to conduct one-sample tests.Chapter 10: Hypothesis Testing with Two SamplesSections 10.1, 10.3, and 10.6 onlyThis chapter expands on Chapter 9 material and focuses on two-sample tests. There are five tests introduced in this chapter, but we will only focus on three of them.
PHA 6935 University of Florida Applied Statistics Problems
The use of statistics is often employed to highlight international, national, and state trends in crime and drug abuse.1. ...
PHA 6935 University of Florida Applied Statistics Problems
The use of statistics is often employed to highlight international, national, and state trends in crime and drug abuse.1. Explain the following terms in your own words.1. Box-and-whiskers plot2. Standard deviation3. Normal distribution (9 points)2. A BAC describes the amount of alcohol in a person's blood, expressed as weight of alcohol per unit of volume of blood. For example, 0.08 percent BAC indicates 80 mg of alcohol per 100 ml of blood." (source: http://www.austintexas.gov/faq/what-does-blood-alcohol-concentration-bac-measure (Links to an external site.); please note, you do not require to access the source to answer the question) For the data set below calculate the mean, median, mode and standard deviation. Then, for Blood alcohol levels only, plot: a. Frequency histogram b. Probability (i.e. cumulative frequency) plot What do you conclude about the distribution of the sample?From the data set presented here, would you feel comfortable to say that the age group between 30-39 years exhibits higher BAC counts than other age groups? (16 points)AgeBlood alcohol level (mg/dL)2113456532346521348218362489284543102487852563711248105619533685841319036982710425324754356764625078389236845926418134852854241094296193433276418439139743410141954088In an experiment using three tosses of the same coin, state and apply the general equation that provides the total number of possible outcomes for the experiment and list the outcome string (3 points). Then, for each of the following three scenarios, list the possible outcome string and calculate the probability of the scenario as a decimal number (to three places) showing all working (9 points).The probability of getting three heads when flipping a coin 3 times.The probability of at least getting one head and one tail when flipping a coin 3 times.The probability of getting a head in the first flip, a tail in the second, and a head again in the third flip of a coin.Below is an incomplete contingency table displaying two levels for each the gender and the political party association (13 points).Complete the table with all marginal totals and cell counts.Calculate the following probabilities.For a male to be a Republican.For a voter to be female.For a voter to be either a democrat or a female.For a person to not be a female but voting democratic.Political partyTotalGenderRepublicanDemocratMale8773?Female61??Total??300
2 pages
Act. 15 1 Electrical Plans For Residential Project
ghts switched? What else is also lit by this switch? W at type of light fixture is specified fo h re in the house? What ar ...
Act. 15 1 Electrical Plans For Residential Project
ghts switched? What else is also lit by this switch? W at type of light fixture is specified fo h re in the house? What are their spec
Critically evaluate the two scenarios you selected, statistics homework help
Critically evaluate the two scenarios you selected based upon the following points:Critically evaluate the sample size.Cri ...
Critically evaluate the two scenarios you selected, statistics homework help
Critically evaluate the two scenarios you selected based upon the following points:Critically evaluate the sample size.Critically evaluate the statements for meaningfulness.Critically evaluate the statements for statistical significance.Based on your evaluation, provide an explanation of the implications for social change.Use proper APA format and citations, and referencing.By Day 7Scenarios
1. The p-value was slightly above conventional threshold, but was described as
“rapidly approaching significance” (i.e., p =.06).
An independent samples t test was used to determine whether student satisfaction
levels in a quantitative reasoning course differed between the traditional classroom
and on-line environments. The samples consisted of students in four face-to-face
classes at a traditional state university (n = 65) and four online classes offered at
the same university (n = 69). Students reported their level of satisfaction on a fivepoint
scale, with higher values indicating higher levels of satisfaction. Since the
study was exploratory in nature, levels of significance were relaxed to the .10 level.
The test was significant t(132) = 1.8, p = .074, wherein students in the face-to-face
class reported lower levels of satisfaction (M = 3.39, SD = 1.8) than did those in the
online sections (M = 3.89, SD = 1.4). We therefore conclude that on average,
students in online quantitative reasoning classes have higher levels of satisfaction.
The results of this study are significant because they provide educators with
evidence of what medium works better in producing quantitatively knowledgeable
practitioners.
2. A results report that does not find any effect and also has small sample size
(possibly no effect detected due to lack of power).
A one-way analysis of variance was used to test whether a relationship exists
between educational attainment and race. The dependent variable of education
was measured as number of years of education completed. The race factor had
three attributes of European American (n = 36), African American (n = 23) and
Hispanic (n = 18). Descriptive statistics indicate that on average, European
Americans have higher levels of education (M = 16.4, SD = 4.6), with African
Americans slightly trailing (M = 15.5, SD = 6.8) and Hispanics having on average
lower levels of educational attainment (M = 13.3, SD = 6.1). The ANOVA was not
significant F (2,74) = 1.789, p = .175, indicating there are no differences in
educational attainment across these three races in the population. The results of
this study are significant because they shed light on the current social conversation
about inequality.
3. Statistical significance is found in a study, but the effect in reality is very small (i.e.,
there was a very minor difference in attitude between men and women). Were the
results meaningful?
An independent samples t test was conducted to determine whether differences
exist between men and women on cultural competency scores. The samples
consisted of 663 women and 650 men taken from a convenience sample of public,
private, and non-profit organizations. Each participant was administered an
instrument that measured his or her current levels of cultural competency. The
© 2016 Laureate Education, Inc. Page 2 of 2
cultural competency score ranges from 0 to 10, with higher scores indicating higher
levels of cultural competency. The descriptive statistics indicate women have
higher levels of cultural competency (M = 9.2, SD = 3.2) than men (M = 8.9, SD =
2.1). The results were significant t (1311) = 2.0, p <.05, indicating that women are
more culturally competent than are men. These results tell us that gender-specific
interventions targeted toward men may assist in bolstering cultural competency.
4. A study has results that seem fine, but there is no clear association to social
change. What is missing?
A correlation test was conducted to determine whether a relationship exists
between level of income and job satisfaction. The sample consisted of 432
employees equally represented across public, private, and non-profit sectors. The
results of the test demonstrate a strong positive correlation between the two
variables, r =.87, p < .01, showing that as level of income increases, job
satisfaction increases as well.
BUS 308 Week 4 Statistics Correlations Problems
Assignment file and week four lectures attached. Please ask any questions and provide original work.Week 4 Problem SetLet� ...
BUS 308 Week 4 Statistics Correlations Problems
Assignment file and week four lectures attached. Please ask any questions and provide original work.Week 4 Problem SetLet’s look at some other factors that might influence pay. In the Student Assignment File Week 4 tab, complete the problems included, and submit your work in an Excel document. See Where Is Help Button in Microsoft Excel 2007, 2010, 2013 and 2016 (Links to an external site.)Links to an external site., Load the Analysis ToolPak (Links to an external site.)Links to an external site., and Use the Analysis ToolPak to Perform Complex Data Analysis (Links to an external site.)Links to an external site. for more information on how to use the required technologies for the course. Be sure to show all of your work and clearly label all calculations.All statistical calculations will use the data found in the Data tab in the Student assignment file.
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