An article in the ieee transactions on instrumentation and measurement (“direct, fast, and accurate measurement of vt and k of mos transistor using vt-sift circuit,” 1991, vol. 40, pp. 951–955) described the use of a simple linear regression model to express drain current y (in milliamperes) as a function of ground-to-source voltage x (in volts). the data are as follows: y 0.734 0.886 1.04 1.19 1.35 1.50 1.66 1.81 1.97 2.12 x 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0 round your answers to 3 decimal places. (a) fit a simple linear regression model to these data. (b) test for significance of regression using . (c) find a 90.0% confidence interval estimate on the slope. (d) test the hypothesis versus using .

0.6, 3/5, and 6% are the 3 same portion.

but, when they're all changed to a decimal they would equal to 0.6.

hope this , good luck!

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.

answer: 5

step-by-step explanation:

since, the range is the difference between the lowest and highest values of the given sample space.

and, here the sample space = { 3, 1, 0, 4, 1, 4, 2, 3, 0, 5, 0, 1, 1, 2, 0, 4, 1,4, 4 ,2 ,3 ,2 ,0 ,1 ,4 }

here, the highest value of the given sample = 5

and, the lowest value = 0

therefore, the range of the sample space = 5 - 0 = 5

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step-by-step explanation:

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