Twelve people, who suffer from chronic fatigue syndrome, volunteer to take part in an experiment to see if shark fin extract will increase one's energy level. Eight of the volunteers are men and four are women. Half of the volunteers are to be given shark fin extract twice a day and the other half a placebo twice a day. We wish to make sure that four men and two women are assigned to each of the treatments, so we decide to use a block design with the men forming one block and the women the other. (a) For which reason is a block design appropriate in this experiment?
i. Gender equity is an important legal consideration in this study
ii. We believe men and women will respond differently to treatments.
iii. We want the conclusions to apply equally to men and women.
iv. All of the above
(b) Suppose one of the researchers is responsible for measuring if a subject displays an increase in energy level. What design principle should be added to this experiment? i. Two placebos. ii. Use a stratified sampling design to assign subjects to treatments. ili. Use fewer subjects but observe them more frequently iv, Conduct the study as a double-blind experiment. determine the labels of the four men who are to be given shark fin extract twice a day Start at the beginning of the list and use single-digit labels.
(c) Each of the 8 men receives a label: 1 through 8. Use the list of random digits below to
02902;28461;80624; 10082; 56872; 88033;48932; 03845;98302; 83623;36704

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.

after going and makeing graphs i would go with a,

there is nothing that is matches the graph. if there was i would show you. but therefore my answer is a.

hope i

-lavira: )

step-by-step explanation:

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