Activity 1 Directions: Using Dice to Model the Spread of a Disease You have been

Activity 1 Directions: Using Dice to Model the Spread of a Disease You have been

Activity 1 Directions: Using Dice to Model the Spread of a Disease You have been invited to a party with 39 other people. OH NO – it is discovered after the party one of the guest has an infectious disease. Were you infected? Procedure: We will assign each of the 39 other guest a number (1-39). You will be number 40. We first need to determine which other guest came to the party with the disease. To do this we will use a random number generator. Use https://www.random.org/
to find a random number between 1 and 39. Record this number on your record sheet. This will be the guest with the disease. Next, we use a dice to simulate the variability of the number of infected people. The number of newly infected people caused by each infected people at each step is determined by the value of tossing a fair dice, so the infection rate is not fixed.
Number on die Number of newly infected peopls
1 0
2 0
3 1
4 1
5 2
6 2
Stage One: Use the random number generator, https://www.random.org/integer-sets/, to generate a list of numbers. You should generate 40 numbers between 1 and 40 in one column. (We now use 40 numbers, since you are included in this spread of the disease.) Record these numbers on your list. On your list cross off the number of the initially infected person you found in stage one. This list is the order in which people will become newly infected. Roll a fair die. If you do not have die you can roll a virtual die here https://www.random.org/dice/. If the die shows 1 or 2, you have no newly infected people. Leave the stage one newly infected people blank on your record sheet and move to stage two. If the die shows 3 or 4, you have 1 newly infected person. Write down the first non-crossed off number on your list of the 40 random people under stage one newly infected people on your record sheet . Cross this number off your list and move on to stage two. If the die shows 5 or 6, you have 2 newly infected people. Write down the first two non-crossed off numbers on your list of 40 random people under stage one newly infected people. Cross these numbers off your list and move on to stage two.
Stage Two: Roll a fair die for each infected person in the previous stages and the initially infected person. Now the disease is spreading from each infected person. Use the same procedure from stage one for each dice roll. Make sure you record the ID number for each newly infected person under the stage two on your record sheet.
Stage Three: Once you have finished crossing off the newly infected people from stage two, you now roll the die again for each of these infected people. For example if you are starting stage 3 and you had 2 newly infected people in stage 1 and 3 newly infected people in stage 2, you would need to roll the die 6 times (initial person, 2 from stage 1, and 3 from stage 3). Use the same procedure from stage one for each dice roll. Make sure you record the ID number for each newly infected person under the appropriate stage on your record sheet.
Stages Four – Six Continue rolling the die for each infected person from the previous stage. Record the newly infected people. Reflection Answer the reflection questions on the record sheet and turn in your record sheet on Canvas.
*I WILL ATTACH FILES OF THE RECORD KEEPING SHEET AND DIRECTIONS*

Write a traditional research paper about the life and mathematical accomplishmen

Write a traditional research paper about the life and mathematical accomplishmen

Write a traditional research paper about the life and mathematical accomplishments of female mathematician Sophie Germain. The paper should be a minimum of 3 pages long (double spaced with font size 12) plus an additional works cited page (with a minimum of 3 sources) and should use proper research paper formatting and documentation such as MLA.

**15. P2:** a) Show that the solutions of the equation (x^2 – 6x – 43 = 0) can

**15. P2:**
a) Show that the solutions of the equation (x^2 – 6x – 43 = 0) can

**15. P2:**
a) Show that the solutions of the equation (x^2 – 6x – 43 = 0) can be written in the form (x = p pm frac{qsqrt{13}}{13}), where (p) and (q) are positive integers.
(4 points)
b) Based on the above or any other method, solve the inequality (x^2 – 6x – 43 le 0).
(2 points)
**16. P1:**
A function (f) is defined by (f(x) = 3(x-1)^2 – 18), (x in mathbb{R}).
a) Write (f(x)) in the form (ax^2 + bx + c), where (a), (b), and (c) are constants.
(2 points)
b) Find the coordinates of the vertex of the graph of (f).
(1 point)
c) Find the equation of the axis of symmetry of the graph of (f).
(1 point)
d) Indicate the range of (f).
(2 points)
e) The graph of (f) is translated by the vector (begin{pmatrix} 2 \ -1 end{pmatrix}) to form a new curve that represents a new function (g(x)).
Find (g(x)) in the form (px^2 + qx + r), where (p), (q), and (r) are constants.
(3 points)
**17. P1:**
a) Solve the equation (8x^2 + 6x – 5 = 0) by factorization.
(2 points)
b) Determine the range of values of (k) for which the equation (8x^2 + 6x – 5 = k) has no real solutions.
(3 points)
**18. P1:**
Consider the function (f(x) = -x^2 – 10x + 27), (x in mathbb{R}).
a) Show that the function (f) can be expressed in the form (f(x) = a(x-h)^2 + k), where (a), (h), and (k) are constants.
(3 points)
b) Based on the above, write the coordinates of the vertex of the graph of (y = f(x)).
(1 point)
c) Based on the above, write the equation of the axis of symmetry of the graph of (y = f(x)).
(1 point)
**19. P1:**
The quadratic curve (y = x^2 + bx + c) cuts the x-axis at ( (10, 0) ) and has the equation of the line of symmetry (x = frac{5}{2}).
a) Find the values of (b) and (c).
(4 points)
b) Based on the above, or any other method, find the other two coordinates where the curve intersects the y-axis.
(2 points)
**20. P1:**
Consider the function (f(x) = 2x^2 – 4x – 8), (x in mathbb{R}).
a) Show that the function (f) can be expressed in the form (f(x) = a(x-h)^2 + k), where (a), (h), and (k) are constants.
(3 points)
b) The function (f(x)) can be obtained through a sequence of transformations of (g(x) = x^2). Describe each transformation in order.
(3 points)
**21. P1:**
Consider the equation (f(x) = 2kx^2 + 6x + k), (x in mathbb{R}).
a) For the case where the equation (f(x) = 0) has two equal real roots, find the possible values of (k).
(4 points)
b) For the case where the equation of the axis of symmetry of the curve (y = f(x)) is (x + 1 = 0), find the value of (k).
(2 points)
c) Solve the equation (f(x) = 0) when (k = 2).
(3 points)
**22. P1:**
A curve (y = f(x)) passes through the points with coordinates (A(-12, 10)), (B(0, -16)), (C(2, 9)), and (D(14, -10)).
a) Write the coordinates of each point after the curve has been transformed by (f(x) rightarrow f(2x)).
(4 points)
b) Write the coordinates of each point after the curve has been transformed by (f(x) rightarrow f(-x) + 3).
The homework is in Spanish I’m going to download the picture for you but this is the translation.

The SECOND change is to save up or get a loan to renovate the backyard. Outline

The SECOND change is to save up or get a loan to renovate the backyard. Outline

The SECOND change is to save up or get a loan to renovate the backyard. Outline the changes that would need to be made in their budget. You are expected to demonstrate your understanding of Trigonometry (trig ratios, sine law, cosine law, etc) and Geometry (area of 2D composite shapes with the measurements, surface area and volume of a composite 3D figure consisting of a cylinder, triangular prism and a rectangular prism) to build or design their new renovated backyard. The THIRD change will be to ensure that the family has a retirement plan that will work. Research and prepare a retirement savings plan and suggest savings to ensure the plan will be met or exceeded. Include the types of savings (RRSP, Tax Free Savings Accounts, ….).

The SECOND change is to save up or get a loan to renovate the backyard. Outline

The SECOND change is to save up or get a loan to renovate the backyard. Outline

The SECOND change is to save up or get a loan to renovate the backyard. Outline the changes that would need to be made in their budget. You are expected to demonstrate your understanding of Trigonometry (trig ratios, sine law, cosine law, etc) and Geometry (area of 2D composite shapes with the measurements, surface area and volume of a composite 3D figure consisting of a cylinder, triangular prism and a rectangular prism) to build or design their new renovated backyard.
The THIRD change will be to ensure that the family has a retirement plan that will work. Research and prepare a retirement savings plan and suggest savings to ensure the plan will be met or exceeded. Include the types of savings (RRSP, Tax Free Savings Accounts, ….).

Scenario You have been hired by your regional real estate company to determine i

Scenario You have been hired by your regional real estate company to determine i

Scenario You have been hired by your regional real estate company to determine if your region’s housing prices and housing square footage are significantly different from those of the national market. The regional sales director has three questions that they want to see addressed in the report: Are housing prices in your regional market lower than the national market average? Is the square footage for homes in your region different than the average square footage for homes in the national market? For your region, what is the range of values for the 95% confidence interval of square footage for homes in your market? You are given a real estate data set that has houses listed for every county in the United States. In addition, you have been given national statistics and graphs that show the national averages for housing prices and square footage. Your job is to analyze the data, complete the statistical analyses, and provide a report to the regional sales director. You will do so by completing the Project Two Template located in the What to Submit area below. Directions Introduction Region: Start by picking one region from the following list of regions: West South Central, West North Central, East South Central, East North Central, Mid Atlantic Purpose: What is the purpose of your analysis? Sample: Define your sample. Take a random sample of 500 house sales for your region. Describe what is included in your sample (i.e., states, region, years or months). Questions and type of test: For your selected sample, define two hypothesis questions (see the Scenario above) and the appropriate type of test for each. Address the following for each hypothesis: Describe the population parameter for the variable you are analyzing. Describe your hypothesis in your own words. Identify the hypothesis test you will use (1-Tail or 2-Tail). Level of confidence: Discuss how you will use estimation and confidence intervals to help you solve the problem. 1-Tail Test Hypothesis: Define your hypothesis. Define the population parameter. Write null (Ho) and alternative (Ha) hypotheses. Note: For means, define a hypothesis that is less than the population parameter. Specify your significance level. Data analysis: Summarize your sample data using appropriate graphical displays and summary statistics and confirm assumptions have not been violated to complete this hypothesis test. Provide at least one histogram of your sample data. In a table, provide summary statistics including sample size, mean, median, and standard deviation. Note: For quartiles 1 and 3, use the quartile function in Excel: =QUARTILE([data range], [quartile number]) Summarize your sample data, describing the center, spread, and shape in comparison to the national information (under Supporting Materials, see the National Summary Statistics and Graphs House Listing Price by Region PDF). Note: For shape, think about the distribution: skewed or symmetric. Check the conditions. Determine if the normal condition has been met. Determine if there are any other conditions that you should check and whether they have been met. Note: Think about the central limit theorem and sampling methods. Hypothesis test calculations: Complete hypothesis test calculations. Calculate the hypothesis statistics. Determine the appropriate test statistic (t). Note: This calculation is (mean – target)/standard error. In this case, the mean is your regional mean, and the target is the national mean. Calculate the probability (p value). Note: This calculation is done with the T.DIST function in Excel: =T.DIST([test statistic], [degree of freedom], True) The degree of freedom is calculated by subtracting 1 from your sample size. Interpretation: Interpret your hypothesis test results using the p value method to reject or not reject the null hypothesis. Relate the p value and significance level. Make the correct decision (reject or fail to reject). Provide a conclusion in the context of your hypothesis. 2-Tail Test Hypotheses: Define your hypothesis. Define the population parameter. Write null and alternative hypotheses. Note: For means, define a hypothesis that is not equal to the population parameter. State your significance level. Data analysis: Summarize your sample data using appropriate graphical displays and summary statistics and confirm assumptions have not been violated to complete this hypothesis test. Provide at least one histogram of your sample data. In a table, provide summary statistics including sample size, mean, median, and standard deviation. Note: For quartiles 1 and 3, use the quartile function in Excel: =QUARTILE([data range], [quartile number]) Summarize your sample data, describing the center, spread, and shape in comparison to the national information. Note: For shape, think about the distribution: skewed or symmetric. Check the assumptions. Determine if the normal condition has been met. Determine if there are any other conditions that should be checked on and whether they have been met. Note: Think about the central limit theorem and sampling methods. Hypothesis test calculations: Complete hypothesis test calculations. Calculate the hypothesis statistics. Determine the appropriate test statistic (t). Note: This calculation is (mean – target)/standard error. In this case, the mean is your regional mean, and the target is the national mean.] Determine the probability (p value). Note: This calculation is done with the TDIST.2T function in Excel: =T.DIST.2T([test statistic], [degree of freedom]) The degree of freedom is calculated by subtracting 1 from your sample size. Interpretation: Interpret your hypothesis test results using the p value method to reject or not reject the null hypothesis. Compare the p value and significance level. Make the correct decision (reject or fail to reject). Provide a conclusion in the context of your hypothesis. Comparison of the test results: Revisit Question 3 from the Scenario section: For your region, what is the range of values for the 95% confidence interval of square footage for homes? Calculate and report the 95% confidence interval. Show or describe your method of calculation. Final Conclusions Summarize your findings: In one paragraph, summarize your findings in clear and concise plain language. Discuss: Discuss whether you were surprised by the findings. Why or why not?

can you finish my desmos graphing project pls. I need around 150 more lines adde

can you finish my desmos graphing project pls. I need around 150 more lines adde

can you finish my desmos graphing project pls. I need around 150 more lines added, following this list: 5 linear functions (slope intercept form) = mx+b 5 quadratic functions (vertex form) y = a (x-p)2+4 3 Linear-Linear System. 3 linear inequality with shading y ˃mx+b: 3 quadratic inequality with shading y 2 a(x-p)2+q Additional suggestions: Linear- Quadratic System. Quadratic-Quadratic system. Linear absolute value functions Piecewise function Quadratic absolute value function Reciprocal functions (identify the equations for the vertical-asymptotes) Circles or ellipses functions. also shade the lips! Here is the link to the graph: https://www.desmos.com/calculator/omvnbiusdx