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數學與統計 大學

急 求救統計 #6 （可支薪）

6.The National Science Foundation (NSF) sponsored a study on girls participation in informal science, technology, engineering, or mathematics (STEM) programs. The results of the study were published in Cascading Influences: Long-Term Impacts of Informal STEM Experiences for Girls (March 2013). The researchers sampled 174 young women who recently participated in a STEM program. They used a pie chart to describe the geographic location (urban, suburban, or rural) of the STEM programs attended. Of the 174 participants, 107 were in urban areas, 57 in suburban areas, and 10 in rural areas. a. Determine the proportion of STEM participants from urban areas. b.Determine the proportion of STEM participants from suburban areas. c.Determine the proportion of STEM participants from rural areas. d. Multiply each proportion in parts a-c by 360 to determine the pie slice size (in degrees) for each location. e.Use the results, part d, to construct a pie chart for geographic location of STEM participants. f.Interpret the pie slice for urban areas. g.Convert the pie chart into a bar graph. Which, in your opinion, is more informative?

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數學與統計 大學

急！求救 #6 8 9 如果需要酬勞可私下談 （ex.$70題）

pie participation in informal 6.The National Science Foundation (NSF) sponsored a study on girls' science, technology, engineering, or mathematics (STEM) programs. The results of the study were published in Cascading Influences: Long-Term Impacts of Informal STEM Experiences for Girls (March 2013). The researchers sampled 174 young women who recently participated in a STEM program. They used a pie chart to describe the geographic location (urban, suburban, or rural) of the STEM programs attended. Of the 174 participants, 107 were in urban areas, 57 in suburban areas, and 10 in rural areas. a.Determine the proportion of STEM participants from urban areas. b.Determine the proportion of STEM participants from suburban areas. c.Determine the proportion of STEM participants from rural areas. d. Multiply each proportion in parts a-c by 360 to determine the pie slice size (in degrees) for each location. e.Use the results, part d, to construct a pie chart for geographic location of STEM participants. f.Interpret the pie slice for urban areas. g.Convert the pie chart into a bar graph. Which, in your opinion, is more informative? 7. All high way bridges in the US are inspected periodically for structural deficiency by the FHWA. Data from the FHWA inspections are compiled into the National Bridge Inventory (NBI). Classify each variable below as quantitative or qualitative. a. Length of maximum span (feet). b. Number of vehicle lanes. c. Toll bridge (yes or no). d. Average daily traffic. e. Condition of deck (good, fair, or poor). f. Bypass or detour length (miles). g. Route type (interstate, U.S., state, county, or city) 8. The NBI data were analyzed and the results made available at the FHWA Web site. Using the FHWA inspection ratings, each of the 608,272 highway bridges in the US was categorized as structural deficient, functionally obsolete, or safe. About 13.5% of the bridges were found to be structural deficient, while 3.5% were functionally obsolete. a. What is the variable of interest to the researchers? b. Is the variable of part a quantitative or qualitative? c. Is the data set analyzed a population or a sample? Explain. d. How did the NBI obtain the data for the study?

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數學 高中

根本看不懂啦＼(￣▽￣;)／

Your report should follow these guidelines, although you may choose how you present it: How to Write a Mathematics Report In writing your report, remember that you are writing up a mathematical story and so, like all good stories, it will need a beginning, a middle and an end. More formally, the main components of this writing style are: Introduction, Formulating the Problem, Solving the problem, Discussion of Results, and Conclusion. We will now consider some of the detail in each of these aspects. Introduction This is the beginning of the story. Give a brief explanation of what the problem is about what the goals of the report are and what will be presented. Assume that your reader does not know what the problem is about or how to solve it. Formulating the problem Translate the situation into a maths problem. Explain how you will begin to solve the problem and break it into simpler stages. Discuss any assumptions made. What quantities are variables and which values are fixed? You may use sub-headings if they assist you. Solving the Problem Show any calculations and mathematical reasoning that you use. (Assume that your reader does not know much maths). Do not show the same types of calculations repetitively. Just give one or two examples of a calculation and then put the rest of the results in a table. Use diagrams or graphs if they assist you. Make general remarks about what you observe in your calculation results and, possibly, why. You may want to criticise your work and go on to improve it in the next section. Explain what you will do next and why. Discussion of Results - Evaluate and Verify Summarise your results if necessary and refer to your mathematical reasoning. Justify procedures used. Interpret your results. First, are they reasonable or does something not look right and need further investigation or checking? Is there a decision to be made? Here is where you should present the decision-making process. Evaluate the strengths and limitations of your solutions. Conclusion Summarise your findings. Refer to the problem outlined in the introduction. Make sure that you answer the question that was asked. Make recommendations. No new material should be presented here.

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自然科學 大學

41.c 答案為4*10＾（-7） 可是此題的有效數字不是應該為兩位嗎？ 求解 感恩🙏

ma史 40.。 Perf 1 | am 記 following mathematical] Operatlons, and expDresSS Tesult to the correct number of s1lgnlficant filgures. @@ 036.089o 2 1.01 DOCX OIO22 2 0 0 XX 50021x 103 X 7.3904X 102 2.00 xX 106 SO ad, 41.。 Perform the following mathematlcal operatlonS, and express the result to the correctnumber of signlflcant filgures. 2.626 祝 0.470 80.705 3隆 0.623 0.4326 b. (6.404 x 2.91)/(18.7 一 17.1) CC eduamaaese2ecero0一9521ye+94 (SO 0記 CC_IO 0 1 fa (Assume that this operation is taking the average of tfour numbers.Thus 4 in the denomlnator 1S eXact.) 人 ao,
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數學 高中

英文跟數學都好的學霸QAQ 會用到微積分

IFY Mathematics Coursework Part1 [d] Divide the area under the curve betweenx=1andx=5ito more rectangles using the same process and work out the sum of areas of the rectangles formed. You can use Excel for this. Does your observation nm part [c] seem to be confirmed? Explain why this happens. [9可 (0) (20) (3,0) (40) (220) Figure 3 Summary and conclusion Write a short conclusion (maximum of 100 words) explaining what you have discovered in these tasks. [6] Version1 1920
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數學 國中

我是109會考生，剛剛上網查了數非怎麼給分（如圖）想問一下我非選全都有寫（第二題估計是拿不到分了）但是第一題，我把要除的分子分母寫反，請問這樣連一分都沒有嗎？

下午9:20 人 了 俯 62%圖 acap.rcpet.edu.tw 包 提供國中教育會考數學科非選擇題 1 分樣卷說明 104 年國中教育會考數學科非選擇題型將納入成績計算,為使外 界了解數學科非選擇題型評分要項與標準,同時鼓勵考生作答,本中 心再提供 103 年國中教育會考數學科非選擇題各題 1 分樣卷。以下是 數學科非選擇題型評分說明: 一、 數學科非選擇題評分規準 國中教育會考數學科非選擇題主要評量學生運用數學知識解題, 並說明其解題過程與理由的能力,每題分數分為0、1、2、3 四種分 數。不同於選擇題以正確答案為計分的標準,非選擇題的評分著重於 解題「 策略」的適切性,及「表達」解題過程的合理性、完整性。解 題過程中,如果學生使用的策略不完整但方向正確,或解題過程未明 確顯示部分步驟間之合理性,或推導正確但出現計算錯誤導致答案不 正確,或推導方向正確但未得出最後結論,都可能拿到部分分數。以 下為各分數之評分規準: 分數 規準 3 「策略適切,且表達合理、完整。 1. 策略適切,表達雖合理,大致完整,但出現計算錯誤。 2 「|「2. 策略適切,表達合理,大致完整,但沒有顯示部分步驟間的 合理性。 1. 策略適切,表達大致合理,但出現錯誤的引用。 1 |「2. 策略方向正確,但缺乏嚴謹性,不足以解決題目問題。 3. 策略方向正確,但未能完全將題目轉化成數學問題。 0 |策略模糊不清;解題過程空白或與題目無關。 二、 數學科非選擇題 1 分樣卷說明 為使考生了解作答數學科非選擇題型時,並非寫出正確、完整的 解答過程或理由方能拿到分數,本中心再提供 103 年國中教育會考數 學科非選擇題各題 1 分樣卷說明,以鼓勵考生作答,表達自己的解題 想法。其他分數的樣卷,請參閱 103 年6 月公告之 103 年國中教育會 考數學科非選擇題樣卷說明 http://cap.ntnu.edu.tw/writing/103math.pdf。 < 十 回
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