Activity 1: How far can a soccer player kick a soccer ball down field? Through the application of a linear function and a quadratic function and ignoring wind and air resistance one can describe the path of a soccer ball. These functions depend on two elements that are within the control of the player: velocity of the kick (v k ) and angle of the kick (?). A skilled high school soccer player can kick a soccer ball at speeds up to 50 to 60 mi/h, while a veteran professional soccer player can kick the soccer ball up to 80 mi/h. Vectors Gravity The vectors identified in the triangle describe the initial velocity of the soccer ball as the combination of a vertical and horizontal velocity. The constant g represents the acceleration of any object due to Earth’s gravitational pull. The value of g near Earth’s surface is about ?32 ft/s2 . v x = v k cos ? & v y = v k sin ?

1. Use the information above to calculate the horizontal and vertical velocities of a ball kicked at a 35° angle with an initial velocity of 60 mi/h. Convert the velocities to ft/s. (2 pts) Project 2 368 MTHH 039 2. The equations x(t) = v x t and y(t) = v y t + 0.5 gt2 describe the x- and y- coordinate of a soccer ball function of time. Use the second to calculate the time the ball will take to complete its parabolic path. (4 pts) 3. Use the first equation given in Question 2 to calculate how far the ball will travel horizontally from its original position. (2 pts)

Activity 2: How far can a soccer player kick a soccer ball down field? Through the application of a linear function and a quadratic function and ignoring wind and air resistance one can describe the path of a soccer ball. These functions depend on two elements that are within the control of the player: velocity of the kick (v k ) and angle of the kick (?). A skilled high school soccer player can kick a soccer ball at speeds up to 50 to 60 mi/h, while a veteran professional soccer player can kick the soccer ball up to 80 mi/h.

1. Use the technique developed in Activity 1 to calculate horizontal distance of the kick for angle in 15° increments from 15° to 90°? Make a spreadsheet for your calculations. Use the initial velocity of 60 mi/h. (8 pts)

I want to know the answer of the last question that I write bold and italic. Let me know the answer of this questions!!!

1. List types of collaborative arrangements
2. List general motives for collaborative arrangements
3. List advantages and disadvantages of licensing

Javascript Problem: List Reverse

Given a list:

var list = {
  value: 1,
  next: {
    value: 2,
    next: {
      value: 3,
      next: null     
    }
  }
};

Reverse the order of the list so that it looks like:

var list = {
  value: 3,
  next: {
    value: 2,
    next: {
      value: 1,
      next: null
    }
  }
};

Use the following shell if needed:

//assignment1.js

function reverseList(list) {
    // your code here
    ...
    return reversedList;
}

Example Test Case(s):

Arguments: { value: 1, next: { value: 2, next: { value: 3, next: null } } };
Returns: { value: 3, next: { value: 2, next: { value: 1, next: null } } };

Arguments: { value: "a", next: { value: "b", next: { value: "c", next: null } } };
Returns: { value: "c", next: { value: "b", next: { value: "a", next: null } } };

Requirements:

• You cannot use the built-in reverse() function.
• null is non-existent object, you may use an empty object instead if desired.
• Your function should be able to reverse a list of values of any type.
• You must use at least one array to solve the problem.

Python Question

Using lists, write the function non_unique(list) that takes a list list as argument. It
returns a list which duplicated elements remains and each duplicated element is followed by
a number which shows how many times it appears. All elements in return list should be in
the same order as their appearance in the original list.
For example, given the input [‘a’, ‘b’, ‘c’, ‘a’, ‘b’, ‘d’, ‘a’,‘e’], the function
would return [‘a’, 3, ‘b’, 2]. Another example, ['abc', 'def', 'abc', 'xyz', 'def','def', 'qwe'] -> ['abc', 2, 'def', 3]

If no such non_unique list exist, just return an empty list.
Your program should contain the function with format shown as below:

def non_unique(list):
# Your codes here
return result # ‘result’ is a list.

Variable trials refers to a list where each list item is another list of 3 integers between 0 and 9. Imagine each list of 3 integers is a combination of numbers of a lock. Further suppose the variable code refers to a list of three integers that is the correct combination of the lock.

Write a program which, assuming trials and code are already defined, prints out a character for each digit of each trial. Print Y if the digit in the trail matches the digit at the same position in the code. Print # if the digit in the trial does not match the digit at the same position in the code but appears elsewhere in the code. Print N if the digit of the trial does not match the digit in the code and the digit in the trial appears nowhere in the code. Print a newline after the characters after three numbers (for each trial).

Example, if trails = [[2,3,4], [5,5,5], [5,2,3]], and code = [2,3,5], the program output should be:

Y Y N

# # Y

# # #

Hint: the in and not in operators can be used to test whether an item appears in a list.

(language python.)

People in a random sample of 235 students enrolled at a liberal arts college were asked questions about how many hours of sleep they get each night. The sample mean sleep duration (average hours of daily sleep) was 7.72 hours and the sample standard deviation was 1.04 hours. The recommended number of hours of sleep for college-age students is 8.4 hours. Is there convincing evidence that the population mean sleep duration for students at this college is less than the recommended number of 8.4 hours? Test the relevant hypotheses using

α = 0.01.

(Use technology to calculate the P-value. Round your test statistic to two decimal places and your P-value to three decimal places.)

t=

P-value=

State the conclusion in the problem context.

a. Fail to reject H₀. We do not have convincing evidence that the mean sleep duration for students at this college is less than the recommended number of 8.4 hours

b. Fail to reject H₀. We have convincing evidence that the mean sleep duration for students at this college is less than the recommended number of 8.4 hours    

c. Reject H₀. We have convincing evidence that the mean sleep duration for students at this college is less than the recommended number of 8.4 hours

d. Reject H₀. We do not have convincing evidence that the mean sleep duration for students at this college is less than the recommended number of 8.4 hours

Student Debt – Vermont: The average student loan debt of a U.S. college student at the end of 4 years of college is estimated to be about $21,800. You take a random sample of 141 college students in the state of Vermont and find the mean debt is $23,000 with a standard deviation of $2,800. You want to construct a 99% confidence interval for the mean debt for all Vermont college students.

(a) What is the point estimate for the mean debt of all Vermont college students?
$  

(b) Construct the 99% confidence interval for the mean debt of all Vermont college students. Round your answers to the nearest whole dollar.
  < μ <  

(c) Are you 99% confident that the mean debt of all Vermont college students is greater than the quoted national average of $21,800 and why?

No, because $21,800 is above the lower limit of the confidence interval for Vermont students.Yes, because $21,800 is above the lower limit of the confidence interval for Vermont students.    No, because $21,800 is below the lower limit of the confidence interval for Vermont students.Yes, because $21,800 is below the lower limit of the confidence interval for Vermont students.

(d) We are never told whether or not the parent population is normally distributed. Why could we use the above method to find the confidence interval?

Because the sample size is less than 100.Because the sample size is greater than 30.    Because the margin of error is positive.Because the margin of error is less than 30.

10. A university is concerned about the proportion of students that graduate. To address the issue, it does the following. First, it gets a random sample of incoming students. Some of the students in this random sample will be required to have extra meetings with a series of advisors and some will not. It randomly decides which of the students will have this requirement and which will not. In the data, 516 of the 885 students that had this requirement graduated, and 444 of the 845 students that did not have this requirement graduated. The university wants to know if this requirement changed the proportion of students who graduate.

(a) What is the null hypothesis and what is the alternative hypothesis?

(b) What is the sample proportion for group 1? (round to 5 digits after the decimal place)

(c) What is the sample proportion for group 2? (round to 5 digits after the decimal place)

(d) What is the pooled estimator for p? (round to 5 digits after the decimal place)

(e) What is the standard error for the difference in the sample proportions? (Use ˜σp1−p2 and round to 5 digits after the decimal place.)

(f) What is the value of the test statistic? (Round to 2 digits after the decimal place.)

(g) What is the p-value of the test? (Round to 3 digits after the decimal place.)

(h) Do we reject or not reject the null hypothesis at the .05 level of significance? Reject Not reject

(i) Can we interpret the difference in the population proportions as a causal effect? Yes, it has a causal interpretation. or No, it does not have a causal interpretation.

Sleep: Assume the general population gets an average of 7 hours of sleep per night. You randomly select 45 college students and survey them on their sleep habits. From this sample, the mean number of hours of sleep is found to be 6.89 hours with a standard deviation of 0.25 hours. You claim that college students get less sleep than the general population. That is, you claim the mean number of hours of sleep for all college students is less than 7 hours. Test this claim at the 0.01 significance level.

(a) What type of test is this?

-This is a two-tailed test.

-This is a left-tailed test.    

-This is a right-tailed test.

(b) What is the test statistic? Round your answer to 2 decimal places.
t- _{x =}

(c) Use software to get the P-value of the test statistic. Round to 4 decimal places.
P-value =

(d) What is the conclusion regarding the null hypothesis?

-reject H₀

-fail to reject H₀    

(e) Choose the appropriate concluding statement.

-The data supports the claim that college students get less sleep than the general population.

-There is not enough data to support the claim that college students get less sleep than the general population.     

-We reject the claim that college students get less sleep than the general population.

-We have proven that college students get less sleep than the general population.

) Grades on a standardized test are known to have a mean of 1000 for students in the US. The test is administered to 453 randomly selected students from Queens College, and they obtained an average grade of 1013 and a standard deviation of 108. a. Construct a 95 % confidence interval for the true average test score for Queens College students.(1pt) b. With 5% significance level, Is there a statistical evidence that Queens College students perform differently than other students in the US?(1pt) From now, assume the same 453 students selected earlier are now given a two-hour tutoring session and then asked to take the test a second time. The average change in their test scores is 9 points, and the standard deviation of the change is 60 points. Assume the changes are from a Normal ( , ) 2   distribution, and for every student, the change in score is the difference between the score after the tutoring session, and the score before the tutoring session c. You are asked by the school administration to study whether students have performed better in their second attempt. State in terms of  , the relevant null and alternative hypothesis in conducting this study.d. Compute the t statistic for testing ?0 against ??; obtain the p- value for the test.e. Do you reject ?0 at the 5% level? At the 1% level? f. Provide a short summary of your conclusions from this study. Comment on the practical versus statistical significance of this estimate.