The amount of flow through a solenoid valve in an automobile's pollution-control system is an important characteristic. An experiment was carried out to study how flow rate depended on three factors: armature length, spring load, and bobbin depth. Four different levels (low, fair, moderate, and high) of each factor were chosen, and a single observation on flow was made for each combination of levels. A) The resulting data set consisted of how many observations? B) Is this an enumerative or analytic study? Explain.

A) 64 observations

B) analytic study

Step-by-step explanation:

Given:  

There are 3 number of factors i.e. armature length, spring load, and bobbin depth.

There are 4 levels i.e. low, fair, moderate, and high

There is a single i.e. 1 observation on flow made for each combination of levels.

A)

To find:

Number of observations.

There are 4 levels so these 4 levels are to be considered for each factor.

Number of observations = 4.4.4 = 64

For example if we represent low fair moderate and high as L,F,M,H

and factors armature length, spring load, and bobbin depth as a,s,b

Then one of the observations can be

So resulting data set has 64 observations.  

B)

This is analytic study.

The study basically "analyses" the amount of flow through a solenoid valve in an automobiles pollution control system. This study is conducted in order to obtain information from this existing process/experiment and this study focuses on improvement of the process, which created the results being analysed. So the goal is to improve amount of flow through a solenoid valve practice in the future. Also you can see that there is no sampling frame here so if the study was enumerative that it should focus on collecting data specific items in the frame so it shows that its not enumerative but it is analytic study.

51

step-by-step explanation:

73-22=51 the   mass number minus the amount of protons gives you the amount of neutrons

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.