B. Translate each statement to an equation using k as the constant of variation. 1. m varies directly to a.
2. p varies inversely as q.
3. r varies directly as s and inversely as t.
4. z varies jointly as e and f.
5. F varies directly as the square of t.
6. The distance (d) traveled by a car varies jointly as the rate (r) and the time (t) of travel.
7. The air pressure (P) in inversely proportional to the altitude (h).
8. The amount of water pressure (P) in a closed container varies directly as the volume (V) of the
water.
9. The distance (d) of a falling body varies directly as the square of the time (t) traveled.
1
10. The stiffness (s) of a beam varies jointly as its breadth (b) and depth (d) and inversely as the
square
of its length (L).
2​

See Explanation

Step-by-step explanation:

To do this, we will make use of the following rules:

Direct Variation: =>

Inverse Variation: ==>

Joint Variation: ==>

Direct, then inverse variation: ==>

Having highlighted the rules, the solution is as follows:

1. m varies directly to a

2. p varies inversely as q.

3. directly as s and inversely as t.

4. z varies jointly as

5. F varies directly as the

6. d varies jointly r and t

7. P is inversely proportional to h.

8. P varies directly as V

9. d varies directly as the square of  t

10. s varies jointly as  b and d and inversely as the  square L

h who knows

step-by-step explanation:

the results from a pre-test for students for the year 2000 and the year 2010 are illustrated in the box plot. what do these results tell us about how students performed on the 29 question pre-test for the two years?

if we compare only the lowest and highest scores between the two years, we might conclude that the students in 2010 did better than the students in 2010. this conclusion seems to follow since the lowest score of 8 in 2010 is greater in value than the lowest score of 6 in 2000. also, the highest score of 28 in 2010 is greater in value than the highest score of 27 in 2000.

but the box portion of the illustration gives us more detailed information. the middle bar in each box shows us that the median score of 20 in 2000 is greater in value than the median score of 17 in 2010. further, we note that the box and whiskers divide the illustration into four pieces. each of these four pieces represents the same portion of students. so, the upper half of the students in 2000 scored in the same score range as the upper one-fourth of the students in 2010, see the illustration at a score of 20.

by considering the upper one-fourth, upper half, and upper three-fourths instead of just the lowest and highest scores, we would conclude that the students as a whole did much better in 2000 than in 2010. we would conclude that as a whole the students in 2010 are less prepared than the students in 2000.

in this section, we discuss box-and-whisker plots and the five key values used in constructing a box-and-whisker plot. the key values are called a five-number summary, which consists of the minimum, first quartile, median, third quartile, and maximum.

step-by-step explanation: