Stepwise Descriptive Statistics Learning

You are interested in finding how many hours a person is willing to wait for a plane. It is found that the time people are willing to wait has a $\mu =5.2$ and a $\sigma =1.1$. What is the probability a person is willing to wait more than seven hours?
Using the standard score formula, $z=(x-<!--\; -\; -->\mu )/\sigma$, the z-score equals to two decimal places 1.64, which corresponds to a probability of 0.9495 on my z-score tables. However, on the answer key provided, it states the probability is 0.0505 or what would correspond to a z-score of −1.64.
Is this a trick of the wording involved in the question or are my z-tables (or standard score formula) wrong?

The measure of effect size used with the $X^2$ test of independence is
a.That there is a small effect size
b. That there is a medium effect size
c. That there is a large effect size
d. That there is no effect size at all

Which of the following statements about the effect size is CORRECT?
a. the effect size is bigger when the two populations overlap more.
b. The effect size is NOT affected by the differences between means.
c. Standard effect size is always positive, because it is figured using the square root.
d. The effect size is bigger when the standard deviation of population gets smaller.

What is the z-score of X, if n = 20, ${\displaystyle \mu =20}$, SD =3, and X =31?

A successful basketball player has a height of 6 feet 2 inches, or 188 cm. Based on statistics from a data set, his height converts to the z score of 1.95. How many standard deviations is his height above the mean?
The player's height is [_] standard deviation(s) above the mean. (Round to two decimal places as needed.)

What is the z-score of sample X, if $n=196,\mathrm{\mu <!--\; \mu \; -->}=71,\text{St.Dev}=42,{\mathrm{\mu <!--\; \mu \; -->}}_X=83$?

What is the z-score of sample X, if $n=36,\mathrm{\mu <!--\; \mu \; -->}=38,\text{St.Dev}=66,{\mathrm{\mu <!--\; \mu \; -->}}_X=14$?

What is the z-score of sample X, if $n=196,\mathrm{\mu <!--\; \mu \; -->}=55,\text{St.Dev}=42,{\mathrm{\mu <!--\; \mu \; -->}}_X=58$?

Prove $\mathrm{\chi <!--\; \chi \; -->}(G)\mathrm{\chi <!--\; \chi \; -->}(\stackrel{¯<!--\; ¯\; -->}{G})\ge <!--\; \ge \; -->n$ for chromatic number of graph and its complement
Let us denote by χ(G) the chromatic number, which is the smallest number of colours needed to colour the graph G with n vertices. Let $\stackrel{¯<!--\; ¯\; -->}{G}$ be the complement of G. Show that
$\mathrm{\chi <!--\; \chi \; -->}(G)+\mathrm{\chi <!--\; \chi \; -->}(\stackrel{¯<!--\; ¯\; -->}{G})\le <!--\; \le \; -->n+1$
$\mathrm{\chi <!--\; \chi \; -->}(G)\mathrm{\chi <!--\; \chi \; -->}(\stackrel{¯<!--\; ¯\; -->}{G})\ge <!--\; \ge \; -->n$
I was able to prove (a) using induction. Any hints on proving (b)?

What causes the pulsation of a cepheid-type variable star?

Graph median, mode, range

The question is:
A scientist collects data. He determines both the mean of the data and the median of the data are equal to 7 and the data are symmetrical about this value. He starts to create a bar graph shown, but does not finish the graph.
If the range of the data is 8 and the maximum value of the data is 11, then how many data points fall above the value 7?
The answer is 14, but I don't know how this is the answer.

What is the the value of z for which the area under the normal curve to the right of z is equal to 0.76?

What is the z-score of sample X, if

What is the z-score of sample X, if $n=196,\mathrm{\mu <!--\; \mu \; -->}=52,\text{St.Dev}=28,{\mathrm{\mu <!--\; \mu \; -->}}_X=49$?

Assume that z-scores are normally distributed with a mean of 0 and a standard deviation of 1. If ${\displaystyle P(-e<z<e)=0.2128}$, what is e?

Find a meta-analysis published in a journal; two good sources are the Review of Educational Research and Psychological Bulletin. What conclusions were drawn from the meta-analysis? How were studies selected for the analysis? How was the concept of effect size discussed in the meta-analysis?

I came here since I know this is the best place to ask a question.
I'm a first year student who changed his major to applied mathematics. In middle school I was a garbage math student, but I realized the importance of math in high school when I was introduced to amazing teachers who truly loved what they did. I put myself in tougher classes and eventually got to AP calculus. There was an error in my idea, I never really got a deep understanding of the stuff I was doing and was struggling since I didn't understand the basics and never really did practice problems.
This year I began to start over from scratch from pre-algebra working to pre-calculus. Even though I have already took Calculus.
I'm in a introduction to research class this semester and we are preforming a meta-analysis of some random topic and then presenting at the end of the semester. I'm really enjoying it, and I will definitely apply for more research as I progress through my undergraduate career. (Urge to Compute)
I know I'll probably never win a field's medal, but I'm really intimidated and humbled by the near perfect SAT math scores and Math Olympiad participants.
It's too late for me to have that, but the best quality I have is sticking with the concepts and problems until I can explain them to my dog. (Basically until I understand it)
I'm really sorry for the long post / soft question, I've just been thinking about this since 11th grade but never asked anyone about it.
Basically I'm just wondering if I'm wasting my time, and if there have been mathematicians that were in a similar situation. (Famous or not.)
Again, sorry for the soft question and thank you for taking the time to read this!