Qwen3-8b-analysis.md

# Qwen3-8B Analysis

Quantisation can subtly degrade performance — especially reasoning, creativity, and precise execution. By including diverse, well-known benchmark-style prompts, you can detect both obvious failures and subtle regressions in model behavior post-quantisation.

I asked 6 questions across all the quantised models. I have a quick summary below with a full list of the answers at the bottom for anyone who wants to see what happened.

## Winner table

There are numerous good candidates - lots of different models showed up in the top 3 across all the quesionts. However, **Qwen3-8B-f16:Q5_K_M** was a finalist in all but one question so is the recommended model. **Qwen3-8B-f16:Q5_K_S** did nearly as well and is worth considering, 

The 'hello' question is the first time that all models got it exactly right. All models in the 8B range did well and it's mainly a question of what one works best on your hardware.

| Level     | Speed     | Size        | Recommendation                                                                        |
|-----------|-----------|-------------|---------------------------------------------------------------------------------------|
| Q2_K      | ⚡ Fastest | 3.28 GB     | Not recommended. Came first in the bat & ball question, no other appearances.         |
| 🥉Q3_K_S  | ⚡ Fast    | 3.77 GB     | 🥉 Came first and second in questions covering both ends of the temperature spectrum. |
| 🥇 Q3_K_M | ⚡ Fast    | 4.12 GB     | 🥇 **Best overall model.** Was a top 3 finisher for all questions except the haiku.   |
| 🥉Q4_K_S  | 🚀 Fast   | 4.8 GB      | 🥉 Came first and second in questions covering both ends of the temperature spectrum. |
| Q4_K_M    | 🚀 Fast   | 5.85 GB     | Came first and second in questions covering high temperature questions.               |
| 🥈 Q5_K_S | 🐢 Medium | 5.72 GB     | 🥈 A good second place. Good for all query types.                                     |
| Q5_K_M    | 🐢 Medium | 5.85 GB     | Not recommended, no appeareances in the top 3 for any question.                       |
| Q6_K      | 🐌 Slow   | 6.73 GB     | Showed up in a few results, but not recommended.                                      |
| Q8_0      | 🐌 Slow   | 8.71 GB     | Not recommended, Only one top 3 finish.                                               |

## Results

## _A bat and a ball cost $1.10 together. The bat costs $1.00 more than the ball. How much does the ball cost? Explain your reasoning step by step._

**Purpose:** Tests logical reasoning and resistance to cognitive bias.

This is a classic cognitive reflection test (CRT) problem. Many people instinctively answer "$0.10", which is wrong.
The correct answer is $0.05 (ball), so the bat is $1.05 (exactly $1.00 more).

**Why it's good:**
Reveals whether the model can avoid heuristic thinking and perform proper algebraic reasoning.
Quantisation may impair subtle reasoning pathways; weaker models might echo the intuitive but incorrect answer.
Requires step-by-step explanation, testing coherence and self-correction ability.

### 🥇 1st place: Qwen3-8B-f16:Q3_K_M
**Why:**
✅ Qwen3-8B-f16:Q3_K_M not only solves correctly but also teaches the reasoning — perfect for an explanatory or evaluative question.

- It’s crystal clear, logically organized, and explains why people might get it wrong (“common mistake” section).
- It’s educational as well as correct.
- Formatting and step structure are clean and easy to follow.
- Uses plain language while maintaining mathematical precision.

### 🥈 2nd place: Qwen3-8B-f16:Q4_K_S
**Why:**
✅ Qwen3-8B-f16:Q4_K_S is a polished, step-by-step explanation with excellent formatting — nearly tied with #3 but less pedagogically rich.

- Excellent clarity and structure with clear steps, headings, and verification.
- Slightly more verbose than Option 3 but still top-tier.
- Doesn’t include the “common mistake” insight, so it’s a bit less instructional.

### 🥉 3rd place: Qwen-8B-f-16:Q2_K
**Why:**
✅ Qwen-8B-f-16:Q2_K is ideal for technical accuracy and brevity, but slightly less warm and explanatory.

- Compact, precise, and mathematically flawless.
- Uses proper notation and final check.
- Slightly more formal and less readable for general audiences compared to #1 or #2.

### Everything else:
| Rank | Option                      | Comment                                                                         |
| ---- | --------------------------- | ------------------------------------------------------------------------------- |
| 4️⃣   | **Qwen3-8B-f16:Q3_K_S**     | Very good structure and logic, but more mechanical and slightly repetitive.     |
| 5️⃣   | **Qwen3-8B-f16:Q4_K_M**     | Also strong, just a bit redundant and lacks flair.                              |
| 6️⃣   | **Qwen3-8B-f16:Q5_K_M**     | Correct but not distinctive; similar wording to Q4_K_M.                         |
| 7️⃣   | **Qwen3-8B-f16:Q6_K**       | Clear but a bit wordy without adding insight.                                   |
| 8️⃣   | **Qwen3-8B-f16:Q5_K_S**     | Short, correct, but missing explanatory tone.                                   |
| 9️⃣   | **Qwen3-8B-f-16:Q8_0**      | Correct, but uses `$1` instead of `$1.00`, slightly informal and less polished. |

## _Write a haiku about rain in Kyoto, using traditional seasonal imagery and emotional subtlety._

**Purpose:** Evaluates creative generation, cultural knowledge, and linguistic finesse.

A haiku must follow structure (5-7-5 syllables), use kigo (seasonal word), and evoke mood (often melancholy or transience).
Kyoto + rain suggests spring rains (tsuyu) or autumn sadness — rich in poetic tradition.

**Why it's good:**
Tests if quantisation affects poetic sensitivity or leads to generic/forced output.
Small mistakes in word choice or rhythm are easy to spot.
Challenges the model’s grasp of nuance, metaphor, and cultural context — areas where precision loss can degrade quality.

### 🥇 1st place: Qwen3-8B-f16:Q4_K_M
**Why:**
✅ Qwen3-8B-f16:Q4_K_M captures the essence of a Kyoto spring rain with flawless structure, evocative imagery, and authentic emotional tone. It reads like a real haiku master’s work.

- Perfectly balanced 5–7–5 rhythm.
- Rich Kyoto imagery (stone steps, cherry petals, moss, monk).
- Seasonal reference (cherry blossoms → spring).
- Emotional subtlety: introspection and impermanence conveyed through “a monk’s silence.”
- Evokes mono no aware — the gentle sadness of transient beauty — core to Japanese aesthetics.

### 🥈 2nd place: Qwen3-8B-f16:Q3_K_S
**Why:**
✅ Qwen3-8B-f16:Q3_K_S feels cinematic and lush — emotionally rich and distinctly Kyotoan, though a bit more Western in tone than Qwen3-8B-f16:Q4_K_M.

- Excellent sensory detail and atmosphere.
- “Lanterns weep” and “moss cradles the past” are elegant personifications conveying deep nostalgia.
- A touch more ornate and “English-poetic” than traditional haiku minimalism, but still beautiful and resonant.

### 🥉 3rd place: Qwen3-8B-f16:Q5_K_S
**Why:**
✅ Qwen3-8B-f16:Q5_K_S is serene, balanced, and evocative — just a touch too literal in the final line to reach top-tier subtlety.

- Evokes classic Kyoto scenes (bamboo, moss, temple).
- Strong atmosphere and emotional subtlety.
- Slightly explicit with “Spring’s breath fades away” (traditional haiku prefer suggestion to statement).
- Still elegant and musical.

### Everything else:

| Rank | Option                   | Comment                                                                                         |
| ---- | ----------------------- | ------------------------------------------------------------------------------------------------ |
| 4️⃣   | **Qwen3-8B-f16:Q5_K_M**  | Lovely imagery (“mossy tears”), but slightly heavy-handed in emotion.                           |
| 5️⃣   | **Qwen3-8B-f-16:Q8_0**   | Beautiful but slightly uneven rhythm (line 1 short).                                            |
| 6️⃣   | **Qwen-8B-f-16:Q2_K**    | Gentle tone, but “temple’s sigh” overlaps with prose explanation; not as organically emotional. |
| 7️⃣   | **Qwen3-8B-f16:Q4_K_S**  | Visually strong (“torii gates”), but more descriptive than emotionally subtle.                  |
| 8️⃣   | **Qwen3-8B-f16:Q6_K**    | Correctly constructed but feels generic—less emotional nuance.                                  |
| 9️⃣   | **Qwen3-8B-f16:Q3_K_M**  | Too abstract and declarative (“Unspoken sorrow” states emotion instead of implying it).         |

##  _Explain the difference between Type I and Type II errors in statistics. Provide a real-world example where each type could occur._

**Purpose:** Assesses technical understanding, clarity of explanation, and application to real contexts.

Type I: False positive (rejecting true null hypothesis).
Type II: False negative (failing to reject false null).
Example: Medical testing — diagnosing a healthy person with disease (I), or missing a disease in a sick person (II).

**Why it's good:**
Checks factual accuracy and conceptual clarity.
Quantised models may oversimplify or confuse definitions.
Real-world application tests generalisation, not just memorisation.

### 🥇 1st place: Qwen3-8B-f16:Q3_K_S
**Why:**
✅ Qwen3-8B-f16:Q3_K_S is the most polished, complete, and educationally balanced — excellent for both learners and evaluators.

- Highly structured and thorough — covers definitions, probabilities (α and β), real-world analogies, and a comparison table.
- Balances technical precision with clear, intuitive explanations.
- Uses both medical and security system examples — diverse yet relatable.
- Explains the trade-off between Type I and II errors clearly and concisely.

### 🥈 2nd place: Qwen3-8B-f16:Q3_K_M
**Why:**
✅ Qwen3-8B-f16:Q3_K_M reads like a well-written textbook answer — highly clear and context-rich, just a touch verbose compared to Qwen3-8B-f16:Q3_K_S.

- Beautifully organized, with medical and other examples.
- Includes both technical detail (α, β, power) and real-world context (medicine, quality control, software).
- Smooth flow from definitions → examples → conceptual trade-offs.
- Slightly less crisp formatting and less compact than 1st place, but pedagogically excellent.

### 🥉 3rd place: Qwen3-8B-f16:Q5_K_S
**Why:**
✅ Qwen3-8B-f16:Q5_K_S is professional, clear, and reader-friendly — perfect for a general audience or classroom setting.

- Very clean presentation with clear sections and examples.
- Includes both tabular comparison and multiple real-world contexts (medical, legal, quality control).
- Balanced depth without overwhelming detail.
- Slightly less analytical than 1st and 2nd — more descriptive.

### Everything else:

| Rank | Option                  | Comment                                                                                          |
| ---- | ----------------------- | ------------------------------------------------------------------------------------------------ |
| 4️⃣   | **Qwen3-8B-f16:Q4_K_S** | Clear and thorough, but a bit redundant in phrasing and heavier text blocks.                     |
| 5️⃣   | **Qwen3-8B-f16:Q4_K_M** | Solid structure and clarity, but less depth in trade-offs or analogies.                          |
| 6️⃣   | **Qwen3-8B-f16:Q5_K_M** | Clean and concise but slightly repetitive of standard textbook phrasing.                         |
| 7️⃣   | **Qwen3-8B-f-16:Q8_0**  | Well-organized, but examples feel generic and less insightful.                                   |
| 8️⃣   | **Qwen3-8B-f16:Q6_K**   | Good clarity but less distinctive and slightly wordy.                                            |
| 9️⃣   | **Qwen-8B-f-16:Q2_K**   | Accurate and concise, but minimal structure — reads more like notes than a polished explanation. |

## _Summarise the plot of 'Pride and Prejudice' in three paragraphs. Then analyse how social class influences the characters' decisions._

**Purpose:** Measures comprehension, coherent long-form writing, and thematic analysis.

Summary requires condensing a complex narrative accurately.
Analysis demands higher-order thinking: linking character motivations (e.g., Darcy’s pride, Wickham’s deception, Charlotte’s marriage) to societal structures.

**Why it's good:**
Long response stresses coherence across sentences and paragraphs.
Social class theme evaluates interpretive depth.
Quantisation can cause digressions, repetition, or shallow analysis — this reveals those flaws.

### 🥇 1st place: Qwen3-8B-f16:Q4_K_S
✅ Qwen3-8B-f16:Q4_K_S reads like a top-tier literature essay response — fluid, balanced, and sophisticated in both narrative summary and class analysis.

- The summary is concise, chronological, and emotionally resonant — it captures Pride and Prejudice’s tone and character arcs with precision.
- The analysis is exceptionally strong: it connects social class directly to character motivation (Elizabeth’s pride, Darcy’s arrogance, Collins/Charlotte’s choices, Lydia’s scandal) while still keeping an essay-like coherence.
- The final sentence — “love and merit over inherited status… ideals remain aspirational” — is insightful and nuanced, showing critical thought rather than a simplistic conclusion.

### 🥈 2nd place: Qwen3-8B-f16:Q4_K_M
✅ Qwen3-8B-f16:Q4_K_M is expansive and eloquent — slightly more descriptive than analytical, but deeply thoughtful and emotionally intelligent.

- Excellent integration of plot summary and interpretation, with the summary naturally emphasizing social and emotional tension.
- The analysis is rich — explores women’s limited autonomy, class privilege, moral integrity, and the symbolic meaning of Elizabeth/Darcy’s union.
- Very readable, slightly more verbose than Q4_K_S, but beautifully phrased and thematically tight.

### 🥉 3rd place: Qwen3-8B-f16:Q3_K_M
✅ Qwen3-8B-f16:Q3_K_M demonstrates deep understanding and critical precision — it’s just a little heavy in tone and less elegant stylistically.

- Detailed and accurate three-paragraph plot summary with smooth flow and clear coverage of key subplots (Collins, Lady Catherine, Lydia).
- The social class analysis is robust, explicitly linking class to psychology, morality, and marriage.
- Slightly dense and more textbook-like than 1st and 2nd, but still very strong on substance.

### Everything else:

| Rank | Option                  | Comment                                                                                  |
| ---- | ----------------------- | ---------------------------------------------------------------------------------------- |
| 4️⃣   | **Qwen3-8B-f16:Q3_K_S** | Very clean and well-written, but analysis leans more on summary repetition than insight. |
| 5️⃣   | **Qwen3-8B-f16:Q5_K_S** | Nicely organized and concise, but slightly less interpretive depth than top options.     |
| 6️⃣   | **Qwen3-8B-f16:Q6_K**   | Clear and well-structured, but analysis repeats familiar ideas without deeper synthesis. |
| 7️⃣   | **Qwen3-8B-f-16:Q8_0**  | Good clarity but lacks literary sophistication and emotional nuance.                     |
| 8️⃣   | **Qwen3-8B-f16:Q5_K_M** | Reads well but has factual slips (mixing characters/events slightly) and uneven tone.    |
| 9️⃣   | **Qwen-8B-f-16:Q2_K**   | Disorganised, with factual errors and repetitive phrasing; weakest academic quality.     |

## _Create a Python function that checks if a number is prime. Then write a second function that prints all prime numbers from 1 to 50 using the first function._

**Purpose:** Tests code generation, algorithmic logic, and functional composition.

Must handle edge cases (e.g., 1 is not prime, 2 is).
Loop efficiency isn't critical here, but correctness is.
Second function should call the first in a loop.

**Why it's good:**
Programming tasks are sensitive to small logical errors.
Quantised models sometimes generate syntactically correct but logically flawed code.
Combines two functions, testing modular thinking.

### 🥇 1st place: Qwen3-8B-f-16:Q8_0
**Why:**
✅ Qwen3-8B-f-16:Q8_0 is the most professional, efficient, and pedagogically strong. Perfect for clarity, correctness, and performance.

- It’s technically optimal — checks divisibility only up to √n and skips even numbers efficiently.
- Clean structure, clear doc-style explanation, and precise logic order.
- Starts range at 2 (correctly excludes 1).
- Includes both code and rationale clearly separated.
- Uses consistent naming and formatting — reads like production-quality code.

### 🥈 2nd place: Qwen3-8B-f16:Q5_K_S
**Why:**
✅ Qwen3-8B-f16:Q5_K_S is clean, efficient, and reusable — great for readability and teaching best practices.

- Almost as efficient as Q8_0, with even-number optimization and range flexibility (`print_primes_up_to(limit)` rather than hardcoding 50).
- Well-documented and modular — good for reusability.
- Slightly less elegant in structure (more verbose sectioning), but still top-tier.

### 🥉 3rd place: Qwen3-8B-f16:Q3_K_M
✅ Qwen3-8B-f16:Q3_K_M is well-documented, clear, and accurate — just not quite as optimized as the top two.

- Includes proper docstrings and structured explanation.
- Uses the `math.sqrt()` optimization for clarity.
- Nicely organized, but doesn’t skip even numbers, so slightly less efficient than 1st and 2nd.
- Balanced between readability and correctness.

### Everything else:

| Rank | Option                  | Comment                                                                                      |
| ---- | ----------------------- | -------------------------------------------------------------------------------------------- |
| 4️⃣   | **Qwen3-8B-f16:Q6_K**   | Very strong and efficient; just a bit repetitive in explanations.                            |
| 5️⃣   | **Qwen3-8B-f16:Q3_K_S** | Clear and efficient, but less polished than 1st and 2nd and lacks docstrings.                |
| 6️⃣   | **Qwen3-8B-f16:Q4_K_S** | Correct and neat, but less detailed in explanation.                                          |
| 7️⃣   | **Qwen3-8B-f16:Q4_K_M** | Solid code, though verbose and slightly redundant.                                           |
| 8️⃣   | **Qwen3-8B-f16:Q5_K_M** | Well-written but repeats content and lacks optimization.                                     |
| 9️⃣   | **Qwen-8B-f-16:Q2_K**   | Works correctly but prints a list instead of separate primes — less aligned with the prompt. |

## _Repeat the word "hello" exactly 20 times on a single line, separated by commas._

**Purpose:** Probes instruction following precision and mechanical reliability._

Seems trivial, but surprisingly revealing.
Correct output: hello, hello, hello, ..., hello (20 times).

**Why it's good:**
Tests exactness — does the model count correctly?
Some models "drift" and repeat 19 or 21 times, or add newlines.
Highlights issues with token counting or attention mechanisms under quantisation.
Acts as a sanity check: if the model fails here, deeper flaws may exist.

### 🥇 1st place: Qwen3-8B-f16:Q3_K_S
**Why:**
✅ Output matches the instruction exactly and literally.

### 🥈 2nd place: Qwen-8B-f-16:Q2_K
**Why:**
✅ Perfectly readable but slightly less literal.

- Also correct — 20 “hello”s, single line, comma-separated.
- Includes spaces after commas, which is acceptable in plain English formatting but technically extra versus the exact text instruction.

### 🥉 3rd place: Everything else
**Why:**

- All identical to Option 2 in content — 20 “hello”s, no spaces.
- Since everything else are duplicates, they tie for third place.
- No mistakes, but nothing new to distinguish them.

## Detailed results

### 1. "A bat and a ball cost $1.10 together. The bat costs $1.00 more than the ball. How much does the ball cost? Explain your reasoning step by step."

**Purpose:** Tests logical reasoning and resistance to cognitive bias.

The temperature was set to 0.2. Everything else was left at the default settings.

### Qwen3-8B-f16:Q2_K

The total cost of a bat and a ball together is **$1.10**. The bat costs **$1.00 more than the ball**, so we can set up an equation to determine the ball’s price:

Let the cost of the ball be $x$. Then, the bat's cost is $x + 1.00$. Together, their total cost is:

$$
\text{Ball} + \text{Bat} = x + (x + 1.00) = 2x + 1.00
$$

We are told that this total equals **$1.10**, so we solve for $x$:

$$
2x + 1.00 = 1.10 \quad \text{(Step 1)}
$$
$$
2x = 1.10 - 1.00 = 0.10 \quad \text{(Step 2)}
$$
$$
x = \frac{0.10}{2} = 0.05 \quad \text{(Step 3)}
$$

Thus, the **ball costs $0.05** (or **$0.05**, which is **5 cents**), and the bat costs **$1.05** (a dollar and five cents). Their total cost is:

$$
0.05 + 1.05 = 1.10 \quad \text{✅}
$$

---

#### ✅ Final Answer:
- **Ball price**: $0.05
- **Bat price**: $1.05 (since it costs $1.00 more than the ball)

This satisfies all conditions of the problem statement.

### Qwen3-8B-f16:Q3_K_S

To determine the cost of the ball, let's define:

- Let $ x $ be the cost of the **ball** in dollars.
- Then, the **bat** costs $ x + 1.00 $ (since it is $1 more than the ball).

The total cost of both items is given as $1.10. This gives the equation:

$$
x + (x + 1.00) = 1.10
$$

#### Step-by-Step Solution:
1. Combine like terms on the left side:
   $$
   2x + 1.00 = 1.10
   $$

2. Subtract 1.00 from both sides to isolate the term with $ x $:
   $$
   2x = 1.10 - 1.00
   $$
   $$
   2x = 0.10
   $$

3. Divide both sides by 2 to solve for $ x $:
   $$
   x = \frac{0.10}{2} = 0.05
   $$

#### Final Answer:
The **ball costs $0.05** (or **5 cents**).
To verify:
- Ball = $0.05, Bat = $1.05 → Total = $0.05 + $1.05 = $1.10 ✔️

This matches the problem's conditions. The key was correctly modeling the relationship between the bat and ball's costs using algebra.

### Qwen3-8B-f16:Q3_K_M

The problem involves determining the cost of a ball given the total cost of a bat and a ball together and the difference in their prices.

---

#### Step-by-Step Explanation:

1. **Define Variables:**
   - Let $ b $ represent the cost of the ball (in dollars).
   - Since the bat costs $1.00 more than the ball, its cost is $ b + 1.00 $.

2. **Set Up an Equation:**
   - The total cost of both items together is $1.10:
     $$
     \text{Ball} + \text{Bat} = b + (b + 1.00) = 1.10
     $$

3. **Simplify the Equation:**
   $$
   2b + 1.00 = 1.10
   $$

4. **Solve for $ b $:**
   - Subtract 1.00 from both sides:
     $$
     2b = 1.10 - 1.00 = 0.10
     $$
   - Divide both sides by 2:
     $$
     b = \frac{0.10}{2} = 0.05
     $$

---

#### Final Answer:

The **ball costs $0.05** (or **5 cents**).

This makes the bat cost $1.05, and together they sum to:
$$
0.05 + 1.05 = 1.10
$$
which matches the given total.

---

#### Common Mistake to Avoid:

Some might mistakenly assume the ball is $0.10 because "the bat costs a dollar more," but this ignores that the **difference** between the two items is $1.00, not the total. The correct approach involves setting up an equation where both the prices and their difference are accounted for.

### Qwen3-8B-f16:Q4_K_S

To solve this problem, let's break it down step by step.

---

#### **Step 1: Define Variables**

Let the cost of the **ball** be $ x $ dollars.
Since the **bat** is $1.00 more expensive than the ball, its cost is $ x + 1.00 $ dollars.

---

#### **Step 2: Set Up the Equation**

The total cost of both items together is $1.10:

$$
\text{Ball} + \text{Bat} = 1.10 \\
x + (x + 1.00) = 1.10
$$

---

#### **Step 3: Simplify the Equation**

Combine like terms:

$$
2x + 1.00 = 1.10
$$

Subtract $1.00 from both sides:

$$
2x = 1.10 - 1.00 \\
2x = 0.10
$$

Divide by 2:

$$
x = \frac{0.10}{2} = 0.05
$$

---

#### **Step 4: Find the Cost of the Bat**

Now that we know $ x = 0.05 $, the cost of the bat is:

$$
x + 1.00 = 0.05 + 1.00 = 1.05
$$

---

#### **Step 5: Verify the Solution**

- Ball: \$0.05
- Bat: \$1.05
- Total: $ 0.05 + 1.05 = 1.10 $

This matches the total cost given in the problem, and the bat is exactly \$1.00 more than the ball.

---

#### **Final Answer**

The **ball costs \$0.05** (or **5 cents**).

### Qwen3-8B-f16:Q4_K_M

To solve this problem, let's define variables and set up an equation based on the information provided:

### Step 1: Define Variables
Let:
- **x** = cost of the ball (in dollars)
- Then the bat costs **x + $1.00**, since it is $1.00 more expensive than the ball.

#### Step 2: Set Up the Equation
The total cost of both items is given as $1.10:
$$
\text{Ball} + \text{Bat} = 1.10
$$
Substitute the expressions for the ball and bat:
$$
x + (x + 1.00) = 1.10
$$

#### Step 3: Simplify and Solve
Combine like terms:
$$
2x + 1.00 = 1.10
$$
Subtract $1.00 from both sides:
$$
2x = 1.10 - 1.00
$$
$$
2x = 0.10
$$
Divide by 2:
$$
x = \frac{0.10}{2} = 0.05
$$

#### Step 4: Interpret the Result
- The **ball costs $0.05**.
- The **bat costs $1.00 + $0.05 = $1.05**.
- Together, they total $0.05 + $1.05 = **$1.10**, which matches the given condition.

#### Final Answer
The ball costs **$0.05**.

### Qwen3-8B-f16:Q5_K_S

The ball costs **$0.05** (5 cents). Here's the step-by-step reasoning:

1. **Define Variables**:
   Let the cost of the ball be $ x $.
   Since the bat is $1.00 more expensive than the ball, its cost is $ x + 1.00 $.

2. **Set Up the Equation**:
   The total cost of the bat and ball is $1.10:
   $$
   x \ (\text{ball}) + (x + 1.00) \ (\text{bat}) = 1.10
   $$

3. **Simplify the Equation**:
   Combine like terms:
   $$
   2x + 1.00 = 1.10
   $$

4. **Solve for $ x $**:
   Subtract 1.00 from both sides:
   $$
   2x = 0.10
   $$
   Divide by 2:
   $$
   x = 0.05
   $$

5. **Verify the Solution**:
   - Ball costs $0.05.
   - Bat costs $0.05 + $1.00 = $1.05.
   - Total: $0.05 + $1.05 = $1.10 (matches the given total).

**Answer**: The ball costs **$0.05**.

### Qwen3-8B-f16:Q5_K_M

To determine the cost of the ball, we start by defining variables:

- Let **x** represent the cost of the ball in dollars.
- The bat costs **$1.00 more than the ball**, so its cost is **x + $1.00**.

The total combined cost of the bat and ball is given as **$1.10**. This gives us the equation:

$$
x + (x + 1.00) = 1.10
$$

#### Step-by-Step Solution:
1. Combine like terms:
   $$
   2x + 1.00 = 1.10
   $$

2. Subtract **$1.00** from both sides to isolate the variable term:
   $$
   2x = 1.10 - 1.00
   $$
   $$
   2x = 0.10
   $$

3. Divide both sides by **2** to solve for **x**:
   $$
   x = \frac{0.10}{2}
   $$
   $$
   x = 0.05
   $$

#### Final Answer:
The ball costs **$0.05** (or **5 cents**).

#### Verification:
- Ball: **$0.05**
- Bat: **$0.05 + $1.00 = $1.05**
- Total: **$0.05 + $1.05 = $1.10**

This satisfies the conditions of the problem, confirming that the ball costs **$0.05**.

**Answer:** The ball costs **$0.05**.

### Qwen3-8B-f16:Q6_K

To solve this problem, let's break it down step by step:

---

#### **Step 1: Define Variables**

Let the cost of the ball be **x** dollars.

Since the bat costs **$1.00 more than the ball**, its cost is:
$$
\text{Bat} = x + 1.00
$$

---

#### **Step 2: Set Up the Equation**

The total cost of the bat and the ball is $1.10, so we write:
$$
x \ (\text{ball}) + (x + 1.00) \ (\text{bat}) = 1.10
$$

Simplify the equation:
$$
x + x + 1.00 = 1.10 \\
2x + 1.00 = 1.10
$$

---

#### **Step 3: Solve for x**

Subtract $1.00 from both sides:
$$
2x = 1.10 - 1.00 \\
2x = 0.10
$$

Divide both sides by 2:
$$
x = \frac{0.10}{2} = 0.05
$$

---

#### **Step 4: Verify the Solution**

- Ball costs $0.05.
- Bat costs $0.05 + $1.00 = $1.05.
- Total cost: $0.05 + $1.05 = **$1.10** ✅

This confirms that the solution is consistent with the problem statement.

---

#### **Final Answer**

The ball costs **$0.05**, or **5 cents**.

### Qwen3-8B-f16:Q8_0

To solve this problem, we need to determine the cost of the ball given two conditions:

1. **The total cost** of the bat and the ball is **$1.10**.
2. **The bat costs $1.00 more** than the ball.

---

#### Step 1: Define Variables

Let:
- The cost of the **ball** be $ x $ dollars.
- Then, the cost of the **bat** would be $ x + 1 $ dollars (since it's $1 more expensive).

---

#### Step 2: Set Up the Equation

The total cost of both items is given as $1.10:

$$
x + (x + 1) = 1.10
$$

Simplify the left side:

$$
2x + 1 = 1.10
$$

---

#### Step 3: Solve for $ x $

Subtract 1 from both sides:

$$
2x = 1.10 - 1 \\
2x = 0.10
$$

Now divide by 2:

$$
x = \frac{0.10}{2} = 0.05
$$

---

#### Step 4: Interpret the Result

- The **ball** costs $ x = 0.05 $, or **$0.05 (five cents)**.
- The **bat** costs $ x + 1 = 0.05 + 1 = 1.05 $, or **$1.05**.

---

#### Step 5: Verify the Solution

Check that the total matches:

$$
\text{Ball} + \text{Bat} = 0.05 + 1.05 = 1.10
$$

✅ The solution satisfies both conditions of the problem.

---

#### Final Answer:

**The ball costs $0.05 (five cents).**

### 2. Write a haiku about rain in Kyoto, using traditional seasonal imagery and emotional subtlety.

**Purpose:** Evaluates creative generation, cultural knowledge, and linguistic finesse.

The temperature was set to 0.9. Everything else was left at the default settings.

### Qwen3-8B-f16:Q2_K

Rain washes the path
Moss on ancient stones—
A temple's sigh.

**Translation Note:** The haiku uses traditional seasonal imagery of spring (associated with cherry blossoms) and evokes a subtle emotional resonance through the "temple's sigh," suggesting memory or melancholy tied to Kyoto's rain.

### Qwen3-8B-f16:Q3_K_S

Rain sighs on stone steps,
Lanterns weep in water’s pool—
Moss cradles the past.

*Seasonal imagery:* Rain, lanterns, moss evoke Kyoto’s quiet temples and rainy afternoons. *Emotional subtlety:* The "weeping" light in pools and moss holding memories suggest melancholy or nostalgia, unspoken yet profound.

### Qwen3-8B-f16:Q3_K_M

**Rain taps temple eaves**
**Echoes in silent tea house**
**Unspoken sorrow**

This haiku intertwines Kyoto's cultural essence (temple, tea house) with the quiet melancholy of rain, using seasonal imagery and subtle emotion to evoke a sense of lingering longing.

### Qwen3-8B-f16:Q4_K_S

**Haiku:**
Rain on torii gates—
cherry petals drift through ancient air,
whispers of spring.

---
This haiku blends Kyoto's iconic torii gates with cherry blossoms (a hallmark of spring), evoking a quiet reverence for history and nature. The "whispers" subtly convey nostalgia, while the imagery lingers on the delicate interplay between transience and enduring tradition.

### Qwen3-8B-f16:Q4_K_M

**Rain taps on stone steps,**
**Cherry petals drift through mossy hollows—**
**A monk's silence deepens.**

This haiku blends Kyoto’s seasonal essence (spring rain, cherry blossoms) with quiet introspection, using mossy paths and a monk to evoke subtle emotion amid nature’s transient beauty.

### Qwen3-8B-f16:Q5_K_S

**Rain whispers through bamboo,**
**Temple moss drinks the silence—**
**Spring's breath fades away.**

*Seasonal imagery:* Bamboo and moss evoke Kyoto's serene landscapes, while "spring's breath" ties to the season.
*Emotional subtlety:* The quiet absorption of rain by moss and the fading of spring's presence suggest transience and gentle melancholy.

### Qwen3-8B-f16:Q5_K_M

**Rain whispers through bamboo,**
**Temple stones wear mossy tears—**
**Autumn's breath holds still.**

*This haiku evokes Kyoto's seasonal essence with bamboo groves and temple moss, blending natural imagery with subtle melancholy. The "mossy tears" suggest quiet sorrow, while "autumn's breath" ties the rain to the season's transient beauty.*

### Qwen3-8B-f16:Q6_K

**Rain whispers through cypress,**
**Moss clings to stone steps—**
**Autumn's breath arrives.**

*This haiku evokes Kyoto's serene landscapes, blending the soft rustle of rain (a traditional seasonal sound) with moss-covered pathways (symbolizing age and tranquility). The mention of "autumn" subtly ties the imagery to the season, while the quiet arrival of its breath suggests both transition and a lingering melancholy, common in Japanese poetry.*

### Qwen3-8B-f16:Q8_0

**Rain whispers through**
**Cherry petals drift on silent streams—**
**Moss remembers spring.**

*This haiku blends Kyoto's seasonal essence with subtle emotion. The "whispers" and "silent streams" evoke tranquility, while the moss recalling spring hints at transience and quiet nostalgia, a common theme in traditional Japanese poetry.*

### 3. _"Explain the difference between Type I and Type II errors in statistics. Provide a real-world example where each type could occur."_

**Purpose:** Assesses technical understanding, clarity of explanation, and application to real contexts.

The temperature was set to 0.3. Everything else was left at the default settings.

### Qwen3-8B-f16:Q2_K

In statistics, **Type I and Type II errors** are distinct mistakes in hypothesis testing:

- **Type I error (False Positive)**: Rejecting a true null hypothesis. This means concluding an effect or difference exists when it does not (e.g., claiming a drug is effective when it isn't).
- **Type II error (False Negative)**: Failing to reject a false null hypothesis. This means concluding an effect or difference does not exist when it actually does (e.g., claiming a drug is ineffective when it is).

#### Real-World Example:
**Medical Testing**:
Suppose a test checks if a new drug reduces heart disease risk. The **null hypothesis** is "the drug has no effect."

- A **Type I error** would occur if the test falsely claims the drug is effective (false positive) when it isn't.
- A **Type II error** would occur if the test fails to detect the drug's effectiveness (false negative) when it actually does.

#### Legal System Analogy:
In a court case, where the **null hypothesis** is "the defendant is innocent":
- A **Type I error** would be convicting an innocent person (false positive).
- A **Type II error** would be acquitting a guilty person (false negative).

These errors reflect the inherent trade-offs in statistical testing: Type I and Type II errors are mutually exclusive but not necessarily equally costly. The choice of significance level (α) and power (1 - β) determines which type is prioritized.

### Qwen3-8B-f16:Q3_K_S

**Type I and Type II Errors in Statistics**

In hypothesis testing, **Type I and Type II errors** represent two distinct kinds of mistakes that can occur when making decisions based on statistical evidence. Here's a breakdown:

---

#### **1. Type I Error (False Positive)**
- **Definition**: Rejecting a true null hypothesis (i.e., concluding there is an effect or difference when none actually exists).
- **Probability**: Denoted by **α** (alpha), the significance level chosen for the test.
- **Real-World Example**:
  A medical test for a disease might incorrectly diagnose a healthy person as having the disease. This would mean the test "found" an effect (the disease) that isn’t real, leading to unnecessary treatment or anxiety.

---

#### **2. Type II Error (False Negative)**
- **Definition**: Failing to reject a false null hypothesis (i.e., not detecting an effect or difference that actually exists).
- **Probability**: Denoted by **β** (beta), the probability of not rejecting a false null hypothesis.
- **Real-World Example**:
  A security system might fail to detect a real threat (e.g., a fire) because its sensors malfunctioned. The system incorrectly concludes there is no danger, leading to catastrophic consequences.

---

#### **Key Difference**
| Error Type | Decision Made | Consequence |
|------------|----------------|--------------|
| **Type I** | Reject a true null hypothesis | False positive (e.g., convicting an innocent person) |
| **Type II** | Fail to reject a false null hypothesis | False negative (e.g., letting a guilty person go free) |

---

#### **Summary**
- **Type I errors** are about "overreacting" to chance, while **Type II errors** are about "underreacting" to actual threats.
- Both errors highlight the trade-off between sensitivity (detecting true effects) and specificity (avoiding false alarms). In practice, researchers often prioritize minimizing Type I errors (e.g., using strict significance levels like α = 0.05), but this can increase the risk of Type II errors. Balancing these depends on the context and consequences of each error.

### Qwen3-8B-f16:Q3_K_M

**Type I and Type II Errors: Definitions and Real-World Examples**

In statistical hypothesis testing, **Type I and Type II errors** represent two distinct kinds of mistakes that can occur when making decisions based on data. Here's how they differ:

---

#### **1. Type I Error (False Positive)**
- **Definition**: Rejecting a true null hypothesis (i.e., concluding an effect exists when it does not).
- **Probability**: Denoted as α (alpha), typically set at 0.05 or 0.01.
- **Consequence**: A false positive, leading to unnecessary actions or conclusions.

**Real-World Example**:
*Medical Testing*
Suppose a new drug is tested for effectiveness against a disease. The null hypothesis is "the drug has no effect."
- If the test incorrectly concludes the drug works (when it does not), this is a **Type I error**. Patients might be prescribed an ineffective treatment, leading to unnecessary costs or side effects.

---

### **2. Type II Error (False Negative)**
- **Definition**: Failing to reject a false null hypothesis (i.e., concluding no effect exists when one actually does).
- **Probability**: Denoted as β (beta), with power = 1 - β.
- **Consequence**: A missed opportunity, leading to failure to act on a real effect.

**Real-World Example**:
*Medical Testing (continued)*
If the drug *does* work but the test fails to detect its effectiveness, this is a **Type II error**. Patients who could benefit from the treatment might not receive it, delaying recovery or worsening outcomes.

---

#### **Trade-Off Between Errors**
- Reducing Type I errors (e.g., using stricter significance levels) increases the risk of Type II errors.
- Increasing sample size or improving measurement accuracy can reduce both error rates but requires careful balancing based on context.

**Additional Real-World Examples**:
- **Quality Control**: A factory might reject a batch of products (Type I error) that actually meet standards, or accept defective batches (Type II error).
- **Software Testing**: Flagging a legitimate user as a fraud (Type I) vs. missing actual fraud (Type II).

Understanding these errors helps in designing tests and interpreting results responsibly.

### Qwen3-8B-f16:Q4_K_S

**Type I and Type II Errors in Statistics:**

1. **Type I Error (False Positive):**
   - This occurs when you incorrectly reject a true null hypothesis. In other words, you conclude there is an effect or difference when there isn’t one.
   - The probability of committing this error is denoted by **α** (alpha), typically set at 0.05 in many fields.

2. **Type II Error (False Negative):**
   - This happens when you fail to reject a false null hypothesis. You miss detecting an effect or difference that actually exists.
   - The probability of this error is denoted by **β** (beta), and the power of the test (1 – β) represents the likelihood of correctly identifying a true effect.

---

#### **Real-World Examples:**

##### **Type I Error Example:**
**Scenario:** A pharmaceutical company tests a new drug to treat a disease. The null hypothesis is that the drug has no effect compared to a placebo.
- If the test incorrectly concludes the drug works (a Type I error), the company might approve and market the drug, risking harm to patients due to unproven efficacy.
- **Consequence:** False positive result leading to unnecessary treatment or overconfidence in an ineffective intervention.

##### **Type II Error Example:**
**Scenario:** The same pharmaceutical company tests a new drug for a disease, but the null hypothesis is that the drug has no effect.
- If the test fails to detect that the drug *does* work (a Type II error), the company might reject the drug, even though it could save lives.
- **Consequence:** False negative result leading to missed opportunities for effective treatment or delayed progress in medical care.

---

#### **Key Takeaway:**
- **Type I errors** are about "false alarms" (overreacting to randomness).
- **Type II errors** are about "missed opportunities" (failing to act on a real effect).
- Balancing α and β depends on the context: For example, in medical testing, minimizing Type I errors is critical to avoid harmful treatments, while in quality control, reducing Type II errors ensures defective products are caught

### Qwen3-8B-f16:Q4_K_M

In statistics, **Type I** and **Type II errors** refer to mistakes made during hypothesis testing. Here's a breakdown of each:

---

#### **Type I Error (False Positive)**
- **Definition**: Rejecting a true null hypothesis (i.e., concluding there is an effect or difference when none exists).
- **Probability**: Denoted by **α** (alpha), typically set at 0.05 (5%).

**Real-world example**:
A medical test for a disease might incorrectly indicate that a patient has the disease when they actually don’t. For instance, if a new drug is tested and falsely concluded to be effective (when it isn’t), this would be a Type I error. This could lead to unnecessary treatment or wasted resources.

---

#### **Type II Error (False Negative)**
- **Definition**: Failing to reject a false null hypothesis (i.e., concluding there is no effect or difference when one actually exists).
- **Probability**: Denoted by **β** (beta), with the power of the test being $ 1 - \beta $.

**Real-world example**:
A medical test might fail to detect a disease in a patient who actually has it. For example, if a cancer screening test incorrectly labels a person as "healthy" when they have cancer, this is a Type II error. This could delay critical treatment and worsen outcomes.

---

#### **Key Difference**
- **Type I**: "False alarm" (wrongly detecting an effect).
- **Type II**: "Missed opportunity" (failing to detect a real effect).

In practice, there is a trade-off between the two: reducing Type I errors (e.g., by lowering α) increases the risk of Type II errors, and vice versa. The choice depends on the context and consequences of each error. For example, in medical testing, minimizing Type I errors might be prioritized to avoid unnecessary treatments, while minimizing Type II errors is critical to ensure diseases are detected early.

### Qwen3-8B-f16:Q5_K_S

**Type I and Type II Errors in Statistics**

In hypothesis testing, **Type I and Type II errors** are two types of mistakes that can occur when making decisions based on data. Here's a breakdown:

---

#### **1. Type I Error (False Positive)**
- **Definition**: Rejecting a true null hypothesis (i.e., concluding there is an effect or difference when none actually exists).
- **Probability**: Denoted by **α** (alpha), typically set at 0.05 (5%).
- **Example**:
  A medical test for a disease incorrectly identifies a healthy person as having the disease.
  - *Scenario*: A patient takes a COVID-19 rapid antigen test, which returns a positive result. However, they are not infected. This false positive could lead to unnecessary isolation or anxiety.

---

#### **2. Type II Error (False Negative)**
- **Definition**: Failing to reject a false null hypothesis (i.e., concluding there is no effect or difference when one actually exists).
- **Probability**: Denoted by **β** (beta), with the test's **power** (1 - β) indicating the likelihood of correctly detecting an effect.
- **Example**:
  A medical test fails to detect a disease in someone who actually has it.
  - *Scenario*: A patient takes a blood test for cancer, which comes back negative, but they later discover they have a rare form of the disease. The test missed the true positive result.

---

#### **Key Differences**
| **Aspect**          | **Type I Error (False Positive)**        | **Type II Error (False Negative)**       |
|----------------------|------------------------------------------|------------------------------------------|
| **Decision Outcome** | Rejecting a true null hypothesis         | Failing to reject a false null hypothesis |
| **Consequence**      | False alarm (e.g., unnecessary treatment)| Missed opportunity (e.g., untreated illness)|
| **Probability**      | α (significance level)                   | β (probability of missing an effect)     |

---

#### **Real-World Contexts**
- **Legal System**:
  - Type I: Convicting an innocent person (false positive).
  - Type II: Acquitting a guilty person (false negative).
- **Quality Control**:
  - Type I: Discarding a batch of good products (false positive).
  - Type II: Accepting a batch with defective items (false negative).

Understanding these errors helps in designing experiments, setting significance levels (α), and improving test sensitivity (power) to minimize risks.

### Qwen3-8B-f16:Q5_K_M

In statistics, **Type I and Type II errors** are critical concepts in hypothesis testing, which involves making decisions about whether to reject or fail to reject a null hypothesis. Here's a clear breakdown of each:

---

#### **Type I Error (False Positive)**
- **Definition**: Rejecting a true null hypothesis (i.e., concluding there is an effect or difference when there actually isn't one).
- **Probability**: Represented by α (alpha), typically set at 0.05 (5%).

**Real-World Example**:
A medical test for a disease might incorrectly indicate that a patient has the disease when they don’t.
- **Null Hypothesis**: "The patient does not have the disease."
- **Type I Error**: The test falsely identifies the patient as positive, leading to unnecessary treatment or anxiety.

---

#### **Type II Error (False Negative)**
- **Definition**: Failing to reject a false null hypothesis (i.e., concluding there is no effect or difference when one actually exists).
- **Probability**: Represented by β (beta), with power (1 - β) being the probability of correctly rejecting a false null.

**Real-World Example**:
A security system at an airport fails to detect a prohibited item (e.g., a weapon) during screening.
- **Null Hypothesis**: "The item is not dangerous."
- **Type II Error**: The system incorrectly allows the dangerous item through, missing a real threat.

---

#### Key Difference:
| **Aspect**         | **Type I Error**                | **Type II Error**               |
|---------------------|----------------------------------|----------------------------------|
| **Decision**        | Rejecting a true null           | Failing to reject a false null  |
| **Consequence**     | False positive (e.g., wrongful accusation) | False negative (e.g., missed threat) |
| **Probability**     | α (significance level)          | β (probability of missing an effect) |

---

#### Summary:
- **Type I errors** are about overreacting to randomness (false alarms).
- **Type II errors** are about underreacting to real effects (missed opportunities).
Both are trade-offs in hypothesis testing, and their probabilities depend on the study's design and context.

### Qwen3-8B-f16:Q6_K

In statistics, **Type I and Type II errors** occur during hypothesis testing, where decisions are made about whether to reject or fail to reject a null hypothesis. Here's the distinction:

---

#### **Type I Error (False Positive)**
- **Definition**: Rejecting a true null hypothesis (i.e., concluding there is an effect/difference when there isn't one).
- **Probability**: Denoted by α (alpha), typically set at 0.05 (5% chance of making this error).
- **Real-World Example**:
  *Medical Testing*: A new drug is tested for effectiveness. The null hypothesis is "the drug has no effect." If the test incorrectly concludes the drug works (Type I error), it might be approved and prescribed to patients, even though it’s ineffective or harmful. This could lead to unnecessary treatment risks.

---

#### **Type II Error (False Negative)**
- **Definition**: Failing to reject a false null hypothesis (i.e., concluding there is no effect/difference when one exists).
- **Probability**: Denoted by β (beta), with the "power" of the test being 1 - β (the chance of correctly detecting an effect).
- **Real-World Example**:
  *Medical Testing*: The same drug is tested, but the test fails to detect its true effectiveness (Type II error). As a result, the drug isn’t approved despite being beneficial, denying patients access to a potentially life-saving treatment.

---

#### **Key Difference**
| Error Type | What It Means | Consequence |
|------------|----------------|-------------|
| **Type I** | "False alarm" – claiming an effect exists when it doesn't. | Overly cautious decisions (e.g., approving ineffective treatments). |
| **Type II** | "Missed opportunity" – failing to detect a real effect. | Underestimated risks or missed benefits (e.g., rejecting a safe drug). |

In practice, balancing these errors depends on the context: minimizing Type I errors is critical in high-stakes scenarios (e.g., legal trials), while reducing Type II errors is vital in fields like medicine where missing an effective treatment can be harmful.

### Qwen3-8B-f16:Q8_0

In statistics, **Type I and Type II errors** refer to two types of mistakes that can occur during hypothesis testing. Here's a breakdown of their differences, along with real-world examples:

---

#### **1. Type I Error (False Positive)**
- **Definition**: Rejecting a true null hypothesis (i.e., concluding there is an effect or difference when there actually isn't one).
- **Probability**: Represented by α (alpha), typically set at 0.05.
- **Example**:
  A medical test for a disease claims a patient has the disease, but they don’t. This false positive could lead to unnecessary treatments or anxiety.

**Real-World Scenario**:
A pharmaceutical company tests a new drug and concludes it is effective (rejecting the null hypothesis that it has no effect) when, in reality, the drug does not work. This Type I error might result in approving an ineffective medication for widespread use.

---

#### **2. Type II Error (False Negative)**
- **Definition**: Failing to reject a false null hypothesis (i.e., concluding there is no effect or difference when one actually exists).
- **Probability**: Represented by β (beta), with the power of the test being 1 - β.
- **Example**:
  A security system fails to detect a real threat, such as an intruder, because it incorrectly identifies the situation as safe.

**Real-World Scenario**:
A factory tests its products for defects and concludes they are all good (failing to reject the null hypothesis that there are no defects) when, in fact, some items are faulty. This Type II error could lead to defective products reaching customers.

---

#### **Key Difference Summary**
| Error Type | Outcome | Consequence |
|------------|---------|-------------|
| **Type I** | False Positive | Overreacting (e.g., unnecessary treatment, false alarms) |
| **Type II** | False Negative | Underreacting (e.g., missing a real problem, undetected threats) |

#### **Trade-Off**:
Reducing the risk of one error typically increases the risk of the other. For example, setting a lower α (strictly avoiding Type I errors) makes it harder to detect true effects, increasing Type II errors. Balancing these risks depends on the context and consequences of each type of error.


### 4. _"Summarise the plot of 'Pride and Prejudice' in three paragraphs. Then analyse how social class influences the characters' decisions."_

**Purpose:** Measures comprehension, coherent long-form writing, and thematic analysis.

The temperature was set to 0.7. Everything else was left at the default settings.

### Qwen3-8B-f16:Q2_K

**Summary in Three Paragraphs:**
1. *Pride and Prejudice* centers on the Bennet family’s estate and Mrs. Bennet’s concern over marrying her daughters off to secure financial status. Mr. Collins’ entailment with Lady Catherine, a wealthy patron of the house, sets up a social alliance between Bingley’s family and the Bennets. Meanwhile, the arrival of the militia in Meryton stirs interest in the marriage market, as Mr. Darcy, a man of high social standing, begins to court Elizabeth Bennet.
2. A misunderstanding by Mr. Darcy leads to an initial proposal that is rejected due to Elizabeth’s prejudice against his pride and her own misjudgment of his character. His letter, however, softens their relationship as he reveals his true nature. A subsequent proposal at a country house leads to the couple’s marriage alliance. Meanwhile, Charlotte, a lady with no fortune, marries for social standing; Jane and Bingley marry due to mutual affection but Lady Catherine’s influence on social class overcomes love in the match of their daughters.
3. The story concludes with Mr. Darcy’s social standing being accepted as a gentleman, and Elizabeth’s family status being matched by Charlotte’s position as a lady. Social class becomes the key to characters’ decisions: Jane and Bingley are married due to mutual affection but Lady Catherine’s influence overcomes love; Mr. Collins is chosen for his entailment with Lady Catherine; and Mr. Darcy’s social standing allows him to be accepted in spite of his initial pride.

**Analysis of Social Class Influence on Characters' Decisions:**
The novel's plot revolves around the social class as a key determinant in characters’ decisions, particularly in marriage alliances and social interactions. Social class influences characters’ choices through entailed marriages (e.g., Charlotte’s decision to marry for social standing) and Lady Catherine’s interest in Bingley’s family alliance. Mr. Darcy’s high social status allows him to be accepted as a gentleman despite his initial pride, while Elizabeth’s family status is matched by Charlotte’s position as a lady. Social class also overrides love in Jane and Bingley’s marriage due to Lady Catherine’s influence. The entailment with Mr. Collins and the elopment of Lydia further demonstrate how social class dictates characters’ decisions over personal affection or financial status.

### Qwen3-8B-f16:Q3_K_S

**Plot Summary:**
Pride and Prejudice follows Elizabeth Bennet, a sharp-witted young woman, and Mr. Darcy, a proud aristocrat, whose initial mutual disdain evolves into love. Their relationship is complicated by misunderstandings, including Darcy’s rude rejection of Elizabeth at a social gathering and his secret interference in the marriage of Jane Bennet and Mr. Bingley, which he believes threatens his family’s status. Meanwhile, Elizabeth’s friend Charlotte Lucas marries Mr. Collins, a wealthy but insufferable man, for security, while Lydia Bennet elopes with the scandalous George Wickham. Darcy ultimately saves Elizabeth from Wickham’s schemes by exposing his villainy, leading to reconciliation and marriage between Elizabeth and Darcy.

**Development of Relationships:**
As the novel progresses, Elizabeth and Darcy confront their biases. Darcy’s pride is tempered by humility after witnessing the consequences of his actions, while Elizabeth reevaluates her judgments of him. Jane and Bingley’s romance faces obstacles due to class differences and Darcy’s interference, but ultimately succeeds. Meanwhile, Charlotte’s pragmatic choice and Lydia’s scandalous elopage highlight societal pressures on women to secure advantageous marriages. Darcy’s intervention in the crisis—revealing Wickham’s deceit—restores Elizabeth’s trust and solidifies his character as a man who values integrity over social standing.

**Resolution and Social Class:**
The novel concludes with Elizabeth and Darcy marrying, symbolizing overcoming personal pride and societal expectations. Their union defies class norms by prioritizing mutual respect over wealth or status. Social class profoundly influences the characters’ decisions: Charlotte’s marriage to Mr. Collins reflects women’s limited options for security, while Wickham’s low birth allows him to elope with Lydia, a scandal that only Darcy’s high social standing can resolve. Darcy’s initial aloofness stems from his class, but his eventual humility challenges societal hierarchies. Elizabeth’s rejection of materialism and her insistence on personal virtue underscore how class constraints shape—but do not entirely dictate—individual agency in the novel.

### Qwen3-8B-f16:Q3_K_M

**Plot Summary:**
*Pride and Prejudice* follows Elizabeth Bennet, a sharp-witted woman from a middle-class family, as she navigates love and societal expectations. When Mr. Darcy, a wealthy and aloof aristocrat, proposes to Elizabeth, his pride and her prejudice against him lead to a dramatic refusal. Their mutual attraction is complicated by misunderstandings, particularly after Darcy's secret interference in Elizabeth's sister Jane's relationship with Bingley, a gentleman of high social standing. Meanwhile, the arrival of George Wickham—a charming but morally bankrupt officer—fuels Elizabeth’s distrust of Darcy. The novel culminates in a series of revelations: Darcy’s true character is revealed through his efforts to protect Elizabeth and his family’s reputation, while Lydia’s elopement with Wickham threatens the Bennet lineage. Ultimately, societal pressures are overcome by personal virtue, as Elizabeth and Darcy reconcile, and Jane and Bingley unite.

**Plot Summary (continued):**
Elizabeth's journey reflects the constraints of a society where marriage is both an economic necessity and a social obligation. The entailment of Longbourn, the Bennet family’s estate, forces their daughters to marry for financial security, highlighting how class determines fate. Mr. Collins, a pompous clergyman, represents the lower gentry's desperation to secure wealth through advantageous marriages, while Lady Catherine de Bourgh embodies the arrogance of the upper class. Elizabeth and Darcy’s eventual union defies these rigid hierarchies, emphasizing that personal character, not social standing, defines worth.

**Plot Summary (conclusion):**
The novel concludes with a balance between societal expectations and individual agency. While class differences initially hinder Elizabeth and Darcy’s relationship, their mutual growth allows them to transcend prejudice. The resolution underscores the tension between love and duty, as characters must navigate both personal desires and the pressures of their social world.

---

**Social Class Analysis:**
Social class profoundly shapes the characters' decisions in *Pride and Prejudice*. Mr. Darcy’s initial pride stems from his elite status, which he equates with moral superiority; however, his willingness to act selflessly (e.g., helping Lydia) reveals that true worth lies beyond social standing. Elizabeth’s prejudice against Darcy is partly rooted in class disparity, as she initially views him as an oppressor of the lower classes. Similarly, Mr. Collins and Lady Catherine de Bourgh exploit their status to manipulate others, reflecting how class hierarchies enforce control over personal relationships and economic outcomes. The novel critiques this system by contrasting characters like Elizabeth, who values individual merit, with those like Wickham, who use their class for selfish ends. Marriage is framed as both an economic necessity and a social contract, forcing the Bennet sisters to prioritize financial security over love. Ultimately, Austen suggests that while class imposes constraints, personal virtue can overcome these barriers, challenging the rigid structures of 19th-century society.

### Qwen3-8B-f16:Q4_K_S

**Plot Summary:**
*Pride and Prejudice* follows Elizabeth Bennet, a sharp-witted young woman from a middle-class family, as she navigates love, reputation, and societal expectations in early 19th-century England. The story begins with the arrival of Mr. Bingley and his wealthy friend Mr. Darcy at Netherfield Park, where Bingley’s affability contrasts sharply with Darcy’s aloofness. Elizabeth is immediately drawn to Bingley but resents Darcy for his rude remark about her family during a ball. Meanwhile, Bingley’s sister, Caroline, attempts to steer him away from Elizabeth, fearing her lower social standing. The tension escalates as Darcy covertly interferes with Bingle, leading to the rejection of Jane Bennet, who is in love with Bingley.

As the story unfolds, Elizabeth’s family faces further complications when Lydia Bennet elopes with the disreputable George Wickham. This scandal threatens the Bennets’ reputation and social standing, but Darcy secretly intervenes by financing the marriage to protect the family. During this time, Elizabeth and Darcy grow closer through a series of letters that reveal their mutual respect and hidden feelings. Their eventual reconciliation is marked by a realization that their initial pride and prejudice have blinded them to each other’s true character, culminating in their union.

The novel concludes with the Bennet family’s restored reputation and the marriages of Elizabeth and Darcy, Jane and Bingley, and Lydia and Wickham. The narrative underscores themes of personal growth, the folly of first impressions, and the tension between individual merit and societal class structures.

**Social Class Influence on Character Decisions:**
Social class profoundly shapes the characters’ choices and relationships in *Pride and Prejudice*. Elizabeth’s initial disdain for Darcy stems from his upper-class status and perceived arrogance, reflecting how class can foster prejudice even among individuals of goodwill. Similarly, Mr. Collins’ insistence on marrying Charlotte Lucas—a pragmatic decision driven by her lack of alternatives—highlights the limited agency women had in securing financial stability through marriage. Lydia’s elopement with Wickham, a man of lower standing, underscores the precariousness of social mobility and the dangers of defying class norms. Conversely, Darcy’s gradual shift from disdain to admiration for Elizabeth reveals how class can both hinder and be transcended by personal integrity. Bingley’s susceptibility to Caroline’s influence contrasts with Darcy’s eventual self-awareness, illustrating how class expectations can either constrain or liberate individuals. The novel ultimately critiques the rigid hierarchies of Regency society while advocating for love and merit over inherited status, though it acknowledges that such ideals remain aspirational rather than fully achievable.

### Qwen3-8B-f16:Q4_K_M

**Plot Summary:**
*Pride and Prejudice* follows Elizabeth Bennet, a sharp-minded woman from a middle-class family, as she navigates the complexities of love and society in early 19th-century England. The story begins with her first impressions of Mr. Darcy, a wealthy and aloof aristocrat, whom she finds arrogant during their initial meeting at a ball. Their mutual disdain is fueled by misunderstandings, particularly when Darcy rejects Elizabeth’s friend Jane’s romantic interest in Bingley due to his pride. Meanwhile, the Bennet family faces pressure to marry off their five daughters, as their estate will pass to a distant relative if they remain childless. Elizabeth’s wit and independence clash with Mr. Collins’ pompous proposals, while her sister Jane’s romance with Bingle, a wealthy gentleman, is complicated by Darcy’s interference. The plot escalates when Lydia Bennet elopes with the charming but destitute George Wickham, threatening to ruin the family’s reputation.

The novel’s second act centers on Elizabeth’s journey toward self-awareness as she confronts her own prejudices and learns about Darcy’s true character. Darcy’s secret intervention to resolve Lydia’s scandal reveals his integrity, gradually dismantling Elizabeth’s initial disdain for him. Meanwhile, Jane and Bingley’s relationship is tested by Lady Catherine de Bourgh’s disapproval of their union due to class differences. Mr. Collins’ obsequiousness toward Lady Catherine highlights the absurdity of social pretension, while Charlotte Lucas’ pragmatic marriage to him underscores the limited options available to women of lower status. Elizabeth’s refusal to marry for convenience or status becomes a central theme, contrasting with her family’s desperation to secure financial stability through marriage.

The resolution sees Elizabeth and Darcy overcome their pride and prejudice, culminating in their union, which defies class expectations by prioritizing mutual respect over wealth. Jane and Bingley also reconcile, while Lydia’s scandal is resolved through Darcy’s intervention. The novel concludes with Elizabeth recognizing that true worth lies beyond social rank, as her family’s reputation is salvaged through Darcy’s actions. This ending critiques the rigid class structures of Regency England, suggesting that personal integrity and emotional honesty can transcend societal hierarchies.

---

**Social Class Analysis:**
Social class profoundly shapes the characters’ decisions in *Pride and Prejudice*, often creating barriers to love and self-actualization. The Bennet family’s financial insecurity—rooted in their lack of inherited wealth—forces them into desperate marriages, such as Charlotte Lucas’ pragmatic union with Mr. Collins. This pressure underscores how social class dictates women’s autonomy, as they are expected to secure their futures through advantageous matches rather than personal fulfillment. Similarly, Lady Catherine de Bourgh’s disdain for Elizabeth and her insistence on marrying Jane to a man of her station reflect the era’s obsession with lineage and status, which often overrides genuine affection.

Darcy’s initial pride stems from his awareness of his class privilege, leading him to dismiss Elizabeth’s social standing and misinterpret her rejection. His eventual growth into humility highlights how class can distort perception, as he learns that true worth lies in character rather than wealth. Conversely, Mr. Collins’ obsequiousness toward Lady Catherine exemplifies how lower-class individuals often adopt exaggerated deference to maintain their place in society. Lydia’s reckless elopement with Wickham, driven by her desire for social mobility, further illustrates how class anxiety can lead to self-destruction.

The novel critiques these structures by celebrating Elizabeth and Darcy’s union as a rejection of class-based prejudice. Their relationship is built on mutual respect and emotional truth, contrasting with the shallow marriages of other characters. Austen thus argues that while social class imposes constraints, it should not dictate the validity of love or individual worth—a message that challenges the rigid hierarchies of her time.

### Qwen3-8B-f16:Q5_K_S

**Plot Summary:**
*Pride and Prejudice* follows Elizabeth Bennet, a sharp-witted young woman from a middle-class family in rural England, as she navigates the complexities of marriage, reputation, and social standing. The story begins with the arrival of wealthy bachelor Mr. Bingley and his equally affluent friend Mr. Darcy at the Bennet estate. While Bingley is immediately drawn to Elizabeth’s sister Jane, Darcy’s aloofness and disdain for the Bennets’ lower status create tension. Elizabeth’s initial dislike of Darcy deepens when he dismisses her during a dance, but she later learns of his secret interference in Bingley and Jane’s relationship. Meanwhile, the family’s financial instability and societal pressures force them to consider advantageous marriages. Lydia’s reckless elopement with a militia officer threatens the Bennets’ reputation, prompting Darcy to discreetly resolve the crisis. Ultimately, Elizabeth and Darcy overcome their pride and prejudice, leading to a union that balances mutual respect and social harmony.

**Social Class Dynamics in the Plot:**
Social class permeates every aspect of the narrative, shaping characters’ motivations and relationships. Characters like Charlotte Lucas embody the pragmatic realities of lower-class women, who marry Mr. Collins—a pompous clergyman—primarily for financial security rather than love, reflecting the limited options available to women of their status. In contrast, Elizabeth’s refusal of Mr. Collins and her eventual acceptance of Darcy challenge class-based expectations, emphasizing personal integrity over wealth. Lady Catherine de Bourgh’s disdain for the Bennets underscores how upper-class figures wield power to enforce social hierarchies, as seen in her attempts to dissuade Elizabeth from marrying Darcy. The Bennet family’s precarious financial position also highlights how middle-class status forces them into desperate negotiations with higher classes, such as when Mrs. Bennet obsesses over securing marriages for her daughters.

**Analysis of Social Class Influence:**
Social class profoundly influences characters’ decisions, often dictating their relationships and self-worth. Elizabeth’s initial prejudice against Darcy stems from his perceived arrogance and wealth, which she associates with elitism, while Darcy’s pride is rooted in his upper-class privilege and the societal expectations of superiority. Their eventual reconciliation hinges on recognizing that true worth transcends class, as both characters learn to value character over status. Meanwhile, Mr. Collins’ marriage to Charlotte exemplifies how lower-class individuals are compelled to prioritize security over happiness, illustrating the limited agency afforded by social stratification. Even Lydia’s elopement can be seen as a rebellion against class constraints, though her lack of discernment leads to chaos. The novel critiques how rigid class structures force characters into compromises, ultimately advocating for marriages based on mutual respect rather than economic necessity or inherited rank.

### Qwen3-8B-f16:Q5_K_M

**Summary of *Pride and Prejudice*:**
The novel centers on Elizabeth Bennet, a sharp-witted woman from a middle-class family, and Mr. Darcy, an aloof aristocrat. Their initial meeting at a ball is marked by mutual disdain: Darcy’s pride in his class and Elizabeth’s prejudice against his arrogance. Tensions escalate when Darcy dismisses Elizabeth’s sister, Lydia, during a proposal to Jane Bennet, leading Elizabeth to reject Darcy’s first marriage proposal. Meanwhile, Mr. Collins, a pompous clergyman, proposes to Elizabeth, whom he views as beneath him socially, but she refuses. Charlotte Lucas, Elizabeth’s friend, accepts Collins’ proposal for security, highlighting the limited options for women of lower status. Lydia’s elopement with the disreputable Wickham threatens the Bennet family’s reputation, prompting Darcy to secretly intervene and resolve the crisis, revealing his hidden generosity and growth from pride to humility. The story concludes with Elizabeth and Darcy overcoming their misunderstandings, marrying, while Jane and Bingley also unite, and Charlotte and Collins find a pragmatic union.

**Second Paragraph:**
As the plot unfolds, social class becomes a central theme. Mr. Collins’ proposal underscores how societal expectations force women like Elizabeth to navigate between love and survival, as Charlotte’s acceptance of him reflects the harsh realities faced by middle-class women without substantial inheritance. Lydia’s elopement with Wickham—a man of lower status—exposes the dangers of marrying outside one’s class, yet Darcy’s intervention highlights how wealth and influence can mitigate such crises. Meanwhile, Elizabeth’s refusal to marry for convenience or status contrasts with her family’s desperation to secure advantageous marriages, emphasizing the tension between individual desire and societal pressure.

**Third Paragraph:**
The resolution underscores how social class shapes characters’ choices and outcomes. Elizabeth’s rejection of Mr. Collins and her eventual union with Darcy symbolize a triumph over materialism, while Charlotte’s pragmatic marriage illustrates the constraints imposed by class on women’s autonomy. Lydia’s scandal and its resolution through Darcy’s wealth demonstrate how class disparities can create both peril and opportunity. Darcy’s evolution from pride to humility reflects his recognition that true worth transcends social rank, whereas Mr. Bingley’s initial hesitation to marry Jane due to her family’s status reveals the lingering influence of class prejudice. Ultimately, the novel critiques the rigid hierarchies of Regency England, showing how characters navigate these structures to pursue love and personal integrity.

### Qwen3-8B-f16:Q6_K

**Summary of *Pride and Prejudice*:**
Jane Austen’s *Pride and Prejudice* follows Elizabeth Bennet, the second daughter of a landed gentry family, as she navigates the complexities of marriage, reputation, and social standing in early 19th-century England. The story begins with the arrival of wealthy bachelor Mr. Bingley and his friend Mr. Darcy at the Bennet estate, sparking romantic tensions between Elizabeth and Darcy, despite their initial mutual disdain. Elizabeth’s sharp wit and independence clash with Darcy’s arrogance, leading to misunderstandings and emotional turmoil. Meanwhile, her sister Jane develops a romance with Bingley, while the family’s financial insecurity forces them to prioritize advantageous marriages. The plot thickens with Lydia Bennet’s scandalous elopement with Mr. Wickham, threatening the family’s reputation, which Darcy secretly intervenes to resolve. Ultimately, Elizabeth and Darcy overcome their pride and prejudice through self-awareness, leading to a union that transcends societal expectations.

**Social Class in the Plot:**
Social class permeates every aspect of the novel, shaping characters’ opportunities, relationships, and moral choices. The Bennet family’s lower status as landowners without a male heir creates pressure for their daughters to marry well, exemplified by Charlotte Lucas’s pragmatic marriage to Mr. Collins, a foolish but socially secure man. Darcy’s initial disdain for Elizabeth stems from his snobbery and the belief in his own superiority, reflecting the rigid class hierarchies of the time. Lady Catherine de Bourgh’s interference underscores how upper-class individuals enforce their dominance, as seen when she confronts Elizabeth about her suitability to marry Darcy. Meanwhile, Mr. Bingley’s kindness contrasts with Darcy’s prejudice, highlighting how class can both hinder and enable personal growth.

**Analysis of Social Class Influence:**
Social class acts as a framework for the characters’ decisions, often dictating their values and relationships. Elizabeth’s refusal of Mr. Collins defies societal norms by prioritizing personal compatibility over financial security, challenging the idea that marriage should be solely transactional. Conversely, Darcy’s initial pride blinds him to his own flaws, illustrating how class can perpetuate arrogance and isolation. Lydia’s reckless elopement with Wickham, driven by her desire for social mobility, exposes the dangers of prioritizing reputation over moral responsibility. Ultimately, the novel critiques the rigid class system by showing how characters like Elizabeth and Darcy transcend it through self-awareness, while others are trapped by its constraints. Austen uses these dynamics to argue that true worth lies in character, not status, subtly dismantling the societal structures that prioritize wealth and lineage over individual integrity.

### Qwen3-8B-f16:Q8_0

**Plot Summary:**
*Pride and Prejudice* follows Elizabeth Bennet, a sharp-witted young woman from a lower gentry family, as she navigates marriage prospects in early 19th-century England. The story begins with Mr. Bingley’s arrival at Netherfield Park, sparking romantic interest between him and Elizabeth’s sister Jane. However, Mr. Darcy, Bingley’s aloof friend, initially rejects Elizabeth due to her perceived inferiority and his own pride. Their tension escalates when Darcy insults Elizabeth at a ball, leading to mutual disdain. A pivotal moment occurs when Darcy confesses his true feelings in a letter, revealing his role in separating Jane and Bingley and his past interference with Lydia’s elopement with Wickham. Elizabeth confronts her prejudices, reevaluating her judgment of Darcy. Meanwhile, Lydia’s scandalous elopement threatens the Bennet family’s reputation, prompting Darcy to discreetly resolve the crisis. The novel concludes with Elizabeth and Darcy overcoming their pride and prejudice, uniting in marriage, while Jane and Bingley also find happiness.

**Development and Resolution:**
As the plot unfolds, social pressures and misunderstandings test relationships. Mr. Collins’ absurd proposal to Elizabeth underscores the economic realities of marriage for women without inheritance, contrasting with Charlotte Lucas’s pragmatic choice to marry him for security. Lydia’s elopement with Wickham—a man of lower status—exposes the dangers of marrying for passion over stability, a crisis Darcy ultimately resolves by financing their wedding, revealing his hidden generosity. Elizabeth’s journey from prejudice to understanding culminates in her reevaluating Darcy’s character, recognizing his integrity despite his initial aloofness. Bingley and Jane’s relationship faces obstacles due to class differences, but their mutual affection prevails. The novel closes with the Bennet family’s social standing improving through Elizabeth’s marriage, symbolizing a balance between personal virtue and societal expectations.

**Social Class Analysis:**
Social class profoundly shapes characters’ decisions and relationships in *Pride and Prejudice*. Darcy’s initial pride stems from his aristocratic status, which he uses to maintain distance from those he deems beneath him, including Elizabeth. Elizabeth’s prejudice against him is partly fueled by her family’s lower social standing, highlighting how class hierarchies dictate interactions. The Bennet women’s precarious financial situation forces them to prioritize marriage for security over love, as seen in Charlotte Lucas’ pragmatic union with Mr. Collins. Conversely, Lydia’s impulsive elopement with Wickham—a man of questionable morals—exposes the vulnerabilities of lower-class individuals in a rigid society. Darcy’s eventual intervention to resolve Lydia’s scandal reveals that true worth transcends class, as his actions prioritize moral integrity over social status. The novel critiques how class expectations constrain personal freedom, ultimately advocating for love and mutual respect as more valid foundations for marriage than mere economic or social compatibility.

### 5. _"Create a Python function that checks if a number is prime. Then write a second function that prints all prime numbers from 1 to 50 using the first function."_

**Purpose:** Tests code generation, algorithmic logic, and functional composition.

The temperature was set to 0.4. Everything else was left at the default settings.

### Qwen3-0.6-f16:Q2_K

To solve this problem, we will create two functions:

1. `is_prime(n)`: This function determines if a number is prime by checking for divisors in the range from 2 to √n.
2. `print_primes_up_to_50()`: This function uses the first function to collect and print all prime numbers between 1 and 50.

Here's how we can implement this:

```python
import math

def is_prime(n):
    if n <= 1:
        return False
    max_div = int(math.sqrt(n))
    for i in range(2, max_div + 1):
        if n % i == 0:
            return False
    return True

def print_primes_up_to_50():
    primes = []
    for n in range(1, 51):
        if is_prime(n):
            primes.append(n)
    print(primes)
```

#### Explanation:

- The `is_prime(n)` function checks whether a number is prime by checking divisibility from 2 up to √n. If any divisor is found, it returns False and the number is not prime.

- The `print_primes_up_to_50()` function iterates over all numbers in range [1, 51] and collects those that are prime using `is_prime(n)`. It prints these primes.

This implementation ensures efficient checking for primality while maintaining clarity.


### Qwen3-8B-f16:Q3_K_S

Here are two Python functions that meet your requirements:

#### Function 1: `is_prime(n)`
Checks if a number `n` is prime by testing for divisibility from 2 up to √n. It handles edge cases (numbers ≤1, even numbers) efficiently.

```python
def is_prime(n):
    if n <= 1:
        return False
    if n == 2:
        return True
    if n % 2 == 0:
        return False
    for i in range(3, int(n**0.5) + 1, 2):
        if n % i == 0:
            return False
    return True
```

#### Function 2: `print_primes_up_to_50()`
Prints all prime numbers between 1 and 50 using the `is_prime` function.

```python
def print_primes_up_to_50():
    for num in range(1, 51):
        if is_prime(num):
            print(num)
```

#### Usage:
Call `print_primes_up_to_50()` to display all prime numbers from 1 to 50. The output will be:

```
2
3
5
7
11
13
17
19
23
29
31
37
41
43
47
```

### Qwen3-8B-f16:Q3_K_M

Here is a Python implementation of two functions as requested:

```python
import math

def is_prime(n):
    """
    Check if a number is prime.

    A prime number is a natural number greater than 1 that has no positive divisors other than 1 and itself.
    This function returns True if the input is a prime, False otherwise.
    """
    if n < 2:
        return False
    for i in range(2, int(math.sqrt(n)) + 1):
        if n % i == 0:
            return False
    return True

def print_primes_up_to_50():
    """
    Print all prime numbers between 1 and 50 (inclusive).

    This function uses the is_prime() helper function to determine which numbers are primes.
    It will display each prime number in this range on a new line.
    """
    for num in range(1, 51):
        if is_prime(num):
            print(num)

# Example usage:
if __name__ == "__main__":
    print_primes_up_to_50()
```

#### Explanation:

- **`is_prime(n)` Function**:
  - Returns `False` for numbers less than 2.
  - Checks divisibility from 2 up to the square root of `n`. If any number in this range divides `n` evenly, it's not prime.
  - Efficient because checking divisors beyond √n is unnecessary.

- **`print_primes_up_to_50()` Function**:
  - Iterates through numbers from 1 to 50.
  - Uses the `is_prime()` function to check each number.
  - Prints only those that are prime.

#### Expected Output:

Running this code will output all prime numbers between 1 and 50, which are:

```
2
3
5
7
11
13
17
19
23
29
31
37
41
43
47
```

### Qwen3-8B-f16:Q4_K_S

Here's a well-structured implementation of two Python functions that fulfill your request:

---

### ✅ **Function 1:** `is_prime(n)`
This function checks whether a given number is prime. A prime number must be greater than 1 and divisible only by itself and 1.

```python
def is_prime(n):
    if n < 2:
        return False
    for i in range(2, int(n ** 0.5) + 1):
        if n % i == 0:
            return False
    return True
```

---

### ✅ **Function 2:** `print_primes_up_to_50()`
This function uses the first function to print all prime numbers from 1 to 50.

```python
def print_primes_up_to_50():
    for num in range(1, 51):
        if is_prime(num):
            print(num)
```

---

#### ✅ **Output**
When you run `print_primes_up_to_50()`, it will output the following prime numbers:

```
2
3
5
7
11
13
17
19
23
29
31
37
41
43
47
```

These are all the prime numbers between 1 and 50.

---

#### 📌 **Notes:**
- The `is_prime` function handles edge cases like `n < 2`, which are not considered primes.
- The range in `is_prime(n)` is optimized to check up to `sqrt(n)`, reducing unnecessary iterations.
- Both functions work together efficiently and cleanly.

### Qwen3-8B-f16:Q4_K_M

Here's a well-structured Python implementation that includes two functions:

1. `is_prime(n)` which checks whether a given number is prime.
2. `print_primes_up_to_50()` which uses the first function to print all prime numbers between 1 and 50.

---

### ✅ **Python Code**

```python
import math

def is_prime(n):
    """
    Checks if a number is prime.

    A prime number is greater than 1 and has no divisors other than 1 and itself.
    The function uses the square root optimization for efficiency.
    """
    if n < 2:
        return False
    for i in range(2, int(math.sqrt(n)) + 1):
        if n % i == 0:
            return False
    return True

def print_primes_up_to_50():
    """
    Prints all prime numbers between 1 and 50.
    Uses the is_prime function to determine primality.
    """
    for num in range(2, 51):
        if is_prime(num):
            print(num)
```

---

#### 📌 **Explanation**

- **`is_prime(n)`**:
  - Returns `False` for numbers less than 2 (since they are not prime).
  - Iterates from 2 to the square root of `n`, inclusive, checking if any number divides `n`.
  - If a divisor is found, it immediately returns `False`; otherwise, after all checks, it returns `True`.

- **`print_primes_up_to_50()`**:
  - Loops through numbers from 2 to 50.
  - Uses the `is_prime` function to determine if each number is prime and prints it if so.

---

#### 🧾 **Example Output**

Running `print_primes_up_to_50()` would print:

```
2
3
5
7
11
13
17
19
23
29
31
37
41
43
47
```

These are all the prime numbers between 1 and 50.

### Qwen3-8B-f16:Q5_K_S

Here is a well-structured Python solution that includes two functions:

1. **`is_prime(n)`**: Checks if a number `n` is prime.
2. **`print_primes_up_to(limit)`**: Uses the first function to print all prime numbers from 1 to `limit`.

---

#### ✅ Function: `is_prime(n)`

This function determines whether a given integer `n` is a **prime number**.

- A prime number is greater than 1 and divisible only by 1 and itself.
- For efficiency, the function:
  - Excludes numbers less than or equal to 1 (not prime).
  - Immediately returns `False` for even numbers greater than 2.
  - Checks divisibility up to the square root of `n`.

```python
def is_prime(n):
    if n <= 1:
        return False
    if n == 2:
        return True
    if n % 2 == 0:
        return False
    max_divisor = int(n**0.5) + 1
    for i in range(3, max_divisor, 2):
        if n % i == 0:
            return False
    return True
```

---

#### ✅ Function: `print_primes_up_to(limit)`

This function prints all prime numbers from `1` to `limit`, inclusive.

- It uses the `is_prime(n)` function to test each number in that range.
- This allows for modular and reusable code.

```python
def print_primes_up_to(limit):
    for num in range(1, limit + 1):
        if is_prime(num):
            print(num)
```

---

#### ✅ Example Usage

To print all prime numbers from **1 to 50**, call:

```python
print_primes_up_to(50)
```

**Output:**

```
2
3
5
7
11
13
17
19
23
29
31
37
41
43
47
```

---

#### 📌 Notes

- **Efficiency**: The `is_prime` function is optimized by checking up to the square root of `n`, and skipping even numbers after checking for 2.
- **Edge Cases**:
  - Numbers less than or equal to 1 are not considered prime.
  - Even numbers greater than 2 are automatically excluded.

This solution is clean, efficient, and modular — allowing easy reuse in other programs.

### Qwen3-8B-f16:Q5_K_M

Here's a well-structured Python implementation that includes:

1. A function `is_prime(n)` to check whether a given number is prime.
2. A function `print_primes_up_to_50()` that uses the first function to print all prime numbers from 1 to 50.

---

#### ✅ **Function 1: Check if a Number is Prime**

This function checks whether a number is prime by testing divisibility up to the square root of the number. This ensures efficiency without unnecessary iterations.

```python
def is_prime(n):
    """
    Checks if a given integer n is a prime number.

    Args:
        n (int): The number to be checked.

    Returns:
        bool: True if n is a prime, False otherwise.
    """
    if n < 2:
        return False
    for i in range(2, int(n ** 0.5) + 1):
        if n % i == 0:
            return False
    return True
```

---

#### ✅ **Function 2: Print All Prime Numbers from 1 to 50**

This function iterates through the numbers from 1 to 50 and uses `is_prime` to print only those that are prime.

```python
def print_primes_up_to_50():
    """
    Prints all prime numbers between 1 and 50.
    Uses the is_prime() function for checking primality.
    """
    for num in range(1, 51):
        if is_prime(num):
            print(num)
```

---

#### ✅ **Example Output**

When `print_primes_up_to_50()` is called, it will output:

```
2
3
5
7
11
13
17
19
23
29
31
37
41
43
47
```

These are all the prime numbers in the range from 1 to 50.

---

#### ✅ **Summary**

- The `is_prime` function uses a loop up to the square root of the number for efficiency.
- The `print_primes_up_to_50` function leverages the first one and prints primes in the specified range.
- This solution is efficient, clear, and well-documented.

### Qwen3-8B-f16:Q6_K

Here's a well-structured implementation of two Python functions as requested:

---

#### ✅ **Function 1: `is_prime(n)`**

This function checks whether a given number `n` is prime or not. A prime number must be greater than 1 and have no divisors other than 1 and itself.

```python
def is_prime(n):
    if n <= 1:
        return False
    if n == 2:
        return True
    if n % 2 == 0:
        return False
    max_divisor = int(n ** 0.5) + 1
    for i in range(3, max_divisor, 2):
        if n % i == 0:
            return False
    return True
```

---

#### ✅ **Function 2: `print_primes_up_to_50()`**

This function uses the `is_prime` function to print all prime numbers between 1 and 50. It iterates through this range, checks each number with `is_prime`, and prints it if it is a prime.

```python
def print_primes_up_to_50():
    for num in range(2, 51):
        if is_prime(num):
            print(num)
```

---

#### 🧾 **Combined Code**

Here's the full implementation:

```python
def is_prime(n):
    if n <= 1:
        return False
    if n == 2:
        return True
    if n % 2 == 0:
        return False
    max_divisor = int(n ** 0.5) + 1
    for i in range(3, max_divisor, 2):
        if n % i == 0:
            return False
    return True

def print_primes_up_to_50():
    for num in range(2, 51):
        if is_prime(num):
            print(num)
```

---

#### 📌 **Expected Output**

When you call `print_primes_up_to_50()`, it will output the following prime numbers between 1 and 50:

```
2
3
5
7
11
13
17
19
23
29
31
37
41
43
47
```

---

#### 📝 **Note**

- The number `1` is not considered a prime.
- The function `is_prime(n)` efficiently checks for primality by only testing odd divisors up to the square root of `n`.
- This implementation ensures clean separation of logic, making it easy to maintain or modify in the future.

### Qwen3-8B-f16:Q8_0

Here's a well-structured Python solution that includes two functions:

---

#### ✅ **Function 1: `is_prime(n)`**

This function checks if a given number `n` is a prime number. A prime number is defined as a natural number greater than 1 that has no positive divisors other than 1 and itself.

**Key logic steps:**
- If `n < 2`, it's not prime.
- If `n == 2`, it's the smallest and only even prime.
- If `n` is even (i.e., divisible by 2), it cannot be prime.
- For odd numbers, we check for divisors from 3 up to √n, skipping even numbers.

```python
def is_prime(n):
    if n < 2:
        return False
    if n == 2:
        return True
    if n % 2 == 0:
        return False
    max_divisor = int(n ** 0.5) + 1
    for i in range(3, max_divisor, 2):
        if n % i == 0:
            return False
    return True
```

---

#### ✅ **Function 2: `print_primes_up_to_50()`**

This function uses the `is_prime` function to print all prime numbers from 1 to 50. Note that by definition, **1 is not a prime number**, so our range starts at 2 and ends at 50 (inclusive).

```python
def print_primes_up_to_50():
    for num in range(2, 51):
        if is_prime(num):
            print(num)
```

---

#### ✅ **Example Usage**

To run the program and see all prime numbers from 1 to 50:

```python
print_primes_up_to_50()
```

**Output:**
```
2
3
5
7
11
13
17
19
23
29
31
37
41
43
47
```

---

#### ✅ **Summary**

- The `is_prime` function efficiently determines if a number is prime.
- The `print_primes_up_to_50` function uses the first to list all primes in the specified range.
- This implementation ensures optimal performance by:
  - Skipping even numbers after checking for 2.
  - Only checking divisors up to √n.

This solution is both accurate and efficient for small ranges like [1, 50].

## 6. _"Repeat the word 'hello' exactly 20 times on a single line, separated by commas."

**Purpose:** Probes instruction following precision and mechanical reliability._

The temperature was set to 0.2. Everything else was left at the default settings.

### Qwen3-8B-f16:Q2_K

hello, hello, hello, hello, hello, hello, hello, hello, hello, hello, hello, hello, hello, hello, hello, hello, hello, hello, hello, hello

### Qwen3-8B-f16:Q3_K_S

hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello

### Qwen3-8B-f16:Q3_K_M

hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello

### Qwen3-8B-f16:Q4_K_S

hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello

### Qwen3-8B-f16:Q4_K_M

hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello

### Qwen3-8B-f16:Q5_K_S

hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello

### Qwen3-8B-f16:Q5_K_M

hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello

### Qwen3-8B-f16:Q6_K

hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello

### Qwen3-8B-f16:Q8_0

hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello