Qwen3-4b-analysis.md

# Qwen3-4B 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

The clear winner here is **Qwen3-4B-f16:Q3_K_M**. A strong performer and usually the 1st place winner in every single test.

If you have a low temperature question, then you might want to consider Qwen3-4B-f16:Q8_0, but Q3_K_M will still be a better option and will run more efficiently.

| Level     | Speed     | Size       | Recommendation |
|-----------|-----------|------------|----------------|
| Q2_K      | ⚡ Fastest | 1.9 GB     | 🚨 **DO NOT USE.** Worst results from all the 4B models. |
| 🥈 Q3_K_S | ⚡ Fast    | 2.2 GB     | 🥈 Runner up. A very good model for a wide range of queries. |
| 🥇 Q3_K_M | ⚡ Fast    | 2.4 GB     | 🥇 **Best overall model.** Highly recommended for all query types. |
| Q4_K_S    | 🚀 Fast   | 2.7 GB     | A late showing in low-temperature queries. Probably not recommended |
| Q4_K_M    | 🚀 Fast   | 2.9 GB     | A late showing in high-temperature queries. Probably not recommended |
| Q5_K_S    | 🐢 Medium | 3.3 GB     | Did not appear in the top 3 for any question. Not recommended |
| Q5_K_M    | 🐢 Medium | 3.4 GB     | A second place for a high-temperature question, probably not recommended. |
| Q6_K      | 🐌 Slow   | 3.9 GB     | Did not appear in the top 3 for any question. Not recommended |
| 🥉 Q8_0   | 🐌 Slow   | 5.1 GB     | 🥉 If you want to play it safe, this is a good option. Good results across a variety of questions. |

## 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: Qwen3-4B-f16:Q3_K_S
**Why:** 
- Very clear and thorough.
- Defines variables properly, sets up both equations, substitutes cleanly.
- Includes a verification step (checking total and difference).
- Well-structured with headings — great for teaching or explaining step by step.

### 🥈 2nd place: Qwen3-4B-f16:Q3_K_M
**Why:**
- Also very clear and structured.
- Defines variables, shows algebra, verifies both conditions.
- Slightly less polished than Qwen3-4B-f16:Q3_K_S (e.g., doesn’t label equations explicitly), but still excellent.

### 🥉 3rd place: Qwen3-4B-f16:Q8_0
**Why:**
- Nicely written, clear algebra, includes verification.
- Less structured than 1st and 2nd place (fewer section labels), but still strong.

### Not good:
Qwen-4B-f16:Q2_K is the weakest: although correct, it lacks verification and feels more mechanical compared to the others.

### Everything else:
Good, but more repetitive or 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: Qwen3-4B-f16:Q3_K_M
**Why:** 
✅ Has rain, temple, washed stones, sakura. Very Kyoto, very seasonal.
✅ Emotional subtlety in “silent sakura falls.”
✅ Good 5–7–5 rhythm.
🔥 Captures mono no aware (impermanence), which is central to haiku aesthetics.

### 🥈 2nd place: Qwen3-4B-f16:Q5_K_M
**Why:** 
✅ Temple + cherry petals + mist = perfect Kyoto spring setting.
✅ Emotional resonance in “silent, soft as memory.”
✅ Works in 5–7–5 structure.
⚠️ Slightly less natural flow than Qwen3-4B-f16:Q3_K_M, but still elegant.

### 🥉 3rd place: Qwen3-4B-f16:Q8_0
**Why:** 
✅ Seasonal imagery: sakura, temple, mist, moss.
✅ Emotional nuance: “a silent sigh.”
✅ Kyoto flavor is clear.
⚠️ Feels a touch more “explained” than naturally haiku-like, but still strong.

### Not good: Qwen-4B-f16:Q2_K, Qwen3-4B-f16:Q3_K_S
Qwen-4B-f16:Q2_K: Doesn’t read like a haiku, explanation is muddled.
Qwen3-4B-f16:Q3_K_S: More of a tanka (too long, not subtle).

### Everything else: Qwen3-4B-f16:Q4_K_S, Qwen3-4B-f16:Q4_K_M, Qwen3-4B-f16:Q5_K_S, Qwen3-4B-f16:Q6_K
Decent, but less polished or stray from haiku brevity.

##  _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: Qwen3-4B-f16:Q3_K_M
**Why:** 
✅ Strong medical testing examples (easy to grasp, exam-appropriate).
✅ Good table comparison (very helpful for clarity).
✅ Explains consequences without being too wordy.
⚠️ Only minor nit: doesn’t branch into other domains like law/manufacturing, but examiners usually prefer depth + clarity over too many scattered examples.

### 🥈 2nd place: Qwen3-4B-f16:Q3_K_S
**Why:** 
✅ Very thorough, with multiple domains (medicine, law, quality control).
✅ Precise definitions.
✅ Clearly highlights consequences.
⚠️ Slightly long — might be “too much” for a short-answer exam, but excellent for an essay.

### 🥉 3rd place: Qwen3-4B-f16:Q4_K_S
**Why:** 
✅ Clear, structured, and balanced.
✅ Uses multiple real-world examples (medical, law, manufacturing).
✅ Concise compared to Qwen3-4B-f16:Q3_K_S.
⚠️ Slightly less sharp than Qwen3-4B-f16:Q3_K_M in contrasting the two error types — more descriptive than comparative.

### Not good: Qwen-4B-f16:Q2_K
Confuses the Type II explanation (mixes up wording, says “study concludes drug is effective when it is not” for both errors). That’s an error.

### Everything else:
All good, but either too wordy or less clear than than the top 3.

## _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: Qwen3-4B-f16:Q3_K_S.
**Why:** 
It balances clear, accurate three-paragraph summary with a thoughtful and specific analysis of social class. It mentions the Bennet sisters’ marriage pressures, Darcy’s pride, Elizabeth’s refusal of proposals, Lydia/Wickham’s scandal, and Lady Catherine — all key plot/analysis points. The writing flows smoothly, avoids repetition, and directly addresses how class shapes decisions, not just relationships. It feels the most polished and complete.

### 🥈 2nd place: Qwen3-4B-f16:Q3_K_M
**Why:** 
It gives a strong three-paragraph summary that captures Elizabeth and Darcy’s arc while weaving in Charlotte Lucas, Lady Catherine, and the theme of class. The analysis section is specific, showing how Darcy, Elizabeth, Collins, and Lady Catherine make decisions driven by class. Slight weakness: it has a small error (“Darcy’s manipulative behavior during the auction of the Bennet’s property” — there’s no auction in the book). But overall, still one of the most complete.

### 🥉 3rd place: Qwen3-4B-f16:Q4_K_M
**Why:** 
Nicely structured, accurate, and concise. It covers Elizabeth/Darcy, Lydia/Wickham, Charlotte Lucas, Lady Catherine, and the Bennets’ financial precarity. The analysis directly addresses class pressures and contrasts Elizabeth’s independence with Collins/Lucas’s pragmatism. It’s not quite as detailed or elegant as Qwen3-4B-f16:Q3_K_S, but it’s solid and well-argued.

### Everything else:

| Model                      | Comments                                                                              |
| -------------------------- | ------------------------------------------------------------------------------------- |
| **Qwen3-4B-f16:Q6_K**      | Clear, structured, but summary feels a little mechanical.                             |
| **Qwen3-4B-f16:Q8_0**      | Strong, but has a factual slip (Mr. Bennet doesn’t have a son).                       |
| **Qwen3-4B-f16:Q5_K_M**    | Good, but more thematic than tightly structured.                                      |
| **Qwen3-4B-f16:Q5_K_S**    | Overly long summary, weaker analysis focus.                                           |
| **Qwen3-4B-f16:Q4_K_S**    | Decent, but some awkward phrasing and unfinished sections.                            |
| **Qwen-4B-f16:Q2_K**       | Repetitive, vague, and doesn’t meet “three paragraph” requirement well.               |

## _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: Qwen3-4B-f16:Q3_K_M
**Why:** 
✅ Clean, efficient code (checks up to √n, skips even numbers).
✅ Concise but with just enough explanation.
✅ Correct output list shown.
✅ Balanced between readability and efficiency — exactly what the question is asking.

### 🥈 2nd place: Qwen3-4B-f16:Q3_K_S
**Why:** 
✅ Very clear explanation with step-by-step reasoning.
✅ Correct and efficient code.
✅ Provides output example.
⚠️ Slightly more verbose than necessary for a coding test/exam, but excellent for teaching.

### 🥉 3rd place: Qwen3-4B-f16:Q8_0
**Why:**
✅ Well-structured, efficient implementation.
✅ Includes docstrings and notes (great style).
✅ Uses math.sqrt for clarity.
⚠️ A bit more verbose than Qwen3-4B-f16:Q3_K_M & Qwen3-4B-f16:Q3_K_S, but still professional-quality.

### Not good: Qwen-4B-f16:Q2_K
Way too long, and it incorrectly prints primes beyond 50 (the huge list at the end is wrong).

### Everything else
Qwen3-4B-f16:Q4_K_M: Minimal, but too barebones (no explanation or sample output).
The others: Correct, but more wordy or less clean than others.

## _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: Everything except Qwen-4B-f16:Q2_K
hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello

### Not good: Qwen-4B-f16:Q2_K
hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,20 times.

## 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.

### Qwen-4B-f16:Q2_K**

The problem involves solving for the cost of the ball when given the total cost of the bat and the ball, and the difference in their prices. Here's the step-by-step explanation:

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

2. **Set Up the Equation**: The total cost of the bat and the ball is $1.10. Therefore, the equation is:
   $$
   x + (x + 1.00) = 1.10
   $$
   Simplifying this:
   $$
   2x + 1.00 = 1.10
   $$

3. **Solve for x**:
   Subtract 1.00 from both sides:
   $$
   2x = 1.10 - 1.00
   $$
   $$
   2x = 0.10
   $$

4. **Find the Value of x**:
   Divide both sides by 2:
   $$
   x = \frac{0.10}{2} = 0.05
   $$

So, the ball costs **5 cents**. This is the correct answer to the question. 

**Final Answer**: $\boxed{0.05}"

### Qwen3-4B-f16:Q3_K_S

"To determine the price of the ball, we are given two key pieces of information:

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:
- $ B $ be the price of the **ball** (in dollars)
- $ T $ be the price of the **bat**

From the first condition, we know:
$$
T + B = 1.10 \tag{1}
$$

From the second condition, the bat is $1.00 more than the ball, so:
$$
T = B + 1.00 \tag{2}
$$

---

**Step 2: Substitute and Solve**

Substitute equation (2) into equation (1):
$$
(B + 1.00) + B = 1.10
$$
$$
2B + 1.00 = 1.10
$$

Solve for $ B $:
$$
2B = 1.10 - 1.00 = 0.10
$$
$$
B = \frac{0.10}{2} = 0.05
$$

---

**Step 3: Interpret the Result**

The ball costs **$0.05**, or **5 cents**.  
Then the bat costs:
$$
T = B + 1.00 = 0.05 + 1.00 = 1.05
$$

Check total:
$$
T + B = 1.05 + 0.05 = 1.10
$$
✅ This matches the given total of $1.10.

---

**Final Answer**

The ball costs **5 cents**.

$$
\boxed{0.05}
$$"

### Qwen3-4B-f16:Q3_K_M

"To determine the cost of the ball, we are given two key pieces of information:

1. The bat and the ball together cost **$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.

Since the **bat** is $1.00 more expensive than the ball, the cost of the **bat** is $ x + 1 $ dollars.

---

**Step 2: Set Up the Equation**

The total cost of the bat and the ball is $1.10. So, we can write the equation:

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

Simplify the left-hand side:

$$
2x + 1 = 1.10
$$

---

**Step 3: Solve the Equation**

Subtract 1 from both sides:

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

Now divide both sides by 2:

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

---

**Step 4: Interpret the Result**

This means the **ball costs $0.05** (or **5 cents**), and the **bat costs** $ 0.05 + 1.00 = $1.05 $ (or **1 dollar and 5 cents**).

Let's verify the solution:

- Ball: $0.05
- Bat: $1.05
- Total: $0.05 + $1.05 = $1.10 ✔️
- Bat is $1.00 more than the ball: $1.05 - $0.05 = $1.00 ✔️

Both conditions are satisfied.

---

**Final Answer**

$$
\boxed{0.05}
$$

The ball costs **$0.05**."

### Qwen3-4B-f16:Q4_K_S

"To determine the cost of the ball, we can approach the problem using algebraic reasoning.

---

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

---

**Step 2: Set Up the Equation**
The total cost of the bat and the ball is given as $1.10. So, we can write the equation:

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

Simplify the left-hand side:

$$
2x + 1 = 1.10
$$

---

**Step 3: Solve the Equation**
Subtract 1 from both sides:

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

Divide both sides by 2:

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

---

**Step 4: Interpret the Result**
The value of $ x $ is 0.05 dollars, which means the **ball costs 5 cents**.

To verify:
- Ball = $0.05
- Bat = $0.05 + $1.00 = $1.05
- Total = $0.05 + $1.05 = $1.10 (matches the given total)

---

**Final Answer**
The ball costs \boxed{0.05} dollars."

### Qwen3-4B-f16:Q4_K_M

"To determine the cost of the ball, we start by defining the problem using algebra.

---

**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 $ x + 1.00 $ dollars.

---

**Step 2: Set Up the Equation**

The total cost of the bat and the ball is given as $1.10. Therefore:

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

Simplify the left-hand side:

$$
2x + 1.00 = 1.10
$$

---

**Step 3: Solve for $ x $**

Subtract 1.00 from both sides:

$$
2x = 0.10
$$

Divide both sides by 2:

$$
x = 0.05
$$

---

**Step 4: Interpret the Result**

So, the **ball** costs $0.05, or **5 cents**.

To verify:

- Ball = 5 cents
- Bat = 5 cents + $1.00 = 1.05 dollars
- Total = 0.05 + 1.05 = 1.10 dollars

This satisfies the condition that the total cost is $1.10 and the bat is $1.00 more expensive than the ball.

---

**Final Answer**

$$
\boxed{0.05}
$$"

### Qwen3-4B-f16:Q5_K_S

"To determine the cost of the ball, let's break the problem down logically using algebra.

We are told:

1. A bat and a ball together cost **$1.10**.
2. The **bat costs $1.00 more** than the ball.

Let’s define the cost of the **ball** as $ x $ dollars. Then, the cost of the **bat** is $ x + 1.00 $, since it is $1.00 more than the ball.

Now, the total cost of both items is:

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

Simplify the left-hand side:

$$
2x + 1.00 = 1.10
$$

Subtract 1.00 from both sides:

$$
2x = 0.10
$$

Divide both sides by 2:

$$
x = 0.05
$$

So, the cost of the ball is **$0.05**.

---

**Verification:**

- Ball: $0.05
- Bat: $0.05 + $1.00 = $1.05
- Total: $0.05 + $1.05 = $1.10 ✅

This matches the given total, confirming the solution is correct.

---

**Final Answer:**  
The ball costs \boxed{0.05} dollars."

### Qwen3-4B-f16:Q5_K_M

To solve this problem, we are given two key pieces of information:

1. **The total cost of a bat and a 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** is $ x + 1 $, since the bat is $1.00 more expensive than the ball.

---

**Step 2: Set Up the Equation**

The total cost of the bat and the ball is given as $1.10:

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

Simplify the left-hand side:

$$
2x + 1 = 1.10
$$

---

**Step 3: Solve the Equation**

Subtract 1 from both sides:

$$
2x = 0.10
$$

Now divide both sides by 2:

$$
x = 0.05
$$

---

**Step 4: Interpret the Result**

So, the **ball costs $0.05**, or **5 cents**.  
Then the **bat costs** $ 0.05 + 1.00 = 1.05 $, or **$1.05**.

Check the total:

$$
0.05 + 1.05 = 1.10
$$

This matches the given total, and the bat is indeed $1.00 more than the ball.

---

**Final Answer**

$$
\boxed{0.05}
$$

### Qwen3-4B-f16:Q6_K


### Qwen3-4B-f16:Q8_0

To solve the problem, we begin by defining the unknowns clearly.

Let the cost of the **ball** be $ x $ dollars.  
Then, since the **bat costs $1.00 more than the ball**, the cost of the **bat** is $ x + 1.00 $ dollars.

We are told that **the total cost of the bat and the ball is $1.10**. This gives us the equation:

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

---

**Step 1: Simplify the equation**

$$
x + x + 1.00 = 1.10
$$
$$
2x + 1.00 = 1.10
$$

---

**Step 2: Solve for $ x $**

Subtract 1.00 from both sides:

$$
2x = 0.10
$$

Now divide both sides by 2:

$$
x = 0.05
$$

---

**Step 3: Interpret the result**

So, the **ball costs $0.05**, or 5 cents.  
The **bat**, being $1.00 more expensive, costs:

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

Adding the two together:

$$
0.05 + 1.05 = 1.10
$$

This confirms the solution is consistent with the total cost of $1.10.

---

**Final Answer**

The ball costs \boxed{0.05} dollars."

### 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.

### Qwen-4B-f16:Q2_K

**Bamboo's shadow**  
**Kyō no hiragana**  
**Waves of the mind**  

---

*Seasonal Note:*  
The haiku features the traditional seasonal reference *Kyō* (Kyō, which is the seasonal word for "Kyō" — a season in the, but here it's used for the seasonal reference. The seasonal reference is the season in which the scene occurs, and the emotional subtlety is the subtle feeling of the rain's quiet presence. 

The first line, "Bamboo's shadow," sets the scene of the rain in Kyoto. The second line, "Kyō no hiragana," is the seasonal reference, with "Kyō" (spring) and "hira" (the season). The third line, "Waves of the mind," captures the emotional subtlety of the rain's quiet presence. 

The structure is 5-7-7, and the seasonal reference is included. The use of "waves of the mind" captures the subtle emotional impact of the rain's quiet presence.

### Qwen3-4B-f16:Q3_K_S

**Haiku:**  
*Rain on temple tiles*  
*Bells echo in the mist*  
*A poet's sigh in the rain*  

---

**Explanation:**  
This haiku adheres to the traditional structure of 5-7-7 syllables, focusing on imagery and emotional resonance.  

- **First line ("Rain on temple tiles")**: Evokes the quiet, rhythmic sound of rain against ancient wooden tiles, grounding the scene.  
- **Second line ("Bells echo in the mist")**: Introduces a sense of stillness and ethereal presence, with the bells' faint chime lingering in the fog.  
- **Third line ("A poet's sigh in the rain")**: Concludes with a human touch, tying the natural imagery to a quiet, introspective moment.  

The poem balances sensory details ("rain," "bells," "mist") with emotional nuance, creating a meditative, atmospheric image.

### Qwen3-4B-f16:Q3_K_M

**Haiku:**  
Rain whispers through temple,  
Washed stones glow in twilight—  
Sakura falls, silent.  

---  
*Seasonal imagery (sakura, twilight) and subtle emotion (quietness, melancholy) reflect Kyoto's ephemeral beauty under rain.*

### Qwen3-4B-f16:Q4_K_S

**Bamboo groans in rain,**  
**Temple stones remember the rain’s soft touch,**  
**A cherry blooms.**  

---  
*This haiku weaves Kyoto’s seasonal essence—bamboo, temple stones, and cherry blossoms—with subtle emotion. The rain’s quiet persistence ("soft touch") evokes memory and impermanence, while the blooming cherry hints at hope or the fleeting beauty of nature amidst the storm.*

### Qwen3-4B-f16:Q4_K_M

**Bamboo groans in rain,**  
**Mist clings to the temple’s eaves,**  
**Silent, the world holds.**  

---  
*This haiku evokes Kyoto’s seasonal stillness, blending natural sounds (bamboo, mist) with the hushed reverence of a temple setting. The quietude conveys a subtle, melancholic beauty, typical of haiku’s understated emotional depth.*

### Qwen3-4B-f16:Q5_K_S

**Bamboo sway in rain,**  
**Koi pond mirrors the sky's weeping—**  
**Mist clings to the stones.**  

*This haiku evokes Kyoto's serene, melancholic atmosphere through traditional imagery: bamboo groves, koi ponds, and misty temple stones. The "sky's weeping" suggests a quiet, seasonal sorrow, while the mist underscores the ephemeral beauty of the moment.*

### Qwen3-4B-f16:Q5_K_M

**Rain on temple spire**
*Cherry petals fall in mist*
**Silent, soft as memory**

---
This haiku blends Kyoto's seasonal essence (cherry blossoms, mist) with quiet emotional resonance, evoking a moment of fleeting beauty and introspection. The structure mirrors the ephemeral nature of rain and memory, adhering to traditional 5-7-5 syllabic form.

### Qwen3-4B-f16:Q6_K

**Rain taps on tatami,**
**Sakura whispers through mossy stones**
**Meadow sighs in silence.**
*This haiku blends Kyoto's seasonal essence—tatami mats, cherry blossoms, and moss—with subtle emotion, evoking the quiet melancholy of rain-soaked stillness.*

### Qwen3-4B-f16:Q8_0

**Haiku:**  
Sakura falls gently,  
Rain taps temple, mist clings to moss.  
A silent sigh.  

---  
*Seasonal imagery (sakura, mist, temple) evokes Kyoto's spring rain, while "silent sigh" subtly conveys melancholy and the ephemeral beauty of fleeting moments.*

### 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.

### Qwen-4B-f16:Q2_K

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

In statistics, **Type I and Type II errors** refer to the consequences of making incorrect decisions in hypothesis testing. These are critical in fields like medicine, research, and data analysis.

---

**Type I Error (False Positive)**
**Definition:**  
Type I error occurs when the null hypothesis is true, but the test incorrectly rejects it. In other words, you "discover" a false positive.

**Real-World Example:**
- *Context: A New Drug for Cancer*  
- *Scenario: The drug is actually ineffective (true null) but the study concludes it is effective (rejects the null).*  
- *Explanation:* This is a Type I error. If the study incorrectly concludes the drug is effective when it is not, that's a Type I error. This can lead to incorrect decisions, like prescribing the drug when it's not effective.

---

**Type II Error (False Negative)**
**Definition:**  
Type II error occurs when the alternative hypothesis is true, but the test fails to reject the null. In other words, you "miss" a true positive.

**Real-World Example:**
- *Context: A New Drug for Cancer*  
- *Scenario: The study concludes the drug is effective (rejects the null) when it is not (false negative).*  
- *Explanation:* This is a Type II error. If the study incorrectly concludes the drug is effective when it is not, that's a Type II error. This can lead to missed opportunities, like not treating patients who would benefit from the drug.

---

**Key Takeaway:**
- Type I: **"False Positive"** - Rejecting a true null (e.g. concluding the drug is effective when it isn of).
- Type II: **"False Negative"** - Failing to reject a false null (e.g. concluding the drug is effective when it is not). 

These errors are often a trade-off. For example, in medical research, a Type I error (false positive) can lead to incorrect treatment, while a Type II error (false negative) can lead to missed opportunities. The choice of the threshold (e.g. 0.05) and the study's design (sample size, power) are often considered to balance this trade-off. 

This explanation is a real-world example, with the drug study, illustrating the types of errors and their consequences.

### Qwen3-4B-f16:Q3_K_S

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

**Definition and Key Differences:**

- **Type I Error**: Incorrectly rejecting a true null hypothesis. This is a "false positive" — concluding an effect exists when it does not.  
  - **Example**: Convincing an innocent person of guilt (false alarm).  
  - **Consequence**: Increases the risk of false positives, which can lead to unnecessary actions (e.g., approving an ineffective drug, convicting an innocent person).

- **Type II Error**: Incorrectly failing to reject a false null hypothesis. This is a "false negative" — failing to detect an effect when one exists.  
  - **Example**: Not convicting a guilty person (missed opportunity).  
  - **Consequence**: Increases the risk of false negatives, which can lead to missed opportunities (e.g., not approving an effective drug, failing to detect a real threat).

**Real-World Examples:**

1. **Medical Testing**:  
   - **Type I Error**: A patient is diagnosed with a disease when they are actually healthy.  
     *Example*: A blood test incorrectly indicates a positive result for a disease when the patient is disease-free.  
   - **Type II Error**: A patient is diagnosed as healthy when they are actually diseased.  
     *Example*: A test fails to detect a disease in a patient who is infected, leading to no treatment.

2. **Quality Control in Manufacturing**:  
   - **Type I Error**: A defective product is classified as non-defective.  
     *Example*: A factory's inspection system incorrectly approves a product that has a defect.  
   - **Type II Error**: A defective product is classified as non-defective.  
     *Example*: The inspection system fails to detect a defect in a product, allowing it to be released.

3. **Criminal Justice**:  
   - **Type I Error**: Convicting an innocent person.  
     *Example*: A court incorrectly finds a defendant guilty when they are actually innocent.  
   - **Type II Error**: Failing to convict a guilty person.  
     *Example*: A court does not find a defendant guilty despite their guilt, leading to a wrongful release.

**Key Takeaways**:  
- **Type I errors** are more serious in contexts where false positives have severe consequences (e.g., medical testing, legal systems).  
- **Type II errors** are equally critical in scenarios where false negatives lead to missed opportunities or harm.  
- Balancing the risks of both errors is crucial in decision-making, often involving trade-offs between sensitivity and specificity in tests or systems.

### Qwen3-4B-f16:Q3_K_M

**Type I and Type II Errors in Statistics**  
Type I and Type II errors are errors that can occur in hypothesis testing. They both relate to the rejection or failure to reject the null hypothesis (H₀), but they differ in their implications:  

- **Type I Error**: Rejecting a true null hypothesis. This is a "false positive," where the test incorrectly concludes that an effect exists when there is none.  
- **Type II Error**: Failing to reject a false null hypothesis. This is a "false negative," where the test fails to detect an effect that actually exists.  

---

**Real-World Examples**  
**1. Type I Error (False Positive)**  
**Scenario**: A medical test for a disease.  
- **Example**: A patient does **not** have the disease, but the test incorrectly indicates the disease is present.  
- **Implication**: The test concludes the disease exists (rejects H₀: "no disease") when the null hypothesis (no disease) is true.  
- **Consequence**: The patient might receive unnecessary treatment or anxiety.  

**2. Type II Error (False Negative)**  
**Scenario**: A medical test for a disease.  
- **Example**: A patient **does** have the disease, but the test incorrectly indicates no disease.  
- **Implication**: The test fails to reject H₀: "no disease" when the alternative hypothesis (disease present) is true.  
- **Consequence**: The patient’s condition is not addressed, potentially leading to worsening health.  

---

**Key Difference**  
| **Aspect**               | **Type I Error**                           | **Type II Error**                          |  
|--------------------------|--------------------------------------------|--------------------------------------------|  
| **Definition**           | Reject a true null hypothesis.             | Fail to reject a false null hypothesis.    |  
| **Consequence**          | False positive (e.g., false alarm).        | False negative (e.g., missed detection).   |  
| **Example**              | Medical test falsely diagnosing a disease. | Medical test missing a disease.            |  

---

**Key Takeaway**:  
- **Type I error** is more severe in contexts where false positives have immediate consequences (e.g., medical testing, legal trials).  
- **Type II error** is costly in scenarios where false negatives lead to missed opportunities (e.g., not detecting a disease, failing to catch a criminal).  

**Balance**: Researchers often aim to minimize both errors, but reducing one increases the likelihood of the other. For example, increasing the sample size or improving the test's sensitivity can reduce Type II errors but may increase Type I errors (e.g., stricter thresholds for significance).

### Qwen3-4B-f16:Q4_K_S

**Type I and Type II Errors in Statistics**  
In hypothesis testing, **Type I and Type II errors** refer to the potential mistakes in concluding whether a hypothesis is true or false. These errors are critical in decision-making processes across fields like medicine, law, and quality control.

---

**Type I Error**  
- **Definition**: A **Type I error** occurs when a true null hypothesis is rejected. In other words, you conclude that an effect or difference exists when it actually does not.  
- **Statistical Interpretation**: This is a "false positive." The test incorrectly indicates a result when no real effect is present.  
- **Example**: A medical test for a disease may incorrectly diagnose a person as having the disease when they are actually healthy. This could lead to unnecessary treatments or anxiety.  

---

**Type II Error**  
- **Definition**: A **Type II error** occurs when a false null hypothesis is not rejected. This means the test fails to detect an effect or difference that actually exists.  
- **Statistical Interpretation**: This is a "false negative." The test incorrectly indicates no result when an effect is present.  
- **Example**: A medical test may incorrectly conclude that a person does not have a disease when they actually do. This could delay treatment and allow the disease to progress.  

---

**Real-World Examples**  
1. **Medical Testing**:  
   - **Type I Error**: A pregnancy test falsely indicates pregnancy when the person is not actually pregnant.  
   - **Type II Error**: A pregnancy test fails to detect pregnancy when the person is actually pregnant.  

2. **Legal System**:  
   - **Type I Error**: Convicting an innocent person (e.g., a person accused of a crime but not guilty).  
   - **Type II Error**: Acquitting a guilty person (e.g., a person who committed a crime but is found not guilty due to insufficient evidence).  

3. **Quality Control**:  
   - **Type I Error**: A factory rejects a non-defective product as defective (false positive).  
   - **Type II Error**: A factory accepts a defective product as non-defective (false negative).  

---

**Key Difference**  
- **Type I Error** is about "false positives" (rejecting a true null hypothesis).  
- **Type II Error** is about "false negatives" (failing to reject a false null hypothesis).  

In practice, reducing one type of error often increases the likelihood of the other. For example, stricter criteria to avoid Type I errors (e.g., requiring stronger evidence) may increase the chance of Type II errors (e.g., missing a real effect). Balancing these errors depends on the consequences of each type in the specific context.

### Qwen3-4B-f16:Q4_K_M

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

In hypothesis testing, **Type I and Type II errors** are critical concepts that describe the risks of making incorrect decisions based on statistical data. Here's a clear distinction and real-world examples:

---

**Type I Error (False Positive)**  
- **Definition**: Rejecting a true null hypothesis. This means concluding that an effect or difference exists when, in reality, there is none.  
- **Consequence**: A "false alarm" — the test incorrectly identifies a pattern or result that is not actually present.  

**Real-World Example**:  
**Medical Testing**  
- **Null Hypothesis (H₀)**: A patient does **not** have a disease.  
- **Alternative Hypothesis (H₁)**: A patient **does** have the disease.  
- **Type I Error**: The test incorrectly concludes the patient has the disease (e.g., a positive result for a disease they don’t have). This could lead to unnecessary treatment or anxiety.  

---

**Type II Error (False Negative)**  
- **Definition**: Failing to reject a false null hypothesis. This means not detecting an effect or difference when one actually exists.  
- **Consequence**: A "miss" — the test fails to identify a true effect or issue.  

**Real-World Example**:  
**Quality Control in Manufacturing**  
- **Null Hypothesis (H₀)**: A batch of products **meets** quality standards.  
- **Alternative Hypothesis (H₁)**: A batch of products **does not** meet quality standards.  
- **Type II Error**: The test concludes the batch meets standards, but it actually doesn’t. This could result in defective products reaching customers.  

---

**Key Difference**  
| **Type I Error** | **Type II Error** |  
|------------------|-------------------|  
| Reject H₀ when H₀ is true (false positive) | Fail to reject H₀ when H₀ is false (false negative) |  
| Example: Convicting an innocent person | Example: Acquitting a guilty person |  

---

**Why It Matters**  
- **Type I errors** are often more critical in fields like medicine or law, where false positives can have severe consequences.  
- **Type II errors** can be costly in scenarios like manufacturing, where missing a defect could lead to safety issues or financial loss.  

By understanding these errors, researchers and decision-makers can design studies and tests with appropriate power and significance levels to minimize risks.

### Qwen3-4B-f16:Q5_K_S

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

In hypothesis testing, **Type I and Type II errors** are classifications of incorrect decisions made when evaluating a null hypothesis (H₀) against an alternative hypothesis (H₁).  

---

**Type I Error**  
- **Definition**: Rejecting a true null hypothesis (i.e., concluding there is an effect or difference when there isn’t one).  
- **False Positive**: A "false alarm" where the test incorrectly indicates a result exists.  
- **Example**:  
  - **Medical Testing**: A pregnancy test incorrectly shows a positive result (indicating pregnancy) when the person is not actually pregnant. This could lead to unnecessary stress or medical interventions.  
  - **Legal Context**: A jury convicts an innocent person of a crime (Type I error).  

---

**Type II Error**  
- **Definition**: Failing to reject a false null hypothesis (i.e., concluding there is no effect or difference when one actually exists).  
- **False Negative**: Missing a real effect or difference.  
- **Example**:  
  - **Medical Testing**: A cancer screening test incorrectly shows a negative result (no cancer) when the person actually has cancer. This could delay treatment and worsen outcomes.  
  - **Quality Control**: A factory accepts a batch of defective products (Type II error) because the test fails to detect flaws.  

---

**Key Differences**  
| **Aspect**            | **Type I Error**                          | **Type II Error**                          |  
|-----------------------|-------------------------------------------|--------------------------------------------|  
| **Decision**          | Reject H₀ when H₀ is true                 | Fail to reject H₀ when H₀ is false         |  
| **Outcome**           | False positive (e.g., "positive" result)  | False negative (e.g., "negative" result)   |  
| **Consequence**       | Higher risk of false alarm                | Higher risk of missing a real issue        |  

---

**Trade-Off**  
Reducing the probability of one error often increases the likelihood of the other. For example:  
- **Lowering Type I error** (more stringent criteria) may increase **Type II error** (missing real effects).  
- **Prioritizing** one over the other depends on the context. In medical testing, Type I errors (false positives) might be more critical to avoid unnecessary harm, while Type II errors (false negatives) could have severe consequences if not addressed.  

By understanding these errors, researchers and decision-makers can design studies and tests that balance accuracy and practicality.

### Qwen3-4B-f16:Q5_K_M

**Type I and Type II Errors in Statistics**
In hypothesis testing, **Type I and Type II errors** are classifications of incorrect decisions made when evaluating hypotheses. They depend on the **null hypothesis (H₀)** and **alternative hypothesis (H₁)**:

1. **Type I Error (False Positive)**:
   - **Definition**: Rejecting the null hypothesis when it is actually true.
   - **Consequence**: A "false alarm" — concluding an effect exists when there is none.
   - **Example**: A medical test incorrectly indicates a disease is present when the patient is healthy. This could lead to unnecessary treatment or anxiety.

2. **Type II Error (False Negative)**:
   - **Definition**: Failing to reject the null hypothesis when it is actually false.  
   - **Consequence**: Missing a real effect — concluding no effect exists when there is one.
   - **Example**: A medical test fails to detect a disease in a patient who is actually infected, leading to delayed treatment.

---

**Real-World Examples**
- **Type I Error (False Positive)**:
  - **Scenario**: A **security system** at an airport alarms (Type I error) when no threat is present (e.g., a passenger is flagged for inspection despite being innocent). This could cause inconvenience or false accusations.

- **Type II Error (False Negative)**:
  - **Scenario**: A **security system** fails to alarm (Type II error) when a threat is present (e.g., a terrorist is allowed through the checkpoint). This could result in a dangerous breach of security.

---

**Key Trade-Off**:
Type I and Type II errors are inversely related. Reducing the probability of one often increases the probability of the other. For example, in medical testing, a **very sensitive test** (low Type II error) might have a higher chance of false positives (Type I error), while a **very specific test** (low Type I error) might miss true cases (Type II error). The choice depends on the **consequences** of each error in the context.

### Qwen3-4B-f16:Q6_K

**Type I and Type II Errors in Statistics**
In hypothesis testing, **Type I and Type II errors** are classifications of mistakes that can occur when making decisions based on statistical data.

---

**Type I Error**
- **Definition**: Rejecting a true null hypothesis (H₀) when it is actually correct.  
- **Outcome**: A **false positive** — the test indicates an effect or difference when there is none.
- **Consequence**: This can lead to unnecessary actions or false alarms.

**Real-World Example**:
In **medical testing**, a **Type I error** occurs if a diagnostic test incorrectly identifies a person as having a disease when they are actually healthy. For instance, a blood test for a rare disease might falsely report a positive result, leading to unnecessary anxiety, further testing, or treatment.

---

**Type II Error**  
- **Definition**: Failing to reject a false null hypothesis (H₀) when it is actually incorrect.
- **Outcome**: A **false negative** — the test fails to detect an effect or difference that exists.
- **Consequence**: This can result in missed opportunities or delayed action.  

**Real-World Example**:
In **criminal justice**, a **Type II error** occurs if a guilty defendant is acquitted by a jury. For example, a defendant who committed a crime might be found not guilty due to insufficient evidence, even though the crime was committed. This can lead to a failure to hold the perpetrator accountable. 

---

**Key Differences**
| **Aspect**         | **Type I Error**                     | **Type II Error**                     |  
|--------------------|--------------------------------------|---------------------------------------|  
| **Definition**     | Reject H₀ when it is true            | Fail to reject H₀ when it is false    |  
| **Outcome**        | False positive (e.g., false alarm)   | False negative (e.g., missed detection)|  
| **Consequence**    | Overreaction (e.g., unnecessary action)| Underreaction (e.g., missed problem)  |  

---

**Summary**  
- **Type I errors** are "false positives" that occur when the test incorrectly identifies a significant effect.
- **Type II errors** are "false negatives" that occur when the test fails to detect a real effect.
- Balancing these errors depends on the context: in medical testing, minimizing Type I errors (e.g., avoiding false positives) is critical, while in criminal justice, minimizing Type II errors (e.g., ensuring guilty defendants are convicted) is often prioritized.

### Qwen3-4B-f16:Q8_0

**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 statistical data. Understanding their definitions and implications is crucial for interpreting results accurately.
---
**Type I Error**
- **Definition**: A **Type I error** occurs when you **incorrectly reject a true null hypothesis**. In other words, you conclude that an effect or difference exists when, in reality, there is none.

**False Positive**: This is a "false alarm" where the test incorrectly indicates a positive result.

**Example**:
In a **medical test** for a disease, if the test incorrectly indicates that a person has the disease (positive result) when they actually do not, this is a **Type I error**. For instance, a blood test might wrongly diagnose a person with a rare cancer, leading to unnecessary anxiety and treatment.
---
**Type II Error**
- **Definition**: A **Type II error** occurs when you **fail to reject a false null hypothesis**. This means you conclude that there is no effect or difference when, in fact, there is one.
- **False Negative**: This is a "miss" where the test fails to detect a true positive.

- **Example**:
In a **medical test**, if the test incorrectly indicates that a person does **not** have a disease (negative result) when they actually do, this is a **Type II error**. For example, a diagnostic test might miss a serious illness, leading to delayed treatment and potentially severe consequences.
---

**Real-World Contexts** 
1. **Type I Error Example**:  
  - **Court Trial**: Convicting an innocent person (false positive). The null hypothesis is "the defendant is innocent." If the court rejects this hypothesis (convicts the defendant) when the defendant is truly innocent, it’s a Type I error.  

2. **Type II Error Example**:  
  - **Quality Control in Manufacturing**: A factory inspects products for defects. If the test incorrectly accepts a defective product (false negative), it’s a Type II error. The null hypothesis is "the product is not defective," and failing to reject it when the product is actually defective leads to a costly mistake.

---

**Key Takeaway**
- **Type I error** is about **false positives** (rejecting a true null hypothesis).  
- **Type II error** is about **false negatives** (failing to reject a false null hypothesis).
- The balance between these errors depends on the context. For example, in medical testing, minimizing Type I errors (avoiding unnecessary treatment) might be prioritized over Type II errors (avoiding missed diagnoses), depending on the severity of the consequences.

### 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.

### Qwen-4B-f16:Q2_K

**Summary of *Pride and Prejudice* (Three Paragraphs):**  
*Pride and Prejudice* is a story of love and social class in the 19th century England. The main characters are Elizabeth Bennet, a witty and independent woman, and Mr. Darcy, a wealthy and socially prominent man. The story centers on their relationship, which is complicated by their social classes. The plot begins with the arrival of Mr. Darcy in the village, where he is a wealthy and socially prominent. The main conflict is the characters' social class and their relationships. The story progresses as the characters face the challenges of their social class. For example, when Darcy proposes to Elizabeth, she is angry and refuses. The story then moves to the resolution, where the characters overcome the social barriers and achieve a happy marriage. The story shows how social class and its influence on the characters' decisions.  

**Analysis of Social Class: **  
The social class of the characters is a significant factor in their decisions. For example, Mr. Darcy’s wealth and social status are key to his relationship with Elizabeth. The characters’ social class is reflected in their interactions and motivations. For example, Darcy’s social class is reflected in his ability to propose to Elizabeth. The story also shows how the social class of the characters influences their relationships. The main conflict is the social class, which is a barrier that the characters must overcome. The resolution of the story shows how the social class is a factor in the characters’ decisions. For example, the characters are able to overcome the social class and achieve a happy marriage. The social class is a key factor in the story.  

**Conclusion: **  
The story of *Pride and Prejudice* is a story of love and social class. The characters’ social class is a key factor in their decisions and relationships. The main conflict is the social class, which is overcome through the characters’ actions. The story shows how the social class influences the characters’ decisions and their relationships. The resolution of the story shows the characters’ ability to overcome the social class and achieve a happy marriage. The social class is a key element in the story.  

**Note: The analysis of social class is not only about the characters, but also the setting of the story. The social class is reflected in the characters’ decisions and their relationships.**  

**Final Note: The analysis is not just about the characters, but the entire story.**

### Qwen3-4B-f16:Q3_K_S

**Summary of *Pride and Prejudice*:**  
The novel centers on Elizabeth Bennet, a sharp-witted woman from a modest family in Hertfordshire, whose five sisters are under pressure to marry for financial security. Elizabeth’s relationship with Mr. Darcy, a wealthy and proud gentleman from a higher social class, is complicated by mutual disdain. Their initial meeting at a ball, where Darcy’s arrogance and Elizabeth’s wit clash, sets the stage for a deeper connection. Darcy’s letter reveals his secret love for Elizabeth and his fear of her family’s lower status, while his rude behavior at the ball reflects his pride. Meanwhile, Elizabeth’s younger sister, Lydia, elopes with Mr. Wickham, a charming but reckless man, threatening the Bennets’ future. Darcy’s intervention to rescue Lydia and his subsequent proposal to Elizabeth hinge on his realization of her character and the societal pressures of class and marriage. The story culminates in a reconciliation between Elizabeth and Darcy, who abandon their initial prejudices, leading to a union based on mutual respect and personal virtue.

**Analysis of Social Class Influence:**  
Social class in *Pride and Prejudice* shapes characters’ decisions through economic necessity, familial expectations, and personal morality. The Bennets, particularly the women, are driven to marry for financial security, as their estate is to be passed to Mr. Collins, a wealthy but shallow man. This pressure creates tension between individual desires and societal expectations. Darcy’s initial disdain for the Bennets stems from his privileged position, which he uses to maintain his social standing. However, his later decision to help Elizabeth’s family and marry her reflects a shift from class-based judgment to personal integrity. Elizabeth’s rejection of Mr. Collins and Darcy’s initial proposal underscores her refusal to marry for status, highlighting the novel’s critique of class-driven marriages. The Bennet sisters’ desperation to marry well and Lydia’s reckless elopement further illustrate how class and gender dynamics dictate choices, even as the story ultimately values personal qualities over wealth.

**Themes of Social Class and Personal Choice:**  
Austen uses the Bennets’ and Darcy’s interactions to critique the rigid class system. Darcy’s initial pride and Elizabeth’s prejudice are products of their social positions, but their relationship transcends these barriers, showing that true connection depends on mutual respect and emotional depth. The novel’s resolution, where Darcy’s change of heart and Elizabeth’s refusal to conform to societal pressures demonstrate that personal virtue and emotional connection can override class distinctions. The subplot of Lydia and Wickham further underscores the dangers of class-based exploitation, as Wickham’s deceit and Darcy’s intervention reveal the systemic issues of social hierarchy. Ultimately, Austen’s portrayal of class highlights the tension between societal expectations and individual autonomy, ultimately affirming that love and moral integrity are more crucial than wealth or status.

### Qwen3-4B-f16:Q3_K_M

**Summary of *Pride and Prejudice*:**  
The novel follows Elizabeth Bennet, a sharp-witted woman of middle-class status, and her family, the Bennets, who are threatened by the prospect of marrying poorly. The story centers on Elizabeth’s relationship with Mr. Darcy, a wealthy, aristocratic gentleman whose initial disdain for the Bennets is rooted in his social superiority. Their relationship is marked by misunderstandings, with Darcy’s pride and Elizabeth’s prejudices leading to a bitter feud. Darcy’s proposal to Elizabeth is rejected, partly due to his arrogance and partly because he fails to consider her feelings. Meanwhile, Elizabeth’s friend Charlotte Lucas marries Mr. Collins, a shallow but amiable man, for financial security, highlighting the societal pressure on women to marry for stability rather than love.  

As the story unfolds, Darcy’s interactions with the Bennets, particularly his growing admiration for Elizabeth, challenge his rigid social views. After learning of his past actions—such as his interference in the Bennets’ affairs—Darcy becomes more humble, leading to a tentative reconciliation with Elizabeth. Their relationship deepens as Darcy’s respect for Elizabeth’s intelligence and integrity surpasses his initial disdain for her social standing. Meanwhile, Lady Catherine de Bourgh, a high-class noblewoman, attempts to manipulate Elizabeth into marrying Mr. Collins, further emphasizing the tension between social hierarchy and individual merit.  

The climax reveals Darcy’s true character, as he publicly defends Elizabeth against Lady Catherine’s pressure. Their eventual union is not based on social status but on mutual respect and love, symbolizing a rejection of class barriers. The novel concludes with the Bennets’ happiness, Darcy’s transformation, and the resolution of social tensions through personal growth and moral integrity. The final scenes highlight the importance of individual virtue over rigid class divisions, offering a hopeful vision of love and social progress.

**Analysis of Social Class Influence:**  
Social class permeates *Pride and Prejudice*, shaping characters’ decisions and reinforcing societal norms. Darcy’s initial disdain for the Bennets reflects his high social status, which leads him to view the Bennets as inferior. His refusal to invite them to his home and his manipulative behavior during the auction of the Bennet’s property reveal his class-based arrogance. Conversely, Elizabeth’s rejection of Darcy’s first proposal is partly due to her rejection of his class bias, showcasing her moral stance against social hierarchies. Darcy’s eventual growth, marked by his acknowledgment of his mistakes and his willingness to marry for love, symbolizes a shift from class-driven pride to personal integrity.  

Other characters, such as Mr. Collins, are driven by the desire to secure social status through marriage. His marriage to Charlotte, a pragmatic choice for financial security, reflects the societal expectation for women to prioritize stability over love. Lady Catherine’s insistence on her own social superiority, as seen in her attempt to control Elizabeth’s marriage, underscores the rigid class structures of the time. However, the novel’s resolution—where Darcy and Elizabeth’s love triumphs over social barriers—challenges these norms, suggesting that personal virtue and mutual respect can overcome class divisions. Elizabeth’s refusal to marry for money or status, and her insistence on marrying for love, further emphasizes the novel’s critique of class-based judgments. The story ultimately portrays social class as a framework that can be transcended through moral growth and genuine affection.

### Qwen3-4B-f16:Q4_K_S

**Summary of *Pride and Prejudice*:**  
The novel centers on the Bennet family, a middle-class household in rural England, whose five daughters must marry well to secure their future. The story begins with the arrival of Mr. Darcy, a wealthy and aloof gentleman, who is initially repelled by Elizabeth Bennet’s sharp wit and independent spirit. Their relationship is marked by mutual disdain, culminating in Darcy’s arrogant proposal, which Elizabeth rejects. However, a series of misunderstandings—包括 Darcy’s secret help in saving Lydia Bennet’s reputation after her elopement with Wickham—lead Elizabeth to reconsider her prejudices. As the plot unfolds, Darcy’s true character is revealed, and Elizabeth’s growing affection for him transforms into love. The story concludes with their marriage, symbolizing a union that transcends social class, though it also reflects the constraints of the era.  

The central conflict revolves around the tension between individual desire and societal expectations. Elizabeth’s refusal of Darcy’s first proposal is rooted in her belief that he is too proud to love her, while Darcy’s initial rejection of her is driven by his disdain for her lower social standing. Meanwhile, the Bennet family’s struggle to marry well highlights the economic and social pressures of the time, as women’s futures were often tied to marriage. The novel also explores the role of family dynamics, as the Bennets’ relationships with their relatives—such…… the Bingleys and the Collins—reveal the rigid class structures of Regency England.  

Ultimately, the story resolves with Elizabeth and Darcy’s marriage, which is both a personal triumph and a social milestone. Their union, though not entirely free from class-based tensions, represents a compromise that acknowledges both individual worth and societal norms. The novel’s conclusion emphasizes the importance of mutual respect and personal growth over inherited status, while also acknowledging the enduring influence of class in shaping relationships and opportunities.  

**Analysis of Social Class Influence:**  
Social class is a central force in *Pride and Prejudice*, shaping characters’ motivations, relationships, and perceptions. Mr. Darcy’s initial pride stems from his high social standing, which makes him dismissive of Elizabeth’s lower class. His first proposal is a reflection of his belief that he is superior, while Elizabeth’s prejudice against him is partly rooted in her awareness of his wealth and her own economic vulnerability. The Bennet family’s desperate need to marry well is directly tied to their financial insecurity, as their estate will pass to their unmarried sister, Lydia, if the family’s male heir dies without a son. This pressure underscores how class and inheritance are inextricably linked to women’s futures.  

Darcy’s actions throughout the novel reveal the conflict between his class privileges and his moral obligations. When he secretly helps Lydia and Wickham, he challenges his own class-based worldview, demonstrating that true character transcends social rank. Elizabeth’s eventual acceptance of Darcy is not only a romantic choice but also a rejection of the idea that wealth or status define a person’s worth. The contrast between the Bennets and the wealthy Bingleys and Collins further highlights how class determines social interactions, with the latter families often viewing the Bennets as inferior.  

The novel’s resolution, in which Elizabeth and Darcy marry, reflects a nuanced view of class. While their union is not a complete rejection of social hierarchies, it illustrates the possibility of mutual respect and love overcoming class divisions. The story ultimately critiques the rigid structures of Regency society, emphasizing that personal merit and moral integrity can outweigh inherited status. Through Elizabeth’s journey, Austen explores how class influences expectations, but also how individuals can challenge those expectations through growth and understanding.

### Qwen3-4B-f16:Q4_K_M

**Summary of *Pride and Prejudice*:**  
The novel follows Elizabeth Bennet, a spirited and intelligent young woman from a middle-class family in early 19th-century England, as she navigates the pressures of marriage in a society where women’s futures depend on securing a wealthy husband. Elizabeth’s family, the Bennets, are in financial trouble, and their five daughters face the daunting task of finding suitable matches. Mr. Darcy, a wealthy and proud gentleman, initially dismisses Elizabeth at a ball, sparking a feud between them. However, after learning of her sister Lydia’s elopement with Mr. Wickham, Elizabeth is forced to confront Darcy’s role in preventing the scandal, leading to a pivotal letter that redefines their relationship. Over time, Elizabeth and Darcy overcome their mutual pride and prejudice, culminating in a marriage that transcends social barriers. Meanwhile, the other Bennet daughters face their own challenges: Lydia’s reckless marriage, Jane’s quiet romance with Bingley, and the pragmatic marriage of Charlotte Lucas to Mr. Collins, highlighting the societal pressure to marry for security.  

The story also explores the broader social dynamics of the time, with characters like Lady Catherine de Bourgh (Darcy’s formidable aunt) and Mr. Collins (a lowly clergyman) embodying the rigid class structures of the era. The resolution sees Elizabeth and Darcy’s union as a symbol of love triumphing over societal expectations, while the Bennet family’s financial situation is ultimately stabilized through Darcy’s financial support. The novel’s conclusion emphasizes the importance of individual choice and emotional connection over class-based prejudices, though it also acknowledges the enduring influence of social hierarchy.  

**Analysis of Social Class Influence:**  
Social class is a central force in *Pride and Prejudice*, shaping the characters’ motivations, relationships, and decisions. Mr. Darcy’s initial disdain for Elizabeth stems from his belief in his superior social standing, which he uses to justify his condescension. His pride is rooted in the expectation that he should maintain his class superiority, even as he secretly helps the Bennets through the Lydia-Wickham scandal. In contrast, Elizabeth’s lower class status empowers her to challenge Darcy’s assumptions, showcasing her independence and wit. Her rejection of Darcy’s first proposal is not only a rejection of his arrogance but also a refusal to conform to the societal pressure to marry for security. Other characters, like Mr. Collins, are driven by class to marry for status, as seen in his proposal to Elizabeth, which is more about social standing than love. Lady Catherine’s insistence on maintaining her own class authority further underscores the novel’s critique of rigid social hierarchies. Ultimately, Elizabeth and Darcy’s marriage represents a rare exception to the class-driven marriage market, as their union is based on mutual respect and emotional compatibility rather than economic or social advantage. However, the novel also acknowledges that class remains a significant influence, as seen in the Bennets’ financial precariousness and the societal expectations that drive the plot. Thus, *Pride and Prejudice* uses class as both a constraint and a catalyst for the characters’ growth and relationships.

### Qwen3-4B-f16:Q5_K_S

**Summary of *Pride and Prejudice*:**
The novel follows Elizabeth Bennet, a sharp-witted and independent young woman from a middle-class family in rural England, as she navigates the challenges of marriage and social status. The Bennets, particularly their five daughters, face pressure to marry well to secure their financial future, as their estate will pass to a distant cousin, Mr. Collins. When wealthy gentlemen, Mr. Bingley and Mr. Darcy, arrive in the area, their social aspirations clash with the Bennets’ pragmatic concerns. Darcy’s initial aloofness and Bingley’s charm create tension, especially when Darcy’s pride leads him to reject Elizabeth’s proposal, citing her lower social standing. Meanwhile, Elizabeth’s prejudice against Darcy is fueled by his perceived arrogance, leading her to misjudge his character. The story unfolds through misunderstandings, revelations, and a journey of self-discovery, culminating in Elizabeth and Darcy overcoming their biases to recognize each other’s true worth.

The narrative also explores the societal pressures of the time, as seen in Charlotte Lucas’s pragmatic marriage to Mr. Collins, a man of lower social standing but financial stability. Lady Catherine de Bourgh, a wealthy and influential woman, attempts to manipulate Elizabeth into marrying Darcy, highlighting the rigid class hierarchies of Regency England. Meanwhile, Bingley’s sister, Caroline Bingley, embodies the dangers of superficial social climbing. The novel’s resolution sees Elizabeth and Darcy’s union, which defies class expectations, while other characters’ fates reflect the consequences of their choices—such as Lydia’s scandalous elopement and the eventual marriage of Charlotte and Mr. Collins.

The story’s central conflict is resolved when Elizabeth visits Pemberley, Darcy’s estate, and gains a new understanding of his character. Darcy’s letter reveals his past actions and his genuine affection for Elizabeth, leading to a mutual realization of their misunderstandings. Elizabeth’s rejection of Darcy’s second proposal, based on her growth and self-awareness, ultimately leads to their marriage. The novel closes with the Bennets’ financial security, the resolution of Lydia’s scandal, and the reaffirmation of Elizabeth’s independence, all while emphasizing the importance of personal integrity over societal expectations.

**Analysis of Social Class Influence on Characters’ Decisions:**
Social class is a central theme in *Pride and Prejudice*, shaping the characters’ motivations, relationships, and outcomes. Mr. Darcy’s initial disdain for the Bennets stems from his belief in his own superiority, rooted in his wealth and birth, which he uses to justify his pride and aloofness. Elizabeth’s prejudice against Darcy is partly a reaction to this class-based arrogance, but she later realizes that his actions are driven by a desire to improve his own reputation, not by inherent superiority. Charlotte Lucas’s marriage to Mr. Collins exemplifies the pragmatic compromises women of lower class must make to secure stability, highlighting the limited options available to women in a society where marriage is often a financial necessity.

Lady Catherine de Bourgh’s interference in Elizabeth’s life underscores the power of class to dictate social mobility and personal freedom. Her attempts to control Elizabeth’s marriage reflect the rigid hierarchies of Regency England, where class is not only a status symbol but a determinant of one’s future. Meanwhile, Bingley’s sister, Caroline, embodies the dangers of class-based social climbing, as her obsession with wealth and status leads her to reject Bingley’s genuine affection for Elizabeth. Darcy’s eventual transformation—recognizing that his class does not define his character—demonstrates that personal integrity and moral growth can transcend social boundaries. The novel ultimately critiques the obsession with class, advocating for love and self-awareness over societal expectations, as seen in Elizabeth and Darcy’s union, which defies class conventions to achieve true happiness.

### Qwen3-4B-f16:Q5_K_M

**Summary of *Pride and Prejudice*:**
The novel follows Elizabeth Bennet, a sharp-witted and independent woman from a lower-middle-class family in early 19th-century England, and her family’s struggles to secure advantageous marriages for their five daughters. The story centers on Elizabeth’s relationship with Mr. Darcy, a wealthy and aloof gentleman whose initial disdain for her and her family is rooted in pride and social hierarchy. After a series of misunderstandings, including Darcy’s interference in Lydia Bennet’s elopement with Wickham, Elizabeth and Darcy confront their prejudices and grow to appreciate each other’s character. The plot culminates in Darcy’s sincere proposal, which Elizabeth accepts after realizing her own faults and Darcy’s true nature. Meanwhile, other characters, such as Charlotte Lucas, marry for security, highlighting the societal pressure to prioritize financial stability over personal affection. The novel concludes with Elizabeth and Darcy’s marriage, symbolizing a union of mutual respect and personal growth over class-based expectations.

**Development of Elizabeth and Darcy’s Relationship:**
Elizabeth and Darcy’s evolving relationship is marked by their struggle to overcome personal biases and societal expectations. Elizabeth’s initial rejection of Darcy’s proposal stems from her prejudice against his pride and her belief that he is unworthy of her. Darcy, in turn, is initially dismissive of Elizabeth’s family, viewing them as inferior. Their interactions deepen as they confront their own flaws: Elizabeth’s hasty judgments and Darcy’s arrogance. A pivotal moment occurs when Darcy’s letter explains his actions, revealing his secret concern for Elizabeth’s sister Lydia and his true character. This transparency, combined with Elizabeth’s own self-reflection, leads to a mutual understanding. Their eventual union is not merely a matter of social standing but a testament to their ability to transcend class and personal prejudice.

**Resolution and Character Fates:**
The novel’s resolution emphasizes the importance of personal virtue over societal class. Elizabeth and Darcy’s marriage is a triumph of individual growth, as they both learn to value authenticity over social status. Other characters, such as the Bennet family, face contrasting fates: Lydia’s marriage to Wickham, though financially secure, is a scandal, while Charlotte’s marriage to Collins is pragmatic but unfulfilling. Mr. Collins, a lower-class servant with a high position due to his connection to Lady Catherine de Bourgh, exemplifies the absurdity of class-based status. The story concludes with the Bennets’ improved financial situation and the broader theme that true happiness lies in mutual respect and personal compatibility, not social hierarchy.

**Analysis of Social Class Influence:**
Social class is a central force in *Pride and Prejudice*, shaping characters’ decisions, relationships, and opportunities. The Bennet family’s lower class necessitates strategic marriages to secure their future, as seen in Charlotte’s pragmatic choice to marry Mr. Collins for financial stability. Darcy’s initial disdain for Elizabeth and her family is rooted in his belief in his own superiority, reflecting the rigid class divisions of the time. Elizabeth’s rejection of Darcy’s first proposal is partly driven by her perception of his class, but her growth shows that she ultimately values personal merit over social standing. Darcy’s transformation from pride to humility underscores the novel’s critique of class-based judgments, as he realizes that true worth lies in character, not birthright. Even secondary characters, like Lydia, are trapped by societal expectations, highlighting how class dictates not only marriage prospects but also moral and emotional choices. The novel ultimately argues that individuals should overcome class barriers to find genuine connection, emphasizing that personal integrity and mutual respect are more valuable than inherited status.

### Qwen3-4B-f16:Q6_K

**Summary of *Pride and Prejudice*:**
The novel follows Elizabeth Bennet, a sharp-witted and independent woman from a middle-class family in 19th-century England, as she navigates the pressures of marriage and social status. The Bennet family, whose estate is set to pass to a distant cousin, faces financial instability, prompting the need for their daughters to marry well. Elizabeth’s first impressions of Mr. Darcy, a wealthy and aloof gentleman, clash with her own pride, leading to misunderstandings and a series of misjudgments. Darcy’s initial disdain for Elizabeth and her family, coupled with his secret intervention to prevent Lydia Bennet’s elopement with Wickham, sets the stage for tension and growth. As the story progresses, Elizabeth’s interactions with Darcy, along with his letter revealing his true intentions, challenge her preconceptions. The resolution sees Darcy and Elizabeth overcoming their pride and prejudice, culminating in a marriage that transcends social barriers, while the other Bennet daughters marry for security, highlighting the novel’s critique of class and marriage.

**Key Conflicts and Events:**
The central conflict revolves around Elizabeth’s evolving relationship with Darcy, whose initial arrogance and social superiority create friction. Meanwhile, Lydia’s impulsive elopement with Wickham threatens the family’s reputation, forcing Darcy to act. Elizabeth’s refusal of Darcy’s first proposal, based on his pride and her own prejudice, underscores her moral stance against marriage for convenience. The revelation of Darcy’s past actions—such as his role in ruining Charles Bingley’s prospects—deepens Elizabeth’s understanding of his character. The resolution comes when Darcy’s selfless efforts to rescue Lydia and secure her future demonstrate his growth, leading to a reconciliation with Elizabeth and a union that reflects both personal and social progress.

**Resolution and Themes:**
The novel concludes with Elizabeth and Darcy’s marriage, symbolizing a balance between personal virtue and social class. While Darcy’s wealth and status are acknowledged, their relationship is built on mutual respect and emotional growth. The other Bennet daughters’ marriages, particularly Charlotte Lucas’s union with Mr. Collins, highlight the societal pressure to prioritize financial security over love. The story ultimately critiques the rigid class structures of the time, suggesting that individual merit and emotional intelligence can transcend social barriers. However, it also acknowledges the reality of class in a world where wealth and status often dictate life choices.  

**Analysis of Social Class Influence:**
Social class is a central force shaping the characters’ decisions. The Bennet family’s precarious position—without a male heir to inherit their estate—forces them to prioritize marriage for financial stability, as seen in Charlotte’s pragmatic choice to marry Mr. Collins. Darcy’s initial disdain for Elizabeth stems from his belief in his own superiority, which is reinforced by his wealth and social standing. His secret intervention to save Lydia reflects a growing awareness of his responsibility beyond class, though his initial pride prevents him from acknowledging this. Lydia’s elopement, driven by her lack of social security, underscores the dangers of class-based insecurity. Even Elizabeth’s rejection of Darcy is partly rooted in her perception of his class, though her eventual acceptance of him shows that personal integrity can overcome societal expectations. The novel ultimately suggests that while class influences choices, individual growth and moral clarity can lead to a more equitable resolution, challenging the rigid hierarchies of the time.

### Qwen3-4B-f16:Q8_0

**Summary of *Pride and Prejudice*:**
The novel follows Elizabeth Bennet, a sharp-witted and independent woman from a middle-class family in rural England, as she navigates the pressures of marriage and social status. Her family’s five daughters, particularly Elizabeth and her sister Jane, face the challenge of securing advantageous marriages, as their father’s estate is due to be inherited by his only son. Mr. Darcy, a wealthy and proud aristocrat, initially appears aloof and dismissive of Elizabeth, but his actions—such as helping her sister Jane and secretly aiding the Bennets—begin to challenge her prejudices. Elizabeth’s growing affection for Darcy is tested by misunderstandings, including his harsh treatment of Bingley and his refusal to attend a ball at the Bennet home. A letter from Darcy clarifies his true intentions, leading Elizabeth to reconsider her views. Meanwhile, Charlotte Lucas marries Mr. Collins for security, highlighting the pragmatic choices of women in a society where marriage is often a financial necessity. The story culminates in Darcy and Elizabeth’s mutual respect and eventual union, rejecting the rigid social hierarchies that initially defined their relationship.

**Key Events and Character Development:**
Elizabeth’s journey is marked by her struggle to overcome her initial prejudice against Darcy, which is rooted in his arrogance and the social gap between their classes. Darcy’s pride is gradually tempered by his growing affection for Elizabeth, while his actions—such as helping Lydia, his sister’s wayward daughter—reveal a deeper sense of responsibility. Jane’s romance with Bingley is a contrast to Elizabeth’s, as it is based on mutual compatibility rather than social status. The subplot involving Lydia’s elopement with Wickham underscores the dangers of social class and the consequences of scandal, forcing the Bennets to rely on Darcy’s intervention. The resolution sees Darcy and Elizabeth overcoming their differences, symbolizing the possibility of personal growth and emotional connection beyond societal expectations.

**Resolution and Themes:**
The novel concludes with Darcy and Elizabeth’s marriage, which is rooted in mutual respect and emotional maturity rather than social class. Their union challenges the notion that wealth and rank determine worth, as Darcy’s humility and Elizabeth’s integrity prevail. Meanwhile, Charlotte’s pragmatic marriage to Mr. Collins and the eventual reconciliation of the Bennet family highlight the tension between individual choice and societal pressures. The story critiques the rigid class structures of Regency England, showing how characters like Elizabeth and Darcy transcend their social positions through personal virtue and understanding. The final scene, where Elizabeth and Darcy are united, serves as a quiet triumph of individuality over societal norms.

**Analysis of Social Class Influence:**
Social class shapes the characters’ decisions in profound ways. The Bennets, as middle-class landowners, face the precariousness of their financial situation, driving their daughters to seek advantageous marriages. Darcy’s initial disdain for Elizabeth is rooted in his aristocratic upbringing and the social divide between his class and hers, but his later actions reveal a desire to bridge this gap. Charlotte’s marriage to Mr. Collins, a man of lower status, underscores the pragmatic reality of class for women, as she prioritizes security over love. Lady Catherine de Bourgh’s attempts to enforce social hierarchy, such as her interference in Elizabeth’s marriage, highlight the entrenched power of class in shaping relationships. Ultimately, the novel suggests that while class influences choices, personal qualities like integrity, humility, and emotional connection can overcome societal barriers, as seen in Elizabeth and Darcy’s union. This critique of class structures underscores the novel’s themes of individual agency and the tension between societal expectations and personal values.

### 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.

### Qwen-4B-f16:Q2_K

To solve the problem, we need to implement two functions in Python:

1. A function to check whether a number is prime.
2. A function to print all the prime numbers between 1 and 50 using the first function.

---

**Step 1: The `is_prime` Function**

This function checks whether a number is a **prime number**. A prime number is a number greater than 1 that is only divisible by 1 and itself. 

The steps to check if a number is prime are as follows:
- If the number is less than 2, it's not a prime (returns False).
- If the number is 2, it is a prime (returns True).
- If the number is even and not 2, it's not a prime (returns False).
- If the number is not even, we check for divisibility by numbers from 2 to the square root of the number. If it is divisible by any of these, then it's not a prime.

Here is the function:

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

---

**Step 2: The `print_primes` Function**

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

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

---

**Final Output**

When we run the `print_primes` function, it will print all the prime numbers in the 1 to 50. These are the numbers that are not divisible by any number below their square root, except for 1 and themselves. 

Here's what it prints:

```
2
3
5
7
11
13
17
19
23
29
31
37
41
43
47
53
59
61
67
71
73
79
83
89
97
101
103
107
109
113
127
131
137
139
143
149
151
157
161
163
167
173
179
181
187
191
193
197
199
203
209
211
217
221
223
227
229
233
239
241
247
251
253
259
263
269
271
277
281
283
289
293
297
301
307
311
313
319
323
329
331
337
341
347
353
359
367
373
379
383
389
397
401
403
409
413
419
421
427
431
433
439
443
449
451
457
461
467
473
479
487
491
493
499
```

This is the list of all the prime numbers between 1 and 50. It is correct, as it only includes the numbers that are not divisible by any number less than their square root.

VERDICT: This works, but the summary is wrong

### Qwen3-4B-f16:Q3_K_S

Here is a solution that fulfills the requirement of checking if a number is prime and then printing all prime numbers from 1 to 50 using the first function.

---

### **Step-by-step Explanation**

1. **Prime Number Check Function:**
   - A **prime number** is a number greater than 1 that has no divisors other than 1 and itself.
   - The function `is_prime(n)` checks:
     - If `n <= 1`, return `False` (not prime).
     - If `n == 2`, return `True` (2 is the only even prime).
     - If `n` is even and greater than 2, return `False`.
     - Check for divisors from 3 up to the square root of `n`, skipping even numbers.
     - If any divisor divides `n`, return `False`. Otherwise, return `True`.

2. **Function to Print Primes from 1 to 50:**
   - Iterate over numbers from 1 to 50.
   - For each number, call `is_prime(num)`.
   - If the result is `True`, print the number.

---

### **Python Code**

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

def print_prime_numbers():
    """
    Print all prime numbers from 1 to 50.
    """
    for num in range(1, 51):
        if is_prime(num):
            print(num)
```

---

### **Example Output**

When you run `print_prime_numbers()`, it will 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.

VERDICT: This works

### Qwen3-4B-f16:Q3_K_M

Here is a Python implementation that fulfills the requirement: a function to check if a number is prime, and another to print all prime numbers from 1 to 50 using the first function.

---

### **Step-by-step Explanation**

1. **Prime Check Function (`is_prime(n)`):**
   - A prime number is a number greater than 1 that has no divisors other than 1 and itself.
   - The function:
     - Returns `False` for numbers less than or equal to 1.
     - Returns `True` for 2, the only even prime number.
     - Returns `False` for even numbers greater than 2.
     - For odd numbers, checks divisibility up to the square root of the number to determine primality.
     - This is efficient because if a number has a factor greater than its square root, the corresponding factor would be less than the square root.

2. **Print Primes Function (`print_primes()`):**
   - Iterates over numbers from 1 to 50.
   - For each number, calls `is_prime(num)` to check if it is prime.
   - Prints the number if it is prime.

---

### **Python Code**

```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

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

---

### **Example Output**

When you run `print_primes()`, it will 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.

---

### **Key Points**

- The `is_prime` function is efficient and handles edge cases correctly.
- The `print_primes` function uses `is_prime` to generate and print the list of primes in the range [1, 50].
- The code is clean, readable, and follows best practices for performance and correctness

VERDICT: This works

### Qwen3-4B-f16:Q4_K_S

To solve the problem, we need to define two Python functions:

1. A function that checks whether a given number is prime.
2. A function that prints all prime numbers from 1 to 50 using the first function.

---

### ✅ Function 1: `is_prime(n)`

This function determines whether a number `n` is a prime number.

- **Prime Definition**: A number is prime if it is greater than 1 and has no divisors other than 1 and itself.
- **Edge Cases**:
  - If `n < 2`, return `False`.
  - If `n == 2`, return `True` (since 2 is the smallest prime).
  - If `n` is even (i.e., divisible by 2), return `False`.
- **Efficient Check**:
  - Loop from 3 up to the square root of `n`, checking if any of these numbers divide `n`.
  - Only check odd numbers (since even numbers are already handled).

```python
import math

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

---

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

This function iterates through all integers from 1 to 50 and prints those that are prime using the `is_prime` function.

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

---

### ✅ Combined Code

Here is the complete code with both functions:

```python
import math

def is_prime(n):
    if n < 2:
        return False
    if n == 2:
        return True
    if n % 2 == 0:
        return False
    for i in range(3, int(math.sqrt(n)) + 1, 2):
        if n % i == 0:
            return False
    return True

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

---

### ✅ Example Output

When you call `print_primes_up_to_50()`, it will print the following prime numbers from 1 to 50:

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

These are all the prime numbers in that range, as verified by the `is_prime` function

VERDICT: This works

### Qwen3-4B-f16:Q4_K_M

### ✅ Final Code

```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(1, 51):
        if is_prime(num):
            print(num)
```

You can call `print_primes_up_to_50()` to see the list of prime numbers between 1 and 50.

VERDICT: This works

### Qwen3-4B-f16:Q5_K_S

To solve the problem of identifying prime numbers from 1 to 50, we can break the solution into two parts:

1. **A function to check if a number is prime.**
2. **A function to print all prime numbers between 1 and 50 using the first function.**

---

### ✅ Prime Number Check

A **prime number** is a natural number greater than 1 that has no positive divisors other than 1 and itself. The function `is_prime(n)` will:

- Return `False` for numbers less than or equal to 1.
- Return `True` for 2, the first prime number.
- Return `False` for even numbers greater than 2.
- Check for divisors from 3 up to the square root of the number, stepping by 2 (to skip even numbers).

This approach is efficient as it avoids unnecessary checks and leverages the mathematical property that if a number has a divisor greater than its square root, the corresponding divisor must be less than the square root.

---

### ✅ Print Prime Numbers from 1 to 50

The function `print_primes_up_to_50()` will:

- Loop through all integers from 1 to 50.
- For each number, call the `is_prime()` function.
- If the number is prime, print it.

This ensures that only prime numbers are printed in the specified range.

---

### ✅ Final Code Implementation

```python
import math

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

    Parameters:
    n (int): The number to check.

    Returns:
    bool: True if the number is prime, False otherwise.
    """
    if n <= 1:
        return False
    if n == 2:
        return True
    if n % 2 == 0:
        return False
    for i in range(3, int(math.sqrt(n)) + 1, 2):
        if n % i == 0:
            return False
    return True

def print_primes_up_to_50():
    """
    Print all prime numbers from 1 to 50.
    """
    for num in range(1, 51):
        if is_prime(num):
            print(num)

# Example usage:
print_primes_up_to_50()
```

---

### 🧪 Expected Output

Running the `print_primes_up_to_50()` function will print 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.

VERDICT: This works

### Qwen3-4B-f16:Q5_K_M

Here's a well-structured Python implementation that includes two functions: one to check if a number is prime, and another to print all prime numbers from 1 to 50 using the first function.

---

### ✅ Function 1: `is_prime(n)`

This function checks if a number is a **prime**. A prime number is a number greater than 1 that has no divisors other than 1 and itself.

- For numbers less than 2, it returns `False`.
- For 2, it returns `True`.
- If the number is even (and not 2), it returns `False`.
- It then checks for divisibility by all odd numbers from 3 up to the square root of the number. If any of these numbers divide the input number, it is not prime.

```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 iterates through all integers from 1 to 50 and prints those that are prime by calling the `is_prime` function.

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

---

### 🧪 Example Output

When you call `print_primes_up_to_50()`, it will print the following prime numbers:

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

---

### 🔧 Summary

- The `is_prime` function efficiently checks for primality.
- The `print_primes_up_to_50` function uses the `is_prime` function to generate and print all prime numbers between 1 and 50.
- The implementation is clean, efficient, and adheres to standard practices for prime checking.

VERDICT: This works

### Qwen3-4B-f16:Q6_K

Here is a Python implementation of two functions as requested:

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

---

### ✅ **Function 1: `is_prime(n)`**

This function checks if a number is a prime. It follows these steps:

- If `n` is less than 2, it's not prime.
- If `n` is 2, it's a prime.
- If `n` is even, it's not a prime (since 2 is the only even prime).
- For odd numbers greater than 2, it checks for divisibility by all odd numbers from 3 up to the square root of `n`. If any of them divide `n`, it's not a prime.

---

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

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

---

### 🧩 **Code Implementation**

```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 d in range(3, max_divisor, 2):
        if n % d == 0:
            return False
    return True

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

---

### 🧪 **Example Output**

When you call `print_primes_up_to_50()`, it will print 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 function `is_prime` is efficient because it only checks up to the square root of `n`, reducing the number of iterations needed.
- The `print_primes_up_to_50` function uses the `is_prime` function to ensure correctness and reusability.
The number 1 is not considered a prime, and it will not be printed.

VERDICT: This works

### Qwen3-4B-f16:Q8_0

Here is a well-structured and efficient implementation of the two required functions in Python:

---
### ✅ Function 1: `is_prime(n)`

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

**Key steps:**
- If `n < 2`, it is not prime.
- If `n == 2`, it is the smallest prime.
- If `n` is even (i.e., `n % 2 == 0`), it is not prime.
- For odd numbers greater than 2, check for divisors from 3 up to the square root of `n`, stepping by 2 (to skip even numbers).

---

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

This function uses the `is_prime` function to print all prime numbers from 1 to 50 (inclusive).

**Key steps:**
- Loop through all numbers from 1 to 50.
- For each number, check if it is prime using `is_prime`.
- If it is, print it.

---

### ✅ Full Python Code:

```python
import math

def is_prime(n):
    """
    Check if a number is prime.
    Parameters:
    n (int): The number to check.

    Returns:
    bool: True if the number is prime, False otherwise.
    """
    if n < 2:
        return False
    if n == 2:
        return True
    if n % 2 == 0:
        return False
    max_divisor = int(math.sqrt(n)) + 1
    for i in range(3, max_divisor, 2):
        if n % i == 0:
            return False
    return True

def print_primes_up_to_50():
    """    
    Print all prime numbers from 1 to 50.
    """
    for num in range(1, 51):
        if is_prime(num):
            print(num)
```
---

### 🧪 Example Output
When you run `print_primes_up_to_50()`, the output will be:

```
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 is efficient and avoids unnecessary checks by only testing odd numbers.
- The `print_primes_up_to_50` function uses the `is_prime` function to filter and display only the prime numbers in the desired range.

This implementation is clean, readable, and follows good Python programming practices.

VERDICT: This works

## 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.

### Qwen-4B-Q2_K

hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,hello,20 times.

### Qwen3-4B-f16:Q3_K_S

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

### Qwen3-4B-f16:Q3_K_M

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

### Qwen3-4B-f16:Q4_K_S

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

### Qwen3-4B-f16:Q4_K_M

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

### Qwen3-4B-f16:Q5_K_S

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

### Qwen3-4B-f16:Q5_K_M

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

### Qwen3-4B-f16:Q6_K

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

### Qwen3-4B-f16:Q8_0

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