TEST BANK d d
Introduction to Statistical Investigations,
d d d d
nd
2 Edition Nathan Tintle; Beth L. Chance
d d d d d d
d Chapters 1 - 11, Complete
d d d d
FOR INSTRUCTOR USE ONLY
d d d
,TABLE OF CONTENTS
d d d
Chapter 1 – Significance: How Strong is the Evidence
d d d d d d d d d
Chapter 2 – Generalization: How Broadly Do the Results Apply?
d d d d d d d d d d
Chapter 3 – Estimation: How Large is the Effect?
d d d d d d d d d
Chapter 4 – Causation: Can We Say What Caused the Effect?
d d d d d d d d d d d
Chapter 5 – Comparing Two Proportions
d d d d d d
Chapter 6 – Comparing Two Means
d d d d d d
Chapter 7 – Paired Data: One Quantitative Variable
d d d d d d d d
Chapter 8 – Comparing More Than Two Proportions
d d d d d d d d
Chapter 9 – Comparing More Than Two Means
d d d d d d d d
Chapter 10 – Two Quantitative Variables
d d d d d d
Chapter 11 – Modeling Randomness
d d d d
FOR INSTRUCTOR USE ONLY
d d d
,Chapter 1 d
Note: TE =
dd d d d Text entry d TE-N = Text entry - NumericMa
d d d d d d
d = Matching d MS = Multiple select
d d d
MC = Multiple choice d d d TF = True-FalseE =
d d d d
dEasy, M = Medium, H = Hard d d d d d d
CHAPTER 1 LEARNING OBJECTIVES d d d
CLO1-1: Use the chance model to determine whether an observed statistic is unlikely to occur.
d d d d d d d d d d d d d d
CLO1-2: Calculate and interpret a p-value, and state the strength of evidence it provides againstthe null
d d d d d d d d d d d d d d d d
hypothesis.
d
CLO1-3: Calculate a standardized statistic for a single proportion and evaluate the strength
d d d d d d d d d d d d
ofevidence it provides against a null hypothesis.
d d d d d d d d
CLO1-4: Describe how the distance of the observed statistic from the parameter value specifiedby the
d d d d d d d d d d d d d d d
null hypothesis, sample size, and one- vs. two-sided tests affect the strength of evidence
d d d d d d d d d d d d d d
against the null hypothesis.
d d d d
CLO1-5: Describe how to carry out a theory-based, one-proportion z-test.
d d d d d d d d d
Section 1.1: Introduction to Chance Models d d d d d
LO1.1-1: Recognize the difference between parameters and statistics.
d d d d d d d
LO1.1-2: Describe how to use coin tossing to simulate outcomes from a chance model of the ran-dom
d d d d d d d d d d d d d d d d d
choice between two events.
d d d d
LO1.1-3: Use the One Proportion applet to carry out the coin tossing simulation.
d d d d d d d d d d d d
LO1.1-4: Identify whether or not study results are statistically significant and whether or not
d d d d d d d d d d d d d
thechance model is a plausible explanation for the data.
d d d d d d d d d d
LO1.1-5: Implement the 3S strategy: find a statistic, simulate results from a chance model,
d d d d d d d d d d d d d
and comment on strength of evidence against observed study results happening by chance
d d d d d d d d d d d d d
alone.
d
LO1.1-6: Differentiate between saying the chance model is plausible and the chance model is thecorrect
d d d d d d d d d d d d d d d
explanation for the observed data.
d d d d d
FOR INSTRUCTOR USE ONLY d d d
, 1-2 Test Bank for Introduction to Statistical Investigations, 2nd Edition
d d d d d d d d
Questions 1 through 4:
d d d
Do red uniform wearers tend to win more often than those wearing blue uniforms in
d d d d d d d d d d d d d d
Taekwondo matches where competitors are randomly assigned to wear either a red or blue
d d d d d d d d d d d d d d
uniform? In a sample of 80 Taekwondo matches, there were 45 matches where thered
d d d d d d d d d d d d d d d
uniform wearer won.
d d d
1. What is the parameter of interest for this study?
d d d d d d d d
A. The long-run proportion of Taekwondo matches in which the red uniform
d d d d d d d d d d
wearerwins d d
B. The proportion of matches in which the red uniform wearer wins in a sample of
d d d d d d d d d d d d d d
80Taekwondo matches
d d d
C. Whether the red uniform wearer wins a match d d d d d d d
D. 0.50 d
Ans: A; LO: 1.1-1; Difficulty: Easy; Type: MC
d d d d d d d
2. What is the statistic for this study?
d d d d d d
A. The long-run proportion of Taekwondo matches in which the red uniform
d d d d d d d d d d
wearerwins d d
B. The proportion of matches in which the red uniform wearer wins in a sample of
d d d d d d d d d d d d d d
80Taekwondo matches
d d d
C. Whether the red uniform wearer wins a match d d d d d d d
D. 0.50 d
Ans: B; LO: 1.1-1; Difficulty: Easy; Type: MC
d d d d d d d
3. Given below is the simulated distribution of the number of ―red wins‖ that could happen
d d d d d d d d d d d d d d
by chance alone in a sample of 80 matches. Based on this simulation, is our observed result
d d d d d d d d d d d d d d d d d
statistically significant?
d d
A. Yes, since 45 is larger than 40. d d d d d d
B. Yes, since the height of the dotplot above 45 is smaller than the height of
d d d d d d d d d d d d d d
thedotplot above 40.
d d d d
C. No, since 45 is a fairly typical outcome if the color of the winner‘s uniform
d d d d d d d d d d d d d d
FOR INSTRUCTOR USE ONLY d d d
Introduction to Statistical Investigations,
d d d d
nd
2 Edition Nathan Tintle; Beth L. Chance
d d d d d d
d Chapters 1 - 11, Complete
d d d d
FOR INSTRUCTOR USE ONLY
d d d
,TABLE OF CONTENTS
d d d
Chapter 1 – Significance: How Strong is the Evidence
d d d d d d d d d
Chapter 2 – Generalization: How Broadly Do the Results Apply?
d d d d d d d d d d
Chapter 3 – Estimation: How Large is the Effect?
d d d d d d d d d
Chapter 4 – Causation: Can We Say What Caused the Effect?
d d d d d d d d d d d
Chapter 5 – Comparing Two Proportions
d d d d d d
Chapter 6 – Comparing Two Means
d d d d d d
Chapter 7 – Paired Data: One Quantitative Variable
d d d d d d d d
Chapter 8 – Comparing More Than Two Proportions
d d d d d d d d
Chapter 9 – Comparing More Than Two Means
d d d d d d d d
Chapter 10 – Two Quantitative Variables
d d d d d d
Chapter 11 – Modeling Randomness
d d d d
FOR INSTRUCTOR USE ONLY
d d d
,Chapter 1 d
Note: TE =
dd d d d Text entry d TE-N = Text entry - NumericMa
d d d d d d
d = Matching d MS = Multiple select
d d d
MC = Multiple choice d d d TF = True-FalseE =
d d d d
dEasy, M = Medium, H = Hard d d d d d d
CHAPTER 1 LEARNING OBJECTIVES d d d
CLO1-1: Use the chance model to determine whether an observed statistic is unlikely to occur.
d d d d d d d d d d d d d d
CLO1-2: Calculate and interpret a p-value, and state the strength of evidence it provides againstthe null
d d d d d d d d d d d d d d d d
hypothesis.
d
CLO1-3: Calculate a standardized statistic for a single proportion and evaluate the strength
d d d d d d d d d d d d
ofevidence it provides against a null hypothesis.
d d d d d d d d
CLO1-4: Describe how the distance of the observed statistic from the parameter value specifiedby the
d d d d d d d d d d d d d d d
null hypothesis, sample size, and one- vs. two-sided tests affect the strength of evidence
d d d d d d d d d d d d d d
against the null hypothesis.
d d d d
CLO1-5: Describe how to carry out a theory-based, one-proportion z-test.
d d d d d d d d d
Section 1.1: Introduction to Chance Models d d d d d
LO1.1-1: Recognize the difference between parameters and statistics.
d d d d d d d
LO1.1-2: Describe how to use coin tossing to simulate outcomes from a chance model of the ran-dom
d d d d d d d d d d d d d d d d d
choice between two events.
d d d d
LO1.1-3: Use the One Proportion applet to carry out the coin tossing simulation.
d d d d d d d d d d d d
LO1.1-4: Identify whether or not study results are statistically significant and whether or not
d d d d d d d d d d d d d
thechance model is a plausible explanation for the data.
d d d d d d d d d d
LO1.1-5: Implement the 3S strategy: find a statistic, simulate results from a chance model,
d d d d d d d d d d d d d
and comment on strength of evidence against observed study results happening by chance
d d d d d d d d d d d d d
alone.
d
LO1.1-6: Differentiate between saying the chance model is plausible and the chance model is thecorrect
d d d d d d d d d d d d d d d
explanation for the observed data.
d d d d d
FOR INSTRUCTOR USE ONLY d d d
, 1-2 Test Bank for Introduction to Statistical Investigations, 2nd Edition
d d d d d d d d
Questions 1 through 4:
d d d
Do red uniform wearers tend to win more often than those wearing blue uniforms in
d d d d d d d d d d d d d d
Taekwondo matches where competitors are randomly assigned to wear either a red or blue
d d d d d d d d d d d d d d
uniform? In a sample of 80 Taekwondo matches, there were 45 matches where thered
d d d d d d d d d d d d d d d
uniform wearer won.
d d d
1. What is the parameter of interest for this study?
d d d d d d d d
A. The long-run proportion of Taekwondo matches in which the red uniform
d d d d d d d d d d
wearerwins d d
B. The proportion of matches in which the red uniform wearer wins in a sample of
d d d d d d d d d d d d d d
80Taekwondo matches
d d d
C. Whether the red uniform wearer wins a match d d d d d d d
D. 0.50 d
Ans: A; LO: 1.1-1; Difficulty: Easy; Type: MC
d d d d d d d
2. What is the statistic for this study?
d d d d d d
A. The long-run proportion of Taekwondo matches in which the red uniform
d d d d d d d d d d
wearerwins d d
B. The proportion of matches in which the red uniform wearer wins in a sample of
d d d d d d d d d d d d d d
80Taekwondo matches
d d d
C. Whether the red uniform wearer wins a match d d d d d d d
D. 0.50 d
Ans: B; LO: 1.1-1; Difficulty: Easy; Type: MC
d d d d d d d
3. Given below is the simulated distribution of the number of ―red wins‖ that could happen
d d d d d d d d d d d d d d
by chance alone in a sample of 80 matches. Based on this simulation, is our observed result
d d d d d d d d d d d d d d d d d
statistically significant?
d d
A. Yes, since 45 is larger than 40. d d d d d d
B. Yes, since the height of the dotplot above 45 is smaller than the height of
d d d d d d d d d d d d d d
thedotplot above 40.
d d d d
C. No, since 45 is a fairly typical outcome if the color of the winner‘s uniform
d d d d d d d d d d d d d d
FOR INSTRUCTOR USE ONLY d d d
