TEST BANK Introduction to Statistical Investigations, 2/// nd Edition Nathan Tintle; Beth L. Chance Chapters 1 - 11, Complete DR ERIC

TEST BANK Introduction to Statistical Investigations, 2/// nd Edition Nathan Tintle; Beth L. Chance Chapters 1 - 11, Complete DR ERIC DR ERIC FOR INSTRUCTOR USE ONLY TABLE OF CONTENTS Chapter 1 – Significance: How Strong is the Evidence Chapter 2 – Generalization: How Broadly Do the Results Apply? Chapter 3 – Estimation: How Large is the Effect? Chapter 4 – Causation: Can We Say What Caused the Effect? Chapter 5 – Comparing Two Proportions Chapter 6 – Comparing Two Means Chapter 7 – Paired Data: One Quantitative Variable Chapter 8 – Comparing More Than Two Proportions Chapter 9 – Comparing More Than Two Means Chapter 10 – Two Quantitative Variables Chapter 11 – Modeling Randomness DR ERIC DR ERIC FOR INSTRUCTOR USE ONLY Chapter 1 Note: TE = Text entry TE-N = Text entry - NumericMa = Matching MS = Multiple select MC = Multiple choice TF = True-FalseE = Easy, M = Medium, H = Hard CHAPTER 1 LEARNING OBJECTIVES CLO1-1: Use the chance model to determine whether an observed statistic is unlikely to occur. CLO1-2: Calculate and interpret a p-value, and state the strength of evidence it provides againstthe null hypothesis. CLO1-3: Calculate a standardized statistic for a single proportion and evaluate the strength of evidence it provides against a null hypothesis. CLO1-4: Describe how the distance of the observed statistic from the parameter value specifiedby the null hypothesis, sample size, and one- vs. two-sided tests affect the strength of evidence against the null hypothesis. CLO1-5: Describe how to carry out a theory-based, one-proportion z-test. Section 1.1: Introduction to Chance Models LO1.1-1: Recognize the difference between parameters and statistics. LO1.1-2: Describe how to use coin tossing to simulate outcomes from a chance model of the ran-dom choice between two events. LO1.1-3: Use the One Proportion applet to carry out the coin tossing simulation. LO1.1-4: Identify whether or not study results are statistically significant and whether or not the chance model is a plausible explanation for the data. LO1.1-5: Implement the 3S strategy: find a statistic, simulate results from a chance model, and comment on strength of evidence against observed study results happening by chance alone. LO1.1-6: Differentiate between saying the chance model is plausible and the chance model is thecorrect explanation for the observed data. DR ERIC DR ERIC FOR INSTRUCTOR USE ONLY 1-2 Test Bank for Introduction to Statistical Investigations, 2nd Edition Questions 1 through 4: Do red uniform wearers tend to win more often than those wearing blue uniforms in Taekwondo matches where competitors are randomly assigned to wear either a red or blue uniform? In a sample of 80 Taekwondo matches, there were 45 matches where thered uniform wearer won. 1. What is the parameter of interest for this study? A. The long-run proportion of Taekwondo matches in which the red uniform wearerwins B. The proportion of matches in which the red uniform wearer wins in a sample of 80 Taekwondo matches C. Whether the red uniform wearer wins a match D. 0.50 Ans: A; LO: 1.1-1; Difficulty: Easy; Type: MC 2. What is the statistic for this study? A. The long-run proportion of Taekwondo matches in which the red uniform wearerwins B. The proportion of matches in which the red uniform wearer wins in a sample of 80 Taekwondo matches C. Whether the red uniform wearer wins a match D. 0.50 Ans: B; LO: 1.1-1; Difficulty: Easy; Type: MC 3. Given below is the simulated distribution of the number of ―red wins‖ that could happen by chance alone in a sample of 80 matches. Based on this simulation, is our observed result statistically significant? A. Yes, since 45 is larger than 40. B. Yes, since the height of the dotplot above 45 is smaller than the height of the dotplot above 40. C. No, since 45 is a fairly typical outcome if the color of the winner‘s uniform was determined by chance alone. DR ERIC DR ERIC FOR INSTRUCTOR USE ONLY Introduction to Financial Statements 1-3 D. No, since we could have observed a value greater than 45 just by random chance. Ans: C; LO: 1.1-4; Difficulty: Medium; Type: MC 4. What can we conclude from the results of this study? Select all that apply. A. The results of this study are something that could easily have happened if thecolor of the winner‘s uniform was determined by chance alone. B. We do not have convincing evidence against the ―by-chance-alone‖ model. C. The results of this study prove that the color of the winner‘s uniform was determined by chance alone. D. We do not have convincing evidence that red uniform wearers tend to win moreoften than those wearing blue uniforms. Ans: A, B, D; LO: 1.1-6; Difficulty: Hard; Type: MS Questions 5 through 8: Suppose you are testing to see if your dog, Hope, understands pointing towards an object. You place two objects about 2.5 meters away, then you point towards one of the objects. In 20 trials,Hope goes to the correct object 13 times (or 65%). 5. Fill in the blanks with the correct One Proportion applet inputs to carry out an appropriate simulation of this process, if Hope does not understand pointing towards an object and isjust guessing. Probability of success: Sample size: Number of samples: Ans: 0.5 (Tol: 0), 20 (Tol: 0), Any integer as larger or larger than 1000; LO: 1.1-3; Difficulty: Easy; Type: TE-N 6. Match the parts of the real study corresponding to the physical (coin-flipping) simulation: Coin flip = Heads = Tails = Chance of heads = One repetition = A. 0.5, probability of Hope going to the correct object B. Hope going to the correct object C. Hope going to the incorrect object D. One set of 20 attempts by Hope E. Hope going to an object Ans: E, B, C, A, D; LO: 1.1-2; Difficulty: Medium; Type: Ma DR ERIC DR ERIC 1-4 Test Bank for Introduction to Statistical Investigations, 2nd Edition FOR INSTRUCTOR USE ONLY 7. Given below is the resulting simulation distribution from the One Proportion applet. Basedon this simulation, do we have convincing evidence against the observed study results happening by chance alone? A. No, since 0.65 is a fairly typical outcome if Hope was just guessing. B. No, since we could have observed a value greater than 0.65 just by random chance. C. Yes, since 0.65 is larger than 0.5. D. Yes, since the height of the dotplot above 0.65 is smaller than the height of the dotplot above 0.5. Ans: A; LO: 1.1-5; Difficulty: Medium; Type: MC 8. Which of the following is NOT a step in the 3S Strategy for measuring strength of evidence? A. Strength of evidence B. Statistic C. Sample D. Simulate Ans: C; LO: 1.1-5; Difficulty: Easy; Type: MC Questions 9 through 12: True or False? 9. A parameter is a number summarizing the results in the sample. Ans: False; LO: 1.1-1; Difficulty: Easy; Type: TF 10. A result that is unlikely to occur just by chance alone is called statistically significant. Ans: True; LO: 1.1-4; Difficulty: Easy; Type: TF 11. If an observed statistic is statistically significant, then we have strong evidence that the chance-alone explanation is correct. Ans: False; LO: 1.1-5; Difficulty: Medium; Type: TF DR ERIC DR ERIC 1-4 Test Bank for Introduction to Statistical Investigations, 2nd Edition FOR INSTRUCTOR USE ONLY 12. If an observed statistic is NOT statistically significant, then the chance model is plausible. DR ERIC DR ERIC Introduction to Financial Statements 1-5 FOR INSTRUCTOR USE ONLY Ans: True; LO: 1.1-6; Difficulty: Medium; Type: TF Section 1.2: Measuring Strength of Evidence LO1.2-1: Use appropriate symbolsfor parameter and statistic. LO1.2-2: State the null and the alternative hypotheses in words and in terms of the symbol π, thelong-run proportion. LO1.2-3: Explain how to conduct a simulation using a null hypothesis probability that is not 50-50. LO1.2-4: Use the One Proportion applet to obtain the p-value after carrying out an appropriatesimulation. LO1.2-5: Anticipate the location of the center of the null distribution and how it changes based onwhether you are using proportion or count as the statistic. LO1.2-6: Interpret the p-value. LO1.2-7: Explain why a smaller p-value provides stronger evidence against the null hypothesis. LO1.2-8: State a conclusion about the alternative hypothesis and null hypothesis based on the p￾value. Questions 13 through 18: A survey on 1,500 high school seniors who took the SAT and who completed an optional web survey shows that 55% of high school seniors are fairly certain that they will participate in a studyabroad program in college. Does this survey provide convincing evidence that the majority (morethan 50%) of all high school seniors who take the SAT are fairly certain they will participate in a study abroad program in college? 13. What is the value of the statistic and its proper notation in this study?A. 0.55 B. pˆ 0.55 C. 825 D. pˆ 825 Ans: B; LO: 1.2-1; Difficulty: Easy; Type: MC 14. Under the null hypothesis, what is the value of the parameter of interest and its proper notation in this study? A.