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

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




FOR INSTRUCTOR USE ONLY
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,TABLE OF CONTENTS
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Chapter 1 – Significance: How Strong is the Evidence
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Chapter 2 – Generalization: How Broadly Do the Results Apply?
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Chapter 3 – Estimation: How Large is the Effect?
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Chapter 4 – Causation: Can We Say What Caused the Effect?
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Chapter 5 – Comparing Two Proportions
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Chapter 6 – Comparing Two Means
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Chapter 7 – Paired Data: One Quantitative Variable
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Chapter 8 – Comparing More Than Two Proportions
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Chapter 9 – Comparing More Than Two Means
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Chapter 10 – Two Quantitative Variables
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Chapter 11 – Modeling Randomness
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FOR INSTRUCTOR USE ONLY
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,Chapter 1 2




Note: TE = Text entry
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2 NumericMa = Matching 2 2 2 MS = Multiple select
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MC = Multiple choice
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FalseE = Easy, M = Medium, H = Hard
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CHAPTER 1 LEARNING OBJECTIVES 2 2 2




CLO1-1: Use the chance model to determine whether an observed statistic is unlikely to occur.
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CLO1-2: Calculate and interpret a p-
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value, and state the strength of evidence it provides againstthe null hypothesis.
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CLO1-
3: Calculate a standardized statistic for a single proportion and evaluate the strength ofevidenc
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e it provides against a null hypothesis.
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CLO1-
4: Describe how the distance of the observed statistic from the parameter value specifiedby the nu
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ll hypothesis, sample size, and one- vs. two-
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sided tests affect the strength of evidence against the null hypothesis.
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CLO1-5: Describe how to carry out a theory-based, one-proportion z-test.
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Section 1.1: Introduction to Chance Models 2 2 2 2 2




LO1.1-1: Recognize the difference between parameters and statistics.
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LO1.1-2: Describe how to use coin tossing to simulate outcomes from a chance model of the ran-
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dom choice between two events.
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LO1.1-3: Use the One Proportion applet to carry out the coin tossing simulation.
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LO1.1-
4: Identify whether or not study results are statistically significant and whether or not thechanc
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e model is a plausible explanation for the data.
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LO1.1-
5: Implement the 3S strategy: find a statistic, simulate results from a chance model, andcomme
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nt on strength of evidence against observed study results happening by chance alone.
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LO1.1-
6: Differentiate between saying the chance model is plausible and the chance model is thecorrect
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explanation for the observed data. 2 2 2 2




FOR INSTRUCTOR USE ONLY 2 2 2

, 1-2 Test Bank for Introduction to Statistical Investigations, 2nd Edition
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Questions 1 through 4:
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Do red uniform wearers tend to win more often than those wearing blue uniforms in Taekwondo
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matches where competitors are randomly assigned to wear either a red or blue uniform? In a sam
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ple of 80 Taekwondo matches, there were 45 matches where thered uniform wearer won.
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1. What is the parameter of interest for this study?
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A. The long-run proportion of Taekwondo matches in which the red uniform wearerwins
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B. The proportion of matches in which the red uniform wearer wins in a sample of 80Taekw
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ondo matches 2



C. Whether the red uniform wearer wins a match 2 2 2 2 2 2 2



D. 0.50 2



Ans: A; LO: 1.1-1; Difficulty: Easy; Type: MC
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2. What is the statistic for this study?
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A. The long-run proportion of Taekwondo matches in which the red uniform wearerwins
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B. The proportion of matches in which the red uniform wearer wins in a sample of 80Taekw
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ondo matches 2



C. Whether the red uniform wearer wins a match 2 2 2 2 2 2 2



D. 0.50 2



Ans: B; LO: 1.1-1; Difficulty: Easy; Type: MC
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3. Given below is the simulated distribution of the number of ―red wins‖ that could happen bychanc
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e alone in a sample of 80 matches. Based on this simulation, is our observed result statistically signi
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ficant?




A. Yes, since 45 is larger than 40. 2 2 2 2 2 2



B. Yes, since the height of the dotplot above 45 is smaller than the height of thedotplot
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above 40. 2



C. No, since 45 is a fairly typical outcome if the color of the winner‘s uniform wasdeterm
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ined by chance alone. 2 2 2




FOR INSTRUCTOR USE ONLY 2 2 2