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