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