TEST BANK z z
Introduction to Statistical Investigations,
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2nd Edition Nathan Tintle; Beth L. Chance
z z z z z z
Chapters 1 - 11, Complete
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FOR INSTRUCTOR USE ONLY
,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?
z z z z z z z z z z z
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
z z z z z z z z
Chapter 10 – Two Quantitative Variables
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Chapter 11 – Modeling Randomness
z z z z
FOR INSTRUCTOR USE ONLY
,Chapter 1 z
Note: TE = Text entry
zzz z z z TE-N = Text entry - NumericMa
z z z z z z
z = Matching z MS = Multiple select z z z
MC = Multiple choice z z z TF = True-FalseE =
z z z z
z Easy, M = Medium, H = Hard 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.
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CLO1-2: Calculate and interpret a p-value, and state the strength of evidence it provides againstthe null
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hypothesis.
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CLO1-3: Calculate a standardized statistic for a single proportion and evaluate the strength of
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evidence 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
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null hypothesis, sample size, and one- vs. two-sided tests affect the strength of evidence against
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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-dom
z z z z z z z z z z z z z z z z z
choice between two events.
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 the
z z z z z z z z z z z z z z
chance model is a plausible explanation for the data.
z z z z z z z z z
LO1.1-5: Implement the 3S strategy: find a statistic, simulate results from a chance model, and
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comment on strength of evidence against observed study results happening by chance alone.
z 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 the correct
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explanation for the observed data.
z z z z z
FOR INSTRUCTOR USE ONLY
, 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
z z z z z z z z z z z z z z
Taekwondo matches where competitors are randomly assigned to wear either a red or blue
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uniform? In a sample of 80 Taekwondo matches, there were 45 matches where thered uniform
z z z z z z z z z z z z z z z z
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 80
z z z z z z z z z z z z z z z
Taekwondo matches
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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-run proportion of Taekwondo matches in which the red uniform wearerwins
z 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 80
z z z z z z z z z z z z z z z
Taekwondo matches
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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 by
z z z z z z z z z z z z z z z
chance alone in a sample of 80 matches. Based on this simulation, is our observed result
z z z z z z z z z z z z z z z z
statistically significant?
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A. Yes, since 45 is larger than 40.
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B. Yes, since the height of the dotplot above 45 is smaller than the height of the
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dotplot above 40.
z z z
C. No, since 45 is a fairly typical outcome if the color of the winner‘s uniform was
z z z z z z z z z z z z z z z
determined by chance alone.
z z z z
FOR INSTRUCTOR USE ONLY
Introduction to Statistical Investigations,
z z z z
2nd Edition Nathan Tintle; Beth L. Chance
z z z z z z
Chapters 1 - 11, Complete
z z z z z
FOR INSTRUCTOR USE ONLY
,TABLE OF CONTENTS
z z z
Chapter 1 – Significance: How Strong is the Evidence
z z z z z z z z z
Chapter 2 – Generalization: How Broadly Do the Results Apply?
z z z 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
,Chapter 1 z
Note: TE = Text entry
zzz z z z TE-N = Text entry - NumericMa
z z z z z z
z = Matching z MS = Multiple select z z z
MC = Multiple choice z z z TF = True-FalseE =
z z z z
z Easy, M = Medium, H = Hard 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-value, and state the strength of evidence it provides againstthe null
z z z z z z z z z z z z z z z z
hypothesis.
z
CLO1-3: Calculate a standardized statistic for a single proportion and evaluate the strength of
z z z z z z z z z z z z z
evidence it provides against a null hypothesis.
z z z z z z z
CLO1-4: Describe how the distance of the observed statistic from the parameter value specifiedby the
z z z z z z z z z z z z z z z
null hypothesis, sample size, and one- vs. two-sided tests affect the strength of evidence against
z z z z z z z z z z z z z z z
the null hypothesis.
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-dom
z z z z z z z z z z z z z z z z z
choice between two events.
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 the
z z z z z z z z z z z z z z
chance model is a plausible explanation for the data.
z z z z z z z z z
LO1.1-5: Implement the 3S strategy: find a statistic, simulate results from a chance model, and
z z z z z z z z z z z z z z
comment on strength of evidence against observed study results happening by chance alone.
z 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 the correct
z z z z z z z z z z z z z z z
explanation for the observed data.
z z z z z
FOR INSTRUCTOR USE ONLY
, 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
z z z z z z z z z z z z z z
Taekwondo matches where competitors are randomly assigned to wear either a red or blue
z z z z z z z z z z z z z z
uniform? In a sample of 80 Taekwondo matches, there were 45 matches where thered uniform
z z z z z z z z z z z z z z z z
wearer won.
z z
1. What is the parameter of interest for this study?
z z z z z z z z
A. The long-run proportion of Taekwondo matches in which the red uniform wearerwins
z 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 80
z z z z z z z z z z z z z z z
Taekwondo matches
z 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-run proportion of Taekwondo matches in which the red uniform wearerwins
z 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 80
z z z z z z z z z z z z z z z
Taekwondo matches
z 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 by
z z z z z z z z z z z z z z z
chance alone in a sample of 80 matches. Based on this simulation, is our observed result
z z z z z z z z z z z z z z z z
statistically significant?
z 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 the
z z z z z z z z z z z z z z z
dotplot above 40.
z z z
C. No, since 45 is a fairly typical outcome if the color of the winner‘s uniform was
z z z z z z z z z z z z z z z
determined by chance alone.
z z z z
FOR INSTRUCTOR USE ONLY
