...StatCrunch Assignment 2 First save this file to your computer. Answer each of the following questions, then resave the file along with your answers and turn it in using the assignment link in Module 3, Activity 4. the first four problems are worth 10 points each. Problems 5 and 6 are worth 30 points each. 1. If the original sample is 48, 55, 43, 61, 39, which of the following would not be a possible bootstrap sample? Explain why it wouldn’t be. a) 48, 55, 43, 61, 39 b) 43, 39, 56, 43, 61 c) 55, 48, 55, 48, 61 d) 39, 39, 39, 39, 39 2. The following bootstrap output is for mileage of a random sample of 25 mustang cars. Based on a 90% confidence interval, which of the following would not be a plausible value of the population mean, µ? Explain why it wouldn’t be. a) 60.01 b) 80.01 c) 55 d) 52 3. Which of the following p-values would provide more evidence in support of the alternate hypothesis and against the null hypothesis? Explain your answer. a) 0.15 b) 0.85 c) 0.009 d) 0.05 4. In a sample of 56 addicts, 28 were given a new drug to help them overcome their addiction, while the remaining 28 were given the current drug. The following is the output from a randomization test for the difference in the proportion of addicts suffering relapses. a) What is the difference in proportions in the original data? b) What is the p-value and what does it mean in terms of this specific problem? In StatCrunch Assignment 1A, you selected a random sample of 30 StatCrunch U students...
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...The Mid-Term Project is worth 100 points. Please download this document to your computer and save it using the naming convention specified in the course syllabus. For the Mid-Term Project you will be using the MM207 Student Data Set, the survey codebook, and StatCrunch as necessary. You should enter your answers/responses directly after the question. There is no need to retype the project. After completing and saving the project, submit your project in the Mid-Term Drop Box. In the course, go to Unit 4 -> Instructor Graded Project -> StatCrunch to access the MM207 Student Data Set. When the page loads you will need to click on Data Set on the left side of the page. You do not need a StatCrunch ID or a password to access the data set; simply click the on Data Set to load the data file. Name: 1. In the following situation identify the implied population. A recent report on the weekly news presented the findings of a study on the effectiveness of Onglyza, along with diet and exercise, for treating diabetes. Implied population is people with diabetes. 2. In the following scenario identify the type of statistical study that was conducted. A Gallop poll surveyed 1,018 adults by telephone, and 22% of them reported that they smoked cigarettes within the past week. Polls are an Observational type of study as they do not try to sway the numbers. Statistical stats are gathered to measure ‘variables of interest’. 3. In the following scenario what is the statistic...
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...MM207 Final Project 1. Using the MM207 Student Data Set: a) What is the correlation between student cumulative GPA and the number of hours spent on school work each week? Be sure to include the computations or StatCrunch output to support your answer. My answer : 0.27817234 (from StatCrunch): Correlation between Q10 What is your cumulative Grade Point Average at Kaplan University? and Q11 How many hours do you spend on school work each week? is: 0.27817234 b) Is the correlation what you expected? My answer: No. I expected the correlation to be much higher because the more hours you study should equate to a much higher GPA – in theory that is. c) Does the number of hours spent on school work have a causal relationship with the GPA? My answer: Yes. I was going to say no (because of the low correlation above), until I did a scatter plot. This shows that MM207 Final Project there definitely is a casual relationship between study time and GPA. yuck. There are 2 points on the right that most likely could be excluded. d) What would be the predicted GPA for a student who spends 16 hours per week on school work? Be sure to include the computations or StatCrunch output to support your prediction. My answer: 3.6 from StatCrunch Group by: Q11 How many hours do you spend on school work each week? Q11 How many hours do you spend on school work each week? 3 4 5 6 7 8 10 11 Mean 3.6666667 2 3.3775 3.0714285 3.75 3.352 2.9693334 3.6466668 n 3 1 8 7 2 5 30 3 ...
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...survey codebook, and StatCrunch as necessary. You should enter your answers/responses directly after the question. There is no need to retype the project. After completing and saving the project, submit your project in the Final Drop Box. In the course, go to Unit 9 -> Instructor Graded Project -> StatCrunch to access the MM207 Student Data Set. When the page loads you will need to click on Data Set on the left side of the page. You do not need a StatCrunch ID or a password to access the data set; simply click the on Data Set to load the data file. Name: Crystal Card 1. Using the MM207 Student Data Set: a) What is the correlation between student cumulative GPA and the number of hours spent on school work each week? Be sure to include the computations or StatCrunch output to support your answer. Correlation between Q10 What is your cumulative Grade Point Average at Kaplan University? and Q11 How many hours do you spend on school work each week? is: 0.27817234 b) Is the correlation what you expected? I usually get better grades when I spend more time doing school work so I assumed a high correlation. c) Does the number of hours spent on school work have a causal relationship with the GPA? Yes, more hours spent seems to effect the causes of better grades d) What would be the predicted GPA for a student who spends 16 hours per week on school work? Be sure to include the computations or StatCrunch output to support...
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...You can use StatCrunch to assist with the calculations. A link for StatCrunch can be found under Tools for Success in Course Home. Here is also a link: http://statcrunch.pearsoncmg.com/statcrunch/larson_les4e/dataset/index.html. You can also find additional help on both confidence intervals and StatCrunch in the Online Math Workshop under Tab: “MAT300 Archived Workshops”. Specifically you will be looking for Hypothesis Tests and Using Technology – Hypothesis Testing. Submit your answers in Excel, Word or pdf format. Submit your file through the M&M® project link in the weekly course content. Be sure to state clear hypotheses, test statistic values, critical value or p-value, decision (reject/fail to reject), and conclusion in English (what does reject/fail to reject the null mean in terms of your hypotheses). When doing calculations for the color proportions, keep at least 4-6 decimal places sample proportions, otherwise you will encounter large rounding errors. Masterfoods USA states that their color blends were selected by conducting consumer preference tests, which indicated the assortment of colors that pleased the greatest number of people and created the most attractive overall effect. On average, they claim the following percentages of colors for M&Ms® milk chocolate candies: 24% blue, 20% orange, 16% green, 14% yellow, 13% red and 13% brown. 3 pts. Test their claim that the true proportion of blue M&Ms® candies is 0.24 at the 0.05 significance level...
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...StatCrunch Assignment 2 First save this file to your computer. Answer each of the following questions, then resave the file along with your answers and turn it in using the assignment link in Module 3, Activity 4. the first four problems are worth 10 points each. Problems 5 and 6 are worth 30 points each. 1. If the original sample is 48, 55, 43, 61, 39, which of the following would not be a possible bootstrap sample? Explain why it wouldn’t be. a) 48, 55, 43, 61, 39 b) 43, 39, 56, 43, 61 c) 55, 48, 55, 48, 61 d) 39, 39, 39, 39, 39 The answer is be because the number “56” is not part of the original data so it cannot be used in bootstrapping. 2. The following bootstrap output is for mileage of a random sample of 25 mustang cars. Based on a 90% confidence interval, which of the following would not be a plausible value of the population mean, µ? Explain why it wouldn’t be. a) 60.01 b) 80.01 c) 55 d) 52 Based on the 90% confidence interval, the values are between 5th percentile and 95th percentile, which are between 52.096 and 80.012 3. Which of the following p-values would provide more evidence in support of the alternate hypothesis and against the null hypothesis? Explain your answer. a) 0.15 b) 0.85 c) 0.009 The greater the P-Value, the easier it is to justify rejecting the null hypothesis. d) 0.05 4. In a sample of 56 addicts, 28 were given a new drug to help them overcome their addiction, while the remaining 28 were given the current drug...
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...MAT 300 M&Ms® Project Part 4 (21 pts) Use the M&Ms® data to complete this assignment. You will be using the methods of 7.4 for the color proportions and 7.2 for the mean number of candies per bag. For the Bonus you will be using the methods of 7.5. You can use StatCrunch to assist with the calculations. A link for StatCrunch can be found under Tools for Success in Course Home. Here is also a link: http://statcrunch.pearsoncmg.com/statcrunch/larson_les4e/dataset/index.html. You can also find additional help on both confidence intervals and StatCrunch in the Online Math Workshop under Tab: “MAT300 Archived Workshops”. Specifically you will be looking for Hypothesis Tests and Using Technology – Hypothesis Testing. Submit your answers in Excel, Word or pdf format. Submit your file through the M&M® project link in the weekly course content. Be sure to state clear hypotheses, test statistic values, critical value or p-value, decision (reject/fail to reject), and conclusion in English (what does reject/fail to reject the null mean in terms of your hypotheses). When doing calculations for the color proportions, keep at least 4-6 decimal places sample proportions, otherwise you will encounter large rounding errors. Masterfoods USA states that their color blends were selected by conducting consumer preference tests, which indicated the assortment of colors that pleased the greatest number of people and created the most attractive overall effect. On average, they...
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...same year. (Notes: In 1968 there was a tie in the Best Actress category, and the mean of the two ages is used; in 1932 there was a tie in the Best Actor category, and the mean of the two ages is used. These data are suggested by article “Ages of Oscar-winning Best Actors and Actress,” by Richard Brown and Gretchen Davis, Mathematics Teacher magazine. In that article, the year of birth of the award winner was subtracted from the year of the awards ceremony, but the ages in the tables below are based on the birth date of the winner and the date of the awards ceremony.) Analyzing the Results 1. Go to MyStatLab → Statcrunch → StatCrunch website → Open StatCrunch and will take you to the spreadsheet and use Data to load your data in excel onto the spreadsheet, Graph for all graphs, Stat for all analysis use it to answer question 2 to 4. Copy and paste all graphs and statcrunch output for full credit. 2. First explore the data using suitable statistics and graphs such as histogram, boxplot, etc. Use the results to make info In the histogram for actress mostly actresses received the Oscar in the age group between 20-40. The maximum number of actresses received the Oscar in the age group between 25-20. In the histogram for actors they mostly received Oscars at the age group between 30-50. The maximum number of actors received the Oscar in the age group between 40-45. The two boxes are a little different with the median of actress lower than that of actors. . Both...
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...Measures of Location The average is also referred to as the arithmetic mean or simply the mean. The mean is a measure of the center of the data. Average and mean are used interchangeably to label the result of the sum of all measurements divided by the number of measurements. In mathematical notation the formula for calculating the sample mean is given below. x=x1+x2+…+xnn=i=1nxin If the value given represents the mean of all values in a population it is denoted μ. When the data are from a sample, the calculated value, in this case the mean, is referred to as a statistic. When the data represent the entire population, the value is referred to as a parameter. The primary goal of this course is to learn techniques for which we will use sample statistics to estimate or make inference about parameters. Example 1: Compute the mean of the list of numbers: 1, 5, 7, 10, 12 Answer: x=1+5+7+10+125=355=7 Example 2: In the Spring 2012 Elementary Statistics, 161 students submitted a valid numeric value, denoted xi , for the number of texts in the month prior to the date this data was collected and i=1161xi=251,832. The average number of texts in the month prior for the Spring 2012 Elementary Statistics class at ACPHS was _____________________________ Example 3: The MHEALTH.xlsx contains data for 40 male patients. Denote the variable for BMI (body mass index) as xi . Suppose i=140xi=1,039.9. The mean BMI in the male patients in this data set is _____________________....
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...The Mid-Term Project is worth 100 points. Please download this document to your computer and save it using the naming convention specified in the course syllabus. For the Mid-Term Project you will be using the MM207 Student Data Set, the survey codebook, and StatCrunch as necessary. You should enter your answers/responses directly after the question. There is no need to retype the project. After completing and saving the project, submit your project in the Mid-Term Drop Box. In the course, go to Unit 4 -> Instructor Graded Project -> StatCrunch to access the MM207 Student Data Set. When the page loads you will need to click on Data Set on the left side of the page. You do not need a StatCrunch ID or a password to access the data set; simply click the on Data Set to load the data file. Name: 1. In the following situation identify the implied population. A recent report on the weekly news presented the findings of a study on the effectiveness of Onglyza, along with diet and exercise, for treating diabetes. Based on chapter one reading the population is the population in a statistical study is the complete set of people or things being studied (Bennett, Briggs, Triola, 2009). Therefore the population consists of all diabetic patients. 2. In the following scenario identify the type of statistical study that was conducted. A Gallop poll surveyed 1,018 adults by telephone, and 22% of them reported that they smoked cigarettes within the past week. Based on...
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...To find the datasets for these problems, enter our course homepage on MyMathLab and click on the StatCrunch link in the menu on the left side of the page. You will see a link to view “data sets from your textbook”. Click this link. When StatCrunch opens, there will be a menu at the left called “Data Sets Chapter Menu”. Scroll down to the chapter that is referenced in the problems below, and click on the problem number to open the appropriate data set. 1. Vegetarians and Omnivores. Philosophical and health issues are prompting an increasing number of Taiwanese to switch to a vegetarian lifestyle. A study by Lu et al., published in the Journal of Nutrition (Vol. 130, pp. 1591-1596), compared the daily intake of nutrients by vegetarians and omnivores living in Taiwan. Among the nutrients considered was protein. Too little protein stunts growth and interferes with all bodily functions; too much protein puts a strain on the kidneys, can cause diarrhea and dehydration, and can leach calcium from bones and teeth. Independent random samples of 51 female vegetarians and 53 female omnivores yielded the data, in grams, on daily protein intake presented in the Chapter 10 data sets, problem #10.51. Do the data provide sufficient evidence to conclude that the mean daily protein intakes of female vegetarians and female omnivores differ? Perform the required hypothesis test at the 1% significance level. a. Determine and state the type of test that should be performed to answer the...
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...of Statistics FL Student Survey, as described on pp. 22 and 23 of Statistics Georgia Student Survey, as described on pp. 22, 23, and 151 of Statistics Olympic High Jump, as described on pp. 124, 125, and 128 of Statistics Introduction o Introduce the Learning Team members and the data set. o Briefly explain how the data was gathered and identify the study population. Descriptive Statistics o Define descriptive statistics and list the various descriptive measures. o Explain how descriptive statistical analysis increases understanding of the data. o Include an original graph created with StatCrunch that uses at least one descriptive statistical measure to illustrate the data set. Inferential Statistics o Define statistical inference and include and explain at least one original inferential statistical calculation. o Use StatCrunch to check the calculation and show the steps in your presentation. o Explain how inferential statistical analysis increases understanding of the data. Null Hypothesis Testing o Explain the purpose of null hypothesis testing and provide examples of null hypotheses that may be tested with the data set. o Explain the logic of hypothesis testing and the role of the null hypothesis. Implications for Future Research o Differentiate between descriptive and inferential statistics and how they support...
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...MAT 300 M&Ms® Project Part 3 (21 pts) We will be constructing confidence intervals for the proportion of each color as well as the mean number of candies per bag. You will use the methods of 6.3 for the proportions and 6.1 for the mean. For the Bonus, you will use the sample size formula on page 338. You can use StatCrunch to assist with the calculations. A link for StatCrunch can be found under Tools for Success in Course Home. Here is also a link: http://statcrunch.pearsoncmg.com/statcrunch/larson_les4e/dataset/index.html. You can also find additional help on both confidence intervals and StatCrunch in the Online Math Workshop under Tab: “MAT300 Archived Workshops”. Specifically you will be looking for Confidence Intervals and Using Technology – CI. Submit your answers in Excel, Word or pdf format. Submit your file through the M&M® project link in the weekly course content. If calculating by hand, be sure to keep at least 4-6 decimal places for the sample proportions to eliminate large rounding errors. Answers 3 pts. Construct a 95% Confidence Interval for the proportion of blue M&Ms® candies. 95% Confidence Interval for proportion is given by [pic] where p = x/n = 810/4049 = 0.200049395, [pic]= 1.959963985, n = 4049 Therefore, CI is given by, [pic] = (0.187727588, 0.212371202) Thus with 95% confidence we can claim that the proportion of blue M&Ms® candies is within (18.77%, 21.24%). Details |Confidence Interval Estimate...
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...MM207 Final Project 175 total students took the survey 42+4+3+7+1+1 =58 students travel less than 5 miles to work 58/175=0.33142857142857142857142857142857 1-0.33142857142857142857142857142857=0.66857142857142857142857142857143 (1.96/.02)^2*0.33142857142857142857142857142857*0.66857142857142857142857142857143 =9604 * 0.33142857142857142857142857142857 = 3183.04 =3183.04 * 0.66857142857142857142857142857143 =2128.0896 173 answered the question 42+4+3+7+1+1 =58 students travel less than 5 miles to work 58/173=0.3352601156069364161849710982659 1-0.3352601156069364161849710982659=0.6647398843930635838150289017341 (1.96/.02)^2 * 0.6647398843930635838150289017341 = = 9604*0.3352601156069364161849710982659*0.6647398843930635838150289017341 =2140.3548397874970764141802265361 10. (-1) A professor at Kaplan University claims that the average age of all Kaplan students is 36 years old. Use a 95% confidence interval to test the professor's claim. Is the professor's claim reasonable or not? Explain. My answer: YES, it is because the intervals are roughly 36-419the professor’s claim is pretty accurate. But, 36<36.36. This is where Statistics draws the hard line, no more “roughly” or “approximately”. If the Prof had said 36.25, you would still reject because 36.25<36.36. interval are 36.36-41.137 size= 175 mean=37.94857 standard deviation=10.726628 sum=6641 6641/175=37.948571428571428571428571428571 or 37.95 sqrt of 175=13.228756555322952952508078768196 st...
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...What is economic? Economic is a study of how people make choices among the alternatives. Since the resources that are available to world are very scarce, it is important to study economic in order to make the best choice that can maximize the total profits. Real life cases are the best examples for studying economic concepts. In this paper, there are three real life cases that illustrate economic concepts base on the Case in Point boxes from the Course Reader. The first case will define the economic concepts: choice, scarcity, and cost. The second case will describe how the stock market puts supply and demand to work. The last case will present the effects can be caused by private and external costs. Case in Point: Chapter 1.1-Defining Economics; Section 1-Scarcity, Choice, and Cost What Is Wrong With The Oil Productions? Why is oil harmful? Petroleum or oil had come to the existence about four thousand years ago. Oil is now one of the required resources for every day's activities. For instance, products like mechanical engines, cars, cooking, tar for roads, etc. needs oil to function. Even though oil has many choices of how it can be produced, it is a scarce resource. As a scarce resource, oil is very limited and cannot be reproduced or recycled. As a result, there are many opportunity costs for producing oil. For instance, one of the opportunity costs for producing oil is a healthy environment. Additionally, money is the most costly opportunity cost for the oil production...
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