TEST BANK
Introduction to Statistical Investigations,
2nd Edition Nathan Tintle; Beth L. Chance
Chapters 1 - 11, Complete
TEST BANK
Introduction to Statistical Investigations,
2nd Edition Nathan Tintle; Beth L. Chance
Chapters 1 - 11, Complete
TEST BANK
Introduction to Statistical I...
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
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CHAPTER 1 LEARNING OBJECTIVES IIll IIll IIll
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
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null hypothesis.
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CLO1-3: Calculate a standardized statistic for a single proportion and evaluate the strength
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ofevidence 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
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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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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-dom
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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
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thechance 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,
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and comment on strength of evidence against observed study results happening by chance
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alone. IIll
LO1.1-6: Differentiate between saying the chance model is plausible and the chance model is
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thecorrect explanation for the observed data.
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FOR INSTRUCTOR USE IIll IIll
ONLY
IIll
, 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
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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
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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
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wearerwins IIll Il
B. The proportion of matches in which the red uniform wearer wins in a sample of
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80Taekwondo matches IIll Il I Il l
C. Whether the red uniform wearer wins a match IIll IIll IIll IIll IIll IIll IIll
3. Given below is the simulated distribution of the number of ―red wins‖ that could happen
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by chance alone in a sample of 80 matches. Based on this simulation, is our observed result
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statistically significant?
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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
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thedotplot above 40. IIll Il IIll IIll
C. No, since 45 is a fairly typical outcome if the color of the winner‘s uniform
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FOR INSTRUCTOR USE IIll IIll
ONLY IIll
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