TEST BANK For Introduction to Statistical Investigations, 2nd Edition by Nathan Tintle; Beth L. Chance, Verified Chapters 1 - 11, Complete Newest Version

Introduction to Statistical Investigations,

2nd Edition Nathan Tintle; Beth L. Chance
fg




11, Complete




FOR INSTRUCTOR
fg


USE
fg

,TABLE OF CONTENTS
ty ty




Chapter 1 – Significance: How Strong is the Evidence
fg fg fg fg fg fg fg fg




Chapter 2 – Generalization: How Broadly Do the Results Apply?
fg fg fg fg fg fg fg fg fg




Chapter 3 – Estimation: How Large is the Effect?
fg fg fg fg fg fg fg fg




Chapter 4 – Causation: Can We Say What Caused the Effect?
fg fg fg fg fg fg fg fg fg fg




Chapter 5 – Comparing Two Proportions
fg fg fg fg fg fg




Chapter 6 – Comparing Two Means
fg fg fg fg fg




Chapter 7 – Paired Data: One Quantitative Variable
fg fg fg fg fg fg fg




Chapter 8 – Comparing More Than Two Proportions
fg fg fg fg fg fg fg fg




Chapter 9 – Comparing More Than Two Means
fg fg fg fg fg fg fg fg




Chapter 10 – Two Quantitative Variables
fg fg fg fg fg fg




Chapter 11 – Modeling Randomness
fg fg fg fg




FOR INSTRUCTOR fg


USE
fg

,Chapter 1
Note: TE f g = Text entry f g TE-N = Text entry -f g f g f g f g




NumericMa
fg f g = Matching MS f g = f g Multiple
f g select MC fg f g = Multiple choice f g TF = True- f g f g




FalseE

= Easy, M = Medium,
fg f g fg f g f g H = Hard fg fg




CHAPTER 1 LEARNING OBJECTIVES
f g fg f g




CLO1-1: Use the chance model to determine whether an observed statistic is unlikely to occur.
fg fg fg f g fg fg f g fg fg f g fg f g fg fg




CLO1-2: Calculate and interpret a p-value, and state the strength of evidence it
fg fg f g fg f g fg fg f g f g f g fg f g


provides againstthe null hypothesis.
fg fg fg f g




CLO1-3: Calculate a standardized statistic for a single proportion and evaluate the strength
fg fg fg f g f g fg fg f g fg fg f g fg


ofevidence it provides against a null hypothesis.
fg f g fg f g fg f g f g




CLO1-4: Describe how the distance of the observed statistic from the parameter value
fg f g fg fg f g fg fg fg f g f g fg fg


specifiedby the null hypothesis, sample size, and one- vs. two-sided tests
fg fg f g fg f g f g f g f g f g f g f g


affect the strength of evidence against the null hypothesis.
f g f g f g f g fg f g f g f g f g




CLO1-5: Describe how to carry out a theory-based, one-proportion z-test.
fg fg fg f g fg fg fg fg f g




Section 1.1: Introduction to Chance Models fg fg fg fg fg




LO1.1-1: Recognize the difference between parameters and statistics.
fg fg fg fg fg fg fg




LO1.1-2: Describe how to use coin tossing to simulate outcomes from a chance model
fg fg fg fg f g fg f g f g fg fg fg f g fg


of the ran- dom choice between two events.
fg f g f g fg f g f g f g f g




LO1.1-3: Use the One Proportion applet to carry out the coin tossing simulation.
fg fg fg f g f g fg f g fg f g fg f g f g




LO1.1-4: Identify whether or not study results are statistically significant and whether or
fg fg f g fg f g fg fg fg f g fg f g f g


not thechance model is a plausible explanation for the data.
fg fg f g f g fg f g f g f g f g f g




LO1.1-5: Implement the 3S strategy: find a statistic, simulate results from a chance model,
fg fg fg fg fg fg fg fg fg fg fg fg fg


andcomment on strength of evidence against observed study results happening by
fg fg fg fg fg fg fg fg fg fg fg


chance alone.
fg fg



LO1.1-6: f g Differentiate between saying the chance model is plausible f g f g f g f g f g f g f g f g and f g the f g chance
f g model is thecorrect explanation for the observed data.
f g fg f g fg f g f g f g




FOR INSTRUCTOR fg


USE
fg

, 1-2 Test Bank for Introduction to Statistical Investigations, 2nd Edition
fg fg fg fg fg fg fg fg




Questions 1 through 4:
fg f g f g




Do red uniform wearers tend to win more often than those wearing blue
f g f g f g f g f g f g f g f g f g f g f g f g


uniforms in Taekwondo matches where competitors are randomly assigned to
f g f g fg fg fg fg fg f g f g f g


wear either a red or blue uniform? In a sample of 80 Taekwondo
fg f g fg fg fg fg f g f g f g f g f g f g f g


matches, there were 45 matches where thered uniform wearer won.
f g f g f g f g f g f g fg fg f g f g




1. What is the parameter of interest for this study?
fg fg f g fg f g fg fg f g



A. The long-run proportion of Taekwondo matches in which the red
fg fg f g fg fg f g f g fg f g


uniform wearerwins
fg fg




B. The proportion of matches in which the red uniform wearer wins in
fg f g fg f g f g f g f g f g fg fg fg


a sample of 80Taekwondo matches
fg fg fg fg f g




C. Whether the red uniform wearer wins a match f g fg fg f g fg f g fg



D. 0.50
Ans: A; LO: 1.1-1; Difficulty: Easy; Type: MC
fg fg fg fg fg fg fg




2. What is the statistic for this study?
fg fg f g fg fg fg




A. The long-run proportion of Taekwondo matches in which the red
fg fg f g fg fg f g f g fg f g


uniform wearerwins
fg fg




B. The proportion of matches in which the red uniform wearer wins in
fg f g fg f g f g f g f g f g fg fg fg


a sample of 80Taekwondo matches
fg fg fg fg f g




C. Whether the red uniform wearer wins a match f g fg fg f g fg f g fg




D. 0.50
Ans: B; LO: 1.1-1; Difficulty: Easy; Type: MC
fg fg fg fg fg fg fg




3. Given below is the simulated distribution of the number of ―red wins‖ that could happen
fg fg fg fg fg fg fg fg fg fg fg fg fg fg


bychance alone in a sample of 80 matches. Based on this simulation, is our observed result
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg


statistically significant?
fg f g




A. Yes, since 45 is larger than 40.
fg f g f g fg fg f g



B. Yes, since the height of the dotplot above 45 is smaller than
f g f g fg fg fg fg fg fg fg fg f g


the height of thedotplot above 40.
fg fg f g fg f g f g




C. No, since 45 is a fairly typical outcome if the color of the winner‘s uniform
fg fg fg f g fg f g f g fg fg fg f g fg fg f g


FOR INSTRUCTOR fg


USE fg