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Statistics, section 2, Fall 2019
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Utts - Seeing Through Statistics 4/e (Homework)

James Finch

Statistics, section 2, Fall 2019

Instructor: Dr. Friendly

Current Score : 14 / 101

Due : Sunday, January 27, 2030 23:30 EST

Last Saved : n/a Saving... ()

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Question

Points

1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16
3/3	1/20	5/7	0/2	1/6	1/3	3/3	–/1	0/2	–/8	–/5	–/3	–/7	–/4	–/9	–/18

Total

14/101 (13.9%)

Instructions

Seeing through Statistics, 4th edition, by Jessica Utts and published by Cengage Learning, develops statistical literacy and critical thinking through real-world applications, with an emphasis on ideas, not calculations. This text focuses on the key concepts that educated citizens need to know about statistics. These ideas are introduced in interesting applied and real contexts, without using an abundance of technicalities and calculations that only serve to confuse students.

New for Spring 2021! Question 1 is an example of a Concept Video Question. (CV) Concept Video questions provide students with a Concept Video along with two to three comprehension questions. Concept Videos are 7-10 minutes in length and are designed to help students with big picture understanding of statistics.

New for Spring 2021! Question 2 is an example of a new Select Your Scenario question type. (SYS) Select Your Scenario problems provide students with 3 different contexts to choose from. They select the scenario most relevant to them, and then solve the problem. Regardless of which scenario the student chooses, they will be required to answer questions demonstrating knowledge of a learning objective, making them the perfect questions to assign toward the end of a chapter. Students can use SALT to answer this question.

Question 3 showcases the ability to grade student responses using fill-in-the-blank sentences and multiple choice. Grading the answers this way avoids essay mode while still requiring the student to demonstrate that the key points are understood.

Question 4 requires the student to select all correct answers simultaneously.

Question 5 is an example of how boxplots are graded. Students can use SALT to answer this question.

Question 6 includes an example of how histogram plots are graded. Students can use SALT to answer this question.

Question 7 highlights the ability to grade numerical entries. Areas under normal curves are also shown featured. Students can use SALT to answer this question.

Question 8 highlights pie charts and bar charts.

Question 9 highlights time series plots and asks the student to identify which plot has misleading units.

Question 10 highlights scatter plots and is typical of questions on regression found in this book. Students can use SALT to answer this question.

Question 11 highlights the conceptual, rather than the computational, aspects of hypothesis testing and is typical of many of the questions found in this book.

Question 12 is a Concept Question where students are asked to provide a short answer to a prompt, then answer a multiple choice question about the sample prompt, then reflect on their original answer.

Question 13 is a Simulation Question utilizing the JMP Applet.

Question 14 is a Stats in Practice Question that demonstrates the use of videos displayed within a question, followed by multiple-choice and discussion questions in a unique two-part accordion-style type of display.

Question 15 is an example of a Statistical Lab.

Question 16 highlights Milestone 1, the first step in presenting and tracking Project Milestones for a statistical research project. This demo assignment allows many submissions and allows you to try another version of the same question for practice wherever the problem has randomized values.

The answer key and solutions will display after the first submission for demonstration purposes. Instructors can configure these to display after the due date or after a specified number of submissions.

Assignment Submission

For this assignment, you submit answers by question parts. The number of submissions remaining for each question part only changes if you submit or change the answer.

Assignment Scoring

Your last submission is used for your score.

1. 3/3 points | Previous Answers USeeStat4 1.CE.001.CV. My Notes

2. 1/20 points | Previous Answers USeeStat4 8.SYS.002.S. My Notes

Question Part

Points

Submissions Used

1/1

–/1

1/100

0/100

Total

1/20

Instructions

Select Your Scenario:

This problem contains data for 3 different scenarios: Travel and Tourism, Business, and Sports.

Read the scenarios, and once finished, you will be asked to select which scenario you would like to be assessed on.

You will not be asked to answer questions for the other 2 scenarios.

Travel and Tourism

When you travel by airplane, have you ever wondered about whether your flight might be delayed from taking off or from landing? This is an important consideration as you will need to arrange transportation to your final destination after you arrive at the airport. To help track airline performance, the U.S. Bureau of Transportation Statistics of the Department of Transportation publishes statistics. For the purposes of this dataset, a flight is considered delayed if it arrived at (or departed from) the gate 15 minutes or more after the scheduled arrival (or departure) time as reflected in the Computerized Reservation System.

We will explore the distribution of monthly percentage of domestic flights delayed in the United States using a sample of data for the years 2010 through 2019 by making a histogram with bins starting at 9% and a bin width of 3%. We will then determine the z-scores for a delayed percentage of (a) 16% and (b) 25%.

The dataset consists of the percentage of flights delayed for each month for years 2010 through 2019 for domestic flights in the United States.

†Airline Performance: Bureau of Transportation Statistics. (2020, September 1). On-Time Performance - Flight Delays at a Glance. United States Department of Transportation. https://www.transtats.bts.gov/HomeDrillChart.asp
Year	Month	Delayed (%)
2010	January	18.58
2010	February	19.66
2010	March	18.3
2010	April	13.83
2010	May	18.55

Business

Undergraduate business students at a public university in the midwestern United States ran a café one semester and collected data each business day to help make sound business decisions and to be more profitable. Among other things, the daily total cash register sales were recorded.

We will explore the distribution of daily total sales for this café using a sample of data from one semester by making a histogram of Sales ($) with bins starting at $60 and a bin width of $25. We will then determine the z-scores for a day when total sales were (a) $200 and (b) $90.

The dataset consists of data recorded across one semester including an index number that puts the observations in chronological order, the day of the week, and the total sales in dollars.

†http://jse.amstat.org/jse_data_archive.htm
Index	Day of Week	Sales($)
1	Tuesday	199.95
2	Wednesday	195.74
3	Thursday	102.68
4	Friday	162.88
5	Monday	101.76

Sports

It goes without saying that professional basketball players are tall. Height obviously matters when it comes to playing basketball and tall people are more efficient because they can reach the basket easily, allowing for more points per game, as well as more rebounds and blocked shots. If you watch National Basketball Association (NBA) games regularly, you certainly notice that many players are quite tall.

We will explore the distribution of NBA player heights using a sample of players active in the 2019-2020 season by making a histogram of "HEIGHT (INCHES)" with bins stating at 68 inches and a bin width of 2 inches. We will then determine the z-scores for players who are (a) 72 inches (6'0") and (b) 85 inches (7'1").

The dataset consists of the NBA player's name, team, and height, measured in inches, for players active in the 2019-2020 season.

†https://www.nba.com/stats/players/bio/
Player	Team	Height (Inches)
Aaron Gordon	ORL	80
Aaron Holiday	IND	73
Abdel Nader	OKC	77
Adam Mokoka	CHI	77
Admiral Schofield	WAS	77

Click the link below to begin the question by choosing a topic.

Pick your topic.

Choose the topic on which you would like to be assessed. Once you select your scenario, you cannot change your topic.

Travel and Tourism Business correct

Sports

Note: If you select Skip, you will be assessed on the Travel and Tourism topic.

Question

Instructions

Select Your Scenario:

First, select the tab that corresponds to the topic you chose above.

Note: Click the SALT button in the tab corresponding to the topic you chose.

Travel and Tourism

The dataset consists of the percentage of flights delayed for each month for years 2010 through 2019 for domestic flights in the United States.

†Airline Performance: Bureau of Transportation Statistics. (2020, September 1). On-Time Performance - Flight Delays at a Glance. United States Department of Transportation. https://www.transtats.bts.gov/HomeDrillChart.asp
Year	Month	Delayed (%)
2010	January	18.58
2010	February	19.66
2010	March	18.3
2010	April	13.83
2010	May	18.55

Import the dataset into SALT for analyzing.

A button hyperlink to the SALT program that reads: Use SALT.

Business

The dataset consists of data recorded across one semester including an index number that puts the observations in chronological order, the day of the week, and the total sales in dollars.

†http://jse.amstat.org/jse_data_archive.htm
Index	Day of Week	Sales($)
1	Tuesday	199.95
2	Wednesday	195.74
3	Thursday	102.68
4	Friday	162.88
5	Monday	101.76

Import the dataset into SALT for analyzing.

Sports

The dataset consists of the NBA player's name, team, and height, measured in inches, for players active in the 2019-2020 season.

†https://www.nba.com/stats/players/bio/
Player	Team	Height (Inches)
Aaron Gordon	ORL	80
Aaron Holiday	IND	73
Abdel Nader	OKC	77
Adam Mokoka	CHI	77
Admiral Schofield	WAS	77

Import the dataset into SALT for analyzing.

After you have clicked the tab for your selected topic and read the problem, answer the questions below.

(a)

Use SALT to summarize the data and fill in the following table, rounding values to four decimal places as needed.

Variable	N	Mean	Standard Deviation	Median	Minimum Value	Maximum Value
Numerical Variable	(No Response) 529	(No Response) 78.3932	(No Response) 3.4505	(No Response) 78	(No Response) 69	(No Response) 89

(b)

Create a histogram with "Starting Point" and "Bin/Class Width" values asked for.

The distribution for this variable (No Response)

mound shaped and (No Response)

at least roughly symmetric.

(c)

Determine the relative standing for the two data values of interest using the z-score formula appropriate for samples. Round your answers to two decimal places.

Data value (a).

x − x

(No Response)

-1.85

Data value (b).

x − x

(No Response)

1.91

Data value (a) is (No Response)

1.85

standard deviations (No Response)

below

the mean whereas data value (b) is (No Response)

1.91

standard deviations (No Response)

above

the mean. (Remember to take the absolute value of the z-score to determine the number of standard deviations each data value is away from the mean.)

(d)

Most data points are within three standard deviations of the mean. In other words, most observations will have a z-score that is larger than 3 and less than 3.

Find the data value with a z-score of −3, rounded to two decimal places.

x	=	z · s + x

	=	(No Response) 68.04

Find the data value with a z-score of 3, rounded to two decimal places.

x	=	z · s + x

	=	(No Response) 88.74

Our sample's minimum value (No Response)

is not

further than 3 standard deviations below the mean. Our sample's maximum (No Response)

further than 3 standard deviations above the mean. Upon further inspection of the histogram in SALT it can be observed that (No Response)

almost all

observations would have a z-score between −3 and 3.

You have now completed the question.

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3. 5/7 points | Previous Answers USeeStat4 1.E.006. My Notes

A study reported in the May 17, 2012, issue of The New England Journal of Medicine followed people for an average of 13 years and found that people who consumed two or more cups of coffee a day were less likely to die during the course of the study than those who drank no coffee.

(a)

Was this study a randomized experiment or an observational study? Explain how you know.

It was

an observational study

because coffee drinking over many years

cannot

be randomly assigned.

(b)

Based on this study, can it be concluded that drinking coffee causes people to live longer?

Yes. A cause and effect conclusion can be made based on a randomized experiment. Yes. A cause and effect conclusion can be made based on an observational study. No. A cause and effect conclusion cannot be made based on a randomized experiment. correct

No. A cause and effect conclusion cannot be made based on an observational study.

(c)

The following headlines appeared on news websites reporting these results. In each case, explain whether or not the conclusion in the headline is justified.

(i)

"Coffee positively associated with life expectancy"†Source: http://www.coffeeandhealth. org/2012/05/21/coffee-positively-associated-with-life-expectancy/

Headline (i)

justified because it

does not

imply a causal relationship.

(ii)

"NIH Study: Coffee Really Does Make You Live Longer, After All"†Source: http://www.theatlantic.com/health/archive/2012/05/nih-study-coffee-really-does-make-you-live-longer-afterall/ 257302/

Headline (ii)

is not

justified because it

does

imply a causal relationship.

Solution or Explanation

(a)

It was an observational study. Coffee drinking over many years cannot be randomly assigned.

(b)

No. A cause and effect conclusion cannot be made based on an observational study. There are likely to be other differences between those who drink coffee and those who do not, and perhaps those other differences have an effect on how long someone lives.

(c)

Headline (i) is justified because it does not imply a causal relationship. Headline (ii) is not justified because it does imply a causal relationship.

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4. 0/2 points | Previous Answers USeeStat4 1.E.019. My Notes

5. 1/6 points | Previous Answers USeeStat4 7.E.001.S. My Notes

Consider the following list of ages.

59, 74, 54, 74, 55, 80, 63, 77, 73, 55, 91, 99, 82, 71, 93, 95, 75, 78, 70, 74, 79, 83, 76, 94, 93, 63, 34, 98, 63, 82, 79

(a)

Create a five-number summary for these ages.

Lowest Value Lowest quartile Median Highest quartile Highest value

(b)

Create a boxplot using the five-number summary from part (a).

The box-and-whisker plot has a vertical axis numbered from 30 to 100. The box-and-whisker is also vertical. The bottom whisker is approximately 35, the bottom edge of the box is approximately 62, the line inside the box is approximately 75, the top edge of the box is approximately 84, and the top whisker is approximately 98.

The box-and-whisker plot has a vertical axis numbered from 40 to 100. The box-and-whisker is also vertical. The bottom whisker is approximately 42, the bottom edge of the box is approximately 70, the line inside the box is approximately 77, the top edge of the box is approximately 91, and the top whisker is approximately 99.

The box-and-whisker plot has a vertical axis numbered from 30 to 100. The box-and-whisker is also vertical. The bottom whisker is approximately 54, the bottom edge of the box is approximately 66.5, the line inside the box is approximately 76, the top edge of the box is approximately 82.5, and the top whisker is approximately 99. There is one outlier located at 34.

The box-and-whisker plot has a vertical axis numbered from 30 to 100. The box-and-whisker is also vertical. The bottom whisker is approximately 34, the bottom edge of the box is approximately 63, the line inside the box is approximately 76, the top edge of the box is approximately 83, and the top whisker is approximately 99.

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6. 1/3 points | Previous Answers USeeStat4 7.E.005.S. My Notes

7. 3/3 points | Previous Answers USeeStat4 8.E.008.QR.S. My Notes

The 84th percentile for the Stanford-Binet IQ test is 115. (Recall that the mean is 100 and the standard deviation is 15.)

(a)

Verify that this is true by computing the standardized score and using Table 8.1 or SALT.

z =

(b)

Draw pictures of the original and standardized scores to illustrate this situation, similar to the pictures in Figure 8.4.

original scores

A bell shaped curve is drawn on the graph labeled "IQ Scores". The curve enters the window just above the horizontal axis, goes up and right, changes direction at approximately 100 on the horizontal axis, goes down and right, and exits the window just above the horizontal axis. The area under the curve to the right of 84 is shaded.

standardized scores

Solution or Explanation

(a)

The standardized score is

(115 − 100)

= 1.00;

by Table 8.1 this is the 84th percentile.

(b)

Both pictures are identical bell-shaped curves. The top picture should be centered at 100 and have a line at 115, with 84% of the area below the line at 115 and 16% of the area above it. The bottom picture should look identical, except it is centered at 0 and has the line at 1 instead of 115.

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8. –/1 points USeeStat4 9.E.001. My Notes

Use the pie charts below, create a bar graph comparing eye colors for males and females.

A pie chart titled "Males" has 4 slices of different sizes. The labels and approximate size of the slices are as follows.
Blue: 36.9%.

Brown: 34.2%.

Green: 13.7%.

Hazel: 15.2%.

A pie chart titled "Females" has 4 slices of different sizes. The labels and approximate size of the slices are as follows.
Blue: 30.0%.

Brown: 35.3%.

Green: 18.1%.

Hazel: 16.6%.

A comparative bar chart has 4 groups, each with a "Males" bar and a "Females" bar.

The vertical axis is labeled "Percentage," with values from 0 to 40.

From left to right, the 4 groups, each of their two bars, and the approximate heights of each bar are as follows.

Blue: Males: 34.2; Females: 35.3

Brown: Males: 36.9; Females: 30

Green: Males: 15.2; Females: 16.6

Hazel: Males: 13.7; Females: 18.1

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9. 0/2 points | Previous Answers USeeStat4 9.E.006. My Notes

Figure 9.12a, which displays rising postal rates, is an example of a graph with misleading units because the prices are not adjusted for inflation. The graph actually has another problem as well. Use the checklist in Section 9.6 to determine the problem; then redraw the graph correctly (but still use the unadjusted prices).

The graph contains a series of 10 points connected by line segments. The horizontal axis has values from 71 to 95. All of the points occur at labeled tickmarks that are evenly spaced along the horizontal axis.
The segments start at (71, 8),

go right to (74, 8),

go up to (74, 10),

go right to (75, 10),

go up to (75, 13),

go right to (78, 13),

go up to (78, 15),

go right to (3/81, 15),

go up to (3/81, 18),

go right to (11/81, 18),

go up to (11/81, 20),

go right to (85, 20),

go up to (85, 22),

go right to (88, 22),

go up to (88, 25),

go right to (91, 25),

go up to (91, 29),

go right to (95, 29),

and go up to stop at (95, 32).

Comment on the difference between Figure 9.12a and your new picture.

The years on the axis are not evenly spaced to reflect when the prices changed. There are immediate jumps when the prices changed. The years on the axis are not evenly spaced to reflect when the prices changed. There is a gradual change when the prices increased. The years on the axis are evenly spaced to show the rate of increase. There are immediate jumps when the prices changed. The years on the axis are evenly spaced to show the rate of increase. There is a gradual change when the prices increased.

Solution or Explanation

The problem is that the years on the horizontal axis are not evenly spaced. They reflect when prices changed. If redrawn correctly the increases over the years are less even. To be truly accurate, there should be immediate jumps at the times the prices changed, rather than showing gradual change. See the figure below.

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10. –/8 points USeeStat4 10.E.026.S. My Notes

The table below gives the self-reported heights of 10 college women ("daughter's height"), along with the heights of their mothers.

Daughter's height (y)	Mother's height (x)
60	62
68	67
65	64
66	65
67	65
62	63
69	65
63	61
61	59
65	67

(a)

Draw a scatter plot for these data, placing Mother's height (in inches) on the horizontal axis and Daughter's height (in inches) on the vertical axis.

A scatter plot has a horizontal axis labeled "Mother's height (inches)" with values from 58 to 70 and a vertical axis labeled "Daughter's height (inches)" with values from 58 to 70. The scatter plot has 10 points. A pattern goes up and right from (59, 60) to (67, 69). The points are scattered widely from the pattern.

A scatter plot has a horizontal axis labeled "Daughter's height (inches)" with values from 58 to 70 and a vertical axis labeled "Mother's height (inches)" with values from 58 to 70. The scatter plot has 10 points. A pattern goes up and right from (60, 59) to (69, 67). The points are scattered moderately from the pattern.

Comment on whether or not it looks like there is a general linear relationship and, if so, whether it is positive or negative.

There appears to be a positive linear relationship. There appears to be a negative linear relationship. There appears to be no linear relationship.

(b)

Using Excel, SALT, a calculator, or other software, find the correlation between the mother's and daughter's heights (in inches). (Round your answer to four decimal places.)

Do the value and the sign (positive or negative) make sense based on the scatterplot from part (a)? Explain.

It makes sense because the scatter plot shows relationship.

(c)

Using Excel, SALT a calculator, or other software, find the intercept and slope for the regression equation with

x = mother's height (in inches)

and

y = daughter's height (in inches).

(Round your answers to four decimal places.)

intercept slope

(d)

The equation you found in part (c) might be useful for predicting the height (in inches) of a female from her mother's height (in inches) before the daughter is fully grown. Use the equation to predict the height (in inches) of the daughter of a mother who is 62 inches tall. (Round your answer to one decimal place.)

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11. –/5 points USeeStat4 22.E.005. My Notes

12. –/3 points USeeStat4 19.CQ.002. My Notes

This question is related to sampling distribution.

If a normal population has a standard deviation σ = 38.9, what is the standard error of the mean (standard deviation of the x's) if samples of size 16 are selected? What is the standard error if samples of size 49 are taken? What is the standard error if samples of size 100 are taken? (Round your answers to two decimal places.)

Regardless of sample size, why is the standard deviation of the x's always smaller than the standard deviation of the population?

This answer has not been graded yet.

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13. –/7 points USeeStat4 10.JMP.004. My Notes

14. –/4 points USeeStat4 3.CE.001.SIP. My Notes

15. –/9 points USeeStat4 9.Lab.001.Excel. My Notes

Statistical Lab

Background

The National Institutes of Health conducts ongoing surveys of US adults called the Health Information National Trends Survey (hereafter abbreviated HINTS).

From the National Institutes of Health: "The HINTS data collection program was created to monitor changes in the rapidly evolving field of health communication. Survey researchers are using the data to understand how adults 18 years and older use different communication channels, including the Internet, to obtain vital health information for themselves and their loved ones...."

A doctor and a patient are talking in an examination room.

The most recent round of data collection occurred over the course of September 2013–November, 2013 in HINTS 4 Cycle 3. In this lab, you will be using a subset of the HINTS 4 Cycle 3 data to practice creating effective and informative graphical representations of data, which may include histograms and pie charts.
About the Data
For this lab, you need to download the hintsdata.csv dataset. The variables you will be working with are as follows.
- Age—assume each person's age was rounded to the nearest year; for example, a person in the age
  range [19.5, 20.5)
  would have a reported age of 20, and a person in the
  range [20.5, 21.5)
  would have a reported age of 21, and so on.
- Gender—the gender of the respondent; categories include 1 = Male and 2 = Female.
- GeneralHealth—how the respondent rates their overall health; categories include 1 = Excellent, 2 = Very Good, 3 = Good, 4 = Fair, 5 = Poor.
General Notes
A few important aspects of creating effective graphical displays of data include the following.
1. labeling your graphs with descriptive titles
2. ensuring that the x- and y-axes have appropriate labels
3. setting the axes to meaningful and/or useful scales
Your graphs are expected to have these three characteristics.
Tech Guide

You will need to use the Excel Tech Guide.
Lab Questions

Create a histogram of the variable Age with class intervals 10 years wide. (Submit a file with a maximum size of 1 MB.)

This answer has not been graded yet.

Describe the shape of the above histogram.

The distribution is , centered near , with variability.

Create a pie chart of the variable GeneralHealth. (Submit a file with a maximum size of 1 MB.)

This answer has not been graded yet.

Describe how the majority of people in the survey feel about their general state of health.

The majority of people in the survey feel that their general state of health is .

You wish to determine if the age of the respondents who perceive themselves to be in good health differs from the age of the respondents who perceive themselves to be in poor health. Do this by creating two histograms. For the first histogram, plot the variable Age using only the data from respondents who rate their overall health as Excellent, Very Good, or Good. For the second histogram, plot the variable Age using only the data from respondents who rate their overall health as Fair or Poor. Make sure to label your histograms and make sure that they have the same limits for the x-axis, y-axis, and class intervals, so that they can be directly compared. (Submit a file with a maximum size of 1 MB.)

This answer has not been graded yet.

Briefly discuss.

This answer has not been graded yet.

Compare how men and women rate their general state of health using a comparative chart. Using your chart, briefly compare and contrast how men and women rate their general state of health.

This answer has not been graded yet.

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16. –/18 points USeeStat4 PJT.1.001. My Notes

Question Part

Points

Submissions Used

–/1

0/100

Total

–/18

Milestone 1: Research Design

Question 1

What is your research question?

Your research question should be based on a topic that interests you and that you can reasonably obtain data for. Try to make your research question as specific as possible. Form a research question about a population that you will be able to sample. Some examples of research questions are: "Are students at my college able to taste the difference between regular coffee and decaffeinated coffee?", "Does the GPA, age, and number of credits needed for graduation for juniors at my university differ between transfer students and non-transfer students?", "Have the new water rates in my water district changed residents' water usage habits?", and "Do recent graduates from the business department at my university get larger starting salaries on average if they have participated in a summer internship?"

This answer has not been graded yet.
Question 2

Has any research already been done that might help with your project?

You can search your university's online database to find articles that discuss research that has already been done on your research question. Please make note of any articles or other sources that helped guide your research question and research design. You will be asked to provide references to any sources you used.

This answer has not been graded yet.
Question 3

What is your population of interest?

Your population of interest will be closely related to your research question. For instance, if you are testing the freshman 15 theory and you believe that students at your college do not gain 15 pounds on average over the course of freshman year, then your population of interest is the students at your college who have completed freshman year.

This answer has not been graded yet.
Question 4

Describe your sampling plan.

You want to ensure that your sample is representative of the population of interest. How will you target your population of interest? Sampling involves tradeoffs; you may have to settle for a convenience sample, which is fine for this project as long as you acknowledge this. Sampling is about doing the best you can with the resources you have at your disposal.

This answer has not been graded yet.
Question 5

Will this sample be representative of the population of interest? If so, why? If not, what population will the sample be representative of?

Is there any group of people within the population of interest that your sampling plan is likely to miss? For instance, if you are using a random sample of landline telephone numbers from your state in order to achieve a random sample of residents in your state, then you are missing all of the residents of your state who only have a cell phone and do not have a landline. Or, if your population of interest is all adults in your country, but you only conduct interview of adults from your local community, then your sample is only representative of the adults in your local community.

This answer has not been graded yet.

Question 6

What variables will you measure?

Make sure that the variables you choose are measurable. If you are performing an experiment where you are comparing two skin creams to determine which gives the skin a more youthful glow, how exactly will you measure "youthful glow"? Are there other variables that you will collect because they too may be of interest? Age? Gender? Level of education? Is your variable type numeric or categorical? If your variable type is numeric, is it discrete or continuous? Do your variables need to be measured using special equipment?

Variable	Type	How will you measure it?
		This answer has not been graded yet.
		This answer has not been graded yet.
		This answer has not been graded yet.
		This answer has not been graded yet.

Question 7

Describe your study design.

Will you be conducting an observational study or performing an experiment? What will your sample size be? If you will be performing an experiment, will there be a placebo? If so, describe the placebo. Will the experiment be blinded? Double-blinded? Who will carry out the experiment and how?

This answer has not been graded yet.

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Utts - Seeing Through Statistics 4/e (Homework)

Current Score : 14 / 101

Due : Sunday, January 27, 2030 23:30 EST

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Instructions

Assignment Submission

Assignment Scoring

JMP Applet

(a)

(b)

(c)

(d)

(e)

Stats in Practice

Part I - Multiple Choice Questions

Part II - Discussion Question

Statistical Lab

Background

About the Data

General Notes

Tech Guide

Lab Questions

Milestone 1: Research Design

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

1	2
0/1	0/1
1/100	1/100