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Statistics Question Collection 1/e (Homework)

James Finch

Math - College, section 1, Fall 2019

Instructor: Dr. Friendly

Current Score : 8 / 16

Due : Sunday, January 27, 2030 00:00 EST

Last Saved : n/a Saving...  ()

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Question
Points
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1/1 1/1 1/1 –/3 1/3 –/3 4/4
Total
8/16 (50.0%)

  • Instructions

    Statistics Question Collection content is built around 200+ learning objectives organized by sections across 24 modules, enabling you to teach what you want to teach, how you want to teach, when you want to teach it. With the power of WebAssign, you have the flexibility to cherry-pick and organize these self-contained learning objectives to seamlessly align with your syllabus and teaching style. Real-world data sets, technology guides, 500+ relevant examples and 1500+ assessments across a variety of major-specific interests provide the context students need to connect the dots to the statistical concepts at hand.

    Question 1 includes a solution/explanation that can be displayed for the student after the assignment is completed.

    Question 2 highlights the use of multiple-choice-style answers.

    Question 3 is an example of a problem that uses randomized values so that each student gets a slightly different version of the problem. It also shows a multiple choice grading method involving a pulldown menu.

    Question 4 is a good demonstration of the numerical type of answer grading. For the first answer, the student will be graded as correct as long as they provide an answer that is rounded to no less than two decimal places. More exact answers will also be accepted. For the second answer, only an exact answer will be graded as correct.

    Question 5 is similar to Question 5 except that only exact answers are accepted. Note that use of randomized values and the inclusion of a solution/explanation that is displayed to the student after the assignment has been completed.

    Question 6 demonstrates the ability to link out to tables or technology tools within the body of a question.

    Question 7 includes many of the features previously demonstrated, but all in a single question, which highlights the versatility of the system. It also includes a link to a Watch It video that provides step-by-step instruction that is ideal for visual learners. Finally, this question also provides a link to SALT - Cengage's Statistical Analysis and Learning Tool. 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. 1/1 points  |  Previous Answers StatsQC1 1.1A.002. My Notes
Question Part
Points
Submissions Used
1
1/1
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1/1
 
The 70-year long-term record for weather shows that for a particular state, annual precipitation has a mean of 39.66 inches and a standard deviation of 4.35 inches.
The phrase "mean of 39.66 inches" is an example of which of the following types of statistics?
     Correct: Your answer is correct.


Solution or Explanation
Because 39.66 inches is the actual mean number of inches of precipitation for the 70-year record rather than a predicted or estimated mean, this is an example of descriptive statistics.
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2. 1/1 points  |  Previous Answers StatsQC1 2.1B.002. My Notes
Question Part
Points
Submissions Used
1
1/1
2/50
Total
1/1
 
Consider the implications of an experiment.
Determine whether the following statement is true or false.
For observational studies, it is possible to both reach cause and effect conclusions and generalize from the sample to the population of interest, since the study design incorporates random selection.
     Correct: Your answer is correct.


Solution or Explanation
False. For observational studies, it is not possible to reach cause and effect conclusions, but it is possible to generalize from the sample to the population of interest, if the study design incorporates random selection.
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3. 1/1 points  |  Previous Answers StatsQC1 3.1A.004. My Notes
Question Part
Points
Submissions Used
1
1/1
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1/1
 
Given a population of size 705, how many digits should be read at a time in the random number table?
For a population of size 705, Correct: Your answer is correct. seenKey

three

 digits should be read at a time in the random number table.


Solution or Explanation
For a population of size 705, three digits should be read at a time in the random number table. If the population has 1–10 individuals, then single-digit numbers need to be used. If the population has 11–100, then 2-digit numbers need to be used. If the population has 101–1,000, then 3-digit numbers need to be used. Remember, that if you have 10 individuals, you can number them 0–9.
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4. –/3 points StatsQC1 4.3E.007.DS. My Notes
Question Part
Points
Submissions Used
1 2 3
–/1 –/1 –/1
0/50 0/50 0/50
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–/3
 
Given a presidential opinion poll in the fall of 2016, the number of people who said they would vote for Donald Trump as president of the United States of America was noted. The question was asked to seven groups of 100 people, and the number of people who responded "yes" was recorded. The data are as follows.
44, 55, 53, 56, 58, 63, 69
A separate study asked seven different groups of 100 people if they would vote for Hillary Clinton. The mean number of people that said "yes" was 48, and the standard deviation was 12 people.
(a)
What is the coefficient of variation for the number of people who said they would vote for Donald Trump? (Round your answer to two decimal places.)
%
(b)
What is the coefficient of variation for the number of people who said they would vote for Hillary Clinton?
%
(c)
Which candidate had greater variability in the expected number of votes, as measured by the coefficient of variation?
    
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5. 1/3 points  |  Previous Answers StatsQC1 7.1I.008.CH. My Notes
Question Part
Points
Submissions Used
1 2 3
0/1 0/1 1/1
1/50 1/50 1/50
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1/3
 
A nutritionist estimates that 59% of her patients stick to the eating plan she helps them design. She also knows that 47% of her patients are diabetic. Additionally she knows that 19.27% of her patients are diabetic and are not sticking to the eating plan she helped them design.
(a)
What proportion of her patients are not sticking to the eating plan she helped them design?
Incorrect: Your answer is incorrect. seenKey

0.41
(b)
What proportion of her patients are diabetic?
Incorrect: Your answer is incorrect. seenKey

0.47
(c)
Within the nutritionist's patients, being diabetic and not sticking to the eating plan she helped design are which of the following?
     Correct: Your answer is correct.


Solution or Explanation
(a)
The question asked for the proportion, not the percent, of the patients not sticking to the eating plan she helped design, that is, the complement of the proportion of patients sticking to the eating plan.
1 − 
59
100
 = 0.41
(b)
The proportion of diabetic patients is
47
100
 = 0.47.
(c)
If P(diabetic ∩ not sticking to the plan) = P(diabetic) · P(not sticking to the plan), then the events "diabetic" and "not sticking to the plan" are independent.
Since
19.27
100
 = (0.41)(0.47),
 then being diabetic and not sticking to the eating plan the nutritionist helped design are independent.
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6. –/3 points StatsQC1 17.1C.008. My Notes
Question Part
Points
Submissions Used
1 2 3
–/1 –/1 –/1
0/50 0/50 0/50
Total
–/3
 
A herd of 1500 cattle was fed a special high-protein grain for a month. A random sample of 45 cattle was weighed and had gained an average of 7.3 pounds. If the standard deviation of weight gain for the entire herd is 5.1 pounds, test the hypothesis that the average weight gain per cow for the month was more than 7 pounds.
  • Null Hypothesis:
    H0: μ = 7
  • Alternative Hypothesis:
    Ha: μ > 7
(a)
Calculate the test statistic. (Round your answer to two decimal places.)
z =
(b)
Calculate the P-value. (Use a table or technology. Round your answer to four decimal places.)
(c)
Based on
α = 0.05,
 what is the correct conclusion for the hypothesis test?
    
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7. 4/4 points  |  Previous Answers StatsQC1 17.1D.009.CHDS.S. My Notes
Question Part
Points
Submissions Used
1 2 3 4
1/1 1/1 1/1 1/1
1/50 1/50 1/50 1/50
Total
4/4
 
The heights of young men are approximately normally distributed, with a mean of 69.7 inches. A random sample of heights from young men at a large university in the Midwest are listed below (in inches).
73 64 71 75 69 77 70 69 72 70 71
A button hyperlink to the SALT program that reads: Use SALT.
These data were used to calculate the sample mean and standard deviation.
n = 11    x = 71    s = 3.4059
Is there sufficient evidence to say that the mean height for young men at the university is larger than average?
(a)
State the appropriate null and alternative hypotheses.
H0:
 μ Correct: Your answer is correct. seenKey

=

 69.7
Ha:
 μ Correct: Your answer is correct. seenKey

>

 69.7
(b)
Calculate the test statistic. (Round your answer to two decimal places.)
t = Correct: Your answer is correct. seenKey

1.27
(c)
Based on
α = 0.05,
 what is the correct conclusion for the hypothesis test? (Use a table or SALT.)
     Correct: Your answer is correct.


Solution or Explanation
(a)
The null hypothesis is a statement of equality derived from the claim that is made.
The alternative hypothesis will take a "greater than" sign in this case because the researchers are testing if the mean height for young men at the university is larger than the average.
(b)
The test statistic is
t = 
x − μ
s/
n
,
where
n = 11, x = 71, s = 3.4059, μ = 69.7.
t = 
71 − 69.7
3.4059/
11
 = 1.27
(c)
The null hypothesis is a statement of equality representing the claim that was made.
Since the
P-value > α = 0.05,
 you fail to reject the null hypothesis and always state the conclusion in the context of the alternative hypothesis. This means on the basis of the evidence, you cannot conclude that the mean height of young men at the university is larger than 69.7 inches.

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