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Utts - Seeing Through Statistics 5/e (Homework)

James Finch

Statistics, section 2, Fall 2019

Instructor: Dr. Friendly

Current Score : 20 / 110

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
19/26 1/15 –/4 –/18 –/8 –/5 –/27 –/1 –/3 –/3
Total
20/110 (18.2%)

  • Instructions

    Seeing through Statistics, 5th edition, by Jessica Utts and published by Cengage Learning, helps students discover the impact the science of statistics has on their lives and prepares them to make better decisions when faced with uncertainty. Emphasizing ideas instead of computations, Utts develops statistical literacy and critical thinking skills through engaging, real-world applications. The text highlights the key concepts that educated citizens need to know about statistics. Revisions to the fifth edition focus on currency, inclusivity, relevancy, and the online experience.

    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.


    WebAssign provides a wide range of exercises that enable you to:
    • Gain student interest and encourage critical thinking (#1-4: SALT Tutorial, Select Your Scenario, Stats in Practice, Project Milestones)
    • Explore, visualize and analyze real data with technology (#5-7: Two Statistical Analysis & Learning Tool questions, Stats Labs)
    • Develop conceptual understanding (#8-10: Intro Stats Readiness Bootcamp, Quick Reference, Concept Video Questions)
    Category 1: Gain student interest and encourage critical thinking
    • SALT Tutorial questions enables Intro Stats students to confidently interact with the Statistical Analysis & Learning Tool (SALT) to visualize and analyze data and think statistically.
    • Select Your Scenario questions engage students by letting them pick the topic (from a choice of 3) that most interests them.
    • Stats In Practice Video Questions demonstrate the relevance of topics in a real-world context.
    • Project Milestones enable students to complete a research project across four steps: Research Design, Gather Data, Analyze Data and Present Results.
    Category 2: Explore, visualize and analyze real data with technology
    • The Statistical Analysis & Learning Tool (SALT) enables Intro Stats students to analyze and visualize data and think statistically without getting bogged down in complex computations.
    • The Statistical Analysis & Learning Tool (SALT) enables Intro Stats students to analyze and visualize data and think statistically without getting bogged down in complex computations.
    • Stats Labs provide students with opportunities to get hands-on and analyze real data.
    Category 3: Develop conceptual understanding
    • The Intro Stats Readiness Bootcamp assesses prerequisite skills and provides tutorial support to prepare students for success (This is one question from the prebuilt bootcamp)
    • Quick Reference questions have an extra resource available to students after they have submitted an incorrect answer. Students are provided with a brief and targeted reading that includes the narrative, definitions, and/or examples that pertain to the learning objective(s) assessed by the question.
    • Concept Video Questions illustrate concepts using real world examples. Each video is 7-10 minutes in length with two to three comprehension questions.

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. 19/26 points  |  Previous Answers USeeStat5 7.E.ST.001.S. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 0/1 –/1 –/1 0/1 –/1 1/1 0/1 1/1 0/1
1/100 1/100 1/100 1/100 1/100 1/100 1/100 1/100 1/100 1/100 1/100 1/100 1/100 1/100 1/100 1/100 1/100 1/100 0/100 0/100 1/100 0/100 1/100 1/100 1/100 1/100
Total
19/26
 
  • This exercise will gain student interest and encourage critical thinking.
  • Statistical Analysis and Learning Tool Tutorial questions help students understand how to use SALT in their WebAssign assignments with step-by-step instructions.
SALT Tutorial
The following exercise will guide you through how to use SALT to find the five-number-summary as well as create and interpret box plots.
Part 1 of 3
The World Health Organization declared the novel coronavirus (COVID-19) outbreak a global pandemic on March 11, 2020. How did population movement change before and after the COVID-19 pandemic was declared? The United States' Bureau of Transportation has collected data that can help answer this question. In this activity we will focus on traveling patterns in the state of New York during 2019 and the first three seasons of 2020.
The dataset consists of variables for the state of New York including the month the data were collected, a season year label, and the number of trips less than 1 mile from one's home as measured by a mobile device's movement. A trip is defined as movements that include a stay of longer than 10 minutes at an anonymized location away from home. Movements with multiple stays of longer than 10 minutes before returning home are counted as multiple trips. The months January, February, and March are categorized as winter; the months April, May and June are categorized as spring; the months July, August, and September are categorized as summer; and the months October, November, and December are categorized as fall.
The first five rows of the data look like this.
†https://data.bts.gov/Research-and-Statistics/Trips-by-Distance/w96p-f2qv/data
Month Season Year Number of Trips <1 mile
January Winter 2019 18,317,662
January Winter 2019 22,450,364
January Winter 2019 22,743,630
January Winter 2019 22,718,147
January Winter 2019 21,872,755
Import the dataset into SALT for analyzing.
A button hyperlink to the SALT program that reads: Use SALT.
We will use SALT to summarize the variable number of trips less than 1 mile.
Click on the "Descriptive Statistics" tab along the top menu bar.
The top menu bar of SALT is shown. The tab labeled "Descriptive Statistics" is highlighted and has an arrow pointing to it.
Locate the "Summary Table" for "Numerical Variables" and read this table.
The text "Summary Table" is shown. Below this text is a square symbol containing the numbers 1 and 9 followed by the text "Numerical Variables."
Enter the sample size, N, and the five-number-summary for the variable "Number of trips <1 mile" in the appropriate cell of the table below.
Variable N Minimum Value Q1 (First Quartile) Median Q3 (Third Quartile) Maximum Value
Number of trips <1 mile 639 Correct: Your answer is correct. seenKey

639

 		13350021 Correct: Your answer is correct. seenKey

13,350,021

 		20859793 Correct: Your answer is correct. seenKey

20,859,793

 		23929190 Correct: Your answer is correct. seenKey

23,929,190

 		27265731 Correct: Your answer is correct. seenKey

27,265,731

 		34720924 Correct: Your answer is correct. seenKey

34,720,924
Part 2 of 3
A box plot creates a compact, yet informative, graph that provides information about the center, variability, and shape of data. We will create side-by-side box plots to compare traveling patterns across the seasons of 2019 and 2020 in the state of New York. The data from 2019 is included for the purpose of comparing traveling patterns pre-pandemic to traveling patterns during the pandemic in 2020.
Click on the "Charts and Graphs" tab along the top menu bar.
The top menu bar of SALT is shown. The tab labeled "Charts and Graphs" is highlighted and has an arrow pointing to it.
There are several types of charts and graphs SALT can draw; these are listed below the top menu bar on the "Charts and Graphs" page. Histogram is the default choice. Click on the "Box Plot" option.
The "Charts and Graphs" menu bar of SALT is shown. The tab labeled "Box Plot" is highlighted and has an arrow pointing to it.
In the Settings menu on the left of the screen, select "Number of Trips <1 mile" in the "Variable to Graph" menu and "Season Year" in the "Grouping Variable" menu.
A menu labeled "Settings" is shown. The menu contains two drop-down menus labeled "Variable to Graph" and "Grouping Variable." Both drop-down lists show the text "Select a Variable" by default.
These selections will result in SALT drawing side-by-side box plots of the trip variable separated into groups.
Scroll further down the page to see a Summary Table below the graphs where SALT displays the summary statistics for each season year group, including the five-number summary, rounded to three decimal places.
Enter the five-number summary values that are missing below.
Level of Season Year N Minimum Value Q1 (First Quartile) Median Q3 (Third Quartile) Maximum Value
Winter 2019 90 18,317,662 22,105,642 22,803,961 23,554,505 28,761,636
Spring 2019 91 19669306 Correct: Your answer is correct. seenKey

19,669,306

 		25478623 Correct: Your answer is correct. seenKey

25,478,623

 		26841920 Correct: Your answer is correct. seenKey

26,841,920

 		27609459 Correct: Your answer is correct. seenKey

27,609,459

 		31666638 Correct: Your answer is correct. seenKey

31,666,638
Summer 2019 92 23,883,399 27,719,138.5 29,102,386 30,952,466.5 32,320,983
Fall 2019 92 16,825,925 24,707,851.5 26,416,107 28,008,790 34,720,924
Winter 2020 91 14,217,749 21,519,024 23,274,618 24,533,534 31,101,611
Spring 2020 91 14614373 Correct: Your answer is correct. seenKey

14,614,373

 		19117796 Correct: Your answer is correct. seenKey

19,117,796

 		20879598 Correct: Your answer is correct. seenKey

20,879,598

 		23095978 Correct: Your answer is correct. seenKey

23,095,978

 		27265247 Correct: Your answer is correct. seenKey

27,265,247
Summer 2020 92 13,350,021 17,022,361.5 18,539,598.5 19,448,103.5 25,882,679
Part 3 of 3
Here is a little background information to help us understand this dataset. If you recall, the first reported cases of COVID-19 were in China toward the end of 2019 and the first laboratory-confirmed case in the United States was on January 20, 2020. New York's governor issued stay-at-home orders on March 20, 2020 and they remained in effect until June 13, 2020. During spring of 2020, New York became an epicenter of the pandemic.
Use the side-by-side box plots created in SALT to compare traveling patterns in New York for these seven seasons in terms of trips from home that are less than 1 mile.
The median is visible as the horizontal line through the interior of each box. Looking at all the medians, are they about the same across the groups?
     Correct: Your answer is correct.
Which group has outliers, as visible by an asterisk beyond the whiskers? (Select all that apply.)
Incorrect: Your answer is incorrect.

The variability in a group is visible as the length of the interval spanned by the box in a box plot and computed as the interquartile range (IQR = Q3 − Q1). SALT draws the boxes vertically, so comparing the heights of the boxes across the groups will help you compare the groups in terms of variability. The season/year with the smallest variability in number of trips less than 1 mile from home as seen as the box with the shortest height is with an IQR of . The season/year with the greatest variability in number of trips less than 1 mile from home is Incorrect: Your answer is incorrect. seenKey

Spring 2020

 with an IQR of .
Which season year had the largest median number of trips less than 1 mile from home?
     Correct: Your answer is correct.
Which season year had the smallest median number of trips less than 1 mile from home?
     Incorrect: Your answer is incorrect.
Which season year had the greatest maximum number of trips less than 1 mile from home?
     Correct: Your answer is correct.
Which season year had the smallest minimum number of trips less than 1 mile from home?
     Incorrect: Your answer is incorrect.


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2. 1/15 points  |  Previous Answers USeeStat5 7.E.SYS.001.S. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1
1/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100
Total
1/15
 
  • This exercise will gain student interest and encourage critical thinking.
  • Select Your Scenario questions provide students with 3 different contexts to choose from. Students select the scenario most relevant to them, and then solve the problem which requires them to answer questions demonstrating knowledge of a learning objective.
Select Your Scenario:
This problem contains data for 3 different scenarios: Advertising/Marketing, Sports, and Environment.
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.
"Our large pizzas are bigger than theirs!" A national pizza chain goes head-to-head against an international pizza chain in this claim. Does their claim hold any merit for pizzas of the same crust type?
This dataset contains diameters of large sized pizzas, measured in inches, sold by an international pizza chain and sold by a national pizza chain, for three types of pizza crust and three common menu items.
We will work with a subset of the data. The first five rows of the data look like this.
†http://jse.amstat.org/jse_data_archive.htm
Large Diameter (Inch) Chain and Crust Chain and Topping
26.61 International and Classic Crust International and Meatlovers
26.97 International and Classic Crust International and Meatlovers
26.93 International and Classic Crust International and Meatlovers
26.41 International and Classic Crust International and Meatlovers
27.27 International and Classic Crust International and Meatlovers
The sport of Professional Bull Riders (PBR) is a world-wide phenomenon with bull riders from around the world competing annually in more than 200 bull riding events. Most of the riders come from the United States, Australia, Brazil, and Canada. How did the bull riders from these four countries compare to each other in 2019 in terms of percent of rides attempted that earned points?
This dataset consists of a rider's home country, the percent of attempted rides that lasted for the required 8 seconds (Percent Ridden), and the points earned. In bull riding, a rider only earns points for those rides that last 8 seconds, so the higher percentage of successful attempts, the higher the chance of winning a competition.
We will work with a subset of the data. The first five rows of the data look like this.
†http://pbr.com
Country Points Percent Ridden
Australia 885 50
Australia 1,456.66 60.47
Australia 522.5 43.75
Australia 480 44.07
Australia 422.5 40
Our planet is heated by incoming energy from the sun, called solar radiation. Because the earth is round, the angle of the surface relative to the incoming radiation differs with latitude. At latitudes near the equator, direct overhead sunlight received all year warms the surface waters. At latitudes closer to the poles, bodies of water receive less sunlight because the angle that light reaches the surface has decreased. These variations in solar energy mean that the water surface can vary in temperature from north to south. In some areas, this surface temperature is relatively stable while in other areas, it fluctuates depending on the season and the amount of sunlight received. We will explore how water temperatures in July vary along the coastlines of the United States in 2019.
The dataset consists of monthly average temperatures in degrees Fahrenheit measured at specific locations along the coastlines of the United States in January and July of 2019 and includes an indicator of coastal region, i.e., north, central, south, etc.
We will work with a subset of the data. The first five rows of the data look like this.
†https://www.nodc.noaa.gov/dsdt//cwtg/all_meanT.html
Coast Region Jan Jul
Atlantic Coast North 34 50.5
Atlantic Coast North 40 60
Atlantic Coast North 40 66.5
Atlantic Coast North 37 72.5
Atlantic Coast North 34 71
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.
     Correct: Your answer is correct.
Note: If you select Skip, you will be assessed on the Advertising/Marketing topic.
Question
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.
"Our large pizzas are bigger than theirs!" A national pizza chain goes head-to-head against an international pizza chain in this claim. Does their claim hold any merit for pizzas of the same crust type?
This dataset contains diameters of large sized pizzas, measured in inches, sold by an international pizza chain and sold by a national pizza chain, for three types of pizza crust and three common menu items.
We will work with a subset of the data. The first five rows of the data look like this.
†http://jse.amstat.org/jse_data_archive.htm
Large Diameter (Inch) Chain and Crust Chain and Topping
26.61 International and Classic Crust International and Meatlovers
26.97 International and Classic Crust International and Meatlovers
26.93 International and Classic Crust International and Meatlovers
26.41 International and Classic Crust International and Meatlovers
27.27 International and Classic Crust International and Meatlovers
Import the dataset into SALT for analyzing.
A button hyperlink to the SALT program that reads: Use SALT.
The sport of Professional Bull Riders (PBR) is a world-wide phenomenon with bull riders from around the world competing annually in more than 200 bull riding events. Most of the riders come from the United States, Australia, Brazil, and Canada. How did the bull riders from these four countries compare to each other in 2019 in terms of percent of rides attempted that earned points?
This dataset consists of a rider's home country, the percent of attempted rides that lasted for the required 8 seconds (Percent Ridden), and the points earned. In bull riding, a rider only earns points for those rides that last 8 seconds, so the higher percentage of successful attempts, the higher the chance of winning a competition.
We will work with a subset of the data. The first five rows of the data look like this.
†http://pbr.com
Country Points Percent Ridden
Australia 885 50
Australia 1,456.66 60.47
Australia 522.5 43.75
Australia 480 44.07
Australia 422.5 40
Import the dataset into SALT for analyzing.
A button hyperlink to the SALT program that reads: Use SALT.
Our planet is heated by incoming energy from the sun, called solar radiation. Because the earth is round, the angle of the surface relative to the incoming radiation differs with latitude. At latitudes near the equator, direct overhead sunlight received all year warms the surface waters. At latitudes closer to the poles, bodies of water receive less sunlight because the angle that light reaches the surface has decreased. These variations in solar energy mean that the water surface can vary in temperature from north to south. In some areas, this surface temperature is relatively stable while in other areas, it fluctuates depending on the season and the amount of sunlight received. We will explore how water temperatures in July vary along the coastlines of the United States in 2019.
The dataset consists of monthly average temperatures in degrees Fahrenheit measured at specific locations along the coastlines of the United States in January and July of 2019 and includes an indicator of coastal region, i.e., north, central, south, etc.
We will work with a subset of the data. The first five rows of the data look like this.
†https://www.nodc.noaa.gov/dsdt//cwtg/all_meanT.html
Coast Region Jan Jul
Atlantic Coast North 34 50.5
Atlantic Coast North 40 60
Atlantic Coast North 40 66.5
Atlantic Coast North 37 72.5
Atlantic Coast North 34 71
Import the dataset into SALT for analyzing.
A button hyperlink to the SALT program that reads: Use SALT.
After you have clicked the tab for your selected topic and read the problem, answer the questions below.
(a)
Use SALT to summarize the numerical variable of interest and fill in the following table.
Variable N Minimum Value Q1 (First Quartile) Median Q3 (Third Quartile) Maximum Value
Numerical Variable
(b)
Create side-by-side box plots showing the how the numerical variable of interest is distributed among the groups. Make sure to choose the correct numerical variable and group category to answer the question.
Use the side-by-side box plots and Summary Table to compare the groups.
Which group(s) has at least one outlier, as visible by an asterisk beyond the whiskers? (Select all that apply.)

The median is visible as the horizontal line through the interior of each box. Looking at all the medians, are they approximately the same value across the groups?
    
The variability in a group is visible as the length of the interval spanned by the box in a boxplot and computed as the interquartile range (IQR = Q3 − Q1). SALT draws the boxes vertically, so comparing the heights of the boxes across the groups will help you compare the groups in terms of variability. The group with the smallest variability in the numerical variable of interest as seen as the box with the shortest height is with an IQR of . The group with the greatest variability in the numerical variable of interest as seen as the box with the tallest height is with an IQR of .
According to the box plots, the group medians about the same across the groups in terms of vertical placement. The variability within the groups .


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3. –/4 points USeeStat5 4.CE.004.SIP. My Notes
Question Part
Points
Submissions Used
1 2 3 4
–/1 –/1 –/1 –/1
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–/4
 
  • This exercise will gain student interest and encourage critical thinking.
  • Stats in Practice video questions show your students how statistics is applied in the real world with short news videos introducing each chapter followed by multiple-choice and discussion questions.

Stats in Practice: Surveys and Polls

  • Part I - Multiple Choice Questions

    This video reports statistics from surveys about:
    • Whether people believe posting risky content can have ramifications in the workplace.
    • Whether people pay attention to privacy settings.
    • Whether hiring managers say that posted content has affected their hiring decisions.
    Combining the results from these surveys, the video suggests which of the following?
        
    The video presents survey results from findlaw.com indicating that 29% of 18- to 34-year-olds say they have posted content that they feel could have negative repercussions in the workplace. The survey also reported that 21% have removed that sort of content out of fear of such repercussions. The video does not describe how the survey was conducted. Why should that matter?
        
    The most obvious example of this concern of whether the sample is representative of the population occurs in political polling. History provides several examples of pollsters incorrectly predicting election results because the people they polled were not representative of the people who ultimately voted.
    The video presents survey results from findlaw.com indicating that 21% of respondents have removed photos, comments, or other personal information that they think might incur repercussions in the workplace. Which of the following ways of asking the question in the survey do you think will most likely yield an accurate answer?
        
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4. –/18 points USeeStat5 PJT.1.001. My Notes
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0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100
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–/18
 
  • This exercise will gain student interest and encourage critical thinking.
  • Project Milestones allow instructors to assign and track long-term projects that enable students to design and conduct their own statistical research to help solidify big picture understanding.

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.

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5. –/8 points USeeStat5 10.E.026.S. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5 6 7 8
–/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1
0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100
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–/8
 
  • This exercise will explore, visualize and analyze real data with technology.
  • Statistical Analysis and Learning Tool questions in WebAssign include an embedded data analysis tool that helps your students easily visualize and analyze data.
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 67
67 65
62 63
69 65
63 61
61 59
65 67
A button hyperlink to the SALT program that reads: Use SALT.
(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.

Comment on whether or not it looks like there is a general linear relationship and, if so, whether it is positive or negative.
    
(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 64 inches tall. (Round your answer to one decimal place.)
in
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6. –/5 points USeeStat5 20.E.002.S. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5
–/1 –/1 –/1 –/1 –/1
0/100 0/100 0/100 0/100 0/100
Total
–/5
 
  • This exercise will explore, visualize and analyze real data with technology.
  • Statistical Analysis and Learning Tool questions in WebAssign include an embedded data analysis tool that helps your students easily visualize and analyze data.
Suppose a question asked in a certain poll was: "Do you think that rich people in America today are happier than you, less happy, or about the same?" Of the 1,300 respondents, only 13% said "happier," 22% said "less happy," 56% said "about the same," and the rest were "unsure."
A button hyperlink to the SALT program that reads: Use SALT.
(a)
Find a 95% confidence interval for the proportion of the population who would have answered "less happy" if asked. (Enter your answer in the form: lower limit to upper limit. Include the word "to." Round your numerical values to three decimal places.)
(b)
Convert the interval in part (a) into a 95% confidence interval for the percentage of the population who would have responded "less happy" if asked. (Enter your answer in the form: lower limit to upper limit. Include the word "to." Round your numerical values to one decimal place.)
%
(c)
Write a few sentences interpreting the interval you found in part (b).
We are 95% confident that between % and % of the thinks that rich people are less happy than they are.
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7. –/27 points USeeStat5 21.Lab.002.Excel. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
–/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1
0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100
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–/27
 
  • This exercise will explore, visualize and analyze real data with technology.
  • Students perform real statistical analysis in class or online with pre-built, chapter-specific Stats Labs using the data analysis tool of your choice (R, JMP, Minitab, SPSS, Excel or Graphing Calculator) to analyze a real dataset—facilitating whole-picture learning.

Statistical Lab

  • Background

    Performance enhancements have been a controversial part of sport for decades. Performance enhancements include not only drugs to boost performance but also more sophisticated training methods or nutrition regimens. But what about the suit a swimmer wears? Can a high-tech swimsuit enhance performance as well?
    †Source: BrunoRosa/Shutterstock.com
    Two professional swimmers compete against one another.
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8. –/1 points WAStatsBootcamp1 2.3.001. My Notes
Question Part
Points
Submissions Used
1
–/1
0/100
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–/1
 
  • This exercise will develop conceptual understanding.
  • The Intro Stats Readiness Bootcamp assesses prerequisite skills and provides tutorial support to prepare students for success (This is one question from the prebuilt bootcamp)
Describe the interval
(2.5, 6.0]
 in words.
    
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9. –/3 points USeeStat5 8.E.008.QR.S. My Notes
Question Part
Points
Submissions Used
1 2 3
–/1 –/1 –/1
0/100 0/100 0/100
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–/3
 
  • This exercise will develop conceptual understanding.
  • Quick Reference questions have an extra resource available to students after they have submitted an incorrect answer. Students are provided with a brief and targeted reading that includes the narrative, definitions, and/or examples that pertain to the learning objective(s) assessed by the question.
The 84th percentile for the Stanford-Binet IQ test is 115. (Recall that the mean is 100 and the standard deviation is 15.)
A button hyperlink to the SALT program that reads: Use SALT.
(a)
Verify that this is true by computing the standardized score and using Table 8.1 or SALT. (Round your answer to two decimal places.)
z =
(b)
Draw pictures of the original and standardized scores to illustrate this situation, similar to the pictures in Figure 8.4.
original scores

standardized scores

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10. –/3 points USeeStat5 4.CE.001.CV. My Notes
Question Part
Points
Submissions Used
1 2 3
–/1 –/1 –/1
0/100 0/100 0/100
Total
–/3
 
  • This exercise will develop conceptual understanding.
  • Concept Video questions are 7-10 minutes in length and are designed to help students with big picture understanding of statistics by discussing a concept followed by two to three comprehension questions.
Watch the video below then answer the questions that follow.
  1. A researcher wants to study the use of public transportation in a city and obtained a list of riders who registered for the mobile app. The researcher randomly selects the number 9 from a table of random numbers and selects every 9th rider on the list to be surveyed. What is this selection procedure called?
        
  2. An investigator conducting a statewide survey to determine the smoking behavior of high school students first divides the schools in the state into groups based on school district. Next, the investigator draws a random sample of schools from each area and then draws a random sample of students in each school. What type of sampling is the investigator using?
        
  3. An outdoor clothing manufacturer wants to understand the purchasing behaviors of people with different recreational hobbies. To be sure they get adequate representation of their customer base, they divide their customers into groups: hikers, swimmers, cyclers, rock climbers, etc. Then they randomly select a certain number of customers from each group to survey. What is this type of sample strategy?
        
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