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Students estimated the length of one minute without reference to a watch or clock, and the times (seconds) are in the accompanying table. Use the randomization procedure and a 0.01 significance level to test the claim that these times are from a population with a mean equal to 60 seconds. Does it appear that students are reasonably good at estimating one minute? The accompanying set of 500 sample means (rounded to three decimal places) was obtained by resampling using technology as part of the randomization procedure; use these resampled means. Click here to view the students' estimates Click here to view the resampled means. Let u denote the population mean time (in seconds) of students' estimates of the length of one minute. Identify the null and alternative hypotheses. Identify the null and alternative hypotheses. Ho: (Type integers or decimals. Do not round.) Identify the P-value based on the provided data set from technology. pols P-value = (Round to three decimal places as needed.) State the conclusion about the null hypothesis, as well as the final conclusion that addresses the original claim. the claim that the times are from a population with a mean equal to 60 sufficient evidence to the null hypothesis. There V that as a group the students are reasonably good at estimating one minute. seconds; on this basis it

Students estimated the length of one minute without reference to a watch or clock, and the times (seconds) are in the accompanying table. Use the randomization procedure and a 0.01 significance level to test the claim that these times are from a population with a mean equal to 60 seconds. Does it appear that students are reasonably good at estimating one minute? The accompanying set of 500 sample means (rounded to three decimal places) was obtained by resampling using technology as part of the randomization procedure; use these resampled means. Click here to view the students' estimates Click here to view the resampled means. Let u denote the population mean time (in seconds) of students' estimates of the length of one minute. Identify the null and alternative hypotheses. Identify the null and alternative hypotheses. Ho: (Type integers or decimals. Do not round.) Identify the P-value based on the provided data set from technology. pols P-value = (Round to three decimal places as needed.) State the conclusion about the null hypothesis, as well as the final conclusion that addresses the original claim. the claim that the times are from a population with a mean equal to 60 sufficient evidence to the null hypothesis. There V that as a group the students are reasonably good at estimating one minute. seconds; on this basis it

College Algebra (MindTap Course List)
College Algebra (MindTap Course List)
12th Edition
ISBN:9781305652231
Author:R. David Gustafson, Jeff Hughes
Publisher:R. David Gustafson, Jeff Hughes
Chapter8: Sequences, Series, And Probability
Section8.7: Probability
Problem 58E: What is meant by the sample space of an experiment?
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Students estimated the length of one minute without reference to a watch or clock, and the times (seconds) are in the accompanying table. Use the randomization procedure and a 0.01 significance level to test the claim that these times are from a population with a mean equal to 60 seconds. Does it appear that students are reasonably good at estimating one minute? The accompanying set of 500 sample means (rounded to three decimal places) was obtained by resampling using technology as part of the randomization procedure; use these resampled means. Click here to view the students' estimates Click here to view the resampled means. Let u denote the population mean time (in seconds) of students' estimates of the length of one minute. Identify the null and alternative hypotheses. Identify the null and alternative hypotheses. Ho: H rces (Type integers or decimals. Do not round.) Identify the P-value based on the provided data set from technology. n Tools P-value = (Round to three decimal places as needed.) State the conclusion about the null hypothesis, as well as the final conclusion that addresses the original claim. V sufficient evidence to the claim that the times are from a population with a mean equal to 60 the null hypothesis. There that as a group the students are reasonably good at estimating one minute. seconds; on this basis it
Transcribed Image Text:Students estimated the length of one minute without reference to a watch or clock, and the times (seconds) are in the accompanying table. Use the randomization procedure and a 0.01 significance level to test the claim that these times are from a population with a mean equal to 60 seconds. Does it appear that students are reasonably good at estimating one minute? The accompanying set of 500 sample means (rounded to three decimal places) was obtained by resampling using technology as part of the randomization procedure; use these resampled means. Click here to view the students' estimates Click here to view the resampled means. Let u denote the population mean time (in seconds) of students' estimates of the length of one minute. Identify the null and alternative hypotheses. Identify the null and alternative hypotheses. Ho: H rces (Type integers or decimals. Do not round.) Identify the P-value based on the provided data set from technology. n Tools P-value = (Round to three decimal places as needed.) State the conclusion about the null hypothesis, as well as the final conclusion that addresses the original claim. V sufficient evidence to the claim that the times are from a population with a mean equal to 60 the null hypothesis. There that as a group the students are reasonably good at estimating one minute. seconds; on this basis it
mated the length d a 0.01 significar good at estimating as part of the randd o view the students Students' estimated times 69 81 39 65 ote the population me ative hypotheses. 42 21 60 63 ntegers or decimals. Do 66 48 the P-value based on t 64 96 ie = nd to three decimal places 91 65 e the conclusion about the ation V the null hypothe onds; on this basis it Print Done
Transcribed Image Text:mated the length d a 0.01 significar good at estimating as part of the randd o view the students Students' estimated times 69 81 39 65 ote the population me ative hypotheses. 42 21 60 63 ntegers or decimals. Do 66 48 the P-value based on t 64 96 ie = nd to three decimal places 91 65 e the conclusion about the ation V the null hypothe onds; on this basis it Print Done
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