Student Workbook For Elementary Statistics
13th Edition
ISBN: 9780134464237
Author: Laura Iossi
Publisher: PEARSON
expand_more
expand_more
format_list_bulleted
Concept explainers
Question
Chapter 8.2, Problem 3BSC
To determine
To identify: The method which is not equivalent to the other two: P-value method, critical value method and a confidence interval method.
Expert Solution & Answer
Want to see the full answer?
Check out a sample textbook solutionStudents have asked these similar questions
In Exercises 1–4, use these results from a USA Today survey in which 510 people chose to respond to this question that was posted on the USA Today website: “Should Americans replace passwords with biometric security (fingerprints, etc)?” Among the respondents, 53% said “yes.” We want to test the claim that more than half of the population believes that passwords should be replaced with biometric security.
Equivalence of Methods If we use the same significance level to conduct the hypothesis test using the P value method, the critical value method, and a confidence interval, which method is not equivalent to the other two?
In Exercises 5–20, conduct the hypothesis test and provide the test statistic and the P-value and/or critical value, and state the conclusion.
Bias in Clinical Trials? Researchers investigated the issue of race and equality of access to clinical trials. The following table shows the population distribution and the numbers of participants in clinical trials involving lung cancer (based on data from “Participation in Cancer Clinical Trials,” by Murthy, Krumholz, and Gross, Journal of the American Medical Association, Vol. 291, No. 22). Use a 0.01 significance level to test the claim that the distribution of clinical trial participants fits well with the population distribution. Is there a race/ethnic group that appears to be very underrepresented?
According to the February 2008 Federal Trade Commission report on consumerfraud and identity theft, 23% of all complaints in 2007 were for identity theft. Inthat year, Arkansas had 1,601 complaints of identity theft out of 3,482 consumercomplaints ("Consumer fraud and," 2008). Does this data provide enoughevidence to show that Arkansas had a higher proportion of identity theft than23%? Test at the 5% level.
Chapter 8 Solutions
Student Workbook For Elementary Statistics
Ch. 8.1 - Vitamin C and Aspirin A bottle contains a label...Ch. 8.1 - Estimates and Hypothesis Tests Data Set 3 Body...Ch. 8.1 - Mean Height of Men A formal hypothesis test is to...Ch. 8.1 - Interpreting P-value The Ericsson method is one of...Ch. 8.1 - Identifying H0 and H1. In Exercises 58, do the...Ch. 8.1 - Identifying H0 and H1. In Exercises 58, do the...Ch. 8.1 - Identifying H0 and H1. In Exercises 58, do the...Ch. 8.1 - Identifying H0 and H1. In Exercises 58, do the...Ch. 8.1 - Conclusions. In Exercises 912, refer to the...Ch. 8.1 - Conclusions. In Exercises 912, refer to the...
Ch. 8.1 - Conclusions. In Exercises 912, refer to the...Ch. 8.1 - Conclusions. In Exercises 912, refer to the...Ch. 8.1 - Test Statistics. In Exercises 1316, refer to the...Ch. 8.1 - Test Statistics. In Exercises 1316, refer to the...Ch. 8.1 - Test Statistics. In Exercises 1316, refer to the...Ch. 8.1 - Test Statistics. In Exercises 1316, refer to the...Ch. 8.1 - P-Values. In Exercises 1720, do the following: a....Ch. 8.1 - P-Values. In Exercises 1720, do the following: a....Ch. 8.1 - P-Values. In Exercises 1720, do the following: a....Ch. 8.1 - P-Values. In Exercises 1720, do the following: a....Ch. 8.1 - Critical Values. In Exercises 2124, refer to the...Ch. 8.1 - Critical Values. In Exercises 2124, refer to the...Ch. 8.1 - Critical Values. In Exercises 2124, refer to the...Ch. 8.1 - Critical Values. In Exercises 2124, refer to the...Ch. 8.1 - Final Conclusions. In Exercises 2528, use a...Ch. 8.1 - Final Conclusions. In Exercises 2528, use a...Ch. 8.1 - Final Conclusions. In Exercises 2528, use a...Ch. 8.1 - Final Conclusions. In Exercises 2528, use a...Ch. 8.1 - Type I and Type II Errors. In Exercises 2932,...Ch. 8.1 - Type I and Type II Errors. In Exercises 2932,...Ch. 8.1 - Type I and Type II Errors. In Exercises 2932,...Ch. 8.1 - Type I and Type II Errors. In Exercises 2932,...Ch. 8.1 - Interpreting Power Chantix (varenicline) tablets...Ch. 8.1 - Calculating Power Consider a hypothesis test of...Ch. 8.1 - Finding Sample Size to Achieve Power Researchers...Ch. 8.2 - In Exercises 14, use these results from a USA...Ch. 8.2 - In Exercises 14, use these results from a USA...Ch. 8.2 - Prob. 3BSCCh. 8.2 - In Exercises 14, use these results from a USA...Ch. 8.2 - Using Technology. In Exercises 58, identify the...Ch. 8.2 - Using Technology. In Exercises 58, identify the...Ch. 8.2 - Using Technology. In Exercises 58, identify the...Ch. 8.2 - Using Technology. In Exercises 58, identify the...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Testing Claims About Proportions. In Exercises...Ch. 8.2 - Exact Method For each of the three different...Ch. 8.2 - Using Confidence Intervals to Test Hypotheses When...Ch. 8.2 - Power For a hypothesis test with a specified...Ch. 8.3 - Video Games: Checking Requirements Twelve...Ch. 8.3 - df If we are using the sample data from Exercise 1...Ch. 8.3 - t Test Exercise 2 refers to a t test. What is a t...Ch. 8.3 - Confidence Interval Assume that we will use the...Ch. 8.3 - Finding P-values. In Exercises 5-8, either use...Ch. 8.3 - Finding P-values. In Exercises 5-8, either use...Ch. 8.3 - Finding P-values. In Exercises 5-8, either use...Ch. 8.3 - Finding P-values. In Exercises 5-8, either use...Ch. 8.3 - Technology. In Exercises 9-12, test the given...Ch. 8.3 - Technology. In Exercises 9-12, test the given...Ch. 8.3 - Technology. In Exercises 9-12, test the given...Ch. 8.3 - Technology. In Exercises 9-12, test the given...Ch. 8.3 - Testing Hypotheses. In Exercises 13-24, assume...Ch. 8.3 - Testing Hypotheses. In Exercises 13-24, assume...Ch. 8.3 - Testing Hypotheses. In Exercises 13-24, assume...Ch. 8.3 - Testing Hypotheses. In Exercises 13-24, assume...Ch. 8.3 - Testing Hypotheses. In Exercises 13-24, assume...Ch. 8.3 - Testing Hypotheses. In Exercises 13-24, assume...Ch. 8.3 - Testing Hypotheses. In Exercises 13-24, assume...Ch. 8.3 - Testing Hypotheses. In Exercises 13-24, assume...Ch. 8.3 - Testing Hypotheses. In Exercises 13-24, assume...Ch. 8.3 - Testing Hypotheses. In Exercises 13-24, assume...Ch. 8.3 - Testing Hypotheses. In Exercises 13-24, assume...Ch. 8.3 - Testing Hypotheses. In Exercises 13-24, assume...Ch. 8.3 - Large Data Sets from Appendix B. In Exercises...Ch. 8.3 - Large Data Sets from Appendix B. In Exercises...Ch. 8.3 - Large Data Sets from Appendix B. In Exercises...Ch. 8.3 - Large Data Sets from Appendix B. In Exercises...Ch. 8.3 - Hypothesis Test with Known How do the results...Ch. 8.3 - Hypothesis Test with Known How do the results...Ch. 8.3 - Finding Critical t Values When finding critical...Ch. 8.3 - Interpreting Power For the sample data in Example...Ch. 8.4 - Cans of Coke Data Set 26 Cola Weights and Volumes...Ch. 8.4 - Cans of Coke Use the data and the claim given in...Ch. 8.4 - Cans of Coke For the sample data from Exercise 1,...Ch. 8.4 - Cans of Coke: Confidence Interval If we use the...Ch. 8.4 - Testing Claims About Variation. In Exercises 5-16,...Ch. 8.4 - Testing Claims About Variation. In Exercises 5-16,...Ch. 8.4 - Body Temperature Example 5 in Section 8-3 involved...Ch. 8.4 - Testing Claims About Variation. In Exercises 5-16,...Ch. 8.4 - Testing Claims About Variation. In Exercises 5-16,...Ch. 8.4 - Testing Claims About Variation. In Exercises 5-16,...Ch. 8.4 - Testing Claims About Variation. In Exercises 5-16,...Ch. 8.4 - Testing Claims About Variation. In Exercises 5-16,...Ch. 8.4 - Testing Claims About Variation. In Exercises 5-16,...Ch. 8.4 - Testing Claims About Variation. In Exercises 5-16,...Ch. 8.4 - Testing Claims About Variation. In Exercises 5-16,...Ch. 8.4 - Testing Claims About Variation. In Exercises 5-16,...Ch. 8.4 - Large Data Sets from Appendix B. In Exercises 17...Ch. 8.4 - Large Data Sets from Appendix B. In Exercises 17...Ch. 8.4 - Finding Critical Values of 2 For large numbers of...Ch. 8.4 - Finding Critical Values of 2 Repeat Exercise 19...Ch. 8 - Distributions Using the methods of this chapter,...Ch. 8 - Tails Determine whether the given claim involves a...Ch. 8 - Instagram Poll In a Pew Research Center poll of...Ch. 8 - P-Value Find the P-value in a test of the claim...Ch. 8 - Conclusions True or false: In hypothesis testing,...Ch. 8 - Conclusions True or false: The conclusion of fail...Ch. 8 - Uncertainty True or false: If correct methods of...Ch. 8 - Chi-Square Test In a test of the claim that = 15...Ch. 8 - Robust Explain what is meant by the statements...Ch. 8 - Equivalent Methods Which of the following...Ch. 8 - True/False Characterize each of the following...Ch. 8 - Politics A county clerk in Essex County, New...Ch. 8 - Prob. 3RECh. 8 - Red Blood Cell Count A simple random sample of 40...Ch. 8 - Perception and Reality In a presidential election,...Ch. 8 - BMI for Miss America A claimed trend of thinner...Ch. 8 - BMI for Miss America Use the same BMI indexes...Ch. 8 - Type I Error and Type II Error a. In general, what...Ch. 8 - Lightning Deaths Listed below are the numbers of...Ch. 8 - Lightning Deaths Refer to the sample data in...Ch. 8 - Lightning Deaths Listed below are the numbers of...Ch. 8 - Lightning Deaths Listed below are the numbers of...Ch. 8 - Lightning Deaths The accompanying bar chart shows...Ch. 8 - Lightning Deaths The graph in Cumulative Review...Ch. 8 - Lightning Deaths The graph in Cumulative Review...Ch. 8 - Lightning Deaths Based on the results given in...Ch. 8 - Critical Thinking: Testing the Salk Vaccine The...
Knowledge Booster
Learn more about
Need a deep-dive on the concept behind this application? Look no further. Learn more about this topic, statistics and related others by exploring similar questions and additional content below.Similar questions
- What is meant by the sample space of an experiment?arrow_forwardIn Exercises 5–18, test the given claim. Texting and Seat Belt Use In a study of high school students at least 16 years of age, researchers obtained survey results summarized in the accompanying table (based on data from “Texting While Driving and Other Risky Motor Vehicle Behaviors Among U.S. High School Students,” by O’Malley, Shults, and Eaton, Pediatrics, Vol. 131, No. 6). Use a 0.05 significance level to test the claim of independence between texting while driving and irregular seat belt use. Are those two risky behaviors independent of each other?arrow_forward4. A researcher claims that the percentage of infants who receiveimmunizations is less than 80%. She selects a sample of size 750 infantsand 573 have received immunizations. At a 5 % significance level, what conclusion should the researchersmake?arrow_forward
- The Knight Foundation investigates whether high school students agreed with the statement that people should be allowed to burn or deface the American flag as a political statement. This question was asked in a survey of a representative sample of high school students in 2004 and also in a survey of a representative sample of high school students in 2014. Suppose that the sample size was 1000 in each of the two years. Data consistent with summary values given in the paper are summarized in the accompanying table. Is there convincing evidence that the proportions falling into each of the response categories were not the same for high school students in 2004 and 2014?arrow_forwardThe Knight Foundation investigates whether high school students agreed with the statement that people should be allowed to burn or deface the American flag as a political statement. This question was asked in a survey of a representative sample of high school students in 2004 and also in a survey of a representative sample of high school students in 2014. Suppose that the sample size was 1000 in each of the two years. Data consistent with summary values given in the paper are summarized in the accompanying table. Is there convincing evidence that the proportions falling into each of the response categories were not the same for high school students in 2004 and 2014? What type of question is this-estimation or hypothesis?What type of study is this sample data or experiment data?What type of data is this? Univariate or bivariate? Categorical or Numerical?How many samples or treatments?arrow_forwardIn Exercises 1–5, use the following survey results: Randomly selected subjects were asked if they were aware that the Earth has lost half of its wildlife population during the past 50 years. Among 1121 women, 23% said that they were aware. Among 1084 men, 26% said that they were aware (based on data from a Harris poll). Biodiversity Identify the null and alternative hypotheses resulting from the claim that for the people who were aware of the statement, the proportion of women is equal to the proportion of men.arrow_forward
- Do well-rounded people get fewer colds? A study on the Chronicle of Higher Education was conducted by scientist at Carnegie Mellon University, the University of Pittsburgh and the University of Virginia. They found that people who have only a few social outlets get more colds than those who are involved in a variety of social activities. Suppose that of the 276 healthy men and women tested, n1=96 had only a few social outlets and n2=105 were busy with six or more activities. When these people were exposed to a cold virus, the following results were observed: Construct a 99% confidence interval for the difference in the two population proportions.arrow_forwardSince an instant replay system for tennis was introduced at a major tournament, men challenged 1439 referee calls, with the result that 422 of the calls were overturned. Women challenged 742 referee calls, and 216 of the calls were overturned. Use a 0.01 significance level to test the claim that men and women have equal success in challenging calls. Complete parts (a) through (c) below.arrow_forwardA school psychologist notes that the average number of times that students are disrup- tive during class is 1.4 (u 1.4] times per day Following recent classroom policy changes the psychologist tests if the number of disrup- tions during class has changed. He records the following number of disruptions observed during a class day: 2, 4,3, 5, 4, 1, 1, and 4 1. Test the hypothesis that the number of complaints has increased or decreased using a .05 level of significance. State the value for the test stastistic and the decision to retain or rejct the null hypothesis. 2.compute effect size using estimated Cohen's D.arrow_forward
- A market research study hopes to determine if the average sales of house entertainment units will increase in a test market with the introduction of a new package. Sales recorded in a 32-day period for the old package and a 30-day period for the new package were as follows What can be concluded at 2.5% significance level? Use the Ten Step Process. Ho:_________________________________________________________________ Ha:_________________________________________________________________ Type of Test:_________________________________________________________arrow_forwardA foundation asked each person in a representative sample of high school students and in a representative sample of high school teachers which of the rights guaranteed by the First Amendment they thought was the most important. Suppose that the sample size for each sample was 1,000. Data consistent with summary values from the study are summarized in the accompanying table. Most Important First Amendment Right Freedom of Speech Freedom of the Press Freedom of Religion Freedom to Peacefully Assemble Freedom to Petition the Government Students 655 30 250 20 45 Teachers 400 60 420 50 70 A button hyperlink to the SALT program that reads: Use SALT. (a) Carry out a hypothesis test to determine if there is convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and students. Use a significance level of ? = 0.01.arrow_forwardA market research study hopes to determine if the average sales of house entertainment units will increase in a test market with the introduction of a new package. Sales recorded in a 32-day period for the old package and a 30-day period for the new package were as follows:What can be concluded at 2.5% significance level? Use the Ten Step Process. What is the conclusionarrow_forward
arrow_back_ios
SEE MORE QUESTIONS
arrow_forward_ios
Recommended textbooks for you
- College Algebra (MindTap Course List)AlgebraISBN:9781305652231Author:R. David Gustafson, Jeff HughesPublisher:Cengage Learning
College Algebra (MindTap Course List)
Algebra
ISBN:9781305652231
Author:R. David Gustafson, Jeff Hughes
Publisher:Cengage Learning
Probability & Statistics (28 of 62) Basic Definitions and Symbols Summarized; Author: Michel van Biezen;https://www.youtube.com/watch?v=21V9WBJLAL8;License: Standard YouTube License, CC-BY
Introduction to Probability, Basic Overview - Sample Space, & Tree Diagrams; Author: The Organic Chemistry Tutor;https://www.youtube.com/watch?v=SkidyDQuupA;License: Standard YouTube License, CC-BY