1. Slide 18 - 1 Copyright © 2009 Pearson Education, Inc. Active Learning Lecture Slides For use with Classroom Response Systems Intro Stats Third Edition by De Veaux, Velleman, Bock Chapter 18: Sampling Distribution Models

2. Slide 18 - 2 Copyright © 2009 Pearson Education, Inc. A certain population is approximately normal. We want to estimate its mean, so we will collect a sample. Which should be true if we use a large sample rather than a small one? I.The distribution of our sample data will be approximately normal. II.The sampling distribution of the sample means will be approximately normal. III.The variability of the sample means will be smaller. A. I only B. II only C. III only D. II and III E. I, II, and III

3. Slide 18 - 3 Copyright © 2009 Pearson Education, Inc. A certain population is approximately normal. We want to estimate its mean, so we will collect a sample. Which should be true if we use a large sample rather than a small one? I.The distribution of our sample data will be approximately normal. II.The sampling distribution of the sample means will be approximately normal. III.The variability of the sample means will be smaller. A. I only B. II only C. III only D. II and III E. I, II, and III

4. Slide 18 - 4 Copyright © 2009 Pearson Education, Inc. Which of the following is not an assumption or condition that needs to be checked for the one-proportion z-test? A. Independence B. Randomization C. 10% Condition D. Success/Failure Condition E. Nearly Normal Condition

5. Slide 18 - 5 Copyright © 2009 Pearson Education, Inc. Which of the following is not an assumption or condition that needs to be checked for the one-proportion z-test? A. Independence B. Randomization C. 10% Condition D. Success/Failure Condition E. Nearly Normal Condition

6. Slide 18 - 6 Copyright © 2009 Pearson Education, Inc. A certain population is strongly skewed to the right. We want to estimate its mean, so we will collect a sample. Which should be true if we use a large sample rather than a small one? I.The distribution of our sample data will be closer to normal. II.The sampling model of the sample means will be closer to normal. III.The variability of the sample means will be greater. A. I only B. II only C. III only D. I and III only E. II and III only

7. Slide 18 - 7 Copyright © 2009 Pearson Education, Inc. A certain population is strongly skewed to the right. We want to estimate its mean, so we will collect a sample. Which should be true if we use a large sample rather than a small one? I.The distribution of our sample data will be closer to normal. II.The sampling model of the sample means will be closer to normal. III.The variability of the sample means will be greater. A. I only B. II only C. III only D. I and III only E. II and III only

8. Slide 18 - 8 Copyright © 2009 Pearson Education, Inc. It is generally believed that electrical problems affect about 14% of new cars. An automobile mechanic conducts diagnostic tests on 128 new cars on the lot. How many successes (electrical failures) do you expect? A. 1.28 B. 17.92 C. 110.08 D. Cannot determine from information given.

9. Slide 18 - 9 Copyright © 2009 Pearson Education, Inc. It is generally believed that electrical problems affect about 14% of new cars. An automobile mechanic conducts diagnostic tests on 128 new cars on the lot. How many successes (electrical failures) do you expect? A. 1.28 B. 17.92 C. 110.08 D. Cannot determine from information given.

10. Slide 19 - 10 Copyright © 2009 Pearson Education, Inc. Active Learning Lecture Slides For use with Classroom Response Systems Intro Stats Third Edition by De Veaux, Velleman, Bock Chapter 19: Confidence Intervals for Proportions

11. Slide 19 - 11 Copyright © 2009 Pearson Education, Inc. The higher the level of confidence we want, the narrower our confidence interval becomes. A. True B. False

12. Slide 19 - 12 Copyright © 2009 Pearson Education, Inc. The higher the level of confidence we want, the narrower our confidence interval becomes. A. True B. False

13. Slide 19 - 13 Copyright © 2009 Pearson Education, Inc. The Success/Failure Condition states that we must expect at least ____ “successes” and ____ “failures.” A. 5 B. 10 C. 15 D. 25

14. Slide 19 - 14 Copyright © 2009 Pearson Education, Inc. The Success/Failure Condition states that we must expect at least ____ “successes” and ____ “failures.” A. 5 B. 10 C. 15 D. 25

15. Slide 19 - 15 Copyright © 2009 Pearson Education, Inc. We have calculated a 95% confidence interval and would prefer for our next confidence interval to have a smaller margin of error without losing any confidence. In order to do this, we can I. change the z ∗ value to a smaller number. II. take a larger sample. III. take a smaller sample. A. I only B. II only C. III only D. I and II E. I and III

16. Slide 19 - 16 Copyright © 2009 Pearson Education, Inc. We have calculated a 95% confidence interval and would prefer for our next confidence interval to have a smaller margin of error without losing any confidence. In order to do this, we can I. change the z ∗ value to a smaller number. II. take a larger sample. III. take a smaller sample. A. I only B. II only C. III only D. I and II E. I and III

17. Slide 20 - 17 Copyright © 2009 Pearson Education, Inc. Active Learning Lecture Slides For use with Classroom Response Systems Intro Stats Third Edition by De Veaux, Velleman, Bock Chapter 20: Testing Hypotheses About Proportions

18. Slide 20 - 18 Copyright © 2009 Pearson Education, Inc. A P-value indicates A.the probability that the null hypothesis is true. B.the probability that the alternative hypothesis is true. C.the probability of the observed statistic given that the null hypothesis is true. D.the probability of the observed statistic given that the alternative hypothesis is true.

19. Slide 20 - 19 Copyright © 2009 Pearson Education, Inc. A P-value indicates A.the probability that the null hypothesis is true. B.the probability that the alternative hypothesis is true. C.the probability of the observed statistic given that the null hypothesis is true. D.the probability of the observed statistic given that the alternative hypothesis is true.

20. Slide 20 - 20 Copyright © 2009 Pearson Education, Inc. A small P-value indicates either that the observation is improbable or that the probability calculation was based on incorrect assumptions. A. True B. False

21. Slide 20 - 21 Copyright © 2009 Pearson Education, Inc. A small P-value indicates either that the observation is improbable or that the probability calculation was based on incorrect assumptions. A. True B. False

22. Slide 20 - 22 Copyright © 2009 Pearson Education, Inc. In a hypothesis test, the null hypothesis represents the status quo. A. True B. False

23. Slide 20 - 23 Copyright © 2009 Pearson Education, Inc. In a hypothesis test, the null hypothesis represents the status quo. A. True B. False

24. Slide 20 - 24 Copyright © 2009 Pearson Education, Inc. According to a June 2004 Gallup poll, 28% of Americans “said there have been times in the last year when they haven’t been able to afford medical care.” Is this proportion higher for black Americans than for all Americans? In a random sample of 801 black Americans, 38% reported that there had been times in the last year when they had not been able to afford medical care. Which type of hypothesis test would you use? A. One-tail upper tail B. One-tail lower tail C. Two-tail D. Both A and B

25. Slide 20 - 25 Copyright © 2009 Pearson Education, Inc. According to a June 2004 Gallup poll, 28% of Americans “said there have been times in the last year when they haven’t been able to afford medical care.” Is this proportion higher for black Americans than for all Americans? In a random sample of 801 black Americans, 38% reported that there had been times in the last year when they had not been able to afford medical care. Which type of hypothesis test would you use? A. One-tail upper tail B. One-tail lower tail C. Two-tail D. Both A and B

26. Slide 20 - 26 Copyright © 2009 Pearson Education, Inc. A statistics professor wants to see if more than 80% of her students enjoyed taking her class. At the end of the term, she takes a random sample of students from her large class and asks, in an anonymous survey, if the students enjoyed taking her class. Which set of hypotheses should she test? A. H 0 : p 0.80 B. H 0 : p = 0.80 H A : p > 0.80 C. H 0 : p > 0.80 H A : p = 0.80 D. H 0 : p = 0.80 H A : p < 0.80

27. Slide 20 - 27 Copyright © 2009 Pearson Education, Inc. A statistics professor wants to see if more than 80% of her students enjoyed taking her class. At the end of the term, she takes a random sample of students from her large class and asks, in an anonymous survey, if the students enjoyed taking her class. Which set of hypotheses should she test? A. H 0 : p 0.80 B. H 0 : p = 0.80 H A : p > 0.80 C. H 0 : p > 0.80 H A : p = 0.80 D. H 0 : p = 0.80 H A : p < 0.80

28. Slide 22 - 28 Copyright © 2009 Pearson Education, Inc. Active Learning Lecture Slides For use with Classroom Response Systems Intro Stats Third Edition by De Veaux, Velleman, Bock Chapter 22: Comparing Two Proportions

29. Slide 22 - 29 Copyright © 2009 Pearson Education, Inc. When testing the difference between two proportions, we need to check the Success/Failure Condition. Which of the following is true? I. If only the smaller sample passes the Success/Failure Condition, we can proceed with the test. II. If only the larger sample passes the Success/Failure Condition, we can proceed with the test. III. Both samples must pass the Success/Failure Condition to proceed with the test. A. I only B. II only C. III only D. None of the above.

30. Slide 22 - 30 Copyright © 2009 Pearson Education, Inc. When testing the difference between two proportions, we need to check the Success/Failure Condition. Which of the following is true? I. If only the smaller sample passes the Success/Failure Condition, we can proceed with the test. II. If only the larger sample passes the Success/Failure Condition, we can proceed with the test. III. Both samples must pass the Success/Failure Condition to proceed with the test. A. I only B. II only C. III only D. None of the above.

31. Slide 23 - 31 Copyright © 2009 Pearson Education, Inc. Active Learning Lecture Slides For use with Classroom Response Systems Intro Stats Third Edition by De Veaux, Velleman, Bock Chapter 23: Inferences About Means

32. Slide 23 - 32 Copyright © 2009 Pearson Education, Inc. Which of the following is not an assumption or condition that needs to be checked for a one- sample t-test done on a sample drawn without replacement? A. Randomization B. 10% Condition C. Success/Failure Condition D. Nearly Normal Condition

33. Slide 23 - 33 Copyright © 2009 Pearson Education, Inc. Which of the following is not an assumption or condition that needs to be checked for a one- sample t-test done on a sample drawn without replacement? A. Randomization B. 10% Condition C. Success/Failure Condition D. Nearly Normal Condition

34. Slide 23 - 34 Copyright © 2009 Pearson Education, Inc. Which statement correctly compares t-distributions to the normal distribution? I.t distributions are also mound shaped and symmetric. II.t distributions have less spread than the normal distribution. III.As degrees of freedom increase, the variance of t- distributions becomes smaller. A. I only B. II only C. I and II only D. I and III only

35. Slide 23 - 35 Copyright © 2009 Pearson Education, Inc. Which statement correctly compares t-distributions to the normal distribution? I.t distributions are also mound shaped and symmetric. II.t distributions have less spread than the normal distribution. III.As degrees of freedom increase, the variance of t- distributions becomes smaller. A. I only B. II only C. I and II only D. I and III only

36. Slide 23 - 36 Copyright © 2009 Pearson Education, Inc. Which of the following is true about Student’s t-models? A.They are unimodal, symmetric, and bell shaped. B.They have fatter tails than the Normal model. C.As the degrees of freedom increase, the t- models look more and more like the Normal Model D.All of the above.

37. Slide 23 - 37 Copyright © 2009 Pearson Education, Inc. Which of the following is true about Student’s t-models? A.They are unimodal, symmetric, and bell shaped. B.They have fatter tails than the Normal model. C.As the degrees of freedom increase, the t- models look more and more like the Normal Model D.All of the above.

38. Slide 23 - 38 Copyright © 2009 Pearson Education, Inc. A researcher found that a 98% confidence interval for the mean hours per week spent studying by college students was (13, 17). Which is true? A.There is a 98% chance that the mean hours per week spent studying by college students is between 13 and 17 hours. B.We are 98% sure that the mean hours per week spent studying by college students is between 13 and 17 hours. C.Students average between 13 and 17 hours per week studying on 98% of the weeks. D.98% of all students spend between 13 and 17 hours studying per week.

39. Slide 23 - 39 Copyright © 2009 Pearson Education, Inc. A researcher found that a 98% confidence interval for the mean hours per week spent studying by college students was (13, 17). Which is true? A.There is a 98% chance that the mean hours per week spent studying by college students is between 13 and 17 hours. B.We are 98% sure that the mean hours per week spent studying by college students is between 13 and 17 hours. C.Students average between 13 and 17 hours per week studying on 98% of the weeks. D.98% of all students spend between 13 and 17 hours studying per week.

40. Slide 24 - 40 Copyright © 2009 Pearson Education, Inc. A philosophy professor wants to find out whether the mean age of the men in his large lecture class is equal to the mean age of the women in his class. After collecting data from his students, the professor tested the hypothesis against the alternative. The P-value for the test was 0.003. Which is true? A.There is a 0.3% chance that the mean age for the men is equal to the mean age for the women. B.There is a 0.3% chance that the mean age for the men is different from the mean age of the women. C.It is very unlikely that the professor would see results like these if the mean age of men was equal to the mean age of women. D.There is a 0.3% chance that another sample will give these same results.

41. Slide 24 - 41 Copyright © 2009 Pearson Education, Inc. A philosophy professor wants to find out whether the mean age of the men in his large lecture class is equal to the mean age of the women in his class. After collecting data from his students, the professor tested the hypothesis against the alternative. The P-value for the test was 0.003. Which is true? A.There is a 0.3% chance that the mean age for the men is equal to the mean age for the women. B.There is a 0.3% chance that the mean age for the men is different from the mean age of the women. C.It is very unlikely that the professor would see results like these if the mean age of men was equal to the mean age of women. D.There is a 0.3% chance that another sample will give these same results.

42. Slide 24 - 42 Copyright © 2009 Pearson Education, Inc. Doctors at a technology research facility randomly assigned equal numbers of people to use computer keyboards in two rooms. In one room a group of people typed a manuscript using standard keyboards, while in the other room people typed the same manuscript using ergonomic keyboards to see if those people could type more words per minute. After collecting data for several days the researchers tested the hypothesis against the one-tail alternative and found a P-value of 0.22. Which is true? A) The people using ergonomic keyboards type 22% more words per minute. B) There’s a 22% chance that people using ergonomic keyboards type more words per minute. C) There’s a 22% chance that there’s really no difference in typing speed. D) There’s a 22% chance another experiment will give these same results. E) None of these.

43. Slide 24 - 43 Copyright © 2009 Pearson Education, Inc. Doctors at a technology research facility randomly assigned equal numbers of people to use computer keyboards in two rooms. In one room a group of people typed a manuscript using standard keyboards, while in the other room people typed the same manuscript using ergonomic keyboards to see if those people could type more words per minute. After collecting data for several days the researchers tested the hypothesis against the one-tail alternative and found a P-value of 0.22. Which is true? A) The people using ergonomic keyboards type 22% more words per minute. B) There’s a 22% chance that people using ergonomic keyboards type more words per minute. C) There’s a 22% chance that there’s really no difference in typing speed. D) There’s a 22% chance another experiment will give these same results. E) None of these.

44. Slide 24 - 44 Copyright © 2009 Pearson Education, Inc. Trainers need to estimate the level of fat in athletes to ensure good health. Initial tests were based on a small sample but now the trainers double the sample size for a follow-up test. The main purpose of the larger sample is to… A. reduce response bias. B. reduce non-response bias. C. decrease the variability in the population. D. reduce confounding due to other variables. E. decrease the standard deviation of the sampling model.

45. Slide 24 - 45 Copyright © 2009 Pearson Education, Inc. Trainers need to estimate the level of fat in athletes to ensure good health. Initial tests were based on a small sample but now the trainers double the sample size for a follow-up test. The main purpose of the larger sample is to… A. reduce response bias. B. reduce non-response bias. C. decrease the variability in the population. D. reduce confounding due to other variables. E. decrease the standard deviation of the sampling model.