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Test Bank for Intro Stats, 4th Edition

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    O NLINE T EST B ANK AND R ESOURCE G UIDE I NTRO S TATS F OURTH E DITION Richard De Veaux Williams College Paul Velleman Cornell University David Bock Cornell University William Craine III Lansing High School

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    Contents About This Guide 1-1 Chapter 1 Stats Starts Here 1-2 Chapter 2 Displaying and Describing Categorical Data 2-1 Chapter 3 Displaying and Summarizing Quantitative Data 3-1 Chapter 4 Understanding and Comparing Distributions 4-1 Chapter 5 The Standard Deviation as Ruler and the Normal Model 5-1 Part I Tests Exploring and Understanding Data I-1 Chapter 6 Scatterplots, Association, and Correlation 6-1 Chapter 7 Linear Regression 7-1 Chapter 8 Regression Wisdom 8-1 Part II Tests Exploring Relationships Between Variables II-1 Chapter 9 Understanding Randomness 9-1 Chapter 10 Sample Surveys 10-1 Chapter 11 Experiments and Observational Studies 11-1 Part III Tests Gathering Data III-1 Chapter 12 From Randomness to Probability 12-1 Chapter 13 Probability Rules! 13-1 Chapter 14 Random Variables 14-1 Part IV Tests Randomness and Probability IV-1 Chapter 15 Sampling Distribution Models 15-1 Chapter 16 Confidence Intervals for Proportions 16-1 Chapter 17 Testing Hypotheses About Proportions 17-1 Chapter 18 Inferences About Means 18-1 Chapter 19 More About Tests and Intervals 19-1 Part V Tests From the Data at Hand to the World at Large V-1 Chapter 20 Comparing Groups 20-1 Chapter 21 Paired Samples and Blocks 21-1 Chapter 22 Comparing Counts 22-1 Chapter 23 Inferences for Regression 23-1 Part VI Tests Accessing Associations Between Variables VI-1 Chapter 24 Analysis of Variance 24-1 Chapter 25 Multiple Regression 25-1

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    1-1 How to use this Test Bank and Resource Guide This guide is a supplement to be used in conjunction with the Instructor’s Edition of Intro Stats, 4 th edition by De Veaux, Velleman, and Bock. The authors have integrated many instructor’s resources into the text, and these sections precede each chapter. In this Test Bank and Resource Guide , all or some of the following features may be found for each chapter and unit. Solutions to Class Examples Answers are provided to the chapter examples presented in the Instructor’s Edition of the text. Investigative Tasks Instead of a quiz, you may choose to have students do a written assignment that applies the major concepts of the chapter. Along with each classroom-tested task, there is a proposed solution to the task and a scoring rubric. Returning the completed rubric to the students will provide them the guidance needed to learn to write clear, complete, and concise statistical analyses. Chapter Quizzes You might choose to give a quiz after completing a chapter. For each chapter, there are two or three quizzes that you can choose from, along with solutions. If not used as a quiz, the questions can be used as additional class examples, homework assignments, or extra practice. Unit Tests Two or three sample exams (and solutions) are available for you at the end of each of the text’s seven units. These exams include multiple-choice questions, short questions some calculations or written explanations, and longer questions requiring more in-depth analysis. They are not easy. Understanding Statistics means thinking about the world. All of the problems ask for clear understanding of important statistical concepts, accurate application of statistical techniques, and proper interpretation of the results. Expecting this from the start helps students establish the habit of clear statistical thinking. Supplemental Resources We’ve tried lots of things over the years to help students understand the beauty and power of Statistics. Where applicable, we’ve included some extra materials. These might be worksheets, group assignments, or class activities.

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    1-2 Chapter 1 Stats Starts Here Solutions to Class Examples: Consumer Reports Who: energy bars What: brand name, flavor, price, calories, protein, fat When: not specified Where: not specified How: not specified. Are data collected from the label? Are independent tests performed? Why: information for potential consumers Categorical variables: brand name, flavor Quantitative variables: price (US$), number of calories (calories), protein (grams), fat(grams) Boston Marathon Who: Boston Marathon runners What: gender, country, age, time When: not specified Where: Boston How: not specified. Presumably, the data were collected from registration information. Why: race result reporting Categorical variables: gender, country Quantitative variables: age (years), time (hours, minutes, seconds) Supplemental Resources: The following page contains a list of the 50 United States of America. We have found it to be helpful if you collect class data on the number of States visited. On the next page is a potential blank survey that you can pass around on the first day of class to collect some data. Some of the survey questions are left deliberately vague, so that you can discuss potential sources of bias, informally of course.

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    1-3 States – Count the number you have visited Alabama Indiana Nebraska Rhode Island Alaska Iowa Nevada South Carolina Arizona Kansas New Hampshire South Dakota Arkansas Kentucky New Jersey Tennessee California Louisiana New Mexico Texas Colorado Maine New York Utah Connecticut Maryland North Carolina Vermont Delaware Massachusetts North Dakota Virginia Florida Michigan Ohio Washington Georgia Minnesota Oklahoma West Virginia Hawaii Mississippi Oregon Wisconsin Idaho Missouri Pennsylvania Wyoming Illinois Montana States – Count the number you have visited Alabama Indiana Nebraska Rhode Island Alaska Iowa Nevada South Carolina Arizona Kansas New Hampshire South Dakota Arkansas Kentucky New Jersey Tennessee California Louisiana New Mexico Texas Colorado Maine New York Utah Connecticut Maryland North Carolina Vermont Delaware Massachusetts North Dakota Virginia Florida Michigan Ohio Washington Georgia Minnesota Oklahoma West Virginia Hawaii Mississippi Oregon Wisconsin Idaho Missouri Pennsylvania Wyoming Illinois Montana States – Count the number you have visited Alabama Indiana Nebraska Rhode Island Alaska Iowa Nevada South Carolina Arizona Kansas New Hampshire South Dakota Arkansas Kentucky New Jersey Tennessee California Louisiana New Mexico Texas Colorado Maine New York Utah Connecticut Maryland North Carolina Vermont Delaware Massachusetts North Dakota Virginia Florida Michigan Ohio Washington Georgia Minnesota Oklahoma West Virginia Hawaii Mississippi Oregon Wisconsin Idaho Missouri Pennsylvania Wyoming Illinois Montana

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    1-4 Statistics – Class Survey Gender (M/F) Politics (L, M, C) Number of Siblings States Visited Shoe Size

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    1-5 Statistics Quiz A – Chapter 1 Name __________________________ 1. One of the reasons that the Monitoring the Future (MTF) project was started was “to study changes in the beliefs, attitudes, and behavior of young people in the United States.” Data are collected from 8 th , 10 th , and 12 th graders each year. To get a representative nationwide sample, surveys are given to a randomly selected group of students. In Spring 2004, students were asked about alcohol, illegal drug, and cigarette use. Describe the W’s, if the information is given. If the information is not given, state that it is not specified. • Who: • What: • When: • Where: • How: • Why: 2. Consider the following part of a data set: Age (years) Sex Only child? Height (inches) Weight (pounds) Credit Hours GPA Major 21 Female Yes 67.00 140.0 16 3.60 animal science 20 Female No 62.00 130.0 18 3.86 biology 28 Female No 64.00 188.0 21 3.25 psychology 21 Male No 65.00 140.0 15 2.95 psychology 24 Female No 67.00 130.0 20 3.00 anthropology 22 Male Yes 68.00 135.0 15 2.94 journalism List the variables in the data set. Indicate whether each variable is treated as categorical or quantitative in this data set. If the variable is quantitative, state the units.

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    1-6 Statistics Quiz A – Chapter 1 – Key 1. One of the reasons that the Monitoring the Future (MTF) project was started was “to study changes in the beliefs, attitudes, and behavior of young people in the United States.” Data are collected from 8 th , 10 th , and 12 th graders each year. To get a representative nationwide sample, surveys are given to a randomly selected group of students. In Spring 2004, students were asked about alcohol, illegal drug, and cigarette use. Describe the W’s, if the information is given. If the information is not given, state that it is not specified. • Who: 8 th , 10 th , and 12 th graders • What: alcohol, illegal drug, and cigarette use • When: Spring 2004 • Where: United States • How: survey • Why: “ to study changes in the beliefs, attitudes, and behavior of young people in the United States” 2. Consider the following part of a data set: Age (years) Sex Only child? Height (inches) Weight (pounds) Credit Hours GPA Major 21 Female Yes 67.00 140.0 16 3.60 animal science 20 Female No 62.00 130.0 18 3.86 biology 28 Female No 64.00 188.0 21 3.25 psychology 21 Male No 65.00 140.0 15 2.95 psychology 24 Female No 67.00 130.0 20 3.00 anthropology 22 Male Yes 68.00 135.0 15 2.94 journalism List the variables in the data set. Indicate whether each variable is treated as categorical or quantitative in this data set. If the variable is quantitative, state the units. Categorical: sex, only child?, major Quantitative: age (years), height (inches), weight (pounds), credit hours, GPA

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    1-7 Statistics Quiz B – Chapter 1 Name ________________________ In November 2003 Discover published an article on the colonies of ants. They reported some basic information about many species of ants and the results of some discoveries found by myrmecologist Walter Tschinkel of the University of Florida. Information included the scientific name of the ant species, the geographic location, the depth of the nest (in feet), the number of chambers in the nest, and the number of ants in the colony. The article documented how new ant colonies begin, the ant-nest design, and how nests differ in shape, number, size of chambers, and how they are connected, depending on the species. It reported that nest designs include vertical, horizontal, or inclined tunnels for movement and transport of food and ants. 1. Describe the W’s, if the information is given: • Who: • What: • When: • Where: • How: • Why: 2. List the variables. Indicate whether each variable is categorical or quantitative. If the variable is quantitative, tell the units.

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    1-8 Statistics Quiz B – Chapter 1 – Key In November 2003 Discover published an article on the colonies of ants. They reported some basic information about many species of ants and the results of some discoveries found by myrmecologist Walter Tschinkel of the University of Florida. Information included the scientific name of the ant species, the geographic location, the depth of the nest (in feet), the number of chambers in the nest, and the number of ants in the colony. The article documented how new ant colonies begin, the ant-nest design, and how nests differ in shape, number, size of chambers, and how they are connected, depending on the species. It reported that nest designs include vertical, horizontal, or inclined tunnels for movement and transport of food and ants. 1. Describe the W’s, if the information is given: • Who: Colonies of ants. “Many species of ants,” but no indication of exactly how many. • What: scientific name, geographic location, average nest depth, average number of chambers, average colony size, how new ant colonies begin, the ant-nest design, and how nests differ in architecture. • When: November 2003 • Where: not specified • How: The results of some discoveries found by myrmecologist Walter Tschinkel of the University of Florida • Why: Information of interest to readers of the magazine 2. List the variables. Indicate whether each variable is categorical or quantitative. If the variable is quantitative, tell the units. Categorical: species, geographic location, how new ant colonies begin, and nest design. Quantitative: nest depth (feet), number of chambers (units), and colony size (units).

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    1-9 Statistics Quiz C – Chapter 1 Name __________________________ In June 2012 Consumer Reports published an article on some sport-utility vehicles they had tested recently. They reported some basic information about each of the vehicles and the results of some tests conducted by their staff. Among other things, the article told the brand of each vehicle, its price, and whether it had a standard or automatic transmission. They reported the vehicle’s fuel economy, its acceleration (number of seconds to go from zero to 60 mph), and its braking distance to stop from 60 mph. The article also rated each vehicle’s reliability as much better than average, better than average, average, worse, or much worse than average. 1. Describe the W’s, if the information is given: • Who: • What: • When: • Where: • How: • Why: 2. List the variables. Indicate whether each variable is categorical or quantitative. If the variable is quantitative, tell the units.

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    1-10 Statistics Quiz C – Chapter 1 – Key In June 2012 Consumer Reports published an article on some sport-utility vehicles they had tested recently. They reported some basic information about each of the vehicles and the results of some tests conducted by their staff. Among other things, the article told the brand of each vehicle, its price, and whether it had a standard or automatic transmission. They reported the vehicle’s fuel economy, its acceleration (number of seconds to go from zero to 60 mph), and its braking distance to stop from 60 mph. The article also rated each vehicle’s reliability as much better than average, better than average, average, worse, or much worse than average. 1. Describe the W’s, if the information is given: • Who: SUV’s currently on the market. We don’t know how many models. • What: When: prior to June 2012 • Where: not specified, probably the United States • How: testing the vehicles by driving each • Why: information for potential consumers 2. List the variables. Indicate whether each variable is categorical or quantitative. If the variable is quantitative, tell the units. Categorical: brand, transmission type, reliability Quantitative: price (US$), fuel economy (mpg), acceleration (seconds), braking distance (probably feet?)

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    2-1 Chapter 2 Displaying and Describing Categorical Data Solutions to Class Examples: 1. See Class Example 1. 2. Answers will vary according to your data. 3. See Class Example 3. 4. Point out that this example deals with quantitative variables, not categorical. The paradox can be explained when you realize that Company A must employ a greater percentage of laborers than Company B. Also, Company A must employ a smaller percentage of managers than Company B. If laborers earn salaries that are considerably lower than managers, the salaries of Company A’s laborers will pull the company average down, and the salaries of Company B’s managers will pull the company average up. The proper way to compare the companies is to use the salaries that are broken down by job type. Using the overall average salary leads to a misleading conclusion. Investigative Task Race and the Death Penalty uses a three-way contingency table and requires comparing marginal and conditional distributions. Supplemental Resources After the Investigative Task, there is a worksheet on the relationship between smoking and education level. 10000 30000 50000 2 4 6 8 Company A Salaries ($) 10000 30000 50000 2 4 6 8 Company B Salaries ($) Mean Salary $28000 Mean Salary $43000

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    2-2 Statistics Quiz A – Chapter 2 Name __________________________ Has the percentage of young girls drinking milk changed over time? The following table is consistent with the results from “Beverage Choices of Young Females: Changes and Impact on Nutrient Intakes” (Shanthy A. Bowman, Journal of the American Dietetic Association , 102 (9), pp. 1234-1239): Nationwide Food Survey Years 1987-1988 1989-1991 1994-1996 Total Yes 354 502 366 1222 Drinks Fluid Milk No 226 335 366 927 Total 580 837 732 2149 1. Find the following: a. What percent of the young girls reported that they drink milk? b. What percent of the young girls were in the 1989-1991 survey? c. What percent of the young girls who reported that they drink milk were in the 1989-1991 survey? d. What percent of the young girls in 1989-1991 reported they drink milk? 2. What is the marginal distribution of milk consumption? 3. Do you think that milk consumption by young girls is independent of the nationwide survey year? Use statistics to justify your reasoning. 4. Consider the following pie charts of the a subset of the data above: 1989-1991*Milk? 1994-1996*Milk? Category Yes No Pie Chart of 1989-1991, 1994-1996 vs Milk? Do the pie charts above indicate that milk consumption by young girls is independent of the nationwide survey year? Explain.

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    2-3 Statistics Quiz A – Chapter 2 - Key Has the percentage of young girls drinking milk changed over time? The following table is consistent with the results from “Beverage Choices of Young Females: Changes and Impact on Nutrient Intakes” (Shanthy A. Bowman, Journal of the American Dietetic Association , 102 (9), pp. 1234-1239): Nationwide Food Survey Years 1987-1988 1989-1991 1994-1996 Total Yes 354 502 366 1222 Drinks Fluid Milk No 226 335 366 927 Total 580 837 732 2149 1. Find the following: a. What percent of the young girls reported that they drink milk? 56.9% b. What percent of the young girls were in the 1989-1991 survey? 38.9% c. What percent of the young girls who reported that they drink milk were in the 1989-1991 survey? 41.1% d. What percent of the young girls in 1989-1991 reported they drink milk? 60.0% 2. What is the marginal distribution of milk consumption? Yes: 56.9%; No: 43.1% 3. Do you think that milk consumption by young girls is independent of the nationwide survey year? Use statistics to justify your reasoning. No. 56.9% of all young girls surveyed reported drinking milk, but 60% of the young girls reported drinking milk in the 1989-1991 survey. Since these percentages differ, milk consumption and year are not independent. 4. Consider the following pie charts of the a subset of the data above: 1989-1991*Milk? 1994-1996*Milk? C ategory Yes No Pie Chart of 1989-1991, 1994-1996 vs Milk? Do the pie charts above indicate that milk consumption by young girls is independent of the nationwide survey year? Explain. No. It looks like there is some sort of relationship between milk consumption and nationwide survey year, since the percentage of young girls who reported drinking milk is a larger slice of the pie chart for the 1989-1991 survey than the same response for the 1994-1996 survey.

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