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Group Statistics and Independent Samples Test Project
For this assignment you will complete two separate investigations: one that uses an independent and one that uses a depend ...
Group Statistics and Independent Samples Test Project
For this assignment you will complete two separate investigations: one that uses an independent and one that uses a dependent/paired t-tests. T-testsA teacher is interested in knowing whether different students in her class have different levels of statistics knowledge at the beginning of the course and whether they gain knowledge in statistics over the course of her class. She administered a survey to all of her students asking whether they are pursuing a masters degree or Ph.D. (“Degree”) and entered that information along with their scores on a statistics pre-test (“PreTest”). At the end of the course, she administered the same test again and entered their scores (“PostTest”).For this assignment use StatPrePost.savAnswer questions 1-3 for each of the following two scenarios: Scenario 1: Is there a statistically significant difference between masters degree students and Ph.D. students in terms of statistics knowledge at the beginning of the course?Scenario 2: Is there a statistically significant difference between students’ statistics knowledge at the beginning and the end of the course?Report whether an independent samples or dependent/paired samples t-test should be used.Run the appropriate t-test (include Levene's test for homogeneity of variances for the independent t-test). Report the obtained t value, degrees of freedom (df), and significance level (p-value) for this t-test? If the Levene's test was run, report test statistic and significance level (p-value) for this test.What conclusion should the investigator draw on the basis of this test with regard to the null hypothesis if the alpha is set at .05?Submit your answers to #1-3 in a Word document. Use a page break to separate the independent and dependent t-test sections and label each section accordingly. Please upload your file to Blackboard using the Attach File option.
Statistics Question
I need you to take Math Statistics T #2 We will start the ex at the same tim e. I will send you screenshots of the questio ...
Statistics Question
I need you to take Math Statistics T #2 We will start the ex at the same tim e. I will send you screenshots of the questions, I need you to have quick judgment and accuracy, 45 mi nutes. We need to cooperate with each other, and my target score is no less than 85%. If you can hel p me t do this, The tes t time is Thursda y, June 10-Friday, June 11 in Atlantic Canada tim e zone. We will discuss the specific start tim e. If you can meet the above requir ements, please accept my invitation. thank.
Sets and compound inequalities, math homework help
Solve the compound inequalitya. b. (- ∞) ( ∞ )c. {Ø}d. =================================Solve the compound inequalit ...
Sets and compound inequalities, math homework help
Solve the compound inequalitya. b. (- ∞) ( ∞ )c. {Ø}d. =================================Solve the compound inequality.3x + 2 ≥ 5 or 7x + 1 < 29a, [1, 4)b. (-∞, 1] U (4, ∞)c. [1, ∞)d. (-∞, ∞)=================================Solve the compound inequality.x + 9 < 0 or 4x > -12a. (-∞, -3)b. (-∞, -9) U (-3, ∞)c. (-∞, -9)d. (-∞, ∞)=================================Solve the compound inequality.-2 ≤ 3x - 5 ≤ 7a. [1, 4]b. {Ø}c. (-∞, 1]d. [4, ∞)================================Solve the compound inequality.x + 1 ≥ 7 and 3x - 1 ≥ 5a. [2, 6]b. {Ø}c. [6, ∞)d. [2, ∞)=======================================Which graph shows the compound inequality x < 1 and x > -3?a. b. c. d. ===================================If A = {x | x is an even integer}, B = {x | x is an odd integer}, find A ∩ B.a. {x | x ∈ Z}b. {Ø}c. {0}d. {x | x ∈ R}==============================If A = {x | x is an even integer}, B = {x | x is an odd integer}, find A U B.a, {x | x ∈ Z}b. {Ø}c. {0}d. {x | x ∈ R}===================================If C = {2, 3, 4, 5} and D = {4, 5, 6, 7}, find C ∩ D.a. {2, 3, 4, 5, 6, 7}b. {2, 3, 4, 4, 5, 5, 6, 7}c. {2, 3, 6, 7}d. {4, 5}============================If A = {1, 3, 4, 8} and B = {3, 5, 7}, find A U B.a. {1, 3, 3, 4, 5, 7, 8}b. {1, 3, 4, 5, 7, 8}c, {1, 4, 5, 7, 8}d. {3}
Cuyamaca College Guinness Brewing Company Case Study Analysis
Matched Pairs: In this lab you will learn how to conduct a matched pairs T-test for a population mean using StatCrunch. We ...
Cuyamaca College Guinness Brewing Company Case Study Analysis
Matched Pairs: In this lab you will learn how to conduct a matched pairs T-test for a population mean using StatCrunch. We will work with a data set that has historical importance in the development of the T-test.Some features of this activity may not work well on a cell phone or tablet. We highly recommend that you complete this activity on a computer.Here are the directions, grading rubric, and definition of high-quality feedback for the Learn by Doing discussion board exercises.A list of StatCrunch directions is provided at the bottom of this page.CONTEXTGOSSET'S SEED PLOT DATAWilliam S. Gosset was employed by the Guinness brewing company of Dublin. Sample sizes available for experimentation in brewing were necessarily small. At that time, Gosset contacted a famous statistician Karl Pearson (1857-1936) and was told that there were no techniques for developing probability models for small data sets. Gosset studied under Pearson, and the outcome of his study was perhaps the most famous paper in statistical literature, "The Probable Error of a Mean" (1908), which introduced the T-distribution.Since Gosset was employed by Guinness, any work he produced would be owned by Guinness, so he published under a pseudonym, "Student"; hence, the T-distribution is often referred to as Student's T-distribution.To illustrate his analysis, Gosset used the results of seeding 11 different plots of land with two different types of seed: regular and kiln-dried. He wanted to determine if drying seeds before planting increased plant yield. Since different plots of soil may be naturally more fertile, this confounding variable was eliminated by using the matched pairs design and planting both types of seed in all 11 plots.The resulting data (corn yield in pounds per acre) are as follows.PlotRegular seedKiln-dried Seed11903200921935191531910201142496246352108218061961192572060212281444148291612154210131614431115111535We use these data to test the hypothesis that kiln-dried seed yields more corn than regular seed.Because of the nature of the experimental design (matched pairs), we are testing the difference in yield.PlotRegular seedKiln-dried SeedDifference1190316092942193519152031910161129942496246333521082180–7261961192536716602122-462814441482–38916121542701013161443–1271115111535–24Note that the differences were calculated: regular − kiln-dried.VARIABLESRegular seed: regular seeds that were traditionally used for plantingkiln-dried: seed that were kiln-dried before plantingDATADownload the seed (Links to an external site.) data file, and then upload the file into StatCrunch.PROMPTState the hypotheses and define the parameter.Checking conditions: Since Gosset invented the T-distribution, we will assume that his sample meets the conditions and proceed with the T-test. Regardless, answer these questions to demonstrate your understanding of the conditions for use of the T-model.But first you will need to review the dotplots for the data (opens in a new tab).
Which graph is used to check conditions? Why?What do we look for in the graph to verify that conditions are met?What else do we need to know about the sample of seeds before using the T-test?Use StatCrunch to find the T-score and the P-value. Hint: as you work through the StatCrunch directions, keep in mind that we want to calculate the differences as regular − kiln-dried . So you will choose Regular seed for Sample 1 and kiln-dried seed for Sample 2. (directions)Copy and paste the information in the StatCrunch output window into your initial post.State a conclusion based on the context of this scenario.
QM6640 TROY Medical Debt Critical Thinking Assessment Business Statistics Help
Read the case from the QM 6640 Medical Debt PDF document, and review the data from the QM 6640 Assessment Patient Data Exc ...
QM6640 TROY Medical Debt Critical Thinking Assessment Business Statistics Help
Read the case from the QM 6640 Medical Debt PDF document, and review the data from the QM 6640 Assessment Patient Data Excel file. Then, write a concise report answering questions 1-6 from the end of the case, using the data to assist in justifying your answers. Using past due amount as the dependent variable and all other variables as predictors (independent variables), run appropriate statistical analyses in Excel to mine the data. Insert tables and graphs from Excel in your report as appropriate. Label sections of your report to correspond to the questions. The completed report is the deliverable for this assignment.
RES 710v4 Capella University Statistics Multiple Choice Questions Exam Practice
Use the GSS 2014 data on education from Ch. 5 (“The Normal Distribution”), Exercis ...
RES 710v4 Capella University Statistics Multiple Choice Questions Exam Practice
Use the GSS 2014 data on education from Ch. 5 (“The Normal Distribution”), Exercise 5.Estimation Practice data . Please see the attachment
Question 1
2 Points
What is the 95% confidence interval for the mean number of years of education for lower-class respondents?
11.60 to 12.62
23.20 to 25.24
5.80 to 6.31
13.60 to 14.62
Question 2 2 Points What is the 95% confidence interval for the mean number of years of education for and working-class respondents? 14.76 to 15.25 12.76 to 13.25 25.50 to 26.50 6.38 to 6.63 Question 3 2 Points What is the 99% confidence interval for the mean number of years of education for lower-class respondents? 11.44 to 12.78 5.72 to 6.39 13.55 to 14.89 22.88 to 25.56 Question 4 2 Points What is the 99% confidence interval for the mean number of years of education for and middle-class respondents? 18.65 to 19.33 4.65 to 5.33 7.33 to 7.67 14.65 to 15.33 Question 5 2 Points As our confidence in the result increases, how does the size of the confidence interval change? The confidence interval gets wider, not narrower – increasing confidence leading to less precise intervals. The confidence interval gets narrower, but not wider – decreasing confidence leading to more precise intervals. As the result increases, the confidence level remains the same. As the result increases, the confidence level is reduced.
Though 70% of women with children younger than 18 years participate in the labor force, society still upholds the stay-at-home mother as the traditional model. Some believe that employment distracts mothers from their parenting role, affecting the well-being of children. In the GSS 2014, respondents were asked to indicate their level of agreement to the statement, “A working mother hurts children.” Of the 435 male respondents who answered the question, 18% strongly agreed that a working mother does not hurt children.
Question 6 2 Points What is the 90% confidence interval for this statistic for males? 0.30 to 0.42 0.08 to 0.11 0.15 to 0.21 1.50 to 2.10 Question 7 2 Points Of the 566 female respondents who answered the question, 40% strongly agreed that a working mother does not hurt children. What is the 90% confidence interval for this statistic? 0.74 to 0.86 0.37 to 0.43 0.14 to 0.18 0.19 to 0.22
According to a report published by the Pew Research Center in February 2010, 61% of Millennials (Americans in their teens and 20s) think that their generation has a unique and distinctive identity (N = 527).
Question 8 2 Points What is the 95% confidence interval to estimate the percentage of Millennials who believe that their generation has a distinctive identity as compared with the other generations (Generation X, Baby Boomers, or the Silent Generation)? CI = 6.84 to 5.16 CI = 50.88 to 60.76 CI = 102.84 to 112.16 CI = 56.84 to 65.16 Question 9 2 Points What is the 99% confidence interval? CI = 55.53 to 66.47 CI = 111.06 to 132.94 CI = 27.77 to 33.24 CI = 57.55 to 68.49 Question 10 2 Points Are both these results compatible with the conclusion that the majority of Millennials believe that they have a unique identity that separates them from the previous generations? Yes No
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Group Statistics and Independent Samples Test Project
For this assignment you will complete two separate investigations: one that uses an independent and one that uses a depend ...
Group Statistics and Independent Samples Test Project
For this assignment you will complete two separate investigations: one that uses an independent and one that uses a dependent/paired t-tests. T-testsA teacher is interested in knowing whether different students in her class have different levels of statistics knowledge at the beginning of the course and whether they gain knowledge in statistics over the course of her class. She administered a survey to all of her students asking whether they are pursuing a masters degree or Ph.D. (“Degree”) and entered that information along with their scores on a statistics pre-test (“PreTest”). At the end of the course, she administered the same test again and entered their scores (“PostTest”).For this assignment use StatPrePost.savAnswer questions 1-3 for each of the following two scenarios: Scenario 1: Is there a statistically significant difference between masters degree students and Ph.D. students in terms of statistics knowledge at the beginning of the course?Scenario 2: Is there a statistically significant difference between students’ statistics knowledge at the beginning and the end of the course?Report whether an independent samples or dependent/paired samples t-test should be used.Run the appropriate t-test (include Levene's test for homogeneity of variances for the independent t-test). Report the obtained t value, degrees of freedom (df), and significance level (p-value) for this t-test? If the Levene's test was run, report test statistic and significance level (p-value) for this test.What conclusion should the investigator draw on the basis of this test with regard to the null hypothesis if the alpha is set at .05?Submit your answers to #1-3 in a Word document. Use a page break to separate the independent and dependent t-test sections and label each section accordingly. Please upload your file to Blackboard using the Attach File option.
Statistics Question
I need you to take Math Statistics T #2 We will start the ex at the same tim e. I will send you screenshots of the questio ...
Statistics Question
I need you to take Math Statistics T #2 We will start the ex at the same tim e. I will send you screenshots of the questions, I need you to have quick judgment and accuracy, 45 mi nutes. We need to cooperate with each other, and my target score is no less than 85%. If you can hel p me t do this, The tes t time is Thursda y, June 10-Friday, June 11 in Atlantic Canada tim e zone. We will discuss the specific start tim e. If you can meet the above requir ements, please accept my invitation. thank.
Sets and compound inequalities, math homework help
Solve the compound inequalitya. b. (- ∞) ( ∞ )c. {Ø}d. =================================Solve the compound inequalit ...
Sets and compound inequalities, math homework help
Solve the compound inequalitya. b. (- ∞) ( ∞ )c. {Ø}d. =================================Solve the compound inequality.3x + 2 ≥ 5 or 7x + 1 < 29a, [1, 4)b. (-∞, 1] U (4, ∞)c. [1, ∞)d. (-∞, ∞)=================================Solve the compound inequality.x + 9 < 0 or 4x > -12a. (-∞, -3)b. (-∞, -9) U (-3, ∞)c. (-∞, -9)d. (-∞, ∞)=================================Solve the compound inequality.-2 ≤ 3x - 5 ≤ 7a. [1, 4]b. {Ø}c. (-∞, 1]d. [4, ∞)================================Solve the compound inequality.x + 1 ≥ 7 and 3x - 1 ≥ 5a. [2, 6]b. {Ø}c. [6, ∞)d. [2, ∞)=======================================Which graph shows the compound inequality x < 1 and x > -3?a. b. c. d. ===================================If A = {x | x is an even integer}, B = {x | x is an odd integer}, find A ∩ B.a. {x | x ∈ Z}b. {Ø}c. {0}d. {x | x ∈ R}==============================If A = {x | x is an even integer}, B = {x | x is an odd integer}, find A U B.a, {x | x ∈ Z}b. {Ø}c. {0}d. {x | x ∈ R}===================================If C = {2, 3, 4, 5} and D = {4, 5, 6, 7}, find C ∩ D.a. {2, 3, 4, 5, 6, 7}b. {2, 3, 4, 4, 5, 5, 6, 7}c. {2, 3, 6, 7}d. {4, 5}============================If A = {1, 3, 4, 8} and B = {3, 5, 7}, find A U B.a. {1, 3, 3, 4, 5, 7, 8}b. {1, 3, 4, 5, 7, 8}c, {1, 4, 5, 7, 8}d. {3}
Cuyamaca College Guinness Brewing Company Case Study Analysis
Matched Pairs: In this lab you will learn how to conduct a matched pairs T-test for a population mean using StatCrunch. We ...
Cuyamaca College Guinness Brewing Company Case Study Analysis
Matched Pairs: In this lab you will learn how to conduct a matched pairs T-test for a population mean using StatCrunch. We will work with a data set that has historical importance in the development of the T-test.Some features of this activity may not work well on a cell phone or tablet. We highly recommend that you complete this activity on a computer.Here are the directions, grading rubric, and definition of high-quality feedback for the Learn by Doing discussion board exercises.A list of StatCrunch directions is provided at the bottom of this page.CONTEXTGOSSET'S SEED PLOT DATAWilliam S. Gosset was employed by the Guinness brewing company of Dublin. Sample sizes available for experimentation in brewing were necessarily small. At that time, Gosset contacted a famous statistician Karl Pearson (1857-1936) and was told that there were no techniques for developing probability models for small data sets. Gosset studied under Pearson, and the outcome of his study was perhaps the most famous paper in statistical literature, "The Probable Error of a Mean" (1908), which introduced the T-distribution.Since Gosset was employed by Guinness, any work he produced would be owned by Guinness, so he published under a pseudonym, "Student"; hence, the T-distribution is often referred to as Student's T-distribution.To illustrate his analysis, Gosset used the results of seeding 11 different plots of land with two different types of seed: regular and kiln-dried. He wanted to determine if drying seeds before planting increased plant yield. Since different plots of soil may be naturally more fertile, this confounding variable was eliminated by using the matched pairs design and planting both types of seed in all 11 plots.The resulting data (corn yield in pounds per acre) are as follows.PlotRegular seedKiln-dried Seed11903200921935191531910201142496246352108218061961192572060212281444148291612154210131614431115111535We use these data to test the hypothesis that kiln-dried seed yields more corn than regular seed.Because of the nature of the experimental design (matched pairs), we are testing the difference in yield.PlotRegular seedKiln-dried SeedDifference1190316092942193519152031910161129942496246333521082180–7261961192536716602122-462814441482–38916121542701013161443–1271115111535–24Note that the differences were calculated: regular − kiln-dried.VARIABLESRegular seed: regular seeds that were traditionally used for plantingkiln-dried: seed that were kiln-dried before plantingDATADownload the seed (Links to an external site.) data file, and then upload the file into StatCrunch.PROMPTState the hypotheses and define the parameter.Checking conditions: Since Gosset invented the T-distribution, we will assume that his sample meets the conditions and proceed with the T-test. Regardless, answer these questions to demonstrate your understanding of the conditions for use of the T-model.But first you will need to review the dotplots for the data (opens in a new tab).
Which graph is used to check conditions? Why?What do we look for in the graph to verify that conditions are met?What else do we need to know about the sample of seeds before using the T-test?Use StatCrunch to find the T-score and the P-value. Hint: as you work through the StatCrunch directions, keep in mind that we want to calculate the differences as regular − kiln-dried . So you will choose Regular seed for Sample 1 and kiln-dried seed for Sample 2. (directions)Copy and paste the information in the StatCrunch output window into your initial post.State a conclusion based on the context of this scenario.
QM6640 TROY Medical Debt Critical Thinking Assessment Business Statistics Help
Read the case from the QM 6640 Medical Debt PDF document, and review the data from the QM 6640 Assessment Patient Data Exc ...
QM6640 TROY Medical Debt Critical Thinking Assessment Business Statistics Help
Read the case from the QM 6640 Medical Debt PDF document, and review the data from the QM 6640 Assessment Patient Data Excel file. Then, write a concise report answering questions 1-6 from the end of the case, using the data to assist in justifying your answers. Using past due amount as the dependent variable and all other variables as predictors (independent variables), run appropriate statistical analyses in Excel to mine the data. Insert tables and graphs from Excel in your report as appropriate. Label sections of your report to correspond to the questions. The completed report is the deliverable for this assignment.
RES 710v4 Capella University Statistics Multiple Choice Questions Exam Practice
Use the GSS 2014 data on education from Ch. 5 (“The Normal Distribution”), Exercis ...
RES 710v4 Capella University Statistics Multiple Choice Questions Exam Practice
Use the GSS 2014 data on education from Ch. 5 (“The Normal Distribution”), Exercise 5.Estimation Practice data . Please see the attachment
Question 1
2 Points
What is the 95% confidence interval for the mean number of years of education for lower-class respondents?
11.60 to 12.62
23.20 to 25.24
5.80 to 6.31
13.60 to 14.62
Question 2 2 Points What is the 95% confidence interval for the mean number of years of education for and working-class respondents? 14.76 to 15.25 12.76 to 13.25 25.50 to 26.50 6.38 to 6.63 Question 3 2 Points What is the 99% confidence interval for the mean number of years of education for lower-class respondents? 11.44 to 12.78 5.72 to 6.39 13.55 to 14.89 22.88 to 25.56 Question 4 2 Points What is the 99% confidence interval for the mean number of years of education for and middle-class respondents? 18.65 to 19.33 4.65 to 5.33 7.33 to 7.67 14.65 to 15.33 Question 5 2 Points As our confidence in the result increases, how does the size of the confidence interval change? The confidence interval gets wider, not narrower – increasing confidence leading to less precise intervals. The confidence interval gets narrower, but not wider – decreasing confidence leading to more precise intervals. As the result increases, the confidence level remains the same. As the result increases, the confidence level is reduced.
Though 70% of women with children younger than 18 years participate in the labor force, society still upholds the stay-at-home mother as the traditional model. Some believe that employment distracts mothers from their parenting role, affecting the well-being of children. In the GSS 2014, respondents were asked to indicate their level of agreement to the statement, “A working mother hurts children.” Of the 435 male respondents who answered the question, 18% strongly agreed that a working mother does not hurt children.
Question 6 2 Points What is the 90% confidence interval for this statistic for males? 0.30 to 0.42 0.08 to 0.11 0.15 to 0.21 1.50 to 2.10 Question 7 2 Points Of the 566 female respondents who answered the question, 40% strongly agreed that a working mother does not hurt children. What is the 90% confidence interval for this statistic? 0.74 to 0.86 0.37 to 0.43 0.14 to 0.18 0.19 to 0.22
According to a report published by the Pew Research Center in February 2010, 61% of Millennials (Americans in their teens and 20s) think that their generation has a unique and distinctive identity (N = 527).
Question 8 2 Points What is the 95% confidence interval to estimate the percentage of Millennials who believe that their generation has a distinctive identity as compared with the other generations (Generation X, Baby Boomers, or the Silent Generation)? CI = 6.84 to 5.16 CI = 50.88 to 60.76 CI = 102.84 to 112.16 CI = 56.84 to 65.16 Question 9 2 Points What is the 99% confidence interval? CI = 55.53 to 66.47 CI = 111.06 to 132.94 CI = 27.77 to 33.24 CI = 57.55 to 68.49 Question 10 2 Points Are both these results compatible with the conclusion that the majority of Millennials believe that they have a unique identity that separates them from the previous generations? Yes No
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