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Using the z-score, statistics homework help
Using the database created in W1 Assignment 2, convert each subject's age and height into a z-score. Using the z-score of ...
Using the z-score, statistics homework help
Using the database created in W1 Assignment 2, convert each subject's age and height into a z-score. Using the z-score of ±1.645 for the 5 percent cutoff and the z-score of ±1.96 for the 2.5 percent in the tail, identify the subject identification (ID) number for subjects who are closest to the cutoff for the upper 2.5 percent and 5 percent of the scores and the lower 2.5 percent and 5 percent of the scores. Identify the subject ID numbers for appropriate cutoffs in a 1-page Microsoft Word document. Save the Minitab worksheet. This is the database created in W1 Assignment 2, ID AGE SEX HEIGHT YEAR IN COLLEGE Standardize AGE Standardize HEIGHT 01 18 Female 60 Freshman -1.32476412994918 -1.55042350077304 02 18 Female 60 Freshman -1.32476412994918 -1.55042350077304 03 18 Female 61 Freshman -1.32476412994918 -1.26594212448441 04 18 Female 61 Freshman -1.32476412994918 -1.26594212448441 05 18 Female 62 Freshman -1.32476412994918 -0.981460748195778 06 18 Male 60 Freshman -1.32476412994918 -1.55042350077304 07 18 Male 60 Freshman -1.32476412994918 -1.55042350077304 08 18 Male 61 Freshman -1.32476412994918 -1.26594212448441 09 18 Male 61 Freshman -1.32476412994918 -1.26594212448441 10 18 Male 62 Freshman -1.32476412994918 -0.981460748195778 11 19 Female 63 Sophomore -0.441588043316392 -0.696979371907147 12 19 Female 63 Sophomore -0.441588043316392 -0.696979371907147 13 19 Female 64 Sophomore -0.441588043316392 -0.412497995618516 14 19 Female 65 Sophomore -0.441588043316392 -0.128016619329885 15 19 Female 65 Sophomore -0.441588043316392 -0.128016619329885 16 19 Male 63 Sophomore -0.441588043316392 -0.696979371907147 17 19 Male 63 Sophomore -0.441588043316392 -0.696979371907147 18 19 Male 64 Sophomore -0.441588043316392 -0.412497995618516 19 19 Male 65 Sophomore -0.441588043316392 -0.128016619329885 20 19 Male 65 Sophomore -0.441588043316392 -0.128016619329885 21 20 Female 66 Junior 0.441588043316392 0.156464756958746 22 20 Female 67 Junior 0.441588043316392 0.440946133247377 23 20 Female 67 Junior 0.441588043316392 0.440946133247377 24 20 Female 68 Junior 0.441588043316392 0.725427509536008 25 20 Female 68 Junior 0.441588043316392 0.725427509536008 26 20 Male 66 Junior 0.441588043316392 0.156464756958746 27 20 Male 67 Junior 0.441588043316392 0.440946133247377 28 20 Male 67 Junior 0.441588043316392 0.440946133247377 29 20 Male 68 Junior 0.441588043316392 0.725427509536008 30 20 Male 68 Junior 0.441588043316392 0.725427509536008 31 21 Female 69 Senior 1.32476412994918 1.00990888582464 32 21 Female 69 Senior 1.32476412994918 1.00990888582464 33 21 Female 70 Senior 1.32476412994918 1.29439026211327 34 21Female 70 Senior 1.32476412994918 1.29439026211327 35 21Female 71 Senior 1.32476412994918 1.5788716384019 36 21 Male 69 Senior 1.32476412994918 1.00990888582464 37 21Male 69 Senior 1.32476412994918 1.00990888582464 38 21 Male 70 Senior 1.32476412994918 1.29439026211327 39 21 Male 70 Senior 1.32476412994918 1.29439026211327 40 21 Male 71 Senior 1.32476412994918 1.5788716384019
Southern New Hampshire University Statistics Discussion
Option 2:
A professor states that in the United States the proportion of college students who own iPhones is .66. She then ...
Southern New Hampshire University Statistics Discussion
Option 2:
A professor states that in the United States the proportion of college students who own iPhones is .66. She then splits the class into two groups: Group 1 with students whose last name begins with A-K and Group 2 with students whose last name begins with L-Z. She then asks each group to count how many in that group own iPhones and to calculate the group proportion of iPhone ownership. For Group 1 the proportion is p1 and for Group 2 the proportion is p2. To calculate the proportion you take the number of iPhone owners and divide by the total number of students in the group. You will get a number between 0 and 1.
What would you expect p1 and p2 to be?
Do you expect either of these proportions to be vastly different from the population proportion of .66?
Would you be surprised if p1 was different than p2?
Would you be surprised if they were the same or similar?
What statistical concept describes the relationship between the first letter of someone's last name and whether or not they own an iPhone?
STUDENT 1: Respond to this students discussion post in response to Option 2 (above)
I would expect that the percentage of iPhone users in both P1 and P2 to be similar. I think this might also depend on weather or not the college students are from the same area, or the same college. Overall, I'd expect them to be about the same even though P2 has more people in the sample. I would expect the proportion to be a little bit higher than the population proportion. I say this because I think college students tend to invest in technology a little bit more than the average person. They use computers and phones constantly, so they may be more inclined to go for the Apple products due to popularity. I would be pretty surprised if P1 was vastly different than P2. I wouldn't see why a random sample like this would yield two different results. This sample seems very random, so I would think it would yield similar results. I would not be surprised if they were similar at all. The concept in this problem is Probability, in this case .66 or 66%.
MAT 225 Southern New Hampshire University Mod 5 Mobius Problem Set
I need the 5-2 Problem set completed in MOBIUS. There are 10 questions all pertaining to calculus.
MAT 225 Southern New Hampshire University Mod 5 Mobius Problem Set
I need the 5-2 Problem set completed in MOBIUS. There are 10 questions all pertaining to calculus.
Topic 4 exercises
Chapter 10, numbers 10.9, 10.10, 10.11, and 10.12Chapter 11, numbers 11.11, 11.19, and 11.20Chapter 12, numbers 12.7, 12.8 ...
Topic 4 exercises
Chapter 10, numbers 10.9, 10.10, 10.11, and 10.12Chapter 11, numbers 11.11, 11.19, and 11.20Chapter 12, numbers 12.7, 12.8, and 12.1010.9 The normal range for a widely accepted measure of body size, the body mass index (BMI), ranges from 18.5 to 25. Using the midrange BMI score of 21.75 as the null hypothesized value for the population mean, test this hypothesis at the .01 level of significance given a random sample of 30 weight-watcher participants who show a mean BMI = 22.2 and a standard deviation of 3.1. 10.10 Let’s assume that, over the years, a paper and pencil test of anxiety yields a mean score of 35 for all incoming college freshmen. We wish to determine whether the scores of a random sample of 20 new freshmen, with a mean of 30 and a standard deviation of 10, can be viewed as coming from this population. Test at the .05 level of significance. 10.11 According to the California Educational Code (http://www.cde.ca.gov/ls/fa/sf/pegui-demidhi.asp), students in grades 7 through 12 should receive 400 minutes of physical education every 10 school days. A random sample of 48 students has a mean of 385 minutes and a standard deviation of 53 minutes. Test the hypothesis at the .05 level of significance that the sampled population satisfies the requirement. 10.12 According to a 2009 survey based on the United States census (http://www.census.gov/prod/2011pubs/acs-15.pdf), the daily one-way commute time of U.S. workers averages 25 minutes with, we’ll assume, a standard deviation of 13 minutes. An investigator wishes to determine whether the national average describes the mean commute time for all workers in the Chicago area. Commute times are obtained for a random sample of 169 workers from this area, and the mean time is found to be 22.5 minutes. Test the null hypothesis at the .05 level of significance. 11.11 Give two reasons why the research hypothesis is not tested directly. 11.19 How should a projected hypothesis test be modified if you’re particularly concerned about (a) the type I error? (b) the type II error? 11.20 Consult the power curves in Figure 11.7 to estimate the approximate detection rate, rounded to the nearest tenth, for each of the following situations: (a) a four-point effect, with a sample size of 13 (b) a ten-point effect, with a sample size of 29 (c) a seven-point effect with a sample size of 18 (Interpolate) (I ATTACHED FIGURE 11.7) *12.7 In Question 10.5 on page 191, it was concluded that, the mean salary among the population of female members of the American Psychological Association is less than that ($82,500) for all comparable members who have a doctorate and teach full time. (a) Given a population standard deviation of $6,000 and a sample mean salary of $80,100 for a random sample of 100 female members, construct a 99 percent confidence interval for the mean salary for all female members (b) Given this confidence interval, is there any consistent evidence that the mean salary for all female members falls below $82,500, the mean salary for all members? 12.8 In Review Question 11.12 on page 218, instead of testing a hypothesis, you might prefer to construct a confidence interval for the mean weight of all 2-pound boxes ofcandy during a recent production shift. (a) Given a population standard deviation of .30 ounce and a sample mean weight of 33.09 ounces for a random sample of 36 candy boxes, construct a 95 percent con-fidence interval (b) Interpret this interval, given the manufacturer’s desire to produce boxes of candy that, on the average, exceed 32 ounces. 12.10 Imagine that one of the following 95 percent confidence intervals estimates the effect of vitamin C on IQ scores: 95% CONFIDENCE INTERVAL LOWER LIMIT UPPER LIMIT 1100102 29599 3102106 490 111 59198 (a) Which one most strongly supports the conclusion that vitamin C increases IQ scores? (b) Which one implies the largest sample size? (c) Which one most strongly supports the conclusion that vitamin C decreases IQ scores? (d) Which one would most likely stimulate the investigator to conduct an additional experiment using larger sample sizes?
6 pages
20200627151039quiz4
Quiz 4 has 10 problems with each problem being worth 10 points. The total score of Quiz 4 is 100 points and it counts for ...
20200627151039quiz4
Quiz 4 has 10 problems with each problem being worth 10 points. The total score of Quiz 4 is 100 points and it counts for 10 % of the final grade of ...
Find the margin of error with the given conditions. Round to four decimal places, assignment help
Find the margin of error with the given conditions. Round to four decimal places. 200 high school students were surveyed a ...
Find the margin of error with the given conditions. Round to four decimal places, assignment help
Find the margin of error with the given conditions. Round to four decimal places. 200 high school students were surveyed about whether they driving or taking the bus to school. 145 preferred driving.
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Using the z-score, statistics homework help
Using the database created in W1 Assignment 2, convert each subject's age and height into a z-score. Using the z-score of ...
Using the z-score, statistics homework help
Using the database created in W1 Assignment 2, convert each subject's age and height into a z-score. Using the z-score of ±1.645 for the 5 percent cutoff and the z-score of ±1.96 for the 2.5 percent in the tail, identify the subject identification (ID) number for subjects who are closest to the cutoff for the upper 2.5 percent and 5 percent of the scores and the lower 2.5 percent and 5 percent of the scores. Identify the subject ID numbers for appropriate cutoffs in a 1-page Microsoft Word document. Save the Minitab worksheet. This is the database created in W1 Assignment 2, ID AGE SEX HEIGHT YEAR IN COLLEGE Standardize AGE Standardize HEIGHT 01 18 Female 60 Freshman -1.32476412994918 -1.55042350077304 02 18 Female 60 Freshman -1.32476412994918 -1.55042350077304 03 18 Female 61 Freshman -1.32476412994918 -1.26594212448441 04 18 Female 61 Freshman -1.32476412994918 -1.26594212448441 05 18 Female 62 Freshman -1.32476412994918 -0.981460748195778 06 18 Male 60 Freshman -1.32476412994918 -1.55042350077304 07 18 Male 60 Freshman -1.32476412994918 -1.55042350077304 08 18 Male 61 Freshman -1.32476412994918 -1.26594212448441 09 18 Male 61 Freshman -1.32476412994918 -1.26594212448441 10 18 Male 62 Freshman -1.32476412994918 -0.981460748195778 11 19 Female 63 Sophomore -0.441588043316392 -0.696979371907147 12 19 Female 63 Sophomore -0.441588043316392 -0.696979371907147 13 19 Female 64 Sophomore -0.441588043316392 -0.412497995618516 14 19 Female 65 Sophomore -0.441588043316392 -0.128016619329885 15 19 Female 65 Sophomore -0.441588043316392 -0.128016619329885 16 19 Male 63 Sophomore -0.441588043316392 -0.696979371907147 17 19 Male 63 Sophomore -0.441588043316392 -0.696979371907147 18 19 Male 64 Sophomore -0.441588043316392 -0.412497995618516 19 19 Male 65 Sophomore -0.441588043316392 -0.128016619329885 20 19 Male 65 Sophomore -0.441588043316392 -0.128016619329885 21 20 Female 66 Junior 0.441588043316392 0.156464756958746 22 20 Female 67 Junior 0.441588043316392 0.440946133247377 23 20 Female 67 Junior 0.441588043316392 0.440946133247377 24 20 Female 68 Junior 0.441588043316392 0.725427509536008 25 20 Female 68 Junior 0.441588043316392 0.725427509536008 26 20 Male 66 Junior 0.441588043316392 0.156464756958746 27 20 Male 67 Junior 0.441588043316392 0.440946133247377 28 20 Male 67 Junior 0.441588043316392 0.440946133247377 29 20 Male 68 Junior 0.441588043316392 0.725427509536008 30 20 Male 68 Junior 0.441588043316392 0.725427509536008 31 21 Female 69 Senior 1.32476412994918 1.00990888582464 32 21 Female 69 Senior 1.32476412994918 1.00990888582464 33 21 Female 70 Senior 1.32476412994918 1.29439026211327 34 21Female 70 Senior 1.32476412994918 1.29439026211327 35 21Female 71 Senior 1.32476412994918 1.5788716384019 36 21 Male 69 Senior 1.32476412994918 1.00990888582464 37 21Male 69 Senior 1.32476412994918 1.00990888582464 38 21 Male 70 Senior 1.32476412994918 1.29439026211327 39 21 Male 70 Senior 1.32476412994918 1.29439026211327 40 21 Male 71 Senior 1.32476412994918 1.5788716384019
Southern New Hampshire University Statistics Discussion
Option 2:
A professor states that in the United States the proportion of college students who own iPhones is .66. She then ...
Southern New Hampshire University Statistics Discussion
Option 2:
A professor states that in the United States the proportion of college students who own iPhones is .66. She then splits the class into two groups: Group 1 with students whose last name begins with A-K and Group 2 with students whose last name begins with L-Z. She then asks each group to count how many in that group own iPhones and to calculate the group proportion of iPhone ownership. For Group 1 the proportion is p1 and for Group 2 the proportion is p2. To calculate the proportion you take the number of iPhone owners and divide by the total number of students in the group. You will get a number between 0 and 1.
What would you expect p1 and p2 to be?
Do you expect either of these proportions to be vastly different from the population proportion of .66?
Would you be surprised if p1 was different than p2?
Would you be surprised if they were the same or similar?
What statistical concept describes the relationship between the first letter of someone's last name and whether or not they own an iPhone?
STUDENT 1: Respond to this students discussion post in response to Option 2 (above)
I would expect that the percentage of iPhone users in both P1 and P2 to be similar. I think this might also depend on weather or not the college students are from the same area, or the same college. Overall, I'd expect them to be about the same even though P2 has more people in the sample. I would expect the proportion to be a little bit higher than the population proportion. I say this because I think college students tend to invest in technology a little bit more than the average person. They use computers and phones constantly, so they may be more inclined to go for the Apple products due to popularity. I would be pretty surprised if P1 was vastly different than P2. I wouldn't see why a random sample like this would yield two different results. This sample seems very random, so I would think it would yield similar results. I would not be surprised if they were similar at all. The concept in this problem is Probability, in this case .66 or 66%.
MAT 225 Southern New Hampshire University Mod 5 Mobius Problem Set
I need the 5-2 Problem set completed in MOBIUS. There are 10 questions all pertaining to calculus.
MAT 225 Southern New Hampshire University Mod 5 Mobius Problem Set
I need the 5-2 Problem set completed in MOBIUS. There are 10 questions all pertaining to calculus.
Topic 4 exercises
Chapter 10, numbers 10.9, 10.10, 10.11, and 10.12Chapter 11, numbers 11.11, 11.19, and 11.20Chapter 12, numbers 12.7, 12.8 ...
Topic 4 exercises
Chapter 10, numbers 10.9, 10.10, 10.11, and 10.12Chapter 11, numbers 11.11, 11.19, and 11.20Chapter 12, numbers 12.7, 12.8, and 12.1010.9 The normal range for a widely accepted measure of body size, the body mass index (BMI), ranges from 18.5 to 25. Using the midrange BMI score of 21.75 as the null hypothesized value for the population mean, test this hypothesis at the .01 level of significance given a random sample of 30 weight-watcher participants who show a mean BMI = 22.2 and a standard deviation of 3.1. 10.10 Let’s assume that, over the years, a paper and pencil test of anxiety yields a mean score of 35 for all incoming college freshmen. We wish to determine whether the scores of a random sample of 20 new freshmen, with a mean of 30 and a standard deviation of 10, can be viewed as coming from this population. Test at the .05 level of significance. 10.11 According to the California Educational Code (http://www.cde.ca.gov/ls/fa/sf/pegui-demidhi.asp), students in grades 7 through 12 should receive 400 minutes of physical education every 10 school days. A random sample of 48 students has a mean of 385 minutes and a standard deviation of 53 minutes. Test the hypothesis at the .05 level of significance that the sampled population satisfies the requirement. 10.12 According to a 2009 survey based on the United States census (http://www.census.gov/prod/2011pubs/acs-15.pdf), the daily one-way commute time of U.S. workers averages 25 minutes with, we’ll assume, a standard deviation of 13 minutes. An investigator wishes to determine whether the national average describes the mean commute time for all workers in the Chicago area. Commute times are obtained for a random sample of 169 workers from this area, and the mean time is found to be 22.5 minutes. Test the null hypothesis at the .05 level of significance. 11.11 Give two reasons why the research hypothesis is not tested directly. 11.19 How should a projected hypothesis test be modified if you’re particularly concerned about (a) the type I error? (b) the type II error? 11.20 Consult the power curves in Figure 11.7 to estimate the approximate detection rate, rounded to the nearest tenth, for each of the following situations: (a) a four-point effect, with a sample size of 13 (b) a ten-point effect, with a sample size of 29 (c) a seven-point effect with a sample size of 18 (Interpolate) (I ATTACHED FIGURE 11.7) *12.7 In Question 10.5 on page 191, it was concluded that, the mean salary among the population of female members of the American Psychological Association is less than that ($82,500) for all comparable members who have a doctorate and teach full time. (a) Given a population standard deviation of $6,000 and a sample mean salary of $80,100 for a random sample of 100 female members, construct a 99 percent confidence interval for the mean salary for all female members (b) Given this confidence interval, is there any consistent evidence that the mean salary for all female members falls below $82,500, the mean salary for all members? 12.8 In Review Question 11.12 on page 218, instead of testing a hypothesis, you might prefer to construct a confidence interval for the mean weight of all 2-pound boxes ofcandy during a recent production shift. (a) Given a population standard deviation of .30 ounce and a sample mean weight of 33.09 ounces for a random sample of 36 candy boxes, construct a 95 percent con-fidence interval (b) Interpret this interval, given the manufacturer’s desire to produce boxes of candy that, on the average, exceed 32 ounces. 12.10 Imagine that one of the following 95 percent confidence intervals estimates the effect of vitamin C on IQ scores: 95% CONFIDENCE INTERVAL LOWER LIMIT UPPER LIMIT 1100102 29599 3102106 490 111 59198 (a) Which one most strongly supports the conclusion that vitamin C increases IQ scores? (b) Which one implies the largest sample size? (c) Which one most strongly supports the conclusion that vitamin C decreases IQ scores? (d) Which one would most likely stimulate the investigator to conduct an additional experiment using larger sample sizes?
6 pages
20200627151039quiz4
Quiz 4 has 10 problems with each problem being worth 10 points. The total score of Quiz 4 is 100 points and it counts for ...
20200627151039quiz4
Quiz 4 has 10 problems with each problem being worth 10 points. The total score of Quiz 4 is 100 points and it counts for 10 % of the final grade of ...
Find the margin of error with the given conditions. Round to four decimal places, assignment help
Find the margin of error with the given conditions. Round to four decimal places. 200 high school students were surveyed a ...
Find the margin of error with the given conditions. Round to four decimal places, assignment help
Find the margin of error with the given conditions. Round to four decimal places. 200 high school students were surveyed about whether they driving or taking the bus to school. 145 preferred driving.
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