Drexel dragonThe Math ForumDonate to the Math Forum



Search All of the Math Forum:

Views expressed in these public forums are not endorsed by Drexel University or The Math Forum.


Math Forum » Discussions » Courses » ap-stat

Topic: forwarding a bounced message
Replies: 0  

Advanced Search

Back to Topic List Back to Topic List  
Jim Swift

Posts: 42
Registered: 12/6/04
forwarding a bounced message
Posted: Nov 17, 1996 10:03 AM
  Click to see the message monospaced in plain text Plain Text   Click to reply to this topic Reply

>From apstat-l-owner Sun Nov 17 04:12:07 1996
>Received: from emout08.mail.aol.com (emout08.mx.aol.com [198.81.11.23]) by

cln.etc.bc.ca (8.7.6/8.7.3) with SMTP id EAA28606 for <apstat-l@etc.bc.ca>;
Sun, 17 Nov 1996 04:12:05 -0800 (PST)
>From: AlCoons@aol.com
>Received: by emout08.mail.aol.com (8.6.12/8.6.12) id HAA11771 for

apstat-l@etc.bc.ca; Sun, 17 Nov 1996 07:11:09 -0500
>Date: Sun, 17 Nov 1996 07:11:09 -0500
>Message-ID: <961117071108_1749469605@emout08.mail.aol.com>
>To: apstat-l@etc.bc.ca
>Subject: Test 3
>
>Hey you newbees (how do you spell that?) like me...where are your tests? How
>about those of you who have been teaching stats? Lets help each other out.
> Everyone was great after I posted my first two tests... very constructive
>suggestions and comments.
>
>Please feel free to borrow any or all of this (no need to give credit). Some
>of this has already been borrowed other sources. Would love your suggestions
>for other problems or revisions.
>
>Al
>======================================================================
>
>11/14/96 AP Statistics - Test 3 - WS/Unit 3 + BPS 3.1,2 Mr. Coons
>
>1. The six people listed below are enrolled in a statistics course taught by
>means of television. A study requires a simple random sample of 3 subjects
>to be interviewed in detail about the quality of the course.
>
> 1. Moore 2. Casella 3. Santner 4. Goel 5. Jones 6. Klein
>
>
> a. Define simple random sample?
>
> b. Use the following list of random digits:
> 27102 56027 55892 33063 41842 81868 71035 09001 43367 49497 54580
>81507
>
>Start at the beginning of the list. Choose a simple random sample of three
>subjects. What is the sample you obtain?
>
> a. Moore, Casella, Jones
> b. 2, 7, 1
> c. Moore, Casella, and again Casella
> d. any set of 3 names, but we must exclude Casella
>
>2. Some students wanted to explore the nature of the relationship between a
>person's heart rate (measured in beats per minute) and the frequency at which
>that person stepped up and down on steps of various heights. There were three
>rates of stepping and two different step heights used. A subject performed
>the activity (stepping at one of the three stepping rates at one of the two
>possible heights) for three minutes. Heart rate was then measured at the end
>of this period.
>
>a. Which of the choices below describes the study? Briefly explain your
>choice.
> a. It takes a convenience sample
> b. It is an observational study, not an experiment.
> c. It is an experiment.
>
>b. What is/are the factor/factors in this study? Briefly explain the term
>factor in explaining your choice.
>
>3. Which of the following pictures depicts high bias and low variability?
>
> [PICTURE: THE TRADIONAL 4 PICTURES OF CIRCULAR TARGETS WITH DIFFERENT
>GROUPINGS OF BULLET HOLES: MY STUDENTS HAD NOT SEEN THIS PICTURE BEFORE BUT
>HAD SEEN THE PARALLEL IDEA USING HISTORGRAMS]
>
>4. Consider a true/false test of 25 questions on which a student guesses
>randomly at each question. The following histogram presents the results of a
>simulation of 10,000 such true/false tests. For example, the student answered
>4 correctly on 2 of the 10,000 tests, the student answered 5 correctly on 15
>of the 10,000 tests, and so on.
>
> [HISTOGRAM...SEE ROSSMAN'S EXAM 2 SPRING 1996 AVAILABLE ON HIS WEBSITE]
>
> a. On what percentage of the 10,000 simulated tests did the student get 15
>or more correct?
>
> b. Do you consider the result in part "a" statistically significant?
> CLEARLY explain the term statistically significant in explaining your
>answer.
>
>5. List the three Principles of Experimental Design. For each one briefly
>explain if its goal is to reduce bias or variability and why that would
>happen.
>
>6. Joe, who is paid 2423 banana per month works in a country where the mean
>monthly salary is 2010 bananas with a standard deviation of 205 bananas.
> Judy, who is paid 176 oranges per month, works in a different country where
>the mean monthly salary is 150 oranges with a standard deviation of 11
>oranges. Assume that salary's in each country are normally distributed. Do
>some calculations and then write an convincing argument about whether Joe or
>Judy has a better paying job. Make your argument in terms of the proportion
>of other workers in their respective countries who make less than they do.
> You may use your calculator but make sure you show some supporting work.
>
>7. Suppose that 46% of all American college students send a card to their
>mother on Mother's Day. Suppose further that you plan to select a simple
>random sample of 40 American college students and determine the proportion of
>them who send a card to their mother on Mother's Day.
>
> a. Is 46% a parameter or a statistic? Explain briefly.
>
> b. Determine the probability that more than 36% but less than 60% of the
>students sampled send a card to their mother on Mother's Day. You must do
>this showing a completely annotated diagram , using the standard normal
>table, showing your work, and writing in full probability notation.
>
>8. Suppose a survey of 30 voters finds that 48% of the voters plan to vote
>for Ms. Brown for President rather than Mr. Jones Using your calculator if
>you wish to, determine how many percentage points you would have to go on
>either side of 48% to be 80% confident that the interval would include the
>actual proportion of all voters who plan to vote for Ms. Brown. Note that
>you will have to use 48% as your best estimate for the actual population
>parameter. Show enough supporting work to convince the reader that you are
>going about this problem sensibly without using trial-and-error. Writing
>down major calculator commands is one way to help make this clear.
>
>9. Observation: The formula sqr(theta(1-theta)/n) guarantees that as n gets
>larger standard deviation approaches zero.
>
> A student might suggest that this does not make sense since that in one
>sample there is always a good chance that the sample proportion differs from
>the population proportion. Dispel the students misconceptions and
>demonstrate your understanding of the Central Limit Theorem for a Sample
>Proportion by providing a detailed explanation (which you could read to a
>statistics class) of why the "observation" is correct.
>
>- end -
>
>
>

Jim Swift Haraka,
Computer Coordinator, School District 70 (Alberni) haraka,
4690 Roger St, Port Alberni, BC V9Y 3Z4 hyini
(250)720-2762(W) (250)723-4266 (Fax) Baraka





Point your RSS reader here for a feed of the latest messages in this topic.

[Privacy Policy] [Terms of Use]

© Drexel University 1994-2014. All Rights Reserved.
The Math Forum is a research and educational enterprise of the Drexel University School of Education.