Chapter 11 Practice Free Response The Johns Hopkins Regional Talent Searches gives the Scholastic Aptitude Test

(intended for high school juniors and seniors to 1!"#ear"olds$ %n all& 1'&((! )ales and 1'&'!* fe)ales took the tests +et,een 1'(- and 1'(.$ The )ean scores of )ales and fe)ales on the ver+al test are nearl# e/ual& +ut there is a clear difference +et,een the se0es on the )athe)atics test$ The reason for this difference is not understood$ Here are the su))ar# data$
1. Group Males Females

x
416 386

s 87 74

(a 1eter)ine if the )ale scores are significantl# higher than the fe)ale scores at the 2 -$-1 level$ State #our h#potheses& check conditions& identif# the significance test #ou are using& and then find the test statistic and the P"value$ 3rite #our conclusion in nontechnical ter)s$ Step 14 H - 4 male = female )ale scores are not significantl# higher than fe)ale scores H a 4 male > female )ale scores are significantl# higher than fe)ale scores

Step .4 Since is unkno,n& ,e ,ill use a t,o sa)ple t test$ 1$ 3e are not told that either of the sa)ples are fro) an SRS& therefore ,e )a# not +e a+le to generali5e to either population$ .$ 6oth Sa)ple si5es are large$ 7ur results should +e accurate$ X1 X . s1. s. . + n1 n.

Step !4

t=

= !*$-8

Fro) our T% (!9(: using degrees freedo) !(*(;$'; our p value is P (T !*$-8 = -

Step :4 Since - < -$-; ,e ,ill reject our null h#pothesis and conclude that )ales score significantl# higher in )ath than fe)ales on the Scholastic Aptitude Test$

(+ =ive a ''> confidence interval for the difference +et,een the )ean score for )ales and the )ean score for fe)ales in the population that Johns Hopkins searches$ %nterpret the interval$ Step 14 3e ,ant to esti)ate & the )ean difference +et,een the )ean score for )ales and the )ean score for fe)ales in the population that Johns Hopkins searches ,ith ''> confidence$ Step .4 Since is unkno,n& ,e ,ill use a t,o sa)ple t interval$ 1$ Checked A+ove .$ Checked A+ove

Step !4 ( X 1 X . t

s1. s. . + n1 n.

( .*$'1;&!.$-(; using !(*(;$'; degrees freedo)

Step :4 3e are ''> confident that the )ean difference +et,een the )ean score for )ales and the )ean score for fe)ales in the population that Johns Hopkins searches is +et,een .*$'1; and !.$-(;$ 2. The level of dissolved o0#gen in a river is an i)portant indicator of the ,ater@s a+ilit# to support a/uatic life$ Aou collect ,ater sa)ples at 1; rando)l# chosen locations along a strea) and )easure the dissolved o0#gen$ Here are #our results in )illigra)s per liter4 :$;!& ;$-:& !$.'& ;$.!& :$1!& ;$;-& :$(!& :$:-& ;$:.& 8$!(& :$-1& :$88& .$(*& ;$*!& ;$;; Construct a ';> confidence interval for the )ean dissolved o0#gen level for this strea)$ Follo, the %nference Tool+o0$ Step 14 3e ,ant to esti)ate & the )ean dissolved o0#gen level for this strea) ,ith ';> confidence$ Step .4 Since is unkno,n& ,e ,ill use a one sa)ple t interval$ 1$ 3e are not told that our data are fro) an SRS therefore ,e )a# not +e a+le to generali5e to the ,hole population$ .$ if n is +et,een 1; and !' dra, graph (can +e ske,ed +ut still ,ith no outliers and nor)al pro+a+ilit# plot ()ust +e linear =RAPH SH73B %B CCASS 7ur graph of the data is s#))etric and the nor)al pro+a+ilit# plot is linear in for)$ 7ur results should +e accurate$

? Step !4 X t

s n

(:$.;&;$.'

Step :4 3e are ';> confident that the true )ean dissolved o0#gen level for this strea) is +et,een :$.; and ;$.'$ 3. %n a stud# of the effectiveness of ,eight"loss progra)s& :* su+jects ,ho ,ere at least .-> over,eight took part in a group support progra) for 1- ,eeks$ Private ,eighings deter)ined each su+ject@s ,eight at the +eginning of the progra) and 8 )onths after the progra)@s end$ The )atched pairs t test ,as used to assess the significance of the average ,eight loss$ The paper reporting the stud# said& DThe su+jects lost a significant a)ount of ,eight over ti)e& t(:8 2 :$8(& P < -$-1$E (a 3h# ,as the )atched"pairs t statistic appropriateF 6oth )easure)ents are +eing done on the sa)e individual and ,e onl# have one sa)ple$ (+ G0plain to so)eone ,ho kno,s no statistics +ut is interested in ,eight"loss progra)s ,hat the practical conclusion is$ This support progra) ,ill significantl# reduce #our ,eight over a period of ti)e$ (c The paper follo,s the tradition of reporting significance onl# at fi0ed levels such as 2 -$-1$ %n fact the results are )ore significant than DP < -$-1E suggests$ 3hat can #ou sa# a+out the P"value of the t testF The pro+a+ilit# that the results happened +# chance is ver# ver# s)all$ Practicall# 5ero$

4. The Bational Gndo,)ent for the Hu)anities sponsors su))er institutes to i)prove the skills of high school teachers of foreign languages$ 7ne such institute hosted .French teachers for four ,eeks$ At the +eginning of the period& the teachers ,ere given the Hodern Canguage Association@s listening test of understanding of spoken French$ After four ,eeks of i))ersion in French in and out of class& the listening test ,as given again$ (The actual French spoken in the t,o tests ,as different& so that si)pl# taking the first test should not i)prove the score on the second test$ Ta+le *$1 gives the pretest and posttest scores$ The )a0i)u) possi+le score on the test is !8$

3e hope to sho, that attending the institute i)proves listening skills$ Carr# out an appropriate test of this clai) at the = -$-; level Step 14 H - 4 difference = - attending the institute does not i)prove listening skills H a 4 difference > - attending the institute i)proves listening skills

Step .4 Since is unkno,n& ,e ,ill use a one sa)ple t test$ 1$ 3e are not told that our data are fro) an SRS& therefore ,e )a# not +e a+le to generali5e to the ,hole population$ .$ 7ur sa)ple si5e is .- ,hich is )ediu)$ 3e )ust sho, a graph of the data (an# shape +ut no outliers as ,ell as a nor)al pro+a+ilit# plot (linear =RAPHS SH73B %B CCASS The graph sho,s a ske,ed left distri+ution +ut there is one outlier and the nor)al pro+a+ilit# plot sho,s a curve$ 7ur results )a# not +e accurate$ X t = = !$(8 Step !4 s n

P (T !$(8 = -$---;

Step :4 Since -$---; < -$-; ,e ,ill reject our null h#pothesis and conclude that attending the institute i)proves listening skills$