Chapter 08 Sampling Distributions and Estimation Answer Key

Multiple Choice Questions

 

48. A sampling distribution describes the distribution of: 

 

A. a parameter.
B.  a statistic.
C.  either a parameter or a statistic.
D. neither a parameter nor a statistic.

A statistic has a sampling distribution.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 08-03 State the Central Limit Theorem for a mean.
Topic: Sample Mean and the Central Limit Theorem
 
49. As the sample size increases, the standard error of the mean: 
 

A. increases.
B.  decreases.
C.  may increase or decrease.

The standard error of the mean is σ/(n)1/2.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 08-03 State the Central Limit Theorem for a mean.
Topic: Sample Mean and the Central Limit Theorem
 
50. Which statement is most nearly correct, other things being equal? 
 

A. Doubling the sample size will cut the standard error of the mean in half.
B.  The standard error of the mean depends on the population size.
C. Quadrupling the sample size roughly halves the standard error of the mean.
D. The standard error of the mean depends on the confidence level.

The standard error of the mean is σ/(n)1/2 so replacing n by 4n would cut the SEM in half.

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 08-04 Explain how sample size affects the standard error.
Topic: Sample Mean and the Central Limit Theorem
 
51. The width of a confidence interval for μ is not affected by: 
 

A. the sample size.

B.  the confidence level.
C.  the standard deviation.
D. the sample mean.

The mean is not used in calculating the width of the confidence interval zσ/(n)1/2.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 08-05 Construct a 90; 95; or 99 percent confidence interval for μ.
Topic: Confidence Interval for a Mean (μ) with Known σ
 
52. The Central Limit Theorem (CLT) implies that: 
 

A. the population will be approximately normal if n ≥ 30.

B.  repeated samples must be taken to obtain normality.
C. the distribution of the mean is approximately normal for large n.
D. the mean follows the same distribution as the population.

The sampling distribution of the mean is asymptotically normal for any population.

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 08-03 State the Central Limit Theorem for a mean.
 Topic: Sample Mean and the Central Limit Theorem
 
53. The owner of Limp Pines Resort wanted to know the average age of its clients. A random
sample of 25 tourists is taken. It shows a mean age of 46 years with a standard deviation
of 5 years. The width of a 98 percent CI for the true mean client age is approximately: 
 

A. ± 1.711 years.

B.  ± 2.326 years.
C. ± 2.492 years.
D. ± 2.797 years.

The width is ts/(n)1/2 = (2.492)(5)/(25)1/2 = 2.492.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-06 Know when to use Student's t instead of z to estimate μ.
Topic: Confidence Interval for a Mean (μ) with Unknown σ
 
54. In constructing a confidence interval for a mean with unknown variance with a sample of
25 items, Bob used z instead of t. "Well, at least my interval will be wider than necessary,
so it was a conservative error," said he. Is Bob's statement correct? 
 

A. Yes.
B.  No.
C.  It depends on μ.

z is always smaller than t (ceteris paribus) so the interval would be narrower than is
justified.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-06 Know when to use Student's t instead of z to estimate μ.
Topic: Confidence Interval for a Mean (μ) with Unknown σ
 
55. A random sample of 16 ATM transactions at the Last National Bank of Flat Rock
revealed a mean transaction time of 2.8 minutes with a standard deviation of 1.2 minutes.
The width (in minutes) of the 95 percent confidence interval for the true mean transaction
time is: 
 

A. ± 0.639
B.  ± 0.588
C.  ± 0.300
D. ± 2.131

The width is ts/(n)1/2 = (2.131)(1.2)/(16)1/2 = 0.639.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-06 Know when to use Student's t instead of z to estimate μ.
Topic: Confidence Interval for a Mean (μ) with Unknown σ
 
56. We could narrow a 95 percent confidence interval by: 
 

A. using 99 percent confidence.

B.  using a larger sample.
C.  raising the standard error.

A larger sample would narrow the interval width zσ/(n)1/2.

 
AACSB: Analytic
Blooms: Understand
Difficulty: 1 Easy
Learning Objective: 08-05 Construct a 90; 95; or 99 percent confidence interval for μ.
Topic: Confidence Interval for a Mean (μ) with Known σ
 
57. The owner of Torpid Oaks B&B wanted to know the average distance its guests had
traveled. A random sample of 16 guests showed a mean distance of 85 miles with a
standard deviation of 32 miles. The 90 percent confidence interval (in miles) for the mean
is approximately: 
 

A. (71.0, 99.0)
B.  (71.8, 98.2)
C.  (74.3, 95.7)
D. (68.7, 103.2)

The interval is 85 ± ts/(n)1/2 or 85 ± (1.753)(32)/(16)1/2 with d.f = 15 (don't use z).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-06 Know when to use Student's t instead of z to estimate μ.
Topic: Confidence Interval for a Mean (μ) with Unknown σ
 
58. A highway inspector needs an estimate of the mean weight of trucks crossing a bridge on
the interstate highway system. She selects a random sample of 49 trucks and finds a mean
of 15.8 tons with a sample standard deviation of 3.85 tons. The 90 percent confidence
interval for the population mean is: 
 

A. 14.72 to 16.88 tons.

B.  14.90 to 16.70 tons.
C.  14.69 to 16.91 tons.
D. 14.88 to 16.72 tons.

The interval is 15.8 ± ts/(n)1/2 or 15.8 ± (1.677)(3.85)/(49)1/2 using d.f. = 48 (don't use z).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-06 Know when to use Student's t instead of z to estimate μ.
Topic: Confidence Interval for a Mean (μ) with Unknown σ
 
59. To determine a 72 percent level of confidence for a proportion, the value of z is
approximately: 
 

A. ± 1.65
B.  ± 0.77
C. ± 1.08
D. ± 1.55

Look up the z value that puts 14 percent in each tail.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-07 Construct a 90; 95; or 99 percent confidence interval for π.
Topic: Confidence Interval for a Proportion (π)
 
60. To estimate the average annual expenses of students on books and class materials a
sample of size 36 is taken. The sample mean is $850 and the sample standard deviation is
$54. A 99 percent confidence interval for the population mean is: 
 

A. $823.72 to $876.28
B.  $832.36 to $867.64
C.  $826.82 to $873.18
D. $825.48 to $874.52

The interval is 850 ± ts/(n)1/2 or 850 ± (2.724)(54)/(36)1/2 with d.f = 35 (don't use z).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-05 Construct a 90; 95; or 99 percent confidence interval for μ.
Topic: Confidence Interval for a Mean (μ) with Unknown σ
 
61. In constructing a 95 percent confidence interval, if you increase n to 4n, the width of your
confidence interval will (assuming other things remain the same) be: 
 

A. about 25 percent of its former width.

B.  about two times wider.
C. about 50 percent of its former width.
D. about four times wider.

The standard error of the mean is σ/(n)1/2 so replacing n by 4n would cut the SEM in half.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-04 Explain how sample size affects the standard error.
Topic: Confidence Interval for a Mean (μ) with Known σ
 
62. Which of the following is not a characteristic of the t distribution? 
 

A. It is a continuous distribution.

B.  It has a mean of 0.
C.  It is a symmetric distribution.
D. It approaches z as degrees of freedom decrease.

It approaches z as degrees of freedom increase.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 08-06 Know when to use Student's t instead of z to estimate μ.
Topic: Confidence Interval for a Mean (μ) with Unknown σ
 
63. Which statement is incorrect? Explain. 
 

A. If p = .50 and n = 100, the standard error of the sample proportion is .05.
B.  In a sample size calculation for estimating π, it is conservative to assume π = .50.
C. If n = 250 and p = .06, we cannot assume normality in a confidence interval for π.

Normality of p may be assumed because np = 15 and n(1 - p) = 235.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-07 Construct a 90; 95; or 99 percent confidence interval for π.
 Topic: Confidence Interval for a Proportion (π)
 
64. What is the approximate width of a 90 percent confidence interval for the true population
proportion if there are 12 successes in a sample of 25? 
 

A. ± .196
B.  ± .164
C.  ± .480
D. ± .206

The interval width is ± z[p(1 - p)/n]1/2 = ± (1.645)[(.48)(.52)/25]1/2.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-07 Construct a 90; 95; or 99 percent confidence interval for π.
Topic: Confidence Interval for a Proportion (π)
 
65. A poll showed that 48 out of 120 randomly chosen graduates of California medical
schools last year intended to specialize in family practice. What is the width of a 90
percent confidence interval for the proportion that plan to specialize in family practice? 
 

A. ± .0447
B.  ± .0736
C.  ± .0876
D. ± .0894

The interval width is ± z[p(1 - p)/n]1/2 = ± (1.645)[(.40)(.60)/120]1/2.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-07 Construct a 90; 95; or 99 percent confidence interval for π.
Topic: Confidence Interval for a Proportion (π)
 
66. What is the approximate width of an 80 percent confidence interval for the true population
proportion if there are 12 successes in a sample of 80? 
 

A. ± .078
B.  ± .066
C. ± .051
D. ± .094

The interval width is ± z[p(1 - p)/n]1/2 = ± (1.282)[(.15)(.85)/80]1/2.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-07 Construct a 90; 95; or 99 percent confidence interval for π.
Topic: Confidence Interval for a Proportion (π)
 
67. A random sample of 160 commercial customers of PayMor Lumber revealed that 32 had
paid their accounts within a month of billing. The 95 percent confidence interval for the
true proportion of customers who pay within a month would be: 
 

A. 0.148 to 0.252
B.  0.138 to 0.262
C.  0.144 to 0.256
D. 0.153 to 0.247

The interval is p ± z[p(1 - p)/n]1/2 = .20 ± (1.960)[(.20)(.80)/160]1/2.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-07 Construct a 90; 95; or 99 percent confidence interval for π.
Topic: Confidence Interval for a Proportion (π)
 
68. A random sample of 160 commercial customers of PayMor Lumber revealed that 32 had
paid their accounts within a month of billing. Can normality be assumed for the sample
proportion? 
 

A. Yes.
B.  No.
C.  Need more information to say.

Yes, because there were at least 10 "successes" and at least 10 "failures" in the sample.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 08-07 Construct a 90; 95; or 99 percent confidence interval for π.
Topic: Confidence Interval for a Proportion (π)
 
69. The conservative sample size required for a 95 percent confidence interval for π with an
error of ± 0.04 is: 
 

A. 271.
B.  423.
C.  385.
D. 601.

n = (z/E)2(π)(1 - π) = (1.96/.04)2(.50)(1 - .50) = 600.25 (round up).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-09 Calculate sample size to estimate a mean or proportion.
Topic: Sample Size Determination for a Proportion
 
70. Last week, 108 cars received parking violations in the main university parking lot. Of
these, 27 had unpaid parking tickets from a previous violation. Assuming that last week
was a random sample of all parking violators, find the 95 percent confidence interval for
the percentage of parking violators that have prior unpaid parking tickets. 
 

A. 18.1 to 31.9 percent.

B.  16.8 to 33.2 percent.
C.  15.3 to 34.7 percent.
D. 19.5 to 30.5 percent.

The interval is p ± z[p(1 - p)/n]1/2 = .25 ± (1.960)[(.25)(.75)/108]1/2.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-07 Construct a 90; 95; or 99 percent confidence interval for π.
Topic: Confidence Interval for a Proportion (π)
 
71. In a random sample of 810 women employees, it is found that 81 would prefer working
for a female boss. The width of the 95 percent confidence interval for the proportion of
women who prefer a female boss is: 
 

A. ± .0288
B.  ± .0105
C. ± .0207
D. ± .0196

The width is ± z[p(1 - p)/n]1/2 or ± (1.960)[(.10)(.90)/810]1/2 or ± .0207.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-07 Construct a 90; 95; or 99 percent confidence interval for π.
Topic: Confidence Interval for a Proportion (π)
 
72. Jolly Blue Giant Health Insurance (JBGHI) is concerned about rising lab test costs and
would like to know what proportion of the positive lab tests for prostate cancer are
actually proven correct through subsequent biopsy. JBGHI demands a sample large
enough to ensure an error of ± 2 percent with 90 percent confidence. What is the
necessary sample size? 
 

A. 4,148
B.  2,401
C. 1,692
D. 1,604

n = (z/E)2(π)(1 - π) = (1.645/.02)2(.50)(1 - .50) = 1691.3 (round up).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-09 Calculate sample size to estimate a mean or proportion.
Topic: Sample Size Determination for a Proportion
 
73. A university wants to estimate the average distance that commuter students travel to get to
class with an error of ± 3 miles and 90 percent confidence. What sample size would be
needed, assuming that travel distances are normally distributed with a range of X = 0 to X
= 50 miles, using the Empirical Rule μ ± 3σ to estimate σ. 
 

A. About 28 students
B.  About 47 students
C.  About 30 students
D. About 21 students

Using σ = (50 - 0)/6 = 8.333, we get n = [zσ/E]2 = [(1.645)(8.333)/3]2 = 20.9 (round up).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 08-09 Calculate sample size to estimate a mean or proportion.
Topic: Sample Size Determination for a Mean
 
74. A financial institution wishes to estimate the mean balances owed by its credit card
customers. The population standard deviation is $300. If a 99 percent confidence interval
is used and an interval of ± $75 is desired, how many cardholders should be sampled? 
 

A. 3382
B.  629
C.  87
D. 107

n = [zσ/E]2 = [(2.576)(300)/75]2 = 106.2 (round up).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-09 Calculate sample size to estimate a mean or proportion.
Topic: Sample Size Determination for a Mean
 
75. A company wants to estimate the time its trucks take to drive from city A to city B. The
standard deviation is known to be 12 minutes. What sample size is required in order that
error will not exceed ± 2 minutes, with 95 percent confidence? 
 

A. 12 observations
B.  139 observations
C.  36 observations
D. 129 observations

n = [zσ/E]2 = [(1.960)(12)/2]2 = 138.3 (round up).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-09 Calculate sample size to estimate a mean or proportion.
Topic: Sample Size Determination for a Mean
 
76. In a large lecture class, the professor announced that the scores on a recent exam were
normally distributed with a range from 51 to 87. Using the Empirical Rule μ ± 3σ to
estimate σ, how many students would you need to sample to estimate the true mean score
for the class with 90 percent confidence and an error of ± 2? 
 

A. About 17 students
B.  About 35 students
C.  About 188 students
D. About 25 students

Using σ = (87 - 51)/6 = 6, we get n = [zσ/E]2 = [(1.645)(6)/2]2 = 24.35 (round up).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-09 Calculate sample size to estimate a mean or proportion.
Topic: Sample Size Determination for a Mean
 
77. Using the conventional polling definition, find the margin of error for a customer
satisfaction survey of 225 customers who have recently dined at Applebee's. 
 

A. ± 5.0 percent

B.  ± 4.2 percent
C.  ± 7.1 percent
D. ± 6.5 percent

The margin of error is ± z[π(1 - π)/n]1/2 or ± (1.960)[(.50)(.50)/225]1/2 or ± .065.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-09 Calculate sample size to estimate a mean or proportion.
Topic: Sample Size Determination for a Proportion
 
78. A marketing firm is asked to estimate the percent of existing customers who would
purchase a "digital upgrade" to their basic cable TV service. The firm wants 99 percent
confidence and an error of ± 5 percent. What is the required sample size (to the next
higher integer)? 
 

A. 664
B.  625
C.  801
D. 957

n = (z/E)2(π)(1 - π) = (2.576/.05)2(.50)(1 - .50) = 663.6 (round up).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-09 Calculate sample size to estimate a mean or proportion.
Topic: Sample Size Determination for a Proportion
 
79. An airport traffic analyst wants to estimate the proportion of daily takeoffs by small
business jets (as opposed to commercial passenger jets or other aircraft) with an error of ±
4 percent with 90 percent confidence. What sample size should the analyst use? 
 

A. 385
B.  601
C.  410
D. 423

n = (z/E)2(π)(1 - π) = (1.645/.04)2(.50)(1 - .50) = 422.8 (round up).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-09 Calculate sample size to estimate a mean or proportion.
Topic: Sample Size Determination for a Proportion
 
80. Ersatz Beneficial Insurance wants to estimate the cost of damage to cars due to accidents.
The standard deviation of the cost is known to be $200. They want to estimate the mean
cost using a 95 percent confidence interval within ± $10. What is the minimum sample
size n? 
 

A. 1083
B.  4002
C. 1537
D. 2301

n = [zσ/E]2 = [(1.960)(200)/10]2 = 1536.6 (round up).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-09 Calculate sample size to estimate a mean or proportion.
Topic: Sample Size Determination for a Mean
 
81. Professor York randomly surveyed 240 students at Oxnard University and found that 150
of the students surveyed watch more than 10 hours of television weekly. Develop a 95
percent confidence interval to estimate the true proportion of students who watch more
than 10 hours of television each week. The confidence interval is: 
 

A. .533 to .717
B.  .564 to .686
C.  .552 to .698
D. .551 to .739

The interval is p ± z[p(1 - p)/n]1/2 = .625 ± (1.960)[(.625)(.375)/240]1/2.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-07 Construct a 90; 95; or 99 percent confidence interval for π.
Topic: Confidence Interval for a Proportion (π)
 
82. Professor York randomly surveyed 240 students at Oxnard University and found that 150
of the students surveyed watch more than 10 hours of television weekly. How many
additional students would Professor York have to sample to estimate the proportion of all
Oxnard University students who watch more than 10 hours of television each week within
± 3 percent with 99 percent confidence? 
 

A. 761
B.  1001
C. 1489
D. 1728

Using p = .625 we get n = (z/E)2(π)(1 - π) = (2.576/.03)2(.625)(.375) = 1728.06 (round up).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 08-09 Calculate sample size to estimate a mean or proportion.
Topic: Sample Size Determination for a Proportion
 
83. The sample proportion is in the middle of the confidence interval for the population
proportion: 
 

A. in any sample.

B.  only if the samples are large.
C.  only if π is not too far from .50.

The interval is p ± z[p(1 - p)/n]1/2.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 08-07 Construct a 90; 95; or 99 percent confidence interval for π.
Topic: Confidence Interval for a Proportion (π)
 
84. For a sample of size 16, the critical values of chi-square for a 95 percent confidence
interval for the population variance are: 
 

A. 6.262, 27.49
B.  6.908, 28.85
C.  5.629, 26.12
D. 7.261, 25.00

Using d.f. = n - 1 = 15, we get χ2L = 6.262 and χ2U = 27.49 from Appendix E.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-10 Construct a confidence interval for a variance (optional).
Topic: Confidence Interval for a Population Variance, σ2 (Optional)
 
85. For a sample of size 11, the critical values of chi-square for a 90 percent confidence
interval for the population variance are: 
 

A. 6.262, 27.49
B.  6.908, 28.85
C. 3.940, 18.31
D. 3.247, 20.48

d.f. = n - 1 = 10, we get χ2L = 3.940 and χ2U = 18.31 from Appendix E.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-10 Construct a confidence interval for a variance (optional).
Topic: Confidence Interval for a Population Variance, σ2 (Optional)
 
86. For a sample of size 18, the critical values of chi-square for a 99 percent confidence
interval for the population variance are: 
 

A. 6.262, 27.49
B.  5.697, 35.72
C.  5.629, 26.12
D. 7.261, 25.00

d.f. = n - 1 = 17, we get χ2L = 5.697 and χ2U = 35.72 from Appendix E.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 08-10 Construct a confidence interval for a variance (optional).
Topic: Confidence Interval for a Population Variance, σ2 (Optional)
 
87. Which of the following statements is most nearly correct, other things being equal? 
 

A. Using Student's t instead of z makes a confidence interval narrower.

B.  The table values of z and t are about the same when the mean is large.
C. For a given confidence level, the z value is always smaller then the t value.
D. Student's t is rarely used because it is more conservative to use z.

As n increases, t approaches z, but t is always larger than z.

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 08-04 Explain how sample size affects the standard error.
Topic: Confidence Interval for a Mean (μ) with Unknown σ
 
88. The Central Limit Theorem (CLT): 
 

A. applies only to samples from normal populations.

B.  applies to any population.
C.  applies best to populations that are skewed.
D. applies only when μ and σ are known.

The appeal of the CLT is that is applies to populations of any shape.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
 Learning Objective: 08-03 State the Central Limit Theorem for a mean.
Topic: Sample Mean and the Central Limit Theorem
 
89. In which situation may the sample proportion safely be assumed to follow a normal
distribution? 
 

A. 12 successes in a sample of 72 items

B.  8 successes in a sample of 40 items
C.  6 successes in a sample of 200 items
D. 4 successes in a sample of 500 items

We prefer at least 10 "successes" and at least 10 "failures" to assume that p is normal.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 08-03 State the Central Limit Theorem for a mean.
Topic: Confidence Interval for a Proportion (π)
 
90. In which situation may the sample proportion safely be assumed to follow a normal
distribution? 
 

A. n = 100, π = .06

B.  n = 250, π = .02
C. n = 30, π = .50
D. n = 500, π = .01

We want nπ ≥ 10 and n(1 - π) ≥ 10 to assume that p is normal.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 08-03 State the Central Limit Theorem for a mean.
Topic: Confidence Interval for a Proportion (π)
 
91. If σ = 12, find the sample size to estimate the mean with an error of ± 4 and 95 percent
confidence (rounded to the next higher integer). 
 

A. 75
B.  35
C.  58
D. 113

n = [zσ/E]2 = [(1.960)(12)/4]2 = 34.6 (round up).

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 08-03 State the Central Limit Theorem for a mean.
Topic: Sample Size Determination for a Mean
 
92. If σ = 25, find the sample size to estimate the mean with an error of ±3 and 90 percent
confidence (rounded to the next higher integer). 
 

A. 426
B.  512
C.  267
D. 188

n = [zσ/E]2 = [(1.645)(25)/3]2 = 187.9 (round up).

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 08-03 State the Central Limit Theorem for a mean.
Topic: Sample Size Determination for a Mean
 
93. Sampling error can be avoided: 
 

A. by using an unbiased estimator.

B.  by eliminating nonresponses (e.g., older people).
C. by no method under the statistician's control.
D. either by using an unbiased estimator or by eliminating nonresponse.

Sampling error occurs in any random sample used to estimate an unknown parameter.

 
AACSB: Analytic
 Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 08-02 Explain the desirable properties of estimators.
Topic: Estimators and Sampling Error
 
94. A consistent estimator for the mean: 
 

A. converges on the true parameter μ as the variance increases.

B.  converges on the true parameter μ as the sample size increases.
C.  consistently follows a normal distribution.
D. is impossible to obtain using real sample data.

The variance becomes smaller and the estimator approaches the parameter as n increases.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 08-02 Explain the desirable properties of estimators.
Topic: Estimators and Sampling Error
 
95. Concerning confidence intervals, which statement is most nearly correct? 
 

A. We should use z instead of t when n is large.

B.  We use the Student's t distribution when σ is unknown.
C.  We use the Student's t distribution to narrow the confidence interval.

Student's t distribution widens the confidence interval when σ is unknown.

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 08-06 Know when to use Student's t instead of z to estimate μ.
Topic: Confidence Interval for a Mean (μ) with Unknown σ
 
96. The standard error of the mean decreases when: 
 

A. the sample size decreases.

B.  the standard deviation increases.
C. the standard deviation decreases or n increases.
D. the population size decreases.

The standard error of the mean σ/(n1/2) depends on n and σ.

 
AACSB: Analytic
 Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 08-04 Explain how sample size affects the standard error.
Topic: Confidence Interval for a Mean (μ) with Known σ
 
97. For a given sample size, the higher the confidence level, the: 
 

A. more accurate the point estimate.

B.  smaller the standard error.
C.  smaller the interval width.
D. greater the interval width.

To have more confidence, we must widen the interval. For example, z.025 = 1.960 (for 95
percent confidence) gives a wider interval than z.05 = 1.645 (for 90 percent confidence).
The proffered statement would also be true for the Student's t distribution.

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 08-05 Construct a 90; 95; or 99 percent confidence interval for μ.
Topic: Confidence Interval for a Mean (μ) with Known σ
 
98. A sample is taken and a confidence interval is constructed for the mean of the distribution.
At the center of the interval is always which value? 
 

A. The sample mean

B.  The population mean μ
C.  Neither nor μ since with a sample anything can happen
D. Both and μ as long as there are not too many outliers

The confidence interval for the mean is symmetric around the sample mean.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 08-05 Construct a 90; 95; or 99 percent confidence interval for μ.
Topic: Confidence Interval for a Mean (μ) with Known σ
 
99. If a normal population has parameters μ = 40 and σ = 8, then for a sample size n = 4: 
 

A. the standard error of the sample mean is approximately 2.

B.  the standard error of the sample mean is approximately 4.
C.  the standard error of the sample mean is approximately 8.
D. the standard error of the sample mean is approximately 10.

The standard error is σ/(n1/2) = (8)/(41/2) = 4.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 08-04 Explain how sample size affects the standard error.
Topic: Confidence Interval for a Mean (μ) with Known σ
 

Chapter 09 One-Sample Hypothesis Tests Answer Key

Multiple Choice Questions

 

54. For a given sample size, when we increase the probability of Type I error, the probability
of a Type II error: 
 

A. remains unchanged.
B.  increases.
C. decreases.
D. is impossible to determine without more information.

For a given sample size, there is a trade-off between α and β.

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
55. After testing a hypothesis regarding the mean, we decided not to reject H0. Thus, we are
exposed to: 
 

A. Type I error.
B.  Type II error.
C.  Either Type I or Type II error.
D. Neither Type I nor Type II error.

Failure to reject H0 could lead to Type II error (but not Type I error).

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
56. After testing a hypothesis, we decided to reject the null hypothesis. Thus, we are exposed
to: 
 

A. Type I error.
B.  Type II error.
C.  Either Type I or Type II error.
D. Neither Type I nor Type II error.

Rejecting H0 could lead to Type I error (but not Type II error).

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
57. Which statement about α is not correct? 
 

A. It is the probability of committing a Type I error.

B.  It is the test's significance level.
C.  It is the probability of rejecting a true H0.
D. It is equal to 1 - β.

There is an inverse relationship between α and β, but it is not a simple equation.

 
AACSB: Analytic
 Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
58. Which of the following is correct? 
 

A. When sample size increases, both α and β may decrease.

B.  Type II error can only occur when you reject H0.
C.  Type I error can only occur if you fail to reject H0.
D. The level of significance is the probability of Type II error.

Only a larger sample can allow a reduction in both α and β (ceteris paribus).

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
59. Which of the following is incorrect? 
 

A. The level of significance is the probability of making a Type I error.

B.  Lowering both α and β at once will require a higher sample size.
C. The probability of rejecting a true null hypothesis increases as n increases.
D. When Type I error increases, Type II error must decrease, ceteris paribus.

The critical value for the desired α takes the sample size into consideration.

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
60. John rejected his null hypothesis in a right-tailed test for a mean at α = .025 because his
critical t value was 2.000 and his calculated t value was 2.345. We can be sure that: 
 

A. John did not commit Type I error.

B.  John did not commit Type II error.
C.  John committed neither Type I nor Type II error.
D. John committed both Type I and Type II error.

John could have committed Type II error only if he failed to reject H0.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
61. "My careful physical examination shows no evidence of any serious problem," said
Doctor Morpheus. "However, a very costly lab test can be performed to check for the rare
condition known as estomalgia fatalis. The test is almost invariably negative for persons
with your age and symptoms. My personal hypothesis is that the occasional stomach pain
you reported is due to indigestion caused by eating tacos with too much hot sauce. But
you must decide for yourself." As you consider your doctor's hypothesis, what would be
the consequence of Type I error on your part? 
 

A. It can't be determined without knowing the type of test.

B.  Your estomalgia fatalis will go undetected.
C. You will waste money on an unnecessary lab test.
D. Your survivors will enjoy a sizeable malpractice award.

Type I error is rejecting the doctor's advice when it was correct.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
62. Which of the following statements is correct? 
 

A. Increasing α will make it more likely that we will reject H0, ceteris paribus.
B.  Doubling the sample size roughly doubles the test statistic, ceteris paribus.
C.  A higher standard deviation would increase the power of a test for a mean.
D. The p-value shows the probability that the null hypothesis is false.

A larger α will make it easier to reject H0 (e.g., z.05 = 1.645 versus z.01 = 2.326).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
63. "I believe your airplane's engine is sound," states the mechanic. "I've been over it
carefully, and can't see anything wrong. I'd be happy to tear the engine down completely
for an internal inspection at a cost of $1,500. But I believe that engine roughness you
heard in the engine on your last flight was probably just a bit of water in the fuel, which
passed harmlessly through the engine and is now gone." As the pilot considers the
mechanic's hypothesis, the cost of Type I error is: 
 

A. the pilot will experience the thrill of no-engine flight.

B.  the pilot will be out $1,500 unnecessarily.
C.  the mechanic will lose a good customer.
D. impossible to determine without knowing α.

Type I error is rejecting the mechanic's advice when it was correct.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
64. A study over a 10-year period showed that a certain mammogram test had a 50 percent
rate of false positives. This indicates that: 
 

A. about half the tests indicated cancer.

B.  about half the tests missed a cancer that exists.
C. about half the tests showed a cancer that didn't exist.
D. about half the women tested actually had no cancer.

This is a 50 percent chance of Type I error.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
65. You are driving a van packed with camping gear (total weight 3,500 pounds including
yourself and family) into a northern wilderness area. You take a "short cut" that turns into
a one-lane road, with no room to turn around. After 11 miles you come to a narrow bridge
with a faded sign saying "Safe Up to 2 Tons." About a half-mile ahead, you can see that
your road rejoins the main highway. You consider the sign's hypothesis carefully before
making a decision. The cost of Type I error is: 
 

A. you pass safely over the bridge and everyone's happy.

B.  about $23,900, not including medical bills.
C.  you will find out just how cold that river actually is.
D. your kids will think you're a chicken.

Type I error is rejecting the sign's message when it was correct.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
66. After lowering the landing gear, the pilot notices that the "gear down and locked" light is
not illuminated. "It's probably just a burned out light bulb," she says, as she proceeds on
final approach for landing. Considering the pilot's hypothesis, which is the result of Type I
error? 
 

A. The sound of metal scraping on concrete will be heard upon landing.

B.  The landing is delayed unnecessarily while the bulb and gear are checked.
C.  We cannot be sure without knowing whether or not the bulb is actually faulty.

Type I error is concluding there is a problem when there was not.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
67. As you are crossing a field at the farm, your country cousin Jake assures you, "Don't
worry about that old bull coming toward us. He's harmless." As you consider Jake's
hypothesis, what would be Type I error on your part? 
 

A. You will soon feel the bull's horns.

B.  You will run away for no good reason.
C.  Jake will not have any more visits from you.

Type I error is rejecting Jake's advice when he was right.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
68. Which is not true of p-values? 
 

A. When they are small, we want to reject H0.

B.  They measure the probability of an incorrect decision.
C.  They show the chance of Type I error if we reject H0.
D. They do not require α to be specified a priori.

The p-value tells the likelihood of the sample assuming that H0 is true.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 09-08 Use tables or Excel to find the p-value in tests of μ.
Topic: Testing a Mean: Known Population Variance
 
69. For a test of a mean, which of the following is incorrect? 
 

A. H0 is rejected when the calculated p-value is less than the critical value of the test
statistic.
B.  In a right-tailed test, we reject H0 when the test statistic exceeds the critical value.
C.  The critical value is based on the researcher's chosen level of significance.
D. If H0: μ ≤ 100 and H1: μ > 100, then the test is right-tailed.

We compare the p-value with α (not with the critical value).

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 09-08 Use tables or Excel to find the p-value in tests of μ.
Topic: Testing a Mean: Known Population Variance
 
70. Guidelines for the Jolly Blue Giant Health Insurance Company say that the average
hospitalization for a triple hernia operation should not exceed 30 hours. A diligent auditor
studied records of 16 randomly chosen triple hernia operations at Hackmore Hospital and
found a mean hospital stay of 40 hours with a standard deviation of 20 hours. "Aha!" she
cried, "the average stay exceeds the guideline." At α = .025, the critical value for a right-
tailed test of her hypothesis is: 
 

A. 1.753
B.  2.131
C.  1.645
D. 1.960

Using Appendix D with d.f. = 16 - 1 = 15, we get t.025 = 2.131.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-05 Find critical values of z or t in tables or by using Excel.
Topic: Testing a Mean: Unknown Population Variance
 
71. Guidelines for the Jolly Blue Giant Health Insurance Company say that the average
hospitalization for a triple hernia operation should not exceed 30 hours. A diligent auditor
studied records of 16 randomly chosen triple hernia operations at Hackmore Hospital and
found a mean hospital stay of 40 hours with a standard deviation of 20 hours. "Aha!" she
cried, "the average stay exceeds the guideline." The value of the test statistic for her
hypothesis is: 
 

A. 2.080
B.  0.481
C.  1.866
D. 2.000

tcalc = (40 - 30)/[(20)/161/2] = 2.000.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-07 Perform a hypothesis test for a mean with unknown σ using t.
Topic: Testing a Mean: Unknown Population Variance
 
72. Guidelines for the Jolly Blue Giant Health Insurance Company say that the average
hospitalization for a triple hernia operation should not exceed 30 hours. A diligent auditor
studied records of 16 randomly chosen triple hernia operations at Hackmore Hospital, and
found a mean hospital stay of 40 hours with a standard deviation of 20 hours. "Aha!" she
cried, "the average stay exceeds the guideline." The p-value for a right-tailed test of her
hypothesis is: 
 

A. between .05 and .10.

B.  between .025 and .05.
C.  between .01 and .025.
D. less than .01.

Use Appendix D with tcalc = 2.000 or Excel =T.DIST.RT(2.000,15) = .0320.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 09-08 Use tables or Excel to find the p-value in tests of μ.
Topic: Testing a Mean: Unknown Population Variance
 
73. For a right-tailed test of a hypothesis for a population mean with n = 14, the value of the
test statistic was t = 1.863. The p-value is: 
 

A. between .05 and .025.

B.  between .10 and .05.
C.  greater than .10.
D. less than .01.

For d.f. = 13, t.025 = 2.160 and t.05 = 1.771 or Excel =T.DIST.RT(1.863,13) = .0426.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-08 Use tables or Excel to find the p-value in tests of μ.
Topic: Testing a Mean: Unknown Population Variance
 
74. Hypothesis tests for a mean using the critical value method require: 
 

A. knowing the true value of σ.

B.  sampling a normal population.
C.  specifying β in advance.
D. specifying α in advance.

You cannot find the critical value without specifying α.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 09-05 Find critical values of z or t in tables or by using Excel.
Topic: Testing a Mean: Known Population Variance
 
75. The level of significance is not: 
 

A. the probability of a "false rejection."

B.  a value between 0 and 1.
C.  the likelihood of rejecting the null hypothesis when it is true.
D. the chance of accepting a true null hypothesis.

The level of significance is the risk of rejecting a true null hypothesis.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Statistical Hypothesis Testing
 
76. The critical value in a hypothesis test: 
 

A. is calculated from the sample data.

B.  usually is .05 or .01 in most statistical tests.
C. separates the acceptance and rejection regions.
D. depends on the value of the test statistic.

We can specify whatever α we wish to set the desired tail area(s).

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 09-05 Find critical values of z or t in tables or by using Excel.
 Topic: Statistical Hypothesis Testing
 
77. Which is not a likely reason to choose the z distribution for a hypothesis test of a mean? 
 

A. The value of σ is known.

B.  The sample size n is very large.
C.  The population is normal.
D. The value of σ is very large.

We use z any time σ is known.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 09-06 Perform a hypothesis test for a mean with known σ using z.
Topic: Testing a Mean: Known Population Variance
 
78. Dullco Manufacturing claims that its alkaline batteries last at least 40 hours on average in
a certain type of portable CD player. But tests on a random sample of 18 batteries from a
day's large production run showed a mean battery life of 37.8 hours with a standard
deviation of 5.4 hours. To test DullCo's hypothesis, the test statistic is: 
 

A. -1.980
B.  -1.728
C.  -2.101
D. -1.960

tcalc = (37.8 - 40)/[(5.4)/181/2] = -1.72848.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-07 Perform a hypothesis test for a mean with unknown σ using t.
Topic: Testing a Mean: Unknown Population Variance
 
79. Dullco Manufacturing claims that its alkaline batteries last at least 40 hours on average in
a certain type of portable CD player. But tests on a random sample of 18 batteries from a
day's large production run showed a mean battery life of 37.8 hours with a standard
deviation of 5.4 hours. In a left-tailed test at α = .05, which is the most accurate
statement? 
 

A. We would strongly reject the claim.

B.  We would clearly fail to reject the claim.
C. We would face a rather close decision.
D. We would switch to α = .01 for a more powerful test.

tcalc = (37.8 - 40)/[(5.4)/181/2] = -1.728, while for d.f. = 18 - 1 = 17 we get t.05 = -1.740, so it
is a close decision.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-07 Perform a hypothesis test for a mean with unknown σ using t.
Topic: Testing a Mean: Unknown Population Variance
 
80. Dullco Manufacturing claims that its alkaline batteries last at least 40 hours on average in
a certain type of portable CD player. But tests on a random sample of 18 batteries from a
day's large production run showed a mean battery life of 37.8 hours with a standard
deviation of 5.4 hours. To test DullCo's hypothesis, the p-value is: 
 

A. slightly less than .05.

B.  exactly equal to .05.
C. slightly greater than .05.
D. uncertain without knowing α.

tcalc = -1.728, t.05 = -1.740 or Excel =T.DIST(-1.72848,17,1) = .0511.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-08 Use tables or Excel to find the p-value in tests of μ.
Topic: Testing a Mean: Unknown Population Variance
 
81. For tests of a mean, if other factors are held constant, which statement is correct? 
 

A. The critical value of Student's t increases as n increases.

B.  A test statistic tcalc = 1.853 with n = 16 leads to rejection at α = .01 in a one-tailed test.
C. It is harder to reject the null hypothesis in a two-tailed test rather than a one-tailed test.
D. If we desire α = .10, then a p-value of .13 would lead us to reject the null hypothesis.

Rejection in a two-tailed test implies rejection in a one-tailed test, but not vice versa.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 09-07 Perform a hypothesis test for a mean with unknown σ using t.
Topic: Testing a Mean: Unknown Population Variance
 
82. For a sample size of n = 100, and σ = 10, we want to test the hypothesis H0: μ = 100. The
sample mean is 103. The test statistic is: 
 

A. 1.645
B.  1.960
C. 3.000
D. 0.300

zcalc = (103 - 100)/[(10)/1001/2] = 3.000.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-06 Perform a hypothesis test for a mean with known σ using z.
Topic: Testing a Mean: Known Population Variance
 
83. When testing the hypothesis H0: μ = 100 with n = 100 and σ2 = 100, we find that the
sample mean is 97. The test statistic is: 
 

A. -3.000
B.  -10.00
C.  -0.300
D. -0.030

zcalc = (97 - 100)/[(10)/1001/2] = -3.000.

 
AACSB: Analytic
 Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-06 Perform a hypothesis test for a mean with known σ using z.
Topic: Testing a Mean: Known Population Variance
 
84. Given a normal distribution with σ = 3, we want to test the hypothesis H0: μ = 20. We find
that the sample mean is 21. The test statistic is: 
 

A. 1.000
B.  1.645
C.  1.960
D. impossible to find without more information.

The sample size is needed to calculate the z test statistic.

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 09-06 Perform a hypothesis test for a mean with known σ using z.
Topic: Testing a Mean: Known Population Variance
 
85. In testing a proportion, which of the following statements is incorrect? 
 

A. Using α = .05 rather than α = .01 would make it more likely that H0 will be rejected.
B.  When the sample proportion is p = .02 and n = 150, it is safe to assume normality.
C.  An 80 percent confidence interval is narrower than the 90 percent confidence interval,
ceteris paribus.
D. The sample proportion may be assumed approximately normal if the sample is large
enough.

We want at least 10 "successes," but np = 3 in this example.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-09 Perform a hypothesis test for a proportion and find the p-value.
Topic: Testing a Proportion
 
86. Which of the following is not a characteristic of the t distribution? 
 

A. It is a continuous distribution.

B.  It has a mean of zero.
C.  It a symmetric distribution.
D. It is similar to the z distribution when n is small.

Student's t resembles z most closely for a large sample size.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 09-07 Perform a hypothesis test for a mean with unknown σ using t.
Topic: Testing a Mean: Unknown Population Variance
 
87. Which of the following is not a valid null hypothesis? 
 

A. H0: μ ≥ 0
B.  H0: μ ≤ 0
C. H0: μ ≠ 0
D. H0: μ = 0

The null hypothesis cannot contain a two-tailed inequality.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 09-04 Formulate a null and alternative hypothesis for μ or π.
Topic: Statistical Hypothesis Testing
 
88. Given that in a one-tail test you cannot reject H0, can you reject H0 in a two-tailed test at
the same α? 
 

A. Yes.
B.  No.
C.  Maybe.

Rejection in a two-tailed test implies rejection in a one-tailed test, but not vice versa.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 09-04 Formulate a null and alternative hypothesis for μ or π.
 Topic: Statistical Hypothesis Testing
 
89. The process that produces Sonora Bars (a type of candy) is intended to produce bars with
a mean weight of 56 gm. The process standard deviation is known to be 0.77 gm. A
random sample of 49 candy bars yields a mean weight of 55.82 gm. Which are the
hypotheses to test whether the mean is smaller than it is supposed to be? 
 

A. H0: μ ≤ 56, H1: μ > 56

B.  H0: μ ≥ 56, H1: μ < 56
C.  H0: μ = 56, H1: μ ≠ 56
D. H0: μ < 56, H1: μ ≥ 56

We want a left-tailed alternative hypothesis.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 09-04 Formulate a null and alternative hypothesis for μ or π.
Topic: Testing a Mean: Known Population Variance
 
90. The process that produces Sonora Bars (a type of candy) is intended to produce bars with
a mean weight of 56 gm. The process standard deviation is known to be 0.77 gm. A
random sample of 49 candy bars yields a mean weight of 55.82 gm. Find the test statistic
to see whether the candy bars are smaller than they are supposed to be. 
 

A. -1.636
B.  -1.645
C.  -1.677

zcalc = (55.82 - 56)/[(0.77)/491/2] = -1.63636.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-06 Perform a hypothesis test for a mean with known σ using z.
Topic: Testing a Mean: Known Population Variance
 
91. The process that produces Sonora Bars (a type of candy) is intended to produce bars with
a mean weight of 56 gm. The process standard deviation is known to be 0.77 gm. A
random sample of 49 candy bars yields a mean weight of 55.82 gm. Find the p-value for a
test to see whether the candy bars are smaller than they are supposed to be. 
 

A. Between .05 and .10

B.  Between .025 and .05
C.  Between .01 and .025
D. Less than .01

zcalc = (55.82 - 56)/[(0.77)/491/2] = -1.63636 and z.05 = -1.645, or find the exact p-value as
=NORM.S.DIST(-1.63636,1) = .0509.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 09-08 Use tables or Excel to find the p-value in tests of μ.
Topic: Testing a Mean: Known Population Variance
 
92. A sample of 16 ATM transactions shows a mean transaction time of 67 seconds with a
standard deviation of 12 seconds. Find the test statistic to decide whether the mean
transaction time exceeds 60 seconds. 
 

A. 1.457
B.  2.037
C. 2.333
D. 1.848

tcalc = (67 - 60)/[(12)/161/2] = 2.333.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-07 Perform a hypothesis test for a mean with unknown σ using t.
Topic: Testing a Mean: Unknown Population Variance
 
93. A sample of 16 ATM transactions shows a mean transaction time of 67 seconds with a
standard deviation of 12 seconds. State the hypotheses to test whether the mean
transaction time exceeds 60 seconds. 
 

A. H0: μ ≤ 60, H1: μ > 60

B.  H0: μ ≥ 60, H1: μ < 60
C.  H0: μ = 60, H1: μ ≠ 60
D. H0: μ < 60, H1: μ ≥ 60

We want a right-tailed test in this case.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 09-04 Formulate a null and alternative hypothesis for μ or π.
Topic: Testing a Mean: Unknown Population Variance
 
94. A sample of 16 ATM transactions shows a mean transaction time of 67 seconds with a
standard deviation of 12 seconds. Find the critical value to test whether the mean
transaction time exceeds 60 seconds at α = .01. 
 

A. 2.947
B.  2.602
C.  2.583
D. 2.333

For d.f. = 15, use Appendix D to find t.01 = 2.602.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 09-05 Find critical values of z or t in tables or by using Excel.
Topic: Testing a Mean: Unknown Population Variance
 
95. Given H0: μ ≥ 18 and H1: μ < 18, we would commit Type I error if we: 
 

A. conclude that μ ≥ 18 when the truth is that μ < 18.

B.  conclude that μ < 18 when the truth is that μ ≥ 18.
C.  fail to reject μ ≥ 18 when the truth is that μ < 18.

Rejecting a true null hypothesis is Type I error.

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
96. For a right-tailed test of a hypothesis for a single population mean with n = 10, the value
of the test statistic was t = 1.411. The p-value is: 
 

A. between .05 and .025.

B.  between .10 and .05.
C.  greater than .10.
D. less than .001.

From Appendix D with d.f. = 9, t.05 = 1.833 and t.10 = 1.383.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-08 Use tables or Excel to find the p-value in tests of μ.
Topic: Testing a Mean: Unknown Population Variance
 
97. Last year, 10 percent of all teenagers purchased a new iPhone. This year, a sample of 260
randomly chosen teenagers showed that 39 had purchased a new iPhone. The test statistic
to find out whether the percent has risen would be: 
 

A. 2.687
B.  2.758
C.  .0256
D. 2.258

p = 39/260 = .15, π0 = .10, zcalc = (.15 - .10)/[(.10)(1 - .10)/260]1/2 = 2.68742.

 
AACSB: Analytic
 Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-09 Perform a hypothesis test for a proportion and find the p-value.
Topic: Testing a Proportion
 
98. Last year, 10 percent of all teenagers purchased a new iPhone. This year, a sample of 260
randomly chosen teenagers showed that 39 had purchased a new iPhone. To test whether
the percent has risen, the critical value at α = .05 is: 
 

A. 1.645
B.  1.658
C.  1.697
D. 1.960

z.05 = 1.645.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 09-05 Find critical values of z or t in tables or by using Excel.
Topic: Testing a Proportion
 
99. Last year, 10 percent of all teenagers purchased a new iPhone. This year, a sample of 260
randomly chosen teenagers showed that 39 had purchased a new iPhone. To test whether
the percent has risen, the p-value is approximately: 
 

A. .0501
B.  .0314
C.  .0492
D. .0036

p = 39/260 = .15, π0 = .10, zcalc = (.15 - .10)/[(.10)(1 - .10)/260]1/2 = 2.68742, so from

Appendix C we get P(Z > 2.69) = .0036 or from Excel =1-NORM.S.DIST(2.68742,1) = .
0036.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 09-09 Perform a hypothesis test for a proportion and find the p-value.
Topic: Testing a Proportion
 
100. Ajax Peanut Butter's quality control allows 2 percent of the jars to exceed the quality
standard for insect fragments. A sample of 150 jars from the current day's production
reveals that 30 exceed the quality standard for insect fragments. Which is incorrect? 
 

A. Normality of p may safely be assumed in the hypothesis test.

B.  A right-tailed test would be appropriate.
C.  Common sense suggests that quality control standards aren't met.
D. Type II error is more of a concern in this case than Type I error.

nπ0 = (150)(.02) = 3, so normality of p is doubtful.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-09 Perform a hypothesis test for a proportion and find the p-value.
Topic: Testing a Proportion
 
101. In the nation of Gondor, the EPA requires that half the new cars sold will meet a certain
particulate emission standard a year later. A sample of 64 one-year-old cars revealed that
only 24 met the particulate emission standard. The test statistic to see whether the
proportion is below the requirement is: 
 

A. -1.645
B.  -2.066
C. -2.000
D. -1.960

p = 24/64 = .375, π0 = .50, zcalc = (.375 - .50)/[(.50)(1 - .50)/64]1/2 = - 2.000.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-09 Perform a hypothesis test for a proportion and find the p-value.
Topic: Testing a Proportion
 
102. The hypotheses H0: π ≥ .40, H1: π < .40 would require: 
 

A. a left-tailed test.

B.  a right-tailed test.
C.  a two-tailed test.

The inequality in the alternative hypothesis points to the direction of the test.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 09-04 Formulate a null and alternative hypothesis for μ or π.
Topic: Testing a Proportion
 
103. At α = .05, the critical value to test the hypotheses H0: π ≥ .40, H1: π < .40 would be: 
 

A. - 1.645
B.  - 1.960
C.  - 2.326
D. impossible to determine without more information.

z.05 = - 1.645.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 09-09 Perform a hypothesis test for a proportion and find the p-value.
Topic: Testing a Proportion
 
104. In a test of a mean, the reported p-value is .025. Using α =.05 the conclusion would be to: 
 

A. accept the null hypothesis.

B.  reject the null hypothesis.
C.  fail to reject the null hypothesis.
D. gather more evidence due to inconclusive results.

Reject the null hypothesis if the p-value is smaller than α.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 09-08 Use tables or Excel to find the p-value in tests of μ.
Topic: Testing a Mean: Known Population Variance
 
105. Which of the following decisions could result in a Type II error for a test? 
 

A. Reject the alternative hypothesis

B.  Reject the null hypothesis
C. Fail to reject the null hypothesis
D. Make no decision

Failing to reject H0 could lead to Type II error (but not Type I error).

 
AACSB: Analytic
Blooms: Understand
Difficulty: 1 Easy
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
106. The Melodic Kortholt Company will change its current health plan if at least half the
employees are dissatisfied with it. A trial sample of 25 employees shows that 16 are
dissatisfied. In this problem: 
 

A. normality of the sample proportion should not be assumed.

B.  normality of the sample proportion can be assumed.
C.  normality of the sample proportion cannot be judged without knowing π.

nπ0 = (25)(.50) = 12.5, so we expect at least 10 "successes" and 10 "failures" (be careful to
use π0 instead of p to check for normality).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-09 Perform a hypothesis test for a proportion and find the p-value.
Topic: Testing a Proportion
 
107. The Melodic Kortholt Company will change its current health plan if at least half the
employees are dissatisfied with it. A trial sample of 25 employees shows that 16 are
dissatisfied. The p-value for a right-tailed test is: 
 

A. .1337
B.  .4192
C.  .0901
D. .0808

p = 16/25 = .64, π0 = .50, zcalc = (.64 - .50)/[(.50)(1 - .50)/25]1/2 = 1.400, so from Appendix
C we get P(Z > 1.40) = .0808 or from Excel =1-NORM.S.DIST(1.400,1) = .08076.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 09-09 Perform a hypothesis test for a proportion and find the p-value.
Topic: Testing a Proportion
 
108. The Melodic Kortholt Company will change its current health plan if at least half the
employees are dissatisfied with it. A trial sample of 25 employees shows that 16 are
dissatisfied. For a right-tailed test, the test statistic would be: 
 

A. 1.227
B.  1.375
C. 1.400
D. 1.115

p = 16/25 = .64, π0 = .50, zcalc = (.64 - .50)/[(.50)(1 - .50)/25]1/2 = 1.400.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-09 Perform a hypothesis test for a proportion and find the p-value.
Topic: Testing a Proportion
 
109. If sample size increases from 25 to 100 and the level of significance stays the same, then: 
 

A. the risk of Type II error would decrease.

B.  the risk of Type I error would decrease.
C.  the risk of both Type I and Type II errors would decrease.
D. the risk of neither Type I nor Type II error would decrease.

We are holding α constant so the larger sample will reduce β.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
110. "Currently, only 20 percent of arrested drug pushers are convicted," cried candidate
Courageous Calvin in a campaign speech. "Elect me and you'll see a big increase in
convictions." A year after his election a random sample of 144 case files of arrested drug
pushers showed 36 convictions. For a right-tailed test, the p-value is approximately: 
 

A. 0.9332
B.  0.0668
C.  0.0435
D. 0.0250

p = 36/144 = .25, π0 = .20, zcalc = (.25 - .20)/[(.20)(1 - .20)/144]1/2 = 1.500, so from

Appendix C we get P(Z > 1.50) = .0668 or from Excel =1-NORM.S.DIST(1.500,1) = .
0668.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 09-09 Perform a hypothesis test for a proportion and find the p-value.
Topic: Testing a Proportion
 
111. In a right-tailed test, a statistician got a z test statistic of 1.47. What is the p-value? 
 

A. .4292
B.  .0709
C.  .0874
D. .9292

From Appendix C we get P(Z > 1.47) = .0708 or from Excel =1-NORM.S.DIST(1.47,1) =
.0708.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-08 Use tables or Excel to find the p-value in tests of μ.
Topic: Testing a Proportion
 
112. In a left-tailed test, a statistician got a z test statistic of -1.720. What is the p-value? 
 

A. .4292
B.  .0709
C. .0427
D. .0301

From Appendix C we get P(Z < -1.72) = .0427 or from the Excel function
=NORM.S.DIST(-1.720,1) = .0427.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-08 Use tables or Excel to find the p-value in tests of μ.
Topic: Testing a Proportion
 
113. In a two-tailed test, a statistician got a z test statistic of 1.47. What is the p-value? 
 

A. .0708
B.  .1416
C.  .0874
D. .0301

From Appendix C we get 2 × P(Z > 1.47) = 2 × .0708 = .1416. The Excel version of this
calculation is =2*(1-NORM.S.DIST(1.47,1)) = 0.14156.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-08 Use tables or Excel to find the p-value in tests of μ.
Topic: Testing a Mean: Known Population Variance
 
114. Which of the following statements is true? 
 

A. Decreasing α will increase the power of the test.

B.  Doubling the sample size will double the power of the test.
C.  A higher standard deviation would increase the power if we are testing a mean.
D. Power of the test rises if the true mean is farther from the hypothesized mean.

A test becomes more sensitive (greater power) when the truth differs greatly from H0.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 09-10 Interpret a power curve or OC curve (optional).
Topic: Power Curves and OC Curves (Optional)
 
115. High power in a hypothesis test about one sample mean is likely to be associated with: 
 

A. small sample size.

B.  low α.
C.  large β.
D. small σ.

Less variation in the population makes the test more sensitive (greater power).

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
 Learning Objective: 09-10 Interpret a power curve or OC curve (optional).
Topic: Power Curves and OC Curves (Optional)
 
116. The power of a test is the probability of: 
 

A. concluding H1 when H1 is true.

B.  concluding H1 when H0 is true.
C.  concluding H0 when H0 is true.
D. concluding H0 when H1 is true.

Review the definition of power.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
117. Which is not a step in hypothesis testing? 
 

A. Formulate the hypotheses.

B.  Specify the desired Type I error.
C. Find the test statistic from a table.
D. Formulate a decision rule.

Review the steps in hypothesis testing.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 09-01 List the steps in testing hypotheses.
Topic: Logic of Hypothesis Testing
 
118. Which is an invalid alternative hypothesis? 
 

A. H1: μ ≠ 18
B.  H1: μ = 18
C.  H1: μ > 18
D. H1: μ < 18

You cannot have an equality in the alternative hypothesis.

 
AACSB: Analytic
 Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 09-04 Formulate a null and alternative hypothesis for μ or π.
Topic: Statistical Hypothesis Testing
 
119. Which is a valid null hypothesis? 
 

A. H0: μ ≠ 18
B.  H0: μ = 18
C.  H0: μ > 18
D. H0: μ < 18

The null hypothesis cannot have < or > or ≠.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 09-04 Formulate a null and alternative hypothesis for μ or π.
Topic: Statistical Hypothesis Testing
 
120. A two-tailed hypothesis test for H0: π = .30 at α = .05 is analogous to 
 

A. asking if the 90 percent confidence interval for π contains .30.

B.  asking if the 95 percent confidence interval for π contains .30.
C.  asking if the p-value (area in both tails combined) is less than .025.
D. asking if the p-value (area in both tails combined) is less than .10.

This statement is true for a two-tailed test only.

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 09-09 Perform a hypothesis test for a proportion and find the p-value.
Topic: Testing a Proportion
 
121. For a right-tailed test of hypothesis for a population mean with known σ, the test statistic
was z = 1.79. The p-value is: 
 

A. .0367
B.  .9633
C.  .1186
D. .0179

From Appendix C we get P(Z > 1.79) = .0367 or from Excel =1-NORM.S.DIST(1.79,1) =
.0367.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 09-08 Use tables or Excel to find the p-value in tests of μ.
Topic: Testing a Mean: Known Population Variance
 
122. If n = 25 and α = .05 in a right-tailed test of a mean with unknown σ, the critical value is: 
 

A. 1.960
B.  1.645
C. 1.711
D. .0179

Using d.f. = 24, t.05 = 1.711 from Appendix D.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 09-05 Find critical values of z or t in tables or by using Excel.
Topic: Testing a Mean: Unknown Population Variance
 
123. The researcher's null hypothesis is H0: σ2 ≤ 22. A sample of n = 25 items yields a sample
variance of s2 = 28.5. The critical value of chi-square for a right-tailed test at α = 05 is: 
 

A. 1.960
B.  1.645
C.  13.85
D. 36.42

From Appendix E with d.f. = 24 we get χ2.05 = 36.42.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-11 Perform a hypothesis test for a variance (optional).
Topic: Tests for One Variance (Optional)
 
124. The researcher's null hypotheses is H0: σ2 ≤ 22. A sample of n = 25 items yields a sample
variance of s2 = 28.5. The test statistic is: 
 

A. 31.09.
B.  26.42.
C.  must know if it is a one-tailed test.
D. must know α to answer.

χ2.calc = (n - 1)s2/σ2 = (25 - 1)(28.5)/(22) = 31.09.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 09-11 Perform a hypothesis test for a variance (optional).
Topic: Tests for One Variance (Optional)
 
125. The researcher's null hypothesis is H0: σ2 = 420. A sample of n = 18 items yields a sample
variance of s2 = 512. The critical values of chi-square for a two-tailed test at α = .05 are: 
 

A. 8.672 and 27.59

B.  7.564 and 30.19
C.  -1.960 and +1.960
D. 9.390 and 28.87

From Appendix E with d.f. = 17 we get χ2.025 = 7.564 (left tail) and 30.19 (right tail).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 09-11 Perform a hypothesis test for a variance (optional).
Topic: Tests for One Variance (Optional)
 
126. The researcher's null hypotheses is H0: σ2 = 420. A sample of n = 18 items yields a sample
variance of s2 = 512. The test statistic is: 
 

A. 34.09
B.  20.72
C.  14.77
D. must know α to answer.

χ2calc = (n - 1)s2/σ2 = (18 - 1)(512)/(420) = 20.72.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 09-11 Perform a hypothesis test for a variance (optional).
Topic: Tests for One Variance (Optional)
 
127. In hypothesis testing, Type I error is: 
 

A. always set at 5 percent.

B.  smaller than or equal to 5 percent.
C. the probability of rejecting H0 when H0 is true.
D. the probability of rejecting H0 when H1 is true.

Rejecting a true null hypothesis is Type I error.

 
AACSB: Analytic
 Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Statistical Hypothesis Testing
 
128. In hypothesis testing, the value of β is: 
 

A. equal to 1 minus the probability of committing Type I error.

B.  the probability of concluding H0 when H0 is true.
C. the probability of concluding H0 when H1 is true.

Failing to reject a false null hypothesis is Type II error.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
129. Regarding the probability of Type I error (α) and Type II error (β), which statement is
true? 
 

A. β > α
B.  β < α
C.  α + β = 1
D. Power = 1 - β.

Although α and β are related, there is no simple equation relating α and β.

 
AACSB: Analytic
Blooms: Understand
Difficulty: 3 Hard
Learning Objective: 09-03 Define Type I error; Type II error; and power.
Topic: Logic of Hypothesis Testing
 
130. In the hypothesis H0: μ = μ0, the value of μ0 is not derived from: 
 

A. the sample.
B.  past experience.
C.  a target or benchmark.
D. a scientific theory.

The hypothesized value of the mean is a target or from past experience.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 09-04 Formulate a null and alternative hypothesis for μ or π.
Topic: Statistical Hypothesis Testing
 
131. In testing the hypotheses H0: π ≤ π0, H1: π > π0, we would use a: 
 

A. two-tailed test.
B.  left-tailed test.
C. right-tailed test.
D. breathalyzer test.

The inequality in H1 always points to the direction of the test.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 09-09 Perform a hypothesis test for a proportion and find the p-value.
Topic: Testing a Proportion
 
132. We can assume that the sample proportion is normally distributed if: 
 

A. we have 10 successes in the sample.

B.  we have 10 failures in the sample.
C. we have both 10 successes and 10 failures in the sample.
D. the population is known.

As a guideline, we want at least 10 successes and 10 failures to assume a normal p.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 09-09 Perform a hypothesis test for a proportion and find the p-value.
 Topic: Testing a Proportion
 
 
ANSWERS CHAPTER 10

1. In a left-tailed test comparing two means with unknown variances assumed to be equal, the test
statistic was t = -1.81 with sample sizes of n1 = 8 and n2 = 12. The p-value would be: 
 

A.  between .025 and .05.

B.  between .01 and .025.

C.  between .05 and .10.

D.  Must know α to answer.

For d.f. = 18, Appendix D gives t.05 = 1.734 and t.025 = 2.101, or for an exact answer you can use the
Excel function =T.DIST(-1.81,8+12-2,1) = .04351.

2. In a left-ailed test comparing two means with variances unknown but assumed to be equal,
the sample sizes were n1 = 8 and n2 = 12. At α = .05, the critical value would be: 
 

A.  -1.960

B.  -2.101

C.  -1.734

D.  -1.645

For d.f. = 18, Appendix D gives t.05 = -1.734.

3. In a test for equality of two proportions, the sample proportions were p1 = 12/50 and p2 = 18/50.
The test statistic is approximately: 
 

A.  -1.44.

B.  -1.31.

C.  -1.67.

D.  Must know α to answer.

Use combined proportion pc = (x1 + x2)/(n1 + n2) = (12 + 18)/(50 + 50) = .30 in zcalc.

4. In a test for equality of two proportions, the sample proportions were p1 = 12/50 and p2 =
18/50. The pooled proportion is: 
 

A.  .20

B.  .24

C.  .36

D.  .30

Use combined proportion pc = (x1 + x2)/(n1 + n2) = (12 + 18)/(50 + 50) = .30 in the calculation.

5.
John wants to compare two means. His sample statistics were    
and    . Assuming equal variances, the pooled variance is: 
 

A.  4.5

B.  4.9

C.  5.1

D.  3.8

The pooled variance is [(n1 - 1)s12 + (n2 - 1)s22]/[(n1 - 1) + (n2 - 1)] = 4.5.

6. In a random sample of patient records in Cutter Memorial Hospital, six-month postoperative

exams were given in 90 out of 200 prostatectomy patients, while in Paymor Hospital such
exams were given in 110 out of 200 cases. In comparing these two proportions, normality of
the difference may be assumed because: 
 

A.  the populations are large enough to be assumed normal.

B.  the probability of success can reasonably be assumed constant.

C.  the samples are random, so the proportions are unbiased estimates.

D.  nπ ≥ 10 and n(1 - π) ≥ 10 for each sample taken separately.

We have at least 10 successes (x1 = 90, x2 = 110) and 10 failures (n1 - x1 = 110, n2 - x2 = 90).
7. Management of Melodic Kortholt Company compared absenteeism rates in two plants on
the third Monday in November. Of Plant A's 800 employees, 120 were absent. Of Plant B's
1200 employees, 144 were absent. MegaStat's results for a two-tailed test are shown below.

   

At α = .05, the two-tailed test for a difference in proportions is: 

 

A.  just barely significant.

B.  not quite significant.

C.  not feasible due to nonnormality.

Because the p-value is slightly greater than .05, we cannot reject H0.

8. A new policy of "flex hours" is proposed. Random sampling showed that 28 of 50 female
workers favored the change, while 22 of 50 male workers favored the change. Management
wonders if there is a difference between the two groups. What is the p-value for a two-tailed
test? 
 

A.  .3849

B.  .1151

C.  .2301

D.  .3453

Combined proportion is pc = (28 + 22)/(50 + 50) = .50, so zcalc = (.56 - .44)/[.50(1 - .50)/50 +
50(1 - .50)/50]1/2 = -1.20 and 2 × P(Z < -1.20) = 2 × .1151 = .2302 (or .2301 using Excel).
9. Two well-known aviation training schools are being compared using random samples of their
graduates. It is found that 70 of 140 graduates of Fly-More Academy passed their FAA exams
on the first try, compared with 104 of 260 graduates of Blue Yonder Institute. To compare
the pass rates, the pooled proportion would be: 
 

A.  .500

B.  .435

C.  .400

D.  .345

Combined proportion is pc = (70 + 104)/(140 + 260) = .435.

10. Of 200 youthful gamers (under 18) who tried the new Z-Box-Plus game, 160 rated it
"excellent," compared with only 144 of 200 adult gamers (18 or over). The 95 percent
confidence interval for the difference of proportions would be approximately: 
 

A.  [+.013, +.263].

B.  [-.014, +.188].

C.  [-.003, +.163].

D.  [+.057, +.261].

Do not pool the proportions when you calculate the standard error of p1 - p2.

11. Carver Memorial Hospital's surgeons have a new procedure that they think will decrease the
time to perform an appendectomy. A sample of 8 appendectomies using the old method had
a mean of 38 minutes with a variance of 36 minutes, while a sample of 10 appendectomies
using the experimental method had a mean of 29 minutes with a variance of 16 minutes. For
a right-tail test for equal means (assume equal variances), the critical value at α = .10 is: 
 

A.  1.746

B.  1.337

C.  2.120

D.  2.754
For d.f. = (n1 - 1) + (n2 - 1) = 7 + 9 = 16, we get t.10 = 1.337.
12. A medical researcher wondered if there is a significant difference between the mean birth
weight of boy and girl babies. Random samples of 5 babies' weights (pounds) for each gender
showed the following:

   

To test the researcher's hypothesis, we should use the: 

 

A.  paired (dependent) samples t-test.

B.  independent samples t-test.

C.  large-sample z-test.

D.  t-test for correlation.

Although arranged side by side, these are unrelated data (independent samples).

13. In a test of a new surgical procedure, the five most respected surgeons in FlatBroke Township
were invited to Carver Hospital. Each surgeon was assigned two patients of the same age,
gender, and overall health. One patient was operated upon in the old way, and the other in
the new way. Both procedures are considered equally safe. The surgery times are shown
below:

   

The time (in minutes) to complete each procedure was carefully recorded. In a right-tailed
test for a difference of means, the test statistic is: 
 

A.  3.162

B.  1.645

C.  1.860

D.  2.132
The test statistic is tcalc = (5 - 0)/[(3.5355)/51/2] = 3.162.
14. A corporate analyst is testing whether mean inventory turnover has increased. Inventory
turnover in six randomly chosen product distribution centers (PDCs) is shown.

   

The degrees of freedom for the appropriate test would be: 

 

A.  6.

B.  5.

C.  4.

D.  12.

These are paired samples, so d.f. = 6 - 1 = 5.

15. The table below shows the mean number of daily errors by air traffic controller trainees
during the first two weeks on the job. We want to perform a paired t-test at α = .05 to see if
the mean daily errors decreased significantly.

   

The test statistic is: 

 

A.  1.25

B.  1.75

C.  0.87

D.  0.79
Paired data test statistic is tcalc = (0.8286 - 0)/[(1.7547)/71/2] = 1.249.
16. Does the Speedo Fastskin II Male Hi-Neck Bodyskin competition racing swimsuit improve a
swimmer's 200-yard individual medley performance times? A test of 100 randomly chosen
male varsity swimmers at several different universities showed that 66 enjoyed improved
times, compared with only 54 of 100 female varsity swimmers. To test for equality in the
proportions of men versus women who experienced improvement, the test statistic is
approximately: 
 

A.  1.73

B.  1.47

C.  2.31

D.  Can't tell without knowing the tail of the test.

Combined proportion is pc = (66 + 54)/(100 + 100) = .60, so zcalc = (.66 - .54)/[.60(1 - .60)/100 +
.60(1 - .60)/100]1/2 = 1.73.

17. Group 1 has a mean of 13.4 and group 2 has a mean of 15.2. Both populations are known to
have a variance of 9.0 and each sample consists of 18 items. What is the test statistic to test
for equality of population means? 
 

A.  -1.755

B.  -1.643

C.  -1.800

D.  -1.285

With known variances, zcalc = (13.4 - 15.2)/[9.0/18 + 9.0/18]1/2 = -1.800.

18. Which is not a type of comparison for which you would anticipate a two-sample test? 
 

A.  Before versus After.

B.  Old versus New.

C.  Current versus Target.

D.  Experimental versus Control.

The point of comparison is between two samples, not a benchmark or target.
19. The coach of an adult Master's Swim class selected eight swimmers within each of the two
age groups shown below. A 50-yard freestyle time is recorded for each swimmer. The
resulting times (seconds) are shown below. Which statistical test would you choose to
compare the two groups?

    
 

A.  t-test for independent samples with known variances

B.  t-test for independent samples with unknown variances

C.  t-test for paired samples

D.  z-test for two independent proportions

Despite being arranged side-by-side, there is no link between the columns. The similar
standard deviations suggest that it would be reasonable to "pool" the variances (pun
intended) although this question was not posed.

20. Assuming unequal variances in a t-test for a zero difference of two means, we would: 
 

A.  sum the degrees of freedom for each sample.

B.  use the larger degrees of freedom for simplicity.

C.  use a complicated formula for the degrees of freedom.

D.  use a z-test to be conservative in the calculation.

The formula for Welch's adjusted degrees of freedom is not easy without a computer.

Chapter 11 Analysis of Variance Answer Key

Multiple Choice Questions

 

27. Which is the Excel function to find the critical value of F for α = .05, df1 = 3, df2
= 25? 
 

A. =F.DIST(.05, 2, 24)
B.  =F.INV.RT(.05, 3, 25)
C.  =F.DIST(.05, 3, 25)
D. =F.INV(.05, 2, 24)

The equivalent Excel 2007 function would be =FINV(.05, 3, 25).

 
AACSB: Technology
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-05 Use a table or Excel to find critical values for the F distribution.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
28. Which Excel function gives the right-tail p-value for an ANOVA test with a test
statistic Fcalc = 4.52, n = 29 observations, and c = 4 groups? 
 

A. =F.DIST.RT(4.52, 3, 25)
B.  =F.INV(4.52, 4, 28)
C.  =F.DIST(4.52, 4, 28)
D. =F.INV(4.52, 3, 25)

The equivalent Excel 2007 function would be =FDIST(.05, 3, 25).

 
AACSB: Technology
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-04 Use Excel or other software for ANOVA calculations.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
29. Variation "within" the ANOVA treatments represents: 
 

A. random variation.
B.  differences between group means.
C.  differences between group variances.
D. the effect of sample size.

Variation within groups is also called error variance or unexplained variance.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 11-01 Use basic ANOVA terminology correctly.
Topic: Overview of ANOVA
 
30. Which is not an assumption of ANOVA? 
 

A. Normality of the treatment populations.

B.  Homogeneous treatment variances.
C.  Independent sample observations.
D. Equal population sizes for groups.

It is desirable, but not necessary, that sample sizes be equal in a one-factor

ANOVA.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 11-06 Explain the assumptions of ANOVA and why they are important.
Topic: Overview of ANOVA
 
31. In an ANOVA, when would the F-test statistic be zero? 
 

A. When there is no difference in the variances.

B.  When the treatment means are the same.
C.  When the observations are normally distributed.
D. The F-test statistic cannot ever be zero.

If each group mean equals the overall mean, then Fcalc could be zero (an unusual
situation).

 
AACSB: Analytic
 Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
32. ANOVA is used to compare: 
 

A. proportions of several groups.

B.  variances of several groups.
C. means of several groups.
D. both means and variances.

Although its test statistic is based on variances, ANOVA compares several

means.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 11-01 Use basic ANOVA terminology correctly.
Topic: Overview of ANOVA
 
33. Analysis of variance is a technique used to test for: 
 

A. equality of two or more variances.

B.  equality of two or more means.
C.  equality of a population mean and a given value.
D. equality of more than two variances.

Although its test statistic is based on variances, ANOVA compares several

means.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 11-01 Use basic ANOVA terminology correctly.
Topic: Overview of ANOVA
 
34. Which of the following is not a characteristic of the F distribution? 
 

A. It is always right-skewed.

B.  It describes the ratio of two variances.
C.  It is a family based on two sets of degrees of freedom.
D. It is negative when s12 is smaller than s22.
 The F distribution is the ratio of two mean squares, so it cannot be negative.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 11-04 Use Excel or other software for ANOVA calculations.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
35. In an ANOVA, the SSE (error) sum of squares reflects: 
 

A. the effect of the combined factor(s).

B.  the overall variation in Y that is to be explained.
C. the variation that is not explained by the factors.
D. the combined effect of treatments and sample size.

The error variance or unexplained variance is variation within groups.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
36. To test the null hypothesis H0: μ1 = μ2 = μ3 using samples from normal
populations with unknown but equal variances, we: 
 

A. cannot safely use ANOVA.

B.  can safely employ ANOVA.
C.  would prefer three separate t-tests.
D. would need three-factor ANOVA.

As long as the variances are equal, we can safely use ANOVA.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 11-02 Recognize from data format when one-factor ANOVA is appropriate.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
37. Which is not assumed in ANOVA? 
 

A. Observations are independent.

B.  Populations are normally distributed.
 C.  Variances of all treatment groups are the same.
D. Population variances are known.

Population variances are almost never known.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 11-06 Explain the assumptions of ANOVA and why they are important.
Topic: Overview of ANOVA
 
38. In a one-factor ANOVA, the computed value of F will be negative: 
 

A. when there is no difference in the treatment means.

B.  when there is no difference within the treatments.
C.  when the SST (total) is larger than SSE (error).
D. under no circumstances.

The F distribution is the ratio of two mean squares, so it cannot be negative.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
39. Degrees of freedom for the between-group variation in a one-factor ANOVA
with n1 = 5, n2 = 6, n3 = 7 would be: 
 

A. 18.
B.  17.
C.  6.
D. 2.

For between-group variation, we have dfnumerator = c - 1 = 3 - 1 = 2.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
40. Degrees of freedom for the between-group variation in a one-factor ANOVA
with n1 = 8, n2 = 5, n3 = 7, n4 = 9 would be: 
 
 A. 28.
B.  3.
C.  29.
D. 4.

For between group variation we have dfnumerator = c - 1 = 4 - 1 = 3.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
41. Using one-factor ANOVA with 30 observations we find at α = .05 that we
cannot reject the null hypothesis of equal means. We increase the sample size
from 30 observations to 60 observations and obtain the same value for the
sample F-test statistic. Which is correct? 
 

A. We might now be able to reject the null hypothesis.

B.  We surely must reject H0 for 60 observations.
C.  We cannot reject H0 since we obtained the same F-value.
D. It is impossible to get the same F-value for n = 60 as for n = 30.

With more degrees of freedom, the critical value F.05 will be smaller, so we
might reject.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
42. One-factor analysis of variance: 
 

A. requires that the number of observations in each group be identical.

B.  has less power when the number of observations per group is not identical.
C.  is extremely sensitive to slight departures from normality.
D. is a generalization of the t-test for paired observations.

Studies suggest that equal group sizes strengthen the power of the ANOVA test.

 
AACSB: Analytic
 Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-06 Explain the assumptions of ANOVA and why they are important.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
43. In a one-factor ANOVA, the total sum of squares is equal to: 
 

A. the sum of squares within groups plus the sum of squares between groups.
B.  the sum of squares within groups times the sum of squares between groups.
C.  the sum of squares within groups divided by the sum of squares between
groups.
D. the means of all the groups squared.

The basic identify is SSbetween + SSwithin = SStotal.

 
AACSB: Analytic
Blooms: Understand
Difficulty: 1 Easy
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
44. The within-treatment variation reflects: 
 

A. variation among individuals of the same group.

B.  variation between individuals in different groups.
C.  variation explained by factors included in the ANOVA model.
D. variation that is not part of the ANOVA model.

Variation within groups is also called error variance or unexplained variance.

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
45. Given the following ANOVA table (some information is missing), find the F
statistic.

    
 
 A. 3.71
B.  0.99
C.  0.497
D. 4.02

MStreatment = 744/4 = 186, MSerror = (751.5)/15 = 50.1, so F = 186/50.1 = 3.71.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
46. Given the following ANOVA table (some information is missing), find the
critical value of F.05.

    
 

A. 3.06
B.  2.90
C.  2.36
D. 3.41

For df = (4, 15) we use Appendix F to get F.05 = 3.06.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-05 Use a table or Excel to find critical values for the F distribution.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
47. Identify the degrees of freedom for the treatment and error in this one-factor
ANOVA (blanks indicate missing information).

    
 

A. 4, 24
 B.  3, 20
C.  5, 23

Since SS/df = MS, we know that df = SS/MS. Hence, 993/331 = 3 and 1002/50.1
= 20.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
48. For this one-factor ANOVA (some information is missing), how many treatment
groups were there?

    
 

A. Cannot be determined
B.  3
C. 4
D. 2

Since SS/df = MS, we know that df = SS/MS and, hence, 654/218 = 3 = c - 1.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
49. For this one-factor ANOVA (some information is missing), what is the F-test
statistic?

    
 

A. 0.159
B.  2.833
 C. 1.703
D. Cannot be determined

Fcalc = (MStreatment)/(MSerror) = 218/128 = 1.703.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
50. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

The F-test statistic is: 

 

A. 2.84.
B.  3.56.
C.  2.80.
D. 2.79.

Fcalc = (MSbetween)/(MSwithin) = (210.2788)/(74.15) = 2.836.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
51. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

Degrees of freedom for between groups variation are: 

 
 A. 3.
B.  4.
C.  5.
D. Can't tell from given information.

SSbetween = 2113.833 - 1483 = 630.833, so df = (630.833)/(210.2778) = 3.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
52. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

SS for between groups variation will be: 

 

A. 129.99.
B.  630.83.
C.  1233.4.
D. Can't tell.

SSbetween = 2113.833 - 1483 = 630.833.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
53. Refer to the following partial ANOVA results from Excel (some information is
missing).

   
 The number of treatment groups is: 
 

A. 4.
B.  3.
C.  2.
D. 1.

SSbetween = 2113.833 - 1483 = 630.833, so df = (630.833)/(210.2778) = 3 = c - 1.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
54. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

The sample size is: 

 

A. 20.
B.  23.
C. 24.
D. 21.

(630.833)/(210.2778) = 3 and (1483)/(74.15) = 20, so 3 + 20 = 23 = n - 1.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
55. Refer to the following partial ANOVA results from Excel (some information is
missing).
    

Assuming equal group sizes, the number of observations in each group is: 
 

A. 2.
B.  3.
C.  4.
D. 6.

(630.833)/(210.2778) = 3 and (1483)/(74.15) = 20, so 3 + 20 = 23 = n - 1 and

n/c = 24/4 = 6.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
56. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

Degrees of freedom for the F-test are: 

 

A. 5, 22.
B.  4, 21.
C. 3, 20.
D. impossible to determine.

(630.833)/(210.2778) = 3 and (1483)/(74.15) = 20.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
  
57. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

The critical value of F at α = 0.05 is: 

 

A. 1.645.
B.  2.84.
C. 3.10.
D. 4.28.

(630.833)/(210.2778) = 3 and (1483)/(74.15) = 20, so F.05 = 3.10 for df = (3, 20).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-05 Use a table or Excel to find critical values for the F distribution.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
58. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

At α = 0.05, the difference between group means is: 

 

A. highly significant.
B.  barely significant.
C. not quite significant.
D. clearly insignificant.

The p-value is not less than .05 so we cannot reject the hypothesis of equal
means.
 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
59. The Internal Revenue Service wishes to study the time required to process tax
returns in three regional centers. A random sample of three tax returns is chosen
from each of three centers. The time (in days) required to process each return is
recorded as shown below.

   

The test to use to compare the means for all three groups would require: 
 

A. three-factor ANOVA.
B.  one-factor ANOVA.
C.  repeated two-sample test of means.
D. two-factor ANOVA with replication.

One factor (three group means to be compared).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-02 Recognize from data format when one-factor ANOVA is appropriate.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
60. The Internal Revenue Service wishes to study the time required to process tax
returns in three regional centers. A random sample of three tax returns is chosen
from each of three centers. The time (in days) required to process each return is
recorded as shown below. Subsequently, an ANOVA test was performed.

   

Degrees of freedom for the error sum of squares in the ANOVA would be: 
 
 A. 11.
B.  2.
C.  4.
D. 6.

Error df = n - c = 9 - 3 = 6.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
61. The Internal Revenue Service wishes to study the time required to process tax
returns in three regional centers. A random sample of three tax returns is chosen
from each of three centers. The time (in days) required to process each return is
recorded as shown below.

   

Degrees of freedom for the between-groups sum of squares in the ANOVA

would be: 
 

A. 11.
B.  2.
C.  4.
D. 6.

Between groups df = c - 1= 3 - 1 = 2.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
62. Prof. Gristmill sampled exam scores for five randomly chosen students from
each of his two sections of ACC 200. His sample results are shown.
    

He could test the population means for equality using: 

 

A. a t-test for two means from independent samples.

B.  a t-test for two means from paired (related) samples.
C.  a one-factor ANOVA.
D. either a one-factor ANOVA or a two-tailed t-test.

As there are only two groups, either ANOVA or a two-tailed t-test will give the
same p-value.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-02 Recognize from data format when one-factor ANOVA is appropriate.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
63. Systolic blood pressure of randomly selected HMO patients was recorded on a
particular Wednesday, with the results shown here:

   

The appropriate hypothesis test is: 

 

A. one-factor ANOVA.
B.  two-factor ANOVA.
C.  three-factor ANOVA.
D. four-factor ANOVA.

One factor (four group means to be compared).

 
AACSB: Analytic
Blooms: Apply
 Difficulty: 1 Easy
Learning Objective: 11-02 Recognize from data format when one-factor ANOVA is appropriate.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
64. Systolic blood pressure of randomly selected HMO patients was recorded on a
particular Wednesday, with the results shown here. An ANOVA test was
performed using these data.

   

Degrees of freedom for the between-treatments sum of squares would be: 

 

A. 3.
B.  19.
C.  17.
D. depends on α.

Between-reatments df = c - 1 = 4 - 1 = 3.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
65. Systolic blood pressure of randomly selected HMO patients was recorded on a
particular Wednesday, with the results shown here. An ANOVA test was
performed using these data.

   
 What are the degrees of freedom for the error sum of squares? 
 

A. 3
B.  19
C. 16
D. It depends on α.

Error df = n - c = 20 - 4 = 16.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
66. Sound levels are measured at random moments under typical driving conditions
for various full-size truck models. The Excel ANOVA results are shown below.

   

The test statistic to compare the five means simultaneously is: 

 

A. 2.96.
B.  15.8.
C.  5.56.
D. 4.45.

Fcalc = (154.1)/(34.6) = 4.45.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
67. Sound levels are measured at random moments under typical driving conditions
for various full-size truck models. The ANOVA results are shown below.
    

The test statistic for Hartley's test for homogeneity of variance is: 
 

A. 2.25.
B.  5.04.
C.  4.61.
D. 4.45.

Hartley's H = s2max/s2min = (8.944)2/(3.983)2 = 5.04.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-08 Use Hartley's test for equal variances in c treatment groups.
Topic: Tests for Homogeneity of Variances
 
68. Refer to the following partial ANOVA results from Excel (some information is
missing).

ANOVA Table

   

The number of treatment groups is: 

 

A. 5.
B.  4.
C.  3.
D. impossible to ascertain from given.
 59 - 55 = 4 = c - 1, so c = 5

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
69. Refer to the following partial ANOVA results from Excel (some information is
missing).

ANOVA Table

   

The F statistic is: 

 

A. 2.88.
B.  4.87.
C.  5.93.
D. 6.91.

Fcalc = 11,189/1619 = 6.91.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
70. Refer to the following partial ANOVA results from Excel (some information is
missing).

ANOVA Table

   
 The number of observations in the original sample was: 
 

A. 59.
B.  60.
C.  58.
D. 54.

n - 1 = 59, so n = 60.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
71. Refer to the following partial ANOVA results from Excel (some information is
missing).

ANOVA Table

   

Using Appendix F, the 5 percent critical value for the F-test is approximately: 
 

A. 3.24.
B.  6.91.
C. 2.56.
D. 2.06.

Treatment df = 59 - 55 = 4, so F.05 = 2.56 using df = (4, 50) in Appendix F.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-05 Use a table or Excel to find critical values for the F distribution.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
72. Refer to the following partial ANOVA results from Excel (some information is
missing).
 ANOVA Table

   

The p-value for the F-test would be: 

 

A. much less than .05.

B.  slightly less than .05.
C.  slightly greater than .05.
D. much greater than .05.

Fcalc = 11,189/1619 = 6.91 while F.05 = 2.56 using df = (4, 50) in Appendix F.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-05 Use a table or Excel to find critical values for the F distribution.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
73. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

The MS (mean square) for the treatments is: 

 

A. 239.13.
B.  106.88.
C.  1,130.8.
D. impossible to ascertain from the information given.

(717.4)/3 = 239.133.

 
AACSB: Analytic
Blooms: Apply
 Difficulty: 1 Easy
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
74. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

The F statistic is: 

 

A. 4.87.
B.  3.38.
C.  5.93.
D. 6.91.

Between-groups MS = (717.4)/3 = 239.133, so Fcalc = (239.133)/(70.675) =

3.383.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
75. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

The number of observations in the entire sample is: 

 

A. 20.
B.  19.
C.  22.
 n - 1 = 19, so n = 20.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
76. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

The 5 percent critical value for the F test is: 

 

A. 2.46.
B.  3.24.
C.  3.38.
D. impossible to ascertain from the given information.

Error df = 19 - 3 = 16, so F.05 = 3.24 using df = (3, 16) in Appendix F.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-05 Use a table or Excel to find critical values for the F distribution.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
77. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

Our decision about the hypothesis of equal treatment means is that the null
hypothesis: 
  

A. cannot be rejected at α = .05.

B.  can be rejected at α = .05.
C.  can be rejected for any typical value of α.
D. cannot be assessed from the given information.

The p-value is less than .05, so we conclude unequal population means.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
78. To compare the cost of three shipping methods, a random sample of four
shipments is taken for each of three firms. The cost per shipment is shown
below.

   

In a one-factor ANOVA, degrees of freedom for the between-groups sum of

squares will be: 
 

A. 11.
B.  3.
C. 2.
D. 9.

Between-groups df = c - 1 = 3 - 1 = 2.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
79. To compare the cost of three shipping methods, a random sample of four
shipments is taken for each of three firms. The cost per shipment is shown
 below.

   

In a one-factor ANOVA, degrees of freedom for the within-groups sum of

squares will be: 
 

A. 11.
B.  3.
C. 9.
D. 2.

Within-groups df = n - c = 12 - 3 = 9.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
80. To compare the cost of three shipping methods, a random sample of four
shipments is taken for each of three firms. The cost per shipment is shown
below.

   

Degrees of freedom for the total sum of squares in a one-factor ANOVA would
be: 
 

A. 11.
B.  8.
C.  2.
D. 9.
 Total df = n - 1 = 12 - 1 = 11.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-03 Interpret sums of squares and calculations in an ANOVA table.
Topic: One-Factor ANOVA (Completely Randomized Model)
 
81. Refer to the following MegaStat output (some information is missing). The
sample size was n = 65 in a one-factor ANOVA.

   

At α = .05, which is the critical value of the test statistic for a two-tailed test for
a significant difference in means that are to be compared simultaneously? Note:
This question requires a Tukey table. 
 

A. 2.81
B.  2.54
C.  2.33
D. 1.96

T.05 = 2.81 for df = (c, n - c) with c = 5 and n = 65.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-07 Understand and perform Tukey's test for paired means.
Topic: Multiple Comparisons
 
82. Refer to the following MegaStat output (some information is missing). The
sample size was n = 65 in a one-factor ANOVA.
    

Which pairs of days differ significantly? Note: This question requires access to
a Tukey table. 
 

A. (Mon, Thu) and (Mon, Wed) only.

B.  (Mon, Wed) only.
C.  (Mon, Thu) only.
D. (Mon, Thu) and (Mon, Wed) and (Mon, Fri) and (Mon, Tue).

Use T.05 = 2.81 for df = (c, n - c) with c = 5 and n = 65.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-07 Understand and perform Tukey's test for paired means.
Topic: Multiple Comparisons
 
83. Refer to the following MegaStat output (some information is missing). The
sample size was n = 24 in a one-factor ANOVA.

   

At α = .05, what is the critical value of the Tukey test statistic for a two-tailed
test for a significant difference in means that are to be compared
simultaneously? Note: This question requires access to a Tukey table. 
 

A. 2.07
B.  2.80
C.  2.76
D. 1.96
 T.05 = 2.80 for df = (c, n - c) with c = 4 and n = 24.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-07 Understand and perform Tukey's test for paired means.
Topic: Multiple Comparisons
 
84. Refer to the following MegaStat output (some information is missing). The
sample size was n = 24 in a one-factor ANOVA.

   

Which pairs of meds differ at α = .05? Note: This question requires access to a
Tukey table. 
 

A. Med 1, Med 2
B.  Med 2, Med 4
C.  Med 3, Med 4
D. None of them.

T.05 = 2.80 for df = (c, n - c) with c = 4 and n = 24.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-07 Understand and perform Tukey's test for paired means.
Topic: Multiple Comparisons
 
85. What is the .05 critical value of Hartley's test statistic for a one-factor ANOVA
with n1 = 5, n2 = 8, n3 = 7, n4 = 8, n5 = 6, n6 = 8? Note: This question requires
access to a Hartley table. 
 

A. 10.8
B.  11.8
C. 13.7
D. 15.0
 H.05 = 13.7 for df = (c, (n/c) - 1) where c = 6 and n = 42, so we use df = (6, 6).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-08 Use Hartley's test for equal variances in c treatment groups.
Topic: Tests for Homogeneity of Variances
 
86. What is the .05 critical value of Tukey's test statistic for a one-factor ANOVA
with n1 = 6, n2 = 6, n3 = 6? Note: This question requires access to a Tukey table. 
 

A. 3.67
B.  2.60
C.  3.58
D. 2.75

T.05 = 2.60 for df = (c, n - c) with c = 3 and n = 18.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-07 Understand and perform Tukey's test for paired means.
Topic: Multiple Comparisons
 
87. What are the degrees of freedom for Hartley's test statistic for a one-factor
ANOVA with n1 = 5, n2 = 8, n3 = 7, n4 = 8, n5 = 6, n6 = 8? 
 

A. 7, 6
B.  6, 6
C.  6, 41

Use df = (c, (n/c) - 1) where c = 6 and n = 42, or df = (6, 6).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-08 Use Hartley's test for equal variances in c treatment groups.
Topic: Tests for Homogeneity of Variances
 
88. What are the degrees of freedom for Tukey's test statistic for a one-factor
ANOVA with n1 = 6, n2 = 6, n3 = 6? 
 

A. 3, 6
 B.  6, 3
C.  6, 15
D. 3, 15

Use df = (c, n - c) with c = 3 and n = 18, or df = (3, 15).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-07 Understand and perform Tukey's test for paired means.
Topic: Multiple Comparisons
 
89. After performing a one-factor ANOVA test, John noticed that the sample
standard deviations for his four groups were, respectively, 33, 24, 73, and 35.
John should: 
 

A. feel confident in his ANOVA test.

B.  use Hartley's test to check his assumptions.
C.  use an independent samples t-test instead of ANOVA.
D. use a paired t-test instead of ANOVA.

The unusually large standard deviation for group 3 suggests unequal variances.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-08 Use Hartley's test for equal variances in c treatment groups.
Topic: Tests for Homogeneity of Variances
 
90. Which statement is incorrect? 
 

A. We need a Tukey test because ANOVA doesn't tell which pairs of means
differ.
B.  Hartley's test is needed to determine whether the means of the groups differ.
C.  ANOVA assumes equal variances in the c groups being compared.

Hartley's test compares variances (not means).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-08 Use Hartley's test for equal variances in c treatment groups.
Topic: Tests for Homogeneity of Variances
 
91. Which is not an assumption of unreplicated two-factor ANOVA (randomized
 block)? 
 

A. Normality of the population

B.  Homogeneous variances
C.  Additive treatment effects
D. There is factor interaction.

The usual assumptions apply to a two-factor ANOVA (but no interaction

estimate is possible without replication).

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 11-06 Explain the assumptions of ANOVA and why they are important.
Topic: Two-Factor ANOVA without Replication (Randomized Block Model)
 
92. Which is correct concerning a two-factor unreplicated (randomized block)
ANOVA? 
 

A. No interaction effect is estimated.

B.  The interaction effect would have its own F statistic.
C.  The interaction would be insignificant unless the main effects were
significant.

We cannot estimate the interaction effect without replication in a two-factor

ANOVA.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA without Replication (Randomized Block Model)
 
93. In a two-factor unreplicated (randomized block) ANOVA, what is the F statistic
for the treatment effect given that SSA (treatments) = 216, SSB (block) = 126,
SSE (error) = 18? 
 

A. 12
B.  1.71
C.  7
D. Can't tell without more information
 We cannot calculate the mean squares without knowing r, c, and n, so no F
statistics.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA without Replication (Randomized Block Model)
 
94. Three bottles of wine are tasted by three experts. Each rater assigns a rating
(scale is from 1 = terrible to 10 = superb). Which test would you use for the
most obvious hypothesis?

    
 

A. t-test for independent means

B.  One-factor ANOVA
C. Two-factor ANOVA without replication
D. Two-factor ANOVA with replication

Only one observation per row/column cell (two factors but no replication).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-09 Recognize from data format when two-factor ANOVA is needed.
Topic: Two-Factor ANOVA without Replication (Randomized Block Model)
 
95. To compare the cost of three shipping methods, a firm ships material to each of
four different destinations over a six-month period. The average cost per
shipment is shown below.

   

Which test would be appropriate? 

  

A. Independent samples t-test

B.  Two-factor ANOVA with replication
C.  Dependent (paired-samples) t-test
D. Two-factor ANOVA without replication

Only one observation per row/column cell (two factors but no replication).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-09 Recognize from data format when two-factor ANOVA is needed.
Topic: Two-Factor ANOVA without Replication (Randomized Block Model)
 
96. To compare the cost of three shipping methods, a firm ships material to each of
four different destinations over a six-month period. The average cost per
shipment is shown below.

   

For the appropriate type of ANOVA, total degrees of freedom would be: 
 

A. 11.
B.  3.
C.  4.
D. 12.

df = n - 1 = 12 - 1 = 11.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-09 Recognize from data format when two-factor ANOVA is needed.
Topic: Two-Factor ANOVA without Replication (Randomized Block Model)
 
97. Here is an Excel ANOVA table that summarizes the results of an experiment to
assess the effects of ambient noise level and plant location on worker
productivity. The test used α = 0.05.
    

Is the effect of plant location significant at α = .05? 

 

A. Yes
B.  No
C.  Need more information to say

The p-value is not less than .05, so plant location has no significant effect.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-09 Recognize from data format when two-factor ANOVA is needed.
Topic: Two-Factor ANOVA without Replication (Randomized Block Model)
 
98. Here is an Excel ANOVA table that summarizes the results of an experiment to
assess the effects of ambient noise level and plant location on worker
productivity. The test used α = 0.05.

   

Is the effect of noise level significant at α = .01? 

 

A. Yes
B.  No
C.  Need more information to say

The p-value is much less than .05, so noise level has a significant effect.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-09 Recognize from data format when two-factor ANOVA is needed.
Topic: Two-Factor ANOVA without Replication (Randomized Block Model)
  
99. Here is an Excel ANOVA table that summarizes the results of an experiment to
assess the effects of ambient noise level and plant location on worker
productivity. The test used α = 0.05.

   

The experimental design and ANOVA appear to be: 

 

A. replicated two factor.

B.  unreplicated two-factor.
C.  impossible to determine.

The absence of an interaction suggests an unreplicated two-factor model.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-09 Recognize from data format when two-factor ANOVA is needed.
Topic: Two-Factor ANOVA without Replication (Randomized Block Model)
 
100. Here is an Excel ANOVA table that summarizes the results of an experiment to
assess the effects of ambient noise level and plant location on worker
productivity. The test used α = 0.05.

   

The sample size is: 

 

A. 15.
B.  10.
C. 16.
D. impossible to determine.
 For unreplicated two-factor ANOVA, total df = 3 + 3 + 9 = 15 = n - 1, so n = 16.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-09 Recognize from data format when two-factor ANOVA is needed.
Topic: Two-Factor ANOVA without Replication (Randomized Block Model)
 
101. At the Seymour Clinic, the number of patients seen by three doctors over three
days is as follows:

   

This data set would call for: 

 

A. two-factor ANOVA without replication.

B.  two-factor ANOVA with replication.
C.  three-factor ANOVA.
D. five-factor ANOVA.

Only one observation per row/column cell (two factors but no replication).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-09 Recognize from data format when two-factor ANOVA is needed.
Topic: Two-Factor ANOVA without Replication (Randomized Block Model)
 
102. At the Seymour Clinic, the number of patients seen by three doctors over three
days is as follows:
    

Degrees of freedom for the error sum of squares would be: 

 

A. 6.
B.  14.
C. 8.
D. 15.

For unreplicated two-factor ANOVA, the error df = (r - 1)(c - 1) = (5 - 1)(3 - 1)

= 8.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-09 Recognize from data format when two-factor ANOVA is needed.
Topic: Two-Factor ANOVA without Replication (Randomized Block Model)
 
103. Here is an Excel ANOVA table for an experiment that analyzed factors that may
affect patients' blood pressure (some information is missing).

   

The number of medication types is: 

 

A. 1.
B.  2.
C.  3.
D. 4.
 df = 1 = (number of medications - 1), so there were 2 medications.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
104. Here is an Excel ANOVA table for an experiment that analyzed two factors that
may affect patients' blood pressure (some information is missing).

   

The number of patient age groups is: 

 

A. 1.
B.  2.
C.  3.
D. 4.

For patient age group, df = (25.0938)/(8.3646) = 3 = c - 1 (so 4 age groups).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
105. Here is an Excel ANOVA table for an experiment that analyzed two factors that
may affect patients' blood pressure (some information is missing).
    

The number of patients per replication is: 

 

A. 1.
B.  2.
C.  3.
D. 4.

c - 1 = (25.0938)/(8.3646) = 3 (so 4 age groups), r - 1 = 1 (so 2 meds), total df =

1 + 3 + 3 + 24 = 31 = n - 1 (so n = 32), 8 treatments (3 × 4) and thus 32/8 = 4
replications per treatment.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
106. Here is an Excel ANOVA table for an experiment that analyzed two factors that
may affect patients' blood pressure (some information is missing).

   

The overall sample size is: 

 

A. 7.
B.  25.
C. 32.
D. impossible to determine as given.
 c - 1 = (25.0938)/(8.3646) = 3 (so 4 age groups), r - 1 = 1 (so 2 meds), total df =
1 + 3 + 3 + 24 = 31 = n - 1 (so n = 32).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
107. Here is an Excel ANOVA table for an experiment that analyzed two factors that
may affect patients' blood pressure (some information is missing).

   

At α = .05 the effect of medication type is: 

 

A. significant.
B.  insignificant.
C.  borderline.

The p-value is much less than .05, so medication type has a highly significant
effect.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
108. Here is an Excel ANOVA table for an experiment that analyzed two factors that
may affect patients' blood pressure (some information is missing).
    

At α = .01 the effect of patient age is: 

 

A. very clearly significant.

B.  just barely significant.
C. not quite significant.

The p-value of .011 is greater than .01, so age group does not have a significant
effect at α = .01 (however, it is a very close decision).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
109. Here is an Excel ANOVA table for an experiment that analyzed two factors that
may affect patients' blood pressure (some information is missing).

   

At α = .10 the interaction is: 

 

A. significant.
B.  insignificant.
C.  borderline.

The p-value is much greater than .05 so there is no significant interaction.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
110. Three randomly chosen pieces of four types of PVC pipe of equal wall thickness
are tested to determine the burst strength (in pounds per square inch) under three
temperature conditions, yielding the results shown below.

   

Which test would be appropriate? 

 

A. One-factor ANOVA
B.  Two-factor ANOVA with replication
C.  Dependent (paired-samples) t-test
D. Two-factor ANOVA with no replication

Within each treatment combination we have three replications.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-09 Recognize from data format when two-factor ANOVA is needed.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
111. Three randomly chosen pieces of four types of PVC pipe of equal wall thickness
are tested to determine the burst strength (in pounds per square inch) under three
temperature conditions, yielding the results shown below.
    

Total degrees of freedom for the ANOVA would be" 

 

A. 19.
B.  12.
C. 35.
D. 59.

Total df = n - 1 = 36 - 1 = 35.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
112. A firm is studying the effect of work shift and parts supplier on its defect rate
(dependent variable is defects per 1000). The resulting ANOVA results are
shown below (some information is missing).

   

How many suppliers were there? 

 

A. 1
B.  2
C. 3
D. 4
 44 - 36 - 4 - 2 = 2 = c - 1, so there were 3 suppliers.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
113. A firm is studying the effect of work shift and parts supplier on its defect rate
(dependent variable is defects per 1000). The resulting ANOVA results are
shown below (some information is missing).

   

How many replications per cell were there? 

 

A. 2
B.  3
C.  4
D. 5

n - 1 = 44 (n = 45), 44 - 36 - 4 - 2 = 2 = c - 1 (3 suppliers), r - 1 = 2 (3 shifts), so

3 × 3 = 9 row/column cells and hence 45/9 = 5 replications per treatment
combination.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
114. A firm is studying the effect of work shift and parts supplier on its defect rate
(dependent variable is defects per 1000). The resulting ANOVA results are
shown below (some information is missing).
    

At α = 0.01, the effect of supplier is: 

 

A. clearly significant.
B.  just barely significant.
C.  almost but not quite significant.
D. clearly insignificant.

The p-value is much greater than .05, so supplier has no significant effect.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
115. A firm is studying the effect of work shift and parts supplier on its defect rate
(dependent variable is defects per 1000). The resulting ANOVA results are
shown below (some information is missing).

   

The number of observations was: 

 

A. 37.
B.  45.
C.  44.
D. 40.

n - 1 = 44 (n = 45).
 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
116. A firm is studying the effect of work shift and parts supplier on its defect rate
(dependent variable is defects per 1000). The resulting ANOVA results are
shown below (some information is missing).

   

At α = 0.01, the interaction effect is: 

 

A. strongly significant.
B.  just barely significant.
C. not quite significant.

The p-value is much less than .05, so there is a significant interaction effect.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
117. A firm is concerned with variability in hourly output at several factories and
shifts. Here are the results of an ANOVA using output per hour as the dependent
variable (some information is missing).

   

The original data matrix has how many treatments (rows × columns)? 
 
 A. 4
B.  6
C.  3
D. 8

r - 1 = 1 (2 factories), c - 1 = 2 (3 shifts), so 2 × 3 = 6 row/column cells.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
118. A firm is concerned with variability in hourly output at several factories and
shifts. Here are the results of an ANOVA using output per hour as the dependent
variable (some information is missing).

   

The number of observations in each treatment cell (row-column intersection) is: 

 

A. 1.
B.  2.
C. 3.
D. impossible to determine.

n - 1 = 17 (n = 18), r - 1 = 1 (2 factories), c - 1 = 2 (3 shifts), so 2 × 3 = 6

row/column cells and hence 18/6 = 3 replications per treatment combination.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
119. A firm is concerned with variability in hourly output at several factories and
shifts. Here are the results of an ANOVA using output per hour as the dependent
variable (some information is missing).
    

At α = 0.01 the effect of factory is: 

 

A. clearly significant.
B.  clearly insignificant.
C.  of borderline significance.

The p-value is much less than .05, so factory has a significant effect.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
120. A firm is concerned with variability in hourly output at several factories and
shifts. Here are the results of an ANOVA using output per hour as the dependent
variable (some information is missing).

   

The p-value for the interaction effect is going to be: 

 

A. very small (near 0).

B.  very large (near 1).
C.  impossible to know—could be either large or small.

For interaction, Fcalc = (40454.167)/(719.444) = 56.23, so very small p-value.

 
AACSB: Analytic
 Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
121. Sound engineers studied factors that might affect the output (in decibels) of a
rock concert speaker system. The results of their ANOVA tests are shown (some
information is missing).

   

Which is the number of amplifiers and positions tested? 

 

A. 1, 3
B.  2, 4
C.  3, 5
D. 4, 1

r - 1 = 1 (2 amplifiers), c - 1 = 3 (4 positions).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
122. Sound engineers studied factors that might affect the output (in decibels) of a
rock concert speaker system. The results of their ANOVA tests are shown (some
information is missing).

   
 The number of observations per cell was: 
 

A. 1.
B.  2.
C. 3.
D. 4.

n - 1 = 23 (n = 24), r - 1 = 1 (2 amplifiers), c - 1 = 3 (4 positions), so 2 × 4 = 8

row/column cells and hence 24/8 = 3 replications per treatment combination.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
123. Sound engineers studied factors that might affect the output (in decibels) of a
rock concert speaker system. The desired level of significance was α = .05. The
results of their ANOVA tests are shown (some information is missing).

   

The most reasonable conclusion at α = .05 about the three sources of variation
(amplifier, position, and interaction) would be that their effects are: 
 

A. significant, significant, insignificant.

B.  insignificant, significant, significant.
C. very significant, almost significant, insignificant.

The p-value is smaller than .05 for amplifier, but not quite for position and
definitely not for the interaction term.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
  
124. Sound engineers studied factors that might affect the output, in decibels, of a
rock concert speaker system. The results of their ANOVA tests are shown (some
information is missing).

   

The F statistic for amplifier was: 

 

A. 9.90.
B.  10.16.
C.  5.72.
D. 4.27.

Fcalc = (99.02344)/(9.742188) = 10.16.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
125. A multinational firm manufactures several types of 1280 × 1024 LCD displays
in several locations. They designed a sampling experiment to analyze the
number of pixels per screen that have significant color degradation after 52,560
hours (six years of continuous use) using accelerated life testing. The Excel
ANOVA table for their experiment is shown below. Some table entries have
been obscured. The response variable (Y) is the number of degraded pixels in a
given display.

   
 Degrees freedom for display type will be: 
 

A. 1.
B.  4.
C.  3.
D. 5.

For display type, df = (233.2333)/(58.30833) = 4.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
126. A multinational firm manufactures several types of 1280 × 1024 LCD displays
in several locations. They designed a sampling experiment to analyze the
number of pixels per screen that have significant color degradation after 52,560
hours (six years of continuous use) using accelerated life testing. The Excel
ANOVA table for their experiment is shown below. Some table entries have
been obscured. The response variable (Y) is the number of degraded pixels in a
given display.

   

How many display types were there? 

 

A. 1
B.  2
C.  3
D. 5

For display type, df = (233.2333)/(58.30833) = 4 = c - 1 (so 5 display types).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
 Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
127. A multinational firm manufactures several types of 1280 × 1024 LCD displays
in several locations. They designed a sampling experiment to analyze the
number of pixels per screen that have significant color degradation after 52,560
hours (six years of continuous use) using accelerated life testing. The Excel
ANOVA table for their experiment is shown below. Some table entries have
been obscured. The response variable (Y) is the number of degraded pixels in a
given display.

   

How many countries were studied? 

 

A. 1
B.  2
C. 3
D. 4

For country, df = (202.9)/(101.45) = 2 = r - 1 (so 3 countries).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
128. A multinational firm manufactures several types of 1280 × 1024 LCD displays
in several locations. They designed a sampling experiment to analyze the
number of pixels per screen that have significant color degradation after 52,560
hours (six years of continuous use) using accelerated life testing. The Excel
ANOVA table for their experiment is shown below. Some table entries have
been obscured. The response variable (Y) is the number of degraded pixels in a
given display.
    

The F statistic for display effect is: 

 

A. 1.78.
B.  3.16.
C. 2.39.
D. 2.94.

Fcalc = (58.30833)/(24.36667) = 2.393.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
129. A multinational firm manufactures several types of 1280 × 1024 LCD displays
in several locations. They designed a sampling experiment to analyze the
number of pixels per screen that have significant color degradation after 52,560
hours (six years of continuous use) using accelerated life testing. The Excel
ANOVA table for their experiment is shown below. Some table entries have
been obscured. The response variable (Y) is the number of degraded pixels in a
given display.

   

At α = .05, the interaction effect is: 

 

A. clearly significant.
B.  just barely significant.
C.  not quite significant.
D. clearly insignificant.
 Fcalc = (18.47084)/(24.36667) = 0.76, which is far less than F.05 for df = (8, 45).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
130. A multinational firm manufactures several types of 1280 × 1024 LCD displays
in several locations. They designed a sampling experiment to analyze the
number of pixels per screen that have significant color degradation after 52,560
hours (six years of continuous use) using accelerated life testing. The Excel
ANOVA table for their experiment is shown below. Some table entries have
been obscured. The response variable (Y) is the number of degraded pixels in a
given display.

   

The numerator degrees of freedom for the interaction test would be: 
 

A. 2.
B.  4.
C. 8.
D. 16.

For interaction, df = (147.7667)/(18.47084) = 8.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
131. A veterinarian notes the age (months) at which dogs are brought to the clinic to
be neutered.
    

What kind of test would be used? 

 

A. One-factor ANOVA
B.  Two-factor ANOVA with replication
C.  Two-factor ANOVA without replication
D. Three-factor ANOVA with replication.

There are three replications and two factors.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-09 Recognize from data format when two-factor ANOVA is needed.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
132. A veterinarian notes the age (months) at which dogs are brought in to the clinic
to be neutered.

   

Numerator degrees of freedom for the ANOVA interaction test would be: 
 

A. 2.
B.  3.
C.  6.
D. can't tell.
 Two factor ANOVA with replication, interaction df = (r - 1)(c - 1) = (2 - 1)(3 -
1) = 2.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
133. A veterinarian notes the age (months) at which dogs are brought in to the clinic
to be neutered.

   

Total degrees of freedom for a two-factor replicated ANOVA would be: 

 

A. 6.
B.  14.
C. 17.
D. 11.

n - 1 = 18 - 1 = 17.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
134. Refer to the following partial ANOVA results from Excel (some information is
missing).

   
 How many nozzle settings were observed? 
 

A. 3
B.  2
C.  1
D. Can't tell.

For nozzle, df = 1 = r - 1 (so 2 nozzles).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
135. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

Degrees of freedom for pressure level would be: 

 

A. 2.
B.  3.
C.  4.
D. 6.

For pressure, df = (8.07444)/(4.03722) = 2 = c - 1 (so 3 pressures).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
136. Refer to the following partial ANOVA results from Excel (some information is
missing).
    

Error degrees of freedom would be: 

 

A. 24.
B.  15.
C. 12.
D. 13.

For error, df = (8.5400)/(0.711667) = 12.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
137. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

The overall sample size was: 

 

A. 24.
B.  23.
C.  22.
D. 18.

Divide each SS by its MS to get 1 + 2 + 2 + 12 = 17 = n - 1 (so n = 18).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
138. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

How many pressure levels were observed? 

 

A. 4
B.  3
C.  2
D. 1

For pressure, df = (8.07444)/(4.03722) = 2 = c - 1 (so 3 pressures).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
139. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

At α = .05, the critical F value for nozzle setting is: 

 
 A. 4.71.
B.  4.75.
C.  3.68.
D. 3.02.

Using Appendix F with df = (1, 12), we get F.05 = 4.75.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
140. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

The form of the original data matrix is: 

 

A. 3 × 1 table.
B.  1 × 2 table.
C.  4 × 3 table.
D. 2 × 3 table.

Divide each SS by its MS to get (r - 1) = 1, (c - 1) = 2, so r × c = 2 × 3 = 6

treatments.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
141. Refer to the following partial ANOVA results from Excel (some information is
missing).
    

The number of replications per treatment was: 

 

A. 4.
B.  3.
C.  2.
D. 1.

Divide each SS by its MS to get total df = 1 + 2 + 2 + 12 = 17 = n - 1, so n = 18

and r × c = 2 × 3 = 6 treatments, giving three replications per treatment.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
142. Refer to the following partial ANOVA results from Excel (some information is
missing).

   

At α = 0.05, the effect of nozzle setting is: 

 

A. highly significant.
B.  just barely significant.
C.  not quite significant.
D. clearly insignificant.

Its p-value is slightly less than .05, so the nozzle effect is barely significant.
 
AACSB: Analytic
Blooms: Evaluate
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
143. As shown below, a hospital recorded the number of minutes spent in post-op
recovery by three randomly chosen knee-surgery patients in each category,
based on age and type of surgery. Which is the most appropriate test?

    
 

A. One-factor ANOVA
B.  Two-factor ANOVA without replication
C. Two-factor ANOVA with replication
D. Rimsky-Korsakov test

Three replications per cell with two factors.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 11-09 Recognize from data format when two-factor ANOVA is needed.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
144. Refer to the following partial ANOVA results from Excel (some information is
missing). The response variable was Y = maximum amount of water pumped
from wells (gallons per minute).

   

The degrees of freedom for age of well is: 

  

A. 2.
B.  3.
C.  4.
D. 5.

For age of well, df = 26 - 18 - 4 - 2 = 2 (so 3 ages).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
145. Refer to the following partial ANOVA results from Excel (some information is
missing). The response variable was Y = maximum amount of water pumped
from wells (gallons per minute).

   

The F statistic for depth of well is: 

 

A. 25.23.
B.  25.78.
C.  25.31.
D. 25.06.

Fcalc = (1225)/(47.519) = 25.779.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
146. Refer to the following partial ANOVA results from Excel (some information is
missing). The response variable was Y = maximum amount of water pumped
from wells (gallons per minute).
    

The MS for interaction is: 

 

A. 7.25.
B.  8.17.
C.  8.37.
D. 9.28.

For interaction, we have MS = (32.667)/4 = 8.167.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
147. Refer to the following partial ANOVA results from Excel (some information is
missing). The response variable was Y = maximum amount of water pumped
from wells (gallons per minute).

   

The MS for age of well is: 

 

A. 185.23.
B.  179.26.
C.  180.25.
D. 182.33.
 By subtraction, for age of well df = 26 - 18 - 4 - 2 = 2. so MS = (364.667)/(2) =
182.334.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 11-10 Interpret main effects and interaction effects in two-factor ANOVA.
Topic: Two-Factor ANOVA with Replication (Full Factorial Model)
 
AACSB: Analytic
Blooms: Remember
  Chapter 12 Simple Regression Answer Key Difficulty: 1 Easy
Learning Objective: 12-02 Interpret the slope and intercept of a regression equation.
Topic: Simple Regression
 
The standard errorMultiple Choice Questions
of the regression: 
 

is based on squared deviations from the regression line.

may assume negative values if b1 < 0.
is in squared units of the dependent variable.
may be cut in half to get an approximate 95 percent prediction interval.

In a simple regression, the standard error is the square root of the sum of the
squared residuals divided by (n - 2).

AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-08 Interpret the standard error; R2; ANOVA table; and F test.
Topic: Tests for Significance
 
A local trucking company fitted a regression to relate the travel time (days) of its
shipments as a function of the distance traveled (miles). The fitted regression is
= -7.126 + 0.0214 Distance, based on a sample of 20 shipments. The
estimated standard error of the slope is 0.0053. Find the value of tcalc to test for

= (0.0214)/(0.0053) = 4.038.
 AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-06 Test hypotheses about the slope and intercept by using t tests.
Topic: Tests for Significance
 
64. A local trucking company fitted a regression to relate the travel time (days) of its
shipments as a function of the distance traveled (miles). The fitted regression is
Time = -7.126 + .0214 Distance, based on a sample of 20 shipments. The
estimated standard error of the slope is 0.0053. Find the critical value for a right-
tailed test to see if the slope is positive, using α = .05. 
 

A. 2.101
B.  2.552
C.  1.960
D. 1.734

For d.f. = n - 2 = 20 - 2 = 18, Appendix D gives t.05 = 1.734.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-06 Test hypotheses about the slope and intercept by using t tests.
Topic: Tests for Significance
 
65. If the attendance at a baseball game is to be predicted by the equation
Attendance = 16,500 - 75 Temperature, what would be the predicted attendance
if Temperature is 90 degrees? 
 

A. 6,750
B.  9,750
C.  12,250
D. 10, 020

The predicted Attendance is 16,500 - 75(90) = 9,750.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 12-02 Interpret the slope and intercept of a regression equation.
Topic: Simple Regression
 
66. A hypothesis test is conducted at the 5 percent level of significance to test
whether the population correlation is zero. If the sample consists of 25
observations and the correlation coefficient is 0.60, then the computed test
statistic would be: 
  

A. 2.071.
B.  1.960.
C. 3.597.
D. 1.645.

tcalc = r[(n - 2)/(1 - r2)]1/2 = (.60)[(25 - 2)/(1 - .602)]1/2 = 3.597.

Comment: Requires formula handout or memorizing the formula.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-01 Calculate and test a correlation coefficient for significance.
Topic: Visual Displays and Correlation Analysis
 
67. Which of the following is not a characteristic of the F-test in a simple
regression? 
 

A. It is a test for overall fit of the model.

B.  The test statistic can never be negative.
C.  It requires a table with numerator and denominator degrees of freedom.
D. The F-test gives a different p-value than the t-test.

Fcalc is the ratio of two variances (mean squares) that measures overall fit. The
test statistic cannot be negative because the variances are non-negative. In a
simple regression, the F-test always agrees with the t-test.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 12-08 Interpret the standard error; R2; ANOVA table; and F test.
Topic: Analysis of Variance: Overall Fit
 
68. A researcher's Excel results are shown below using Femlab (labor force
participation rate among females) to try to predict Cancer (death rate per
100,000 population due to cancer) in the 50 U.S. states.

   
    

Which of the following statements is not true? 

 

A. The standard error is too high for this model to be of any predictive use.
B.  The 95 percent confidence interval for the coefficient of Femlab is -4.29 to
-0.28.
C.  Significant correlation exists between Femlab and Cancer at α = .05.
D. The two-tailed p-value for Femlab will be less than .05.

The magnitude of se depends on Y (and, in this case, the tcalc indicates

significance).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-06 Test hypotheses about the slope and intercept by using t tests.
Topic: Tests for Significance
 
69. A researcher's results are shown below using Femlab (labor force participation
rate among females) to try to predict Cancer (death rate per 100,000 population
due to cancer) in the 50 U.S. states.

   

   

Which statement is valid regarding the relationship between Femlab and

Cancer? 
 

A. A rise in female labor participation rate will cause the cancer rate to decrease
 within a state.
B.  This model explains about 10 percent of the variation in state cancer rates.
C.  At the .05 level of significance, there isn't enough evidence to say the two
variables are related.
D. If your sister starts working, the cancer rate in your state will decline.

It is customary to express the R2 as a percent (here, the tcalc indicates

significance).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-08 Interpret the standard error; R2; ANOVA table; and F test.
Topic: Ordinary Least Squares Formulas
 
70. A researcher's results are shown below using Femlab (labor force participation
rate among females) to try to predict Cancer (death rate per 100,000 population
due to cancer) in the 50 U.S. states.

   

What is the R2 for this regression? 

 

A. .9018
B.  .0982
C.  .8395
D. .1605

R2 = SSR/SST = (5,377.836)/(54,745.225) = .0982.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-08 Interpret the standard error; R2; ANOVA table; and F test.
Topic: Ordinary Least Squares Formulas
 
71. A news network stated that a study had found a positive correlation between the
number of children a worker has and his or her earnings last year. You may
conclude that: 
 
 A. people should have more children so they can get better jobs.
B.  the data are erroneous because the correlation should be negative.
C. causation is in serious doubt.
D. statisticians have small families.

There is no a priori basis for expecting causation.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 12-01 Calculate and test a correlation coefficient for significance.
Topic: Visual Displays and Correlation Analysis
 
72. William used a sample of 68 large U.S. cities to estimate the relationship
between Crime (annual property crimes per 100,000 persons) and Income
(median annual income per capita, in dollars). His estimated regression equation
was Crime = 428 + 0.050 Income. We can conclude that: 
 

A. the slope is small so Income has no effect on Crime.

B.  crime seems to create additional income in a city.
C.  wealthy individuals tend to commit more crimes, on average.
D. the intercept is irrelevant since zero median income is impossible in a large
city.

Zero median income makes no sense (significance cannot be assessed from

given facts).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-06 Test hypotheses about the slope and intercept by using t tests.
Topic: Simple Regression
 
73. Mary used a sample of 68 large U.S. cities to estimate the relationship between
Crime (annual property crimes per 100,000 persons) and Income (median annual
income per capita, in dollars). Her estimated regression equation was Crime =
428 + 0.050 Income. If Income decreases by 1000, we would expect that Crime
will: 
 

A. increase by 428.
B.  decrease by 50.
C.  increase by 500.
D. remain unchanged.
 The constant has no effect so ΔCrime = 0.050 ΔIncome = 0.050(-1000) = -50.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 12-02 Interpret the slope and intercept of a regression equation.
Topic: Simple Regression
 
74. Amelia used a random sample of 100 accounts receivable to estimate the
relationship between Days (number of days from billing to receipt of payment)
and Size (size of balance due in dollars). Her estimated regression equation was
Days = 22 + 0.0047 Size with a correlation coefficient of .300. From this
information we can conclude that: 
 

A. 9 percent of the variation in Days is explained by Size.

B.  autocorrelation is likely to be a problem.
C.  the relationship between Days and Size is significant.
D. larger accounts usually take less time to pay.

R2 = .302 = .09. These are not time-series data, so there is no reason to expect
autocorrelation. We cannot judge significance without more information.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 12-08 Interpret the standard error; R2; ANOVA table; and F test.
Topic: Ordinary Least Squares Formulas
 
75. Prediction intervals for Y are narrowest when: 
 

A. the mean of X is near the mean of Y.

B.  the value of X is near the mean of X.
C.  the mean of X differs greatly from the mean of Y.
D. the mean of X is small.

Review the formula, which has (xi - )2 in the numerator. The minimum would
be when xi = .

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 12-09 Distinguish between confidence and prediction intervals for Y.
Topic: Confidence and Prediction Intervals for Y
 
76. If n = 15 and r = .4296, the corresponding t-statistic to test for zero correlation
is: 
 

A. 1.715.
B.  7.862.
C.  2.048.
D. impossible to determine without α.

tcalc = r[(n - 2)/(1 - r2)]1/2 = (.4296)[(15 - 2)/(1 - .42962)]1/2 = 1.715.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-01 Calculate and test a correlation coefficient for significance.
Topic: Visual Displays and Correlation Analysis
 
77. Using a two-tailed test at α = .05 for n = 30, we would reject the hypothesis of
zero correlation if the absolute value of r exceeds: 
 

A. .2992.
B.  .3609.
C.  .0250.
D. .2004.

Use rcrit = t.025/(t.0252 + n - 2)1/2 = (2.048)/(2.0482 + 30 - 2)1/2 = .3609 for d.f. = 30 -

2 = 28.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-01 Calculate and test a correlation coefficient for significance.
Topic: Visual Displays and Correlation Analysis
 
78. The ordinary least squares (OLS) method of estimation will minimize: 
 

A. neither the slope nor the intercept.

B.  only the slope.
C.  only the intercept.
D. both the slope and intercept.

OLS method minimizes the sum of squared residuals.

 
 AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 12-04 Fit a simple regression on an Excel scatter plot.
Topic: Ordinary Least Squares Formulas
 
79. A standardized residual ei = -2.205 indicates: 
 

A. a rather poor prediction.

B.  an extreme outlier in the residuals.
C.  an observation with high leverage.
D. a likely data entry error.

This residual is beyond ±2se but is not an outlier (and without xi we cannot
assess leverage).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-11 Identify unusual residuals and high-leverage observations.
Topic: Residual Tests
 
80. In a simple regression, which would suggest a significant relationship between X
and Y? 
 

A. Large p-value for the estimated slope

B.  Large t statistic for the slope
C.  Large p-value for the F statistic
D. Small t-statistic for the slope

The larger the tcalc the more we feel like rejecting H0: β1 = 0.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 12-06 Test hypotheses about the slope and intercept by using t tests.
Topic: Tests for Significance
 
81. Which is indicative of an inverse relationship between X and Y? 
 

A. A negative F statistic

B.  A negative p-value for the correlation coefficient
C. A negative correlation coefficient
D. Either a negative F statistic or a negative p-value
 Fcalc and the p-value cannot be negative.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 12-08 Interpret the standard error; R2; ANOVA table; and F test.
Topic: Analysis of Variance: Overall Fit
 
82. Which is not correct regarding the estimated slope of the OLS regression line? 
 

A. It is divided by its standard error to obtain its t statistic.

B.  It shows the change in Y for a unit change in X.
C.  It is chosen so as to minimize the sum of squared errors.
D. It may be regarded as zero if its p-value is less than α.

We would reject H0: β1 = 0 if its p-value is less than the level of significance.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 12-06 Test hypotheses about the slope and intercept by using t tests.
Topic: Tests for Significance
 
83. Simple regression analysis means that: 
 

A. the data are presented in a simple and clear way.

B.  we have only a few observations.
C.  there are only two independent variables.
D. we have only one explanatory variable.

Multiple regression has more than one independent variable (predictor).

 
AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 12-02 Interpret the slope and intercept of a regression equation.
Topic: Simple Regression
 
84. The sample coefficient of correlation does not have which property? 
 

A. It can range from -1.00 up to +1.00.

B.  It is also sometimes called Pearson's r.
C.  It is tested for significance using a t-test.
 D. It assumes that Y is the dependent variable.

Correlation analysis makes no assumption of causation or dependence.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 12-01 Calculate and test a correlation coefficient for significance.
Topic: Visual Displays and Correlation Analysis
 
85. When comparing the 90 percent prediction and confidence intervals for a given
regression analysis: 
 

A. the prediction interval is narrower than the confidence interval.

B.  the prediction interval is wider than the confidence interval.
C.  there is no difference between the size of the prediction and confidence
intervals.
D. no generalization is possible about their comparative width.

Individual values of Y vary more than the mean of Y.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 12-09 Distinguish between confidence and prediction intervals for Y.
Topic: Confidence and Prediction Intervals for Y
 
86. Which is not true of the coefficient of determination? 
 

A. It is the square of the coefficient of correlation.

B.  It is negative when there is an inverse relationship between X and Y.
C.  It reports the percent of the variation in Y explained by X.
D. It is calculated using sums of squares (e.g., SSR, SSE, SST).

R2 cannot be negative.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 12-08 Interpret the standard error; R2; ANOVA table; and F test.
Topic: Ordinary Least Squares Formulas
 
87. If the fitted regression is Y = 3.5 + 2.1X (R2 = .25, n = 25), it is incorrect to
conclude that: 
 
 A. Y increases 2.1 percent for a 1 percent increase in X.
B.  the estimated regression line crosses the Y axis at 3.5.
C.  the sample correlation coefficient must be positive.
D. the value of the sample correlation coefficient is 0.50.

Units are not percent unless Y is already a percent.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-02 Interpret the slope and intercept of a regression equation.
Topic: Simple Regression
 
88. In a simple regression Y = b0 + b1X where Y = number of robberies in a city
(thousands of robberies), X = size of the police force in a city (thousands of
police), and n = 45 randomly chosen large U.S. cities in 2008, we would be least
likely to see which problem? 
 

A. Autocorrelated residuals (because this is time-series data)

B.  Heteroscedastic residuals (because we are using totals uncorrected for city
size)
C.  Nonnormal residuals (because a few larger cities may skew the residuals)
D. High leverage for some observations (because some cities may be huge)

It is not a time series, so autocorrelation would not be expected, but the "size
effect" is likely to produce heteroscedasticity, nonnormality, and unusual
leverage.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 12-10 Test residuals for violations of regression assumptions.
Topic: Residual Tests
 
89. When homoscedasticity exists, we expect that a plot of the residuals versus the
fitted Y: 
 

A. will form approximately a straight line.

B.  crosses the centerline too many times.
C.  will yield a Durbin-Watson statistic near 2.
D. will show no pattern at all.
 Homoscedastic residuals exhibit no pattern (equal variance for all Y).

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 12-10 Test residuals for violations of regression assumptions.
Topic: Residual Tests
 
90. Which statement is not correct? 
 

A. Spurious correlation can often be reduced by expressing X and Y in per capita

terms.
B.  Autocorrelation is mainly a concern if we are using time-series data.
C. Heteroscedastic residuals will have roughly the same variance for any value
of X.
D. Standardized residuals make it easy to identify outliers or instances of poor
fit.

Heteroscedastic residuals exhibit different variance for different X or Y values.

 
AACSB: Analytic
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 12-10 Test residuals for violations of regression assumptions.
Topic: Residual Tests
 
91. In a simple bivariate regression with 25 observations, which statement is most
nearly correct? 
 

A. A non-standardized residual whose value is ei = 4.22 would be considered an

outlier.
B.  A leverage statistic of 0.16 or more would indicate high leverage.
C.  Standardizing the residuals will eliminate any heteroscedasticity.
D. Non-normal residuals imply biased coefficient estimates, a major problem.

For simple regression, the "high leverage criterion" is hi > 4/n = 4/25 = .16. We
cannot judge a residual's magnitude without knowing the standard error se.
Standardizing is only a scale shift so does not reduce heteroscedasticity. Non-
normal errors do not bias the OLS estimates.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
 Learning Objective: 12-11 Identify unusual residuals and high-leverage observations.
Topic: Unusual Observations
 
92. A regression was estimated using these variables: Y = annual value of reported
bank robbery losses in all U.S. banks ($millions), X = annual value of currency
held by all U.S. banks ($millions), n = 100 years (1912 through 2011). We
would not anticipate: 
 

A. autocorrelated residuals due to time-series data.

B.  heteroscedastic residuals due to the wide variation in data magnitudes.
C.  nonnormal residuals due to skewed data as bank size increases over time.
D. a negative slope because banks hold less currency when they are robbed.

It is a time series, so autocorrelation would be expected, and the "size effect" is

likely to produce heteroscedasticity and nonnormality, but growth in both X and
Y would yield a positive slope.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 12-10 Test residuals for violations of regression assumptions.
Topic: Residual Tests
 
93. A fitted regression for an exam in Prof. Hardtack's class showed Score = 20 + 7
Study, where Score is the student's exam score and Study is the student's study
hours. The regression yielded R2 = 0.50 and SE = 8. Bob studied 9 hours. The
quick 95 percent prediction interval for Bob's grade is approximately: 
 

A. 69 to 97.
B.  75 to 91.
C. 67 to 99.
D. 76 to 90.

The quick interval is ypredicted ±2se or 83 ± (2)(8) or 83 ± 16.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-09 Distinguish between confidence and prediction intervals for Y.
Topic: Confidence and Prediction Intervals for Y
 
94. Which is not an assumption of least squares regression? 
 

A. Normal X values
 B.  Non-autocorrelated errors
C.  Homoscedastic errors
D. Normal errors

The predictor X is not assumed to be a random variable at all.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-04 Fit a simple regression on an Excel scatter plot.
Topic: Ordinary Least Squares Formulas
 
95. In a simple bivariate regression with 60 observations there will be _____
residuals. 
 

A. 60
B.  59
C.  58
D. 57

There is one residual for every observation.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 12-03 Make a prediction for a given x value using a regression equation.
Topic: Regression Terminology
 
96. Which is correct to find the value of the coefficient of determination (R2)? 
 

A. SSR/SSE
B.  SSR/SST
C.  1 - SST/SSE

We use the ANOVA sums of squares to calculate R2.

 
AACSB: Analytic
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 12-08 Interpret the standard error; R2; ANOVA table; and F test.
Topic: Ordinary Least Squares Formulas
 
97. The critical value for a two-tailed test of H0: β1 = 0 at α = .05 in a simple
regression with 22 observations is: 
 
 A. ±1.725
B.  ±2.086
C.  ±2.528
D. ±1.960

From Appendix D, tcrit = ±2.086 for d.f. = n - 2 = 22 - 2 = 20.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-06 Test hypotheses about the slope and intercept by using t tests.
Topic: Tests for Significance
 
98. In a sample of size n = 23, a sample correlation of r = .400 provides sufficient
evidence to conclude that the population correlation coefficient exceeds zero in a
right-tailed test at: 
 

A. α = .01 but not α = .05.

B.  α = .05 but not α = .01.
C.  both α = .05 and α = .01.
D. neither α = .05 nor α = .01.

tcalc = r[(n - 2)/(1 - r2)]1/2 = (.40)[(23 - 2)/(1 - .402)]1/2 = 2.000 > t.05 = 1.721 for
d.f. = 23 - 2 = 21. However, the test would not be significant for t.01 = 2.518.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-01 Calculate and test a correlation coefficient for significance.
Topic: Visual Displays and Correlation Analysis
 
99. In a sample of n = 23, the Student's t test statistic for a correlation of r = .500
would be: 
 

A. 2.559.
B.  2.819.
C. 2.646.
D. can't say without knowing α.

tcalc = r[(n - 2)/(1 - r2)]1/2 = (.50)[(23 - 2)/(1 - .502)]1/2 = 2.646.

 
AACSB: Analytic
 Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-01 Calculate and test a correlation coefficient for significance.
Topic: Visual Displays and Correlation Analysis
 
100. In a sample of n = 23, the critical value of the correlation coefficient for a two-
tailed test at α = .05 is: 
 

A. ±.524
B.  ±.412
C.  ±.500
D. ±.497

Use rcrit = t.025/(t.0252 + n - 2)1/2 = (2.069)/(2.0692 + 23 - 2)1/2 = .4115 for d.f. = 23 -

2 = 21.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-01 Calculate and test a correlation coefficient for significance.
Topic: Visual Displays and Correlation Analysis
 
101. In a sample of n = 23, the critical value of Student's t for a two-tailed test of
significance for a simple bivariate regression at α = .05 is: 
 

A. ±2.229
B.  ±2.819
C.  ±2.646
D. ±2.080

From Appendix D, t.025 = ±2.080 for d.f. = n - 2 = 23 - 2 = 21.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-06 Test hypotheses about the slope and intercept by using t tests.
Topic: Tests for Significance
 
102. In a sample of n = 40, a sample correlation of r = .400 provides sufficient
evidence to conclude that the population correlation coefficient exceeds zero in a
right-tailed test at: 
 

A. α = .025 but not α = .05.

B.  α = .05 but not α = .025.
 C. both α = .025 and α = .05.
D. neither α = .025 nor α = .05.

tcalc = r[(n - 2)/(1 - r2)]1/2 = (.40)[(40 - 2)/(1 - .402)]1/2 = 2.690 > t.025 = 2.024 for
d.f. = 40 - 2 = 38. The test would also be significant a fortiori if we used t.05 =
1.686.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 12-01 Calculate and test a correlation coefficient for significance.
Topic: Visual Displays and Correlation Analysis
 
103. In a sample of n = 20, the Student's t test statistic for a correlation of r = .400
would be: 
 

A. 2.110
B.  1.645
C. 1.852
D. can't say without knowing if it's a two-tailed or one-tailed test.

tcalc = r[(n - 2)/(1 - r2)]1/2 = (.40)[(20 - 2)/(1 - .402)]1/2 = 1.852.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-01 Calculate and test a correlation coefficient for significance.
Topic: Visual Displays and Correlation Analysis
 
104. In a sample of n = 20, the critical value of the correlation coefficient for a two-
tailed test at α = .05 is: 
 

A. ±.587
B.  ±.412
C. ±.444
D. ±.497

Use rcrit = t.025/(t.0252 + n - 2)1/2 = (2.101)/(2.1012 + 20 - 2)1/2 = .4437 for d.f. = 20 -

2 = 18.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-01 Calculate and test a correlation coefficient for significance.
 Topic: Visual Displays and Correlation Analysis
 
105. In a sample of n = 27, the critical value of Student's t for a two-tailed test of
significance for a simple bivariate regression at α = .05 is: 
 

A. ±2.060
B.  ±2.052
C.  ±2.898
D. ±2.074

From Appendix D, t.025 = ±2.060 for d.f. = n - 2 = 27 - 2 = 25.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-06 Test hypotheses about the slope and intercept by using t tests.
Topic: Tests for Significance
 
106. In a sample of size n = 36, a sample correlation of r = -.450 provides sufficient
evidence to conclude that the population correlation coefficient differs
significantly from zero in a two-tailed test at: 
 

A. α = .01
B.  α = .05
C. both α = .01 and α = .05.
D. neither α = .01 nor α = .05.

tcalc = r[(n - 2)/(1 - r2)]1/2 = (-.45)[(36 - 2)/(1 - (-.40)2)]1/2 = -2.938 < t.005 = -2.728
for d.f. = 34. The test would also be significant a fortiori if we used t.025 = -2.032

 
AACSB: Analytic
Blooms: Apply
Difficulty: 3 Hard
Learning Objective: 12-01 Calculate and test a correlation coefficient for significance.
Topic: Visual Displays and Correlation Analysis
 
107. In a sample of n = 36, the Student's t test statistic for a correlation of r = -.450
would be: 
 

A. -2.110.
B.  -2.938.
C.  -2.030.
D. can't say without knowing α.
 tcalc = r[(n - 2)/(1 - r2)]1/2 = (-.45)[(36 - 2)/(1 - (-.40)2)]1/2 = -2.938.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-01 Calculate and test a correlation coefficient for significance.
Topic: Visual Displays and Correlation Analysis
 
108. In a sample of n = 36, the critical value of the correlation coefficient for a two-
tailed test at α = .05 is: 
 

A. ±.329
B.  ±.387
C.  ±.423
D. ±.497

Use rcrit = t.025/(t.0252 + n - 2)1/2 = (2.032)/(2.0322 + 36 - 2)1/2 = .3191 for d.f. = 36 -

2 = 34.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-01 Calculate and test a correlation coefficient for significance.
Topic: Visual Displays and Correlation Analysis
 
109. In a sample of n = 36, the critical value of Student's t for a two-tailed test of
significance of the slope for a simple regression at α = .05 is: 
 

A. 2.938
B.  2.724
C. 2.032
D. 2.074

From Appendix D, t.025 = ±2.032 for d.f. = n - 2 = 36 - 2 = 34.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 12-06 Test hypotheses about the slope and intercept by using t tests.
Topic: Tests for Significance
 
110. A local trucking company fitted a regression to relate the travel time (days) of its
shipments as a function of the distance traveled (miles). The fitted regression is
Time = -7.126 + 0.0214 Distance. If Distance increases by 50 miles, the
 expected Time would increase by: 
 

A. 1.07 days
B.  7.13 days
C.  2.14 days
D. 1.73 days

50(0.0214) = 1.07.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 12-02 Interpret the slope and intercept of a regression equation.
Topic: Simple Regression
 
111. A local trucking company fitted a regression to relate the cost of its shipments as
a function of the distance traveled. The Excel fitted regression is shown.

   

Based on this estimated relationship, when distance increases by 50 miles, the

expected shipping cost would increase by: 
 

A. $286.
B.  $143.
C.  $104.
D. $301.

2.8666(50) = $143.33.
 
AACSB: Analytic
Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 12-02 Interpret the slope and intercept of a regression equation.
Topic: Simple Regression
 
112. If SSR is 2592 and SSE is 608, then: 
 

A. the slope is likely to be insignificant.

B.  the coefficient of determination is .81.
C.  the SST would be smaller than SSR.
D. the standard error would be large.

R2 = SSR/SST = SSR/(SSR + SSE) = 2592/(2592 + 608) = .81. SST cannot be

smaller than SSR because SST = SSR + SSE. The significance and standard error
cannot be judged without more information.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-08 Interpret the standard error; R2; ANOVA table; and F test.
Topic: Ordinary Least Squares Formulas
 
113. Find the sample correlation coefficient for the following data.

    
 

A. .8911
B.  .9124
C.  .9822
D. .9556

Use Excel =CORREL(XData, YData) to verify your calculation using the

 formula for r.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-01 Calculate and test a correlation coefficient for significance.
Topic: Visual Displays and Correlation Analysis
 
114. Find the slope of the simple regression   = b0 + b1x.

    
 

A. 1.833
B.  3.294
C.  0.762
D. -2.228

Use Excel to verify your calculations using the formulas for b0 and b1.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-04 Fit a simple regression on an Excel scatter plot.
Topic: Ordinary Least Squares Formulas
 
115. Find the sample correlation coefficient for the following data.

    
  

A. .7291
B.  .8736
C.  .9118
D. .9563

Use Excel =CORREL(XData, YData) to verify your calculation using the

formula for r.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-01 Calculate and test a correlation coefficient for significance.
Topic: Visual Displays and Correlation Analysis
 
116. Find the slope of the simple regression   = b0 + b1x.

    
 

A. 2.595
B.  1.109
C.  -2.221
D. 1.884

Use Excel to verify your calculations using the formulas for b0 and b1.

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-04 Fit a simple regression on an Excel scatter plot.
Topic: Ordinary Least Squares Formulas
 
117. A researcher's results are shown below using n = 25 observations.

   
 The 95 percent confidence interval for the slope is: 
 

A. [ -3.282, -1.284].

B.  [ -4.349, -0.217].
C.  [1.118, 5.026].
D. [ -0.998, +0.998].

For d.f. = n - 2 = 25 - 2 = 23, t.025 = 2.069, so -2.2834 ± (2.069)(0.99855).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-05 Calculate and interpret confidence intervals for regression coefficients.
Topic: Tests for Significance
 
118. A researcher's regression results are shown below using n = 8 observations.

   

The 95 percent confidence interval for the slope is: 

 

A. [1.333, 2.284].
B.  [1.602, 2.064].
C. [1.268, 2.398].
D. [1.118, 2.449].

For d.f. = n - 2 = 8 - 2 = 6, t.025 = 2.447, so 1.8333 ± (2.447)(0.2307).

 
AACSB: Analytic
Blooms: Apply
Difficulty: 2 Medium
Learning Objective: 12-05 Calculate and interpret confidence intervals for regression coefficients.
Topic: Tests for Significance
 
119. Bob thinks there is something wrong with Excel's fitted regression. What do you
say?
1.
3. Johna rejected
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5. ForQUESTIONS
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FOR CHAPTER
 
ANSWERS:
A.  H0 is rejected when the calculated p-value is less than the critical value of the
test statistic.

B.  In a right-tailed test, we reject H0 when the test statistic exceeds the critical
value.

C.  The critical value is based on the researcher's chosen level of significance.

D.  If H0: μ ≤ 100 and H1: μ > 100, then the test is right-tailed.

We compare the p-value with α (not with the critical value).

6. Guidelines for the Jolly Blue Giant Health Insurance Company say that the average
hospitalization for a triple hernia operation should not exceed 30 hours. A diligent
 REVIEW QUESTIONS FOR CHAPTER 10

ANSWERS

1. In a left-tailed test comparing two means with unknown variances assumed to be equal, the test
statistic was t = -1.81 with sample sizes of n1 = 8 and n2 = 12. The p-value would be: 
 

A.  between .025 and .05.

B.  between .01 and .025.

C.  between .05 and .10.

D.  Must know α to answer.

For d.f. = 18, Appendix D gives t.05 = 1.734 and t.025 = 2.101, or for an exact answer you can use the
Excel function =T.DIST(-1.81,8+12-2,1) = .04351.

2. In a left-ailed test comparing two means with variances unknown but assumed to be equal,
the sample sizes were n1 = 8 and n2 = 12. At α = .05, the critical value would be: 
 

A.  -1.960

B.  -2.101

C.  -1.734

D.  -1.645

For d.f. = 18, Appendix D gives t.05 = -1.734.

3. In a test for equality of two proportions, the sample proportions were p1 = 12/50 and p2 = 18/50.
The test statistic is approximately: 
 

A.  -1.44.

B.  -1.31.

C.  -1.67.

D.  Must know α to answer.

Use combined proportion pc = (x1 + x2)/(n1 + n2) = (12 + 18)/(50 + 50) = .30 in zcalc.

4. In a test for equality of two proportions, the sample proportions were p1 = 12/50 and p2 =
18/50. The pooled proportion is: 
 

A.  .20

B.  .24

C.  .36

D.  .30

Use combined proportion pc = (x1 + x2)/(n1 + n2) = (12 + 18)/(50 + 50) = .30 in the calculation.

5.
John wants to compare two means. His sample statistics were    
and    . Assuming equal variances, the pooled variance is: 
 

A.  4.5

B.  4.9

C.  5.1

D.  3.8

The pooled variance is [(n1 - 1)s12 + (n2 - 1)s22]/[(n1 - 1) + (n2 - 1)] = 4.5.

6. In a random sample of patient records in Cutter Memorial Hospital, six-month postoperative

exams were given in 90 out of 200 prostatectomy patients, while in Paymor Hospital such
exams were given in 110 out of 200 cases. In comparing these two proportions, normality of
the difference may be assumed because: 
 

A.  the populations are large enough to be assumed normal.

B.  the probability of success can reasonably be assumed constant.

C.  the samples are random, so the proportions are unbiased estimates.

D.  nπ ≥ 10 and n(1 - π) ≥ 10 for each sample taken separately.

We have at least 10 successes (x1 = 90, x2 = 110) and 10 failures (n1 - x1 = 110, n2 - x2 = 90).
7. Management of Melodic Kortholt Company compared absenteeism rates in two plants on
the third Monday in November. Of Plant A's 800 employees, 120 were absent. Of Plant B's
1200 employees, 144 were absent. MegaStat's results for a two-tailed test are shown below.

   

At α = .05, the two-tailed test for a difference in proportions is: 

 

A.  just barely significant.

B.  not quite significant.

C.  not feasible due to nonnormality.

Because the p-value is slightly greater than .05, we cannot reject H0.

8. A new policy of "flex hours" is proposed. Random sampling showed that 28 of 50 female
workers favored the change, while 22 of 50 male workers favored the change. Management
wonders if there is a difference between the two groups. What is the p-value for a two-tailed
test? 
 

A.  .3849

B.  .1151

C.  .2301

D.  .3453

Combined proportion is pc = (28 + 22)/(50 + 50) = .50, so zcalc = (.56 - .44)/[.50(1 - .50)/50 +
50(1 - .50)/50]1/2 = -1.20 and 2 × P(Z < -1.20) = 2 × .1151 = .2302 (or .2301 using Excel).
9. Two well-known aviation training schools are being compared using random samples of their
graduates. It is found that 70 of 140 graduates of Fly-More Academy passed their FAA exams
on the first try, compared with 104 of 260 graduates of Blue Yonder Institute. To compare
the pass rates, the pooled proportion would be: 
 

A.  .500

B.  .435

C.  .400

D.  .345

Combined proportion is pc = (70 + 104)/(140 + 260) = .435.

10. Of 200 youthful gamers (under 18) who tried the new Z-Box-Plus game, 160 rated it
"excellent," compared with only 144 of 200 adult gamers (18 or over). The 95 percent
confidence interval for the difference of proportions would be approximately: 
 

A.  [+.013, +.263].

B.  [-.014, +.188].

C.  [-.003, +.163].

D.  [+.057, +.261].

Do not pool the proportions when you calculate the standard error of p1 - p2.

11. Carver Memorial Hospital's surgeons have a new procedure that they think will decrease the
time to perform an appendectomy. A sample of 8 appendectomies using the old method had
a mean of 38 minutes with a variance of 36 minutes, while a sample of 10 appendectomies
using the experimental method had a mean of 29 minutes with a variance of 16 minutes. For
a right-tail test for equal means (assume equal variances), the critical value at α = .10 is: 
 

A.  1.746

B.  1.337

C.  2.120

D.  2.754
For d.f. = (n1 - 1) + (n2 - 1) = 7 + 9 = 16, we get t.10 = 1.337.
12. A medical researcher wondered if there is a significant difference between the mean birth
weight of boy and girl babies. Random samples of 5 babies' weights (pounds) for each gender
showed the following:

   

To test the researcher's hypothesis, we should use the: 

 

A.  paired (dependent) samples t-test.

B.  independent samples t-test.

C.  large-sample z-test.

D.  t-test for correlation.

Although arranged side by side, these are unrelated data (independent samples).

13. In a test of a new surgical procedure, the five most respected surgeons in FlatBroke Township
were invited to Carver Hospital. Each surgeon was assigned two patients of the same age,
gender, and overall health. One patient was operated upon in the old way, and the other in
the new way. Both procedures are considered equally safe. The surgery times are shown
below:

   

The time (in minutes) to complete each procedure was carefully recorded. In a right-tailed
test for a difference of means, the test statistic is: 
 

A.  3.162

B.  1.645

C.  1.860

D.  2.132
The test statistic is tcalc = (5 - 0)/[(3.5355)/51/2] = 3.162.
14. A corporate analyst is testing whether mean inventory turnover has increased. Inventory
turnover in six randomly chosen product distribution centers (PDCs) is shown.

   

The degrees of freedom for the appropriate test would be: 

 

A.  6.

B.  5.

C.  4.

D.  12.

These are paired samples, so d.f. = 6 - 1 = 5.

15. The table below shows the mean number of daily errors by air traffic controller trainees
during the first two weeks on the job. We want to perform a paired t-test at α = .05 to see if
the mean daily errors decreased significantly.

   

The test statistic is: 

 

A.  1.25

B.  1.75

C.  0.87

D.  0.79
Paired data test statistic is tcalc = (0.8286 - 0)/[(1.7547)/71/2] = 1.249.
16. Does the Speedo Fastskin II Male Hi-Neck Bodyskin competition racing swimsuit improve a
swimmer's 200-yard individual medley performance times? A test of 100 randomly chosen
male varsity swimmers at several different universities showed that 66 enjoyed improved
times, compared with only 54 of 100 female varsity swimmers. To test for equality in the
proportions of men versus women who experienced improvement, the test statistic is
approximately: 
 

A.  1.73

B.  1.47

C.  2.31

D.  Can't tell without knowing the tail of the test.

Combined proportion is pc = (66 + 54)/(100 + 100) = .60, so zcalc = (.66 - .54)/[.60(1 - .60)/100 +
.60(1 - .60)/100]1/2 = 1.73.

17. Group 1 has a mean of 13.4 and group 2 has a mean of 15.2. Both populations are known to
have a variance of 9.0 and each sample consists of 18 items. What is the test statistic to test
for equality of population means? 
 

A.  -1.755

B.  -1.643

C.  -1.800

D.  -1.285

With known variances, zcalc = (13.4 - 15.2)/[9.0/18 + 9.0/18]1/2 = -1.800.

18. Which is not a type of comparison for which you would anticipate a two-sample test? 
 

A.  Before versus After.

B.  Old versus New.

C.  Current versus Target.

D.  Experimental versus Control.

The point of comparison is between two samples, not a benchmark or target.
19. The coach of an adult Master's Swim class selected eight swimmers within each of the two
age groups shown below. A 50-yard freestyle time is recorded for each swimmer. The
resulting times (seconds) are shown below. Which statistical test would you choose to
compare the two groups?

    
 

A.  t-test for independent samples with known variances

B.  t-test for independent samples with unknown variances

C.  t-test for paired samples

D.  z-test for two independent proportions

Despite being arranged side-by-side, there is no link between the columns. The similar
standard deviations suggest that it would be reasonable to "pool" the variances (pun
intended) although this question was not posed.

20. Assuming unequal variances in a t-test for a zero difference of two means, we would: 
 

A.  sum the degrees of freedom for each sample.

B.  use the larger degrees of freedom for simplicity.

C.  use a complicated formula for the degrees of freedom.

D.  use a z-test to be conservative in the calculation.

The formula for Welch's adjusted degrees of freedom is not easy without a computer.
28. Which of the following statements is correct? 
 

A.  A parameter is a measure that is calculated from a sample.

B.  Statistics is the science of collecting, organizing, analyzing, interpreting, and presenting data.

C.  For day-to-day business data analysis, most firms rely on a large staff of expert statisticians.

D.  A statistical test result that is significant also has practical importance.

Check definitions (parameter, sample, statistics, pitfalls) and uses of statistics.

 

29. Which is least likely to be an application where statistics will be useful? 

 

A.  Predicting whether an airfare is likely to rise or fall

B.  Designing the most desirable features for a ski pass

C.  Deciding whether offering Rice Krispies improves restaurant sales

D.  Choosing the wording of a corporate policy prohibiting smoking

Policy wording is probably up to writers.

 

30. Because 25 percent of the students in my morning statistics class watch eight or more hours of television a
week, I conclude that 25 percent of all students at the university watch eight or more hours of television a
week. The most important logical weakness of this conclusion would be: 
 

A.  relying on any sample instead of surveying every student.

B.  using a sample that may not be representative of all students.

C.  failing to correct for unconscious interviewer bias.

D.  assuming cause and effect where none exists.

Generalizing from a nonrandom sample is risky.

 

31. Which of the following is not a characteristic of an ideal statistician? 

 

A.  Technically current (e.g., software)

B.  Communicates well (both written and oral)

C.  Advocates client's objectives

D.  Can deal with imperfect information

There is an unattractive name for a consultant who always agrees with the client.
 

32. Which of the following statements is not true? 

 

A.  Statistics helps refine theories through ongoing hypothesis testing.

B.  Statistics is the science of collecting, organizing, analyzing, interpreting, and presenting data.

C.  Estimating parameters is an important aspect of descriptive statistics.

D.  Statistical challenges include imperfect data and practical constraints.

Estimating a population parameter is an inference.

 

33. Which is not a practical constraint facing the business researcher or data analyst? 
 

A.  Time and money are always limited.

B.  The world is no laboratory, so some experiments are impractical.

C.  Research on human subjects is fraught with danger and ethical issues.

D.  Survey respondents usually will tell the truth if well compensated.

Paid respondents may try to tell you what you want to hear.
 

34. Which is not an essential characteristic of a good business data analyst? 

 

A.  Effective writer

B.  Stays current on techniques

C.  Has a Ph.D. or master's degree in statistics

D.  Can deal with imperfect information

No advanced degree is needed for basic statistics, which is why all business students study it.
 

35. An ethical statistical consultant would not always: 

 

A.  follow accepted statistical procedures.

B.  support management's desired conclusions.

C.  acknowledge sources of financial support.

D.  report limitations of the data.

There is a nasty name for a consultant who always agrees with management.
 

36. The NASA experiences with the Challenger and Columbia disasters suggest that: 
 

A.  statistics is not applicable to space endeavors.

B.  limited data may still contain important clues.

C.  good engineers can eliminate risks in space flight.

D.  space flight is only slightly more risky than commercial air travel.

When small samples are all that we have, we must study them carefully.
 

37. Which is not a goal of the ethical data analyst? 

 

A.  To be an honest broker of data

B.  To learn to downplay inconvenient data

C.  To understand the firm's code of ethics (or help create one)

D.  To look for hidden agendas in data collection

We do not ignore data unless it is an actual error.

 

38. Which of the following statements is not true? 

 

A.  A statistic is a single measure (usually numerical) that is calculated from a sample.

B.  Statistics is the science of collecting, organizing, analyzing, interpreting, and presenting data.

C.  For day-to-day business data analysis, most firms rely on a large staff of expert statisticians.

D.  A statistical test may be significant yet have no practical importance.

Few firms have staffs of statistics experts, so all of us need to know the basics.
 

39. "Smoking is not harmful. My Aunt Harriet smoked, but lived to age 90." This best illustrates which fallacy? 
 

A.  Unconscious bias

B.  Significance versus practical importance

C.  Post hoc reasoning

D.  Small sample generalization

Individual cases sometimes violate causation.

40. Which best illustrates the distinction between statistical significance and practical importance? 
 

A.  "In 2006, 240 out of 400 statistics students at Oxnard Technical College sold their textbooks at the end
of the semester, compared with 220 out of 330 students in 2005, a significant decrease."

B.  "Our new manufacturing technique has increased the life of the 80 GB USB AsimoDrive external hard
disk significantly, from 240,000 hours to 250,000 hours."

C.  "In 50,000 births, the new vaccine reduced the incidence of infant mortality in Morrovia significantly
from 14.2 deaths per 1000 births to 10.3 deaths per 1000 births."

D.  "The new Sky Penetrator IV business jet's cruising range has increased significantly from 3,975 miles to
4,000 miles."

Consumers would not notice because 240,000 hours is 27 years.

 

41. "Circulation fell in the month after the new editor took over the newspaper Oxnard News Herald. The new
editor should be fired." Which is not a serious fallacy in this conclusion? 
 

A.  Generalizing from a small sample

B.  Applying post hoc reasoning

C.  Failing to identify causes

D.  Using a biased sample

There is no real sample, just shaky logical inferences.

 

42. An ethical data analyst would be least likely to: 

 

A.  check data for accuracy.

B.  cite his/her data sources and their limitations.

C.  acknowledge sources of financial support.

D.  rely on consultants for all calculations.

When you farm out your calculations, you have lost control of your work.

43. "Tom's SUV rolled over. SUVs are dangerous." This best illustrates which fallacy? 
 

A.  Unconscious bias

B.  Significance versus practical importance

C.  Post hoc reasoning

D.  Small sample generalization

One instance proves little.

51. Which variable is least likely to be regarded as ratio data? 
 

A.  Length of time required for a randomly chosen vehicle to cross a toll bridge (minutes)

B.  Weight of a randomly chosen student (pounds)

C.  Number of fatalities in a randomly chosen traffic disaster (persons)

D.  Student's evaluation of a professor's teaching (Likert scale)

Likert scales have no true zero.

 

59. Automobile exhaust emission of CO2 (milligrams per mile) is ____________ data. 
 

A.  nominal

B.  ordinal

C.  interval

D.  ratio

True zero exists.

 

60. Your rating of the food served at a local restaurant using a three-point scale of 0 = gross, 1 = decent, 2 =
yummy is ___________ data. 
 

A.  nominal

B.  ordinal

C.  interval

D.  ratio

Only rankings implied (not equal scale distances).

61. The number of passengers "bumped" on a particular airline flight is ____________ data. 
 

A.  nominal

B.  ordinal

C.  interval

D.  ratio

True zero exists (no passengers might be bumped).

 

62. Which should not be regarded as a continuous random variable? 

 

A.  Tonnage carried by a randomly chosen oil tanker at sea

B.  Wind velocity at 7 o'clock this morning

C.  Number of personal fouls by the Miami Heat in a game

D.  Length of time to play a Wimbledon tennis match

Counting things yields integer (discrete) data.

 

63. Which of the following is not true? 

 

A.  Categorical data have values that are described by words rather than numbers.

B.  Categorical data are also referred to as nominal or qualitative data.

C.  The number of checks processed at a bank in a day is categorical data.

D.  Numerical data can be either discrete or continuous.

The "number of" anything is a discrete numerical variable.

 

64. Which of the following is true? 

 

A.  The type of charge card used by a customer (Visa, MasterCard, AmEx) is ordinal data.

B.  The duration (minutes) of a flight from Boston to Minneapolis is ratio data.

C.  The number of Nobel Prize-winning faculty at Oxnard University is continuous data.

D.  The number of regional warehouses owned by Jankord Industries is ordinal data.

True zero exists (not observable, but as a reference point), so ratios have meaning.
 

65. Which statement is correct? 

 

A.  Judgment sampling is preferred to systematic sampling.

B.  Sampling without replacement introduces bias in our estimates of parameters.

C.  Cluster sampling is useful when strata characteristics are unknown.

D.  Focus groups usually work best without a moderator.

Review the characteristics of each sampling method.

 

68. Which statement is false? 

 

A.  Random dialing phone surveys have low response and are poorly targeted.

B.  Selection bias means that many respondents dislike the interviewer.

C.  Simple random sampling requires a list of the population.

D.  Web surveys are economical but suffer from nonresponse bias.

Selection bias occurs when respondents are atypical.

 

72. Professor Hardtack chose a sample of 7 students from his statistics class of 35 students by picking every
student who was wearing red that day. Which kind of sample is this? 
 

A.  Simple random sample

B.  Judgment sample

C.  Systematic sample

D.  Convenience sample

Quick but may not be representative of all students.

 

39. A column chart would be least suitable to display which data? 

 

A.  Annual compensation of 500 company CEOs

B.  U.S. exports to its six largest trading partners

C.  Exxon-Mobil's quarterly sales for the last four years

D.  One-year CD interest rates paid by the eight largest U.S. banks

With 500 data values, a column chart would reveal little. Make a histogram instead.
 

40. A line chart would not be suitable to display which data? 

 

A.  U.S. oil imports from OPEC nations for the last 20 years

B.  Annual compensation of the top 50 CEOs

C.  Exxon-Mobil's quarterly sales data for the last five years

D.  Daily stock market closing prices of Microsoft for the past month

Line charts are for time series data (not cross-sectional data).
 

41. Which is not a tip for effective column charts? 

 

A.  Time usually goes on the horizontal axis.

B.  Column height should be proportional to the quantity displayed.

C.  Label data values at the top of each column unless graphing lots of data.

D.  The nonzero origin rule may be waived for financial reports.

Especially in financial reports, the zero origin rule is vital.

 

42. Which is not a tip for effective line charts? 

 

A.  Line charts are better than bar charts to display cross-sectional data.

B.  Numerical labels are omitted on a line chart if there are many data values.

C.  Omit data markers (e.g., squares, triangles) when there are many data values.

D.  Thick lines make it harder to see exact data values.

Line charts are for numerical time series data.

 

43. Which is a reason for using a log scale for time series data? 
 

A.  It helps compare growth in time series of dissimilar magnitude.

B.  General business audiences find it easier to interpret a log scale.

C.  On a log scale, equal distances represent equal dollar amounts.

D.  The axis labels are usually easier to read in log units.

Changing magnitude may become a problem unless you use a log scale.
 

44. Which is a not a characteristic of pie charts? 

 

A.  Pie charts can only convey a general idea of the data values.

B.  Pie charts are ineffective when they have too many slices.

C.  Exploded and 3-D pie charts will allow more "slices."

D.  Pie chart data always represent parts of a whole (e.g., market share).

Pie charts with too many slices are hard to read whether 2D or 3D.
 

45. Excel's pyramid charts: 

 

A.  are generally preferred to pie charts.

B.  should be avoided despite their visual appeal.

C.  are generally preferred to line charts.

D.  show trends more clearly than column charts.

Avoid novelty charts in business presentations. They are fun but unclear.
 

46. Which is not a reason why pie charts are popular in business? 
 

A.  They can convey a general idea of the data to a nontechnical audience.

B.  They can display major changes in parts of a whole (e.g., market share).

C.  They are more precise than line charts, despite their low visual impact.

D.  They can be labeled with data values to facilitate interpretation.

Pie charts are attractive, but can be hard to read precisely.

 

47. Which data would be suitable for a pie chart? 

 

A.  Whirlpool Corporation's sales revenue for the last five years

B.  Oxnard University student category (undergraduate, masters, doctoral)

C.  Average SAT scores for entering freshmen at 10 major U.S. universities

D.  U.S. toy imports from China over the past decade

Pie charts are only for parts of a whole.

 

48. Which data would be suitable for a pie chart? 

 

A.  Percent vote in the last election by party (Democrat, Republican, Other)

B.  Retail prices of six major brands of color laser printers

C.  Labor cost per vehicle for 10 major world automakers

D.  Prices paid by 10 students for their accounting textbooks

Pie charts are only for parts of a whole.

 

49. Which data would be suitable for a pie chart? 

 

A.  Average starting salary of MBA graduates from six ivy-league universities

B.  APR interest rates charged by the top five U.S. credit cards

C.  Last semester's average GPA for students in seven majors in a business school

D.  The number of U.S. primary care clinics by type (urban, suburban, rural)

Pie charts are only for parts of a whole.

 

50. Scatter plots are: 

 

A.  useful in visualizing trends over time.

B.  useful in identifying causal relationships.

C.  often fitted with a linear equation in Excel.

D.  applicable mainly to discrete data.

Excel makes it easy to fit a trend.

 

51. Which is not a characteristic of an effective summary table? 

 

A.  The main point should be clear within 10 seconds.

B.  Data to be compared should be displayed in rows, not columns.

C.  Data should be rounded to three or four significant digits.

D.  Use space instead of lines to separate columns.

Research suggests that side-by-side comparisons are easier.

 

52. Effective summary tables generally: 

 

A.  have very detailed column headings and footnotes.

B.  round their data to three or four significant digits.

C.  use plenty of heavy vertical lines to separate the columns.

D.  have the raw data listed in a footnote for clarity.

Too much accuracy may make it harder to assess magnitudes (e.g., 5.01873 mm and 5.02016 mm both
round to 5.02 mm).
 

56. We would use a pivot table to: 

 

A.  cross-tabulate frequencies of occurrence of two variables.

B.  rotate the data around a central point.

C.  establish cause-and-effect between X and Y.

D.  display the data in a 3D scatter plot.

A pivot table shows frequency counts (or sums or averages) in a row-column format.
 

57. Which is not considered a deceptive graphical technique? 

 

A.  Nonzero origin

B.  Elastic graph proportions

C.  Dramatic title

D.  Axis demarcations

Axis demarcations are helpful on graphs with numerical scales.

 

58. Which is not considered a deceptive graphical technique? 

 

A.  Undefined units

B.  2D graphs

C.  Authority figures

D.  Distracting pictures

2D graphs are generally acceptable.

 

59. Which is the most serious deceptive graphical technique? 

 

A.  Vague source

B.  Using bold colors

C.  Nonzero origin

D.  Unlabeled data points

A nonzero origin can distort relative size.

 

60. Which is not a poor graphing technique? 

 

A.  Gratuitous pictures

B.  Labeled axis scales

C.  3D bar charts

D.  Rotated axis

Labeled axis scales are desirable for numerical data.

 

61. Which of these deficiencies would be considered a major graphical deception? 

 

A.  Vague or unclear source

B.  Using more than one color or font

C.  Bar widths proportional to bar height

D.  Using a dramatic graph title

The area trick occurs when bar width increases along with bar height.
 

62. Which is not a characteristic of a log scale for time series data? 
 

A.  Log scales are useful when data change by an order of magnitude.

B.  The distance from 5 to 50 is the same as the distance from 50 to 500.

C.  On a log scale, equal distances represent equal ratios.

D.  Log scales are generally familiar to the average reader.

Some readers lack training to understand a simple log scale.

45. In a sample of 10,000 observations from a normal population, how many would you expect to lie
beyond three standard deviations of the mean? 
 

A.  None of them

B.  About 27

C.  About 100

D.  About 127

Within μ ± 3σ we would expect 99.73 percent of 10,000, or 9,973 data values.

 

47. Which is not true of an outlier? 

 

A.  It is likely to be from a different population.

B.  It suggests an error in recording the data.

C.  It is best discarded to get a better mean.

D.  It is an anomaly that may tell the researcher something.

We are reluctant to delete outliers, as they may tell us something important.

 

48. Estimating the mean from grouped data will tend to be most accurate when: 
 

A.  observations are distributed uniformly within classes.

B.  there are few classes with wide class limits.

C.  the sample is not very large and bins are wide.

D.  the standard deviation is large relative to the mean.

Many bins and uniform data distribution within bins would give a result closest to the ungrouped mean μ.
49. Which is true of the kurtosis of a distribution? 
 

A.  A distribution that is flatter than a normal distribution (i.e., thicker tails) is mesokurtic.

B.  A distribution that is more peaked than a normal distribution (i.e., thinner tails) is platykurtic.

C.  It is risky to assess kurtosis if the sample size is less than 50.

D.  The expected range of the kurtosis coefficient increases as n increases.

Shape is hard to judge in small samples. The 50 is just a rule of thumb. Excel computes kurtosis for samples
of any size, but tables of critical values may not go down below 50.
 

50. Which is true of skewness? 

 

A.  In business data, positive skewness is unusual.

B.  In a negatively skewed distribution, the mean is likely to exceed the median.

C.  Skewness often is evidenced by one or more outliers.

D.  The expected range of Excel's skewness coefficient increases as n increases.

Skewness due to extreme data values is common in business data. Right skewness is common, which
increases the mean relative to the median.
 

52. Which is a correct statement concerning the median? 

 

A.  In a left-skewed distribution, we expect that the median will exceed the mean.

B.  The sum of the deviations around the median is zero.

C.  The median is an observed data value in any data set.

D.  The median is halfway between Q1 and Q3 on a box plot.

The mean is pulled down in left-skewed data, but deviations around it sum to zero in any data set. The
median may be between two data values and may not be in the middle of the box plot.
 

53. Which statement is true? 

 

A.  With nominal data we can find the mode.

B.  Outliers distort the mean but not the standard deviation.

C.  Business and economic data are rarely skewed to the right.

D.  If we sample a normal population, the sample skewness coefficient is exactly 0.

The mode works well for nominal data.

 

54. Exam scores in a small class were 10, 10, 20, 20, 40, 60, 80, 80, 90, 100, 100. For this data set, which
statement is incorrect concerning measures of center? 
 

A.  The median is 60.00.

B.  The mode is not helpful.

C.  The 5 percent trimmed mean would be awkward.

D.  The geometric mean is 35.05.

To find the geometric mean, multiply the data values and take the 11th root to get G = 41.02. Outliers affect
both the mean and the standard deviation. There are multiple modes in this example.
 

55. Exam scores in a small class were 0, 50, 50, 70, 70, 80, 90, 90, 100, 100. For this data set, which statement
is incorrect concerning measures of center? 
 

A.  The median is 70.

B.  The mode is not helpful.

C.  The geometric mean is useless.

D.  The mean is 70.

The median is 75 (halfway between x5 = 70 and x6 = 80 in the sorted array). The zeros render the geometric
mean useless. The modes in this case are not unique.
 

56. Exam scores in a random sample of students were 0, 50, 50, 70, 70, 80, 90, 90, 90, 100. Which statement is
incorrect? 
 

A.  The standard deviation is 29.61.

B.  The data are slightly left-skewed.

C.  The midrange and mean are almost the same.

D.  The third quartile is 90.

The midrange is (0 + 100)/2 = 50, while the mean is 69.

 

57. For U.S. adult males, the mean height is 178 cm with a standard deviation of 8 cm and the mean weight is
84 kg with a standard deviation of 8 kg. Elmer is 170 cm tall and weighs 70 kg. It is most nearly correct to
say that: 
 

A.  Elmer's weight is more unusual than his height.

B.  Elmer is heavier than he is tall.

C.  Height and weight have the same degree of variation.

D.  Height has more variation than weight.

Convert Elmer's height and weight to z-scores. For Elmer's weight, z = (x - μ)/σ = (70 - 84)/8 = -1.75, while
for Elmer's height, z = (x - μ)/σ = (170 - 178)/8 = -1.00. Therefore, Elmer is farther from the mean weight
than from the mean height.
 

58. John scored 85 on Prof. Hardtack's exam (Q1 = 40 and Q3 = 60). Based on the fences, which is correct? 
 

A.  John is an extreme outlier.

B.  John is an outlier.

C.  John is not an outlier.

D.  John is in the 85th percentile.

The upper inner fence is 60 + 1.5(60 - 40) = 90 so John is not an outlier.

 

59. John scored 35 on Prof. Johnson's exam (Q1 = 70 and Q3 = 80). Based on the fences, which is correct? 
 

A.  John is unusual but not an outlier.

B.  John is an outlier.

C.  John is neither unusual nor an outlier.

D.  John is in the 30th percentile.

The lower inner fence is 70 - 1.5(80 - 70) = 55 so John is an outlier. Actually, John is an extreme outlier
because the lower outer fence is 70 - 3.0(80 - 70) = 40.
 

60. A population consists of the following data: 7, 11, 12, 18, 20, 22, 25. The population variance is: 
 

A.  6.07.

B.  36.82.

C.  5.16.

D.  22.86.

Use the population formula or Excel's =VAR.P(Data).

 

61. Consider the following data: 6, 7, 17, 51, 3, 17, 23, and 69. The range and the median are: 
 

A.  69 and 17.5.

B.  66 and 17.5.

C.  66 and 17.

D.  69 and 17.

Range = xmax - xmin = 69 - 3 = 66. Median is halfway between 17 and 17.

 

62. When a sample has an odd number of observations, the median is the: 
 

A.  observation in the center of the data array.

B.  average of the two observations in the center of the data array.

C.  value of the most frequent observation.

D.  average of Q1 and Q3.

Median position is always (n + 1)/2. It need not be halfway between the quartiles.

63. As a measure of variability, compared to the range, an advantage of the standard deviation is: 
 

A.  being calculated easily through the use of a formula.

B.  considering only the data values in the middle of the data array.

C.  describing the distance between the highest and lowest values.

D.  considering all data values.

The range is easy to calculate but utilizes only two data values, which may be unusual.

40. Events A and B are mutually exclusive when: 

 

A.  their joint probability is zero.

B.  they are independent events.

C.  P(A)P(B) = 0

D.  P(A)P(B) = P(A | B)

Review definition of mutually exclusive.

 

41. If two events are complementary, then we know that: 

 

A.  the sum of their probabilities is one.

B.  the joint probability of the two events is one.

C.  their intersection has a nonzero probability.

D.  they are independent events.

Review definition of complementary events.

 

42. Regarding probability, which of the following is correct? 

 

A.  When events A and B are mutually exclusive, then P(A∩B) = P(A) + P(B).

B.  The union of events A and B consists of all outcomes in the sample space that are contained in both
event A and event B.

C.  When two events A and B are independent, the joint probability of the events can be found by
multiplying the probabilities of the individual events.

D.  The probability of the union of two events can exceed one.

Review the rules of probability.

 

43. Independent events A and B would be consistent with which of the following statements: 
 

A.  P(A) = .3, P(B) = .5, P(A∩B) = .4.

B.  P(A) = .4, P(B) = .5, P(A∩B) = .2.

C.  P(A) = .5, P(B) = .4, P(A∩B) = .3.

D.  P(A) = .4, P(B) = .3, P(A∩B) = .5.

For independence, the product P(A)P(B) must equal P(A∩B).

 

44. Find the probability that either event A or B occurs if the chance of A occurring is .5, the chance of B
occurring is .3, and events A and B are independent. 
 

A.  .80

B.  .15

C.  .65

D.  .85

Given that the events are independent, the product P(A)P(B) must equal P(A∩B). Thus, P(A or B) = P(A) +
P(B) - P(A∩B) = .50 + .30 - (.50)(.30) = .80 - .15 = .65 using the General Law of Addition.
 

45. Regarding the rules of probability, which of the following statements is correct? 
 

A.  If A and B are independent events, then P(B) = P(A)P(B).

B.  The sum of two mutually exclusive events is one.

C.  The probability of A and its complement will sum to one.

D.  If event A occurs, then its complement will also occur.

Review the rules of probabilities.

 

46. Within a given population, 22 percent of the people are smokers, 57 percent of the people are males, and 12
percent are males who smoke. If a person is chosen at random from the population, what is the probability
that the selected person is either a male or a smoker? 
 

A.  .67

B.  .79

C.  .22

D.  .43

Use the General Law of Addition P(A or B) = P(A) + P(B) - P(A∩B).

 

47. Information was collected on those who attended the opening of a new movie. The analysis found that 56
percent of the moviegoers were female, 26 percent were under age 25, and 17 percent were females under
the age of 25. Find the probability that a moviegoer is either female or under age 25. 
 

A.  .79

B.  .82

C.  .65

D.  .50

Use the General Law of Addition P(A or B) = P(A) + P(B) - P(A∩B).

 

48. Given the contingency table shown here, find P(V).

    
 

A.  .20

B.  .40

C.  .50

D.  .80

This is a marginal probability P(V) = 40/200 = .20.

 

49. Given the contingency table shown here, find P(V | W).

    
 

A.  .4000

B.  .0950

C.  .2375

D.  .5875

This is a conditional probability P(V|W) = 19/80.

 

29. A discrete random variable: 

 

A.  can be treated as continuous when it has a large range of values.

B.  cannot be treated as continuous.

C.  is best avoided if at all possible.

D.  is usually uniformly distributed.

For example, the Sunday vehicle count on a freeway is a discrete (but large) number.
 

30. Which is not a discrete random variable? 

 

A.  The number of defects in a 4 × 8 sheet of plywood

B.  The number of female passengers who board a plane

C.  The time until failure of a vehicle headlamp

D.  The number of correct answers on a statistics exam

Time is continuous.

31. Which is not a discrete random variable? 

 

A.  The number of births in a hospital on a given day

B.  The number of fives obtained in four rolls of a die

C.  The hourly earnings of a call center employee in Boston

D.  The number of applicants applying for a civil service job

Someone's earnings would be more like a continuous measurement.

 
32. Which statement is incorrect? 
 

A.  The Poisson distribution is always skewed right.

B.  The binomial distribution may be skewed left or right.

C.  The discrete uniform distribution is always symmetric.

D.  The hypergeometric distribution is symmetric.

A hypergeometric distribution is symmetric only if s/N = .50.

33. The random variable X is the number of shots it takes before you make the first free throw in basketball.
Assuming the probability of success (making a free throw) is constant from trial to trial, what type of
distribution does X follow? 
 

A.  Binomial

B.  Poisson

C.  Hypergeometric

D.  Geometric

Geometric model describes the number of trials until the first success.

 
34. Which probability model is most nearly appropriate to describe the number of burned-out fluorescent tubes
in a classroom with 12 fluorescent tubes, assuming a constant probability of a burned-out tube? 
 

A.  Binomial

B.  Poisson

C.  Hypergeometric

D.  Geometric

n = 12 Bernoulli trials with fixed probability of success would be a binomial model.

35. Which distribution is most nearly appropriate to describe the number of fatalities in Texas in a given year
due to poisonous snakebites? 
 

A.  Binomial

B.  Poisson

C.  Hypergeometric

D.  Geometric

Events per unit of time with no clear upper limit would resemble a Poisson distribution.

 
36. Which model would you use to describe the probability that a call-center operator will make the first sale on
the third call, assuming a constant probability of making a sale? 
 

A.  Binomial

B.  Poisson

C.  Hypergeometric

D.  Geometric

Geometric describes the number of trials to first success.

37. In a randomly chosen week, which probability model would you use to describe the number of accidents at
the intersection of two streets? 
 

A.  Binomial

B.  Poisson

C.  Hypergeometric

D.  Geometric

Events per unit of time with no clear upper limit would resemble a Poisson distribution.

 
38. Which model best describes the number of nonworking web URLs ("This page cannot be displayed") you
encounter in a randomly chosen minute while surfing websites for Florida vacation rental condos? 
 

A.  Binomial

B.  Poisson

C.  Hypergeometric

D.  Geometric

Events per unit of time with no clear upper limit would resemble a Poisson distribution.

39. Which probability model would you use to describe the number of damaged printers in a random sample of
4 printers taken from a shipment of 28 printers that contains 3 damaged printers? 
 

A.  Poisson

B.  Hypergeometric

C.  Binomial

D.  Uniform

Sampling (n = 4 printers) without replacement with known number of "successes" (s = 3 damaged printers)
in the population (N = 28 printers).

 
40. Which model best describes the number of incorrect fare quotations by a well-trained airline ticket agent
between 2 p.m. and 3 p.m. on a particular Thursday? 
 

A.  Binomial

B.  Poisson

C.  Hypergeometric

D.  Geometric

Events per unit of time with no clear upper limit would resemble a Poisson distribution.

41. Which model best describes the number of blemishes per sheet of white bond paper? 
 

A.  Binomial

B.  Poisson

C.  Hypergeometric

D.  Geometric

Events per unit of area with no clear upper limit would resemble a Poisson distribution.

 
42. To ensure quality, customer calls for airline fare quotations are monitored at random. On a particular
Thursday afternoon, ticket agent Bob gives 40 fare quotations, of which 4 are incorrect. In a random sample
of 8 of these customer calls, which model best describes the number of incorrect quotations Bob will make? 
 

A.  Binomial

B.  Poisson

C.  Hypergeometric

D.  Geometric

Sampling (n = 8 calls selected) without replacement with known number of "successes" (s = 4 incorrect
quotes) in the population (N = 40 quotes).
 

43. The number of people injured in rafting expeditions on the Colorado River on a randomly chosen Thursday
in August is best described by which model? 
 

A.  Binomial

B.  Poisson

C.  Hypergeometric

D.  Geometric

Independent events per unit of time with no clear upper limit would be Poisson.

44. On a particular Thursday in August, 40 Grand Canyon tourists enter a drawing for a free mule ride. Ten
of the entrants are European tourists. Five entrants are selected at random to get the free mule ride.
Which model best describes the number of European tourists in the random sample? 
 

A.  Binomial

B.  Poisson

C.  Hypergeometric

D.  Geometric

Sampling (n = 5 tourists selected) without replacement with known number of "successes" (s = 10

Europeans) in the population (N = 40).
 

45. Which model best describes the number of births in a hospital until the first twins are delivered? 
 

A.  Binomial

B.  Poisson

C.  Hypergeometric

D.  Geometric

Geometric distribution describes the number of trials until the first success.
 

46. On a randomly chosen Wednesday, which probability model would you use to describe the number of
convenience store robberies in Los Angeles? 
 

A.  Binomial

B.  Poisson

C.  Hypergeometric

D.  Geometric

Events per unit of time with no clear upper limit would be Poisson.
 

47. Which probability model would you use to describe the number of customers served at a certain California
Pizza Kitchen until the first customer orders split pea soup? 
 

A.  Binomial

B.  Geometric

C.  Uniform

D.  Poisson

Geometric distribution describes the number of trials until the first success.
 

48. Which distribution has a mean of 5? 

 

A.  Poisson with λ = 25

B.  Binomial with n = 200, π = .05

C.  Hypergeometric with N = 100, n = 10, s = 50

Review model parameters. The hypergeometric mean is ns/N = (10)(50)/100 = 5.

 

49. Of the following, the one that most resembles a Poisson random variable is the number of: 
 

A.  heads in 200 flips of a fair coin.

B.  annual power failures at your residence.

C.  face cards in a bridge hand of 13 cards.

D.  defective CDs in a spool containing 15 CDs.

Independent arrivals per unit of time with no clear upper limit would be Poisson.
 

33. A random variable X is best described by a continuous uniform distribution from 20 to 45 inclusive. The
mean of this distribution is: 
 

A.  30.5.

B.  31.5.

C.  32.5.

D.  33.5.

The mean is halfway between the end points of the distribution.

 

34. A random variable X is best described by a continuous uniform distribution from 20 to 45 inclusive. The
standard deviation of this distribution is approximately: 
 

A.  52.1.

B.  32.5.

C.  6.85.

D.  7.22.

The standard deviation is [(45 - 20)2/12]1/2 = 7.22.

 

35. A random variable X is best described by a continuous uniform distribution from 20 to 45 inclusive. What is
P(30 ≤ X ≤ 40)? 
 

A.  .20

B.  .40

C.  .60

D.  .80

The desired area is 10/25 = .40.

 

36. The Excel function =800*RAND() would generate random numbers with standard deviation approximately
equal to: 
 

A.  200.

B.  188.

C.  231.

D.  400.

The standard deviation is [(800 - 0)2/12]1/2 = 230.94.

 

37. The Excel function =40*RAND() would generate random numbers with standard deviation approximately
equal to 
 

A.  13.33.

B.  20.00.

C.  11.55.

D.  19.27.

The standard deviation is [(40 - 0)2/12]1/2 = 11.55.

 

38. If arrivals occur at a mean rate of 3.6 events per hour, the exponential probability of waiting more than 0.5
hour for the next arrival is: 
 

A.  .2407.

B.  .1653.

C.  .1222.

D.  .5000.

P(X > .50) = exp(-3.6 × 0.50) = .1653.

 

39. If arrivals occur at a mean rate of 3.6 events per hour, the exponential probability of waiting less than 0.5
hour for the next arrival is: 
 

A.  .7122.

B.  .8105.

C.  .8347.

D.  .7809.

P(X < .50) = 1 - exp(-3.6 × 0.50) = 1 - .1653 = .8347.

 

40. If arrivals occur at a mean rate of 2.6 events per minute, the exponential probability of waiting more than
1.5 minutes for the next arrival is: 
 

A.  .0202.

B.  .0122.

C.  .0535.

D.  .2564.

P(X > 1.5) = exp(-2.6 × 1.50) = .0202.

 

41. If arrivals occur at a mean rate of 1.6 events per minute, the exponential probability of waiting less than 1
minute for the next arrival is: 
 

A.  .2019.

B.  .7104.

C.  .8812.

D.  .7981.

(X < 1) = 1 - exp(-1.6 × 1) = 1 - .2019 = .7981.

 

42. Bob's z-score for the last exam was 1.52 in Prof. Axolotl's class BIO 417, "Life Cycle of the
Ornithorhynchus." Bob said, "Oh, good, my score is in the top 10 percent." Assuming a normal distribution
of scores, is Bob right? 
 

A.  Yes.

B.  No.

C.  Must have n to answer.

P(Z < 1.52) = .9357.

 

43. The lengths of brook trout caught in a certain Colorado stream are normally distributed with a mean of 14
inches and a standard deviation of 3 inches. What proportion of brook trout caught will be between 12 and
18 inches in length? 
 

A.  .6563

B.  .6826

C.  .2486

D.  .4082

P(12 < X < 18) = P(-.67 < Z < 1.33) = .6568 (from Appendix C) or .6563 using Excel.
 

44. The lengths of brook trout caught in a certain Colorado stream are normally distributed with a mean of 14
inches and a standard deviation of 3 inches. The first quartile for the lengths of brook trout would be: 
 

A.  16.01 inches.

B.  11.00 inches.

C.  11.98 inches.

D.  10.65 inches.

Using Excel =NORM.INV(.25,14,3) = 11.98, or Q1 = 14 - 0.675(3) = 11.975 using Appendix C.

48. A sampling distribution describes the distribution of: 

 

A.  a parameter.

B.  a statistic.

C.  either a parameter or a statistic.

D.  neither a parameter nor a statistic.

A statistic is a random variable. Its sampling distribution describes its behavior.

 

49. As the sample size increases, the standard error of the mean: 
 

A.  increases.

B.  decreases.

C.  may increase or decrease.

The standard error of the mean is σ/(n1/2).

 

50. Which statement is most nearly correct, other things being equal? 
 

A.  Doubling the sample size will cut the standard error of the mean in half.

B.  The standard error of the mean depends on the population size.

C.  Quadrupling the sample size roughly halves the standard error of the mean.

D.  The standard error of the mean depends on the confidence level.

The standard error of the mean is σ/(n1/2) so replacing n by 4n would cut the SEM in half.
 

51. The width of a confidence interval for μ is not affected by: 

 

A.  the sample size.

B.  the confidence level.

C.  the standard deviation.

D.  the sample mean.

The mean is not used in calculating the width of the confidence interval zσ/(n1/2).
52. The Central Limit Theorem (CLT) implies that: 
 

A.  the population will be approximately normal if n ≥ 30.

B.  repeated samples must be taken to obtain normality.

C.  the distribution of the mean is approximately normal for large n.

D.  the mean follows the same distribution as the population.

The sampling distribution of the mean is asymptotically normal for any population.
 

53. The owner of Limp Pines Resort wanted to know the average age of its clients. A random sample of 25
tourists is taken. It shows a mean age of 46 years with a standard deviation of 5 years. The width of a 98
percent CI for the true mean client age is approximately: 
 

A.  ± 1.711 years.

B.  ± 2.326 years.

C.  ± 2.492 years.

D.  ± 2.797 years.

The width is ts/(n1/2) = (2.492)(5)/(25)1/2 = 2.492.

 

54. In constructing a confidence interval for a mean with unknown variance with a sample of 25 items, Bob
used z instead of t. "Well, at least my interval will be wider than necessary, so it was a conservative error,"
said he. Is Bob's statement correct? 
 

A.  Yes.

B.  No.

C.  It depends on μ.

z is always smaller than t (ceteris paribus), so the interval would be narrower than is justified.
 

55. A random sample of 16 ATM transactions at the Last National Bank of Flat Rock revealed a mean
transaction time of 2.8 minutes with a standard deviation of 1.2 minutes. The width (in minutes) of the 95
percent confidence interval for the true mean transaction time is: 
 

A.  ± 0.639

B.  ± 0.588

C.  ± 0.300

D.  ± 2.131

The width is ts/(n1/2) = (2.131)(1.2)/(16)1/2 = 0.639.

56. We could narrow a 95 percent confidence interval by: 

 

A.  using 99 percent confidence.

B.  using a larger sample.

C.  raising the standard error.

A larger sample would narrow the interval width zs/(n1/2).

55. After testing a hypothesis regarding the mean, we decided not to reject H0. Thus, we are exposed to: 
 

A.  Type I error.

B.  Type II error.

C.  Either Type I or Type II error.

D.  Neither Type I nor Type II error.

Failure to reject H0 could lead to Type II error (but not Type I error).
 

56. After testing a hypothesis, we decided to reject the null hypothesis. Thus, we are exposed to: 
 

A.  Type I error.

B.  Type II error.

C.  Either Type I or Type II error.

D.  Neither Type I nor Type II error.

Rejecting H0 could lead to Type I error (but not Type II error).

 

57. Which statement about α is not correct? 

 

A.  It is the probability of committing a Type I error.

B.  It is the test's significance level.

C.  It is the probability of rejecting a true H0.

D.  It is equal to 1 - β.

There is an inverse relationship between α and β, but it is not a simple equation.

 

58. Which of the following is correct? 

 

A.  When sample size increases, both α and β may decrease.

B.  Type II error can only occur when you reject H0.

C.  Type I error can only occur if you fail to reject H0.

D.  The level of significance is the probability of Type II error.

Only a larger sample can allow a reduction in both α and β (ceteris paribus).
 

59. Which of the following is incorrect? 

 

A.  The level of significance is the probability of making a Type I error.

B.  Lowering both α and β at once will require a higher sample size.

C.  The probability of rejecting a true null hypothesis increases as n increases.

D.  When Type I error increases, Type II error must decrease, ceteris paribus.

The critical value for the desired α takes the sample size into consideration.
 

60. John rejected his null hypothesis in a right-tailed test for a mean at α = .025 because his critical t value was
2.000 and his calculated t value was 2.345. We can be sure that: 
 

A.  John did not commit a Type I error.

B.  John did not commit a Type II error.

C.  John committed neither a Type I nor Type II error.

D.  John committed both a Type I and a Type II error.

John could have committed Type II error only if he failed to reject H0.
 

61. "My careful physical examination shows no evidence of any serious problem," said Doctor Morpheus.
"However, a very costly lab test can be performed to check for the rare condition known as estomalgia
fatalis. The test is almost invariably negative for persons with your age and symptoms. My personal
hypothesis is that the occasional stomach pain you reported is due to indigestion caused by eating tacos with
too much hot sauce. But you must decide for yourself." As you consider your doctor's hypothesis, what
would be the consequence of Type I error on your part? 
 

A.  It can't be determined without knowing the type of test.

B.  Your estomalgia fatalis will go undetected.

C.  You will waste money on an unnecessary lab test.

D.  Your survivors will enjoy a sizeable malpractice award.

Type I error is rejecting the doctor's advice when it was correct.

 

62. Which of the following statements is correct? 

 

A.  Increasing α will make it more likely that we will reject H0, ceteris paribus.

B.  Doubling the sample size roughly doubles the test statistic, ceteris paribus.

C.  A higher standard deviation would increase the power of a test for a mean.

D.  The p-value shows the probability that the null hypothesis is false.

A larger α will make it easier to reject H0 (e.g., z.05 = 1.645 versus z.01 = 2.326).
 

63. "I believe your airplane's engine is sound," states the mechanic. "I've been over it carefully, and can't see
anything wrong. I'd be happy to tear the engine down completely for an internal inspection at a cost of
$1,500. But I believe that roughness you heard in the engine on your last flight was probably just a bit of
water in the fuel, which passed harmlessly through the engine and is now gone." As the pilot considers the
mechanic's hypothesis, the cost of Type I error is: 
 

A.  the pilot will experience the thrill of no-engine flight.

B.  the pilot will be out $1,500 unnecessarily.

C.  the mechanic will lose a good customer.

D.  impossible to determine without knowing α.

Type I error is rejecting the mechanic's advice when it was correct.

 

64. A study over a 10-year period showed that a certain mammogram test had a 50 percent rate of false
positives. This indicates that: 
 

A.  about half the tests indicated cancer.

B.  about half the tests missed a cancer that exists.

C.  about half the tests showed a cancer that didn't exist.

D.  about half the women tested actually had no cancer.

This is a 50 percent chance of Type I error.

 

65. You are driving a van packed with camping gear (total weight 3,500 pounds including yourself and family)
into a northern wilderness area. You take a "short cut" that turns into a one-lane road, with no room to turn
around. After 11 miles you come to a narrow bridge with a faded sign saying, "Safe Up to 2 Tons." About a
half-mile ahead, you can see that your road rejoins the main highway. You consider the sign's hypothesis
carefully before making a decision. The cost of Type I error is: 
 

A.  you pass safely over the bridge and everyone's happy.

B.  about $23,900, not including medical bills.

C.  you will find out just how cold that river actually is.

D.  your kids will think you're a chicken.

Type I error is rejecting the sign's message when it was correct.

 

66. After lowering the landing gear, the pilot notices that the "gear down and locked" light is not illuminated.
"It's probably just a burned out light bulb," she says, as she proceeds on final approach for landing.
Considering the pilot's hypothesis, which is the result of Type I error? 
 

A.  The sound of metal scraping on concrete will be heard upon landing.

B.  The landing is delayed unnecessarily while the bulb and gear are checked.

C.  We cannot be sure without knowing whether or not the bulb is actually faulty.

Type I error is concluding there is a problem when there was not.

 

67. As you are crossing a field at the farm, your country cousin Jake assures you, "Don't worry about that old
bull coming toward us. He's harmless." As you consider Jake's hypothesis, what would be Type I error on
your part? 
 

A.  You will soon feel the bull's horns.

B.  You will run away for no good reason.

C.  Jake will not have any more visits from you.

Type I error is rejecting Jake's advice when he was right.

 

68. Which is not true of p-values? 

 

A.  When they are small, we want to reject H0.

B.  They measure the probability of an incorrect decision.

C.  They show the chance of Type I error if we reject H0.

D.  They do not require α to be specified a priori.

The p-value tells the likelihood of the observed sample result (or one more extreme) assuming that H0 is
true.
 

69. For a test of a mean, which of the following is incorrect? 

 

A.  H0 is rejected when the calculated p-value is less than the critical value of the test statistic.

B.  In a right-tailed test, we reject H0 when the test statistic exceeds the critical value.

C.  The critical value is based on the researcher's chosen level of significance.

D.  If H0: μ ≤ 100 and H1: μ > 100, then the test is right-tailed.

We compare the p-value with α (not with the critical value).

 

29. In a right-tailed test comparing two means with known variances, the sample sizes were n1 = 8 and n2 = 12.
At α = .05, the critical value would be: 
 

A.  1.960

B.  1.645

C.  1.734

D.  1.282

For a right-tailed test with known variances, we would use z.05 = 1.645.
 

30. In a test for equality of two proportions, the sample proportions were p1 = 12/50 and p2 = 18/50. The test
statistic is approximately: 
 

A.  -1.44.

B.  -1.31.

C.  -1.67.

D.  Must know α to answer.

Use combined proportion pc = (x1 + x2)/(n1 + n2) = (12 + 18)/(50 + 50) = .30 in zcalc.
 

31. In a test for equality of two proportions, the sample proportions were p1 = 12/50 and p2 = 18/50. The pooled
proportion is: 
 

A.  .20

B.  .24

C.  .36

D.  .30

Use combined proportion pc = (x1 + x2)/(n1 + n2) = (12 + 18)/(50 + 50) = .30 in the calculation.
 

32. If the sample proportions were p1 = 12/50 and p2 = 18/50, the 95 percent confidence interval for the
difference of the population proportions is approximately: 
 

A.  [-.144, +.244].

B.  [-.120, +.120].

C.  [-.298, +.058].

D.  [-.011, +.214].

Enter the proportions separately in the formula. (We are not combining the samples.)
 

33. John wants to compare two means. His sample statistics were    and

 . Assuming equal variances, the 95 percent confidence interval for the

difference of the population means is approximately: 
 

A.  [2.44, 6.19].

B.  [1.17, 5.08].

C.  [0.08, 4.32].

D.  [-0.09, 3.19].

Pool the variances and add the degrees of freedom, because equal variances are assumed.
 

34. John wants to compare two means. His sample statistics were    and
 . Assuming equal variances, the pooled variance is: 
 

A.  4.5

B.  4.9

C.  5.1

D.  3.8

The pooled variance is [(n1 - 1)s12 + (n2 - 1)s22]/[(n1 - 1) + (n2 - 1)] = 4.5.

35.
John wants to compare two means. His sample statistics were    and

 . Assuming equal variances, the test statistic is: 

 

A.  2.37

B.  2.20

C.  1.96

D.  Must know α to answer.

The pooled variance is (n1 - 1)s12 + (n2 - 1)s22 = (9 - 1)(5.4) + (9 - 1)(3.6) = 4.5.
 

36.
John wants to compare two means. His sample statistics were    and

 . Assuming equal variances, the degrees of freedom for his test will be: 
 

A.  16.

B.  18.

C.  9.

D.  8.

With pooled samples, we add the d.f. = (n1 - 1) + (n2 - 1) = (9 - 1) + (9 - 1) = 16.

 

37. In a random sample of patient records in Cutter Memorial Hospital, six-month postoperative exams were
given in 90 out of 200 prostatectomy patients, while in Paymor Hospital such exams were given in 110 out
of 200 cases. In comparing these two proportions, normality of the difference may be assumed because: 
 

A.  the populations are large enough to be assumed normal.

B.  the probability of success can reasonably be assumed constant.

C.  the samples are random, so the proportions are unbiased estimates.

D.  nπ ≥ 10 and n(1 - π) ≥ 10 for each sample taken separately.

We have at least 10 successes (x1 = 90, x2 = 110) and 10 failures (n1 - x1 = 110, n2 - x2 = 90).
 

38. In a random sample of patient records in Cutter Memorial Hospital, six-month postoperative exams were
given in 90 out of 200 prostatectomy patients, while in Paymor Hospital such exams were given in 110 out
of 200 cases. In a left-tailed test for equality of proportions, the test statistic is: 
 

A.  -1.96

B.  -2.00

C.  -4.00

D.  -3.48

Combined pc = (90 + 110)/(200 + 200) = .50, so zcalc = (p1 - p2)/[pc(1 - pc)/n1 + pc(1 - pc)/n2]1/2 = -2.000.

39. In a random sample of patient records in Cutter Memorial Hospital, six-month postoperative exams were
given in 90 out of 200 prostatectomy patients, while in Paymor Hospital such exams were given in 110 out
of 200 cases. In a left-tailed test for equality of proportions, the p-value is: 
 

A.  .9772

B.  .0228

C.  .4772

D.  .0517

Combined pc = (90 + 110)/(200 + 200) = .50, so zcalc = (p1 - p2)/[pc(1 - pc)/n1 + pc(1 - pc)/n2]1/2 = -2.000 and
using Appendix C we get P(Z ≤ -2.000) = .0228.