ONLINE TEST BANK AND RESOURCE GUIDE JARED DERKSEN
I NTRO S TATS FIFTH EDITION
Richard De Veaux Williams College
Paul Velleman Cornell University
David Bock Cornell University
Contents Part I
Exploring and Understanding Data Chapter 1
Stats Starts Here
1-1
Chapter 2
Displaying and Describing Data
2-1
Chapter 3
Relationships Between Categorical Variables—Contingency Tables
3-1
Chapter 4
Understanding and Comparing Distributions
4-1
Chapter 5
The Standard Deviation as a Ruler and the Normal Model
5-1
Review of Part I: Exploring and Understanding Data Part II
Exploring Relationships Between Variables Chapter 6
Scatterplots, Association, and Correlation
6-1
Chapter 7
Linear Regression
7-1
Chapter 8
Regression Wisdom
8-1
Chapter 9
Multiple Regression
9-1
Review of Part II: Exploring Relationships Between Variables Part III
Chapter 10
Sample Surveys
10-1
Chapter 11
Experiments and Observational Studies
11-1 Part III-1
From the Data at Hand to the World at Large Chapter 12
From Randomness to Probability
12-1
Chapter 13
Sampling Distribution Models and Confidence Intervals for Proportions
13-1
Chapter 14
Confidence Intervals for Means
14-1
Chapter 15
Testing Hypotheses
15-1
Chapter 16
More About Tests and Intervals
16-1
Review of Part IV: From the Data at Hand to the World at Large Part V
Part II-1
Gathering Data
Review of Part III: Gathering Data Part IV
Part I-1
Part IV-1
Inference for Relationships Chapter 17
Comparing Groups
17-1
Chapter 18
Paired Samples and Blocks
18-1
Chapter 19
Comparing Counts
19-1
Chapter 20
Inferences for Regression
20-1
Review of Part V: Inference for Relationships .
iii
Part V-1
How to use this Test Bank and Resource Guide This guide is a supplement to be used in conjunction with the Instructor’s Edition of Intro Stats, 5th edition by De Veaux, Velleman, and Bock. The authors have integrated many instructor’s resources into the text, and these sections precede each chapter. In this Test Bank and Resource Guide, all or some of the following features may be found for each chapter and unit. Solutions to Class Examples Answers are provided to the chapter examples presented in the Instructor’s Edition of the text. Investigative Tasks Instead of a quiz, you may choose to have students do a written assignment that applies the major concepts of the chapter. Along with each classroom-tested task, there is a proposed solution to the task and a scoring rubric. Returning the completed rubric to the students will provide them the guidance needed to learn to write clear, complete, and concise statistical analyses. Chapter Quizzes You might choose to give a quiz after completing a chapter. For each chapter, there are two or three quizzes that you can choose from, along with solutions. If not used as a quiz, the questions can be used as additional class examples, homework assignments, or extra practice. Unit Tests Two or three sample exams (and solutions) are available for you at the end of each of the text’s five units. These exams include multiple-choice questions, short questions requiring some calculations or written explanations, and longer questions requiring more in-depth analysis. They are not easy. Understanding Statistics means thinking about the world. All of the problems ask for clear understanding of important statistical concepts, accurate application of statistical techniques, and proper interpretation of the results. Expecting this from the start helps students establish the habit of clear statistical thinking. Supplemental Resources We’ve tried lots of things over the years to help students understand the beauty and power of Statistics. Where applicable, we’ve included some extra materials. These might be worksheets, group assignments, or class activities.
.
iv
Chapter 1 Stats Starts Here Solutions to Class Examples: Consumer Reports Who: energy bars What: brand name, flavor, price, calories, protein, fat When: not specified Where: not specified How: not specified. Are data collected from the label? Are independent tests performed? Why: information for potential consumers Categorical variables: brand name, flavor Quantitative variables: price (US$), number of calories (calories), protein (grams), fat(grams) Boston Marathon Who: Boston Marathon runners What: gender, country, age, time When: not specified Where: Boston How: not specified. Presumably, the data were collected from registration information. Why: race result reporting Categorical variables: gender, country Quantitative variables: age (years), time (hours, minutes, seconds) Supplemental Resources: The following page contains a list of the 50 United States of America. We have found it to be helpful if you collect class data on the number of States visited. On the next page is a potential blank survey that you can pass around on the first day of class to collect some data. Some of the survey questions are left deliberately vague, so that you can discuss potential sources of bias, informally of course.
.
1-2
Part I Exploring and Understanding Data
States – Count the number you have visited Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois
Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana
Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania
Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming
States – Count the number you have visited Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois
Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana
Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania
Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming
States – Count the number you have visited Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois
Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana
Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania
.
Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming