Solutions for Understandable Statistics, 13th Edition Brase (All Chapters included)
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Course
Introduction to Statistics
Institution
Introduction To Statistics
Complete Solutions Manual for Understandable Statistics, 13th Edition by Charles Henry Brase, Corrinne Pellillo Brase, Jason Mark Dolor, James Allen Seibert ; ISBN13: 9780357719176. (Full Chapters included Chapter 1 to 11)...
1. Getting Started.
2. Organizing Data.
3. Averages and Variation.
4....
Section 1.1
1. Individuals are people or objects included in the study, while a variable is a characteristic of the
individual that is measured or observed.
2. Nominal data are always qualitative.
3. A parameter is a numerical measure that describes a population. A statistic is a numerical value
that describes a sample.
4. If the population does not change, the values of the parameters will not change. Thus, for a fixed
population, parameter values are constant. If we take three samples of the same size from a
population, the values of the sample statistics will almost surely differ.
5. (a) These numerical assignments are at the nominal level. There is no apparent ordering in the
responses.
(b) These numerical assignments are at the ordinal level. There is an increasing relationship from
worst to best levels of service. These assignments are not at the interval or ratio level. The
distances between numerical responses are not meaningful. The ratios are also not
meaningful.
6. Lucy’s observations do not apply to all adults; they apply only to her friends. Since the sample is
not random, we cannot draw any conclusions about a larger group using this data.
7. (a) Meal ordered at fast-food restaurants.
(b) Qualitative
(c) All U.S. adult fast-food consumers.
8. (a) Miles per gallon.
(b) Quantitative.
(c) All new small hybrid cars.
9. (a) Nitrogen concentration (milligrams of nitrogen per liter of water).
(b) Quantitative.
(c) Nitrogen concentration (milligrams of nitrogen per liter of water) in the entire lake.
10. (a) Number of ferromagnetic artifacts per 100 square meters.
(b) Quantitative.
(c) The entire Tara region.
13. (a) Nominal. (b) Ratio. (c) Interval. (d) Ordinal. (e) Ratio. (f) Interval.
14. Form B is better. Statistical methods can be applied to the ordinal data obtained from Form B but
not to the open-response answers obtained from Form A.
15. (a) Answers vary. Ideally, weigh the packs in pounds using a digital scale that has tenths of
pounds for accuracy.
(b) Some students may refuse to have their backpacks weighed.
(c) Informing students before class may cause students to remove items before class.
Section 1.2
1. In stratified samples, we select a random sample from each stratum. In cluster sampling, we
randomly select clusters to be included, and then each member of the cluster is sampled.
2. In simple random samples, every sample of size n has an equal chance of being selected. In a
systematic sample, the only possible samples are those including every kth member of the
population with respect to the random starting position.
3. Sampling error is the difference between the value of the population parameter and the value of
the sample statistic that stems from the random selection process. The term is being used
incorrectly here. Certainly larger boxes of cereal will cost more than smaller boxes of cereal.
4. The sample frame consists of all students who use the college recreation center. The sample
frame does not include all students enrolled in the college since some students may not use the
center.
5. No. Even though the sample is random, some students younger than 18 or older than 20 may
not have been included in the sample.
6. No. A random sample could include only music majors.
7. (a) Stratified.
(b) No. Each pooled sample would have 100 season ticket holders for men’s basketball games
and 100 season ticket holders for women’s games. Samples with, for example, 125 and 75
tickets holders, respectively, are not possible.
8. (a) Yes. Every student has a 50% chance of being selected.
(b) It is not possible based on this method of selecting students. Since every sample of size 20 is
not possible, this is not a simple random sample.
(c) Assign numbers 1, 2, . . . , 40 to the students and use a random-digits table or a computer
package to draw random numbers.
9. Simply use a random digits table or a computer package to randomly select four students from
the class.
(a) Answers vary. Perhaps they are excellent students who make an effort to get to class early.
(b) Answers vary. Perhaps they are busy students who are never on time to class.
(c) Answers vary. Perhaps students in the back row are introverted.
(d) Answers vary. Perhaps taller students are healthier.
10. (a) Students who are absent from class on Monday cannot be included in the sample.
(b) Homeschooled students, students who dropped out, or homeless students cannot be included
in the sample.
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