Determining the Mean, Variance, and Standard Deviation of a Discrete Random Variable
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Chapter 5 part1- The Sampling Distribution of a Sample Meannszakir
Mathematics, Statistics, Population Distribution vs. Sampling Distribution, The Mean and Standard Deviation of the Sample Mean, Sampling Distribution of a Sample Mean, Central Limit Theorem
Determining the Mean, Variance, and Standard Deviation of a Discrete Random Variable
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Chapter 5 part1- The Sampling Distribution of a Sample Meannszakir
Mathematics, Statistics, Population Distribution vs. Sampling Distribution, The Mean and Standard Deviation of the Sample Mean, Sampling Distribution of a Sample Mean, Central Limit Theorem
Distinguish between Parameter and Statistic.
Calculate sample variance and sample standard deviation.
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This powerpoint was used in my 7th and 8th grade classes to review the fundamental counting principle used in our probability unit. There are three independent practice problems at the end.
1. Illustrate point and interval estimations.
2. Distinguish between point and interval estimation.
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Distinguish between Parameter and Statistic.
Calculate sample variance and sample standard deviation.
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This powerpoint was used in my 7th and 8th grade classes to review the fundamental counting principle used in our probability unit. There are three independent practice problems at the end.
1. Illustrate point and interval estimations.
2. Distinguish between point and interval estimation.
Visit the website for more services it can offer:
https://cristinamontenegro92.wixsite.com/onevs
InstructionDue Date 6 pm on October 28 (Wed)Part IProbability a.docxdirkrplav
InstructionDue Date: 6 pm on October 28 (Wed)
Part IProbability and Sampling Distributions1.Thinking about probability statements. Probability is measure of how likely an event is to occur. Match one of probabilities that follow with each statement of likelihood given (The probability is usually a more exact measure of likelihood than is the verbal statement.)Answer0 0.01 0.3 0.6 0.99 1(a) This event is impossible. It can never occur.(b) This event is certain. It will occur on every trial.(c) This event is very unlikely, but it will occur once in a while in a long sequence of trials.(d) This event will occur more often that not.2. Spill or Spell? Spell-checking software catches "nonword errors" that result in a string of letters that is not a word, as when "the" is typed as "the." When undergraduates are asked to write a 250-word essay (without spell-checking), the number X of nonword errors has the following distribution:Value of X01234Probability0.10.20.30.30.1(a) Check that this distribution satisfies the two requirements for a legitimate assignment of probabilities to individual outcomes.(b) Write the event "at least one nonword error" in term of X (for example, P(X >3)). What is the probability of this event?(c) Describe the event X ≤ 2 in words. What is its probability? 3. Discrete or continuous? For each exercise listed below, decide whether the random variable described is discrete or continuous and explains the sample space.(a) Choose a student in your class at random. Ask how much time that student spent studying during the past 24 hours.(b) In a test of a new package design, you drop a carton of a dozen eggs from a height of 1 foot and count the number of broken eggs.(c) A nutrition researcher feeds a new diet to a young male white rat. The response variable is the weight (in grams) that the rat gains in 8 weeks.4. Tossing Coins(a) The distribution of the count X of heads in a single coin toss will be as follows. Find the mean number of heads and the variance for a single coin toss.Number of Heads (Xi)01mean:Probability (Pi)0.50.5variance:(b) The distribution of the count X of heads in four tosses of a balanced coin was as follows but some missing probabilities. Fill in the blanks and then find the mean number of heads and the variance for the distribution with assumption that the tosses are independent of each other.Number of Heads (Xi)01234mean:Probability (Pi)0.06250.0625variance:(c) Show that the two results of the means (i.e. single toss and four tosses) are related by the addition rule for means. (d) Show that the two results of the variances (i.e. single toss and four tosses) are related by the addition rule for variances (note: It was assumed that the tosses are independent of each other). 5. Generating a sampling distribution. Let's illustrate the idea of a sampling distribution in the case of a very small sample from a very small .
INTRODUCTION TO HYPOTHESIS TESTING Chapters 9 and 11 D.docxmariuse18nolet
INTRODUCTION TO HYPOTHESIS
TESTING
Chapters 9 and 11
D
orit N
evo, 2013
1
INFERENTIAL STATISTICS
¢ We often use statistics to test theories.
— Theory: a prediction, or a group of predictions, about how
people, physical entities, and built devices behave.
¢ Theories begin as predictions, which are then
repeatedly tested in various settings to either
strengthen or refute them.
— Such testing often involves statistical inference, defined as
the drawing of conclusions about a population of interest
based on findings from samples obtained from that
population.
¢ We will cover:
— Hypothesis testing
— Analysis of Variance (ANOVA)
— Regression Analysis
HYPOTHESES TESTING
¢ Statistics is very much about expectations. We
aim to test specific expectations that we have
about the population’s parameters using sample
statistics. We call these expectations hypotheses.
— A hypothesis is some specific claim that we wish to
test.
¢ We study the probability of our sample’s outcome
given the hypothesized distribution of the
population
We believe that Our sample
mean is
Possible?
X~N(10,2) 12 Probably yes
X~N(10,2) 20 Probably not
HYPOTHESES
¢ We differentiate between the research hypothesis
and the null hypothesis.
— Example: A bank manager argues that, on average,
people carry $50 or more in their wallet. This claim
is the null hypothesis. The research hypothesis
contains the other side of this claim, that is – that
people carry less than $50. We can also write it as:
¢ H0: Average amount of money ≥ $50
¢ H1: Average amount of money < $50
— where H0 is used to notate the null hypothesis and H1
(sometimes denoted HA) is used to notate the
research hypothesis, commonly referred to as the
alternative hypothesis.
HYPOTHESES
¢ Researchers tell you that, on average, people have
200 or fewer friends on Facebook. However, you
believe that Facebook users, in fact, have more than
200 friends. You can set your hypotheses as:
— H0: Average number of friends ≤ 200
— H1: Average number of friends > 200
¢ A statistics professor wants to know if her section’s
grade average is different than that of other sections
of the course. The average for all other sections is
‘75’. To help the professor learn if her section’s grade
average is different than that of other sections, we
need to set up the following hypotheses:
— H0: Section’s grade average = 75
— H1: Section’s grade average ≠ 75
THREE FORMS OF HYPOTHESES
H0: Average
amount of money
≥ $50
H1: Average
amount of money
< $50
Lower-
Tail
Test
H0: Section
average = 75
H1: Section
average ≠ 75
Two-
Tail
Test H0: Average
number of
friends ≤ 200
H1: Average
number of
friends > 200
Upper-
Tail
Test
-4 -3 -2 -1 0 1 2 3 4
Z
The ‘equal’ sign (=, ≥, ≤) always goes in the null hypothesis
A FINAL NOTE ON HYPOTHESES
¢ Hypotheses must .
Chapter 5 part2- Sampling Distributions for Counts and Proportions (Binomial ...nszakir
Mathematics, Statistics, Sampling Distributions for Counts and Proportions, Binomial Distributions for Sample Counts,
Binomial Distributions in Statistical Sampling, Binomial Mean and Standard Deviation, Sample Proportions, Normal Approximation for Counts and Proportions, Binomial Formula
This presentation includes topics related to sampling and its distributions, estimates related to large samples and small samples using Z test and T test respectively. Also when to use Finite Population Multiplier is explained in detail.
Suggest one psychological research question that could be answered.docxpicklesvalery
Suggest one psychological research question that could be answered by each of the following types of statistical tests:
z test
t test for independent samples, and
t test for dependent samples
FINAL EXAM
STAT 5201
Fall 2016
Due on the class Moodle site or in Room 313 Ford Hall
on Tuesday, December 20 at 11:00 AM
In the second case please deliver to the office staff
of the School of Statistics
READ BEFORE STARTING
You must work alone and may discuss these questions only with the TA or Glen Meeden. You
may use the class notes, the text and any other sources of printed material.
Put each answer on a single sheet of paper. You may use both sides and additional sheets if
needed. Number the question and put your name on each sheet.
If I discover a misprint or error in a question I will post a correction on the class web page. In
case you think you have found an error you should check the class home page before contacting us.
1
1. Find a recent survey reported in a newspaper, magazine or on the web. Briefly describe
the survey. What are the target population and sampled population? What conclusions are drawn
from the survey in the article. Do you think these conclusions are justified? What are the possible
sources of bias in the survey? Please be brief.
2. In a small country a governmental department is interested in getting a sample of school
children from grades three through six. Because of a shortage of buildings many of the schools had
two shifts. That is one group of students came in the morning and a different group came in the
afternoon. The department has a list of all the schools in the country and knows which schools
have two shifts of students and which do not. Devise a sampling plan for selecting the students to
appear in the sample.
3. For some population of size N and some fixed sampling design let π1 be the inclusion
probability for unit i. Assume a sample of size n was used to select a sample.
i) If unit i appears in the sample what is the weight we associate with it?
ii) Suppose the population can be partitioned into four disjoint groups or categories. Let Nj be
the size of the j’th category. For this part of the problem we assume that the Nj’s are not known.
Assume that for units in category j there is a constant probability, say γi that they will respond if
selected in the sample. These γj’s are unknown. Suppose in our sample we see nj units in category
j and 0 < rj ≤ nj respond. Note n1 + n2 + n3 + n4 = n. In this case how much weight should be
assigned to a responder in category j.
iii) Answer the same question in part ii) but now assume that the Nj’s are known.
iv) Instead of categories suppose that there is a real valued auxiliary variable, say age, attached
to each unit and it is known that the probability of response depends on age. That is units of
a similar age have a similar probability of responding when selected in the sample. Very briefly
explain how you would assign adjusted weights o ...
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Computing The Point Estimate Of A
Population Mean
INTRODUCTORY TASK
Starting April 1 – 14, 2020, make a record that shows your sleep
hours during the Enhanced Community Quarantine. Please be
guided of the table below. Use MS Excel.
Date Sleep Time Wake Up Time
Time Consumed
(in hours)
April 1, 2020
April 2, 2020
.
.
April 14, 2020
AVERAGE SLEEPING HOURS _____ hours
3. Computing The Point Estimate Of A
Population Mean
The arithmetic average computed from the table is
also known as mean. Each student constitutes a
sample. If we repeat the activity to, say, ten random
students, then we obtain ten arithmetic averages or
means. Suppose we proceed to compute the mean
of the means for all ten (10) students. The final
result is a number that is called point estimate of
the mean μ of the population where the samples
come from.
4. Computing The Point Estimate Of A
Population Mean
In symbols, XX = μ.
This expression is read as “the mean of the means
is equal to the population mean μ (read myu).” We
can estimate population parameters from sample
values. In Statistics, sample measures, such as the
sample means and standard deviations, are used to
estimate population values.
5. Computing The Point Estimate Of A
Population Mean
An estimate is a value or a range of values that
approximate a parameter. It is based on sample
statistics computed from sample data.
Estimation is the process of determining
parameter values.
6. Computing The Point Estimate Of A
Population Mean
Illustrative Example.
Susan, a TLE researcher, looked at the average time (in
minutes) it takes a random sample of customers to be
served in a restaurant. From 40 customers, the following
information was obtained. What is the average wait time?
8 8 10 18 10 13 8 10 8 10
12 10 16 16 12 15 12 12 9 15
10 20 20 12 10 10 16 10 18 12
15 12 15 14 15 16 15 12 8 8
7. Computing The Point Estimate Of A
Population Mean
Illustrative Example.
Mr. Santiago’s company sells bottled coconut juice.
He claims that a bottle contain 500 mL of such
juice. A consumer group wanted to know if his
claim is true. They took six random samples of 10
such bottles and obtained the capacity, in mL, of
each bottle. The result is shown as follows:
8. Computing The Point Estimate Of A
Population Mean
Compute for the mean in each sample.
Compute for the point estimate of the population mean.
Sample 1 500 498 497 503 499 497 497 497 497 495
Sample 2 500 500 495 494 498 500 500 500 500 497
Sample 3 497 497 502 496 497 497 497 497 497 495
Sample 4 501 495 500 497 497 500 500 495 497 497
Sample 5 502 497 497 499 496 497 497 499 500 500
Sample 6 496 497 496 495 497 497 500 500 496 497
9. Computing The Point Estimate Of A
Population Mean
Compute for the mean in each sample.
Compute for the point estimate of the population mean.
Sample 1 Sample 2 Sample 3 Sample 4 Sample 5 Sample 6 Sample 7 Sample 8 Sample 9
Sample
10
500 498 497 503 499 497 497 497 497 495
500 500 495 494 498 500 500 500 500 497
497 497 502 496 497 497 497 497 497 495
501 495 500 497 497 500 500 495 497 497
502 497 497 499 496 497 497 499 500 500
496 497 496 495 497 497 500 500 496 497
10. Computing The Point Estimate Of A
Population Mean
Compute for the variance (s2) =
(𝑋 − 𝑋)2
𝑛 −1
Compute for the standard deviation (s) =
(𝑋 − 𝑋)2
𝑛 −1
where Σ = summation
X = column mean
X = overall mean
n = number of cases