This document provides information about obtaining assistance with coursework from an online service called ACEHOMEWORK.NET. It lists various courses and assignments they can help with, such as accounting, marketing, finance, economics, mathematics, statistics, programming, and more. It emphasizes they can help students get an A grade and provide original, plagiarism-free work by the deadline. Contact information is provided to obtain more details and pricing information.
At the end of this Lesson (Part 1) the students should be able to know the following
Introduction
Data Entry
Variable and Value Label
Entering Data
File management
Descriptive statistics
Editing and modifying the data
Excel Excellence (Microsoft Excel training that "sticks"): MacrosLaura Winger
Microsoft Excel is one of the most powerful tools, and if you use Excel on a regular basis for your job, chances are you are under utilizing it and could increase your productivity and free up hours each week with improved Excel skills. My Excel Excellence courses provide hands-on experience with realistic business examples and simplified explanations. Become a whiz at VLookUp's, PivotTables, and even program your own Macros! This slide deck is a preview from my last session on Macros. My philosophy is that computers were first invented and used to be programmed, thus, we should utilize programming where it makes sense in today's business environment. Any set of steps that you will repeat on a daily, weekly, monthly basis can be programmed so that those steps are done exponentially faster and consistenly. Learn how to harness the power of Excel and put the computer to work for you!
At the end of this Lesson (Part 1) the students should be able to know the following
Introduction
Data Entry
Variable and Value Label
Entering Data
File management
Descriptive statistics
Editing and modifying the data
Excel Excellence (Microsoft Excel training that "sticks"): MacrosLaura Winger
Microsoft Excel is one of the most powerful tools, and if you use Excel on a regular basis for your job, chances are you are under utilizing it and could increase your productivity and free up hours each week with improved Excel skills. My Excel Excellence courses provide hands-on experience with realistic business examples and simplified explanations. Become a whiz at VLookUp's, PivotTables, and even program your own Macros! This slide deck is a preview from my last session on Macros. My philosophy is that computers were first invented and used to be programmed, thus, we should utilize programming where it makes sense in today's business environment. Any set of steps that you will repeat on a daily, weekly, monthly basis can be programmed so that those steps are done exponentially faster and consistenly. Learn how to harness the power of Excel and put the computer to work for you!
This is a very basic guide to SPSS. It is aimed at total novices wishing to understand the basic layout of the package and how to generate some simple tables and graphs
1.MATH 221 Statistics for Decision MakingWeek 2 iLabName.docxAlyciaGold776
1.
MATH 221 Statistics for Decision Making
Week 2 iLab
Name:_______________________
Statistical Concepts that you will learn after completing this iLab:
·
Using Excel for Statistics
·
Graphics
·
Shapes of Distributions
·
Descriptive Statistics
·
Empirical Rule
Week 2 iLab Instructions-BEGIN
Ø
Data have already been formatted and entered into an Excel worksheet.
Ø
Obtain the data file for this lab from your instructor.
Ø
The names of each variable from the survey are in the first row of the Worksheet. This row has a background color of gray to identify it as the variable names. All other rows of the Worksheet represent a certain students’ answers to the survey questions. Therefore, the rows are called observations and the columns are called variables. On page 6 of this lab, you will find a code sheet that identifies the correspondence between the variable names and the survey questions.
Ø
Follow the directions below and then paste the graphs from Excel in the grey areas for question 1 through 3. Type your answers to questions 4 through 11 where noted in the grey areas. When asked for explanations, please give thorough, multi-sentence or paragraph length explanations.
Ø
PLEASE NOTE that various versions of Excel may have slightly different formula commands. For example, some versions use =STDEV.S while other versions would use =STDEVS (without the dot before the last “S”).
Ø
The completed iLab Word Document with your responses to the 11 questions will be the ONE and only document submitted to the dropbox. When saving and submitting the document, you are required to use the following format: Last Name_ First Name_Week2iLab.
Week 2 iLab Instructions-END
Creating Graphs
1.
Create a pie
chart for the variable Car Color: Select the column with the Car variable, including the title of Car Color. Click on
Insert
, and then
Recommended Charts
. It should show a clustered column and click
OK
. Once the chart is shown, right click on the chart (main area) and select
Change Chart Type
. Select
Pie
and
OK
. Click on the pie slices, right click
Add Data Labels
, and select
Add Data Callouts
. Add an appropriate title.
Copy and paste the chart here. (4 points)
2.
Create a histogram for the variable Height. You need to create a frequency distribution for the data by hand. Use 5 classes, find the class width, and then create the classes. Once you have the classes, count how many data points fall within each class.
It may be helpful to sort the data based on the
Height
variable first. Create a new worksheet in Excel by clicking on the + along the bottom of the screen and type in the categories and the frequency for each category. Then select the frequency table, click on
Insert
, then
Recommended Charts
and choose the column chart shown and click
OK
. Right click on one of the bars and select
Format Data Series
. In the pop up box, change the
Gap Width
to 0. Add an appropriate t.
This is a very basic guide to SPSS. It is aimed at total novices wishing to understand the basic layout of the package and how to generate some simple tables and graphs
1.MATH 221 Statistics for Decision MakingWeek 2 iLabName.docxAlyciaGold776
1.
MATH 221 Statistics for Decision Making
Week 2 iLab
Name:_______________________
Statistical Concepts that you will learn after completing this iLab:
·
Using Excel for Statistics
·
Graphics
·
Shapes of Distributions
·
Descriptive Statistics
·
Empirical Rule
Week 2 iLab Instructions-BEGIN
Ø
Data have already been formatted and entered into an Excel worksheet.
Ø
Obtain the data file for this lab from your instructor.
Ø
The names of each variable from the survey are in the first row of the Worksheet. This row has a background color of gray to identify it as the variable names. All other rows of the Worksheet represent a certain students’ answers to the survey questions. Therefore, the rows are called observations and the columns are called variables. On page 6 of this lab, you will find a code sheet that identifies the correspondence between the variable names and the survey questions.
Ø
Follow the directions below and then paste the graphs from Excel in the grey areas for question 1 through 3. Type your answers to questions 4 through 11 where noted in the grey areas. When asked for explanations, please give thorough, multi-sentence or paragraph length explanations.
Ø
PLEASE NOTE that various versions of Excel may have slightly different formula commands. For example, some versions use =STDEV.S while other versions would use =STDEVS (without the dot before the last “S”).
Ø
The completed iLab Word Document with your responses to the 11 questions will be the ONE and only document submitted to the dropbox. When saving and submitting the document, you are required to use the following format: Last Name_ First Name_Week2iLab.
Week 2 iLab Instructions-END
Creating Graphs
1.
Create a pie
chart for the variable Car Color: Select the column with the Car variable, including the title of Car Color. Click on
Insert
, and then
Recommended Charts
. It should show a clustered column and click
OK
. Once the chart is shown, right click on the chart (main area) and select
Change Chart Type
. Select
Pie
and
OK
. Click on the pie slices, right click
Add Data Labels
, and select
Add Data Callouts
. Add an appropriate title.
Copy and paste the chart here. (4 points)
2.
Create a histogram for the variable Height. You need to create a frequency distribution for the data by hand. Use 5 classes, find the class width, and then create the classes. Once you have the classes, count how many data points fall within each class.
It may be helpful to sort the data based on the
Height
variable first. Create a new worksheet in Excel by clicking on the + along the bottom of the screen and type in the categories and the frequency for each category. Then select the frequency table, click on
Insert
, then
Recommended Charts
and choose the column chart shown and click
OK
. Right click on one of the bars and select
Format Data Series
. In the pop up box, change the
Gap Width
to 0. Add an appropriate t.
Since the instructions for the final project are standardized and .docxedgar6wallace88877
Since the instructions for the final project are standardized and provided by the department, I thought you might appreciate some pointers and key areas of focus to help you navigate this project! Use this in conjunction with your syllabus instructions, which contain detailed content instructions.
Read the syllabus instructions VERY carefully, pay attention to the requirements embedded in the sentences. In fact, I would construct each heading and subheading (YES, use APA formatted subheadings) according to the required areas listed in your instructions. Here are some formatting directions for subheadings and a rough example for organization of your project with subheadings.
APA Headings Level Formatting Guidelines:
1 Centered, Boldface, Uppercase and Lowercase
2 Left-aligned, Boldface, Uppercase and Lowercase Heading
3 Indented, boldface, lowercase heading with a period. Begin body text after the period.
4 Indented, boldface, italicized, lowercase heading with a period. Begin body text after the period.
5 Indented, italicized, lowercase heading with a period. Begin body text after the period.
Example:
1st page is the TITLE PAGE with Running head- refer to APA guidelines
See how I used proper capitalization for my running head?
Running head: GENDER TRAINING IN THE WORKPLACE
2nd page and remaining pages... The body of your project training program and report. Look up APA formatting: double space entire body, font 12-Times New Roman, 1” margins all sides. Make sure you use proper APA citations in the text (McCarty, 2016) and that those resources are listed on the reference page, including the journal and website citations that you chose.
Introduction and Identification of Problems (1st level)
Participant Name and Problem #1
(You will do this 12 times) (2nd level subheading, left justified, paragraph begins
next line after heading-double space. I will not double space the rest of this example to save space, but don’t forget to do it! Make sure you check your settings to be a true double space-nothing less and nothing more)
Training Program: Session One (8 of these)
Session One Title (2nd level)
Gender and Hostility in the Workplace
Objectives (2nd level)
The goal of this course is to
· define gender,
· define hostility,
· identify areas of hostility…(You can use bullets and or level three subheadings to list/organize).
Problem (2nd level)
State the participants problem(s) you will address with this session
Journal articles and websites
Journal. List one or more peer review (ACADEMIC) article(s) that is relevant to the issue/problem using an APA formatted reference.
Website. List one website that is relevant to the issue/problem and put into APA formatted reference.
Activity
Create and describe an activity that will promote discussion and understanding among the participants.
Activity breakdown. (3rd level subheading). Start text after period. You might want to use this 3rd level subheadin.
Homework Assignment 9 Edited on 10272014 Due by Wednes.docxadampcarr67227
Homework Assignment 9
Edited on 10/27/2014
Due by Wednesday 11/05/2014
Part A. Exercise 8.2 Solve the Systems.
Part B. 1. Classify the critical point (0, 0) for the questions in Part A. (Similar questions can be
found on Section 10.2)
2. Provide one example of 2x2 matrix that has only one eigenvalue but with two linearly
independent eigenvectors.
Part C. Find all the critical points and, determine the types and classify their stability.
Exercise 10.3
BA 301 – Research & Analysis of Business Problems
Homework Assignment #3 – Fun With Excel
Format/Requirements
• Hand this in at the beginning of class, not by email.
• Use Times New Roman, 12-point font and the format provided in the Homework template.
• Make sure you show your name, course number, and section number on the page.
• Number the answers, and place them in the correct order.
.
Overview
Excel is a terrific tool for data and statistical analysis. This assignment involves working with a set of data containing information about different charity donors, which might be used to manage fundraising direct mail or promotional campaigns. You will learn a few simple tricks for analyzing this data such that you can extract some useful information and answer some questions. These instructions are written for Excel 2013. Excel 2010 should be quite similar. This exercise requires that you have the Data Analysis package installed for Excel. If you don’t, you may need your original Microsoft discs. Let me know if you need help with this installation. I suggest that you don’t wait until the last minute to complete this assignment.
Download the file “Fun With Excel Raw Data” found on the D2L course website. Open the file with Microsoft Excel and follow the instructions found with each of the following questions. Copy or take screenshots of the results/data, and ensure that you separately provide specific answers to the questions. Save all work in a separate Word file. Save as your_name_BA301-008.docx (*please put your actual name in the space that says “your_name”). Email me your answer your Word file by beginning of class. DO NOT print out all of the regression data for Question 1, only the basic r-squared and Sig of F information, and the X-Y graph. Be aware, the Mac version of Excel does not allow you to do Pivot Charts, only Pivot tables. So, you will need to use a Windows PC for Question 4.
Question 1: Among large donors (greater than or equal to $50,000), does the amount of giving tend to increase as the years of involvement with the organization increases? (i.e. is there a correlation between giving and years?). What number do you look at to determine this correlation?
Features: Data Sort, Regression
Instructions: Sort the data by amount of giving in ascending order by clicking on any cell in the table and selecting Data, Sort, select column E for Giving by choosing that in the Sort By drop-down menu, and sort in Smallest to .
STAT 3309SOS 3312 Excel AssignmentUsing the Excel file ST.docxdessiechisomjj4
STAT 3309/SOS 3312 Excel Assignment
Using the Excel file STAT Assignment Data in the Stat Assignment folder in Blackboard, you will see a list of
200 values in column A. You will want to sort the values in column A by choosing the Data tab at the top and
then sort the data in increasing order. These values were randomly generated from a Normal distribution with
a mean of 100 and a standard deviation of 20. You will also see the Descriptive Statistics from this data
starting in cell C1.
1) Using the mean and standard deviation from the Descriptive Statistics, calculate the interval in which about
68% of the data should lie according to the Empirical Rule.
2) From the sorted column A, find the percentage of data that actually lie in your interval calculated in 1) by
counting the number of values that fit in your interval and dividing by 200.
3) Using the mean and standard deviation from the Descriptive Statistics, calculate the interval in which about
95% of the data should lie according to the Empirical Rule.
4) From the sorted column A, find the percentage of data that actually lie (without rounding) in your interval
calculated in 3) by counting the number of values that fit in your interval and dividing by 200.
5) Using the mean and standard deviation from the Descriptive Statistics, calculate the interval in which about
99.7% of the data should lie according to the Empirical Rule.
6) From the sorted column A, find the percentage of data that actually lie (without rounding) in your interval
calculated in 5) by counting the number of values that fit in your interval and dividing by 200.
For the next part of the assignment, you will be generating the Descriptive Statistics for the fifteen values from
F1 to F15. You may also use a TI-84 to accomplish this task but I would suggest trying to use Excel. You will
need to see if the version of Excel you are using already has the Data Analysis toolpak already added in to
Excel. Click on the Data tab and look over to the right and see if Data Analysis is there like it is shown on this
version of Excel:
If you don’t see the Data Analysis then you will see instructions on the last page on how to add it to your Excel.
From Data Analysis, choose Descriptive Statistics:
Enter the following information and click OK:
7) Identify the sample mean from the output.
8) Identify the sample standard deviation from the output.
When studying confidence intervals for a t-distribution, we learned that it would require technology to
determine the critical value for values that were not already on a table of values. We will use the Excel
command TINV to calculate a critical value. The arguments for this command are =TINV(1 – CL, df). For
example, to calculate the t-value for a 96% confidence interval with n = 20, you would find an empty cell and
enter =TINV(1 - .96, 19)
9) Using n = 15 for the data in F1:F15, calculate the t-value for a 75% confidence interval.
10) Using the information from.
For this Applied Knowledge Assessment, you will use the concepts.docxAKHIL969626
For this Applied Knowledge Assessment, you will use the concepts learned throughout this unit. You will develop your understanding of nets, perimeter, and area. Refer back to individual lessons if you need help.
Nets in the Kitchen
This assessment is worth 75 points. Show all work on this sheet and submit one document for full credit.
Part 1: Nets
Recall (refer to page 12 in your textbook if necessary) that a net is a two-dimensional pattern that you can fold to form a three-dimensional figure. You are to create nets for two different boxes from your house. Some good box examples include: cereal boxes, pasta boxes, cracker boxes, etc.
1. Rummage through your house and locate the two different boxes that you will use for this activity.
2. In the space provided below, describe what your original box looks like in a few sentences. You may also take pictures of your box and insert them into this document; however, this is not mandatory. When describing each three-dimensional figure, be sure to use complete sentences and proper grammar/spelling.
3. Create a net for each box. You may cut the box to help you unfold it into a two-dimensional piece.
4. Sketch your net in the space provided below. You must sketch your net by hand. The size of the net will not be drawn to scale. Draw each net to fit in the provided space. Use a ruler or other straight edge to make neat, straight lines.
Part 2: Perimeter and Area
Part 2 of this assessment will focus on perimeter and area. Choose one of your boxes from Part 1 to complete this activity. You will need a ruler. If you do not have one available, you may visit the following link to print and cut out a ruler:
http://www.vendian.org/mncharity/dir3/paper_rulers/UnstableURL/ruler_foot.pdf
1. Measure the top of your box. Draw a picture of the top of the box. Include your measurements and label the units. You may use inches or centimeters for the units. (Be sure to use the same units for the remainder of Part 2.)
2. What is the perimeter and area of the top of the box? Show all work and include the proper units.
3. Measure the front of your box. Draw a picture of the front of the box. Include your measurements and label the units.
4. What is the perimeter and area of the front of the box? Show all work and include the proper units.
5. Measure the bottom of the box. Draw a picture of the bottom of the box. Include your measurements and label the units.
6. What is the perimeter and area of the bottom of the box? Show all work and include the proper units.
7. Compare the areas of the pieces of the box. Which pieces have the same area? Why?
8. There are some pieces of the box that we did not measure. Use your knowledge of area and your findings from the previous questions to infer which pieces of the box will have the same area (you do not need to calculate the actual areas here). Be sure to list all parts of the box (top, bottom, front, back, side 1, and side 2).
Directions for Inserting an Image i ...
Electronic Keno Project 3 Overview and Rationale.docxShiraPrater50
Electronic Keno
Project 3
Overview and Rationale
This assignment is designed to provide you with hands-on experience in using discrete and
continuous probability distributions. In this assignment you will use technology to
generate random samples and explore the samples’ relationship with the underlying
population. Finally, you will have an opportunity to apply the Central Limit Theorem to
inferential statistics.
Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
CO2: Create distributions and graphical representation based on given data and identify
which distribution models best fit the data
CO3: Apply the theory of probability to calculate events’ likelihoods, understanding the
differences between experimental and theoretical probabilities (the Law of Large
Numbers), and calculate posterior probabilities by using the Bayes’ Law with emphasis on
applications
CO7: Interpret meaningful relationships and patterns in the data in relation to a given
business question
Assignment Summary
Read the scenario below and follow the instructions in the project description below (Parts
1 and 2) to analyze the data presented in the Excel workbook (Module 3
Project_Keno_v1.xlsx). Complete all parts in the designated Excel workbook. Submit both
the report and the Excel workbook. The Excel workbook contains all statistical work. The
report should include all your findings along with important analysis.
Project Description
The game of Keno: keno is an ancient Chinese game that has become popular in recent
years. In one electronic version of this game, a player selects 20 numbers from the set of
numbers 1 through 100. The computer then randomly draws another set of 20 numbers
from the set 1 through 100, and the player is rewarded according to how many of his
selected numbers have been matched by the 20 numbers drawn by the computer.
Part 1
Let X be the number of matches between a player’s 20 selected numbers and the 20
numbers drawn by the computer. Then X may range from 0 (no match) to 20 (all match)
and follows a hyper-geometric probability distribution.
Complete all of the following steps (a – j) in worksheet Part 1 of the Excel workbook
provided. All cells should contain formulas.
a. Construct a tabular probability distribution for X in column E of the worksheet.
b. Construct a tabular cumulative probability distribution for X in column F of the
worksheet.
c. Create a graphical probability distribution for X.
d. Create a graphical cumulative probability distribution for X.
e. Calculate the theoretical expected value (mean), the theoretical variance, and the
theoretical standard deviation of X in the spaces provided for those quantities. Interpret
those values in your Word report
f. In column M of the worksheet, use the Excel function “=RAND()” to generate 1000
random values according to the standard uniform ...
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DeVry MATH 399 All iLabs-Latest 2016 November
Question
DeVry MATH399 Week 2 iLab Latest 2016
November
MATH399 Statistics—Lab Week 2
Question 1 is worth 5 points and each question after that is worth 4.5 points, for a total of 50
points for the lab.
Name:_______________________
Statistical Concepts:
· Using Excel
· Graphics
· Shapes of distributions
· Descriptive statistics
NOTE: Directions for all labs are given based on Excel 2013 for Windows. If you have another
version of Excel, you may need to research how to do the same steps.
Data in Excel
Ø Excel is a powerful, yet user-friendly, data analysis software package. You can launch Excel
by finding the icon and double clicking on it. There are detailed instructions on how to obtain
the graphs and statistics you need for this lab in each question. There is also a link to an Excel
how to document on the iLab page where you opened this file. Further, if you need more
explanation of the Excel functions you can do an internet search on the function like “Excel
standard deviation” or “Excel pivot table” for a variety of directions and video demonstrations.
Ø Data have already been formatted and entered into an Excel worksheet. You will see the link
on the page with this lab document. The names of each variable from the survey are in the first
row of the worksheet. All other rows of the worksheet represent certain students’ answers to the
survey questions. Therefore, the rows are called observations and the columns are called
variables. Below, you will find a code sheet that identifies the correspondence between the
variable names and the survey questions.
SurveyCode Sheet: Do NOT answer these questions. The code sheet just lists the variables name
and the question used by the researchers on the survey instrument that produced the data that are
included in the Excel data file. This is just information. The first question for the lab is after the
code sheet.
2. Variable
Name Question
Drive
Question 1: How long does it take you to drive to the school on average (to the
nearest minute)?
State Question 2: In what state/country were you born?
Shoe Question 3: What is your shoe size?
Height Question 4: What is your height to the nearest inch?
Sleep Question 5: How many hours did you sleep last night?
Gender Question 6: What is your gender?
Car Question 7: What color of car do you drive?
TV Question 8: How long (on average) do you spend a day watching TV?
Money Question 9: How much money do you have with you right now?
Coin Question 10: Flip a coin 10 times. How many times did you get tails?
Frequency Distributions
1. Create a frequency table for the variable State.In the Excel file, you can click on Data and
then Sort and choose State as the variable on which to sort. Once sorted, you can count how
many students are from each state. From that table, use a calculator to determine the relative
percentages, as well as the cumulative percentages.
In the box below, type the states from the database in a column to the left, then type the counts,
and relative and cumulative frequencies to the right of the respective state. Using the data in the
table, make a statement about what the frequency counts or percentages tell about the data.
Creating Graphs
2. Create a bar chart for the frequency table in Question 1. Select the State variable values. Click
onInsertand then click on the arrow on the bottom right of the Charts area and select Clustered
Columnand click OK. (Again, different versions of Excel may need different directions.) Add an
appropriate title and axis label. Copy and paste the graph here.
3. Create a pie chart for the variable Car. Select the column with the Car variable, including the
title of Car. Click on Insert, and then Recommended Charts. It should show a clustered column
and click OK. Once the chart is shown, right click on the chart (main area)and select Change
Chart Type. Select Pie and OK. Click on the pie slices, right click Add Data Labels, and select
Add Data Callouts. Add an appropriate title.Copy and paste the chart here.
4. Create a histogram for the variable Height. Use the strategies in the text to create a frequency
table of the heights using the categories of 60–64, 65–69, 70–74, and 75–79. It may be helpful to
sort the data based on the Height variable first. Create a new worksheet in Excel by clicking on
the + along the bottom of the screen and type in the categories and the frequency for each
category. Then, select the frequency table, click on Insert, then Recommended Charts and choose
the column chart shown and click OK. Right-click on one of the bars and select Format Data
Series. In the pop up box, change the Gap Width to 0. Add an appropriate title and axis
label.Copy and paste the graph here.
5. Create a stem and leaf chart for the variable Money, using only the whole dollar amounts. This
must be done by hand, as Excel cannot do this type of chart. Using the tens value as the stem and
the ones value for the leaves, type a stem and leaf plot into the box below. It may be helpful to
sort the data based on the Money variable first.
3. Calculating Descriptive Statistics
6. Calculate descriptive statistics for the variable Height by Gender. Click on Insert and then
Pivot Table. Click in the top box and select all the data (including labels) from Height through
Gender. Also click on new worksheet and then OK. On the right of the new sheet, click on
Height and Gender, making sure that Gender is in the Rows box and Height is in the Values box.
Click on the down arrow next to Height in the Values box and select Value Field Settings. In the
pop up box, click Average,thenOK. Type in the averages below. Then, click on the down arrow
next to Height in the Values box again and select Value Field Settings. In the pop up box, click
on StdDevthenOK. Type the standard deviations below.
Mean Standard Deviation
Females
Males
Ø Select File > Save Worksheet As to save the data set. You must either keep a copy of this data
or download it again off the website for future labs.
Short Answer Writing Assignment
All answers should be complete sentences.
7. What is the most common color of car for students who participated in this survey? Explain
how you arrived at your answer.
8. What is seen in the histogram created for the heights of students in this class (include the
shape)? Explain your answer.
9. What is seen in the stem and leaf plot for the money variable (including the shape)? Explain
your answer.
10. Compare the mean for the heights of males and the mean for the heights of females in these
data. Compare the values and explain what can be concluded based on the numbers.
11. Compare the standard deviation for the heights of males and the standard deviation for the
heights of females in the class.Compare the values and explain what can be concluded based on
the numbers.
DeVry MATH399 Week 4 iLab Latest 2016
November
MATH399 Statistics
Week 4 Lab
4. Name: _______________________
Statistical Concepts:
· Probability
· Binomial Probability Distribution
Calculating Binomial Probabilities
Ø Open a new Excelworksheet.
1. Open spreadsheet
2. In cell A1 type “success” as the label
3. Under that in column A, type 0 through 10 (these will be in rows 2 through 12)
4. In cell B1, type “one fourth”
5. In cell B2, type “=BINOM.DIST(A2,10,0.25,FALSE)” [NOTE: if you have Excel 2007, then
the formula is BINOMDIST without the period]
6. Then copy and paste this formula in cells B3 through B12
7. In cell C1, type “one half”
8. In cell C2, type “=BINOM.DIST(A2,10,0.5,FALSE)”
9. Copy and paste this formula in cells C3 through C12
10. In cell D1 type “three fourths”
11. In cell D2, type “=BINOM.DIST(A2,10,0.75,FALSE)”
12. Copy and paste this formula in cells D3 through D12
Plotting the Binomial Probabilities
1. Create plots for the three binomial distributions above. You can create the scatter plots in
Excel by selecting the data you want plotted, clicking on INSERT, CHARTS, SCATTER, then
selecting the first chart shown which is dots with no connecting lines.Do this two more times and
for graph 2 set Y equal to ‘one half’ and X to ‘success’, and for graph 3 set Y equal to ‘three
fourths’ and X to ‘success’. Paste those three scatter plots in the grey area below. (12 points)
Calculating Descriptive Statistics
Ø You will use the same class survey results that were entered into the Excel worksheet for the
Week 2 iLab Assignment for question 2.
2. Calculate descriptive statistics for the variable(Coin) where each of the students flipped a coin
10 times. Round your answers to three decimal places and typethe mean and the standard
deviation in the grey area below. (4 points)
Mean:
Standard deviation:
5. Short Answer Writing Assignment – Both the calculated binomial probabilities and the
descriptive statistics from the class database will be used to answer the following questions.
Round all numeric answers to three decimal places.
3. List the probability value for each possibility in the binomial experiment calculated at the
beginning of this lab, which was calculated with the probability of a success being ½. (Complete
sentence not necessary; round your answers to three decimal places) (10 points)
P(x=0) P(x=6)
P(x=1) P(x=7)
P(x=2) P(x=8)
P(x=3) P(x=9)
P(x=4) P(x=10)
P(x=5)
4. Give the probability for the following based on the calculations in question 3 above, with the
probability of a success being ½. (Complete sentence not necessary; round your answers to three
decimal places) (12 points)
P(x?1) P(x<0)
P(x>1) P(x?4)
P(4<x ?7) P(x<4 or x?7)
5. Calculate (by hand) the mean and standard deviation for the binomial distribution with the
probability of a success being ½and n = 10. Either show work or explain how your answer was
calculated. Use these formulas to do the hand calculations: Mean = np, Standard Deviation =
.gif"> (4 points)
Mean = np:
Standard Deviation = .gif">:
6. Using all four of the properties of a Binomial experiment (see page 201 in the textbook)
explain in a short paragraph of several complete sentences why the Coin variable from the class
survey represents a binomial distribution from a binomial experiment. (4 points)
7. Compare the mean and standard deviation for the Coin variable (question 2) with those of the
mean and standard deviation for the binomial distribution that was calculated by hand in question
5. Explain how they are related in a short paragraph of several complete sentences. (4 points)
Mean from question #2:
Standard deviation from question #2:
Mean from question #5:
Standard deviation from question #5:
Comparison and explanation:
6. DeVry MATH399 Week 6 iLab Latest 2016
November
MATH 399N Statistics for Decision Making
Week 6 iLab
Name:_______________________
Statistical Concepts:
· Data Simulation
· Confidence Intervals
· Normal Probabilities
Short Answer Writing Assignment
All answers should be complete sentences.
We need to find the confidence interval for the SLEEP variable. To do this, we need to find the
mean and then find the maximum error. Then we can use a calculator to find the interval, (x – E,
x + E).
First, find the mean. Under that column, in cell E37, type =AVERAGE(E2:E36). Under that in
cell E38, type =STDEV(E2:E36). Now we can find the maximum error of the confidence
interval. To find the maximum error, we use the “confidence” formula. In cell E39, type
=CONFIDENCE.NORM(0.05,E38,35). The 0.05 is based on the confidence level of 95%, the
E38 is the standard deviation, and 35 is the number in our sample. You then need to calculate the
confidence interval by using a calculator to subtract the maximum error from the mean (x-E) and
add it to the mean (x+E).
1. Give and interpret the 95% confidence interval for the hours of sleep a student gets. (5 points)
Then, you can go down to cell E40 and type =CONFIDENCE.NORM(0.01,E38,35) to find the
maximum error for a 99% confidence interval. Again, you would need to use a calculator to
subtract this and add this to the mean to find the actual confidence interval.
2. Give and interpret the 99% confidence interval for the hours of sleep a student gets. (5 points)
3. Compare the 95% and 99% confidence intervals for the hours of sleep a student gets. Explain
the difference between these intervals and why this difference occurs. (10 points)
4. Find the mean and standard deviation of the DRIVE variable by using =AVERAGE(A2:A36)
and =STDEV(A2:A36). Assuming that this variable is normally distributed, what percentage of
data would you predict would be less than 40 miles? This would be based on the calculated
probability. Use the formula =NORM.DIST(40, mean, stdev,TRUE). Now determine the
percentage of data points in the dataset that fall within this range. To find the actual percentage
in the dataset, sort the DRIVE variable and count how many of the data points are less than 40
out of the total 35 data points. That is the actual percentage. How does this compare with your
prediction? (15 points)
Mean ______________ Standard deviation ____________________
7. Predicted percentage ______________________________
Actual percentage _____________________________
Comparison ___________________________________________________
______________________________________________________________
5. What percentage of data would you predict would be between 40 and 70 and what percentage
would you predict would be more than 70 miles? Subtract the probabilities found through
=NORM.DIST(70, mean, stdev, TRUE) and =NORM.DIST(40, mean, stdev, TRUE) for the
“between” probability. To get the probability of over 70, use the same =NORM.DIST(70,
mean, stdev, TRUE) and then subtract the result from 1 to get “more than”. Now determine the
percentage of data points in the dataset that fall within this range, using same strategy as above
for counting data points in the data set. How do each of these compare with your prediction and
why is there a difference? (15 points)
Predicted percentage between 40 and 70 ______________________________
Actual percentage _____________________________________________
Predicted percentage more than 70 miles ________________________________
Actual percentage ___________________________________________
Comparison ____________________________________________________
_______________________________________________________________
Why? __________________________________________________________
________________________________________________________________
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