Exam 3 - PS‘FJ.‘ 2013 ital 2011 Exam#3 Name Gent-ml...

Info icon This preview shows pages 1–4. Sign up to view the full content.

View Full Document Right Arrow Icon
Image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Image of page 2
Image of page 3

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Image of page 4
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: PS‘FJ'.‘ 2013 ital! 2011} Exam #3 Name: Gent-ml instructitms: Write wur nan-u: above. Write all ans-wagon flEEE-pagfiu For multiple-choipe items, (inje- your answer Elm-int. li you change trout answer, malt: it dear whatyro-ur h'nai choice is. He EEEE show all wpr_ it you did to came up with your fimeffi- If you tend t1: tie mess-1', pleat-t: underline or out boxers around your answers [newerthelesh LII-ease tryto Imrite heath”. [here are 55 possible points; your score Iwill tn:- the percentage af'these points that you earn. Good Eoi-le For this part ofthetest, for each qufition chime the one but answer. 1i II} in Emerimenl A; there are three treatment mntlitidris with M1: 5. M2 = 1:: and Mt— — E. In experiment a there are IJII'E-E treatmEflt mndltims with Mi-E. ill-12:19, and M.=fi12..fissume that the S-‘IITrIpI-E‘S sizes in both experiments are the same. Which experiment has a greater value for Minn}? Won don't have enough hfonnatlontocuhwte outwith“ 6/) Ennerir'r'rent A fl the-.- ham.- the same MEN...“ [Emmi-INT E d there's I'Itht enough information tia decide 2! [2] When the null hypothesis is true in :5 ant:- tacmr AW?” the expected value for Fm is D E." {i 1:. much gfeatt'r than 1 _ -3, album 1 .163 the critical value oI'F 3] [2} In an MDUA, which till the folio-wing is most likehr to- produce a large value for the .F ratio? 0 fl l~'.'-|'E.'I;’.L mean differentesand large sample figmup] variances. 6; large mean differencesantl small umple tgmu o] uariantes a. small mean differentes anti large ample [group] variance: :1. small mean differences and smelt sample [group] variances at [2] Two footers are said to Interact when D {@ hath faetm an: t'qualhr influenced 1:1.- a third factor both factors produce a change in the subjects' ecu-res 5.. the client affine Tartar differs til. elilterent levels of the second fat-tor d. them-H: fatlurh are differentially affected by a third fatter Bi [2! In a two-rumor mom. a main effect is defined as E" C5: thE difference amnng the means dfall leuels ol' om: [actor [llt' tiiiferende amdng,r the means or all treatment CQnUrflDflS t. the d'i‘lfererrte he'lunH-n the largest treatment Hogan and the smafleat treatment mean gthe difference between the means 01' the two ficmrs. 53 {2! Pearson' 5 Wri‘lfltlun coefficient {.r] for the dulo dtpflzl'ed' 1n L lhe smtterpiot at right mull! be a. Jun-1.1:”? ‘1 d. between [rand -1 between [I and] e. etafllt- -‘[ l3. enacthrfl I T] {1] The more tigarettet a perm" I'm; smutecl mrer his or her lifetime. thezreater the probability that the person has developed lung cancer. What is The direction of the correlation between thm m variahlfi? a. negative 6:} FHJSITI'n'E' {L79 b. no relationship I: I'x' Equal to abdut Ell . there' 5 not end-ugh. information to: say- 3} I3] FIJI the failowing four correlations, rank Ihum in outlier fmm the strongest tn the weakest relaliunship 3’ a. :=-p.2s Strongest ‘04-'15 b. .r=-D.T5 Ind-strongest ”3-50 c. r=+E|-.5|J 3rd stmrqaest ' 13-15 d. r =-l-l:l-.'.|l2|I Weakest 4' flit. '91 [SI Using a lfl-pm'nt sale, [we managers innuleitienljentlI.I rate the performance :3me same five salupeeple. The ratings E. appear below. Higher stores Indicate better perfunnanne spate in? mmnutatiarfi tar mm: {W mum-w m- n. [ZIUtiinz thegleph a‘tright, drawascatterplelul' the-ac data. 1“ { l:|. [1| State what the direction Di the relationship betweenflse mrp managers' ratings app-ears To be. WWW; E. {I} 51312 WhEthET'HDU find the direction trithe relationship 15' sensible ur nut, and ['ilier'llI briefly] explain 'I'Dllr answer. . l 4?in the direction m be 11-133 "Smith: Lfiflate when: appears +0 be e Etiehg _ Carve-amine bcflueen may-{agate thfier-mwmtn ‘1 l3} CDmPUtE the meek-tier: batman them managm' ratings. I'vt: computed 55.: [it's 22} antifl, :Iit's IE] for 'I'Dul but '3 you'll have to findSI-I' murself. I: __L ;__-715.,/ 1D} {4] Several factors influence the size of fi'lE F—ratio lthat is, Fm]. Some fauors influence the nu mera‘tor and others Influence Ll the denominator. For each ofthe following. indicate {l:II,I circling your choice) whether the letter influences the numerator or denominator of the F1 atie and tit-Lowrnine whether [ll-i.- effect would be to inert-est.- the uelueot Fllerther From zero) or decrease the value of F [deserto zeml. Ir- ead: case, assume that all other factors. renun'n uunstant. a.. {2] Increasing the difference amongthe sample {groupi means affects mim- r denominator WWW must" - - -r Fto get smaller bf tn. [1| increasing the sample [group-Marianas 1&th h. afiectsthe numerator or / causes Fto ge_t limo I‘m 11] {20]- An imigator wishes to determine whether alcohol consumption causes. a detmnration in the perineum-n: nl’ automobile drivers. Before a drieingtfit {in a driving simulator}, subjectsdranl: orangejuicewith either zero, one: or two flIJI'IEM fit ”mils-1 added. Performance is measured he the number oierro-rs made on the simulatorfhigh scores indicate 1 Ll worse perfusmance}. Here are some summary data: ouIn dire a. [2] What i:- LIrI: independent 1«suiuhh: in this experiment. and how man-lI levels does it have? i. emcee bl? mun —— 7 b. [2] What is the dependent Irauriahlie in this experiment, and ho‘laris it measured? L Drawn; Paxton hence 7: Q c. [B] Cmplete the following summary.I table. 35.1““ has alreadlf' been computed! Scum-e 51% HF M5 F Between fl.) Mil lei fi' '15 Within ti Jul Lf i or", 4.x”! IF]. —_ 3 lotal ran 55 N. = 15 2. _ l d. [1] State the crItIoaI value for the F—Ieclo. Set o: = .05. it'll:- 1 5-? M —/’_ t e. [1] What is your decision 313mm": Reject or retain? Kala??? _ .2: f. [6] Tuheyfs H30 = 3.1"}. Lise this I.ralue to draw a specific conclusion about earh oomparism below. {21 Bounces us. 1 ounce :1} 4] ounces us. 2 ounces [2| ] ounce us 2 IL'ItII‘IDIE‘S- V v V II: 35 15 die"? emetic: My, Mlml- 1: 12] [14: Most sportsinjuries are immediate and obvious. like a intuit-ed ankle. HD-WEUEF, same can be mare subtle, like the multilupjcal damage that may nee-Jr when saucer play-err. repeatedly- head a sciccer ball.Tc1 eaaminetl'le lung-term effects F1; of repented heading, researchers examined two different age groups cllsclucer players and swimmers. The dependent variable was performance an a conceptual thinkirg 135k: higher scares indicate better pea-lurmanw. Huputhelic-JI data [rum a stutlllI like this [with n .- 21] subjects per cell} appear helclw: laEtIJd' l1: age college __ either M: 1i. 55 = 390 EDGE? Fct A: rt “-1 am SF” swimming M=B.SS=SSU M=s.ss=4un 3” '51 Le a. la] Dcuesth-ere appear th be a main el-fett of factor A? Answeryre-s or no, and describe brreflv what it is that makes Wu 1 think there is a mum. effect pffpmpre We it. {1 1mm ewe-t: "ottlfluet the WEN '1‘” ~-'*~3"""~"""il opera-g3. 1a 1.2:. cliLUé I. teeth-:1 -'1'1 sat-1 3131213211”. Mr [1. l1] Dneefl'nere appear to be a main effect of lactcir E? Nisurer'yrfi Brno, and clacribe l:|ri-e‘l'l|.I what it is that makes Iran ‘1; think there is a main effect ciffacterfi. Tl‘EiE 15. L1 1‘1”? ' 341-: err - -..'.' cane-9e. we: -§_'~'.' 1a. 11: i: 1m=.r":" ..- '. Hie” c-li‘IEi‘ -. c. [2] Dec:- mcr: appear tu he an interaction but-tween factors A and E1? Answerer: arm. and destriheverv hriefl'grwtmjt C} is that makes yep think there is or Is net an interaction. There '13 $5? 'mitemtheh *3 1'; H11: 'fiti‘i‘mence: between 411111: ictfllfi i5 ne-i- 41%: Same. 5 d. [3! rill In the mlssmg values in the MOM summary able below: Between treatments 31-10 3 31mm tel no 1 E 101' -mTI-_1 ass {a} 131:: 1 e1. 1% “i / m: Hinterarsim E _'| ‘12“- iila' 1 within treatments I: jg E 1313' 1550 TS 134 :1} 11-1-2 leliuwing matrix presents the mule-z efa tum-factor experiment withtwe levels of [actor .1'1. andtwe levels effactutr Ii EL la-ch value in the matrix is the mean SEEII'E‘FDI'thE subject: in. that treatment ccmditiun. Notice thatclne of the mean values It mittlru. leura e: 152 Famm M “I! .1112 31:1 1 a. [1] IWhat value should be assigned tn the missing I'I'IEHJ/ED that the title wfluld the“ H0 main Effect fill factor It? ‘ b. [1} What value theuld he awgned tn the mgirg mean 51:: mat the danwould 511m llD interaction? (15 “i 6’9...
View Full Document

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern