ex3ab07 - name(required Language of evaluation 1,2(3.5 pts...

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name (required) ___________________________ Language of evaluation 1,2. (3.5 pts each) We wish to test the model that red cars have at least 1.5 times higher accident rates (per car per mile) than white cars . For the following possible data, which consequences (A-D) apply? Note that this question is not about causation versus correlation, only about data and a model that happens to describe a correlation. Answer each question independently of the others. At least one answer, but possibly more (MTF). Ignore the possibility of sampling error. A) The data are inconsistent with the model B) The data are consistent with the model C) The data support the model D) The data are irrelevant to the model E) None 1) Data: Accident rates by color of car per 10,000 miles: white = 1%, blue = 0.6% tan = 0.7% green = 0.4%, red = 1.5%. A B C D E 2) Data: Accident rates by color of car per 10,000 miles: white = 1%, blue = 0.6% tan = 0.7% green = 0.4%, red = 2%. A B C D E Correlations & Causation 3. (8 pts) Which of the following statements describe a (non-zero) correlation? Do not choose any option that describes a zero correlation or for which a correlation is undefined. If insufficient information is given to determine whether a correlation exists, treat it as if there is no correlation. MTF 4. (5pts) Key code, name, and ID number . Fill in (A B) in scantron field 4 to indicate your key for this version of the exam. Be sure your name and personal ID number are correctly bubbled in on the scantron. Your name is required on this exam form and the scantron form to receive credit for this test. 14 Nov 2007 - 1 – of 7 Bio301D Exam 3
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name ____________________ 5. (7 pts ) Wording has changed!!! Mark all models(s) that are inconsistent with the information in the following graph. That is, mark an answer if it CAN be ruled out using the information in the following graph. Assume you have no data other than what is presented in this graph. MTF . . . . . . . . . hours of activities outside of class student GPA (A) Student GPA is correlated with hours of activity outside of class (B) Student GPA is negatively correlated with hours of activity outside of class (C) Student GPA is positively correlated with hours of activity outside of class (D) Getting a high GPA motivates a student to give up activities outside of class (E) Getting a high GPA motivates a student to take up activities outside of class (F) Taking up activities outside of class competes with study time and lowers a student’s GPA (G)
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