homework 8 key3 - 1 on ID M5T.cp.TwAuv.a5.aa1n some...

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Unformatted text preview: : 1 on ID: M5T.cp.TwAuv.a5.aa1n some sacinlaglcal studies have suggested that, In families with two children, the second child is of higher Intelligence. A saclalagist wishes ta study this hypothesis, and also the effect aF early educatlan an intelligence. She perfums a two-way ANOVA test (with a level (“If significance ufU.05) to test the effect ofORDER (whether a child isthe first-barn or secand-barn in a family) and EDUCATION (whether or not a child receives early-childhood education) on performance in an IQ test. The fella/wing output table results From this test: Source Sum of squares DF Mean squares F P-value 281.0486 281.0486 EDUCATION 253.4798 253.4798 INTERACTION 4.9777 1 4.9777 5,973.24 38.29 6,512.7461 0.13 0.7169 Error Below are three patential means plots for this test: tan—m hue—n am ...u. d—na +5» . m ‘ I *m +Yaa 3 E E. —. .—. in lead am his! m a... ma mo The means plot that wnuld mast likely agree with the results in the output table above is: Plot A Plot B - Plot C [0 out of l] Thisisnotmrrect. Themeansmmatwaunmetlfloelraweewithmeretulsmtheoutmtlablelsl'tota. my“?! . ‘I’tla output table In mmdabarrnhewhlmal’the three Ineanl alabwaula med Ikelvagueewlh the autwt EMU‘EMM In the mtmmwm hterarebecl In terms al’the «Maine afthe mutated perm-Inst. The nun-war mam aaeenflaly humming Wale mm. These ale: 1. Testing the significanae of order of birth on lrtelllgence 2. Testing the significance of early childhood emanation on Intelllgenoe 3. Testing the significance of the lntieredlan af meee tvm tenure In each an, the nul ham Is that me fattar [ar mm: Is not signll'ltmt. The alternative hypothesis Is that thefataar tar haerattian} Brigham. The hnpartant veils In the ampu't table in relation ta thue mare tile three F am: and diethlee mm P—vahlu. .h ‘Iawe' F satin: for any ofthe three am wll august dulllaanae. anaa 'anall'thuII namemlhnm. The mmeumwaetermlne whetherornntaw‘m Fwemm'lme'wmr. [rtha Hakeem manual «wmrm the null hrpathuta is rejected and the fattar tar Interactian} la aanalaeretl sinnll'lunt. Ina-Mg Illa output tabla On Iaaltlng at dieautput tabla In thle quaaclan, the Maine lbrtha l'l'fl last I: 0.0075. This Is very small (much annular thm the level afeig'til'tualae, 0.05] and so It Baandudaa‘ mat the alder of hl'th Is a simlficant ram hr Imeliaence. sanliarlv. the Mane hr the second test (0.0110) Is mm small and so It Is arm that earnr ammo-ea education Is also a militant factor. In contrast. the P-value far the m lbr Inna-atfian I: 03189. This B much ill-gar null tile lent at alglll'laanaa, and aa I: Is not aantluaea that time Is ab'lifltmt Intu'attlan bum ma twofataals. ‘I’ha Ileana plat: Thinner-flab Means plate an aha be timed in henna afwhat aanduaians about “MW! bet they augueet. The anlgiI mean: plat that aorta with the aantluatans aftha mutant table II Flat A. Natlaa II thls plot that there are two dream: and parallel Inns that are not mute. mmmataalnosare nothartmntalsuaaesta that theeraeafnath Badmflcanthdnrh Intul'nenae. Itawears In this testmatthesemmahlaha hamlhr wII have more hbeliaelae than the first dIIttThlaIatmbthfardllaluldiatdaWummmmdl‘ardlltl'enmatda“ flatamflapflumm The fact that flu two Inasare dinlntt name that early autumn la a dulllam i'ataar hl lnbaliganae. It appeal: In this has mat man ehltl'an who martin aarl'icI Man have mare Intalllganaa than flleaewhodonot. nbbhuem mrl'llst-hom d‘lllllren and second-Dom dim. because the Immremcaum Isabove the Inemrneedummatallmea memuuatmelneoare mllel Witt flierelsnu slgnl'lcmt tube-action between uneaemmJtanaeeI-sthat the emdmmflbflh emmntuew mm (that B. being barn aamnfl amaars ta Ina-ease Intallgence by the same amount. hdqnnflant afwhetha' arnat the and m earthI Multan}. And aanvelealy, It aware that them afearty eaumtlan Is lndeaulault afarderafbirth [that Is. Mg early eduatlan appeals be Increase lntellnenae hythe lama all-taunt. lndeaulault afwhether the drill Ia barn flat or barn amend]. In summary. Plot uh unwell results that are awake-It will the mum table In the my hNCN'A teat. Nelheral' the athe- Ineana atata algae: thue aarne manta}. 'I'heml'are Plat A la the means all: that woulamoetllhelr agree with the results aflhe Mont table. T 2 01’3 ID: T.CP.TW£OV.06‘0020 A sdellllll: mural instillte has a computer-mu meddling process that ll: Lifla to m data into readable resu he. ll manager at III! Infinite has hunt! that the len9th oftlme taken to run fl‘lls m an very. He sum that the type oi computers used to run the moddllno process can afler: this length oltliile. Speelluallv, die manage: knows that nose the l'nstltiite three dlerent oorilsutersrooesscn are used. and also three dlllerent ooeratlng symms are used. The manager suspects that the piooesw and operating system used by a given computer will allea. the length of time that computer takes to run the moduli-lg process. A two-way ANNA test ls condudted to by. the significance of processor and ooeratlno system as tenors In tine taloen to run the modeling m, s leuel offigni‘lcance of 0.05 ls used. The tolovrrlno output table is a result of thls test. Source Sumofsquams DF Moansquaros F P—ualuo 295.2050 331.3??0 "mutto— “-— ——m—-— From the I: below. seleu the statements that are oorrea: mnchlslons that can be drawn from thls WA test: J I There Is not enough evidence to conclude that operetlng system Is a significant factor In time taken to run the modelling process. There is enough evidence to conclude that processor is a significant factor in time taken to run the modelling process. There Is not enough evidence to conclude that there Is interaction between processor and operating system in relation to the tlme taken to run the modelling process. J I’ There Is enough evldentse to mlude that there Is Interaction between processor and operating system In relation to tile tJme taken to run the modellqu process. There Is enough evldenoe to conclude that operating system Is a slgnlflcant factor In time taken to run the modelllng process. u I There Is not enough evidence In conclude that processor Is a signlficant factor In time taken to run the modelling process. [0 out 0T2] T'hls optlon should have been selecterL —| Feedback [0 out of 2] Thlsoodon sllnuldliave beensehscted. IThlslsnntmrleu. bleeussloll In thbtwo-wayhflmhomthereledireehvpothsslstsfis: ambrdieslgill'lolnossfpmosssons tsfiiorthesbnlflcll'lceol’opersfl'lglystun. macaw-oi. hitsractlon offlissetwol’scoois. TI: 1 Specll'lcllly, one huddled: on Is tealng whether processor used Is a factor hi this titan to roll the lnddellng process, and dill: tea has the flowing null and altsmsdue hysddieas: Ha: Promused Is not asbnlflcmtl'acmrln thrietelterl torlln the modellngpiooess H.: Promo-used Isa militant Muhumeum torun themodelsngprooess Test: The second hypothesis ten: Is testis whether toasting mtern used Is a factor I1 time calm til min the modelltig prisons. and fills ten: has die inlanllig mil end elulisflve hypotheses: Ho: Oseretlng WET! used Is not a slyill'losiit factu- I'i lime label to min the modem-lg [lioness Ha: Operating m used Is a Spillant Famor In tlnetalaen to nlll the modeling plums Tut! Thethl'il hypothesis tee: Is beahig whether the-e Is any lute-action between the el'lbt'l: ol' wouessor used and mlng svsturi used all tlme tsltul to min the iriodeIIIig m. Thistefl hasthe following null no alternethra hrmeses: Ho:'|'l‘lllllsllolllm between prosessoruserlandosratlhgameln used H.:meelntemoetweeimmrmeo mamnomm used The output table The cutout title A level {“me of 0.05 Is used In this WMWA test. The Mlle forthe fist test IS 041103. which Is less than the lava figmlfifillw. Them": the list nul MMMGIS I6 "310m and the ma alternstliie hrpdthuls ls accepted. The P—wllle Iord'ieseoond tut b03064, whlch Is less than die level of slgill'lcanoe. Therefore dieseoond null hypothuls ls lejecterl. and die second alternsthre hrpdthuls is accepted. The s-ualue tonne third test is 0.4422, which is weste- than the level ofdmlfiflnoe. melons the thins null hynotheds Is not mm and the third mm hypothesis is not wanted. laughs-WW From the list ofalx statements gum in this question, three statement: are conclusions down inhui a hill hypothesis is rejemed ano three stmnla are conclusions mun lull-1 a hill hypothesis Is not rfledled. Tliio ofthetesls rail: In iefleidiiiu the hill Wand lt Is In thesetatsfl'ietfiieslhernafluohrpofllesesarem. MRI!“ 1 andTesl: 2 both refill: In legecthlu the hill hmd‘iesls ano ameptl'igfl'lealternethre hrmm‘rhesearemetenslorthe signmmreaeh Pastor. Sothe null hypoblesls that processor is not a slgnlllcllnt factor In tline taken to min the modellllig process Is rejected. slid the mm hypothesis Dist prosmor Isa signlllunl: factor hi time titan to run the modellno access is accepted. Slnilaitr the nu! Whats that cool-sung system Is not a significant Mor Ii Messiaen to run the modeling process Is rejected. and the alternative hypothesis that opu'adngsysoern Bamlfiuntl‘actorh dmetfltsn tiorun d‘iemodsllngpiooasslsacoestisd. Hypotheses tending mm Recall the medlodolsgy of hrpobluls testing: you dfl'lne null and iternste hypodieset and the-i collect a simple to ten the null Maddie‘s. lithe sample sroirlds enoufll eiildaine (at tile leiiel ol'the tut] you retest lhenullhwefisanflmdnmtmmehmeflfi- MWHNWRMMMM‘ WNW may“! aunot retest thenull. That is. vouconduaethattheieisnutenoum evlllenoe [at the level oldie test) to reject die hill. It Is lirisortant to not: that not Mm; the null Is not the same as allelidlng the mil Wheels. In feel: It can be the case that the ssillfle provides modal-Mel evidence noel-la the iiull lutjua not stile endufl'l for you to lejen the null. In such a use you eel-mintyI would not any that the ample :4th null hypothesis. In hrpothesls tefilng you only ever reject Hie mil and solichlde the alternate hypolhuls or say that fliere is not mollfli nildenoe to reject Hie hill hypothesls. You never conclude that die mlI hypothesis ls true. -— 3 of 3 ID: MST.CP.TWRDV.D7.002IJ A school teacher has two afferent esereiees {exem'ee l and exercise 2) that he beieves hem shmente be remember what lstaumt in a class. Bath exercises involve an inherech've five-minute activiqr that finder-Its can complete at the beolnning do class. The teedler would "he to study U12 effect ofeech exerelse and the Interaction of these effects. The teed'ler gotten: l‘our slmple random samples ofsotlopl students and treats them to the two dlferent enemlses. One sample reoelves nelther exercise, one sample receives emeruse 1. one sample reoelves mesa 2I and one sample reoelues both east-lees. A memory beet Is nluen at the end of the lesson to measure the amount oi the lemon they member. A two-way ANDUAoest ls confirmed by the mocha, be mermlne the elmlflmnce eftne erred of each enerdse, and the noel-amen uftne hue east-lees. A lewd ct signlfimnce of 0.05 Is used. An output table for "IBM and e meene plot hr the amplee Gilead are lndumd below: Source Sum of squares BF Mean squares 171.9254 5,332.03 m: +lh ‘- VII No Yes Inflfl I a) Beeedonfl'le wtputtehlela'ttlemomteet: I} Bataan the output table ltx'ltlta ANCNA test: It an be concluded that there is no Interaction between e'loerclse 1 and enertlse 2 In releflon to their eflect on memtlr'llI ‘ lt can be concluded that were B item between mm 1 and 6mm 2 In I'Halhn D0 lllflrelfect on memory there Is not enouph evidence to mellle a eonohlsion about the Intereuion ol' eater-flee 1 and emu-eke 2 In relation on thelrellen on memory ll} Four colleagues oftlle teacher look at the rrveans plot and each oolhegle "like a onrrIrHeI-It about it: Donor Droloe: 'lt apnoea that Ifa audent completes both eneldsee, thes- memory onpootv Is rolld'llyI the am: as [the studs-It completed elthu' one ofthe nausea In IsoletIon. That Is. dolllg one oi the eats-uses will help the memory upset-r but then also eon-lg the other mouse will not help memory mower former: Prefieeeor Patterson: 'lt eppearstnet we etude-ll: eompIeoes both eta-cues. thermemory oepeaty hmh‘} more than the oumol‘the lnueess auseo meson earn-else in isolation. That is, eememeruse tends to u'll'lanoe the efleot nftl'le other.‘ Hoolirlasher How: 'It solvent that If a student oomsletes both enerdses, fl'lelr mm oloadtv Is groom don-eased oomoareo to whu'l the studs-It mm eltlle' one ofthe eats-uses In IsoletIon. 'I'l'lat Ls. each elm-doe bends to negate the efieot of the dhe‘.‘ Instructor Ien: 'It appears that the mmotetlen of one efthe emdeee has no impact. on the em or mmplfling the ethe- exselee. so the erred of complain; the two enemies on memory capacity is rough!!!I the sum ofthe efiems ofcomsletlno eectl ere-else In Ispletlon.‘ The mleogue tile: most “retell! desa'lbes the releflorlshb filmed hr the means slot Is: Doctor [rake - Pmlesspr Patterson Headmaster Herrv lnstrucoor [en — Feedhack [1 out n! 2] I) the are apnea. b) Thls Is not correct. The oolIeeglethet mos mull-now dean-Ines me releflorle'lllp suggested by the meerle plot I: Doctor Drain. mansion - Feed on ck [1 outotl‘l ”hummus. thhIsIsnntenm. Thecalmthatmamwymtmmipwmwmamsmemmh. Ohm-II!!! .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. InmummmovnmmedmammmmmwmimmmemminmmMMonmama-v.1nanuliandammmmmesforfllismam "annualsnommmmamm Ha: Thu-e ll Inna-action between the but! ere-else: a) manutputlahlaiiaa the me and Muninrwmiorhwawon Datum mamm Wham-a! afsmfllmofn.os.amueafo.0263 Basic-lumen“: nus Malia shaman dielevdafltanlflundhd‘ionul hypothubbmectethlt la, ltcan bamndudeothatdlereban Interaction betweenthetwoenuelaal In Idaflontothel'e‘lecton memory. la) Winn lthas beeneflabllshedfl'iatan Intermiul mmtheadualdfectsofthe lawnmdofthehaowparabeiamneedbohadmw mm. mewwdmmbbmnodya means plot. In thls Wml’l. I. is mam mum two seem Interact with one another. and so the we plot may m an hm ano Hie nature nftms Inrmn. m mat In the means plot. than are two Ines, one lie naming the um: um exam 2, the dllllllla wring the «in without eel-use 2. Each Illa Inarlaa two soprano polite. one point wflwtheefiefl with melded 1. the other point wmahifledwfllunmcbe 1. In thilway. the bur oohtsleweaerltfl'iefwrdferenl samnleltaloen. andmefourdlelent Double mmmm‘m 1 Mom 2. mummemmamnu mud. which run Indication artful-um Emu-mm. mmmanmdmdmgmmflma mnna phenom-earl initiation orlneway ll which mamemma. One way is to noun that the hop Illa small)! horizontal. This Ilna rapluaantnhe mnt of manory am I'm 2 la ddvued. This means that, assuming a student templates sum 2, It will not w whetheror not they aim comm: ens-else 1. Comma em 1 will not Increase (or mm) memory «patty Ii enerdae 2 Is unified. Anotherwaynfdewhhuthemeansflot khanodoeihat both Ihlas WI! meet unatflnhmmnltv. This mint reverent: the amount ofmernnryoaoadtylfeneldae 1 bwlnflMJhls means that. aeaurninga Roda-it mplmaamm 1, ilvnlnnt matte- wnatherarnnt theyflaoaunplaha umz. Comflamgmaluaa 2 wil not llama (arm) malnnry enemy ifmaei Is completed. The above two Minna are (lube symmeb'lc. and the blowing galeral calm all be made: Wuhan; one ofthe eneldoas I'll ham the memory m on audent. Were-II: this examine Ia complete. mlnplatl'bn ma m mull not ham memory aptly anyI further. This situation Ismmlnad upbenctarDraloa’sdalthlslsa Whrw aflnmammflmtwommoymlbt. Esaanlialhrti‘iapresaruafbofll More Iati'iesalne as tmmdeifllx one oftllel'am. :l 3 of 3 ID: MST.CP.TWAOV.D7.0010 A biology student is studying digestive systems, and the particular chemicals released inf organisms to break Food down into a digestible Form. It appears that the chemical released to break down carbohydrates (C) is different to the chemical released to break down proteins (P). The student is intersted in the effect or chemicals P and C on digestion, and the interaction ofthese two chemicals. The student's biology class performs a test where foursamples of organic material are treated with the two chemicals. One sample receives neither chemical. one sample receives C only. one sample receives P only. and one sample receives both C and P. The amount of decomposition in the organic material is recorded. A two-way ANCNA test Is conducted by the student, to deten'nlne the significance ofthe effect ofead1 chemlml, and the Interaction of the two chemlmls. A level of slgnlflcanoe of 0.05 Is used. An outputtable for this tat and a means plot for the samples collected are included below: Source Sum of squares DF Mean squares F P-value CH EMICAL C 236.1438 1 236.1438 7.62 0.0065 CH EMICAL F 203.5627 1 208.5627 6.73 0.0104 INTERACTION 167.9658 1 167.9658 5.42 0.0212 Error 4,834.44 156 30.99 Total 5,447.1123 159 culinlul c a) Based on the output table forthe ANOVA test: a) Based on the output table for the MINA test: I can be concluded that there Is no interaction between Glenna! C and Chemiml P In relatlon oo thelraflect on food oecompoertlon - It can be mnchldeo that there I: Interaction between Chemical C and Chemical P In reiatien to thelrelfect on food decomposition there Is not mough euldenoe to make a condusion about the Interaction offlrmleal C and OremIeal P In relation to their Elect on Food decomposition Ir) Four h'iends ofthe Iriolog'vI student Ioolr at the means plot and each hand mahee a comment about It: Arnold: 'It appears that llI ooth ch amiale are present, then the amount of food decon'rpcsmon is premlI much the same as Iljus ale d the chemicals Is present. That Is, once one chemical is preoantf adding the other will not Incl-ewe (or den-lease) the amount of decomposition that oocus.‘ Bela: 'It appears that Tooth cherries are result, then the amount oflboo deoornnodtion Is greener than the sum ofthe flied: ofeach chunlcal In Isolation. 111at Is. eech cherrilal tends to enhance the affect ofthe mar: all”: '[t appears that if oath memimrs are present, trim the amount of Food decomposition Is gently decreased compared to «hm just one of the chemicals is present. That is, each chemimr tends to negate the effect ofthe other: David: 1t appears that the presence ofeech chemical has no imperx on the ell'eu ofthe other chemical. So the ellect of the two chemicals combined Is pretty much the sum ofthe ellects ofeach chemical in- Isolation.- The Maid thfl' "10$ aoouetelv mm the relationship 319% by the means Plot Is: Feedback [2 out of 1] I] Youare correct. Ir) mare correct. D!%._ _. ._. ._. ._ ._. ._. ._.._. ._. ._. ._. ._. ._. ._ ._. ._. ._ _. ._. ._. ._ ._. ._. ._.._. ._. ._. ._. ._. ._. ._ ._. ._. ._. _. ._. ._. ._ ._. ._. ._.._. ._. ._. ._. ._ — Feedback [2 out of 2] e}\'euereoerrect ureuereoerrect Olen-slim In this two-wayANWA tut. wdmhrooflredebede mwmrm betweend'ietwoclra'nlcehlr rebdcrr tothel'ulecton WWW. The null and mthhflrbm are: Ho: There Is no Inherenjon between the two charnlmls H.: There Is hteredion betweur dretwod‘iemlclle o) The eutwttaola mmFWammmmethm mwmmk With a level afsinnllicame ofu.05.aMalue nfo.u212 ls calculated. anguish-value Shannan theIevel ofsipnl'lcenoe. the null hypothesis ll reieched.Tlret Is. It can beocndudecl dretthereleen hoerecdorr buween dretwochunlcels In reietIon hothelrdfectonfooddeocmpceltlorl. b) Whur It huheen matheten hoereuicn acclimd'reectueidfemofdrehroem endofthetrimrteper'rrtel'ecoonrrreedoollerdcrrelrlI Investigated. Onewerofdolngd‘rle leoostudye meenl plot. in thb weapon. l is motored that the two minis Intm with one amrher. and so the means W may five an nmn as to the mm of this hm. Notice that In the means olot. there are two mes. one lire representing] the effect with chemical P. the other Ilne representing the sheet without chemical P. Each lire mare two separate cunts. one point repruen’dng d'le d'lect with clrerniul C. the othe- point representi'lg the eflect without chunlcal c. In the rear, tire four poi-rte represent the lbrrr aha-mt moles aloe-t. urd the four Mt Mlle combinations «uremia cane (henna! P. Netloe that the two Ines are not parallel. which Is an Inuleauon ofthe Interaction «uretwectemloals. Thereaooeartooetwo'hluroolnrsanotwo'low'oohtshthls oletmothethetmetwomch ooncsoorresooedtoeamolesnhereone.hlrtnetooth.eftl'echemlcalsiswerentmoule...
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