# Hello, This is an assignment for my statistics class. There is a prompt and given data sheets. There is not much calculating (because that data is given), but more describing what is asked in the prom

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Hello,

This is an assignment for my statistics class. There is a prompt and given data sheets. There is not much calculating (because that data is given), but more describing what is asked in the prompt.

Hello, This is an assignment for my statistics class. There is a prompt and given data sheets. There is not much calculating (because that data is given), but more describing what is asked in the prom

Purpose : R emember that descriptiv e statistics are used to describe the v ariables in a study . Our last Assessment focused on descriptiv e statistics, primarily describing shape, t ypical values, and v ariability of a data set. R emember that there are 3 things we alw ays w ant to know about our data: shape, center , and spread. In Chapter 5, we explored how to tr ansform raw data into a standard normal distribution so that we can compare different distributions of data. In Chapter 6, we explored probabilit y, which is essential for inferential statistics. This learning activit y will assess your abilit y to: (a) tr ansform a set of data into the standard normal distribution of z -scores and interpret these z -scores, (b) determine appropriateness of probabilit y models, and (c) calculate and interpret probabilities. V ariability and probabilit y are at the core of statistics. W e will be revisiting these concepts throughout the rest of our course. Skills: The purpose of this assessment is to help y ou pr actice the following skills that are essential to y our success in this course and in y our professional life bey ond school: ● tr ansforming data into z -scores and interpreting these z -scores ● ev aluating appropriateness of probabilit y models ● calculating and interpreting probabilities Knowledge: This assessment will also help y ou to become familiar with the following important content knowledge in elementary statistics: ● tr ansforming r aw data into z -score to determine probabilities ● ev aluating appropriateness of probabilit y models ● calculating and interpreting probabilities Task: F or this learning activit y, we will be using the Assessment 3 Data Ex cel file and the Unit Normal T able to look up z-scores and probabilities, which y ou will find in Chapter 6 Module under Learning Activities. Y ou will need access to a computer with Microsoft Ex cel and Word. Remember that ev ery one has access to Office 365 (which includes Microsoft Ex cel and Word) in our Can vas course in the left na vigation. If you choose to use Google Docs, please mak e sure to download y our file into a Word document (.docx). 1. T wo sections in History classes were giv en an academic aptitude test. The r aw scores and z -scores for each group are presented in the Assessment 3 Data Ex cel file. Open the Assessment 3 Ex cel file and look o ver the r aw scores and z -scores for each section in the History Scores tab . Also, look o ver the means and standard deviations for each section. A. Briefly describe each section (shape, t ypical value, and spread). Which group is more consistent with respect to academic aptitude as measured b y the test? Briefly explain y our answer . B. Other factors being equal, which group would y ou predict to ha ve the higher a ver age score on the final exam in the course? Briefly explain y our answer. C. In Sections 1 & 2, are there scores that are more than 2 standard deviations abo ve the mean or 2 standard deviations below the mean? If y es, which score(s) and which section(s)? 2. The scores for 10 persons on the Stressful Life Ev ents Inventory (SLEI) and the scores for 10 other persons on the Major Stressors Questionnaire (MSQ) are presented in the Assessment 3 Data Ex cel file in the Stress Scores tab . For both surv eys, higher scores mean that the person has experienced more stressors recently , suggesting a greater risk for stress-related symptoms such as acute anxiet y attacks. Open the Assessment 3 Data Ex cel file and look o ver the SLEI and MSQ r aw scores and z -scores in the Stress Scores tab . A. Please tak e a look at P articipant 5 and 15 r aw scores and z -scores. Who is at the greatest risk for acute anxiet y attacks, P articipant 5 or 15? Please mak e sure to briefly explain y our answer based on the z -scores. B. What is the probabilit y that someone will score higher than 36 on the SLEI? Is this unusual? Wh y or why not? What is the probabilit y that someone will score higher than 123 on the MSQ? Is this unusual? Wh y or why not? (Please mak e sure to look up probabilities in the Unit Normal T able in Appendix B) C. What is the probabilit y that someone will score lower than a 23 on the SLEI? Is this unusual? Wh y or why not? What is the probabilit y that someone will score lower than a 104 on the MSQ? Is this unusual? Wh y or why not? (Please mak e sure to look up probabilities in the Unit Normal T able in Appendix B) 3. The tables below pro vide probabilities for bags of Skittles. F or each of the tables below , you will need to identif y and state whether the tables are probabilit y models or not and explain wh y or why not, using the probabilit y rules that were discussed in Chapter 6 lecture videos. 3A. Is the table below a probabilit y model? Why or why not? Explain using probabilit y rules. Color Probabilit y R ed 1.01 Green .1 Or ang e .2 Y ellow .5 Purple .3 3B . Is the table below a probabilit y model? Why or why not? Explain using probabilit y rules. Color Probabilit y R ed .3 Green -.2 Or ang e .4 Y ellow .6 Brown .2 3C. Is the table below a probabilit y model? Why or why not? Explain using probabilit y rules. Color Probabilit y R ed .19 Green .22 Or ang e .21 Y ellow .20 Purple .18 3D . Is the table below a probabilit y model? Why or why not? Explain using probabilit y rules. Also , what does this table of probabilities imply? Color Probabilit y R ed 0 Green 0 Or ang e 1 Y ellow 0 Brown 0 4. Girl Scout Cookies : The following table shows the distribution of the most popular selling Girl Scout Cookies. Cookie T ype Probabilit y Thin Mints .37 Car amel DeLites (aka Samoas) .28 P eanut Butter P atties (aka T agalongs) .15 P eanut Butter Sandwich (aka Do- Si-Dos) .12 Shortbread (aka T refoils) .08 A. Is this a probabilit y model? Why or why not? Explain using probabilit y rules. B. If a girl scout is selling cookies to people who r andomly enter a shopping mall, what is the probabilit y that the next 2 bo xes sold will be T refoils and Samoas? Interpret this probabilit y. C. If a girl scout is selling cookies to people who r andomly enter a shopping mall, what is the probabilit y that the next bo x sold will be Thin Mints, Do- Si-Dos, or Tagalongs? Interpret this probabilit y. D. What is the probabilit y that the next box sold will not be Samoas? Interpret this probabilit y. Please fill in the blanks for each of the following sentences. 5. If an entire population IQ scores with µ = 100 and σ = 15 is tr ansformed into z -scores, then the distribution of z -scores will have a mean of ________ and a standard deviation of ________. 6. One of the centr al ideas about probabilit y is that chance behavior has a regular and predictable pattern in the __________ run, but has an unpredictable pattern in the __________ run. 7. R oughly __________ of the total area under the normal curv e is within three standard deviations of the mean.

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