# AP Statistics 2009 Scoring Guidelines Form B

Save this PDF as:

Size: px
Start display at page:

## Transcription

1 AP Statistics 2009 Scoring Guidelines Form B The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,600 schools, colleges, universities and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools and 3,800 colleges through major programs and services in college readiness, college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT, the PSAT/NMSQT and the Advanced Placement Program (AP ). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities and concerns The College Board. College Board, Advanced Placement Program, AP, AP Central, SAT, and the acorn logo are registered trademarks of the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. Permission to use copyrighted College Board materials may be requested online at: AP Central is the official online home for AP teachers: apcentral.collegeboard.com.

2 Question 1 Intent of Question The primary goals of this question were to assess students ability to (1) approximate the median and the IQR of a distribution from the boxplot and (2) recalibrate the values of the median and the IQR of the distribution if the same constant value is added to each observation in the distribution. Solution Part (a): The median and quartiles are marked and labeled on the boxplot above. The median is approximately 21 cents per gallon. The first and third quartiles are approximately 18 cents per gallon and 25 cents per gallon, respectively. The IQR is Q3 Q1, which is approximately = 7 cents per gallon. Part (b): After adding 18.4 cents per gallon to each of the state taxes, the median of the combined gasoline taxes would be the median of the state tax plus the federal tax, which is approximately = 39.4 cents per gallon. Although the quartiles of the combined gasoline taxes will change (Q1 = = 36.4 cents per gallon and Q3 = = 43.4 cents per gallon), the IQR will remain the same as it was for the state taxes at 7 cents per gallon ( = 7).

3 Question 1 (continued) Scoring Parts (a) and (b) are each scored as essentially correct (E), partially correct (P), or incorrect (I). Part (a) is scored as follows: Essentially correct (E) if the student identifies reasonable values for the median and IQR and justifies them by marking and labeling the boxplot. Partially correct (P) if the student identifies reasonable values for the median and IQR but does not mark or label the boxplot identifies, marks, and labels only one value (median or IQR). Incorrect (I) if the student identifies neither value identifies only one value but fails to mark and label the boxplot. Part (b) is scored as follows: Essentially correct (E) if the student gives a median that is 18.4 cents per gallon larger than the median identified in part (a), gives an IQR that is the same single number found in part (a), AND provides a reasonable justification for at least one of these values. Partially correct (P) if the student provides only one correct value (either the median or the IQR) AND provides a justification. Incorrect (I) if the student gives incorrect values for the median and IQR provides only one correct value with no justification. 4 Complete Response Both parts essentially correct 3 Substantial Response 2 Developing Response One part essentially correct and one part partially correct One part essentially correct and one part incorrect Both parts partially correct 1 Minimal Response One part partially correct and one part incorrect

4 Question 2 Intent of Question The primary goal of this question was to assess students ability to evaluate conditional probabilities as they relate to diagnostic testing. Solution Part (a): The estimated probability of a positive ELISA if the blood sample does not have HIV present is = Part (b): A total of = 526 blood samples resulted in a positive ELISA. Of these, 489 samples actually contained HIV. Therefore the proportion of samples that resulted in a positive ELISA that actually contained HIV is ª Part (c): From part (a), the probability that the ELISA will be positive, given that the blood sample does not actually have HIV present, is Thus, the probability of a negative ELISA, given that the blood sample does not actually have HIV present, is = P(new blood sample that does not contain HIV will be subjected to the more expensive test) = P(1st ELISA positive and 2nd ELISA positive 1st ELISA positive and 2nd ELISA negative and 3rd ELISA positive HIV not present in blood) = P(1st ELISA positive and 2nd ELISA positive HIV not present in blood) + P(1st ELISA positive and 2nd ELISA negative and 3rd ELISA positive HIV not present in blood) = (0.074)(0.074) + (0.074)(0.926)(0.074) = = ª

5 Question 2 (continued) P(new blood sample that does not contain HIV will be subjected to the more expensive test) Scoring = P(1st ELISA positive and not both the 2nd and 3rd are negative) 2 = (0.074)( ) = (0.074)( ) = ª Parts (a), (b), and (c) are each scored as essentially correct (E), partially correct (P), or incorrect (I). Part (a) is scored as follows: Essentially correct (E) if the student writes the correct fraction for the estimated probability. Partially correct (P) if the decimal answer of is given with no justification. Part (b) is scored as follows: Essentially correct (E) if the student writes the correct fraction for the proportion or gives a decimal approximation with justification. Partially correct (P) if the student writes the wrong fraction but either correctly selects 489 as the numerator or correctly computes = 526 as the denominator. Part (c) is scored as follows: Essentially correct (E) if the student computes the correct probability, showing work. Partially correct (P) if method is equivalent to P(1st ELISA is positive) P(at least one of two subsequent ELISAs is positive) = (0.074)(0.1425), except that one of the factors is incorrect. The student correctly computes P(at least one of two subsequent ELISAs is positive) = , failing to include the first factor (0.074). The student correctly computes the probability of getting at least two positive ELISAs by testing negative blood three times: Ê3ˆ Ê ˆ Á 2 3 (0.074) (0.926) + Á (0.074) 3 = 3(0.074) 2 (0.926) + (0.074) 3 ª Ë2 Ë3

6 4 Complete Response AP STATISTICS Question 2 (continued) All three parts essentially correct 3 Substantial Response 2 Developing Response Two parts essentially correct and one part partially correct Two parts essentially correct and no parts partially correct One part essentially correct and one or two parts partially correct Three parts partially correct 1 Minimal Response One part essentially correct and no parts partially correct No parts essentially correct and two parts partially correct

7 Question 3 Intent of Question The primary goals of this question were to assess students ability to (1) state and check appropriate conditions for inference in a study, (2) state the appropriate hypotheses for a statistical test, (3) identify and compute the appropriate test statistic, and (4) make a conclusion in the context of the problem. Solution Let A represent the cardiopump treatment, and let B represent the CPR treatment. Let p A = proportion of patients who will survive at least one year if treated with the cardiopump. Let p B = proportion of patients who will survive at least one year if treated with CPR. Part (a): Step 1: State the conditions for inference. The conditions required for a two-sample z test of equal proportions for an experiment are: 1. Random assignment of treatments to subjects 2. Sufficiently large sample sizes Step 2: Check the conditions. Part (b): 1. If we assume that the relevant characteristics of people who have heart attacks on evennumbered and odd-numbered days are comparable, randomly assigning one treatment to be given on even-numbered days and the other to be given on odd-numbered days is a reasonable approximation to randomly assigning the two treatments to the available subjects. 2. The large sample condition is met because all of the following are at least 5 (or 10): napˆa = 37 5 or 10, na(1 - pˆa) = or 10 n pˆ = 15 5 or 10, n (1 - pˆ ) = or 10 B B B B Step 1: State a correct pair of hypotheses. H 0: pa - pb = 0 (or pa = pb) H : p - p > 0 (or p > p ) a A B A B Step 2: Identify a correct test by name or by formula. Two-sample z test for proportions

8 Question 3 (continued) z pˆa - pˆb pˆa - pˆb = = Ê 1 1 ˆ pˆ(1 - pˆ) pˆ(1 - pˆ) pˆ(1 - pˆ) + + Ën n n n A B A B where pˆ = n pˆ n + n pˆ + n A A B B A B. Step 3: Correct mechanics, including the value of the test statistic and p-value (or rejection region) pˆa = ª pˆ B = ª p ˆ = = ª z = ª ( 1 - )( ) The p-value is Step 4: State a correct conclusion in the context of the problem, using the result of the statistical test. Scoring Because the p-value of is very small, that is, less than any reasonable significance level such as a = 0.01, or a = 0.05, we reject the null hypothesis. We have strong evidence to support the conclusion that the proportion of patients who survive when treated with the cardiopump is higher than the proportion of patients who survive when treated with CPR; that is, the survival rate is higher for patients treated with the cardiopump. (, If all of these patients had been assigned the cardiopump, we have strong evidence that the survival rate would be higher than if all of these patients had been assigned CPR.) This problem is scored in four sections. Section 1 consists of part (a). Section 2 consists of part (b), step 1. Section 3 consists of part (b), steps 2 and 3. Section 4 consists of part (b), step 4. Section 1 is scored as essentially correct (E), partially correct (P), or incorrect (I). Sections 2, 3, and 4 are each scored as essentially correct (E) or incorrect (I). Section 1 [part (a)] is scored as follows: Essentially correct (E) if the student correctly states and addresses randomization with reasonable justification AND correctly checks that the numbers of successes and failures are at least 5 or 10. Partially correct (P) if the student correctly states and checks only one condition, if the student states both conditions correctly but checks neither of them.

9 Section 2 [part (b), step 1] is scored as follows: AP STATISTICS Question 3 (continued) Essentially correct (E) if the student states a correct pair of hypotheses. Note: The hypotheses may be stated using words or using transparent variable notation such as p CPR and p CP, even if the parameters are not defined. Note: Hypotheses that clearly address sample proportions are incorrect. It must be clear that the hypotheses are not about the sample proportions. Section 3 [part (b), steps 2 and 3] is scored as follows: Essentially correct (E) if the student identifies a correct test and includes correct mechanics. Note: The mechanics are considered correct if the student uses a pooled test procedure or an unpooled test procedure, as long as the correct value of z is calculated. Note: If the student writes the formula for the unpooled version but gets the correct values for the test statistic and p-value for the pooled version, section 3 is scored as incorrect. Section 4 [part (b), step 4] is scored as follows: Essentially correct (E) if the student states a correct conclusion in the context of the problem. Note: A correct conclusion in context must explicitly state that the cardiopump survival rate is significantly higher than the CPR survival rate. Notes: If the p-value in section 3 is incorrect but the conclusion is consistent with the computed p-value, section 4 can be considered correct. In section 4 if both an a and a p-value are given together, the linkage between the p-value and the conclusion is implied. If no a is given, the solution must be explicit about the linkage by giving a correct interpretation of the p-value or explaining how the conclusion follows from the p-value. If, instead of a one-sided test, a student correctly performs a two-sided test (chi-square test for homogeneity of proportions or a two-sided z test for comparing two proportions), the final score drops automatically by 1 point.

10 Question 3 (continued) Each essentially correct (E) response counts as 1 point, and a partially correct (P) response in part (a) counts as ½ point. 4 Complete Response 3 Substantial Response 2 Developing Response 1 Minimal Response If a response is between two scores (for example, 1½ points), use a holistic approach to determine whether to score up or down, depending on the strength of the response and communication.

11 Question 4 Intent of Question The primary goals of this question were to assess students ability to (1) describe assignment of experimental units to treatments in a block design and (2) provide ways to increase the power of an experiment. Solution Part (a): Form three blocks based on the species of bird (blackbirds, starlings, and geese) to accomplish the goal of blocking to create groups of homogeneous experimental units. Within each of the three blocks, carry out a completely randomized design by randomly assigning the birds within each block to one of the two treatments. Within block 1, each bird of a particular species (let s say the blackbirds) will be tagged with a unique random number using a random number generator on a calculator, statistical software, or a random number table. The random numbers will be sorted from lowest to highest. The birds with the lowest 50 numbers in the ordered list will receive treatment 1 (red background with narrow blue stripes). The birds with the highest 50 numbers will receive treatment 2 (blue background with narrow red stripes). This method of randomization should be repeated in the other two blocks. Part (b): To increase power (other than by blocking), the researcher could increase the sample size. This reduces the standard error of the sampling distribution. With a smaller standard error, a test is more likely to be able to detect a difference in results from the two treatments, if such a difference exists. Scoring Parts (a) and (b) are each scored as essentially correct (E), partially correct (P), or incorrect (I). Part (a) is scored as follows: Essentially correct (E) if the student describes a method for randomization that (1) randomly assigns the two treatments to the birds within each of the three blocks and (2) describes the method with sufficient detail so that a knowledgeable statistics user could replicate the method. Partially correct (P) if the student describes a method for randomization within blocks but does not provide sufficient detail so that a knowledgeable statistics user could replicate the method the method of randomization does not guarantee sufficient randomization. Incorrect (I) if there is no randomization or if the randomization is not done within blocks. Note: The sample sizes within the treatment groups are not required to be equal.

12 Part (b) is scored as follows: AP STATISTICS Question 4 (continued) Essentially correct (E) if the student identifies a correct method for increasing power AND links the method to the mechanism for increasing power. Partially correct (P) if the student identifies a correct method for increasing power but fails to link the method to the mechanism for increasing power. Incorrect (I) if the student does not identify a correct method for increasing power. Note: Another correct method for increasing power is to increase the significance level, a. By increasing a, the researcher makes it easier to reject a false null hypothesis, which increases the power of the test. 4 Complete Response Both parts essentially correct 3 Substantial Response 2 Developing Response One part essentially correct and one part partially correct One part essentially correct and one part incorrect Both parts partially correct 1 Minimal Response One part partially correct and one part incorrect

13 Question 5 Intent of Question The primary goals of this question were to assess students ability to (1) state the appropriate hypotheses, (2) identify and compute the appropriate test statistic, (3) make a conclusion in the context of the problem for a one-sample t test, and (4) use simulation results to find a simulated p-value to make an inference about the standard deviation. Solution Part (a): Step 1: State a correct pair of hypotheses. H 0: m = 12.1 H a: m π 12.1, where m is the mean number of fluid ounces dispensed into all juice bottles filled in the past hour Step 2: Identify a correct test (by name or by formula) and check appropriate conditions. (Stem of the question said to assume that conditions for inference are met.) One-sample t test for a mean t = x - m s n 0 Step 3: Correct mechanics, including the value of the test statistic, df, and p-value (or rejection region) test statistic: t = = = p-value: 2 PT ( < ) = df Step 4: State a correct conclusion in the context of the problem, using the result of the computations. Part (b): Because the p-value of is larger than any reasonable significance level, such as a =.05, do not reject the null hypothesis that the mean number of fluid ounces being dispensed is 12.1 fluid ounces. There is not sufficient evidence to conclude that the machine is filling the juice bottles with an average amount different from 12.1 fluid ounces. In 300 simulated sample standard deviations, the value of the computed standard deviation (0.085) from our sample in part (a) or a value larger than occurred only 12 times. This is a simulated p value of 12 or If the actual population standard deviation is 0.05, then we estimate that the 300 chance of observing a sample standard deviation of or larger is 4 percent. Because this simulated p-value is less than a significance level of 5 percent, the sample from part (a) provides strong evidence that the standard deviation of the juice being dispensed exceeds 0.05 ounces.

14 Question 5 (continued) Scoring This problem is scored in four sections. Section 1 consists of part (a), step 1. Section 2 consists of part (a), steps 2 and 3. Section 3 consists of part (a), step 4. Section 4 consists of part (b). Sections 1, 2, and 3 are each scored as essentially correct (E) or incorrect (I). Both step 2 and step 3 in section 2 must be completely correct to earn an E for section 2. Section 4 is scored as essentially correct (E), partially correct (P), or incorrect (I). Section 1 [part (a), step 1] is scored as follows: Essentially correct (E) if the student states a correct pair of hypotheses. Section 2 [part (a), steps 2 and 3] is scored as follows: Essentially correct (E) if the student identifies a correct test (by name or formula) and includes correct mechanics. Section 3 [part (a), step 4] is scored as follows: Essentially correct (E) if the student states a correct conclusion in the context of the problem. Section 4 [part (b)] is scored as follows: Essentially correct (E) if the student finds the correct simulated p-value from the dotplot or states that the actual standard deviation of would be unusual if s = 0.05 because lies in the tail of the distribution AND an appropriate conclusion is made. Partially correct (P) if only the simulated p-value or statement that lies in the tail is correct, but the conclusion is weak, wrong, or missing. Incorrect if the value is not linked to the distribution. Notes: If the p-value in section 2 is incorrect but the conclusion is consistent with the computed p-value, section 4 can be considered correct. In section 4, if both an a and a p-value are given together, the linkage between the p-value and the conclusion is implied. If no a is given, the solution must be explicit about the linkage by giving a correct interpretation of the p-value or explaining how the conclusion follows from the p-value.

15 Question 5 (continued) Each essentially correct (E) response counts as 1 point, and a partially correct (P) response in section 4 counts as ½ point. 4 Complete Response 3 Substantial Response 2 Developing Response 1 Minimal Response If a response is between two scores (for example, 1½ points), use a holistic approach to determine whether to score up or down, depending on the strength of the response and communication.

16 Question 6 Intent of Question The primary goals of this investigative task were to assess students ability to (1) evaluate whether a double-blind randomized experiment is possible, (2) construct and interpret a confidence interval for the difference between two proportions, (3) estimate a relative risk and construct and interpret a confidence interval for a relative risk, and (4) compare the confidence interval for the difference between two proportions and the confidence interval for the relative risk. Solution Part (a): Yes, it can. An experiment is said to be double-blind when the control or comparison group and the treatment group are treated exactly alike, except for the treatments of interest, so that neither the patients nor the researchers who care for the patients and take measurements know which treatment has been assigned to any patient. Because treatment A must be administered by pill and treatment B must be administered by injection, then a placebo could be introduced for each treatment group as follows to make the study double-blind: The patients who get treatment A also get a placebo injection. The patients who get treatment B also get a placebo pill. The physician does not have to know which treatment the patient is receiving if the treatment plus placebo is sent to him or her by a researcher not in contact with the patients (this researcher is the only one who knows which treatment each patient is receiving). Part (b): Step 1: Identify the appropriate confidence interval by name or formula and check appropriate conditions. (The question states that the conditions for inference have been met.) Two-sample z confidence interval for the difference of two proportions. The formula for the confidence interval given in step 2 is provided. Step 2: Correct mechanics. Let ˆ p A = = 0.25 and p ˆ B = = Then, the 95 percent confidence interval is ( 1- ) ( 1- ) ( ) ( 1- ) ( 1- ) * ( pˆa - pˆb) ± z pˆa pˆa pˆb pˆb + = - ± na nb = ± = ± ( , )

17 Question 6 (continued) Step 3: Interpretation. Part (c): At the 95 percent confidence level, the range of plausible values for the true difference in the 15- year survival rates for the two treatments is to Because this interval is entirely above zero, this suggests that the 15-year survival rate is higher for treatment A. The estimate of the relative risk is Part (d): pˆ pˆ 38 = ª ª 2.53 A B 164 A 95 percent confidence interval for the relative risk is found by evaluating e to e, which is 1.47 to At the 95 percent confidence level, the range of plausible values for the relative risk is 1.47 to People are between 1.47 and 4.34 times more likely to survive 15 or more years with treatment A than with treatment B. Part (e): When the proportions of people who survive are low, as is the case with 0.25 and 0.10, it may be more meaningful or vivid to know that a patient s chance of survival with treatment A is 1.47 to 4.34 times what it would be with treatment B rather than to know that the difference in the proportions of people who survive is 0.07 to 0.23, which does not sound like very much. Scoring This problem is scored in four sections. Section 1 consists of part (a). Section 2 consists of part (b). Section 3 consists of part (c) and part (d). Section 4 consists of part (e). Sections 1, 2, 3, and 4 are each scored as essentially correct (E), partially correct (P), or incorrect (I). Section 1 [part (a)] is scored as follows: Essentially correct (E) if the student (1) communicates what is meant by a double-blind study and (2) clearly describes how this experiment can be performed as a double-blind experiment. Partially correct (P) if only one component is correct.

18 Section 2 [part (b)] is scored as follows: AP STATISTICS Question 6 (continued) Essentially correct (E) if the correct confidence interval is identified and constructed AND interpreted in context. Partially correct (P) if the correct confidence interval is identified and constructed, but the interpretation is not in context or no interpretation is given. There are calculation errors with the appropriate confidence interval, but the interpretation follows correctly from the interval and is in context. Incorrect (I) if the confidence interval and interpretation are not reasonable. Section 3 [part (c) and part (d)] is scored as follows: Essentially correct (E) if the student correctly (1) sets up and calculates the estimated relative risk, (2) sets up and calculates the confidence interval for the relative risk, and (3) interprets the confidence interval in context. Partially correct (P) if the student provides only two correct components. Section 4 [part (e)] is scored as follows: Essentially correct (E) if the student (1) provides an advantage of using the confidence interval for the relative risk and (2) addresses both intervals. Partially correct (P) if the first component is correct. Each essentially correct (E) response counts as 1 point, and each partially correct (P) response counts as ½ point. 4 Complete Response 3 Substantial Response 2 Developing Response 1 Minimal Response If a response is between two scores (for example, 2½ points), use a holistic approach to determine whether to score up or down, depending on the strength of the response and communication.

### AP Statistics 2011 Scoring Guidelines

AP Statistics 2011 Scoring Guidelines The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in

### AP STATISTICS 2009 SCORING GUIDELINES (Form B)

AP STATISTICS 2009 SCORING GUIDELINES (Form B) Question 5 Intent of Question The primary goals of this question were to assess students ability to (1) state the appropriate hypotheses, (2) identify and

### AP Statistics 2002 Scoring Guidelines

AP Statistics 2002 Scoring Guidelines The materials included in these files are intended for use by AP teachers for course and exam preparation in the classroom; permission for any other use must be sought

### AP Statistics 2004 Scoring Guidelines

AP Statistics 2004 Scoring Guidelines The materials included in these files are intended for noncommercial use by AP teachers for course and exam preparation; permission for any other use must be sought

### AP Statistics 2007 Scoring Guidelines

AP Statistics 2007 Scoring Guidelines The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college

### AP Statistics 2008 Scoring Guidelines Form B

AP Statistics 2008 Scoring Guidelines Form B The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students

### AP Statistics 2010 Scoring Guidelines

AP Statistics 2010 Scoring Guidelines The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in

### AP Statistics 2012 Scoring Guidelines

AP Statistics 2012 Scoring Guidelines The College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the

### AP Statistics 2001 Solutions and Scoring Guidelines

AP Statistics 2001 Solutions and Scoring Guidelines The materials included in these files are intended for non-commercial use by AP teachers for course and exam preparation; permission for any other use

### AP Statistics 2000 Scoring Guidelines

AP Statistics 000 Scoring Guidelines The materials included in these files are intended for non-commercial use by AP teachers for course and exam preparation; permission for any other use must be sought

### AP Statistics 2007 Free-Response Questions Form B

AP Statistics 2007 Free-Response Questions Form B The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students

### AP Statistics 2013 Scoring Guidelines

AP Statistics 2013 Scoring Guidelines The College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the

### AP Statistics 2005 Scoring Guidelines

AP Statistics 2005 Scoring Guidelines The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college

### Statistics 2015 Scoring Guidelines

AP Statistics 2015 Scoring Guidelines College Board, Advanced Placement Program, AP, AP Central, and the acorn logo are registered trademarks of the College Board. AP Central is the official online home

### Statistics 2014 Scoring Guidelines

AP Statistics 2014 Scoring Guidelines College Board, Advanced Placement Program, AP, AP Central, and the acorn logo are registered trademarks of the College Board. AP Central is the official online home

### AP Macroeconomics 2008 Scoring Guidelines Form B

AP Macroeconomics 2008 Scoring Guidelines Form B The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students

### AP Macroeconomics 2007 Scoring Guidelines

AP Macroeconomics 2007 Scoring Guidelines The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to

### AP Statistics 1998 Scoring Guidelines

AP Statistics 1998 Scoring Guidelines These materials are intended for non-commercial use by AP teachers for course and exam preparation; permission for any other use must be sought from the Advanced Placement

### AP Macroeconomics 2008 Scoring Guidelines

AP Macroeconomics 2008 Scoring Guidelines The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to

### AP Macroeconomics 2009 Scoring Guidelines

AP Macroeconomics 2009 Scoring Guidelines The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded

### AP Microeconomics 2011 Scoring Guidelines

AP Microeconomics 2011 Scoring Guidelines The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded

### AP Statistics 2011 Free-Response Questions

AP Statistics 2011 Free-Response Questions About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in

### AP Calculus AB 2010 Free-Response Questions Form B

AP Calculus AB 2010 Free-Response Questions Form B The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity.

### AP Physics C: Electricity and Magnetism 2009 Scoring Guidelines

AP Physics C: Electricity and Magnetism 9 Scoring Guidelines The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity.

### AP Macroeconomics 2011 Scoring Guidelines

AP Macroeconomics 2011 Scoring Guidelines The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded

### AP Calculus AB 2011 Scoring Guidelines

AP Calculus AB Scoring Guidelines The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 9, the

### AP Calculus AB 2007 Free-Response Questions

AP Calculus AB 2007 Free-Response Questions The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to

### AP Calculus AB 2004 Scoring Guidelines

AP Calculus AB 4 Scoring Guidelines The materials included in these files are intended for noncommercial use by AP teachers for course and eam preparation; permission for any other use must be sought from

### C. The null hypothesis is not rejected when the alternative hypothesis is true. A. population parameters.

Sample Multiple Choice Questions for the material since Midterm 2. Sample questions from Midterms and 2 are also representative of questions that may appear on the final exam.. A randomly selected sample

### Section 12.2, Lesson 3. What Can Go Wrong in Hypothesis Testing: The Two Types of Errors and Their Probabilities

Today: Section 2.2, Lesson 3: What can go wrong with hypothesis testing Section 2.4: Hypothesis tests for difference in two proportions ANNOUNCEMENTS: No discussion today. Check your grades on eee and

### AP Calculus BC 2008 Scoring Guidelines

AP Calculus BC 8 Scoring Guidelines The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college

### AP Macroeconomics 2011 Scoring Guidelines Form B

AP Macroeconomics 2011 Scoring Guidelines Form B The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity.

### AP Calculus BC 2003 Free-Response Questions

AP Calculus BC 2003 Free-Response Questions The materials included in these files are intended for use by AP teachers for course and exam preparation; permission for any other use must be sought from the

### General Method: Difference of Means. 3. Calculate df: either Welch-Satterthwaite formula or simpler df = min(n 1, n 2 ) 1.

General Method: Difference of Means 1. Calculate x 1, x 2, SE 1, SE 2. 2. Combined SE = SE1 2 + SE2 2. ASSUMES INDEPENDENT SAMPLES. 3. Calculate df: either Welch-Satterthwaite formula or simpler df = min(n

### AP Macroeconomics 2010 Scoring Guidelines

AP Macroeconomics 2010 Scoring Guidelines The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded

### AP Statistics 2013 Free-Response Questions

AP Statistics 2013 Free-Response Questions About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in

### AP Calculus AB 2007 Scoring Guidelines Form B

AP Calculus AB 7 Scoring Guidelines Form B The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to

### AP Calculus BC 2007 Free-Response Questions

AP Calculus BC 7 Free-Response Questions The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college

### AP Calculus AB 2009 Scoring Guidelines

AP Calculus AB 9 Scoring Guidelines The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 19,

### AP Physics C: Electricity and Magnetism 2011 Scoring Guidelines

AP Physics C: Electricity and Magnetism 11 Scoring Guidelines The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and

### AP Calculus AB 2006 Scoring Guidelines

AP Calculus AB 006 Scoring Guidelines The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college

### AP Calculus AB. Practice Exam. Advanced Placement Program

Advanced Placement Program AP Calculus AB Practice Exam The questions contained in this AP Calculus AB Practice Exam are written to the content specifications of AP Exams for this subject. Taking this

### AP Psychology 2011 Scoring Guidelines

AP Psychology 2011 Scoring Guidelines The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in

### AP Calculus BC 2009 Free-Response Questions Form B

AP Calculus BC 009 Free-Response Questions Form B The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity.

### Module 5 Hypotheses Tests: Comparing Two Groups

Module 5 Hypotheses Tests: Comparing Two Groups Objective: In medical research, we often compare the outcomes between two groups of patients, namely exposed and unexposed groups. At the completion of this

### AP Physics C: Electricity and Magnetism 2010 Scoring Guidelines

AP Physics C: Electricity and Magnetism 010 Scoring Guidelines The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and

### How to Conduct a Hypothesis Test

How to Conduct a Hypothesis Test The idea of hypothesis testing is relatively straightforward. In various studies we observe certain events. We must ask, is the event due to chance alone, or is there some

### Basic Statistics Self Assessment Test

Basic Statistics Self Assessment Test Professor Douglas H. Jones PAGE 1 A soda-dispensing machine fills 12-ounce cans of soda using a normal distribution with a mean of 12.1 ounces and a standard deviation

### AP Calculus AB 2003 Scoring Guidelines Form B

AP Calculus AB Scoring Guidelines Form B The materials included in these files are intended for use by AP teachers for course and exam preparation; permission for any other use must be sought from the

### AP Calculus AB 2008 Free-Response Questions

AP Calculus AB 2008 Free-Response Questions The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to

### Chapter 8. Hypothesis Testing

Chapter 8 Hypothesis Testing Hypothesis In statistics, a hypothesis is a claim or statement about a property of a population. A hypothesis test (or test of significance) is a standard procedure for testing

### Extending Hypothesis Testing. p-values & confidence intervals

Extending Hypothesis Testing p-values & confidence intervals So far: how to state a question in the form of two hypotheses (null and alternative), how to assess the data, how to answer the question by

### AP STATISTICS 2010 SCORING GUIDELINES

2010 SCORING GUIDELINES Question 4 Intent of Question The primary goals of this question were to (1) assess students ability to calculate an expected value and a standard deviation; (2) recognize the applicability

### AP Calculus BC 2004 Free-Response Questions

AP Calculus BC 004 Free-Response Questions The materials included in these files are intended for noncommercial use by AP teachers for course and exam preparation; permission for any other use must be

### AP Calculus BC 2004 Scoring Guidelines

AP Calculus BC Scoring Guidelines The materials included in these files are intended for noncommercial use by AP teachers for course and exam preparation; permission for any other use must be sought from

### AP STATISTICS 2011 SCORING GUIDELINES

AP STATISTICS 2011 SCORING GUIDELINES Question 6 Intent of Question The primary goals of this question were to assess students ability to (1) construct and interpret a confidence interval for a population

### AP Physics B 2009 Scoring Guidelines

AP Physics B 009 Scoring Guidelines The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900,

### STAT 350 Practice Final Exam Solution (Spring 2015)

PART 1: Multiple Choice Questions: 1) A study was conducted to compare five different training programs for improving endurance. Forty subjects were randomly divided into five groups of eight subjects

### AP Calculus BC 2009 Free-Response Questions

AP Calculus BC 009 Free-Response Questions The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded

### AP Psychology 2008 Scoring Guidelines

AP Psychology 2008 Scoring Guidelines The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college

### AP United States Government & Politics 2003 Scoring Commentary

AP United States Government & Politics 2003 Scoring Commentary The materials included in these files are intended for use by AP teachers for course and exam preparation; permission for any other use must

### Hints for Success on the AP Statistics Exam. (Compiled by Zack Bigner)

Hints for Success on the AP Statistics Exam. (Compiled by Zack Bigner) The Exam The AP Stat exam has 2 sections that take 90 minutes each. The first section is 40 multiple choice questions, and the second

### Testing: is my coin fair?

Testing: is my coin fair? Formally: we want to make some inference about P(head) Try it: toss coin several times (say 7 times) Assume that it is fair ( P(head)= ), and see if this assumption is compatible

### Hypothesis tests: the t-tests

Hypothesis tests: the t-tests Introduction Invariably investigators wish to ask whether their data answer certain questions that are germane to the purpose of the investigation. It is often the case that

### Chapter 11-12 1 Review

Chapter 11-12 Review Name 1. In formulating hypotheses for a statistical test of significance, the null hypothesis is often a statement of no effect or no difference. the probability of observing the data

### AP Calculus AB 2009 Free-Response Questions

AP Calculus AB 2009 Free-Response Questions The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded

### Hypothesis testing S2

Basic medical statistics for clinical and experimental research Hypothesis testing S2 Katarzyna Jóźwiak k.jozwiak@nki.nl 2nd November 2015 1/43 Introduction Point estimation: use a sample statistic to

### HypoTesting. Name: Class: Date: Multiple Choice Identify the choice that best completes the statement or answers the question.

Name: Class: Date: HypoTesting Multiple Choice Identify the choice that best completes the statement or answers the question. 1. A Type II error is committed if we make: a. a correct decision when the

### T-test in SPSS Hypothesis tests of proportions Confidence Intervals (End of chapter 6 material)

T-test in SPSS Hypothesis tests of proportions Confidence Intervals (End of chapter 6 material) Definition of p-value: The probability of getting evidence as strong as you did assuming that the null hypothesis

### Paired vs. 2 sample comparisons. Comparing means. Paired comparisons allow us to account for a lot of extraneous variation.

Comparing means! Tests with one categorical and one numerical variable Paired vs. sample comparisons! Goal: to compare the mean of a numerical variable for different groups. Paired comparisons allow us

### Good luck! BUSINESS STATISTICS FINAL EXAM INSTRUCTIONS. Name:

Glo bal Leadership M BA BUSINESS STATISTICS FINAL EXAM Name: INSTRUCTIONS 1. Do not open this exam until instructed to do so. 2. Be sure to fill in your name before starting the exam. 3. You have two hours

### AP Calculus BC 2001 Free-Response Questions

AP Calculus BC 001 Free-Response Questions The materials included in these files are intended for use by AP teachers for course and exam preparation in the classroom; permission for any other use must

### LAB 4 INSTRUCTIONS CONFIDENCE INTERVALS AND HYPOTHESIS TESTING

LAB 4 INSTRUCTIONS CONFIDENCE INTERVALS AND HYPOTHESIS TESTING In this lab you will explore the concept of a confidence interval and hypothesis testing through a simulation problem in engineering setting.

### AP Physics B 2008 Scoring Guidelines

P Physics B 008 Scoring Guidelines The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college

### AP Calculus AB 2005 Free-Response Questions

AP Calculus AB 25 Free-Response Questions The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to

### AP Calculus AB 2006 Free-Response Questions

AP Calculus AB 2006 Free-Response Questions The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to

### BA 275 Review Problems - Week 6 (10/30/06-11/3/06) CD Lessons: 53, 54, 55, 56 Textbook: pp. 394-398, 404-408, 410-420

BA 275 Review Problems - Week 6 (10/30/06-11/3/06) CD Lessons: 53, 54, 55, 56 Textbook: pp. 394-398, 404-408, 410-420 1. Which of the following will increase the value of the power in a statistical test

### Section: 101 (10am-11am) 102 (11am-12pm) 103 (1pm-2pm) 104 (1pm-2pm)

Stat 0 Midterm Exam Instructor: Tessa Childers-Day 1 May 014 Please write your name and student ID below, and circle your section. With your signature, you certify that you have not observed poor or dishonest

### AP Macroeconomics 2004 Scoring Guidelines

AP Macroeconomics 2004 Scoring Guidelines The materials included in these files are intended for noncommercial use by AP teachers for course and exam preparation; permission for any other use must be sought

### p1^ = 0.18 p2^ = 0.12 A) 0.150 B) 0.387 C) 0.300 D) 0.188 3) n 1 = 570 n 2 = 1992 x 1 = 143 x 2 = 550 A) 0.270 B) 0.541 C) 0.520 D) 0.

Practice for chapter 9 and 10 Disclaimer: the actual exam does not mirror this. This is meant for practicing questions only. The actual exam in not multiple choice. Find the number of successes x suggested

### Results from the 2014 AP Statistics Exam. Jessica Utts, University of California, Irvine Chief Reader, AP Statistics jutts@uci.edu

Results from the 2014 AP Statistics Exam Jessica Utts, University of California, Irvine Chief Reader, AP Statistics jutts@uci.edu The six free-response questions Question #1: Extracurricular activities

### MATH 10: Elementary Statistics and Probability Chapter 9: Hypothesis Testing with One Sample

MATH 10: Elementary Statistics and Probability Chapter 9: Hypothesis Testing with One Sample Tony Pourmohamad Department of Mathematics De Anza College Spring 2015 Objectives By the end of this set of

### AP Calculus BC 2006 Free-Response Questions

AP Calculus BC 2006 Free-Response Questions The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to

### Chapter 8 Hypothesis Testing Chapter 8 Hypothesis Testing 8-1 Overview 8-2 Basics of Hypothesis Testing

Chapter 8 Hypothesis Testing 1 Chapter 8 Hypothesis Testing 8-1 Overview 8-2 Basics of Hypothesis Testing 8-3 Testing a Claim About a Proportion 8-5 Testing a Claim About a Mean: s Not Known 8-6 Testing

### AP Macroeconomics 2003 Scoring Guidelines Form B

AP Macroeconomics 2003 Scoring Guidelines Form B The materials included in these files are intended for use by AP teachers for course and exam preparation; permission for any other use must be sought from

### Test of proportion = 0.5 N Sample prop 95% CI z- value p- value (0.400, 0.466)

STATISTICS FOR THE SOCIAL AND BEHAVIORAL SCIENCES Recitation #10 Answer Key PROBABILITY, HYPOTHESIS TESTING, CONFIDENCE INTERVALS Hypothesis tests 2 When a recent GSS asked, would you be willing to pay

### AP Calculus AB 2010 Free-Response Questions

AP Calculus AB 2010 Free-Response Questions The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded

### AP Calculus AB 2004 Free-Response Questions

AP Calculus AB 2004 Free-Response Questions The materials included in these files are intended for noncommercial use by AP teachers for course and exam preparation; permission for any other use must be

### AP Macroeconomics 2003 Scoring Guidelines

AP Macroeconomics 2003 Scoring Guidelines The materials included in these files are intended for use by AP teachers for course and exam preparation; permission for any other use must be sought from the

### AP Psychology 2006 Scoring Guidelines

AP Psychology 2006 Scoring Guidelines The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college

### AP Calculus BC 2010 Free-Response Questions

AP Calculus BC 2010 Free-Response Questions The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded

### Test 12 Tests of Significance Homework Part 1 (Chpts & 11.2)

Name Period Test 12 Tests of Significance Homework Part 1 (Chpts. 12.2 & 11.2) 1. School officials are interested in implementing a policy that would allow students to bring their own technology to school

### The calculations lead to the following values: d 2 = 46, n = 8, s d 2 = 4, s d = 2, SEof d = s d n s d n

EXAMPLE 1: Paired t-test and t-interval DBP Readings by Two Devices The diastolic blood pressures (DBP) of 8 patients were determined using two techniques: the standard method used by medical personnel

### MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

Open book and note Calculator OK Multiple Choice 1 point each MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Find the mean for the given sample data.

### AP Psychology 2003 Scoring Guidelines

AP Psychology 2003 Scoring Guidelines The materials included in these files are intended for use by AP teachers for course and exam preparation; permission for any other use must be sought from the Advanced

### Chapter 8 Introduction to Hypothesis Testing

Chapter 8 Student Lecture Notes 8-1 Chapter 8 Introduction to Hypothesis Testing Fall 26 Fundamentals of Business Statistics 1 Chapter Goals After completing this chapter, you should be able to: Formulate

### Null Hypothesis Significance Testing Signifcance Level, Power, t-tests. 18.05 Spring 2014 Jeremy Orloff and Jonathan Bloom

Null Hypothesis Significance Testing Signifcance Level, Power, t-tests 18.05 Spring 2014 Jeremy Orloff and Jonathan Bloom Simple and composite hypotheses Simple hypothesis: the sampling distribution is

### STATISTICS 151 SECTION 1 FINAL EXAM MAY

STATISTICS 151 SECTION 1 FINAL EXAM MAY 2 2009 This is an open book exam. Course text, personal notes and calculator are permitted. You have 3 hours to complete the test. Personal computers and cellphones