# AP STATISTICS 2009 SCORING GUIDELINES (Form B)

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1 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 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 OR 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 The College Board. All rights reserved.

2 AP STATISTICS 2009 SCORING GUIDELINES (Form B) 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. Incorrect (I) otherwise. 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. Incorrect (I) otherwise. 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. Incorrect (I) otherwise. 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 The College Board. All rights reserved.

3 AP STATISTICS 2009 SCORING GUIDELINES (Form B) 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 The College Board. All rights reserved.

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10 AP STATISTICS 2009 SCORING COMMENTARY (Form B) Question 5 Sample: 5A Score: 4 In this response, all of the steps in the test of significance in part (a) (which comprises sections 1, 2, and 3 for scoring purposes) were each scored as essentially correct. However, the student gives two reasons for using a one-sample t test small sample size and uncertain population variance but only the second is a valid reason. A t test is called for because the population standard deviation is unknown (it may have changed from 0.05 ounce), not because the sample size is small. The test of significance also would have been stronger if the parameter m were defined as the mean amount of juice dispensed into all bottles by the machine in the past hour. These were considered minor errors. The conclusion is linked to the computations and written in the context of the situation. Section 4 [part (b)] is beautifully done and also was scored as essentially correct. The location of is clearly marked on the dotplot. The estimated p-value is correctly computed and described as the proportion of values that are as large or larger than (12/300) if s = 0.05, which is correct. The response then links this p-value to the conclusion that the null hypothesis, s = 0.05, must be rejected in favor of the conclusion that the standard deviation of the machine has increased. Because all the steps in sections 1 4 were essentially correct, this complete response received a score of 4. Sample: 5B Score: 3 This response includes the required steps in the test of significance in part (a) (which comprises sections 1, 2, and 3 for scoring purposes). Again, the test of significance would have been stronger if the parameter m were defined as the mean amount of juice dispensed into bottles by the machine in the past hour. The student then chooses to calculate a z test statistic to test the hypothesis about the population mean, which would be appropriate if the population standard deviation, s, were known. However, s is not known, and the student incorrectly uses a s value of A more serious error, in mechanics, is that the student does not include the divisor n in the denominator of the test statistic. Thus section 2 [part (a), steps 2 and 3] was scored as incorrect. The other portions of this part section 1 [part (a), step 1] and section 3 [part (a), step 4] were scored as essentially correct. In section 4 [part (b)] the value is located in the extreme right tail of the distribution, because only 12 out of the 300 simulated values exceed the value of 0.085, and the correct conclusion is drawn that there is evidence that the standard deviation of the juice dispensed exceeds 0.05 fluid ounce. (The fact that 12 out of 300 is later stated as 8 of 300 was considered an inconsequential slip.) Although the description of the shape of the distribution (symmetric) is not accurate, this part was scored as essentially correct because the student correctly states the meaning of the distribution and the meaning of the location of on it. Because sections 1, 3, and 4 were all essentially correct, this substantial response received a score of 3. Sample: 5C Score: 2 In part (a) of this response the hypotheses and the conclusion are unclear. They appear to be about the mean of the sampling distribution of the means of the amount of juice in samples of four bottles, but they may be about the specific sample of four bottles. The parameter m should represent the mean of the population of amounts of juice dispensed in the bottles from which the sample of four bottles was taken. Thus section 1, the hypotheses portion of part (a), was scored as incorrect. The correct test is identified by name, and correct mechanics are used, so section 2 was scored as essentially correct. Section 3, the 2009 The College Board. All rights reserved.

11 AP STATISTICS 2009 SCORING COMMENTARY (Form B) Question 5 (continued) conclusion step, which is in the context of the situation and follows from the p-value of.3242, was also scored as essentially correct. Section 4 [part (b)] was scored as incorrect because the discussion is entirely about the shape, center, and variability of the simulated distribution. The description of this distribution, rather than the location of 0.085, is used to decide whether there is evidence that the standard deviation is larger than The sample standard deviation of is not mentioned nor linked to this distribution. Because sections 2 and 3 were both essentially correct and sections 1 and 4 were incorrect, this developing response received a score of The College Board. All rights reserved.

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