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91Ó°ÊÓ

Determine the critical region and critical value(s) that would be used in the classical approach to test the following null hypotheses: a. \(H_{o}: \mu=10, H_{a}: \mu \neq 10(\alpha=0.05, n=15)\) b. \(H_{o}: \mu=37.2, H_{a}: \mu>37.2(\alpha=0.01, n=25)\) c. \(H_{o}: \mu=-20.5, H_{a}: \mu<-20.5(\alpha=0.05, n=18)\) d. \(H_{o}: \mu=32.0, H_{a}: \mu>32.0(\alpha=0.01, n=42)\)

Short Answer

Expert verified
a. Critical region: \(Z < -Z_{0.025}\) or \(Z > Z_{0.025}\) , Critical value(s): \(±Z_{0.025}\)\n b. Critical region: \(Z > Z_{0.01}\), Critical value: \(Z_{0.01}\)\n c. Critical region: \(Z < -Z_{0.05}\), Critical value: \(-Z_{0.05}\)\n d. Critical region: \(Z > Z_{0.01}\), Critical value: \(Z_{0.01}\)

Step by step solution

01

Identify Test Type

For each hypothesis pair, identify if the test is one-tailed or two-tailed. This can be determined by the alternate hypothesis. If \(H_{a}\) includes \(\neq\), it's a two-tailed test. If it includes either \(>\) or \(<\), it's a one-tailed test. So, for (a) it's two-tailed, for (b) and (d) it's one-tailed (right), and for (c) it's one-tailed (left).
02

Identify Significance Level and Degrees of Freedom

The significance level (\(\alpha\)) is given for each. Record this. Also record the degrees of freedom, which is \(n-1\). For (a), \(\alpha = 0.05\) and df = 14; for (b), \(\alpha = 0.01\) and df = 24; for (c), \(\alpha = 0.05\) and df = 17; and for (d), \(\alpha = 0.01\) and df = 41.
03

Find the Critical Value(s)

Using a standard normal distribution table (Z-table), find the critical value(s) that corresponds to the significance level and whether it's a one or two-tailed test. For (a), since it's a two-tailed test, split the \(\alpha\) into two. Find the Z score that corresponds to \(0.025\) in each tail. The critical values are \(±Z_{0.025}\). Similar approach for (b), (c) and (d) with their respective \(\alpha\) and test type.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Critical Region
In hypothesis testing, the critical region is a vital concept that helps determine the outcome of a test. It is the range of values that would lead you to reject the null hypothesis. The boundaries of this region are defined by critical values.
Understanding the critical region is essential because it connects directly with the error probability, \(\alpha\), also known as the significance level. This significance level is the threshold at which you are willing to accept the risk of making a Type I error, which is rejecting the true null hypothesis.
Imagine the critical region as a zone on a graph that tells us where unlikely results would fall if the null hypothesis were true. If your test statistic falls within this region, it is considered statistically significant, and the null hypothesis may be rejected.
  • For two-tailed tests, the critical region is split between both ends of the distribution.
  • For one-tailed tests, the critical region covers one end, either left or right, depending on the test.
In practical terms, deciding upon the critical region involves selecting a significance level and locating the corresponding critical values in the standard normal (Z) or t-distribution tables. By setting these boundaries, you lay the groundwork for determining whether your test results align with or defy your initial assumptions.
Critical Value
The critical value is a fundamental element in hypothesis testing, marking the threshold at which the null hypothesis is tested. It is determined by the selected significance level (\(\alpha\)) and the test type, whether one-tailed or two-tailed.
Critical values are found using statistical tables that correlate to the distribution of the test statistic, such as the Z-table for large sample sizes or the t-table for smaller ones.
In a one-tailed test, you compare your test statistic to one critical value. In a two-tailed test, you have two critical values since you are considering both extremes of the distribution. The critical value effectively tells you how far your test statistic can stray from the null hypothesis before you consider the result significant.
  • Example: For a two-tailed test with \(\alpha = 0.05\), the critical values might be \(\pm Z_{0.025}\).
  • Example: For a one-tailed test with \(\alpha = 0.01\), the critical value might be \(Z_{0.01}\) for the right tail.
This numerical threshold makes your hypothesis test objective and repeatable, grounding your statistical conclusions in well-understood principles.
One-tailed Test
A one-tailed test is a type of hypothesis test that focuses on one end of the distribution, either the left or right. This makes it appropriate when you have a specific direction of interest in your hypothesis. For instance, if you are testing whether a new drug is more effective than an existing one, you would use a one-tailed test.
In hypothesis notation, a one-tailed test is shown by using either "greater than (>)" or "less than (<)." As a result, the entire significance level (\(\alpha\)) is positioned at one end of the distribution.
  • If your alternative hypothesis suggests a parameter is greater than a given value, it's a right-tailed test.
  • If the hypothesis suggests it should be less, you use a left-tailed test.
The main advantage is that a one-tailed test can be more powerful than a two-tailed one when you are only interested in deviations in a specific direction. This power comes from the fact that the entire error probability is allocated to just one tail.
Two-tailed Test
Unlike a one-tailed test, a two-tailed test doesn't show a preference for the direction of departure from the null hypothesis. It's used when any deviation from the expected parameter, no matter the direction, is of interest.
Mathematically, this is presented with "not equal to (\(eq\))" in the alternative hypothesis. This suggests there might be significant findings on either side of the distribution.
In the illustration with two tails, you divide the significance level (\(\alpha\)) equally between the two ends of the distribution. This means you spread the error probability evenly across both tails, perhaps making the test less sensitive than a one-tailed test for a specific direction but more comprehensive in its scope.
  • Use a two-tailed test when you wish to be open to any significant change, not favoring either side.
  • It is often used in exploratory studies where the direction of the effect isn't specified beforehand.
Deciding between a one-tailed and two-tailed test should be based on your research hypothesis and whether one direction conforming to the alternative hypothesis results in practical significance or impact.

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Most popular questions from this chapter

Length is not very important in evaluating the quality of corks because it has little to do with the effectiveness of a cork in preserving wine. Winemakers have several lengths to choose from and order the length of cork they prefer (long corks tend to make a louder pop when the bottle is uncorked). Length is monitored very closely, though, because it is a specified quality of the cork. The lengths of no. 9 natural corks \((24 \mathrm{mm}\) diameter by \(45 \mathrm{mm}\) length) have a normal distribution. Twelve randomly selected corks were measured to the nearest hundredth of a millimeter. $$\begin{array}{llllll}\hline 44.95 & 44.95 & 44.80 & 44.93 & 45.22 & 44.82 \\\45.12 & 44.62 & 45.17 & 44.60 &44.60 & 44.75 \\\\\hline\end{array}$$ a. Does the preceding sample give sufficient reason to show that the mean length is different from \(45.0 \mathrm{mm}\) at the 0.02 level of significance? A different random sample of 18 corks is taken from the same batch. $$\begin{array}{lllllllll}\hline 45.17 & 45.02 & 45.30 & 45.14 & 45.35 & 45.50 & 45.26 & 44.88 & 44.71 \\\44.07 & 45.10 & 45.01 & 44.83 & 45.13 & 44.69 & 44.89 & 45.15 & 45.13 \\\\\hline\end{array}$$ b. Does the preceding sample give sufficient reason to show that the mean length is different from \(45.0 \mathrm{mm}\) at the 0.02 level of significance? c. What effect did the two different sample means have on the calculated test statistic in parts a and b? Explain. d. What effect did the two different sample sizes have on the calculated test statistic in parts a and b? Explain. e. What effect did the two different sample standard deviations have on the calculated test statistic in parts a and b? Explain.

Even with a heightened awareness of beef quality, \(82 \%\) of Americans indicated their recent burger-eating behavior has remained the same, according to a recent T.G.I. Friday's restaurants random survey of 1027 Americans. In fact, half of Americans eat at least one beef burger each week. That's a minimum of 52 burgers each year. a. What is the point estimate for the proportion of all Americans who eat at least one beef burger per week? b. Find the \(98 \%\) confidence interval for the true proportion \(p\) in the binomial situation where \(n=1027\) and the observed proportion is one-half. c. Use the results of part b to estimate the percentage of all Americans who eat at least one beef burger per week.

In a poll conducted by Harris Interactive of 1179 video-gaming U.S. youngsters, \(8.5 \%\) displayed behavioral signs that may indicate addiction. Using a \(99 \%\) confidence interval for the true binomial proportion based on this random sample of 1179 binomial trials and an observed proportion of \(0.085,\) estimate the proportion of video-gaming youngsters that may go on to have an addiction.

Of the 150 elements in a random sample, 45 are classified as "success." a. Explain why \(x\) and \(n\) are assigned the values 45 and \(150,\) respectively. b. Determine the value of \(p^{\prime} .\) Explain how \(p^{\prime}\) is found and the meaning of \(p^{\prime}\). For each of the following situations, find \(p^{\prime}\). c. \(x=24\) and \(n=250\) d. \(x=640\) and \(n=2050\) e. \(892\) of 1280 responded "Yes"

Determine the test criteria that would be used to test the following hypotheses when \(z\) is used as the test statistic and the classical approach is used. a. \(H_{o}: p=0.5\) and \(H_{a}: p>0.5,\) with \(\alpha=0.05\) b. \(H_{o}: p=0.5\) and \(H_{a}: p \neq 0.5,\) with \(\alpha=0.05\) c. \(H_{o}: p=0.4\) and \(H_{a}: p<0.4,\) with \(\alpha=0.10\) d. \(H_{o}: p=0.7\) and \(H_{a}: p>0.7,\) with \(\alpha=0.01\)

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