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The paper "Effects of Fast-Food Consumption on Energy Intake and Diet Quality Among Children in a National Household Survey" (Pediatrics [2004]: \(112-118\) ) investigated the effect of fast-food consumption on other dietary variables. For a representative sample of 663 teens who reported that they did not eat fast food during a typical day, the mean daily calorie intake was 2,258 and the sample standard deviation was \(1,519 .\) For a representative sample of 413 teens who reported that they did eat fast food on a typical day, the mean calorie intake was 2,637 and the standard deviation was \(1,138 .\) Use the given information and a \(95 \%\) confidence interval to estimate the difference in mean daily calorie intake for teens who do eat fast food on a typical day and those who do not.

Short Answer

Expert verified
The estimated 95% confidence interval for the difference in daily calorie consumption between teens who eat fast food and those who don't is between -202.25 and -555.75 calories per day.

Step by step solution

01

1. Identify the given data

First, we need to identify and organize the given data. We have two groups: group 1 is teens who did not eat fast food (n1 = 663, X̄1 = 2258, s1 = 1519) and group 2 is teens who ate fast food (n2 = 413, X̄2 = 2637, s2 = 1138)
02

2. Calculate the sample difference

The sample mean difference is \(X̄1 - X̄2\), so this is \(2258 - 2637 = -379\)
03

3. Calculate the standard error of the difference

The formula for the standard error of the difference is \(\sqrt{{{s1}^2/n1 + {s2}^2/n2}}\), substituting we get \(\sqrt{{(1519)^2/663 + (1138)^2/413}} = 89.91 \)
04

4. Calculate the 95% confidence interval

For a 95% confidence interval, the critical value is approximately 1.96. The interval is then \((X̄1 - X̄2) ± 1.96(standard error of the difference)\), which gives \(-379 ± 1.96*89.91\), or \(-379 ± 176.25\)

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Key Concepts

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

Sample Mean Difference
Understanding the concept of the sample mean difference is fundamental when comparing two different groups in a study. It represents the difference between the average outcomes of these groups. In our dietary study example, we compare the mean daily calorie intake between teens who did eat fast food on a typical day and those who did not. This is a pivotal step as it sets the foundation for estimating how distinct the two groups are from each other in terms of calorie intake. The calculation is straightforward: subtract one group's mean from the other's, which in this case results in a difference of erall calculation.
Standard Error of the Difference
The standard error of the difference is a bit more complex, as it measures the variability in the estimation of the sample mean difference. Put simply, it provides insight into how much we can expect the sample mean difference to vary if we were to repeat the study multiple times. To calculate the standard error of the difference, we use the formula with the sample standard deviations and sizes from both groups. For our specific dietary study, the calculation yielded a standard error of erall calculation.
Statistical Significance
Determining statistical significance is essential in discerning whether the observed difference in our study is likely real or just a result of random chance. It's a measure of how confident we can be in the results. Generally, we look at p-values or confidence intervals to assess this. A 95% confidence interval means we are 95% sure that the real mean difference lies within this range. The calculated interval from the dietary study was quite wide, indicating considerable variability, but still allowed us to infer that there is a meaningful difference in calorie intake between the two groups.
Dietary Study Statistics
In dietary study statistics, it's typical to look at caloric and nutrient intake differences among various groups to understand dietary patterns and their health implications. By calculating measures such as the sample mean difference and standard error, we can make inferences about the population. This is exactly what was done in the example study, where statistical techniques were applied to estimate the difference in calorie intake between teens consuming fast food and those not. Such studies can provide valuable insights for nutrition policy and dietary guidelines.

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Most popular questions from this chapter

The article "Plugged In, but Tuned Out" (USA Today, January 20,2010 ) summarizes data from two surveys of kids ages 8 to 18 . One survey was conducted in 1999 and the other was conducted in 2009 . Data on number of hours per day spent using electronic media, consistent with summary quantities in the article, are given below (the actual sample sizes for the two surveys were much larger). For purposes of this exercise, you can assume that the two samples are representative of kids ages 8 to 18 in each of the 2 years when the surveys were conducted. $$ \begin{array}{lllllllllllll} \mathbf{2 0 0 9} & 5 & 9 & 5 & 8 & 7 & 6 & 7 & 9 & 7 & 9 & 6 & 9 \\ & 10 & 9 & 8 & & & & & & & & & \\ 1999 & 4 & 5 & 7 & 7 & 5 & 7 & 5 & 6 & 5 & 6 & 7 & 8 \\ & 5 & 6 & 6 & & & & & & & & & \\ & & & & & & & & & & & \end{array} $$ a. Because the given sample sizes are small, what assumption must be made about the distributions of electronic media use times for the two-sample \(t\) test to be appropriate? Use the given data to construct graphical displays that would be useful in determining whether this assumption is reasonable. Do you think it is reasonable to use these data to carry out a two-sample \(t\) test? b. Do the given data provide convincing evidence that the mean number of hours per day spent using electronic media was greater in 2009 than in \(1999 ?\) Test the relevant hypotheses using a significance level of 0.01 .

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Head movement evaluations are important because disabled individuals may be able to operate communications aids using head motion. The paper "Constancy of Head Turning Recorded in Healthy Young Humans" (Journal of Biomedical Engineering [2008]\(: 428-436)\) reported the accompanying data on neck rotation (in degrees) both in the clockwise direction (CL) and in the counterclockwise direction (CO) for 14 subjects. For purposes of this exercise, you may assume that the 14 subjects are representative of the population of adult Americans. Based on these data, is it reasonable to conclude that mean neck rotation is greater in the clockwise direction than in the counterclockwise direction? Carry out a hypothesis test using a significance level of 0.01 . $$ \begin{array}{lccccccc} \text { Subject: } & 1 & 2 & 3 & 4 & 5 & 6 & 7 \\ \text { CL: } & 57.9 & 35.7 & 54.5 & 56.8 & 51.1 & 70.8 & 77.3 \\ \text { CO: } & 44.2 & 52.1 & 60.2 & 52.7 & 47.2 & 65.6 & 71.4 \\ \text { Subject: } & 8 & 9 & 10 & 11 & 12 & 13 & 14 \\ \text { CL: } & 51.6 & 54.7 & 63.6 & 59.2 & 59.2 & 55.8 & 38.5 \\ \text { CO: } & 48.8 & 53.1 & 66.3 & 59.8 & 47.5 & 64.5 & 34.5 \end{array} $$

Descriptions of four studies are given. In each of the studies, the two populations of interest are the students at a particular university who live on campus and the students who live off campus. Which of these studies have samples that are independently selected? Study 1: To determine if there is evidence that the mean amount of money spent on food each month differs for the two populations, a random sample of 45 students who live on campus and a random sample of 50 students who live off campus are selected. Study 2: To determine if the mean number of hours spent studying differs for the two populations, a random sample students who live on campus is selected. Each student in this sample is asked how many hours he or she spend working each week. For each of these students who live on campus, a student who lives off campus and who works the same number of hours per week is identified and included in the sample of students who live off campus. Study 3: To determine if the mean number of hours worked per week differs for the two populations, a random sample of students who live on campus and who have a brother or sister who also attends the university but who lives off campus is selected. The sibling who lives on campus is included in the on campus sample, and the sibling who lives off campus is included in the off- campus sample. Study 4: To determine if the mean amount spent on textbooks differs for the two populations, a random sample of students who live on campus is selected. A separate random sample of the same size is selected from the population of students who live off campus.

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