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91Ó°ÊÓ

An individual can take either a scenic route to work or a nonscenic route. She decides that use of the nonscenic route can be justified only if it reduces the mean travel time by more than 10 minutes. a. If \(\mu_{1}\) refers to the mean travel time for nonscenic route and \(\mu_{2}\) to the mean travel time for scenic route, what hypotheses should be tested? b. If \(\mu_{1}\) refers to the mean travel time for scenic route and \(\mu_{2}\) to the mean travel time for nonscenic route, what hypotheses should be tested?

Short Answer

Expert verified
a. \(H_0: \mu_1 - \mu_2 \geq -10\), \(H_a: \mu_1 - \mu_2 < -10\) b. \(H_0: \mu_2 - \mu_1 \leq 10\), \(H_a: \mu_2 - \mu_1 > 10\)

Step by step solution

01

Define the null hypothesis

The null hypothesis is that the nonscenic route does not reduce the mean travel time by more than 10 minutes. In mathematical terms, we can write this as: \(H_0: \mu_1 - \mu_2 \geq -10\).
02

Define the alternative hypothesis

The alternative hypothesis is that the nonscenic route reduces the mean travel time by more than 10 minutes. In mathematical terms, we can write this as: \(H_a: \mu_1 - \mu_2 < -10\). b. Hypotheses for \(\mu_{1}\) (scenic) and \(\mu_{2}\) (nonscenic):
03

Define the null hypothesis

The null hypothesis is that the nonscenic route does not reduce the mean travel time by more than 10 minutes. In mathematical terms, we can write this as: \(H_0: \mu_2 - \mu_1 \leq 10\).
04

Define the alternative hypothesis

The alternative hypothesis is that the nonscenic route reduces the mean travel time by more than 10 minutes. In mathematical terms, we can write this as: \(H_a: \mu_2 - \mu_1 > 10\).

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Key Concepts

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

Null Hypothesis
When conducting hypothesis testing, the null hypothesis, denoted as \( H_0 \) is a starting assumption that there is no effect or no difference. In our case, the null hypothesis asserts that the nonscenic route does not reduce the mean travel time by more than 10 minutes when compared to the scenic route. Mathematically, this can be expressed as \( H_0: \mu_1 - \mu_2 \geq -10 \) for one scenario, or as \( H_0: \mu_2 - \mu_1 \leq 10 \) when the roles of \( \mu_1 \) and \( \mu_2 \) are switched.
It's crucial to understand that the null hypothesis is what we assume to be true until we have enough evidence to suggest otherwise. The goal of hypothesis testing is to examine whether the data we collect provides statistically significant evidence to reject this null hypothesis in favor of the alternative hypothesis.
Alternative Hypothesis
Complementary to the null hypothesis is the alternative hypothesis, denoted as \( H_a \) or \( H_1 \) which represents what we aim to demonstrate or support with evidence. For the exercise given, the alternative hypothesis contends that the nonscenic route does in fact reduce the mean travel time by more than 10 minutes. This is framed as \( H_a: \mu_1 - \mu_2 < -10 \) or \( H_a: \mu_2 - \mu_1 > 10 \) depending on the comparison direction.
In hypothesis testing, either we gather enough data to reject the null hypothesis and thus accept the alternative, or we fail to reject the null, indicating that there isn't sufficient evidence to support the alternative. The alternative hypothesis is vital because it focuses the direction of the researcher's analysis and decides the form of the testing conducted.
Mean Travel Time
Mean travel time is a statistical measure that represents the average time a person takes to travel a particular distance or route. In hypothesis testing, we often compare means to determine if there is a statistically significant difference between two scenarios. Here, we're comparing the mean travel time between the scenic (\( \mu_1 \) and nonscenic (\( \mu_2 \) routes to decide which is quicker on average, and by how much.
Understanding the mean travel time is important to correctly interpret the results of the hypothesis testing. If the nonscenic route's mean travel time is found to be more than 10 minutes shorter, it could justify choosing it over the scenic route for commuting. Mean travel time calculations and comparisons are at the heart of determining practical significance in real-world decisions.
Statistical Significance
Statistical significance is a term that indicates whether the difference observed in a study (like the difference in mean travel times) could have occurred by chance. In hypothesis testing, reaching statistical significance means that the data collected provides enough evidence to reject the null hypothesis with a certain level of confidence.
Usually, researchers will set a significance level before collecting data—the most common being 5% (\( \alpha = 0.05 \)—which determines the probability threshold for rejecting the null hypothesis. If the resulting p-value from testing is less than the set alpha level, the results are said to be statistically significant, suggesting that the alternative hypothesis deserves consideration. Understanding statistical significance is critical as it helps ensure that the conclusions drawn from data analysis are reliable and not due to random variation in the data.

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Most popular questions from this chapter

The article "Plugged \(\mathrm{In}\), but Tuned Out" (USA TODAY, January 20,2010 ) summarizes data from two surveys of kids age 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 (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 age 8 to 18 in each of the 2 years when the surveys were conducted. $$ \begin{array}{rrrrrrrrrrrrr} \mathbf{2 0 0 9} & 5 & 9 & 5 & 8 & 7 & 6 & 7 & 9 & 7 & 9 & 6 & 9 \\ & 10 & 9 & 8 & & & & & & & & & \\ \mathbf{1 9 9 9} & 4 & 5 & 7 & 7 & 5 & 7 & 5 & 6 & 5 & 6 & 7 & 8 \\ & 5 & 6 & 6 & & & & & & & & & \end{array} $$ 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 \(\alpha=0.01\).

The article "An Alternative Vote: Applying Science to the Teaching of Science" (The Economist, May 12,2011 ) describes an experiment conducted at the University of British Columbia. A total of 850 engineering students enrolled in a physics course participated in the experiment. These students were randomly assigned to one of two experimental groups. The two groups attended the same lectures for the first 11 weeks of the semester. In the twelfth week, one of the groups was switched to a style of teaching where students were expected to do reading assignments prior to class and then class time was used to focus on problem solving, discussion and group work. The second group continued with the traditional lecture approach. At the end of the twelfth week, the students were given a test over the course material from that week. The mean test score for students in the new teaching method group was 74 and the mean test score for students in the traditional lecture group was 41 . Suppose that the two groups each consisted of 425 students and that the standard deviations of test scores for the new teaching method group and the traditional lecture method group were 20 and 24 , respectively. Can you conclude that the mean test score is significantly higher for the new teaching method group than for the traditional lecture method group? Test the appropriate hypotheses using a significance level of \(\alpha=0.01\).

The paper "Does the Color of the Mug Influence the Taste of the Coffee?" (Flavour [2014]: 1-7) describes an experiment in which subjects were assigned at random to one of two treatment groups. The 12 people in one group were scrved coffee in a white mug and were asked to rate the quality of the coffee on a scale from 0 to 100 . The 12 people in the second group were served the same coffee in a clear glass mug, and they also rated the coffee. The mean quality rating for the 12 people in the white mug group was 50.35 and the standard deviation was \(20.17 .\) The mean quality rating for the 12 people in the clear glass mug group was 61.48 and the standard deviation was \(16.69 .\) For purposes of this exercise, you may assume that the distribution of quality ratings for each of the two treatments is approximately normal. a. Use the given information to construct and interpret a \(95 \%\) confidence interval for the difference in mean quality rating for this coffee when served in a white mug and when served in a glass mug. b. Based on the interval from Part (a), are you convinced that the color of the mug makes a difference in terms of mean quality rating? Explain.

The paper referenced in the previous exercise also had the 50 taxi drivers drive in the simulator while sending and receiving text messages. The mean of the 50 sample differences (no distraction - reading text messages) was 1.3 meters and the standard deviation of the sample differences was 1.54 meters. The authors concluded that there was evidence to support the claim that the mean following distance for Greek taxi drivers is greater when there are no distractions that when the driver is texting. Do you agree with this conclusion? Carry out a hypothesis test to support your answer. You can assume that this sample of 50 drivers is representative of Greek taxi drivers.

The paper "The Effect of Multitasking on the Grade Performance of Business Students" (Research in Higher Education Journal [2010]: 1-10) describes an experiment in which 62 undergraduate business students were randomly assigned to one of two experimental groups. Students in one group were asked to listen to a lecture but were told that they were permitted to use cell phones to send text messages during the lecture. Students in the second group listened to the same lecture but were not permitted to send text messages during the lecture. Afterwards, students in both groups took a quiz on material covered in the lecture. The researchers reported that the mean quiz score for students in the texting group was significantly lower than the mean quiz score for students in the no-texting group. In the context of this experiment, explain what it means to say that the texting group mean was significantly lower than the no-text group mean. (Hint: See discussion on page \(662 .\) )

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