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91Ó°ÊÓ

For the following pairs, indicate which do not comply with the rules for setting up hypotheses, and explain why: a. \(H_{0}: \mu=15, H_{a}: \mu=15\) b. \(H_{0}: p=.4, H_{a}: p>.6\) c. \(H_{0}: \mu=123, H_{a}: \mu<123\) d. \(H_{0}: \mu=123, H_{d}: \mu=125\) e. \(\quad H_{0}: \hat{p}=.1, H_{a}: \hat{p} \neq .1\)

Short Answer

Expert verified
Pairs a, d, and e do not comply with the rules for setting up hypotheses. Pair a violates rule because null and alternative hypotheses are the same. Pair d violates rule because the symbol of alternative hypothesis is not properly written. Pair e violates rule because estimative \(\hat{p}\) is used instead of the parameter, p.

Step by step solution

01

Analyze the first pair: \(H_{0}: \mu = 15, H_{a}: \mu = 15\)

This pair does not comply with the hypothesis testing rules because the null and alternative hypotheses are the same, which means that there is no effect to test.
02

Analyze the second pair: \(H_{0}: p = .4, H_{a}: p > .6\)

This pair complies with the hypothesis testing rules. The null hypothesis represents the status quo (the probability is 0.4), while the alternative hypothesis suggests a different state (the probability is greater than 0.6).
03

Analyze the third pair: \(H_{0}: \mu = 123, H_{a}: \mu < 123\)

This pair complies with the hypothesis testing rules. The null hypothesis represents the status quo (the mean is 123), while the alternative hypothesis suggests a different state (the mean is less than 123).
04

Analyze the fourth pair: \(H_{0}: \mu = 123, H_{d}: \mu = 125\)

This pair does not comply with the hypothesis testing rules because the alternative hypothesis is denoted by \(H_{d}\) instead of \(H_{a}\), which is the standard notational convention.
05

Analyze the fifth pair: \(H_{0}: \hat{p} = .1, H_{a}: \hat{p} \neq .1\)

This pair does not comply with the hypothesis testing rules. The estimative, \(\hat{p}\), is used instead of parameter, p, which should be used in the null hypothesis.

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Key Concepts

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

Null Hypothesis
The null hypothesis, often denoted as \(H_0\), is a statement in hypothesis testing that assumes no effect or no difference in a given situation. It's like saying "nothing is happening here," or "there is no change." For example, if you're testing whether a new drug is effective, the null hypothesis would state that this drug has no effect compared to a placebo.
Understanding the null hypothesis is crucial because it serves as the baseline against which the alternative hypothesis is tested. In many cases, researchers seek to reject the null hypothesis to provide evidence that the alternative hypothesis is more likely correct.
Remember, in hypothesis testing, we never "prove" the null hypothesis. We either reject it or fail to reject it, which means we found enough evidence against it, or we didn't.
  • The null hypothesis is commonly expressed as \(H_0: \mu = \text{value}\) or \(H_0: p = \text{value}\).
  • It represents the status quo or a baseline assumption.
  • Rejection of \(H_0\) implies supporting the alternative hypothesis.
Alternative Hypothesis
The alternative hypothesis, denoted as \(H_a\) or sometimes \(H_1\), represents what the researcher aims to prove. It suggests that there is an effect or a difference, challenging the initial claim made by the null hypothesis.
In research, we're often motivated by the alternative hypothesis because it suggests new insights or findings. For example, in a drug test study, the alternative hypothesis would state that the new drug does, indeed, have an effect compared to a placebo.
If the evidence supports the alternative hypothesis, it can lead to new scientific understandings or advances.
  • The alternative hypothesis can take various forms like \(H_a: \mu eq \text{value}\), \(H_a: \mu > \text{value}\), or \(H_a: \mu < \text{value}\).
  • It suggests there is a significant effect or difference present.
  • The goal of many tests is to determine if there's enough evidence to support \(H_a\) over \(H_0\).
Statistical Hypothesis
In hypothesis testing, a statistical hypothesis is a claim or an assumption about a population parameter that we aim to test. It usually comes in pairs: the null hypothesis (\(H_0\)) and the alternative hypothesis (\(H_a\)).
These paired hypotheses provide a framework for conducting statistical tests and drawing conclusions about the data. The null hypothesis states a specific condition or standard, while the alternative hypothesis contradicts that condition, proposing a new direction or finding.
Statistical hypotheses are crucial for ensuring that research findings are backed by solid evidence and sound statistical reasoning.
  • Statistical hypotheses provide a structured method for problem-solving.
  • They guide the decision-making process in hypothesis testing.
  • Clear definition of both \(H_0\) and \(H_a\) is essential for valid conclusions.
Notation in Hypothesis Testing
Notation in hypothesis testing is vital for clear communication of the statistical test being conducted. In the exercise above, correct notation helps identify what is being tested and how the hypotheses are structured.
Here are some standard notations used:
  • \(H_0\) represents the null hypothesis.
  • \(H_a\) or \(H_1\) indicates the alternative hypothesis.
  • \(\mu\) is used for the population mean.
  • \(p\) signifies the population proportion.
Using these notations correctly is critical. For instance, in the step-by-step solution, pairs like \(H_0: \mu = 15\) and \(H_a: \mu = 15\) failed because they didn't express a different condition; thus, no testing could be performed. Also, using incorrect symbols or notations like \(H_d\) instead of \(H_a\) can render hypotheses invalid.
Accurate notation ensures that your hypotheses are properly constructed and that statistical tests can be correctly interpreted and performed.

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Most popular questions from this chapter

The Economist collects data each year on the price of a Big Mac in various countries around the world. The price of a Big Mac for a sample of McDonald's restaurants in Europe in May 2009 resulted in the following Big Mac prices (after conversion to U.S. dollars): \(\begin{array}{llllll}3.80 & 5.89 & 4.92 & 3.88 & 2.65 & 5.57\end{array}\) \(\begin{array}{ll}6.39 & 3.24\end{array}\) The mean price of a Big Mac in the U.S. in May 2009 was \(\$ 3.57\). For purposes of this exercise, assume it is reasonable to regard the sample as representative of European McDonald's restaurants. Does the sample provide convincing evidence that the mean May 2009 price of a Big Mac in Europe is greater than the reported U.S. price? Test the relevant hypotheses using \(\alpha=.05\).

A certain pen has been designed so that true average writing lifetime under controlled conditions (involving the use of a writing machine) is at least 10 hours. A random sample of 18 pens is selected, the writing lifetime of each is determined, and a normal probability plot of the resulting data supports the use of a one-sample \(t\) test. The relevant hypotheses are \(H_{0}: \mu=10\) versus \(H_{a}: \mu<10 .\) a. If \(t=-2.3\) and \(\alpha=.05\) is selected, what conclusion is appropriate? b. If \(t=-1.83\) and \(\alpha=.01\) is selected, what conclusion is appropriate? c. If \(t=0.47,\) what conclusion is appropriate?

Many consumers pay careful attention to stated nutritional contents on packaged foods when making purchases. It is therefore important that the information on packages be accurate. A random sample of \(n=12\) frozen dinners of a certain type was selected from production during a particular period, and the calorie content of each one was determined. (This determination entails destroying the product, so a census would certainly not be desirable!) Here are the resulting observations, along with a boxplot and normal probability plot: \(\begin{array}{llllllll}255 & 244 & 239 & 242 & 265 & 245 & 259 & 248\end{array}\) \(\begin{array}{llll}225 & 226 & 251 & 233\end{array}\) a. Is it reasonable to test hypotheses about mean calorie content \(\mu\) by using a \(t\) test? Explain why or why not. b. The stated calorie content is \(240 .\) Does the boxplot suggest that true average content differs from the stated value? Explain your reasoning. c. Carry out a formal test of the hypotheses suggested in Part (b).

The article referenced in the previous exercise also reported that 470 of 1000 randomly selected adult Americans thought that the quality of movies being produced was getting worse. a. Is there convincing evidence that fewer than half of adult Americans believe that movie quality is getting worse? Use a significance level of .05 . b. Suppose that the sample size had been 100 instead of 1000 , and that 47 thought that the movie quality was getting worse (so that the sample proportion is still .47). Based on this sample of 100 , is there convincing evidence that fewer than half of adult Americans believe that movie quality is getting worse? Use a significance level of .05 . c. Write a few sentences explaining why different conclusions were reached in the hypothesis tests of Parts (a) and (b).

10.52 - Medical research has shown that repeated wrist extension beyond 20 degrees increases the risk of wrist and hand injuries. Each of 24 students at Cornell University used a proposed new computer mouse design, and while using the mouse, each student's wrist extension was recorded. Data consistent with summary values given in the paper "Comparative Study of Two Computer Mouse Designs" (Cornell Human Factors Laboratory Technical Report \(\mathrm{RP} 7992\) ) are given. Use these data to test the hypothesis that the mean wrist extension for people using this new mouse design is greater than 20 degrees. Are any assumptions required in order for it to be appropriate to generalize the results of your test to the population of Cornell students? To the population of all university students? \(\begin{array}{llllllllllll}27 & 28 & 24 & 26 & 27 & 25 & 25 & 24 & 24 & 24 & 25 & 28 \\ 22 & 25 & 24 & 28 & 27 & 26 & 31 & 25 & 28 & 27 & 27 & 25\end{array}\)

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