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91Ó°ÊÓ

Involve scores from the high school graduating class of 2010 on the SAT (Scholastic Aptitude Test). The average score on the Mathematics part of the SAT exam for males is 534 with a standard deviation of 118 , while the average score for females is 500 with a standard deviation of 112 . (a) If random samples are taken with 40 males and 60 females, find the mean and standard deviation of the distribution of differences in sample means, \(\bar{x}_{m}-\bar{x}_{f},\) where \(\bar{x}_{m}\) represents the sample mean for the males and \(\bar{x}_{f}\) represents the sample mean for the females. (b) Repeat part (a) if the random samples contain 400 males and 600 females. (c) What effect do the different sample sizes have on center and spread of the distribution?

Short Answer

Expert verified
For 40 males and 60 females, the mean difference in SAT Math scores is 34 and the standard deviation is calculated using the formula. For 400 males and 600 females, the mean stays the same but the standard deviation decreases, indicating less variability with larger samples. The center of the distribution does not change with sample size, but the spread reduces with increasing sample size, improving the precision of the estimate.

Step by step solution

01

Calculation for Part (a)

First, calculate the mean and standard deviation of the difference between sample means for random samples of 40 males and 60 females. The mean of the distribution of differences in sample means, \(\bar{x}_{m}-\bar{x}_{f},\) is simply the difference between the individual means of the two groups. \[ \mu_{\bar{x}_{m}-\bar{x}_{f}} = \mu_{m} - \mu_{f} = 534 - 500 = 34 \] The standard deviation of the distribution of differences is calculated using the formula \(\sigma_{\bar{x}_{m}-\bar{x}_{f}}=\sqrt{\left(\frac{\sigma_{m}^2}{n_{m}}+\frac{\sigma_{f}^2}{n_{f}}\right)}\), where \(n_{m}\) and \(n_{f}\) represent the sample sizes of males and females respectively, and \(\sigma_{m}\) and \(\sigma_{f}\) represent the standard deviations of the two groups. Substituting the given values: \[\sigma_{\bar{x}_{m}-\bar{x}_{f}}=\sqrt{\left(\frac{118^2}{40}+\frac{112^2}{60}\right)}\]
02

Calculation for Part (b)

For the second part, carry out the above calculations again but with a larger sample size: 400 males and 600 females. The mean remains the same: \[ \mu_{\bar{x}_{m}-\bar{x}_{f}} = 34 \] The standard deviation is calculated using the same formula, with adjusted sample sizes: \[\sigma_{\bar{x}_{m}-\bar{x}_{f}}=\sqrt{\left(\frac{118^2}{400}+\frac{112^2}{600}\right)}\]
03

Evaluating the Effect of Different Sample Sizes

The mean of the difference in sample means does not change with the sample size, as it is independent of the number of observations. However, the standard deviation decreases as the sample size increases. This means the spread of the distribution becomes narrower with larger sample sizes, which signifies a reduction in variability or more precision in the estimate of the difference in means.

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Key Concepts

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

Sample Mean
The sample mean is an important concept in statistics used to estimate the average value from a sample taken from a larger population. It's represented by the symbol \( \bar{x} \). To calculate the sample mean, you sum up all the observed values in your data set and then divide by the number of observations.

Here's the formula for the sample mean: \( \bar{x} = \frac{1}{n} \sum_{i=1}^{n} x_i \), where \( n \) is the number of observations, and \( x_i \) represents each value in the sample.

The sample mean serves as a useful estimate of the population mean, particularly when we cannot measure the entire population. For instance, in the SAT score problem, separate sample means were calculated for male and female students. Here, \( \bar{x}_m \) is the sample mean for male scores, and \( \bar{x}_f \) is the sample mean for female scores.
Standard Deviation
Standard deviation is a measure used to quantify the amount of variation or dispersion in a set of data values. A low standard deviation indicates that the data points are close to the mean, whereas a high standard deviation indicates a larger spread.Standard deviation is represented by the symbol \( \sigma \) and calculated using the formula: \[\sigma = \sqrt{\frac{1}{n-1}\sum_{i=1}^{n}(x_i - \bar{x})^2}\] Where:
  • \( n \) is the number of observations
  • \( x_i \) is each value in the sample
  • \( \bar{x} \) is the sample mean
In the context of SAT scores, separate standard deviations are provided for male and female students, showing the typical difference in scores from the average score for each group. A crucial point to notice in the exercise is that as the sample size increases, the effect of variability reduces, making the estimation of the difference in sample means more precise.
SAT Scores
SAT scores are widely used in the United States as part of the college admissions process. They consist of different sections that assess mathematics, evidence-based reading, and writing skills.

The SAT scores discussed in this exercise focus on the Mathematics part. For this particular exercise, the average Math SAT scores and standard deviations are given separately for males and females to analyze differences. Males have an average score of 534 with a standard deviation of 118, and females have an average score of 500 with a standard deviation of 112.

Understanding SAT scores through statistical measures like mean and standard deviation helps interpret the data accurately. It allows us to predict, with some level of certainty, the outcomes of random samples from these populations. Analyzing these scores can shed light on trends and differences between groups, such as in the performance between genders, which may further influence educational strategies and policies.

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Most popular questions from this chapter

A \(90 \%\) confidence interval for \(\mu_{1}-\mu_{2}\) using the paired difference sample results \(\bar{x}_{d}=556.9\), \(s_{d}=143.6, n_{d}=100\)

A \(95 \%\) confidence interval for \(\mu_{1}-\mu_{2}\) using the paired data in the following table: $$ \begin{array}{lcc} \hline \text { Case } & \text { Situation 1 } & \text { Situation 2 } \\ \hline 1 & 77 & 85 \\ 2 & 81 & 84 \\ 3 & 94 & 91 \\ 4 & 62 & 78 \\ 5 & 70 & 77 \\ 6 & 71 & 61 \\ 7 & 85 & 88 \\ 8 & 90 & 91 \\ \hline \end{array} $$

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Who Is More Trusting: Internet Users or Non-users? In a randomly selected sample of 2237 US adults, 1754 identified themselves as people who use the Internet regularly while the other 483 indicated that they do not. In addition to Internet use, participants were asked if they agree with the statement "most people can be trusted." The results show that 807 of the Internet users agree with this statement, while 130 of the non-users agree. \(^{54}\) (a) Which group is more trusting in the sample (in the sense of having a larger percentage who agree): Internet users or people who don't use the Internet? (b) Can we generalize the result from the sample? In other words, does the sample provide evidence that the level of trust is different between the two groups in the broader population? (c) Can we conclude that Internet use causes people to be more trusting? (d) Studies show that formal education makes people more trusting and also more likely to use the Internet. Might this be a confounding factor in this case?

Standard Error from a Formula and a Bootstrap Distribution In Exercises 6.19 to \(6.22,\) use StatKey or other technology to generate a bootstrap distribution of sample proportions and find the standard error for that distribution. Compare the result to the standard error given by the Central Limit Theorem, using the sample proportion as an estimate of the population proportion \(p\). Proportion of peanuts in mixed nuts, with \(n=100\) and \(\hat{p}=0.52\)

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