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Use software or Table \(C\) to find (a) the critical value for a one-sided test with level \(\alpha=0.01\) based on the \(t_{2}\) distribution. (b) the critical value for a \(90 \%\) confidence interval based on the \(t_{28}\) distribution.

Short Answer

Expert verified
(a) 4.303 (b) 1.701

Step by step solution

01

Understanding the One-Sided Test Critical Value

For part (a), we need to find the critical value for a one-sided test with a significance level of \( \alpha = 0.01 \) using the \( t_{2} \) distribution. In a one-sided test, the critical value corresponds to the \( 0.01 \) quantile (the top 1%) of the \( t \)-distribution with 2 degrees of freedom.
02

Finding the Critical Value for t_2 Distribution

We use a t-distribution table or software to find the critical value. For a \( t_{2} \) distribution at \( \alpha = 0.01 \), the critical value is approximately \( 4.303 \).
03

Understanding the Confidence Interval Critical Value

For part (b), we need to find the critical value for constructing a 90% confidence interval using the \( t_{28} \) distribution. The critical value will be the \( t_{\frac{0.1}{2} = 0.05} \) quantile, since the error must be split between both tails (two-sided), and so each tail has 5%.
04

Finding the Critical Value for t_28 Distribution

We use a t-distribution table or software to find the critical value for a 90% confidence interval with \( t_{28} \). The critical value is approximately \( 1.701 \).

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Key Concepts

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

T-Distribution
The t-distribution is an essential concept in statistics, especially when dealing with small sample sizes. It is a probability distribution that is symmetric and bell-shaped, much like the normal distribution, but it has heavier tails. The t-distribution allows us to account for the additional variability inherent in estimating the population mean from a small sample. This makes it ideal for calculations involving smaller datasets.
When we refer to a t-distribution, we're looking at a family of curves. Each curve is defined by degrees of freedom, which we'll discuss later.
  • T-distribution is used when the sample size is small and the population standard deviation is unknown.
  • As the sample size increases, the t-distribution approaches the normal distribution.
It plays a crucial role in hypothesis testing and constructing confidence intervals, providing a way to make inferences about the population.
One-Sided Test
In statistical hypothesis testing, a one-sided test is used when we are interested in determining if there is evidence for a specific direction of effect. This involves testing either if the population parameter is greater than or less than a value, but not both.
For a one-sided test, the hypothesis can be framed as follows:
  • Null Hypothesis (H鈧): The parameter is equal to or less than a specified value for an upper-tailed test, or equal to or greater than a specified value for a lower-tailed test.
  • Alternative Hypothesis (H鈧): The parameter is greater than the specified value for an upper-tailed test, or less for a lower-tailed test.
By focusing on one direction, the critical region, where we reject the null hypothesis, is concentrated entirely at one tail of the distribution. This gives the one-sided test greater power to detect an effect in the specified direction, compared to a two-sided test.
Confidence Interval
A confidence interval gives a range of values that likely contain a population parameter based on sample data. It is a crucial tool in inferential statistics. A 90% confidence interval means that if we were to take 100 different samples and compute a confidence interval for each one, about 90% of these intervals are expected to contain the true population parameter.
The confidence level of an interval impacts both the range and the certainty of predicting the population parameter. Common confidence levels include 90%, 95%, and 99%. To understand this with a t-distribution:
  • The interval estimate is calculated by taking the sample mean or proportion, plus and minus a margin of error.
  • The margin of error is influenced by the standard deviation of the sample and the critical value from the t-distribution.
The wider the confidence interval, the more cautious we are, reflecting uncertainty in the sample estimate.
Degrees of Freedom
Degrees of freedom (df) refer to the number of values in a calculation that are free to vary. In the context of a t-distribution, they are crucial because they determine which member of the family of t-distributions to use for your calculation.
For simple situations like estimating the mean, the degrees of freedom are typically the sample size minus one \( n-1 \). This is because one degree of freedom is "used up" to estimate the sample mean.
  • Determining df is important because it affects the critical value we use from the t-distribution table.
  • Fewer degrees of freedom result in t-distributions that have thicker tails; more degrees bring the distribution closer to a normal distribution.
Understanding how degrees of freedom impact the shape of the t-distribution helps in selecting the correct probability curve for hypothesis testing and confidence intervals.

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Most popular questions from this chapter

In a study of exhaust emissions from school buses, the pollution intake by passengers was determined for a sample of nine school buses used in the Southern California Air Basin. The pollution intake is the amount of exhaust emissions, in grams per person, that would be inhaled while traveling on the bus during its usual 18-mile trip on congested freeways from South Central LA to a magnet school in West LA. (As a reference, the average intake of motor emissions of carbon monoxide in the LA area is estimated to be about \(0.000046\) gram per person.) Here are the amounts for the nine buses when driven with the windows open: 20 \(\begin{array}{lllllllll}1.15 & 0.33 & 0.40 & 0.33 & 1.35 & 0.38 & 0.25 & 0.40 & 0.35\end{array}\) (a) Make a stemplot. Are there outliers or strong skewness that would preclude use of the \(t\) procedures? (b) A good way to judge the effect of outliers is to do your analysis twice, once with the outliers and a second time without them. Give two \(90 \%\) confidence intervals, one with all the data and one with the outliers removed, for the mean pollution intake among all school buses used in the Southern California Air Basin that travel the route investigated in the study. (c) Compare the two intervals in part (b). What is the most important effect of removing the outliers?

You are testing \(H_{0}: \mu=100\) against \(H_{a}: \mu<100\) based on an SRS of 16 observations from a Normal population. The data give \(x^{-} \bar{x}=98\) and \(s=4\). The value of the \(t\) statistic is (a) \(-8\). (b) \(-2\). (c) \(-0.5\).

Researchers at Texas A\&M studied the effect of using standing height desks in an elementary school on the energy expended by nine students. In their paper about the study, they reported descriptive statistics for the nine students. These descriptive statistics were expressed as a mean plus or minus a standard deviation. \({ }^{3}\) One such descriptive statistic was the weight of students before using the standing desks, which was reported as \(27.0 \pm 7.9\) kilograms. What are \(\mathrm{x}^{-} \bar{x}\) and the standard error of the mean for these students? (This exercise is also a warning to read carefully: that \(27.0 \pm\) \(7.9\) is not a confidence interval, yet summaries in this form are common in scientific reports.)

A study of commuting times reports the travel times to work of a random sample of 1000 employed adults in Seattle. \({ }^{2}\) The mean is \(\mathrm{x}^{-} \bar{x}=\) 37.9 minutes and the standard deviation is \(s=27.2\) minutes. What is the standard error of the mean?

Twenty-nine college students, identified as having a positive attitude about Mitt Romney as compared to Barack Obama in the 2012 presidential election, were asked to rate how trustworthy the face of Mitt Romney appeared, as represented in their mental image of Mitt Romney's face. Ratings were on a scale of 0 to 7 , with 0 being "not at all trustworthy" and 7 being "extremely trustworthy." Here are the 29 ratings: \({ }^{19}\) \(\begin{array}{llllllllll}2.6 & 3.2 & 3.7 & 3.3 & 3.4 & 3.6 & 3.7 & 3.8 & 3.9 & 4.1\end{array}\) \(\begin{array}{lllllllllll}4.2 & 4.9 & 5.7 & 4.2 & 3.9 & 3.2 & 4.5 & 5.0 & 5.0 & 4.6\end{array}\) \(\begin{array}{lllllllll}4.6 & 3.9 & 3.9 & 5.3 & 2.8 & 2.6 & 3.0 & 3.3 & 3.7\end{array}\) (a) Suppose we can consider this an SRS of all U.S. college students. Make a stemplot. Is there any sign of major deviation from Normality? (b) Give a \(95 \%\) confidence interval for the mean rating. (c) Is there significant evidence at the \(5 \%\) level that the mean rating is greater than \(3.5\) (a neutral rating)?

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