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Consider a \(90 \%\) confidence interval for \(\mu\). Assume \(\sigma\) is not known. For which sample size, \(n=10\) or \(n=20\), is the confidence interval longer?

Short Answer

Expert verified
The confidence interval is longer for \(n=10\).

Step by step solution

01

Understand the Problem

We need to find which sample size, either \(n = 10\) or \(n = 20\), results in a longer 90% confidence interval for the population mean \(\mu\), given that the population standard deviation \(\sigma\) is unknown.
02

Formula for Confidence Interval

When \(\sigma\) is unknown, we use the t-distribution to construct the confidence interval. The 90% confidence interval for \(\mu\) is given by \( \bar{x} \pm t_{\frac{\alpha}{2}, n-1} \frac{s}{\sqrt{n}} \), where \(\bar{x}\) is the sample mean, \(s\) is the sample standard deviation, and \(t_{\frac{\alpha}{2}, n-1}\) is the t-critical value for \(\frac{\alpha}{2}\) and \(n-1\) degrees of freedom.
03

Impact of Sample Size on Interval Length

The width of the confidence interval is based on \(2 \times t_{\frac{\alpha}{2}, n-1} \frac{s}{\sqrt{n}}\). As \(n\) increases, \(\frac{s}{\sqrt{n}}\) decreases, narrowing the interval. Additionally, increasing \(n\) typically decreases the t-critical value for a fixed confidence level.
04

Calculating Interval Lengths for Each Sample Size

For \(n=10\), the degrees of freedom are 9, and for \(n=20\), the degrees of freedom are 19. The difference in degrees of freedom affects the t-critical value: \(t_{0.05, 9}\) > \(t_{0.05, 19}\). Smaller \(n\) results in a larger t-critical value and larger \(\frac{s}{\sqrt{n}}\), indicating a longer interval.
05

Conclusion Based on Calculations

The confidence interval is longer for \(n=10\) because both the t-critical value is larger and the \(\frac{s}{\sqrt{n}}\) term is larger compared to \(n=20\). Therefore, the confidence interval shortens as the sample size increases.

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Key Concepts

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

t-distribution
When constructing confidence intervals for the population mean \(\mu\), particularly when the population standard deviation \(\sigma\) is unknown, the t-distribution becomes a key tool.
Unlike the normal distribution, the t-distribution is more spread out with heavier tails. This accounts for the additional uncertainty introduced by estimating \(\sigma\) with the sample standard deviation \(s\).
The shape of the t-distribution depends on the degrees of freedom, a concept we will discuss more shortly. **Why Use the t-distribution?*** The t-distribution compensates for smaller sample sizes by providing wider confidence intervals.
* These intervals ensure a higher chance of capturing the true population mean than would be possible with the normal distribution.
* As the sample size increases, the t-distribution approaches the normal distribution.
sample size impact
Sample size is a crucial factor in the determination of a confidence interval's width and precision.
When the sample size increases, several changes occur that impact the confidence interval. **What Happens with Larger Sample Sizes?*** The term \(\frac{s}{\sqrt{n}}\) decreases as \(n\) grows, because dividing by a larger number results in a smaller quotient.
* This reduction leads to a narrower confidence interval, indicating more precise estimates of \(\mu\).
* In addition, for a given confidence level, the t-critical value \(t_{\frac{\alpha}{2}, n-1}\) also decreases with larger samples, as the distribution resembles the normal distribution more closely. Ultimately, larger sample sizes tend to produce more reliable statistics, creating confidence intervals that are shorter and therefore more informative about the true population parameter.
degrees of freedom
Degrees of freedom (df) in statistics represent the number of independent values that can vary in a data set when calculating a statistical measure.
For a t-distribution used in confidence intervals, the degrees of freedom are calculated as \(n-1\), where \(n\) is the sample size. **Influence of Degrees of Freedom on Intervals*** Higher degrees of freedom result in a t-distribution that is less spread out, or more like the normal distribution.
* This means narrower confidence intervals at the same confidence level, since a higher df causes a lower t-critical value.
* Therefore, when calculating a confidence interval, sample sizes with larger degrees of freedom create shorter intervals.Understanding degrees of freedom helps to appreciate why smaller sample sizes lead to wider intervals: fewer independent pieces of information lead to increased variability, which the t-distribution accounts for.

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Most popular questions from this chapter

A random sample of 5222 permanent dwellings on the entire Navajo Indian Reservation showed that 1619 were traditional Navajo hogans (Navajo Architecture: Forms, History, Distributions, by Jett and Spencer, University of Arizona Press). (a) Let \(p\) be the proportion of all permanent dwellings on the entire Navajo Reservation that are traditional hogans. Find a point estimate for \(p\). (b) Find a \(99 \%\) confidence interval for \(p\). Give a brief interpretation of the confidence interval. (c) Do you think that \(n p>5\) and \(n q>5\) are satisfied for this problem? Explain why this would be an important consideration.

In a marketing survey, a random sample of 730 women shoppers revealed that 628 remained loyal to their favorite supermarket during the past year (i.e., did not switch stores). (Source: Trends in the United States: Consumer Attitudes and the Supermarket, The Research Department, Food Marketing Institute.) (a) Let \(p\) represent the proportion of all women shoppers who remain loyal to their favorite supermarket. Find a point estimate for \(p\). (b) Find a \(95 \%\) confidence interval for \(p\). Give a brief explanation of the meaning of the interval. (c) As a news writer, how would you report the survey results regarding the percentage of women supermarket shoppers who remained loyal to their favorite supermarket during the past year? What is the margin of error based on a \(95 \%\) confidence interval?

(a) Suppose a \(95 \%\) confidence interval for the difference of means contains both positive and negative numbers. Will a \(99 \%\) confidence interval based on the same data necessarily contain both positive and negative numbers? Explain. What about a \(90 \%\) confidence interval? Explain. (b) Suppose a \(95 \%\) confidence interval for the difference of proportions contains all positive numbers. Will a \(99 \%\) confidence interval based on the same data necessarily contain all positive numbers as well? Explain. What about a \(90 \%\) confidence interval? Explain.

How much do college administrators (not teachers or service personnel) make each year? Suppose you read the local newspaper and find that the average annual salary of administrators in the local college is \(\bar{x}=\$ 58,940\). Assume that \(\sigma\) is known to be \(\$ 18,490\) for college administrator salaries (Reference: The Chronicle of Higher Education). (a) Suppose that \(\bar{x}=\$ 58,940\) is based on a random sample of \(n=36\) administrators. Find a \(90 \%\) confidence interval for the population mean annual salary of local college administrators. What is the margin of error? (b) Suppose that \(\bar{x}=\$ 58,940\) is based on a random sample of \(n=64\) administrators. Find a \(90 \%\) confidence interval for the population mean annual salary of local college administrators. What is the margin of error? (c) Suppose that \(\bar{x}=\$ 58,940\) is based on a random sample of \(n=121\) administrators. Find a \(90 \%\) confidence interval for the population mean annual salary of local college administrators. What is the margin of error? (d) Compare the margins of error for parts (a) through (c). As the sample size increases, does the margin of error decrease? (e) Compare the lengths of the confidence intervals for parts (a) through (c). As the sample size increases, does the length of a \(90 \%\) confidence interval decrease?

At wind speeds above 1000 centimeters per second \((\mathrm{cm} / \mathrm{sec})\), significant sand-moving events begin to occur. Wind speeds below \(1000 \mathrm{~cm} / \mathrm{sec}\) deposit sand and wind speeds above \(1000 \mathrm{~cm} / \mathrm{sec}\) move sand to new locations. The cyclic nature of wind and moving sand determines the shape and location of large dunes (Reference: Hydraulic, Geologic, and Biologic Research at Great Sand Dunes National Monument and Vicinity, Colorado, Proceedings of the National Park Service Research Symposium). At a test site, the prevailing direction of the wind did not change noticeably. However, the velocity did change. Sixty wind speed readings gave an average velocity of \(\bar{x}=1075 \mathrm{~cm} / \mathrm{sec}\). Based on long-term experience, \(\sigma\) can be assumed to be \(265 \mathrm{~cm} / \mathrm{sec} .\) (a) Find a \(95 \%\) confidence interval for the population mean wind speed at this site. (b) Does the confidence interval indicate that the population mean wind speed is such that the sand is always moving at this site? Explain.

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