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230 East 105th Street Kevin McCarthy – Principal

New York, NY 10029 Dr. Suzy Ort – Assistant Principal Supervision

Tel # (212) 831-1517 Marcia Edmonds – Assistant Principal – Student Affairs

Fax # (212) 384-6097

Statistics II

Final Examination

June 2011

Ms. Brady

Name: _______________________________ Date: _________________

Period: _______________________________ Time Studied: __________

________________________________________________________________________________________

PART I: MATCHING COLUMN 25 POINTS ____

PART II: MULTIPLE CHOICE 10 POINTS ____

PART III: SHORT ANSWER 35 POINTS ____

PART IV: CRITICAL THINKING / DATA ANALYSIS 20 POINTS ____

PART V: COURSE EVALUATION 10 POINTS ____

TOTAL 100 POINTS ____

__________________________________________________________________________________________

PART I: MATCHING COLUMN

25. POINTS

1 POINT PER TERM

Choose the description that best relates to each term.

____ confederate a. informing a participant of the purpose of the study after it is complete

____ cost-benefit analysis b. receives real medicine

____ placebo c. taking “fake” medicine causes a person to feel better because of a psychological expectation to feel better

____ placebo effect d. the researcher’s assistant who pretends not to be a part of the study

____ experimental group e. “fake” medicine/ sugar pill

____ control group f. receives “fake” medicine

____ deception g. a research study that tests a new drug

____ debriefing h. before the study, the researcher has the participant agree by signing a document

____ informed consent i. weighing the positives and negatives to make a decision

____ clinical trial j. tricking a participant about the purpose of a study

____ psychological k. psychological test that identifies 16 personality types

____ bystander effect l. created the Heinz dilemma, which evaluates moral reasoning

____ Kohlberg m. related to the mind

____ Kitty Genovese n. people are less likely to help in an emergency if there are many people present

____ IRB o. participant’s name/personal information is not known

____ anonymous p. participant’s name/personal information is kept private

____ confidential q. morally wrong

____ ethical r. morally right

____ unethical s. decides whether or not to approve a study

____ Myers-Briggs Typology t. 38 people witnessed the murder, but no one called the police in time;

Indicator demonstrated the bystander effect

____ Stanford prison experiment u. study in which Black males who were not told they had syphilis were left untreated through their deaths to see how the disease affects Blacks; led to the creation of the IRB.

____ Milgram obedience v. study in which a baby, without parental consent, was conditioned to become afraid of a experiment white rat, leading to additional fears that were never removed because it ended early.

____ Little Albert experiment w. study in which half pretended to be prisoners and half pretended to be prison guards; the guards became abusive, showing behavior is based on situation not personality.

____ Tuskegee syphilis study x. unfair; slanted in one direction often due to leaving specific groups out of the sample.

____ biased y. study in which participants were instructed by an experimenter to shock a learner, showing how far people will go to obey authority.

PART II: MULTIPLE CHOICE

10 POINTS

1 POINT PER QUESTION

Circle the best answer

1. Which of the following statements about reliability and validity is most accurate.

a. A test is considered both reliable and valid when it measures what it is supposed to measure.

b. A test is considered both reliable and valid when similar results are obtained each time the test is given.

c. A test is considered reliable when it measures what it is supposed to measure

and a test is considered valid when similar results are obtained each time the test is given.

d. A test is considered valid when it measures what it is supposed to measure

and a test is considered reliable when similar results are obtained each time the test is given.

2. What was the primary reason for collecting folded surveys in an envelope for the chi square stereotype research project?

a. To keep the researcher organized

b. To keep the participants’ answers anonymous

c. To make it easier to separate omitted surveys

d. To keep the surveys available for future reference

3. When would curving a test hurt your score?

a. Never

b. When you earn a high score that is lower than the class mean

c. When you earn a low score that is higher than the class mean

d. None of the above

4. Which of the following is true about a negative obtained χ2?

a. The variables cannot be related because the obtained χ2 will never be larger than the critical χ2.

b. Use its absolute value when comparing it to the critical χ2.

c. A mathematical error must have been made because it is impossible to have a negative obtained χ2.

d. None of the above

5. Which of the following is true about analyzing data sets using a t-test or one-way ANOVA?

a. If a data set can be analyzed with a t-test, it can also be analyzed with a one-way ANOVA.

b. If a data set can be analyzed with a one-way ANOVA, it can also be analyzed with a t-test.

c. T-tests and one-way ANOVA can never be used to analyze the same data set.

d. T-tests and one-way ANOVA can always be used to analyze the same data set.

6.

Speaks Spanish Doesn’t Speak Spanish

Hispanic 14 6

Non-Hispanic 3 27

χ² (1, N = 50) = 19.251, p < .05

*source: chi square stereotype project, Ashley Toles, 2009

Based on the information in the table, which is / are true?

I. 19.251 is the critical χ2 value

II. 50 Hispanics were surveyed.

III. The stereotype that more Hispanics speak Spanish than Non-Hispanics is true.

a. II, only

b. III, only

c. I and II, only

d. I and III, only

e. I, II, and III

7. Informed consent should not be obtained

I. for studies involving deception

II. for studies involving placebos

III. from special populations such as minors, prisoners, and people with mental disorders

a. II, only

b. III, only

c. I and II, only

d. I and III, only

e. I, II, and III

8. Which of the following are possible reason(s) why a person could have felt better after taking medicine?

I. the medicine actually worked

II. a placebo effect occurred

III. the individual improved on their own / naturally over time

a. II, only

b. III, only

c. I and II, only

d. I and III, only

e. I, II, and III

9. Which of the following is true about interpreting inequality symbols in Statistics?

I. If obtained t > critical t, there is a significant relationship between the variables

II. If p > .05, the variables are significantly related

III. If obtained χ2 > critical χ2, the stereotype is true

a. II, only

b. III, only

c. I and II, only

d. I and III, only

e. I, II, and III

10. The SAT I is supposed to predict freshmen college grades. The correlation between SAT I score and freshmen college GPA is 0.47. Which of the following is true based on this information?

I. The predictive validity is low

II. r must be squared as part of determining the predictive validity

III. the percent of variance in freshmen college GPA accounted for by SAT I score is 47%

a. II, only

b. III, only

c. I and II, only

d. I and III, only

e. I, II, and III

PART III: SHORT ANSWER

35 POINTS

5 POINTS PER QUESTION

Show work for each question

1. Label each variable as nominal or quantitative. If it is nominal, list the number of levels.

List a significance test that could be used to analyze the data for each study below.

a. (__/1 point) variables: gender and number of romantic relationships significance test:________________

b. (__/1 point) variables: age and favorite type of music significance test:________________

c. (__/1 point) variables: IQ and SAT score significance test:________________

d. (__/1 point) variables: opinion on the death penalty and political party significance test:________________

e. (__/1 point) variables: number of arrests and number of suspensions significance test:________________

2. (__/5 points) Although there is no “cure” for the common cold, some medicines supposedly help people get better faster. For example, according to its package, Cold-Eeze has been “clinically proven to reduce the duration of the common cold.”

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Explain in detail how a clinical trial could be used to determine if Cold-Eeze actually works.

3. (__/5 points) Some claim that males are better at math than females. Explain in detail how we could determine if that stereotype is true or false using statistical research.

4. (__/5 points) Your college Calculus professor announces that the class mean on the final exam is 45 and the standard deviation is 12. You receive your paper back and observe that you scored a 57. The professor gives you an F on the final exam. Write a note to your professor persuading her to pass you for the final exam. Explain your reasoning in detail.

5.

a. (__/1 point) What is the difference between a hypothesis, an interpretation and a theory?

b. (__/3 points) Recreate the abstract from your research project (120 words or less).

Be sure to include a description of your

• Stereotype

• Variables

• Hypothesis

• Method

• Results

• Interpretation

• Theory

c. (__/1 point) How would you change your project if you were to do it again? (List at least one change).

6. Answer each part based on the data table below.

|Student |Spanish Test Score |

|Rosa |80 |

|Jasmine |60 |

|Chris |70 |

a. (__/2 points) Find SD.

b. (__/1 point) Find Jasmine’s Z score.

c. (__/1 point) Find Jasmine’s T score.

d. (__/1 point) Find Jasmine’s SAT score.

7. a. (__/1 point) For each of the college Statistics course descriptions below, circle the topics we learned in this class.

MTH 209 Elementary Statistics Medgar Evers College

This course is designed to provide students with the basic statistical techniques commonly used in data collection, analysis and interpretation. Familiarity with such techniques is essential for any program of study and is vital for the nursing program. Topics include tabulation and presentation of data by charts and graphs; description of data using numerical measures: mean, median, mode, percentiles, variance and standard deviation; description of bivariate data by scatter diagram, correlation coefficient and regression line; intuitive development of probability for studying binomial and normal distributions; and applications to statistical inference such as estimation and tests of hypotheses.

ECON 316 Business and Economic Statistics I Medgar Evers College

An introduction to applications of the methods of statistical inference and decision theory to the analysis of problems in economics, finance, accounting, marketing, and management. Methodological emphasis will be to show how the methods of summary descriptive measures, sampling procedures, hypothesis testing, the design of experiments, and elements of decision theory are applied to concepts from business management, economics, and general administration.

MTH 222 Introduction to Probability and Statistics Medgar Evers College

This course is designed to provide students with an introduction to statistical techniques commonly used in scientific research and business operations. The course will provide a strong foundation of statistical concepts for science and business majors. Topics include tabulation and presentation of data; numerical descriptions by measures of central tendency, measures of variability and measures of position; elementary probability theory leading to probability distributions and applications in statistics; binomial and normal distribution with applications to sampling theory and statistical inference such as estimation and test of hypotheses based on small and large samples; bivariate data and correlation analysis; contingency tables and tests based on chi-square distribution; and introduction to analysis of variance.

MTH 237 Probability and Statistics Medgar Evers College

This course will provide a calculus-based introduction of probability theory and applications to statistical inference. Topics will include discrete and continuous probability distributions, moment generating functions, laws of large numbers, limit theorems, sampling distributions and statistical inference using z, t, F and c2 distributions.

MTH 338 Mathematical Statistics Medgar Evers College

A rigorous treatment of the theory of statistics, based on the introductions provided by MTH 237 and MTH 337. The course will enhance students' appreciation of the role of statistics in modern research. Topics to be covered include the nature of statistical methods, sampling theory, correlation and regression, analysis of variance, statistical inference, goodness of fit, small sample distributions, statistical design of experiments, and non-parametric methods.

PSYC 290 Statistics for Psychology Medgar Evers College

This course introduces students to descriptive and inferential statistics and their applications to the analyses and interpretation of psychological data. Topics include: frequency distributions, central tendency, variability, z-scores and standardized distributions, probability, correlation, hypothesis testing (with one, two and three samples), t-tests, analysis of variance, and power analysis. Computer-based statistical software (Statistical Package for the Social Sciences: SPSS) will be introduced and utilized throughout the course.

PSYC 316 Psychological Statistics Medgar Evers College

This is the second course in Social Science statistics. It focuses on advanced statistical technique appropriate to quantitative research in Psychology. Topics covered will include inferences about proportions, experimental design, one and two factor ANOVA and ANCOVA, and multiple regression. The use of parametric and non-parametric tests relevant to these topics will be explored. Students are expected to conduct analyses by learning a software package, Statistical Package for the Social Sciences (SPSS).

SSC 303 Statistics for the Social Sciences Medgar Evers College

The objectives of this course are to provide students with an understanding of basic statistical procedures involving frequency distributions, central tendency, variability, z-scores and standardized distributions, probability, hypothesis testing, and correlation. In addition, students will also learn how to enter data into a statistical software program (Statistical Package for the Social Sciences: SPSS) and generate frequency distributions, histograms, measure of central tendency and variability in SPSS. Students will also learn to narrate descriptive statistics and construct tables.

b. (__/1 point) What does a low course number mean? List 3 examples of lower course numbers (from the list above).

c. (__/1 point) What does a high course number mean? List 3 examples of higher course numbers (from the list above).

d. (__/2 points) Which of the following Statistics courses would be best to take in college? Explain why.

PART IV: CRITICAL THINKING / DATA ANALYSIS

20 POINTS

1. A researcher wanted to determine if a certain race gets approved more often for a mortgage (loan for a new home). Participants were asked to identify their race and indicate whether or not they had been approved for a mortgage. Analyze the data to determine if race and mortgage approval are related.

Statistical test: ______________________

|Hypothesis |Reason |

| | |

| | |

| | |

| | |

|(__/1 point) |(__/1 point) |

|Interpretation |Theory |

| | |

| | |

| | |

| | |

|(__/1 point) |(__/1 point) |

71,950 Whites responded “yes,” they were approved for the mortgage.

3,117 African Americans responded “yes,” they were approved for the mortgage.

12,997 Whites responded “no,” they were not approved for the mortgage.

979 African Americans responded “no,” they were not approved for the mortgage.

.

Include:

• (__/1 point) choose the correct statistical test

• (__/2 points) fill in the chart with a hypothesis, reason, interpretation and theory

• (__/2 points) calculate a bivariate statistic

• (__/2 points) significance

• (__/2 points) write 1 paragraph summarizing your conclusions including your interpretation and theory

2.

In a survey, participants were asked to indicate the average number of absences they had from school per week and how many parents/guardians had a HS diploma. Analyze the data to determine if there is a difference in average number of absences among students who had at least one parent/guardian with a HS diploma and students who did not.

Statistical test: ______________________

|Hypothesis |Reason |

| | |

| | |

| | |

| | |

|(__/1 point) |(__/1 point) |

|Interpretation |Theory |

| | |

| | |

| | |

| | |

|(__/1 point) |(__/1 point) |

Average Number of Absences from School per Week

|At least 1 parent/guardian has a HS diploma |Neither parent/guardian has a HS diploma |

|0 |1 |

|1.5 |1 |

|0 |1 |

|0 |1 |

|1 |2 |

|0 | |

|0 | |

|0 | |

|1 | |

|0 | |

|0 | |

*Source: 12th Grade Statistics Class Survey, 2010.

Include:

• (__/1 point) choose the correct statistical test

• (__/2 points) fill in the chart with a hypothesis, reason, interpretation and theory

• (__/2 points) calculate a bivariate statistic

• (__/2 points) significance

• (__/2 points) write 1 paragraph summarizing your conclusions including your interpretation and theory

Critical Values of Chi-square

|df |P = 0.05 |

|1 |3.84 |

|2 |5.99 |

|3 |7.82 |

|4 |9.49 |

|5 |11.07 |

|6 |12.59 |

|7 |14.07 |

|8 |15.51 |

|9 |16.92 |

|10 |18.31 |

|11 |19.68 |

|12 |21.03 |

|13 |22.36 |

|14 |23.69 |

|15 |25.00 |

|16 |26.30 |

|17 |27.59 |

|18 |28.87 |

|19 |30.14 |

|20 |31.41 |

|21 |32.67 |

|22 |33.92 |

|23 |35.17 |

|24 |36.42 |

|25 |37.65 |

|26 |38.89 |

|27 |40.11 |

|28 |41.34 |

|29 |42.56 |

|30 |43.77 |

Critical Values of t

|df |P = 0.05 |

|1 |12.706 |

|2 |4.303 |

|3 |3.182 |

|4 |2.776 |

|5 |2.571 |

|6 | 2.447 |

|7 |2.365 |

|8 |2.306 |

|9 |2.262 |

|10 |2.228 |

|11 |2.201 |

|12 |2.179 |

|13 |2.160 |

|14 |2.145 |

|15 |2.131 |

|16 |2.120 |

|17 |2.110 |

|18 |2.101 |

|19 |2.093 |

|20 |2.086 |

|21 |2.080 |

|22 |2.074 |

|23 |2.069 |

|24 |2.064 |

|25 |2.060 |

|26 |2.056 |

|27 |2.052 |

|28 |2.048 |

|29 |2.045 |

|30 |2.042 |

|40 |2.021 |

|60 |2.000 |

PART V: COURSE EVALUATION

10 POINTS

Discuss the bullet points below in an essay.

Paragraph 1:

▪ What did you like about this class?

▪ Explain the strengths and weaknesses of Ms. Brady’s teaching of this course.

▪ How could the class be improved? Please actually list suggestions.

Paragraph 2: Discuss your opinion on each:

▪ Tests and final exam (difficulty and amount of review)

▪ Homework (weekly, z club, type of assignments)

▪ Real world application and class surveys

▪ Combining math and psychology

▪ Research project (presentations, sticker chart, time to given to complete it)

▪ Grading policy (harsh late work penalties, marking period averages, HW, research project)

▪ Lateness to class policy (what are effective ways to ensure students come to morning classes on time?)

▪ Placement Test Review (helpfulness, review method, amount of review, amount of computer calculator practice, suggestions for improvement)

Paragraph 3:

▪ Did you give your best effort in this class?

▪ What did you learn about stereotypes from students’ research project presentations?

▪ When did you or will you take the Placement Test?

▪ If you did not take it on April 27th, explain in detail what caused you to take it a different date.

▪ Are you interested in taking Statistics in college? Why or why not?

▪ Do you feel prepared for college Statistics? Explain.

▪ Will you remember what you learned? How do you know?

▪ Discuss your progress in this class (strengths, areas for improvement).

Name: ___________________ Date: _____________________

Ms. Brady College Statistics II

Course Evaluation

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