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MTH 216 Week 1 MyMathLab® Study Plan for Week 1 Checkpoint

Access the Practice/Simulation/Homework/Game tab.

1. Click External Content Launch to access MyMathLab® .
2. Click Homework and Tests in MyMathLab® at the top-left of the screen.
3. Click Study Plan for Week 1 Checkpoint.
4. Click the green Practice button next to the first un-mastered objective.
5. Complete the practice problems until you feel ready for a quiz.
6. Click the Close button. Return to the Study Plan for the Weekly Checkpoint.
7. Click the Quiz Me button.
8. Correctly answer the questions to earn the Mastery Point (MP). There may be 2-3 questions per Quiz Me.

1. 1. Note: If you do not correctly answer the questions in the Quiz Me, you must click Practice and successfully complete at least 1 practice problem before you can retake the Quiz Me. You can follow this process and attempt each Quiz Me as often as necessary.

1. After earning the Mastery Point for the first objective, continue working in the Study Plan using the same process described above until you have earned all Mastery Points for the Week.

Important Note: You must earn at least 60% of the Mastery Points this Week before moving on to the Checkpoint. It is highly recommended that you earn 100% of the Mastery Points before moving on to the Checkpoint.

MTH 216 Week 1 Checkpoint

Decide whether the statement below makes sense​ (or is clearly​ true) or does not make sense​ (or is clearly​ false). Explain.

In my experimental​ study, I used a sample that was larger than the population.

Choose the correct answer below.

A.

​No, the statement does not make sense. The sample size should always equal the population size.

B.

​Yes, the statement makes sense. A sample is always larger than the population.

C.

​No, the statement does not make sense. A sample is a subset of the population and cannot be larger than the population.

D.

​Yes, the statement makes sense. A sample can be as large as desired.

Decide whether the following statement makes sense​ (or is clearly​ true) or does not make sense​ (or is clearly​ false). Explain your reasoning.

I wanted to test the effects of vitamin C on​ colds, so I gave the treatment group vitamin C and gave the control group vitamin D.

Choose the correct answer below.

A.

The statement does not make sense. The control group should only receive a​ placebo, not another treatment.

B.

The statement makes sense. The treatment and control groups are receiving different treatments.

C.

The statement does not make sense. The vitamin C should be given to the control​ group, not the treatment group.

D.

The statement makes sense. The experiment has both a control group and a treatment group.

Identify any potential sources of bias in the following study.

An exit poll designed to predict the winner of a local election uses interviews

with every

Republican nbsp

who

votes between 8 : 00

and 11 : 00

a.m.

What sources of​ bias, if​ any, might this study​ have?

A.

Selection bias only

B.

Participation bias only

C.

Both selection and participation bias

D.

There is probably no bias in the study.

Discuss the differences between the following​ questions, each of which could be the basis for a statistical study.

bullet

What percentage of Internet dates lead to​ marriage?

bullet

What percentage of marriages begin with Internet​ dates?

Choose the correct answer below.

A.

The questions are too different to compare.

B.

The questions have different populations.

C.

The percentage of marriages beginning with Internet dates would be an observation while the percentage of Internet dates that lead to marriage would be an experiment.

D.

The percentage of marriages beginning with Internet dates can be accurately measured while the percentage of Internet dates that lead to marriage cannot be accurately measured.

The stacked line chart shows the numbers of college degrees awarded to men and women over time.

19001920194019601980200001234567891011121314YearCollege graduates (hundred thousands)

19001920194019601980200020040060080010001,2001,400

A stacked line chart has its horizontal axis labeled “Year” from 1900 to 2000 in increments of 5 and its vertical axis labeled “College graduates (hundred thousands)” from 0 to 14 in increments of 1. The area between the bottom line and the horizontal axis is shaded blue; the area between the top line and bottom line is shaded pink. The data for the bottom line are approximated as follows: 1900, 0.25; 1910, 0.25; 1920, 0.5; 1930, 0.75; 1940, 1; 1950, 3.75; 1960, 3; 1970, 5.25; 1980, 6.5; 1990, 5.75; 2000, 5. The data for the top line are approximated as follows: 1900, 0.25; 1910, 0.5; 1920, 0.75; 1930, 1.25; 1940, 1.75; 1950, 4.5; 1960, 3.75; 1970, 9; 1980, 10.5; 1990, 11.25; 2000, 11.75.

A legend shows that the color blue represents “Men” and the color pink represents “Women.” MenWomen

1990. Estimate the numbers of college degrees awarded to men and to women​ (separately) in 1930 and in 1990.

The number of college degrees awarded to men in 1930 was

75 comma 000

.

The number of college degrees awarded to women in 1930 was

50,000

.

The number of college degrees awarded to men in 1990 was

569,500

.

The number of college degrees awarded to women in 1990 was

548,500

.

2000. Compare the numbers of degrees awarded to men and to women​ (separately) in 1980 and 2000. Choose the correct answer below.

A.

In​ 1980, more men than women received​ degrees; in​ 2000, more women than men received degrees.

B.

In 1980 and in​ 2000, the number of men and women who received degrees were the same.

C.

In​ 1980, more women than men received​ degrees; in​ 2000, more men than women received degrees.

1. During what decade did the total number of degrees awarded increase the​ most?

A.

1990s

B.

1940s

C.

1920s

D.

1960s

Compare the total numbers of degrees awarded in 1950 and 2000.

The total number of degrees awarded in 1950 was

445,000

.

The total number of degrees awarded in 2000 was

1,186,000

.

Consider the scatterplot to the right.

1. State whether the diagram shows a positive​ correlation, a negative​ correlation, or no correlation. If there is a positive or negative​ correlation, is it strong or​ weak?
2. Summarize any conclusions that can be drawn from the diagram.

Charitable Giving​ (11 States) as Percentage of Adjusted Gross Income​ (AGI)

$0$50,000$100,00000.511.522.533.54Average AGIPercent of AGI

A scatterplot with a horizontal axis labeled Average A G I from 0 to 100000 in increments of 20000 and a vertical axis labeled Percent of A G I from 0 to 4 in increments of 0.5 contains 11 points. The coordinates of the points are as follows: (41000, 1.25); (43000, 3); (45000, 2.5); (45000, 2); (48000, 1.5); (51000, 3); (59000, 1.25); (62000, 2.25); (70000, 2.5); (80000, 3.5); (82000, 1.75). All coordinates are approximate.

1. Select the correct answer below.

A.

There is a strong positive correlation.

B.

There is a strong negative correlation.

C.

There is a weak negative correlation.

D.

There is a weak positive correlation.

E.

There is no correlation.

1. Select the correct answer below.

A.

Higher AGI may imply slightly higher charitable giving as a percentage of AGI.

B.

Higher AGI implies much higher charitable giving as a percentage of AGI.

C.

Higher AGI may imply slightly lower charitable giving as a percentage of AGI.

D.

No conclusion can be drawn.

For the following pair of​ variables, state the units that might be used to measure each variable. Then state whether you believe that they are correlated. If you believe they are​ correlated, state whether the correlation is positive or negative. Explain your reasoning.

Altitude of aircraft and air pressure

To measure altitude

​,

the unit

feet above sea level

might be used.

To measure air pressure

​,

the unit

pounds per square inch

might be used.

What​ correlation, if​ any, is there between the​ variables?

A.

There is a positive

correlation because air pressure

tends

to increase when altitude

increases

B.

There is a negative

correlation because air pressure

tends

to increase when altitude

decreases

.

C.

The variables are not correlated.

For the following pair of​ variables, state the units that might be used to measure each variable. Then state whether you believe that the two variables are correlated. If you believe they are​ correlated, state whether the correlation is positive or negative. Explain your reasoning.

Altitude on a mountain hike and air pressure

To measure altitude

​,

the unit

feet above sea level

might be used.

To measure air pressure

​,

the unit

pounds per square inch

might be used.

What​ correlation, if​ any, is there between the​ variables?

A.

There is a negative

correlation because air pressure

tends

to increase when altitude

increases

.

B.

There is a positive correlation because air pressure tends to increase when altitude

decreases

.

C.

There is a positive

correlation because air pressure

tends

to increase when altitude

increases

.

D.

There is a negative

correlation because air pressure

tends

to increase when altitude

decreases

.

.

E.

The variables are not correlated.

The table to the right gives the per capita gross national product and the per capita expenditure on defense for eight developed countries. Gross domestic product​ (GDP) is a measure of the total economic output of a country in monetary terms. Per capita GDP is the GDP averaged over every person in the country. Complete parts a though c.

Country

Per Capita GDP​ ($)

Per Capita Defense​ ($)

A

36 comma 686

941

B

33 comma 153

824

C

34 comma 214

502

D

35 comma 430

1344

E

33 comma 929

329

F

47 comma 208

1225

G

35 comma 473

1006

H

45 comma 655

1729

1. Make a scatter diagram for the data.

A.

200005500002000GDPDefense Spending

A scatterplot with a horizontal axis labeled G D P from 20000 to 55000 in increments of 5000 and a vertical axis labeled Defense Spending from 0 to 2000 in increments of 200 contains 8 points. (37500, 900); (32500, 800); (35000, 500); (35000, 1300); (35000, 300); (47500, 1200); (35000, 1000); (45000, 1700). All coordinates are approximate.

.

B.

200005500002000GDPDefense Spending

A scatterplot with a horizontal axis labeled G D P from 20000 to 55000 in increments of 5000 and a vertical axis labeled Defense Spending from 0 to 2000 in increments of 200 contains 8 points. (32500, 800); (32500, 650); (35000, 600); (35000, 1450); (35000, 100); (35000, 1400); (35000, 1000); (35000, 1700). All coordinates are approximate.

C.

200005500002000GDPDefense Spending

A scatterplot with a horizontal axis labeled G D P from 20000 to 55000 in increments of 5000 and a vertical axis labeled Defense Spending from 0 to 2000 in increments of 200 contains 8 points. (37500, 1100); (32500, 1200); (35000, 1500); (35000, 700); (35000, 1700); (47500, 800); (35000, 1000); (45000, 300). All coordinates are approximate.

D.

200005500002000GDPDefense Spending

A scatterplot with a horizontal axis labeled G D P from 20000 to 55000 in increments of 5000 and a vertical axis labeled Defense Spending from 0 to 2000 in increments of 200 contains 8 points. (37500, 1700); (32500, 500); (35000, 1000); (35000, 800); (35000, 900); (47500, 300); (35000, 1300); (45000, 1300). All coordinates are approximate.

1. State whether the two variables appear to be​ correlated, and if​ so, state whether the correlation is​ positive, negative,​ strong, or weak.

A.

The two variables appear to be correlated and the correlation is strong and positive.

.

B.

The two variables appear to be correlated and the correlation is strong and negative.

C.

The two variables appear to be correlated and the correlation is weak and negative.

D.

The two variables appear to be correlated and the correlation is weak and positive.

E.

The two variables do not appear to be correlated.

1. Suggest a reason for the correlation or lack of correlation.

A.

The higher a​ country’s per capita​ GDP, the more it can spend on per capita national defense.

B.

The higher a​ country’s per capita​ GDP, the less it can spend on per capita national defense.

C.

There is no correlation between a​ country’s per capita GDP and spending on per capita national defense.