Part 1: A survey asked people \"On what percent of days do you get more than 30

Question

Part 1:

A survey asked people "On what percent of days do you get more than 30 minutes of vigorous exercise?" Using their responses we want to estimate the difference in exercise frequency between men and women. We should use a

2-proportion z-interval

2-sample t-interval

1-proportion z-interval

1-sample t-interval

matched pairs t-interval

Part 2:

A basketball player has a 70% free throw percentage. Which plan could be used to simulate the number of free throws she will make in her next five free throw attempts?

I. Let 0,1 represent making the first shot, 2, 3 represent making the second shot,…, 8, 9 represent making the fifth shot. Generate five random numbers 0-9, ignoring repeats.
II. Let 0, 1, 2 represent missing a shot and 3, 4,…, 9 represent making a shot. Generate five random numbers 0-9 and count how many numbers are in 3-9.
III. Let 0, 1, 2 represent missing a shot and 3, 4,…, 9 represent making a shot. Generate five random numbers 0-9 and count how many numbers are in 3-9, ignoring repeats.

Part 3:

The five-number summary of credit hours for 24 students in a statistics class is:

Which statement is true?

There is at least one high outlier in the data.

There is at least one low outlier in the data.

none of these

There are no outliers in the data.

There are both low and high outliers in the data.

2-proportion z-interval

2-sample t-interval

1-proportion z-interval

1-sample t-interval

matched pairs t-interval

Explanation / Answer

Part 1: A survey asked people "On what percent of days do you get more than 30 minutes of vigorous exercise?" Using their responses we want to estimate the difference in exercise frequency between men and women. We should use a 2-proportion z-interval.

Part 2: A basketball player has a 70% free throw percentage. Which plan could be used to simulate the number of free throws she will make in her next five free throw attempts? III. Let 0, 1, 2 represent missing a shot and 3, 4,…, 9 represent making a shot. Generate five random numbers 0-9 and count how many numbers are in 3-9, ignoring repeats.

Part 3: The five-number summary of credit hours for 24 students in a statistics class is: There are no outliers in the data.

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