Download 230 East 105th Street Kevin McCarthy – Principal New York, NY

230 East 105th Street
New York, NY 10029
Tel # (212) 831-1517
Fax # (212) 384-6097
Kevin McCarthy – Principal
Dr. Suzy Ort – Assistant Principal Supervision
Marcia Edmonds – Assistant Principal – Student Affairs
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
Indicator
t. 38 people witnessed the murder, but no one called the police in time;
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
experiment
v. study in which a baby, without parental consent, was conditioned to become afraid of a
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.
b.
c.
d.
To keep the researcher organized
To keep the participants’ answers anonymous
To make it easier to separate omitted surveys
To keep the surveys available for future reference
3. When would curving a test hurt your score?
a.
b.
c.
d.
Never
When you earn a high score that is lower than the class mean
When you earn a low score that is higher than the class mean
None of the above
4. Which of the following is true about a negative obtained χ2?
a.
b.
c.
d.
The variables cannot be related because the obtained χ2 will never be larger than the critical χ2.
Use its absolute value when comparing it to the critical χ2.
A mathematical error must have been made because it is impossible to have a negative obtained χ2.
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
14
3
Hispanic
Non-Hispanic
Doesn’t Speak Spanish
6
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.
b.
c.
d.
e.
II, only
III, only
I and II, only
I and III, only
I, II, and III
7. Informed consent should not be obtained
I.
II.
III.
a.
b.
c.
d.
e.
for studies involving deception
for studies involving placebos
from special populations such as minors, prisoners, and people with mental disorders
II, only
III, only
I and II, only
I and III, only
I, II, and III
8. Which of the following are possible reason(s) why a person could have felt better after taking medicine?
I.
II.
III.
a.
b.
c.
d.
e.
the medicine actually worked
a placebo effect occurred
the individual improved on their own / naturally over time
II, only
III, only
I and II, only
I and III, only
I, II, and III
9. Which of the following is true about interpreting inequality symbols in Statistics?
I.
II.
III.
a.
b.
c.
d.
e.
If obtained t > critical t, there is a significant relationship between the variables
If p > .05, the variables are significantly related
If obtained χ2 > critical χ2, the stereotype is true
II, only
III, only
I and II, only
I and III, only
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.
II.
III.
a.
b.
c.
d.
e.
The predictive validity is low
r must be squared as part of determining the predictive validity
the percent of variance in freshmen college GPA accounted for by SAT I score is 47%
II, only
III, only
I and II, only
I and III, only
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.”
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
Rosa
Jasmine
Chris
Spanish Test Score
80
60
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 chisquare 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 nonparametric 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, zscores 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 nonparametric 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)
Interpretation
(__/1 point)
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)
Interpretation
(__/1 point)
Theory
(__/1 point)
(__/1 point)
Average Number of Absences from School per Week
At least 1 parent/guardian has a HS diploma
0
1.5
0
0
1
0
0
0
1
0
0
Neither parent/guardian has a HS diploma
1
1
1
1
2
*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: ___________________
Ms. Brady
Date: _____________________
College Statistics II
Course Evaluation
19
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