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(download pdf) Essentials of Social Statistics for a Diverse Society 3rd Edition Leon Guerrero Test Bank full chapter
(download pdf) Essentials of Social Statistics for a Diverse Society 3rd Edition Leon Guerrero Test Bank full chapter
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Leon-Guerrero, Essentials of Social Statistics for a Diverse Society 3e
1. ______ is necessary because researchers in the social sciences almost never have
enough resources to collect information about the entire set of subjects of interest to
them.
A. Central tendency
B. Variability
C. Sampling
D. Statistical analysis
Ans: C
Learning Objective: 6-1: Describe the aims of sampling and basic principles of
probability.
Cognitive Domain: Comprehension
Answer Location: Aims of Sampling
Difficulty Level: Easy
2. A group that includes all the cases in which a researcher is interested is referred to
as a ______.
A. sample
B. population
C. case
D. data set
Ans: B
Learning Objective: 6-2: Explain the relationship between a sample and a population.
Cognitive Domain: Knowledge
Answer Location: Aims of Sampling
Difficulty Level: Easy
3. A relatively small subset from a group that includes all of the cases that a researcher
is interested in is referred to as a ______.
A. sample
B. population
C. case
D. data set
Ans: A
Learning Objective: 6-2: Explain the relationship between a sample and a population.
Cognitive Domain: Knowledge
Answer Location: Aims of Sampling
Difficulty Level: Easy
Leon-Guerrero, Essentials of Social Statistics for a Diverse Society 3e
4. Parameters are associated with ______, whereas statistics are associated with
______.
A. populations; samples
B. samples; populations
C. cases; samples
D. populations; data sets
Ans: A
Learning Objective: 6-2: Explain the relationship between a sample and a population.
Cognitive Domain: Knowledge
Answer Location: Aims of Sampling
Difficulty Level: Easy
7. A method of sampling that enables researchers to specify for each case in the
population the probability of its inclusion in the sample is referred to as ______
sampling.
A. inclusionary
B. case
C. probability
D. density
Ans: C
Learning Objective: 6-1: Describe the aims of sampling and basic principles of
probability.
Cognitive Domain: Knowledge
Leon-Guerrero, Essentials of Social Statistics for a Diverse Society 3e
11. A theoretical probability distribution of all possible sample values for the statistics in
which we are interested is referred to as a ______.
A. sample
B. sampling distribution
C. population
D. sampling frequency
Ans: B
Leon-Guerrero, Essentials of Social Statistics for a Diverse Society 3e
12. Which of the following is true about the relationship between the population mean
and the mean of the sampling distribution?
A. =
B. ≠
C. >
D. <
Ans: A
Learning Objective: 6-5: Describe the central limit theorem.
Cognitive Domain: Knowledge
Answer Location: The Central Limit Theorem
Difficulty Level: Easy
13. Which of the following are used to calculate the standard error of the mean?
A. sample mean and population mean
B. sample mean and sample standard deviation
C. population standard deviation and sample size
D. population standard deviation and sample mean
Ans: C
Learning Objective: 6-4: Apply the concept of the sampling distribution.
Cognitive Domain: Knowledge
Answer Location: The Mean of the Sampling Distribution
Difficulty Level: Medium
14. If all possible random samples of size N are drawn from a population with a mean of
Y and a standard deviation of y, then as N becomes larger, the sampling distribution
of sample means becomes approximately normal with a mean of and a standard
deviation of . This statement is known as the ______.
A. sampling frame
B. sampling distribution
C. central sampling theorem
D. central limit theorem
Ans: D
Learning Objective: 6-5: Describe the central limit theorem.
Cognitive Domain: Knowledge
Answer Location: The Central Limit Theorem
Difficulty Level: Medium
B. the population is approximately normal with the mean, median, and mode being
approximately equal
C. the mean is equal to the mode
D. the mean of N is always equal to the standard deviation
Ans: A
Learning Objective: 6-3: Identify and apply different sampling designs.
Cognitive Domain: Comprehension
Answer Location: The Simple Random Sample
Difficulty Level: Medium
16. Which of the following is the notation for the sample mean?
A. p
B.
C.
D. S2Y
Ans: B
Learning Objective: 6-2: Explain the relationship between a sample and a population.
Cognitive Domain: Knowledge
Answer Location: Aims of Sampling
Difficulty Level: Easy
17. Which of the following is the notation for the population mean?
A. μy
B.
C.
Ans: A
Learning Objective: 6-2: Explain the relationship between a sample and a population.
Cognitive Domain: Knowledge
Answer Location: Aims of Sampling
Difficulty Level: Easy
Multiple Response
2. SELECT ALL THAT APPLY. The probability of rolling an even number with a six-
sided, equally weighted die is ______.
A. 1/3
B. 1/2
C. 1/6
D. 3/6
Ans: B, D
Learning Objective: 6-1: Describe the aims of sampling and basic principles of
probability.
Cognitive Domain: Application
Answer Location: Basic Probability Principles
Difficulty Level: Easy
4. SELECT ALL THAT APPLY. The standard error of the mean is ______.
A. the standard deviation of the sampling distribution of the mean
B. the variance of the sampling distribution of the mean
C. denoted by
D. calculated by
N
Ans: A, C
Learning Objective: 6-4: Apply the concept of the sampling distribution.
Cognitive Domain: Knowledge
Answer Location: The Standard Error of the Mean
Difficulty Level: Medium
5. SELECT ALL THAT APPLY. The central limit theorem tells us that as the sample size
gets larger, ______.
A. the mean of the sampling distribution becomes equal to the population mean
B. the standard error of the mean decreases in size
C. the closer the sample means will be to the population mean
D. the sample statistics cluster away from the population parameter
Ans: A, B, C
Learning Objective: 6-5: Describe the central limit theorem.
Cognitive Domain: Comprehension
Leon-Guerrero, Essentials of Social Statistics for a Diverse Society 3e
True/False
3. In a population of 100 scores, if 20 was our sample, then using the simple random
sample, the probability of choosing any one sample from the population is 1/100.
Ans: T
Learning Objective: 6-3: Identify and apply different sampling designs.
Cognitive Domain: Comprehension
Answer Location: The Simple Random Sample
Difficulty Level: Medium
5. If the mean and standard deviation of a population are 436 and 103, respectively,
then for a sample with a mean of 389 and a standard deviation of 96, the sampling error
is 7.
Ans: F
Learning Objective: 6-4: Apply the concept of the sampling distribution.
Cognitive Domain: Application
Answer Location: The Sample
Difficulty Level: Easy
Ans: T
Learning Objective: 6-5: Describe the central limit theorem.
Cognitive Domain: Knowledge
Answer Location: The Central Limit Theorem
Difficulty Level: Easy
Short Answer
4. Provide the appropriate symbols for the following parameters: mean, proportion,
standard deviation, and variance.
Ans: mean = y; proportion = ; standard deviation = y; and variance = y2.
Learning Objective: 6-2: Explain the relationship between a sample and a population.
Cognitive Domain: Knowledge
Answer Location: Aims of Sampling
Difficulty Level: Easy
6. According to the central limit theorem, what happens to the sampling distribution of
sample means as N becomes larger?
Ans: The distribution becomes approximately normal such that the mean of the
sampling distribution is equal to the mean of the population.
Learning Objective: 6-5: Describe the central limit theorem.
Cognitive Domain: Comprehension
Answer Location: The Central Limit Theorem
Difficulty Level: Medium
7. The Law School Admission Test (LSAT) is designed so that the test scores are
normally distributed. The mean LSAT score for the population of all test-takers in 2005
was 154.35, with a standard deviation of 5.62. If LSAT scores were not normally
distributed, would the sampling distribution of the mean be a normal distribution if the
sample size was 100?
Ans: Yes. Even if LSAT scores were not normally distributed, the sampling distribution
of the mean would be a normal distribution given the size of the sample.
Learning Objective: 6-5: Describe the central limit theorem.
Cognitive Domain: Analysis
Answer Location: The Central Limit Theorem
Difficulty Level: Medium
8. The Law School Admission Test (LSAT) is designed so that test scores are normally
distributed. The mean LSAT score for the population of all test-takers in 2005 was
154.35, with a standard deviation of 5.62. From Data Set 1, if you drew all possible
random samples of size 100 from the population of LSAT test-takers and plotted the
values of the mean from each sample, the resulting distribution would be the sampling
distribution of the mean. Would this sampling distribution be a normal distribution?
Ans: Yes
Learning Objective: 6-5: Describe the central limit theorem.
Cognitive Domain: Analysis
Answer Location: The Central Limit Theorem
Difficulty Level: Medium
9. The Law School Admission Test (LSAT) is designed so that test scores are normally
distributed. The mean LSAT score for the population of all test-takers in 2005 was
154.35, with a standard deviation of 5.62. If you drew all possible random samples of
size 100 from the population of LSAT test-takers and plotted the values of the mean
from each sample, the resulting distribution would be the sampling distribution of the
mean. What is the value of the mean of the sampling distribution?
Ans: 154.35
Learning Objective: 6-5: Describe the central limit theorem.
Cognitive Domain: Comprehension
Answer Location: The Central Limit Theorem
Leon-Guerrero, Essentials of Social Statistics for a Diverse Society 3e
10. The Law School Admission Test (LSAT) is designed so that test scores are normally
distributed. The mean LSAT score for the population of all test-takers in 2005 was
154.35, with a standard deviation of 5.62. Calculate the value of the standard error of
the mean for the sampling distribution for 100 samples.
Ans: .56
Learning Objective: 6-4: Apply the concept of the sampling distribution.
Cognitive Domain: Application
Answer Location: The Standard Error of the Mean
Difficulty Level: Medium
11. The Law School Admission Test (LSAT) is designed so that test scores are normally
distributed. The mean LSAT score for the population of all test-takers in 2005 was
154.35, with a standard deviation of 5.62. From Data Set 1, provide evidence that the
standard error of the mean decreases as sample size increases.
Ans: Varies but should include at least two calculations with differing sample sizes.
Learning Objective: 6-5: Describe the central limit theorem.
Cognitive Domain: Analysis
Answer Location: The Central Limit Theorem
Difficulty Level: Medium
12. Will the standard error always be lower than the standard deviation? Why or why
not?
Ans: The standard error will always be smaller than the standard deviation. This can be
determined by examining the formula for the standard error of the mean, which requires
dividing the standard deviation by the square root of the sample size.
Learning Objective: 6-4: Apply the concept of the sampling distribution.
Cognitive Domain: Analysis
Answer Location: The Standard Error of the Mean
Difficulty Level: Medium
19. Consider the following population of 10 students with their corresponding test
scores. Draw a random sample of five students and find the sampling error.
Student No. Score Student No. Score
1 64 6 50
2 78 7 75
3 62 8 94
Leon-Guerrero, Essentials of Social Statistics for a Diverse Society 3e
4 89 9 85
5 76 10 77
Ans: Varies depending on the sample considered.
Learning Objective: 6-4: Apply the concept of the sampling distribution.
Cognitive Domain: Application
Answer Location: The Sample
Difficulty Level: Medium
20. If the mean and standard deviation of a population are 436 and 103, respectively,
what is the standard error of the mean for a sample of size 8?
Ans: 36.4
Learning Objective: 6-4: Apply the concept of the sampling distribution.
Cognitive Domain: Application
Answer Location: The Standard Error of the Mean
Difficulty Level: Easy
Essay
1. Consider the following population of 10 students with their corresponding test scores.
Randomly draw 20 possible samples of size N = 4 and compute the mean scores for
each sample.
Student No. Score Student No. Score
1 64 6 50
2 78 7 75
3 62 8 94
4 89 9 85
5 76 10 77
Ans: Varies depending on the sample considered.
Learning Objective: 6-4: Apply the concept of the sampling distribution.
Cognitive Domain: Application
Answer Location: The Sampling Distribution of the Mean
Difficulty Level: Medium
2. Consider the following population of 10 students with their corresponding test scores.
Randomly draw 20 possible samples of size N = 4 and compute the mean scores for
each sample. Also construct the sampling distribution of the sample means.
Student No. Score Student No. Score
1 64 6 50
2 78 7 75
3 62 8 94
4 89 9 85
5 76 10 77
Ans: Varies depending on the sample considered.
Learning Objective: 6-4: Apply the concept of the sampling distribution.
Leon-Guerrero, Essentials of Social Statistics for a Diverse Society 3e
3. Consider the following population of 10 students with their corresponding test scores.
Randomly draw 20 possible samples of size N = 4 and compute the mean scores for
each sample. Also obtain the mean of the sampling distribution.
Student No. Score Student No. Score
1 64 6 50
2 78 7 75
3 62 8 94
4 89 9 85
5 76 10 77
Ans: Varies depending on the sample considered. The mean of the sampling
distribution is obtained by adding the individual sample means and dividing by the
number of samples (M = 20).
Learning Objective: 6-4: Apply the concept of the sampling distribution.
Cognitive Domain: Application
Answer Location: The Mean of the Sampling Distribution
Difficulty Level: Medium
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the canoes were yelling and screaming loudly enough and
brandishing their spears with as threatening an aspect as they could
make, seemingly with the intention of cowing us. They approached
within twenty yards, when the captain ordered the guns at the bow to
be pointed fair for the batch of canoes ahead, while he arranged for
those approaching the stern. ‘Are you ready, men, fore and aft?’ ‘Ay,
ay, sir.’ ‘Let go, then.’ The two carronades discharged their fatal
showers of grape, and before the smoke had rightly cleared away
they were loaded and again fired amongst the savages. ‘Load again,
my lads,’ said the captain. There was scarcely any wind, and the
smoke which hung low on the water was a few minutes in clearing
away. The screaming of the wounded people was appalling; some
canoes were sunk or capsized and numbers of natives were
swimming towards the shore. Nevertheless, there were many of
them yet that kept their ground and had the reckless daring to make
another bold push for the vessel’s side. ‘Fire,’ said the captain again,
and another volley of grape flew amongst them. This discharge had
not the great effect of the former ones, as the canoes were closer
and the contents of the guns had not distance enough to scatter. The
savages seemed to comprehend this, and in another moment were
clinging to the schooner’s sides endeavouring to board; but the rapid
use of muskets and pistols ultimately drove them away in an
indescribable confusion, with, I am sorry to say, considerable loss.
“The whole affair was caused by the natural treachery of the
natives. The part we played was unavoidable; in fact, our lives were
at stake, and there was only one unnecessary shot fired after the
final retreat of the natives. The men who had charge of the bow gun
loaded it again unperceived by the captain, and before they could be
stopped fired it after the savages who were making for the shore.
This parting shot was, as they said, to revenge Tom Staples, the
seaman who was speared. There was no one on board the schooner
hurt during the affray but the carpenter, whose arm was broken by
the blow of a heavy club wielded by a huge savage who was
endeavouring to board.”
To repeat Mr. Coulter’s words, “The whole affair was caused by
the natural treachery of the natives.” As the gentleman was on the
spot he of course should know all about it. Still one cannot help
suspecting that the captain’s “impatience” had not a little to do with
the carnage which ensued. It would be interesting to be informed
what were the orders of the impatient captain to the boat’s crew sent
ashore to hurry the unwilling natives. Why were they unwilling? Was
the firewood piled on the beach already paid for, or did that “really
humane man,” the American captain, expect the oft-deluded
barbarians to trust to his honour for payment when the cargo was
fairly aboard. The first boatful was allowed to depart—the second—
then came the third and last. “Where’s the price?” “Price be hanged,
you precious lot of niggers! guess the only price you’ll get for this yer
freight will be pitched at you from our big guns. Hands off the boat
there, and let us shove her off!” This of course is a fancy picture; but
there is a possibility that it is not very wide of the mark. If so, the
niggers who, after they had seen their comrades mangled and torn
by the murderous grape “made another bold push for the ship’s
side,” showed themselves brave men, and compels us to reflect with
abhorence on the firers of that “one unnecessary shot.”
CHAPTER XXIII.