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stics-Book.htmWalter Antoniotti21st Century Learning Products

Third EditionISBN 1-929850-01-8Copyright 2001 by 21st Century Learning ProductsAll rights reserved.QUICK NOTES is a registered trademark of 21st Century Learning ProductsFred and Lulu have been provided by Corel Draw andImage Club Graphics (403-262-8008) respectively.21st Century Learning Products227 Baboosic Lake RoadMerrimack, NH ww.businessbookmall.com

DedicationThis book is dedicated to the many teachers who spend countless hours developingclass handouts to meet the learning styles and ability levels particular to their students.I have been privileged to learn from many such teachers, the most pertinent of whomis the late Dr. Paul R. Gawthrop, my Marietta College Statistics teacher. Quick NotesStatistics was modeled after his Statistics course outline.A Very Special Thank YouTo Professors Carl T. Brezovec, Normand A. Dion, William H. Jack, Jr., Candace B.McKinniss, Robert F. Wiesenauer, and P. Teresa Farnum of Franklin Pierce College,Rindge, New Hampshire, whose suggestions and encouragement improved the book andmade the project more enjoyable. To my Franklin Pierce College Division of ProfessionalStudies Statistics students who enhanced the development of The Quick Notes LearningSystem for Statistics. To Jill Moon, graduate statistics student at George Mason University,Washington, DC, who extensively reviewed an early draft of the book. To ProfessorWilliam R. Benoit, Chair of the Business Department, Plymouth State College, Plymouth,New Hampshire, for his invaluable suggestions.About The AuthorWalter Antoniotti began teaching Statistics over 30 years ago for Daniel Webster College,Nashua, New Hampshire, where he became an Associate Professor of BusinessAdministration and Chairperson of the Department of Aviation Management. During thepast 21 years, as Director and then Dean of Continuing Education for Franklin PierceCollege, Rindge, New Hampshire, Walter helped build one of New England's mostsuccessful Continuing Education Programs. Today, as Franklin Pierce College's SpecialAssistant for Professional Studies Program Development, Walter enjoys teaching, writing,and investigating areas of interest to himself and the College. Walter Antoniotti has aBachelor of Science degree in Business Administration from Marietta College, Marietta,Ohio, and a Masters of Business Administration degree from Northeastern University,Boston, Massachusetts.

THE QUICK NOTES PIllLOSOPHYThe Theory of Optimum AmountsThere exists for every CONCEPT to be learned,an optimum amount of explanatory material.There exists for every TOPIC to be learned,an optimum number of concepts to be integrated.There exists for every SUBJECT to be learned,an optimum number of topics to be mastered.By limiting explanatory material to optimumamounts, Quick Notes maximizes learning.The Theory of Optimum PlacementThere exists for every CONCEPT to be learned andintegrated into a TOPIC of concern, a unique placement of elements that will maximize learning.By placing related elements on the same pageor facing pages, Quick Notes maximizes learning.The Optimum RelationshipBetween Content and ProcessEducation is the learning of content and process.Content is the what of learning-it's the arithmeticof mathematics and the grammar of communication.Process is the application of content-it's the problemsolving of mathematics and the writing of communication.Learning begins with content and expands to process.By making the learning of content easier,Quick Notes makes the learning of process easier.Education Requires Sacrifice and DisciplineSacrifice and discipline, which are required to do schoolworkand homework, are essential parts of the educational process.Applying the Quick Notes Philosophy will make this sacrificeand discipline less frustrating, but it will not make education fun.If schoolwork and homework were supposed to be fun, they wouldbe called schoolfun and homefun.By learning to sacrifice and exhibit discipline while going to school,a young person begins the process of becoming an adult.

The World of Multiple IntelligenceHoward Garner's Theory of Multiple Intelligencedefines these eight kinds of human intelligence.1. Mathematical-logical (problem solving, fix or repair, program)2. Spatial (dance, sports, driving a bus)3. Bodily-kinesthetic (acting, mime, sports)4. Musical-rhythmic (composing, playing music, clapping)5. Verbal-linguistic (reading, using words, public speaking, storytelling)6. Interpersonal (social skills, reading other people, working in a group)7. Intrapersonal (introspection, self-assessment, goal making, vision, planning)8. Naturalist (able to distinguish among, classify, and use environmental features)Mathematical-logical and Verbal intelligence represent core intelligence.Skills related to core intelligence are emphasized by traditional schools.People with above average ability in any of the eight areas of intelligence,have special intelligence. The world of work rewards people who developskills associated with their special intelligence, provided they meetminimum skill requirements associated with core intelligence.Determining Appropriate Educationfor a World of Multiple IntelligenceDetermining educational requirements begins by matching a person's special intelligencewith careers that reward this intelligence. Careers have many levels of competition.Choosing one's appropriate level requires honest analysis of intelligence, motivation,and personal needs. For example, the health industry requires doctors and nurses,hospital directors and floor supervisors, x-ray technicians and physical therapists.Career success will be enhanced by choosing an appropriate level of competition,one in which core and special intelligence requirements are reasonably satisfied.Once the competitive level is set, the appropriate education, considering minimumcore intelligence and special intelligence requirements, can be determined.Success at any level will be enhanced by improving skills related to non-core and nonspecial intelligence. A person might not like going to the office picnic or talkingto potential customers, but developing these skills is important to economic success.The dynamic nature of business may cause skill requirements for a particular careerlevel to change. In addition, people often want to compete at a higher level. As a result,an individual may frequently have to compare their core and special intelligence with newskill requirements. Once this analysis is completed, choosing an education appropriatefor the enhancement of these skills may begin.Developing Special Skills is ImportantOnce minimum core intelligence skill requirements have been satisfied for a given career level,economic and academic returns from education will be maximized by developing specialintelligence skills. People who ignore the process of determining appropriate education for aworld of multiple intelligence may receive little return from their education.Bureau of the Census 1992 data indicates that approximately 25% of the bachelor degree holdersearn less than the median high school graduate and approximately 20% of the high school graduatesearn more than the median college graduate. Percentages vary depending upon age, gender, andother demographic characteristics.National Survey of Adult Literacy tests measuring Prose, Document (understanding forms),and Quantitative skills conducted by the Department of Education in 1992 reported that15 to 20% of four-year college graduates have skill levels below median high schoolgraduates.

Using The Quick Notes Learning SystemChapter 1Quick Notesexplain basic statisticsprinciples with clear,concise, two-page outlines.The beginning of eachoutline contains basicdefinitions, theories, andconcepts. The nature ofstatistics is explained atthe beginning of chapter 1.See page 162 for a completereview of areas covered byQuick Notes Statistics.Linda's VideoShowcaseA continuous example ofhow Linda Smith calculatesstatistics and uses them whenmaking business decisionsfor Linda's Video Showcaseis an integral part of QuickNotes Statistics. Videotaperentals will be analyzed tolearn about the relationshipbetween sales revenue andadvertising expenditures.Customer satisfaction willbe measured, as will theeffectiveness of her salesteam. See page 164 for acomplete review of thetopics she will explore.I.Statistics Is About Using Data in Decision MakingThe nature of statisticsA. Many disciplines use statistics.1. Business and Economics2. Natural and Social Sciences3. Physical Sciences4. Education5. PoliticsB. Basic definitions1. Population: totality under stUdy such as the students attending a school2. Sample: subset of a population such as the students in one class of aschool3. Parameter: a characteristic of a population such as the average age ofstudents attending a school4. Statistic: a characteristic of a sample such as the average age of studentsin a class of a schoolC. Statistics is the science of collecting, organizing, presenting, analyzing, andinterpreting numerical data in relation to the decision-making process.1. Descriptive statistics summarizes numerical data using numbers andgraphs. The grades of students in a class can be summarized withaverages and line graphs.2. Inferential statistics uses sample statistics to estimate populationparameters. The average age of students in a class can be usedto estimate the average age of students attending a school.Chapter 2I.Summarizing DataLinda's Video ShowcaseA.Upon graduating from college, Linda Smith opened Linda's Video Showcase,a retail business specializing in videotape rentals.B. Linda will use descriptive statistics to analyze this daily video rentals data set.1. 176, 88, 53, 66, 97, 73, 64, 82, 77, 57, 93, 85, 70, 76, 682.Linda's first step was to make a list of data by order of magnitude calledan array. She also calculated a range (high number minus the low number)for the data.Array: 53, 57, 64,66, 68, 70, 73, 76, 76, 77, 82, 85, 88, 93, 97Range: High - LowII.I 97 - 53 44Frequency distributionsA. A frequency distribution divides data into numerical groupings and depictsthe number of observations occurring within each grouping. Academic gradesare often summarized with a frequency distribution with each of the five gradesrepresenting a group. A grade of B is usually between 79 and 90. The firstthree columns of the chart at the bottom of this page are a frequency distributionof the above rental data.

Practice SetsProvide ReinforcementPractice Set 2 Summarizing DataI.Each Quick Notes chapter isfollowed by a Practice Set ofsimilar design. If you havetrouble answering a PracticeSet problem, just turn backtwo pages and look at thesame page location forthe appropriate Quick Notesdemonstration problem.Darin's Music EmporiumA. Upon graduating from college, Darin Jones opened Darin's MusicEmporium. The company sells music-related hardware and software.We will use descriptive statistics to analyze company sales data.B. Darin recently collected the following Walkman CD Recorder sales data.Units sold per day: 17, 22, 17, 8, 12, 15, 14, 16, 21, 29, 16Darin's Music EmporiumPractice Sets deal with howDarin Jones calculates anduses statistics when managingDarin's Music Emporium.Then he buys Future HorizonsCorporation. It requires hestudy product quality controland other issues of concern tomanufacturing companies.1.Make an array and calculate the range of this data.2.Calculate an appropriate class width for this data.II. Make a 5-class frequency distribution using stated class limits for thefirst class of 5-9 sales units. Those using statistics software should tryother class limits with their software and print the one with the mostsymmetrical distribution.Quick Questions 2 Summarizing DataQuick QuestionsI.follow Practice Sets and reviewdefinitions and other importantconcepts.Place the number of the appropriate formula or phrase next to the item itdescribes.rangeA. Mutually-exclusive eventsB. Relative frequency1.2.# of classesdo not contain the same outcomeD. Approximate class widthE. All-inclusive events - -F. OgiveReviews and TestsThe first 4 parts of Quick Notesend with a formula review and atest. Part V is a unique reviewof Quick Notes Statistics."x23. 24.total frequenciesXlC. Class midpointclass frequency5.cumulative frequency distribution6.a place for every outcomeProbability Formula ReviewI.Types and characteristics of probabilityA. Types of probability1. Classical: P(A) 2. Empirical: P(A) Probability TestComplete Solutionsto Practice Sets, Quick Questions,and tests have been provided tohelp with difficult concepts.I.Average hours worked by manufacturing workers is normally distributedwith a mean of 41 hours and a standard deviation of .5 hours. Graph andsolve the following problems.A. P(41.0 hourssx 42.5 hours)

Introducing Fred Look Ahead and Lulu ReviewI'm Fred Look Ahead.Use me as a reminder to look overthe main points of a learning unit beforereading it in detail. Looking aroundfirst will make learning easier:I'm Lulu Review.I'm here to remind youto review once in a while.So jump on board, andwe will review together:(

Message to Quick UsersFor All Users1.Quick Notes summarize difficult concepts. Most students review them a number of times.2.Complete solutions to all Practice Sets and Quick Questions are provided in Part VI.Reading these answers is a great way to review basic concepts, especially when studying for a test!3.Chapters 25 to 27 review important concepts and are designed to tie everything together.Relevant sections of these chapters should be reviewed after completing each part of Quick Notes.For People Not Using Statistics Software1.Information provided on page 22 of chapter 5 and in all of chapter 6 has been providedin chapters 3 and 4 and may be skipped. Warning! This information may be required by thosetaking a college statistics course. Check your syllabus to see if "grouped measures" are required.2.Quick answers may differ slightly from your answers because of rounding. When answers differ, compareyour procedures with those of the appropriate Quick Notes demonstration problem and check your math.3.Ignore Data Sets For People Using Statistics Software.For People Using Quick Notes Data Files and Statistics Software Directions1.Data files, practice set instructions, and computer generated answers are available for popular statistics programs.If purchased, they are on the disk affixed to the back cover. Set your word processor to Rich Text Format andload the file "compdir" for directions on how to use your software with Quick Notes Statistics .2.Information provided on page 22 of chapter 5 and in all of chapter 6 has been provided elsewhere and may beskipped. Warning! This information may be required for those taking a college statistics course. Check yoursyllabus to see if "grouped measures" are required. Grouped calculations will differ from ungrouped calculations.Free Study Aids to help with Statistics, Excel,Accounting, Economics, Management, and Mathematicsare available at www.businessbookmaILcom.

Table of ContentsChapterPart IDescriptive StatisticsPage1Statistics Is About Using Data in Decision Making22Summarizing Data43Measuring Central Tendency of Ungrouped Data104Measuring Dispersion of Ungrouped Data165Measuring Central Tendency of Grouped Data226Measuring Dispersion of Grouped Data28Descriptive Statistics Formula Review and Test34Part IIProbability, The Basis for Inferential Statistics7Understanding Probability408Probability Part \I Multiplication Rules469Discrete Probability Distributions5210Continuous Normal Probability Distributions5811Sampling and the Sampling Distribution of the Means6612Sampling Distributions Part "70Probability Formula Review and Test76Part IIIInferential Statistics13Large Sample Hypothesis Testing8414Large Sample Hypothesis Testing Part II8815Hypothesis Testing of Population Proportions9416Small Sample Hypothesis Testing Using Student's t Test9817Statistical Quality Control10218Analysis of Variance10819Two-Factor Analysis of Variance11420Nonparametric Hypothesis Testing of Nominal Data12021Nonparametric Hypothesis Testing of Ordinal Data Part I12622Nonparametric Hypothesis Testing of Ordinal Data Part II132Inferential Statistics Executive Summary, Formula Review, and Test135

Part IV Correlation and Regression23Correlation Analysis14624Simple Linear Regression Analysis152Correlation and Regression Formula Review and Test158Part V Cumulative Review25Taxonomy of Statistics16226Taxonomy of Parametric Statistics16327Problem Review164Part VI The Professor's Answer BookAppendix I Complete Solutions to Practice SetsPS 5Appendix II Complete Solutions to Quick QuestionsQQ3Appendix III Complete Solutions to TestsT35Part VII Statistical TablesST 1Part VIII IndexI1

Chapter 1Statistics Is About Using Data in Decision MakingRemember to look at the key points of a learningunit before studying them in detail. Here you willsee that this unit covers definitions related to thenature of statistics, the nature of measurement,and the collection of data.I.The nature of statisticsA. Many disciplines use statistics.1. Business and Economics2. Natural and Social Sciences3. Physical Sciences4. Education5. PoliticsB. Basic definitions1. Population: totality under study such as the students attending a school2. Sample: subset of a population such as the students in one class of a school3. Parameter: a characteristic of a population such as the average age of studentsattending a school4. Statistic: a characteristic of a sample such as the average age of studentsin a class of a schoolC. Statistics is the science of collecting, organizing, presenting, analyzing, andinterpreting numerical data in relation to the decision making process.1. Descriptive statistics summarizes numerical data using numbers and graphs.The grades of students in a class can be summarized with averages and line graphs.2. Inferential statistics uses sample statistics to estimate population parameters. The average ageof students in a class can be used to estimate the average age of students attending a school.II. The nature of measurementA. Variable: an activity subject to variation, e.g., grades on a statistics test and how someone feelsB. Quantitative versus qualitative variables1. Quantitative variable: expressed numerically, e.g., a grade of 85 and a body temperature of 101 degrees2. Qualitative variable: not expressed numerically, e.g., a grade of B and someone feeling poorlyC. Discrete versus continuous variables1. Discrete: only finite values, such as the countable numbers, can exist on the x-axis, e.g., defects in a tireand the number correct on a true or false statistics exam2. Continuous: measurement may assume any value associated with an uninterrupted scale, e.g., a bottlemay contain 12.02 ounces of liquid refreshment and a person may weigh 175.25 esD. The x-axis, as shown here, represents 1 of 4 measurement scales important to our study of statistics.E. The y-axis often measures how often an x-axis measurement has occurred. This is called frequency (t).2

F.Measurement scales (levels) determine data's exactness1. Nominal scaled data is the weakest, providing the least information. Data can only be put into groupscalled categories and be counted. No order or scale exists. Examples include the number of shopperswho bUy or do not buy when going into a store and the number of parts that pass or do not pass inspection.2. Ordinal scaled data can be arranged in order. An example would be the number of customers who thinka product is poor, average, or good. While good is better than average, no attempt is made to quantifysuch differences into measurable intervals.3. Interval scaled data allows for the quantification of difference

Many students are using our Free Statistics Lab Manual\rwhich loads into most spreadsheets.\rIt is really a Quick way to learn.\rIt is a stand alone but was designed to use with our free\rQuick Notes Statistics textbooks.\rThis textbook had 90,000 free pd\

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