(Ebook PDF) Statistics in Practice by David S. Moore
(Ebook PDF) Statistics in Practice by David S. Moore
com
https://ebookluna.com/product/ebook-pdf-statistics-in-
practice-by-david-s-moore/
OR CLICK HERE
DOWLOAD EBOOK
https://ebookluna.com/product/ebook-pdf-applied-statistics-in-
business-and-economics-5th-by-david-doane/
ebookluna.com
https://ebookluna.com/product/ebook-pdf-statistics-11th-edition-by-
robert-s-witte/
ebookluna.com
https://ebookluna.com/product/original-pdf-introductory-
statistics-9th-edition-by-prem-s-mann/
ebookluna.com
https://ebookluna.com/product/ebook-pdf-translational-medicine-in-cns-
drug-development-volume-29/
ebookluna.com
Progress in Heterocyclic Chemistry Volume 29 1st Edition -
eBook PDF
https://ebookluna.com/download/progress-in-heterocyclic-chemistry-
ebook-pdf/
ebookluna.com
https://ebookluna.com/product/ebook-pdf-statistics-fourth-edition-4th-
edition-by-david-freedman/
ebookluna.com
https://ebookluna.com/product/ebook-pdf-statistics-for-business-
economics-13th-edition-by-david/
ebookluna.com
https://ebookluna.com/product/ebook-pdf-business-statistics-in-
practice-3rd-canadian-edition/
ebookluna.com
https://ebookluna.com/download/applied-statistics-in-business-and-
economics-ebook-pdf/
ebookluna.com
■ N OTE S AN D DA T A S OURCES iii
FIRST EDITION
Statistics in Practice
DAVID S. MOORE • WILLIAM I. NOTZ • MICHAEL A. FLIGNER
Purdue University The Ohio State University University of California at Santa Cruz
v
vi BR I EF C O NT ENT S
vii
viii CO NTENTS
PART VI OPTIONAL COMPANION CHAPTERS Don’t confuse control with capability! 28-30
(AVAILABLE ONLINE) Control charts for sample proportions 28-32
Control limits for p charts 28-33
CHAPTER 27 Nonparametric Tests 27-1
Comparing two samples: the Wilcoxon
rank sum test 27-2 CHAPTER 29 Multiple Regression 29-1
The Normal approximation for W 27-6 Parallel regression lines 29-2
Using technology 27-8 Estimating parameters 29-5
What hypotheses does Wilcoxon test? 27-8 Using technology 29-10
Dealing with ties in rank tests 27-11 Inference for multiple regression 29-13
Matched pairs: the Wilcoxon signed Interaction 29-22
rank test 27-16 The general multiple linear regression
The Normal approximation for Wⴙ 27-18 model 29-28
Dealing with ties in the signed rank test 27-20 The woes of regression coefficients 29-34
Comparing several samples: the Kruskal-Wallis A case study for multiple regression 29-36
test 27-23 Inference for regression parameters 29-48
Hypotheses and conditions for the Checking the conditions for inference 29-53
Kruskal-Wallis test 27-24
The Kruskal-Wallis test statistic 27-24
CHAPTER 30 More about Analysis
of Variance 30-1
CHAPTER 28 Statistical Process Control 28-1 Beyond one-way ANOVA 30-1
Processes 28-2 Follow-up analysis: Tukey pairwise multiple
Describing processes 28-2 comparisons 30-6
The idea of statistical process control 28-6 Follow-up analysis: contrasts* 30-10
x charts for process monitoring 28-7 Two-way ANOVA: conditions, main effects,
s charts for process monitoring 28-13 and interaction 30-13
Using control charts 28-19 Inference for two-way ANOVA 30-20
Setting up control charts 28-22 Some details of two-way ANOVA* 30-28
Comments on statistical control 28-28
TO THE INSTRUCTOR: About This Book
W
elcome to the first edition of Statistics in Practice. As the name suggests,
this text provides an introduction to the practice of statistics that aims to
equip students to carry out common statistical procedures and to follow
statistical reasoning in their fields of study and in their future employment.
Statistics in Practice is designed to be accessible to college and university students
with limited quantitative background—just “algebra” in the sense of being able to
read and use simple equations. It is usable with almost any level of technology for
calculating and graphing—from a $15 “two-variable statistics” calculator to a graph-
ing calculator or spreadsheet program to full statistical software. Of course, graphs
and calculations are less tedious with good technology, so we recommend making
available to your students the most effective technology that circumstances permit.
Despite its rather low mathematical level, Statistics in Practice is designed to reflect
the actual practice of statistics, where data analysis and design of data production
join with probability-based inference to form a coherent science of data. There are
good pedagogical reasons for beginning with data analysis (Chapters 1 to 7), then
moving to data production (Chapters 8 to 10), and then to probability (Chapters 11
to 14) and inference (Chapters 15 to 30). In studying data analysis, students learn
useful skills immediately and get over some of their fear of statistics. Data analysis
is a necessary preliminary to inference in practice because inference requires clean
data. Designed data production is the surest foundation for inference, and the delib-
erate use of chance in random sampling and randomized comparative experiments
motivates the study of probability in a course that emphasizes data-oriented statis-
tics. Statistics in Practice gives a full presentation of basic probability and inference (20
of the 30 chapters) but places it in the context of statistics as a whole.
to consider the meaning of their calculations. Exercises often ask for conclusions
that are more than a number (or “reject H0”). Some exercises require judgment in
addition to right-or-wrong calculations and conclusions. Statistics, more than math-
ematics, depends on judgment for effective use. Statistics in Practice begins to develop
students’ judgment about statistical studies.
2. Use real data. The study of statistics is supposed to help students work with data
in their varied academic disciplines and in their unpredictable real-world employ-
ment. Students learn to work with data by working with data. Statistics in Practice is
full of data from many fields of study and from everyday life. Data are more than
mere numbers—they are numbers with a context that should play a role in making
sense of the numbers and in stating conclusions. Examples and exercises in Statistics
in Practice, though intended for beginners, use real data and give enough background
to allow students to consider the meaning of their calculations.
3. Stress conceptual understanding rather than mere knowledge of procedures.
A first course in statistics introduces many skills, from making a stemplot and cal-
culating a correlation to choosing and carrying out a significance test. In practice
(even if not always in the course), calculations and graphs are automated. Moreover,
anyone who makes serious use of statistics will need some specific procedures not
taught in a college statistics course. Statistics in Practice therefore tries to make clear
the larger patterns and big ideas of statistics, not in the abstract, but in the context
of learning specific skills and working with specific data. Many of the big ideas are
summarized in graphical outlines. Formulas without guiding principles do students
little good once the final exam is in the past, so it is worth the time to slow down a
bit and explain the ideas.
4. Foster active learning in the classroom. Fostering active learning is the business
of the teacher, though an emphasis on working with data helps. To this end, we have
created interactive applets to our specifications that are available online. These are
designed primarily to help in learning statistics rather than in doing statistics. Icons
in the text call attention to comments and exercises based on the applets. We suggest
using selected applets for classroom demonstrations, even if you do not ask students
to work with them. The Correlation and Regression, Confidence Interval, and P- value ap-
plets, for example, convey core ideas more clearly than any amount of chalk and talk.
We also provide Web exercises at the end of each chapter. Our intent is to take
advantage of the fact that most undergraduates are “Web savvy.” These exercises
require students to search the Web for either data or statistical examples and then
evaluate what they find. Teachers can use these as classroom activities or assign them
as homework projects.
5. Use technology to develop conceptual understanding and analyze data. Auto-
mating calculations increases students’ ability to complete problems, reduces their
frustration, and helps them concentrate on ideas and problem recognition rather
than mechanics. At a minimum, students should have a “two-variable statistics” cal-
culator with functions for correlation and the least-squares regression line as well as
for the mean and standard deviation.
Many instructors will take advantage of more elaborate technology, as ASA/MAA
and GAISE recommend. And many students who don’t use technology in their
college statistics course will find themselves using (for example) Excel on the job.
Statistics in Practice does not assume or require use of software except in Parts V and
VI, where the work is otherwise too tedious. It does accommodate software use and
tries to convince students they are gaining knowledge that will enable them to read
TO TH E IN STRUCTOR ■ About This Book xiii
and use output from almost any source. Regular “Using Technology” sections ap-
pear throughout the text. Each of these presents and comments on output from the
same three technologies, representing graphing calculators (the Texas Instruments
TI-83 or TI-84), spreadsheets (Microsoft Excel), and statistical software (Minitab
and CrunchIt!). The output always concerns one of the main teaching examples, so
students can compare text and output.
6. Use assessments to improve and evaluate student learning. Within chapters,
a few “Apply Your Knowledge” exercises follow each new idea or skill for a quick
check of basic mastery—and also to mark off digestible bites of material. Each of the
first four parts of the book ends with a review chapter that includes a point-by-point
outline of skills learned, problems students can use to test themselves, and numer-
ous supplementary exercises. (Instructors can choose to cover any or none of the
chapters in Parts V and VI, so each of these chapters includes a skills outline.) The
review chapters present supplemental exercises without the “I just studied that” con-
text, thus asking for another level of learning. We think it is helpful to assign some
supplemental exercises. Many instructors will find that the review chapters appear at
the right points for pre-examination review. The “Test Yourself” questions provide
multiple-choice, calculation, and short-answer questions to help students review,
self-assess, and prepare for such an examination. In addition, assessment materials
in the form of a test bank and quizzes are available online.
c02DescribingDistributionsWithNumbers.indd Page 60 11/11/13 9:02 PM f-389 /207/WHF00226/work/indd/ch02
CHAPTER 2
In this chapter we cover...
E
ach chapter opener gives a brief look at where the In this chapter
chapter is heading, often with references to previous we cover...
chapters, and includes a bulleted list of the major Q Measuring center: the mean
graduation rates between the states. c06Two-WayTables.indd Page 155 02/12/13 7:38 AM f-392
Q
/207/WHF00226/work/indd/ch06
Choosing measures of center
We know from Table 1.1 (page 22), that the on-time high school graduation rates
GRADRATE
varied from 59% in the District of Columbia, to 88% in Vermont. The U.S. Census
and spread
Bureau divides the 50 states and the District of Columbia, into four geographical Q Using technology
regions, the Northeast (NE), Midwest (MW), South (S), and West (W). The region
for each state is included in Table 1.1. Do these four regions of the country display Q Organizing a statistical problem
distinct distributions of graduation rates? How do the mean rates compare?
PLAN: Use graphs and numerical descriptions to describe and compare the on-time
high school graduation rates in the four regions of the United States.
SOLVE: We might use boxplots to compare the distributions, but stemplots pre-
serve more detail and work well for data sets of these sizes. Figure 2.4 displays the 4-Step Examples
stemplots with the stems lined up for easy comparison. The stems have been split
to better display the distributions. The stemplots overlap, and some care is needed
/207/WHF00226/work/indd/ch02
c02DescribingDistributionsWithNumbers.indd Page 61 11/11/13 9:02 PM f-389
when comparing the four stemplots as the sample sizes differ, with some stemplots
In Chapter 2, students learn how to use the four-
/207/WHF00226/work/indd/ch02
having more leaves than others. None of the plots show strong skewness, although
the South has one low observation that stands apart from the others with this choice step process for working through statistical prob-
of stems. The Northeast and Midwest have distributions that are similar to each other
as do the South and West. The graduation rates tend to be higher in the Northeast and lems: State, Plan, Solve, Conclude. By observing this
Midwest and more spread out in the South and West. With little skewness and no serious
outliers, we report x– and s as our summary measures of center and spread/variability: framework at work in selected examples throughout
FI G U R E 2 .4 Midwest Northeast South West the text and practicing it in selected exercises, stu-
Stemplots comparing the distributions
8 66678 8 67 8 66 8
of graduation rates for the four census
regions from Table 1.1.
8 0 1 334 8 33334 8 1 23 8 002 dents develop the ability to solve and write reports
7 7 7 77 7 5688 7 6668
7 4 7 7 1 1 24 7 4 on real statistical problems encountered outside the
6 6 6 7 6 88
6 6 6 6 23 classroom.
5 5 5 9 5
CONCLUDE: The table of summary statistics confirms what we see in the stemplots.
The Midwest and Northeast are quite similar to each other as are the South and West.
The Midwest and Northeast have higher mean graduation rates as well as smaller
standard deviations than the South and West. Q
and virtual reality games has raised concerns about their ability to negatively
affect youth. The data in this exercise are based on a recent survey of 14- to
Apply Your Knowledge 18-year-olds in Connecticut high schools. Here are the grade distributions of
boys who have and have not played video games.2
Times/Redux
GAMING
DATA
allowing students to practice their skills as (a) How many people does this table describe? How many of these have
played video games?
they work through the text. (b) Give the marginal distribution of the grades. What percent of the boys
represented in the table received a grade of C or lower?
xiv
ngDistributionsWithNumbers.indd Page 58 11/11/13 9:02 PM f-389 /207/WHF00226/work/indd/ch02
FE ATURE S OF S TATIS TICS IN PRACTICE ■ First Edition xv
Located throughout the text, these special sections display and comment on the out-
put from graphing calculators, spreadsheets, and statistical software in the context
of examples from the text.
c02DescribingDistributionsWithNumbers.indd Page 59 11/11/13 9:02 PM f-389 /207/WHF00226/work/indd/ch02
Using technology
Although a calculator with “two-variable statistics” functions will do the basic
calculations we need, more elaborate tools are helpful. Graphing calculators and
computer software will do calculations and make graphs as you command, freeing
you to concentrate on choosing the right methods and interpreting your results.
Figure 2.3 displays output describing the travel times to work of 20 people in New
York State (Example 2.3, page 48). Can you find x, s, and the five-number summary
in each output? The big message of this section is: Once you know what to look for,
you can read output from any technological tool.
The displays in Figure
c02DescribingDistributionsWithNumbers.indd Page 59 2.3 come
11/11/13 from
9:02 a Texas Instruments graphing calculator,
PM f-389 /207/WHF00226/work/indd/ch02
the Minitab and CrunchIt statistical programs, and the Microsoft Excel spread- CrunchIt!
sheet program. Minitab allows you to choose what descriptive measures you want,
whereas the descriptive measures in the CrunchIt output are provided by default. Export
Excel and the calculator give some things we don’t need. Just ignore the extras.
Excel’s “Descriptive Statistics” menu item doesn’t give the quartiles. We used the n Sample Mean Standard Deviation Min Q1 Median Q3 Max
spreadsheet’s separate quartile function to get Q1 and Q3. NYtime 20 31.25 21.88 5 15 22.50 42.50 85
F IGURE 2.3
Output from a graphing calculator, two
statistical software packages, and a
spreadsheet program describing the
data on travel times to work in New
York State.
HE SAID, SHE
SAID.
Height, weight, and body mass
distributions in this book come
from actual measurements by a Statistics in Your World
government survey. Good thing that
is. When asked their weight, almost
These brief asides, found in each chapter, illustrate major con-
all women say they weigh less than cepts or present cautionary tales through entertaining and relevant
they really do. Heavier men also stories, allowing students to take a break from the exposition while
underreport their weight—but lighter
men claim to weigh more than the
staying engaged.
scale shows. We leave you to ponder
the psychology of the two sexes.
Just remember that “say-so” is no
substitute for measuring.
xvi F EATU R ES O F ST A T I ST I C S I N P R A CTICE ■ First Edition
C H E C K YO U R S K I L L S CHAPTER 4 EXERCISES
4.14 You have data for many years on the average price of (a) a strong straight-line pattern.
4.24 Scores at the Masters. The Masters is one of the four
a barrel of oil and the average retail price of a gallon (b) a cloud of points with no visible pattern.
major golf tournaments. Figure 4.8 is a scatterplot of
of unleaded regular gasoline. When you make a scat- (c) no straight-line pattern, but there might be a
the scores for the first two rounds of the 2012 Mas-
terplot, the explanatory variable on the x axis strong pattern of another form.
ters for all the golfers entered. Only the 60 golfers with
(a) is the price of oil. 4.20 The points on a scatterplot lie very close to a straight the lowest two-round total advance to the final two
(b) is the price of gasoline. line. The correlation between x and y is close to rounds (unless several people are tied for 60th place,
(c) can be either oil price or gasoline price. (a) ⫺1. (b) 1. (c) either ⫺1 or 1, we can’t say which. in which case all those tied for 60th place advance).
4.15 In a scatterplot of the average price of a barrel of oil 4.21 If men always married women who were two years The plot has a grid pattern because golf scores must be
and the average retail price of a gallon of gasoline, you younger than themselves, the correlation between the whole numbers.9 MASTR12
DATA
expect to see ages of husband and wife would be (a) Read the graph: What was the lowest score in the
(a) a positive association. (a) 1. (b) ⫺1. (c) Can’t tell without seeing the data. first round of play? How many golfers had this low
(b) very little association. score? What were their scores in the second round?
4.22 For a biology project, you measure the weight in grams
(c) a negative association. (b) Read the graph: Ben Crenshaw had the highest
and the tail length in millimeters of a group of mice.
4.16 Figure 4.7 is a scatterplot of school GPA against IQ The correlation is r ⫽ 0.7. If you had measured tail score in the second round. What was this score?
test scores for 15 seventh-grade students. There is one length in centimeters instead of millimeters, what What was Crenshaw’s score in the first round?
low outlier in the plot. The IQ and GPA scores for this would be the correlation? (There are 10 millimeters in (c) Is the correlation between first-round scores and
student are a centimeter.) second-round scores closest to r ⫽ 0.3, r ⫽ 0.7, or
r ⫽ 0.9? Explain your choice. Does the graph suggest
(a) IQ = 0.5, GPA = 103. (a) 0.7/10 ⫽ 0.07 (b) 0.7 (c) (0.7)(10) ⫽ 7
that knowing a professional golfer’s score for one
(b) IQ = 103, GPA = 0.5. 4.23 Because elderly people may have difficulty standing to round is much help in predicting his score for another
(c) IQ = 103, GPA = 7.6. have their heights measured, a study looked at predicting round on the same course?
12 85
Second-round score
10 80
75
8
School GPA
70
6
65
65 70 75 80 85
4
First-round score
2 F I GU R E 4 . 8
Scatterplot of the scores in the first two rounds of the 2012 Masters
Tournament, for Exercise 4.24.
FIGURE 4.7 0
Scatterplot of school GPA against IQ test 80 90 100 110 120 130
scores for seventh-grade students, for IQ test score
Exercises 4.16 and 4.17.
4.17 If we leave out the low outlier, the correlation for the overall height from height to the knee. Here are data
remaining 14 points in Figure 4.7 is closest to (in centimeters) for six elderly men: KNEEHT
DATA
"Laska?"
"Sinä kenties nukuit kuin tukki viime yönä, kun minä kutsuin sinua
virranrannalla", alotti hän synkästi katsoen tytärtään.
Samassa tuli siihen John Fox ja uudisti saman tempun, jolla tahtoi
auttaa Snettishanea lähemmäs taivaallisten vasta-asujia.
Bastardi.
Kun Leclère antoi Bastardille vain puoli kalaa, kun taas hänen
toverinsa saivat kokonaisen, meni Bastardi ja otti kalaa toisilta
koirilta. Hän varasti varastohuoneestakin ja teki tuhansittain muita
ryövärintöitä, niin että hän tuli kauhuksi kaikille koirille ja
koiranomistajille. Kun Leclère löi Bastardia ja hellitti Babettea —
Babettea, joka ei tehnyt puoleksikaan niin paljon kuin hän — heitti
Bastardi hänet kumoon lumeen ja murskasi hänen toisen
takajalkansa valtavilla leuoillaan, niin että Leclère oli pakotettu
ampumaan hänet. Ja veristen tappelujen kautta teki Bastardi itsensä
kaikkien toveriensa herraksi, sääti heille sekä työntekoa että
ruokintaa koskevia lakeja ja piti silmällä, että he myöskin elivät
niiden mukaan.
Sekä miehet että koirat katsoivat karsaasti Bastardiin, kun hän tuli
leiriin tai asemille. Miehet tervehtivät häntä jalka uhkaavasti
potkasuun valmiina, koirat karvat pystyssä ja torahampaat irvellään.
Kerran antoi muuan mies Bastardille potkun, ja nopeasti kuin susi
iski Bastardi leukansa miehen pohkeisiin, niin että hampaat
tunkeutuivat luuhun saakka. Tämän jälkeen purtu päätti vakaasti
ottaa koiran hengiltä, mutta silloin astui Leclère väliin uhkaavin
ilmein ja metsästyspuukko paljaana. Ottaa Bastardi hengiltä — sacre
dame, se oli huvi, jonka Leclère pidätti itselleen. Sen piti
luonnollisesti joskus tapahtua, tai myöskin — oh, kukapa sitä voisi
tietää? Joka tapauksessa tulisi arvoitus lopultakin selviämään.
"Minä nostan aseeni — kas näin!" Hän antoi teon seurata sanoja ja
tähtäsi suoraan Bastardia.
"Mon père", sanoi Leclère hetken päästä, "aika ei ole vielä tullut.
Se on syntyperäinen piru. Kerran minä vielä muserran sen
kappaleiksi. Niin. Kerran. Bon!"
Mies tunsi usein, että hän oli joutunut taisteluun itse elämän
perusaineksen kanssa — tuon vastustamattoman voiman kanssa,
joka auttaa haukkaa ampumaan alas pilvistä höyhenpukuisen
salaman lailla, joka vetää villihanhea yli vyöhykkeiden ja paiskaa
leikkivän lohen kaksituhatta peninkulmaa kuohuvaa Yukonvirtaa
pitkin. Sellaisina hetkinä hän tunsi halua osottaa vastustamatonta
elinvoimaansa, ja hän heittäytyi hurjiin orgioihin, joissa väkijuomat,
mieletön soitto ja Bastardi näyttivät pääosaa ja joitten kestäessä hän
vaati taisteluun kaikkea, mikä oli, mikä oli ollut, ja mikä tuli olemaan.
"No olkoon niin, mon père", vastasi Leclère. "Ja minä luulen, että
menen helvetin läpi rätisten, niinkuin katkoyrtti tulen läpi. Vai mitä
arvelette, mon père?"
Siinä kaikki.
Our website is not just a platform for buying books, but a bridge
connecting readers to the timeless values of culture and wisdom. With
an elegant, user-friendly interface and an intelligent search system,
we are committed to providing a quick and convenient shopping
experience. Additionally, our special promotions and home delivery
services ensure that you save time and fully enjoy the joy of reading.
ebookluna.com