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Q 18.
Expert-verifiedIs your random number generator working? Use your calculator’s RandInt function to generate digits from to and store them in a list.
a. State appropriate hypotheses for a chi-square test for goodness of fit to determine whether your calculator’s random number generator gives each digit an equal chance of being generated.
b. Carry out a test at the significance level. Hint: To obtain the observed
counts, make a histogram of the list containing the random digits, and use the trace feature to see how many of each digit were generated. You may have to adjust your window to go from with an increment of
c. Assuming that a student’s calculator is working properly, what is the probability that the student will make a Type I error in part (b)?
d. Suppose that students in an AP® Statistics class independently do this exercise for homework and that all of their calculators are working properly. Find the probability that at least one of them makes a Type I error.
Part (a)
Part (b) There is not enough proof to reject the claim of random digits.
Part (c)
Part (d)
Use the RandInt function on your calculator to produce digits from to and save them in a list.
Each digit has the same number of different outcomes, and there are a total of ten digits. As a result, the likelihood of any arbitrary digit is in :
The null hypothesis states that the category variable's given distribution is correct.
The alternative hypothesis is that the categorical variable's indicated distribution is incorrect.
Find the chi-square subtotals and observed frequencies.
The observed frequencies obtained by entering into the calculator are represented by
The test-statistic is
The degree of freedom is
The value is the chance of having the test statistic's value, or a value that is more than extreme.
The P-value is the number in the column of Table having the value in the row :
If the value is equal or lesser the significance level, then the null hypothesis is rejected:
The probability of a Type I error is the value. Therefore, the possibility of a Type error is
Multiplication rule
Complement rule:
Result part (c):
Using the complement rule:
Assuming that the pupils are self-contained, the following multiplication rule can be used to separate events:
Using the compliment rule
More candy The two-way table shows the results of the experiment
described in Exercise 27.
Red Survey | Blue Survey | Control Survey | Total | |
Red Candy | ||||
Blue Candy | ||||
Total |
a. State the appropriate null and alternative hypotheses.
b. Show the calculation for the expected count in the Red/Red cell. Then provide a
complete table of expected counts.
c. Calculate the value of the chi-square test statistic.
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