Suppose that 35% of the registered voters in a state are registered as Republicans, 40% as Democrats, and 25% as Independents. A newspaper wants to select a sample of 1000 registered voters to predict the outcome of the next election. If they randomly select 350 Republicans, randomly select 400 Democrats, and randomly select 250 Independents, did this sampling procedure result in a simple random sample of registered voters from this district?

No, because not all possible groups of 1000 registered voters had the same chance of being chosen.

Yes, because each registered voter had the same chance of being chosen.

Yes, because random chance was involved.

No, because not all registered voters had the same chance of being selected.

No, because there were a different number of registereed voters selcted from each party.

Two essential features of all statistically designed experiments are

compare several treatments and use chance to assign subjects to treatments

compare several treatments and use the double-blind procedure

always have a placebo group and use the double-blind method

use a block design and use chance to assign subjects to treatments

use enough subjects and always have a control group

Which of the following is a method for improving the accuracy of a sample?

use no more thatn 3 or words in a question

when possible, avoid the use of human interviewers, relying on computerized dialing instead

ask only questions for which the reponses are quantitative variables

A sample of student opinion at a Big Ten University selects an SRS of 200 of the 30,000 undergraduate students and a another SRS of 100 of the 5,000 graduates. What is the term for this kind of sample?

Simple random sample with blocking

An Illinois school district wants to compare the effectiveness of a standard AP Statistics curriculum and a new “hands-on” AP Statistics curriculum. Two experienced teachers, Mrs. Militello and Mrs. Grozik, each teach one class with the standard curriculum and one with the new approach. Students are assigned at random to these four classes. At the end of the year, all students take the AP Statistics exam. Which of the following are the experimental units in this experiment?

The students in the four classes

The two AP Statistics curriculum

The students taking the AP exam in IL

The quality-control manager of a large factory is concerned about the number of defective items produced by workers. Thirty workers at the factory agree to participate in a study of three different incentive plans to help reduce the number of defective items produced. The plans will be randomly assigned to the workers so that 10 workers received each plan. The reduction in the number of defective items produced by each worker will be recorded two weeks after the plans are implemented. Which of the following best describes why a completely randomized design is an appropriate design to use in this situation?

There is no blocking variable, and incentive plans will be randomly assigned to the workers.

There is no blocking variable, and the workers were selected at random.

Each incentive plan is a block, and a completely randomized design is not blocked.

Each plan will be randomly assigned to 10 pairs of workers who share a similar characteristic.

The number of workers participating in the study was greater than or equal to 30.

AP Stats - Chapter 4 Review

Authored by Gladden Chukwu

Mathematics

11th Grade - University

CCSS covered

Used 187+ times

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This quiz focuses on experimental design and sampling methods in Advanced Placement Statistics, specifically covering Chapter 4 concepts that are fundamental to statistical studies. The questions are appropriate for grades 11-12, as they require sophisticated understanding of statistical terminology, experimental design principles, and sampling techniques. Students need to master the distinction between experimental units and treatments, understand different sampling methods including simple random sampling, stratified sampling, and cluster sampling, and recognize the components of well-designed experiments. The core concepts assessed include identifying experimental units versus observational units, calculating treatment combinations in factorial designs, distinguishing between various sampling procedures, understanding the principles of randomization and blocking in experimental design, and recognizing the characteristics that define different types of statistical studies. Students must demonstrate their ability to analyze real-world scenarios and apply statistical design principles to determine appropriate methodologies. Created by Gladden Chukwu, a Mathematics teacher in US who teaches grade 11 and 13. This quiz serves as an excellent review tool for students preparing for the AP Statistics exam, particularly reinforcing their understanding of experimental design and sampling methodology before moving into more advanced statistical inference topics. The quiz works effectively as a formative assessment to identify knowledge gaps, as homework to reinforce classroom learning, or as a warm-up activity to activate prior knowledge before introducing new statistical concepts. Teachers can use this assessment to gauge student readiness for AP exam-style questions and to determine which concepts require additional instruction or practice. The multiple-choice format mirrors the AP Statistics exam structure, providing students with valuable practice in selecting the best answer from among plausible distractors. This assessment aligns with Common Core standards S-IC.3 (recognize the purposes of and differences among sample surveys, experiments, and observational studies) and S-IC.6 (evaluate reports based on data).

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