In Class Worksheet 2 - Employment (1).docx

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California State University, Fullerton *

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120

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Statistics

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Apr 3, 2024

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pdf

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Employment Investigation 6 Step Method: Steps 3-4 In-Class Activity Worksheet Step 3: Explore the Data 1. Are all observational units in the sample part of the population we are interested in? Why or why not? All the observational units in the sample are the population we are interested in. This is because we are interested in whether CSUF full-time undergrad students work or not and our observational units are part of that population. 2. If your sample contains students who are not part of the population, use Rguroo to filter your data to include only those students who are in the population. After filtering your data (if necessary), what is your sample size? The sample size in our dataset is 23. 3. Create a bar graph of the survey results in Rguroo and insert it below.

4. Create a pie chart of the survey results in Rguroo and insert it below. 5. According to your graphs, what proportion of full-time undergraduate students in the sample work? Does the sample data provide evidence that your alternative hypothesis is correct? 43% of fullerton undergraduate students work at least a part time job, while 57% of csuf students don't work at all. The sample data provided does prove our alternative hypothesis correct, since we said that less students work compared to the rest of the class. Step 4: Draw Inferences from the Data (1S: Statistic) 6. What statistic should we use to estimate the parameter? Include an appropriate symbol for the statistic. parameter= 0.40 sample proportion: proportion of students who work in math 120- 8:30 7. What is the value of the statistic in your sample? First write your answer as a fraction, then convert your answer to a percentage rounded to one decimal place. Sample Proportion (p^) : 10/23= # of yes/n = 0.43 Step 4: Draw Inferences from the Data (2S: Simulate)

We can simulate randomly picking students at CSUF by spinning a spinner. Using the Rguroo applet, have each person in your group simulate one repetition of the chance model. p^: 8/23= 0.35 p^= 14/23= 0.61 p^= 10/23 = 0.43 8. If your null hypothesis is correct, what would you guess is the probability that a randomly chosen full-time undergraduate student at CSUF will say that they work? If the null hypothesis correct we can guess that the probability that a random chosen full time undergraduate student says that they work is 43% 9. Fill in the steps below to describe how the applet sets up and simulates from the chance model Step 1: Create a spinner. Because our variable has two categories, we divide the spinner into two sections, a blue section representing probability red wins and a pink section representing probability blue wins . Therefore, the chance of spinning “blue” represents the probability that those wearing red wins . Because we are simulating assuming the null hypothesis is true, we must divide the spinner so that 50 % of the area is blue (and the rest is pink). Step 2: Spin the spinner times, once for each observational unit in the sample. Step 3: Compute the for the set of spins. 10. Record the results of your simulation: for each person in your group, how many students in the simulated sample worked? What proportion (percentage) is that? 0.35(35%), 0.61(61%), 0.43(43%)

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11. Based on the class results, which of the following statements do you think is most correct? Explain your reasoning. a. When we simulate from the chance model, we have roughly the same chance of getting a sample with 0, 1, 2, etc. students who work b. When we simulate from the chance model, we are likely to get a sample in which close to 40% of students work and unlikely to get close to 0% or 100% of students working c. When we simulate from the chance model, we can only get samples in which 40% of students work