In a statistics activity, students are asked to determine if there is a difference in the proportion of times that a spinning penny will land with tails up, and the proportion of times a spinning dime will land tails up. The students are instructed to spin the penny and the dime 30 times and record the number of times they land tails up. For one student, the penny lands tails side up 18 times, and the dime lands tails side up 20 times. Based on the 98% confidence interval, (–0.36, 0.22), is there evidence of a difference in proportions of tails side up for a penny and a dime? There is convincing evidence because the two sample proportions are different. There is not convincing evidence because the interval contains 0. There is convincing evidence because

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In a statistics activity, students are asked to determine if there is a difference in the proportion of times that a spinning penny will land with tails up, and the proportion of times a spinning dime will land tails up. The students are instructed to spin the penny and the dime 30 times and record the number of times they land tails up. For one student, the penny lands tails side up 18 times, and the dime lands tails side up 20 times.

Based on the 98% confidence interval, (–0.36, 0.22), is there evidence of a difference in proportions of tails side up for a penny and a dime?

There is convincing evidence because the two sample proportions are different.
There is not convincing evidence because the interval contains 0.
There is convincing evidence because the difference in the two sample proportions is –0.07. Since this is not 0, there is a difference in the true proportions of tails up for pennies and dimes.
There is not convincing evidence because the interval contains both negative and positive values for the true difference.

 

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