Students in a university's physics lab courses are expected to report types and explanations for error in their lab reports. There are generally two types of errors that students report: random, those caused by unknown or unpredictable error in the experiment, and systematic, those that come from errors in the measuring instruments. Students sometimes mistakenly include errors in reading an instrument or errors in calculation as systematic errors.Physics professors suspect that less experienced students may report systematic lab errors differently than more experienced students do, so they sampled lab reports of n1 = 120 first-year physics students and n2 = 76 second- and third-year (combined) physics students to compare the ratios of reported systematic errors in their lab reports with the following results.71 first-year students reported systematic lab errors in their reports.47 second- and third-year students reported systematic lab errors in their reports.(a)Define the parameter of interest.p − p0p̂1 − p̂2 p0 − pp1 − p2(b)Calculate the sample proportions p̂1 and p̂2. (Enter your answers as fractions.)p̂1=p̂2=(c)State the appropriate null and alternative hypotheses.H0: p1 ? < = > ≠p2Ha: p1 ? < = > ≠p2 Students in a university's physics lab courses are expected to report types and explanations for error in their lab reports. There are generally two types of errors that students report: random, those caused by unknown or unpredictableerror in the experiment, and systematic, those that come from errors in the measuring instruments. Students sometimes mistakenly include errors in reading an instrument or errors in calculation as systematic errors.= 120 first-year physics students and n, = 76 second- andPhysics professors suspect that less experienced students may report systematic lab errors differently than more experienced students do, so they sampled lab reports of n,third-year (combined) physics students to compare the ratios of reported systematic errors in their lab reports with the following results.71 first-year students reported systematic lab errors in their reports.47 second- and third-year students reported systematic lab errors in their reports.(a) Define the parameter of interest.p - PoP1 - P2Ро - рP1- P2(b) Calculate the sample proportions p, and p,. (Enter your answers as fractions.)P1(c) State the appropriate null and alternative hypotheses.Ho: P1? vP2Hạ: P1 ? vP2

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a) Here, the test is about difference between two proportions.

Students in a university's physics lab courses are expected to report types and explanations for error in their lab reports. There are generally two types of errors that students report: random, those caused by unknown or unpredictable error in the experiment, and systematic, those that come from errors in the measuring instruments. Students sometimes mistakenly include errors in reading an instrument or errors in calculation as systematic errors. Physics professors suspect that less experienced students may report systematic lab errors differently than more experienced students do, so they sampled lab reports of n1 = 120 first-year physics students and n2 = 76 second- and third-year (combined) physics students to compare the ratios of reported systematic errors in their lab reports with the following results. 71 first-year students reported systematic lab errors in their reports. 47 second- and third-year students reported systematic lab errors in their reports. (a) Define the parameter of interest. p − p0 p̂1 − p̂2 p0 − p p1 − p2 (b) Calculate the sample proportions p̂1 and p̂2. (Enter your answers as fractions.) p̂1 = p̂2 = (c) State the appropriate null and alternative hypotheses. H0: p1 ? < = > ≠ p2 Ha: p1 ? < = > ≠ p2

MATLAB: An Introduction with Applications

6th Edition

ISBN:9781119256830

Author:Amos Gilat

Publisher:Amos Gilat

Chapter1: Starting With Matlab

Section: Chapter Questions

Problem 1P

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Students in a university's physics lab courses are expected to report types and explanations for error in their lab reports. There are generally two types of errors that students report: random, those caused by unknown or unpredictable error in the experiment, and systematic, those that come from errors in the measuring instruments. Students sometimes mistakenly include errors in reading an instrument or errors in calculation as systematic errors.

Physics professors suspect that less experienced students may report systematic lab errors differently than more experienced students do, so they sampled lab reports of

n₁ = 120

first-year physics students and

n₂ = 76

second- and third-year (combined) physics students to compare the ratios of reported systematic errors in their lab reports with the following results.

71 first-year students reported systematic lab errors in their reports.
47 second- and third-year students reported systematic lab errors in their reports.

(a)

Define the parameter of interest.

p − p₀

p̂₁ − p̂₂

p₀ − p

p₁ − p₂

(b)

Calculate the sample proportions p̂₁ and p̂₂. (Enter your answers as fractions.)

p̂₁

p̂₂

(c)

State the appropriate null and alternative hypotheses.

H₀: p₁

? < = > ≠

p₂

H_a: p₁

? < = > ≠

p₂

Students in a university's physics lab courses are expected to report types and explanations for error in their lab reports. There are generally two types of errors that students report: random, those caused by unknown or unpredictable
error in the experiment, and systematic, those that come from errors in the measuring instruments. Students sometimes mistakenly include errors in reading an instrument or errors in calculation as systematic errors.
= 120 first-year physics students and n, = 76 second- and
Physics professors suspect that less experienced students may report systematic lab errors differently than more experienced students do, so they sampled lab reports of n,
third-year (combined) physics students to compare the ratios of reported systematic errors in their lab reports with the following results.
71 first-year students reported systematic lab errors in their reports.
47 second- and third-year students reported systematic lab errors in their reports.
(a) Define the parameter of interest.
p - Po
P1 - P2
Ро - р
P1- P2
(b) Calculate the sample proportions p, and p,. (Enter your answers as fractions.)
P1
(c) State the appropriate null and alternative hypotheses.
Ho: P1
? v
P2
Hạ: P1 ? v
P2

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