n a recent opinion piece, David Brooks said that schools tend to "treat students like heads on sticks." His point was that schools look too narrowly at educating students. Do you agree that areas of education have been neglected, and if so, which areas. If you don't agree (or if you do agree), what strengths do you see in the current educational system.

Students will analyze the marketing activities of a company of their choice or their own company (real of fictitious.) This analysis should cover the major topics as discussed in the course. The paper should focus on the strategic marketing decisions of a particular product or service. Students will take the position of a marketing manager for the product or service being studied and make appropriate recommendations in their concluding remarks. This paper should be 4-5 pages in length

Suppose

140

geology students measure the mass of an ore sample. Due to human error and limitations in the reliability of the​ balance, not all the readings are equal. The results are found to closely approximate a normal​ curve, with mean

83

g and standard deviation

3

g. Use the symmetry of the normal curve and the empirical rule as needed to estimate the number of students reporting readings between

80

g and

86

g.

Suppose we want to do our own test of whether the way students take notes affects their memory for material (like the Mueller and Oppenheimer study), but we have a three condition experiment, where students are randomly assigned to: 1) a "b.y.o." room where students bring in their backpacks and can use whatever device (laptop/ipad, paper notebook, livescribe pen) and whatever style of note-taking / note-taking sofware they think works best for them; 2) a "laptop" room where students can only takes notes on a word processing program on a blank laptop with no internet connection and 3) a "paper & pen" room where students can only take notes in blank paper notebooks with a pen. After students watch a TED talk and take notes for 30 minutes, they will be given a quiz, and we want to know whether students with different kinds of note-taking opportunities differ in their average quiz scores.

We collect the data and find the following statistics from three groups of 50 students each (total N=150):

Quiz scores:  

byo group: Mean = 21.0,

laptop group: M = 28.0,

paper&pen group: M = 33.5

also, SSb = 38.0                     SSe = 672.5

Now...

1) First explain why we need to know not only the mean quiz score for each group, but also the between groups variance and within groups variance of this data?

2) If we are going to test a significant effect of note-taking device on quiz score a) what statistical test are we going to have to do? b) what are the degrees of freedom for this test (hint: there should be two numbers reported here) and so c) what are our MSB and your MSEd) what is the F-ratio?

3) Does this support (with a reasonably low probability of making a Type 1 error) the claim that there is a significant effect of note-taking device on quiz scores? Explain your reasoning.

4) At this point, what (statistically speaking) more might you want to know?

5) If the standard error of the mean is  sqrt(4.6/50=0.092) = .303 then show me how you can use that to conduct the three post-hoc Tukey HSD tests.

6) What did you just do those tests for? And, what did you learn from them?

7) After going through all of this would you still (statistically speaking) have anything else you might like to know? If so, what, and how would it help you better understand the relationship between note-taking and retention?

Please read the metaphoric story below about "The Wild Cats and the Students." The story has eight metaphors about neuron membrane potentials. You will be asked to match each metaphoric term with an actual part of the neuron membrane or its potential. Each correct metaphoric match (what do Wild cats symbolize? etc.),

"The Wild Cats and the Students" One day, a truck load of wild cats escaped from the circus. They congregated right outside of a classroom. They wanted to join the students inside so they started to jump at the closed windows. They jumped and jumped at the windows to no avail because no one would open the windows. The students didn’t want the wild cats inside the classroom. The circus truck came to collect the wild cats and drove up the service road next to the classroom building. In trying to make a U-turn, the driver would back up into the building and bump it. The first bump was not too hard, but it bumped open the spring-loaded windows in our classroom a few inches wide. A couple of wild cats sprang into the classroom, but the teacher was able to catch them and toss them out. Meanwhile, the truck driver was still trying to make a U-turn and was getting frustrated. He drove forward and then backward, and hit the building again, but this time a little harder. The spring-loaded windows bumped open a little wider and a few more wild cats were able to jump inside. The teacher quickly captured them and threw them outside. Now, the truck driver was very frustrated and in his third attempt at a U-turn, he backed the truck into the building very hard. This caused the windows to really fly open so that several wild cats jumped into the classroom before the windows snapped shut again. The students were very upset because they really did not like being around the wild cats. Several of the students ran outside by opening the spring-loaded door. This was all very upsetting to the teacher because the class was now in chaos. The teacher spent several seconds capturing the wild cats and throwing them outside, and then inviting the students to come back inside. Ah, once again, peace returned to the classroom and we returned to our studies, trying to ignore the wild cats outside jumping at the windows again.

In this metaphor, what are/is the: Wild cats? Students? The classroom wall? The windows? The door? The truck hitting the building? The peace returning to the classroom? The teacher?

During a blood-donor program conducted during finals week for college students, a blood-pressure reading is taken first, revealing that out of 350 donors, 41 have hypertension. All answers to three places after the decimal. A 95% confidence interval for the true proportion of college students with hypertension during finals week is (WebAssign will check your answer for the correct number of significant figures. , WebAssign will check your answer for the correct number of significant figures. ). We can be 80% confident that the true proportion of college students with hypertension during finals week is WebAssign will check your answer for the correct number of significant figures. with a margin of error of WebAssign will check your answer for the correct number of significant figures. Unless our sample is among the most unusual 10% of samples, the true proportion of college students with hypertension during finals week is between WebAssign will check your answer for the correct number of significant figures. and WebAssign will check your answer for the correct number of significant figures. The probability, at 60% confidence, that a given college donor will have hypertension during finals week is WebAssign will check your answer for the correct number of significant figures. , with a margin of error of WebAssign will check your answer for the correct number of significant figures. Assuming our sample of donors is among the most typical half of such samples, the true proportion of college students with hypertension during finals week is between WebAssign will check your answer for the correct number of significant figures. and WebAssign will check your answer for the correct number of significant figures. We are 99% confident that the true proportion of college students with hypertension during finals week is WebAssign will check your answer for the correct number of significant figures. , with a margin of error of WebAssign will check your answer for the correct number of significant figures. Assuming our sample of donors is among the most typical 99.9% of such samples, the true proportion of college students with hypertension during finals week is between WebAssign will check your answer for the correct number of significant figures. and WebAssign will check your answer for the correct number of significant figures. Covering the worst-case scenario, how many donors must we examine in order to be 95% confident that we have the margin of error as small as 0.01? Using a prior estimate of 15% of college-age students having hypertension, how many donors must we examine in order to be 99% confident that we have the margin of error as small as 0.01?

A survey of 250 students is selected randomly on a large university campus. They are asked if they use a laptop in class to take notes. The result of the survey is that 115 of the 250 students responded​ "yes." An approximate 95​% confidence interval is (0.397​,0.523​). Which of the following are​ true? If they are not​ true, briefly explain why not

a)95​% of the students fall in the interval ​(0.397​,0.523​).

​b) The true proportion of students who use laptops to take notes is captured in the interval left parenthesis 0.397 comma 0.523 right parenthesis with probability 0.95.

​c) There is a 46​% chance that a student uses a laptop to take notes.

​d) There is a 95​% chance that the student uses a laptop to take notes 46​% of the time.

​e) We are 95​% confident that the true proportion of students who use laptops to take notes is captured in the interval left parenthesis 0.397 comma 0.523 right parenthesis.

a) Choose the correct answer below.

A. The statement is false. 46​% of the students fall in the interval ​(0.397​,0.523​).

B. The statement is false. This​ doesn't make sense because students are not proportions.

C. The statement is true.

D. The statement is false. The sample size is too small to make this claim.

​b) Choose the correct answer below.

A. The statement is false. The population proportion is either within the interval or not within the interval.

B. The statement is true.

C. The statement is false. The sample size is too small to make this claim.

D. The statement is false. We are 46​% confident that the sample proportion of students who use a laptop to take notes is between 39.7​% and 52.3​%. ​

c) Choose the correct answer below.

A. The statement is false. There is not enough information to make an absolute statement about the population value with precision.

B. The statement is true.

C. The statement is false. There is a​ 5% chance that a random selected student uses a laptop to take notes.

D. The statement is false. The sample size is too small to make this claim.

​d) Choose the correct answer below.

A. The statement is false. There is a 54​% chance that a random selected coworker uses a laptop to take notes.

B. The statement is true.

C. The statement is false. The sample size is too small to make this claim.

D. The statement is false. This​ doesn't make sense because​ it's not about the proportion of the time that a student uses a laptop. ​

e) Choose the correct answer below.

A. The statement is false. We are 46​% confident that between 39.7​% and 52.3​% of the samples will have a proportion near 95​%.

B. The statement is false. The sample size is too small to make this claim.

C. The statement is false. The statement should be about the true​ proportion, not future samples.

D. The statement is true.

Summary: A researcher was interested in increasing student motivation in community colleges. After reading previous research into the topic of student motivation and emerging adulthood (which is ages 18-25), he hypothesized that students would be more motivated if they felt connected to the campus. He decided to try this out and assess whether it worked. He worked with one college to implement campus connect, a program that gets students to interact with each other and members of the campus community outside of classroom hours. He conducted a pretest of motivation and identified anyone with a score over 5 on a 10-point scale of motivation as motivated; the pretest revealed that only 30% of students met this criteria for being labeled motivated. Based on previous research, he believed that a successful intervention could increase this to 65%. Two months after the program was implemented, he assessed motivation again. This time he found that 72% of students met criteria to be labeled motivated and this result showed a significant increase compared to before the intervention.

From this scenario, answer the following quiz questions.

1. Which of the following designs is being used?

PreviousNext

2. . which of the following ins a weakness of this study?

3. which sentence includes the objective of the study?

PreviousNext

4.What is the dependent variable?

5. What is the independent variable?

6. Which of the following is a strength of this study?

USING PYTHON ONLY

Write a gradebook program that lets a teacher keep track of test averages for his or her students. Your program should begin by asking the teacher for a number of students in their class as well as the total # of tests that will be given to the class. Validate this information to ensure that the numbers entered are positive.

Next, prompt the teacher to enter in scores for each student. Ensure that the values entered are positive - if they aren't you will need to re-prompt them. Hint: you may need to use nested loops here! A "while" loop can be placed inside of a "for" loop, if necessary.

Once your program has collected all test scores for a student it should display that student's average and move onto the next student. When all students have been calculated the program should compute the overall average score for the entire class.

Here's a sample running of your program:

How many students are in your class? -5
Invalid # of students, try again.

How many students are in your class? 3
How many tests in this class? -10
Invalid # of tests, try again.
How many tests in this class? 2

Here we go!

**** Student #1****
Enter score for test #1: -50
Invalid score, try again
Enter score for test #1: 50
Enter score for test #2: 75
Average score for student #1 is 62.50

**** Student #2****
Enter score for test #1: 100
Enter score for test #2: 90
Average score for student #2 is 95.00

**** Student #3****
Enter score for test #1: -10
Invalid score, try again
Enter score for test #1: -20
Invalid score, try again
Enter score for test #1: -30
Invalid score, try again
Enter score for test #1: 90
Enter score for test #2: 80
Average score for student #3 is 85.00

Average score for all students is: 80.83

Some hints:

• Begin by constructing a "for" loop to iterate over all students in the class
• Once you're inside of this "for" loop you will probably need another loop to handle inputting the scores for a particular student.
• Big hint: Try to get your program to work first without any data validation. You can add this in later once you figure out the general structure of the program.
• Remember the difference between "for" and "while" loops! "for" loops are used when you want to iterate over a know # of items, and "while" loops can be used to keep the user "caught" indefinately until they fulfill a particular condition. You will probably need to use a combination of these loops to solve this problem.