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Certain test preparation course rdtetercoueere cefectieeh help stu dents Improve thclr scores end of the (ourse the USMLE exam. effectlveness af the course, The _ m...

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Certain test preparation course rdtetercoueere cefectieeh help stu dents Improve thclr scores end of the (ourse the USMLE exam. effectlveness af the course, The _ mock examnis follor Inb given at the berinning and completing tne (ourse: mneasurements are the nel change In 3 students' ecores on the exar3, Vng these d4a ronstruc connidcnce Imtemlonin popuaton aversgc net chang" in 4 student$ appioximatety normal; score alter completing the course Assune theCopy Data{tez $ & 4: Crcula

certain test preparation course rdtetercoueere cefectieeh help stu dents Improve thclr scores end of the (ourse the USMLE exam. effectlveness af the course, The _ mock examnis follor Inb given at the berinning and completing tne (ourse: mneasurements are the nel change In 3 students' ecores on the exar 3, Vng these d4a ronstruc connidcnce Imtemlonin popuaton aversgc net chang" in 4 student$ appioximatety normal; score alter completing the course Assune the Copy Data {tez $ & 4: Crculate the sarple mean for the Eiven -umple dut Rourdy0ur answec ane declmalolac



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The college physical education department offered an advanced first aid course last semester. The scores on the comprehensive final exam were normally distributed, and the $z$ scores for some of the students are shown below: $$\begin{array}{lll} \text { Robert, } 1.10 & \text { Juan, } 1.70 & \text { Haley, }-2.00 \\ \text { Joel, } 0.00 & \mathrm{Jan},-0.80 & \text { Linda, } 1.60 \end{array}$$ (a) Which of these students scored above the mean? (b) Which of these students scored on the mean? (c) Which of these students scored below the mean? (d) If the mean score was $\mu=150$ with standard deviation $\sigma=20,$ what was the final exam score for each student?

Number 73 a question? A. We know from the given that X bar one is different. 29 Expert rates work to 21 some in the region. One is they put 2 59 on the division toe to, and one is able before to seven and into his equal to total 7 33 Ah, the hypothesis is a little mind and the mean and standard deviation off the difference. So actually triple toe me and one is able to get into or new to Ah, alternative high persons is that you want or mean one is bigger than I mean toe. So first we have to remind the days a distance of statistics, which is equal to export. 1 29 when its expert too over the square hood and it's one of squared over in one bus is to square. We're ah into, but she's sneaker through to Brian 646 because in one degree or freedom, we know that it's equal toe in one minus one. Pour into minus two. Everyone valley between these boards, really, which is 4 to 6, which is being a van 100. So when you was hungry, but you really re present is it was 200. Ah, and Roy using table B be very. Is a probability off painting there in the value of the test statistic or a value more of ST to be very in the number in the column title off given I v containing the T value in the row off degree is equal to 200 eso we figure out that be value lies between and I was when you 0.5, open toe five Accordingly, we know that the value is smaller events significance level. So we're inject, we need drachma Mohadi processes and our significance level is open profile. So our final answer would be that yes, it is a sufficient evidence that was aboard. I mean that Ah coach, students beings more on the average, then unfortunate and courtship. Ah, students for 73 b, we can Ah, this is answer for what should be Ah question. Be so expert. One is the sample mean eso the conditions If we are trying to find ah, the confidence interval Ah, so ah, by using Ah, it's a minority store. Uh, my business degree of freedom is equal to 200 and confidence interval 99%. So what you start is equal toe 4.62 receipts and and the margin The margin of error The margin bring have at it is equal to, um be You are a month and Ryan boy. So it's two stories 2.626 for a growing boy, a square hoods Bang. This one is squared, which is 59 squared over in run is to square squaring being cool. So with the immersion, really, the error is seven point mine be Brian seven eso the confidence in your ability to remind the points We know that in points is ableto mean one minus mean cool minus Ah, uh, margin of error, which is Syrian mine convenient mine seven. So is equal to no 0.6 or three, the other in point. You've ah, famer's. The last one difference on Lee is it's plus, So I have to find an answer for bad things being point mine being around seven. But these are the in points for confidence interval equal to 99% uh, to answer, question and work. Which in being and for question, see ah, for questions, see our answer will be and no Ah, the confidence in turn of, ah, allies very close. And you and less does brunch seem, ah to be he lowers being yours mean for a court chain, then Fortune forces do not seen worth being for.

What's up? Stock cots in this video, we're going to discuss to experimental design. So can special study courses actually help raise s A T scores? One organization says that the 30 students they tutored achieved an average gain of 60 points when they retook the test. Okay, so we have some sort of company that had 30 students sign up for an S A T course. And after they took the test again, their store, their scores increased by 60 points. Okay, so part A wants to know. Explain why this does not necessarily prove that the special course caused the scores to go up. Okay, that's a good question. So this organization didn't have an experiment where there was any sort of control group. So who's to say that it was actually the S a t course that made their scores increase? So there's no control, and yeah, we have nothing to compare to because there's no control. So we have no way of knowing if the increase in score is actually due to these students being in the class. Okay, So, heart be propose a design for an experiment that could test the effectiveness of the tutorial course. Okay, so we're gonna want a population of students. Let's go with 60. And there want We're gonna want them to take the S A t course prior to them being an any sort of class. So we're gonna pretest thm on There s a tease, and then we are going Teoh delicates a representative sample into our to treatment. So if we have to treatments, we're gonna have 30 students and eat. So we're gonna want Teoh randomize who goes in which group. So we're gonna want to label our students somehow, and we're gonna want to put that through a random number generator and the 1st 30 students we are going to place in the S A T course. And then the 2nd 30 students we are going, Teoh, I have not taken course. So this is gonna be our control group and then we're going Teoh, have them take the S A T s again and then we are going Teoh compare scores. All right, so that's how I think we could design the experiment. There is no way to really do blinding because the students are gonna know if they're in a class or not. or if they're not in a class, and then we're evaluating them based on their scores before and after. So there's not gonna be any room for bias there. It's just a number. Okay, so that was part B hurt. See, suppose you suspect that the tutorial course might be more helpful for students whose initial scores were particularly low. How would this affect your proposed design? Okay, so that makes sense. So someone who does really poorly initially probably can differentially benefit from being in the S a t course. So what do we do when we want to separate our experimental units into similar characteristics? We use blocking, So I think we should block by initial S A T scores. So we're gonna have our students take that initial s a T test, and then based on their scores, that's how we will group them into samples before we then delegate each of those samples into our two treatments. Alright, guys. So yeah, and then I would do, like, low average and high for those blocking groups. Alright, guys, that's it for this video. I hope you learned a lot and I'll see in its time

Open number 74 are going to a makes a play nation. We can see that the people oh, respondent might. And you're very If Jennette's results then goes and then those been respond, for example, people with very low schools will most likely be too embarrassed toe respond. Also, we can in that sense in the scores and then on it's fun doors. Good. And be ready this game from the scores. Uh, really these runners No ah be true. Radiance and conclusion might be ready. Different for this tool. Words. Hey, so the results and, uh, generalize for the entire release for a 74 b which is being, um we know that's an experiment deliberately important. Some treatment on individual in order to the and their responses and observed observational study tries to gather information without disturbing the singing they are observing. So we can ah, news of your region of their divisional study. So original is a major revision in the study because ah cries gather in formation without Mr being be seen, they are well living. Ah, an observational study Khanna who Kocian No Beijing room studying and, uh four ah invasion only Ah better is giving, Oh, moving in the age. Also, we can be frying on wake and find experiment experienced as its borders. Some three truths on you visually would have been And who who's, uh, yeah responses.

Hey, this is number for just six. Question number 56 um, things. Question. We're looking for the minimal sample size on whether this given is the 95% of confidence level. Well, in this question, we know Alfa would be 5% which is 0.5 on. And also, based on this confidence level, we know the critical zines things of album to would be 1.96 the martyr era in which is the the margin error to be controlled. E is too. Karen Deviation Sigma will be 50. And once we recognized the stats, we have minimal, minimal sample size to be computed by critical Z times, CMA, Colbert The Margin era and squared. So it's plug in 1.96 times saying Among just 50 divide by E, which is to square so that IHS 2401 the sample size and is at least 2401


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