Statistical Techniques in Business & economics.pdf

June 12, 2018 | Author: alo | Category: Mean, Median, Skewness, Standard Deviation, Statistical Hypothesis Testing
Share Embed Donate


Short Description

Download Statistical Techniques in Business & economics.pdf...

Description

Statistical Techniques in

BUSINESS & ECONOMICS SIXTEENTH

DOUGLAS A. LIND Coastal Carolina University and The University of Toledo

WILLIAM G. MARCHAL The University of Toledo

SAMUEL SAMU EL A. WA WATHEN Coastal Carolina University 

EDITION

STATISTICAL TECHNIQUES IN BUSINESS & ECONOMICS, SIXTEENTH EDITION STATISTICAL Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2015 by McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions © 2012, 2010, and 2008. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the pr ior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is pri nted on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOW/DOW 1 0 9 8 7 6 5 4 ISBN 978-0-07-802052-0 MHID 0-07-802052-2 Senior Vice President, Products & Markets: Kurt Markets: Kurt L. Strand   Kimberly Meriwether David  Vice President, Content Production & Technology Technology Services: Ser vices: Kimberly Managing Director: Douglas Director: Douglas Reiner  Senior Brand Manager: Thomas Hayward  Executive Director of Development: Ann Development:  Ann Torbert  Torbert  Development Editor: Kaylee Putbrese  Director of Digital Content: Doug Ruby  Digital Development Editor: Meg Editor: Meg B. Maloney  Senior Marketing Manager: Heather A. Kazakoff   Content Project Manager: Diane L. Nowaczyk  Content Project Manager: Brian Nacik  Senior Buyer: Carol A. Bielski   Jana Singer  Design: Jana Design: Cover Image: Adrianna Image: Adrianna Williams/The Williams/The Image Bank/Getty Bank/Getty Images  Lead Content Licensing Specialist: Keri Johnson Typeface: 9.5/11 Helvetica Neue 55  Compositor: Aptara®, Compositor:  Aptara®, Inc. Inc. Printer: R. R. Donnelley   All credits appearing on page or at the end of the book are considered considered to be an extension of the the copyright page. Library of Congress Cataloging-in-Publication Data  Lind, Douglas A. Statistical techniques in business & economics / Douglas A. Lind, Coastal Carolina University and The University of Toledo, Toledo, William Willia m G. Marchal, The University of Toledo, Samuel A. Wathen, Wathen, Coastal Carolina University University.. — Sixteenth edition. pages cm. — (The McGraw-H McGraw-Hill/Irwin ill/Irwin series in operations and decision sciences) Includes index. ISBN 978-0-07-802052-0 (alk. paper) — ISBN 0-07-802052-2 (alk. paper) 1. Social sciences—Statistical methods. 2. Economics—Statistical Economics—Statistical methods. 3. Commercial statistics. I. Marchal, William G. II. Wathen, Samuel Adam. III. Title. IV IV.. Title: Statistical techniques in business and economics. HA29.M268 2015   519.5—dc23   2013035290

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites.

 www.mhhe.com

DEDICATION

To Jane, my wife and best friend, and our sons, their wives, and our  grandchildren: Mike and Sue (Steve and Courtney), Steve and Kathr yn (Kennedy, Jake, and Brady), and Mark and Sarah (Jared, Drew, and Nate). Douglas A. Lind To my newest grandchildren (George Orn Marchal, Liam Brophy Horowitz,  and Eloise Larae Marchal Murray), newest son-in-law (James Miller Nicholson), and newest wife (Andrea). William G. Marchal To my wonderful family: Isaac, Hannah, and Barb. Samuel A. Wathen

A NOTE FROM THE AUTHORS

Over the years, we have received many compliments on this text and understand that it’s a favorite among students. We accept that as the highest compliment and continue to work very hard to maintain that status. The objective of Statistical Techniques in Business and Economics  is to provide students majoring in management, marketing, finance, accounting, economics, and other fields of business administration with an introductory survey of the many applications of descriptive and inferential statistics. We focus on business applications, but we also use many exercises and examples that relate to the current world of the college student. A previous course in statistics is not necessary, and the mathematical requirement is first-year algebra. In this text, we show beginning students every step needed to be successful in a basic statistics course. This step-by-step approach enhances performance, accelerates preparedness, and significantly improves motivation. Understanding the concepts, seeing and doing plenty of examples and exercises, and comprehending the application of statistical methods in business and economics are the focus of this book. The first edition of this text was published in 1967. At that time, locating relevant business data was difficult. That has changed! Today, locating data is not a problem. The number of items you purchase at the grocery store is automatically recorded at the checkout counter. Phone companies track the time of our calls, the length of calls, and the identity of the person called. Credit card companies maintain information on the number, time and date, and amount of our purchases. Medical devices automatically monitor our heart rate, blood pressure, and temperature from remote locations.  A large amount of business information is recorded and reported almost instantly. CNN, USA Today, and MSNBC, for example, all have websites that track stock prices with a delay of less than 20 minutes. Today, skills are needed to deal with a large volume of numerical information. First, we need to be critical consumers of information presented by others. Second, we need to be able to reduce large amounts of information into a concise and meaningful form to enable us to make effective interpretations, judgments, and decisions.  All students have calculators and most have either personal computers or access to personal computers in a campus lab. Statistical software, such as Microsoft Excel and Minitab, is available on these computers. The commands necessary to achieve the software results are available in Appendix C at the end of the book. We use screen captures within the chapters, so the student becomes familiar with the nature of the software output. Because of the availability of computers and software, it is no longer necessary to dwell on calculations. We have replaced many of the calculation examples with interpretative ones, to assist the student in understanding and interpreting the statistical results. In addition, we now place more emphasis on the conceptual nature of the statistical topics. While making these changes, we still continue to present, as best we can, the key concepts, along with supporting interesting and relevant examples.

WHAT’S NEW IN THIS SIXTEENTH EDITION? We have made changes to this edition that we think you and your students will find useful and timely. • We reorganized the chapters so that each section corresponds to a learning objective. The learning objectives have been revised. • We expanded the hypothesis testing procedure in Chapter 10 to six steps, emphasizing the interpretation of test results.

 vi

• We have revised example/solution sections in various chapters: • Chapter 5 now includes a new example/solution used to demonstrate contingency tables and tree diagrams. Also the example/solution demonstrating the combination formula has been revised. • Chapter 6 includes a revised example/solution demonstrating the binomial distribution. • Chapter 15 includes a new example/solution demonstrating contingency table analysis. • We have revised the simple regression example in Chapter 13 and increased the number of observations to better illustrate the principles of simple linear regression. • We have reordered the nonparametric chapters to follow the traditional statistics chapters. • We moved the sections on one- and two-sample tests of proportions, placing all analysis of nominal data in one chapter: Nonparametric Methods: Nominal Level Hypothesis Tests. • We combined the answers to the Self-Review Exercises into a new appendix. • We combined the Software Commands into a new appendix. • We combined the Glossaries in the section reviews into a single Glossary that follows the appendices at the end of the text. • We improved graphics throughout the text.

 vii

HOW ARE CHAPTER S ORGANIZ ED TO ENGAGE STUDENTS AND PROMOTE LEARNING?

Chapter Learning Objectives Each chapter begins with a set of learning objectives designed to provide focus for the chapter and motivate student learning. These objectives, located in the margins next to the topic, indicate what the student should be able to do after completing each section in the chapter. MERRILL LYNCH recently completed LEARNING OBJECTIVES a study of online investment portfo-

When you have completed this chapter, you will be able to:

Chapter Opening Exercise

lios for a sample of clients. For the

LO2-1

Summarize qualitative variables with frequency and relative frequency tables.

 A representative exercise opens the chapter and shows how the chapter content can be applied to a real-world situation.

these data into a frequency distribu-

LO2-2

Display a frequency table using a bar or pie chart.

LO2-3

Summarize quantitative variables with frequency and relative frequency distributions.

LO2-4

Display a frequency distribution using a histogram or frequency polygon.

Introduction to the Topic Each chapter starts with a review of the important concepts of the previous chapter and provides a link to the material in the current chapter. This step-by-step approach increases comprehension by providing continuity across the concepts.

Example/Solution

70 participants in the study, organize tion. (See Exercise 43 and LO2-3.)

INTRODUCTION Chapter 2 began our study of descriptive statistics. To summarize raw data into a meaningful form, we organized qualitative data into a frequency table and portrayed the results in a bar chart. In a similar fashion, we organized quantitative data into a frequency distribution and portrayed the results in a histogram. We also looked at other graphical techniques such as pie charts to portray qualitative data and frequency polygons to portray quantitative data. This chapter is concerned with two numerical ways of describing quantitative variables, namely, measures of location and measures of dispersion.  Measures of location are often referred to as averages. The purpose of a measure of location is to pinpoint the center of a distribution of data. An

E X A M P L E

 After important concepts are introduced, a solved example is given. This example provides a how-to illustration and shows a relevant business application that helps students answer the question, “What will I use this for?”

The service departments at Tionesta Ford Lincoln Mercury and Sheffield Motors Inc., two of the four Applewood Auto Group dealerships, were both open 24 days last month. Listed below is the number of vehicles serviced last month at the two dealerships. Construct dot plots and report summary statistics to compare the two dealerships. Tionesta Ford Lincoln Mercury Monday

Tuesday

Wednesday

Thursday

Friday

23

33

27

28

39

Saturday 26

30

32

28

33

35

32

29

25

36

31

32

27

35

32

35

37

36

30

Self-Reviews Self-Reviews are interspersed throughout each chapter and closely patterned after the preceding examples. They help students monitor their progress and provide immediate reinforcement for that particular technique.

 viii

The Quality Control department of Plainsville Peanut Company is responsible for checking the weight of the 8-ounce jar of peanut butter. The weights of a sample of nine jars p roduced last hour are: S E L F � R E V I E W 7.69

4�2 (a) (b)

7.72

7.8

7.86

7.90

7.94

7.97

8.06

What is the median weight? Determine the weights corresponding to the first and third quartiles.

8.09

Statistics in Action Statistics in Action articles are scattered throughout the text, usually about two per chapter. They provide unique and interesting applications and historical insights in the field of statistics.

STATISTICS I N ACTION

If you wish to get some attention at the next gathering you attend, announce that you believe that at least two people present were born on the same date—that is, the same day of the year but not necessarily the same year. If there are 30 people in the room,

Definitions Definitions of new terms or terms unique to the study of statistics are set apart from the text and highlighted for easy reference and review. They also appear in the Glossary at the end of the book.

JOINT PROBABILITY  A probability that measures the likelihood two or more events will happen concurrently.

Formulas Formulas that are used for the first time are boxed and numbered for reference. In addition, a formula card is bound into the back of the text that lists all the key formulas.

Exercises Exercises are included after sections within the chapter and at the end of the chapter. Section exercises cover the material studied in the section.

E X E R C I S E S

SPECIAL RULE OF MULTIPLICATION

P(   A and B )

5

P(   A )P( B )

[5–5]

.60, P (  A2 ) .40, P ( B1 ƒ  A1 ) .05, and P ( B1 ƒ  A2 ) .10. Use Bayes’ theorem to determine P (  A1 ƒ B1 ). .10. 34. P (  A1 ) .20, P (  A2 ) .40, P (  A3 ) .40, P ( B1 ƒ  A1 ) .25, P ( B1 ƒ  A2 ) .05, and P ( B1 ƒ  A3 ) Use Bayes’ theorem to determine P (  A3 ƒ B1 ). 35. The Ludlow Wildcats baseball team, a minor league team in the Cleveland Indians organization, plays 70% of their games at night and 30% during the day. The team wins 50% of their night games and 90% of their day games. According to today’s newspaper, they won yesterday. What is the probability the game was played at night? 36. Dr. Stallter has been teaching basic statistics for many years. She knows that 80% of the students will complete the assigned problems. She has also determined that among those who do their assignments, 90% will pass the course. Among those students who do not do 33.

P (   A1 )

5

5

5

5

5

5

5

5

5

5

Computer Output The text includes many software examples, using Excel, MegaStat®, and Minitab.

ix 

HOW DOES THIS TEXT RE INFORC E STUDENT LEARNING?

BY CHAPTE R

C

H

A

P

T

E

R

S

U

M

M

A

R

Y

I. A random variable is a numerical value determined by the outcome of an experiment.  II. A probability distribution is a listing of all possible outcomes of an experiment and the prob-

ability associated with each outcome.

Chapter Summary

 A. A discrete probability distribution can assume only certain values. The main features are: 1. The sum of the probabilities is 1.00. 2. The probability of a particular outcome is between 0.00 and 1.00. 3. The outcomes are mutually exclusive. B. A continuous distribution can assume an infinite number of values within a specific range.

Each chapter contains a brief summary of the chapter material, including the vocabulary and the critical formulas.

III. The mean and variance of a probability distribution are computed as follows.  A. The mean is equal to: m 5  © [ xP (   x   ) ]

2 s 5  ©

Pronunciation Key

P

R

O

N

U

N

C

This tool lists the mathematical symbol, its meaning, and how to pronounce it. We believe this will help the student retain the meaning of the symbol and generally enhance course communications.

Chapter Exercises

C

H

A

The last several exercises at the end of each chapter are based on three large data sets. These data sets are printed in Appendix A in the text and are also on the text’s website. These data sets present the students with real-world and more complex applications.

Software Commands Software examples using Excel, MegaStat®, and Minitab are included throughout the text. The explanations of the computer input commands are placed at the end of the text in Appendix C.

 x 

I

A

T

E

R

E

X

N

K

E

Y PRONUNCIATION

P(   A )

Probability of A

P of A

P(   A )

Probability of not A

P of

P(   A and B )

Probability of A and B

P of A and B

P(   A or B )

Probability of A or B

P of A or B

P (   A ƒ B )

Probability of A given B has happened

P of A given B

P

Permutation of  n items selected  r  at a time

Pnr 

C r 

Combination of n items selected r  at a time

Cnr 

 n

T

O

[6–2]

MEANING

 n  r 

P

I

[ (  x  2 m ) 2P (   )]  x 

SYMBOL

,

E

R

C

I

S

E

not A

S

41. The amount of cola in a 12-ounce can is uniformly distributed between 11.96 ounces and

12.05 ounces. a. What is the mean amount per can? b. What is the standard deviation amount per can? c. What is the probability of selecting a can of cola and finding it has less than 12 ounces? d. What is the probability of selecting a can of col a and finding it has more than 11.98 ounces? e. What is the probability of selecting a can of col a and finding it has more than 11.00 ounces? 42. A tube of Listerine Tartar Control toothpaste contains 4.2 ounces. As people use the toothpaste, the amount remaining in any tube is random. Assume the amount of toothpaste remaining in the tube follows a uniform distribution. From this information, we can determine the following information about the amount remaining in a toothpaste tube without invading anyone’s privacy. a. How much toothpaste would you expect to be remaining in the tube? b. What is the standard deviation of the amount remaining in the tube? c. What is the likelihood there is less than 3.0 ounces remaining in the tube? d. What is the probability there is more than 1.5 ounces remaining in the tube? 43. Many retail stores offer their own credit cards. At the time of the credit application, the customer is given a 10% discount on the purchase. The time required for the credit application process follows a uniform distribution with the times ranging from 4 minutes to 10 minutes. a. What is the mean time for the application process? b. What is the standard deviation of the process time? c. What is the likelihood a particular application will take less than 6 minutes?

Generally, the end-of-chapter exercises are the most challenging and integrate the chapter concepts. The answers and worked-out solutions for all odd-numbered exercises are in Appendix D at the end of the text. Many exercises are noted with a data file icon in the margin. For these exercises, there are data files in Excel format located on the text’s website, www .mhhe.com/lind16e . These files help students use statistical software to solve the exercises.

Data Set Exercises

[6–1]

B. The variance is equal to:

D

A

T

A

S

E

T

E

X

E

R

C

I

S

E

S

(The data for these exercises are available at the text website: www.mhhe.com/lind16e .) 74. Refer to the Real Estate data, which report information on homes sold in the Goodyear,

 Arizona, area during the last year. a.  The mean selling price (in $ thousands) of the homes was computed earlier to be $221.10, with a standard deviation of $47.11. Use the normal distribution to estimate the percentage of homes selling for more than $280.0. Compare this to the actual results. Does the normal distribution yield a good approximation of the actual results? b. The mean distance from the center of the city is 14.629 miles, with a standard deviation of 4.874 miles. Use the normal distribution to estimate the number of homes 18 o r more miles but less than 22 miles from the center of the city. Compare this to the actual results. Does the normal distribution yield a good approximation of the actual results?

CHAPTER 5   5–1. The Excel Commands to determine the number of permuta-

tions shown on page 164 are: a. Click on the Formulas tab in the top menu, then, on the far left, select Insert Function fx .

b. In the Insert Function box, select Statistical as the category, then scroll down to PERMUT in the Select a function list. Click OK. c.  In the PERM  box after Number,   enter 8 and in the Number_chosen box enter 3. The correct answer of 336

appears twice in the box.

Answers to Self-Review

16–7 a. Rank 

The worked-out solutions to the Self-Reviews are provided at the end of the text in Appendix E.



d 2









805

23

5.5

1

4.5

20.25

777

62

3.0

9

26.0

36.00

820

60

8.5

8

0.5

0.25

682

40

1.0

4

9.00

777

70

3.0

10

23.0 27.0

49.00

810

28

7.0

2

5.0

25.00

805

30

5.5

3

2.5

6.25

840

42

10.0

5

5.0

25.00

777

55

3.0

7

24.0

16.00

820

51

8.5

6

2.5

6.25

0

193.00

BY SECTIO N

Section Reviews  After selected groups of chapters (1–4, 5–7, 8 and 9, 10–12, 13 and 14, 15 and 16, and 17 and 18), a Section Review is included. Much like a review before an exam, these include a brief overview   of the chapters and problems for review.

Cases

A REVIEW OF CHAPTERS 1�4 This section is a review of the major concepts and terms introduced in Chapters 1–4. Chapter 1 began by describing the meaning and purpose of statistics. Next we described the different types of variables and the four levels of measurement. Chapter 2 was concerned with describing a set of observations by organizing it into a frequency distribution and then portraying the frequency distribution as a histogram or a frequency polygon. Chapter 3 began by describing measures of location, such as the mean, weighted mean, median, geometric mean, and mode. This chapter also included measures of dispersion, or spread. Discussed in this section were the range, variance, and standard deviation. Chapter 4 included several graphing techniques such as dot plots, box plots, and scatter diagrams. We also discussed the coefficient of skewness, which reports the lack of symmetry in a set of data.

C A S E S A. Century National Bank 

The review also includes continuing cases and several small cases that let students make decisions using tools and techniques from a variety of chapters.

The following case will appear in subsequent review sections. Assume that you work in the Planning Department of the Century National Bank and report to Ms. Lamberg. You will need to do some data analysis and prepare a short written report. Remember, Mr. Selig is the president of the bank,  so you will want to ensure that your report is complete and  accurate. A copy of the data appears in Appendix A.6 . Century National Bank has offices in several cities in the Midwest and the southeastern part of the United States. Mr. Dan Selig, president and CEO, would like to know the characteristics of his checking account customers. What is the balance of a typical customer? How many other bank services do the checking account customers use? Do the customers use the ATM service and, if so, how often? What about debit cards? Who uses them, and how often are they used?

balances for the four branches. Is there a difference among the branches? Be sure to explain the difference between the mean and the median in your report. 3. Determine the range and the standard deviation of the checking account balances. What do the first and third quartiles show? Determine the coefficient of skewness and indicate what it shows. Because Mr. Selig does not deal with statistics daily, include a brief description and interpretation of the standard deviation and other measures.

B. Wildcat Plumbing Supply Inc.: Do We Have Gender Differences? Wildcat Plumbing Supply has served the plumbing needs of Southwest Arizona for more than 40 years. The company was founded by Mr. Terrence St. Julian and is run today by

Practice Test The Practice Test is intended to give students an idea of content that might appear on a test and how the test might be structured. The Practice Test includes both objective questions and problems covering the material studied in the section.

P R A C T I C E

T E S T

There is a practice test at the end of each review section. The tests are in two parts. The first part contains several objective questions, usually in a fill-in-the-blank format. The second part is problems. In most cases, it should take 30 to 45 minutes to complete the test. The problems require a calculator. Check the answers in the Answer Section in the back of the book.

Part 1—Objective 1. The science of collecting, organizing, presenting, analyzing, and interpreting data to assist in

making effective decisions is called

.

1.

2. Methods of organizing, summarizing, and presenting data in an informative way are

called

.

2.

3. The entire set of individuals or objects of interest or the measurements obtained from all

individuals or objects of interest are called the 4. List the two types of variables.

.

3. 4.

 xi

W H AT T E C H N O L O G Y C O N N E C T S S T U D E N T S TO BUSINESS STATISTICS?

MCGRAW�HILL CONNECT® BUSINESS STATISTICS

Less Managing. More Teaching. Greater Learning. McGraw-Hill Connect ® Business Statistics is an online assignment and assessment solution that connects students with the tools and resources they’ll need to achieve success. McGraw-Hill Connect ® Business Statistics helps prepare students for their future by enabling faster learning, more efficient studying, and higher retention of knowledge.

McGraw-Hill Connect® Business Statistics Features Connect ® Business Statistics offers a number of powerful tools and features to make managing assignments easier, so faculty can spend more time teaching. With Connect Business Statistics, students can engage with their coursework anytime and anywhere, making the learning process more accessible and efficient. Connect ® Business Statistics offers you the features described below.

Simple Assignment Management With Connect ® Business Statistics, creating assignments is easier than ever, so you can spend more time teaching and less time managing. The assignment management function enables you to • Create and deliver assignments easily with selectable end-of-chapter questions and test bank items. • Streamline lesson planning, student progress reporting, and assignment grading to make classroom management more efficient than ever. • Go paperless with the eBook and online submission and grading of student assignments.

Smart Grading When it comes to studying, time is precious. Connect ® Business Statistics helps students learn more efficiently by providing feedback and practice material when they need it, where they need it. When it comes to teaching, your time is also precious. The grading function enables you to • Have assignments scored automatically, giving students immediate feedback on their work and side-by-side comparisons with correct answers. • Access and review each response; manually change grades or leave comments for students to review. • Reinforce classroom concepts with practice tests and instant quizzes.

Instructor Library The Connect ® Business Statistics Instructor Library is your repository for additional resources to improve student engagement in and out of class. You can select and use any asset that enhances your lecture.

Student Study Center The Connect ® Business Statistics Student Study Center is the place for students to access additional resources. The Student Study Center • Offers students quick access to lectures, practice materials, eBooks, and more. • Provides instant practice material and study questions, easily accessible on the go.

 xii

LearnSmart Students want to make the best use of their study time. The LearnSmart adaptive self-study technology within Connect ® Business Statistics provides students with a seamless combination of practice, assessment, and remediation for every concept in the textbook. LearnSmart’s intelligent software adapts to every student response and automatically delivers concepts that advance the student’s understanding while reducing time devoted to the concepts already mastered. The result for every student is the fastest path to mastery of the chapter concepts. LearnSmart • Applies an intelligent concept engine to identify the relationships between concepts and to serve new concepts to each student only when he or she is ready. • Adapts automatically to each student, so students spend less time on the topics they understand and practice more those they have yet to master. • Provides continual reinforcement and remediation, but gives only as much guidance as students need. • Integrates diagnostics as part of the learning experience. • Enables you to assess which concepts students have efficiently learned on their own, thus freeing class time for more applications and discussion.

LearnSmart Achieve LearnSmart Achieve is a revolutionary new learning system that combines a continually adaptive learning experience with necessary course resources to focus students on mastering concepts they don’t already know. The program adjusts to each student individually as he or she progresses, creating just-in-time learning experiences by presenting interactive content that is tailored to each student’s needs. A convenient time-management feature and reports for instructors also ensure students stay on track.

Student Progress Tracking Connect ® Business Statistics  keeps instructors informed about how each student, section, and class is per-

forming, allowing for more productive use of lecture and office hours. The progress-tracking function enables you to • View scored work immediately and track individual or group performance with assignment and grade reports. • Access an instant view of student or class performance relative to learning objectives. • Collect data and generate reports required by many accreditation organizations, such as AACSB and AICPA.

McGraw-Hill Connect® Plus Business Statistics McGraw-Hill reinvents the textbook learning experience for the modern student with Connect ® Plus Business Statistics. A seamless integration of an eBook and Connect ® Business Statistics, Connect ® Plus Business Statistics provides all of the Connect Business Statistics features plus the following: • An integrated eBook, allowing for anytime, anywhere access to the textbook. • Dynamic links between the problems or questions you assign to your students and the location in the eBook where that problem or question is covered. • A powerful search function to pinpoint and connect key concepts in a snap. In short, Connect ® Business Statistics offers you and your students powerful tools and features that optimize your time and energies, enabling you to focus on course content, teaching, and student learning. Connect ® Busi ness Statistics also offers a wealth of content resources for both instructors and students. This state-of-the-art, thoroughly tested system supports you in preparing students for the world that awaits.

 xiii

For more information about Connect, go to www.mcgrawhillconnect.com, or contact your local McGraw-Hill sales representative.

COURSESMART  CourseSmart is a new way to find and buy eTextbooks. At CourseSmart you can save up to 50% of the cost of your print textbook, reduce your impact on the environment, and gain access to powerful web tools for learning. Try a free chapter to see if it’s right for you.  Visit www.CourseSmart.com  and search by title, author, or ISBN.

 TEGRIT Y CAMPUS: LECTURES 24/7 Tegrity Campus is a service that makes class time available 24/7 by automatically capturing every lecture in a searchable format for students to review when they study and complete assignments. With a simple one-click start-and-stop process, you capture all computer screens and corresponding audio. Students can replay any part of any class with easy-to-use browser-based viewing on a PC or Mac. Educators know that the more students can see, hear, and experience class resources, the better they learn. In fact, studies prove it. With Tegrity Campus, students quickly recall key moments by using Tegrity Campus’s unique search feature. This search helps students efficiently find what they need, when they need it, across an entire semester of class recordings. Help turn all your students’ study time into learning moments immediately supported by your lecture. To learn more about Tegrity watch a two-minute Flash demo at http://tegritycampus.mhhe.com .

 ® 

ASSURANCE OF LEARNING READY Many educational institutions today are focused on the notion of assurance of learning, an important element of some accreditation standards. Statistical Techniques in Business & Economics is designed specifically to support your assurance of learning initiatives with a simple, yet powerful solution. Each test bank question for Statistical Techniques in Business & Economics  maps to a specific chapter learning objective listed in the text. You can use our test bank software, EZ Test and EZ Test Online, or Connect ® Busi ness Statistics to easily query for learning objectives that directly relate to the lear ning objectives for your course. You can then use the reporting features of EZ Test to aggregate student results in similar fashion, making the collection and presentation of assurance of learning data simple and easy.

MCGRAW�HILL CUSTOMER CARE CONTACT INFORMATION  At McGraw-Hill, we understand that getting the most from new technology can be challenging. That’s why our services don’t stop after you purchase our products. You can e-mail our product specialists 24 hours a day to get product-training online. Or you can search our knowledge bank of frequently asked questions on our support website. For customer support, call 800-331-5094,  e-mail [email protected], or visit www.mhhe .com/support. One of our technical support analysts will be able to assist you in a timely fashion.

 xiv 

WHAT SOFTWARE I S AVAILABLE WITH THIS TEXT?

MEGASTAT® FOR MICROSOFT EXCEL® MegaStat ® by J. B. Orris of Butler University is a full-featured Excel statistical analysis add-in that is available on the MegaStat website at www.mhhe.com/megastat (for purchase). MegaStat works with recent versions of Microsoft Excel® (Windows and Mac OS X). See the website for details on supported versions. Once installed, MegaStat will always be available on the Excel add-ins ribbon with no expiration date or data limitations. MegaStat performs statistical analyses within an Excel workbook. When a MegaStat menu item is selected, a dialog box pops up for data selection and options. Since MegaStat is an easy-to-use extension of Excel, students can focus on learning statistics without being distracted by the software. Ease-of-use features include Auto Expand for quick data selection and Auto Label detect. MegaStat does most calculations found in introductory statistics textbooks, such as descriptive statistics, frequency distributions, and probability calculations as well as hypothesis testing, ANOVA chi-square, and regression (simple and multiple). MegaStat output is carefully formatted and appended to an output worksheet.  Video tutorials are included that provide a walkthrough using MegaStat for typical business statistics topics. A context-sensitive help system is built into MegaStat and a User’s Guide is included in PDF format.

MINITAB®/SPSS®/JMP® Minitab® Student Version 14, SPSS ® Student Version 18.0, and JMP ® Student Edition Version 8 are software tools that are available to help students solve the business statistics exercises in the text. Each can be packaged with any McGraw-Hill business statistics text.

 xv 

W H AT R E S O U R C E S A R E A VA I L A B L E F O R I N S T R U C T O R S ?

ONLINE LEARNING CENTER: www.mhhe.com/lind16e The Online Learning Center (OLC) provides the instructor with a complete Instructor’s Manual in Word format, the complete Test Bank in both Word files and computerized EZ Test format, Instructor PowerPoint slides, text art files, an introduction to ALEKS ®, an introduction to McGraw-Hill Connect Business StatisticsTM, and more.

 All test bank questions are available in an EZ Test electronic format. Included are a number of multiple-choice, true/false, and short-answer questions and problems. The answers to all questions are given, along with a rating of the level of difficulty, chapter goal the question tests, Bloom’s taxonomy question type, and the AACSB knowledge category.

WebCT/Blackboard/eCollege  All of the material in the Online Learning Center is also available in portable WebCT, Blackboard, or eCollege content “cartridges” provided free to adopters of this text.

 xvi

W H AT R E S O U R C E S A R E AVA I L A B L E F O R S T U D E N T S ?

 ALEKS is an assessment and learning program that provides individualized instruction in Business Statistics, Business Math, and Accounting. Available online, ALEKS interacts with students much like a skilled human tutor, with the ability to assess precisely a student’s knowledge and provide instruction on the exact topics the student is most ready to learn. By providing topics to meet individual students’ needs, allowing students to move between explanation and practice, correcting and analyzing errors, and defining terms,  ALEKS helps students to master course content quickly and easily.  ALEKS also includes a new instructor module with powerful, assignment-driven features and extensive content flexibility. ALEKS simplifies course management and allows instructors to spend less time with administrative tasks and more time directing student learning. To learn more about ALEKS, visit www.aleks.com.

ONLINE LEARNING CENTER: www.mhhe.com/lind16e The Online Learning Center (OLC) provides students with the following content: •  Quizzes •  PowerPoints • Data sets/files •  Appendixes • Chapter 20

BUSINESS STATISTICS CENTER �BSC�: www.mhhe.com/bstat The BSC contains links to statistical publications and resources, software downloads, learning aids, statistical websites and databases, and McGraw-Hill product websites and online courses.

 xvii

ACKNOWLEDGMENTS

This edition of Statistical Techniques in Business and Economics is the product of many people: students, colleagues, reviewers, and the staff at McGraw-Hill/Irwin. We thank them all. We wish to express our sincere gratitude to the survey and focus group participants, and the reviewers:

Reviewers

Sung K. Ahn Washington State University– Pullman  Vaughn S. Armstrong Utah Valley University  Scott Bailey Troy University  Douglas Barrett University of North Alabama  Arnab Bisi Purdue University  Pamela A. Boger Ohio University–Athens Emma Bojinova Canisius College  Ann Brandwein Baruch College Giorgio Canarella California State University–Los  Angeles Lee Cannell El Paso Community College James Carden University of Mississippi  Mary Coe St. Mary College of California  Anne Davey Northeastern State University  Neil Desnoyers Drexel University  Nirmal Devi Embry Riddle Aeronautical University  David Doorn University of Minnesota–Duluth Ronald Elkins Central Washington University   Vickie Fry Westmoreland County Community College  Xiaoning Gilliam Texas Tech University 

 xviii

Mark Gius Quinnipiac University  Clifford B. Hawley West Virginia University  Peter M. Hutchinson Saint Vincent College Lloyd R. Jaisingh Morehead State University  Ken Kelley University of Notre Dame Mark Kesh University of Texas Melody Kiang California State University–Long Beach Morris Knapp Miami Dade College David G. Leupp University of Colorado–Colorado State Teresa Ling Seattle University  Cecilia Maldonado Georgia Southwestern State University  John D. McGinnis Pennsylvania State–Altoona Mary Ruth J. McRae  Appalachian State University  Jackie Miller The Ohio State University  Carolyn Monroe Baylor University   Valerie Muehsam Sam Houston State University  Tariq Mughal University of Utah Elizabeth J. T. Murff Eastern Washington University  Quinton Nottingham Virginia Polytechnic Institute and State University  René Ordonez Southern Oregon University 

Ed Pappanastos Troy University  Michelle Ray Parsons  Aims Community College Robert Patterson Penn State University  Joseph Petry University of Illinois at UrbanaChampaign Germain N. Pichop Oklahoma City Community College Tammy Prater  Alabama State University  Michael Racer University of Memphis Darrell Radson Drexel University  Steven Ramsier Florida State University  Emily N. Roberts University of Colorado–Denver  Christopher W. Rogers Miami Dade College Stephen Hays Russell Weber State University  Martin Sabo Community College of Denver  Farhad Saboori  Albright College  Amar Sahay Salt Lake Community College and University of Utah  Abdus Samad Utah Valley University  Nina Sarkar Queensborough Community College Roberta Schini West Chester University of Pennsylvania Robert Smidt California Polytechnic State University  Gary Smith Florida State University 

Stanley D. Stephenson Texas State University–San Marcos Debra Stiver University of Nevada–Reno Bedassa Tadesse University of Minnesota–Duluth Stephen Trouard Mississippi College Elzbieta Trybus California State University– Northridge Daniel Tschopp Daemen College Sue Umashankar University of Arizona Bulent Uyar University of Northern Iowa Jesus M. Valencia Slippery Rock University  Joseph Van Matre University of Alabama at Birmingham Raja Vatti St. John’s University  Holly Verhasselt University of Houston–Victoria  Angie Waits Gadsden State Community College Bin Wang St. Edwards University  Kathleen Whitcomb University of South Carolina Blake Whitten University of Iowa Oliver Yu San Jose State University  Zhiwei Zhu University of Louisiana

Survey and Focus Group Participants

Nawar Al-Shara  American University  Charles H. Apigian Middle Tennessee State University  Nagraj Balakrishnan Clemson University 

Philip Boudreaux University of Louisiana at Lafayette Nancy Brooks University of Vermont  Qidong Cao Winthrop University  Margaret M. Capen East Carolina University  Robert Carver Stonehill College Jan E. Christopher Delaware State University  James Cochran Louisiana Tech University  Farideh Dehkordi-Vakil Western Illinois University  Brant Deppa Winona State University  Bernard Dickman Hofstra University  Casey DiRienzo Elon University  Erick M. Elder University of Arkansas at Little Rock  Nicholas R. Farnum California State University–Fullerton K. Renee Fister Murray State University  Gary Franko Siena College Maurice Gilbert Troy State University  Deborah J. Gougeon University of Scranton Christine Guenther Pacific University  Charles F. Harrington University of Southern Indiana Craig Heinicke Baldwin-Wallace College George Hilton Pacific Union College Cindy L. Hinz St. Bonaventure University  Johnny C. Ho Columbus State University 

Shaomin Huang Lewis-Clark State College J. Morgan Jones University of North Carolina at Chapel Hill  Michael Kazlow Pace University  John Lawrence California State University–Fullerton Sheila M. Lawrence Rutgers, The State University of New Jersey  Jae Lee State University of New York at New Paltz  Rosa Lemel Kean University  Robert Lemke Lake Forest College Francis P. Mathur California State Polytechnic University, Pomona Ralph D. May Southwestern Oklahoma State University  Richard N. McGrath Bowling Green State University  Larry T. McRae  Appalachian State University  Dragan Miljkovic Southwest Missouri State University  John M. Miller Sam Houston State University  Cameron Montgomery Delta State University  Broderick Oluyede Georgia Southern University   Andrew Paizis Queens College  Andrew L. H. Parkes University of Northern Iowa Paul Paschke Oregon State University  Srikant Raghavan Lawrence Technological University  Surekha K. B. Rao Indiana University Northwest 

 xix 

Timothy J. Schibik University of Southern Indiana Carlton Scott University of California, Irvine Samuel L. Seaman Baylor University  Scott J. Seipel Middle Tennessee State University  Sankara N. Sethuraman  Augusta State University  Daniel G. Shimshak University of Massachusetts, Boston Robert K. Smidt California Polytechnic State University 

William Stein Texas A&M University  Robert E. Stevens University of Louisiana at Monroe Debra Stiver University of Nevada–Reno Ron Stunda Birmingham-Southern College Edward Sullivan Lebanon Valley College Dharma Thiruvaiyaru  Augusta State University  Daniel Tschopp Daemen College Bulent Uyar University of Northern Iowa

Lee J. Van Scyoc University of Wisconsin–Oshkosh Stuart H. Warnock Tarleton State University  Mark H. Witkowski University of Texas at San  Antonio William F. Younkin University of Miami  Shuo Zhang State University of New York, Fredonia Zhiwei Zhu University of Louisiana at Lafayette

Their suggestions and thorough reviews of the previous edition and the manuscript of this edition make this a better text. Special thanks go to a number of people. Professor Malcolm Gold, Avila University, reviewed the page proofs and the solutions manual, checking text and exercises for accuracy. Professor Jose Lopez–Calleja, Miami Dade College–Kendall, prepared the test bank. Professor Vickie Fry, Westmoreland County Community College, accuracy checked the Connect  exercises. We also wish to thank the staff at McGraw-Hill. This includes Thomas Hayward, Senior Brand Manager; Kaylee Putbrese, Development Editor; Diane Nowaczyk, Content Project Manager; and others we do not know personally, but who have made valuable contributions.

 xx 

ENHANCEMENTS TO STATISTICAL TECHNIQUES I N B U S I N E S S & E C O N O M I C S , 16 E

MAJOR CHANGES MADE TO INDIVIDUAL CHAPTERS: CHAPTER 1 What Is Statistics? • New photo and chapter opening exercise on th e Nook Color sold by Barnes & Noble.

• Revised Self-Review 6–4 applying the binomial distribution. • New exercise 10 using the number of “underwater” loans. • New exercise using a raffle at a local golf club to demonstrate probability and expected returns.

CHAPTER 7 Continuous Probability Distributions

• New introduction with new graphic showing the increasing amount of information collected and processed with new technologies.

• Updated Statistics in Action.

• New ordinal scale example based on rankings of states based on business climate.

• Revised explanation of the Empirical Rule as it relates to the normal distribution.

• Revised Self-Review 7–2 based on daily personal water consumption.

• The chapter includes several new examples. • Chapter is more focused on the revised learning objectives and improving the chapter’s flow. • Revised exercise 17 is based on economic data.

CHAPTER 2 Describing Data: Frequency

 Tables, Frequency Distributions, and Graphic Presentation • Revised Self-Review 2–3 to include data. • Updated the company list in revised exercise 38. • New or revised exercises 45, 47, and 48.

CHAPTER 8 Sampling Methods and the Central Limit Theorem • New example of simple random sampling and the application of the table of random numbers. • The discussions of systematic random, stratified random, and cluster sampling have been revised. • Revised exercise 44 based on the price of a gallon of milk.

CHAPTER 9 Estimation and Confidence Intervals • New Statistics in Action describing EPA fuel economy. • New separate section on point estimates.

CHAPTER 3 Describing Data: Numerical

• Integration and application of the central limit theorem.

Measures

•  A revised simul ation demons tratin g the inter pretat ion of confidence level.

• Reorganized chapter based on revised learning objectives. • Replaced the mean deviation with more emphasis on the variance and standard deviation. • Updated statistics in action.

• New presentation on using the t  table to find  z  values. •  A revised discussion of determining th e confidence i nterval for the population mean. • Expanded section on calculating sample size.

CHAPTER 4 Describing Data: Displaying and

Exploring Data • Updated exercise 22 with 2012 New York Yankee player salaries.

CHAPTER 5 A Survey of Probability Concepts • New explanation of odds compared to probabilities. • New exercise 21. • New example/solution for demonstrating contingency tables and tree diagrams.

• New exercise 12 (milk consumption).

CHAPTER 10 One-Sample Tests of Hypothesis • New example/solution involving airport parking. • Revised software solution and explanation of  p-values. • New exercises 17 (daily water consumption) and 19 (number of text messages by teenagers). • Conducting a test of hypothesis about a population proportion is moved to Chapter 15.

• New contingency table exercise 31.

• New example introducing the concept of hypothesis testing.

• Revised example/solution demonstrating the combination formula.

• Sixth step added to the hypothesis testing procedure emphasizing the interpretation of the hypothesis test results.

CHAPTER 6 Discrete Probability Distributions

CHAPTER 11  Two-Sample Tests of Hypothesis

• Revised the section on the binomial distribution.

• New introduction to the chapter.

• Revised example/solution demonstrating the binomial distribution.

• Section of two-sample tests about proportions moved to Chapter 15.

 xxi

• Changed subscripts in example/solution for easier understanding. • Updated exercise with 2012 New York Yankee player salaries. CHAPTER 12

Analysis of Variance

• New introduction to the chapter. • New exercise 24 using the speed of browsers to search the Internet. • Revised exercise 33 comparing learning in traditional versus online courses. • New section on Comparing Two Population Variances. • New example illustrating the comparison of variances. • Revised section on two-way ANOVA with interaction with new examples and revised example/solution. • Revised the names of the airlines in the one-way ANOVA example. • Changed the subscripts in example/solution for easier understanding. • New exercise 30 (flight times between Los Angeles and San Francisco). CHAPTER 13

Correlation and Linear Regression

Nonparametric Methods: Nominal Level Hypothesis Tests CHAPTER 15

• Moved and renamed ch apter. • Moved one-sample and two-sample tests of proportions from Chapters 10 and 11 to Chapter 15. • New example introducing goodness-of-fit tests. • Removed the graphical methods to evaluate normality. • Revised section on contingency table analysis with a new example/solution. • Revised Data Set exercises.

Nonparametric Methods: Analysis of Ordinal Data CHAPTER 16

• Moved and renamed ch apter. • New example/solution and self-review demonstrating a hypothesis test about the median. • New example/solution demonstrating the rank-order correlation. CHAPTER 17

Index Numbers

• Moved chapter to follow nonparametric statistics. • Updated dates, illustrations, and examples.

• Rewrote the introduction section to the chapter.

• Revised example/solution demonstrating the use of the Production Price Index to deflate sales dollars.

• The data used as the basis for the North American Copier Sales example/solution used throughout the chapter has been changed and expanded to 15 observations to more clearly demonstrate the chapter’s learning objectives.

• Revised example/solution demonstrating the comparison of the Dow Jones Industrial Average and the Nasdaq using indexing.

• Revised section on transforming data using the economic relationship between price and sales. • New exercises 35 (transforming data), 36 (Masters prizes and scores), 43 (2012 NFL points scored versus points allowed), 44 (store size and sales), and 61 (airline distance and fare). CHAPTER 14

Multiple Regression Analysis

• Rewrote the section on evaluating the multiple regression equation. • More emphasis on the regression ANOVA table. • Enhanced the discussion of the  p-value in decision making. • More emphasis on calculating the variance inflation factor to evaluate multicollinearity.

 xxii

• New self-review about using indexes to compare two different measures over time. • Revised Data Set Exercise. CHAPTER 18

 Time Series and Forecasting

• Moved chapter to follow nonparametric statistics and index numbers. • Updated dates, illustrations, and examples. • Revised section on the components of a time series. • Revised graphics for better illustration.

Statistical Process Control and Quality Management CHAPTER 19

• Updated 2012 Malcolm Baldrige National Quality Award winners.

BRIEF CONTENTS

1 What Is Statistics?

1

2 Describing Data: Frequency Tables, Frequency Distributions, and

Graphic Presentation

17

3 Describing Data: Numerical Measures

50

4 Describing Data: Displaying and Exploring Data 5 A Survey of Probability Concepts

131

6 Discrete Probability Distributions

173

7 Continuous Probability Distributions

93

206

Review Section

8 Sampling Methods and the Central Limit Theorem 9 Estimation and Confidence Intervals

247

279

10 One-Sample Tests of Hypothesis

315

11  Two-Sample Tests of Hypothesis

348

12 Analysis of Variance

Review Section

Review Section

379

Review Section

13 Correlation and Linear Regression 14 Multiple Regression Analysis

426

476

Review Section

15 Nonparametric Methods: Nominal Level Hypothesis Tests 16 Nonparametric Methods: Analysis of Ordinal Data 17 Index Numbers

570

Review Section

608

18  Time Series and Forecasting

639

Review Section

19 Statistical Process Control and Quality Management 20 An Introduction to Decision Theory

716

816

Photo Credits Index

682

On the website: www.mhhe.com/lind16e

Appendixes: Data Sets, Tables, Software Commands, Answers

Glossary

533

822

823  xxiii

CONTENTS

 A Note from the Authors

1

vi

What Is Statistics?

EXERCISES

1

Introduction 2 Why Study Statistics?

2

What Is Meant by Statistics? Types of Statistics

3

3

6

Levels of Measurement

12

13

Chapter Exercises

14

Data Set Exercises

16

12

Describing Data: Numerical Measures

EXERCISES

EXERCISES

Constructing Frequency Tables

54

55

60

19

Software Solution

63

The Weighted Mean

64

EXERCISES

Graphic Presentation of Qualitative Data 24

EXERCISES

25

30

31

20

67 68

72

Population Variance 73 Population Standard Deviation

75

75

Sample Variance and Standard Deviation 76 Software Solution 77 EXERCISES

Graphic Presentation of a Frequency Distribution 32

78

Interpretation and Uses of the Standard Deviation 78

34

Chebyshev’s Theorem 78 The Empirical Rule 79

36

Cumulative Frequency Distributions

65

Why Study Dispersion?

EXERCISES

Relative Frequency Distribution

65

The Geometric Mean

EXERCISES

Constructing Frequency Distributions

62

Range 69  Variance 70

Relative Class Frequencies 20

Histogram 32 Frequency Polygon

51

The Relative Positions of the Mean, Median, and Mode 61

Introduction 18

 xxiv 

49

The Median 56 The Mode 58

Describing Data: Frequency Tables, Frequency Distributions, and Graphic Presentation 17

EXERCISES

Data Set Exercises

EXERCISES

Chapter Summary

EXERCISES

42

The Population Mean 52 The Sample Mean 53 Properties of the Arithmetic Mean

Computer Software Applications

EXERCISES

Chapter Exercises

Measures of Location

11

Ethics and Statistics

2

41

Introduction 51

7

Nominal-Level Data 7 Ordinal-Level Data 8 Interval-Level Data 9 Ratio-Level Data 10 EXERCISES

Chapter Summary

4

Descriptive Statistics 4 Inferential Statistics 5 Types of Variables

40

37

EXERCISES

80

50

CONTENTS

 xxv 

The Mean and Standard Deviation of Grouped Data 81

Classical Probability 135 Empirical Probability 136 Subjective Probability 138

 Arithmetic Mean of Grouped Data 81 Standard Deviation of Grouped Data 82 EXERCISES

Chapter Summary

85

Pronunciation Key

87

Chapter Exercises

87

Data Set Exercises

91

85

Special Rule of Multiplication 146 General Rule of Multiplication 147 Contingency Tables Tree Diagrams

93

EXERCISES

EXERCISES

96

Skewness

10 5

EXERCISES

106

EXERCISES

10 8

109

EXERCISES

11 3

Describing the Relationship between Two Variables 114 Contingency Tables EXERCISES

6

116

11 7

Chapter Summary

119

Pronunciation Key

119

Chapter Exercises

120

Data Set Exercises

125

 A REVIEW OF CHAPTERS 1–4

5

160

165

Chapter Summary

165

Pronunciation Key

166

Chapter Exercises

166

Data Set Exercises

171

Discrete Probability Distributions 173 What Is a Probability Distribution? Random Variables

174

176

Discrete Random Variable 177 Continuous Random Variable 177 The Mean, Variance, and Standard Deviation of a Discrete Probability Distribution 178

125

Mean 178  Variance and Standard Deviation

128

PRACTICE TEST

159

Introduction 174

PROBLEMS 126 CASES

156

The Multiplication Formula 160 The Permutation Formula 161 The Combination Formula 163

102

Quartiles, Deciles, and Percentiles 102 Box Plots

152

Principles of Counting

10 0

Measures of Position

EXERCISES

149

154

Bayes’ Theorem

94

EXERCISES

145

Rules of Multiplication to Calculate Probability 146

Introduction 94 Stem-and-Leaf Displays

140

Special Rule of Addition 140 Complement Rule 142 The General Rule of Addition 143 EXERCISES

Describing Data: Displaying and Exploring Data Dot Plots

139

Rules of Addition for Computing Probabilities

84

Ethics and Reporting Results

4

EXERCISES

EXERCISES

129

Introduction 132 What Is a Probability? 133  Approaches to Assigning Probabilities

180

Binomial Probability Distribution

A Survey of Probability Concepts 131

182

How Is a Binomial Probability Computed? Binomial Probability Tables 185 EXERCISES

188

Cumulative Binomial Probability Distributions 189 EXERCISES

135

178

190

Hypergeometric Probability Distribution

191

183

 xxvi 

CONTENTS

EXERCISES

Poisson Probability Distribution EXERCISES

Simple Random Sampling 249 Systematic Random Sampling 252 Stratified Random Sampling 252 Cluster Sampling 253

19 4 194

19 9

Chapter Summary

199

Chapter Exercises

200

Sampling “Error”

Data Set Exercises

205

Sampling Distribution of the Sample Mean

EXERCISES

EXERCISES

7

256

The Central Limit Theorem

Introduction 207

Using the Sampling Distribution of the Sample Mean 269

EXERCISES

EXERCISES

EXERCISES

21 0

The Family of Normal Probability Distributions 211 The Standard Normal Probability Distribution

214

 Applications of the Standard Normal Distribution 215 The Empirical Rule 215 EXERCISES

9

21 7 22 1

EXERCISES

22 3

EXERCISES

22 6

217

226

Chapter Summary

272

Pronunciation Key

273

Chapter Exercises

273

Data Set Exercises

278

Estimation and Confidence Intervals Point Estimate for a Population Mean

EXERCISES

23 0 23 5

231

EXERCISES

236

Chapter Exercises

237

Data Set Exercises

241

242

PROBLEMS 242

Unknown

245

Sampling Methods and the Central Limit Theorem 247 248

282

289

300 300

304 306

Chapter Summary

307

Chapter Exercises

308

Data Set Exercises

311

 A REVIEW OF CHAPTERS 8–9 PROBLEMS CASE

248

281

296

Finite-Population Correction Factor EXERCISES

243

Introduction 248

s

Sample Size to Estimate a Population Mean Sample Size to Estimate a Population Proportion 302 EXERCISES

Reasons to Sample

s

Choosing an Appropriate Sample Size

 A REVIEW OF CHAPTERS 5–7

Sampling Methods

280

 A Confidence Interval for a Population Proportion 297 EXERCISES

Chapter Summary

PRACTICE TEST

279

288

Population Standard Deviation, 229

The Family of Exponential Distributions

CASES

272

Population Standard Deviation, Known  A Computer Simulation 286

Continuity Correction Factor 227 How to Apply the Correction Factor

EXERCISES

268

Confidence Intervals for a Population Mean

The Normal Approximation to the Binomial

EXERCISES

262

Introduction 280

Finding Areas under the Normal Curve EXERCISES

258

261

Continuous Probability Distributions 206 The Family of Uniform Probability Distributions 207

8

254

312

313

PRACTICE TEST

313

312

304

301

CONTENTS

10

 xxvii

One-Sample Tests of Hypothesis 315

Comparing Dependent and Independent Samples 368

Introduction 316

Chapter Summary

371

Pronunciation Key

372

Chapter Exercises

372

Data Set Exercises

378

What Is a Hypothesis?

EXERCISES

316

What Is Hypothesis Testing?

317

Six-Step Procedure for Testing a Hypothesis

317

Step 1: State the Null Hypothesis ( H0 ) and the  Alternate Hypothesis ( H1 ) 318 Step 2: Select a Level of Significance 319 Step 3: Select the Test Statistic 320 Step 4: Formulate the Decision Rule 320 Step 5: Make a Decision 321 Step 6: Interpret the Result 322

12

Comparing Two Population Variances

EXERCISES

EXERCISES

328

EXERCISES

33 6

EXERCISES

33 8 339 34 2

Chapter Summary

342

Pronunciation Key

343

Chapter Exercises

344

Data Set Exercises

347

Interaction Plots 404 Testing for Interaction 405 Hypothesis Tests for Interaction

407

410

Pronunciation Key

412

Chapter Exercises

412

Data Set Exercises

421

35 9

Two-Sample Tests of Hypothesis: Dependent Samples 364

424 424

Correlation and Linear Regression 426 Introduction 427

355

36 4

13

421

422

PRACTICE TEST

35 4

Unequal Population Standard Deviations

409

Chapter Summary

CASES

Comparing Population Means with Unknown Population Standard Deviations 355

EXERCISES

404

PROBLEMS

Two-Sample Tests of Hypothesis: Independent Samples 349

EXERCISES

403

 A REVIEW OF CHAPTERS 10–12

Introduction 349

Two-Sample Pooled Test

399

Two-Way ANOVA with Interaction

EXERCISES

Two-Sample Tests of Hypothesis 348

EXERCISES

397

Two-Way Analysis of Variance

 A Software Solution 337

11

394

Inferences about Pairs of Treatment Means

33 0

Testing for a Population Mean: Population Standard Deviation Unknown 331

EXERCISES

385

 ANOVA Assumptions 385 The ANOVA Test 387

 p-Value in Hypothesis Testing

Type II Error

380

385

 ANOVA: Analysis of Variance

 A Two-Tailed Test 324  A One-Tailed Test 327

EXERCISES

379

The F  Distribution 380 Testing a Hypothesis of Equal Population  Variances 381

Testing for a Population Mean: Known Population Standard Deviation 324

EXERCISES

Analysis of Variance Introduction 380

One-Tailed and Two-Tailed Tests of Significance 322

EXERCISES

370

What Is Correlation Analysis? 361

The Correlation Coefficient EXERCISES

427

430

435

Testing the Significance of the Correlation Coefficient 437

395

 xxviii 

CONTENTS

EXERCISES

 Variation in Residuals Same for Large and  ˆ  Values 496 Small  y  Distribution of Residuals 496 Multicollinearity 497 Independent Observations 499

44 0

Regression Analysis

440

Least Squares Principle 441 Drawing the Regression Line 443 EXERCISES

44 6

Qualitative Independent Variables

Testing the Significance of the Slope EXERCISES

448

Regression Models with Interaction Stepwise Regression

45 0

Evaluating a Regression Equation’s Ability to Predict 450

EXERCISES

45 2

Relationships among the Correlation Coefficient, the Coefficient of Determination, and the Standard Error of Estimate 453 EXERCISES

45 4

514

Pronunciation Key

516

Chapter Exercises

516

Data Set Exercises

527

455

CASES

528

529

530

PRACTICE TEST

531

45 9

Transforming Data

14

506

Chapter Summary

PROBLEMS

 Assumptions Underlying Linear Regression Constructing Confidence and Prediction Intervals 456

EXERCISES

504

 A REVIEW OF CHAPTERS 13–14

Interval Estimates of Prediction 455

EXERCISES

502

Review of Multiple Regression 508

The Standard Error of Estimate 450 The Coefficient of Determination 451 EXERCISES

499

15

459

46 2

Nonparametric Methods: Nominal Level Hypothesis 533 Tests

Chapter Summary

463

Pronunciation Key

465

Introduction 534

Chapter Exercises

465

Test a Hypothesis of a Population Proportion

Data Set Exercises

474

EXERCISES

EXERCISES

EXERCISES

48 1

The ANOVA Table 483 Multiple Standard Error of Estimate 484 Coefficient of Multiple Determination 484  Adjusted Coefficient of Determination 485 48 6

Inferences in Multiple Linear Regression Global Test: Testing the Multiple Regression Model 487 Evaluating Individual Regression Coefficients 489 EXERCISES

49 3

Evaluating the Assumptions of Multiple Regression 494 Linear Relationship

494

542

Hypothesis Test of Equal Expected Frequencies 543

477

Evaluating a Multiple Regression Equation 482

EXERCISES

538

Goodness-of-Fit Tests: Comparing Observed and Expected Frequency Distributions 543

Introduction 477 Multiple Regression Analysis

537

Two-Sample Tests about Proportions

Multiple Regression Analysis 476

534

487

EXERCISES

548

Hypothesis Test of Unequal Expected Frequencies 549 Limitations of Chi-Square EXERCISES

551

553

Testing the Hypothesis That a Distribution Is Normal 554 EXERCISES

557

Contingency Table Analysis EXERCISES

561

Chapter Summary

562

Pronunciation Key

563

Chapter Exercises

563

Data Set Exercises

569

558

CONTENTS

16

 xxix 

Paasche Price Index 618 Fisher’s Ideal Index 619

Nonparametric Methods: Analysis of Ordinal Data

EXERCISES

570

 Value Index

Introduction 571 The Sign Test EXERCISES

EXERCISES

571 57 5

EXERCISES

EXERCISES

58 4

58 9

Kruskal-Wallis Test: Analysis of Variance by Ranks 589 EXERCISES

59 3

Rank-Order Correlation 595 Testing the Significance of  r 

 s

EXERCISES

627

18

633

Chapter Summary

633

Chapter Exercises

634

Data Set Exercise

638

Time Series and Forecasting 639 Introduction 640

597

Components of a Time Series

59 8

Chapter Summary

600

Pronunciation Key

601

Chapter Exercises

601

Data Set Exercises

604

 A Moving Average

 A REVIEW OF CHAPTERS 15–16

EXERCISES

604

Linear Trend

PROBLEMS 605

643

EXERCISES

607

649

17

Index Numbers

608

Introduction 609 609

Determining a Seasonal Index

EXERCISES

616

Laspeyres Price Index

616

656

661 662

665

The Durbin-Watson Statistic

614

Simple Average of the Price Indexes Simple Aggregate Index 616 Weighted Indexes

655

Using Deseasonalized Data to Forecast

61 4

Unweighted Indexes

655

Deseasonalizing Data

Why Convert Data to Indexes? 612 Construction of Index Numbers 612 EXERCISES

653

Seasonal Variation

EXERCISES

Simple Index Numbers

650

652

Nonlinear Trends EXERCISES

646

649

Least Squares Method

606

PRACTICE TEST

640

Secular Trend 640 Cyclical Variation 641 Seasonal Variation 642 Irregular Variation 642 Weighted Moving Average

CASES

625

Special Uses of the Consumer Price Index 628 Shifting the Base 630

58 0

Wilcoxon Rank-Sum Test for Independent Populations 585 EXERCISES

622

626

Consumer Price Index

578

Wilcoxon Signed-Rank Test for Dependent Populations 580 EXERCISES

622

Consumer Price Index 623 Producer Price Index 624 Dow Jones Industrial Average (DJIA)

57 8

Testing a Hypothesis about a Median EXERCISES

621

Special-Purpose Indexes

Using the Normal Approximation to the Binomial 576 EXERCISES

620

615

EXERCISES

671

Chapter Summary

671

Chapter Exercises

671

Data Set Exercise

678

665

663

 

CONTENTS

 xxx 

 A REVIEW OF CHAPTERS 17–18

EXERCISES

679

Opportunity Loss

PROBLEMS 680 PRACTICE TEST

19

EXERCISES

680

Expected Opportunity Loss EXERCISES

Statistical Process Control and Quality Management 682

 Value of Perfect Information

Introduction 683

Sensitivity Analysis

Maximin, Maximax, and Minimax Regret Strategies

EXERCISES

 A Brief History of Quality Control 683 Six Sigma

Decision Trees

686

Sources of Variation Diagnostic Charts

Chapter Summary

686

Chapter Exercises

687

Pareto Charts 687 Fishbone Diagrams 689 EXERCISES

 APPENDIXES

Purpose and Types of Quality Control Charts Control Charts for Variables Range Charts 694

691

696

69 8

 Attribute Control Charts

699

p-Charts 699 c-Bar Charts 702 EXERCISES

 Appendix D: Answers to Odd-Numbered Chapter Exercises & Review Exercises & Solutions to Practice Tests 756

705

70 9

Glossary

816

Chapter Summary

709

Photo Credits

Pronunciation Key

710

Index

Chapter Exercises

710

An Introduction to Decision Theory Introduction Elements of a Decision Decision Making under Conditions of Uncertainty Payoff Table Expected Payoff

726

 Appendix E: Answers to Self-Review

On the website: www.mhhe.com/lind16e

20

716

 Appendix C: Software Commands 744

70 4

 Acceptance Sampling EXERCISES

 Appendix A: Data Sets  Appendix B: Tables

691

In-Control and Out-of-Control Situations EXERCISES

715

69 0

823

822

802

View more...

Comments

Copyright © 2017 KUPDF Inc.
SUPPORT KUPDF