1.Use all 200 students in your sample to answer the remaining questions.

2.What is the shape of the distribution of credit hours? Compute summary statistics and use StatCrunch to construct a histogram of the credit hour data. Include a short paragraph answering the question.

3.Suppose you want to construct a 95% confidence interval for the mean credit hours taken by StatCrunch U students. What sample size would be needed to limit the margin of error to 0.5 credit hours? Use the sample standard deviation from your sample as an estimate of the population standard deviation. You will need to follow the example on page 266 of the text.

4.(a) What is the proportion of females at StatCrunch U? Create a pie chart showing the proportion of female students at StatCrunch U. Be sure to include a couple of sentences answering the question.

4(b) Does the proportion of females change across classes? Create a stacked bar chart and a contingency table to show how the proportion changes across classes. Make sure your bar chart shows proportions or percentages, not counts. Be sure to include a couple of sentences answering the question.

5.Does the number of credit hours taken vary depending on whether or not students work? Create two boxplots on the same set of axes showing the number of credit hours taken by students who work and by students who do not work. Describe the distributions and any similarities or differences.

6.Does the mean number of credit hours taken by all students appear to be significantly below 15? Use StatCrunch to conduct a one-sample t-test. Be sure to state the null and alternate hypotheses, include the output from StatCrunch, and briefly answer the question including justification for your answer.

7.For students who work, are there differences in the average loan amounts across classes? Use StatCrunch to conduct an ANOVA test to answer this question. Be sure to state the null and alternate hypotheses, include the output from StatCrunch, and briefly answer the question.

8. For students that work, is there a relationship between the dollar amount of loans they have and the number of hours per week that they work? According to the scatter plot, there does not appear to be a relationship between the two.

9. For students with credit card debt, does there appear to be a difference in the mean amount of credit card debt based on gender of the student? Conduct an appropriate two-sample t-test. Be sure to state the null and alternate hypotheses, include the output from StatCrunch, and briefly answer the question.

10. Is there evidence of a relationship between class and whether or not students work? Conduct a chi-square test of independence. State the null and alternate hypotheses, include StatCrunch output, and explain the results of your test.

1.Use all 200 students in your sample to answer the remaining questions.

2.What is the shape of the distribution of credit hours? Compute summary statistics and use StatCrunch to construct a histogram of the credit hour data. Include a short paragraph answering the question.

3.Suppose you want to construct a 95% confidence interval for the mean credit hours taken by StatCrunch U students. What sample size would be needed to limit the margin of error to 0.5 credit hours? Use the sample standard deviation from your sample as an estimate of the population standard deviation. You will need to follow the example on page 266 of the text.

4.(a) What is the proportion of females at StatCrunch U? Create a pie chart showing the proportion of female students at StatCrunch U. Be sure to include a couple of sentences answering the question.

4(b) Does the proportion of females change across classes? Create a stacked bar chart and a contingency table to show how the proportion changes across classes. Make sure your bar chart shows proportions or percentages, not counts. Be sure to include a couple of sentences answering the question.

5.Does the number of credit hours taken vary depending on whether or not students work? Create two boxplots on the same set of axes showing the number of credit hours taken by students who work and by students who do not work. Describe the distributions and any similarities or differences.

6.Does the mean number of credit hours taken by all students appear to be significantly below 15? Use StatCrunch to conduct a one-sample t-test. Be sure to state the null and alternate hypotheses, include the output from StatCrunch, and briefly answer the question including justification for your answer.

7.For students who work, are there differences in the average loan amounts across classes? Use StatCrunch to conduct an ANOVA test to answer this question. Be sure to state the null and alternate hypotheses, include the output from StatCrunch, and briefly answer the question.

8. For students that work, is there a relationship between the dollar amount of loans they have and the number of hours per week that they work? According to the scatter plot, there does not appear to be a relationship between the two.

9. For students with credit card debt, does there appear to be a difference in the mean amount of credit card debt based on gender of the student? Conduct an appropriate two-sample t-test. Be sure to state the null and alternate hypotheses, include the output from StatCrunch, and briefly answer the question.

10. Is there evidence of a relationship between class and whether or not students work? Conduct a chi-square test of independence. State the null and alternate hypotheses, include StatCrunch output, and explain the results of your test.

1.Use all 200 students in your sample to answer the remaining questions.

2.What is the shape of the distribution of credit hours? Compute summary statistics and use StatCrunch to construct a histogram of the credit hour data. Include a short paragraph answering the question.

3.Suppose you want to construct a 95% confidence interval for the mean credit hours taken by StatCrunch U students. What sample size would be needed to limit the margin of error to 0.5 credit hours? Use the sample standard deviation from your sample as an estimate of the population standard deviation. You will need to follow the example on page 266 of the text.

4.(a) What is the proportion of females at StatCrunch U? Create a pie chart showing the proportion of female students at StatCrunch U. Be sure to include a couple of sentences answering the question.

4(b) Does the proportion of females change across classes? Create a stacked bar chart and a contingency table to show how the proportion changes across classes. Make sure your bar chart shows proportions or percentages, not counts. Be sure to include a couple of sentences answering the question.

5.Does the number of credit hours taken vary depending on whether or not students work? Create two boxplots on the same set of axes showing the number of credit hours taken by students who work and by students who do not work. Describe the distributions and any similarities or differences.

6.Does the mean number of credit hours taken by all students appear to be significantly below 15? Use StatCrunch to conduct a one-sample t-test. Be sure to state the null and alternate hypotheses, include the output from StatCrunch, and briefly answer the question including justification for your answer.

7.For students who work, are there differences in the average loan amounts across classes? Use StatCrunch to conduct an ANOVA test to answer this question. Be sure to state the null and alternate hypotheses, include the output from StatCrunch, and briefly answer the question.

8. For students that work, is there a relationship between the dollar amount of loans they have and the number of hours per week that they work? According to the scatter plot, there does not appear to be a relationship between the two.

9. For students with credit card debt, does there appear to be a difference in the mean amount of credit card debt based on gender of the student? Conduct an appropriate two-sample t-test. Be sure to state the null and alternate hypotheses, include the output from StatCrunch, and briefly answer the question.

10. Is there evidence of a relationship between class and whether or not students work? Conduct a chi-square test of independence. State the null and alternate hypotheses, include StatCrunch output, and explain the results of your test.

1.Use all 200 students in your sample to answer the remaining questions.

1.Use all 200 students in your sample to answer the remaining questions.