And if you were out today come ready--YOU WILL BE TAKING THE VOCAB QUIZ tomorrow! No excuses!
Tonight you have two things to get done....
1.) Based on today's "cereal" context: Please create a confidence interval (full process: conditions, math, interpret) AND then USE the interval to determine if the interval supports the students' belief that the proportion of boxes with vouchers is less than 0.2.
- Do this in your notes (with the slide we glued in today)
- If you were out, here's the context (and directions):
2.) STUDY! Tomorrow we'll start class with a chapter 19 vocab quiz. Here's the list:
- Confidence Interval (what is it used for? why do we create a confidence interval?)
- Sample Statistic
- Population Parameter
- Randomization condition: WHY do we check this?
- 10% condition: WHY do we check this? .
- Success/Failure condition: WHY do we check this?
- Critical Value
- Margin of Error
- Point Estimate
- Meaning of ___% Confident (Interpret C. Level)
- Know how increasing/decreasing sample size affects ME and the width of an interval
- Know how increasing/decreasing C. Level affects ME and the width of an interval
- What determines the "one" in "one proportion z interval?" (it's "one" because there's one sample of data!)
- Standard Error
- An estimated standard deviation calculated using sample statistics
- Standard error means the same thing as standard deviation; it's still a measure of spread, but it's technically called a standard error if we have to use p-hat in the formula instead of p
- So, when we show the work for a confidence interval formula, technically we're showing a standard error under the square root, not a standard deviation
Today's Class Recap:
- First 30 min = ch. 19 quiz
- Got new ch. 20 slides and cut out first slide (see image above)
- Discussed how we can address this question using a CI (our hw is to actually do this, see above)
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