Complete the following exercises located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor. Show all relevant work; use the equation editor in Microsoft Word when necessary. 9.7 Define the sampling distribution of the mean. 9.8 Specify three important properties of the sampling distribution of the mean. 9.9 If we took a random sample of 35 subjects from some population, the associated sampling distribution of the mean would have the following properties (true or false). (a) Shape would approximate a normal curve. (b) Mean would equal the one sample mean. (c) Shape would approximate the shape of the population. (d) Compared to the population variability, the variability would be reduced by a factor equal to the square root of 35. (e) Mean would equal the population mean. (f) Variability would equal the population variability. 9.13 Given a sample size of 36, how large does the population standard deviation have to be in order for the standard error to be (a) 1 (b) 2 (c) 5 (d) 100 9.14 (a) A random sample of size 144 is taken from the local population of grade-school children. Each child estimates the number of hours per week spent watching TV. At this point, what can be said about the sampling distribution? (b) Assume that a standard deviation, □ , of 8 hours describes the TV estimates for the local population of schoolchildren. At this point, what can be said about the sampling distribution? (c) Assume that a mean, □ , of 21 hours describes the TV estimates for the local population of schoolchildren. Now what can be said about the sampling distribution? (d) Roughly speaking, the sample means in the sampling distribution should deviate, on average, about ___ hours from the mean of the sampling distribution and from the mean of the population. (e) About 95 percent of the sample means in this sampling distribution should be between ___ hours and ___ hours. 10.9 The normal range for a widely accepted measure of body size, the body mass index (BMI), ranges from 18.5 to 25. Using the mid-range BMI score of 21.75 as the null hypothesized value for the population mean, test this hypothesis at the .01 level of signifi cance given a random sam-ple of 30 weight-watcher participants who show a mean BMI 5 22.2 and a standard deviation of 3.1. 10.10 Let’s assume that over the years, a paper and pencil test of anxiety yields a mean score of 35 for all incoming college freshmen. We wish to deter-mine whether the scores of a random sample of 20 new freshmen, with a mean of 30 and a standard deviation of 10, can be viewed as coming from this population. Test at the .05 level of significance. 10.11 According to the California Educational Code ( http://www.cde.ca.gov/ls/fa/sf/peguidemidhi.asp ), students in grades 7–12 should receive 400 minutes of physical education every 10 school days. A random sample of 48 students has a mean of 385 minutes and a standard deviation of 53 minutes. Test the hy.

1. Complete the following exercises located at the end of each
chapter and put them into a Word document to be submitted as
directed by the instructor. Show all relevant work; use the
equation editor in Microsoft Word when necessary.
9.7 Define the sampling distribution of the mean.
9.8 Specify three important properties of the sampling
distribution of the mean.
9.9 If we took a random sample of 35 subjects from some
population, the associated sampling distribution of the mean
would have the following properties (true or false).
(a) Shape would approximate a normal curve.
(b) Mean would equal the one sample mean.
(c) Shape would approximate the shape of the population.
(d) Compared to the population variability, the variability
would be reduced by a factor equal to the square root of 35.
(e) Mean would equal the population mean. (f) Variability
would equal the population variability.
9.13 Given a sample size of 36, how large does the population
standard deviation have to be in order for the standard error to
be
(a) 1
(b) 2
(c) 5
(d) 100
9.14
(a) A random sample of size 144 is taken from the local
population of grade-school children. Each child estimates the
number of hours per week spent watching TV. At this point,
what can be said about the sampling distribution?
(b) Assume that a standard deviation, □ , of 8 hours describes
the TV estimates for the local population of schoolchildren. At
this point, what can be said about the sampling distribution?

2. (c) Assume that a mean, □ , of 21 hours describes the TV
estimates for the local population of schoolchildren. Now what
can be said about the sampling distribution?
(d) Roughly speaking, the sample means in the sampling
distribution should deviate, on average, about ___ hours from
the mean of the sampling distribution and from the mean of the
population.
(e) About 95 percent of the sample means in this sampling
distribution should be between ___ hours and ___ hours.
10.9 The normal range for a widely accepted measure of body
size, the body mass index (BMI), ranges from 18.5 to 25. Using
the mid-range BMI score of 21.75 as the null hypothesized
value for the population mean, test this hypothesis at the .01
level of signifi cance given a random sam-ple of 30 weight-
watcher participants who show a mean BMI 5 22.2 and a
standard deviation of 3.1.
10.10 Let’s assume that over the years, a paper and pencil test
of anxiety yields a mean score of 35 for all incoming college
freshmen. We wish to deter-mine whether the scores of a
random sample of 20 new freshmen, with a mean of 30 and a
standard deviation of 10, can be viewed as coming from this
population. Test at the .05 level of significance.
10.11 According to the California Educational Code (
http://www.cde.ca.gov/ls/fa/sf/peguidemidhi.asp ), students in
grades 7–12 should receive 400 minutes of physical education
every 10 school days. A random sample of 48 students has a
mean of 385 minutes and a standard deviation of 53 minutes.
Test the hypothesis at the .05 level of significance that the
sampled population satisfies the requirement.
10.12 According to a 2009 survey based on the United States
Census ( http://www.census.gov/prod/2011pubs/acs-15.pdf ),
the daily one-way commute time of U.S. workers averages 25
minutes with (we’ll assume) a standard deviation of 13 minutes.
An investigator wishes to determine whether the national
average describes the mean commute time for all workers in the
Chicago area. Commute times are obtained for a random sample

3. of 169 workers from this area, and the mean time is found to be
22.5 minutes. Test the null hypothesis at the .05 level of
significance.
11.11 Give two reasons why the research hypothesis is not
tested directly.
11.19 How should a projected hypothesis test be modified if
you’re particularly concerned about
(a) the type I error?
(b) the type II error?
11.20 Consult the power curves in Figure 11.7 to estimate the
approximate detection rate, rounded to the nearest tenth, for
each of the following situations:
(a) a four-point effect, with a sample size of 13.
(b) a ten-point effect, with a sample size of 29.
(c) a seven-point effect with a sample size of 18. (Interpolate)
*12.7 In Question 10.5 on page 231, it was concluded that the
mean salary among the population of female members of the
American Psychological Association is less than that ($82,500)
for all comparable members who have a doctorate and teach full
time.
(a) Given a population standard deviation of $6,000 and a
sample mean salary of $80,100 for a random sample of 100
female members, construct a 99 percent confidence interval for
the mean salary for all female members.
(b) Given this confidence interval, is there any consistent
evidence that the mean salary for all female members falls
below $82,500, the mean salary for all members?
10.5 NULL HYPOTHESIS ( H 0 ) Once the problem has been
described, it must be translated into a statistical hypothesis
regarding some population characteristic. Abbreviated as H 0 ,
the null hypothesis becomes the focal point for the entire test
procedure (even though we usually hope to reject it). In the test
with SAT scores, the null hypothesis asserts that, with respect
to the national average of 500, nothing special is happening to
the mean score for the local population of freshmen. An
equivalent statement, in symbols, reads: where H 0 represents

4. the null hypothesis and m is the population mean for the local
freshman class. Generally speaking, the null hypothesis, H 0 , is
a statistical hypothesis that usually asserts that nothing special
is happening with respect to some characteristic of the
underlying population . Because the hypothesis testing
procedure requires that the hypothesized sampling distribution
of the mean be centered about a single number (500), the null
hypothesis equals a single number ( H 0 : m 5 500).
Furthermore, the null hypothesis always makes a precise
statement about a characteristic of the population, never about a
sample. Remember, the purpose of a hypothesis test is to
determine whether a particular outcome, such as an observed
sample mean, could have reasonably originated from a
population with the hypothesized characteristic. Finding the
Single Number for H 0 The single number actually used in H 0
varies from problem to problem. Even for a given problem, this
number could originate from any of several sources. For
instance, it could be based on available information about some
relevant population other than the target population, as in the
present example in which 500 reflects the mean SAT reading
scores for all college-bound students during a recent year. It
also could be based on some existing standard or theory—for
example, that the mean reading score for the current population
of local fresh-men should equal 540 because that happens to be
the mean score achieved by all local freshmen during recent
years.
12.8 In Review Question 11.12 on page 263, instead of testing a
hypothesis, you might prefer to construct a confidence interval
for the mean weight of all 2-pound boxes of candy during a
recent production shift.
(a) Given a population standard deviation of .30 ounce and a
sample mean weight of 33.09 ounces for a random sample of 36
candy boxes, construct a 95 percent confidence interval.
(b) Interpret this interval, given the manufacturer’s desire to
produce boxes of candy that on the average exceed 32 ounces.

5. *12.10 Imagine that one of the following 95 percent confidence
intervals estimates the effect of vitamin C on IQ scores:
95% CONFIDENCE INTERVAL LOWER LIMIT
UPPER LIMIT
1 100 102
2 95 99
3 102 106
4 90 111
5 91 98
(a) Which one most strongly supports the conclusion that
vitamin C increases IQ scores?
(b) Which one implies the largest sample size?
(c) Which one most strongly supports the conclusion that
vitamin C d e creases IQ scores?
(d) Which one would most likely stimulate the investigator to
conduct an additional experiment using larger sample sizes?
Points: 125
Assignment 2: Software Engineering, CMMI, and ITIL
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Describe the software engineering process, the challenges in
managing software development activities, and the potential
interface issues from the software development perspective.
Weight: 10%
Did not submit or incompletely described the software
engineering process, the challenges in managing software

6. development activities, and the potential interface issues from
the software development perspective.
Partially described the software engineering process, the
challenges in managing software development activities, and the
potential interface issues from the software development
perspective.
Satisfactorily described the software engineering process, the
challenges in managing software development activities, and the
potential interface issues from the software development
perspective.
Thoroughly described the software engineering process, the
challenges in managing software development activities, and the
potential interface issues from the software development
perspective.
2. Analyze the CMMI levels and define a roadmap that the
organization will need to follow in order to get their software
development processes to CMMI level 3.
Weight: 15%
Did not submit or incompletely analyzed the CMMI levels and
defined a roadmap that the organization will need to follow in
order to get their software development processes to CMMI
level 3.
Partially analyzed the CMMI levels and defined a roadmap that
the organization will need to follow in order to get their
software development processes to CMMI level 3.
Satisfactorily analyzed the CMMI levels and defined a roadmap
that the organization will need to follow in order to get their
software development processes to CMMI level 3.
Thoroughly analyzed the CMMI levels and defined a roadmap
that the organization will need to follow in order to get their
software development processes to CMMI level 3.
3. Explain the auditing tasks that must be performed in order to
achieve level 3.
Weight: 10%
Did not submit or incompletely explained the auditing tasks that
must be performed in order to achieve level 3.

7. Partially explained the auditing tasks that must be performed in
order to achieve level 3.
Satisfactorily explained the auditing tasks that must be
performed in order to achieve level 3.
Thoroughly explained the auditing tasks that must be performed
in order to achieve level 3.
4. Determine the continuous assurance auditing activities that
the organization will need to implement to help achieve CMMI
level 3.
Weight: 15%
Did not submit or incompletely determined the continuous
assurance auditing activities that the organization will need to
implement to help achieve CMMI level 3.
Partially determined the continuous assurance auditing
activities that the organization will need to implement to help
achieve CMMI level 3.
Satisfactorily determined the continuous assurance auditing
activities that the organization will need to implement to help
achieve CMMI level 3.
Thoroughly determined the continuous assurance auditing
activities that the organization will need to implement to help
achieve CMMI level 3.
5. Analyze the ITIL service management guidelines and
principles.
Weight: 20%
Did not submit or incompletely analyzed the ITIL service
management guidelines and principles.
Partially analyzed the ITIL service management guidelines and
principles.
Satisfactorily analyzed the ITIL service management guidelines
and principles.
Thoroughly analyzed the ITIL service management guidelines
and principles.
6. Examine how ITIL service management practices relate to
CMMI levels and continuous service auditing.
Weight: 15%

8. Did not submit or incompletely examined how ITIL service
management practices relate to CMMI levels and continuous
service auditing.
Partially examined how ITIL service management practices
relate to CMMI levels and continuous service auditing.
Satisfactorily examined how ITIL service management practices
relate to CMMI levels and continuous service auditing.
Thoroughly examined how ITIL service management practices
relate to CMMI levels and continuous service auditing.
7. 3 references
Weight: 5%
No references provided
Does not meet the required number of references; some or all
references poor quality choices.
Meets number of required references; all references high quality
choices.
Exceeds number of required references; all references high
quality choices.
8. Clarity, writing mechanics, and formatting requirements
Weight: 10%
More than 6 errors present
5-6 errors present
3-4 errors present
0-2 errors present