Probability and Statistics: Chapter Test
20 multiple-choice questions and 10 free-response questions, drawn from across the chapter and mixed together.
Multiple choice
Answer in any order and change your mind as often as you like. When you submit, your answers lock and every question shows its worked solution.
Free response
10 questions in parts, 115 points in total. Work them out on paper. There are no hints here: reveal each question's answer, worked solution, and rubric when you are ready to mark that one.
Reset the free-response section?
This re-seals every answer you have revealed and clears your flags.
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1. A bakery box and a visitor badge, built two different ways . 12 points. Question 1 of 10.
A bakery has different pastries available, and separately, a nearby building issues visitor badges using letters of the alphabet.
- Part A.
A gift box holds an assortment of pastries chosen from the , with no pastry repeated and no distinction between which position a pastry sits in the box. How many different gift boxes are possible?
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Separately, the building's visitor badges use letters chosen in order from the -letter alphabet, and a letter may be reused. How many different visitor badges are possible?
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Compare the two counts above. Part A is UNORDERED with no repetition; Part B is ORDERED with repetition allowed, so two things changed at once. Explain which of those two differences, order or repetition, is actually responsible for part A's division by . Then decide: if the badge instead drew DIFFERENT letters in order with no repeats allowed, would that count need a division by ? Use your answer to explain what repetition actually decides instead.
Carry your own answer forward Use your own counts from parts A and B; the credit here is for the reasoning connecting them, not for matching a specific pair of numbers.
Compare the two methods Say what each one costs you, and when you would reach for it. 4 points
The answer
Part A
boxes.
Part B
badges.
Part C
Order, not repetition, is why part A divides by : an unordered selection collapses every orderings of one set into a single count. A no-repeat ORDERED badge, , would still need NO division, since it stays ordered. Repetition instead only decides whether the count shrinks or stays constant.
Worked solution
Part A
A gift box is an unordered selection of pastries from distinct pastries, so this is a combination.
Part B
Each of the three badge positions offers all letters again, since a used letter remains available for the next position, so the count is a power.
Part C
Part A and part B differ on two axes at once: order (unordered vs ordered) and repetition (none allowed vs allowed), so it is tempting to credit either one for the division. Isolate them with a counterfactual: suppose the badge instead drew DIFFERENT letters in order, with no repeats allowed, matching part A's "no repetition" while keeping part B's "ordered". That count is a permutation, built directly by the multiplication principle with no set being collapsed, so it needs no division at all, even though repetition is now forbidden just as in part A.
That settles it: repetition was never the reason part A divided. Part A divides by because it is UNORDERED, a combination, so every set of pastries was counted once for each of its orderings.
Repetition is a separate question, and it decides something else entirely: whether the stage count in an ORDERED build shrinks with each pick (, no repeats) or stays constant (, repeats allowed). The real badge, with repetition allowed, uses the constant power , but that is a fact about repetition, not about order, and it never involves a division either way.
In one line
The pastry-box count is and the badge count is . The first divides by because it is an UNORDERED selection, not because of repetition (a no-repeat, ordered version of the badge would still need no division). The second needs no division because it is an ORDERED build; repetition only decides, separately, whether that ordered count shrinks () or stays constant ().
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Recognizes the box as an unordered selection and sets up the combination . . Worth 2 points.
Carries out the division correctly to a final count. . Worth 1 point.
States the answer as a count of gift boxes. . Worth 1 point.
Part B 4 points
Recognizes that repetition is allowed, so each of the three positions keeps the full option count of . . Worth 2 points.
Evaluates the power correctly. . Worth 1 point.
States the answer as a count of badges. . Worth 1 point.
Part C 4 points
Uses a counterfactual, an ordered no-repeat version of the badge, to show that repetition alone does not require a division. . Worth 2 points. needs an explanation, not just an answer
Correctly attributes part A's division to its being an UNORDERED selection, distinguishing that from the separate repetition question that decides between a shrinking product and a constant power. . Worth 2 points. needs an explanation, not just an answer
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2. Doubles and high sums . 11 points. Question 2 of 10.
Two fair six-sided dice are rolled once. Let be the event that the two dice show the same number (a "double"), and let be the event that the sum of the two dice is at least .
- Part A.
List which of the equally likely outcomes belong to , to , and to , and use the addition rule to find .
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Using the complement of your part A answer, find the probability that the roll is NEITHER a double NOR has a sum of at least .
Carry your own answer forward Use your own union probability from part A; the credit here is for applying the complement rule correctly.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
A classmate argues that since a double and a sum of at least feel like they describe very different things about a roll, the two events must be mutually exclusive, so should just be with no subtraction. Identify the specific outcomes that disprove this, and explain what property of and those outcomes reveal.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points
The answer
Part A
, , , so .
Part B
.
Part C
The outcomes and are both doubles and have a sum of at least , so . The two events are not mutually exclusive, and adding without subtracting would double count those two outcomes.
Worked solution
Part A
The doubles are , so . The rolls summing to at least are , so . The only doubles among those are and , so .
Part B
"Neither" is the complement of "a double or a sum of at least ," so subtract part A's union probability from .
Part C
The classmate's claim would require and to share no outcome at all, but has a double and a sum of , and has a double and a sum of , so both outcomes belong to . Since , the two events overlap, which is precisely what "mutually exclusive" rules out.
Because the two events overlap, adding counts and once inside and once again inside , so it overstates the union by exactly the intersection.
That is why the addition rule always subtracts the intersection: it corrects for exactly this kind of double counting whenever the events are not disjoint.
In one line
and . The claim that and are mutually exclusive is false: and belong to both events, so they overlap, and adding without subtracting that overlap would double count those two outcomes.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Lists the outcomes of , , and correctly and converts each count to a probability. . Worth 2 points.
Applies the addition rule, subtracting the overlap once, to reach the union probability. . Worth 1 point.
Reports in lowest terms as the requested probability. . Worth 1 point.
Part B 3 points
Applies the complement rule to part A's union probability. . Worth 2 points.
Reports the result as the probability of neither event. . Worth 1 point.
Part C 4 points
Names specific outcomes, drawn from the lists in part A, that lie in both and . . Worth 2 points. needs an explanation, not just an answer
Explains that this overlap means and are not mutually exclusive, so adding without subtracting double counts those outcomes. . Worth 2 points. needs an explanation, not just an answer
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3. Two ways to estimate a tail, and how close they land . 12 points. Question 3 of 10.
Small bags of trail mix from a filling line are approximately normal with mean g and standard deviation g.
- Part A.
Using the 68-95-99.7 rule, about what percent of bags weigh between g and g (that is, within standard deviation of the mean)?
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
A different bag from the SAME line weighs g. Using , what fraction of bags weigh MORE than g?
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
The empirical rule estimates that about of bags lie beyond standard deviations above the mean. Compare that rounded estimate to your part B answer, and explain why they are close but not identical, given that g is only standard deviations out, not exactly .
Carry your own answer forward Refer to your own part B result; the credit here is for the reasoning connecting the two methods, not for matching a specific figure.
Explain why it works A sentence or two. Reasons, not steps. 4 points
The answer
Part A
About .
Part B
, about .
Part C
Both are small right-tail estimates, but sits closer to the mean than the rule's benchmark, so more area lies beyond it. That is why part B's table-based tail comes out a little larger than the rule's rounded , not a contradiction.
Worked solution
Part A
Since and , both endpoints sit exactly standard deviation from the mean, which is precisely the rule's central band.
Part B
Standardize first: . The table gives the area to the LEFT, so the area to the right is what remains of the total.
Part C
The two figures answer related but not identical questions. The rule's estimates the tail beyond EXACTLY standard deviations above the mean (half of the left outside the central band). Part B's tail begins at standard deviations, a point CLOSER to the mean than .
A point nearer the center of the curve still has more of the curve's area ahead of it, so it makes sense that part B's exact tail, , comes out a bit larger than the rule's rounded estimate for the more distant cutoff. The two figures are close because and are nearby standard-deviation distances, but they measure different cutoffs, so an exact match was never guaranteed.
In one line
About of bags weigh between and g. Using the table, , about . That figure is close to, but a little larger than, the rule's rounded estimate for the tail beyond standard deviations, because sits nearer the mean than the rule's benchmark, so more area lies beyond it.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Converts both endpoints into standard-deviation distances from the mean. . Worth 1 point.
Identifies the resulting band as the rule's central one-standard-deviation band and reports its headline percentage. . Worth 2 points.
Reports the result as a percent of bags. . Worth 1 point.
Part B 4 points
Standardizes g to a z-score correctly. . Worth 2 points.
Subtracts the table value from rather than reporting it directly. . Worth 1 point.
Reports the result as a probability or percent of bags. . Worth 1 point.
Part C 4 points
Recognizes that sits closer to the mean than the rule's benchmark, so more area should lie beyond it. . Worth 2 points. needs an explanation, not just an answer
Concludes that the two figures are close but not identical because they measure tails starting at different distances from the mean. . Worth 2 points.
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4. A tag that repeats letters, and a raffle that does not . 12 points. Question 4 of 10.
Bins in a warehouse are labeled with tags formed from letters, and separately, a raffle draws winning ticket numbers.
- Part A.
Tags are formed by arranging ALL the letters of the word LEVEL. How many distinguishable tags can be formed?
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Separately, a raffle draws different winning ticket numbers, in order (1st prize, 2nd prize, 3rd prize), from a drum of numbered tickets, with no ticket drawn twice. How many different outcomes are possible for the three prizes?
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Compare the two counts above. Part A arranges a FIXED set of letters that already contains repeated letters; part B draws DIFFERENT tickets in order from a larger pool with no repeats. Explain why part A's count needed dividing by while part B's did not, tying your answer to whether the objects being arranged were themselves distinguishable from each other.
Carry your own answer forward Use your own counts from parts A and B; the credit here is for the reasoning connecting them.
Compare the two methods Say what each one costs you, and when you would reach for it. 4 points
The answer
Part A
tags.
Part B
outcomes.
Part C
Part A's letters include two identical L's and two identical E's, so swapping either identical pair leaves the same visible tag; dividing by removes that overcount. Part B's three tickets are already distinct numbers with no repeats among them, so no swap goes unnoticed, and the direct ordered count never overcounts anything.
Worked solution
Part A
LEVEL has letters with L's and E's, so tagging every letter and then dividing out the internal reorderings of the repeated letters gives the count.
Part B
The three prizes are distinct ranks filled without repetition, so this is a permutation of tickets chosen from .
Part C
Part A's five letters include two identical L's and two identical E's. Treating those as temporarily distinct would overcount every visible tag by , once for each way the identical letters could be swapped among their own positions with no visible change, so dividing by removes exactly that overcount.
Part B's three drawn tickets are already distinct numbers, since a raffle drum holds different tickets and none repeats among the three drawn. Swapping which specific tickets landed in which prize slot always changes the outcome (a different ticket in 1st place is a genuinely different result), so no two ways of listing the same three tickets ever collapse onto the same visible outcome. There is nothing indistinguishable to overcount, so the direct ordered count needs no correction.
In one line
The LEVEL tag count is and the raffle count is . The first needs division because two pairs of identical letters make some swaps invisible; the second needs none because the three drawn tickets are already distinct, so no swap of them ever produces the same outcome twice.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Counts the letter types in LEVEL and sets up the arrangement count as a factorial over the product of the repeat factorials. . Worth 2 points.
Carries out the division to a final count. . Worth 1 point.
States the answer as a count of distinguishable tags. . Worth 1 point.
Part B 4 points
Recognizes the three ranked prizes as an ordered selection with no repeats, and sets up the permutation. . Worth 2 points.
Multiplies the three shrinking factors correctly. . Worth 1 point.
States the answer as a count of prize outcomes. . Worth 1 point.
Part C 4 points
Identifies that part A's tag contains indistinguishable repeated letters, so swapping them leaves the visible tag unchanged, which is what the division removes. . Worth 2 points. needs an explanation, not just an answer
Identifies that part B's drawn tickets are already mutually distinguishable, so no swap of them goes unnoticed and no division is needed. . Worth 2 points. needs an explanation, not just an answer
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5. A caseload with one outsized tutor, and a rate sheet with none . 11 points. Question 5 of 10.
A tutoring center tracks two separate things about its tutors this month.
- Part A.
The number of students helped by the tutors this month is . Find the mean and the median, and state which one better describes a typical tutor's caseload.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Separately, treat the tutors' hourly rates, dollars, as the ENTIRE population of tutors at this center. Find the population variance and standard deviation.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Explain why the median is the better companion statistic for the caseload data in part A, while the mean and standard deviation are reasonable to report plainly for the rate data. Base your answer on what each data set's shape actually looks like, not merely on whether a value happens to trip an outlier test.
Justify your claim State the claim, then give the reason it has to be true. 4 points
The answer
Part A
Mean , median . The median better describes a typical caseload.
Part B
, dollars.
Part C
The caseload data has one tutor far above the rest, an outlier the mean cannot resist, so its center should be the resistant median. The rate data's mean and median sit close together, evidence of a roughly symmetric, compact shape with nothing for a sensitive statistic to fight against.
Worked solution
Part A
The mean is the total divided by the count.
The data is sorted, and with values the median is the middle one, . Four of the five tutors helped between and students, well below the mean of , so the median is the honest description of a typical caseload here.
Part B
The mean rate is . The deviations are , which sum to as they must, and their squares are , summing to .
Part C
A statistic needs resistance only when the data actually contains something for it to resist. The caseload data, , has one tutor far larger than the rest, exactly the kind of outlier that drags a sensitive statistic like the mean far from where most of the data sits, so the resistant median is the honest choice there.
The rate data, , tells a different story, and the right evidence for that is not simply that Tukey's fence test found no outlier: a skewed or bimodal data set can pass that same test and still be poorly summarized by the mean. The real evidence is the SHAPE itself. The mean () and the median () sit within a dollar of each other, and every value lies within about one standard deviation () of the mean, which is what a roughly symmetric, compact data set looks like. In that setting the mean and the standard deviation describe the data faithfully, and there is no reason to reach for a resistant alternative built for a shape this data does not have.
In one line
The caseload data has mean and median ; the outlying tutor makes the median the honest choice. The rate data, treated as a population, has and dollars, and its mean () and median () sit close together, signaling a roughly symmetric shape that needs no resistant alternative.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Computes the mean correctly. . Worth 1 point.
Identifies the median correctly as the middle sorted value. . Worth 1 point.
States that the median better describes a typical caseload, given how the outlying tutor pulls the mean. . Worth 1 point.
Part B 4 points
Computes the mean and the five deviations correctly. . Worth 2 points.
Squares and sums the deviations, divides by the full population count , and square-roots to return to dollars. . Worth 2 points.
Part C 4 points
Identifies the caseload data's outlier as the reason a resistant statistic is needed there. . Worth 2 points. needs an explanation, not just an answer
Identifies that the rate data's mean and median sit close together, evidence of a roughly symmetric shape, rather than resting the argument on the absence of a flagged outlier alone. . Worth 2 points. needs an explanation, not just an answer
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6. Two questions about the same three flips, and what a losing streak proves . 10 points. Question 6 of 10.
A fair coin is flipped times. Let be the event that at least of the flips are heads.
- Part A.
Let be the event that the first flip is heads. List the outcomes of , , and from the equally likely sequences, and decide whether and are independent.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Now let be the event that the second flip is heads. Test whether and are independent.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Parts A and B both found dependent on the event tested. A classmate concludes: "Since both tests came out dependent, must be dependent on every event defined on these three flips." Is this reasoning valid? Explain what settling a NEW event's independence from would actually require, and why two examples cannot establish a universal claim.
Justify your claim State the claim, then give the reason it has to be true. 4 points
The answer
Part A
, , . Since , dependent.
Part B
, . Since , dependent again.
Part C
No. Independence is decided pair by pair by comparing with for that specific event; two dependent pairs give no information about a third, unrelated event.
Worked solution
Part A
List the sequences and check membership. (at least heads) , so . (first flip heads) , so . Their intersection is , so .
The two sides disagree, so and are dependent.
Part B
(second flip heads) , so . Comparing with , the shared outcomes are , so .
Again the two sides disagree, so and are dependent as well.
Part C
The classmate's reasoning treats independence as a property of alone, something either "has" or "lacks" in general. But independence is always a claim about a PAIR of events, decided by comparing with for that specific .
Two events failing that test say nothing about a third event that was never checked, because the comparison depends on how overlaps with , which can differ completely from how or overlapped with . To settle whether is independent of some other specific event, the only valid route is to compute and for that particular and compare them directly. Nothing about parts A and B, however many times repeated, can substitute for that computation on a new pair.
In one line
and are dependent (), and and are dependent as well, by the same kind of comparison. Both results are pair-specific: independence is never a general property of , so a new event's independence from must be checked with its own versus comparison, and two failed tests cannot predict a third.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Lists the outcomes of , , and correctly and converts each to a probability. . Worth 2 points.
Compares with and states the correct verdict. . Worth 1 point.
Part B 3 points
Lists the outcomes of and correctly and converts each to a probability. . Worth 2 points.
Compares with and states the correct verdict. . Worth 1 point.
Part C 4 points
States that independence is decided per pair by direct computation, not as a general property of . . Worth 3 points. needs an explanation, not just an answer
States that settling a new event requires the same versus comparison for that specific event. . Worth 1 point.
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7. A resistor batch and a corrected reading . 12 points. Question 7 of 10.
A lab logs unsorted resistor readings, in ohms: . The reading is later found to be a data-entry error: an extra was typed, and the true reading was ohms.
- Part A.
Sort the ORIGINAL nine readings (before the correction) and find the five-number summary: the minimum, , the median, , and the maximum.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Now replace with the corrected , re-sort, and find the NEW five-number summary. State which of the five summary values changed and which stayed exactly the same.
Carry your own answer forward Use your own five-number summary from part A as the basis for comparison.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Find the mean of the readings before and after the correction (use the shift rule, not long division), and explain why the four other summary statistics stayed exactly the same in part B while the mean necessarily changed.
Carry your own answer forward Use your own five-number summary from parts A and B; the credit is for the reasoning, not for matching a specific mean.
Explain why it works A sentence or two. Reasons, not steps. 4 points
The answer
Part A
min , , median , , max .
Part B
New: min , , median , , max . Only the maximum changed.
Part C
The correction changes the total by , so the mean shifts by . The four order-based statistics are untouched because is still the largest value, so no rank changes; the mean moves because it depends on the SIZE of every value, not just their order.
Worked solution
Part A
Sorted: . With , an odd count, leave the middle value out of both halves. The median is the middle sorted value, . The lower half and upper half each have an even count of , so their medians average the middle pair.
Part B
New sorted list: . The median is still the middle value, , and the lower half () is untouched, so is unchanged. The upper half is now , and its median still averages the middle pair, and , so is also unchanged. Only the maximum moved, from to .
Part C
The mean is the total divided by the count, and only one value changed, so its shift is rather than a fresh sum.
The original mean is , so the corrected mean is about .
The min, , median, and are all built from RANK, not size: they ask which value sits at a given sorted position. Since was already the largest reading, correcting it to keeps it the largest reading (still bigger than ), so no other value changes rank, and every order-based statistic stays exactly where it was. The mean has no such protection: it is a total divided by a count, so subtracting from the sum moves it by a full , regardless of whether the corrected value is still the extreme or not.
In one line
Before correction: five-number summary , mean . After correcting to : five-number summary (only the maximum changed), mean , a shift of exactly . The four order-based statistics survive because keeps its rank as the largest reading; the mean moves because it depends on size, not rank.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Sorts all nine readings before computing anything. . Worth 1 point.
Correctly splits the sorted data into a lower and upper half of four values each, leaving the middle value out of both, and finds each half's median. . Worth 2 points.
Reports all five summary values in ohms. . Worth 1 point.
Part B 4 points
Re-sorts the corrected data and recomputes the five-number summary correctly. . Worth 2 points.
Correctly identifies which of the five values changed and which stayed the same, checking each rather than assuming. . Worth 2 points.
Part C 4 points
Uses the shift rule (or an equivalent direct recomputation) to find the new mean correctly. . Worth 2 points.
Explains that the four order-based statistics are unaffected because the corrected value keeps its rank as the largest reading, while the mean moves because it depends on size rather than rank. . Worth 2 points. needs an explanation, not just an answer
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8. Two machines and two defect rates . 13 points. Question 8 of 10.
A factory runs two machines. Machine produces of all units and Machine produces the other . Historically, of Machine 's units are defective, and of Machine 's units are defective.
- Part A.
Find and , then use them to find the overall probability that a randomly selected unit is defective.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
Are the events "the unit came from Machine " and "the unit is defective" independent? Justify using versus .
Carry your own answer forward Use your own from part A.
Justify your claim State the claim, then give the reason it has to be true. 4 points
- Part C.
Explain, using only the two given defect rates ( versus ), why it was impossible for machine and defect status to be independent here, without redoing any arithmetic.
Justify your claim State the claim, then give the reason it has to be true. 4 points
The answer
Part A
, , so .
Part B
, which does not equal , so machine and defect status are dependent.
Part C
Because the two machines' defect rates differ, they cannot both equal one shared overall rate. Knowing the machine changes the defect probability, which is exactly what dependence means, with no computation required to see it.
Worked solution
Part A
The multiplication rule gives each joint probability directly from the given percentages.
Every unit comes from exactly one machine, so these two cases overlap nowhere and cover every defective unit, and the addition principle sums them.
Part B
Compute the product independence would require and compare it against the joint probability from part A.
Since , the two sides disagree, so machine and defect status are dependent: knowing which machine a unit came from genuinely changes the probability that it is defective.
Part C
If machine and defect status were independent, then would have to equal the plain , and likewise for : knowing the machine would change nothing.
But the two given rates are simply different numbers, and they cannot both equal the same single overall rate. So the moment the two conditional rates differ from each other, at least one of them must differ from the overall rate too, which is precisely the definition of dependence. This conclusion follows directly from the two given percentages alone, with no need to compute or any joint probability first.
In one line
, and machine and defect status are dependent since . This had to be true from the start: Machine 's and 's defect rates, and , cannot both equal one shared overall rate, so knowing the machine necessarily changes the defect probability.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 5 points
Applies the multiplication rule to find each joint probability correctly. . Worth 2 points.
Adds the two joint probabilities, explaining that Machine and Machine partition every unit with no overlap. . Worth 2 points. needs an explanation, not just an answer
Reports as a probability, not a percentage or raw count. . Worth 1 point.
Part B 4 points
Computes correctly. . Worth 2 points.
Compares it against from part A and states the correct dependence verdict. . Worth 2 points. needs an explanation, not just an answer
Part C 4 points
Argues that two different conditional defect rates cannot both equal one shared overall rate. . Worth 3 points. needs an explanation, not just an answer
Connects that mismatch directly to the definition of dependence, without appealing to the numeric computation. . Worth 1 point.
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9. A tutoring cutoff set from the bottom . 10 points. Question 9 of 10.
Reading scores for an incoming class are normal with and . A tutoring program accepts students scoring in the bottom .
- Part A.
Using and symmetry, what z-score has of the area to its LEFT?
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Using your z-score, find the reading-score cutoff (in points) for the program.
Carry your own answer forward Use whichever you found in part A.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
A colleague solving this SAME problem writes as the cutoff. Identify what is wrong with this colleague's work, and give the correct cutoff, using the fact that this is a BOTTOM percentage.
Carry your own answer forward Use your own z-score and cutoff from parts A and B to name the colleague's specific error.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points
The answer
Part A
.
Part B
.
Part C
The colleague used a positive z instead of the correct negative one. Since the cutoff is for the lowest scores, it must sit below the mean, which only a negative z can produce.
Worked solution
Part A
By symmetry, .
Since this matches exactly, the z-score with to its left is .
Part B
Walk from the mean by standard deviations.
Part C
The colleague's arithmetic step is internally correct once the positive size of is assumed, but the assumed sign is wrong. The program accepts the bottom of scores, so its cutoff has to sit below the mean, at a value lower than , and only a negative walks downward from the mean.
Using a positive z walks upward, landing above the mean, which is actually near the top of the distribution rather than the bottom, contradicting the problem outright. The correct cutoff comes from the negative z found in parts A and B.
In one line
The bottom cutoff corresponds to , giving a reading-score cutoff of . The colleague's error was using a positive z instead; a bottom cutoff must sit below the mean, which only a negative z-score can produce.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Uses symmetry to match the target left-area against the given table value, identifying the z-score it corresponds to. . Worth 2 points.
Reports the z-score with its correct sign. . Worth 1 point.
Part B 3 points
Applies correctly with the negative from part A. . Worth 2 points.
Reports the cutoff with its unit as a raw reading score, not a z-score. . Worth 1 point.
Part C 4 points
Identifies the specific error as flipping the sign of the z-score rather than its size. . Worth 2 points.
Explains that a bottom cutoff must sit below the mean, which requires the negative sign, and restates the corrected cutoff from parts A and B. . Worth 2 points. needs an explanation, not just an answer
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10. One tail measured forward, and the same number measured back . 12 points. Question 10 of 10.
Annual rainfall in a region is approximately normal with mm and mm.
- Part A.
Using , find the probability that a year's rainfall exceeds mm.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
A drought-warning threshold is set so that the area to the LEFT of it exactly equals the right-tail area you found in part A. Using symmetry, find the rainfall threshold, in mm, for the warning.
Carry your own answer forward Use your own right-tail probability from part A as the target left-area here, and find the z-score by symmetry.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Explain why the SAME area you computed in part A as a right tail necessarily reappears in part B as a left tail, using the symmetry of the normal curve and how the two z-scores in parts A and B relate.
Carry your own answer forward Refer to your own z-scores and areas from parts A and B.
Explain why it works A sentence or two. Reasons, not steps. 4 points
The answer
Part A
.
Part B
The threshold is mm ().
Part C
By symmetry, the tail beyond standard deviations above the mean has the same area as the tail beyond below it, since for any . Parts A and B use opposite-signed z-scores of the same size, so they measure mirrored, equal-area tails.
Worked solution
Part A
Standardize first: . The table gives the area to the LEFT, so the area to the right is what remains of the total.
Part B
The target left-area is exactly the right-tail area found in part A. By symmetry, , so the z-score with that area to its left is .
Part C
The normal curve is symmetric about its mean, so reflecting the picture across the mean carries the region above any exactly onto the region below the corresponding ; those two regions are mirror images and therefore have the same area.
Part A's right tail and part B's left tail come from z-scores of the same size but opposite sign, so they are exactly that mirrored pair: one is a right tail above the mean, the other its mirror image, a left tail the same distance below. That is why the same computed area answers both questions, and it would hold for any distance from the mean, not just this particular one.
In one line
, and the drought threshold, set so its left-area matches that same figure, is mm (). The same area answers both questions because the normal curve's symmetry maps the tail above any onto the mirrored tail below the corresponding , giving them equal area.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Standardizes mm to a z-score correctly. . Worth 2 points.
Subtracts from rather than reporting itself. . Worth 1 point.
Reports the result as a probability. . Worth 1 point.
Part B 4 points
Recognizes that the target left-area matches part A's right-tail figure by symmetry, and finds the corresponding z-score. . Worth 2 points.
Applies correctly to reach the threshold. . Worth 1 point.
Reports the threshold in millimeters, matching the original units. . Worth 1 point.
Part C 4 points
Explains that the mean's symmetry maps the region above a positive z onto the region below the corresponding negative z. . Worth 3 points. needs an explanation, not just an answer
Connects that mirroring to why parts A and B, using opposite-signed z-scores of the same size, must share the same area. . Worth 1 point.
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