The student will demonstrate and compare properties of the central limit theorem.
Note
This lab works best when sampling from several classes and combining data.
Collect the data
Count the change in your pocket. (Do not include bills.)
Randomly survey 30 classmates. Record the values of the change in
[link] .
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
Construct a histogram. Make five to six intervals. Sketch the graph using a ruler and pencil. Scale the axes.
Calculate the following (
n = 1; surveying one person at a time):
= _______
s = _______
Draw a smooth curve through the tops of the bars of the histogram. Use one to two complete sentences to describe the general shape of the curve.
Collecting averages of pairs
Repeat steps one through five of the section
Collect the Data. with one exception. Instead of recording the change of 30 classmates, record the average change of 30 pairs.
Randomly survey 30
pairs of classmates.
Record the values of the average of their change in
[link] .
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
Construct a histogram. Scale the axes using the same scaling you used for the section titled
Collect the Data . Sketch the graph using a ruler and a pencil.
Calculate the following (
n = 2; surveying two people at a time):
= _______
s = _______
Draw a smooth curve through tops of the bars of the histogram. Use one to two complete sentences to describe the general shape of the curve.
Collecting averages of groups of five
Repeat steps one through five (of the section titled
Collect the Data ) with one exception. Instead of recording the change of 30 classmates, record the average change of 30 groups of five.
Randomly survey 30
groups of five classmates.
Record the values of the average of their change.
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
Construct a histogram. Scale the axes using the same scaling you used for the section titled
Collect the Data . Sketch the graph using a ruler and a pencil.
Calculate the following (
n = 5; surveying five people at a time):
= _______
s = _______
Draw a smooth curve through tops of the bars of the histogram. Use one to two complete sentences to describe the general shape of the curve.
Discussion questions
Why did the shape of the distribution of the data change, as
n changed? Use one to two complete sentences to explain what happened.
In the section titled
Collect the Data , what was the approximate distribution of the data?
X ~ _____(_____,_____)
is it possible to leave every good at the same level
Joseph
I don't think so. because check it, if the demand for chicken increases, people will no longer consume fish like they used to causing a fall in the demand for fish
Anuolu
is not really possible to let the value of a goods to be same at the same time.....
Salome
Suppose the inflation rate is 6%, does it mean that all the goods you purchase will cost
6% more than previous year? Provide with reasoning.
Not necessarily. To measure the inflation rate economists normally use an averaged price index of a basket of certain goods. So if you purchase goods included in the basket, you will notice that you pay 6% more, otherwise not necessarily.
Good day
How do I calculate this question: C= 100+5yd G= 2000 T= 2000 I(planned)=200.
Suppose the actual output is 3000. What is the level of planned expenditures at this level of output?
I am Camara from Guinea west Africa... happy to meet you guys here
Sekou
ma management ho
Amisha
ahile becheclor ho
Amisha
hjr ktm bta ho
ani k kaam grnu hunxa tw
Amisha
belatari
Amisha
1st year ho
Amisha
nd u
Amisha
ahh
Amisha
kaha biratnagar
Amisha
ys
Amisha
kina k vo
Amisha
money as unit of account means what?
Kalombe
A unit of account is something that can be used to value goods and services and make calculations
Jim
all of you please speak in English I can't understand you're language
Muhammad
I want to know how can we define macroeconomics in one line
Muhammad
it must be .9 or 0.9
no Mpc is greater than 1
Y=100+.9Y+50
Y-.9Y=150
0.1Y/0.1=150/0.1
Y=1500
Kalombe
Mercy is it clear?😋
Kalombe
hi can someone help me on this question
If a negative shocks shifts the IS curve to the left, what type of policy do you suggest so as to stabilize the level of output?
discuss your answer using appropriate graph.