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(b) Use a 95% confidence interval to test if there is a difference in braking time with impaired vision and normal vision where the differences are computed as "impaired minus normal." Data Table The lower bound is The upper bound is (Round to the nearest thousandth as needed.) Subject 1 3 4 6 7 8 9 Normal, X 4.47 4.24 4.58 4.65 4.31 4.80 4.55 5.00 4.79 Impaired, Y 5.77 5.67 5.51 5.32 5.83 5.49 5.23 5.63 5.63

(b) Use a 95% confidence interval to test if there is a difference in braking time with impaired vision and normal vision where the differences are computed as "impaired minus normal." Data Table The lower bound is The upper bound is (Round to the nearest thousandth as needed.) Subject 1 3 4 6 7 8 9 Normal, X 4.47 4.24 4.58 4.65 4.31 4.80 4.55 5.00 4.79 Impaired, Y 5.77 5.67 5.51 5.32 5.83 5.49 5.23 5.63 5.63

Glencoe Algebra 1, Student Edition, 9780079039897, 0079039898, 2018
Glencoe Algebra 1, Student Edition, 9780079039897, 0079039898, 2018
18th Edition
ISBN:9780079039897
Author:Carter
Publisher:Carter
Chapter4: Equations Of Linear Functions
Section4.5: Correlation And Causation
Problem 11PPS
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To illustrate the effects of driving under the influence (DUI) of alcohol, a police officer brought a DUI simulator to a local high school. Student reaction time in an emergency was measured with unimpaired vision and also while wearing a pair of special goggles to simulate the effects of alcohol on vision. For a random sample of nine teenagers, the time (in seconds) required to bring the vehicle to a stop from a speed of 60 miles per hour was recorded. Complete parts (a) and (b). Note: A normal probability plot and boxplot of the data indicate that the differences are approximately normally distributed with no outliers. Click the icon to view the data table. (a) Whether the student had unimpaired vision or wore goggles first was randomly selected. Why is this a good idea in designing the experiment? A. This is a good idea in designing the experiment because it controls for any "learning" that may occur in using the simulator. B. This is a good idea in designing the experiment because reaction times are different. This is a good idea in designing the experiment because the sample size is not large enough. (b) Use a 95% confidence interval to test if there is a difference in braking time with impaired vision and normal vision where the differences are computed as "impaired minus normal." Data Table The lower bound is The upper bound is (Round to the nearest thousandth as needed.) Subject 1 2 4 5 7 9. Normal, X; 4.47 4.24 4.58 4.65 4.31 4.80 4.55 5.00 4.79 Impaired, Y¡ 5.77 5.67 5.51 5.32 5.83 5.49 5.23 5.63 5.63
Transcribed Image Text:To illustrate the effects of driving under the influence (DUI) of alcohol, a police officer brought a DUI simulator to a local high school. Student reaction time in an emergency was measured with unimpaired vision and also while wearing a pair of special goggles to simulate the effects of alcohol on vision. For a random sample of nine teenagers, the time (in seconds) required to bring the vehicle to a stop from a speed of 60 miles per hour was recorded. Complete parts (a) and (b). Note: A normal probability plot and boxplot of the data indicate that the differences are approximately normally distributed with no outliers. Click the icon to view the data table. (a) Whether the student had unimpaired vision or wore goggles first was randomly selected. Why is this a good idea in designing the experiment? A. This is a good idea in designing the experiment because it controls for any "learning" that may occur in using the simulator. B. This is a good idea in designing the experiment because reaction times are different. This is a good idea in designing the experiment because the sample size is not large enough. (b) Use a 95% confidence interval to test if there is a difference in braking time with impaired vision and normal vision where the differences are computed as "impaired minus normal." Data Table The lower bound is The upper bound is (Round to the nearest thousandth as needed.) Subject 1 2 4 5 7 9. Normal, X; 4.47 4.24 4.58 4.65 4.31 4.80 4.55 5.00 4.79 Impaired, Y¡ 5.77 5.67 5.51 5.32 5.83 5.49 5.23 5.63 5.63
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