# Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your

Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart. Explain the relationship between and power based on calculated values. Read the following and answer the questions. Work through the following and write down what you see in the table. This will familiarize you with the table. The table: The degrees of freedom for the numerator ( − 1) are across the columns; the degrees of freedom for the denominator ( − ) are across the rows in the table. A separate table is included for a .05 and .01 level of significance. Suppose we have a sample size of 24 participants ( = 24). Record the critical values given the following values for : .05 .01 = 2 = 4 = 6 = 8 ___ ___ ___ ___ ___ ___ ___ ___ As increases (from 1 to 8), does the critical value increase or decrease? Based on your answer, explain how is related to power. Calculate an ANOVA in SPSS. The following is the amount of fat (in grams) consumed in a buffet-style lunch among professional bodybuilders under conditions of high, moderate, and low stress: Stress Levels 10 9 9 7 4 4 8 7 6 12 6 5 6 8 7 Complete the following steps: a. Open SPSS and open a . b. Click the tab at the bottom and enter and enter as the variables. Click the box for the row and define 1 as high, 2 as medium, and 3 as low. c. Enter the data. For example, type 1 in row 1 under and type 10 in row 1 under . Continue typing in all the data. remember to change to 2 in column 1 when the stress is moderate and change to 3 in column 1 when the stress is low d. In the , click , select , and then select e. Select and then click to send it over to the box. f. Select and then click to send it over to the box. g. Click and copy and paste the output below. Calculate an ANOVA in Excel. Use the data from Problem Set 4.3 to complete the following steps: a. Open to an empty sheet. b. Enter the data from c. In , enter High in cell A1, Moderate in cell B1, and Low in cell B1. d. In the toolbar, click , select and click e. In : $A$1:$C$6, put a check next to , click f. Results will appear in a new sheet to the left; copy and paste the input below. Report ANOVA results in APA format. Use the results from Problem Set 4.4. Complete the following: a. State the null hypothesis. ___________________________________ b. Report your results in APA format (as you might see them reported in a journal article). ___________________________________ Interpret the results of an ANOVA. Read the following and answer the question. Drakou, Kambitsis, Charachousou, and Tzetzis (2006) tested differences in life satisfaction among sport coaches. They tested differences by sex, age, marital status, and education. The results of each test in the following table are similar to the way in which the data were given in their article. 0.68 .409 Men 3.99 0.51 Women 3.94 0.49 3.04 .029 20s 3.85 0.42 30s 4.03 0.52 40s 3.97 0.57 50s 4.02 0.50 12.46 .000 Single 3.85 0.48 Married 4.10 0.50 Divorced 4.00 0.35 0.82 .536 High school 3.92 0.48 Postsecondary 3.85 0.54 University degree 4.00 0.51 Masters 4.00 0.59 1. Which factors were significant at a .05 level of significance? _____________________ State the number of levels for each factor. ____________________________________ Calculate post hoc analyses in SPSS. Use SPSS data from Problem Set 4.3. Complete the following steps: a. In the , click , select , and then select . b. Select then click to send it over to the box. c. Select , then click to send it over to the box. d. Click and then check the box . Click . e. Click and copy and paste the output to the Word document. Interpret Tukey HSD results from SPSS output. Use your output from Problem Set 4.6. Identify where significant differences exist at the .05 level between the stress levels. Explain changes in critical value based on calculations. Read the following and answer the questions. . The degrees of freedom for a given test are listed in the column to the far left; the level of significance is listed in the top row to the right. These are the only two values you need to find the critical values for a chi-square test. Work through the following exercise and write down what you see in the chi-square table. This will familiarize you with the table. 1. Record the critical values for a chi-square test, given the following values for at each level of significance: .10 .05 .01 = 10 ___ ___ ___ = 16 ___ ___ ___ = 22 ___ ___ ___ = 30 ___ ___ ___ Note: Because there is only one given, assume this is a goodness-of-fit test and compute the degrees of freedom as ( − 1). 2. As the level of significance increases (from .01 to .10), does the critical value increase or decrease? Explain. ___________________________________ 3. As increases (from 10 to 30), does the critical value increase or decrease? Explain your answer as it relates to the test statistic. ___________________________________ Identify parametric tests. Based on the scale of measurement for the data, identify if a test is parametric or nonparametric. Use SPSS for a chi-square analysis. Tandy’s Ice Cream shop serves chocolate, vanilla, and strawberry ice cream. Tandy wants to plan for the future years. She knows that on average she expects to purchase 100 cases of chocolate, 75 cases of vanilla, and 25 cases of strawberry (4:3:1). This year, the ice cream sales increased, and she purchased 133 cases of chocolate, 82 cases of vanilla, and 33 cases of strawberry. Complete the following steps: a. Open SPSS and create a . b. Go to the tab and type in the first row and in the second row. Adjust the decimal value to 0. Go to in the row and enter for chocolate, for vanilla, and for strawberry and click . c. Go to the tab and under the column, enter in row 1, in row 2, and in row 3. Under the frequency column, enter in row 1, in row 2, and in row 3. d. In the , click , then select e. Select , select , and then click to send it over to the box. Click . f. In the , click , then , then , and then . g. Select and then click to send to the . h. Under , select and then enter the following three values in the order: 100, 75, and 25. i. Click and copy and paste the output to the Word document. j. Answer this: Was Tandy’s distribution of proportions the same as expected? Use SPSS to complete an analysis of regression. (Age in Years) (Life Satisfaction) 18 6 18 8 26 7 28 5 32 9 19 8 21 5 20 6 25 7 42 9 Complete the following steps. a. Open SPSS and create a . b. Go to the tab and type X in the name column, then enter Y in the column below it. c. Go to and enter the data from the table above. d. Go to the , click select then select e. Select and then click the to send to f. Select and the click the to send it to g. Select . Copy and paste the output to this Word document. Use Excel to complete an analysis of regression. Use the data from Problem Set 4.11. Complete the following steps. a. Open Excel and work in a new sheet. b. Enter the data from the table in Problem Set 4.11. Cell A1 will be X. Cell B1 will be Y. Then, enter the data below. c. Go to the , click s, and select d. Put a check next to and e. In : $B$1:$B$11, In : $A$1:$A$11 f. Select . Your data will appear in a new Sheet to the left. g. Copy and paste the output to this document. Identify tests for ordinal data. Read the following and answer the questions. Identify the appropriate nonparametric test for each of the following examples and explain why a nonparametric test is appropriate. 1. A researcher measures fear as the time it takes to walk across a presumably scary portion of campus. The times (in seconds) that it took a sample of 12 participants were 8, 12, 15, 13, 12, 10, 6, 10, 9, 15, 50, and 52. ___________________________________ 2. Two groups of participants were given 5 minutes to complete a puzzle. The participants were told that the puzzle would be easy. In truth, in one group, the puzzle had a solution (Group Solution), and in the second group, the puzzle had no solution (Group No Solution). The researchers measured stress levels and found that frustration levels were low for all participants in Group Solution and for all but a few participants who showed strikingly high levels of stress in Group No Solution. ___________________________________ 3. A researcher measured student scores on an identical assignment to see how well students perform for different types of professors. In Group Adviser, their professor was also their adviser; in Group Major, their professor taught in their major field of study; in Group Nonmajor, their professor did not teach in their major field of study. Student scores were ranked in each class, and the differences in ranks were compared. ___________________________________ 4. A researcher has the same participants rank two types of advertisements for the same product. Differences in ranks for each advertisement were compared. ___________________________________