BASIC BUSINESS STATISTICS :

TEST B ANK

JAMES

BALDONE

BASIC BUSINESS STATISTICS:

CONCEPTS AND APPLICATIONS

FOURTEENTH EDITION

Mark

• Berenson

David M. Levine Kathryn

• Szabat

David F. Stephan 1 / 4

iii Copyright ©2019 Pearson Education, Inc.Table of Contents

Preface iv

Getting Started: Important Things to Learn First GS-1

Chapter 1 Defining and Collecting Data 1-1

Chapter 2 Organizing and Visualizing Variables 2-1

Chapter 3 Numerical Descriptive Measures 3-1

Chapter 4 Basic Probability 4-1

Chapter 5 Discrete Probability Distributions 5-1

Chapter 6 The Normal Distribution and Other Continuous Distributions 6-1

Chapter 7 Sampling Distributions 7-1

Chapter 8 Confidence Interval Estimation 8-1

Chapter 9 Fundamentals of Hypothesis Testing: One-Sample Tests 9-1

Chapter 10 Two-Sample Tests 10-1

Chapter 11 Analysis of Variance 11-1

Chapter 12 Chi-Square Tests and Nonparametric Tests 12-1

Chapter 13 Simple Linear Regression 13-1

Chapter 14 Introduction to Multiple Regression 14-1

Chapter 15 Multiple Regression Model Building 15-1

Chapter 16 Time-Series Forecasting 16-1

Chapter 17 Business Analytics 17-1

Chapter 18 A Roadmap for Analyzing Data 18-1

Online Chapter 19 Statistical Applications in Quality Management 19-1

Online Chapter 20 Decision Making 20-1

Online Topics OLT-1

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iv Copyright ©2019 Pearson Education, Inc. Copyright ©2019 Pearson Education, Inc.Preface

The Test Bank contains a variety of multiple-choice, true-false, problem and fill-in questions based on the definitions, concepts, and ideas developed in each chapter. In addition, numerical problems and Microsoft® Excel computer output problems are also given with solutions provided in multiple-choice, true-false, problem and fill-in format.

The Test Bank is intended to assist instructors in preparing examinations. The questions included herein highlight the key topics covered throughout each chapter. The keywords after each question, and the Keywords to Subsections Cross-reference and Subsections to Keywords Cross-reference are intended to help instructors easily locate questions on a specific topic or concept. Explanation is provided when the rationale of the correct answer to a difficult question is rather obscure. The format for the Test Bank will facilitate grading and should be helpful to instructors who teach very large sections.

The intended difficulty level (easy, moderate, difficult) of each question in the Test Bank is stated in order to facilitate test item selection by instructors wishing to create specific types of exams. However, some words of caution must be given. The classification of question difficulty level is very subjective and each question should be evaluated based on the emphasis the particular topic was given in class and how much emphasis is to be given to numerical results obtained by calculator rather than computerized results obtained from Microsoft® Excel. As an operational definition that is used here, items are classified as easy if they pertain directly to definitions and fundamental concepts. Test items are classified as moderate if they require some numerical calculations with more than a minimal number of steps or if they require a broader understanding of the topic. Test items that are classified as difficult are done so because of the level of rigor of the subject, the length of the narrative, the amount of effort required for solution, or for responses that require more thought and analysis.

Instructors are also advised that all answers in the Test Bank are computed using Microsoft® Excel or PHStat with no rounding involved in the intermediate steps. If students use rounding with formulae and a calculator, their answers might be different from those provided in the answer keys. Likewise, if students use the statistical tables at the end of the book instead of Microsoft® Excel or PHStat, their answers might also differ from those provided in the answer keys due to rounding. Whenever possible, we provide answers obtained using both Microsoft® Excel/PHStat and the statistical tables if they are very different.

This Test Bank and others that are similar suffer from one major weakness. They do not permit an evaluation of the students’ written communication skill. The authors highly recommend that, if possible, instructors who use this Test Bank supplement it with at least one short essay type question so that an assessment can be made of the students’ understanding of concepts as well as how they can make connections across various topics.

The following tabular display is a breakdown of the number of questions in each chapter by type. 3 / 4

v Copyright ©2019 Pearson Education, Inc. Copyright ©2019 Pearson Education, Inc.

Chapter Multiple Choice True/False Fill in Problem Total

GS 8 19 6 0 33

1 99 66 39 0 204

2 53 51 84 24 212

3 38 34 38 58 168

4 60 20 38 53 171

5 26 20 53 107 206

6 20 12 35 111 178

7 28 35 35 31 129

8 30 105 30 18 183

9 79 65 27 10 181

10 100 26 34 50 210

11 58 65 45 45 213

12 62 46 34 33 175

13 75 33 75 30 213

14 118 93 72 60 343

15 26 39 9 22 96

16 58 24 52 36 170

17 12 81 2 17 112

18 139 87 36 65 327

19 (Online) 44 59 38 18 159 20 (Online) 78 13 3 32 126 Online Topics 21 96 38 80 235 Total 1232 1089 823 900 4044

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