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An Interactive Excel VBA Example for Teaching Statistics
Weiyu Tsai, Don G. Wardell,

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Weiyu Tsai, Don G. Wardell, (2006) An Interactive Excel VBA Example for Teaching Statistics Concepts. INFORMS Transactions
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In addition. students tend to memorize in the file to their own calculations. Introduction tical concepts. Hence. The boxes to be underfilled and others to be overfilled. Through interactively finding the optimal filling speed. we developed a Visual Basic for Applications (VBA) driven Excel spreadsheet that is built around one simple business scenario. we integrate the illustration of three important statistical concepts in one simple yet practical business scenario. interval estimation and hypothesis testing tra software since Excel is widely used by business are basic yet important concepts discussed in introduc. manager knows that the faster the mgtdgw@business. This manager is responsible for setting the speed of the cereal filling process during each eight-hour shift.utah. the larger the variation in cereal box weights and the higher the chance of having an out-of-control filling process. As a result. The model introduces and links the three important statis. 1. the larger INFORMS Transactions on Education 7:1(125-135) 125 © INFORMS ISSN: 1532-0545 . namely the Central Limit Theorem.69. the Excel VBA- driven example demonstrates several Excel statistical formulae that are useful to business students. #106 Salt Lake City. The results showed that the scores of those using the interactive VBA demo were superior to those exposed to more traditional techniques at 10% significance level. To improve the effectiveness of teaching these fun- damental statistical concepts.utah. Utah 84112-9304 by [200. Campus Center Dr. Three concepts in particular that we have found difficult to communicate effectively are the Central Limit Theorem. We con- ducted an in-class open-book quiz to two sections of professional MBA students to assess teaching effectiveness of this interactive example. For personal use only. students are exposed to these key statistics concepts as well as random sampling techniques. In this paper we illustrate the usage of a single Excel The speed of the filling process is a key factor that af- VBA spreadsheet model that we have found successful fects the variation in the process and results in some in helping students to visualize these concepts. TSAI & WARDELL An Interactive Excel VBA Example for Teaching Statistics Concepts An Interactive Excel VBA Example for Teaching Statistics Concepts Weiyu Tsai Don G. Due to the abstraction and ing of these concepts by applying the formulae created complexity of the concepts. Wardell Downloaded from informs.103. The scenario involves setting the filling speed in a cereal filling plant. interval estimation and hypothesis testing. On the other hand. Moreover. the less efficient the plant is at utilizing capacity. In this familiar worksheet tory data analysis courses for undergraduate and environment. dents act as a plant manager at a cereal filling plant. in- terval estimation and hypothesis testing in one simple Sampling distributions (including the Central Limit business scenario. stu- of the possible applications to their current and/or fu. In this business scenario.254] on 23 February 2017. The faster the filling speed. there is no need for ex- Theorem). many students may cereal filling process. school faculty and students. at 11:19 . the lower the filling speed. ture jobs. the calculation procedures in completing these courses instead of understanding the concepts underlying The business scenario in the Excel model is about a these calculations. We adapted the scenario from leave their classrooms without a solid understanding Berenson et al (2003). A follow-up on-line feedback survey further supported the usage of the Excel VBA-driven example in enhancing student learning. David Eccles School of Business University of Utah 1645 Abstract It is often challenging for business students to learn abstract statistical concepts and apply these concepts to their work. students can enhance their understand- graduate business students. all rights reserved.

Because it is too time. students want to find the maximum cereal 1. links for hypothesis testing. skewed or custom) and then draw we conclude in section 5. links related to the Central Limit Theorem. how. is to develop a visual their six Java applets on the internet in the statistics statistical tool in the Excel environment to integrate education community for free. Mathieson. Anderson-Cook. often require new textbook adoption and addi- tional software installation. Raeymaekers. samples to form the corresponding sampling distribu- tion. the commercial statistics of samples is fixed as 100. we provide evidence of teach. confidence intervals are computed and shown graph- al representations to help teach statistical principles ically. all rights reserved. The website also provides a confidence interval applet when the sampling is done from a population 2. both 95% and 99% The idea of using interactive demonstrations and visu.000 related (English) URL hyperlinks (retrieved filling speed under the condition that the average on May 20. and the Web Interface for Statistics Education (WISE) ize concepts such as the CLT. tities in these software packages and Java applets. at 11:19 . In his If the process is not working properly. 2005). Mills (2002) the three important concepts through one business conducted two extensive literature searches on journal INFORMS Transactions on Education 7:1(125-135) 126 © INFORMS ISSN: 1532-0545 . et al. economics. Tracy. We found that Rice University's Virtual Lab in Statis- ing effectiveness based on the comparison of the results tics (Lane. the weight in review. The In 1998.69. these statistical topics. social sciences.0 (Doane. Similarly.500 hyper- weight of the total cereal boxes filled during the eight. The reason is that the relationships among CLT. confidence intervals and hypothesis testing are difficult to present using interactive computer programs. Literature Review with a mean of 50 and a population standard deviation of 10.840. ever. uniform. For example. TSAI & WARDELL An Interactive Excel VBA Example for Teaching Statistics Concepts the variation and the higher chance of creating an out. the effectiveness of using interactive simulation pro- consuming and costly to weigh every single box. we made an attempt to canvass As a plant manager.2002). clude the Statistical Java from Virginia Tech (Dorai- 2001) offers excellent graphical demonstrations and Raj. mathematics. the Java applets makes statistical concepts vivid and relevant to stu. a student's goal is to utilize the the current state. articles using computer simulation methods to teach of-control filling process.254] on 23 February 2017. 1998). 860 hyper- hour shift is still 368 grams. Downloaded from informs. the grams on the Internet to benefit student learning. but the number is not new. Berk and Carey (2004) use Microsoft Universiteit Leuven (Michiels. statistics in business. the advancement of Sun Java com. we review the extant literature eral websites that offers excellent demonstrations of related to software tools to visualize statistical princi. manager must weigh only a sample of boxes and judge whether the cereal-filling process is working properly. In contrast to these com. Excel VBA demonstrations to allow students to visual. Section 3 provides detailed instructions to use the model. In section 4. education. for visualization of statistical concepts from Katholieke dents. In other search the topic of "statistics applets" and found words. normal. Robinson. The volume reduces to 21. interval estimation and applets from Claremont Graduate University (Berger hypothesis testing. by [200. For each of the samples. During our search we noticed that the three statistical mercial packages. 2006). Because of the fast growth in developing interactive statistics Java applets. therefore. Other excellent applets in- package Visual Statistics 2. Finally. For personal use only. Ogden. Later. concepts are all introduced to students as isolated en- puting technology has made it possible to develop in. West and Ogden first developed and shared goal of this paper. Mills teractive statistical Java applets to aid in the visualiza. We used Google's search engine to capacity of the cereal-filling plant effectively. (2002) provided a possible explanation of our observa- tion of statistics concepts on-line for free (West. Users can adjust the sample size. statis- tics. and 296 hyperlinks for all three concepts. 2000). 2006) provides a nice sampling distribution from a quiz of two professional MBA sections and applet that allows users to choose a population (either feedback from a simple anonymous survey. These commercial packages. From these hyperlinks we found sev- In the following section. tion. and medicine.103. he summarized 48 of the most relevant articles the boxes could deviate too far from the label weight and concluded that statistics educators do agree upon of 368 grams to be acceptable.

students click on the "(Step 1) Fill Ce- real Boxes" button in the worksheet "PopulationData" as shown in Figure 3. Instructions to Use the "Visualize CLT" scription". will be erased!" appears to caution students. another dialogue box appears and requests students to type in a number that indicates number of cereal boxes to be filled (between 10. the instructor saves the file with his/her desired file name and distributes it to the students for class use. students open the file. uniform. The steps that students need to take to find the optimal filling speed are also described in the worksheet "De- 3. The instructor can specify a number between 10. The dialog box requests the instructor to enter the maximum stable filling speed (i. optimal filling speed) for this cereal plant. they see six worksheet tabs with Figure 3: 'PopulationData' Worksheet (1) http://ite.254] on 23 February 2017.000 (boxes of cereal per eight-hour shift).e. File Downloaded from informs. An information window with the warning "The original population data. if necessary and 60. The "Visualize CLT. a dialog box appears as shown in Figure 1. if exists. Students also the instructor directs them to set the Excel security select the distribution of the weight of cereal boxes level to "medium" under the menu item filled in the filling process among normal. After providing this input.103. all rights reserved. TSAI & WARDELL An Interactive Excel VBA Example for Teaching Statistics Concepts related scenario and help students learn to use Excel's a description of the business scenario in the active statistical functions. Figure 2: 'Description' Worksheet 3.000 Upon providing the file to the students. "Description" worksheet as shown in Figure 2. The first time an instructor opens the file.xls (2) INFORMS Transactions on Education 7:1(125-135) 127 © INFORMS ISSN: 1532-0545 .business. For personal use only. Once and exponential distributions.xls(1)" file (which can also be downloaded from CLT(2)) has two sequential modes: the first for instructors and the second for students.000 boxes) in the eight-hour shift. Tools/Macro/Security before opening the file.000 and 60.. Step 1. After Figure 1: Input Dialog Box for Optimal Filling Speed students click OK.pubs. at 11:19 . We describe these steps below. This is a small set up for this file and gives the instructor the opportunity to customize the file to each class. Generate Population Data In the first by [

if the sample about one minute to complete the sampling process. Explain Central Limit Theorem see the progress of the filling process. Steps 2 & 3.000 boxes this filling process takes about 10 seconds to complete. longer the sampling process takes. Each unit represents one data record of the two numbers. Figure 4: 'CLT' Worksheet Students are asked to decide both the number of cereal of the sample is calculated and recorded starting from boxes (sample size) in a sample and the number of cells E10 and F10 for each sample.103. By clicking on the "(Step 2) Weigh Cereal Boxes" button in work- sheet "CLT" as shown in Figure 4. As a reference.69. In addition. away from 368 when the filling speed chosen by a Excel uses the formulae specified in Table 1 to generate student is larger than the maximum stable filling speed the population data. but the larger the numbers are. Table 1: Formulae Used in Generating Population Data Downloaded from informs. students are able to 3. mean equal to the population mean and standard de- The sample average and sample standard deviation viation equal to the population standard deviation INFORMS Transactions on Education 7:1(125-135) 128 © INFORMS ISSN: 1532-0545 . These formulae make sure that set by the instructor.254] on 23 February 2017. students start by taking a sample The population data can be revealed later in step 3 if in order to decide whether the filling process works desired. the av- times that this sampling procedure (sampling times) erage weight of each sample is denoted in the bar will be performed.2. students start the sampling process.000 sampling times. In the second step. properly according to the speed they chose. at 11:19 . When the filling process starts. There are no limits on setting these chart. the sampling distribution of the The cereal box numbers and weights are recorded in sample average follows a normal distribution with the worksheet "CLT" starting from cells B10 and C10. For 12. all rights reserved. it takes According to the Central Limit Theorem. TSAI & WARDELL An Interactive Excel VBA Example for Teaching Statistics Concepts Depending on whether the filling speed is larger than the population mean weight deviates dramatically the maximum stable filling speed set by the instructor. For personal use only. for a sample size of 10 with 3. the sample average. size is large by [200.

we normalize the scale of the y-axis using the tively. Figure 5. if the 'Esc' key is pressed orem. instructors can delete the "(Step program. Students then click on the "(Step 3) Reveal quired to apply the concepts of interval estimation or Population Weights" button to show the statistics and hypothesis testing to make an informative decision the distribution of the population data. at 11:19 . This completes up the drawing process by pressing the 'Esc' key once the steps 2 and 3 in explaining the Central Limit The- when Excel pauses.000) each with a sample size tion mean and standard error equal to population of 10. TSAI & WARDELL An Interactive Excel VBA Example for Teaching Statistics Concepts divided by square root of the sample size. students have the chance to verify the concept tion distributions. stable filling speed without knowing the population ue" button in the message window to continue the by [200. Interestingly. desired in order to verify the Central Limit Theorem. Excel swer. In that in order to make sure that both the population steps 4 and 5 below. As a rule of thumb. or exponential. students can see in the chart that in this step. Students form. In other words. uni- Figure 5: 'CI' Worksheet INFORMS Transactions on Education 7:1(125-135) 129 © INFORMS ISSN: 1532-0545 . to find the answer. We normalize the 3. Explanation of Interval Estimation scale by dividing the number of boxes in the popula- tion distribution by the total number of cereal boxes The concept of a 95% confidence interval means that filled in the 8-hour shift. respec- chart. and dividing the number of if we could perform the sampling procedure many sample averages in the sampling distribution by the times.69. and then make adjust- standard deviation of the sample averages in cells E5 ments accordingly. we focus on applying the concept and sampling distributions are visible on the same of interval estimation and hypothesis testing. Please note based on the cereal boxes they sampled in step 2.3. students are re- and E7. a sample size of 30 or larger is During the process of drawing a sampling distribution. 3) Reveal Population Weights" button to make the population data unavailable. Downloaded from informs. Excel pauses one second every 25 sampling times in We add a reminder in the sample size input window order to allow the sampling distribution to be shown to tell students to use a number of 30 or larger for an in transit in the bar chart. Step 4.103. For personal use only. you may speed exponentially distributed population. In other words. Should it happen. In order to find the an- Once the sampling distribution is completed. 3. say 1000 times. and observe the sampling distribution in the bar standard deviation divided by the square root of the chart live. when Excel is running. In the worksheet "CI" as shown in After going through the process for all three popula. relative frequency rather than using the original scale of the number of sampling tests. click the "Contin. all rights reserved. students need to know if the speed they choose calculates the average of the sample averages and the in step 1 is too fast or too slow. However. you might encounter a warning message that indicates that you are about to interrupt Recall that the manager's goal is to find the maximum the VBA program. whether the population distribution is normal. calculated confidence intervals should contain the population mean.254] on 23 February 2017. the sampling distribution of the can verify the theorem by setting the sampling times sample average is normal with mean equal to popula- to a large number (say. sample size as predicted by the Central Limit Theorem. we expect that 950 times the sampling times.

Excel lists the calculated the population of cereal box weights using different confidence intervals starting from cells C4 and D4 us. 3. Instructors can use this ed previously in step 2. lation mean in cells E3 and H3. where the meanings of the cell addresses of the corre. stand how to use statistical functions such as NORM- SINV and TINV in Excel to construct confidence inter- vals. but use the same sample size ing z-values when the population standard deviation of 5 in step 2. students can under. In other words. at 11:19 . claimed weight. and starting from cells F4 and G4 using t.69. instructors can divide the in worksheet CLT starting at cell E10 (refer back to class into three groups and ask each group to generate Downloaded from informs. all rights reserved. percentages of the sample tests calculated in step 4. The formulae in the cells sample size. e. We note that Excel calculates the confidence intervals for all samplings conducted in step 2. the proportion is very close to population mean is in the confidence interval and 0 95%. Explain Two-sided Hypothesis Test- ing We finally demonstrate the concept of hypothesis testing by testing whether the average weight of all cereal boxes under the chosen speed is still 368 grams. the otherwise (these cells that don't include the population proportion can be much lower than 95% unless a large mean are highlighted in red). cells in columns a normal distribution or uniform population (both of E and H starting with E4 and H4 indicate 1 if the which are symmetric). INFORMS Transactions on Education 7:1(125-135) 130 © INFORMS ISSN: 1532-0545 . the sample of Test #1 are listed as follows: size needed to create the 95% confidence interval of an exponential population is much larger than that of a normal or uniform population. however. Excel calculates the lower and calculation as an opportunity to discuss the sample upper limits of the 95% confidence interval of each size assumption underlying the confidence interval sample test according to the sample averages recorded computations. Instructors can also ask students to calculate the aver- age width of the confidence intervals for both known σ and unknown s cases.g. Step 5. Therefore.103. For personal use only. they conduct the sampling procedure only once in step sponding terms in the CI formulae of Test #1 are 2 and then use the calculated confidence interval to check if 368 is included.254] on 23 February 2017. Another method to check the filling process is to use hypothesis testing as described in step 5. when students test whether the process is working properly. For an exponential distribution. values if the sample standard deviation is used. 30. Students click the "(Step 5) Test Your Claim" button in "HT" worksheet as shown in Figure 6 to submit their Through viewing the formulae. distributions in step 1. Excel calculates the in which their confidence intervals contain the popu- 95% confidence interval for each of the samples collect. Students can gain more intu- ition through this exercise and confirm the intuition that the confidence interval of unknown s case is larger than that of the known σ case. We also add a msgbox in the spreadsheet to clarify this by [200. For Instructors can then show that for the cases of either the two types of confidence intervals. For example. is used. In the CI worksheet. Figure 4).4. TSAI & WARDELL An Interactive Excel VBA Example for Teaching Statistics Concepts In the worksheet "CI" when students click the "(Step Excel also calculates the percentage of the sample tests 4) Calculate the 95% CI" button. They then can compare their resulting is known.

Instructors can use the lates the simulated type I error according to column graphs to explain the concepts of standardization. In contrast. Excel reports "0. if the submitted claimed weight is 368 Thus." ing speed is less than or equal to the optimal filling speed set by the instructor. chose causes an unstable filling process. students should rerun the error. when the filling process is out of control because a student chooses a filling speed larger than INFORMS Transactions on Education 7:1(125-135) 131 © INFORMS ISSN: 1532-0545 . If Excel does refer to Table 1 to find out if the null hypothesis is true and calculates the corresponding type I error. p-value. all rights reserved. reports 'N/A' in the by [200. Excel calcu- formulae shown in the graphs. find the optimal filling speed for the cereal plant. Excel won't be able to calculate the type I error correctly. H when σ is unknown. the null hypothesis μ=368. In that case. If the current AGE(H:H). it is impossible whether to reject the null hypothesis or not. Consequently. For personal use only. and type I error. and decides hypothesis. Therefore. If you test other values. We position the graphs next to the case that s is known to correspond to the normalization "If you test the value of 368 in your claim.103. TSAI & WARDELL An Interactive Excel VBA Example for Teaching Statistics Concepts Downloaded from informs. Excel also shows the two-sided null and alter. which finds the relative frequency of the process is under control. then the population mean This completes step 5 as well as the use of this Excel is equal to the suggested hypothesized value of 368. the population mean p-value if the population standard deviation is known is not equal to the hypothesized value of 368 (it is or the corresponding t-value and p-value if the popu.00%" as the type I error in the HT worksheet. Excel value. it is difficult to explain to students where the value of the type I error came from without showing the under- lying formulae used to generate the population data. to make a type I error because the null hypothesis is mulae used for the first sample test are as follows: not true. test #1 in a graph. The comment grams. in Cell I4 contains the following message to note to native hypotheses and the corresponding p-value for students how this simulated type I error is reported. z. When the chosen fill. In the case when a student clicks the "(Step 5) Test your claim" button and inputs a value other than 368. Through this five-step exercise. Figure 6: 'HT' Worksheet Excel then calculates the corresponding z-value and the instructor's optimal speed. we let Excel simply reply "N/A". In addition. if the students choose to test the lation standard deviation is unknown. Students can compare this number and see how experiment and increase the filling speed in order to close it is to the theoretical value of 5%. students are able In that case.69. they should decrease the filling speed. The for. Excel also calculates the simulated type I to show statistically if the cereal filling speed they error using the following formula in cell I5: =AVER. the spreadsheet has no way of knowing whether or not the null hypothesis is true without referring back to the formulae used in Table 1.254] on 23 February 2017. file. Otherwise. at 11:19 . lower).

TSAI & WARDELL An Interactive Excel VBA Example for Teaching Statistics Concepts To help students keep track of their input filling choose in their experiments. Through this exer- with 87 students. "I wanted to tell you that the simulation was awesome! together) in this newly created file and ask students I guess I'm a nerd.103. For section A. ments in a simple follow-up open-ended question on- butions. uniform.05 level. We used the Excel Visual CLT file in section tics concepts of the Central Limit Theorem. all rights reserved. The two-sample icance level between those who were taught using the t-test statistic for sample mean difference was 1. testing. In each run of the experi- speeds. Evidence of Teaching Effectiveness 5. In addition. In addition. A follow-up on-line feedback question further fore. but I thought it was pretty cool . we describe a simple example with a professional MBA Data Analysis and Decision Making VBA-driven Excel spreadsheet to teach the key statis- course. compare the differences in their output the concepts of interval estimation and hypothesis analyses based on different input populations gener. It really helps visualize what is going on. Figure 7: 'Record' Worksheet This worksheet provides an excellent opportunity for may be due to the fact that it was an open-book quiz students to use the file in an integrative way and forces and students were able to find correct formulae in a them to interpret the results correctly. Conclusion We introduced the concepts of interval estimation and hypothesis testing to students in two sections of a In this paper. the 0. and hypothesis testing.10 signif- 29. interval A with 84 students and excluded the file in section B estimation. This worksheet automatically as well as the confidence interval and the p-value of records the fill rates and distributions that students the first set of sampling data. instructors may suggest that students. we received many positive com- ated from the normal.396 spreadsheet vs. at 11:19 .3 with a standard deviation of 11.69.I to find the optimal filling speed. the worksheet also records the sample statistics shown in Figure 7. Downloaded from informs. We especially liked the following esis testing. the average grade difference of 2. instructors can use this file to as.2. those who were taught through lecture and the corresponding the p-value was 0. as some positive impact on students' understanding of an exercise. the file also includes a "Record" worksheet as ment.10 level. One week after we covered the top. Instructors then delete the Step-3 and Step-4 buttons (or the CI worksheet al.082. First. In addition. the average grade on the quiz was sults showed a significant difference at the 0.254] on 23 February 2017.1 between the supported the usage of the Excel macro in student two sections was significant at 0. For example. reasonable amount of time. The lack of significance at the . we gave an in-class open-book quiz (provided in techniques. For personal use only." 4. For section B. cise. students are also exposed to random sampling by [200. There. the average standing using this interactive file.4 with a standard deviation book quiz was administrated to students and the re- of 8. line survey (provided in the Appendix 2) without any sess students' understanding of the concept of hypoth. and exponential distri. An in-class open- grade on the quiz was 31. alone. instructors create another file with vivid comment: a different optimal filling speed.05 level INFORMS Transactions on Education 7:1(125-135) 132 © INFORMS ISSN: 1532-0545 . but not at learning. instructors can easily redesign the Appendix 1) with 4 related questions totaling 40 the final answer in class and assess students' under- points to both sections.5. we can at to enhance students' understanding of these statistical least conclude that the Excel Visual CLT file does have principles. was having way too much fun watching the graph grow. Nevertheless. negative responses.

org by [200. T. 1-8. No. Visual Statistics 2. University of Utah. CA. Retrieved on May 20. http://www. 6. Anderson-Cook. Krehbiel.. Robin- son. and T. D. 2006 from http://www. Retrieved on May 20. S. and Mills. TSAI & WARDELL An Interactive Excel VBA Example for Teaching Statistics Concepts 6. (2002).org/publica- tions/jse/v10n1/mills. Thomson Brooks/Cole. (1998) "Interactive two anonymous referees for their thorough comments Demonstrations for Statistics Education on the and suggestions that greatly improved the paper.(2002). the authors gratefully acknowledge that funding for the project was provided by a summer research grant from David Eccles School of Business. 2006 from http://wise. Retrieved on May 20.254] on 23 February 2017. INFORMS Transactions on Education 7:1(125-135) 133 © INFORMS ISSN: 1532-0545 . and R. For personal use only. NJ."Using Computer Simulation Meth- ods to Teach Statistics: A Review of the Litera- ture. Boston. Carey.rice. E. (2001). pp. Powell. Levin.. speakers presenting at the INFORMS 2004 Teaching tions/jse/v6n3/west-ogedn. References Berger. Tracy. Stephen G. Visualization of and Experimentation with Statistical Con- cepts." Journal of Statistics Education first author would also like to express deep apprecia.html of Management Science Workshop coordinated by Dr. C. all rights reserved. pp. MA. The Web Interface for Statistics Education (WISE) applets.html The authors would like to thank the Guest Editor and West. 1-26. M. Doane. (2000). S. 2nd Edition. D.kuleuven. No. Downloaded from informs. (2003). and P.cgu. (2006) Java Applets for Sampling Distri- bution and Confidence Interval.ruf. Raeymaekers.Basic Business Statistics: Concepts and Applications. Ogden. The Statistical Java. (2004).. Pearson-Prentice Hall. Pacific Grove. P.69. The World Wide Berenson. J. Berk. R. (2005). D. and B.mhhe. Vol. and T.amstat.N. 3.vt. tion on learning VBA tools from many excellent http://www. [Online]. D. Michiels."Journal of Statistics Education [Online].. Acknowledgement http://www.0. L. In addition. C. L. 2006 from http://www. 1.htm Dorai-Raj. Vol. K.amstat. Retrieved on May 20. 9th Edition. M.stat. M. W. 2006 from http://www. Data Analysis with Microsoft Excel. sci/doane/home. 10. at 11:19 . Land.

For personal use only. and find the sample mean to be 2. all rights reserved.6 mm.5 mm with the population standard deviation of 0. We sample 100 chips to test his claim and find that the sample mean is calculated to be 950 hours with sample standard deviation 500 hours. The drained weights in ounces for a sample of 15 cans of fruit from Pineapple Corporation show a sample average of 6. What is the probability of finding a sample mean of 2. Therefore.69. INFORMS Transactions on Education 7:1(125-135) 134 © INFORMS ISSN: 1532-0545 . It is impossible for SEC to audit every account receivable in a company's filing.137 with a sample standard deviation of 0. Please respond to the following questions.25 mm.103. TSAI & WARDELL An Interactive Excel VBA Example for Teaching Statistics Concepts Appendix Appendix I .25 or smaller if the supplier's claim is true? Solution Appendix II . at 11:19 . The production group believes that the mean weight has changed. Solution Question 3 A new potential supplier claims that the average time to failure (m) of his IC chips is at least 1000 hours.254] on 23 February 2017. Can we reject his claim at a 10% significance level? Solution Question 4 A supplier for a critical airplane component claims that the population mean diameter of the supplied component is 2.Survey Question Anonymous WebCT Online Feedback Form I seek your comments on the Visualize CLT Excel file that we used last week in this course. What is the 99% confidence interval for the average amount of an accounts receivable invoice of this company? Solution Question 2 Pineapple Corporation maintains that their cans have always contained an average of 6 ounces of fruit. The SEC requires companies to file annual reports concerning their financial status. You take a sample of 25 parts.Quiz Questions Question 1 Downloaded from by [200.203. suppose SEC audit a random sample of 49 ac- counts receivable invoices for one company and find a sample average of $128 and a sample standard deviation of $53. Use an appropriate hypothesis test to determine if the data show evidence of a change in mean weight at a significance level of 0.05.

For personal use only.informs. The response rate was 85%. TSAI & WARDELL An Interactive Excel VBA Example for Teaching Statistics Concepts 1. Do you think the "Visualize CLT.103. and Hypothesis Testing)? 2. Please list any bug you find in the Excel file. all rights reserved. (3) by [ INFORMS Transactions on Education 7:1(125-135) 135 © INFORMS ISSN: 1532-0545 . Results The anonymous survey was posted in one WebCT course section with 84 students for 10 days.xls(3)" Excel file enhances your learning in these statistical concepts (Central Limit Theorem.254] on 23 February 2017. Confidence Interval. at 11:19 . We received 71 Downloaded from informs. responses with no negative comments.