STA 302 Fall 2011 September 29, 2011

College of Computer Science & Information Systems METHODS OF DATA ANALYSIS Classroom Exam Max Marks 05 Dr. Ejaz Ahmed

Your NAME __________________________________ Student ID # ________________

Your Location in the Lab Your Username is

IMPORTANT TO NOTE 1. 2. 3. 4. 5. 6.

Lab # _____Row # ____ Lab___ -R___ -___

PC # _____

Logon with Username and Logon Identity CBML (No Password required) Create a Folder with name (Your Name_ID) on Desktop Go to My Computer Select Y Drive (This is a shared drive) Data file EXAMDATA containing relevant data is uploaded at Drive Y. There are multiple sheets in this Excel file. You should work on data given in sheet KIDSFEET.

Use SPSS and save your syntax file. Solve questions in order. Prior to the end of the exam SAVE syntax file in earlier created folder. Copy that folder in Y. Borrowing or lending calculator or other accessories is prohibited. Helping others, asking help from others, looking around (especially monitors of your neighbors) or any attempt that may result in cheating will disqualify you. Concentrate on your work only.

It is YOUR responsibility that all your outputs are saved properly.

DO NOT TURN THIS PAGE UNTIL YOU ARE ALLOWED

From a very young age, shoes for boys tend to be wider than shoes for girls. Is this because boys have wider feet, or because it is assumed that girls are willing to sacrifice comfort for fashion, even in elementary school? To assess the former, a statistician measures kids feet. Meyer (2006) planned a study and reported results in an article published in the Journal of Statistics Education. Meyer (2006) described the background as follows: "When my daughter was in fourth grade, I took her shopping for dress shoes. I was disappointed in the quality of girls shoes at every store in the mall. The shoes for boys were sturdy and had plenty of room in the toes. On the other hand, shoes for girls were flimsy, narrow, and had pointed toes. In spite of the better construction for boys, the costs of the shoes were similar! For children the same age, boys had shoes they could run around in, while girls shoes were clearly for style and not comfort. Upon complaining about this state of affairs, I was told by sales representatives in two stores that boys actually had wider feet than girls, so needed wider shoes.
VARIABLE DESCRIPTIONS: bdate bdate length width sex foot hand SOURCES: Birthdate: month Birthdate: year (data were collected in October 1997) Length of longer foot (cm) Width of longer foot (cm), measured at widest part of foot Sex: 1: Boy or 2: Girl Foot measured (1: Left or 2: Right) 1: Left-handedness or 2: Right-handedness Collected by the author in a fourth grade classroom.

Reference Meyer, M. C. (2006). Wider Shoes for Wider Feet? Journal of Statistics Education, 14(1).
1. 2. 3. 4. 5. 6. 7. Make a proper code book. Draw a scatter plot between width and length of shoes of these children and comment. Draw a scatter plot between Ln(Length) and width of feet and comment. Describe feet length of all children. Compare the shoe sizes of Left-handed children with the shoe size of Right-handed children, graphically. Does foot length of all children follow a normal distribution? Test the hypothesis that the average foot length of all children of this particular age group does not deviate significantly from 22 cm. 8. Construct a new variable Length Group, dividing length of children feet into two groups Small (<=22.5 cm) and Large (> 22.5 cm). 9. Could it be concluded that the Foot Length depends on the sex of the child? 10. Test the hypothesis that the average foot length of all boys is more than 18 inches.