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Solution Manual for Statistics for the Life Sciences 5th Edition
Samuels Witmer Schaffner 0321989589 9780321989581
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 INSTRUCTOR’S
SOLUTIONS MANUAL

STATISTICS
FOR THE LIFE SCIENCES
FIFTH EDITION

Myra Samuels
Purdue University

Jeffrey A. Witmer
Oberlin College

Andrew Schaffner
California Polytechnic State University

Boston Columbus Hoboken Indianapolis New York San

Francisco
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal
Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei
Tokyo
The author and publisher of this book have used their best efforts in preparing this book. These efforts include
the development, research, and testing of the theories and programs to determine their effectiveness. The
author and publisher make no warranty of any kind, expressed or implied, with regard to these programs or
the documentation contained in this book. The author and publisher shall not be liable in any event for
incidental or consequential damages in connection with, or arising out of, the furnishing, performance, or use
of these programs.

Reproduced by Pearson from electronic files supplied by the

author. Copyright © 2016, 2012, 2003 Pearson Education, Inc.

Publishing as Pearson, 501 Boylston Street, Boston, MA 02116.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted,
in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior
written permission of the publisher. Printed in the United States of America.

ISBN-13: 978-013-397624-3
ISBN-10: 0-133-97624-6

www.pearsonhighered.com
 Contents

I. General Comments 1
II. Comments on Chapters 3
III. Comments on Sampling Exercises 19

Chapter 1 Introduction 24
Chapter 2 Description of Samples and Population 27
Chapter 3 Probability and the Binomial Distribution 48
Chapter 4 The Normal Distribution 59
Chapter 5 Sampling Distributions 72
Unit I Summary 91
Chapter 6 Confidence Intervals 95
Chapter 7 Comparison of Two Independent Samples 112
Chapter 8 Comparison of Paired Samples 145
Unit II Summary 164
Chapter 9 Categorical Data: One Sample
Distributions 170
Chapter 10 Categorical Data: Relationships 188
Unit III Summary 219
Chapter 11 Comparing the Means of Many
Independent Samples 222
Chapter 12 Linear Regression and Correlation 255
Unit IV Summary 295
Chapter 13 A Summary of Inference Methods 299

Copyright © 2016 Pearson Education, Inc.

I GENERAL COMMENTS

COURSE DESIGN
To provide flexibility in course design, a number of sections in the textbook are designated as
"Optional." The instructor wishing to adopt a leisurely pace, or who is designing a course for one
quarter, can omit all optional sections and, moreover, give only light coverage to some other sections.
The Comments on Chapters in Section II of this Manual indicate specifically those sections and parts
of sections where light coverage may be appropriate. For an even briefer schedule, Chapters 11 and
12 can be omitted entirely. Also, there is no new material in Chapter 13; rather, this chapter provides
a perspective of the preceding chapters. The purpose of Chapter 13 is to help summarize and put into
perspective the many inference methods discussed in the text.

Because each chapter builds on the preceding ones, it is not advisable to alter the order of the chapters.

EXERCISE

S Calculators and Computers

The exercises in the text are designed to minimize numerical drudgery and emphasize
understanding. Exercises with simple numbers familiarize the student with the meaning and
structure of formulas, after which additional exercises, based on real data, focus primarily on
interpretation. Any calculations required for the latter exercises are easily carried out on a hand
calculator.

If computing facilities are available, the use of a computer can be easily integrated into the course.
To that end, data files are available for many of the examples and exercises in the book. Several
exercises present computer output and ask the student to interpret the results. A number of the
exercises give raw data and could be done on either a computer or a calculator. Also, certain
exercises, labeled computer exercise, are especially designed for computer use and would not be
suitable for hand computation.

Location of Exercises

Most exercises are located at the ends of sections. At the end of each chapter are
Supplementary Exercises, some of which use material from more than one section. Exercises in
the Unit Summary sections often use material from more than one chapter.

Class Discussion

Many of the exercises can be used as starting points for class discussion. This is especially true of
exercises that emphasize interpretation of results or that request a critique of an inappropriate
analysis or conclusion.

Sampling Exercises

Copyright (c) 2016 Pearson Education, Inc.

2

Scattered throughout the first half of the book are exercises that require students to carry out
random sampling. These sampling exercises are discussed in detail in Section III of this Manual.

APPENDICES

At the website for the textbook are appendices that provide more detail on selected topics discussed in
the text. These appendices are not intended to form part of the course (except, perhaps, for Appendix
6.1 on significant digits), but rather to provide supplementary material for interested students.

STATISTICAL
TABLES

The tables of critical values are all used in essentially the same way. In the t table (Table 4 and inside
back cover), the column headings are upper tail areas. Thus, when the alternative hypothesis for a t
test is directional, students can easily bracket the P-value by reading the column headings; when the
alternative hypothesis is non-directional, the column headings must be multiplied by 2. The tables for
the Wilcoxon- Mann-Whitney test, the sign test, and the Wilcoxon signed-rank test give selected
values of the test statistic in bold type and corresponding non-directional P-values in italics. This is
somewhat non- standard, but we believe is more informative than are standard tables. The column
headings direct the reader to critical values for which the P-value is less than or equal to the given
column heading. Tables for the chi-square test and the F test give upper tail areas, as is appropriate
for use with the usual non- directional alternative hypotheses. When the alternative hypothesis in a
chi-square test is directional, the column headings must be multiplied by 1/2.

The examples in the textbook and the answers to the exercises in this Manual do not use interpolation
in the statistical tables. For instance, in entering Table 4 the nearest value of df is used; in ambiguous
cases (e.g., df = 35 or df = 200), either one of the nearest values is considered correct. Students may
need some guidance on this point.

Copyright (c) 2016 Pearson Education,

Inc.
 3

II COMMENTS ON CHAPTERS
Chapter 1 Introduction

The study of statistics will seem more inviting to students in the life sciences if they see that
statistical questions arise in biologically interesting settings. Chapter 1 begins with a series of
examples of such settings. Instructors may choose to discuss these or other examples in the first
lecture. Section 1.3 then addresses sampling issues, including discussion of sampling errors and
nonsampling errors.

Comments on Section 1.2

Section 1.2 discusses data collection, particularly the difference between an observational study
and an experiment. By drawing attention to data collection issues at the onset of the course, we
hope that students are mindful of need to question where data came from before conducting any
analysis.

Comments on Section 1.3

In keeping with the nature of most biological data, the text treats the random sampling model as a
model -- that is, an idealization -- rather than as a reflection of a physical sampling process. To
motivate this approach, and to counter the common preconception that a "random" sample and a
"representative" sample are the same thing, the instructor can point out that the statistical approach
takes a natural but unanswerable question that a biological researcher might ask and translates it
into a slightly different question that can be answered:

Researcher's question: "How representative is my sample?"

Statistical translation: "How representative is a random sample likely to be?"

The word "likely" in the translated question is unavoidable, because a random sample can be
quite unrepresentative. This motivates the use of probability in statistical analysis.

The technique of drawing a random sample has two applications in the text: (a) the technique is
central to randomized allocation; and (b) sampling exercises in Chapters 1, 5, 6, 7, and 8 (see
Section III of
this Manual) require the technique.

Note that in some cases we regard the data as being like a random sample, although they did not
arise that way. For example, consider a group of students in a class: We would not think of them
as being a random sample of all students on campus, but if the variable of interest is blood type,
then we might regard their blood types as being like a random sample, on the assumption that
blood type is unrelated to a student enrolling in a given class.

Chapter 2 Description of Samples and Populations

Comments on Sections 2.1 and 2.2

Students are sometimes uneasy when approaching these introductory sections because they are not
sure what is expected of them. The instructor may wish to reassure them on the following points:

Copyright (c) 2016 Pearson Education,

Inc.
(a) the distinction between Y and y in Section 2.1 is for clarity only; (b) for an exercise requiring a
grouped frequency distribution, there are many different "right answers."

Copyright (c) 2016 Pearson Education,

Inc.
4 Comments on Chapters

Comments on Sections 2.3 - 2.6

Students will want to use their calculators, or computers, when solving homework problems.
Two useful general principles are:

(a)Minimize roundoff error by keeping intermediate answers in a calculator rather than writing
them down. Round the answers only at the end of the entire computation. (The topic of how far
to round when reporting the mean and SD is discussed in Section 6.2; for use in Chapter 2, the
instructor
may wish to give students a temporary answer, such as "always round to four significant digits.")

(b)Take full advantage of a calculator's memory (and parentheses, if it has them) to keep
track of intermediate answers.

Students may need guidance in using the statistics function of a calculator; the following tips are
worth mentioning:

(a)Use the "change-sign" key (not the "minus" key) to enter negative

data. (b)Use the "data-removal" key to correct erroneous entries.

(c)Note that some calculators have two SD keys, one that uses "n-1" as a divisor, and another that
uses
"n" instead. The former definition is used throughout the text.

Students may wonder whether they are permitted to use the SD function of their calculator or
computer software in doing homework. Generally, the exercises have been written under the
assumption that students would use the SD function of a calculator or would use software to obtain
a sample SD. However, in the entire text the total number of exercises in which students are
expected to calculate a standard deviation from raw data is quite small.

Comments on Optional Section 2.7

This section aims to enhance the student's intuition about the effect of linear and nonlinear
transformations of data. The logarithmic transformation is especially important in biology. It
may be enlightening to students to point out that choice of scale is rather arbitrary and that there is
nothing wrong with choosing a new scale in order to aid presentation and interpretation. For
example, acidity is generally measured by pH, which is in log scale.

Comments on Section 2.8

The major goal of this section is to convince students that the population/sample concept is a
reasonable one in biological research, and to help them develop some intuition about the
relationship between sample statistics and population parameters.

Chapter 3 Probability, and the Binomial Distribution

Comments on Section 3.2

Copyright (c) 2016 Pearson Education,

Inc.
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