STATS 101/101G/108 Introduction to Statistics Part A: Canvas Quizzes
Assignment 1, Second Semester 2018 NOTE: You ONLY score marks for Part A if you score at least 1 mark for Part B of the assignment.
Due: 2pm Monday 6th August
Note: Question 1 must be completed before 2pm Wednesday 1st August
Note: Question 2 must be completed before 2pm Friday 3rd August
Read these instructions carefully
• Assignment 1 is worth 5% of your final mark.
• It will be marked out of 50 marks, 46 marks for the questions and 4 marks for communication and
presentation. See below for how communication and presentation marks are allocated. Your final
mark will be converted to a mark out of 10 which will be recorded towards your course work.
• Statistics is about summarising, analysing and communicating information. Communication is an
important part of statistics. For this reason you will be expected to write answers which clearly
communicate your thoughts.
•  Communication and Presentation marks
•  Demonstrate clear sentence structure: this includes correct use of full stops and capital
letters; not writing overly long or complicated sentences; attention to spelling and grammar.
•  Demonstrate ability to communicate information clearly in sentences: this includes
sentences clearly conveying the correct idea; sentences making sense; comments not being
excessively long or short; conclusions following logically from previous statements.
•  Assignment tidily set out and easy to follow: this includes the answers being clearly set out in
the correct order; the assignment not being messy; the assignment being clipped together or
stapled.
•  The correct coversheet for the assignment was generated from Canvas and used (without
stapling through the QR code).  
Formatting
• Use (standard) A4 sized paper.
• Print your name and ID number legibly at the top right hand corner of each page with the family
name underlined. Number each page in the top centre.
• Generate an individualised assignment Cover Sheet. (DO NOT use a cover sheet from the Lecture
Workbook.)
• Cover sheets are generated on Canvas. Go to the Cover Sheet tab on Canvas, select the
appropriate assignment and click Continue. Type “Statistics” for the Department and leave all
other fields blank. Generate the coversheet, print it out, read the declaration, sign and date it.
• Staple the cover sheet and your assignment together. (DO NOT staple through the QR code.)
• Do not write out the questions. Just write the question numbers and your answers.
• You may either type up your assignment or write it legibly by hand.
• Refer to the Worked Examples on Canvas for examples of how to set out your answers.
Handing in
• Hand in to the appropriate assignment drop-off box to the left of the counter in the Science
Student Resource Centre, ground floor of building 301, by the plaza that connects buildings
301 and 303.
• Assignments handed in to the wrong place or received after the due time will not be marked.
Question guide
• Attempt questions 1 & 3 immediately.
• Attempt questions 2, 4, 5 & 6 when chapter 1 has been covered.
• Attempt question 7 when chapter 2 has been covered.
• Questions 2, 4 & 5 require the use of iNZight software.
STATS 10x Assignment 1
Question 1. [5 marks] [Diagnostic Quiz]
For this question you need to do an online Diagnostic Quiz on basic skills needed for statistics. This
is a short multi-choice quiz with 12 questions. You will need a calculator to do the quiz.
The deadline is 2pm Wednesday 1st August (the Wednesday BEFORE Part B of the
assignment is due). You can only score marks for this question if you submit the assignment and
earn marks for at least one of the written questions in Part B.
 For this question, on your written assignment answers in Part B, write whether or not you have
attempted the Diagnostic Quiz AND clearly write your ID number.
If you attempt the quiz, then you score 5 marks for this question (as long as you earn marks for at
least one other written question in Part B of the assignment). It does not matter how many questions
you get correct in the Diagnostic Quiz, just attempting the quiz scores you ALL 5 marks.
Please take this quiz seriously. The results of the quiz will be used to identify students that would
benefit from additional help on these basic skills.
How to run the Diagnostic Quiz:
You can find the Diagnostic Quiz on Canvas. Look under Assignments  Diagnostic Quiz. Have
your calculator with you before you start the quiz. To start the quiz click on ‘Take the Diagnostic
Quiz’.
There is a one hour time limit on each attempt at the quiz. You can have up to three attempts at the
quiz. We have given three attempts to allow for any technical issues that may arise.
Question 2. [10 marks] [Chapter 1]
For this question you need to do an online iNZight Quiz on plots, tables and summary statistics.
This is a short quiz where you load a data set into iNZight to produce plots, tables and summary
statistics and then answer 10 true/false questions on what you see.
Before attempting the quiz, read the iNZight Quiz Guide from Canvas:
Assignments  Assignment 1  iNZight Quiz Guide.
There is a one hour time limit on each attempt at the quiz. You can have up to three attempts at
the quiz and your best mark will be used. We have given three attempts to allow for any
technical issues that may arise.
The deadline is 2pm Friday 3rd August (the FRIDAY BEFORE Part B of the
assignment is due). You can only score marks for this question if you submit the assignment
and earn marks for at least one of the written questions in Part B.
 For this question, on your written assignment answers in Part B, write whether or not you have
attempted the iNZight Quiz AND clearly write your ID number.
Page 1
Part B: Written Questions Important notes
• We encourage working together. Working together is discussing assignments and
methods of solution with other students or getting help in understanding from staff and
Question 3. [2 marks] [Course Assessment] tutors. If you work with other students, you must write up your final assignment
individually in your own words.
Read Assessment, page 2, Section A Course Information, in the Lecture Workbook.
• We view cheating on assignment work seriously! Cheating is: copying all or part of
another student’s assignment or allowing another student to copy all or part of your
(a) A final overall mark of at least 50% is ONE of the conditions necessary to pass the course. assignment.
Another condition is that the exam mark, considered by itself, must be at least a certain
• Penalties include: the student’s name will be entered on the university-wide Register of
percentage. What is this percentage? [1 Mark]
Academic Misconduct; loss of some or all marks for the assignment; the student(s)
(b) For this course, the assignments count 20% towards the final grade (assignments 1 and 2 are involved referred to the University Discipline Committee.
worth 5% each and assignment 3 is worth 10%). This 20% is fixed. Explain how the • A student who allows someone else to copy their work is treated identically to the student
remaining 80% of your final grade is determined. [1 Mark] who did the copying.

Question 5. [5 marks] [Chapter 1]

Question 4. [9 marks] [Chapter 1]
There are many recipe websites with vast amounts of recipes. One website, taste.com.au has
over 50,000 recipes on it. More than 300 recipes for savoury meals were randomly selected
and various information was recorded on them. Data for the recipes was recorded in the file
RecipeData.csv which can be downloaded from Canvas. It includes the following
variables:
PrepTime the estimated time it takes to prepare the meal (in minutes).
CookTime the estimated time it takes to cook the meal (in minutes).
TotalTime the estimated time it takes to make the meal (in minutes)
(= PrepTime + CookTime).
Energy the amount of energy contained in the final meal (in kJ).
SaturatedFat the amount of saturated fat in the meal (in grams).
TotalFat the total amount of fat (including saturated fat) in the meal (in grams).
NumberIngredients the number of unique ingredients in the meal grouped as either
<8 (less than 8), 8or9, 10or11, 12or13 or 14+ (14 or more).
Comments the number of comments left by people viewing the recipe, coded as
either None (for 0), Some (for 1-9) or Many (for 10 or more).
Difficulty the difficulty rating of the recipe, classed as either Easy or Hard.
Potato, Pumpkin, Rice, Bacon, Onion, Cheese,
Chicken, Carrot, Garlic, Oil, Butter
a series of variables that state whether or not the recipe includes the
variable named as an ingredient with levels Yes or No. (E.g., if Rice has
value Yes then the recipe contains rice.)
Load the dataset into iNZight. For each of the following, use iNZight to create appropriate
plots and briefly comment on what the plot reveals. Hand in your plots with the comments.
(a) First explore Total Fat alone. [2 Marks]
(b) Explore the relationship between Total Fat and any one of the categorical variables. [2 Marks]
(c) Explore the relationship between Total Fat and any one other numeric variable. [2 Marks]
(d) Explore the relationship between all three variables used in the above plots. (I.e., the two
numeric and the one categorical variables that you have already used.) [3 Marks]
This question uses the Recipe data from Question 4 again. You need to load the data into
iNZight and produce relevant summary statistics to answer the questions below.
Note: when you are using two categorical variables, the order you put variables into iNZight
does affect the frequency table in the summary so consider this carefully.
(a) What proportion of these recipes contained garlic? [1 Mark]
(b) What proportion of the onion recipes were classed as hard level of difficulty? [1 Mark]
(c) Which of the number of ingredients groups had the highest proportion of recipes that had no
comments left and what was that proportion? [2 Marks]
(d) What proportion of these recipes used both garlic and oil as ingredients? [1 Mark]
Question 6. [4 marks] [Chapter 1]
In semester 2, 2016 there was an incident which involved draft answers for part of a student’s
STATS 101/108 assignment being put online to “help” other students with their study for the
assignment. The link to this information was then widely spread amongst the students.
Unfortunately, many students decided the easiest way to get help was to cut-and-paste (or
otherwise copy) portions of this work rather than use it to guide them. Since we do not tolerate
copying, 117 students lost some or all marks for the assignment (which affected their final
grades) and all of these students had their names entered on the Register of Academic
Misconduct. This exercise was stressful for all concerned and cost a huge amount of staff time
to process. The only good thing to come from this is we now have some data for a question!
Of the 1717 students enrolled in STATS 101/108 at the time of this incident, 813 scored at
least 60% in the final exam. Of the 117 students that were caught for academic misconduct,
33 scored at least 60% in the final exam.
(a) Construct and complete a two-way table of counts displaying this information. [2 Marks]
(b) What proportion of the students who did not score at least 60% in the final exam were caught
for academic misconduct?
[1 Mark]
(c) How many times as likely was it for a student students who did not score at least 60% in the
final exam to have been caught for academic misconduct than for a student who scored at
least 60% in the final exam? [1 Mark]

STATS 10x Assignment 1 Page 2

Question 7. [11 marks] [Chapter 2]

Consider the following studies:

Study 1: An educational researcher was interested in the effects, if any, of using a computer
package to help teach spelling to primary school pupils. 60 pupils of the same age at a local
school participated in the study. The pupils were first given a spelling test and were then
randomly split into 2 groups. The first group then used the computer package regularly
over a two month period. The second group did not use the computer package. The pupils
were tested again at the end of this two month period. The pupil’s improvement score was
calculated as the difference between their two test scores.

Study 2: A researcher was interested in whether the right hand is generally stronger than the
left in right-handed people. 40 right-handed people are recruited. For each person, the
amount of strength they could exert is measured for each hand. This was done by
measuring the hand grip strength – the force (in kilograms) that the person could exert on
a dynamometer. Whether the hand strength is measured in the left hand or right hand first
is randomly allocated for each subject. The difference in grip strength (right hand - left
hand) was recorded for each person.

(a) Answer the following questions FOR EACH study:

(i) Identify the groups that are being compared. (I.e., what treatments or factors of interest
are being compared?) DO NOT also say what is being measured to make the
comparison – you do this in (ii).
(ii) What is being measured to compare these groups? ONLY describe the variable being
measured. DO NOT also mention the groups being compared – you do this in (i).
(iii) Would you describe the study as an experiment or an observational study?
- If it was an experiment, what part of the study design led you to this conclusion?
- If it was an observational study, could an experiment have been easily carried out
instead? If so, briefly explain how. If not, briefly explain why not.
[6 Marks total: 3 marks for each study]

(b) It was later suggested that gender could be a significant factor in Study 1.
(i) What part of the study design attempts to achieve comparability with respect to gender
between the groups being compared?
(ii) Is the comparability with respect to gender guaranteed? Briefly justify your answer.
(iii) How could the study design be modified to take into account the possible gender effect?
[3 Marks]

(c) Which of the studies included a control group? For the studies that include one, briefly
describe the control group. [2 Marks]

STATS 10x Assignment 1 Page 3