Thanks 😊

Because tomorrow is the exam, and we have no other option left other than to mug that up .. JK .... He explained greatly

You're very welcome!

You’re welcome!

Thanks 😊

You’re welcome

You’re welcome

You’re welcome

You’re welcome

I actually didn’t even realize I wrote them in a different way until I used a math app for mental exercises. The app wouldn’t take my answers whenever I had to write a five on the screen with my finger, so I tried writing an s whenever the answers had a 5. The app took the s as a 5, but not my fives no matter how carefully I wrote them. That is how I realized that I was writing them in the opposite order of most people. Believe it or not, none of my students in classrooms that I taught in ever mentioned it. Also, none of my elementary school teachers did either. I can say the normal way of writing them is better. It is much easier to write a proper five doing it the way everyone else does it.

@@dmcguckian That's a super cool story. Thanks! Keep up the good work!

Thank you

Hi Alice, we purposely organized our test stat and the claim to ensure that the largest sample variance would belong to the numerator of the test stat. This ensures that the test stat will be greater than one, so we only need to consider whether it is significantly large. This removes the need for the left critical value. The reason we do this is that it is a little difficult to get the lower critical value using our table (it’s not too difficult but we can avoid the need if we just make our sample with the largest sigma our first group).

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You're welcome

The f-table is a pain to use for the left critical value, so that is the reason we put the larger sample variance on top of the fraction. This ensures that we don't need to look at the left-sided critical value. If you want to find the left-sided critical value, you can visit my website and open the pdf notes for section 9.11. On the last page of those notes, you'll find a description of how to find the left critical value.

It sounds like they are asking you to test a claim that two variances are unequal. That should be a two-tailed F test.

The best answer is that it is derived from the proof relating to the t-distribution; however, if you want an intuitive way to think about it: for a given sample mean, you could randomly choose at most n-1 values and still have the n values produce the given mean. For example, if four values add to 400, the mean for that sample is 100 (100=400/4). You could randomly replace 3 of the four values with 0 and still end up with an average of 100 by making the last value 400, but you can’t randomly replace all 4 values and guarantee the same average. The last value needs to be selected to ensure the average remains 100, so we are free to choose any value for at most n-1 of the n values, but at least 1 value cannot be randomly generated if we want to still have the same mean.

The problem should say to test a claim that the variances are equal or it should say to test the claim that they are not equal. In either of those scenarios, the test is two-tailed.

No, if you have the variances, you can just divide them to get your test stat.

:)

Because of the equality. All the inequalities are one tail because they are either greater than or more than. The equality is two tailed because it has a boundary on the left (less than) and on the right (more than)

I thing it is not correct. If two tailed ve should dividing the significance level by 2

Me-ra' slang. = Im-ra'ah Meran = Am-ran or maybe Im-ran Our relatives in Lu-rah Bi-lut. My mother's cousin. Her grandmother's daughter's son. She married 2 times in her life. Both men are from the same village. K. L.

It seems fine on my end. Sorry it’s not loud enough for you. Maybe try headphones.

@@dmcguckian thanks