Solution Manual For Statistics for Managers Using Microsoft Excel, 7th Edition

Name: Solution Manual For Statistics for Managers Using Microsoft Excel, 7th Edition
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Author: Sebastian Lopez

Solution Manual For Statistics for Managers Using Microsoft Excel, 7th Edition helps you tackle difficult exercises with expert guidance.

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Table of Contents
Preface .................................................................................................................................... vi
Teaching Tips ...................................................................................................................................1
• levine_smume7_ism_00-2.doc
Chapter 1 Defining and Collecting Data............................................................................................... 38
• levine_smume7_ism_01.doc
Chapter 2 Organizing and Visualizing Data ......................................................................................... 44
• levine_smume7_ism_02.doc
Chapter 3 Numerical Descriptive Measures ....................................................................................... 130
• levine_smume7_ism_03.doc
Chapter 4 Basic Probability ................................................................................................................ 169
• levine_smume7_ism_04.doc
Chapter 5 Discrete Probability Distributions ...................................................................................... 177
• levine_smume7_ism_05.doc
Chapter 6 The Normal Distribution and Other Continuous Distributions .......................................... 224
• levine_smume7_ism_06.doc
Chapter 7 Sampling Distributions....................................................................................................... 262
• levine_smume7_ism_07.doc
Chapter 8 Confidence Interval Estimation.......................................................................................... 282
• levine_smume7_ism_08.doc
Chapter 9

Chapter 18 Statistical Applications in Quality Management (Online) ................................................. 789
• levine_smume7_ism_18.doc
Chapter 19 Decision Making (Online).................................................................................................. 823
• levine_smume7_ism_19.doc
Online Sections .................................................................................................................. 861
• levine_smume7_ism_ols_01
Instructional Tips and Solutions for Digital Cases............................................................. 896
• levine_smume7_ism_ols_02.doc
The Brynne Packaging Case .............................................................................................. 931
• levine_smume7_ism_ols_03.doc
The CardioGood Fitness Case ........................................................................................... 933
• levine_smume7_ism_ols_04.doc
The Choice Is Yours/More Descriptive Choices Follow-up Case .................................... 1057
• levine_smume7_ism_ols_05.doc
The Clear Mountain State Student Surveys Case ............................................................. 1145
• levine_smume7_ism_ols_06.doc
The Craybill Instrumentation Company Case.................................................................. 1338
• levine_smume7_ism_ols_07.doc
The Managing Ashland MultiComm Services Case ......................................................... 1340
• levine_smume7_ism_ols_08.doc
The Mountain States Potato Company Case

Preface
The first part of the Instructor’s Solutions Manual contains our educational philosophy and teaching tips
for each chapter of the text. Solutions to End-of-Section Problems and Chapter Review Problems in each
chapter follow. Instructional tips and solutions for the digital cases follow. Answers to the Brynne
Packaging Case, the CardioGood Fitness Case, the Choice Is Yours/More Descriptive Choices Follow-up
Case, the Clear Mountain State Student Surveys Case, the Craybill Instrumentation Company Case, the
Managing Ashland MultiComm Services Case, the Mountain States Potato Company Case and the Sure
Value Convenience Stores Case are included last.
The purpose of this Instructor’s Solutions Manual is to facilitate grading of assignments or exams by
instructors and/or teaching assistants. Screen shots using output from PHStat are integrated throughout.
Most of the problems are solved using PHStat. To present the steps involved in solving a problem, some
intermediate numerical results are presented accurate to only a reasonable number of significant digits.
Hence, instructors are reminded that the final results presented in this manual that are obtained using
PHStat can sometimes be different from those obtained with a hand calculator computed using the
intermediate values due to rounding.

Teaching Tips 1
Teaching Tips for
Statistics for Managers using Microsoft® Excel 7th Ed.
Our Starting Point
Over a generation ago, advances in “data processing” led to new business opportunities as first centralized
and then desktop computing proliferated. The Information Age was born. Computer science became
much more than just an adjunct to a mathematics curriculum, and whole new fields of studies, such as
computer information systems, emerged.
More recently, further advances in information technologies have combined with data analysis
techniques to create new opportunities in what is more data science than data processing or computer
science. The world of business statistics has grown larger, bumping into other disciplines. And, in a
reprise of something that occurred a generation ago, new fields of study, this time with names such as
informatics, data analytics, and decision science, have emerged.
This time of change makes what is taught in business statistics and how it is taught all the more
critical. These new fields of study all share statistics as a foundation for further learning. We are
accustomed to thinking about change, as seeking ways to continuously improve the teaching of business
statistics have always guided our efforts. We actively participate in Decision Sciences Institute (DSI),
American Statistical Association (ASA), and Making Statistics More Effective in Schools and Business
(MSMESB) conferences. We use the ASA’s Guidelines for Assessment and Instruction (GAISE) reports
and combine them with our experiences teaching business statistics to a diverse student body at several
large universities.
What to teach and how to teach it are particularly significant questions to ask during a time of change.
As an author team, we bring a unique collection of experiences that we believe helps us find the proper
perspective in balancing the old and the new. Our lead author, David M. Levine, was the first educator,
along with Mark L. Berenson, to create a business statistics textbook that discussed using statistical
software and incorporated “computer output” as illustrations—just the first of many teaching and

Teaching Tips2
curricular innovations in his many years of teaching business statistics. Our second author, David F.
Stephan, developed courses and teaching methods in computer information systems and digital media
during the information revolution, creating, and then teaching in, one of the first personal computer
classrooms in a large school of business along the way. Early in his career, he introduced spreadsheet
applications to a business statistics faculty audience that included David Levine, an introduction that
would eventually led to the first edition of this textbook. Our newest co-author, Kathryn A. Szabat, has
provided statistical advice to various business and non-business communities. Her background in
statistics and operations research and her experiences interacting with professionals in practice have
guided her, as departmental chair, in developing a new, interdisciplinary academic department, Business
Systems and Analytics, in response to the technology- and data-driven changes in business today.
All three of us benefit from our many years teaching undergraduate business subjects and the
diversity of interests and efforts of our past co-authors, Mark Berenson and Timothy Krehbiel. Two of us
(Stephan and Szabat) also benefit from formal training and background in educational methods and
instructional design.
Educational Philosophy
As in prior editions of Statistics for Managers Using Microsoft Excel®, we are guided by these key
learning principles:
1. Help students see the relevance of statistics to their own careers by providing examples drawn
from the functional areas in which they may be specializing. Students need a frame of reference
when learning statistics, especially when statistics is not their major. That frame of reference for
business students should be the functional areas of business, such as accounting, finance, information
systems, management, and marketing. Each statistics topic needs to be presented in an applied context
related to at least one of these functional areas. The focus in teaching each topic should be on its
application in business, the interpretation of results, the evaluation of the assumptions, and the
discussion of what should be done if the assumptions are violated.

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Teaching Tips 3
2. Emphasize interpretation of statistical results over mathematical computation. Introductory
business statistics courses should recognize the growing need to interpret statistical results that
computerized processes create. This makes the interpretation of results more important than knowing
how to execute the tedious hand calculations required to produce them.
3. Give students ample practice in understanding how to apply statistics to business. Both
classroom examples and homework exercises should involve actual or realistic data as much as
possible. Students should work with data sets, both small and large, and be encouraged to look
beyond the statistical analysis of data to the interpretation of results in a managerial context.
4. Familiarize students with how to use statistical software to assist business decision-making.
Introductory business statistics courses should recognize that programs with statistical functions are
commonly found on a business decision maker’s desktop computer. Integrating statistical software
into all aspects of an introductory statistics course allows the course to focus on interpretation of
results instead of computations (see point 2).
5. Provide clear instructions to students for using statistical applications. Books should explain
clearly how to use programs such as Microsoft Excel® with the study of statistics, without having
those instructions dominate the book or distract from the learning of statistical concepts.

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Teaching Tips4
Let’s Get Started: Big Things to Know First
In a time of change, you can never know exactly what knowledge and background students bring into an
introductory business statistics classroom. Add that to the need to curb the fear factor about learning
statistics that so many students begin with, and there’s a lot to cover even before you teach your first
statistical concept.
We created “Let’s Get Started: Big Things to Know First” to meet this challenge. This unit sets the
context for explaining what statistics is (not what students may think!) while ensuring that all students
share an understanding of the forces that make learning business statistics critically important today.
Especially designed for instructors teaching with course management tools, including those teaching
hybrid or online courses, “Let’s Get Started” has been developed to be posted online or otherwise
distributed before the first class section begins and is available from the download page for this book that
is discussed in Appendix Section C.1.
We would argue that the most important class is the first class. First impressions are critically
important. You have the opportunity to set the tone to create a new impression that the course will be
important to their business education. Make the following points:
• This course is not a math course.
• State that you will be learning analytical skills for making business decisions.
• Explain that the focus will be on how statistics can be used in the functional areas of business.
This book uses a systematic approach for meeting a business objective or solving a business problem.
This approach goes across all the topics in the book and most importantly can be used as a framework in
real world situations when students graduate. The approach has the acronym DCOVA, which stands for
Define, Collect, Organize, Visualize, and Analyze.
•

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Teaching Tips 5
You can begin by emphasizing the importance of defining your objective or problem. Then, discuss
the importance of operational definitions of variables to be considered and define variable, data, and
statistics.
Just as computers are used not just in the computer course, students need to know that statistics is
used not just in the statistics course. This leads you to a discussion of business analytics in which data is
used to make decisions. Make the point that analytics should be part of the competitive strategy of every
organization especially since “big data”, meaning data collected in huge volumes at very fast rates, needs
to be analyzed.
Inform the students that there is an Excel Guide at the end of each chapter. Strongly encourage or
require students to read the Excel Guide at the end of this chapter so that they will be ready to use Excel
with this book.

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