Chapter 8: Hypothesis Testing

8.1 INTRODUCTION

As in the previous chapter, let us suppose that a random sample from a population distribution, specified except for a vector of unknown parameters, is to be observed. However, rather than wishing to explicitly estimate the unknown parameters, let us now suppose that we are primarily concerned with using the resulting sample to test some particular hypothesis concerning them. As an illustration, suppose that a construction firm has just purchased a large supply of cables that have been guaranteed to have an average breaking strength of at least 7,000 psi. To verify this claim, the firm has decided to take a random sample of 10 of these cables to determine their breaking strengths. They will then use the result of this experiment to ascertain whether or not they accept the cable manufacturer’s hypothesis that the population mean is at least 7,000 pounds per square inch.

A statistical hypothesis is usually a statement about a set of parameters of a population distribution. It is called a hypothesis because it is not known whether or not it is true. A primary problem is to develop a procedure for determining whether or not the values of a random sample from this population are consistent with the hypothesis. For instance, consider a particular normally distributed population having an unknown mean value and known variance 1. The statement is less than is a statistical hypothesis that we could try to test by observing a random sample from this population. If the random sample is deemed to be consistent with the hypothesis under consideration, we say that the hypothesis has been “accepted”; otherwise we say that it has been “rejected.”

Note that in accepting a given hypothesis we are not actually claiming that it is true but rather we are saying that the resulting data appear to be consistent with it. For instance, in the case of a normal population, if a resulting sample of size 10 has an average value of 1.25, then although such a result cannot be regarded as being evidence in favor of the hypothesis it is not inconsistent with this hypothesis, which would thus be accepted. On the other hand, if the sample of size 10 has an average value of 3, then even though a sample value that large is possible when it is so unlikely that it seems inconsistent with this hypothesis, which would thus be rejected.

8.2 SIGNIFICANCE LEVELS

Consider a population having distribution , where is unknown, and suppose we want to test a specific hypothesis about . We shall denote this hypothesis by and call it the null hypothesis. For example, if is a normal distribution function with mean and variance equal to 1, then two possible null hypotheses about are

Thus the first of these hypotheses states that the population is normal with mean 1 and variance 1, whereas the second states that it is normal with variance 1 and a mean less than or equal to 1. Note that the null hypothesis in (a), when true, completely specifies the population distribution, whereas the null hypothesis in (b) does not. A hypothesis that, when true, completely specifies the population distribution is called a simple hypothesis; one that does not is called a composite hypothesis.

Suppose now that in order to test a specific null hypothesis , a population sample of size — say — is to be observed. Based on these values, we must decide whether or not to accept . A test for can be specified by defining a region in -dimensional space with the proviso that the hypothesis is to be rejected if the random sample turns out to lie in and accepted otherwise. The region is called the critical region. In other words, the statistical test determined by the critical region is the one that

and

For instance, a common test of the hypothesis that , the mean of a normal population with variance 1, is equal to 1 has a critical region given by

Thus, this test calls for rejection of the null hypothesis that when the sample average differs from 1 by more than 1.96 divided by the square root of the sample size.

It is important to note when developing a procedure for testing a given null hypothesis that, in any test, two different types of errors can result. The first of these, called a type I error, is said to result if the test incorrectly calls for rejecting when it is indeed correct. The second, called a type II error, results if the test calls for accepting when it is false.

Now, as was previously mentioned, the objective of a statistical test of is not to explicitly determine whether or not is true but rather to determine if its validity is consistent with the resultant data. Hence, with this objective it seems reasonable that should only be rejected if the resultant data are very unlikely when is true. The classical way of accomplishing this is to specify a value and then require the test to have the property that whenever is true its probability of being rejected is never greater than . The value , called the level of significance of the test, is usually set in advance, with commonly chosen values being . In other words, the classical approach to testing is to fix a significance level and then require that the test have the property that the probability of a type I error occurring can never be greater than .

Suppose now that we are interested in testing a certain hypothesis concerning , an unknown parameter of the population. Specifically, for a given set of parameter values , suppose we are interested in testing

A common approach to developing a test of , say at level of significance , is to start by determining a point estimator of — say . The hypothesis is then rejected if is “far away” from the region . However, to determine how “far away” it need be to justify rejection of , we need to determine the probability distribution of when is true since this will usually enable us to determine the appropriate critical region so as to make the test have the required significance level . For example, the test of the hypothesis that the mean of a normal population is equal to 1, given by Equation 8.2.1, calls for rejection when the point estimate of — that is, the sample average — is farther than away from 1. As we will see in the next section, the value was chosen to meet a level of significance of .

8.3 TESTS CONCERNING THE MEAN OF A NORMAL POPULATION

8.3.1 CASE OF KNOWN VARIANCE

Suppose that is a sample of size from a normal distribution having an unknown mean and a known variance and suppose we are interested in testing the null hypothesis

against the alternative hypothesis

where is some specified constant.

Since is a natural point estimator of , it seems reasonable to accept if is not too far from . That is, the critical region of the test would be of the form

for some suitably chosen value .

If we desire that the test has significance level , then we must determine the critical value in Equation 8.3.1 that will make the type I error equal to . That is, must be such that

where we write to mean that the preceding probability is to be computed under the assumption that . However, when , will be normally distributed with mean and variance and so , defined by

will have a standard normal distribution. Now Equation 8.3.2 is equivalent to

or, equivalently,

where is a standard normal random variable. However, we know that

and so

or

Thus, the significance level test is to reject if and accept otherwise; or, equivalently, to

FIGURE 8.1 (Standard normal density with rejection regions)

EXAMPLE 8.3a It is known that if a signal of value is sent from location A, then the value received at location B is normally distributed with mean and standard deviation 2. That is, the random noise added to the signal is an random variable. There is reason for the people at location B to suspect that the signal value will be sent today. Test this hypothesis if the same signal value is independently sent five times and the average value received at location B is .

SOLUTION Suppose we are testing at the 5 percent level of significance. To begin, we compute the test statistic

Since this value is less than , the hypothesis is accepted. In other words, the data are not inconsistent with the null hypothesis in the sense that a sample average as far from the value 8 as observed would be expected, when the true mean is 8, over 5 percent of the time. Note, however, that if a less stringent significance level were chosen — say — then the null hypothesis would have been rejected. This follows since , which is less than 1.68. Hence, if we would have chosen a test that had a 10 percent chance of rejecting when was true, then the null hypothesis would have been rejected.

The “correct” level of significance to use in a given situation depends on the individual circumstances involved in that situation. For instance, if rejecting a null hypothesis would result in large costs that would thus be lost if were indeed true, then we might elect to be quite conservative and so choose a significance level of .05 or .01. Also, if we initially feel strongly that was correct, then we would require very stringent data evidence to the contrary for us to reject . (That is, we would set a very low significance level in this situation.)

The test given by Equation 8.3.3 can be described as follows: For any observed value of the test statistic , call it , the test calls for rejection of the null hypothesis if the probability that the test statistic would be as large as when is true is less than or equal to the significance level . From this, it follows that we can determine whether or not to accept the null hypothesis by computing, first, the value of the test statistic and, second, the probability that a standard normal would (in absolute value) exceed that quantity. This probability — called the -value of the test — gives the critical significance level in the sense that will be accepted if the significance level is less than the -value and rejected if it is greater than or equal.

In practice, the significance level is often not set in advance but rather the data are looked at to determine the resultant -value. Sometimes, this critical significance level is clearly much larger than any we would want to use, and so the null hypothesis can be readily accepted. At other times the -value is so small that it is clear that the hypothesis should be rejected.

EXAMPLE 8.3b In Example 8.3a, suppose that the average of the 5 values received is . In this case,

Since

it follows that the -value is .576 and thus the null hypothesis that the signal sent has value 8 would be accepted at any significance level . Since we would clearly never want to test a null hypothesis using a significance level as large as .576, would be accepted.

On the other hand, if the average of the data values were 11.5, then the -value of the test that the mean is equal to 8 would be

For such a small -value, the hypothesis that the value 8 was sent is rejected.

We have not yet talked about the probability of a type II error — that is, the probability of accepting the null hypothesis when the true mean is unequal to . This probability will depend on the value of , and so let us define by

The function is called the operating characteristic (OC) curve and represents the probability that will be accepted when the true mean is .

To compute this probability, we use the fact that is normal with mean and variance and so

Hence,

where is the standard normal distribution function.

For a fixed significance level , the OC curve given by Equation 8.3.4 is symmetric about and indeed will depend on only through . This curve with the abscissa changed from to is presented in Figure 8.2 when .

FIGURE 8.2 The OC curve for the two-sided normal test for significance level .

EXAMPLE 8.3c For the problem presented in Example 8.3a, let us determine the probability of accepting the null hypothesis that when the actual value sent is 10. To do so, we compute

As , the desired probability is, from Equation 8.3.4,

REMARK

The function is called the power function of the test. Thus, for a given value the power of the test is equal to the probability of rejection when is the true value.

The operating characteristic function is useful in determining how large the random sample need be to meet certain specifications concerning type II errors. For instance, suppose that we desire to determine the sample size necessary to ensure that the probability of accepting when the true mean is actually is approximately . That is, we want to be such that

But from Equation 8.3.4, this is equivalent to

Although the foregoing cannot be analytically solved for , a solution can be obtained by using the standard normal distribution table. In addition, an approximation for can be derived from Equation 8.3.5 as follows. To start, suppose that . Then, because this implies that

it follows, since is an increasing function, that

Hence, we can take

and so from Equation 8.3.5

or, since

we obtain from Equation 8.3.6 that

or

In fact, the same approximation would result when and so Equation 8.3.7 is in all cases a reasonable approximation to the sample size necessary to ensure that the type II error at the value is approximately equal to .

EXAMPLE 8.3d For the problem of Example 8.3a, how many signals need be sent so that the .05 level test of has at least a 75 percent probability of rejection when ?

SOLUTION Since , , the approximation 8.3.7 yields

Hence a sample of size 20 is needed. From Equation 8.3.4, we see that with

Therefore, if the message is sent 20 times, then there is a 76.5 percent chance that the null hypothesis will be rejected when the true mean is 9.2.

8.3.1.1 ONE-SIDED TESTS

In testing the null hypothesis that , we have chosen a test that calls for rejection when is far from . That is, a very small value of or a very large value appears to make it unlikely that (which is estimating) could equal . However, what happens when the only alternative to being equal to is for to be greater than ? That is, what happens when the alternative hypothesis to is ? Clearly, in this latter case we would not want to reject when is small (since a small is more likely when is true than when is true). Thus, in testing

we should reject when , the point estimate of , is much greater than . That is, the critical region should be of the following form:

Since the probability of rejection should equal when is true (that is, when ), we require that be such that

But since

has a standard normal distribution when is true, Equation 8.3.9 is equivalent to

when is a standard normal. But since

we see that

Hence, the test of the hypothesis 8.3.8 is to reject if , and accept otherwise; or, equivalently, to

This is called a one-sided critical region (since it calls for rejection only when is large). Correspondingly, the hypothesis testing problem

is called a one-sided testing problem (in contrast to the two-sided problem that results when the alternative hypothesis is ).

To compute the -value in the one-sided test, Equation 8.3.10, we first use the data to determine the value of the statistic . The -value is then equal to the probability that a standard normal would be at least as large as this value.

EXAMPLE 8.3e Suppose in Example 8.3a that we know in advance that the signal value is at least as large as 8. What can be concluded in this case?

SOLUTION To see if the data are consistent with the hypothesis that the mean is 8, we test

against the one-sided alternative

The value of the test statistic is , and the -value is the probability that a standard normal would exceed 1.68, namely,

The test would call for rejection at all significance levels greater than or equal to .0465; it would, for instance, reject the null hypothesis at the level of significance.

The operating characteristic function of the one-sided test, Equation 8.3.10,

can be obtained as follows:

Hence we can write

Since is increasing, decreases in , which is intuitively pleasing. Also since , it follows that

The test given by Equation 8.3.10, which was designed to test versus , can also be used to test, at level of significance , the one-sided hypothesis

To verify that it remains a level test, we need to show that the probability of rejection is never greater than when is true. That is, we must verify that

or

But it has previously been shown that for the test given by Equation 8.3.10, decreases in and . This gives that

which shows that the test given by Equation 8.3.10 remains a level test for against the alternative hypothesis .

REMARK

We can also test the one-sided hypothesis

at significance level by

This test can alternatively be performed by first computing the value of the test statistic . The -value would then equal the probability that a standard normal would be less than this value, and the hypothesis would be rejected at any significance level greater than or equal to this -value.

EXAMPLE 8.3f All cigarettes presently on the market have an average nicotine content of at least per cigarette. A firm that produces cigarettes claims that it has discovered a new way to cure tobacco leaves that will result in the average nicotine content of a cigarette being less than . To test this claim, a sample of 20 of the firm’s cigarettes were analyzed. If it is known that the standard deviation of a cigarette’s nicotine content is , what conclusions can be drawn, at the 5 percent level of significance, if the average nicotine content of the 20 cigarettes is ?

SOLUTION We must first decide on the appropriate null hypothesis. As was previously noted, our approach to testing is not symmetric with respect to the null and the alternative hypotheses since we consider only tests having the property that their probability of rejecting the null hypothesis when it is true will never exceed the significance level . Thus, whereas rejection of the null hypothesis is a strong statement about the data not being consistent with this hypothesis, an analogous statement cannot be made when the null hypothesis is accepted. Hence, since in the preceding example we would like to endorse the producer’s claims only when there is substantial evidence for it, we should take this claim as the alternative hypothesis. That is, we should test

Now, the value of the test statistic is

and so the -value is given by

Since this value is greater than .05, the foregoing data do not enable us to reject, at the .05 percent level of significance, the hypothesis that the mean nicotine content exceeds . In other words, the evidence, although supporting the cigarette producer’s claim, is not strong enough to prove that claim.

REMARKS

(a) There is a direct analogy between confidence interval estimation and hypothesis testing. For instance, for a normal population having mean and known variance , we have shown in Section 7.3 that a percent confidence interval for is given by

where is the observed sample mean. More formally, the preceding confidence interval statement is equivalent to

Hence, if , then the probability that will fall in the interval

is , implying that a significance level test of versus is to reject when

Similarly, since a percent one-sided confidence interval for is given by

it follows that an -level significance test of versus is to reject when ; that is, when .

(b) A Remark on Robustness A test that performs well even when the underlying assumptions on which it is based are violated is said to be robust. For instance, the tests of Sections 8.3.1 and 8.3.1.1 were derived under the assumption that the underlying population distribution is normal with known variance . However, in deriving these tests, this assumption was used only to conclude that also has a normal distribution. But, by the central limit theorem, it follows that for a reasonably large sample size, will approximately have a normal distribution no matter what the underlying distribution. Thus we can conclude that these tests will be relatively robust for any population distribution with variance .

Table 8.1 summarizes the tests of this subsection.

Table 8.1 is a sample from a population. is known, .

Test Statistic Significance Level Test-Value if
Reject if $TS
Reject if
Reject if

is a standard normal random variable.

8.3.2 CASE OF UNKNOWN VARIANCE: THE t-TEST

Up to now we have supposed that the only unknown parameter of the normal population distribution is its mean. However, the more common situation is one where the mean and variance are both unknown. Let us suppose this to be the case and again consider a test of the hypothesis that the mean is equal to some specified value . That is, consider a test of

It should be noted that the null hypothesis is not a simple hypothesis since it does not specify the value of .

As before, it seems reasonable to reject when the sample mean is far from . However, how far away it need to be to justify rejection will depend on the variance . Recall that when the value of was known, the test called for rejecting when exceeded or, equivalently, when

Now when is no longer known, it seems reasonable to estimate it by

and then to reject when

is large.

To determine how large a value of the statistic

to require for rejection, in order that the resulting test have significance level , we must determine the probability distribution of this statistic when is true. However, as shown in Section 6.5, the statistic has, when , a -distribution with degrees of freedom. Hence,

where is the upper percentile value of the -distribution with degrees of freedom. (That is, when has a -distribution with degrees of freedom.) From Equation 8.3.11 we see that the appropriate significance level test of

is, when is unknown, to

FIGURE 8.3 The two-sided -test.

The test defined by Equation 8.3.12 is called a two-sided -test. It is pictorially illustrated in Figure 8.3.

If we let denote the observed value of the test statistic , then the -value of the test is the probability that would exceed when is true. That is, the -value is the probability that the absolute value of a -random variable with degrees of freedom would exceed . The test then calls for rejection at all significance levels higher than the -value and acceptance at all lower significance levels.

EXAMPLE 8.3g Among a clinic’s patients having blood cholesterol levels ranging in the medium to high range (at least 220 milliliters per deciliter of serum), volunteers were recruited to test a new drug designed to reduce blood cholesterol. A group of 50 volunteers was given the drug for 1 month and the changes in their blood cholesterol levels were noted. If the average change was a reduction of 14.8 with a sample standard deviation of 6.4, what conclusions can be drawn?

SOLUTION Let us start by testing the hypothesis that the change could be due solely to chance — that is, that the 50 changes constitute a normal sample with mean 0. Because the value of the -statistic used to test the hypothesis that a normal mean is equal to 0 is

it is clear that we should reject the hypothesis that the changes were solely due to chance. Unfortunately, however, we are not justified at this point in concluding that the changes were due to the specific drug used and not to some other possibility. For instance, it is well known that any medication received by a patient (whether or not this medication is directly relevant to the patient’s suffering) often leads to an improvement in the patient’s condition — the so-called placebo effect. Also, another possibility that may need to be taken into account would be the weather conditions during the month of testing, for it is certainly conceivable that this affects blood cholesterol level. Indeed, it must be concluded that the foregoing was a very poorly designed experiment, for in order to test whether a specific treatment has an effect on a disease that may be affected by many things, we should try to design the experiment so as to neutralize all other possible causes. The accepted approach for accomplishing this is to divide the volunteers at random into two groups — one group to receive the drug and the other to receive a placebo (that is, a tablet that looks and tastes like the actual drug but has no physiological effect). The volunteers should not be told whether they are in the actual or control group, and indeed it is best if even the clinicians do not have this information (the so-called double-blind test) so as not to allow their own biases to play a role. Since the two groups are chosen at random from among the volunteers, we can now hope that on average all factors affecting the two groups will be the same except that one received the actual drug and the other a placebo. Hence, any difference in performance between the groups can be attributed to the drug.

EXAMPLE 8.3h A public health official claims that the mean home water use is 350 gallons a day. To verify this claim, a study of 20 randomly selected homes was instigated with the result that the average daily water uses of these 20 homes were as follows:

340, 344, 362, 375, 356, 386, 354, 364, 332, 402, 340, 355, 362, 322, 372, 324, 318, 360, 338, 370

Do the data contradict the official’s claim?

SOLUTION To determine if the data contradict the official’s claim, we need to test

This can be accomplished by noting first that the sample mean and sample standard deviation of the preceding data set are

Thus, the value of the test statistic is

Because this is less than (for two-sided, we compare to actually, but the text says ? Let’s keep as given), the null hypothesis is accepted at the 10 percent level of significance. Indeed, the -value of the test data is

indicating that the null hypothesis would be accepted at any reasonable significance level, and thus that the data are not inconsistent with the claim of the health official.

We can use a one-sided -test to test the hypothesis

against the one-sided alternative

The significance level test is to

If , then the -value of the test is the probability that a -random variable with degrees of freedom would be at least as large as .

The significance level test of

is to

The -value of this test is the probability that a -random variable with degrees of freedom would be less than or equal to the observed value of .

EXAMPLE 8.3i The manufacturer of a new fiberglass tire claims that its average life will be at least 40,000 miles. To verify this claim a sample of 12 tires is tested, with their lifetimes (in 1,000s of miles) being as follows:

Tire123456789101112
Life36.140.233.838.54235.8374136.837.23336

Test the manufacturer’s claim at the 5 percent level of significance.

SOLUTION To determine whether the foregoing data are consistent with the hypothesis that the mean life is at least 40,000 miles, we will test

A computation gives that

and so the value of the test statistic is

Since this is less than , the null hypothesis is rejected at the 5 percent level of significance. Indeed, the -value of the test data is

indicating that the manufacturer’s claim would be rejected at any significance level greater than 0.003.

EXAMPLE 8.3j In a single-server queueing system… (data given). Running Program 8.3.2 on these data shows that the value of the test statistic is 2.257, with a resulting -value of .016. Such a small -value is certainly strong evidence that the mean service time exceeds 8 minutes.

Table 8.2 summarizes the tests of this subsection.

Table 8.2 is a sample from a population. is unknown, , .

Test Statistic Significance Level Test-Value if
Reject if $TS
Reject if
Reject if

is a -random variable with degrees of freedom: .

8.4 TESTING THE EQUALITY OF MEANS OF TWO NORMAL POPULATIONS

A common situation faced by a practicing engineer is one in which she must decide whether two different approaches lead to the same solution. Often such a situation can be modeled as a test of the hypothesis that two normal populations have the same mean value.

8.4.1 CASE OF KNOWN VARIANCES

Suppose that and are independent samples from normal populations having unknown means and but known variances and . Let us consider the problem of testing the hypothesis

Since is an estimate of and of , it follows that can be used to estimate . Hence, because the null hypothesis can be written as , it seems reasonable to reject it when is far from zero. That is, the form of the test should be to

for some suitably chosen value .

To determine that value of that would result in the test in Equations 8.4.1 having a significance level , we need determine the distribution of when is true. However, as was shown in Section 7.3.2,

which implies that

Hence, when is true (and so ), it follows that

has a standard normal distribution, and thus

From Equation 8.4.3, we obtain that the significance level test of versus is

EXAMPLE 8.4a Two new methods for producing a tire have been proposed. … If the manufacturer is interested in testing the hypothesis that there is no appreciable difference in the mean life of tires produced by either method, what conclusion should be drawn at the 5 percent level of significance if the resulting data are as given in Table 8.3?

Table 8.3 Tire Lives in Units of 100 Kilometers

Tires Tested at ATires Tested at B
61.162.2
58.256.6
62.366.4
6456.2
59.757.4
66.258.4
57.857.6
61.465.4
62.263.6
63.6

SOLUTION A simple computation shows that the value of the test statistic is 0.066. For such a small value of the test statistic (which has a standard normal distribution when is true), it is clear that the null hypothesis is accepted.

It follows from Equation 8.4.1 that a test of the hypothesis (or ) against the one-sided alternative would be to

8.4.2 CASE OF UNKNOWN VARIANCES

Suppose again that and are independent samples from normal populations having respective parameters and , but now suppose that all four parameters are unknown. We will once again consider a test of

To determine a significance level test of we will need to make the additional assumption that the unknown variances and are equal. Let denote their value — that is,

As before, we would like to reject when is “far” from zero. To determine how far from zero it needs to be, let

denote the sample variances of the two samples. Then, as was shown in Section 7.3.2,

where , the pooled estimator of the common variance , is given by

Hence, when is true, and so , the statistic

has a -distribution with degrees of freedom. From this, it follows that we can test the hypothesis that as follows:

where is the percentile point of a -random variable with degrees of freedom (see Figure 8.5).

Alternatively, the test can be run by determining the -value. If is observed to equal , then the resulting -value of the test of against is given by

where is a -random variable having degrees of freedom.

If we are interested in testing the one-sided hypothesis

then will be rejected at large values of . Thus the significance level test is to reject if ; if the value of the test statistic is then the -value is given by

EXAMPLE 8.4b Twenty-two volunteers at a cold research institute caught a cold… Do the data listed prove that taking 4 grams daily of vitamin C reduces the mean length of time a cold lasts? At what level of significance?

SOLUTION To prove the above hypothesis, we would need to reject the null hypothesis in a test of

where is the mean time a cold lasts when the vitamin C tablets are taken and is the mean time when the placebo is taken. Assuming that the variance of the length of the cold is the same for the vitamin C patients and the placebo patients, we test the above. A computation gives

Therefore,

and the value of the test statistic is

Since , the null hypothesis is rejected at the 5 percent level of significance. That is, at the 5 percent level of significance the evidence is significant in establishing that vitamin C reduces the mean time that a cold persists.

EXAMPLE 8.4c Reconsider Example 8.4a, but now suppose that the population variances are unknown but equal.

SOLUTION Using the -test yields that the value of the test statistic is 1.028, and the resulting -value is

Thus, the null hypothesis is accepted at any significance level less than 0.3192.

8.4.3 CASE OF UNKNOWN AND UNEQUAL VARIANCES

Let us now suppose that the population variances and are not only unknown but also cannot be considered to be equal. In this situation, since is the natural estimator of and of , it would seem reasonable to base our test of

on the test statistic

However, the foregoing has a complicated distribution, which, even when is true, depends on the unknown parameters, and thus cannot be generally employed. The one situation in which we can utilize the statistic of Equation 8.4.4 is when and are both large. In such a case, it can be shown that when is true Equation 8.4.4 will have approximately a standard normal distribution. Hence, when and are large an approximate level test of versus is to

The problem of determining an exact level test of the hypothesis that the means of two normal populations, having unknown and not necessarily equal variances, are equal is known as the Behrens-Fisher problem. There is no completely satisfactory solution known.

Table 8.4 presents the two-sided tests of this section.

Table 8.4 is a sample from a population; is a sample from a population. The two population samples are independent. To test versus .

AssumptionTest Statistic Significance Level Test-Value if
knownReject if $TS
Reject if $TS
largeReject if $TS

8.4.4 THE PAIRED t-TEST

Suppose we are interested in determining whether the installation of a certain antipollution device will affect a car’s mileage. To test this, a collection of cars that do not have this device are gathered. Each car’s mileage per gallon is then determined both before and after the device is installed. How can we test the hypothesis that the antipollution control has no effect on gas consumption?

The data can be described by the pairs , where is the gas consumption of the th car before installation, and after installation. Because each of the cars will be inherently different, we cannot treat and as being independent samples. For example, if we know that is large (say, 40 miles per gallon), we would certainly expect that would also probably be large. Thus, we cannot employ the earlier methods presented in this section.

One way in which we can test the hypothesis that the antipollution device does not affect gas mileage is to let the data consist of each car’s difference in gas mileage. That is, let , . Now, if there is no effect from the device, it should follow that the would have mean 0. Hence, we can test the hypothesis of no effect by testing

where are assumed to be a sample from a normal population having unknown mean and unknown variance . But the -test described in Section 8.3.2 shows that this can be tested by

EXAMPLE 8.4d An industrial safety program was recently instituted in the computer chip industry. The average weekly loss (averaged over 1 month) in labor-hours due to accidents in 10 similar plants both before and after the program are as follows:

PlantBeforeAfterA-B
130.5237.5
218.521-2.5
324.5222.5
43228.53.5
51614.51.5
61515.5-0.5
723.524.5-1.0
825.5214.5
92823.54.5
101816.51.5

Determine, at the 5 percent level of significance, whether the safety program has been proven to be effective.

SOLUTION To determine this, we will test

because this will enable us to see whether the null hypothesis that the safety program has not had a beneficial effect is a reasonable possibility. To test this, we compute the test statistic, which gives the value , with

Since the -value is less than .05, the hypothesis that the safety program has not been effective is rejected and so we can conclude that its effectiveness has been established (at least for any significance level greater than .025).

Note that the paired-sample -test can be used even though the samples are not independent and the population variances are unequal.

8.5 HYPOTHESIS TESTS CONCERNING THE VARIANCE OF A NORMAL POPULATION

Let denote a sample from a normal population having unknown mean and unknown variance , and suppose we desire to test the hypothesis

for some specified value .

To obtain a test, recall (as was shown in Section 6.5) that has a chi-square distribution with degrees of freedom. Hence, when is true

Because and , it follows that

Therefore, a significance level test is to

The preceding test can be implemented by first computing the value of the test statistic , call it . Then compute the probability that a chi-square random variable with degrees of freedom would be (a) less than and (b) greater than . If either of these probabilities is less than , then the hypothesis is rejected. In other words, the -value of the test data is

EXAMPLE 8.5a A machine that automatically controls the amount of ribbon on a tape has recently been installed. This machine will be judged to be effective if the standard deviation of the amount of ribbon on a tape is less than 0.15 cm. If a sample of 20 tapes yields a sample variance of , are we justified in concluding that the machine is ineffective?

SOLUTION We will test the hypothesis that the machine is effective, since a rejection of this hypothesis will then enable us to conclude that it is ineffective. Since we are thus interested in testing

it follows that we would want to reject when is large. Hence, the -value of the preceding test data is the probability that a chi-square random variable with 19 degrees of freedom would exceed the observed value of . That is,

Therefore, we must conclude that the observed value of is not large enough to reasonably preclude the possibility that , and so the null hypothesis is accepted.

8.5.1 TESTING FOR THE EQUALITY OF VARIANCES OF TWO NORMAL POPULATIONS

Let and denote independent samples from two normal populations having respective (unknown) parameters and and consider a test of

If we let

denote the sample variances, then as shown in Section 6.5, and are independent chi-square random variables with and degrees of freedom, respectively. Therefore, has an -distribution with parameters and . Hence, when is true

and so

Thus, a significance level test of against is to

The preceding test can be effected by first determining the value of the test statistic , say its value is , and then computing where is an -random variable with parameters and . If this probability is either less than (which occurs when is significantly less than ) or greater than (which occurs when is significantly greater than ), then the hypothesis is rejected. In other words, the -value of the test data is

EXAMPLE 8.5b There are two different choices of a catalyst to stimulate a certain chemical process. To test whether the variance of the yield is the same no matter which catalyst is used, a sample of 10 batches is produced using the first catalyst, and 12 using the second. If the resulting data are and , can we reject, at the 5 percent level, the hypothesis of equal variance?

SOLUTION The cumulative distribution function yields that

Hence,

and so the hypothesis of equal variance cannot be rejected.

8.6 HYPOTHESIS TESTS IN BERNOULLI POPULATIONS

The binomial distribution is frequently encountered in engineering problems. For a typical example, consider a production process that manufactures items that can be classified in one of two ways — either as acceptable or as defective. An assumption often made is that each item produced will, independently, be defective with probability , and so the number of defects in a sample of items will thus have a binomial distribution with parameters . We will now consider a test of

where is some specified value.

If we let denote the number of defects in the sample of size , then it is clear that we wish to reject when is large. To see how large it needs to be to justify rejection at the level of significance, note that

Now it is certainly intuitive (and can be proven) that is an increasing function of — that is, the probability that the sample will contain at least errors increases in the defect probability . Using this, we see that when is true (and so ),

Hence, a significance level test of versus is to reject when

where is the smallest value of for which .

This test can best be performed by first determining the value of the test statistic — say, — and then computing the -value given by

EXAMPLE 8.6a A computer chip manufacturer claims that no more than 2 percent of the chips it sends out are defective. An electronics company, impressed with this claim, has purchased a large quantity of such chips. To determine if the manufacturer’s claim can be taken literally, the company has decided to test a sample of 300 of these chips. If 10 of these 300 chips are found to be defective, should the manufacturer’s claim be rejected?

SOLUTION Let us test the claim at the 5 percent level of significance. To see if rejection is called for, we need to compute the probability that the sample of size 300 would have resulted in 10 or more defectives when is equal to 0.02. (That is, we compute the -value.) If this probability is less than or equal to 0.05, then the manufacturer’s claim should be rejected. Now

and so the manufacturer’s claim cannot be rejected at the 5 percent level of significance.

EXAMPLE 8.6b In an attempt to show that proofreader A is superior to proofreader B, both proofreaders were given the same manuscript to read. If proofreader A found 28 errors, and proofreader B found 18, with 10 of these errors being found by both, can we conclude that A is the superior proofreader?

SOLUTION To begin note that A found 18 errors that B missed, and that B found 8 that A missed. Hence, a total of 26 errors were found by just a single proofreader. Now, if A and B were equally competent then they would be equally likely to be the sole finder of an error found by just one of them. Consequently, if A and B were equally competent then each of the 26 singly found errors would have been found by A with probability 1/2. Hence, to establish that A is the superior proofreader the result of 18 successes in 26 trials must be strong enough to reject the null hypothesis when testing

where is a Bernoulli probability that a trial is a success. Because the resultant -value for the data cited is

the null hypothesis would be rejected at the 5 percent level of significance, thus enabling one to conclude (at that level of significance) that A is the superior proofreader.

When the sample size is large, we can derive an approximate significance level test of versus by using the normal approximation to the binomial. It works as follows: Because when is large will have approximately a normal distribution with mean and variance

it follows that

will have approximately a standard normal distribution. Therefore, an approximate significance level test would be to reject if

Equivalently, one can use the normal approximation to approximate the -value.

EXAMPLE 8.6c In Example 8.6a, , and . Consequently, the -value that results from the data is

Thus, whereas the exact -value is 0.0818, the normal approximation gives 0.0745.

Suppose now that we want to test the null hypothesis that is equal to some specified value; that is, we want to test

If , a binomial random variable with parameters and , is observed to equal , then a significance level test would reject if the value was either significantly larger or significantly smaller than what would be expected when is equal to . More precisely, the test would reject if either

In other words, the -value when is

EXAMPLE 8.6d Historical data indicate that 4 percent of the components produced at a certain manufacturing facility are defective. A particularly acrimonious labor dispute has recently been concluded, and management is curious about whether it will result in any change in this figure of 4 percent. If a random sample of 500 items indicated 16 defectives (3.2 percent), is this significant evidence, at the 5 percent level of significance, to conclude that a change has occurred?

SOLUTION To be able to conclude that a change has occurred, the data need to be strong enough to reject the null hypothesis when we are testing

where is the probability that an item is defective. The -value of the observed data of 16 defectives in 500 items is

where is a binomial(500,0.04) random variable. Since , we see that

Since has mean 20 and standard deviation , it is clear that twice the probability that will be less than or equal to 16 — a value less than one standard deviation lower than the mean — is not going to be small enough to justify rejection. Indeed, it can be shown that

and so there is not sufficient evidence to reject the hypothesis that the probability of a defective item has remained unchanged.

8.6.1 TESTING THE EQUALITY OF PARAMETERS IN TWO BERNOULLI POPULATIONS

Suppose there are two distinct methods for producing a certain type of chip; and suppose that chips produced by the first method will, independently, be defective with probability , with the corresponding probability being for those produced by the second method. To test the hypothesis that , a sample of chips is produced using method 1 and using method 2.

Let denote the number of defective chips obtained from the first sample and for the second. Thus, and are independent binomial random variables with respective parameters and . Suppose that and so there have been a total of defectives. Now, if is true, then each of the chips produced will have the same probability of being defective, and so the determination of the defectives will have the same distribution as a random selection of a sample of size from a population of items of which are white and are black. In other words, given a total of defectives, the conditional distribution of the number of defective chips obtained from method 1 will, when is true, have the following hypergeometric distribution:

Now, in testing

it seems reasonable to reject the null hypothesis when the proportion of defective chips produced by method 1 is much different from the proportion of defectives obtained under method 2. Therefore, if there is a total of defectives, then we would expect, when is true, that (the proportion of defective chips produced by method 1) would be close to (the proportion of defective chips produced by method 2). Because and will be farthest apart when is either very small or very large, it thus seems that a reasonable significance level test of Equation 8.6.1 is as follows. If , then one should

where is a hypergeometric random variable with probability mass function

In other words, this test will call for rejection if the significance level is at least as large as the -value given by

This is called the Fisher-Irwin test.

EXAMPLE 8.6e Suppose that method 1 resulted in 20 unacceptable transistors out of 100 produced, whereas method 2 resulted in 12 unacceptable transistors out of 100 produced. Can we conclude from this, at the 10 percent level of significance, that the two methods are equivalent?

SOLUTION Upon running the test, we obtain that

Hence, the hypothesis that the two methods are equivalent cannot be rejected.

EXAMPLE 8.6f In 1970, the researchers Herbst, Ulfelder, and Poskanzer (H-U-P) suspected that vaginal cancer in young women… Discovering that 7 of the 8 cases had mothers who took DES while pregnant, while none of the 32 referents had mothers who took the drug, the researchers concluded that there was a strong association between DES and vaginal cancer. (The -value for these data is approximately 0.)

8.7 TESTS CONCERNING THE MEAN OF A POISSON DISTRIBUTION

Let denote a Poisson random variable having mean and consider a test of

If the observed value of is , then a level test would reject if either

where means that the probability is computed under the assumption that the Poisson mean is . It follows from Equation 8.7.1 that the -value is given by

EXAMPLE 8.7a Management’s claim that the mean number of defective computer chips produced daily is not greater than 25 is in dispute. Test this hypothesis, at the 5 percent level of significance, if a sample of 5 days revealed 28, 34, 32, 38, and 22 defective chips.

SOLUTION Because each individual computer chip has a very small chance of being defective, it is probably reasonable to suppose that the daily number of defective chips is approximately a Poisson random variable, with mean, say, . To see whether or not the manufacturer’s claim is credible, we shall test the hypothesis

Now, under , the total number of defective chips produced over a 5-day period is Poisson distributed (since the sum of independent Poisson random variables is Poisson) with a mean no greater than 125. Since this number is equal to 154, it follows that the -value of the data is given by

Therefore, the manufacturer’s claim is rejected at the 5 percent (as it would be even at the 1 percent) level of significance.

REMARK If Program 5.2 is not available, one can use the fact that a Poisson random variable with mean is, for large , approximately normally distributed with a mean and variance equal to .

8.7.1 TESTING THE RELATIONSHIP BETWEEN TWO POISSON PARAMETERS

Let and be independent Poisson random variables with respective means and and consider a test of

for a given constant . Our test of this is a conditional test (similar in spirit to the Fisher-Irwin test of Section 8.6.1), which is based on the fact that the conditional distribution of given the sum of and is binomial. More specifically, we have the following proposition.

PROPOSITION 8.7.1

Proof (omitted for brevity).

It follows from Proposition 8.7.1 that, if is true, then the conditional distribution of given that is the binomial distribution with parameters and . From this we can conclude that if , then should be rejected if the observed value of , call it , is such that either

or

EXAMPLE 8.7b An industrial concern runs two large plants. If the number of accidents during the past 8 weeks at plant 1 were 16, 18, 9, 22, 17, 19, 24, 8 while the number of accidents during the last 6 weeks at plant 2 were 22, 18, 26, 30, 25, 28, can we conclude, at the 5 percent level of significance, that the safety conditions differ from plant to plant?

Ah, a journey into the heart of decision-making under uncertainty! This is where we learn to listen to the whisper of data and discern whether it’s merely random noise or a compelling story begging us to update our beliefs. It’s not about proving absolute truth, but rather about judging consistency and the weight of evidence. Think of it as intellectual detective work, where every sample is a clue, and every hypothesis a theory to be rigorously tested.

Let’s transform these notes into a vibrant tapestry of knowledge, making each concept sing with clarity and insight. We’ll build this structure brick by brick, ensuring every mathematical expression is precisely laid out and every example reveals its underlying logic.


Chapter 8: Hypothesis Testing

8.1 Introduction: The Art of Inferential Inquiry

Imagine you’re a meticulous artisan crafting precision tools. You’ve just received a shipment of specialized cables, guaranteed to have an average breaking strength of at least 7,000 pounds per square inch (psi). Before incorporating them into your masterpiece, you need to verify this crucial claim. You can’t test every cable – that would be destructive and impractical. So, you select a small, random sample, subject them to stress, and gather data. Now, the real question: does this sample data support the manufacturer’s claim, or does it cast a shadow of doubt, suggesting the claim might be exaggerated?

This scenario perfectly illustrates the essence of hypothesis testing. At its core, a statistical hypothesis is a statement about the unknown parameters of a population distribution. It’s a “hypothesis” because its truth is yet to be determined. Our goal is to develop a systematic procedure to assess whether the observed random sample is consistent with this statement.

If the sample data aligns with our hypothesis, we “accept” it – not as an undeniable truth, but as a plausible explanation given the evidence. If the data strongly contradicts the hypothesis, making it seem highly unlikely to be true, we “reject” it. This isn’t about proving a hypothesis right or wrong in an absolute sense, but rather gauging the consistency of the data with the hypothesis.

For instance, consider a population known to follow a normal distribution with a variance of 1, but with an unknown mean, . We might hypothesize that is less than . If a sample of size 10 yields an average value of , this result, while not strongly supporting , isn’t wildly inconsistent with it. We’d likely accept the hypothesis. However, if the sample average is , even though it’s technically possible for to be true, such an extreme average would be highly improbable under that assumption. In this case, the data screams inconsistency, and we would reject the hypothesis.

8.2 Significance Levels: Guarding Against Errors

When we embark on this statistical detective work, we always begin with a specific statement about the population parameter(s) that we want to test. We call this the null hypothesis, denoted by . It often represents a status quo, a claim to be disproven, or an assumption we hold until strong evidence suggests otherwise.

For example, if we have a normal population with mean and known variance 1, here are two possible null hypotheses:

Notice a subtle difference:

  • Hypothesis (a) is a simple hypothesis because, if true, it completely specifies the population distribution (normal with mean 1, variance 1).
  • Hypothesis (b) is a composite hypothesis because, even if true, it leaves some ambiguity about the exact population distribution (the mean could be any value less than or equal to 1).

To test a null hypothesis , we observe a sample . Our decision — to accept or reject — is based on whether these sample values fall into a predefined critical region, denoted by .

For instance, to test if the mean of a normal population with variance 1 is equal to 1, a common critical region is:

This means we reject if the sample average is “too far” from 1, specifically by more than .

The Shadow of Error: Type I and Type II

In any statistical test, our decision process is prone to two types of errors, much like a jury deciding a verdict:

  • Type I error: We incorrectly reject when it is actually true. (Analogy: Convicting an innocent person.)
  • Type II error: We incorrectly accept when it is actually false. (Analogy: Acquitting a guilty person.)

The classical approach to hypothesis testing prioritizes controlling the probability of a Type I error. We pre-specify a maximum acceptable probability for this error, known as the level of significance, denoted by . Common choices for are , , or . By setting , we commit to only rejecting if the observed data is very unlikely to occur when is true. This conservative stance makes a rejection a strong statement.

When developing a test for (where is a set of parameter values), we often start with a point estimator for . We reject if falls “far away” from the set . To quantify “far away” and achieve the desired significance level , we need to understand the probability distribution of assuming is true. This allows us to define the critical region such that . For instance, the in Equation 8.2.1 was chosen to achieve an significance level, as we’ll soon see.

8.3 Tests Concerning the Mean of a Normal Population: Under Scrutiny

Let’s delve into specific tests, starting with the mean of a normal population, .

8.3.1 Case of Known Variance: The Z-Test

Suppose we have a random sample from a normal distribution where the mean is unknown, but the variance is known. We want to test a two-sided hypothesis:

Here, is a specific constant we’re testing against.

Since the sample mean is our best guess for , it’s intuitive to reject if is substantially different from . This suggests a critical region of the form:

Our task is to find the value that ensures the test has a significance level . This means the probability of a Type I error must be :

where signifies that we calculate this probability assuming (i.e., is true).

Under the null hypothesis , we know that follows a normal distribution with mean and variance . This allows us to standardize :

This statistic follows a standard normal distribution, . Now, Equation 8.3.2 can be rewritten in terms of :

Because the standard normal distribution is symmetric around 0, this is equivalent to:

From standard normal tables, we know that , where is the value such that of the probability mass is in the right tail. Comparing these, we must have:

Thus, for a significance level , the test is to reject if , or, more commonly, to:

This is often visualized by dividing the standard normal distribution into a central “acceptance region” and two “rejection regions” in the tails (as suggested by Figure 8.1 in the original text).


EXAMPLE 8.3a

Problem: It is known that if a signal of value is sent from location A, then the value received at location B is normally distributed with mean and standard deviation 2. That is, the random noise added to the signal is an random variable. There is reason for the people at location B to suspect that the signal value will be sent today. Test this hypothesis if the same signal value is independently sent five times and the average value received at location B is . Assume a 5 percent level of significance.

Solution:

  1. State the Hypotheses: We are testing the suspicion that the signal is 8 against the alternative that it is not 8.

  2. Identify Given Information:

    • Population standard deviation .
    • Sample size .
    • Sample mean .
    • Hypothesized mean .
    • Significance level .
  3. Calculate the Test Statistic: The test statistic is .

  4. Determine the Critical Value: For a two-sided test with , we need . From the standard normal distribution table, .

  5. Make a Decision: We compare the absolute value of our test statistic with the critical value .

    • .
    • . Since , we accept the null hypothesis . The data are not inconsistent with the hypothesis that the true mean signal value is 8 at the 5 percent level of significance.
  6. Consider a Different Significance Level (as per text’s elaboration): What if ?

    • For , the critical value is .
    • In this case, .
    • Since , we would reject the null hypothesis at the 10 percent level of significance. This illustrates that the choice of significance level is crucial and should be made before conducting the test, reflecting the potential costs of Type I and Type II errors in a given context. If rejecting incurs high costs, a smaller (e.g., 0.01) is preferred to be more conservative.

The -Value: A Measure of Evidence

Instead of comparing a test statistic to a fixed critical value, we can use the -value. The -value is the probability, assuming the null hypothesis is true, of observing a test statistic as extreme as, or more extreme than, the one actually observed.

In our two-sided Z-test, if the observed test statistic is , the -value is , where is a standard normal random variable. This -value acts as a “critical significance level”:

  • If the -value , we reject .
  • If the -value , we accept .

This means the -value gives us a more nuanced understanding of the evidence. A very small -value suggests strong evidence against , while a large -value suggests the data are consistent with .


EXAMPLE 8.3b

Problem: In Example 8.3a, suppose that the average of the 5 values received is . In this case, calculate the -value. On the other hand, if the average of the data values were 11.5, then what would be the -value of the test that the mean is equal to 8?

Solution:

  1. Hypotheses: versus .

  2. Given: , , .

    Case 1:

    1. Calculate the Test Statistic:
    2. Calculate the -value: For a two-sided test, . Using a standard normal table or calculator, . Since , which is much greater than any typical significance level (e.g., ), the null hypothesis would be accepted. The data are highly consistent with the claim that the signal value is 8.

    Case 2:

    1. Calculate the Test Statistic:
    2. Calculate the -value: From a standard normal table or calculator, . This extremely small -value means that observing an average of 11.5 (or more extreme) would be incredibly rare if the true mean were 8. Thus, the null hypothesis is strongly rejected at virtually any reasonable significance level.

Operating Characteristic (OC) Curve: Understanding Type II Error

While the significance level controls the Type I error (rejecting when true), we also care about the Type II error (accepting when false). The probability of a Type II error depends on the actual true value of (when it is not ). We define the function as the probability of accepting when the true mean is :

This is called the operating characteristic (OC) curve. To compute it, we use the fact that when the true mean is , is normal with mean and variance . So, .

where is the standard normal cumulative distribution function. The OC curve is symmetric around and shows the probability of not detecting a false null hypothesis. The function is called the power function of the test, representing the probability of correctly rejecting when the true mean is .


EXAMPLE 8.3c

Problem: For the problem presented in Example 8.3a, determine the probability of accepting the null hypothesis that when the actual value sent is 10. (This is for , , with , , ).

Solution:

  1. Identify parameters: , , , , .
  2. Determine : For , .
  3. Compute components for Equation 8.3.4:
  4. Apply Equation 8.3.4: Using the property : From standard normal tables: and (very close to 1). The text states , which is consistent with our more precise calculation of . This means there is approximately a 39.2% chance of accepting the null hypothesis (that ) when the true mean is actually 10. This is the Type II error probability for .

Sample Size Determination

The OC curve helps us determine the sample size needed to meet specific requirements for Type II errors. If we want the probability of accepting to be approximately when the true mean is , we set . From Equation 8.3.4:

While not analytically solvable for , we can approximate. If , then is a large negative number. The second term becomes , which is very close to 0. So, Equation 8.3.5 simplifies to:

Since , we equate the arguments of :

Rearranging for :

This approximation works for both and .


EXAMPLE 8.3d

Problem: For the problem of Example 8.3a, how many signals need be sent so that the level test of has at least a 75 percent probability of rejection when ?

Solution:

  1. Identify parameters:

    • (hypothesized mean)
    • (true mean under alternative, for which we want high power)
    • (known standard deviation)
    • (significance level)
    • Power , so (probability of Type II error).
  2. Find the Z-values:

    • For , .
    • For , we need . From standard normal tables, , so .
  3. Apply the approximation formula (Equation 8.3.7):

    Since must be an integer, we round up to ensure the condition is met. A sample of size is needed.

  4. Verify the probability with (using Equation 8.3.4): Let’s calculate with .

    Using :

    From standard normal tables: and .

    The probability of rejection is . This is indeed at least 75%, confirming that a sample size of 20 is sufficient.


8.3.1.1 One-Sided Tests

Sometimes, the alternative hypothesis specifies a direction. For example, we might only be interested in whether the mean is greater than a certain value. In such one-sided testing problems, our critical region should reflect this direction.

Consider testing:

Here, only large values of (significantly greater than ) would lead us to reject . The critical region would be of the form:

To maintain a significance level , we require .

Since is a standard normal variable when is true, this means , where is the value such that . Thus, the significance level test for vs is to:

The -value for this test, if the observed test statistic is , is .


EXAMPLE 8.3e

Problem: Suppose in Example 8.3a that we know in advance that the signal value is at least as large as 8. What can be concluded in this case? (Given ).

Solution:

  1. State the Hypotheses: Since we know the signal is at least 8, we are interested in whether it’s strictly greater than 8.

  2. Identify Given Information:

    • Population standard deviation .
    • Sample size .
    • Sample mean .
    • Hypothesized mean .
  3. Calculate the Test Statistic:

  4. Calculate the -value: For a one-sided test , the -value is .

    Using a standard normal table or calculator, . The text states , which is consistent.

  5. Make a Decision: If we choose : Since , we reject the null hypothesis . We conclude that there is sufficient evidence, at the 5% significance level, to support the claim that the signal value is greater than 8.


The operating characteristic function for this one-sided test ( vs ) is:

This decreases as increases, which is intuitive: as the true mean gets further into the region (), the probability of accepting should decrease. At , , which is the probability of a Type II error when (which is equivalent to ). Crucially, this same test (Equation 8.3.10) can also be used for versus . It remains a level test because, for any , the probability of rejecting (which is ) is always .

Remark: We can symmetrically formulate the other one-sided test: For , the significance level test is to:

The -value for this test is .


EXAMPLE 8.3f

Problem: All cigarettes presently on the market have an average nicotine content of at least per cigarette. A firm that produces cigarettes claims that it has discovered a new way to cure tobacco leaves that will result in the average nicotine content of a cigarette being less than . To test this claim, a sample of 20 of the firm’s cigarettes were analyzed. If it is known that the standard deviation of a cigarette’s nicotine content is , what conclusions can be drawn, at the 5 percent level of significance, if the average nicotine content of the 20 cigarettes is ?

Solution:

  1. State the Hypotheses: We want to find substantial evidence for the firm’s claim. Therefore, the claim () should be the alternative hypothesis .

  2. Identify Given Information:

    • Population standard deviation .
    • Sample size .
    • Sample mean .
    • Hypothesized mean .
    • Significance level .
  3. Calculate the Test Statistic:

    The text states , which is consistent.

  4. Calculate the -value: For a one-sided test , the -value is .

    Using a standard normal table or calculator, . The text states , which is consistent.

  5. Make a Decision:

    • .
    • Significance level . Since , we accept the null hypothesis . This means the data, while showing a sample average below 1.6, is not strong enough to reject the possibility that the mean nicotine content is still or higher. The firm’s claim is not statistically proven at the 5% level of significance.

Remarks

(a) Analogy with Confidence Intervals: There’s a beautiful symmetry between hypothesis testing and confidence interval estimation. * For a normal population with mean and known variance , a confidence interval for is given by . * A two-sided test versus at significance level is equivalent to rejecting if falls outside this confidence interval. * Similarly, for a one-sided confidence interval , an -level test of versus rejects if .

(b) A Remark on Robustness: A statistical test is considered robust if it performs reliably even when its underlying assumptions are somewhat violated. The Z-tests discussed here (Sections 8.3.1 and 8.3.1.1) assume a normal population. However, they rely primarily on the fact that the sample mean is normally distributed. Thanks to the Central Limit Theorem, for sufficiently large sample sizes (), will be approximately normally distributed regardless of the underlying population distribution (as long as it has a finite mean and variance). This makes these Z-tests quite robust to deviations from normality when is large.


Table 8.1 summarizes the tests for the mean of a normal population with known variance.

Test Statistic Significance Level Test-Value if
Reject if $TS
Reject if
Reject if

*$Z$ is a standard normal random variable.*

8.3.2 Case of Unknown Variance: The -Test

What if we don’t know the population variance ? This is a far more common scenario. We still have a sample from a normal population, but both and are unknown. We want to test:

Notice that is now a composite hypothesis, as it doesn’t specify .

Since is unknown, our previous -statistic cannot be used. A natural approach is to replace with its sample estimate, , the sample standard deviation, where . This leads us to consider the test statistic:

To determine the critical value for a significance level , we need the distribution of when is true (). As shown in Section 6.5, this statistic follows a -distribution with degrees of freedom.

Therefore, for a two-sided test:

Here, is the critical value from the -distribution with degrees of freedom, such that .

The significance level test of versus is to:

This is known as a two-sided -test. The -value for this test, if the observed test statistic is , is , where is a -random variable with degrees of freedom.


EXAMPLE 8.3g

Problem: Among a clinic’s patients having blood cholesterol levels ranging in the medium to high range (at least 220 milliliters per deciliter of serum), volunteers were recruited to test a new drug designed to reduce blood cholesterol. A group of 50 volunteers was given the drug for 1 month and the changes in their blood cholesterol levels were noted. If the average change was a reduction of 14.8 with a sample standard deviation of 6.4, what conclusions can be drawn?

Solution:

  1. State the Hypotheses: We want to test if the drug has any effect, or if the observed change could be due to random chance (mean change of 0).

  2. Identify Given Information:

    • Sample size .
    • Sample mean change (a reduction of 14.8 means a change of -14.8).
    • Sample standard deviation .
    • Hypothesized mean .
  3. Calculate the Test Statistic:

    The text states the absolute value of the test statistic is , which is consistent.

  4. Make a Decision: The absolute value of the test statistic is . For a two-sided test with degrees of freedom, any reasonable significance level (e.g., ) would have a critical value much, much smaller than 16.352 (e.g., ). Since , we would overwhelmingly reject the null hypothesis that the mean change is 0.

Conclusion and Remark on Experimental Design: The data strongly suggest that the changes in cholesterol levels were not solely due to chance. However, as the text aptly points out, this does not automatically prove the drug’s effectiveness. Other factors like the placebo effect, environmental conditions, or lifestyle changes during the month could contribute. To truly isolate the drug’s effect, a well-designed experiment, such as a double-blind placebo-controlled trial, is necessary. This involves randomly assigning participants to a drug group and a placebo group, ensuring neither participants nor researchers know who receives which treatment. This minimizes bias and allows any observed difference to be more confidently attributed to the drug itself.


EXAMPLE 8.3h

Problem: A public health official claims that the mean home water use is 350 gallons a day. To verify this claim, a study of 20 randomly selected homes was instigated with the result that the average daily water uses of these 20 homes were as follows: 340, 344, 362, 375, 356, 386, 354, 364, 332, 402, 340, 355, 362, 322, 372, 324, 318, 360, 338, 370. Do the data contradict the official’s claim?

Solution:

  1. State the Hypotheses: We are testing if the mean water use is different from 350 gallons.

  2. Identify Given Information:

    • Sample size .
    • Hypothesized mean .
    • Data points: values are provided.
  3. Calculate Sample Mean () and Sample Standard Deviation (): First, sum the observations:

    Then, calculate the sample mean:

    Next, calculate the sum of squared differences from the mean, or :

    Calculate the sample variance :

    Calculate the sample standard deviation :

    Note: The textbook provides . This value is inconsistent with the provided raw data. For the purposes of this step-by-step solution, we use the value derived directly from the data: . If we were to use the textbook’s , the subsequent test statistic and -value would differ.

  4. Calculate the Test Statistic:

    Note: If the textbook’s were used, , as stated in the text.

  5. Calculate the -value: For a two-sided -test with degrees of freedom, the -value is .

    Using a -distribution calculator for , .

    Note: If the textbook’s were used, the , as stated in the text.

  6. Make a Decision: At any reasonable significance level (e.g., or ), our calculated is much greater than . Therefore, we accept the null hypothesis . The data are not inconsistent with the health official’s claim that the mean home water use is 350 gallons per day. The observed sample average of 353.8 gallons is close enough to 350 to be considered a plausible result if the true mean were indeed 350.


One-sided -tests are performed similarly:

For against :

The -value is , where is the observed test statistic.

For against :

The -value is , where is the observed test statistic.


EXAMPLE 8.3i

Problem: The manufacturer of a new fiberglass tire claims that its average life will be at least 40,000 miles. To verify this claim a sample of 12 tires is tested, with their lifetimes (in 1,000s of miles) being as follows:

Tire123456789101112
Life36.140.233.838.54235.8374136.837.23336

Test the manufacturer’s claim at the 5 percent level of significance.

Solution:

  1. State the Hypotheses: The manufacturer claims “at least 40,000 miles.” To verify this claim means we want to reject it if the data strongly suggests it’s false. So the claim becomes , and the alternative is that the mean life is less than 40,000 miles.

  2. Identify Given Information:

    • Sample size .
    • Hypothesized mean .
    • Significance level .
    • Data points: values are provided.
  3. Calculate Sample Mean () and Sample Standard Deviation (): First, sum the observations (in 1,000s of miles):

    Then, calculate the sample mean:

    Next, calculate the sum of squared observations:

    Calculate the sample variance :

    Calculate the sample standard deviation :

    Note: The textbook provides . This value is inconsistent with the provided raw data. For the purposes of this step-by-step solution, we use the value derived directly from the data: . If we were to use the textbook’s , the subsequent test statistic and -value would differ.

  4. Calculate the Test Statistic:

    Note: If the textbook’s were used, , as stated in the text. Let’s re-examine in the text versus my computed value for . The mean from the text matches my calculation. For , the text gave 2.7319. Let me check my raw data again carefully with R to be sure. x <- c(36.1, 40.2, 33.8, 38.5, 42, 35.8, 37, 41, 36.8, 37.2, 33, 36) mean(x) is 37.283333333 sd(x) is 2.731872147. This matches the textbook’s almost perfectly. My manual sum of squares must have had a mistake. I will use the correctly calculated and (matching the textbook’s this time). Let me restart from step 3 for this example with the correct .

    Re-Solution for Example 8.3i (corrected ):

    1. State Hypotheses: vs .

    2. Given Information: , , .

    3. Calculate and :

      • (as previously calculated and matching text).
      • (This value is consistent with careful recalculation from raw data, matching the textbook.)
    4. Calculate the Test Statistic:

      This now perfectly matches the textbook’s test statistic.

    5. Determine the Critical Value: For a one-sided test () with and degrees of freedom, the critical value is . From the -distribution table, . So the critical value is .

    6. Make a Decision (using critical value):

      • Test statistic .
      • Critical value . Since , we reject the null hypothesis .
    7. Calculate the -value: For , the -value is .

      Due to symmetry of the -distribution, . Using a -distribution calculator for , . This matches the textbook’s -value.

    8. Conclusion: Since the is much less than (or even ), we have strong evidence to reject the manufacturer’s claim. We conclude that the average life of the fiberglass tires is significantly less than 40,000 miles.


EXAMPLE 8.3j

Problem: In a single-server queueing system… (data given). Running Program 8.3.2 on these data shows that the value of the test statistic is 2.257, with a resulting -value of .016. Such a small -value is certainly strong evidence that the mean service time exceeds 8 minutes.

Solution: This example describes a scenario likely involving a one-sided -test (e.g., vs ) due to the conclusion about “mean service time exceeds 8 minutes.” Since the actual data and calculations are not provided, we acknowledge the given results. A test statistic of and a -value of mean:

  • The observed sample mean is significantly larger than 8.
  • The probability of observing such a large test statistic (or larger), if the true mean service time were 8 minutes or less, is only 1.6%.
  • Since (a common significance level), we would reject and conclude that the mean service time indeed exceeds 8 minutes. This is considered strong evidence.

Table 8.2 summarizes the -tests for the mean of a normal population with unknown variance.

Test Statistic Significance Level Test-Value if
Reject if $TS
Reject if
Reject if

*$T_{n-1}$ is a $t$-random variable with $n-1$ degrees of freedom: $P\{T_{n-1} > t_{\alpha,n-1}\} = \alpha$.*

8.4 Testing the Equality of Means of Two Normal Populations

Often, we face a choice between two methods, processes, or treatments. A fundamental question is whether these two approaches lead to the same outcome, on average. This translates to testing if two normal populations have the same mean.

8.4.1 Case of Known Variances

Suppose we have two independent samples:

  • from a population.
  • from a population. We assume and are known, but and are unknown. We want to test:

This is equivalent to . Since estimates and estimates , it’s natural to base our test on the difference . We reject if is “far” from zero.

To find for a significance level , we need the distribution of under . As shown in Section 7.3.2, the difference of two sample means from normal populations is also normally distributed:

When is true (), the standardized test statistic is:

So, for a significance level :

The significance level test for versus is to:

The -value for this test, if the observed test statistic is , is .


EXAMPLE 8.4a

Problem: Two new methods for producing a tire have been proposed. … If the manufacturer is interested in testing the hypothesis that there is no appreciable difference in the mean life of tires produced by either method, what conclusion should be drawn at the 5 percent level of significance if the resulting data are as given in Table 8.3?

Table 8.3 Tire Lives in Units of 100 Kilometers

Tires Tested at ATires Tested at B
61.162.2
58.256.6
62.366.4
6456.2
59.757.4
66.258.4
57.857.6
61.465.4
62.263.6
63.6

Solution:

  1. State the Hypotheses: The manufacturer wants to test if there’s no difference in mean tire life.

  2. Identify Given Information:

    • Sample from Method A (): tires.
    • Sample from Method B (): tires.
    • Significance level .
    • Note: This section assumes known variances (, ). These are not provided in the problem statement. However, the text states a value for the test statistic. We will calculate the sample means and then use the provided test statistic value, assuming that and were implicitly used to derive it.
  3. Calculate Sample Means:

    • For Method A:
    • For Method B:
    • The difference is .
  4. Use Provided Test Statistic: The text states, “A simple computation shows that the value of the test statistic is 0.066.” This -statistic is . So we use .

  5. Determine the Critical Value: For a two-sided test with , we need . From the standard normal distribution table, .

  6. Make a Decision: We compare the absolute value of our test statistic with the critical value .

    • .
    • . Since , we accept the null hypothesis .
  7. Conclusion: The data do not provide sufficient evidence, at the 5% significance level, to conclude that there is a significant difference in the mean life of tires produced by the two methods. The observed difference is small enough to be attributed to random variation.


For a one-sided test, for example (or ) against :

The -value is , where is the observed test statistic.

8.4.2 Case of Unknown Variances

More realistically, both the means () and variances () are unknown. We again want to test versus . For an exact test, we usually make an additional assumption: the unknown population variances are equal, i.e., .

We estimate the common variance using a pooled estimator , which combines information from both samples:

where and are the individual sample variances. With this pooled estimator, the test statistic becomes:

When is true (), this statistic follows a -distribution with degrees of freedom. The significance level test is to:

The -value, if is observed to be , is .

For one-sided tests, for versus , we reject if . The -value is .


EXAMPLE 8.4b

Problem: Twenty-two volunteers at a cold research institute caught a cold… Do the data listed prove that taking 4 grams daily of vitamin C reduces the mean length of time a cold lasts? At what level of significance? (Assume (Vitamin C group), (Placebo group)). Given: .

Solution:

  1. State the Hypotheses: We want to prove that Vitamin C reduces cold duration. This means the mean duration with Vitamin C () is less than with a placebo (). This is our alternative hypothesis.

    This is equivalent to vs .

  2. Identify Given Information:

    • Sample size (Vitamin C) .
    • Sample mean (Vitamin C) .
    • Sample variance (Vitamin C) .
    • Sample size (Placebo) .
    • Sample mean (Placebo) .
    • Sample variance (Placebo) .
    • Assume unknown but equal population variances ().
    • Degrees of freedom .
  3. Calculate the Pooled Sample Variance ():

    The text states , which is consistent.

  4. Calculate the Test Statistic:

    The text states , which is consistent.

  5. Calculate the -value: For a one-sided test (), the -value is . Using the symmetry of the -distribution, . From a -distribution table (for ), we find that and . Our value falls between these. A calculator gives .

  6. Make a Decision: The problem asks at what level of significance we can conclude. If we choose :

    • Critical value .
    • Test statistic . Since , we reject at the 5 percent level of significance. Since , we also reject .
  7. Conclusion: At the 5% level of significance, there is sufficient evidence to conclude that taking 4 grams daily of Vitamin C reduces the mean length of time a cold lasts. The significance level is approximately .


EXAMPLE 8.4c

Problem: Reconsider Example 8.4a, but now suppose that the population variances are unknown but equal.

Solution:

  1. State the Hypotheses: As in Example 8.4a, we test for a difference in means.

  2. Identify Given Information:

    • Samples from Table 8.3:
      • Method A (): , .
      • Method B (): , .
    • Assumption: Unknown but equal variances ().
    • Degrees of freedom .
  3. Calculate Sample Variances (, ):

    • For Method A (): Note: Careful calculation using directly (e.g., in R) gives . Let’s use the more precise value. Let’s recalculate and accurately from the raw data.
      • For data: c(61.1, 58.2, 62.3, 64, 59.7, 66.2, 57.8, 61.4, 62.2, 63.6) . . .
      • For data: c(62.2, 56.6, 66.4, 56.2, 57.4, 58.4, 57.6, 65.4, 63.6) . . .
  4. Calculate the Pooled Sample Variance ():

  5. Calculate the Test Statistic:

    Note: The textbook states the value of the test statistic is 1.028. This discrepancy arises from differences in the calculated sample variances, and thus pooled variance.

  6. Calculate the -value: For a two-sided test with , . Using a -distribution calculator for , .

    Note: The textbook states the -value is 0.3192, based on their .

  7. Make a Decision: At any reasonable significance level (e.g., or ), our calculated is much greater than . Therefore, we accept the null hypothesis .

  8. Conclusion: The data are not inconsistent with the hypothesis that the mean tire lives for the two methods are equal, assuming their population variances are unknown but equal.


8.4.3 Case of Unknown and Unequal Variances

When and are unknown and cannot be assumed equal, the problem becomes known as the Behrens-Fisher problem. There is no universally agreed-upon exact test statistic. However, if both sample sizes and are large, we can rely on the Central Limit Theorem again. The test statistic:

will approximately follow a standard normal distribution when is true. Thus, for large , an approximate level test of versus is to:

The -value is , where is the observed test statistic.


Table 8.4 presents the two-sided tests for comparing means of two normal populations.

AssumptionTest Statistic Significance Level Test-Value if
knownReject if $TS
Reject if $TS
largeReject if $TS

*$Z$ is a standard normal random variable. $T_{n+m-2}$ is a $t$-random variable with $n+m-2$ degrees of freedom.*

8.4.4 The Paired -Test

What if our two samples are not independent? Imagine measuring a car’s gas mileage before and after installing an antipollution device. Each car is unique, so the “before” and “after” measurements for a single car are linked. We can’t treat the two sets of measurements as independent samples.

The solution is to focus on the differences for each pair. Let be the measurements for the -th car (e.g., before, after). We define for each car . If the device has no effect, we would expect these differences to average to zero. So, the problem transforms into a one-sample -test on the differences :

where is the population mean of the differences. Assuming the are a sample from a normal population with unknown mean and unknown variance , we can use the -test from Section 8.3.2:

Here, is the sample mean of the differences, and is the sample standard deviation of the differences. The degrees of freedom are . This test is called the paired -test. It’s powerful because it accounts for the correlation between paired observations and effectively removes individual variability between units.


EXAMPLE 8.4d

Problem: An industrial safety program was recently instituted in the computer chip industry. The average weekly loss (averaged over 1 month) in labor-hours due to accidents in 10 similar plants both before and after the program are as follows:

PlantBeforeAfterA-B
130.5237.5
218.521-2.5
324.5222.5
43228.53.5
51614.51.5
61515.5-0.5
723.524.5-1.0
825.5214.5
92823.54.5
101816.51.5

Determine, at the 5 percent level of significance, whether the safety program has been proven to be effective.

Solution:

  1. Define Differences and Hypotheses: Let be labor-hours before the program and be labor-hours after. The table’s “A-B” column is . Let . If the program is effective, labor-hours after should be less than before, so , meaning . We want to prove effectiveness, so this is our alternative hypothesis.

  2. Identify Given Information:

    • Sample size (pairs of plants).
    • Differences : 7.5, -2.5, 2.5, 3.5, 1.5, -0.5, -1.0, 4.5, 4.5, 1.5.
    • Hypothesized mean difference .
    • Significance level .
    • Degrees of freedom .
  3. Calculate Sample Mean () and Sample Standard Deviation () of Differences:

    • Sum of differences:
    • Sample mean of differences:
    • Sum of squared differences:
    • Sample variance of differences ():
    • Sample standard deviation of differences ():
  4. Calculate the Test Statistic:

    Note: The textbook states the value of the test statistic is -2.266. This implies the textbook used . If we calculate , then , and . The absolute value is consistent. The conclusion of effectiveness means . So we are testing vs . Our would be negative. Let’s proceed with the convention of to match the text’s value.

    Revised Solution for Example 8.4d (using ):

    1. Define Differences and Hypotheses: Let . If the program is effective, labor-hours after should be less than before, so , meaning . This is our alternative hypothesis.

    2. Identify Given Information:

      • : -7.5, 2.5, -2.5, -3.5, -1.5, 0.5, 1.0, -4.5, -4.5, -1.5.
      • , , , .
    3. Calculate and :

      • .
      • .
      • (sum of squares is the same).
      • .
      • .
    4. Calculate the Test Statistic:

      This is very close to the textbook’s . Let’s use the textbook’s value for subsequent calculations to match the -value.

    5. Calculate the -value: For a one-sided test (), the -value is . Using the symmetry of the -distribution, . From a -distribution table (for ), we find that and . Since is very close to , the -value will be very close to . Indeed, the text states .

    6. Make a Decision:

      • .
      • Significance level . Since , we reject the null hypothesis .
    7. Conclusion: At the 5% level of significance, there is strong evidence to reject the hypothesis that the safety program has not been effective (or has increased accidents). We conclude that the safety program has been proven effective in reducing labor-hours lost due to accidents.


8.5 Hypothesis Tests Concerning the Variance of a Normal Population

Sometimes, our primary concern isn’t the mean, but the variability of a process or product. For example, a machine producing components needs to be precise, meaning its output variance should be small.

Let be a sample from a normal population with unknown mean and unknown variance . We want to test:

for some specified value .

To construct this test, we recall that the statistic follows a chi-square distribution with degrees of freedom (). Therefore, when is true:

For a two-sided test with significance level , we reject if the observed test statistic is either too small or too large. The critical values are and .

Thus, the significance level test is to:

The -value for this test, if the observed test statistic is , is:


EXAMPLE 8.5a

Problem: A machine that automatically controls the amount of ribbon on a tape has recently been installed. This machine will be judged to be effective if the standard deviation of the amount of ribbon on a tape is less than 0.15 cm. If a sample of 20 tapes yields a sample variance of , are we justified in concluding that the machine is ineffective?

Solution:

  1. State the Hypotheses: The machine is effective if , which means . We want to see if we can conclude it is ineffective, which means rejecting the hypothesis of effectiveness. So, effectiveness is the null hypothesis.

  2. Identify Given Information:

    • Sample size .
    • Sample variance .
    • Hypothesized variance .
    • Degrees of freedom .
  3. Calculate the Test Statistic:

  4. Calculate the -value: For a one-sided test (), we reject if is large, meaning the statistic is large.

    Using a chi-square distribution table or calculator for : . So, . This matches the textbook’s -value.

  5. Make a Decision: If we choose any typical significance level (e.g., ):

    • .
    • . Since , we accept the null hypothesis .
  6. Conclusion: The observed sample variance of is not large enough to reasonably conclude that the true variance is greater than . Therefore, we are not justified in concluding that the machine is ineffective at the 5% significance level. The data are consistent with the machine being effective.


8.5.1 Testing for the Equality of Variances of Two Normal Populations

Suppose we have two independent samples from normal populations: from and from . We want to test if their variances are equal:

We use the sample variances and . We know that and . The ratio follows an -distribution with and degrees of freedom (). When is true (), the ratio simplifies to:

For a two-sided test with significance level , we reject if the ratio is too far from 1. The critical values are and .

Thus, the significance level test is to:

The -value for this test, if the observed test statistic is , is:


EXAMPLE 8.5b

Problem: There are two different choices of a catalyst to stimulate a certain chemical process. To test whether the variance of the yield is the same no matter which catalyst is used, a sample of 10 batches is produced using the first catalyst, and 12 using the second. If the resulting data are and , can we reject, at the 5 percent level, the hypothesis of equal variance?

Solution:

  1. State the Hypotheses: We are testing if the variances are equal.

  2. Identify Given Information:

    • Sample 1: , .
    • Sample 2: , .
    • Significance level .
    • Degrees of freedom for -distribution: , .
  3. Calculate the Test Statistic:

  4. Calculate the -value: For a two-sided test, . Using an -distribution table or calculator for : . Then .

    This matches the textbook’s -value of (due to rounding).

  5. Make a Decision:

    • .
    • Significance level . Since , we accept the null hypothesis .
  6. Conclusion: At the 5% level of significance, the data do not provide sufficient evidence to reject the hypothesis that the variances of the yields for the two catalysts are equal. The observed difference in sample variances is not statistically significant.


8.6 Hypothesis Tests in Bernoulli Populations

Many engineering problems involve Bernoulli trials, where outcomes are binary (e.g., acceptable/defective, success/failure). The number of “successes” in a fixed number of independent Bernoulli trials follows a binomial distribution.

Consider a production process where each item is defective with probability . We want to test a one-sided hypothesis about :

where is a specified proportion. If is the number of defects in a sample of items, we reject if is “too large.” The probability is an increasing function of . So, when is true (), . A significance level test is to reject when , where is the smallest integer such that . In practice, we compute the -value for the observed number of defects :


EXAMPLE 8.6a

Problem: A computer chip manufacturer claims that no more than 2 percent of the chips it sends out are defective. An electronics company, impressed with this claim, has purchased a large quantity of such chips. To determine if the manufacturer’s claim can be taken literally, the company has decided to test a sample of 300 of these chips. If 10 of these 300 chips are found to be defective, should the manufacturer’s claim be rejected?

Solution:

  1. State the Hypotheses: The manufacturer’s claim is . We want to see if the data contradict this claim, so the claim is .

  2. Identify Given Information:

    • Sample size .
    • Observed number of defectives .
    • Hypothesized proportion .
    • Test at the 5 percent level of significance ().
  3. Calculate the -value: We need to find the probability of observing 10 or more defects if the true defect rate is .

    Using a binomial calculator or statistical software: . This matches the textbook’s -value.

  4. Make a Decision:

    • .
    • Significance level . Since , we accept the null hypothesis .
  5. Conclusion: At the 5% level of significance, the observed 10 defective chips in a sample of 300 are not strong enough evidence to reject the manufacturer’s claim that the defect rate is no more than 2%.


EXAMPLE 8.6b

Problem: In an attempt to show that proofreader A is superior to proofreader B, both proofreaders were given the same manuscript to read. If proofreader A found 28 errors, and proofreader B found 18, with 10 of these errors being found by both, can we conclude that A is the superior proofreader?

Solution:

  1. Analyze the Error Data:

    • Total errors found by A: 28.
    • Total errors found by B: 18.
    • Errors found by both: 10.
    • Errors found only by A: .
    • Errors found only by B: .
    • Total errors found by exactly one proofreader: . If A and B are equally competent in finding errors that one of them alone found, then each of these 26 errors would be assigned to A with probability 0.5. To show A is superior, we need to show that A found significantly more of these unique errors than B.
  2. State the Hypotheses: Let be the probability that a singly found error is found by A. If A is superior, .

  3. Identify Given Information:

    • Total trials (singly found errors) .
    • “Successes” (errors found only by A) .
    • Hypothesized proportion .
  4. Calculate the -value:

    Using a binomial calculator or statistical software: . This matches the textbook’s -value.

  5. Make a Decision: If we choose :

    • .
    • Significance level . Since , we reject the null hypothesis .
  6. Conclusion: At the 5% level of significance, we can conclude that proofreader A is superior to proofreader B.


Normal Approximation to the Binomial: When is large, the binomial distribution can be approximated by a normal distribution with mean and variance . So, is approximately standard normal. An approximate level test for versus is to reject if .


EXAMPLE 8.6c

Problem: In Example 8.6a, use the normal approximation to calculate the -value if .

Solution:

  1. Identify Parameters: From Example 8.6a: , , .

  2. Calculate Mean and Standard Deviation of the Normal Approximation:

    • Mean .
    • Variance .
    • Standard deviation .
  3. Apply Continuity Correction and Standardize: For , we use for the normal approximation.

  4. Calculate the -value:

    Using a standard normal table or calculator, . This matches the textbook’s approximate -value. (Recall the exact -value from Example 8.6a was 0.0818.) The approximation is reasonably close.


For a two-sided test of versus , if is observed, the test rejects if is significantly larger or smaller than expected. The -value is:


EXAMPLE 8.6d

Problem: Historical data indicate that 4 percent of the components produced at a certain manufacturing facility are defective. A particularly acrimonious labor dispute has recently been concluded, and management is curious about whether it will result in any change in this figure of 4 percent. If a random sample of 500 items indicated 16 defectives (3.2 percent), is this significant evidence, at the 5 percent level of significance, to conclude that a change has occurred?

Solution:

  1. State the Hypotheses: Management is curious about any change, so this is a two-sided test.

  2. Identify Given Information:

    • Sample size .
    • Observed number of defectives .
    • Hypothesized proportion .
    • Significance level .
  3. Determine Expected Value and Calculate -value components:

    • Expected number of defectives under : .
    • Observed is less than the expected 20. So, the -value will be .

    To use normal approximation:

    • Mean .
    • Standard deviation .
    • Standardize with continuity correction ( for ):
    • . Using standard normal table, .

    The textbook states , which is consistent with the approximation.

  4. Make a Decision:

    • .
    • Significance level . Since , we accept the null hypothesis .
  5. Conclusion: There is not sufficient evidence, at the 5% level of significance, to conclude that a change has occurred in the proportion of defective items. The observed 3.2% defective rate is not statistically different from the historical 4% rate.


8.6.1 Testing the Equality of Parameters in Two Bernoulli Populations

Suppose we have two independent Bernoulli populations, with probabilities of success and . We want to test if . We take a sample of size from population 1, yielding successes, and a sample of from population 2, yielding successes.

This test uses a conditional approach, known as the Fisher-Irwin test. Given a total of successes, if is true, the conditional distribution of is hypergeometric:

We reject if is too far from what we’d expect under the hypergeometric distribution given and . The -value for an observed successes from the first sample, given a total of successes, is:

where is a hypergeometric random variable with parameters .


EXAMPLE 8.6e

Problem: Suppose that method 1 resulted in 20 unacceptable transistors out of 100 produced, whereas method 2 resulted in 12 unacceptable transistors out of 100 produced. Can we conclude from this, at the 10 percent level of significance, that the two methods are equivalent?

Solution:

  1. State the Hypotheses: We want to test if the two methods are equivalent (i.e., have the same defect probability).

  2. Identify Given Information:

    • Method 1: , .
    • Method 2: , .
    • Total defects .
    • Significance level .
  3. Calculate the -value using Fisher-Irwin Test: The -value is , where is a hypergeometric random variable with parameters . Under this hypergeometric distribution, the expected number of defects from method 1, given , is . Since the observed is greater than the expected 16, we calculate . Using statistical software to compute the hypergeometric probabilities: . Then . This matches the textbook’s -value of .

  4. Make a Decision:

    • .
    • Significance level . Since , we accept the null hypothesis .
  5. Conclusion: At the 10% level of significance, there is not sufficient evidence to conclude that the two methods for producing transistors are different in their defect rates. The observed difference can be attributed to chance.


EXAMPLE 8.6f

Problem: In 1970, the researchers Herbst, Ulfelder, and Poskanzer (H-U-P) suspected that vaginal cancer in young women… Discovering that 7 of the 8 cases had mothers who took DES while pregnant, while none of the 32 referents had mothers who took the drug, the researchers concluded that there was a strong association between DES and vaginal cancer. (The -value for these data is approximately 0.)

Solution: This example highlights a powerful application of a two-sample proportions test (or Fisher-Irwin exact test).

  1. Context: This is a retrospective study comparing exposure (DES) in cases (vaginal cancer) vs. controls (referents).
  2. Hypotheses:
    • (No association between DES and vaginal cancer risk, i.e., proportion of mothers taking DES is the same in both groups).
    • (Association exists, or more specifically, would be suspected).
  3. Data:
    • Cases (): (mothers took DES).
    • Controls (): (mothers took DES).
    • Total DES exposure .
  4. Interpretation: The researchers found a stark difference: 7 out of 8 cases were exposed to DES, while 0 out of 32 controls were. This is a highly unusual outcome if there were no association. A -value approximately 0 signifies that such an extreme result would be virtually impossible if DES exposure were equally likely in cases and controls. This strong evidence led to the conclusion of a significant association. The Fisher-Irwin test would compare the observed against the hypergeometric distribution for . Given that 7 out of 7 DES exposures fell into the small case group, it would indeed yield an extremely small -value.

8.7 Tests Concerning the Mean of a Poisson Distribution

The Poisson distribution often models counts of events occurring over a fixed interval of time or space (e.g., number of defects per roll of fabric, number of accidents per month). Let be a Poisson random variable with mean . We want to test a hypothesis about :

If is observed, we reject if is far from . The -value is:

where means probabilities are computed assuming the Poisson mean is . For one-sided tests, the -value would be or as appropriate.


EXAMPLE 8.7a

Problem: Management’s claim that the mean number of defective computer chips produced daily is not greater than 25 is in dispute. Test this hypothesis, at the 5 percent level of significance, if a sample of 5 days revealed 28, 34, 32, 38, and 22 defective chips.

Solution:

  1. Model and Hypotheses: We assume the daily number of defective chips is Poisson distributed. Management claims . We want to dispute this, so we test if is actually greater than 25.

  2. Identify Given Information:

    • Observed daily defects: 28, 34, 32, 38, 22.
    • Number of days .
    • Hypothesized mean daily defect rate .
    • Significance level .
  3. Aggregate Data and Determine Test Statistic: The sum of independent Poisson random variables is also Poisson. If the daily mean is , then the total number of defects over 5 days, , is Poisson with mean . Under , the total mean is . The observed total number of defects over 5 days is:

  4. Calculate the -value: For a one-sided test (, meaning ), we reject if is large.

    Using a Poisson calculator (or software) for mean 125: . This matches the textbook’s -value.

  5. Make a Decision:

    • .
    • Significance level . Since , we reject the null hypothesis .
  6. Conclusion: At the 5% level of significance (and even at 1%), the data strongly suggest that the mean number of defective computer chips produced daily is greater than 25. Management’s claim is rejected.


Remark: For large values of , a Poisson random variable can be approximated by a normal distribution with mean and variance . This can be used to approximate Poisson -values when computational tools for the exact Poisson distribution are unavailable.


8.7.1 Testing the Relationship Between Two Poisson Parameters

Suppose we have two independent Poisson random variables, and . We want to test a hypothesis about their relationship, specifically:

for a given constant . This could test if is twice (c=2), or half (c=0.5), etc.

A conditional test is used here, relying on a beautiful property of Poisson distributions:

PROPOSITION 8.7.1 Given , the conditional distribution of is binomial:

This is a binomial distribution with parameters and . If is true, then . So, under , . Thus, if and is observed, we reject if:

The -value is found similarly to the two-sided binomial test.


EXAMPLE 8.7b

Problem: An industrial concern runs two large plants. If the number of accidents during the past 8 weeks at plant 1 were 16, 18, 9, 22, 17, 19, 24, 8 while the number of accidents during the last 6 weeks at plant 2 were 22, 18, 26, 30, 25, 28, can we conclude, at the 5 percent level of significance, that the safety conditions differ from plant to plant?

Solution:

  1. Model and Hypotheses: Assume the number of accidents per week in each plant follows a Poisson distribution. Let be the mean weekly accident rate for Plant 1 and for Plant 2. We are testing if safety conditions differ, implying a difference in accident rates.

    • Plant 1 observed for weeks. Total accidents . Mean total accidents .
    • Plant 2 observed for weeks. Total accidents . Mean total accidents . We want to test if . This implies vs . So if , then which is . The problem setup suggests we’re comparing the rates and . A natural null hypothesis is that the rates are equal: . Then . So .

    This is equivalent to testing versus . Here, the “plant 1” in Proposition 8.7.1 would refer to (total accidents in plant 1) with its mean . And “plant 2” would refer to (total accidents in plant 2) with its mean . The constant from the proposition needs to be set up appropriately. If we test , then . Under , the probability in the binomial distribution is .

  2. Identify Given Information:

    • Plant 1 accidents ( weeks): .
    • Plant 2 accidents ( weeks): .
    • Significance level .
  3. Calculate Total Accidents ():

    • .
    • .
    • Total number of accidents .
  4. Calculate the -value: We perform a conditional test based on where and under . The observed value for is . Expected value of under : . Since is less than the expected , we calculate the lower tail probability.

    Using statistical software for a binomial distribution : . This is an extremely small probability, meaning is highly unlikely if the accident rates were equal.

  5. Make a Decision:

    • .
    • Significance level . Since the -value is much, much smaller than , we reject the null hypothesis .
  6. Conclusion: At the 5% level of significance, we can strongly conclude that the safety conditions differ significantly between Plant 1 and Plant 2. Plant 1 (133 accidents in 8 weeks, average 16.625/week) has a considerably lower accident rate than Plant 2 (149 accidents in 6 weeks, average 24.833/week).