Free Essay

Test

In:

Submitted By Sokhemara
Words 2863
Pages 12
ROYAL UNIVERSITY OF PHNOM PENH Master of IT Engineering

PROBABILITY AND RANDOM PROCESSES FOR
ENGINEERING

ASSIGNMENT
Topic: BASIC RANDOM PROCESS

Group Member: 1, Chor Sophea 2, Lun Sokhemara 3, Phourn Hourheng 4, Chea Daly |

Academic year: 2014-2015

I. Introduction
Most of the time many systems are best studied using the concept of random variables where the outcome of random experiment was associated with some numerical value. And now there are many more systems are best studied using the concept of multiple random variables where the outcome of a random experiment was associated with multiple numerical values. Here we study random processes where the outcome of a random experiment is associated with a function of time [1]. Random processes are also called stochastic processes. For example, we might study the output of a digital filter being fed by some random signal. In that case, the filter output is described by observing the output waveform at random times.

Figure 1.1 The sequence of events leading to assigning a time function x(t) to the outcome of a random experiment Thus a random process assigns a random function of time as the outcome of a random experiment. Figure 1.1 graphically shows the sequence of events leading to assigning a function of time to the outcome of a random experiment. First we run the experiment, then we observe the resulting outcome. Each outcome is associated with a time function x(t). A random process X(t) is described by * The sample space S which includes all possible outcomes s of a random experiment * The sample function x(t) which is the time function associated with an outcome s. The values of the sample function could be discrete or continuous * The ensemble which is the set of all possible time functions produced by the random experiment * The time parameter t which could be continuous or discrete * The statistical dependencies among the random processes X(t) when t is changed. Based on the above descriptions, we could have four different types of random processes:
a) Discrete time, discrete value: We measure time at discrete values t = nT with n = 0, 1, 2, . . As an example, at each value of n we could observe the number of cars on the road x(n). In that case, x(n) is an integer between 0 and 10, say. Each time we perform this experiment, we would get a totally different sequence for x(n).
b) Discrete time, continuous value: We measure time at discrete values t = nT with n = 0, 1, 2, . ... As an example, at each value of n we measure the outside temperature x(n). In that case, x(n) is a real number between −30◦ and +45◦, say. Each time we perform this experiment, we would get a totally different sequence for x(n).
c) Continuous time, discrete value: We measure time as a continuous variable t. As an example, at each value of t we store an 8-bit digitized version of a recorded voice waveform x(t). In that case, x(t) is a binary number between 0 and 255, say. Each time we perform this experiment, we would get a totally different sequence for x(t).
d) Continuous time, continuous value: We measure time as a continuous variable t. As an example, at each value of t we record a voice waveform x(t). In that case, x(t) is a real number between 0 V and 5 V, say. Each time we perform this experiment, we would get a totally different sequence for x(t).

Figure. 1.2 An example of a discrete time, discrete valued random process for an observation of 10 samples where only three random functions are possible. The figure 1.2 above shows a discrete time, discrete valued random process for an observation of 10 samples where only three random functions are generated. We find that for n = 2, the values of the functions correspond to the random variable X(2). Therefore, random processes give rise to random variables when the time value t or n is fixed. This is equivalent to sampling all the random functions at the specified time value, which is equivalent to taking a vertical slice from all the functions shown in the figure. Example 1 A time function is generated by throwing a die in three consecutive throws and observing the number on the top face after each throw. Classify this random process and estimate how many sample functions are possible. This is a discrete time, discrete value process. Each sample function will be have three samples and each sample value will be from the set of integers 1 to 6. For example, one sample function might be 4, 2, 5. Using the multiplication principle for probability, the total number of possible outputs is 63 = 216.

II. Objective
In this section of the research paper we are considering about a production line for 10 kHz oscillators, the output frequency of each oscillator is a random variable W uniformly distributed between 9980 Hz and 1020 Hz. The frequencies of different oscillators are independent. The oscillator company has an order for one part in 104 oscillators with frequency between 9999 Hz and 10, 001 Hz. A technician takes one oscillator per minute from the production line and measures its exact frequency. (This test takes one minute.) The random variable Tr minutes is the elapsed time at which the technician finds r acceptable oscillators.
(a) What is p, the probability that any single oscillator has one-part-in-104 accuracy?
(b) What is E[T1] minutes, the expected time for the technician to find the first one-part-in-104 oscillator?
(c) What is the probability that the technician will find the first one-part-in-104 oscillator in exactly 20 minutes?
(d) What is E[T5], the expected time of finding the fifth one-part-in-104 oscillator?

III. Literature
A random process that is useful for modeling events occurring in time is the Poisson random process. A typical realization is shown in which the events, indicated by the "x"s, occur randomly in time. The random process, whose realization is a set of times, is called the Poisson random process. The random process that counts the number of events in the time interval [0, t], and which is denoted by N{t), is called the Poisson counting random process. It is clear that the two random processes are equivalent descriptions of the same random phenomenon. Note that N{t) is a continuous-time/discrete-valued (CTDV) random process. Also, because N(t) counts the number of events from the initial time t = 0 up to and including the time t, the value oi N{t) at a jump is iV(t+). Thus, N{t) is right-continuous (the same property as for the CDF of a discrete random variable). The motivation for the widespread use of the Poisson random process is its ability to model a wide range of physical and man-made random phenomena. Some of these are the distribution in time of radioactive counts, the arrivals of customers at a cashier, requests for service in computer networks, and calls made to a central location, to name just a few. In Chapter 5 we gave an example of the application of the Poisson PMF to the servicing of customers at a supermarket checkout. Here we examine the characteristics of a Poisson random process in more detail, paying particular attention not only to the probability of a given number of events in a time interval but also to the probability for the arrival times of those events. In order to avoid confusing the probabilistic notion of an event with the common usage, we will refer to the events shown in Figure 21.1 as arrivals.

The Poisson random process is a natural extension of a sequence of independent and identically distributed Bernoulli trials. The Poisson counting random process N{t) then becomes the extension of the binomial counting random process discussed in Example 16.5. To make this identification, consider a Bernoulli random process, which is defined as a sequence of IID Bernoulli trials, with U[n] = 1 with probability p and U[n] = 0 with probability 1 - p. Now envision a Bernoulli trial for each small time slot of width At in the interval [0, t] as shown in Figure 21.2. Thus, we will observe either a 1 with probability p or a 0 with probability 1-p for each of the M = t/At time slots. Recall that on the average we will observe Mp ones. Now if At -> 0 and M ->• oo with t = MAt held constant, we will obtain the Poisson random process as the limiting form of the Bernoulli random process. Also, recall that the number of ones in M IID Bernoulli trials is a binomial random variable. Hence, it seems reasonable that the number of arrivals in a Poisson random process should be a Poisson random variable in accordance with our results in Section 5.6. We next argue that this is indeed the case. For the binomial counting random process, thought of as one trial per time slot, we have that the number of ones in the interval [0, t] has the PMF

But as M ^ 00 and p -)• 0 with E[N{t)] = Mp being fixed, the binomial PMF becomes the Poisson PMF or N{t) ~ Pois(A'), where V = E[N(t)] = Mp. (Note that as the number of time slots M increases, we need to let p ^ 0 in order to maintain an average number of arrivals in [0,^].) Thus, replacing A' by E[N{t)], we write the Poisson PMF as

To determine E[N{t)] for use in (21.1), where t may be arbitrary, we examine Mp in the limit. Thus,

where we define A as the limit of p/At. Since A = E[N(t)]/t, we can interpret A as the average number of arrivals per second or the rate of the Poisson random process. This is a parameter that is easily specified in practice. Using this definition we have that

As mentioned previously, N{t) is the Poisson counting random process and the probability of k arrivals from t = 0 up to and including t is given by (21.2). It is a semi-infinite random process with N(0) = 0 by definition. It is possible to derive all the properties of a Poisson counting random process by employing the previous device of viewing it as the limiting form of a binomial counting random process as At —>• 0. However, it is cumbersome to do so and therefore, we present an alternative derivation that is consistent with the same basic assumptions. One advantage of viewing the Poisson random process as a limiting form is that many of its properties become more obvious by consideration of a sequence of IID Bernoulli trials. These properties are inherited from the binomial, such as, for example, the increments N{t2) — N{ti) must be independent. (Can you explain why this must be true for the binomial counting random process?)

Derivation of Poisson Counting Random Process:
We next derive the Poisson counting random process by appealing to a set of axioms that are consistent with our previous assumptions. Clearly, since the random process starts at t = 0, we assume that iV(0) = 0. Next, since the binomial counting random process has increments that are independent and stationary (Bernoulli trials are IID), we assume the same for the Poisson counting random process. Thus, for two increments we assume that the random variables / i = N{t2) — N(ti) and h = Ar(^4) — N{ts) are independent if t4 > ts > t2 > h and also have the same PDF if additionally t^ — ts = t2 — ti. Likewise, we assume this is true for all possible sets of increments. Note that ^4 > ts > ^2 > ^1 corresponds to nonoverlapping time intervals. The increments will still be independent if ^2 = h or the time intervals have a single point in common since the probability of N(t) changing at a point is zero as we will see shortly. As for the Bernoulli random process, there can be at most one arrival in each time slot. Similarly, for the Poisson counting random process we allow at most one arrival for each time slot so that

With these axioms we wish to prove that (21.2) follows. The derivation is indicative of an approach commonly used for analyzing continuous-time Markov random processes [Cox and Miller 1965] and so is of interest in its own right.

Derivation:
To begin, consider the determination of P[N{t) = 0] for an arbitrary t > 0. Then referring to Figure 21.3a we see that for no arrivals in [0, t], there must be no arrivals in [0, t — At] and also no arrivals in {t — At, t]. Therefore,

for which the solution is Po(t) = cexp(—A^), where c is an arbitrary constant. To evaluate the constant we invoke the initial condition that Po{0) = P[N(0) = 0] = 1 by Axiom 1 to yield c= 1. Thus, we have finally that
P[N(t) =0]= Po{t) = exp(-At).
Next we use the same argument to find a differential equation for Pi (t) = P[N(t) =
1] by referring to Figure 21.3b. We can either have no arrivals in [0, t — At] and one arrival in {t — At, t] or one arrival in [0, t — At] and no arrivals in (t — At, t]. These are the only possibilities since there can be at most one arrival in a time interval of length At. The two events are mutually exclusive so that

IV. Methodology
(a) Each resistor has frequency W in Hertz with uniform PDF
The probability that a test yields a one part in 104 oscillator is

(b) To find the PMF of T1, we view each oscillator test as an independent trial. A success occurs on a trial with probability p if we find a one part in 104 oscillator. The first one part in 104 oscillator is found at time T1 = t if we observe failures on trials 1,...,t−1 followed by a success on trial t. Hence,T1 has the geometric PMF

A geometric random variable with success probability p has mean 1/p. The expected time to find the first good oscillator is E[T1] = 1/p = 20 minutes.

(c) Since p = 0.05, the probability the first one part in 104 oscillator is found in exactly 20 minutes is PT1(20) = (0.95)19(0.05) = 0.0189.

(d) The time T5 required to find the 5th one part in 104 oscillator is the number of trials needed for 5 successes. T5 is a Pascal random variable. If this is not clear, see where the Pascal PMF is derived. When we are looking for 5 successes, the Pascal PMF is

Looking up the Pascal PMF in Appendix A, we find that E[T5] = 5/p = 100 minutes. The following argument is a second derivation of the mean of T5. Once we find the first one part in 104 oscillator, the number of additional trials needed to find the next one part in 104 oscillator once again has a geometric PMF with mean 1/p since each independent trial is a success with probability p. Similarly, the time required to find 5 one part in 104 oscillators is the sum of five independent geometric random variables. That is,

where each Ki is identically distributed to T1. Since the expectation of the sum equals the sum of the expectations
,

V. Result
According to the solution done in the methodology section we have found that the probability that any single oscillator has one-part-in-104 accuracy is 5% success. And on the other hand, the expected time for the technician to find the first one-part-in-104 oscillator is 20 minutes. For the other thing to find is the probability that the technician will find the first one-part-in-104 oscillator in exactly 20 minutes is 0.0189. And at the end of this result we have found that the expected time of finding the fifth one-part-in-104 oscillator is 100 minutes.

VI. Conclusion
The Poisson distribution has a strong theoretical background and very wide spectrum of practical applications. Bringing original and/or unusual cases, featuring Poisson processes, may provide opportunities for increasing students' attentiveness and interests in Statistics. One important lesson the author of this paper has learned is that presentation of statistical cases, including Poisson examples, should be accompanied and enriched by significant business, social or historical background description and discussion.

References https://onlinecourses.science.psu.edu/stat414/book/export/html/54 https://www.math.ust.hk/~maykwok/courses/ma246/04_05/04MA246EX_Ran.pdf http://web.xidian.edu.cn/cfliu/files/20121125_153153.pdf http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-262-discrete-stochastic-processes- spring-2011/course-notes/MIT6_262S11_chap02.pdf
http://www.intmath.com/counting-probability/13-poisson-probability-distribution.php

Similar Documents

Free Essay

Test Taking

...you feel about tests in general? I don’t like taking test because I always get of feeling of nervousness. My stomach gets all tied up in knots. The problem with taking test is a feeling of not remembering. It gets uncomfortable every time I have to take a test whether I study or not. 2. What are your first memories of being in a testing situation? What were your feeling, and why? My first memory of being in a testing situation is in high school. It was finals and I needed to pass this one course to graduate. It was a course that I detested, and I was horrible at it. This course was Trigonometry. I am not good in math period, but this course was a requirement. I felt that I was going to fail the course, and it was going to be a setback. It was a depressing feeling. 3. What make a test “good” and “bad” from your perspective? What make a test good is knowing what kind of test it, what is covered and how much a percentage is geared toward that test. How do I know that the test is good is when the instructor lets you know what is going to be on the test. A test is good when much preparation and work goes into it. The format or the structure of the test also make it good. When I think of a bad test, it mean no preparation, no work or study when into taking the test. A bad test is a test that is not put together well. The organization is not good and the test is very confusing. It can be a bad test when the person taking the test is ill-prepared...

Words: 528 - Pages: 3

Premium Essay

Test

...For • Practicality-This is probably by far, the biggest argument in favor of standardized tests. Aspects include: o Standardized tests are less time-consuming than more complicated assessments that need personal time with every student. o Standardized tests are easier to administer. There are explicit directions given and each student is given the same directions in the same way. o They are easier to grade, machines do it for us. o Very easy to use a computer to track progress and levels of achievement for different groups of students in different subjects. (Holloway) • Objectivity-It is very easy for a test to be objective, it doesn't have emotion or moods or biases. When giving more personal assessments, it is very possible that the teacher or person assessing the student can let their emotions or biases affect how they score that student. • Instigator of change-Standardized tests can be a powerful tool to change classroom and school practices (Gardner). We can use testing to tell us whether we have a problem (Gerstner). When we identify a problem in a classroom, school, or district we can then take active steps in correcting that problem. In addition, achievement data from tests provide teachers with valuable information to improve classroom and student learning (Gardner) • Accountability-Setting high expectations for students and holding them accountable for the same standards, leads to achievement gains. High-stakes testing forces students to take education...

Words: 1000 - Pages: 4

Free Essay

Test

...Quantitative research methods in educational planning Series editor: Kenneth N.Ross Module John Izard 6 Overview of test construction UNESCO International Institute for Educational Planning Quantitative research methods in educational planning These modules were prepared by IIEP staff and consultants to be used in training workshops presented for the National Research Coordinators who are responsible for the educational policy research programme conducted by the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). The publication is available from the following two Internet Websites: http://www.sacmeq.org and http://www.unesco.org/iiep. International Institute for Educational Planning/UNESCO 7-9 rue Eugène-Delacroix, 75116 Paris, France Tel: (33 1) 45 03 77 00 Fax: (33 1 ) 40 72 83 66 e-mail: information@iiep.unesco.org IIEP web site: http://www.unesco.org/iiep September 2005 © UNESCO The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning its frontiers or boundaries. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means: electronic, magnetic tape, mechanical, photocopying, recording or otherwise, without permission ...

Words: 13966 - Pages: 56

Free Essay

Test

...Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category...

Words: 588 - Pages: 3

Free Essay

Test

...Test Automation Criteria Benefit * How often do you believe the test should be run? * How many minutes are required for one tester to execute the test manually? * Will human intervention still be required to execute the test after automation? * Does the execution of the test require the tester to input a large amount of data (e.g. populating many fields or populating the same fields many times) via the gui interface? * Does the test require an inordinate amount of user interface actions (e.g. mouse clicks, validations)? * Will automating the test increase the productivity of the team? * Will automating the test allow us to increase test coverage? * Will automating the test allow us to increase the accuracy (exactness) and precision ( reproducibility or repeatability) of the test? * Is the execution of this test prerequisite to the execution of multiple other tests? Cost * How many hours of data preparation (e.g. querying data, setup within the application, etc.) is required for this test? * Is the test documented in such a way that someone other than the author can execute it, and is it stored in Quality Center? * What is the average number of times the test needs to be updated (e.g to reflect development changes) within a six month span? * Are the manual test steps currently up to date? * Are the systems and environments in which the test is run stable and consistently available? * Are third party systems involved...

Words: 276 - Pages: 2

Free Essay

Test

...academic scores and to include the family’s social, culture and educational background. Sandel states that the A 700 score for a student who attended poor public schools in the South Bronx has more meaning than that of a student from an Upper East Side of Manhattan. 2. What is the essence of Richard Dworkin's argument in support of affirmative action university admissions policies? b. Dworkin’s idea of the supporting argument on affirmative action in relations to the universities admission policies is stated that possibly the right at stake should be based according to academic criteria alone. The fact of being good at football, or coming from Idaho, or having volunteered in a soup kitchen. Dworkin views the facts of grades, test scores, and other measures of academic promise land me in the top group of applicants, therefore I should be admitted. One should be considered based on academic merit alone. 3. What does it mean to sever the idea of "moral desert" from our notions of what constitutes justice?  Would this be helpful? c. Severing the idea of “moral desert” signifies that our nation should reject the talents that one has that enable them to compete more successfully than others in not entirely one’s own doing. He also states an equally decisive contingency where the quality of societal values at any given time...

Words: 504 - Pages: 3

Free Essay

Standardized Tests

...Standardized Testing Standardized testing has been a key part in education for awhile now, but how effective is it really? Does it truly grasp the students’ individualities to highlight their unique abilities? Of course it does not, how can it? If this is true, however, why are they still vital to earn a high school diploma? Education was once about the students, not about the score. It was about enjoying the time in the classroom, creating a desire to want to know more. Standardized tests have taken this away from classrooms, they have caused many pupils to not enjoy the material they are taught while also taking the individualism, the one on one individual experiences, out of the classrooms. Education is no longer about the individual student. It is about the student body, making everyone the same or “equal”. Education should be fun. It should make the student desire to learn more. Francine Prose discusses this in her essay, I Know Why the Caged Bird Cannot Read. She talks of how each September she is more and more depressed when she receives her sons’ reading lists for the upcoming school year. Not only have the books they are forced to read not the best choices, but the information from the books is forced down the student’s throats. Students are not given the opportunity to read the books and enjoy them. Upon receiving the their assignments, they are also given worksheets and other assignments,outlining the information and key points they are expected understand...

Words: 1053 - Pages: 5

Free Essay

Standardized Tests

...Standardized Tests Sections I and II Sammy North DeVry University Standardized Tests Sections I and II Brittany, an honors student in Atlanta, Georgia, had worked hard her entire academic career to celebrate what would be her proudest moment in high school: commencement. She wanted to walk across the stage to the flash of cameras and the smiles of her family just like her classmates, and then journey off to a college in South Carolina where she had already been accepted. So she gathered her proud family members from Chicago and Washington, D.C., to come to share in her joy. Brittany watched as her classmates put on their caps and gowns and walked across the stage to receive their diplomas. But she did not, and instead waited all during the day to get a last-minute waiver signed. She continued to wait through the night, but it never came. She began to realize that if she graduated, it would not be quick or easy. Her problem was that she had not passed one of four subject areas in the state’s graduation test, which students must pass to earn a regular diploma. She is not alone. Thousands of students, such as Brittany, every year do not make it across the stage at graduation due to failing these state tests. And many of them, such as Brittany, were honors students who had fulfilled all the other requirements of graduation except this one (Torres, 2010). Stories such as this one are far too common and should not happen. We have the power to change the status quo, so that...

Words: 2702 - Pages: 11

Premium Essay

Standardized Test

...’ve always thought about attending a school where students don’t have to take tests mandated by the government. I just realized that it is possible. In the article “What Schools Could Use Instead of Standardized Test”, by Anya Kamenetz, it recommends that it might come true in future years. As of right now, attorneys and legislators have been trying to draft a bill that could get rid of the desire for a federal bubble test and dismiss the renewal of the rule that states no child left behind, but switching it with fast state wide evaluations. The debate over the elimination of the federal testing comes in conclusion of the increasing concern of the time amount of these students use to take this test and the increasing number of parents deciding to withdraw their children from these tests. The council of chief state school officers and broad and big school districts were in support of decreasing the number of standardized tests students take. Plenty democratic groups have come out and backed this idea. If Schools do drop the mandated government tests, Kamenetz advice of three different choices measuring national students The first choice that Kamenetz...

Words: 631 - Pages: 3

Free Essay

Test

...P a g e |1 BackTrack 5 guide 4: How to perform stealth actions Karthik R, Contributor You can read the original story here, on SearchSecurity.in. In previous installments of this BackTrack 5 how to tutorial, we have discussed information gathering and vulnerability assessment of the target system; explored network assessment, scanning and gaining access into the target; and, delved into privilege escalation tools. In this installment of the tutorial on BackTrack 5, how to perform stealth actions will be discussed. Why stealth? The objective of penetration testing is to replicate the actions of a malicious attacker. No attacker desires discovery of surreptitious entry into the network, and hence employs stealth techniques to remain unnoticed. The penetration tester needs to adopt the same stealth methods, in order to honestly assess the target network. http://searchsecurity.techtarget.in/tip/BackTrack-5-guide-4-How-to-perform-stealth-actions P a g e |2 Figure 1. The ‘maintaining access’ category in BackTrack 5, with a focus on OS backdoors. This installment of the BackTrack 5 how to tutorial deals with the “Maintaining Access” feature, within which are options for OS backdoors, tunneling and Web backdoors, as shown in Figure 1. OS backdoors > Cymothoa: Cymothoa is a stealth backdooring tool on BackTrack 5 that injects backdoor shell code into an existing process. This tool has been developed by codewizard and crossbower from ElectronicSouls. The general...

Words: 1111 - Pages: 5

Premium Essay

Pre And Post-Test Assessment

...Compare your experience in taking the pre and post-test assessment. For this post exam, I experienced more anxiety than with the previous assessment test. I reviewed APEA material for most of the week, so I felt better prepared in some areas. However, with this exam falling on a holiday week, it was difficult to maintain consistent review times. Physically, I felt like I was sitting for the actual exam, therefore, my stomach was unsettled. However, I was more focused on taking my time reading the questions instead of rushing through the exam. Compare the scores you received pre and post-test, and the areas of lowest and highest scores. How did you do? The results of the pre-test reveal the lowest scores in Diagnosis and the post-test evaluation indicate that this is an area in which I need to improve in. My scores were consistently high for Assessment, however, they dropped in Planning and Intervention. I believe the challenge is deciding the most appropriate intervention. The areas of Evaluation and Pharmocotherapeutics were improved....

Words: 1046 - Pages: 5

Premium Essay

Eco 410 Test Bank

...A++PAPER;http://www.homeworkproviders.com/shop/eco-410-test-bank/ ECO 410 TEST BANK ECO 410 Test Bank, All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO 410 Week 8 Quiz 7: Chapters 13 and 14 ECO 410 Week 9 Quiz 8: Chapters 15 and 16 ECO 410 Week 10 Quiz 9: Chapter 17 and 18 ECO 410 Week 11 Quiz 10: Chapter 19 and 20 ECO 410 Quizzes and Exam Week 1 - 11 All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO 410 Week 8 Quiz 7: Chapters 13 and 14 ECO 410 Week 9 Quiz 8: Chapters 15 and 16 ECO 410 Week 10 Quiz 9: Chapter 17 and 18 ECO 410 Week 11 Quiz 10: Chapter 19 and 20 ECO 410 Quizzes and Exam Week 1 - 11 All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO 410 Week 8 Quiz 7: Chapters 13 and 14 ...

Words: 471 - Pages: 2

Free Essay

Eco 410 Test Bank

...ECO 410 TEST BANK A+ Graded Tutorial Available At: http://hwsoloutions.com/?product=eco-410-test-bank Visit Our website: http://hwsoloutions.com/ Product Description PRODUCT DESCRIPTION ECO 410 Test Bank, All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO 410 Week 8 Quiz 7: Chapters 13 and 14 ECO 410 Week 9 Quiz 8: Chapters 15 and 16 ECO 410 Week 10 Quiz 9: Chapter 17 and 18 ECO 410 Week 11 Quiz 10: Chapter 19 and 20 ECO 410 Quizzes and Exam Week 1 – 11 All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO 410 Week 8 Quiz 7: Chapters 13 and 14 ECO 410 Week 9 Quiz 8: Chapters 15 and 16 ECO 410 Week 10 Quiz 9: Chapter 17 and 18 ECO 410 Week 11 Quiz 10: Chapter 19 and 20 ECO 410 Quizzes and Exam Week 1 – 11 All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO...

Words: 484 - Pages: 2

Premium Essay

Standardized Test Outline

...I. Standardized test give an unfair advantage to some groups, with the contrast only widening throughout the decades. A. The wealthier class are more prepared than the poor class. 1. Since the 1960s, the contrast of standardized test results between those with wealth and those in poverty have widened by 60%. 2. Students in wealthier environments have greater access to methods and classes that help them prepare specifically for standardized tests. B. Whites and Asians have an advantage over Latinos and African Americans. 1. Although the African American and Latino students make up about 70% of the total student body, they are consistent in scoring lower on standardized tests in New York. 2. Schools in Virginia require a smaller percent...

Words: 615 - Pages: 3

Premium Essay

Standardization Test

...these test has become important for teachers since a student may take a least one standardized test per year. And therein lies the problem; relying heavily on standardized test, whether or not these test actually have reliable scores and are worth the extensive focus. Standardized test negatively affect student learning because they focus on certain topics and generate unreliable test scores due to certain factors. These factors include limitation of creativity, narrowing of curriculum, use of outdated methods, repetition, race and gender. In my research I have found significant data supporting my views. But first it is important to understand what standardized tests are. Standardized tests are different from other testing because they have uniform procedure. This means that they have the same time limits, fixed set of questions, and the scoring is also carefully outlined and uniform. Standardized test are usually scored objectively but there can be some questions such as a short answer question or personality questions which can be scored differently. Almost all test can be classified as informal or formal; a test given and create by a teacher is informal, but a standardized test is classified as formal (Mehrens and Lehmannn). There are certain characteristics a test must have to be a standardized test. The first characteristic is that the test must be designed by a specialist. These specialists have been trained in measurement and principles of test development...

Words: 1511 - Pages: 7