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2.12 Sampling and Randomization Distributions — Answers and Rubrics

These solutions explain the new practice tasks in this lesson. For simulation parts, a valid recorded run may differ from another learner’s run; the rubric checks the model, recorded work and interpretation.

Original generated practice for the Fall 2026 course. Return to the lesson and independent checks.

Population, One Sample and Repeated Means: worked answer

A known model population has values 2,4,6,8, each with probability 1/4 and mean 5. Each sample draws two independent values with replacement. One particular sample is(2,8). A newly generated twelve-sample run recorded these pairs:

(8, 4), (4, 8), (2, 2), (6, 8), (2, 2), (8, 6), (6, 4), (6, 8), (6, 6), (6, 2), (6, 6), (6, 8)

Part a

Describe the population distribution, the distribution of observations in sample(2,8), and the sampling distribution of the sample mean. Construct the exact sampling distribution by organizing all 16 equally likely ordered pairs.

Exact two-draw mean distribution
Mean2345678
Probability1/162/163/164/163/162/161/16

The population has four individual values with probabilities 1/4. The particular sample has two observations 2 and 8, with mean 5. The sampling distribution above describes the mean over all 16 possible size-two samples from that population. It concerns means, not pooled original observations.

Part a scoring criteria
Evidence for creditPoints
Clearly distinguishes the three kinds of distributions and observational units.1
Accounts for all 16 pairs and obtains the complete mean distribution.1

Return to this independent task

Part b

Execute the mean calculation for every supplied sample. Construct the empirical mean-distribution table, including possible values with zero counts. Describe its shape, center and range, and compare it with the exact distribution.

Recorded twelve-sample mean distribution
Mean2345678
Count2011440

The means are 6,6,2,7,2,7,5,7,6,4,6,7. The observed average is 65/12≈5.417, and the observed range is 2–7. This small run has more recorded means at 6 and 7 than elsewhere and does not mirror the exact symmetric table. Dividing counts by 12 gives its probability estimates; finite simulation variation explains the discrepancy from the true center 5.

Part b scoring criteria
Evidence for creditPoints
Records all 12 means and correct counts including zeros.1
Describes the observed shape, center 5.417 and range 2–7.1
Uses twelve repetitions as denominator and distinguishes the approximation from the exact model.1

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Part c

Explain the effect of making 1,000 size-two repetitions versus making samples of size 20. Which change improves the display of the same sampling distribution, and which changes the distribution? Relate the second change to the CLT with its assumptions and limits.

1,000 repetitions estimate the same n=2 sampling distribution more reliably. Changing each sample to 20 observations changes the mean’s distribution, generally reducing its spread and making its shape more normal for independent draws from this bounded finite-variance population. CLT concerns means and increasing sample size; it does not guarantee a perfect normal shape or make a highly skewed population safe at a universal threshold.

Part c scoring criteria
Evidence for creditPoints
Correctly distinguishes the two changes.1
Explains independent random-sample mean/finite-variance CLT behavior.1
States larger samples improve approximation without perfect-shape or universal-threshold claims.1

Return to this independent task

Run Two Different Simulation Mechanisms: worked answer

Sampling model: independent draws with replacement from values 2,4,6,8, each equally likely, with known mean 5. Reassignment model: four fixed puzzle times are 10,12,16,18 seconds for participants 1,2,3,4. Under the no-treatment-effect model these fixed responses do not change with assignment. Assign two distinct participants uniformly to A and the other two to B; use D=meanA−meanB. These are two different mechanisms.

Part a

Run 40 independent samples of size 2 and 40 independent samples of size 8 from the sampling model. Record every sample’s actual values and mean. Tabulate or plot the two empirical mean distributions; describe each observed shape, center and spread. State sample sizes separately from repetition counts.

Valid results vary. Each of the 80 records must show the specified number of independent values from 2,4,6,8 with equal probabilities and the correct mean. There must be 40 means at each sample size. Both distributions estimate sampling distributions centered at 5; the larger-n distribution is expected to be more concentrated and more bell-shaped, but an honest description must match the learner’s actual recorded run. Credit requires actual samples, calculated means and a usable table/plot, not settings alone.

Part a scoring criteria
Evidence for creditPoints
Records all 40 size-two and 40 size-eight samples with correct means.1
Constructs usable tables/plots of means rather than pooled observations.1
Describes actual center/shape/spread and separates n from repetitions.1

Return to this independent task

Part b

Independently run 24 random reassignments in the puzzle model. For each, record A’s participant IDs, B’s complementary IDs and D. Construct and describe the randomization distribution from your results, explaining what remains fixed and what changes.

Each run selects one of the six equally likely two-person A sets, with the other two forming B; times 10,12,16,18 remain fixed. Calculate D for all 24 assignments and tabulate its frequencies. Possible values are−6,−2,0,2,6 seconds. The expected reference center is 0, but actual counts/observed center may vary. Treatment labels change; responses and group sizes do not. This recorded distribution approximates the statistic’s behavior under repeated random reassignment.

Part b scoring criteria
Evidence for creditPoints
Records all 24 actual assignments with two distinct A IDs and complementary B IDs.1
Calculates and tabulates every signed D correctly.1
Explains fixed responses/group sizes versus changing labels and the reference-distribution meaning.1

Return to this independent task

Part c

Enumerate all six reassignment choices and their D values to construct the exact reference distribution. Compare it with your 24-run table and explain why it is not a new-sample population distribution.

Exact puzzle reassignment reference
A valuesB valuesD
10,1216,18-6
10,1612,18-2
10,1812,160
12,1610,180
12,1810,162
16,1810,126

Each assignment has probability 1/6, so D has probabilities 1/6,1/6,2/6,1/6,1/6 at−6,−2,0,2,6. Center 0 and possible range−6 to 6 follow from the full enumeration. A 24-run table estimates it with random frequency variation. It reuses four fixed responses; it does not sample new values from a population.

Part c scoring criteria
Evidence for creditPoints
Enumerates all six assignments and correct D values.1
Constructs the exact probabilities and compares them with the recorded run.1
Distinguishes reassignment from generating new observations.1

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Part d

Use the CLT to predict what increasingly large random samples would do to the sampling-mean shape, with appropriate conditions. Explain why increasing only the repetition count does not change n, and why the four-person D reference is not required to be normal.

For independent random draws with finite variance, increasing sample size improves the mean’s normal approximation; a much larger n may be needed for extreme skew. More repetitions improve the estimate of a fixed-n distribution without changing that theoretical distribution. D here has only five attainable values from six fixed-response assignments at two-per-group; the mean CLT does not force this small randomization distribution to be normal.

Part d scoring criteria
Evidence for creditPoints
Explains larger-n mean normal approximation with independence/finite variance and skew qualification.1
Distinguishes repetition count from n.1
Rejects forced normality of the small reassignment reference.1

Return to this independent task

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