kay - computer accounting with quickbooks 2013 - 15e, solutions manual and test bank 0078025699

 kay - computer accounting with quickbooks 2013 - 15e, solutions manual and test bank 0078025699

Book Description

Publication Date: March 8, 2013 | ISBN-10: 0077826841 | ISBN-13: 978-0077826840 | Edition: 15

Using a hands-on approach, Computer Accounting with QuickBooks® 2013 integrates understanding accounting with mastery of QuickBooks software. The text provides proven instructional techniques based throughout the new edition to make students mastery of QuickBooks as effortless as possible. The Fifteenth Edition offers a complete package to learn the leading small business accounting software: QuickBooks software, comprehensive text, Student Blog, and LIVE Projects. The text uses a highly effective three-step approach to streamline your learning:
1. Chapter Tutorials. Providing numerous screen shots and detailed instructions, chapters in Computer Accounting with QuickBooks are designed as tutorials for the student to initially learn the accounting software features. All chapters are based on realistic, virtual company cases to enhance your understanding of the business environment in which QuickBooks is used. YouTube videos @ www.myquickbooks.me reinforce chapter tutorials.
2. Learning Activities. To improve long-term retention of student software skills and mastery of QuickBooks, learning activities are included at the end of the chapters. Designed with fewer instructions to test the understanding and, when needed, to develop skills at quickly seeking out additional information to complete tasks, the activities consist of exercises, projects and web quests. JIT Learning, the ability to seek out information as needed, is an increasingly important skill in a rapidly changing business environment. Computer Accounting with QuickBooks is designed to seamlessly facilitate your development of this crucial skill. In addition, the virtual cases challenge you to apply and develop both software and problem-solving skills.
3. Reflection. Reflection improves learning and retention. A reflection exercise, A Wish and A Star, appears at the end of each chapter to highlight what the student has learned.
New with QuickBooks 2013, we are pleased to include a Quick Guide in Section 3 to streamline your review for the QuickBooks User Certification examination.

Computer Accounting with QuickBooks 2013 [Spiral-bound]

Donna Kay (Author)

statistical techniques in business and economics 15e, by lind solutions manual & test bank

Lind - Statistical Techniques in Business and Economics - 15e,solutions manual & test bank for ISBN 0073401803 

Chapter 2

Describing Data: Frequency Tables, Frequency Distributions, and Graphic Presentation

1.   Pepsi-Cola has a 25% market share, found by 90/360.  (LO 3)

      

2.    Three classes are needed, one for each player.  (LO 1)

3.    There are four classes:  winter, spring, summer, and fall.

       The relative frequencies are 0.1, 0.3, 0.4, and 0.2, respectively. (LO 1)

4.    (LO 1)

City	Frequency	Relative Frequency
Indianapolis	100	0.05
St. Louis	450	0.225
Chicago	1300	0.65
Milwaukee	150	0.075

5.    a.  A frequency table.

  Color                   Frequency     Relative Frequency

Bright White              130                   0.10

Metallic Black            104                   0.08

Magnetic lime            325                   0.25

Tangerine Orange       455                   0.35

Fusion Red          286                            0.22

            Total                    1300                   1.00

b.

       c.

            d.  350,000 orange; 250,000 lime; 220,000 red; 100,000 white, and 80,000 black, found by multiplying relative frequency by 1,000,000 production.  (LO 3)

6.         Maxwell Heating & Air Conditioning far exceeds the other corporations in sales.  Mancell electric & Plumbing and Mizelle Roofing & Sheet Metal are the two corporations with the least amount of fourth quarter sales.  (LO 2)

7.     therefore 6 classes  (LO 4)

8.    2⁵ = 32, 2⁶ = 64 suggests 6 classes.   Use interval of 5. (LO 4)

9.    2⁷ = 128, 2⁸ = 256 suggests 8 classes   Use interval of 45. (LO 4)

10.  a.    2⁵ = 32, 2⁶ = 64 suggests 6 classes.

b.                       Use interval of 15 and start first class at 40. (LO 4)

11.       a.         2⁴ =16 suggests 5 classes

b.                Use interval of 1.5

c.                24

d.                    f      Relative frequency

            24 up to 25.5    2                    0.125

            25.5 up to 27    4                    0.250

            27 up to 28.5    8                    0.500

            28.5 up to 30    0                    0.000

            30 up to 31.5    2                    0.125

            Total              16                    1.000

       e.    The largest concentration is in the 27 up to 28.5 class (8).  (LO 5)

12.  a.    2⁴ = 16, 2⁵ = 32, suggest 5 classes

       b.          Use interval of 10.

c.      50

d.                    f      Relative frequency

            50 up to 60       4                      0.20

            60 up to 70       5                      0.25

            70 up to 80       6                      0.30

            80 up to 90       2                      0.10

TEST bank  for ch2 Key
 

1.	A frequency distribution groups data into classes showing the number of observations in each class.    TRUE

AACSB: Communication Abilities Blooms: Knowledge Difficulty: Easy Learning Objective: 02-04 Create a frequency distribution for a data set. Lind - Chapter 02 #1 Topic: Frequency Distribution Concepts

2.	A frequency distribution for qualitative data has class limits.    FALSE

AACSB: Communication Abilities Blooms: Knowledge Difficulty: Easy Learning Objective: 02-01 Make a frequency table for a set of data. Lind - Chapter 02 #2 Topic: Constructing Frequency Distributions: qualitative data

3.	To summarize the gender of students attending a college, the number of classes in a frequency distribution depends on the number of students.    FALSE

AACSB: Communication Abilities Blooms: Comprehension Difficulty: Easy Learning Objective: 02-01 Make a frequency table for a set of data. Lind - Chapter 02 #3 Topic: Constructing Frequency Distributions: qualitative data

4.	In frequency distributions, classes are mutually exclusive if each individual, object, or measurement is included in only one category.    TRUE

AACSB: Communication Abilities Blooms: Analysis Difficulty: Easy Learning Objective: 02-04 Create a frequency distribution for a data set. Lind - Chapter 02 #4 Topic: Frequency Distribution Concepts

5.	In a bar chart, the x-axis is labeled with the values of a qualitative variable.    TRUE

AACSB: Communication Abilities Blooms: Analysis Difficulty: Easy Learning Objective: 02-02 Organize data into a bar chart. Lind - Chapter 02 #5 Topic: Constructing Frequency Distributions: qualitative data

6.	In a bar chart, the heights of the bars represent the frequencies in each class.    TRUE

AACSB: Communication Abilities Blooms: Analysis Difficulty: Easy Learning Objective: 02-02 Organize data into a bar chart. Lind - Chapter 02 #6 Topic: Constructing Frequency Distributions: qualitative data

7.	The midpoint of a class, which is also called a class mark, is halfway between the lower and upper limits.    TRUE

AACSB: Communication Abilities Blooms: Knowledge Difficulty: Easy Learning Objective: 02-04 Create a frequency distribution for a data set. Lind - Chapter 02 #7 Topic: Constructing Frequency Distributions: quantitative data

8.	A class interval, which is the width of a class, can be determined by subtracting the lower limit of a class from the lower limit of the next higher class.    TRUE

AACSB: Communication Abilities Blooms: Knowledge Difficulty: Easy Learning Objective: 02-04 Create a frequency distribution for a data set. Lind - Chapter 02 #8 Topic: Constructing Frequency Distributions: quantitative data

9.	To convert a frequency distribution to a relative frequency distribution, divide each class frequency by the sum of the class frequencies.    TRUE

AACSB: Communication Abilities Blooms: Knowledge Difficulty: Easy Learning Objective: 02-05 Understand a relative frequency distribution. Lind - Chapter 02 #9 Topic: Relative Frequency Distributions

10.	To convert a frequency distribution to a relative frequency distribution, divide each class frequency by the number of classes.    FALSE

AACSB: Communication Abilities Blooms: Knowledge Difficulty: Easy Learning Objective: 02-05 Understand a relative frequency distribution. Lind - Chapter 02 #10 Topic: Relative Frequency Distributions

11.	A pie chart is similar to a relative frequency distribution.    TRUE

AACSB: Communication Abilities Blooms: Analysis Difficulty: Medium Learning Objective: 02-03 Present a set of data in a pie chart. Lind - Chapter 02 #11 Topic: Constructing Frequency Distributions: qualitative data

12.	A pie chart shows the relative frequency in each class.    TRUE

AACSB: Communication Abilities Blooms: Analysis Difficulty: Medium Learning Objective: 02-03 Present a set of data in a pie chart. Lind - Chapter 02 #12 Topic: Constructing Frequency Distributions: qualitative data

13.	To construct a pie chart, relative class frequencies are used to graph the "slices" of the pie.    TRUE

AACSB: Communication Abilities Blooms: Knowledge Difficulty: Easy Learning Objective: 02-03 Present a set of data in a pie chart. Lind - Chapter 02 #13 Topic: Constructing Frequency Distributions: qualitative data

14.	A cumulative frequency distribution is used when we want to determine how many observations lie above or below certain values.    TRUE

AACSB: Communication Abilities Blooms: Comprehension Difficulty: Easy Learning Objective: 02-07 Construct and interpret a cumulative frequency distribution. Lind - Chapter 02 #14 Topic: Cumulative Frequency Distribution

15.	A frequency polygon is a very useful graphic technique when comparing two or more distributions.    TRUE

AACSB: Communication Abilities Blooms: Application Difficulty: Easy Learning Objective: 02-06 Present data from a frequency distribution in a histogram or frequency polygon. Lind - Chapter 02 #15 Topic: Constructing Frequency Distributions: quantitative data

16.	Monthly commissions of first-year insurance brokers are $1,270, $1,310, $1,680, $1,380, $1,410, $1,570, $1,180 and $1,420. These figures are referred to as:    A.  histogram. B.  raw data. C.  frequency distribution. D.  frequency polygon.

AACSB: Communication Abilities Blooms: Knowledge Difficulty: Easy Learning Objective: 02-04 Create a frequency distribution for a data set. Lind - Chapter 02 #16 Topic: Constructing Frequency Distributions: quantitative data

17.	A small sample of computer operators shows monthly incomes of $1,950, $1,775, $2,060, $1,840, $1,795, $1,890, $1,925 and $1,810. What are these ungrouped numbers called?    A.  Histogram B.  Class limits C.  Class frequencies D.  Raw data

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