Stats Data And Models Canadian 3rd Edition De Veaux Test Bank

Stats Data And Models Canadian 3rd Edition De Veaux Test Bank
Stats Data And Models Canadian 3rd Edition De Veaux Test Bank
Stats Data And Models Canadian 3rd Edition De Veaux Test Bank

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5. 1
© 2019 Pearson Canada Inc.
Statistics: Data and Models, Cdn. Ed., 3e (De Veaux)
Chapter 10 Experiments and Observational Studies

10.1 Observational Studies

An observational study is described. Identify the specified element.

1) An educational researcher used school records to determine that in the year 2016 in one school district,
84% of children living in two-parent homes graduated high school while 75% of children living in single-
parent homes graduated high school. Determine the parameter of interest.
A) Percentage of children living in two-parent homes
B) Year of high school graduation
C) High school graduation rate
D) Type of home (single or two-parent)
E) School district
Answer: C
Diff: 1 Type: BI
Objective: (10.1) Identify Elements of Observational Study

2) Researchers reported that unmarried men are more likely to suffer from clinical depression than
married men. These findings were based on the marriage histories of 700 men suffering from depression
and 600 men not suffering from depression. Determine the nature and scope of the conclusion the study
can reach.
A) Since there is no random assignment, there is no way to know that being unmarried increases the risk
of depression; there may have been lurking variables.
B) Since the study involved only men, there is no way to know that being unmarried increases the risk of
depression.
C) For men, getting married will result in a decreased risk of depression.
D) For American men, getting married will result in a decreased risk of depression.
E) Since there is no random assignment, there is no way to know that being unmarried increases the risk
of depression; there may have been confounding variables.
Answer: A
Diff: 1 Type: BI
Objective: (10.1) Identify Elements of Observational Study

3) An examination of the medical records of 10,000 women who died between 2005 and 2015 showed that
those who had taken steroids had a higher risk of osteoporosis. Identify the subjects studied.
A) Women who had taken steroids
B) Women who suffered from osteoporosis
C) Women who died between 2005 and 2015
D) Women who died between 2005 and 2015 and who had suffered from osteoporosis
E) Women who died between 2005 and 2015 and who had taken steroids
Answer: C
Diff: 1 Type: BI
Objective: (10.1) Identify Elements of Observational Study

6. 2
© 2019 Pearson Canada Inc.
4) An examination of the medical records of 10,000 women who died between 2005 and 2015 showed that
those who had taken steroids had a higher risk of osteoporosis. Identify the parameter of interest.
A) Year of death
B) Years of steroids use
C) Cause of death
D) Gender
E) Risk of osteoporosis
Answer: E
Diff: 1 Type: BI
Objective: (10.1) Identify Elements of Observational Study

5) Among a group of Canadian men who were tracked for ten years, those who had scored over 130 on
intelligence tests were more likely to suffer severe depression than those who had scored below 130 on
intelligence tests. Identify the subjects studied.
A) Canadian men suffering from depression
B) Canadian men who did not score over 130 on intelligence tests
C) Canadian men
D) Canadian men who scored over 130 on intelligence tests and who were suffering from depression
E) Canadian men who scored over 130 on intelligence tests
Answer: C
Diff: 1 Type: BI
Objective: (10.1) Identify Elements of Observational Study

6) Among a group of Canadian men who were tracked for ten years, those who had scored over 130 on
intelligence tests were more likely to suffer severe depression than those who had scored below 130 on
intelligence tests. Identify the parameter of interest.
A) Nationality
B) Score on intelligence test
C) Gender
D) Risk of suffering from severe depression
E) Number of years since last episode of severe depression
Answer: D
Diff: 1 Type: BI
Objective: (10.1) Identify Elements of Observational Study

7. 3
© 2019 Pearson Canada Inc.
7) At a hospital in 1998, 674 women were diagnosed with breast cancer. Five years later, 88% of the
Caucasian women and 83% of the African American women were still alive. Determine the nature and
scope of the conclusion the study can reach.
A) Since there is no random assignment, there is no way to know that being Caucasian causes women
with breast cancer an increased chance of surviving five years; there may have been lurking variables.
B) For Caucasian and African American women with breast cancer, attending St. Luke's hospital causes
an increased chance of surviving five years.
C) Since there is no random assignment, there is no way to know that being Caucasian causes women
with breast cancer an increased chance of surviving five years; there may have been confounding
variables.
D) Since the study is limited to Caucasian and African American women, no conclusion can be reached.
E) For women with breast cancer, being Caucasian causes an increased chance of surviving five years.
Answer: A
Diff: 1 Type: BI
Objective: (10.1) Identify Elements of Observational Study

Determine whether the report describes a prospective observational study, a retrospective
observational study, or an experiment.

8) An educational researcher used school records to determine that, in one school district, 84% of children
living in two-parent homes graduated high school while 75% of children living in single-parent homes
graduated high school.
A) Prospective observational study
B) Retrospective observational study
C) Experiment
Answer: B
Diff: 1 Type: BI
Objective: (10.1) Identify Observational Study or Experiment I

9) Researchers reported that unmarried men are more likely to suffer from clinical depression than
married men. These findings were based on the marriage histories of 700 men suffering from depression
and 600 men not suffering from depression.
A) Prospective observational study
B) Retrospective observational study
C) Experiment
Answer: B
Diff: 1 Type: BI
Objective: (10.1) Identify Observational Study or Experiment I

10) An examination of the medical records of 10, 000 women showed that those who were short and fair
skinned had a higher risk of osteoporosis.
A) Prospective observational study
B) Retrospective observational study
C) Experiment
Answer: B
Diff: 1 Type: BI
Objective: (10.1) Identify Observational Study or Experiment I

8. 4
© 2019 Pearson Canada Inc.
11) Among a group of men who were tracked for ten years, those who had scored over 130 on intelligence
tests were more likely to suffer severe depression than those who had scored below 130 on intelligence
tests.
A) Prospective observational study
B) Retrospective observational study
C) Experiment
Answer: A
Diff: 1 Type: BI
Objective: (10.1) Identify Observational Study or Experiment I

12) An employer suspects that on Mondays the percentage of employees absent from work is higher than
on other days. Design a way he could find out whether there is any merit to his belief. Should he use an
experiment or an observational study? He would like to have the information as soon as possible.
Answer: Answers may vary. A retrospective observational study. He could obtain work records and
compare the total number of absences on Mondays with the total number of absences on each other day
of the week.
Diff: 2 Type: SA
Objective: (10.1) Design Experiment or Study I

10.2 Randomized, Comparative Experiments

A designed experiment is described. Identify the specified element.

1) In a clinical trial, 780 participants suffering from high blood pressure were randomly assigned to one of
three groups. Over a one-month period, the first group received a low dosage of an experimental drug,
the second group received a high dosage of the drug, and the third group received a placebo. The
diastolic blood pressure of each participant was measured at the beginning and at the end of the period
and the change in blood pressure was recorded. The biggest decrease in blood pressure was for those
who received the low dosage of the drug. Identify the response variable measured.
A) The participants in the experiment
B) The dosage of the drug
C) The treatment received (placebo, low dosage, high dosage)
D) The one-month period
E) Change in diastolic blood pressure
Answer: E
Diff: 1 Type: BI
Objective: (11.2) Identify Elements of Designed Experiment

9. 5
© 2019 Pearson Canada Inc.
2) 780 men suffering from high blood pressure were randomly assigned to one of three groups. Over a
four-month period, the first group received a low dosage of an experimental drug, the second group
received a high dosage of the drug, and the third group received a placebo. The biggest decrease in blood
pressure was for those who received the low dosage of the drug. Identify the subjects studied.
A) The treatment received (placebo, low dosage, high dosage)
B) Change in diastolic blood pressure
C) The dosage of the drug
D) Adults suffering from high blood pressure
E) Men suffering from high blood pressure
Answer: E
Diff: 1 Type: BI
Objective: (11.2) Identify Elements of Designed Experiment

3) An education researcher was interested in examining the effect of the teaching method and the teacher
on the reading level of students with learning disabilities. 257 students with learning disabilities
participated in an experiment. There are four different teachers (Juliana, Felix, Sonia, and Helen) and
three different teaching methods (A, B, and C). Students are randomly assigned to a teaching method and
a teacher. Those who studied with Sonia using method B achieved the highest scores on a reading test.
Identify the subjects studied.
A) Teacher
B) Students with learning disabilities
C) Score on reading test
D) Students who studied with Sonia using method B
E) Teaching method
Answer: B
Diff: 1 Type: BI
Objective: (11.2) Identify Elements of Designed Experiment

4) In a clinical trial, 780 participants suffering from high blood pressure were randomly assigned to one of
three groups. Over a one-month period, the first group received a low dosage of an experimental drug,
the second group received a high dosage of the drug, and the third group received a placebo. The
diastolic blood pressure of each participant was measured at the beginning and at the end of the period
and the change in blood pressure was recorded. Identify the levels of the factor.
A) The experimental drug
B) High blood pressure, low blood pressure
C) The one-month period
D) Placebo, low dosage, high dosage
E) Diastolic blood pressure at the start, diastolic blood pressure at the end
Answer: D
Diff: 1 Type: BI
Objective: (11.2) Identify Elements of Designed Experiment

10. 6
© 2019 Pearson Canada Inc.
5) An education researcher was interested in examining the effect of the teaching method and the effect of
the particular teacher on students' scores on a reading test. In a study, there are four different teachers
(Juliana, Felix, Sonia, and Helen) and three different teaching methods (A, B, and C). The number of
students participating in the study is 258. Students are randomly assigned to a teaching method and
teacher. Those who studied with Sonia using method B achieved the highest scores. Identify the response
variable measured.
A) The education researcher
B) Score on reading test
C) Teacher
D) Teaching method
E) Method A, method B, method C
Answer: B
Diff: 1 Type: BI
Objective: (11.2) Identify Elements of Designed Experiment

6) An education researcher was interested in examining the effect of the teaching method and the effect of
the particular teacher on students' scores on a reading test. In a study, there are four different teachers
(Juliana, Felix, Sonia, and Helen) and three different teaching methods (A, B, and C). The number of
students participating in the study is 258. Students are randomly assigned to a teaching method and
teacher. After a four-month period, students take a reading test and are given a score out of 10. Identify
the levels of the factor "teaching method".
A) Score on reading test
B) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
C) Juliana, Felix, Sonia, and Helen
D) Teaching method and teacher
E) Method A, method B, method C
Answer: E
Diff: 1 Type: BI
Objective: (11.2) Identify Elements of Designed Experiment

7) 780 men suffering from high blood pressure were randomly assigned to one of two groups. Over a
four-month period, the first group received an experimental drug and the second group received a
placebo. A larger decrease in diastolic blood pressure was observed for those who received the drug. The
experiment was double-blind. Determine the nature and scope of the conclusion the study can reach.
A) Since the technicians administering the treatment could have been biased, no conclusion can be
reached.
B) Since the physicians evaluating the results could have been biased, no conclusion can be reached.
C) For men suffering from high blood pressure, the drug appears to lower diastolic blood pressure.
D) Since there is no random assignment, there is no way to know that the drug caused the decrease in
diastolic blood pressure; there could have been confounding variables.
E) For adults suffering from high blood pressure, the drug appears to lower diastolic blood pressure.
Answer: C
Diff: 1 Type: BI
Objective: (11.2) Identify Elements of Designed Experiment

11. 7
© 2019 Pearson Canada Inc.
8) A researcher wants to examine the effect of fertilizer and the effect of sunlight on the yield of tomatoes.
She bought 60 tomato plants at a local garden store. She randomly assigned 30 tomato plants to be
planted on the sunny side of the hill and 30 to be planted on the shady side. Within each group of 30
plants, she randomly assigned plants to one of three groups. The first group is grown with no fertilizer,
the second group with a small amount of fertilizer, and the third group with a large amount of fertilizer.
All tomato plants are planted at the same time and are all treated alike (in terms of how much they are
watered, weeded etc). Each plant is grown to maturity. The total weight of tomatoes obtained from each
plant is recorded. The person evaluating the results does not know which tomatoes received fertilizer or
which were grown on the sunny side. Within both groups (those grown on the sunny side and those
grown on the shady side) tomatoes grown with a large amount of fertilizer yielded the most tomatoes.
Determine the nature and scope of the conclusion the experiment can reach.
A) Since the person evaluating the results could have been biased, no conclusion can be reached.
B) Yield may be increased for tomatoes grown with a large amount of fertilizer.
C) For tomatoes grown on the sunny side, yield may be increased for tomatoes grown with a large
amount of fertilizer.
D) Since the technician tending to the plants could have been biased, no conclusion can be reached.
E) Yield may be increased for tomatoes grown on the sunny side with a large amount of fertilizer.
Answer: B
Diff: 1 Type: BI
Objective: (11.2) Identify Elements of Designed Experiment

9) A researcher wants to investigate the effectiveness of a cholesterol-lowering medication. The 450
participants are first divided into two groups - those suffering from diabetes and those not suffering from
diabetes. Within each group the participants are randomly assigned to one of three groups. The first
group will receive a low dose of the medication, the second group will receive a high dose of the
medication, and the third group will receive a placebo. At the end of a six-month period, each person's
cholesterol will be tested and the change in their cholesterol level will be recorded. The experiment is
double blind. Within the group suffering from diabetes, those taking a high dose of the medication
showed a marked decrease in their cholesterol level. Determine the nature and scope of the conclusion
the experiment can reach.
A) Since the technicians administering the treatment could have been biased, no conclusion can be
reached.
B) Since the physicians evaluating the results could have been biased, no conclusion can be reached.
C) A high dose of the medication may decrease cholesterol levels.
D) For people suffering from diabetes, a high dose of the medication may decrease cholesterol levels.
E) People suffering from diabetes may experience a decrease in cholesterol levels.
Answer: D
Diff: 1 Type: BI
Objective: (11.2) Identify Elements of Designed Experiment

12. 8
© 2019 Pearson Canada Inc.
Determine whether the report describes a prospective observational study, a retrospective
observational study, or an experiment.

10) 780 patients suffering from high blood pressure were randomly assigned to one of three groups. Over
a four-month period, the first group received an experimental drug, the second group received a placebo,
and the third group received no treatment. The diastolic blood pressure of each participant was measured
at the beginning and at the end of the period and the change in blood pressure was recorded. The biggest
decrease in blood pressure was for those who received the drug.
A) Retrospective observational study
B) Prospective observational study
C) Experiment
Answer: C
Diff: 1 Type: BI
Objective: (11.2) Identify Observational Study or Experiment II

11) 400 patients suffering from chronic back pain were randomly assigned to one of two groups. Over a
four-month period, the first group received acupuncture treatments and the second group received a
placebo. Patients who received acupuncture treatments improved more than those who received the
placebo.
A) Retrospective observational study
B) Experiment
C) Prospective observational study
Answer: B
Diff: 1 Type: BI
Objective: (11.2) Identify Observational Study or Experiment II

12) A researcher wished to assess the importance of exercise in weight-loss programs. 412 people, all
considered to be at least 20 pounds overweight, were randomly assigned to one of two groups. Over a
two-month period, the first group followed a particular diet but were instructed to perform no exercise
other than walking. The second group followed the same diet but also performed aerobic exercise for one
hour each day. At the end of the two months, the weight loss of each participant was recorded. The
average weight loss for the second group was greater than the average weight loss for the first group.
A) Prospective observational study
B) Experiment
C) Retrospective observational study
Answer: B
Diff: 1 Type: BI
Objective: (11.2) Identify Observational Study or Experiment II

13. 9
© 2019 Pearson Canada Inc.
13) An education researcher was interested in examining the effect of the teaching method and the effect
of the teacher on students' scores on a reading test. Suppose there are four different teachers (Juliana,
Felix, Sonia, and Helen) and three different teaching methods (A, B, and C). Students were randomly
assigned to a teaching method and teacher. Those who studied with Sonia using method B achieved the
highest scores.
A) Retrospective observational study
B) Prospective observational study
C) Experiment
Answer: C
Diff: 1 Type: BI
Objective: (11.2) Identify Observational Study or Experiment II
A designed experiment is described. Identify the specified element.

14) 780 participants suffering from depression were randomly assigned to one of three groups. Over a
four-month period, the first group received a low dosage of an experimental drug, the second group
received a high dosage of the drug, and the third group received a placebo. At the end of the period each
participant rated their mood on a scale of 1-10. Identify the factor(s) in the experiment and the number of
levels for each.
A) The experimental drug (3 levels)
B) The dosage of the drug (3 levels)
C) The experimental drug (3 levels), mood (10 levels)
D) Mood (10 levels)
E) Placebo, low dosage, high dosage (3 levels)
Answer: A
Diff: 1 Type: BI
Objective: (11.2) Identify Factors/Treatments of Designed Experiment

15) 780 participants suffering from depression were randomly assigned to one of three groups. Over a
four-month period, the first group received a low dosage of an experimental drug, the second group
received a high dosage of the drug, and the third group received a placebo. At the end of the period each
participant rated their mood on a scale of 1-5. Identify the treatments.
A) The experimental drug, mood
B) Placebo, low dosage, high dosage
C) The dosage of the drug
D) Mood level 1, mood level 2, mood level 3, mood level 4, mood level 5
E) The experimental drug
Answer: B
Diff: 1 Type: BI
Objective: (11.2) Identify Factors/Treatments of Designed Experiment

14. 10
© 2019 Pearson Canada Inc.
16) An education researcher was interested in examining the effect of the teaching method and the
teacher on students' reading levels. 257 students participated in an experiment. There were two different
teachers (Juliana and Felix) and three different teaching methods (A, B, and C). Students were randomly
assigned to a teaching method and teacher. At the end of the semester the students took a reading test on
which they received a score out of 20. Students who studied with Felix using method B achieved the
highest scores. Identify the factor(s) in the experiment and the number of levels for each.
A) Score on reading test (20 levels)
B) The teacher and teaching method combination (6 levels)
C) Juliana and method A, Juliana and method B, Juliana and method C, Felix and method A, Felix and
method B, Felix and method C (6 levels)
D) Teaching method (3 levels), teacher (2 levels), score on reading test (20 levels)
E) Teaching method (3 levels) and teacher (2 levels)
Answer: E
Diff: 1 Type: BI
Objective: (11.2) Identify Factors/Treatments of Designed Experiment
17) An education researcher was interested in examining the effect of the teaching method and the
teacher on students' reading levels. 257 students participated in an experiment. There were two different
teachers (Juliana and Felix) and three different teaching methods (A, B, and C). Students were randomly
assigned to a teaching method and teacher. At the end of the semester the students took a reading test on
which they received a score out of 4. Students who studied with Felix using method B achieved the
highest scores. Identify the number of treatments and list them.
A) 6; Juliana and method A, Juliana and method B, Juliana and method C, Felix and method A, Felix and
method B, Felix and method C
B) 4; Score 1, score 2, score 3, score 4
C) 24; Score 1, Juliana, method A; Score 1, Juliana, method B;
Score 1, Juliana, method C; Score 2, Juliana, method A;
Score 2, Juliana, method B; Score 2, Juliana, method C;
Score 3, Juliana, method A; Score 3, Juliana, method B;
Score 3, Juliana, method C; Score 4, Juliana, method A;
Score 4, Juliana, method B; Score 4, Juliana, method C;
Score 1, Felix, method A; Score 1, Felix, method B;
Score 1, Felix, method C; Score 2, Felix, method A;
Score 2, Felix, method B; Score 2, Felix, method C;
Score 3, Felix, method A; Score 3, Felix, method B;
Score 3, Felix, method C; Score 4, Felix, method A;
Score 4, Felix, method B; Score 4, Felix, method C
D) 2; Juliana, Felix
E) 3; Method A, method B, method C
Answer: A
Diff: 1 Type: BI
Objective: (11.2) Identify Factors/Treatments of Designed Experiment

15. 11
© 2019 Pearson Canada Inc.
18) A researcher wants to examine the effect of fertilizer and the effect of sunlight on the yield of
tomatoes. She bought 60 tomato plants at a local garden store. She randomly assigned 30 tomato plants to
be planted on the sunny side of the hill and 30 to be planted on the shady side. The 30 plants which are
planted on the shady side are randomly assigned to one of three groups. The first group are grown with
no fertilizer, the second group with a small amount of fertilizer, and the third group with a large amount
of fertilizer. The 30 plants which are planted on the sunny side are likewise randomly assigned to one of
three groups. The first group are grown with no fertilizer, the second group with a small amount of
fertilizer and the third group with a large amount of fertilizer. All tomato plants are planted at the same
time and are all treated alike (in terms of how much they are watered, weeded etc). Each plant is grown
to maturity. The total weight of tomatoes obtained from each plant is recorded. Identify the factor(s) and
the number of levels for each.
A) Fertilizer (3 levels), location (2 levels)
B) No fertilizer and sunny, small amount of fertilizer and sunny, large amount of fertilizer and sunny, no
fertilizer and shady, small amount of fertilizer and shady, large amount of fertilizer and shady (6 levels)
C) No fertilizer, small amount of fertilizer, large amount of fertilizer (3 levels)
D) Sunny, shady (2 levels)
E) Fertilizer (3 levels), blocking variable - location (2 levels)
Answer: A
Diff: 1 Type: BI
Objective: (11.2) Identify Factors/Treatments of Designed Experiment
19) A researcher wants to examine the effect of fertilizer and the effect of sunlight on the yield of
tomatoes. She bought 60 tomato plants at a local garden store. She randomly assigned 30 tomato plants to
be planted on the sunny side of the hill and 30 to be planted on the shady side. The 30 plants which are
planted on the shady side are randomly assigned to one of three groups. The first group are grown with
no fertilizer, the second group with a small amount of fertilizer, and the third group with a large amount
of fertilizer. The 30 plants which are planted on the sunny side are likewise randomly assigned to one of
three groups. The first group are grown with no fertilizer, the second group with a small amount of
fertilizer and the third group with a large amount of fertilizer. All tomato plants are planted at the same
time and are all treated alike (in terms of how much they are watered, weeded etc). Each plant is grown
to maturity. The total weight of tomatoes obtained from each plant is recorded. Identify the treatments.
A) No fertilizer, small amount of fertilizer, large amount of fertilizer
B) No fertilizer and sunny, small amount of fertilizer and sunny, large amount of fertilizer and sunny, no
fertilizer and shady, small amount of fertilizer and shady, large amount of fertilizer and shady
C) Sunny, shady
D) Fertilizer, location
E) Fertilizer, blocking variable - location
Answer: B
Diff: 1 Type: BI
Objective: (11.2) Identify Factors/Treatments of Designed Experiment

16. 12
© 2019 Pearson Canada Inc.
20) A researcher wants to investigate whether different forms of exercise can be used to help hyperactive
children. A group of 90 children is divided into two groups according to age - those aged 9-12 and those
aged 5-9. Within each age group the children are randomly assigned to one of three groups. The first
group will just do their normal exercise. The second group will be given an additional exercise routine
(moderate). The third group will be given an additional exercise routine (strenuous). At the end of a four
month period parents will be asked to evaluate their children's progress. Identify the treatments.
A) Exercise, age
B) Age 5-9, age 9-12
C) Normal exercise and age 5-9, additional exercise (moderate) and age 5-9, additional exercise
(strenuous) and age 5-9, normal exercise and age 9-12, additional exercise (moderate) and age 9-12,
additional exercise (strenuous) and age 9-12
D) Exercise, blocking variable - age
E) Normal exercise, additional exercise (moderate), additional exercise (strenuous)
Answer: E
Diff: 1 Type: BI
Objective: (11.2) Identify Factors/Treatments of Designed Experiment
21) A researcher wants to investigate the effectiveness of a cholesterol-lowering medication. The 450
participants are first divided into two groups - those suffering from diabetes and those not suffering from
diabetes. Within each group the participants are randomly assigned to one of three groups. The first
group will receive a low dose of the medication, the second group will receive a high dose of the
medication, and the third group will receive a placebo. At the end of a six-month period, each person's
cholesterol will be tested and the change in their cholesterol level will be recorded. Identify the
treatments.
A) Medication (3 levels), change in cholesterol
B) Placebo, low dose of medication, high dose of medication (3 levels)
C) Medication (3 levels), diabetes (2 levels)
D) Placebo and diabetes, low dose of medication and diabetes, high dose of medication and diabetes,
placebo and no diabetes, low dose of medication and no diabetes, high dose of medication and no
diabetes (6 levels)
E) Medication (3 levels), blocking variable - diabetes (2 levels)
Answer: B
Diff: 1 Type: BI
Objective: (11.2) Identify Factors/Treatments of Designed Experiment

Design an appropriate experiment or study.

22) An ice cream company wants to introduce a new flavor. They are considering two possibilities - Mint
Delight and Chocolate Fiesta. They want to know which one customers will prefer. Design an experiment
to investigate this question.
Answer: Answers may vary. Obtain a group of volunteers. Randomly assign volunteers to one of two
groups. Group 1 will taste first Mint Delight and then Chocolate Fiesta. Group 2 will taste first Chocolate
Fiesta and then Mint Delight. Volunteers will give each flavor a rating. Researcher will compare the
average rating for Mint Delight and for Chocolate Fiesta. Make sure volunteers don't know which flavor
is which.
Diff: 2 Type: SA
Objective: (11.2) Design Experiment or Study II

17. 13
© 2019 Pearson Canada Inc.
23) A medical researcher believes that supplements of glucosamine can help to reduce the pain of
arthritis. She would like to test the supplement at two different dosage levels. Design an experiment to
test the conjecture. Be sure to identify the factors, the levels, treatments, and response variable.
Answer: Answers may vary. Obtain a group of volunteers who suffer from arthritis. Each patient's
condition should be evaluated by a doctor at the start of the experiment. Agree on a time period for the
study - for example two months. Randomly assign volunteers to one of three groups. Each day for the
duration of the study each patient in group 1 will receive a low dose of glucosamine, each patient in
group 2 will receive a higher dose of glucosamine, and each patient in group 3 will receive a placebo. At
the end of the two-month period the doctor will evaluate each patient's progress. Based on the amount of
inflammation and the patient's report on the amount of pain, the doctor could give each patient a
numerical score to represent their improvement. The researcher would then compare the average score
for the three groups. Have the evaluating doctor blinded to whether the patient received placebo, low
dose, or high dose of the supplement.
Factor: glucosamine
Levels: placebo, low dose, high dose
Treatments: placebo, low dose, high dose
Response variable: improvement in pain and inflammation of arthritis
Diff: 2 Type: SA
Objective: (11.2) Design Experiment or Study II
24) An exercise physiologist has designed two alternative training regimes which he hopes will enable
middle distance runners to improve their times at the 800 metres. He wants to know which regime will
work better. Design an experiment which will allow him to investigate this question. Assume that all the
athletic coaches in a district are prepared to participate and assume that all athletes training with a
particular coach will follow the same regime. Be sure to identify the factors, the levels, treatments, and
response variable.
Answer: Answers may vary. Obtain a group of volunteer middle distance runners. Time them at the 800
metres at the start of the experiment. Randomly assign runners to one of the coaches. Randomly assign
half the coaches to use training regime 1 and half to use training regime 2. Agree on the duration of the
training period. At the end of the training period, time each athlete again at the 800 metres. Compare the
improvement for athletes following regime 1 and those following regime 2. Have the person timing the
athletes blinded to whether they had followed regime 1 or 2.
Factor: training regime
Levels: regime 1, regime 2
Treatments: regime 1, regime 2
Response variable: improvement in time at 800 m
Diff: 2 Type: SA
Objective: (11.2) Design Experiment or Study II

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25) A researcher has developed a set of breathing exercises and would like to investigate whether they
can help to reduce anxiety. She wonders whether the breathing exercises for 15 minutes or for 30 minutes
would be more effective. Design an appropriate experiment.
Answer: Answers may vary. Obtain a group of volunteers suffering from anxiety. Give them a test to
measure the level of their anxiety. Agree on the duration of the experiment, for example two months.
Randomly assign subjects to one of three groups. Each day for two months, participants in group 1 will
do breathing exercises for 15 minutes and participants in group 2 will do breathing exercises for 30
minutes. Those in group 3 (control group) will do no breathing exercises. At the end of the two months,
each person will again take the anxiety test. Researcher will compare the average change in score for the
three groups. Have the person administering the anxiety test and evaluating the level of anxiety blinded
to the patients' treatments.
Diff: 2 Type: SA
Objective: (11.2) Design Experiment or Study II

26) A researcher would like to investigate whether people suffering from insomnia can be helped by
taking regular yoga classes or by reducing their intake of caffeine. Design an appropriate experiment. Be
sure to identify the factors, levels, treatments, and response variable.
Answer: Answers may vary. Obtain a group of volunteers who are suffering from insomnia and who
currently drink 2 cups of coffee per day. Evaluate each person's degree of insomnia at the start of the
experiment. Agree on the duration of the experiment, for example two months. There are two factors -
yoga with 2 levels (no yoga or regular yoga classes) and caffeine with three levels (2 cups of coffee per
day, one cup of coffee per day, none). So there are six treatments (2 cups coffee and no yoga, 1 cup coffee
and no yoga, no coffee and no yoga, 2 cups coffee and yoga, 1 cup coffee and yoga, no coffee and yoga).
The response variable is the change in degree of insomnia. Randomly assign each volunteer to one of the
six treatments. At the end of the two months, again evaluate each person's degree of insomnia. Compare
the improvement for the six groups. Have the person evaluating the insomnia levels blinded to the
volunteers' treatments. There is no way to blind patients to their treatment.
Diff: 2 Type: SA
Objective: (11.2) Design Experiment or Study II
27) A manufacturer of tennis rackets has designed a new racket and would like to compare it to their
previous design. Suggest an appropriate experiment.
Answer: Answers will vary. Obtain a group of volunteer tennis players of a similar standard. Assign
volunteers at random to one of two groups. Group 1 will use the company's previous racket first and the
new racket second. Group 2 will use the new racket first and the previous racket second. Each player will
serve 100 times with each racket. The percentage of good serves with the two rackets will be compared.
The players should be blinded to which racket they are using. Also, the person recording the percentage
of good serves should be blinded to which racket the player is using.
Diff: 2 Type: SA
Objective: (11.2) Design Experiment or Study II

28) Explain the difference between an observational study and an experiment.
Answer: Answers will vary. Possible answer: In an observational study, there is no manipulation of the
variables and the researchers simply observe characteristics and take measurements. In an experiment,
the researchers manipulate factor levels to create treatments, randomly assigning subjects to those
treatment levels, and comparing the responses of the subject groups across treatment levels.
Diff: 2 Type: SA
Objective: (11.2) Know Concepts: Experimental Designs II

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29) In an experiment, explain the difference between the treatments and the factors.
Answer: Answers will vary. Possible answer: The factors are the discrete variables whose levels are
controlled by the experimenter. Experiments attempt to discover the effects that differences in factor
levels may have on the responses of the experimental units. The treatments are the processes,
interventions, or other controlled circumstances applied to randomly assigned experimental units.
Treatments are the different levels of a single factor or are made up of combinations of levels of two or
more factors.
Diff: 2 Type: SA
Objective: (11.2) Know Concepts: Experimental Designs II

10.3 The Four Principles of Experimental Design

Describe the design of the experiment (completely randomized or blocked).

1) In a clinical trial, 780 participants suffering from high blood pressure were randomly assigned to one of
three groups. Over a one-month period, the first group received a low dosage of an experimental drug,
the second group received a high dosage of the drug, and the third group received a placebo. The
diastolic blood pressure of each participant was measured at the beginning and at the end of the period
and the change in blood pressure was recorded. The biggest decrease in blood pressure was for those
who received the low dosage of the drug.
A) Completely randomized over one factor (diastolic blood pressure), blocked by experimental drug
B) Completely randomized over one factor (experimental drug)
C) Blocked by experimental drug, blocked by diastolic blood pressure
D) Completely randomized over one factor (experimental drug), blocked by diastolic blood pressure
E) Completely randomized over two factors (experimental drug, diastolic blood pressure)
Answer: B
Diff: 1 Type: BI
Objective: (10.3) Describe Design of Experiment
2) An education researcher was interested in examining the effect of the teaching method and the teacher
on students' reading levels. 257 students participated in an experiment. There were two different teachers
(Juliana and Felix) and three different teaching methods (A, B, and C). Students were randomly assigned
to a teaching method and teacher. At the end of the semester the students took a reading test on which
they received a score out of 20. Students who studied with Felix using method B achieved the highest
scores.
A) Completely randomized over one factor (teaching method)
B) Randomized block design, blocking on the teacher, with one factor, the teaching method.
C) Blocked by teacher, blocked by teaching method
D) Completely randomized over two factors (teaching method and teacher)
E) Randomized block design, blocking on the teaching method, with one factor, the teacher
Answer: D
Diff: 1 Type: BI
Objective: (10.3) Describe Design of Experiment

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3) A researcher wants to examine the effect of fertilizer and the effect of sunlight on the yield of tomatoes.
She bought 60 tomato plants at a local garden store. She randomly assigned 30 tomato plants to be
planted on the sunny side of the hill and 30 to be planted on the shady side. The 30 plants which are
planted on the shady side are randomly assigned to one of three groups. The first group is grown with no
fertilizer, the second group with a small amount of fertilizer, and the third group with a large amount of
fertilizer. The 30 plants which are planted on the sunny side are likewise randomly assigned to one of
three groups. The first group is grown with no fertilizer, the second group with a small amount of
fertilizer, and the third group with a large amount of fertilizer. All tomato plants are planted at the same
time and are all treated alike (in terms of how much they are watered, weeded etc.). Each plant is grown
to maturity. The total weight of tomatoes obtained from each plant is recorded.
A) Completely randomized over two factors (fertilizer and location)
B) Completely randomized over one factor (fertilizer)
C) Randomized block design, blocking on fertilizer, with one factor, location
D) Blocked by fertilizer, blocked by location
E) Randomized block design, blocking on location, with one factor, fertilizer
Answer: A
Diff: 1 Type: BI
Objective: (10.3) Describe Design of Experiment

4) A researcher wants to investigate whether different forms of exercise can be used to help hyperactive
children. A group of 90 children is divided into two groups according to age - those aged 9-12 and those
aged 5-9. Within each age group the children are randomly assigned to one of three groups. The first
group will just do their normal exercise. The second group will be given an additional exercise routine
(moderate). The third group will be given an additional exercise routine (strenuous). At the end of a four
month period parents will be asked to evaluate their children's progress.
A) Completely randomized over one factor (exercise)
B) Randomized block design, blocking on age, with one factor, exercise.
C) Randomized block design, blocking on exercise, with one factor, age
D) Completely randomized over two factors, exercise and age
E) None of the above
Answer: B
Diff: 1 Type: BI
Objective: (10.3) Describe Design of Experiment
5) A researcher wants to investigate the effectiveness of a cholesterol-lowering medication. The 450
participants are first divided into two groups - those suffering from diabetes and those not suffering from
diabetes. Within each group the participants are randomly assigned to one of three groups. The first
group will receive a low dose of the medication, the second group will receive a high dose of the
medication, and the third group will receive a placebo. At the end of a six-month period, each person's
cholesterol will be tested and the change in their cholesterol level will be recorded.
A) Completely randomized over two factors, medication and diabetes
B) Randomized block design, blocking on cholesterol level, with two factors, medication and diabetes
C) Randomized block design, blocking on diabetes, with one factor, medication
D) Randomized block design, blocking on medication, with one factor, diabetes
E) None of the above
Answer: C
Diff: 1 Type: BI
Objective: (10.3) Describe Design of Experiment

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6) A researcher would like to investigate whether people suffering from insomnia can be helped by
taking yoga classes. She designs an experiment as follows. She will obtain a group of volunteers who are
suffering from insomnia and who do not currently practice yoga. Each person's degree of insomnia at the
start of the experiment will be evaluated. She will investigate whether yoga classes every day or three
times per week are more effective. So the factor yoga will have 3 levels (no yoga, yoga three times a week,
yoga every day). Each volunteer will choose which group they would like to be part of. At the end of a
suitable time period, for example two months, each person's degree of insomnia will again be evaluated.
The improvement for the three groups will then be compared. The person evaluating the insomnia levels
will be blinded to which group the patients were in. Identify the flaw(s) in this experiment.
Answer: Volunteers chose their treatment instead of being randomly assigned to one of the treatments.
Randomization would equalize across the treatments the effects of unknown sources of variation.
Without randomization, there is more likely to be bias due to uncontrolled sources of variation. For
example, those who chose to do yoga every day may be more motivated to improve their health and may
be making other positive changes as well.
Diff: 3 Type: SA
Objective: (10.3) Identify Flaw in Experiment or Study III
7) A manufacturer of tennis rackets would like to test their new racket. The company sponsors 10 tennis
players who will be playing at Wimbledon. To test the racket, they have each player serve 30 times with
their old racket. Then they have each player serve 30 times with the new racket. They compare the
percentage of good serves with the two rackets. Identify the flaw(s) in this experiment and suggest some
improvements.
Answer: Since the tennis players are sponsored by the company they will be biased. Other tennis players
should be used. The control is not the same for all tennis players - each player is using their old tennis
racket. The control should be the same for all players. The players should be blinded to which racket they
are using. This would not be possible if the control were the player's old racket as this racket would be
familiar to them. However, if the control were a different racket, it would be possible to blind the players.
Also, the person recording the percentage of good serves should be blinded to which racket the player is
using. They should randomize the order, not always have the control racket used first and the new racket
used second. Volunteers should be randomly assigned to one of two groups. Group 1 will use the control
racket first and the new racket second. Group 2 will use the new racket first and the control racket
second.
Diff: 3 Type: SA
Objective: (10.3) Identify Flaw in Experiment or Study III

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8) A researcher would like to investigate whether people suffering from insomnia can be helped by
taking yoga classes. She designs an experiment as follows. She will obtain a group of volunteers who are
suffering from insomnia and who do not currently practice yoga. Each person's degree of insomnia at the
start of the experiment will be evaluated. She will investigate whether yoga classes every day or three
times per week are more effective. So the factor yoga will have 3 levels (no yoga, yoga three times a week,
yoga every day). Each volunteer will choose which group they would like to be part of. At the end of a
suitable time period, for example two months, each person's degree of insomnia will again be evaluated.
The improvement for the three groups will then be compared. The person evaluating the insomnia levels
will be blinded to which group the patients were in. Identify the most serious flaw in this experiment.
A) The volunteers were not selected randomly.
B) The person evaluating the insomnia levels could have been biased.
C) There was no placebo group.
D) There was no blocking.
E) Volunteers chose their treatment instead of being randomly assigned to one of the groups.
Answer: E
Diff: 3 Type: BI
Objective: (10.3) Identify Flaw in Experiment or Study III
9) An education researcher wishes to assess the effectiveness of three different methods for teaching
young children to read. The 380 children participating in the study are divided into three groups. The
study runs for six months. The children in the first group are taught using method A, the children in the
second group are taught using method B, and the children in the third group are taught using method C.
At the end of the six months, the reading ability of the children in the different groups is assessed. Why is
it important to use random assignment when dividing the children into three groups?
Answer: Answers will vary. Possible answer: Random assignment is used in order to minimize the
effects of possible confounding factors such as aptitude for reading of the children in the different groups.
Random assignment helps to ensure that in each group there is a mixture of reading aptitudes.
Differences in reading ability between the three groups at the end of the study can then more readily be
attributed to the teaching method.
Diff: 2 Type: SA
Objective: (10.3) Know Concepts: Experimental Designs III

10) A medical researcher believes that supplements of glucosamine can help to reduce the pain of
arthritis. She designs an experiment as follows. She will obtain a group of volunteers who suffer from
arthritis. Each patient's condition will be evaluated by a doctor at the start of the experiment. Volunteers
will be randomly assigned to one of three groups. Each day patients in group 1 will receive a low dose of
glucosamine, patients in group 2 a higher dose of glucosamine, and patients in group 3 a placebo. After a
suitable amount of time, for example two months, the doctor will evaluate each patient's progress. Based
on the amount of inflammation and the patient's report on the amount of pain, the doctor will give each
patient a numerical score to represent their improvement. The researcher will then compare the
improvement for the three groups. The evaluating doctor will be blinded to patients' treatments. If the
result is found to be statistically significant, what would that mean in this case?
Answer: The difference in the amount of improvement in the three groups is greater than would be
expected by natural sampling variation.
Diff: 2 Type: SA
Objective: (10.3) Know Concepts: Experimental Designs III

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11) A statistics instructor has designed two different methods for teaching a statistics course and would
like to investigate which is more effective. He designs an experiment as follows. He will obtain a group of
60 volunteer statistics students.
Volunteers will be randomly assigned to one of two groups. Group 1 will be taught the statistics course
using method A and group 2 will be taught using method B. Other than the different methods,
everything else will be similar for the two groups. For example, both groups will have the same teacher,
the same lecture room, the same amount of time devoted to the course. At the end of the semester,
students will all take the same test. Then the scores for the two groups will be compared. If the first group
has a mean score of 67.7 with a standard deviation of 13.4 and the second group a mean score of 71.6 with
a standard deviation of 11.2, do you think that this result is statistically significant? Explain.
Answer: No. The difference between the means is not large relative to the standard deviations. A
difference of 8.3 in the means could easily have been due to natural sampling variation.
Diff: 2 Type: SA
Objective: (10.3) Know Concepts: Experimental Designs III
12) A researcher would like to investigate whether people suffering from insomnia can be helped by
taking yoga classes. She designs an experiment as follows. She will obtain a group of volunteer
insomniacs who do not currently practice yoga. Each person's degree of insomnia at the start of the
experiment will be evaluated. Volunteers will be randomly assigned to one of three groups. Those in
group 1 will practice yoga every day, those in group 2 will practice 3 times per week, and those in group
3 will not practice yoga. At the end of a suitable time period each person's degree of insomnia will again
be evaluated. The improvement for the three groups will then be compared. Explain why it is important
to assign volunteers to groups at random rather than letting them choose their own group.
Answer: Randomization is important to equalize across the treatments the effects of unknown sources of
variation. Without randomization, there is more likely to be bias due to uncontrolled sources of variation.
For example, if volunteers were to choose their treatment instead of being randomly assigned, group 1
would probably contain a higher percentage of highly motivated people. These people may be making
other positive changes in addition to yoga. If volunteers are randomly assigned, the highly motivated
people would be spread more equally across groups.
Diff: 2 Type: SA
Objective: (10.3) Know Concepts: Experimental Designs III

13) A medical researcher designs an experiment to test whether supplements of glucosamine can help to
reduce the pain of arthritis. She will obtain a group of 90 volunteers who suffer from arthritis. Each
patient's condition will be evaluated by a doctor at the start of the experiment. Volunteers will be
randomly assigned to one of three groups. Each day patients in group 1 will receive a low dose of
glucosamine, patients in group 2 will receive a higher dose of glucosamine, and patients in group 3 will
receive a placebo. After a suitable amount of time, the doctor will evaluate each patient's progress. Based
on the amount of inflammation and pain, the doctor will give each patient a numerical score to represent
their improvement. The researcher will then compare the improvement for the three groups. Describe a
strategy to randomly assign the 90 volunteers to the three treatments.
Answer: Answers may vary. List volunteers' names alphabetically and give each volunteer a number
according to where they appear in the list. Use a random number generator to randomly select 90
numbers from 01 to 90 without replication. Assign the first group of 30 numbers to treatment 1, the
second group of 30 numbers to treatment 2, and the third group of 30 numbers to treatment 3.
Diff: 2 Type: SA
Objective: (10.3) Know Concepts: Experimental Designs III

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10.4 Control Treatments

Determine whether the experiment is single blind, double blind, or neither.

1) A researcher wants to examine the effect of fertilizer and the effect of sunlight on the yield of tomatoes.
She bought 60 tomato plants at a local garden store. She randomly assigned 30 tomato plants to be
planted on the sunny side of the hill and 30 to be planted on the shady side. Within each group of 30
plants, she randomly assigned plants to one of three groups. The first group is grown with no fertilizer,
the second group with a small amount of fertilizer, and the third group with a large amount of fertilizer.
All tomato plants are planted at the same time and each plant is grown to maturity. The total weight of
tomatoes obtained from each plant is recorded. The person evaluating the results does not know which
tomatoes received fertilizer or which were grown on the sunny side.
A) Single blind
B) Double blind
C) Neither
Answer: A
Diff: 1 Type: BI
Objective: (10.4) Determine Whether Experiment Is Blind or Double Blind

2) An education researcher was interested in examining the effect of the teaching method and the teacher
on students' reading levels. 257 students participated in an experiment. There were two different teachers
(Juliana and Felix) and three different teaching methods (A, B, and C). Students were randomly assigned
to a teaching method and teacher. At the end of the semester the students took a reading test on which
they received a score out of 20. Students who studied with Felix using method B achieved the highest
scores. The person evaluating the results does not know which teacher or teaching method the students
were assigned to.
A) Double blind
B) Single blind
C) Neither
Answer: B
Diff: 1 Type: BI
Objective: (10.4) Determine Whether Experiment Is Blind or Double Blind

3) A researcher wants to investigate whether different forms of exercise can be used to help hyperactive
children. A group of 90 children is divided into two groups according to age - those aged 9-12 and those
aged 5-9. Within each age group the children are randomly assigned to one of three groups. The first
group will just do their normal exercise. The second group will be given an additional exercise routine
(moderate). The third group will be given an additional exercise routine (strenuous). At the end of a four
month period parents will be asked to evaluate their children's progress.
A) Double blind
B) Single blind
C) Neither
Answer: C
Diff: 1 Type: BI
Objective: (10.4) Determine Whether Experiment Is Blind or Double Blind

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4) 780 men suffering from high blood pressure were randomly assigned to one of two groups. Over a
four-month period, the first group received an experimental drug and the second group received a
placebo. A larger decrease in diastolic blood pressure was observed for those who received the drug. The
patients did not know whether they were receiving the drug or the placebo. Neither the technicians
administering the treatments nor the physicians evaluating the results knew which participants had
received the drug and which the placebo.
A) Double blind
B) Single blind
C) Neither
Answer: A
Diff: 1 Type: BI
Objective: (10.4) Determine Whether Experiment Is Blind or Double Blind

5) A double-blind experiment of an allergy medication is being tested on 100 participants according to
this diagram:



If Group 2 receives a full dose of the medication, what should Group 1's treatment consist of?
A) Blocked doses
B) A 50% dose
C) Stratified doses
D) A placebo
E) Randomized doses
Answer: D
Diff: 1 Type: BI
Objective: (10.4) Interpret/Evaluate Design IV

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6) A pharmaceutical company will be testing a new "one-dosage fits all" medication for treating
depression. The pharmaceutical company has 100 willing test subjects that will undergo a 30-day, double-
blind experiment. The experiment uses the following diagram as a guide for administering the
medication at various doses, from 5% to 125%.



What is the most obvious factor missing from this proposed experiment?
A) A control group
B) A 100% dosage
C) Stratifying must be used.
D) Blocking must be used.
E) Nothing is missing. Basic variations have been accounted for.
Answer: A
Diff: 1 Type: BI
Objective: (10.4) Interpret/Evaluate Design IV

7) A medical researcher believes that supplements of glucosamine can help to reduce the pain of arthritis.
She would like to test the supplement at two different dosage levels. She designs an experiment as
follows to test her conjecture. She will obtain a group of volunteers who suffer from arthritis. Each
patient's condition will be evaluated by a doctor at the start of the experiment. Volunteers will be
randomly assigned to one of two groups. Each day for the duration of the experiment, patients in group 1
will receive a low dose of glucosamine and patients in group 2 will receive a higher dose of glucosamine.
After a suitable amount of time (two months, for example), the doctor will evaluate each patient's
progress. Based on the amount of inflammation and the patient's report on the amount of pain, the doctor
will give each patient a numerical score to represent their improvement. She would then compare the
amount of improvement for the two groups. Also, she will ensure that the evaluating doctor and the
technicians administering the supplements are blinded to whether patients receive a low dose or high
dose. Identify the flaw(s) in this experiment.
Answer: There is no placebo group. Maybe patients who take the supplements will notice improvement
but the amount of improvement should be compared to the amount of improvement experienced by a
placebo group. Otherwise there is no way of knowing how much of the improvement is due to the
supplement and how much to the placebo effect (the patient's belief that they will improve because they
are prescribed a medication by a person of authority — a doctor).
Diff: 3 Type: SA
Objective: (10.4) Identify Flaw in Experiment or Study IV

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8) A pharmaceutical company has developed a medication which they believe will help to reduce the
pain of arthritis. They would like to test the medication at two different dosage levels. They design an
experiment as follows to test the medication. They will obtain a group of volunteers who suffer from
arthritis. A doctor from the pharmaceutical company will evaluate each patient's condition at the start of
the experiment. Volunteers will be randomly assigned to one of three groups. Each day for the duration
of the experiment, patients in group 1 will receive a low dose of the medication, patients in group 2 will
receive a higher dose of the medication, and patients in group 3 will receive a placebo. After a suitable
amount of time (two months, for example), the same doctor will evaluate each patient's progress. Based
on the amount of inflammation and the patient's report on the amount of pain, the doctor will give each
patient a numerical score to represent their improvement. The amount of improvement for the three
groups would then be compared. They will also ensure that the technicians administering the
supplements are blinded to whether patients receive a low dose, a high dose, or a placebo. Identify the
flaw(s) in this experiment.
Answer: The experiment is only single blind. The doctor evaluating the patients' progress is not blind to
which treatment patients received. The doctor may be biased and influenced by his or her knowledge of
whether the patient received the medication or a placebo. In this situation, blinding is especially
important because the doctor works for the pharmaceutical company and has a vested interest in finding
that the medication is effective.
Diff: 3 Type: SA
Objective: (10.4) Identify Flaw in Experiment or Study IV

9) A medical researcher believes that supplements of glucosamine can help to reduce the pain of arthritis.
She would like to test the supplement at two different dosage levels. She designs an experiment as
follows to test her conjecture. She will obtain a group of volunteers who suffer from arthritis. Each
patient's condition will be evaluated by a doctor at the start of the experiment. Volunteers will be
randomly assigned to one of two groups. Each day for the duration of the experiment, patients in group 1
will receive a low dose of glucosamine, patients in group 2 will receive a higher dose of glucosamine.
After a suitable amount of time (two months, for example), the doctor will evaluate each patient's
progress. Based on the amount of inflammation and the patient's report on the amount of pain, the doctor
will give each patient a numerical score to represent their improvement. The amount of improvement for
the two groups would then be compared. She will have the evaluating doctor and the technicians
administering the supplements blinded to whether patients receive a low dose or high dose. Identify the
most serious flaw in this experiment.
A) The experiment is not double blind; doctor evaluating the progress may be biased.
B) There is no placebo group.
C) Volunteers should have been selected randomly.
D) There could be lurking variables.
E) There is no blocking.
Answer: B
Diff: 3 Type: BI
Objective: (10.4) Identify Flaw in Experiment or Study IV

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10) A pharmaceutical company has developed a medication which they believe will help to reduce the
pain of arthritis. They would like to test the medication at two different dosage levels. They design an
experiment as follows to test the medication. They will obtain a group of volunteers who suffer from
arthritis. A doctor from the pharmaceutical company will evaluate each patient's condition at the start of
the experiment. Volunteers will be randomly assigned to one of three groups. Each day for the duration
of the experiment, patients in group 1 will receive a low dose of the medication, patients in group 2 will
receive a higher dose of the medication, and patients in group 3 will receive a placebo. After a suitable
amount of time (two months, for example), the same doctor will evaluate each patient's progress. Based
on the amount of inflammation and the patient's report on the amount of pain, the doctor will give each
patient a numerical score to represent their improvement. The amount of improvement for the three
groups will then be compared. The researchers will have the technicians administering the medication
blinded to whether patients receive a low dose, a high dose, or a placebo. Identify the most serious flaw
in this experiment.
A) There could be lurking variables.
B) The volunteers should have been randomly selected.
C) The doctor should choose the best treatment for each patient, instead of allowing volunteers to be
assigned at random to a treatment.
D) The experiment is only single blind. The doctor evaluating the patients' progress is not blind to which
treatment patients received.
E) There is no blocking.
Answer: D
Diff: 3 Type: BI
Objective: (10.4) Identify Flaw in Experiment or Study IV

11) A researcher has developed a set of breathing exercises and would like to investigate whether they
can help to reduce anxiety. She designs an experiment as follows. She will obtain a group of volunteers
suffering from anxiety. They will be given a test to measure the level of their anxiety. Volunteers will be
randomly assigned to one of three groups. Those in group 1 will do breathing exercises for 15 minutes
per day, those in group 2 will do breathing exercises for 30 minutes per day, and those in group 3 (control
group) will do no breathing exercises. After a suitable time period, each person will again take the
anxiety test. The researcher will compare the average change in score for the three groups. Is it possible to
double blind this experiment? Explain.
Answer: No. Provided that the person administering the anxiety test and evaluating the level of anxiety
is unaware of the patients' treatments, the experiment will be single blind. However , the patients cannot
be blinded to whether they are doing breathing exercises so it is not possible to double blind the
experiment.
Diff: 2 Type: SA
Objective: (10.4) Know Concepts: Experimental Designs IV

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10.5 Blocking

A designed experiment is described. Identify the specified element.

1) A researcher wants to investigate whether different forms of exercise can be used to help hyperactive
children. A group of 90 children is divided into two groups according to age - those aged 9-12 and those
aged 5-9. Within each age group the children are randomly assigned to one of three groups. The first
group will just do their normal exercise. The second group will be given an additional exercise routine
(moderate). The third group will be given an additional exercise routine (strenuous). At the end of a four-
month period, parents will be asked to evaluate their children's progress. Identify the factor(s) and any
blocking variables and the number of levels for each.
A) Factor: exercise (3 levels), Blocking variable: age (2 levels)
B) Blocking variable: exercise (3 levels), Factor: age (2 levels)
C) Factor: exercise (3 levels), Factor: age (2 levels)
D) Normal exercise and age 5-9, additional exercise (moderate) and age 5-9, additional exercise
(strenuous) and age 5-9, normal exercise and age 9-12, additional exercise (moderate) and age 9-12,
additional exercise (strenuous) and age 9-12 (6 levels)
E) Factor: Normal exercise, additional exercise (moderate), additional exercise (strenuous) (3 levels)
Answer: A
Diff: 1 Type: BI
Objective: (10.5) Identify Blocking Variable

2) A researcher wants to investigate the effectiveness of a cholesterol-lowering medication. The 450
participants are first divided into two groups - those suffering from diabetes and those not suffering from
diabetes. Within each group the participants are randomly assigned to one of three groups. The first
group will receive a low dose of the medication, the second group will receive a high dose of the
medication, and the third group will receive a placebo. At the end of a six-month period, each person's
cholesterol will be tested and the change in their cholesterol level will be recorded. Identify the factor(s)
and any blocking variables and the number of levels for each.
A) Factor: Medication (3 levels), Factor: diabetes (2 levels)
B) Factor: Diabetes, no diabetes (2 levels)
C) Factor: Medication (3 levels), Blocking variable: diabetes (2 levels)
D) Factor: Placebo, low dose of medication, high dose of medication (3 levels)
E) Factor: Placebo and diabetes, low dose of medication and diabetes, high dose of medication and
diabetes, placebo and no diabetes, low dose of medication and no diabetes, high dose of medication and
no diabetes (6 levels)
Answer: C
Diff: 1 Type: BI
Objective: (10.5) Identify Blocking Variable

30. 26
© 2019 Pearson Canada Inc.
3) A new type of pain reliever is administered to 30 consenting post-operative patients in various
hospitals. Although the pain reliever has already been tested for safety and effectiveness, this experiment
is to observe and categorize any side-effects. Because of maturity and body mass, it is decided to test the
adults separately from the children.



The grouping of the adults separate from the children is an example of what?
A) Stratifying
B) Controlling
C) Matching
D) Reduction of confounding factors
E) Blocking
Answer: E
Diff: 1 Type: BI
Objective: (10.5) Interpret/Evaluate Design V

31. 27
© 2019 Pearson Canada Inc.
4) A clothing manufacturer is curious if celebrity endorsements will influence a customer's decision in
buying its products. This clothing manufacturer premieres its latest series of commercials privately to two
separate groups of potential shoppers. One group will see a series of commercials without celebrities, and
one group will see a series of commercials with celebrities. Furthermore, the manufacturer decides to split
up the male shoppers from the female shoppers.



Grouping the shoppers together by gender is an example of what?
A) Stratifying
B) Matching
C) Reduction of confounding factors
D) Factoring
E) Blocking
Answer: E
Diff: 1 Type: BI
Objective: (10.5) Interpret/Evaluate Design V

32. 28
© 2019 Pearson Canada Inc.
5) The Asian longhorned beetle kills trees by burrowing within the trunk and branches and disrupting
the sap flow. This beetle favors hardwood trees, such as maple, elm, and ash. A new pesticide will be
tested in a major metropolitan city. A statistician designs an experiment for 200 mature maple trees and
randomly assigns half of the trees to receive this new pesticide, and the rest of the trees receive a control
treatment.



Is there any obvious way to improve this experiment to evaluate the effectiveness of this new pesticide?
A) Yes, stratifying must be used.
B) Yes, blocking must be used.
C) No, basic variations have been accounted for.
D) Yes, matching must be used.
E) Yes, a placebo is missing.
Answer: C
Diff: 1 Type: BI
Objective: (10.5) Interpret/Evaluate Design V

6) An ice cream company wants to introduce a new flavor. They are considering two possibilities - Mint
Delight and Chocolate Fiesta. They want to know which one customers will prefer. Design an experiment
to investigate this question. The company feels that children may have different preferences than adults.
Be sure to take that into account in the design of the experiment.
Answer: Answers may vary. Obtain a group of volunteers. Use a blocked design to reduce variation in
ice cream preference that may be associated with age. Divide volunteers into children under 12 and
adults. Within the children's group, randomly assign volunteers to one of two groups. Group 1 will taste
first Mint Delight and then Chocolate Fiesta. Group 2 will taste first Chocolate Fiesta and then Mint
Delight. Volunteers will give each flavor a rating. Within the children's group, researcher will compare
the average rating for the two flavors. Similarly, within the adults' group, randomly assign volunteers to
one of two groups. Group 1 will taste first Mint Delight and then Chocolate Fiesta. Group 2 will taste first
Chocolate Fiesta and then Mint Delight. Volunteers will give each flavor a rating. Within the adults'
group, researcher will compare the average rating for the two flavors.
Make sure volunteers don't know which flavor they are tasting.
Diff: 3 Type: SA
Objective: (10.5) Design Experiment or Study V

33. 29
© 2019 Pearson Canada Inc.
7) A nutritionist has come up with a new diet that she believes will allow overweight people to lose
weight more quickly than the diet she had previously prescribed for patients. She suspects that the new
diet may be more effective for women than for men. Design an appropriate experiment.
Answer: Answers may vary. Obtain a group of overweight volunteers. Record each person's weight at
the start of the experiment. Agree on the duration of the experiment, for example two months. Divide
participants into blocks - women and men. Within each block, randomly assign one half to follow the new
diet and one half to follow the old diet. At the end of the two months, weigh each person again and
record the change in weight. Within each block, compare the average weight loss for the two groups.
Have the person weighing the volunteers blinded to which group each person was in.
Diff: 3 Type: SA
Objective: (10.5) Design Experiment or Study V

8) A manufacturer of tennis rackets has designed a new racket and would like to compare it to their
previous design. The company obtains 100 volunteer tennis players. Volunteers are randomly assigned to
one of two groups. Group 1 will use the company's previous racket first and the new racket second.
Group 2 will use the new racket first and the previous racket second. Each player will serve 30 times with
each racket. The percentage of good serves with the two rackets will then be compared. The players are
blinded to which racket they are using. Also, the person recording the percentage of good serves is
blinded to which racket the player is using. If the group of volunteers consists of 60 professional tennis
players and 40 beginners, how could the experiment be improved?
Answer: Use a randomized block design so that the difference in the abilities between tennis players will
not jeopardize attempts to see differences between tennis rackets. First, divide the volunteers into
professional tennis players and beginners. Within each block randomly assign volunteers to one of the
two groups. As before have Group 1 use the previous racket first and the new racket second and Group 2
the new racket first and the previous racket second. Within each block, compare the percentage of good
serves with the two rackets.
Diff: 3 Type: SA
Objective: (10.5) Identify Flaw in Experiment or Study V

34. 30
© 2019 Pearson Canada Inc.
9) A manufacturer of tennis rackets has designed a new racket and would like to investigate whether
players will prefer it to their previous design. The company obtains 100 volunteer tennis players.
Volunteers are randomly assigned to one of two groups. Group 1 will use the company's previous racket
first and the new racket second. Group 2 will use the new racket first and the company's previous racket
second. Each player will serve 30 times with each racket. Then the percentage of good serves with the two
rackets will be compared. The players are blinded to which racket they are using. Also, the person
recording the percentage of good serves is blinded to which racket the players use. If the group of
volunteers consists of 50 professional tennis players and 50 beginners, how could the experiment be
improved?
A) Have players choose their group instead of assigning them randomly to a group.
B) Use blocking - first divide the volunteers into professional tennis players and beginners. Within each
block randomly assign volunteers to one of the two groups.
C) Include a placebo.
D) Use matching - match each professional player with a beginning player before assigning players to
one of the two groups.
E) Add another factor - level of player, so that there will be four treatments: new racket and beginner,
new racket and professional, previous racket and beginner, previous racket and professional.
Answer: B
Diff: 3 Type: BI
Objective: (10.5) Identify Flaw in Experiment or Study V

10) An agricultural researcher wishes to compare the yield of four different varieties of wheat. 64 plots of
land are available for an experiment. On each plot of land one of the varieties of wheat will be grown. At
the end of the experiment the yield for the different varieties will be compared. 32 of the plots are at one
site (site A) and the other 32 are at another site (site B). The soil at site A differs significantly from the soil
at site B. If the researcher wishes to design an experiment using completely randomized design, how
could the wheat varieties be assigned to the different plots?
Answer: Answers will vary. Possible answer: Randomly divide the 64 plots into four groups of 16 plots
each. Randomly assign each group of plots to a different variety of wheat.
Diff: 3 Type: SA
Objective: (10.5) Know Concepts: Experimental Designs V

11) An agricultural researcher wishes to compare the yield of four different varieties of wheat. 64 plots of
land are available for an experiment. On each plot of land one of the varieties of wheat will be grown. At
the end of the experiment the yield for the different varieties will be compared. 32 of the plots are at one
site (site A) and the other 32 are at another site (site B). The soil at site A differs significantly from the soil
at site B. The researcher wishes to design an experiment. In this example, why might a randomized block
design, with blocking by soil type, be preferable to a completely randomized design?
Answer: Answers will vary. Possible answer: By blocking, the researcher can isolate and remove the
variation in yield which is due to different soil types. It will then be easier to detect the differences in
yield among the four varieties of wheat, if such differences exist.
Diff: 3 Type: SA
Objective: (10.5) Know Concepts: Experimental Designs V

35. Discovering Diverse Content Through
Random Scribd Documents

36. Ik wist immers alles wat daarginds — waar? — nu zou gaan
gebeuren, te midden van het wilde gewentel der wielen en het
gestamp van den motor; met den snoerenden band om de slapen,
de wrange lucht in de beklemdheid van die kleine stalen gevangenis,
die meters diep ergens onder de zee voort-schoot.
En ik wachtte maar, wachtte ... tot ergens boven de wijde
eenzaamheid der zee zich iets zou vertoonen.
Toen, in-eens, vlak naast onzen "Wajang",[a73] borrelde even
het water, en meteen kwam het kleine torentje boven water uit!
Ik zag het deksel opengaan; uit het kokertje staken het hoofd en
de schouders van den commandant; ... ik zag zijn witte trui, ik
onderscheidde zelfs de blonde knevels, opgedraaid boven den
vroolijken mond.
En eensklaps begon ik te wuiven naar dat vreemde, wonderlijke
verschijnsel, naar die kleine, zonderling gestreepte schelp, die daar
als van den zeebodem opgedoken kwam.
Nooit bracht ik vuriger groet aan onze Nederlandsche Marine dan
toen!
[a74]

37. Er wordt wel eens beweerd, dat in den tegenwoordigen tijd de
gezelligheid is zoek geraakt, welke vroeger het maken van lange
zee-reizen kenmerkte. Tot op zekere hoogte is dit waar. Dat komt,
omdat onze moderne zeeschepen veel te groot zijn, om het den
reizigers mogelijk te maken, hetzij het geheele vaartuig van boeg tot
plecht, van beneden tot boven te leeren kennen; en dat komt ook,
omdat het aantal passagiers dikwijls te groot is, soms wel ettelijke
duizenden, zoodat iemand gedurende de reis zich voelt, of hij zich
bevindt in een vreemd stadje, waarvan de bewoners alle talen der
wereld spreken, van wie er niet één bij een ander behoort, zoodat er
bijna niemand is, die gedurende de reis eenig belang stelt in zijn
omgeving.
Hoe grooter het schip, waarmee je vaart, —[a77] hoe sterker je dit
verschijnsel zult waarnemen. Doch aan den anderen kant is dus ook
waar gebleven, dat hoe kleiner het schip is, waarop je een zeereis
maakt, hoe meer gelegenheid je hebt, met de mede-passagiers en
ook met de leden der bemanning kennis te maken.
Zoo herinner ik me als een van m'n aardigste zee-reizen den langen
overtocht van Yokohama, de Japansche haven aan de oostkust van
het Aziatische werelddeel, naar San Francisco, de westelijke haven
van het Amerikaansche werelddeel.
En van eenige der eigenaardigste leden der equipage, den kapitein
en den scheepsdokter, wil ik jullie vertellen, om jullie een indruk te

38. geven van twee van zulke bizondere personages aan boord.
De kapitein sprak onvervalscht Amerikaansch; daartoe kneep hij
zijn neus dicht, zonder zijn handen te gebruiken, en probeerde dan
zijn gerekte klanken er door te snauwen; hij was ònverstaanbaar.
Zelfs zijn landgenooten betreurden dit, want hij moest een hartelijk
man zijn, die met iedereen een dagelijksch praatje trachtte te
maken, en waardig aan het hoofdeinde der tafel plaats nam,[a78] en
verontschuldigingen voor zijn schip bedacht, wanneer het soms
hevig slingerde op den weinig-stillen Stillen Oceaan.
De kapitein hield des Zondags inspectie, en sprak dan Japansch
met de Japansche bemanning, en Chineesch met de koks en
tafelboys, en Engelsch met de passagiers, en zuiver Amerikaansch
met zijn stafofficieren, — maar er was nooit iemand, die hiervan iets
navertellen kon; niemand kon hem ooit verstaan. Hij gaf ook eens
een korte verklaring bij de vertooning van een reeks lichtbeelden
over Japan en de Vereenigde Staten, doch noch Japanners, noch
Amerikanen herkenden zijn ongetwijfeld belangrijke aardrijkskundige
aanduidingen.
Zondag-ochtends leidde hij de godsdienstoefening in het groote
salon, dat dan met Amerikaansche en Japansche vlaggen behangen
werd; hij snauwde dan door zijn neus bladzijde na bladzijde van de
gebruikelijke formulieren af. Alleen de scheepsdokter, die hem als
voorzanger ter zijde stond, was daaraan gewend, en wist wanneer
hij den kerkgangers het teeken moest geven, om met de
gezamenlijke antwoorden in te vallen.[a79]
Toch was hij een uiterst voorkomend kapitein! Want toen na den
tienden dag de Hawaï-eilanden in de buurt kwamen en iedereen
hem het onmogelijke kwam smeeken, om toch wat sneller vaart te
maken dan de matige 325 mijl per dag, opdat wij niet 's ochtends,
maar des avonds tevoren op Hawaï zouden aankomen, liet hij de

39. machines halve kracht draaien om ons dus onzen zin te geven,
opdat onze aankomst 's avonds viel.
Hij was een goed zeeman. Al
ging onze reis niet vlug, wat niet
zijn schuld was, toch kwam hij
precies op tijd aan den overkant,
na zeventien gelijkvormige
dagen met niets dan zee en
lucht, van den eenen kant van de
grootste onzer wereldzeeën naar
den anderen. En omdat er —
behalve de nietige Hawaï-
eilandjes — op heel dien langen
weg geen stukje land, geen
rotsje, geen zandkorreltje was,
om er zijn koers naar te richten,
vond[a82] ik het — zooals ik
trouwens èlke zeevaart knap vind — een kranig stukje zeemanschap
van hem.
Hij was een gelukkig zeeman bovendien, want als zijn reputatie
gold, dat, zoo lang hij reeds tusschen Japan en Amerika voer, hij op
elke reis naar San Francisco één dag had weten uit te winnen. Dat
hij op zijn terugvaart dan telkens weer een dag verloor, vergat men
wel-is-waar. Maar merkwaardig was dit verschijnsel toch wel. En de
dokter, die zich verbeeldde, dat hij veel geest bezat, hield eens,
terwijl al de jonge Amerikaansche meisjes dicht om hem heen zaten,
een soort openbare rekenles, om uit te rekenen, dat de kapitein
feitelijk een jaar ouder was dan hij zich uitgaf, omdat hij bij het
bereiken van zijn 50-jarig kapiteinschap, met gemiddeld zeven
jaarlijksche reizen van Yokohama naar San Francisco, ongeveer 365
dagen zou hebben gesmokkeld. Toen de "Nippon-Maroe" op den
zevenden dag na het vertrek van Japan den 180sten lengtegraad
passeerde, was het dus de dokter, die een "drink" voorstelde op den

40. smokkelenden kapitein; waarop deze weer een dankdronk uitbracht,
[a83] welke echter voor niemand recht verstaanbaar was.
Ik denk wel, dat hij de rekenkundige opmerking maakte, dat hij op
zijn heen-en-weer reizen evenveel dagen oostwaarts
reizende won, als terugreizende naar het westen
verloor.[a86]
De verklaring hiervan is de volgende, jongens!
De 180ste lengtegraad splitst den wereldbol in twee deelen. Bij
elken graad, welke in westelijke richting wordt afgelegd, is er een
verschil in zonnetijd van 4 minuten. Voor 2 x 180 of 360 graden
geeft dit 360 x 4 = 1440 minuten, of 24 uur. Door het
kunstmiddeltje toe te passen van den 180sten graad passeerende
een dag te verspringen, houdt men de tijdrekening in orde. Toen
Magelhaen zijn eerste reis om de wereld van oost naar west

41. volbracht, passeerde hij in September 1519 den 180sten graad; bij
zijn terugkomst bemerkte hij, tot zijn niet geringen schrik, dat hij
één dag ten achter was, zoodat hij en zijn katholiek scheepsvolk
steeds op verkeerde dagen hadden gevast!
Na den kapitein was de dokter de voornaamste man aan boord. Hij
gedroeg er zich dan ook naar. Voor de zieken had hij slechts weinig
tijd over, hetgeen in hun waarachtig belang was, zooals hij eens zelf
met treffende zelfkennis opmerkte.
Er was een Amerikaansche dame, die zich op[a87] elk uur van den
dag in steeds aantrekkelijker toiletten kleedde, en die de eenige
was, in staat, den dokter bij zijn beroep te houden. Zij was bij het
aan-boord-gaan uit haar rijtuig gevallen, had daarbij haar arm
gekneusd. Met Amerikaansche onpreutschheid liet zij ons allen haar
arm bekijken; doch alleen de dokter mocht die aanraken.
Er waren eenige ziekte-gevallen onder de voorschip-passagiers,
doch daar dit "voor de brug" bleef, liet hij de behandeling aan een
der bootslieden over. De zeezieke Japanners, die zijn hulp inriepen,
bekeek hij op een afstand, omdat hij als Amerikaan de meening
verkondigde, dat hij geen Japanners kon uitstaan, omdat hij hun
gele huidskleur niet verdragen kon.
Eénmaal trad hij slechts als dokter op. Een dikke
vreemdeling verscheen, met een stevig aangelegd
hoofdverband aan tafel. "Wat beteekent dàt?!" vroeg
iedereen. En toen fluisterde de een den ander toe,
dat er in het rooksalon door de heeren onderling de
een of andere verjaardag was gevierd, en het
slingerend schip een der heeren zijn evenwicht[a90]
had doen verliezen, zoodat deze met zijn hoofd op een tafelrand was
gevallen. Gelukkig was de dokter er toevallig bij geweest.
"O!" zeiden de andere passagiers, ondeugend lachend, "zoo! zoo!
was de dokter tegenwoordig geweest bij dat verjaardagsfeestje!"

42. Iedereen begreep toen wel, dat het er gloeiend feestelijk moest
zijn toegegaan onder leiding van den scheepsdokter.
Onze dokter diende aan boord voornamelijk, om het gezelschap
gedurende de lange reis in de goede stemming te houden. Hij had
kleine handjes, vooral kleine voetjes, die in witte dekschoentjes
gekneld staken; hij droeg onberispelijk uitgesneden ochtend-,
wandel- en diner-jasjes, en onder zijn hoogen halsboord tipte een
marinestrikje, dat als een vlindertje boven het glanzend overhemd-
plastron fladderde.
Hij nam na tafel alle jonge meisjes beurt om beurt onder den arm
en wandelde met elk driemaal het dek af; en de oudere dames
vertrouwden hem al haar hartsgeheimen toe, wanneer hij gezellig
naast haar dekstoel kwam aanschuiven en geduldig haar lange
verhalen aanhoorde. Hij zong met[a91] een aardig smachtend
tenoortje, en behalve wat wijsjes uit operettes, kende hij ook malle
negerliederen en Spaansche ballade's, en neuriede drenzige
Japansche geisha-liedekens.
Maar Zondagsochtends zat hij toch weer heel
ingetogen naast den kapitein en wist precies,
wanneer hij het teeken aan de gemeente moest
geven om in te vallen; bij de plechtige gezangen zong
zijn smachtend tenor-stemmetje, hoog boven het
gemurmel der anderen uit.
De dokter was ook een vurig beoefenaar en
practisch voorstander van sport. Hij bezat een oud
jachtgeweer en daarmede lokte hij sommigen onzer
op de achterbrug, en bedacht een toestel, dat de vele
leege spuitwaterfleschjes in zee wierp, en ieder die
een fleschje aan scherven schoot, werd statig ingeschreven op een
uitvoerige lijst van prijswinners, om den laatsten dag plechtig
gehuldigd te worden. Op de dokterslijst stond ten slotte èlkeen,
want hij wist zijn wedstrijden zoo in te[a94] richten, dat elke

43. passagier kans had op een der tallooze Stille Oceaan-
kampioenschappen.
's Morgens kreeg ieder der passagiers, die dan al aan dek was
gekomen, een langen schuifstok in de hand en moest met platte
houten schijven mikken naar een nummerbord, dat op de planken
afgeteekend stond. Deze kamp won een zeer luidruchtig
Amerikaansch juffertje uit Philadelphia, van wie vooral de jongelui
veel werk maakten, totdat er gemompeld werd, dat een der oudere
heeren met streepjes-opschrijven in haar voordeel geknoeid zou
hebben, om aldus zelf een streepje voor te krijgen. De partij slagbal
won de Amerikaansche groep glansrijk tegen de andere
vreemdelingen; maar de partijen waren niet eerlijk verdeeld, omdat
elk Amerikaan een verzot slagbalspeler is, en er onder de anderen
waren, die den slagknuppel voor het eerst en zelfs ten-onderste-
boven hanteerden. Doch den volgenden dag legde Amerika het weer
af met touwtrekken; en dat de tegenpartij het won, kwam door den
Spanjaard, die, naar zijn listigen aard, het eind van het touw stiekum
door een dekring had gehaald. Een hinderniswedstrijd won de Belg,
die[a95] alléén bij de eindstreep aankwam, omdat alle overige
nationaliteiten voor het roetvat teruggeschrokken waren. De Zwitser
won den kegelwedstrijd; Bill, de Amerikaan, won het diabolospel;
een Japanner won, dank zij zijn vlugge en verrassende sprongen,
den schermwedstrijd; en de vele andere behendigheids-wedstrijden
werden gewonnen door elk der dames één.
Nederland won óók een wedstrijd — ik mag er mij op beroemen!
Want àl de sportende heeren deden mee aan dien
hardloopwedstrijd. Die leuke scheepsdokter had 't bedacht; en dit
ging zoo. We hadden elk een fleschje bier in de hand; aan het eind
van het dek zaten de niet-sportende heeren met een kurketrekker op
ons te wachten. Ze hadden ons fleschje te ontkurken, haastig leeg te
drinken, en wie van ons dan het eerst zijn leege fleschje weer aan
het begin van het dek terugbracht, had 't gewonnen.

44. Ieder onzer koos zijn eigen partij-genoot. Er was een dikke oude
Duitsche heer en die wilde wel mijn helper zijn.
Dat won ik ze toen allemaal af, met wel een half dek voorsprong!
Want toen ik tegelijk met de ande[a96]ren kwam aangerend, had de
Duitscher met beproefde hand den kurketrekker op de kurk gezet;
meteen plukte hij er vaardig de kurk uit; met één klokkend geluid
was het fleschje al door hem leeggedronken. Zelfs kon ik stapvoets
terugwandelen naar de eindstreep, terwijl de rest zich nog wanhopig
zat te verslikken.
Bij dit alles was de dokter de spelleider, de
wedstrijd-regelaar, de kamprechter. Bij de
prijsuitdeeling voerde de kapitein wel-is-waar
het woord, doch de dokter moest het daarna
duidelijkshalve nog eens over doen. Dan
ontving élke dame een zijden zakdoekje en
élke heer een paar manchetknoopen met den
scheepsnaam er op, want elk van ons had
immers een wedstrijd gewonnen.
Toen ik het gewonnen knoopenpaar eerlijk
wilde deelen met mijn Duitsche
wedstrijdgenoot, wilde deze daarvan niets weten; de Duitscher
lachte gemoedelijk en zei: "Ik heb het beste deel gehad ... het bier!"
[a99]

45. Die aan de steng kan komen, zal de vlag wel krijgen.
—o—
"Ik zal vóór niet afvallen", zei de stuurman, en hij stond achter het
roer.
—o—
Naar de Oost is de wereld nog niet.
—o—
Wie jufferhanden heeft, moet met geen matrozen klop-in-'t-handje
spelen.
—o—
[a102]
Wie onder zeil is gegaan, moet aan boord blijven.
—o—
't Is leuk zeilen met den wind achter.
—o—
De voorspoedige wind maakt geen goed matroos.

46. —o—
Het moeten hooge masten zijn, die bij 't zwerk zullen zeilen.
—o—
Geef een hond een kwaden naam, dan mag hij wel over boord
springen.
—o—
Een vrouwenhaar trekt meer dan een marszeil.
—o—
[a103]
"Daar geef ik de vierkante wereld om," zei de matroos.
—o—
Men moet het roer leggen over het boord, waar men het wil
binden.
—o—
Een goed zeeman valt ook wel eens over boord.
—o—
Als de wind komt voor den regen,
Daaraan is niet veel gelegen:
Maar als regen komt voor wind,
Berg je zeilen dan gezwind.
—o—
De beste stuurlui staan aan wal;
De slechte vindt men overal!

47. —o—
[a104]
Aan woorden en aan wind, neem altijd wat tegen het krimpen.
—o—
"Het is koel op zee," zei de snijder, en hij voer over den Amstel.
—o—
Zeeroovers tegen huns gelijken doen zelden goede zaken.
—o—
Hij ziet gaarne zout water, maar in zijn moeders vischketel.
—o—
Daar dienen geen twee groote masten op één schip.
—o—
Wie raakt er in den mars zonder touwtrappen en klimmen?
—o—
[a105]
"Alle vrachten moet men lichten!" zei de schipper en hij smeet het
eerst zijn vrouw over boord.
—o—
"Een stuivertje kan raar rollen," zei de matroos; want hij vond bij
Kaap de Goede Hoop het stuivertje terug, dat hij bij Vlaardingen
verloren had.

48. [a106]

Den dag, dat onze Koningin zich had voorgenomen, een officieel
bezoek te brengen aan een der oorlogschepen der Nederlandsche
Marine, was het zulk afschuwelijk weer, dat niet slechts de leden der
hofhouding, maar ook de marine-autoriteiten den raad meenden te
moeten geven, af te zien van deze inspectie, en het betreden van
het oorlogschip tot eenige dagen later uit te stellen, tot het booze
weer wat gebeterd zou zijn.
Natuurlijk wilde de Koningin hiervan niets weten. Al gaf de
stormwaarschuwingsdienst te Vlissingen nog zulke onheilspellende
berichten, de bezoekster had dezen dag vastgesteld voor haar
kennismaking met haar Nederlandschen oorlogsbodem en zijn
bemanning; — weer of geen weer.[a109] zij sprak als haar wensch
uit, dat de tocht buitengaats zou plaats hebben. En zoo ging dit
officieele koninklijke bezoek dan ook door.

49. Omdat dit het éérste bezoek was, dat onze Koningin aan boord van
een der Nederlandsche oorlogsschepen zou brengen, was ik daar
een boord genoodigd. Met nog een anderen journalist. Als goede
kameraden en vrienden hadden we op onze manier krijgsraad
gehouden. En daarna hadden we den commandant van het
oorlogsschip onze[a112] bezwaren kenbaar gemaakt. Niet dat wij er
tegenop zagen, bij zulk stormweer den tocht naar buiten mee te
maken — als immers de Koningin het goede voorbeeld gaf! — maar
we voelden ons eenigszins belachelijk, nu we daar aan boord zouden
hebben te verschijnen, gekleed volgens de hof-etiquette, namelijk in
de zeer weinig zeemansachtige dracht van rok-witte-das en hoogen
hoed!
De commandant, een wijs man, wist aanstonds raad. Hij liet ons in
olie-jassen steken, verschafte ons zuidwesters, zoodat we er waarlijk

50. eenigszins als loodsen uitzagen. Aldus waren we ook beter
bestand tegen het grimmige weer, dat van alle kanten ons
pantserschip besprong, toen het den boeg buitengaats stak. Aldus
ontkwamen we ook tevens aan de anders ongetwijfeld ons deel
zijnde belachelijkheid van hooggehoede landrotten aan boord van
een oorlogschip, dat den koninklijken standaard laat wapperen!
Dadelijk buiten de Vlissingsche haven begon het oorlogschip te
slingeren en te stampen, dat het een lust was. De hooge bezoekster
had zich zoolang in de commandantskajuit begeven, ten[a113]einde
pas later aan dek te verschijnen, wanneer het schip buiten zou zijn.
Ik wil jullie wel vertellen, hoe ik mij dien tusschentijd nuttig
maakte, door dit oorlogschip eens wat beter te bekijken. Er waren
eenige der zeeofficieren, zich dadelijk beschikbaar stellende, om aan
mijn nieuwsgierigheid te voldoen.
En als ik daarvan voor jullie hier iets over vertel, dan is dit minder
om te vertellen van al de oorlogstoerustingen, welke aan boord van
een groot oorlogschip natuurlijk onmisbaar zijn, dan wel om jullie
aandacht te vestigen op eenige bizonderheden, wat betreft de
behandeling van dit schip, zijn besturing, commando- en
communicatiemiddelen, waardoor zoo'n oorlogsbodem zooveel
afwijkt van schepen der handelsvloot.
Daar is al dadelijk de zware commandotoren, waarvan het
bovenste gedeelte gepantserd is, en dat zich hoog boven het dek
verheft, alsof hij het geheele schip beheerschen wil. In het gevecht
is in dezen toren de plaats van den commandant van het schip; van
hieruit overziet hij den strijd, hier verneemt hij de resultaten van het
geschutvuur[a114] op den vijand, zendt zijn bevelen uit naar de
batterij- en machinekamers, bepaalt zijn koers en regelt de vaart.
In deze kleine ruimte wordt hij terzijde gestaan voor de bediening
der spreekbuizen, sein-inrichtingen, het roer en somtijds nog de

51. richt-middelen der torpedo-lanceer-inrichtingen, door twee of drie
officieren, den roerganger en een of twee man. Het uitzicht naar
buiten wordt verleend door een spleet tusschen den torenwal en een
opschroefbare torenkap. De afstand tot den vijand, van af uitkijk-
bordessen met afstandmeters bepaald, en de verbetering — zoo
noodig! — in verband met de, uit een observatiepost in den mast
waargenomen aanslagen der weggeschoten granaten, dit alles wordt
naar een algemeen seinstation onder in het schip overgeseind. Ook
worden hierheen de bevelen gemeld, op welk doel gevuurd moet
worden en met welk soort munitie.
Dit alles liet ik me met de grootste belangstelling uitleggen. Welk
een monster is toch zoo'n gepantserde oorlogsbodem!
Maar hoewel onze vaart met dit zwaar-gewapend vaartuig
stormachtig was, zoodat het oorlog[a115]schip steigerde op de
grauwe, schuim-gekopte golven, — toch was de tocht een
vreedzame. Ons oorlogschip trok, God-zij-dank! niet ten oorlog uit.
Wij hadden de Koningin aan boord voor een vredelievende inspectie!
En terwijl de bezoekster nog in de tot statievertrek ingerichte
commandants-kajuit vertoefde, ging ik met mijn hulpvaardige
geleiders het verdere schip rond. Ze lieten me alles zien, waarin ik
als onbevaren, niet-militaire leek slechts belang kon stellen. En dat
was veel, — zooals je wel kunt begrijpen. Wie van jullie had daar
niet in mijn plaats aan boord willen zijn!
Zoo zag ik het bovengenoemde seinstation, geplaatst beneden in
het schip, evenals de sein- en communicatiemiddelen, onder de
waterlijn van het schip gelegen, en dus beschut voor 's vijands vuur.
Daar waren te vinden de stuurinrichtingen, de spreekbuizen en
schellen, kompassen en verschillende telefoon-aansluitingen met de
batterijen en machinekamer.
Daar aanschouwde ik den ziekenboeg, met de daarachter gelegen
operatie-kamer; verder de volks-logiezen, de tafels en banken in het

52. mid[a116]den geplaatst, de kisten tegen boord, de kastjes tegen
den muur, met het eetgerei van Janmaat daarin; de hangmatten
netjes opgetuigd, ter eere van het deftig bezoek aan boord.
En nu gingen we langs de batterijen, voorbij de groote
vuurmonden, door de munitiekamers, — kortom, alles wat tot een
modern oorlogschip behoort, en waardoor zoo'n stalen
oorlogsbodem in staat moet zijn, een vijandelijken aanval te
doorstaan, en, als het moet, ook zelf de kanonnen af te vuren,
teneinde de eer onzer Nederlandsche vlag hoog te houden.[a119]
Daar hoorde ik boven aan dek het joelen der matrozen!
Ik spoedde me naar boven.
Even had ik dus een blik mogen slaan aan boord van een onzer
groote oorlogschepen, een vluchtigen indruk opgedaan van het
scheepsleven aan boord. Misschien kon ik me alles nu beter
voorstellen, wanneer later gesproken werd van de daaraan
verbonden harde ontberingen; maar ook zou ik me duidelijker
kunnen voorstellen, wanneer er sprake zou zijn van al de vele

53. aantrekkelijkheden, welke het leven aan boord van een oorlogschip
kenmerken.
Prachtige kerels! dacht ik.
Dat vrije gevoel van den zeeman, zich losvoelend van het
beklemmende steedsche, van het alledaagsche, van het gewone
gedoe aan land; een vrije kerel midden op den oceaan, aan alle
kanten omringd door een oneindige watermassa, boven zich het
onmetelijke hemelruim.
Hoe leeren ze aan boord van zoo'n oorlogsschip de moeilijkheden
overwinnen; hoe gaan ze hier op elkaar vertrouwen; hoe worden
hier de karakters gevormd en gestaald;[a120] hoe leert men elkaar
over-en-weer waardeeren!
Toen ik aan dek kwam, bleek de storm nog kwaadaardiger te zijn
gaan spoken.

54. Telkens spatten de zware zeeën tegen de scheepswanden; en dan
striemde het water met driftige slierten, als zweepslagen zoo scherp,
over het dek, dat glom van het overstroomende water.[a123]
Maar daarop lette ik niet. Ik wilde mijn aandacht geven aan iets
anders dan aan het woeste geweld van den storm. Ik stond
weggescholen, terzijde van de commandobrug, gehuld in m'n
oliejas, den zuidwester stevig om den kin gebonden.
De Koningin was aan dek verschenen; zij had haar verlangen te
kennen gegeven, het manoeuvreeren van het oorlogsschip, staande
naast den kapitein, te volgen. En ik was heel nieuwsgierig, hoe onze
Koningin zich daar staande zou houden op de commando-brug van
het zwaar-slingerende schip.

55. Daar zag ik nu boven op de commando-brug, in den driesten wind
en het gestriem der regenbuien, terwijl telkens de driftige golven
zich te pletter kwamen beuken tegen ons bakboord, — daar zag ik
omhoog het kleine figuurtje eener jonge vrouw staan, de Koningin.
Zij was gehuld in een eenvoudig grijzen regenmantel; met de eene
hand hield ze den hoed vast, met de andere klemde zij den mantel
samen, omdat deze telkens bol opwoei in den rukkenden stormwind.
Op de reede lagen enkele onzer oorlogssche[a124]pen, op de wilde
zee te hobbelen, om hun Koningin met vlagsein en kanon-gebulder
het saluut te brengen. Voor elk dezer bodems had de Koningin haar
groet; van de hooge brug van ons schip boog ze telkens even, een
bevallige, koninklijke nijging voor elk donderend saluut, voor elken
dalenden standaard. Zij bleef rustig staan in den storm.
En als dan de revue was afgeloopen, en de Schout-bij-nacht met
oprechte woorden van bewondering de Koningin toesprak, om haar
hulde te brengen namens de Nederlandsche Marine, haar dankend
voor haar bewijs van belangstelling, waardoor de banden nog meer
versterkt waren, welke onze marine verbonden met Hare Majesteit,
— toen antwoordde zij eenvoudig en kalm met een: "Ik dank u voor
de gevoelens, die u vertolkt namens mijne marine."
Op dit "mijne" werd, naar het mij voorkwam, even door onze
Koningin de klemtoon gelegd, zooals zij dit weet te doen, wanneer
zij zoo zuiver onze Nederlandsche taal uitspreekt.
En ik, — als toeschouwer tegenwoordig geweest bij deze eerste
kennismaking van de Koningin met de Zee, — ik heb na dèzen dag
nooit vergeten,[a125] hoe zij daar, op de commando-brug staande
van haar oorlogsbodem, onbewogen in de felle stormslagen, zich dit
recht verworven had.

56. [a126]

Ik wil jullie hier iets vertellen over de manier, waarop in ons land
het reddingwezen ter zee geregeld is.
Waarlijk niet een van de minst belangrijke onderdeelen van onze
vaderlandsche zeevaart, jongens!
In Nederland bestaan er twee vereenigingen, welke er haar
afzonderlijk werk van maken, zorg te dragen, dat er bij storm aan
onze kwade kust en bij het verkeeren van schepen in nood, hetzij
ergens op het strand, dan wel bij een der vele brokkelige
insnijdingen in onze kustlijn van rivier of binnenzeeën, dadelijk
pogingen in het werk kunnen worden gesteld, om een schipbreuk te
voorkomen, en zoo zulk een ramp onherstelbaar[a129] is, tenminste
de opvarenden veilig en wel aan land te brengen.
Hier zijn twee namen, die elke Nederlandsche jongen uit het hoofd
moet kennen: de "Noord- en Zuid-Hollandsche
Redding Maatschappij", gevestigd te Amsterdam, en de
"Zuid-Hollandsche Maatschappij tot Redding van
Schipbreukelingen", waarvan de zetel te Rotterdam is te
vinden.

57. Over de heldhaftige daden van de eigenlijke redders hebben jullie
in een vorig hoofdstuk al een afzonderlijk verhaal gelezen, namelijk
dat van den Levensredder uit Den Helder, "opa" Rijkers, die goed
geteld 36 reddingen en 471 geredden op z'n boekje heeft staan!
Maar hier wilde ik jullie het een en ander vertellen over de manier,
waarop een van de nieuwe reddingbooten dezer maatschappijen
haar eerste stormreis volbracht. En daaraan moet ik wel laten
voorafgaan een beschrijving van de inrichting dezer redding-
maatschappijen, — iets wat jullie om den drommel niet mogen
overslaan!
Het was bijna honderd jaar geleden, dat aan[a130] de kust bij
Huisduinen een scheepsramp plaats greep, die de menschen zoo
deed ontstellen en hen zóózeer overtuigde, dat onze
reddingsmiddelen geheel onvoldoende waren, dat men in het jaar
1824 besloot de handen ineen te slaan en het reddingwezen in
Nederland behoorlijk te regelen. In dat jaar werden toen beide
maatschappijen tegelijk gesticht; de een zetelde te Amsterdam, de
ander te Rotterdam, beide het werk aldus verdeelende, dat de eene
maatschappij zich zou belasten met de kustbewaking langs den
noordkant, en de tweede met de verzorging van het reddingwezen
langs de zuidelijke kusten van ons land.
Beide maatschappijen
richtten daarop een aantal
kust-stations op, voorzien
van het noodige
reddingmateriaal, hetwelk
bij voorkomende gevallen,
onder deskundige leiding,
ter beschikking van onze
stoere kustbewoners
gesteld kon worden, om

58. een poging te wagen, de in doodsnood verkee[a133]rende
medemenschen op zee ter hulp te snellen. Geregeld werden
oefeningen gehouden met booten, schiet-toestellen om lijnen over te
brengen tusschen het schip in gevaar en de reddingboot of de kust;
de daartoe beschikbaar gestelde redders werden ook geoefend in
het bijbrengen van drenkelingen. Kortom, het geheele moeilijke
reddingwerk werd zoo goed mogelijk geregeld, om steeds gereed te
zijn, wanneer daarginds in de dolle, witte branding een schip in
gevaar verkeert.
Het aantal schipbreukelingen, reeds gered dank zij de middelen der
beide maatschappijen, bedraagt niet minder dan 7000
menschenlevens...! Je ziet dus, dat dit nog eens de moeite waard
mag heeten.
Willen jullie ook weten, waar deze stations langs onze kust te
vinden zijn?
De "Noord- en Zuid-Hollandsche Redding-Maatschappij" heeft de
hare te Rottum, Schiermonnikoog, Ameland, Terschelling, Vlieland,
Texel, Nieuwediep, Callantsoog, Petten, Egmond, Wijk-aan-Zee,
IJmuiden, Zandvoort, Noordwijk, Katwijk, Moddergat, Harlingen,
Gaast en Hinde[a134] loopen. Tezamen beschikken deze "stations"
over 34 redding-vaartuigen, waarvan 2 motor-reddingbooten en 20
lijnwerp-toestellen.
De "Zuid-Hollandsche Maatschappij tot Redding van
Schipbreukelingen" heeft "stations" te Ter-heijde, 's Gravenzande,
Hoek-van-Holland, Brielle, Hellevoetsluis, Oudorp, Brouwershaven,
Burgsluis, West-Kapelle, Vlissingen en Sluis aan de Wielingen. Het
materiaal bestaat uit 16 reddingvaartuigen, waarvan 2 motor-
reddingbooten en 2 stoom-reddingbooten, en 10 lijnwerp-toestellen.

59. De reddingbooten, welke niet met behulp van een stoommachine
of motor worden voortbewogen — natuurlijk zijn deze laatste de
beste — worden voortbewogen door riemen en zeilen; ter[a137]wijl
ze nog onder-verdeeld kunnen worden in zelfrichtende- en niet-
zelfrichtende booten.
De eerste soort booten worden meestal gevonden op plaatsen,
waar het reddingstation gelegen is aan een haven, zoodat de
reddingboot langs een helling in de haven kan worden neergelaten.
De niet-zelfrichtende reddingboot is meer een strandboot en moet
met behulp van een wagen over het strand naar de plaats worden
gereden, waar de redders zich het dichtst bij de schipbreuk
bevinden.
Eer ik jullie iets over zoo'n redding-vaart zelve vertel, moet jullie
me nog even je aandacht schenken, om jullie te beschrijven, hoe het
meest voorkomende type reddingboot, dus de strandboot, er wel
uitziet. De boot is voorzien van een dek, zooals alle
reddingvaartuigen in Nederland er een bezitten; en hieronder
bevinden zich 8 water-ontlastbuizen, welke dienen om het
overstroomende water weer dadelijk kwijt te raken. De ruimte onder

60. het dek is zooveel mogelijk opgevuld met koperen luchtkisten. Ook
vin' je er een water-ballasttank in;[a139] verder een middenzwaard
voor het evenwicht der boot; en natuurlijk het noodige zeiltuig. De
eigenlijke inventaris — de beteekenis van dit woord begrijpen jullie
wel uit het volgende — bestaat uit riemen, van eschhout
vervaardigd, zwemvesten van kapok, een anker en een sleepzak.
Deze laatste dient, om, bij het landen door een hooge zee, het
dwars- en omslaan van de reddingboot te verhinderen.
De door een machine voortbewogen reddingbooten worden niet
voortgestuwd door een schroef; neen, hier wordt het systeem
toegepast, dat het water met kracht wordt uitgestooten, hetgeen de
vereischte voortbewegingskracht vormt. De machine brengt namelijk
een centrifugaalpomp in beweging, die het zeewater door een
breede buis in het vlak van het vaartuig opzuigt. Deze buis vertakt
zich weer in buizen, welke naar voren en achteren buitenboord
uitmonden. Door het water naar achteren te spuiten, beweegt de
machine dus de boot vooruit; spuit ze het water naar boven, dan
beweegt het vaartuig zich achteruit. Terwijl men ook, door aan de
eene zijde het water vooruit en de andere zijde achteruit te doen
uit[a140]spuiten, de boot kan besturen. Natuurlijk begrijpen jullie
wel, dat het een groot voordeel oplevert, dat zulke booten niet op
een schroef zijn aangewezen om vooruit te gaan.
De vaklui beweren echter, dat het aller-beste model voor een
reddingboot datgene is, waar een motor de voortbewegende kracht
oplevert voor de machine. Beide maatschappijen hebben er eenige
op haar voornaamste "stations" ter beschikking.
En al is het nu niet bepaald gisteren gebeurd, toch wil ik jullie hier
iets vertellen over een dezer motor-reddingbooten, en hoe ze in
dienst werd gesteld op een stevigen stormdag in de kwaje maand
November.

61. De stormwind gierde langs het zwerk, zwaar weer uit het
noordwesten, en een zee zoo ruw, als je maar wenschen kon voor
een proeftocht met een nieuwe reddingboot, die het bewijs had te
leveren wat ze waard was!
Drie dagen achtereen duurde de proefvaart. Maar de nieuwe
motorboot, "De Brandaris" geheeten, naar den geweldigen vuurtoren
op Terschelling, ranselde het ruige water, en met haar[a141] sterken
kop rameide ze de wilde waterbergen, die haar woest besprongen.
Al dadelijk buiten de Oranje-sluizen, de rumoerige Zuider-Zee op,
liep de boot z'n 8 mijl per uur, en dat tegen het tij in. 's Morgens
acht uur buiten en 's middags 4 uur al in Terschelling binnen. Dat is
72 zee-mijlen. Niet kwaad voor 'n begin!
Al dadelijk kon de boot ook laten zien, hoe ze zich hield in het
Stortemelkgat, waar 'n zee stond van wat-ben-je-me! Dat ging best.
Den volgenden dag blies de wind nog wat harder. De zeelui schatten
de kracht van den wind in meters per sekonde; het woei uit het
kwade noordwesten met een vaart van 6 tot 7 meter. 'n Holle zee.
Ja, dat was wel wat de nieuwe reddingboot begeerde, om haar proef
af te leggen!
De schipper van "De Brandaris" koerste door het Boomkensdiep tot
de vaarton aan den Engelschen Hoek, naar de gevaarlijke Zandplaat,
waar zoovele schepen vast raken in den storm; en dan door den
ingang van het Thomas Smit Gat. Het water roerde zich
ongemakkelijk. Niet meer dan 14 voet water, — dat is niet veel als
de zee hol staat![a142]
Maar hij dee 't! Aan den wal stonden al die zeerobben uit te kijken.
Dat zijn daar allemaal zoowat vaklui. Als er bij de eilanden boven
Den Helder 'n schip in nood zit, staan ze al bij bosjes op hun kans te
loeren, om mee te helpen "gnusjen", — zoo noemen ze daar het
reddingwerk met hun eigen woord.

62. Zoo heel veel vertrouwen
hadden ze aan den wal niet, toen
die "nieuwe motoor" de wilde
zee op ging...
Maar na haar eersten
proeftocht door stug weer, met
een stormwind uit den leelijken
hoek, kregen ze er wat meer
eerbied voor!
De volgende dag was echter 'n
nog smeriger dag. "Zooveel te
beter", dacht het volk van "De Brandaris", — "nou kunnen we eens
laten zien wat onze boot precies kan in den storm!"
D'r stond buiten een hooge zee, en de wind was pal noord
geloopen. Weer het Stortemelk[a145]gat in, tot de stompe ton daar,
die het nummer 3 draagt; toen bij ton nummer 5, bij het
Schuitengat, naar de buitengronden. Br! zooals 't er spookte!... Maar
toch heen-en-thuis-terug, een afstand van 16 zeemijl, in zoowat
twee uur. Mooi zoo!
Toen ging de wind minderen. Maar de schipper kende dat wel.
Buiten was het heele water "dicht" en vol branding. Terug, dat ging
niet; en dwars door zee leek al te gevaarlijk, zelfs voor een
reddingboot...
En daar wil het geluk, dat gemeld wordt, hoe er buiten een schip
zit vastgeloopen. Van Ameland was het bericht geseind, en vijf
sleepbooten stoomden er op af, om 'n handje te helpen. Later bleek,
dat het schip zich zelf had kunnen vrij maken; maar dat wisten de
kapiteins van de sleepbooten toen nog niet. En ook de schipper van
"De Brandaris" wist dat evenmin. Zoo werd 't dus een soort
wedstrijd, wie er het eerst bij zou zijn.

63. Nu was het aardige van het geval, dat de sleepbooten, die daar
toch anders al wat zware zee gewend waren, met het nijdige weer
er de brui[a146] aan gaven, den kortsten weg te nemen; dan
hadden ze door dat gemeene Thomas Smit Gat moeten sturen. Maar
de reddingboot koos den kortsten weg, dwars er door. Terwijl de vijf
andere buiten-om stoomden.
Ze konden de kleine reddingboot zien werken in de zware
branding.
En toen dan "De Brandaris" er goed door kwam, had ie 't ook voor
goed gewonnen bij het Terschellingsche zeevolk. Daar gingen de
petten en mutsen af. En joelen en wuiven naar dat kleine, sterke,
kranige ding!
Zoo was zijn proefvaart, het pleziertochtje van de nieuwe motor-
reddingboot.
Later heeft ze wel bewezen wàt ze inderdaad waard was, als ze er
ècht uit moest, op 'n schipbreuk af, om ginds menschen te redden
van den dood![a147]

64. Wil ik jullie eens een beschrijving trachten te geven van een van de
grootste schepen, die de wereld-zeeën bevaren?
Ik noem er den naam niet van. Helaas! wie weet, of er vandaag of
morgen zoo'n prachtige drijvende stad niet door den een of anderen
gluiperigen onderzeeër in den grond wordt geboord?
Het Nederlandsche schip, dat ik op het oog heb, en waarop ik een
reis over den Atlantischen Oceaan heb gemaakt, van de
Amerikaansche hoofdstad New-York naar Europa, dit schip was zóó
groot, dat de week, welke ik er aan boord doorbracht, veel te weinig
tijd was, om het geheele vaartuig te leeren kennen.[a150]
De afmetingen van dien kolos waren eventjes 250 meter lengte,
met een diepgang van 10 meter; en de inhoud was tusschen de
30.000 en 40.000 scheepstonnen.
Het aantal menschen dat de reis tegelijk met me maakte, bedroeg
ongeveer 5000 personen. Ik heb ze niet nauwkeurig geteld. Ze
waren over het geheele schip verdeeld, — van de commando-brug,
tot diep onderin de laagste scheepsruimten, waar de machine-vuren
worden gestookt.

65. Om het schip voort te bewegen waren machines noodig, en deze
werden aan den gang gehouden door electriciteit en stoom,
waarvoor dag en nacht een aantal geweldige vuren moesten worden
gestookt. Om de benoodigde voorraad steenkool aan boord te laden,
waren noodig geweest 30 treinen, elk bestaande uit 28 tien-ton-
wagens, geladen met steenkool.
Teneinde al die menschen gedurende de reis te voeden, had men
aan boord als proviand meegenomen een hoeveelheid vleesch,
welke afkomstig was van 50 koeien, 150 schapen, evenveel varkens,
alles geslacht in halve of kwart-beesten. Deze vleesch-voorraden
waren in de koelkamers opge[a151]hangen, opdat gedurende de
geheele reis — zelfs voor het geval, dat zoo'n reis langer dan eenige
weken mocht duren — steeds versch vleesch op tafel zou zijn.
Verder bestond het proviand uit onnoemelijke hoeveelheden boter,
kaas, vruchten (6000 kilo), meel (40.000 kilo), thee, koffie, wijnen,
— en dit alles in reusachtige voorraden.
Om het schip te besturen, de machines te bedienen, de vuren te
stoken, de dekken en kajuiten schoon te houden, om al die
passagiers van 1ste, 2de en 3de klasse te bedienen, waren er meer
dan 1000 man personeel noodig.
Eerst natuurlijk het hoofd van alles — zoowel de baas over het
schip, als over de bemanning en de passagiers — de gezagvoerder,
terzijde gestaan door een tiental hoofdofficieren, alle voorzien van
het kapiteins-diploma; vervolgens 350 man machine-personeel,
staande onder toezicht van 30 gediplomeerde machi[a154]nisten-
officieren. Teneinde het eten behoorlijk en lekker klaar te maken,
waren er 60 koks werkzaam; terwijl een 500 bedienden, ingedeeld
volgens verschillende rangen, en aan boord aangeduid als
"hofmeesters", zoowel mannelijke als vrouwelijke, voor de bediening
der passagiers hadden te zorgen.
Dan mag ik de aanwezigheid niet vergeten van eenige doktoren,
van drie telegrafisten voor de bediening der toestellen der

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