Notes for In-class Activity 1 Terminology

_________ The entire set of individuals in which we are interested.

__________ Recording information about all individuals in a population

_________ a sub group of the population from which we collect information

_________ a number which summarizes something about the population.

_________ a number which summarizes something about the sample.

The Basic Paradigm.

Example: Webberville is a small Midwestern town. It is considering a new project to install solar panels on the roofs of all buildings to reduce energy costs over time. The mayor knows how many buildings are in the town, but he does not know the average number of solar panels needed for each house or building. The mayor wants to find the average number of solar panels for the buildings in the town. Rather than counting the number for every building we will select 10 buildings from the town and record the number of panels that will be needed for those buildings and calculate their average. For this situation identify: Population: Sample:

Statistic: Parameter:

Summary of Important Points: We sample because it is often difficult or impossible to conduct a ___________.

Even when people think they are choosing a sample that is representative of the population, their judgments may make the sample ____________. This type of sample may produce sample statistics that are consistently higher (or consistently lower) than the population parameter. ___________________________________________ uses a chance mechanism. This avoids bias.

Example: A college professor is interested in the average mathematics SAT score for all students at the university where he teaches. He surveys each of the students in the course Introduction to Engineering, and records their math score. From this sample, he calculates the average mathematics SAT score. 1. In this example the parameter of interest is a. The average mathematics SAT score for all students at the university. b. The average mathematics SAT score for the students he surveyed. c. The number of students he surveyed. d. The maximum mathematics SAT score you can achieve.

2. Is this sample likely to give a biased estimate of the parameter? Explain.

Notes for Module 1-1 Key Terms: Population, sample, statistic, parameter, biased samples, convenience samples, volunteer response sample, simple random sample, sampling frame The Basic Paradigm

Example: What are homes like in Wake County NC? A researcher is interested in characteristics of homes in Wake County. He selects 200 homes to examine. Population Sample Statistic

Parameter

The researcher lives in a Raleigh subdivision. He walks to each home in his subdivision and asks his neighbors if they have a fireplace. Is there a problem with this? Problems with Samples Biased samples more likely to produce some outcomes than others. Convenience samples samples that are easy to take. Volunteer response sample Selfselected sample of people who responded to a general appeal Avoid Biased Samples Simple random sample (SRS) a sample taken in such a way that every set of n items has an equal chance of being chosen.

Use a chance mechanism How to take a Simple Random Sample:

1. Compile a numbered list of the units in the population

Sampling frame list of individuals from which we choose our sample.

2. Use a computer, calculator, or table to pick items from the list.

Example: If we want to take a sample of students in a statistics class, we might use the course roster as a sampling frame. Advantages of SRS 1. Unbiased preferences of person taking sample does not come into play. 2. Statistics that result have a predictable long run pattern.

Notes for Module 1-2 Key Terms: Simple random sampling, probability samples, stratified random sampling, cluster sampling, systematic sampling, multi-stage sampling, bad sampling frame, undercoverage, non-response, response rate, response bias, order of the questions Simple Random Samples Every group of n items is just as likely as any other. Stratified Random Samples

Probability Samples sampling methods that are based on method of randomness. Example: We might want to sample university students by randomly selecting 25 graduate students and 25 undergraduate students. Advantages: Cluster Samples Example: We may sample high school students by randomly selecting 10 high schools and talking with all students within that school. Advantages: Disadvantage: Systematic Samples Advantage: Select every kth item individual from the sampling frame.

Multistage samples

Disadvantage:

Example: We might combine stratified with cluster samples by randomly selecting 30 high schools in urban areas and 30 in rural areas then talking to all students at those high schools. Notes for Module 1-3 Key Terms: Bad sampling frame, under-coverage, non-response, response rate, response bias, order of the questions Random Sampling Nonrandom samples like convenience samples and volunteer response samples

Simple random sampling (SRS), stratified random sample, cluster samples, and systematic samples. Problems with Sampling Frames Bad sampling frame common type of sampling error

Undercoverage Sampling frame does not include all population Other Errors Occur even if we take a complete census! Data Entry Errors: Example: In recording the high school GPA of a group of college freshmen. Nonresponse Some part of the population may not respond. Response rate percentage of the contacted individuals who gave a response. Response bias responses given to the questions differ from the truth Asking Questions Some questions are sensitive.

Question Wording

Set up of the question can make a big difference. Example: CNN/USA Today Poll: 1. Would you favor or oppose a new U.S. space program that would send astronauts to the moon?

Order of the questions order of the questions can also make a difference in the response Under-coverage, response or nonresponse? Under-coverage part of the population could not be selected

2. Would you favor or oppose the U.S. government spending billions of dollars to send astronauts to the moon?

Nonresponse selected but dont have a response to all or part of the survey Response bias have a response but it is not a good reflection of the truth

Notes for Module 1-4 Key Terms: Graphical displays, categorical data, quantitative data Graphical Displays Graphical displays help us understand the distribution and the story behind the data. Categorical Data Example: Do you own a car? (Yes, No) Example: What is your age in years? Importance of graphic -

Quantitative Data

Graphical Displays for Categorical Data:

Notes for Module 1-5 Key Terms: Shape, center, variability, skewed, tail, multi-modal, outlier Graphic Displays 3 Major Elements of a Distribution:

Example: Amount spent on textbooks Shape of Distribution -Skewed Right Example: TV Time

-Skewed Left

Example: Birth Year

-Symmetric

Example: Weight of basketball players

-Number of peaks

Example: Width of ancient skulls

-Outliers

Notes for Module 1-6 Key Terms: Numeric measures, measures of central tendency Numeric Measures Allow us to make comparisons Measures of Center Mean o Population mean: o Sample mean:

Measures of Central Tendency

Median o Why would you use the median instead of the mean?

Problems with the Mean: o Sensitive to unusual values and skewed data: o Skewed Right: o Skewed Left:

Symmetric:

Notes for Module 1-7 Key Terms: Five number summary, outlier, first quartile, third quartile, box plots Effect on the mean Effect on the median

Outliers -

First Quartile

Third Quartile

Five Number Summary

Boxplot - Visually represents the 5 number summary. Example:

The middle

% of the data is located inside of the box.

Boxplots can help determine the shape of a distribution. Example: Skewed Right

Example: Symmetric

Example: Skewed Left

We cannot determine if a distribution is multimodal from a boxplot.

Comparing Boxplots

Conclusions from this box plot:

Three general categories of outliers