Presentation is loading. Please wait.

Presentation is loading. Please wait.

1 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright 2001. Addison Wesley Longman Elementary Statistics Chapter 1.

Similar presentations


Presentation on theme: "1 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright 2001. Addison Wesley Longman Elementary Statistics Chapter 1."— Presentation transcript:

1 1 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Elementary Statistics Chapter 1 Introduction to Statistics

2 2 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman  Method of analysis a collection of methods for planning experiments, obtaining data, and then then organizing, summarizing, presenting, analyzing, interpreting, and drawing conclusions based on the data Statistics

3 3 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman What is Statistics? USA Today, December 10, The biggest study ever of the health effects of alcohol concludes that a drink a day can cut your risk of death by 20%…The researchers gave questionnaires to 490,000 men and women and then followed up nine years later, after 46,000 of them had died…[However], the benefits decreased as people drank more. Among those who averaged four or five drinks a day, the risk of death among men was 10% lower, while among women it was 7% lower.

4 4 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman What is Statistics? New York Times, September 17, Millions of Americans routinely ignore one of mom’s most important pieces of advice: Wash your hands after you go to the bathroom. This unsettling item of news was gathered in the only way possible--by actually watching what people do (or don’t do) in public restrooms. The researchers--if that’s what they should be called--hid in stalls or pretended to comb their hair while observing 6,333 men and women do their business in five cities…Just 60% of those using restrooms in Penn Station (New York City)washed up afterward.

5 5 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Statistics is the science of data. It involves collecting, classifying, summarizing, organizing, analyzing, and interpreting data.

6 6 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Population A population is the complete collection of all elements (scores, people, measurements, and so on) to be studied. The collection is complete in the sense that it includes all subjects to be studied. A population is the totality of all subjects possessing certain common characteristics that are being studied. In a statistical study, the researcher must define the population being studied.

7 7 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Sample A sample is a subgroup or subset of the population.

8 8 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Population and Sample Potential advertisers value television’s well- known Nielsen ratings as a barometer of a TV show’s popularity among viewers. The Nielsen rating of a certain TV program is an estimate of the proportion of viewers, expressed as a percentage, who tune their sets to the program on a given night at a given time. A typical Nielsen survey consists of 165 families selected nationwide who regularly watch television. Suppose we are interested in the Nielsen ratings for the latest episode of ER. Identify the population of interest. Describe the sample.

9 9 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Definitions  Census the collection of data from every element in a population

10 10 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Parameters and Statistics A parameter is a numerical measurement describing some characteristic of the population. –Example: when Lincoln was first elected to the presidency, he received 39.82% of he 1,865,908 votes cast. If we consider the collection of all of those votes to be the population being considered, then 39.82% is a parameter, not a statistic. A statistic is a numerical measurement describing some characteristic of the sample. –Example: Based on a sample of 877 surveyed executives, it was found that 45% of them would not hire anyone whose job application contained a typographical error.

11 11 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman

12 12 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Definitions   Statistic a numerical measurement describing some characteristic of a sample sample statistic

13 13 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Population, Sample, and Inference Are state lottery winners who win big payoffs likely to quit their jobs within one year of winning? No, according to a study published in the Journal of the Institute for Socioeconomic Studies (Sept. 1985). The researcher mailed questionnaires to over 2,000 lottery winners who won at least $50,000 between 1975 and Of the 576 who responded, only 11% had quit their jobs during the first year after striking it rich. In this study, identify The population The sample The inference made about the population

14 14 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Data Data are obtained by measuring some characteristic or property of the objects (usually people or things) of interest to us. A variable is a characteristic (Property) that differs or varies from one observation from the next. All data (and, consequently, the variables we measure) are either quantitative or qualitative.

15 15 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Qualitative/Quantitative Data Quantitative data are observations measured on a natural numerical scale. Nonnumeric data that can only be classified into one of a group of categories are qualitative data. State whether each of the following variables measured on graduating high school students is quantitative or qualitative. –National Honor Society member or not –Scholastic Assessment Test (SAT) score –Number of colleges applied to –Part-time job status

16 16 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Definitions   Quantitative data numbers representing counts or measurements   Qualitative (or categorical or attribute) data can be separated into different categories that are distinguished by some nonnumeric characteristics

17 17 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Definitions   Quantitative data the incomes of college graduates   Qualitative (or categorical or attribute) data the genders (male/female) of college graduates

18 18 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Discrete vs Continuous Data Discrete data result when the number of possible values is either a finite number or a “countable” number. Continuous (numerical) data result from infinitely many possible values that correspond to some continuous scale hat covers a range of values without gaps, interruptions, or jumps. Continuous data is measurable.

19 19 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman  Discrete data result when the number of possible values is either a finite number or a ‘countable’ number of possible values 0, 1, 2, 3,... Definitions

20 20 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman  Discrete data result when the number of possible values is either a finite number or a ‘countable’ number of possible values 0, 1, 2, 3,...  Continuous (numerical) data result from infinitely many possible values that correspond to some continuous scale that covers a range of values without gaps, interruptions, or jumps Definitions 2 3

21 21 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Determine whether the given values are from a discrete or continuous data set. –A statistics professor counts 3 absent students. –A statistics professor finds that on the first test, the first paper is turned in minutes after the test began. –In a survey of 1068 Americans, 73 state that they own answering machines. –A manufacturer of rechargeable calculator batteries finds that one batch consists of 850 good batteries and 7 that are defective.

22 22 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman   nominal level of measurement characterized by data that consist of names, labels, or categories only. The data cannot be arranged in an ordering scheme (such as low to high) Example: survey responses yes, no, undecided Definitions

23 23 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman   ordinal level of measurement involves data that may be arranged in some order, but differences between data values either cannot be determined or are meaningless Example: Course grades A, B, C, D, or F Definitions

24 24 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman   interval level of measurement like the ordinal level, with the additional property that the difference between any two data values is meaningful. However, there is no natural zero starting point (where none of the quantity is present) Example: Years 1000, 2000, 1776, and 1492 Definitions

25 25 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman   ratio level of measurement the interval level modified to include the natural zero starting point (where zero indicates that none of the quantity is present). For values at this level, differences and ratios are meaningful. Example: Prices of college textbooks Definitions

26 26 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Levels of Measurement   Nominal - categories only   Ordinal - categories with some order   Interval - differences but no natural starting point   Ratio - differences and a natural starting point

27 27 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Uses of Statistics   Almost all fields of study benefit from the application of statistical methods

28 28 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Abuses of Statistics   Bad Samples

29 29 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Definitions   self-selected survey (or voluntary response sample) one in which the respondents themselves decide whether to be included

30 30 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Abuses of Statistics   Loaded Questions   Misleading Graphs   Bad Samples   Small Samples

31 31 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Bachelor High School Degree Diploma Figure 1-1 Salaries of People with Bachelor’s Degrees and with High School Diplomas $40,000 30,000 25,000 20,000 $40,500 $24,400 35,000 $40,000 20,000 10,000 0 $40,500 $24,400 30,000 Bachelor High School Degree Diploma (a)(b)

32 32 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman We should analyze the numerical information given in the graph instead of being mislead by its general shape.

33 33 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Abuses of Statistics   Pictographs   Bad Samples   Small Samples   Loaded Questions   Misleading Graphs

34 34 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Figure 1-2 Double the length, width, and height of a cube, and the volume increases by a factor of eight

35 35 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Abuses of Statistics   Precise Numbers   Distorted Percentages   Partial Pictures   Bad Samples   Small Samples   Loaded Questions   Misleading Graphs   Pictographs

36 36 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman “Ninety percent of all our cars sold in this country in the last 10 years are still on the road.”

37 37 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman   Bad Samples   Small Samples   Loaded Questions   Misleading Graphs   Pictographs   Precise Numbers   Distorted Percentages   Partial Pictures Abuses of Statistics   Deliberate Distortions

38 38 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman   Observational Study observing and measuring specific characteristics without attempting to modify the subjects being studied Definitions

39 39 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman   Experiment apply some treatment and then observe its effects on the subjects Definitions

40 40 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Designing an Experiment   Identify your objective   Collect sample data   Use a random procedure that avoids bias   Analyze the data and form conclusions

41 41 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman   Confounding occurs in an experiment when the effects from two or more variables cannot be distinguished from each other Definitions

42 42 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman   Replication used when an experiment is repeated on a sample of subjects that is large enough so that we can see the true nature of any effects (instead of being misled by erratic behavior of samples that are too small) Definitions

43 43 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman   Random Sample members of the population are selected in such a way that each has an equal chance of being selected Definitions

44 44 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman   Random Sample members of the population are selected in such a way that each has an equal chance of being selected   Simple Random Sample (of size n ) subjects selected in such a way that every possible sample of size n has the same chance of being chosen Definitions

45 45 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Random Sampling - selection so that each has an equal chance of being selected

46 46 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Systematic Sampling - Select some starting point and then select every K th element in the population

47 47 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Hey! Do you believe in the death penalty? Convenience Sampling - use results that are readily available

48 48 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Stratified Sampling - subdivide the population into subgroups that share the same characteristic, then draw a sample from each stratum

49 49 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman Cluster Sampling - divide the population into sections (or clusters); randomly select some of those clusters; choose all members from selected clusters

50 50 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman   Random   Systematic   Convenience   Stratified   Cluster Methods of Sampling

51 51 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright Addison Wesley Longman   Sampling Error the difference between a sample result and the true population result; such an error results from chance sample fluctuations.   Nonsampling Error sample data that are incorrectly collected, recorded, or analyzed (such as by selecting a biased sample, using a defective instrument, or copying the data incorrectly). Definitions


Download ppt "1 Chapter 1. Section 1-1 and 1-2. Triola, Elementary Statistics, Eighth Edition. Copyright 2001. Addison Wesley Longman Elementary Statistics Chapter 1."

Similar presentations


Ads by Google