1. Slide Slide 1 Everywhere we turn we are bombarded with the vast amount of information. Consider just a few examples. Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

2. Slide Slide 2  Since the 19th century, human activity has caused more than 200 strong earthquakes, says a report in the German newspaper Die Zeit. Mining triggered half of these quakes. Other causes appear to be the extraction of gas, oil, or water; fluid injection; and the creation of reservoirs. A 1989 earthquake in Newcastle, Australia, which scientists attribute to underground coal mining, left 13 people dead, 165 injured, and damage to the tune of $3.5 billion (U.S.). It is calculated that the losses caused by that quake exceeded the total amount of money earned from mining in Newcastle since operations began there two centuries ago. Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

3. Slide Slide 3  ▪ “100 million deaths were caused by tobacco in the 20th century.”—WORLD HEALTH ORGANIZATION, SWITZERLAND.  ▪ “For almost 9000 patients who had heart surgery in the [United Kingdom] between 1996 and 2003, receiving a red cell transfusion was associated with three times the risk of dying in the following year and an almost sixfold risk of dying within 30 days of surgery compared with not receiving one.”— NEW SCIENTIST, BRITAIN. Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

4. Slide Slide 4  A comprehensive study of the health of reef-forming coral species indicates that 32.8 percent of those classified are at “elevated risk of extinction” as a result of climate change or local human interference.—SCIENCE, U.S.A.  Of the more than 2,000 children with breathing problems examined at a hospital pediatric unit in Athens, Greece, some “65 percent were found to have been exposed to [tobacco] smoke by one or both of their parents.”—KATHIMERINI—ENGLISH EDITION, GREECE.  In Poland, 17 percent of the boys and 18 percent of the girls have tried drugs by age 15.—ŻYCIE WARSZAWY, POLAND. Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

5. Slide Slide 5 Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. Created by Tom Wegleitner, Centreville, Virginia Edited by Olga Pilipets, San Diego, California Overview

6. Slide Slide 6 Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. Overview A common goal of studies and surveys and other data collecting tools is to collect data from a small part of a larger group so we can learn something about the larger group.

7. Slide Slide 7  Population is the complete collection of all elements to be studied; it includes all subjects to be studied  Sample is a Subcollection of members selected from a population Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

8. Slide Slide 8  Suppose that you want to know how far College students in San Diego travel to their school. You surveyed 152 students and found out that they travel 5.2 mi on average.  Which group represents population? Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

9. Slide Slide 9 Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.  Data observations (such as measurements, genders, survey responses) that have been collected  Census Collection of data from every member of a population

10. Slide Slide 10 a collection of methods for : planning studies and experiments obtaining data organizing, summarizing presenting analyzing, interpreting drawing conclusions based on the data Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

11. Slide Slide 11 Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. Created by Tom Wegleitner, Centreville, Virginia Edited by Olga Pilipets, San Diego, California Types of Data

12. Slide Slide 12  Parameter a numerical measurement describing some characteristic of a population. Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. population parameter

13. Slide Slide 13 Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. Definition  Statistic a numerical measurement describing some characteristic of a sample. sample statistic

14. Slide Slide 14  numbers representing counts or measurements. Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

15. Slide Slide 15  can be separated into different categories that are distinguished by some nonnumeric characteristic Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

16. Slide Slide 16 Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. Working with Quantitative Data Quantitative data can further be described by distinguishing between discrete and continuous types.

17. Slide Slide 17  Consists of counting (natural) numbers such as 0, I, 2, 3,…  Applied to objects that cannot be divided in parts: people, houses, cars, etc. Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

18. Slide Slide 18  results from measuring  infinitely many possible values that correspond to some continuous scale  covers a range of values without gaps, interruptions, or jumps Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

19. Slide Slide 19 Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. Levels of Measurement Another way to classify data is to use levels of measurement. Four of these levels are discussed in the following slides.

20. Slide Slide 20  names, labels, or categories only  the data cannot be arranged in an ordering scheme (such as low to high) Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

21. Slide Slide 21  data that can be arranged in some order  differences between data values either cannot be determined or are meaningless Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

22. Slide Slide 22  like the ordinal level, with the additional property that the difference between any two data values is meaningful  no natural zero starting point (where none of the quantity is present) Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

23. Slide Slide 23 tthe interval level with the additional property that there is also a natural zero starting point (where zero indicates that none of the quantity is present); ddifferences and ratios are meaningful Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

24. Slide Slide 24  Nominal - categories only  Ordinal - categories with some order  Interval - differences but no natural starting point  Ratio - differences and a natural starting point Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. Summary - Levels of Measurement

25. Slide Slide 25 Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. Recap  Basic definitions and terms describing data  Parameters versus statistics  Types of data (quantitative and qualitative)  Levels of measurement In this section we have looked at:

26. Slide Slide 26 #6 p.10 Currently, 42% of the governors of the 50 United States are Democrats. Is the given value a statistic or a parameter? Parameter Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

27. Slide Slide 27 #10 p.10 In New York City, there are 3250 walk buttons that pedestrians can press at traffic intersections, and 2500 of them do not work. Is the given value from a discrete or continuous data set? Discrete Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

28. Slide Slide 28 #16 p.10 Determine which of the four levels of measurement (nominal, ordinal, interval, ration) is most appropriate for the following survey results: The number of “yes” responses received when 500 students are asked if they have ever done binge drinking in college. Ratio Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.

29. Slide Slide 29 #23 p.10 Identify a (a) sample and a (b) population In a Gallup poll of 1059 randomly selected adults, 39% answered “yes” when asked “Do you have a gun in your home?” Sample: 1059 randomly selected adults Population: all adult population Copyright © 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley.