1. Lecture Slides Elementary Statistics Eleventh Edition
and the Triola Statistics Series
by Mario F. Triola

2. Chapter 15 Projects, Procedures, Perspectives

3. Section 15-1
Projects

4. Key Concept
This section includes suggestions for a final project in the introductory statistics course.
One fantastic advantage of this course is that it deals with skills and concepts that can be applied immediately to the real world.
After only one semester, students are able to conduct their own studies.
page 742 of Elementary Statistics, 11th Edition
Suggestions for successful projects are given in the margin of page 758

5. Projects Group/Individual Oral Report
Topics can be assigned to individuals, but group projects are particularly effective because they help develop the interpersonal skills that are so necessary in today’s working environment.
Oral Report
A 10- to 15-minute-long class presentation should involve all group members in a coordinated effort to clearly describe the important components of the study.
page 742 of Elementary Statistics, 11th Edition

6. Projects Written Report
A brief written report should include the following:
1. List of data collected along with description of how the data were obtained.
2. Description of the method of analysis.
3. Relevant graphs and/or statistics, including STATDISK, Minitab, Excel, or TI-83/84 displays.
4. Statement of conclusions.
5. Reasons why the results might not be correct, along with a description of ways in which the study could be improved, given sufficient time and money.
page 742 of Elementary Statistics, 11th Edition

7. Projects Large Classes or Online Classes: Posters or PowerPoint
Some classes are too large for individual projects or group projects with three or four or five students per group.
Some online classes are not able to meet as a group.
For such cases, reports of individual or small group projects can be presented through posters or PowerPoint presentations.
Project Topics
The “Cooperative Group Activities” listed near the end of each chapter include more than 100 suggestions for projects.
page of Elementary Statistics, 11th Edition

8. Projects Surveys can be an excellent source of data.
When people “randomly” select digits (as in Question 2), are the results actually random?
Do the last four digits of social security numbers appear to be random?
Do males and females carry different amounts of change?
Do males and females have different numbers of credit cards?
Is there a difference in pulse rates between those who exercise and those who do not?
page 743 of Elementary Statistics, 11th Edition

9. Projects Surveys can be an excellent source of data.
Is there a difference in pulse rates between those who smoke and those who do not?
Is there a relationship between exercise and smoking?
Is there a relationship between eye color and exercise?
Is there a relationship between exercise and the number of hours worked each week?
Is there a correlation between height and pulse rate?
page 743 of Elementary Statistics, 11th Edition

10. Section 15-2
Procedures
page 744 of Elementary Statistics, 11th Edition

11. Key Concept
This section describes a general procedure for conducting a statistical analysis of data.
page 744 of Elementary Statistics, 11th Edition

12. Procedures Context, Source, Sampling Method
Instead of mindlessly plugging data into some particular statistical procedure, we should begin with some basic considerations, including these:
1. Clearly identify the context of the data.
2. Consider the source of the data and determine whether that source presents any issues of bias that might affect the validity of the data.
3. Consider the sampling method to ensure that it is the type of sampling likely to result in data that are representative of the population. Be especially wary of voluntary-response samples.
page 744 of Elementary Statistics, 11th Edition

13. Procedures Exploring, Comparing, Describing
After collecting data, address the following:
1. Center: Find the mean and median.
2. Variation: Find the range and standard deviation.
3. Distribution: Construct a histogram and a normal quantile plot.
4. Outliers: Identify any sample values that lie very far away from the vast majority of the others.
5. Time: Determine if the population is stable or if its characteristics are changing over time.
page 744 of Elementary Statistics, 11th Edition

14. Procedures Inferences: Estimating Parameters and Hypothesis Testing
Here are some key questions that should be answered:
What is the level of measurement (nominal, ordinal, interval, ratio) of the data?
Does the study involve one, two, or more populations?
What is the relevant parameter (mean, standard deviation, proportion)?
Is the population standard deviation known?
Is there reason to believe that the population is normally distributed?
What is the basic question or issue to address?
page 744 of Elementary Statistics, 11th Edition

15. FIGURE 15-1 Selecting the Appropriate Procedure
Level of
Measurement
Interval
or Ratio
(such as
heights,
weights)
What is the
level of
measurement
of the data?
1-2
Ordinal
(such as data
consisting
of ranks)
page 764 of Elementary Statistics, 10th Edition
Nominal
(data consisting
of proportions
or frequency
counts for
different
categories)

16. FIGURE 15-1 Selecting the Appropriate Procedure
Level of
Measurement
Number of
Populations
One Population
Interval
or Ratio
(such as
heights,
weights)
Two Populations
More than
Two Populations
Chap. 12,
13-5
What is the
level of
measurement
of the data?
1-2
Ordinal
(such as data
consisting
of ranks)
page 764 of Elementary Statistics, 10th Edition
Nominal
(data consisting
of proportions
or frequency
counts for
different
categories)

17. FIGURE 15-1 Selecting the Appropriate Procedure
Level of
Measurement
Number of
Populations
Claim or
Parameter
Mean
One Population
Variance
Interval
or Ratio
(such as
heights,
weights)
Two Populations
More than
Two Populations
Chap. 12,
13-5
What is the
level of
measurement
of the data?
1-2
Ordinal
(such as data
consisting
of ranks)
page 764 of Elementary Statistics, 10th Edition
Nominal
(data consisting
of proportions
or frequency
counts for
different
categories)

18. FIGURE 15-1 Selecting the Appropriate Procedure
Level of
Measurement
Number of
Populations
Claim or
Parameter
Mean
One Population
Variance
Interval
or Ratio
(such as
heights,
weights)
Two Populations
Means:
9-3, 9-4
More than
Two Populations
Chap. 12,
13-5
Variances:
9-5
Correlation,
Regression
Chap. 10, 13-6
What is the
level of
measurement
of the data?
1-2
Ordinal
(such as data
consisting
of ranks)
page 764 of Elementary Statistics, 10th Edition
Nominal
(data consisting
of proportions
or frequency
counts for
different
categories)

19. FIGURE 15-1 Selecting the Appropriate Procedure
Level of
Measurement
Number of
Populations
Claim or
Parameter
Inference
Estimating
with Confidence
Interval:
7-3, 7-4
Mean
One Population
Variance
Interval
or Ratio
(such as
heights,
weights)
Hypothesis
Testing with
Large Sample:
8-4, 8-5
Two Populations
Means:
9-3, 9-4
More than
Two Populations
Chap. 12,
13-5
Variances:
9-5
Correlation,
Regression
Chap. 10, 13-6
What is the
level of
measurement
of the data?
1-2
Ordinal
(such as data
consisting
of ranks)
page 764 of Elementary Statistics, 10th Edition
Nominal
(data consisting
of proportions
or frequency
counts for
different
categories)

20. FIGURE 15-1 Selecting the Appropriate Procedure
Level of
Measurement
Number of
Populations
Claim or
Parameter
Inference
Estimating
with Confidence
Interval:
7-3, 7-4
Mean
One Population
Variance
Interval
or Ratio
(such as
heights,
weights)
Hypothesis
Testing with
Large Sample:
8-4, 8-5
Two Populations
Means:
9-3, 9-4
More than
Two Populations
Chap. 12,
13-5
Variances:
9-5
Correlation,
Regression
Chap. 10, 13-6
Estimating
with Confidence
Interval:
7-5
What is the
level of
measurement
of the data?
1-2
Ordinal
(such as data
consisting
of ranks)
Hypothesis
Testing:
8-6
page 764 of Elementary Statistics, 10th Edition
Nominal
(data consisting
of proportions
or frequency
counts for
different
categories)

21. FIGURE 15-1 Selecting the Appropriate Procedure
Level of
Measurement
Number of
Populations
Claim or
Parameter
Inference
Estimating
with Confidence
Interval:
7-3, 7-4
Mean
One Population
Variance
Interval
or Ratio
(such as
heights,
weights)
Hypothesis
Testing with
Large Sample:
8-4, 8-5
Two Populations
Means:
9-3, 9-4
More than
Two Populations
Chap. 12,
13-5
Variances:
9-5
Correlation,
Regression
Chap. 10, 13-6
Estimating
with Confidence
Interval:
7-5
One Population
13-2
What is the
level of
measurement
of the data?
1-2
Ordinal
(such as data
consisting
of ranks)
Two Populations
Hypothesis
Testing:
8-6
More than
Two Populations
13-5
page 764 of Elementary Statistics, 10th Edition
Nominal
(data consisting
of proportions
or frequency
counts for
different
categories)

22. FIGURE 15-1 Selecting the Appropriate Procedure
Level of
Measurement
Number of
Populations
Claim or
Parameter
Inference
Estimating
with Confidence
Interval:
7-3, 7-4
Mean
One Population
Variance
Interval
or Ratio
(such as
heights,
weights)
Hypothesis
Testing with
Large Sample:
8-4, 8-5
Two Populations
Means:
9-3, 9-4
More than
Two Populations
Chap. 12,
13-5
Variances:
9-5
Correlation,
Regression
Chap. 10, 13-6
Estimating
with Confidence
Interval:
7-5
One Population
13-2
What is the
level of
measurement
of the data?
1-2
Ordinal
(such as data
consisting
of ranks)
Independent:
13-4
Two Populations
Hypothesis
Testing:
8-6
Matched Pairs:
13-3
More than
Two Populations
13-5
page 764 of Elementary Statistics, 10th Edition
Nominal
(data consisting
of proportions
or frequency
counts for
different
categories)

23. FIGURE 15-1 Selecting the Appropriate Procedure
Level of
Measurement
Number of
Populations
Claim or
Parameter
Inference
Estimating
with Confidence
Interval:
7-3, 7-4
Mean
One Population
Variance
Interval
or Ratio
(such as
heights,
weights)
Hypothesis
Testing with
Large Sample:
8-4, 8-5
Two Populations
Means:
9-3, 9-4
More than
Two Populations
Chap. 12,
13-5
Variances:
9-5
Correlation,
Regression
Chap. 10, 13-6
Estimating
with Confidence
Interval:
7-5
One Population
13-2
What is the
level of
measurement
of the data?
1-2
Ordinal
(such as data
consisting
of ranks)
Independent:
13-4
Two Populations
Hypothesis
Testing:
8-6
Matched Pairs:
13-3
More than
Two Populations
13-5
page 764 of Elementary Statistics, 10th Edition
Nominal
(data consisting
of proportions
or frequency
counts for
different
categories)
Frequency
Counts for
Categories
Proportions

24. FIGURE 15-1 Selecting the Appropriate Procedure
Level of
Measurement
Number of
Populations
Claim or
Parameter
Inference
Estimating
with Confidence
Interval:
7-3, 7-4
Mean
One Population
Variance
Interval
or Ratio
(such as
heights,
weights)
Hypothesis
Testing with
Large Sample:
8-4, 8-5
Two Populations
Means:
9-3, 9-4
More than
Two Populations
Chap. 12,
13-5
Variances:
9-5
Correlation,
Regression
Chap. 10, 13-6
Estimating
with Confidence
Interval:
7-5
One Population
13-2
What is the
level of
measurement
of the data?
1-2
Ordinal
(such as data
consisting
of ranks)
Independent:
13-4
Two Populations
Hypothesis
Testing:
8-6
Matched Pairs:
13-3
More than
Two Populations
13-5
Multinomial
(one row)
11-2
page 764 of Elementary Statistics, 10th Edition
Nominal
(data consisting
of proportions
or frequency
counts for
different
categories)
Frequency
Counts for
Categories
Contingency Table
(multiple rows,
columns)
11-3
Proportions

25. FIGURE 15-1 Selecting the Appropriate Procedure
Level of
Measurement
Number of
Populations
Claim or
Parameter
Inference
Estimating
with Confidence
Interval:
7-3, 7-4
Mean
One Population
Variance
Interval
or Ratio
(such as
heights,
weights)
Hypothesis
Testing with
Large Sample:
8-4, 8-5
Two Populations
Means:
9-3, 9-4
More than
Two Populations
Chap. 12,
13-5
Variances:
9-5
Correlation,
Regression
Chap. 10, 13-6
Estimating
with Confidence
Interval:
7-5
One Population
13-2
What is the
level of
measurement
of the data?
1-2
Ordinal
(such as data
consisting
of ranks)
Independent:
13-4
Two Populations
Hypothesis
Testing:
8-6
Matched Pairs:
13-3
More than
Two Populations
13-5
Multinomial
(one row)
11-2
page 764 of Elementary Statistics, 10th Edition
Nominal
(data consisting
of proportions
or frequency
counts for
different
categories)
Frequency
Counts for
Categories
Contingency Table
(multiple rows,
columns)
11-3
Two Populations:
9-2
Proportions
One Population

26. FIGURE 15-1 Selecting the Appropriate Procedure
Level of
Measurement
Number of
Populations
Claim or
Parameter
Inference
Estimating
with Confidence
Interval:
7-3, 7-4
Mean
One Population
Variance
Interval
or Ratio
(such as
heights,
weights)
Hypothesis
Testing with
Large Sample:
8-4, 8-5
Two Populations
Means:
9-3, 9-4
More than
Two Populations
Chap. 12,
13-5
Variances:
9-5
Correlation,
Regression
Chap. 10, 13-6
Estimating
with Confidence
Interval:
7-5
One Population
13-2
What is the
level of
measurement
of the data?
1-2
Ordinal
(such as data
consisting
of ranks)
Independent:
13-4
Two Populations
Hypothesis
Testing:
8-6
Matched Pairs:
13-3
More than
Two Populations
13-5
Multinomial
(one row)
11-2
page 764 of Elementary Statistics, 10th Edition
Nominal
(data consisting
of proportions
or frequency
counts for
different
categories)
Frequency
Counts for
Categories
Contingency Table
(multiple rows,
columns)
11-3
Estimating
Proportion with
Confidence
Interval: 7-2
Two Populations:
9-2
Hypothesis
Testing:
8-3, 13-2
Proportions
One Population

27. Procedures Conclusions and Practical Implications
After completing the statistical analysis:
we should state conclusions in a way that is clear to those unfamiliar with statistics and its terminology
we should carefully avoid making statements not justified by the statistical analysis (such as using a correlation to conclude that one variable is the cause of the other)
we should identify practical implications of the results
page 744 of Elementary Statistics, 11th Edition

28. Section 15-3
Perspectives

29. Key Concept
No single introductory statistics course can transform anyone into an expert statistician.
Know that professional help is available from expert statisticians, and this introductory statistics course will help you in discussions with one of these experts.
page 745 of Elementary Statistics, 11th Edition

30. Perspective
Successful completion of an introductory statistics course results in benefits far beyond the attainment of credit toward a college degree.
Improved job marketability
Ability to critically analyze reports in media and journals
Understanding of the basic concepts of probability and chance
Know to consider context, source and sampling methods
page 745 of Elementary Statistics, 11th Edition

31. Perspective
Know to investigate measures of center (mean and median), variation (range and standard deviation), distribution (frequency distribution or graph), presence of outliers, whether the population is table or changing over time
Know and understand importance of estimating population parameters (mean, standard deviation, and proportion) as well as testing claims about population parameters
page of Elementary Statistics, 11th Edition

32. Perspective
Remember that expert ability in analyzing statistics is of little value if good sampling techniques are not employed to develop the sample.
Although computers and calculators are good at yielding results, careful interpretation of the results are required.
Successful completion of an introductory statistics course can enable students to grow as individuals and professionals and become people who are truly educated.
page 746 of Elementary Statistics, 11th Edition