1. Tuesday, October 25, 2016 Warm-up
If data set A of (x, y) data has correlation coefficient r = 0.65, and a second data set B has correlation r = –0.65, then (a) the points in A exhibit a stronger linear association than B. (b) the points in B exhibit a stronger linear association than A. (c) neither A nor B has a stronger linear association. (d) you can’t tell which data set has a stronger linear association without seeing the data or seeing the scatterplots. (e) a mistake has been made—r cannot be negative.
Explain your reasoning behind your answer.
Check 2011 #3
Examine Vocabulary…

2. Objectives
Content/Language Objective: I will become familiar with the vocabulary from this chapter.
Social Objective: I will work with my group to solve problems.

3. Grading 2011 #3
The primary goals of this question were to assess your ability to (1) describe a process for implementing cluster sampling and (2) describe a statistical advantage of stratified sampling over cluster sampling in a particular situation.

4. Neither of the components No use of randomness in choosing 2 of the 9
Grading 2011 #3
Part A:
2 step process
Generate a random integer between 1 and 9. Select all 4 apartments on the floor corresponding to the integer.
Generate another random integer between 1 and 9. If the generated integer is the same as step 1, continue generating until a different integer appears. Again, select all 4 apartments corresponding to the second selected integer.
The cluster sample consists of the eight apartments on the two selected floors. E
Two floors are randomly selected with all four apartments on each forming the sample
AND
Description of a sampling procedure that could be implemented after reading the response P
One of the above two I
Neither of the components OR
No use of randomness in choosing 2 of the 9

5. Grading 2011 #3
Part B:
Because the wear on the carpets in apartment with children could be different from the wear on the carpets in apartments without children…
Cluster could produce a sample with no children in selected apartments
Strata with children, no children would guarantee a sample with each. E
They state that carpet wear would be different for apartments with and without children
AND
Stratified random sample would ensure that both are included P
One of the above two I
Neither of the components

6. Grading 2011 #3
4 Complete Response both parts essentially correct (EE) 3 Substantial Response one part essentially correct and one part partially correct (EP or PE) 2 Developing Response one part essentially correct and one part incorrect (EI or IE) OR two parts partially correct (PP) 1 Minimal Response one part partially correct and one part incorrect (PI or IP)

7. Observational Studies
In an observational study, researchers don’t assign choices; they simply observe them.
No “treatment” is assigned – just observing what is already happening
Examples?
Let’s do one – which gender is in the hall more during passing period?

8. Observational Studies
In a retrospective study, subjects are selected and their previous conditions or behaviors are studied.
When the researchers identify subjects in advance and collected data as events unfold, it is a prospective study.
Which did we do?
Other Examples?

9. Observational Studies
Observational studies are valuable for discovering trends and possible relationships.
However, it is not possible for observational studies, whether prospective or retrospective, to demonstrate a causal relationship.

10. Randomized, Comparative Experiments
An experiment is a study design that allows us to prove a cause-and-effect relationship.
In an experiment, the experimenter must identify at least one explanatory variable, called a factor, to manipulate and at least one response variable to measure.
An experiment:
Manipulates factor levels to create treatments.
Randomly assigns subjects to these treatment levels.
Compares the responses of the subject groups across treatment levels.

11. Randomized, Comparative Experiments
In an experiment, the experimenter actively and deliberately manipulates the factors to control the details of the possible treatments, and assigns the subjects to those treatments at random.
The experimenter then observes the response variable and compares responses for different groups of subjects who have been treated differently.

12. Randomized, Comparative Experiments
In general, the individuals on whom or which we experiment are called experimental units.
When humans are involved, they are commonly called subjects or participants.
The specific values that the experimenter chooses for a factor are called the levels of the factor.
A treatment is a combination of specific levels from all the factors that an experimental unit receives.

13. The Four Principles of Experimental Design
Control:
We control sources of variation other than the factors we are testing by making conditions as similar as possible for all treatment groups.
Randomize:
Randomization allows us to equalize the effects of unknown or uncontrollable sources of variation.
It does not eliminate the effects of these sources, but it spreads them out across the treatment levels so that we can see past them.
Without randomization, you do not have a valid experiment and cannot draw valid conclusions from your study.

14. The Four Principles of Experimental Design
Replicate:
Repeat the experiment, applying the treatments to a number of subjects.
The outcome of an experiment on a single subject is an anecdote, not data.
When the experimental group is not a representative sample of the population of interest, we might want to replicate an entire experiment for different groups, in different situations, etc.
Replication of an entire experiment with the controlled sources of variation at different levels is an essential step in science.

15. The Four Principles of Experimental Design
Block:
Sometimes, attributes of the experimental units that we are not studying and that we can’t control may nevertheless affect the outcomes of an experiment.
If we group similar individuals together and then randomize within each of these blocks, we can remove much of the variability due to the difference among the blocks.
Note: Blocking is an important compromise between randomization and control, but, unlike the first three principles, is not required in an experimental design.

16. Homework
Page 312 (1-26)

17. Diagrams of Experiments
It’s often helpful to diagram the procedure of an experiment.
The following diagram emphasizes the random allocation of subjects to treatment groups, the separate treatments applied to these groups, and the ultimate comparison of results:

18. Experiment Example In your notes identify Experimental Units:
Factor(s):
Level(s):
Treatment(s):
Response:

19. Experiment Example Experimental Units?
An experiment investigated the effects of repeated exposure to an advertising message using undergraduate students as subjects. All subjects viewed a 40-minute television program that included ads for a digital camera. Some subjects saw a 30-second commercial; others, a 90-second version. The same commercial was shown either 1, 2, or 5 times during the program. After viewing, all the subjects answered questions about their recall of the ad, their attitude toward the camera, and their intention to purchase it.
Experimental Units?
Factor(s) (explanatory variables)?
Response variables?
Treatment? (levels within the treatment?)
How could this be randomized?
How could this be blocked?
Potential Diagram?

20. Experiment Example Potential Diagram?
An experiment investigated the effects of repeated exposure to an advertising message using undergraduate students as subjects. All subjects viewed a 40-minute television program that included ads for a digital camera. Some subjects saw a 30-second commercial; others, a 90-second version. The same commercial was shown either 1, 2, or 5 times during the program. After viewing, all the subjects answered questions about their recall of the ad, their attitude toward the camera, and their intention to purchase it.
Potential Diagram?

21. Confounding
When the levels of one factor are associated with the levels of another factor, we say that these two factors are confounded.
When we have confounded factors, we cannot separate out the effects of one factor from the effects of the other factor.
Example:

22. A drug manufacturer tests a new cold medicine with 200 volunteer subjects men and 100 women. The men receive the drug, and the women do not. At the end of the test period, the men report fewer colds.
As a result of no controls, many variables are confounded, and it is impossible to say whether the drug was effective. For example, gender is confounded with drug use. Perhaps the men experienced a placebo effect.
This experiment could be strengthened with a few controls. Women and men could be randomly assigned to treatments. One treatment could receive a placebo, with blinding. Then, if the treatment group (i.e., the group getting the medicine) had sufficiently fewer colds than the control group, it would be reasonable to conclude that the medicine was effective in preventing colds.

23. Lurking or Confounding
A lurking variable creates an association between two other variables that tempts us to think that one may cause the other.
This can happen in a regression analysis or an observational study.
A lurking variable is usually thought of as a prior cause of both y and x that makes it appear that x may be causing y.
Example

24. A group of concerned parents from town X would like to learn about the effects of television watching on their 6th grade children's level of self-esteem. There are forty teenagers to be studied, and they are in the same class. The parents decide to divide all students into two groups of twenty. One group becomes the control group, and these teenagers maintain unlimited access to television. The other group becomes the treatment group, and those teenagers' access becomes limited. The children do not know about this experiment. After two years, at the end of 8th grade, parents decide to evaluate the results. They prepare the same questionnaire for each group and look at the outcome. As a result, among many other things, parents learn from the control group that there are lurking variables such as puberty, peer pressure, movie theater access, teenage magazines, etc, factors which were not studied in their experiment, but which also affect self-esteem. They realized that their children's levels of self-esteem depended upon more than one factor

25. Ethics in Experiments
Story Time…

26. Homework
P 312 (1-4)