1. Understanding Basic Statistics Outline
CH 1 Getting Started
CH 2 Organizing Data
CH 3 Averages and Variation
CH 5 Elementary Probability Theory
CH 6 Binomial Probability Distribution and Related Topics
CH 7 Normal Curves and Sampling Distributions
CH 8 Estimation
CH 9 Hypothesis Testing
CH 10 Inferences About differences
CH 11 Additional Topics – Part I
CH 4 Correlation and Regression
CH 11 Additional Topics – Part II

2. Understanding Basic Statistics
Chapter 1 Getting Started
1.1 What is Statistics?
1.2 Random Samples
1.3 Introduction to Experimental Design

3. Focus Points Identify variables in a statistical study.
Distinguish between quantitative and qualitative variables.
Identify populations and samples.
Distinguish between parameters and statistics.
Determine the level of measurement.
Compare descriptive and inferential statistics.

4. 1.1 What is Statistics?

5. 1.1 What is Statistics?
Statistics usually means that a sample is obtained from a population
Population: The collection of all individuals or items under consideration in a statistical study.
Sample: That part of the population from which information is obtained. A subset of the population.

6. 1.1 What is Statistics?

7. 1.1 What is Statistics?
Need to identify the individuals in the population and a variable to measure:
The variables may be quantitative of qualitative:

8. 1.1 What is Statistics?
Population Data – The data are from every individual or item in the population.
Parameter – Numerical measure that describes an aspect of a population
Greek letters used to identify parameters
Sample Data – The data are from only some of the individuals of interest. A subset of the population
Statistic – Numerical measure that describes an aspect of a sample

9. Levels of Measurement: Nominal, Ordinal, Interval, Ratio
The four levels of measurement indicate the type of arithmetic that is appropriate for the data, such as ordering, taking differences, or taking ratios.

10. Example 2(a) – Levels of Measurement
Identify the type of data.
Taos, Acoma, Zuni, and Cochiti are the names of four Native American pueblos from the population of names of all Native American pueblos in Arizona and New Mexico.
Solution:
These data are at the nominal level. Notice that the data values are simply names. By looking at the name alone, we cannot determine if one name is “greater than or less than” another. Any ordering of the names would be numerically meaningless.

11. Example 2(b) – Levels of Measurement
In a high school graduating class of 319 students, Jim ranked 25th, June ranked 19th, Walter ranked 10th, and Julia ranked 4th, where 1 is the highest rank.
Solution:
These data are at the ordinal level. Ordering the data clearly makes sense. Walter ranked higher than June. Jim had the lowest rank, and Julia the highest.
However, numerical differences in ranks do not have meaning.

12. Example 2(b) – Solution Cont’d
The difference between June’s and Jim’s ranks is 6, and this is the same difference that exists between Walter’s and Julia’s ranks. However, this difference doesn’t really mean anything significant.
Walter and Julia may have had a large gap between their grade point averages, whereas June and Jim may have had closer grade point averages. Thus, the differences between ranks are meaningless.

13. Example 2(c) – Levels of Measurement
Body temperatures (in degrees Celsius) of trout in the Yellowstone River.
Solution:
This is interval level data. The data can be ordered and we can compute meaningful differences. However, for Celsius-scale temperatures, there is not an inherent starting point.
The value 0 C may seem to be a starting point, but this value does not indicate the state of “no heat.”
Furthermore, it is not correct to say that 20 C is twice as hot as 10 C.

14. Example 2(d) – Levels of Measurement
Length of trout swimming in the Yellowstone River.
Solution:
This is ratio level data. An 18-inch trout is three times as long as a 6-inch trout. Observe that we can divide 6 into 18 to determine a meaningful ratio of trout lengths.
Also, a length of 0 means there is no length.

15. Levels of Measurement: Nominal, Ordinal, Interval, Ratio
Procedure:

16. Statistical methods has two branches:

17. 1.2 Random Samples Sample is a subset of the population
Sample must represent the population
Random sample is best way to get a sample that represents the population

18. Focus Points Explain the importance of random samples.
Describe stratified sampling, cluster sampling, systematic sampling, multistage sampling, and convenience sampling.

19. Simple Random Samples Consider Colorado Lottery
Choose 6 numbers from group of numbers 1 through 42 at random.
5,245,786 possible groups of 6 numbers
What is chance of getting the result of 1, 2, 3, 4, 5, 6?
What is the chance of getting 5, 10, 15, 20, 25, 30?
All samples of size 6 numbers have the same probability or equal chance of being selected

20. Simple Random Samples
Procedure:

21. Other Sampling Techniques

22. Other Sampling Techniques
1.2 Random Samples
Other Sampling Techniques
Stratified sampling
Population
Subgroup 4
Subgroup 3
sample
Subgroup 2
Subgroup 1

23. 1.2 Random Samples Systematic sampling Cluster sampling
Number every member of the population.
Select every kth member.
Cluster sampling
Population is naturally divided into pre-existing segments (i.e. zip codes).
Make a random selection of clusters, then select all members of each cluster.
Convenience sampling
Collect sample data from a readily-available population database.

24. 1.2 Random Samples – Other Terms

25. 1.2 Random Samples
Which of the following sampling strategies is likely to lead to a non-sampling error?
Individuals are selected at random from…
a). A database of social security numbers.
b). A cluster of phone books.
c). A collection of birth certificates.
d). None of these is likely to introduce non-sampling error.

26. 1.3 Intro to Experimental Design Focus Points
Discuss what it means to take a census.
Describe simulations, observational studies, and experiments.
Identify control groups, placebo effects, completely randomized experiments, and randomized block experiments.
Discuss potential pitfalls that might make your data unreliable.

27. Planning a Statistical Study
Procedure:

28. 1.3 Introduction to Experimental Design
Census vs. Sample

29. 1.3 Introduction to Experimental Design
Observational Studies and Experiments

30. 1.3 Introduction to Experimental Design
Used to determine the effect of a treatment.
Medical experiments need to consider the Placebo effect.
Subject receives no treatment but (incorrectly) believes they are receiving treatment and responds favorably
Create control group that receive no treatment and experiment group that receives treatment.
Assign patients to groups using a random process – a Completely Randomized Experiment

31. Example 5 – Completely Randomized Experiment
Can chest pain be relieved by drilling holes in the heart? For more than a decade, surgeons have been using a laser procedure to drill holes in the heart.
Many patients report a lasting and dramatic decrease in angina (chest pain) symptoms.
Is the relief due to the procedure, or is it a placebo effect? A recent research project at Lenox Hill Hospital in New York City provided some information about this issue by using a completely randomized experiment.

32. Example 5 – Completely Randomized Experiment
cont’d
The laser treatment was applied through a less invasive (catheter laser) process. A group of 298 volunteers with severe, untreatable chest pain were randomly assigned to get the laser or not.
The patients were sedated but awake. They could hear the doctors discuss the laser process. Each patient thought he or she was receiving the treatment.

33. Example 5 – Completely Randomized Experiment
cont’d
The experimental design can be pictured as
The laser patients did well. But shockingly, the placebo group showed more improvement in pain relief. The medical impacts of this study are still being investigated.

34. Surveys
Once you decide whether you are going to use sampling, census, observation, or experiments, a common means to gather data about people is to ask them questions.
This process is the essence of surveying.
Sometimes the possible responses are simply yes or no.
Other times the respondents choose a number on a scale that represents their feelings from, say, strongly disagree to strongly agree. This is a Likert scale.

35. Surveys

36. Surveys
Sometimes our goal is to understand the cause-and-effect relationships between two or more variables. Such studies can be complicated by lurking variables or confounding variables.

37. Choosing Data-Collection Techniques
Surveys may be the best choice for gathering information across a wide range of many variables.
Many questions can be included in a survey. However, great care must be taken in the construction of the survey instrument and in the administration of the survey.
Nonresponse and other issues discussed earlier can introduce bias.

38. Choosing Data-Collection Techniques
Observational studies are the next most convenient technique for gathering information on many variables.
Protocols for taking measurements or recording observations need to be specified carefully.
Experiments are the most stringent and restrictive data- gathering technique.
They can be time-consuming, expensive, and difficult to administer.
In experiments, the goal is often to study the effects of changing only one variable at a time.