2.  Everyone gets a card; each group gets a corner (hearts, diamonds, spades, clubs)  Discuss in your group what we can say about this data (any characteristics)? What could it represent? What couldn’t it represent? 97, 98, 94, 92, 31, 98, 93, 95, 97, 98, 98 Each group share out

3.  Everyone gets a card; each group gets a corner (hearts, diamonds, spades, clubs)  Discuss in your group what we can say about this data (any characteristics)? What could it represent? What couldn’t it represent? 4.0, 6.8, 7.1, 7.1, 7.2, 7.4, 7.7, 7.8, 12.1 Each group share out

4.  Observations that you or someone else records  Data is more than numbers; it is numbers in context... the story behind the numbers...

5.  Talk for two minutes then be ready to share out

6.  News media; surveys galore!  Any recent news report (based on survey or poll) that you can recall? Radio? TV? Internet?

7. Then comes parenthood — and with it, an average weight gain of roughly 3-5 pounds for a man who lives in the same home as his child. Over the roughly 6 years following the birth of their first child, live-in dads picked up an average of about.6 BMI units. For a 5’10” man weighing 175 pounds, that is a weight gain of about 4 pounds. The results of the study indicated that this was a near-universal phenomenon. During the same period, the average BMI of men who had not fathered a child tended to decline slightly. The average BMI for men not living with their babies went up as well but not as much as those dads who lived in the same home as their child. The study used data collected on 10,623 young men over a 20- year period as part of the National Longitudinal Study of Adolescent Health. Many of those tracked were enrolled when they were 12, and some were followed to the age of 34.

9.  Using the fatherhood weight-gain setting, let’s discuss:  sample, statistic, variation  data set  population, parameter  experiment, observational study  causality, association, confounding variables  random selection, random assignment  numeric variable, categorical variable

10.  Variables record characteristics of people or things  Weight in pounds of women who had babies at Henry Mayo on a particular day  Test scores in my Honors Algebra class  Proportion of people who reported that they wear glasses when they drive

11. SampleStatistic (changes from sample to sample; can vary) PopulationParameter (is fixed; does not change) Examples include µ, p, σ

12.  Always, always comment, answer, compare, contrast… whatever the case.. in context  What are the objects? What was measured? What are the units of measure?  Example… Researchers studied the amount of tofu, in pounds, that a typical American consumes per year.

14.  Who carried out the survey?  How was the sample selected?  How large was the sample?  What was the response rate?  How were the subjects contacted?  When was the survey conducted?  What was the exact question asked?

15.  Number students off; randomly choose seven students  Come up to board and write where you last went out to eat and how much you spent there (approximately).  What are our variables?  Two types of variables:  What else can we observe about our data? Trends? General statements?

16.  Can you think of a categorical data that looks like numerical data… but it isn’t. It’s really categorical. Discuss for a minute…

17.  Always ask yourself, does finding the mean (average) of this data make sense?

18.  With a partner, one of you come up to the board and write your gender and yes or no to indicate pierced ears or not.  What trends do you see?

19. Ears PiercedEars NOT Pierced Male Female

20.  Suppose on a given day we randomly ask 200 Disneyland visitors if they have been on Space Mountain yet that day.  23% said they had been on Space Mountain already. How many of these visitors had been on Space Mountain already?

21.  Suppose we randomly ask another group of Disneyland visitors if they have been on Thunder Mountain yet that day. 14% tell us yes, and this is equal to 42 visitors.  How many total visitors were in our survey?

22. SportInjuriesParticipants Baseball178,66815,600,000 Basketball615,54628,900,000 Bowling21,13343,900,000 Football387,94817,700,000 Ice Hockey16,4352,100,000 Soccer178,51914,500,000 Softball125,87513,600,000 Tennis19,63311,000,000 Volleyball59,22511,500,000

23.  There are always firefighters at fires. Therefore, firefighters cause fires  x: Person regularly attends religious services  y: How long a person lives  x: Number of ministers  y: Rum imports  x: HS seniors’ SAT scores  y: Students’ first year GPA

24.  x causes y, there must be a controlled, randomized, well-designed experiment  Treatment (explanatory, factor) variable; Response (outcome) variable  Sample size ‘large’  Treatment group (receiving treatment(s); control group (receiving placebo)  Random assignment of subjects (or experimental units)… using an acceptable randomization process  Double-blinding is best

25.  Reduce bias  Bias: Systemically ‘off’  Examples: scale, clock

26. Gastric freezing is a proposed treatment for ulcer pain in the upper intestine. In this treatment the patient swallows a deflated balloon with tubes attached. Then a cold liquid is pumped through the balloon for an hour. The rationale is that the cooling will reduce production of acid and relieve ulcer pain. A study reported in the Journal of the American Medical Association provided gastric freezing to a large number of patients and reported that gastric freezing reduced acid production and relieved stomach pain. Based on this the (safe and easy) treatment was used for several years.

27. A later study divided ulcer patients randomly into two groups. The first group was treated by gastric freezing. The second group received a placebo treatment in which the liquid was at body temperature rather than cooled In the first group 34% of 82 patients improved. In the second group 38% of 78 patients improved. Based on this second study gastric freezing was discontinued as a therapy for ulcers.

28.  Is it well designed? Why or why not?  Marshmallow video https://www.google.com/?gws_rd=ssl#q=jimmy+kimmel+marshmallow+test  Random selection/assignment?  Replication?  Confounding variables?  Control/Comparison group?  Double blinded?  Placebo?

29.  https://www.youtube.com/watch?v=RK- oQfFToVg https://www.youtube.com/watch?v=RK- oQfFToVg  Random selection/assignment?  Replication?  Confounding variables?  Control/Comparison group?  Double blinded?  Placebo?

30.  Is this an observational study or a controlled experiment?  Experiment? Was there a large sample size? Was randomization used to assign participants to treatment groups? Was the study double- blinded? Was there a placebo?  Was the paper published in a peer-reviewed journal or just posted on internet?  Did the study follow the subjects for a long period of time?

31.  You and your partner create a list of a total of 3 questions we may use for a survey (data we may collect) this semester; be specific; be “G” rated  Next to each question, write the type of data your question is asking for (categorical or numerical) and justify why it is that type of data  Example: What do you weigh in pounds? This is quantitative data.  But both your names on the paper; write neatly