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

SlideSlide 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.

SlideSlide 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.



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▪ “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.



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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.



SlideSlide 5Copyright © 2007 Pearson

Education, Inc Publishing as Pearson Addison-Wesley.

Created by Tom Wegleitner, Centreville, VirginiaEdited by Olga Pilipets, San Diego, California

Overview



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.

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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



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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?





Data

observations (such as measurements, genders, survey responses) that have been collected

Census

Collection of data from every member of a population

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a collection of methods for :planning studies and experiments obtaining dataorganizing, summarizing presentinganalyzing, interpretingdrawing conclusions based on the data





Created by Tom Wegleitner, Centreville, VirginiaEdited by Olga Pilipets, San Diego, California

Types of Data

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Parameter a numerical measurement describing some characteristic of a population.



population

parameter

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Definition

Statistic

a numerical measurement describing some characteristic of a sample.

sample

statistic

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numbers representing counts or measurements.



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can be separated into different categories that are distinguished by some nonnumeric characteristic





Working with Quantitative Data

Quantitative data can further be described by distinguishing between discrete and continuous types.

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Consists of counting (natural) numbers such as 0, I, 2, 3,…

Applied to objects that cannot be divided in parts: people, houses, cars, etc.



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results from measuring infinitely many possible values that

correspond to some continuous scale covers a range of values without gaps,

interruptions, or jumps





Levels of Measurement

Another way to classify data is to use levels of measurement. Four of these levels are discussed in the following slides.

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names, labels, or categories only the data cannot be arranged in an ordering scheme (such as low to high)



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data that can be arranged in some order differences between data values either

cannot be determined or are meaningless



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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)



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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);

differences and ratios are meaningful



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Nominal - categories only

Ordinal - categories with some order Interval - differences but no natural

starting point Ratio - differences and a natural

starting point



Summary - Levels of Measurement



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:

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#6 p.10Currently, 42% of the governors of the 50

United States are Democrats. Is the given value a statistic or a parameter?

Parameter



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#10 p.10In 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



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#16 p.10Determine 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.

RatioCopyright © 2007 Pearson


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#23 p.10Identify 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 adultsPopulation: all adult population



Documents

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