Notes
Starting with a question
Statistics starts with an investigative question that data can answer. A population is everyone you want to know about; a sample is the part you actually measure. A parameter describes a population; a statistic describes a sample.
- Categorical variables put individuals into groups (eye color). Quantitative variables are numbers you can average (height).
Describing a quantitative distribution
Always describe shape, center, variability and unusual features, in context.
- Shape: symmetric, skewed left (long tail left), skewed right, unimodal or bimodal.
- Center: mean $\bar x$ or median. Variability: standard deviation $s$, range, or IQR $= Q_3 - Q_1$.
- Outliers: below $Q_1 - 1.5\,\text{IQR}$ or above $Q_3 + 1.5\,\text{IQR}$.
- The median and IQR are resistant; the mean and standard deviation are pulled by skew and outliers. In right-skewed data, the mean is usually greater than the median.
- A z-score $\displaystyle z = \frac{x - \bar x}{s}$ says how many standard deviations a value is from the mean.
Graphs
- Categorical: bar charts, pie charts. Quantitative: dotplots, stemplots, histograms, boxplots (five-number summary: min, $Q_1$, median, $Q_3$, max).
- When comparing groups, use comparison words: "The median for group A is about 5 points higher than group B."
Collecting data
- Simple random sample (SRS): every group of size $n$ is equally likely. Stratified: SRS within each similar group (stratum). Cluster: randomly pick whole groups. Systematic: every $k$th individual from a random start.
- Bias: voluntary response, convenience, undercoverage, nonresponse, and response bias (wording or lying).
- Observational study: observe without assigning treatments; shows association only. Experiment: randomly assign treatments; can show cause and effect.
- Good experiments use comparison, random assignment, replication and control. Blocking groups similar units first to reduce variability. Double-blind means neither subjects nor evaluators know who got which treatment.
Topics in this unit
Each topic has its own short notes and practice.
- 1.1Introducing Statistics: What Can We Learn from Data?
- 1.2Variables
- 1.3Tabular Representation and Summary Statistics for One Categorical Variable
- 1.4Graphical Representations for One Categorical Variable
- 1.5Graphical Representations for One Quantitative Variable
- 1.6Descriptions for One Quantitative Variable Distributions
- 1.7Summary Statistics for One Quantitative Variable
- 1.8Graphical Representations of Summary Statistics for One Quantitative Variable
- 1.9Comparisons of the Distributions for One Quantitative Variable
- 1.10The Investigative Question Revisited and Data Collection
- 1.11Random Sampling
- 1.12Potential Problems with Sampling
- 1.13Experimental Design
Practice
Favorite subject sorts people into groups.
The long right tail pulls the mean up more than the median.
IQR $= 10$; the fences are $20 - 15 = 5$ and $30 + 15 = 45$. Only 47 is outside.
$\displaystyle z = \frac{84 - 72}{8} = 1.5$.
Random samples within each similar group (stratum).
People choose whether to respond, and those with strong opinions are more likely to.
Random assignment balances other variables, allowing cause-and-effect conclusions.
The median depends only on the middle position, not on extreme values.
Free response
Write your answer first, then open the scoring guide.
Free-response question
A researcher wants to know whether a new study app raises quiz scores. 60 student volunteers are available.
(a) Describe how to randomly assign the students to the app group or a control group.
Show the answer and scoring guide
Number the students 1 to 60. Use a random number generator to pick 30 different numbers; those students use the app. The other 30 are the control group and study as usual.
Check off the points you earned:
(b) Explain why the researcher can't generalize results to all students in the country.
Show the answer and scoring guide
The students were volunteers from one place, not a random sample of all students, so they may differ (for example, they may be more motivated).
Check off the points you earned:
(c) The app group's median score was 6 points higher. Name one reason to use a blocked design by prior grades.
Show the answer and scoring guide
Prior grades are related to quiz scores. Blocking by prior grades and randomizing within each block removes that source of variability, making it easier to see the app's effect.
Check off the points you earned: