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y presents us with an argument backed by data. Data are numbers with a context. To properly perform statistics we must always keep the meaning of our data in mind. You will spend several hours every day working on this course. You are responsible for material coveredin lecture, as well as the contents of the textbook and the CD-ROM. You will have homework, CD-ROM, and reading assignments every day. It is important not to get behind in this course. A goodwork schedule would be: Review the notes from the previous days lecture, and take care of any unnished assignments. Attend the lecture. Attend the lab section. Do your homework. You will want to plan on staying on campus for this, as your homework willoften require using the CD-ROM. Do the CD-ROM assignments. Do the Reading assignments.This probably seems like a lot of work, and it is. This is because we need to cover 15 weeks of materialin 4 weeks during Maymester. Completing the course will not be easy, but I will try to make it as goodan experience as I can.

Data and Measurement Statistics is primarily concerned with how to summarize and interpret variables . A v a r i a b l e i s a n y characteristic of an object that can be represented as a number. The values that the variable takeswill vary when measurements are made on dierent objects or at dierent times.

Each time that we record information about an object we observe a case . We might include severaldierent variables in the same case. For example, we might measure the height, weight, and hair colorof a group of people in an experiment. We would have one case for each person, and that case wouldcontain that persons height, weight, and hair color values. All of our cases put together is called our data set . Variables can be broken down into two types: Quantitative variables are those for which the value has numerical meaning. The value refersto a specic amount of some quantity. You can do mathematical o p e r a t i o n s o n t h e v a l u e s o f quantitative variables (like taking an average). A good example would be a persons height. Categorical variables are those for which the value indicates dierent groupings. Objects thathave the same value on the variable are the same with regard to some characteristic, but youcant say that one group has more or less of some feature. It doesnt really make sense to domath on categorical variables. A good example would be a persons gender. Whenever you are doing statistics it is very important to make sure that you have a practical under-standing of the variables you are using. You should make sure that the information you have trulyaddresses the question that you want to answer.Specically, for each variable you want to think about who is being measured, what about them isbeing measured, and why the researcher is conducting the experiment. If the variable is quantitativeyou should additionally make sure that you know what units are being used in the measurments.

The Distribution of One Variable The pattern of variation of a variable is called its distribution . I f y o u e x a m i n e d a l a r g e n u m b e r o f dierent objects and graphed how often you observed each of the dierent values of the variable youwould get a picture of the variables distribution. Bar charts

are used to display distributions of categorical variables. In a bar chart dierent groupsare represented on the horizontal axis. Over each group a bar is drawn such that the height of the barrepresents the number of cases falling in that group. A good way to describe the distribution of a quantitative variable is to take the following three steps:1. Report the center of the distribution.2. Report the general shape of the distribution.3. Report any signicant deviations from the general shape. A distribution can have many dierent shapes. One important distinction is between symmetric and skewed distributions. A distribution is symmetric if the parts above and below its center are mirrorimages. A distribution is skewed to the right if the right side is longer, while it is skewed to the left if the left side is longer. Local peaks in a distribution are called modes . I f y o u r d i s t r i b u t i o n h a s m o r e t h a n o n e m o d e i t o f t e n indicates that your overall distribution is actually a combination of several smaller ones. Sometimes a distribution has a small number of points that dont seem to t its general shape. Thesepoints are called outliers . Its important to try to explain outliers. Sometimes they are caused by data entry errors or equipment failures, but other times they come from situations that are dierent in someimportant way. Whenever you collect a set of data it is useful to plot its distribution. There are several ways of doingthis. For relatively small data sets you can construct a stemplot . To make a stemplot you1. Separate each case into a stem and a leaf. The stem will contain the rst digits and the leaf will contain a single digit. You ignore any digits after the one you pick for your leaf. Exactlywhere you draw the break will depend on your distribution: Generally you want at least vestems but not more than twenty.2 . L i s t t h e s t e m s i n i n c r e a s i n g o r d e r f r o m t o p t o b o t t o m . D r a w a v e r t i c a l l i n e t o t h e r i g h t o f the stems.3. Place the leaves belonging to each stem to the right of the line, arranged in ascending numer-ical order. To compare two distributions you can construct back-to-back stemplots

. T h e b a s i c p r o c e d u r e i s the same as for stemplots, except that you place lines on the left and the right side of the stems.Y o u t h e n l i s t o u t t h e l e a v e s f r o m o n e d i s t r i b u t i o n o n t h e r i g h t , a n d t h e l e a v e s f r o m t h e o t h e r distribution on the left. For larger distributions you can build a histogram . To make a histogram you1 . D i v i d e t h e r a n g e o f y o u r d a t a i n t o c l a s s e s o f equal width. Sometimes there are naturaldivisions, but other times you n e e d t o m a k e t h e m y o u r s e l f . J u s t l i k e i n a s t e m p l o t , y o u generally want at least ve but less than twenty classes.2. Count the number of cases in each class. These counts are called the frequencies .3. Draw a plot with the classes on the horizontal axis and the frequences on the vertical axis. Time plots are used to see how a variable changes over time. You will often observe cycles, where thevariable regularly rises and falls within a specic time period. Measuring Center and Spread In this section we will discuss some ways of generating mathematical summaries of distributions. Inthese equations we will make use of some stastical notation. Normal Distributions A density curve is a mathematical function used to represent the distribution of a variable. Thesecurves are designed so that the area under the curve gives the relative frequencies for the distribution.This means that the area under the curve within a portion of the range is equal to the probability of getting an case in that portion of the range. Normal distributions are a specic type of distribution that have by bell-shaped, symmetric densitycurves. There are many naturally occuring variables that tend to follow normal distributions. Someexamples are biological characteristics, IQ tests, and repeated measurements taken by physcial devices. A normal distribution can be completely described by its mean and standard deviation. We thereforeoften use the notation . For now you can just think about them in the same way. Wewill talk more about about the dierence between populations and samples in Part 3.

For all normal distributions, 68% of the data will fall witin one standard deviation of the mean, 95% willfall within two standard deviations of the mean, and 99.7% will fall within three standard deviationsof the mean. This is called the 68-95-99.7 rule . The standard normal curve is a normal distribution with mean 0 and standard deviation 1. M o s t statistics books will provide a table with the probabilities associated with this curve. People often use standardized cases when working with variables that have normal distributions. If your variable X has a mean and standard deviation then the standardized cases Z are equal to Z = X . (5.1)These standardized cases have a mean of 0 and a standard deviation of 1. This means that they willfollow a standard normal curve. Sometimes you will be asked to calculate normal relative frequencies . I n t h e s e p r o b l e m s y o u a r e asked to determine the probability of observing certain types of cases in a variable that has a normaldistribution. To calculate normal relative frequencies you:1. Formulate the problem in terms of the original variable X .I want to know the probability that X> 5.2. Restate the problem in terms of a standardized normal variable Z .Because the mean is equal to 2 and the standard deviation is equal to 3, this corresponds to theprobability that Z> 1.

Association vs. Causation Once you determine that you can use an explanatory variable to predict a response variable you cantry to determine whether changes in the explanatory variable cause changes in the response variable. There are three situations that will produce a relationship between an explanatory and a responsevariable.1. Changes in the explanatory variable actually cause changes in the response variable. For example,studying more for a test will cause you to get a better grade.2. Changes in both the explanatory and response variables are both related to some third variable.For example, oversleeping class can cause you to both have uncombed hair and perform poorly ona test. Whether somone has combed hair or not could then be used to predict their performanceon the test, but combing your hair will not cause you to perform better.3. Changes in the explanatory variable are confounded with a third variable that causes changes inthe response. Two variables are confounded when they tend to occur together, but neither causesthe other. For example, a recently published book stated that African-Americans perform worseon intelligence tests than Caucasians. However, we cant conclude that there is a racial dierencei n i n t e l l e g e n c e b e c a u s e a n u m b e r o f o t h e r i m p o r t a n t f a c t o r s , s u c h a s i n c o m e a n d e d u c a t i o n a l quality, are confounded with race. The best way to establish that an explanatory variable causes changes in a response variable is toconduct an experiment . In an experiment, you actively change the level of the explanatory variable andobserve the eect on the response variable while holding everything else about the situation constant.We will talk more about experiments in Chapter 11. a

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