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UT Knoxville STAT 201 - Chapter 01 Student 0615

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Slide 1Slide 2Slide 3Slide 4Stats Starts HereWhat Is (Are?) Statistics?What is Statistics Really About?To Do by Our Next Class MeetingOur ExpectationsClass ActivityClass ActivitySlide 12A “Simple” SurveyClass ActivityReal Data Can Be “Messy”What Are Data?Raw dataData in a contextThe “W’s”Sample and PopulationSlide 212 Types of Variables2 Types of Variables (Cont.)2 Types of Variables (Cont.)Identifying IdentifiersClass ActivityTypes of Data ExercisesTypes of Data ExercisesChapter01 Presentation 06151Copyright © 2014, 2012, 2009 Pearson Education, Inc.2Chapter01 Presentation 0615Copyright © 2014, 2012, 2009 Pearson Education, Inc.Chapter 1Stats Starts Here3Chapter01 Presentation 0615Copyright © 2014, 2012, 2009 Pearson Education, Inc.1.1What Is StatisticsChapter01 Presentation 06154Copyright © 2014, 2012, 2009 Pearson Education, Inc.Chapter01 Presentation 06155Copyright © 2014, 2012, 2009 Pearson Education, Inc.Stats Starts HereStatistics gets a bad rapStatistics courses are not necessarily chosen as fun electivesStatistics can be fun! Learning to think clearly with data will open your eyes to seeing the world more clearly…Chapter01 Presentation 06156Copyright © 2014, 2012, 2009 Pearson Education, Inc.What Is (Are?) Statistics?Statistics (noun): numbers, values, data, calculations made from data.We will utilize computer software to do some of the calculating for us.Statistics (verb): a way of reasoning, a collection of tools and methods, designed to help us understand the world.Data are values with a context.Chapter01 Presentation 06157Copyright © 2014, 2012, 2009 Pearson Education, Inc.What is Statistics Really About?Statistics is about variation:Measuring variationUnderstanding variationReducing or adapting to variationStatistics is also about making decisions in the face of incomplete information.Chapter01 Presentation 06158Copyright © 2014, 2012, 2009 Pearson Education, Inc.To Do by Our Next Class MeetingPurchase the book - hardback or loose-leaf, or, just purchase the “code” for MyLab/Mastering (the e-book is included in MyLab/Mastering)Register on http://pearsonmylabandmastering.com/Enter your access code (if you use one) in UPPER CASE LETTERSWhen asked for your first and last name, enter your name as it appears on your UT IDOur course ID: ______________Read Chapter 1 of the text.Go to Lecture Notes in MyLab/Mastering and print Chapter 1 notes.Chapter01 Presentation 06159Copyright © 2014, 2012, 2009 Pearson Education, Inc.Our ExpectationsRead the textbook. Reading assignments can be found in MyLab/Mastering within the Read Before Class tab.Bring a calculator to class each day.Bring your clicker to class each day.Bring the course notes (on paper or electronically) to class each day.Work with others in the class.Chapter01 Presentation 061510Copyright © 2014, 2012, 2009 Pearson Education, Inc.Class ActivityIn groups of 2 (or 3), collect information from another student in the course (be sure to write it down). Introduce yourself and share the following 4 pieces of information:Chapter01 Presentation 061511Copyright © 2014, 2012, 2009 Pearson Education, Inc.Class ActivityNameCurrent (or expected) field of studyYour reaction to the word “Statistics”Something interesting or funny about yourself.Be prepared to introduce the person you met to the whole class. Groups will be randomly selected to share all the information they gathered.12Chapter01 Presentation 0615Copyright © 2014, 2012, 2009 Pearson Education, Inc.1.2DataChapter01 Presentation 061513Copyright © 2014, 2012, 2009 Pearson Education, Inc.A “Simple” SurveyNumber of siblingsNumber of countries ever visitedHeightFavorite coffee flavor at StarbucksShoe sizeGenderHow could there be “problems” with responses to this survey?Chapter01 Presentation 061514Copyright © 2014, 2012, 2009 Pearson Education, Inc.Class ActivityIn groups of 2 (or 3), discuss possible “problems” one might have with getting accurate answers to the questions outlined on the previous page.Be prepared to discuss what you and your teammate discussed with the class.Chapter01 Presentation 061515Copyright © 2014, 2012, 2009 Pearson Education, Inc.Real Data Can Be “Messy”Different units of measure.Ambiguous questions lead to ambiguous data.Non-response: how will we handle?Seemingly “ridiculous” responses: how will we handle?An important first step in getting meaningful data is carefully planning the data collection activity AND clearly defining the questions.Chapter01 Presentation 061516Copyright © 2014, 2012, 2009 Pearson Education, Inc.What Are Data?Data can be numbers, record names, or other labels.Not all data represented by numbers are numerical data (e.g., 1=male, 2=female).Data are useless without their context…Chapter01 Presentation 061517Copyright © 2014, 2012, 2009 Pearson Education, Inc.Raw dataWhat does this data tell us? What does it mean?Chapter01 Presentation 061518Copyright © 2014, 2012, 2009 Pearson Education, Inc.Data in a contextWhen the data are organized, given labels, and put into a context, the data gain meaning.Chapter01 Presentation 061519Copyright © 2014, 2012, 2009 Pearson Education, Inc.The “W’s”To provide context we need the W’sWho/ WhichWhat (and in what units)WhenWhereWhy (if possible)and Howof the data.Note: the answers to “who” and “what” are essential.Chapter01 Presentation 061520Copyright © 2014, 2012, 2009 Pearson Education, Inc.Sample and PopulationThe goal is to describe the population.This is usually impractical or impossible.A sample is used to make inferences about the population.The sample should be representative of the population.21Chapter01 Presentation 0615Copyright © 2014, 2012, 2009 Pearson Education, Inc.1.3VariablesChapter01 Presentation 061522Copyright © 2014, 2012, 2009 Pearson Education, Inc.2 Types of VariablesA categorical (or qualitative) variable is one whose possible values are given by short descriptorsSex (male/female), eye color (blue/brown), favorite food, birth state, flight status, zip codesCan encode as numbers (e.g. female = 1, male = 2)A special kind of categorical variable is ordinal data (e.g. data where the order is perceived to have worth, but no units, like “Rate your professor on a scale of 1 to 5”, or ranks in


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UT Knoxville STAT 201 - Chapter 01 Student 0615

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