Parameter vs statistic worksheet pdf

Options are numbers, aggregate data for the entire population. Statistics are figures summarized by data from the sample, i.e. some subset of the entire population. Problems (1) through (6) below each present statistical study. For each study, determine both the parameter and the statistics in the study.
1) The researcher wants to estimate the average growth of women aged 20 years and older. From a simple random sample of 45 women, the researcher receives a sample of an average height of 63.9 inches. 2) The nutritionist wants to estimate the average amount of sodium consumed by children
under the age of 10. From a random sample of 75 children under the age of 10, the nutritionist receives an average sample of 2,993 milligrams of sodium intake. 3) Nexium is a drug that can be used to reduce the acid produced by the body and heal damage to the esophagus. The researcher wants to
estimate the proportion of patients taking Nexium who are treated within 8 weeks. A random sample of 224 acid reflux patients was obtained and 213 of these patients were healed after 8 weeks. 4) The researcher wants to estimate the average size of a farm in Kansas. From a simple random sample of
40 farms, the researcher receives a sample of a medium-sized farm of 731 acres. 5) An energy official wants to estimate the average oil production per well in the United States. From a random sample of 50 wells across the United States, the official receives an average sample rate of 10.7 barrels per
day. 6) An education officer wants to estimate the proportion of adults aged 18 and over who have read at least one book in the previous year. A random sample of 1,006 adults aged 18 and over, and 835 of these adults had read at least one book in the previous year. 7) The International Dairy
Association (IDFA) wants to estimate the average amount of calcium consumed by male adolescents. From a random sample of 50 male adolescents, IDFA obtained a sample of an average of 1,081 milligrams of calcium consumed. 8) The sociologist wants to share adults with children under the age of
18 who eat dinner together 7 nights a week. A simple random sample of 1,122 adults with children under the age of 18 was obtained, and 337 of these adults reported having lunch with their families seven nights a week. 9) The school administrator wants to estimate the average score on the verbal part of
the SAT for students whose native language is not English. From a simple random sample of 20 students whose native language is not English, the administrator receives a sample average SAT verbal score of 458. These research goals have been adapted from problems in Michael Sullivan, Basics
Statistics, 2nd edition, Pearson Education 2008. Probability and Stats - Basic Stats - The difference between stats and parameter Before you start, you can read these reviews: What are the statistics? What is the setting? What's the difference between And the setting? Statistics and very similar. They
both describe groups as 50% of dog owners prefer X Brand dog food. The difference between statistics and parameter is that the statistics describe the sample. The setting describes the entire population. Watch the video or read the steps below: For example, you're randomly polling voters for an
election. You will find that 55% of the population plans to vote for candidate A. This is a statistic. Why? You just asked a sample - a small percentage - of the population they vote for. You calculated what the population is likely to do based on sampling. Censuses lead to population parameter. You can ask
a class of third graders who loves vanilla ice cream. 90% raise their hands. You have the option: 90% of this class loves vanilla ice cream. You know that because you asked everyone in the class. Steps to tell the difference between statistics and parameter: Step 1: Ask yourself, is this a fact about the
entire population? Sometimes it's easy to understand. For example, with small populations, you usually have a setting because the groups are small enough to measure: Examples of parameters: 10% of U.S. senators voted for a measure. There are only 100 U.S. senators, you can count that each of
them voted. 40% of the 1,211 students in a particular primary school received below 3 for the standardized test. You know this because you have every test of each student's grades. Thirty-three out of 120 workers in a particular bicycle factory were paid less than $20,000 a year. You have wage data for
all employees. Step 2: Ask yourself, is this obviously a fact about a very large population? If so, you have statistics. Examples of statistics: 60% of U.S. residents agree with the latest health care proposal. It is not possible to actually ask hundreds of millions of people whether they agree. Researchers just
need to take samples and calculate everything else. Forty-five percent of residents in Jacksonville, Florida, report that they were in at least one Jaguars game. It is very doubtful that someone surveyed over a million people for this data. They took a sample, so they have statistics. 30% of dog owners feed
the scoop after their dog. It is impossible to examine all dog owners - no one watches how many people own dogs. This data should be taken from the sample, so this is a statistic. If in doubt, think about the time and cost associated with surveying the entire population. If you can't imagine who wants to
spend time or money to survey a large number (or impossible number) in a particular group, then you're almost certainly looking at the stats. What's the explanation? Check out the virtually Cheating Stats Handbook, which has hundreds more step-by-step explanations, just like this one! ------------------------
------------------------------------------------------Sing help with homework or a test question? With Chegg Study you can get step-by-step solutions to your questions from In the field. Your first 30 minutes with chegg's teacher for free! Comments? Need to post a correction? Please post a comment on our
Facebook page. Explain what the term population means. Explain what the term means by example. Explain how the sample differs from the population. Explain what the term sample data means. Explain what the setting is. Explain what statistics are. Give an example of a population and two different
characteristics that may be of interest. Describe the difference between descriptive statistics and output statistics. Illustration with an example. Identify each of the following data sets as population or sample: average gpAs for all college students. GPA randomly selected a group of students on campus.
Age of nine judges of the United States Supreme Court on text (January) ; 1842). The length of the Atlantic quakers caught fishing on the beach. Identify the following metrics as quantitative or qualitative: high-performance readings of recent days. Assessments of students who can take an English
language test. The blood types of high school teachers. The last four digits are the Social Security numbers of all students in the class. Numbers on the shirts of the team's players. Identify the following measures as quantitative or qualitative: the floors of the first newborns in the hospital within one year.
Natural hair color of randomly selected models. Ages 20) randomly selected models. Fuel economy in miles per gallon of new cars purchased last month. Political affiliation to randomly chosen voters. The researcher would like to estimate the average amount spent per person by visitors to the theme
park. It takes a random sample of forty visitors and receives an average of 28 euros per person. What is of interest to the public? What is the interest parameter? Based on this sample, do we know the average amount spent per person by park visitors? Explain in full. The researcher would like to estimate
the average weight of newborns in South America over the past five years. He takes a random sample of newborns and receives an average of 3.27 kilograms. What is of interest to the public? What is the interest parameter? Based on this sample, do we know the average weight of newborns in South
America? Explain in full. The researcher wants to estimate the proportion of all adults who own a cell phone. It takes a random sample of adults; (1,298) of them own mobile phone, hence (1298/1572 (approximately 0.83) or about 83% ) own mobile phone. What is of interest to the public? What is the
interest parameter? What are the statistics? Based on this sample, do we know the proportion of all adults who own a cell phone? Explain in full. The sociologist wishes estimate the proportion of all adults in a particular region who have never been married. In a random sample of adults, (145) have never
been married, hence (145/1320 ) or about 11 years) or about 11%) never been married. What is of interest to the public? What is the interest parameter? What are the statistics? Based on this sample, do we know the proportion of all adults who have never been married? Explain in full. What should be
right about the sample if it is to give a reliable estimate of the value of a particular population parameter? What should be true of the sample if it is intended to give some knowledge of the value of a particular population parameter? Page 2 Training Goals For a review of the material in the text. The
example we gave in the first section seems pretty simple, but it illustrates some significant problems. We assumed that the sample cars had an average value of 8,357 euros (a number that is known for sure) and concluded that the population has on average about the same amount, although its exact
value is still unknown. What happens if someone else takes another sample of exactly the same size from the exact same population? Will he or she get the same average sample as we did, ($8,357) ? Almost certainly not. In fact, if the investigator who took the second sample reported exactly the same
value, we would immediately suspect its result. The average sample number is an example of a so-called random variable: a number that varies from trial to test experiment (in this case, sample to sample), and does so in a way that cannot be accurately predicted. Random variables will be the central
focus of the study for us, starting with Chapter 4. Another problem that arises is that different samples have different levels of reliability. We assumed that our sample size (200) was an average of $8,357. If the size sample (1,000) gives an average of 7,832 euros), then we naturally see this last number
as probably the best estimate of the average value of all cars, as it came from a larger sample. How can this be expressed? An important idea developed in Chapter 7 is a confidence interval: from the data we will build the interval of values using a process that has a certain chance, say, of creating an
interval containing a true average population. So instead of reporting a single estimate, ($8,357) for the population means that we could say that, based on our sample data, we are confident that the true average is within ($100) of our sample means that we (95' %) The true average is between $8,257
and 8.45 ($100)) will be calculated by sample data just as the average sample ($8,357) was. This confidence interval automatically indicates the reliability of the sample assessment. In addition, get the same chance An unknown parameter, a large sample tends to produce a shorter interval than a small
sample would. Thus, larger samples usually produce more accurate results. Unless we conduct a census that is a model that includes the entire population, we can never be completely sure of the exact average of the population. The best thing we can do is make statements about probability, an
important concept that we will begin to explore formally in Chapter 3. The sample can be taken not only to assess the population parameter, but also to verify the approval made on this parameter. Suppose a food packet claims that the amount of sugar per serving of the product is 14 grams. A consumer
group may suspect that it actually contains more. How would they check competing claims about the amount of sugar (14) grams compared to more than 14 grams? They can take a random sample of perhaps 20)) food packages, measure the amount of sugar in one serving of each one, and on average
those amounts. They are not interested in measuring the average amount of sugar per serving for their own sake; their interest simply whether the claim about the real amount is accurate. Claimed in another way, they take samples not to estimate the average amount of sugar per serving, but to see if this
amount, whatever it may be, is more than 14 grams. Again because one can have certain knowledge only by taking a census, probability ideas fall into the analysis. We'll look at hypothesis tests starting with Chapter 8. Several times in this introduction we used the term random sampling. Typically, the
value of our data is as good as the sample that produced it. For example, let's say that we would like to estimate the proportion of all students at a major university who are women, which we designate by (p). If we choose students at random, and of them - women, the natural assessment is (p
approximately hat-p 27/50 , 0.54) or (54 %) How much confidence we can put into this assessment depends not only on the size of the sample, but also on its quality, whether it is really random or at least truly representative for the entire population. If all the students in our sample were taken from the
nursing college, the proportion of female students in the sample is probably higher than that of the entire campus. If all students were selected from the College of Engineering, the proportion of students in the entire student body who are women may be underestimated. In any case, the estimate will be
distorted or biased. In statistical practice, an objective sampling pattern is important, but in most cases it is difficult to create. For this introductory course, we will assume that all samples are either random or at least representative. Key takeaway statistics, calculated by sample, vary randomly from to the
pattern. Conclusions about demographic parameters are statements of probability. Contributor

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