Stats

* Jan 11
Jan 1
 -> population

-sample.

i women in united states is

200
randomly selected women in the
study.
↳ 63.7. ↳ 63.8

-> only taken

from a sample of
52
flights

the exact amount

of time
- mili second
can
go into seconds
-> nano secondly.

-> the babies are divided into two

categories: c
action/natural

State
rs1020 readults in United
STAT 1034
Unit 2: Exploring Data with Tables and Graphs
textbook sections 2.1-2.4

Note: Be sure to watch the unit 2 videos posted in Canvas (by Friday at the latest)

Unit 2 Learning Goals:

• develop the ability to summarize data in a frequency distribution table and/or a

relative frequency distribution table.

• be able to identify class width, class midpoints, class limits, and class boundaries
from a frequency distribution.

• develop the ability to picture data in a histogram and/or a relative frequency

histogram.

• identify when a histogram displays a uniform, normal, or skewed shape.

• be able to graph and interpret data using a dotplot, stemplot, time-series graph,
bar graph, Pareto chart, pie chart, and frequency polygon.

• be able to recognize and discount misleading statistics.

• construct a scatter plot of paired data using Ti 83/84 calculator and Excel

• find the linear correlation coefficient r using Ti 83/84 calculator and Excel

• determine if there is a linear correlation between two variables

Unit 2 Assignments:

• watch unit 2 videos

• take Quiz #2

• complete Practice Set #2

• complete Excel Project #1 - Linear Relationship

*due dates are listed on course schedule in Canvas

1
Unit 2, Day 1

Examples:
Consider the data set of the resting pulse rates of a sample of 20 tennis players.

59 72 81 75 74 71 84 68 81 64
76 73 82 71 75 87 64 91 74 68

1. Construct the frequency and the relative frequency distribution tables for the
pulse rate data.

2. Sketch a histogram of the pulse rate data. Describe the shape of the histogram
(normal, uniform, skewed, or none of the above)

2
 3. Find each of the following from the frequency distribution.

(a) Number of classes =

(b) Upper class limits =

(c) Lower class limits =

(d) Class width =

(e) Class midpoints =

(f) Class boundaries =

Find the Excel application on your classroom computer. Enter the following data set
into column A:

1 3 14 5 8 15
Frist, write the excel formula that would perform each of the following operations:

1. Find the sum of the data set.

2. Find the average of the data set.

3. Count the number of values in the data set.

4. Count the number of values in the data set that are less than or equal to 10.

3
 5. Find the standard deviation of the data set. (note: standard deviation will be
taught at a later date in unit 3)

Second, activate the Add-In “Analysis Toolpak” in Excel. This contains many useful
functions for this course. (File, Options, Analysis Toolpak, Go, make checkmark)
Enter the data set of the resting pulse rates of a sample of 20 tennis players into column
A.

59 72 81 75 74 71 84 68 81 64
76 73 82 71 75 87 64 91 74 68

1. Use Excel to construct a frequency distribution table of the pulse rate data.

2. Use Excel to draw a histogram of the pulse rate data.

YouTryIt! You are now ready to do Practice Set #2 problems 1 - 14.

Please work on this for the remainder of class.

4
Unit 2, Day 2

Examples:

1. Create a stemplot to display the data collection of the resting pulse rates of a
sample of 20 tennis players.

59 72 81 75 74 71 84 68 81 64
76 73 82 71 75 87 64 91 74 68

2. Create a frequency polygon to display the data collection of the resting pulse rates
of a sample of 20 tennis players.

frequency distribution
pulse rate frequency
50 - 59 1
60 - 69 4
70 - 79 9
80 - 89 5
90 - 99 1

5
3. Create a pie chart to display the data collection of the declared academic majors
from a collection of statistics students in college.

Survey results:
12 biology majors
17 chemistry majors
5 environmental science majors
8 history majors
2 education majors
6 undeclared majors

4. Create a bar graph to display the data collection of the declared academic majors
from a collection of statistics students in college.

Survey results:
12 biology majors
17 chemistry majors
5 environmental science majors
8 history majors
2 education majors
6 undeclared majors

6
 5. Draw a scatterplot of the following paired data. By visual inspection, does the
data appear to follow a linear (approximately straight line) pattern?
Data Set #1
x y
1 5
3 6
6 9
7 2
8 8
9 5

6. Draw a scatterplot of the following paired data. By visual inspection, does the
data appear to have a linear pattern?
Data Set #2
x y
1 51
3 38
linear
6 25
7 12
8 5
9 2

YouTryIt! You are now ready to do Practice Set #2 problems 15 - 21.

Please work on this for the remainder of class.

7
Unit 2, Day 3

A few reminders from the unit 2 videos . . .

Linear Correlation
r = linear correlation coefficient
It is a number between -1 and 1 that measures the strength (or lack thereof) of the
linear relationship between two variables.
r can be found using a Ti 83/84 calculator or Excel.

r values close to 1 indicate a positive linear correlation.

r values close to -1 indicate a negative linear correlation.
r values close to 0 indicate no linear correlation

The critical values indicate the exact cut o↵ to determine if there is a linear relationship
or not. Note: the critical values change for each data set according to the following
table:

&
Table of critical values for r
# of pairs (n) critical value
4 0.950
-
↑

1
Shear

value
non linear
↑
linear
↓

5 0.878 critical
6 0.811 determine where its exaltaly
7 0.754 (nm) linear

8 0.707
9 0.666
10 0.632
11 0.602
12 0.576

8
 Linear Regression
If there is linear correlation, then you can give the equation of the Regression Equation,
which is the line that best fits the data:

The Regression Equation is:

ŷ = b0 + b1 x
and has slope b1 and y-intercept b0 .

Note: Linear regression equations can be used to make predictions of unknown or

future values. However, if no linear relationship is present, then the average of the
relevant values is the best tool to make a prediction.

non linear
linear linear

!"
5
↓

0.260
-

0.078
L
1) ara is not lineal

3000Xk
10mm =

9
Examples:

1. Sports and . . . smarts? A researcher conjectures that there is a connection be-

tween a golfer’s performance on a course and his IQ score. The researcher believes
enhanced cognitive ability (such as an understanding of geometry, velocity, etc)
will positively impact the golfer’s ability to play well, so an experiment is con-
ducted. Five golfers were randomly selected and the data is summarized in the
table below.
Alt- A5
IQ Score (cm) 98 115 86 124 101 35pairs.
n 5
=

Golf Score (cm) 83 73 66 64 91 0.878

I

B, B5
(a) Find the linear correlation coefficient r. Round to 3 decimal places.
on excel:
- correl (A1: A5, B1: B5) -
0.26024

rounded =-0.260

(b) Determine if there is a linear correlation between IQ and golf scores using a
comparison of the linear correlation coefficient r = 0.260 and the critical
values.
non linear
linear linear
↑
r(
↓

~
~ 1 ↑

0260
-

0.078
L
1) ara is not lineal

Answers: r = 0.260, critical values ±0.878. There is not a linear correlation.

10
 2. The data below summarize a study on human height and shoe length (foot size).
Find the correlation coefficient r and determine if there is a linear correlation be-
tween height and shoe length. If there is a linear correlation, state the regression
equation. Round your answers to 3 decimal places.

shoe length (cm) 29.7 29.7 31.4 31.8 27.6 30.4 28.9
height (cm) 175.3 177.8 185.4 185.3 172.7 180.2 175.6
v0.95432
=

0.954
=

0.954.
L ↑
↑ s
-

1 ⑧ ↓ D

0.754
data
is linear.

y 3.29164- 00.388.
=

Answers: r = 0.954 critical values ±0.754

The is a linear correlation. y = 80.388 + 3.292 x

YouTryIt! You are now ready to do Practice Set #2 problems 22-28.

Please work on this for the remainder of class.

11
Unit 2, Days 4 and 5

Excel Project #1 - Linear Relationship

Go to Canvas for an instructional video for Excel Project #1.

You may use our classtime today to work on the project.

Further information on excel projects in this course:

• You must have an up-to-date version of Excel to do the project. Go to Canvas

for information about a free download of Microsoft Office (which inclues Excel)
from UC IT. You should also have Google Chrome as your internet browser and
if the browser is in need of updates, please update prior to starting the project.

• The project is completed in MyLab and Mastering and will be immediately

graded upon submission.

• Go to Mylab and Mastering and download the project template. Only download
it once, do not download multiples times.

• Save the document to the Desktop on your computer. Do not save to any web-
based server, including OneDrive. You will not be able to upload the project
later if you are saving it in OneDrive, so do not save to OneDrive.

• After downloading the template, go to Canvas to watch the Excel Project

#1 help video that shows you exactly how to do the project.

• When finished, upload the project for grading. Click on “gradebook” in MyLab
and Mastering to view your project grade. Refresh the internet page if needed.
It can sometimes take approx 5 minutes to complete grading.

• Keep working on the project until you are satisfied with your grade.
You may redo the project as many times as you like prior to the due date.

• Note that you do not have to start over each time you try for a higher grade.
You can make corrections on your current template and re-upload the same ex-
cel document for grading. You should not completetely start over unless you
have made a critical error (such as mistakenly deleting something crucial on the
original template).

12