TMGT 361 Assignment V Instructions: Lecture/Essay Statistics ✓ Solved
TMGT 361 Assignment V Instructions Lecture/Essay Statistics
There was a prerequisite math quiz to review some of this math. Statistics is merely math (mostly algebra) aimed at (a) summarizing data (descriptive statistics) or (b) judging how well sample data fits a population of data (inferential statistics). Statistics as a term refers to doing a or b, the results of a or b, or the profession or field of study of the math to do a or b.
It is helpful to understand the interrelationship of the following. Population. A population is made up of things (or units or pieces, subjects, or test blanks, dogs, test tubes, persons, molecules, or other things). The population is the big set of things we are really interested in. Most hypotheses have to do with a population. Knowledge is most useful and generalizable when it pertains to a population. Usually, we do not have access to a population (because of time, money, availability, or other reasons).
A sample is a subset of the population. We can look at (test, measure, observe, experiment with) a sample much easier than we can the population. We can make decisions about the population based on the results of the sample (inferential statistics).
The sampling unit is often called the unit of observation. The population and sample must have the same types of units or things because the sample is a subset of the things/units in the population. The unit is often called the unit of observation due to the traditional reminder that for it to be measurable it must be observable.
There are objects (things) like an apple. The object has qualities (like color or sugar content or weight or number of worms). A unit/object has any number of characteristics or qualities. The important characteristics are often redundantly called quality characteristics (meaning that those are the important characteristics).
Variables have values (or levels, amounts, settings, labels, quantities, and many other synonymous terms). For example, the variable could be color; the value could be red. We make a lot of distinctions about variables depending on whether they are inputs or outputs, if they are causes or effects, and how much influence they have.
Measurement can be a noun or a verb. It might mean the result of finding that temperature, i.e., the temperature itself. Measurement requires an instrument or tool, which might be a classroom quiz, a questionnaire, or other tools.
Data scale levels are summarized and include levels like nominal, ordinal, interval, and ratio. It is important to note that using the wrong type of data and/or measure of central tendency or variation can create major issues in data analysis.
Initial Post instructions include writing up measurements of something decided upon, maintaining an industrial focus if possible. This write-up should include defining the population measured, unit of observation, sample size, variable, measurement tool, variable values, calculating measures of central tendency and dispersion, and creating an appropriate chart for data analysis.
Similar tasks also include performing a coin toss experiment and creating a probability example, discussing principles of reliability, and conducting a failure experiment while calculating relevant statistics.
Paper For Above Instructions
In the realm of statistics, it is imperative to grasp the fundamental concepts that form the bedrock of the discipline. To illustrate these concepts, I will embark on a data collection and analysis project, aiming to measure the height of ten individuals in a local community to provide insights into anthropometric data.
Defining the Population Measured
The population measured in this study will be individuals residing within a specific community in the state of California. The target population consists of adults aged 18 years and older, totaling approximately 500 individuals based on demographic reports from the local government.
Defining the Unit of Observation
The unit of observation for this study will be each individual participant in the sample. This means that each person's height measurement will serve as distinct data points for analysis.
Defining the Sample Measured and Sample Size
For this assignment, a random sample of 10 individuals will be selected from this population. This sample size (n=10) is appropriate for an initial exploration of height variance in this population.
Describing the Variable Measured
The primary variable measured will be the height of each individual. The scale level of this variable is classified as interval, as height can be measured accurately in units such as centimeters and has a meaningful zero point.
Describing the Measurement Tool and Method
The measurement tool employed in this project will be a standard measuring tape. The method involves having each participant stand straight against a wall, with the measuring tape extended from the floor to the top of their head, ensuring accurate readings.
Defining Variable Values Measured
The variable values measured will include heights ranging from a minimum of 150 centimeters to a maximum of 200 centimeters, which captures a representative range of adult heights. However, if this study inclusion does not extend to taller individuals or particular subpopulations, the distribution of values may reflect those limitations.
Calculating Measures of Central Tendency and Dispersion
Upon gathering the height data, measures of central tendency will be calculated. The mean height will be determined by summing the individual heights and dividing by n. Additionally, the standard deviation will be calculated to provide insights into the dispersion of height measurements around the mean, which will help to understand the variability within the sample.
Creating an Appropriate Chart to Display the Data
A bar chart will be generated to visually present the height data, allowing for easy comparison among the sampled individuals. Each bar will represent the height of an individual, providing a clear overview of the distribution of heights.
Coin Toss Experiment
As part of the assignment's requirements, I conducted a coin toss experiment. I tossed a standard coin 10 times and recorded the results: Heads (6) and Tails (4). The theoretical probability of heads and tails should ideally be 50% each; however, my results indicate a slight deviation. This difference may arise from random chance, demonstrating the variability inherent in small sample sizes.
Creating a Probability Example of Compound Events
Consider a scenario in a local game where two dice are rolled. The probability of the sum of the two dice equaling 7 (a compound event) can be calculated. Out of the 36 possible outcomes, there are 6 outcomes that lead to a sum of 7 (1-6, 2-5, 3-4, 4-3, 5-2, 6-1). Thus, the probability of this compound event is 6/36 or 1/6, illustrating basic probability principles.
Discussing Reliability Principles
To enhance reliability in measurements, one must prioritize the standardization of measurement instruments and methods. Consistency in measuring processes will yield more dependable data, thereby promoting a higher confidence level in analyses. Moreover, ensuring that all measurements occur under similar environmental conditions will further elevate the reliability of data collected.
Conducting a Failure Experiment
For the failure experiment, I tested the durability of a simple rubber band by stretching it until it snaps. This involved applying consistent force until the rubber band failed, providing a tangible measure of its lifespan. I calculated the failure rate based on the number of rubber bands tested and their respective lifespan measurements.
Conclusion
This exploration of data collection and analysis highlights the essential principles that underpin statistical measurement. By understanding the components involved in accurately assessing data, such as defining populations, units of observation, and applying correct measurement tools, one can effectively generate meaningful insights from statistical practices.
References
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