Lesson 1 Assignment

Lesson 1 Assessment Sidney Morgan Task 1: Qualitative or quantitative (Knowledge and Understanding) Identify the following variables as quantitative or qualitative. the texture of a pizza crust: Qualitative the average number of fish caught: Quantitative the heights of fir trees in a grove: Quantitative the colours of Lana’s soccer jersey: Qualitative the square footage of homes in a subdivision: Quantitative Task 2: Population and variables (Knowledge and Understanding) Analyze each statement below and then, for each one, identify the population, the variable and whether the variable is discrete or continuous. Survey counting the number of people going through a turnstile in 10-minute blocks; Population: The people going through the turnstile Variable: How many people go through the turnstile in a 10 minute period This variable is discrete because you can’t have 1.5 of a person go through the turnstile. Survey asking the number of siblings of students in a class; Population: The student’s and their siblings in the class Variable: How many siblings the students have This variable is discrete because the students can’t have 1.5 of a sibling (half siblings would count as 1 depending on the survey) Teacher survey of the arm length of students in a physical education course; Population: The students in the class Variable: The arm length of the students This variable is continuous because they are measuring the length of the student’s arms Survey of the annual benefit plan costs of working Canadians; Population: All employed Canadians Variable: The yearly benefit plan costs of working Canadians This variable is continuous because the costs could be a decimal and not a whole number Task 3: Statistical studies (Application) Describe two examples of applications of statistical studies related to the environment. The Canadian Government wants to know what province has the best air quality. A small town in Ontario wants to predict if a new landfill will effect water pollution levels. Task 4: Survey questions (Application) Create one example of each of the following types of questions. Open question: What was your high school experience like? Closed question: Where did you go to college? Rating question: Using a scale of 0=not good, to 5 being excellent, rate your experience on campus at Algonquin. Ranking question: Rank each of the following items in order from being 0=your least favourite class to 5, being your favourite class this semester. Checklist question: Please select all electives you took this semester from the following: Task 5: Sampling method similarities and differences (Communication) Explain the similarities and differences between cluster sampling and multi-stage sampling. Cluster sampling and multi-stage sampling are both very similar, however multi-stage sampling has an additional step. In both types of surveys, it involves dividing the population into equal groups and then a certain number of people are randomly chosen from each group. This is where cluster sampling ends, however, when using multi-stage sampling, after a certain number of random people are chosen from the separated groups, the process is repeated. People are then chosen from each group again and those people are then used in the sample. Task 6: Deciding whom to survey (Application) You are hired by ABC Inc. to survey its employees about their health benefits. The following table lists the number of employees working in each division. Division Number of Employees Number Surveyed South Division 750 750x.20= 150 North Division 305 305x.20= 61 East Division 280 280x.20= 56 West Division 900 900x.29= 180 Southwest Division 465 465x.20= 93 Central Division 535 535x.20= 107 Total 3235 647 Design a stratified sample to survey 20% of the employees. Suggest two other ways (other than by company division) to stratify this sample. Another way stratify this sample would be to divide the employees by age groups or gender. Task 7: What kind of bias? (Thinking) Classify the bias in each scenario. Explain your answer. A researcher wants to know about the spending habits of teenagers in the community. The researcher randomly telephones 100 people to inquire about their spending habits. This type of bias would be a mix of both sampling bias and non-responsive bias because it is difficult to determine the actual age of the person on the other end of the phone, and therefor you have to trust their word that they are under 20. The results can also be inaccurate because of specific factors, such as the geographical area of the phone calls. It is also easy for people to hang up the phone or refuse to answer the survey questions since it’s not right in front of them or face to face, and therefor puts you at risk of not getting any responses. The student council wants to know what theme they should use for an upcoming school dance. They ask five students from Grade 11 (it’s a Grade 9 to 12 school). This type of bias would be considered household bias because they are only selecting students from one grade, instead of a mix of students from all grades. Students from grade 11 may have different interests and ideas from students in grade 9, or in grade 12. Task 8: Response bias: Misleading the participants (Thinking) In your own words, explain the meaning of response bias and how it appears in the following scenario: A survey is being conducted to determine how well the federal government is addressing the financial issues of Canadians. The researchers ask the question, “Given the current economic climate, do you think the government is doing enough to help Canadians make ends meet?” Response bias is used to either distract or mislead people when they are asked a question. It often influences their responses and can affect the outcome and accuracy of the survey. This question involves response bias because it gives an obvious indicator at the beginning of the question that the government isn’t doing enough to help Canadians make ends meet. It gives a subtle fact and puts an idea into people’s heads before even asking the question.