Math 146 Midwestern State University Introduction to Statistics Projects

Math 146 Introduction to StatisticsMath 146 Online Help
All course materials are available on CANVAS.
There are several excellent sources of online help for math concepts and problems.
Here are some sites:
https://www.khanacademy.org/math/statistics-probability
many short how to do it videos
https://www.wolframalpha.com/examples/mathematics/statistics/
advanced problem solver
http://www.mathsisfun.com/links/curriculum-high-school-statistics.html
organized approach, lots of interactivity
http://www.statsci.org/teaching.html
many pointers to teaching and learning materials
http://www.onlinemathlearning.com/statistics.html
lots of stat videos
https://phet.colorado.edu/en/search?q=statistics
good simulations for a couple of important topics
https://www.homeschoolmath.net/online/statistics.php
plenty of online simulations
Flu and Other Emergencies
This class is set up so that you can continue to make progress on the course
materials even if you cannot make it to class. In such circumstances, you will
probably need to supplement your learning with other resources, such as
— talking with classmates, friends and family
— studying the text book and its video support materials
— using online help
The instructor is always available via email if you have questions or concerns.
Math 146 Introduction to Statistics
Project 1 — Explore Public Data
Project 1 is to explore some of the large online databases. Introductory statistics
has not changed much over the last forty years. What has changed is
1) the accumulation of huge databases of public and private information,
2) public access over the internet to much of this data, and
3) descriptive statistical tools built into web pages for accessing data visually
Your assignment is to
— look at several of the data sources listed below
— choose a particular content area that you are interested in
— learn how to use the display tools in one source to access this data
— prepare a brief report to class members that includes
— the topic you chose to explore
— what you learned
— what surprised you
— the statistical techniques you learned to use
— the questions you have that remained unanswered.
Some public databases with built-in descriptive statistical tools:
Google Public Data
http://www.google.com/publicdata/directory
The U.S. Government’s open data resource
http://www.data.gov/
Similar government open data resources from
England
http://data.gov.uk/
India
http://data.gov.in/
US Census Bureau
https://www.census.gov/data.html
http://www.censusscope.org/
Tableau Public Data
https://public.tableau.com/en-us/gallery
CIA World Facebook
https://www.cia.gov/the-world-factbook/
Federal Health Data
https://www.healthdata.gov/
World Health Organization
https://www.who.int/en/
Math 146 Introduction to Statistics
Project 2 — Using Software Tools
Project 2 is to use a software statistical tool to generate descriptive information about some
data. Your task is to explore and use statistical software. There is some class descriptive
data on Canvas, as well some of the tools have pre-loaded data available, or you can find
interesting real data on the web, or even make up your own. The goal is to find a tool set that you
are comfortable to use for the rest of the course.
We are currently exploring some tools for descriptive data (histograms, scatter plots, etc).
Later we will explore the rest of the available tools, including regression analysis, inferential
statistics, and analysis of distributions. Try out tools that you do not yet understand. Discuss how to
use these tools with others.
You should freely explore all resources. Many of the larger collections of tools have dozens
(hundreds) of specialized tools. Your job is to try to figure out what some of them are doing.
It’s a good idea to work with another person if that is feasible. It’s also a good idea for now to
concentrate on descriptive statistics.
Widely used free statistical tools:
https://www.mathsisfun.com/data/index.html
clear and easy
https://www.makeuseof.com/tag/excel-basic-statistics/
excel spreadsheet
Comprehensive free statistical tools:
https://www.wolframalpha.com/examples/mathematics/statistics/
interactive website
https://www.graphpad.com/quickcalcs/
statistical calculators
https://www.r-project.org/
the R statistical program
http://www.shodor.org/interactivate/lessons/
search: statistics
http://www.sofastatistics.com/home.php
opensource download
Other free options:
applet collection
http://www.rossmanchance.com/applets/index.html
Descriptive Statistics
One proportion inference
support tools
https://www.geogebra.org/search/statistics
Binomial and Normal
Correlation
Statistics Activities
applets
https://onlinestatbook.com/rvls.html
Case Studies
Simulations
https://www.quantitativeskills.com/sisa/
interactive statistical analysis
https://www.danielsoper.com/statcalc/default.aspx
statistics calculators
Bricken
Math 146 Introduction to Statistics
2022
Project 3 — Reading Statistics
Project 3 is to find a technical report or article that includes statistics and describe
the statistics in the article.
The report or article can be a newspaper article, a published technical article, part
of a book, a web page, an online discussion, etc. Any source and any content that
applies statistics to data is appropriate. It’s better if you are interested in the topic,
but you do not need to understand the statistics in the article (that’s part of the
learning). I’ll be using your project report as a teaching opportunity.
The focus is on your description of the statistics used, not on the content (or the
controversy) of the article itself. Do not spend a lot of time searching through
articles to find one you like. The project is not about searching, it is about trying to
figure out what the reported statistics is saying.
Bring your selected article to class before the due date. Have your working group
(your table) verify that the article you chose
— has statistics that can be described
— is something that you can talk about for a couple of minutes
— is possible to understand.
This is an individual project (each student will select one article) with group
vetting (i.e. sanity checking) and group guidance.
On the project day, each student will describe what he/she found. You will have to
be succinct, you have no more than three minutes to describe the statistics in the
article.
Recommendations:
— The guidelines below (How to Read Statistics) are relevant.
— Write a one or two sentence summary of the content of your selected article.
— Make a bulleted list of the points you want to tell the class.
— Describe the data and the type of statistics in a few short sentences.
— Choose a small article with statistics you have seen in class.
Bricken
Math 146 Introduction to Statistics
2022
How to Read Statistics
Here are some guidelines:
1. What is the name the statistical technique?
2. Is it descriptive or analytic statistics?
3. Is the technique standard (common) or is it specialized (unusual)?
4. Is the technique intended for a professional or a general audience?
5. What is the question being asked (and answered)? Does the data technique
address the question? Does it answer the question?
6. What is the sample size and what is the population being generalized to?
7. How similar (or diverse) is the sample?
8. If the statistics is analytic, what is the significance level?
9. What is the measurement accuracy?
10. What is the exact definition of the units or data being reported? What exactly
is being measured?
11. What is the relation between the data that is gathered and the conclusions that
are reported?
12. If the data is reported as percentages or ratios or rates, what is being
compared? What is the relationship between the numerator and the denominator?
Bricken
Math 146 Introduction to Statistics
2022
Project 4 — Analyzing Statistics
Project 4 is to find a technical report or article that includes statistics and analyze
the statistics in the article.
The report or article can be a newspaper article, a published technical article, part
of a book, a web page, an online discussion, etc. Any source and any content that
applies statistics to data is appropriate. It’s better if you are interested in the topic,
but you do not need to understand the statistics in the article (that’s part of the
learning). I’ll be using your project report as a teaching opportunity.
The focus is on your opinion and commentary about the statistics used, not on the
content (or the controversy) of the article itself. Do not spend a lot of time
searching through articles to find one you like. The project is not about searching,
it is about trying to figure out what the reported statistics is saying and whether or
not the analysis is credible.
Bring your selected article to class before the due data. Have your working group
(your table) verify that the article you chose
— has statistics that can be discussed and critiqued
— is something that you can talk about for a couple of minutes
— is possible to understand.
This is an individual project (each student will select and discuss one article) with
group vetting (i.e. sanity checking) and group guidance.
On the last day of class, each student will describe what they found. You will have
to be succinct, you have no more than five minutes to share your opinions about the
statistics in the article.
Recommendations:
— The guidelines below (How to Analyze Statistics) are relevant.
— Write a one or two sentence summary of the content of your selected article.
— Make a bulleted list of the points you want to tell the class.
— Describe the data and the type of statistics in a few short sentences.
— Choose a small article with statistics you have seen in class.
Bricken
Math 146 Introduction to Statistics
2022
How to Analyze Statistics
“It is never safe to take published statistics at their face value, without knowing their
meaning and limitations, and it is always necessary to criticize arguments that are based
on statistics.”
L. Bowley
Here are some guidelines:
1. What is the question being asked (and answered)? Is the data technique
appropriate to answer the question?
2. What exactly is being measured?
3. How similar (or diverse) is the sample? How different is the sample from the
population that the data is claimed to represent?
4. What is the relation between the data that is gathered and the conclusions that
are reported?
5. What data or information should have been collected and reported? What is
missing from the data that is being analyzed?
6. If quantities are being compared, are they actually comparable?
7. What is the measurement accuracy? Does it align with the accuracy of the
reported statistics?
8. Is the time scope being reported sufficient to avoid fluctuation of daily
circumstances? What the time interval can the results be generalized to?
9. Are the article’s conclusions supported by the reported statistics? Does the data
directly support the conclusions?
10. Are the statistics being used to convince or to describe or to deceive?
11. What are the author’s vested interests or personal biases or professional
credibility?
12. Do you find the article’s use of statistics convincing?
Math 146 Introduction to Statistics
Project 2 — Using Software Tools
Project 2 is to use a software statistical tool to generate descriptive information about some
data. Your task is to explore and use statistical software. There is some class descriptive
data on Canvas, as well some of the tools have pre-loaded data available, or you can find
interesting real data on the web, or even make up your own. The goal is to find a tool set that you
are comfortable to use for the rest of the course.
We are currently exploring some tools for descriptive data (histograms, scatter plots, etc).
Later we will explore the rest of the available tools, including regression analysis, inferential
statistics, and analysis of distributions. Try out tools that you do not yet understand. Discuss how to
use these tools with others.
You should freely explore all resources. Many of the larger collections of tools have dozens
(hundreds) of specialized tools. Your job is to try to figure out what some of them are doing.
It’s a good idea to work with another person if that is feasible. It’s also a good idea for now to
concentrate on descriptive statistics.
Widely used free statistical tools:
https://www.mathsisfun.com/data/index.html
clear and easy
https://www.makeuseof.com/tag/excel-basic-statistics/
excel spreadsheet
Comprehensive free statistical tools:
https://www.wolframalpha.com/examples/mathematics/statistics/
interactive website
https://www.graphpad.com/quickcalcs/
statistical calculators
https://www.r-project.org/
the R statistical program
http://www.shodor.org/interactivate/lessons/
search: statistics
http://www.sofastatistics.com/home.php
opensource download
Other free options:
applet collection
http://www.rossmanchance.com/applets/index.html
Descriptive Statistics
One proportion inference
support tools
https://www.geogebra.org/search/statistics
Binomial and Normal
Correlation
Statistics Activities
applets
https://onlinestatbook.com/rvls.html
Case Studies
Simulations
https://www.quantitativeskills.com/sisa/
interactive statistical analysis
https://www.danielsoper.com/statcalc/default.aspx
statistics calculators
Bricken
Math 146 Introduction to Statistics
2022
Project 3 — Reading Statistics
Project 3 is to find a technical report or article that includes statistics and describe
the statistics in the article.
The report or article can be a newspaper article, a published technical article, part
of a book, a web page, an online discussion, etc. Any source and any content that
applies statistics to data is appropriate. It’s better if you are interested in the topic,
but you do not need to understand the statistics in the article (that’s part of the
learning). I’ll be using your project report as a teaching opportunity.
The focus is on your description of the statistics used, not on the content (or the
controversy) of the article itself. Do not spend a lot of time searching through
articles to find one you like. The project is not about searching, it is about trying to
figure out what the reported statistics is saying.
Bring your selected article to class before the due date. Have your working group
(your table) verify that the article you chose
— has statistics that can be described
— is something that you can talk about for a couple of minutes
— is possible to understand.
This is an individual project (each student will select one article) with group
vetting (i.e. sanity checking) and group guidance.
On the project day, each student will describe what he/she found. You will have to
be succinct, you have no more than three minutes to describe the statistics in the
article.
Recommendations:
— The guidelines below (How to Read Statistics) are relevant.
— Write a one or two sentence summary of the content of your selected article.
— Make a bulleted list of the points you want to tell the class.
— Describe the data and the type of statistics in a few short sentences.
— Choose a small article with statistics you have seen in class.
Bricken
Math 146 Introduction to Statistics
2022
How to Read Statistics
Here are some guidelines:
1. What is the name the statistical technique?
2. Is it descriptive or analytic statistics?
3. Is the technique standard (common) or is it specialized (unusual)?
4. Is the technique intended for a professional or a general audience?
5. What is the question being asked (and answered)? Does the data technique
address the question? Does it answer the question?
6. What is the sample size and what is the population being generalized to?
7. How similar (or diverse) is the sample?
8. If the statistics is analytic, what is the significance level?
9. What is the measurement accuracy?
10. What is the exact definition of the units or data being reported? What exactly
is being measured?
11. What is the relation between the data that is gathered and the conclusions that
are reported?
12. If the data is reported as percentages or ratios or rates, what is being
compared? What is the relationship between the numerator and the denominator?
Bricken
Math 146 Introduction to Statistics
2022
Project 4 — Analyzing Statistics
Project 4 is to find a technical report or article that includes statistics and analyze
the statistics in the article.
The report or article can be a newspaper article, a published technical article, part
of a book, a web page, an online discussion, etc. Any source and any content that
applies statistics to data is appropriate. It’s better if you are interested in the topic,
but you do not need to understand the statistics in the article (that’s part of the
learning). I’ll be using your project report as a teaching opportunity.
The focus is on your opinion and commentary about the statistics used, not on the
content (or the controversy) of the article itself. Do not spend a lot of time
searching through articles to find one you like. The project is not about searching,
it is about trying to figure out what the reported statistics is saying and whether or
not the analysis is credible.
Bring your selected article to class before the due data. Have your working group
(your table) verify that the article you chose
— has statistics that can be discussed and critiqued
— is something that you can talk about for a couple of minutes
— is possible to understand.
This is an individual project (each student will select and discuss one article) with
group vetting (i.e. sanity checking) and group guidance.
On the last day of class, each student will describe what they found. You will have
to be succinct, you have no more than five minutes to share your opinions about the
statistics in the article.
Recommendations:
— The guidelines below (How to Analyze Statistics) are relevant.
— Write a one or two sentence summary of the content of your selected article.
— Make a bulleted list of the points you want to tell the class.
— Describe the data and the type of statistics in a few short sentences.
— Choose a small article with statistics you have seen in class.
Bricken
Math 146 Introduction to Statistics
2022
How to Analyze Statistics
“It is never safe to take published statistics at their face value, without knowing their
meaning and limitations, and it is always necessary to criticize arguments that are based
on statistics.”
L. Bowley
Here are some guidelines:
1. What is the question being asked (and answered)? Is the data technique
appropriate to answer the question?
2. What exactly is being measured?
3. How similar (or diverse) is the sample? How different is the sample from the
population that the data is claimed to represent?
4. What is the relation between the data that is gathered and the conclusions that
are reported?
5. What data or information should have been collected and reported? What is
missing from the data that is being analyzed?
6. If quantities are being compared, are they actually comparable?
7. What is the measurement accuracy? Does it align with the accuracy of the
reported statistics?
8. Is the time scope being reported sufficient to avoid fluctuation of daily
circumstances? What the time interval can the results be generalized to?
9. Are the article’s conclusions supported by the reported statistics? Does the data
directly support the conclusions?
10. Are the statistics being used to convince or to describe or to deceive?
11. What are the author’s vested interests or personal biases or professional
credibility?
12. Do you find the article’s use of statistics convincing?