My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/LearningStyles
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/techtips & http://shellyterrell.com/textbook2life
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/math
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http://www.youtube.com/onlineteaching
Chapter 7: Estimating Parameters and Determining Sample Sizes
7.3: Estimating a Population Standard Deviation or Variance
Please Subscribe to this Channel for more solutions and lectures
http://www.youtube.com/onlineteaching
Chapter 7: Estimating Parameters and Determining Sample Sizes
7.3: Estimating a Population Standard Deviation or Variance
Descriptive Statistics Formula Sheet Sample Populatio.docxsimonithomas47935
Descriptive Statistics Formula Sheet
Sample Population
Characteristic statistic Parameter
raw scores x, y, . . . . . X, Y, . . . . .
mean (central tendency) M =
∑ x
n
μ =
∑ X
N
range (interval/ratio data) highest minus lowest value highest minus lowest value
deviation (distance from mean) Deviation = (x − M ) Deviation = (X − μ )
average deviation (average
distance from mean)
∑(x − M )
n
= 0
∑(X − μ )
N
sum of the squares (SS)
(computational formula) SS = ∑ x
2 −
(∑ x)2
n
SS = ∑ X2 −
(∑ X)2
N
variance ( average deviation2 or
standard deviation
2
)
(computational formula)
s2 =
∑ x2 −
(∑ x)2
n
n − 1
=
SS
df
σ2 =
∑ X2 −
(∑ X)2
N
N
standard deviation (average
deviation or distance from mean)
(computational formula) s =
√∑ x
2 −
(∑ x)2
n
n − 1
σ =
√∑ X
2 −
(∑ X)2
N
N
Z scores (standard scores)
mean = 0
standard deviation = ± 1.0
Z =
x − M
s
=
deviation
stand. dev.
X = M + Zs
Z =
X − μ
σ
X = μ + Zσ
Area Under the Normal Curve -1s to +1s = 68.3%
-2s to +2s = 95.4%
-3s to +3s = 99.7%
Using Z Score Table for Normal Distribution
(Note: see graph and table in A-23)
for percentiles (proportion or %) below X
for positive Z scores – use body column
for negative Z scores – use tail column
for proportions or percentage above X
for positive Z scores – use tail column
for negative Z scores – use body column
to discover percentage / proportion between two X values
1. Convert each X to Z score
2. Find appropriate area (body or tail) for each Z score
3. Subtract or add areas as appropriate
4. Change area to % (area × 100 = %)
Regression lines
(central tendency line for all
points; used for predictions
only) formula uses raw
scores
b = slope
a = y-intercept
y = bx + a
(plug in x
to predict y)
b =
∑ xy −
(∑ x)(∑ y)
n
∑ x2 −
(∑ x)2
n
a = My - bMx
where My is mean of y
and Mx is mean of x
SEest (measures accuracy of predictions; same properties as standard deviation)
Pearson Correlation Coefficient
(used to measure relationship;
uses Z scores)
r =
∑ xy−
(∑ x)(∑ y)
n
√(∑ x2−
(∑ x)2
n
)(∑ y2−
(∑ y)2
n
)
r =
degree x & 𝑦 𝑣𝑎𝑟𝑦 𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟
degree x & 𝑦 𝑣𝑎𝑟𝑦 𝑠𝑒𝑝𝑎𝑟𝑎𝑡𝑒𝑙𝑦
r
2
= estimate or % of accuracy of predictions
PSYC 2317 Mark W. Tengler, M.S.
Assignment #9
Hypothesis Testing
9.1 Briefly explain in your own words the advantage of using an alpha level (α) = .01
versus an α = .05. In general, what is the disadvantage of using a smaller alpha
level?
9.2 Discuss in your own words the errors that can be made in hypothesis testing.
a. What is a type I error? Why might it occur?
b. What is a type II error? How does it happen?
9.3 The term error is used in two different ways in the context of a hypothesis test.
First, there is the concept of sta
Elements of Inference covers the following concepts and takes off right from where we left off in the previous slide https://www.slideshare.net/GiridharChandrasekar1/statistics1-the-basics-of-statistics.
Population Vs Sample (Measures)
Probability
Random Variables
Probability Distributions
Statistical Inference – The Concept
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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2. Chi-square and F Distributions
Children of the Normal
school.edhole.com
3. Distributions
• There are many theoretical
distributions, both continuous and
discrete.
• We use 4 of these a lot: z (unit normal),
t, chi-square, and F.
• Z and t are closely related to the
sampling distribution of means; chi-square
and F are closely related to the
sampling distribution of variances.
school.edhole.com
4. Chi-square Distribution (1)
z X X
= ( - ) ; z = (X -m ) ; z = ( y - m
)
s
s
SD
z = y -m
2
2
2 ( )
s
z score
z score squared
z2 = c Make it Greek
2
(1)
What would its sampling distribution look like?
Minimum value is zero.
Maximum value is infinite.
Most values are between zero and 1;
most around zero.
school.edhole.com
5. Chi-square (2)
What if we took 2 values of z2 at random and added them?
z = ( y -m ) ; z = ( y - )
2
2
2
2 2
2
2 2
2 1
1
s
m
s
2
= ( y - ) + ( y - ) = z 2
+ z
2
2 1
2
c m
2
2
2 1
(2)
s
m
s
Same minimum and maximum as before, but now average
should be a bit bigger.
Chi-square is the distribution of a sum of squares.
Each squared deviation is taken from the unit normal:
N(0,1). The shape of the chi-square distribution
depends on the number of squared deviates that are
added together.
school.edhole.com
6. Chi-square 3
The distribution of chi-square depends
on 1 parameter, its degrees of freedom
(df or v). As df gets large, curve is less
skewed, more normal.
school.edhole.com
7. Chi-square (4)
• The expected value of chi-square is df.
– The mean of the chi-square distribution is its
degrees of freedom.
• The expected variance of the distribution is
2df.
– If the variance is 2df, the standard deviation must
be sqrt(2df).
• There are tables of chi-square so you can find
5 or 1 percent of the distribution.
• Chi-square is additive. 2
2
(v1 v2 ) v1 v2 c = c + c +
( )
2
( )
school.edhole.com
8. Distribution of Sample
Variance
( y -
y
)2
1
2
-
= å
N
s
Sample estimate of population variance
(unbiased).
c N s
2
2
2
( 1)
( 1)
s
N
= - -
Multiply variance estimate by N-1 to
get sum of squares. Divide by
population variance to normalize.
Result is a random variable distributed
as chi-square with (N-1) df.
We can use info about the sampling distribution of the
variance estimate to find confidence intervals and
conduct statistical tests.
school.edhole.com
9. Testing Exact Hypotheses
about a Variance
2
0
2
H0 :s =s Test the null that the population
variance has some specific value. Pick
alpha and rejection region. Then:
c N s
2
0
2
2
( 1)
( 1)
s
N
= - -
Plug hypothesized population
variance and sample variance into
equation along with sample size we
used to estimate variance. Compare
to chi-square distribution.
school.edhole.com
10. Example of Exact Test
Test about variance of height of people in inches. Grab 30
people at random and measure height.
H : s ³ 6.25; H : s <
6.25.
Note: 1 tailed test on
2
30; 4.55
2
1
2
0
= =
N s
small side. Set alpha=.01.
21.11
2 (29)(4.55)
29 c = =
6.25
Mean is 29, so it’s on the
small side. But for Q=.99, the
value of chi-square is 14.257.
Cannot reject null.
H s H s
= ¹
: 6.25; : 6.25.
2
30; 4.55
2
1
2
0
= =
N s
Note: 2 tailed with alpha=.01.
Now chi-square with v=29 and Q=.995 is 13.121 and
also with Q=.005 the result is 52.336. N. S. either way.
school.edhole.com
11. Confidence Intervals for the
Variance
We use s2 to estimate s 2
. It can be shown that: é ( - 1) ( - 1) 2
£ £
.95
p N s N s
2
( 1;.975)
2
2
2
( 1;.025)
=
ù
ú úû
ê êë
c
c
Suppose N=15 and is 10. Then df=14 and for Q=.025
the value is 26.12. For Q=.975 the value is 5.63.
s
N- N-
.95
s2
(14)(10) 2 (14)(10)
5.63
úû
= pé £s £
26.12
ù
êë
p[5.36 £s 2 £ 24.87] =.95
school.edhole.com
12. Normality Assumption
• We assume normal distributions to figure
sampling distributions and thus p levels.
• Violations of normality have minor
implications for testing means, especially as
N gets large.
• Violations of normality are more serious for
testing variances. Look at your data before
conducting this test. Can test for normality.
school.edhole.com
13. The F Distribution (1)
• The F distribution is the ratio of two
variance estimates:
2
1
est
.
s
est
s
2
2
2
1
F = s =
2
2
.
s
• Also the ratio of two chi-squares, each
divided by its degrees of freedom:
2
c
=
v
c
2
(
1
2
/
( )
) /
1
v
2
v
F
v
In our applications, v2 will be larger
than v1 and v2 will be larger than 2.
In such a case, the mean of the F
distribution (expected value) is
v2 /(v2 -2).
school.edhole.com
14. F Distribution (2)
• F depends on two parameters: v1 and v2
(df1 and df2). The shape of F changes
with these. Range is 0 to infinity.
Shaped a bit like chi-square.
• F tables show critical values for df in
the numerator and df in the
denominator.
• F tables are 1-tailed; can figure 2-tailed
if you need to (but you usually don’t).
school.edhole.com
15. Testing Hypotheses about 2
Variances
• Suppose
– Note 1-tailed.
• We find
• Then df1=df2 = 15, and
2
2
2
1 1
2
2
2
0 1 H :s £s ; H :s >s
16; 5.8; 16; 2 1.7
2 2
2
1 1 N = s = N = s =
F s 5.8
3.41
Going to the F table with 15
= 1 = =
s
1.7
2
2
2
and 15 df, we find that for alpha
= .05 (1-tailed), the critical
value is 2.40. Therefore the
result is significant.
school.edhole.com
16. A Look Ahead
• The F distribution is used in many
statistical tests
– Test for equality of variances.
– Tests for differences in means in ANOVA.
– Tests for regression models (slopes
relating one continuous variable to another
like SAT and GPA).
school.edhole.com
17. Relations among Distributions
– the Children of the Normal
• Chi-square is drawn from the normal.
N(0,1) deviates squared and summed.
• F is the ratio of two chi-squares, each
divided by its df. A chi-square divided
by its df is a variance estimate, that is,
a sum of squares divided by degrees of
freedom.
• F = t2. If you square t, you get an F
with 1 df in the numerator.
2
(v) v t = F
(1, )
school.edhole.com