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2 5 Bias and Scaling

The document discusses bias and scaling in sampling and how they affect statistics. It provides examples of different sampling techniques and defines bias. The document then works through examples calculating measures of central tendency and dispersion for data sets where bias and scaling have been applied. It analyzes how the measures are impacted by adding or multiplying values in the data sets.

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127 views5 pages

2 5 Bias and Scaling

The document discusses bias and scaling in sampling and how they affect statistics. It provides examples of different sampling techniques and defines bias. The document then works through examples calculating measures of central tendency and dispersion for data sets where bias and scaling have been applied. It analyzes how the measures are impacted by adding or multiplying values in the data sets.

Uploaded by

aftab
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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IB Math Applications Yr 1

Name_________________________________ Date_______________
2-5 Bias and Scaling
Learning Goal:
1) What is bias, and what how does it affect the reliability of our data sample?
2) How does scaling affect statistics in a sample?

Warm-up:
Identify the following sampling techniques as simple random, systematic, convenience, stratified, and quota
sampling.

a. All freshmen at a university are enrolled in 1 of 30 sections of a seminar course. To select a sample of freshman
at this university, a researcher selects 4 freshmen at random for each of the 30 sections.

b. To obtain a sample of those attending a basketball game, a researcher selects the 24th person through the door.
Then, every 50th person after that is also included in the sample.

c. To obtain a sample of students, faculty, and staff at a university, a researcher randomly selects 50 faculty
members from a list of faculty, 100 students from a list of students, and 30 staff members from a list of staff.

d. To obtain a sample of the seniors at the university, a researcher writes the name of each senior on a slip of paper,
places the slips in a box and mixes them, and then selects 100 slips. The students whose names are on the slips
of paper are included in the sample.

New Vocabulary!
• Bias: A sample that is not random. Data is missing, and there has been errors in recording the data.
IB Math Applications Yr 1
Investigation:
The following set of data represents the weight w in kg, of 15 new-born babies at Phelps Memorial Hospital:
2.6, 3.1, 1.8, 2.5, 4.6, 3.6, 3.4, 2.9, 4.8, 6.9, 4.1, 5, 3.5, 1.2, 4.4
Calculate the following Measures of Central Tendency:

a. Mean

b. Median

c. Mode

Calculate the following Measures of Dispersion (spread)


a. Standard Deviation

b. Range

c. IQR

OOPS! It turns out the nurse that was measuring the weight of the babies forgot to zero the scale before
weighing the babies. Each baby weight is now 3 kg more than their original weight. The correct data is shown
below.

5.6, 6.1, 4.8, 5.5, 7.6, 6.6, 6.4, 5.9, 7.8, 9.9, 7.1, 8, 6.5, 4.2, 7.4

Recalculate the following Measures of Central Tendency:

a. Mean

b. Median

c. Mode

Recalculate the following Measures of Dispersion (spread)


a. Standard Deviation

b. Range

c. IQR

Findings: What did you notice about the differences in your answers when 3 was added to every data point?

Measures of Central Tendency Measures of Dispersion (spread)


IB Math Applications Yr 1
OOPS Again!
It turns out that the scale used to weigh the babies was still off. It turns out that all of the original baby
weights are actually doubled! Below are the correct baby weights:
5.2, 6.2, 3.6, 5, 9.2, 7.2, 6.8, 5.8, 9.6, 13.8, 8.2, 10, 7, 2.4, 8.8

Recalculate the following Measures of Central Tendency:

d. Mean

e. Median

f. Mode

Recalculate the following Measures of Dispersion (spread)


d. Standard Deviation

e. Range

f. IQR

Findings: What did you notice about the differences in your answers when each data point was doubled!

Measures of Central Tendency Measures of Dispersion (spread)

Outliers:
Calculate the 5-number summary, and IQR of the last set of data and create a box plot of the data on the
below number line.
Min Q1 Med Q3 Max IQR

An outlier is defined as a value that is much smaller and much larger than the other values. We consider an
outlier to be a point defined as not being in the interval described below:
Lower Bound: Q1 – (1.5 x IQR) Upper Bound: Q3 + (1.5 x IQR)

• Using the above data, determine if a baby weight of 16 kg would be considered an outlier
IB Math Applications Yr 1

Practice:
1. Ursula measures the heights of 35 tulips in her garden in centimeters. The
data she gathers is below:

20 20 21 22 22 22 24 25 27 28
28 29 30 31 32 33 33 34 34 34
35 35 36 37 39 39 39 40 41 41

a. Calculate the mean and standard deviation

b. Find the range and Interquartile range

c. Write down the median, lower quartile, and upper quartile

d. Write down the heights of the shortest and the tallest tulip, and check to see if there are any
outliers. Justify your answer.

Ursula realized that she had been measuring all of these tulips incorrectly, starting at the beginning of
the tape measure instead of 0. Therefore, she needs to add an extra centimeter to the height of each
tulip.

e. Describe how this will alter the mean and standard deviation.

Ursula noted that there was a significant amount of rainfall in the following week and the heights of
each tulip originally measured tripled in height.

f. Comment on how this would affect the mean and standard deviation
IB Math Applications Yr 1
2𝑥−𝑧
2. Let 𝑝 =
√𝑦−𝑧

(a) Find the value of 𝑝 when x = 45, y = 8192 and z = 64. Write down your full calculator display.

[2 marks]

(b) Write down your answer to part (a) [2 marks]

(i) correct to four significant figures;

(ii) correct to two decimal places

3. Let X = 5.4 × 104 and Y = 3.2 × 10-7.


(a) Write the values of X and Y as ordinary numbers with no exponents.

(b) Write down the value of Y – 2X. Give your answer in the form a × 10k, where 1 ≤ a < 10

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