Scribd
Upload
4 views

Lab9

The document outlines a lab exercise focused on sample size and power in statistical analysis, covering topics such as estimating population means, comparing risk-taking behavior between genders, and estimating proportions. It includes specific calculations and considerations for determining sample sizes based on desired confidence levels, significance, and power. Additionally, it discusses the implications of varying sample sizes and margins of error on statistical outcomes.

Uploaded by

BBI Apparel
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
4 views

Lab9

The document outlines a lab exercise focused on sample size and power in statistical analysis, covering topics such as estimating population means, comparing risk-taking behavior between genders, and estimating proportions. It includes specific calculations and considerations for determining sample sizes based on desired confidence levels, significance, and power. Additionally, it discusses the implications of varying sample sizes and margins of error on statistical outcomes.

Uploaded by

BBI Apparel
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 2

Sample Size and Power Lab (DRAFT)

1. Mean response on a survey. This exercise will demonstrate the relationship between
sample size, the standard deviation, and the margin of error when estimating a population
mean with 95% confidence.

Juan makes a measurement on a survey and records the results in his database. The
standard deviation of the response has been mathematically transformed to have σ = 10.
The measurement is repeated three times. Juan calculates based on these three
measurements.

a. What is the standard error of Juan’s mean response? That is, if Juan kept on
making 3 measurements and averaging them, what would be the standard
deviation of all his ’s. (Recall the square root law: . Also recall that
SExbar is the σ of the sampling distribution of .)

b. Explain to someone who knows no statistics the advantage of reporting the


average of several measurements rather than the results of single measurement.

c. How many times must Juan repeat the measurement to reduce the SE of to 5?
(Hint: Solve the SE formula for n.)

d. The idea of a 95% confidence interval is that the interval captures the true value
of the parameter in 95% of all samples: 95% hits and 5% misses. Because means
tend to be Normally distributed (central limit theorem), we can say that margin of
error m with 95% confidence is about equal to 2 standard errors (recall the 68–
95–99.7 rule). In other words, m ≈ 2 (σ /√n) for 95% confidence. Solve this
equation for n (If you need help, ask me!*) and then determine how large a
sample is needed to reduce the margin of error to plus or minus 5 units?

2. Comparing risk-taking behavior in boys and girls. This exercise will identify the
factors you need to test a difference in means.

A questionnaire uses an index of risk-taking in which scores are mathematically


transformed so that μ = 100 and σ = 15. We suspect boys exhibit a score on this scale that
is 10 points higher (on the average) than girls.

a. What additional information do we need before we are able to calculate the


required sample size to test the difference for significance? (Check notes to see
what “inputs” are needed.)

b. Suppose we want a significance level of 0.01 (two-sided), power of 90%, and


will use an equal number of boys and girls in our sample. How many subjects do

*
OK…you twisted my arm:

Page 1 of 2 (/conversion/tmp/activity_task_scratch/864613601.doc)
we need to study?

You may use a software utility (e.g., WinPepi or OpenEpi.com) or formula for

computations. The formula is per group, where 1 – β =

the desired power, α = the significance-level, σ = the within group standard


deviation, and Δ = a difference worth detecting.

c. Suppose it is twice as easy to study girls as boys. How many subjects do you
need to study with a 2:1 sampling ratio? What was the influence of using this
sample ratio (as opposed to having an equal number of boys and girls)? [Use a
software utility for computations.]

d. Return to the conditions established in part (b) of this exercises (Δ = 10, power =
0.90, σ = 15) except now use an alpha of 0.05 (two-sided) . What was the
influence of increasing alpha?

e. Return to the conditions specified in part (b), except now look for a difference of
5. What was the influence of decreasing “the difference worth detecting”?

3. Estimating a proportion. We saw earlier how to estimate a parameter with “plus or


minus” margin of error m when estimating μ (quantitative outcome). Now we are
planning a study with a binary response and to estimate p. The margin of error for 95%

confidence in a large sample confidence interval for p is . Notice that

the margin of error involves the sample proportion . Therefore we need an educated
guess for p before determining an appropriate sample size. Let’s call this “educated guess
p*.

a. We want to estimate a proportion with margin of error of plus or minus 5%. How
large a sample is needed? We have no idea of what to expect for p. When no
information is available, use p* = 0.5 to ensure adequate precision. Use a
software utility (e.g., OpenEpi.com or WinPepi) for computations.

b. Now we want a margin of error of plus or minus 2%. How large a sample is
needed? What was the “cost” of decreasing the margin of error?

c. Now want a margin of error of 1%. What was the effect on the required sample
size?

d. Now we are will to accept 90% confidence. What is the effect on the required
sample size?

4. Testing two proportions. See conditions on p. 4 of the StatPrimer handout.

Page 2 of 2 (/conversion/tmp/activity_task_scratch/864613601.doc)

You might also like