These are the learning objectives for this portion of the class:

- Define inferential statistics
- Graph a probability distribution for the mean of a discrete variable
- Describe a sampling distribution in terms of “all possible outcomes”
- Describe a sampling distribution in terms of repeated sampling
- Describe the role of sampling distributions in inferential statistics
- Define the standard error of the mean
- State the mean and variance of the sampling distribution of the difference between means
- Compute the standard error of the difference between means
- Compute the probability of a difference between means being above a specified value
- State how the shape of the sampling distribution of r deviates from normality
- Transform r to z’
- Compute the standard error of z’
- Calculate the probability of obtaining an r above a specified value
- Compute the mean and standard deviation of the sampling distribution of p
- State the relationship between the sampling distribution of p and the normal distribution

These are the learning objectives for this portion of the class:

- Describe the logic by which it can be concluded that someone can distinguish between two things
- State whether random assignment ensures that all uncontrolled sources of variation will be equal
- Define precisely what the probability is that is computed to reach the conclusion that a difference is not due to chance
- Define “null hypothesis”
- Define “alternative hypothesis”
- Describe how a probability value is used to cast doubt on the null hypothesis
- Define “statistically significant”
- Define Type I and Type II errors
- Explain why the null hypothesis should not be accepted when the effect is not significant
- State what it means to accept the null hypothesis
- Discuss the problems of affirming a negative conclusion
- Be able to state the null hypothesis for both one-tailed and two-tailed tests
- Differentiate between a significance level and a probability level
- State the four steps involved in significance testing
- Determine from a confidence interval whether a test is significant
- State why the probability value is not the probability the null hypothesis is false
- Explain why a low probability value does not necessarily mean there is a large effect
- Explain why a non-significant outcome does not mean the null hypothesis is probably true

View the week 5 presentation.

- Read: Manga Guide to Statistics sections of interest:
- 89-98, 143-189

- Watch: Introductory Statistics: Chapter 6: Sampling distributions
- Watch: Introductory Statistics: Chapter 8: Hypothesis testing
- Watch: Type I error vs Type II error
- Watch: The Shape of Data: Distributions: Crash Course Statistics #7
- Watch: Probability Part 1: Rules and Patterns: Crash Course Statistics #13
- Watch: Probability Part 2: Updating Your Beliefs with Bayes: Crash Course Statistics #14
- Watch: The Normal Distribution: Crash Course Statistics #19
- Watch: Confidence Intervals: Crash Course Statistics
- Watch: How P-Values Help Us Test Hypotheses: Crash Course Statistics #21

There are a number of assignments this week, as usual.

This week’s activity covers research

Don’t forget about your chapter quizzes! Find them in the Quizzes menu in D2L.

**Remember! For Slack posts involving chapter group questions, answers, and responses, use the following convention at the beginning of your post:**

Group 3 picking their

questionwould start with:G3Q

Group 4answeringtheir own question would start with:G4A

Group 5respondingto another group’s answer would start with:G5R

The Slack markup code for writing those would be: `*G3Q*`

and so on, as *s around text make it **bold**.

Choose a question from the end of chapter 9 in the section called “Exercises” to answer. Post the question and your answer, and make sure to justify your response.

For example, if you determine that a type of statistic is descriptive, provide your reasoning being specific about the problem presented and your answer.

Next, respond to another students’ answers by asking a question for clarification, providing a personal experience, posting a thought-provoking question, taking a controversial, but professional stand, adding something new to the conversation, quoting another student’s comment and add an additional idea based on this comment, etc.

Your responses should be respectful and offered in a professional manner. You may wish to review the behavior Course Policies to help frame your response. Remember, you will be responding about the specific idea, issue, or question.

*You may not answer a question that has been previously addressed.*

Choose a question from the end of chapter 11 in the section called “Exercises” to answer. Post the question and your answer, and make sure to justify your response.

For example, if you determine that a type of statistic is descriptive, provide your reasoning being specific about the problem presented and your answer.

Next, respond to another students’ answers by asking a question for clarification, providing a personal experience, posting a thought-provoking question, taking a controversial, but professional stand, adding something new to the conversation, quoting another student’s comment and add an additional idea based on this comment, etc.

Your responses should be respectful and offered in a professional manner. You may wish to review the behavior Course Policies to help frame your response. Remember, you will be responding about the specific idea, issue, or question.

*You may not answer a question that has been previously addressed.*

Copyright © 2019 Ryan Straight. All rights reserved.