Statistics

Statistics

Excel-Statistics-Book.htm

Walter Antoniotti 21st Century Learning Products

Third Edition

ISBN 1-929850-01-8

Copyright ? 2001 by 21st Century Learning Products

All rights reserved.

QUICK NOTES is a registered trademark of 21st Century Learning Products

Fred and Lulu have been provided by Corel Draw and Image Club Graphics (403-262-8008) respectively.

21st Century Learning Products 227 Baboosic Lake Road Merrimack, NH 03054 603-424-4665 800-253-6595 antonw@

Dedication

This book is dedicated to the many teachers who spend countless hours developing class handouts to meet the learning styles and ability levels particular to their students. I have been privileged to learn from many such teachers, the most pertinent of whom is the late Dr. Paul R. Gawthrop, my Marietta College Statistics teacher. Quick Notes Statistics was modeled after his Statistics course outline.

A Very Special Thank You

To Professors Carl T. Brezovec, Normand A. Dion, William H. Jack, Jr., Candace B. McKinniss, Robert F. Wiesenauer, and P. Teresa Farnum of Franklin Pierce College, Rindge, New Hampshire, whose suggestions and encouragement improved the book and made the project more enjoyable. To my Franklin Pierce College Division of Professional Studies Statistics students who enhanced the development of The Quick Notes Learning System for Statistics. To Jill Moon, graduate statistics student at George Mason University, Washington, DC, who extensively reviewed an early draft of the book. To Professor William R. Benoit, Chair of the Business Department, Plymouth State College, Plymouth, New Hampshire, for his invaluable suggestions.

About The Author

Walter Antoniotti began teaching Statistics over 30 years ago for Daniel Webster College, Nashua, New Hampshire, where he became an Associate Professor of Business Administration and Chairperson of the Department of Aviation Management. During the past 21 years, as Director and then Dean of Continuing Education for Franklin Pierce College, Rindge, New Hampshire, Walter helped build one of New England's most successful Continuing Education Programs. Today, as Franklin Pierce College's Special Assistant for Professional Studies Program Development, Walter enjoys teaching, writing, and investigating areas of interest to himself and the College. Walter Antoniotti has a Bachelor of Science degree in Business Administration from Marietta College, Marietta, Ohio, and a Masters of Business Administration degree from Northeastern University, Boston, Massachusetts.

THE QUICK NOTES PIllLOSOPHY

The Theory of Optimum Amounts

There exists for every CONCEPT to be learned, an optimum amount of explanatory material. There exists for every TOPIC to be learned, an optimum number of concepts to be integrated. There exists for every SUBJECT to be learned, an optimum number of topics to be mastered.

By limiting explanatory material to optimum amounts, Quick Notes maximizes learning.

The Theory of Optimum Placement

There exists for every CONCEPT to be learned and integrated into a TOPIC of concern, a unique placement of elements that will maximize learning.

By placing related elements on the same page or facing pages, Quick Notes maximizes learning.

The Optimum Relationship Between Content and Process

Education is the learning of content and process. Content is the what of learning-it's the arithmetic of mathematics and the grammar of communication. Process is the application of content-it's the problemsolving of mathematics and the writing of communication. Learning begins with content and expands to process.

By making the learning of content easier, Quick Notes makes the learning of process easier.

Education Requires Sacrifice and Discipline

Sacrifice and discipline, which are required to do schoolwork and homework, are essential parts of the educational process. Applying the Quick Notes Philosophy will make this sacrifice and discipline less frustrating, but it will not make education fun. If schoolwork and homework were supposed to be fun, they would be called schoolfun and homefun.

By learning to sacrifice and exhibit discipline while going to school, a young person begins the process of becoming an adult.

The World of Multiple Intelligence

Howard Garner's Theory of Multiple Intelligence defines these eight kinds of human intelligence. 1. Mathematical-logical (problem solving, fix or repair, program) 2. Spatial (dance, sports, driving a bus) 3. Bodily-kinesthetic (acting, mime, sports) 4. Musical-rhythmic (composing, playing music, clapping) 5. Verbal-linguistic (reading, using words, public speaking, storytelling) 6. Interpersonal (social skills, reading other people, working in a group) 7. Intrapersonal (introspection, self-assessment, goal making, vision, planning) 8. Naturalist (able to distinguish among, classify, and use environmental features)

Mathematical-logical and Verbal intelligence represent core intelligence. Skills related to core intelligence are emphasized by traditional schools. People with above average ability in any of the eight areas of intelligence, have special intelligence. The world of work rewards people who develop skills associated with their special intelligence, provided they meet minimum skill requirements associated with core intelligence.

Determining Appropriate Education for a World of Multiple Intelligence

Determining educational requirements begins by matching a person's special intelligence with careers that reward this intelligence. Careers have many levels of competition. Choosing one's appropriate level requires honest analysis of intelligence, motivation, and personal needs. For example, the health industry requires doctors and nurses, hospital directors and floor supervisors, x-ray technicians and physical therapists. Career success will be enhanced by choosing an appropriate level of competition, one in which core and special intelligence requirements are reasonably satisfied. Once the competitive level is set, the appropriate education, considering minimum core intelligence and special intelligence requirements, can be determined.

Success at any level will be enhanced by improving skills related to non-core and nonspecial intelligence. A person might not like going to the office picnic or talking to potential customers, but developing these skills is important to economic success.

The dynamic nature of business may cause skill requirements for a particular career level to change. In addition, people often want to compete at a higher level. As a result, an individual may frequently have to compare their core and special intelligence with new skill requirements. Once this analysis is completed, choosing an education appropriate for the enhancement of these skills may begin.

Developing Special Skills is Important

Once minimum core intelligence skill requirements have been satisfied for a given career level, economic and academic returns from education will be maximized by developing special intelligence skills. People who ignore the process of determining appropriate education for a world of multiple intelligence may receive little return from their education.

Bureau of the Census 1992 data indicates that approximately 25% of the bachelor degree holders earn less than the median high school graduate and approximately 20% of the high school graduates earn more than the median college graduate. Percentages vary depending upon age, gender, and other demographic characteristics.

National Survey of Adult Literacy tests measuring Prose, Document (understanding forms), and Quantitative skills conducted by the Department of Education in 1992 reported that 15 to 20% of four-year college graduates have skill levels below median high school graduates.

Using The Quick Notes Learning System

Quick Notes

explain basic statistics principles with clear, concise, two-page outlines. The beginning of each outline contains basic definitions, theories, and concepts. The nature of statistics is explained at the beginning of chapter 1. See page 162 for a complete review of areas covered by Quick Notes Statistics.

Chapter 1 Statistics Is About Using Data in Decision Making

I. The nature of statistics A. Many disciplines use statistics. 1. Business and Economics 2. Natural and Social Sciences 3. Physical Sciences 4. Education 5. Politics B. Basic definitions 1. Population: totality under stUdy such as the students attending a school 2. Sample: subset of a population such as the students in one class of a school 3. Parameter: a characteristic of a population such as the average age of students attending a school 4. Statistic: a characteristic of a sample such as the average age of students in a class of a school C. Statistics is the science of collecting, organizing, presenting, analyzing, and interpreting numerical data in relation to the decision-making process. 1. Descriptive statistics summarizes numerical data using numbers and graphs. The grades of students in a class can be summarized with averages and line graphs. 2. Inferential statistics uses sample statistics to estimate population parameters. The average age of students in a class can be used to estimate the average age of students attending a school.

Linda's Video Showcase

A continuous example of how Linda Smith calculates statistics and uses them when making business decisions for Linda's Video Showcase is an integral part of Quick Notes Statistics. Videotape rentals will be analyzed to learn about the relationship between sales revenue and advertising expenditures. Customer satisfaction will be measured, as will the effectiveness of her sales team. See page 164 for a complete review of the topics she will explore.

Chapter 2 Summarizing Data

I. Linda's Video Showcase

A. Upon graduating from college, Linda Smith opened Linda's Video Showcase, a retail business specializing in videotape rentals.

B. Linda will use descriptive statistics to analyze this daily video rentals data set.

I 1. 176, 88, 53, 66, 97, 73, 64, 82, 77, 57, 93, 85, 70, 76, 68

2. Linda's first step was to make a list of data by order of magnitude called an array. She also calculated a range (high number minus the low number) for the data.

Array: 53, 57, 64, 66, 68, 70, 73, 76, 76, 77, 82, 85, 88, 93, 97

= = Range: High - Low 97 - 53 44

II. Frequency distributions

A. A frequency distribution divides data into numerical groupings and depicts the number of observations occurring within each grouping. Academic grades are often summarized with a frequency distribution with each of the five grades representing a group. A grade of B is usually between 79 and 90. The first three columns of the chart at the bottom of this page are a frequency distribution of the above rental data.

Practice Sets Provide Reinforcement

Each Quick Notes chapter is followed by a Practice Set of similar design. If you have trouble answering a Practice Set problem, just turn back two pages and look at the same page location for the appropriate Quick Notes demonstration problem.

Practice Set 2 Summarizing Data

I. Darin's Music Emporium

A. Upon graduating from college, Darin Jones opened Darin's Music Emporium. The company sells music-related hardware and software. We will use descriptive statistics to analyze company sales data.

B. Darin recently collected the following Walkman CD Recorder sales data.

Units sold per day: 17, 22, 17, 8, 12, 15, 14, 16, 21, 29, 16

1. Make an array and calculate the range of this data.

Darin's Music Emporium

Practice Sets deal with how Darin Jones calculates and uses statistics when managing Darin's Music Emporium. Then he buys Future Horizons Corporation. It requires he study product quality control and other issues of concern to manufacturing companies.

2. Calculate an appropriate class width for this data.

II. Make a 5-class frequency distribution using stated class limits for the first class of 5-9 sales units. Those using statistics software should try other class limits with their software and print the one with the most symmetrical distribution.

Quick Questions

follow Practice Sets and review definitions and other important concepts.

Quick Questions 2 Summarizing Data

I. Place the number of the appropriate formula or phrase next to the item it describes.

A. Mutually-exclusive events _ _ 1.

range # of classes

B. Relative frequency __

C. Class midpoint _ _

2. do not contain the same outcome

x Xl + 2

3.

2

D. Approximate class width _ _ 4.

class frequency total frequencies

E. All-inclusive events - -

F. Ogive __

5. cumulative frequency distribution

6.

a place for every outcome

" Reviews and Tests

The first 4 parts of Quick Notes end with a formula review and a test. Part V is a unique review of Quick Notes Statistics.

~

Complete Solutions

to Practice Sets, Quick Questions, and tests have been provided to help with difficult concepts.

Probability Formula Review

I. Types and characteristics of probability

A. Types of probability 1. Classical: P(A) = ~

2. Empirical: P(A) = ~

Probability Test

I. Average hours worked by manufacturing workers is normally distributed with a mean of 41 hours and a standard deviation of .5 hours. Graph and solve the following problems.

A. P(41.0 hourssx< 42.5 hours)

Introducing Fred Look Ahead and Lulu Review

I'm Fred Look Ahead. Use me as a reminder to look over the main points of a learning unit before reading it in detail. Looking around first will make learning easier:

I'm Lulu Review. I'm here to remind you to review once in a while. So jump on board, and we will review together:

(

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download