stat 512 day 2: designing experiments. leftovers from tuesday questions on syllabus? repeating the...
Post on 21-Dec-2015
217 views
TRANSCRIPT
![Page 1: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/1.jpg)
Stat 512
Day 2: Designing Experiments
![Page 2: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/2.jpg)
Leftovers from Tuesday
Questions on syllabus? Repeating the question Blackboard problems?
Sooner turn in, sooner get feedback?
![Page 3: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/3.jpg)
Last Time
Microwave popcorn factory Two categorical variables
level of exposure, whether airway obstruction Graphical summary: segmented bar graph Numerical summary: difference in conditional
proportions Not able to draw cause-and-effect conclusions
Other differences between the two groups that might explain the higher airway obstruction rates in high exposure group?
Not able to generalize to all microwave plant workers “Healthy worker effect”
Figure 1: Comparison of Airway Obstruction from Level of Exposure
615
5243
0%
20%
40%
60%
80%
100%
low high
Level of Exposure
Per
cen
tag
e
airw ay not obstructed
airw ay obstructed
![Page 4: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/4.jpg)
Last Time
Smoking and lung cancer Two categorical variables (amount of smoking
and with or without disease) Graphical summary: segmented bar graph Numerical summary: difference in conditional
proportions Can’t draw cause and effect conclusion
Could be some other difference (diet) between the EV groups that explains higher lung cancer rates with more smoking
0%
20%
40%
60%
80%
100%
none light mod heavy excess chain
Level of Smoking
Per
cen
tag
e
Control
Lung cancer patient
![Page 5: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/5.jpg)
Last Time
Generalizing from sample to population? Reasonable to conclude 605/(605+780), or 44%,
of all males of similar ages and economic status have lung cancer?
Measurement issues Relying on recall… Know they are sick…
![Page 6: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/6.jpg)
Second famous smoking study Hammond and Horn (1958) Find 12,000 healthy men, complete a
questionnaire on smoking habits, had 22,000 American Cancer Society volunteers follow them for 44 months to see whether they die from lung cancer Advantages? Disadvantages?
![Page 7: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/7.jpg)
Practice Problems
Identifying variables Supreme Court Justices:
Qualitative: gender, party Quantitative: age, number of yes votes
Not OK: number of republicans
![Page 8: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/8.jpg)
Practice Problems
Victims of violence OU: people (not “number of victims”) EV: whether abused RV: whether commit crime Not ok in defining variables:
Those who… Number abused… Whether abuse leads to violent crime…
(c) Mostly to spur discussion… Which variable was “controlled” by the researchers…
![Page 9: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/9.jpg)
More practice:
The book Day Hikes in San Luis Obispo County by Robert Stone gives information on 72 different hikes that one can take in the county. For each of the 72 hikes, Stone reports the distance of the hike (in miles), the anticipated hiking time (in minutes), the elevation gain (in feet), and the region of the county in which the hike can be found (North County, South County, Morro Bay, and so on, for a total of eight regions). Observational units? Types of variables
![Page 10: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/10.jpg)
More Practice: Hiking in SLO
Are these legitimate variables? Longest hike in the book Those hikes in the North County region Proportion of hikes with an elevation gain of more
than 500 feet Is hiking time related to elevation gain?
![Page 11: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/11.jpg)
Example 1: Near-sightedness and Night Lights “Myopia and ambient lighting at night,”
Quinn, G.E., Shin, C.H., Maguire, M.G. and Stone, R.A.
Nature, 399:113-114, 1999.
![Page 12: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/12.jpg)
Example 1: Myopia and Night Lights
Room light Night light Darkness
Far-sighted 12 39 40
Normal 22 115 114
Near-sighted 41 78 18
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Room light Night light Darkness
Near-sighted
Normal
Far-sighted
![Page 13: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/13.jpg)
Example 1: Myopia and Night Lights Base rate: .286 Conditional Proportions
Room light: .55 myopia, .16 hyperopia Night light: .336 myopia, .168 hyperopia Darkness: .105 myopia, .232 hyperopia
Convincing evidence that using more light in the child’s room causes a higher rate of myopia?
![Page 14: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/14.jpg)
Terminology: Confounding variable Has an influence on the response, but its
effects cannot be separated from those of the explanatory variable
room light
parents with bad eyes
darkness
parents with good eyes
Compare
eye-sight
![Page 15: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/15.jpg)
Example 2: Have a Nice Trip
Can instruction in a recovery strategy improve an older person’s ability to recover from a loss of balance? 12 subjects have agreed to participate in the study Assign 6 people to use the lowering strategy and 6
people to use the elevating strategy Similar amounts of men in both groups?
Proportion of group 1 that are male – proportion of group 2 that are male
What would we like to be true about these proportions?
![Page 16: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/16.jpg)
Investigation 1-7: Have a Nice Trip Take 12 index cards Put one of the 12 names on each card Shuffle the cards and deal out 6 to learn the
lowering strategy and the other 6 to learn the elevating strategy
What is the number of males in each group? The male proportion in each (out of 6)? What is the difference in these 2 proportions?
![Page 17: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/17.jpg)
Pool Results
Quantitative variable Different type of graph…
What are the observational units and variable in this graph?
![Page 18: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/18.jpg)
Long-term pattern?
Use applet to repeat the process a large number of times
Open IE, double click on “Dr. Beth Chance” > “Statistical Methods” > “Stat 512 Java Applets” > “Randomizing Subjects
The applet mimics exactly what you did with the index cards.
![Page 19: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/19.jpg)
Effect of randomization
If you randomly assign subjects to the groups, what is generally true about the groups?
If after imposing the treatment, you later observe a difference between the groups, to what can you attribute that difference?
![Page 20: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/20.jpg)
Moral
Randomization equalizes variables between groups Should not have potentially confounding variables If later (after treatments) observe a difference
between groups, feel comfortable attributing that difference to the explanatory variable
Remaining question Will always be some difference, by chance How big does this difference have to be?
![Page 21: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/21.jpg)
Example: Friendly Observers
“The trouble with friendly faces: Skilled performance with a supportive audience,” Butler, J. L., and Baumeister, R. F. Journal of Personality and Social Psychology, 75:
1213-1230, (1998).
![Page 22: Stat 512 Day 2: Designing Experiments. Leftovers from Tuesday Questions on syllabus? Repeating the question Blackboard problems? Sooner turn in, sooner](https://reader036.vdocuments.pub/reader036/viewer/2022062516/56649d6a5503460f94a47f04/html5/thumbnails/22.jpg)
To do
By Friday, noon Turn in HW 1 (4 problems)
By Tuesday Preview the Friendly Observers example
(complete questions (a)-(e)) Submit PP 2 in Blackboard Pick and start reading one of the 3 articles