7 Ps: Planning, Qrabysis ond Evaluation ‘Statistics in Biology Learning Outcomes + find the mean, median and mode of a set of data * find the range ofa set of data + calculate and use the standard deviation of a set of data * calculate standard error RITE > co Activity 1: Mean, median, mode (sor eto 4*) aegendert ~ REIGN reeset seal State the terms forthe fllowing definitions. ‘abe the most common value, or lass in the set of results teban | the middle valve of al the values in the data set ean the sum of all values divided by the total number of values. Prepare the space below to record the height of students in your class. Srudent No. Meight /cm coegg = 196-45 \ \ — SI a 2 ve 3 NSS w ae 3 vse © ey 3 et a 120 Si 55 153, 10 ae (On @ graph paper, plot your results as a frequency histogram. Find the mean height forall students in your class. Show your working. NOS 4 HEA ISS a WSS NTA NGS y IG Ts 1904 183 eT EET vce. 10 = 188.3 crm Fd hn ihr studi nour das Stow our wang we A woe of ws er Bo wwe x se BL Aaa Find the mode height for all students in your class. Show your working. was = 150Activity 2: Range [Ranges te sprend between te sales 1 wort _ sate the range of height for al students in your class. Show your Worn - forage E145 3 ‘Activity 3: Standard deviation — rem] [Standard deviation = a colclted value tat ow ita spreads out from the mean value, ‘Standard deviation 7a aleated value at ndeates ow widely set of dat nthe mean value] re ig standard deviation icrefers tothe individual values ‘tis the mean isthe tatat number of observations Compare the two curves on the graph the larger standard deviation? State your reasoning Which one ha se wider spicad of data From Ye B®, becou soca value Number of nvidu Measurement Use the table below to calculate the standard deviation for heights of al students in your class seen Ne Height) eight mean eight eA cu 7 et wei 68.3 = 74 Sat a 10 y0- 158.3 = as : N63 Wass = A aA : v6 West Sd aaa 2 A eENe Ss = 5 ws Win ses OD me 3 ~ Teas. = 8 aay 8 ves Vesa = 6, a 3 = WoeTscaas — 70 we Renee at ii S Dest ae ‘Standard deviation TT soa (08) Activity 4: Standard error “Standard error =a calculation that indicates how close the calculated mean value is likely to be tothe true mean value ‘SE isthe standard error ‘sis standard deviation nis the sample sizeshal lation Standard error tells you how certain In some circum stances itis not possible or convenient to calculate the true mean of @ POPU or ceample, instead of measuring Ne You can be that your me: Lebel yndarGelie alae suratonlerto that you have sampled. Net fl sunt Brut you ry dei tthe eran ‘sample of only 30 students per school ‘cy ba 2h cera to bk sd sana hn he same population the mean fr that second S27 inf yur value of SE Toe thea or your rst spl. This known asthe 95 pe cent conaenst interval. (Confidence intervals sometimes abbreviated to Cl) Fram yur ivestgaon, you cn be 95% can thatthe rae mean hight of second sample woul tie within wha 862 oe x ( ws4.43.62 85 1 Thismeansyoucanbe 98 certain hat the trve mean ofthe secand sample may ange er 185.68 to WoL Statistics in Biology ‘Learning Outcomes ‘+ draw error bars on graphs and use it to inter ‘© state a null hypothesis fora statistical test ‘© use a t-test to find the probability that differences pret apparent cifferences between two sets of d2t2 between two sets of data are due to chance Activity 5: Error bars Jandard errors above and below the mean he top of bar on a graph, extending two st ithin the range indicated by the error bar. ‘Error bar: a line drawn through a point ort ‘be 95% certain that the true value les wi value indicated by the point or bar vou can complete the table below to compare the following for males and females in the cass Male Female ‘Mean height 190.3 tra $0. st aa SE 1-43 13 $6.42) ores sae 3.26 Use the space below to draw a bar chat lusrate the ference in mean height of mate and ferale students in the class. Tat mosesses gy West t daee cE" Sona 1200) eerie weight \90 “0 > vate female‘Draw # ine that extends two standard errors above the mean and two standard errors below it This is called We aror by, rfident are you with your conclusion? TK to 3AM 1Mg.g 40 186M em Based on the error bar, what can you conclude about the true mean? How co Beh crraain Het ACE mean Gr mart vy Beueen QS% certain Yor rug mean for Reale + Between ference between the means of tw arovns You can use eror bars to help you to decide whether or not there isa saniiant sf NOT significant nificant —butat last you know its + fhe ero bars ovetap. then the diference between the two groups s definitely + the err bars DO NOT overtap, you stil cannot be sure thatthe differences ossible that tis. To confi, futher statistical tess are needed 's there any significant difference between the height of male and female students in your cass? How did you are a your conclusion? Activity 6:Ts-test Comparing mean, test statistical test used to determine whether there gniiant difference between the '¥ you want to confirm tat two means with no overlap between their errr bars are significanty different, you can carry outa t-test vo BtCevenet '¥ you want to use the t-test you first constucta hull hypothesis. This states what you would expect ifthe two means are not significantly litferent. and any itference that you see could be due to chance. In this case the nul hypothesis would be: Thereig DO _SQAcont Serene _ between the meaneat. ‘between sean Weghl F wale Swing ond Gusle Suen Ina ala ns hl of a RR EAT wl Be canard ou ie aan oT for the degrees of freedom for all data, (*-ve'é) If the value ofthe test statistics greater than te rita value at p= 0.05, you can elect the null hypothesis and say that there is & significant citference. WT VNOne We WER thal cecal valug of In T-test, the test statistics called thetiWaluerThe formula forcalculatingis: «+ 0.05, WOU can Accept whe nul HyFotNESs AS sj trat ameve 13 NO s.gnticary isthe mean of sample 1 akteronce Ir-y1 isthe mean sample 2 ‘5 i standard deviation of sample 1 5 ls tandacd deviation of sample 2 ni the total numberof abservations in ample 1 1, is the total numberof observations in sample #2. Calculate the tvalue o3 = A es oi = 48 + RANG (asf)pies. calculate the degrees of freedom. To formula for calculating degrees of freedom Is E a= (n+ (,-0) se oat rab of ebservaions in same 8 - Rite eta rumber of observations in sabi 2 Calculate the deares of freedom for your nul hypothesis &. G4 Ga) = as6 that you have calculated Now, use the table below to fin the tcl value at p= 005 forthe degrees of freedom = owt Decreasing value of P 0.10 (10%) [0.05 (5%) 0.01 (1%) 336 8 1.83 226 TB a 10 181 (223 347 459 au 1.80 220] BAL rm 2 178. 2187 306 43; p>0i0 rows p>00t p> 000% eet or | resus oresionianty | _resutsarehighy | resin Se iohly significantly itferent diferent signtconty diferent | _signifcantyeerent (omer) (ace) The tvalueis__NAN€C __ than the critical value at p = 005, Therefore, we _ceyec _the null hypothesis as there is (s) Ses eee gneen_néen Newt for mate sents _end_neen WS so of femaig student ‘You should only use this test when: ‘+ interval (continuous) data have been collected. wo sets of unpaired data, i. from two different 2 You want to see there isa significant ference between the means of populations of plants or animals ‘=the data in each set shows a normal distribution Statistics in Biology ‘Learning Outcomes: ye the chi-squred test to determine the significance of ferences between observed and expected results ety Tecticsqured test congas ctuened tons ch = Feces corals s [test ats test sed to determine whether there sa significant difference betw ‘You should only use this test when: «+ categorical (discontinuous) data have been collected. the outcomes (expected results) can be predicted from theory. ‘Write the ull hypothesis for students’ preference for height There is 8S SERN erect ‘between the Ste emits and the ree results.sulating x2-value is: In T-test, the test statistics called the x!-value, The formula for calculating x" (0-£}' Os the observed value Mel E is the expected value Calculate the x2-value for your null hypothesis. 7 (O-E/E [Peterediht-]—o z oe ee ite Reove average — 1a S39 344 at Revoqe ° ae =n ea rYT) ; 73 See eee a Calculate the degrees of freedom for your null hypothesis Be tl a Now. use the table below to ind the critical value at p = 005 forthe degrees of reedom that you have calculated Degrees of Distribution of 72 L—___—===““*“"__] freedom }— Increasing values of p Decreasing values of p —>| Probability, 9.99 [090 }o.50 [o.10 [0.03 | 0.02] oo] ooo 1 o.ooor6 Jo.016 [0.46 [2.71 [3.84 [5.41 | 66a] 10.83 oor [oa fise [aor 99} 72] oni iaa O12 |os8 |237 [625 [782 [9.04 | uas|iear 3 4 0.30 |1.06 [3.36 [7.78 [9.49 [11.67] 13.28] 1847 The x2-value is__ghighee than the critical value atp = 0.05. Therefore, we _*)¢c*__the null hypothesis as there is a Saqnfrcant _Aflerence _petween _enserved—tesutts ord —enpecred —tosulle tee shaders to pretednce of Veqht What can you conclude about students’ preference for height? Give your reast Smadeek prefer amove Werage em heigh's (X*+%.0, ¢40.08)«andar error of height for all students in your class. Show your working se lation. Standard error tells have sampled. For 1m sample of only 30 In some circumstances, it is not possible or convenient to calculate the true mean of a popule you how certain you can be that your mean value is the true mean for the population that you ‘example, instead of measuring the height of all students in Brunei, you may decide to take a randor students per school. infor that second sample tion, the mear it confidence You can be 95% certain that, if you took a second sample from the same popula would ie within #2 your value of SE from the mean for your fist sample. Thisis known as the 95 Percent interval. (Confidence interval is sometimes abbreviated to Cl.) From your investigation, you can be 95% certain that the mean height of 2 second sample would lie within ws 68 to_vel 92 ‘This means the mean of the second sample may range from Wee tes eS Height Frequency Ws 150 3 0-155 1 155-160 1 Veo-es z 1 1 169-190 10-5 Lyaseveo ]