Name: CHAVEZ BENZAN E.

BSMxE-2A EDA

Week #: 1-2

TOPIC: Background and Uses of Statistics, Classification of Data and Sampling

Techniques

PROGRESS CHECK:

1. Name and define the two areas of statistics. How do they differ? How are they
applied or used?

The two major areas of statistics are known as descriptive statistics, which
describes the properties of sample and population data, and inferential statistics,
which uses those properties to test hypotheses and draw conclusions.
Descriptive statistics include mean (average), variance, skewness, and kurtosis.

Descriptive Statistics: This involves organizing, summarizing, and presenting

data in an informative way. Common tools include graphs, charts, tables,
measures of central tendency (mean, median, mode), and measures of variability
(range, variance, standard deviation).

o Example Use: Summarizing survey results to show the average

income of a group.

Inferential Statistics: This involves using a sample to draw conclusions or make

predictions about a larger population. It relies on probability theory to estimate or
test hypotheses.

o Example Use: Predicting election results based on polling data

from a subset of voters.

Key Difference: Descriptive statistics focus on describing data as it is, while

inferential statistics use data to make predictions or generalizations about a
broader context.
 Applications:

• Descriptive statistics are used to summarize large datasets, like calculating the
average customer rating for a product.
• Inferential statistics are used for decision-making, such as determining the
effectiveness of a new drug based on clinical trial results.

2. Give five (5) specific examples of statistics being used in everyday life.

1. Sports: Calculating player averages, team win rates, or predicting game

outcomes based on historical data.
2. Healthcare: Analyzing patient test results to identify trends, such as the
effectiveness of a treatment across a sample of patients.
3. Education: Determining class performance through test score averages or
assessing the effectiveness of teaching methods via studies.
4. Business: Tracking customer demographics, sales trends, and product
performance to inform marketing strategies.
5. Weather Forecasting: Using historical weather data and models to predict
future conditions.

3. Explain the differences between a sample and a population. Give examples.

Population:
o The complete group of individuals, events, or items of interest in a
statistical study.
o It includes every member that fits the criteria being studied.

Example: If you’re studying the average height of adults in the U.S., the
population is all adults in the U.S..
Sample:
o A smaller, manageable subset of the population selected for analysis.
o It is used to estimate or make inferences about the population as a whole.

Example: If you survey 1,000 adults from the U.S. to calculate average
height, those 1,000 individuals are the sample.
 Key Differences

Feature Population Sample

Entire set of
Definition individuals/items of Subset of the population
interest
Generally larger, often Smaller and manageable
Size
impractical to measure
Easier to collect but
Data More comprehensive but provides less total
Availability harder to collect information

Provides the true value of Used to estimate

Usage population parameters
a parameter
100 employees randomly
All employees in a selected from the
Example
company company

4. In each of these statements, tell whether descriptive or inferential statistics have

been used. Write D if descriptive and I if inferential.

I In the year 2020, the population of Filipinos will be 110 million.

D Nine out of ten on-the-job fatalities are men.

D Expenditures for the cable industry were $5.66 billion in 1996.

I Drinking decaffeinated coffee can raise cholesterol levels by 7%.

I Allergy therapy makes bees go away.

5. Classify each as nominal-level, ordinal-level, interval-level, or ratio-level

measurement. Write only N if nominal, O if ordinal, I if interval and R if ratio.

O Rankings of tennis players

R Weights of air conditioners

I Temperatures inside 10 refrigerators

 R Salaries of the top five CEOs in the United States

O Ratings of eight local plays (poor, fair, good, excellent)\

6. Classify each variable and write ONLY 1 for qualitative or 2 for quantitative.

2 Number of bicycles sold in 1 year by a large sporting goods store

1 Colors of baseball caps in a store

2 Times it takes to cut a lawn

2 Capacity in cubic feet of six truck beds

1 Classification of children in a day care center (infant, toddler,
preschool)

7. Classify each variable as discrete or continuous. Write only D if discrete and C if

continuous.

D Number of doughnuts sold each day by Doughnut Heaven

C Water temperatures of six swimming pools in Pittsburgh on a given

day

C Weights of cats in a pet shelter

C Lifetime (in hours) of 12 flashlight batteries

D Number of cheeseburgers sold each day by a hamburger stand on

a college campus

8. Name the four basic sampling methods and give one (1) example each.

Random Sampling

Definition: Every member of the population has an equal chance of being

selected.
Example: Drawing 50 student names from a hat containing the names of all
students in a school.
 Systematic Sampling

Definition: Selecting every nth member of the population after randomly

selecting the starting point.
Example: Inspecting every 10th product on a factory assembly line for quality
control.

Stratified Sampling

Definition: Dividing the population into subgroups (strata) based on shared

characteristics and then sampling from each subgroup.
Example: Surveying 100 people by selecting 25 individuals from each of four
age groups (e.g., 18–25, 26–35, 36–50, and 51+).

Cluster Sampling

Definition: Dividing the population into clusters (groups) and then randomly
selecting entire clusters to sample.
Example: Choosing five classrooms out of a school’s 20 classrooms and
surveying every student in those selected classrooms.

9. In the study below made for butter and margarine, how would you conduct the
study to arrive at a convincing conclusion.

No matter what type of study is conducted, two studies on the same subject
sometimes have conflicting conclusions. Why might this occur? An article entitled
“Bottom Line: Is It Good for You?” (USA TODAY Weekend) states that in the
1960s studies suggested that margarine was better for the heart than butter
since margarine contains less saturated fat and users had lower cholesterol
levels. In a 1980 study, researchers found that butter was better than margarine
since margarine contained trans-fatty acids, which are worse for the heart than
butter’s saturated fat. Then in a 1998 study, researchers found that margarine
was better for a person’s health. Now, what is to be believed? Should one use
butter or margarine

- Conducting the Study

1. Define the Research Objective:
Clearly state whether you are comparing butter and margarine's effects on heart
health, cholesterol levels, or another specific health outcome.
2. Design a Randomized Controlled Trial (RCT):
o Divide participants into two groups randomly: one using butter and the
other using margarine.
o Ensure that participants' diets are controlled to isolate the effects of butter
or margarine (e.g., similar calorie intake and overall fat consumption).
o Track long-term health outcomes like cholesterol levels, blood pressure,
and heart disease incidence.
3. Include a Diverse Population:
o Ensure representation across different age groups, genders, and health
conditions to generalize findings.
4. Measure and Monitor Key Variables:
o Measure participants' LDL (bad cholesterol) and HDL (good cholesterol),
blood pressure, and markers of inflammation.
o Consider secondary factors like body weight, overall diet, and exercise
habits.
5. Account for Types of Fats:
o Differentiate between margarines with trans fats (older formulations) and
trans-fat-free margarines (modern options).
o Analyze the specific fatty acid profiles (e.g., saturated fats, unsaturated
fats, omega-3s) in butter and margarine.
6. Analyze Data Using Statistical Methods:
o Use inferential statistics to compare outcomes between groups and
determine whether differences are statistically significant.
o Perform subgroup analyses to identify variations by demographics or
baseline health.
7. Publish and Peer Review:
Share the results in a peer-reviewed journal to ensure transparency and scrutiny
from the scientific community.

Why Conflicting Conclusions May Occur

1. Different Study Designs:
o Early studies (1960s) may have relied on observational data, which is
prone to biases (e.g., healthier people choosing margarine). Later studies
may have used different designs or improved controls.
2. Evolving Products:
 o Margarine formulations have changed over the years. In the 1980s,
margarine contained trans fats, while modern versions are trans-fat-free
and use healthier oils.
3. Variations in Populations:
o The population studied in the 1960s might differ from those in later studies
in terms of diet, lifestyle, or baseline health.
4. Confounding Factors:
o Differences in study outcomes may result from confounding variables such
as total diet composition, exercise levels, or socioeconomic factors.
5. Short-Term vs. Long-Term Effects:
o Some studies may have focused on immediate cholesterol changes, while
others examined long-term heart health outcomes.

Conclusion
To determine whether butter or margarine is better, it's essential to consider:
• Modern formulations of margarine (e.g., trans-fat-free varieties).
• The specific health outcomes being prioritized (e.g., cholesterol vs. heart
disease).
• The quality and relevance of the studies being compared.
Currently, many nutritionists suggest that unsaturated fats (found in modern
margarine) are better than saturated fats (in butter) for heart health, but
moderation and overall dietary patterns are more important than choosing one
product over the other. A balanced diet with healthy oils, whole foods, and
minimal processed fats is likely the best approach.