Developing A Thesis Chapter 2.1 – In Search of Good Data Learning goal: Write and identify a clear thesis statement/question MSIP / Home Learning: p. 81 #4, 5, 6, 8, 13

What is a Thesis? In statistics: When writing a thesis, ask: an intellectual proposition (question or statement) that research will answer When writing a thesis, ask: Is it specific? Are the main variables identified? How will they be measured? Is there enough data to make an interesting analysis? Is the topic manageable?

Examples Do students who play team sports have higher marks? Is there a correlation between age and being a safe driver?

More examples – p. 82 #13 How is the accuracy of a person’s ability to estimate height and distance related to her or his height? Are females better than males at estimating the size of a large crowd? What is the relationship between a student’s mid-term average and his or her favourite subject? Which local fast-food outlet is the best? What do students at your school think about school uniforms?

Statistical Variables A measurable characteristic that can change Can be categorical, continuous or discrete Identifying the variables involved in a study is a significant task You must be sure that you have all the data you might need

Culminating Project Your first task is to choose a topic that is neither too simple nor too difficult A project that is too large can be made more specific to reduce the size Once you have a topic you need to develop a thesis – a specific question or idea Without a specific question, the rest of the project will be more difficult

Hypothesis A prediction of what you expect to find Examples: Thesis: What is the relationship between sports and academics? Hypothesis: Students who play sports at least 3 times per week have higher averages. Thesis: What factors contribute to safe driving? Hypothesis: Safe driving practices will be highest among male drivers aged 30-40.

Homework Complete p. 81 #4, 5, 6, 8, 13

Characteristics of Data Chapter 2.2 – In Search of Good Data Learning goal: Describe and identify types of studies Due now : p. 81 #4, 5, 6, 8, 13 MSIP / Home Learning: Read Ex.1 to 3 on pp. 86 - 89 Complete p. 89 # 1-6 and 10

Collecting data Data - a set of facts or information (variables) that is collected Population - the group of individuals that a study is concerned with e.g., if we want to find the opinions of students at OHA, the population is all students at OHA This is the group that we can draw conclusions about This does not mean we collect data from every student

Data Classifications Quantitative data Qualitative data data that can be measured numerically ex: height or number of hockey sticks owned Qualitative data non-numerical data ex: relationship status, eye color Time series data collected repeatedly over a period of time

Sampling A census (asking every single person in the population) can be expensive and/or time-consuming A sample is a part of the population that is selected to represent the population (at least 10%) A representative sample can be used to draw conclusions about the entire population

Sampling Poor data collection methods lead to bias in the data A biased sample does not represent the population Can be due to intentional or unintentional influences Choosing the sample randomly avoids bias A conclusion drawn from sample data is called an inference

Types of Studies Cross sectional Samples different groups of a population at the same time Takes a snapshot of the situation e.g., survey students on their favourite hockey teams Longitudinal A study which samples the same individuals over time Observe trends or changes over time e.g., students’ hockey performance over 5 years

Example Which type of study is best for the following situations: cross-sectional or longitudinal? a) Determining what percent of senior high school students plan to attend university b) Determining the effect of a new pesticide on the growth of tomato plants c) Testing the effectiveness of a new allergy medication d) Predicting the results of an election next month

Homework Read Ex.1 to 3 on pp. 86 - 89 Complete p. 89 # 1-6 and 10