Statistical Analysis

Statistical Analysis
IB Diploma Biology
Stephen Taylor
Image: 'Hummingbird Checks Out Flower'
http://www.flickr.com/photos/25659032@N07/7200193254 Found on flickrcc .net

Assessment Statements Obj.
1.1.1
State that error bars are a graphical representation of the variability of data.
 Range and standard deviation show the variability/ spread in the data
 95% Confidence Interval error bars suggest significance of difference where there is
no overlap.
1
1.1.2
Calculate the mean and standard deviation of a set of values
 Using Excel (Formula =STDEV(rawdata))
 Using your calculator
2
1.1.3
State that the term standard deviation (s) is used to summarize the spread of
values around the mean, and that 68% of all data fall within (±) 1 standard
deviation of the mean.
1
1.1.4
Explain how the standard deviation is useful for comparing the means and the
spread of data between two or more samples.
 A greater standard deviation shows a greater variability of data around the mean.
 This can be used to infer reliability in methods or results.
3
1.1.5
Deduce the significance of the difference between two sets of data using
calculated values for t and the appropriate tables.
 Using t-values, t-tables and critical values
 Directly calculating P values using Excel in lab reports.
3
1.1.6
Explain that the existence of a correlation does not establish that there is a
causal relationship between two variables.
3
Assessment statements from: Online IB Biology Subject GuideCommand terms: http://i-biology.net/ibdpbio/command-terms/

MrT’s Excel Statbook
has guidance and ‘live’ examples of
tables, graphs and statistical tests.
http://i-biology.net/ict-in-ib-biology/spreadsheets-graphing/statexcel/

“Why is this Biology?”
Variation in populations.
Variability in results.
affects
Confidence
in conclusions.
The key methodology in Biology is hypothesis
testing through experimentation.
Carefully-designed and controlled
experiments and surveys give us quantitative
(numeric) data that can be compared.
We can use the data collected to test our
hypothesis and form explanations of the
processes involved… but only if we can be
confident in our results.
We therefore need to be able to evaluate the
reliability of a set of data and the significance
of any differences we have found in the data.
Image: 'Transverse section of part of a stem of a Dead-nettle (Lamium sp.) showing+a+vascular+bundle+and+part+of+the+cortex'
http://www.flickr.com/photos/71183136@N08/6959590092 Found on flickrcc.net

“Which medicine should I prescribe?”
Image from: http://www.msf.org/international-activity-report-2010-sierra-leone
Donate to Medecins Sans Friontiers through Biology4Good: http://i-biology.net/about/biology4good/

Generic drugs are out-of-patent, and are
much cheaper than the proprietary
(brand-name) equivalents. Doctors need to
balance needs with available resources.
Which would you choose?

Means (averages) in Biology are almost
never good enough. Biological systems
(and our results) show variability.
Which would you choose now?

Hummingbirds are nectarivores (herbivores
that feed on the nectar of some species of
flower).
In return for food, they pollinate the flower.
This is an example of mutualism –
benefit for all.
As a result of natural selection,
hummingbird bills have evolved.
Birds with a bill best suited to
their preferred food source have
the greater chance of survival.
Photo: Archilochus colubris, from wikimedia commons, by Dick Daniels.

Researchers studying comparative anatomy collect
data on bill-length in two species of hummingbirds:
Archilochus colubris
(red-throated hummingbird) and
Cynanthus latirostris (broadbilled hummingbird).
To do this, they need to collect sufficient
relevant, reliable data so they can test
the Null hypothesis (H0) that:
“there is no significant difference
in bill length between the two species.”
Photo: Archilochus colubris (male), wikimedia commons, by Joe Schneid

The sample size must
be large enough to provide
sufficient reliable data and for us
to carry out relevant statistical
tests for significance.
We must also be mindful of
uncertainty in our measuring tools
and error in our results.
Photo: Broadbilled hummingbird (wikimedia commons).

The mean is a measure of the central tendency
of a set of data.
Table 1: Raw measurements of bill
length in A. colubris and C. latirostris.
Bill length (±0.1mm)
n A. colubris C. latirostris
1 13.0 17.0
2 14.0 18.0
3 15.0 18.0
4 15.0 18.0
5 15.0 19.0
6 16.0 19.0
7 16.0 19.0
8 18.0 20.0
9 18.0 20.0
10 19.0 20.0
Mean
s
Calculate the mean using:
• Your calculator
(sum of values / n)
• Excel
=AVERAGE(highlight raw data)
n = sample size. The bigger the better.
In this case n=10 for each group.
All values should be centred in the cell, with
decimal places consistent with the measuring
tool uncertainty.

The mean is a measure of the central tendency
of a set of data.
1 13.0 17.0
2 14.0 18.0
3 15.0 18.0
4 15.0 18.0
5 15.0 19.0
6 16.0 19.0
7 16.0 19.0
8 18.0 20.0
9 18.0 20.0
10 19.0 20.0
Mean 15.9 18.8
s
Raw data and the mean need to have
consistent decimal places (in line with
uncertainty of the measuring tool)
Uncertainties must be included.
Descriptive table title and number.

A.
colubris, 15.
9mm
C.
latirostris, 1
8.8mm
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
16.0
18.0
20.0
MeanBilllength(±0.1mm)
Species of hummingbird
Graph 1: Comparing mean bill lengths in two
hummingbird species, A. colubris and C. latirostris.
Descriptive title, with graph
number.
Labeled point
Y-axis clearly labeled, with
uncertainty.
Make sure that the y-axis
begins at zero.
x-axis labeled

A.
colubris, 15.
9mm
C.
latirostris, 1
8.8mm
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
16.0
18.0
20.0
From the means alone
you might conclude
that C. latirostris has a
longer bill than A.
colubris.
But the mean only tells
part of the story.

http://click4biology.info/c4b/1/gcStat.htm

http://mathbits.com/MathBits/TINSection/Statistics1/Spreadsheet.html

Standard deviation is a measure of the spread of
most of the data.
1 13.0 17.0
2 14.0 18.0
3 15.0 18.0
4 15.0 18.0
5 15.0 19.0
6 16.0 19.0
7 16.0 19.0
8 18.0 20.0
9 18.0 20.0
10 19.0 20.0
Mean 15.9 18.8
s 1.91 1.03 Standard deviation can have one more
decimal place.=STDEV (highlight RAW data).
Which of the two sets of data has:
a. The longest mean bill length?
a. The greatest variability in the data?

most of the data.
1 13.0 17.0
2 14.0 18.0
3 15.0 18.0
4 15.0 18.0
5 15.0 19.0
6 16.0 19.0
7 16.0 19.0
8 18.0 20.0
9 18.0 20.0
10 19.0 20.0
Mean 15.9 18.8
s 1.91 1.03 Standard deviation can have one more
decimal place.=STDEV (highlight RAW data).
a. The longest mean bill length?
C. latirostris
A. colubris

most of the data. Error bars are a graphical
representation of the variability of data.
a. The highest mean?
A
B
Error bars could represent standard deviation, range or confidence intervals.

Put the error bars for standard deviation on our graph.

Put the error bars for standard deviation on our graph.
Delete the horizontal error bars

A.
colubris, 15.9
mm
C.
latirostris, 18
.8mm
0.0
5.0
10.0
15.0
20.0
(error bars = standard deviation)
Title is adjusted to
show the source of the
error bars. This is very
important.
You can see the clear
difference in the size of
the error bars.
Variability has been
visualised.
The error bars overlap
somewhat.
What does this mean?

The overlap of a set of error bars gives a clue as to the
significance of the difference between two sets of data.
Large overlap No overlap
Lots of shared data points
within each data set.
Results are not likely to be
significantly different from
each other.
Any difference is most likely
due to chance.
No (or very few) shared data
points within each data set.
Results are more likely to be
significantly different from
each other.
The difference is more likely
to be ‘real’.

A.
colubris, 15.
9mm
(n=10)
C.
latirostris, 1
8.8mm
(n=10)
-3.0
2.0
7.0
12.0
17.0
22.0
hummingbird species, A. colubris and C.
latirostris.(error bars = standard deviation)
Our results show a very small overlap
between the two sets of data.
So how do we know if the difference is
significant or not?
We need to use a statistical test.
The t-test is a statistical
test that helps us determine
the significance of the
difference between the
means of two sets of data.

The Null Hypothesis (H0):
“There is no significant
difference.”
This is the ‘default’ hypothesis that we always test.
In our conclusion, we either accept the null hypothesis or reject it.
A t-test can be used to test whether the difference between two means is significant.
• If we accept H0, then the means are not significantly different.
• If we reject H0, then the means are significantly different.
Remember:
• We are never ‘trying’ to get a difference. We design carefully-controlled experiments and
then analyse the results using statistical analysis.

P value = 0.1 0.05 0.02 0.01
confidence 90% 95% 98% 99%
degreesoffreedom
1 6.31 12.71 31.82 63.66
2 2.92 4.30 6.96 9.92
3 2.35 3.18 4.54 5.84
4 2.13 2.78 3.75 4.60
5 2.02 2.57 3.37 4.03
6 1.94 2.45 3.14 3.71
7 1.89 2.36 3.00 3.50
8 1.86 2.31 2.90 3.36
9 1.83 2.26 2.82 3.25
10 1.81 2.23 2.76 3.17
We can calculate the value of ‘t’ for a given set of data and compare it
to critical values that depend on the size of our sample and the level of
confidence we need.
Example two-tailed t-table.
“Degrees of Freedom (df)” is
the total sample size minus two.
What happens to the value of P
as the confidence in the results
increases?
What happens to the critical
value as the confidence level
increases?
“critical values”

P value = 0.1 0.05 0.02 0.01
confidence 90% 95% 98% 99%
degreesoffreedom
1 6.31 12.71 31.82 63.66
2 2.92 4.30 6.96 9.92
3 2.35 3.18 4.54 5.84
4 2.13 2.78 3.75 4.60
5 2.02 2.57 3.37 4.03
6 1.94 2.45 3.14 3.71
7 1.89 2.36 3.00 3.50
8 1.86 2.31 2.90 3.36
9 1.83 2.26 2.82 3.25
10 1.81 2.23 2.76 3.17
We can calculate the value of ‘t’ for a given set of data and compare it
to critical values that depend on the size of our sample and the level of
confidence we need.
Example two-tailed t-table.
“Degrees of Freedom (df)” is
the total sample size minus
two*.
We usually use P<0.05 (95%
confidence) in Biology, as our
data can be highly variable
*Simple explanation: we are working in
two directions – within each population
and across populations.
“critical values”

2-tailed t-table source: http://www.medcalc.org/manual/t-distribution.php

t was calculated as 2.15 (this is done for you)
t cv
2.15
If t < cv, accept H0 (there is no significant difference)
If t > cv, reject H0 (there is a significant difference)

0.05
t cv
2.15

2.069
0.05
t cv
2.15 > 2.069

2.069
0.05
t cv
2.15 > 2.069
Conclusion:
“There is a significant difference in the wing spans of
the two populations of birds.”

2.0452.045
“There is no significant difference in the size of shells
between north-side and south-side snail populations.”

2.086
2.086
“There is a significant difference in the resting heart
rates between the two groups of swimmers.”

Excel can jump straight to a value of P for our results.
One function (=ttest) compares both sets of data.
As it calculates P directly (the
probability that the difference is due
to chance), we can determine
significance directly.
In this case, P=0.00051
This is much smaller than 0.005, so
we are confident that we can:
reject H0.
The difference is unlikely to be due to
chance.
Conclusion:
There is a significant difference in bill
length between A. colubris and C.
latirostris.

Two tails: we assume data are normally distributed, with two ‘tails’ moving away from mean.
Type 2 (unpaired): we are comparing one whole population with the other whole population.
(Type 1 pairs the results of each individual in set A with the same individual in set B).

95% Confidence Intervals can also be plotted as error bars.
These give a clearer indication of the significance of a result:
• Where there is overlap, there is not a significant difference
• Where there is no overlap, there is a significant difference.
• If the overlap (or difference) is small, a t-test should still be carried out.
no overlap
=CONFIDENCE.NORM(0.05,stdev,samplesize)
e.g =CONFIDENCE.NORM(0.05,C15,10)

Error bars can have very different purposes.
Standard deviation
• You really need to know this
• Look for relative size of bars
• Used to indicate spread of most
of the data around the mean
• Can imply reliability of data
95% Confidence Intervals
• Adds value to labs where we are
looking for differences.
• Look for overlap, not size
• Overlap  no sig. diff.
• No overlap  sig. dif.

Interesting Study: Do “Better” Lecturers Cause More Learning?
Find out more here: http://priceonomics.com/is-this-why-ted-talks-seem-so-convincing/
Students watched a one-minute video of a lecture. In one video, the lecturer was
fluent and engaging. In the other video, the lecturer was less fluent.
They predicted how much they would learn on the topic
(genetics) and this was compared to their actual score.
(Error bars = standard deviation).
n=21 n=21

Students watched a one-minute video of a lecture. In one video, the lecturer was
fluent and engaging. In the other video, the lecturer was less fluent.
They predicted how much they would learn on the topic
(genetics) and this was compared to their actual score.
(Error bars = standard deviation).
Is there a significant difference in the actual learning?
n=21 n=21

Evaluate the study:
1. What do the error bars (standard deviation) tell us about reliability?
2. How valid is the study in terms of sufficiency of data (population sizes (n))?
n=21 n=21

Dog fleas jump
higher that cat
fleas, winner of
the IgNobel
prize for
Biology, 2008.
http://www.youtube.com/watch?v=fJEZg4QN760

P value = 0.1 0.05 0.02 0.01 0.005
confidence 90% 95% 98% 99% 99.50%
degreesoffreedom
1 6.31 12.71 31.82 63.66 127.34
2 2.92 4.30 6.96 9.92 14.09
3 2.35 3.18 4.54 5.84 7.45
4 2.13 2.78 3.75 4.60 5.60
5 2.02 2.57 3.37 4.03 4.77
6 1.94 2.45 3.14 3.71 4.32
7 1.89 2.36 3.00 3.50 4.03
8 1.86 2.31 2.90 3.36 3.83
9 1.83 2.26 2.82 3.25 3.69
10 1.81 2.23 2.76 3.17 3.58
degreesoffreedom
11 1.80 2.20 2.72 3.11 3.50
12 1.78 2.18 2.68 3.05 3.43
13 1.77 2.16 2.65 3.01 3.37
14 1.76 2.14 2.62 2.98 3.33
15 1.75 2.13 2.60 2.95 3.29
16 1.75 2.12 2.58 2.92 3.25
17 1.74 2.11 2.57 2.90 3.22
18 1.73 2.10 2.55 2.88 3.20
19 1.73 2.09 2.54 2.86 3.17
20 1.72 2.09 2.53 2.85 3.15
degreesoffreedom
21 1.72 2.08 2.52 2.83 3.14
22 1.72 2.07 2.51 2.82 3.12
23 1.71 2.07 2.50 2.81 3.10
24 1.71 2.06 2.49 2.80 3.09
25 1.71 2.06 2.49 2.79 3.08
26 1.71 2.06 2.48 2.78 3.07
27 1.70 2.05 2.47 2.77 3.06
28 1.70 2.05 2.47 2.76 3.05
29 1.70 2.05 2.46 2.76 3.04
30 1.70 2.04 2.46 2.75 3.03
degreesoffreedom
31 1.70 2.04 2.45 2.74 3.02
32 1.69 2.04 2.45 2.74 3.02
33 1.69 2.03 2.44 2.73 3.01
34 1.69 2.03 2.44 2.73 3.00
35 1.69 2.03 2.44 2.72 3.00
36 1.69 2.03 2.43 2.72 2.99
37 1.69 2.03 2.43 2.72 2.99
38 1.69 2.02 2.43 2.71 2.98
39 1.68 2.02 2.43 2.71 2.98
40 1.68 2.02 2.42 2.70 2.97

Cartoon from: http://www.xkcd.com/552/
Correlation does not imply causation, but it does waggle its eyebrows
suggestively and gesture furtively while mouthing "look over there."

http://diabetes-obesity.findthedata.org/b/240/Correlations-between-diabetes-obesity-and-physical-activity
Interpreting Graphs: See – Think – Wonder
See: What is factual about the graph?
• What are the axes?
• What is being plotted
• What values are present?
Think: How is the graph interpreted?
• What relationship is present?
• Is cause implied?
• What explanations are possible and
what explanations are not possible?
Wonder: Questions about the graph.
• What do you need to
know more about?
See – Think - Wonder
Visible Thinking Routine

http://diabetes-obesity.findthedata.org/b/240/Correlations-between-diabetes-obesity-and-physical-activity
Diabetes and obesity are ‘risk factors’ of each other.
There is a strong correlation between them,
but does this mean one causes the other?

Correlation does not imply causality.
Pirates vs global warming, from http://en.wikipedia.org/wiki/Flying_Spaghetti_Monster#Pirates_and_global_warming

Correlation does not imply causality.
Pirates vs global warming, from http://en.wikipedia.org/wiki/Flying_Spaghetti_Monster#Pirates_and_global_warming
Where correlations exist, we must then design solid scientific experiments to determine the
cause of the relationship. Sometimes a correlation exist because of confounding variables –
conditions that the correlated variables have in common but that do not directly affect each
other.
To be able to determine causality through experimentation we need:
• One clearly identified independent variable
• Carefully measured dependent variable(s) that can be attributed to change in the
independent variable
• Strict control of all other variables that might have a measurable impact on the
dependent variable.
We need: sufficient relevant, repeatable and statistically significant data.
Some known causal relationships:
• Atmospheric CO2 concentrations and global warming
• Atmospheric CO2 concentrations and the rate of photosynthesis
• Temperature and enzyme activity

Flamenco Dancer, by Steve Corey
http://www.flickr.com/photos/22016744@N06/7952552148

i-Biology.net
This is a Creative Commons presentation. It may be linked and embedded but not sold or re-hosted.
Please consider a donation to charity via Biology4Good.
Click here for more information about Biology4Good charity donations.
@IBiologyStephen

Statistical Analysis

More Related Content

What's hot

Viewers also liked

Similar to Statistical Analysis

More from Stephen Taylor

Recently uploaded

In this document

Statistical Analysis