*Note to Students: Bring your book to class or print out pages 340-341

from the e-book to bring to class ith the !hapter " notes#
"#1
$hat is a sampling distribution%
A sampling distribution is the probability distribution that specifies
probabilities for the possible values the statistic can take (p.310).
A sampling distribution is a special case of a probability distribution which
we have already studied. n the case of sampling distributions! the outcome
of a random phenomena that we are interested in is a statistic such as a
sample proportion or a sample mean.
(Instructors you might want to talk about the table at the top of page 317.)
A simple e"ample to illustrate the idea . . .
3 #$A$ %01 students are randomly selected and asked whether they have
taken #$A$ 110. &e know that '0( of #$A$ %01 students have taken #$A$
110. &hat is the sampling distribution of the sample proportion of students
who took #$A$ 110 for the 3 students)
*irst! think about all possible outcomes for the sample (+ , +es they took
110! - , -o! they did not take 110).
+++! ++-! +-+! -++! ---! --+! -+-! +--
#econd! think about all possibilities for the sample proportion.
1/3! %/3 and 3/3.
-ow! what is the probability that these proportions occur)
p-hat &robability
0'3 #4*#4*#4(#0)4
1'3 3*#)*#4*#4+(#,--
,'3 3*#)*#)*#4+ ( #43,
3'3 #)*#)*#) ( #,1)
0erify that this a valid probability distribution.
01.0'2 3 1/31.%44 3 %/3 1.23% 3 11.%1'
*ind the mean for the sampling distribution for three students.
&hat if we had tried to create the sampling distribution when we
sampled 50 students instead of 3) 6isting the entire sampling distribution
would become very complicated7 6uckily! we know some properties
regarding sampling distributions without having to list the entire sampling
distribution.
-otice that the mean of the probability distribution for our e"ample is the
population proportion. $his is always the case7 $he mean of the sampling
distribution of the sample proportion e8uals the population proportion. $hat
is!
p
p
=
9

-ote that
p

! read :p;hat<! represents the sample proportion and p

represents the population proportion# .n/ represents the sample si0e#
Also! we know that the standard error (the standard deviation of the
sample proportion) is
n
p p
p
) 1 (
9

=
Additionally! if we have np = 15 and n(1;p) = 15! the distribution of sample
proportions is bell-shaped.
(Instructors I usually do some Minitab simulations to demonstrate to these
properties by generating random data from a binomial dist, omputing
resulting sample proportions, then graphing the sample proportions and
alulating their summary statistis. !ee me if you want me to show you
how to do this. ("al random data binomial in Minitab to get started. )
12amples from page 340:
"#3"3 "#3-3 "#34
(Instructors when I do e#amples from the book, I usually pull up the e$
book on "ourse "ompass when I do the problem. %ou an also ask the lass
to bring their books in ad&ane or print those pages out from the e$book.
'hese e#amples should help the students get used to the wording on the ()
*uestions. +ull solutions for instrutors an be found in ".". under Control
Panel Instructor ResourcesInstructors Solution Manual )
"#,
n section >.1! we considered scenarios where individual observations are
categorical and therefore an appropriate summary statistic is a sample
proportion. -ow! we will consider scenarios where individual observations
are 5uantitati6e and therefore an appropriate summary statistic is the
sample mean.
A simple e"ample to illustrate the idea . . .
3 #$A$ %01 students are randomly selected and asked how many days per
weekend (#aturday/#unday) do you work) &hat is the sampling
distribution of the sample mean number of days per weekend that #$A$ %01
students work) (*or simplicity! let<s assume 1/3 of %01 students work ?ero
days per weekend! 1/3 work one day per weekend! and 1/3 work % days per
weekend).
*irst! think about all possible outcomes for the sample (0, ?ero days per
weekend! 1 one day per weekend! % , % days per weekend)

#econd! think about all possibilities for the sample mean.
0! 1/3! %/3! 3/3! 2/3! 5/3! '/3
-ow! what is the probability that these proportions occur)
Sample mean &robability
7-bar &*2-bar+
0 1',"
1'3 3',"
,'3 )',"
3'3 "',"
4'3 )',"
8'3 3',"
, 1',"
0erify that this a valid probability distribution.
*ind the mean for the sampling distribution for the three students.
$he mean of the sampling distribution of sample mean e8uals the population
mean. $hat is!
# #
=
-ote that
#
represents the sample mean and @ represents the population
mean# .n/ represents the sample si0e#
Also! we know that the standard error (the standard deviation of the
sample mean ) is
n
#
#

=
&hat is the shape of the sampling distribution of the sample mean)
9he !entral :imit 9heorem
*or random sampling with a large sample si?e n! the sampling distribution of
the sample mean is appro"imately a normal distribution (p. 3%>)
See picture on page 3,-#

(Instructors I usually spend some time talking about the piture at the top
of p. 3,-.)
1. *or any population distribution! the sampling distribution of
#
is bell-
shaped when the sample si?e! n! is sufficiently large. (Ase n ; 30* for
a rule of thumb. *or population distributions that are close to a bell;
shape! this property holds when n is smaller )

2. $he sampling distribution of
#
is bell-shaped when the population
distribution is bell-shaped regardless of the sample si?e.
3. We do not know the shae o! the sa"lin# distri$ution o!
#
if the
sample si?e is small and the population distribution is not bell;shaped
or unknown.
(Instructors% I usually do some Minitab simulations to demonstrate to these
properties by generating random data from a normall dist, omputing
resulting sample means, then graphing the sample means and alulating
their summary statistis. !ee me if you want me to show you how to do this.
("al random data normal in Minitab to get started. )
12amples from page 341:
>.2%! >.23! >.25
(Instrutors when I do e#amples from the book, I usually pull up the e$
book on "ourse "ompass when I do the problem. %ou an also ask the lass
to bring their books in ad&ane (if they ha&e them). 'hese e#amples should
help the students get used to the wording on the () *uestions. Control
Panel Instructor ResourcesInstructors Solution Manual )