Work through the list without notes. If you cannot do a statement, follow its link, then come back. Guide = study guide; Practice = practice questions.
Understanding
- I can explain why one computed interval may or may not contain μ₁ − μ₂. (Guide: “What a two-sample interval can and cannot tell you”)
- I can explain that the confidence level describes the method in repeated sampling, not one interval. (Guide: “Interpreting the confidence level”; Practice Q3)
- I can explain why an interval containing 0 does not show the means are equal. (Guide: Common misconceptions; Practice Q2)
- I can explain when a difference can be called cause and effect and when results generalise to a population. (Guide: Worked example 2; Practice Q5)
Skills
- I can interpret an interval for μ₁ − μ₂ with the level, limits, units, order of subtraction, response and both populations or treatments. (Guide: Worked examples 1 and 3; Practice Q1, Q5)
- I can interpret a confidence level in context. (Guide: Worked example 1(b); Practice Q3)
- I can rewrite an interval when the order of subtraction is reversed. (Guide: Worked example 2(d); Practice Q4)
- I can spot and correct faulty interpretations of an interval. (Guide: Worked example 3; Practice Q1)
Reasoning
- I can use whether 0 lies in the interval to decide if there is convincing evidence of a difference, and in which direction. (Guide: Figure 1; Practice Q2, Q5, Q6)
- I can judge a claim about the size of a difference by comparing the claimed value with the whole interval. (Guide: Worked examples 1(d) and 2(c); Practice Q6)
- I can explain why intervals at different confidence levels from the same data can lead to different conclusions. (Practice Q7)
- I can finish every conclusion with a sentence in context that refers to the interval. (All worked examples)
All ticked? Move on to Topic 4.9, Setting Up a Test for the Difference Between Two Population Means, or return to the course roadmap.