Whether observed

frequencies are the same as

those theoretically expected?
(eg. are the predictions of
genetics correct?)
Calculated
(such as a diversity index) or
Counted
(such as the number of
organisms?)
Comparing frequencies
(numbers of things) in
various categories?
(eg. are the numbers of
seeds germinating in
various trays significantly
different?)
Yes
No

Investigating the
relationship between
two variables?
(eg. Is there a relationship
between pollution level
and distance from road?)
Is the
data
Do you
want to
Find whether the two
variables are correlated?
(i.e does increasing one cause
the other to increase or
decrease?)
Use one variable to predict
the value of the other?
(eg. predict the pollutant levels at
10m from the road)
Measured
(such as length, width,
height, velocity)?
Whether the frequencies are
the same in each of two or
more categories?
(eg. are seed germination rates
the same in different pHs?)
Whether two factors are
related?
(eg. does pollution affect the
number of sites at which clinging
mayfly are found?)
Chi-squared
Goodness-of-Fit
Chi-squared
Contingency
table
Mann-Whitney
U test
Spearman's
rank correlation
coefficient
Regression
Do the data occur in
natural pairs?
eg. the same organism
reacting to two different
stimuli.
paired
t-test
unpaired
t-test
Are
you
Figure 1. Deciding which test to use
Finding if there is a
difference between two
averages?
(eg. is there, on average, a
higher species diversity in
unpolluted water rather
than polluted water?)
Do you
want to
test
Which Stats test should I use?
"Which statistical test should we use?" is a common question from Biology students. This Factsheet provides simple guidelines on when
each type of statistical test should be used.
The choice of the correct statistical test is all-important - use the wrong test and the conclusions will be invalidated. Marks are only awarded for an appropriate
- i.e. correct - use of statistics. The flowchart below can be used to identify the appropriate test. Table 1 overleaf gives examples of investigations. and
appropriate tests.
1
*
E
.
=?JIDAAJ
September 1997 Number 3
EXPLANATION
We are comparing observed
frequencies with expected
frequencies (i.e. that the
same number germinate in
each tray)
The variable measured is
continuous, and would be
expected to follow a normal
- or bell-shaped -
distribution.
and we are interested in
comparing mean (or
average) values. Most
"natural" measurements -
length, weight etc. - follow
a normal distribution
The paired test is used
when the above applies and
we have a natural matching
between sites
This is used when we want
to compare averages, but
cannot assume our figures
come from a normal
distribution
This will certainly be the
case when we are
comparing something we
have calculated or counted
at different sites
It can be used instead of a
t-test as well, but is less
poweful and less likely to
give significant results
We are looking for a
relationship where species
diversity decreases with
zinc concentration
We are trying to test
whether two factors - i.e.
type of soil and absence or
presence of a plant species
- are independent
Since we are trying to find a
relationship between the
two variables, we want to
be able to use one to predict
the other
Table 1: Statistical tests for various investigations
Which Stats test should I use?
*E .=?JIDAAJ
2
STATISTICAL
TEST
Chi-squared
t-test
(unpaired)
t-test
(paired)
Mann-Whitney
U-test
Spearman's
Rank
Chi-squared
(Contingency
Table)
Regression
INVESTIGATION
1. Effect of pH on
seed germination
2. Effect of differing
environmental
conditions (eg. two
soil types) on the
yield of a crop plant
3. Effect of pollution
on vegetation
4. Comparison of leaf
length for the same
tree species in two
different sites
5. Comparison of plant
growth on two
sides of a hedgerow
6. Comparison of
species diversity in
mown and unmown
turf
7. Lichen distribution
related to direction
faced (North or
South)
8. Comparison of
wildlife in coppiced
and uncoppiced
woods
9. Relationship
between species
diversity and
concentration of zinc
in a stream
10.Effect of soil type
on incidence of a
particular plant
species
11.Establishment of the
exact relationship
between width and
height of limpets
WHAT IS MEASURED ?
Number of seeds (out of 20, say)
germinating in each of several
trays which contain different pH
solutions
The weight of usable crop
produced from a given area at a
minimum of 4 sites for each soil
type
Measurements of vegetation
height from at least 4 polluted and
4 unpolluted sites
Measurements of length of at
least 20 leaves from each site
Measurement of vegetation
height at matched sites - i.e.
equivalent points at opposite
sides of hedge.
Simpson's Diversity Index at a
minimum of 5 mown and 5
unmown sites
The number of quadrats in which
lichen occurs at each of a
minimum of 5 sites facing in each
direction
Either: The incidence of specified
species at each of at least 5
sites in each type of woodland
Or: Simpson's Diversity Index at
each of at least 5 sites in each
type of woodland
Simpson's Diversity Index and
zinc concentration at a minimum
of 5 sites (but preferably more)
Number of quadrats in which
species is present or absent for
at least 20 samples taken for
each soil type. (there must be
enough samples to guarantee
that there will be at least 5 cases
where it is present and 5 where
it is absent for each soil type)
Measurements of base width and
height of at least 10 limpets
NULL HYPOTHESIS
H
o
: Number of seeds
germinating is not
dependent on pH
H
o
: Mean yield the same
for both soil types
H
o
: Mean vegetation height
unaffected by pollution
H
o
: Mean leaf lengths the
same for both sites
H
o
: Mean vegetation height
the same on both sides
H
o
: Species diversity does
not differ significantly
between mown and
unmown sites
H
o
: Lichen distribution does
not differ significantly
between North and South
facing areas
H
o
: Incidence of specified
species /Species diversity
does not differ significantly
between coppiced and
uncoppiced woodland
H
o
: There is no correlation
between species diversity
and temperature in a
stream
H
o
: Incidence of the
species is not dependent
on soil type
N/A
Acknowledgements; This Bio Factsheet was researched and written by Cath Brown
Curriculum Press, Unit 305B, The Big Peg, 120 Vyse Street, Birmingham. B18 6NF
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