Chapter 1 Picturing Distributions with Graphs

Chapter 2 Describing Distributions with Numbers

Chapter 3 Normal Distribution

Chapters 4 & 5 Scatterplots , Correlation, and Regression

Chapter 6 Two-WayTable

Chapter 7 Review

Chapter 8 Sampling

Chapter 9 Experiments

Chapter 10 Introducing Probability

Chapter 11 Sampling Distributions

Chapter 12 Probability Rules

Chapter 13 Binomial Distribution

Chapter 14 Confidence Intervals

Chapter 15 & 16 Test of Significance & Inference in Practice

Chapter 17 Review

Chapter 18  Inference about a Population Mean

Chapter 20 Inference about a Population Proportion

Chapter 22 Review

Chapter 23 Chisquare test
 

DATA SETS   The data sets mentioned in the textbook are in the CD-Rom that comes with the book.  Data sets from sources other than the textbook are accessible through this Web page.

SKILLS &
KNOWLEDGE
in Chapter 1

Chapter 1. After reading this chapter make sure you can:

1. Identify individuals and variables in a given story. (See Who? How many? What? Why? questions on page 4)
2. Distinguish between Categorical and Quantitative variables
3. Based on the nature of the variable, be able to decide which graph is appropriate for a given data set:

• Histograms and Stemplots (Stem-and-Leaf display)?
• Bar and/or Pie Charts?
• Time Plots?

    4.   Understand what a histogram or stemplot tells you about the behavior of the variable. What is a bimodal or a skewed left or skewed right distribution telling you? 

HOMEWORK Chapter 1

We recommend that you practice with exercises: 1.1,1.2,1.4-1.9,1.11-1.22,1.24,1.26,1.32-1.34,1.37,1.44

Your instructor might assign specific homework to be graded.
 

IN THE LAB
Chapter  1

Ideas that can be used in the STAT CAVE for graphing and displaying data

1)  Lab 'Drugs' :
The purpose of this lab is to get familiar with data files and do basic graphs for categorical and quantitative variables
data file:  drugsurv.mtw (data from drug and alcohol survey in a state for the Midwest)
(variables in this data set are: gender, years of education, smoking status, having tried marijuana and alcohol dependency)
  A more simple version of that lab that can be used the first day in the lab to introduce students to the use of Minitab can be found in : plabdrugs.doc
2) Work  1.33, 1.34, 1.44 from the book
 
3) Explore and discuss the distribution of the variables in one or more of these data files.
    a) surveys02.mtw  (Has categorical and quantitative variables: gender, age, number of siblings etc. of students in a section of Math 1530)

    b) Pulse rates of 210 students of a MATH 1530 course pulserat.mtw     pulserat.sav (Interpret the shape, what pulse rates are more common? which ones are less frequent?)

    c)  Age at time of death, sample of 135 graves from Greenhill cemetery Laramie, WYO, data include people who died in the period 1860-1998) (Why does the distribution of age at time of death looks bimodal? Get separate graphs for those who died before and after 1950. )  Greenhill.mtw  

   d) Unemployment in Tennessee. This data set contains the monthly unemployment rate in Tennessee from January 1978 to April 1999. TennUnEm.mtw      Obtain a histogram and interpret it. Obtain a time plot and interpret it.

4) Using applets from the WWW. The applet (from Rice University) at http://www.ruf.rice.edu/%7Elane/stat_sim/histogram/index.htm
allows you to explore how a interval width affects the shape of the histogram

In the real world Chapter 1

Statistics is a useful tool to explore the real world.

Here are some data files with real data. Think of the context of the data, get acquainted with the variables and identify the type of each variable.
1) SAT related variables for 50 States and DC (Moore's Basic Practice of Statistics) Minitab: SAT.mtw SPSS: SAT.sav

2) Demographic and economic data from for 97 countries (from Rouncefield)

Rouncefield, M. (1995)  The Statistics of Poverty and Inequality . Journal of Statistics Education v.3, n.2 (1995) 

(data source : United Nations in 1990). (Variables in this data file are:
(birth rate, death rate, infant mortality rate, life expectancy for males and females, gross national product)
Minitab:  poverty.mtw  SPSS: poverty.sav

3) Real data from the USA: Census Bureau Web site, unemployment data Bureau of Labor Statistics, The University of Chicago’s National Opinion Research Center

Related  readings 
for instructors 

Ideas on how to use a data set with demographic and economic variables for 97 countries produced by the United Nations:
Rouncefield, M. (1995)  The Statistics of Poverty and Inequality. Journal of Statistics Education v.3, n.2 (1995)

SKILLS &
KNOWLEDGE
in Chapter2

 

Chapter 2. After reading this chapter make sure you know how to:

1. Calculate and interpret the values of mean, median, quartiles, five number summary, standard deviation
2. Draw a boxplot & compare several data sets in terms of center and spread by looking at the side by side boxplots.
3. Decide if an observation is an outlier using the 1.5 IQR rule
4. Relate the skewness of the distribution to the relative position of the mean and the median
5. Relate the standard deviation with a histogram

Also you should be aware of how extreme observations affect numerical summaries.

HOMEWORK
Chapter 2

We recommend you practice with exercises: 2.1-2.5,2.8,2.10-2.22,2.25,2.26,2.30-2.32,2.34,2.36,2.38,2.40,2.44,2.46
Your instructor might assign specific homework to be graded.

In the classroom

These are activities/worksheets that can be worked in the classroom. They do not require the use of computers.
1) doctors (5-number summaries, stemplots, histograms, mean, outliers; with emphasis in interpretations)
2) Softdrinks Version 1. (stem-and-leaf displays)
3) Softdrinks Version 2. (stem-and-leaf displays, median, quartiles and boxplots)
4) Income of CEOs A worksheet to practice calculating by hand basic statistics and interpreting them.
5) Gasoline use by state Interpreting computer output with graphs and basic statistics

6) Numerical comparison and histograms Mean vs. Median, The effect of an outlier on summary statistics.

IN THE LAB
Chapter 2

Ideas that can be used in the STAT CAVE for Summarizing distributions with numbers

1) Lab Big Toe This lab reviews topics of Chapters 1 and 2.

2) Lab Infant Mortality The objective of this Lab is to interpret the shape of histograms, interpret side by side boxplots, calculate and interpret basic statistics. It reviews topics from Chapters 1 and 2.  It  uses Rouncefield's poverty data (Variables in this data set are birth rate, death rate, infant mortality rate, life expectancy for males and females, gross national product for each one of 97countries)  
Minitab: poverty.mtw 

3) Lab SAT scores
(Statistics and graphs for quantitative variables) SAT scores  for 50 States and DC (Moore's Basic Practice of Statistics) (Variables are SAT Math and Verbal average scores, % of high school seniors taking the SAT,  etc.)  Minitab: SAT.mtw

4) Lab Baseball  A short lab with the baseball players’ salaries (histogram, median, mean, side-by-side boxplots)

5) Lynx Spiders  A biologist wants to compare the lengths of female and male green lynx spiders.  [Probability and Statistical Inference, 7^th ed.] 

6) The Minitab data file Oldfaithful contains data on eruptions of the Old Faithful geyser in Yellowstone National Park. The variable named "Duration" records how long 299 of these eruptions lasted, in minutes. Describe the shape, center, and spread of the distribution. [The Basic Practice of Statistics, 3rd ed.]

7) The Minitab data file Calories contains data from a study showing that foods advertised as "low calorie" often contain more calories than the label states. Is the degree of understatement of calories the same for national (N) brands, regional (R) brands, and locally (L) prepared foods? The variable measured is the percent difference between true and label calories (i.e., true% - label%). [The Basic Practice of Statistics, 3rd ed.]

8) Open the applets (Statistical Applets) from the BPS4e CD. The Mean and Median applet on the BPS4e CD allows you to place points (data) where ever you want and it shows the dotplot and locates the mean and the median. Useful to explore the relationship among mean, median and the skewness of the distribution.

In the real world

2) Look at exercise 2.33. Data of the census can be found at http://www.census.gov
Interesting data originally published by the United Nations can be found in Minitab: poverty.mtw   Source:  Rouncefield, M. (1995)  The Statistics of Poverty and Inequality. Journal of Statistics Education v.3, n.2 (1995) 

(birth rate, death rate, infant mortality rate, life expectancy for males and females, gross national product for 97 countries in 1990)
             

Skills & Knowledge
in Chapter 3

After studying this chapter, you should:

• know what is a density curve and what is the total area under it
• be able to sketch the density curve given the mean and standard deviation of a normal distribution
• apply the  68-95-99.7 rule
• be able to calculate z-scores ('standardization')
• find the area (proportions & percentiles)  to the left or right of a given value of x or z .
• given an area (to the left or the right) under the normal curve, find the value of z (and x)
• use your knowledge of the normal distribution to solve word problems (example: exercises 3.20-3.22)

HOMEWORK
for Chapter 3

We recommend that you practice with exercises: 3.1,3.2,3.4-3.8,3.10,3.14-3.24,3.27-3.29,3.32-3.43,3.48,3.50,3.52
Your instructor might assign specific homework to be graded.

 
In the Classroom
Chapter 3

These activities do not require the use of computers.
1) A worksheet to introduce the idea of standardization
2) Exercises  to practice the use of the normal table and problems related to the normal distribution

For Instructors: standnorm.gif  a file with the graph of the normal distribution that can be used when preparing material on this topic

IN THE LAB
Chapter 3

Ideas that can be used in the STAT CAVE about the Normal distribution
1) Lab Normal Given a value finding an area, given an area finding a value, checking for normality (pulserat.mtw) & emulating normal data 

2)  Normal model and the Soda data. A lab to discuss if the normal model is appropriate for a given case,  data file soda.mtw

3) Applets from different sources :
                 Applet to calculate areas under the normal curve   (U. Berkeley)
                 Applet to draw normal curves (input: mean and std) and calculate areas under the curve (Rossman-Chance collection)
                 Applet about normal approximation to histograms  (U. Berkeley)

4) Exercises 3.51-3.53 use the Normal Curve Applet from Statistical Applets on the BPS4e CD.

HOMEWORK
Chapters 4 & 5

We recommend that you practice with the following exercises:
Chapter 4: 4.1-4.9,4.11-4.21,4.23,4.25,4.28-4.30,4.33,4.35-4.37,4.40
Chapter 5: 5.1-5.3,5.5,5.7,5.9,5.11,5.14-5.23,5.24,5.28,5.32,5.34,5.36,

                     5.38,5.39,5.41,5.42,5.44,5.47,5.50,5.54,5.55

Your instructor might assign specific homework to be graded.

In this note you can see the calculation of the correlation coefficient (r) step by step

IN THE LAB
Chap. 4 & 5

Ideas that can be used in the Stat Cave for correlation and regression.
1) Lab Body Fat (correlation and regression) Which is better predictor of body fat; waist or weight?  Uses the data file bodyfat.mtw

2) Lab Wine-Heart (correlation and regression) Are wine consumption and heart disease related? Uses the data file wineheart.mtw  

3) LAB OldFaithful Correlation
Are the length of eruption and the time until next eruption related?  oldfaithful.mtw

4) LAB OldFaithful Regression  Can we predict when the next eruption of Old Faithful will be?  Data: oldfaithful.mtw

5) This is a very appropriate data set to discuss outliers in regression: Obtain the scatter plot, fit the regression equation with and without the observation for the USA and compare R-square for both models. Cigarette and lung cancer (Friedman et. al) cigaret.mtw   cigarret.sav  

6) LifeExpect.mtw (Cause-effect relationship?)

7) Using Applets  in the WWW:
     a) Guessing the value of r from a scatter plot  (University of Illinois) 

     b) Rice U 'Regression by Eye' applet

     c) To discuss leverage and influential points:
       You place the points with the mouse where you want and the (U of Illinois) applet calculates r and the regression line 
       You move the points, displays r, SSE and line Calpoly Linear Regression Applet
       You move one point, displays r and line West's Regression Applet

      d)  Correlation and Regression Applet  from A. Strader of Texas A & M University

8)  Explore the Correlation and Regression Applet from (Statistical Applets) on the BPS4e CD.

In the classroom
Chapters 4 & 5

Class summary to introduce correlation (step by step calculation) and regression intcorreg.doc

A summary of the ideas of outliers & influential points in regression using the famous cigarette & lung cancer example: outliers.doc
This worksheet can be worked in the classroom, no computer is required

1) Are drinking wine and heart disease associated? A worksheet (wineheart.doc) based on a data set  from Moore, D "The Basic Practice of Statistics" (Data file  wineheart.mtw  or wine-heart.sav )

In the real world

Readings for instructors

A Brief History of Regression

Skills in
Chapter 6

After studying this chapter, you should:

• Know how to produce a two way table from raw data for two categorical (or categorized) variables
• be able to get marginal and conditional distributions from a two way table
• feel comfortable interpreting 'row and column percentages' (conditional distributions) and compare groups based on that interpretation
• An association or comparison that holds for all of several groups can reverse direction when the data are combined to form a single group. This reversal is called Simpson's Paradox.

HOMEWORK
for Chap. 6

We recommend that you practice with the following exercises: 6.1-6.3,6.5, 6.7-6.18,6.24,6.28,6.30,6.31

Simpson's Paradox exercises: 6.7,6.8,6.30,6.31

Your instructor might assign specific homework to be graded.

In the Lab
Chapter 6

Ideas that can be used in the STAT CAVE for two-way tables
1) LAB Drugs-Two Way. We work again with the file drugsurv.mtw (data from drug and alcohol survey in a state for the Midwest) now trying to compare females and males and to observe associations between variables.

2) You can produce your own two-way tables for gender or class and survival with the Titanic Data. Did the same percent of males and females survived? Did the same percent of women survive in the first class than in the third class? Minitab: Atitanic.mtw

Titanic Data: Gender, class, and survival for the Titanic adult passengers (crew not included). 

3) A study was conducted to see if there was an increased risk of contracting hepatitis C associated with having a tattoo. Tattoos (Source: Intro Stats by De Veax & Velleman 2004)

4)  A large sample survey interviewed a random sample of young adults in 2000 and 2001. One questions asked was, “Where do you live now? That is, where do you stay most often?” Where do college-age young adults live?  (Source: The Basic Practice of Statistics)

Readings for instructors

Robert J. MacG. Dawson   (1995 The "Unusual Episode" Data Revisited Journal of Statistics Education v.3, n.3  )

HOMEWORK

 We recommend that you practice with the following exercises: 8.1-8.5,8.7,8.8,8.14-8.26,8.31,8.32,8.37,8.39,8.46,8.50

The following exercises require the use of random number tables, applet, or other software: 8.9,8.11,8.12,8.36,8.44

Your instructor might assign specific homework to be graded.

 14 multiple choice questions on experimental and observational studies  hwsurexp.doc

IN THE LAB
in Chapter 8

Ideas that can be used in the STAT CAVE for Surveys

1) A class summary on surveys to introduce the topic using internet and software (Minitab) resources surveys in lab
2) Short Lab on random sampling,  uses the data set:  agepop.mtw

3) Random selection Activity/Lab:  Selecting things at random: from raffles to samples- Hats, dice, tables and computers
This lab introduces in a 'hands on way' random generation of numbers by different random mechanisms and the selection of random samples

4) Lab on Random Samples using the data set:  agepop.mtw To learn how to select samples using the computer and to explore the ideas of sampling variability and sampling distributions

In the real world

To learn  more about organizing surveys: ASA brochures on Surveys (detailed brochures on different aspects of surveys)

Two opposite examples of surveys:
National Geographic's Survey 2000 (large sample but not random, for whom are the results valid? )
The Gallup Poll (relatively small RANDOM sample, for whom are the results valid?) Give a look to the Gallup Poll of the week

More about the Census in the USA :    CENSUS: main page and teacher's page      

For links to more national surveys places

HOMEWORK

We recommend that you practice with the following exercises: 9.1-9.4,9.9,9.10,9.12,9.13,9.16-9.26,9.36,9.39,9.41,9.45,9.47
The following exercises require the use of random number tables, applet, or other software: 9.5,9.29,9.32
Your instructor might assign specific homework to be graded

In the classroom
Chapter 9

These activities can be done in the classroom or assigned as homework, no computer is required
1) Activity on Experimental Design
The vocabulary of experimental design and the principles of randomization, replication and control, as well as the strategy of blocking to control for sources of variability are reviewed in this activity using three cases.

2) 14 multiple choice questions on experimental and observational studies  hwsurexp.doc

IN THE LAB
Chapter 9

Ideas that can be used in the STAT CAVE for experiments

  Lab on Experimental design  
This Lab focuses on the application of the Randomization principle to select which individuals will be assigned to each treatment and in which order the experiment will be conducted; but other issues involved in designing experiments are also reviewed.

HOMEWORK

 We recommend that you practice with the following exercises: 10.4,10.5,10.8-10.13,10.15-10.17,10.19-10.28,10.31,10.39,10.40,10.43,10.44,10.46,10.49,10.51,10.53

The following exercises require the use of an applet or other software: 10.3b,10.35,10.55
Your instructor might assign specific homework to be graded

IN THE LAB
in Chapter 10

Ideas that can be used in the STAT CAVE for probability
Want to (virtually) flip a coin?
1) Using applets from the CD. Explore the Probability Applet from (Statistical Applets) on the BPS4e CD. This applet simulates flipping a coin and keeps track of heads and tails.

2) Using applets in the WWW.  You will also find generators of random numbers in  http://www.random.org

Probability as relative frequency in the long run:  Go to http://www.random.org and flip the coin 50 times. Keep track of the number of heads that you get. Based on this experience, what is your estimate for the probability of heads for that coin? (50 realizations of the random experiment of flipping a coin is NOT really the 'long run'). Each student can report how many head he/she got in his/her 50 trials and we can come up with another estimate of the probability.

In the Classroom
Chapter 10

1)      Class summary to introduce the basic of probabilities including random variable intprobrv.doc

2)      This is a class summary to introduce, via examples, probability related topics such as :
Venn Diagrams, calculating conditional & marginal probabilities from two-way tables,  false positives and false negatives in medical tests,  the birthday problem. moreprobability.doc 

These activities can be done in the classroom and do not require the use of computers

3) Introducing the idea of random variable

4) False positives in the ELIZA test for Aids

IN THE LAB
Chapter 11

Ideas that can be used in the STAT CAVE for sampling distribution
1) A 'hands on' introduction to sampling distributions  intsamdist.doc
it uses the worksheet sampmeanspop.mtw and applets from the web
2) A Lab to introduce step by step the ideas related to sampling distribution. 
       The file with the population to be used in this lab is in agesmoke.mtw 

   c) An applet from the Rossman & Chance collection that randomly selects words from the Gettysburg address and depicts the sampling distribution of a categorical (noun or not noun) and a quantitative (length of word) variable 

 http://statweb.calpoly.edu/chance/applets/GettysburgSample/GettysburgSample.html

4) Using APPLETS in the CD. Explore the Law of Large Numbers Applet from (Statistical Applets) on the BPS4e CD  This applet simulates rolling die/dice and could be used for the Law of Large Numbers

 
In the classroom
Chapter 11

A set of 10 multiple choice questions to review the topic of sampling distribution of a mean

In the classroom

These activities can be worked in the classroom, no computer is needed.

BINOMIAL TABLES  n=2...9    n=10...20

1) List of additional problems on Binomial distribution
  

2) More problems on the application of probability models

HOMEWORK

 Here is a one page introduction to the Binomial distribution XXXX
We recommend that you practice with the following exercises:13.1-13.9,13.12-13.22,13.25,13.28,13.30-13.32,13.36

Your instructor might assign specific homework to be graded

IN THE LAB
Chapter 13

Ideas that can be used in the STAT CAVE for binomial distribution

1) How to create a with MINITAB using the frogs story:  frogsbinomial.doc
This example prepares the ground for an easy introduction of the idea of test of hypothesis.

2) A set of 3 questions, applying binomial probabilities, that help us to understand that events considered 'rare' are not necessarily rare. 

HOMEWORK
 

We recommend that you practice with the following exercises: 14.1-14.3,14.6-14.20,14.25,14.27,14.29-14.32,14.34,14.38

Your instructor might assign specific homework to be graded

In the classroom
Chapter 14

Class summary: An introduction to the ideas of inference using the frogs example.  frogsbinomial.doc

A set of 10 multiple choice questions about test of hypothesis and confidence intervals for the mean. actinfmean.doc

IN THE LAB
Chapter 14

Ideas that can be used in the STAT CAVE for confidence intervals

1) Using applets to understand the meaning of confidence
 a) Using APPLETS in the CD. Explore the Confidence Interval Applet from (Statistical Applets) on the BPS4e CD  The applet simulates  the total number of samples and number that "hit" (i.e., confidence interval did contain µ).
 

HOMEWORK
Chapters 15 & 16

We recommend that you practice with the following exercises:
Chapter 15: 15.1-15.5,15.7,15.9,15.10-15.17,15.19,15.23-15.37,15.39,15.40,15.44,15.45,15.48,15.52,15.53,15.55
Chapter 16:  16.1-16.5,16.6 (You can use Minitab 1-sample z test.),16.8,16.9,16.14,16.15,16.19-16.27,16.31,16.32,16.34(a),(b)     16.35,16.36,16.38,16.41,16.42,16.45

Your instructor might assign specific homework to be graded

IN THE LAB chapter 15

Ideas that can be used in the STAT CAVE for test of hypothesis

The new ducks story:  Introduces the ideas of hypothesis testing, shows how to do it using the exact (binomial) and approximate (normal) method by hand and using Minitab. It covers also the material of Chapter 18

In the Classroom
in Chapter 15

A worksheet to introduce the ideas of testing hypothesis based on the binomial distribution
 Test of Hypothesis (the ducks story)

A set of 10 multiple choice questions about test of hypothesis and confidence intervals for the mean: actinfmean.doc.

 
HOMEWORK &
readings Chap18

We recommend that you practice with the following exercises: (When possible use Minitab to solve.)  18.1,18.6,18.7,18.10-18.24,18.26-18.28,18.30,18.32,18.36,18.39,18.41,18.43,18.45
 
Your instructor might assign specific homework to be graded
A summary with computer output for the one sample and matched pairs case: infmeant.doc

In the Lab in Chapter 18

A Lab on inference for the mean based on 4 exercises from the book. It reviews test of hypothesis and confidence intervals for the population mean , both when we know sigma and when we don't know it (including matched pairs)
Lab inference
It uses the data files  boneloss.mtw, redwine.mtw  and genvsref.mtw

In the classroom
Chapter 18

Skills in Chapter 20

 After studying this chapter, you should : 

•  be informed about the sampling distribution of the sample proportion
•  know how to calculate a confidence interval for the population proportion (normal approximation) and be aware of its limitations and possible ways of handle those limitations
•  be able to calculate the appropriate sample size when the purpose of the study is to estimate the population proportion, given the desired confidence and precision (margin of error)
•  know how to perform tests of hypotheses about a population proportion

HOMEWORK
Chapter 20

We recommend that you practice with the following exercises:

20.1-20.9,20.11,20.13,20.16,20.17-20.27,20.31,20.32,20.38,20.40,20.41

Your instructor might assign specific homework to be graded

IN THE LAB
Chapter 20

1) The new ducks story: Introduces the ideas of hypothesis testing, shows how to do it using the exact and approximate method by hand and using Minitab. (Same as posted in Chapter 18.)

2) Additional problems
 

In the classroom
Chapter 20

1) A worksheet to introduce the ideas of testing hypothesis (it also shows what to do in case the assumptions needed to use the normal model are not attained) Test of hypothesis (the ducks story) (Same as posted in Chapter 18.)

2) Examples of testing a population proportion: testing_proportion.pdf

3) A guide to review inference for proportions by solving exercises from the book rwinfp.doc

4) A set of 10 multiple choice questions to review confidence intervals and tests of hypotheses for proportions.

HOMEWORK
Chapter 23

Here you will find an introduction to the Chisquare test chisq.doc
We recommend that you practice with the following exercises:

23.1,23.2,23.6,23.11,23.16,23.18-23.28,23.37,23.40,23.41

Your instructor might assign specific homework to be graded

IN THE LAB
Chapter 23

Ideas that can be used in the STAT CAVE for the chi-square test

1) Lab on test of independence with the drug survey example. Data are in drugsurv.mtw

2) Labchisq.doc is a lab that includes the goodness of fit test and the test of independence.

3) Use The Titanic data (Dawson): Produce two-way tables and Chi-square tests to find out if

    a) gender made a difference in survival

    b) class made a difference in survival

In the Classroom
Chapter 23

No computer is needed.
TESTS OF INDEPENDENCE & GOODNESS OF FIT   A worksheet that includes presentation of the topic and computer output and shows how calculations are done by hand and asks for interpretations.

Readings for instructors

Robert J. MacG. Dawson   (1995 The "Unusual Episode" Data Revisited Journal of Statistics Education v.3, n.3 )