ritchey2 im ch01

Overview of Course Design: Instructors Manual to Accompany The Statistical Imagination, 2 Edition nd

1

Overview of Course Design: Pages 1-26 and

Chapter 1: Pages 27-43

INSTRUCTORS MANUAL

to accompany

The Statistical Imagination:Elementary Statistics for the Social Sciences

Second Edition

by

Ferris J. RitcheyUniversity of Alabama at Birmingham

Prepared by

Ferris J. RitcheyUniversity of Alabama at Birmingham*

______________________________* Materials retained from the first edition of this manual were prepared with the assistance of Lynn B.

Gerald, Ph.D., Associate Professor, Department of Medicine, University of Alabama at Birmingham.


2

Table of Contents of the Entire Instructors Manual

Content

Overview of a Class-Tested Course Design (This current file, pages 1-26)

Lectures and Transparencies

Chapter 1 The Statistical Imagination (This current file, pages 27-43)

Chapter 2 Organizing Data to Minimize Statistical Error

Chapter 3 Charts and Graphs: A Picture Says a Thousand Words

Chapter 4 Measuring Averages

Chapter 5 Measuring Dispersion or Spread in a Distribution of Scores

Chapter 6 Probability Theory and the Normal Probability Distribution

Chapter 7 Using Probability Theory to Produce Sampling Distributions

Chapter 8 Parameter Estimation Using Confidence Intervals

Chapter 9 Hypothesis Testing I: The Six Steps of Statistical Inference

Chapter 10 Hypothesis Testing II: Single Sample Hypothesis Tests: Establishing the Representativeness of Samples

Chapter 11 Bivariate Relationships: t-test for Comparing the Means of Two Groups

Chapter 12 Analysis of Variance: Differences Among Means of Three or More Groups

Chapter 13 Nominal Variables: The Chi-Square and Binomial Distributions

Chapter 14 Bivariate Correlation and Regression Part 1: Concepts and Calculations

Chapter 15 Bivariate Correlation & Regression Part 2: Hypothesis Testing and Aspects of a Relationship


3

Table of Contents of Overview of Course Design (Pages 1-27)

Topic Page

Overview: Suggestions for Course Design and Management 3

Extensive Supplements Available on The Statistical Imagination Web Site 4

Course Structure and Task Scheduling: The Feedback System 5

Targeting Trouble Spots 9

Advantageous Use of Special Features in the Text 10

Informing Students about the Feedback System and Guidance on How to Succeed 11

First Day Course Overview/Introduction Lecture 12

Study Guide for Students 13

Sample Syllabi 14

Transparencies for Overview of Course Design 25

Overview: Suggestions for Course Design and Management

The ideas in this manual are derived from 30 years of teaching experience by the author of TheStatistical Imagination. Ferris Ritchey, who has conducted many How To Teach Social Statisticsworkshops at professional meetings, including meetings of the American Sociological Association. Fromthese experiences, this manual incorporates assorted course strategies and classroom techniques that havebeen extensively class tested. While mastering the art of teaching undergraduate statistics cannot beaccomplished in one term, this manual is intended as a turnkey model. If followed closely, it will makeeven a first teaching experience quite effective. This manual, the text, and its supplements are all designedto teach the course in an incremental fashion such that student math anxiety and instructor teachinganxiety are eliminated, but without compromising the quality of instruction and level of comprehension.

Together with the other supplements to The Statistical Imagination, this manual assists aninstructor in the preparation of lectures, class discussions, assignments, and examinations forundergraduate and first-level graduate courses in statistics and data management.


4

The remaining files of this Instructors Manual supply chapter-by-chapter course materials,including:

1. An outline of chapter and lecture objectives 2. A lecture with references to overhead transparencies and PowerPoint slides.

Extensive Supplements Availableon The Statistical Imagination Web Site

The materials in this Instructors Manual are used in conjunction with other supplements to TheStatistical Imagination, including:

1. Computer Applications for The Statistical Imagination, prepared by Ferris J. Ritchey, Jeffrey E.Hall, Lynn B. Gerald and Levi Ross. These exercises, along with 9+ data sets, codebooks, andpartial answers, appear in the Students Resources section of this Web site.

2. SPSS for Windows Student Version software which is supplied on a CD that comes with the text.

3. Solutions Manual to Accompany The Statistical Imagination, 2 Edition, prepared by Brian P.nd

Hinote, Jason Wasserman and Ferris J. Ritchey (with some retained material from the firstedition, which was prepared by Ferris J. Ritchey and Lucy H. Lewis). This document appears inthe Instructors Resources section of this Web site. It provides complete answers to all fourparallel sets of end-of-chapter exercises in The Statistical Imagination. These are PDF files,which may be viewed and printed in Acrobat Adobe Reader. The instructor may print these

assignment keys and post them (e.g., in a Plexiglas covered bulletin board) for student perusaland self-correction of exercises.

4. Test Bank to Accompany The Statistical Imagination, 2 Edition, prepared by Jason Wasserman,nd

Brian P. Hinote, and Ferris J. Ritchey (with some retained material from the first edition, whichwas prepared by Ferris J. Ritchey and Lucy H. Lewis). (See Instructors Resources section of thisWeb site.) For each chapter, this document provides (a) multiple choice, true-false, and matchingquestions for testing mastery of concepts, (b) calculation exercises, and (c) short answer andbonus questions. Answers to test questions and exercises are provided.

5. Chapter Extensions for each chapter are available on the Web site under Student Resources.These materials are slightly advanced ideas and formulations tied to the text. The extra textmaterial in these PDF files may be assigned by the instructor for upper-level undergraduate orfirst-level graduate courses and easily printed by students.

6. PowerPoint Slide Shows for each chapter. These are available on both the Student and

Instructor parts of this Web site.

7. Web Links to statistical data banks, sites providing statistics tutorials, and statistical games areavailable on the Student Resources part of this Web site.


5

8. Chapter Objectives for each chapter are available on the Web site under Student Resources.These chapter objectives are a good starting point for study of an assigned chapter. Eachobjective starts with a Study Guide for students.

9. Key Terms (glossaries) are available for each chapter on the Web site under Student Resources.

10. Flash Cards for testing mastery of terms and concepts for each chapter are available on the Website under Student Resources.

11. Self-Assessment Quizzes for each chapter are available on the Web site under Student Resources.

Course Structure and Task Scheduling: The Feedback System

Feedback System Using Assignments, Quizzes, and Major Examinations

This course is designed to cover basic elements of hypothesis testing in such a way that wheninferential statistics are approached (Chapters 9 and beyond), abstract concepts are easily understood.This is accomplished through text, lecture, and course work design. While many instructors havedeveloped their own effective techniques, the following pedagogical regimen has been found to maximizestudent success. This regimen has been class tested over 25 times. It is based on the idea that assignmentsand quizzes are rehearsals for major examinations. Major examinations are given closed book (exceptfor the formulas and guides on the inside book covers, and statistical tables in text Appendix B). Open-book examinations foster poor study habits. The pressures of a closed-book examination are alleviated,however, by providing students with ample opportunity to learn from mistakes on assignments andquizzes.

How an Instructor Can Provide Feedback Without Sacrificing His or Her Personal Life

Experienced instructors of statistics courses know that requiring extensive exercises is necessaryfor student success, yet this creates unusual demands on an instructors or laboratory assistants time. Thefeedback system described here solves this dilemma. It makes students responsible for correcting theirown papers.

, First, take note that in The Statistical Imagination, for each chapter there are four parallel sets ofpencil-and-paper exercises. This allows an instructor to vary assignments from class section toclass section and from term to term. Complete assignment keys for every one of these exercisesare provided in the Solutions Manual in the instructors section of this Web site.


6

, Require weekly assignments that are due the class day following completion of a lecture on achapters material. Even if computers are used as the main calculator for the course, require thestudents to complete some pencil-and-paper exercises in order to learn the algorithm of aprocedure and gain a sense of proportion about the equations.

, Use the following easy quick check method for scoring assignments:Assign a T+ (good comprehension and complete), T (satisfactory and complete), T-(unsatisfactory), or zero (incomplete or very unsatisfactory). Do not spend great amounts of timered inking the assignments. Simply circle or otherwise identify incorrect parts.

, Return graded assignments at the next class. From the Solutions Manual, print the chapters pdffile and make these complete assignment keys available to students. Students may then use thekeys to make their own corrections. An excellent way is to post the keys in a Plexiglas coveredbulletin board near the instructors office. This thorough feedback from the keys reinforces andsupplements learning. Through class testing, it has been established that the availability ofassignment keys does not compromise the next terms work as long as examinations are givenclosed-book and assignments are only awarded so much credit toward the final grade (e.g., 15-20percent). Making keys public is not a problem. The keys are like music scores. Simply having amusic score in hand does not mean one can play music. Similarly, if a student does not practiceproblem solving, having a copy of the key is useless.

Scheduling Assignments, Quizzes, and Examinations

, Collect assignments on Day 1 of the week. The easy-to-do quick check assignment gradingmethod allows return of assignments on Day 2.

, At the next class or in lab (Day 3), quiz students on that chapters material. < Quiz items may be selected from the Test Bank. < The quizzes can be short (10-20 minutes). Give them closed-book, providing only

photocopies of formulas and guides that appear on the inside covers of the text, as well asstatistical tables from text Appendix B. Collect the quizzes five minutes after the firstcompleted quiz is turned in. Distribute clean copies of the quiz and immediately presentand discuss the answers (or have students do so).

< The remaining lab time is spent going over the assignment due at the next class. Havestudents in groups of 3 to 4 put present solutions to chapter exercises on the board.

, Give three to five in-term examinations as well as a final examination. All examinations are givenclosed-book except for photocopies of test selection guides and formulas on the inside covers ofthe text and statistical tables in Appendix B.

, The Test Bank that accompanies The Statistical Imagination provides conceptual questions in theform of multiple-choice, true-false, and matching items. It also provides calculation exercisesframed like chapter exercises and short answer/essay questions. The Test Bank also includesanswers to all test items.


7

The following table presents the general schedule of the assignment-quiz-examination regimen. Thecoverage of chapter 1 is highlighted to reveal the general pattern for a chapter.

Week Day 1 Day 2 Day 3 or Lab

Chapter 1 Chapter 1Assign chapter 1 exercises

Chapter 1 Math review;Work on Chapter 1 assignment

Chapter 2 Chapter 2Collect chapter 1 assignmentAssign chapter 2 exercises

Chapter 2Return corrected chapter1 assignment

Quiz on Chapter 1Work on Chapter 2 assignment

Chapter 3 Chapter 3Collect chapter 2 assignment

Chapter 3Return corrected chapter 2assignment

Quiz on Chapter 2Work on Chapter 3 assignment

Etc.

On the next page is an example of a course schedule that should be provided with the coursesyllabus. (Complete sample syllabi are provided below for courses with and without use of computers.)While initially this schedule appears intimidating to average students, it communicates to them theimportance of giving priority to the course.


8

Schedule of Assignments, Examinations and QuizzesWeek Day 1 Day 2 Day 3 or Lab Session

1. Chapter 1(Specify dates)

1. About the course2. About course design

1. What is science?

1. Review of basic math2. Students present Asgmt. 1

2. Chapter 2 1. Asgmt. 1 due2. What is statistics?

1. Statistical error2. Organizing and coding data

1. Quiz on basic math and chapter 1 concepts2. Students present Asgmt. 2

3. Chapter 3 1. Asgmt. 2 due2. Graphing

1. Graphing (cont.) 1. Quiz on week 2 material2. Present Asgmt. 3

4. Chapters 4 & 5 1. Asgmt. 3 due2. Measuring averages

1. Distribution curves2. Dispersion (Ch. 5)

1. Quiz on week 3 material2. Present Asgmt. 4

5. Chapter 5 (cont)and exam

1. Asgmt. 4 due2. Dispersion (cont.)

First Examination onWeeks 1-3 Material


6. Chapter 6 1. Asgmt. 5 due2. Basic probability

1. Partitioning the normal curve


7. Chapter 7 1. Asgmt. 6 due2. Sampling distributions

1. Degrees of freedom 1. Quiz on week 6 material2. Present Asgmt. 7

8. Chapter 8 1. Asgmt. 7 due2. Confidence intervals

1. Confidence intervals(cont.)


9. Chapters 9 & 10 1. Asgmt. 8 due2. Hypothesis testing (Ch. 9)

1. Large single-samplemeans test (Ch.9)


10. Chapter 10(cont.) and exam

1. Asgmt. 9 due2. Single sample tests (cont.)

Second Examination onWeeks 4-8 Material


11. Chapter 11(cont.) & 12

1. Asgmt. 10 due2. Testing for samplerepresentativeness (Ch. 10)

1. Two group tests (Ch.11)


12. Chapter 12 1. Asgmt. 11 due2. ANOVA calculations

1. ANOVA hypothesistest


13. Chapter 13 and exam

1. Asgmt. 12 due2. Chi-square test

Third Examination onWeeks 9-11 Material


14. Chapters 14(cont.) & 15

1. Asgmt. 13 due2. Chapter 14 (cont.)

Chapter 15 1. Quiz on week 13 material2. Present Asgmt. 14

15. Chapter 15(cont.)

1. Chapter 15 (cont.) 1. Asgmt. 14 due2. Final exam review

1. Quiz on weeks 14 and 15material 2. Final Examreview


9

While this regimen of assignments, quizzes, and examinations requires a lot of work on thestudents part, it is an effective way to teach statistics without dumbing down and without sacrificingstatistical principals. The quick-check method of scoring assignments, together with availability of keys,not only makes it easy on the instructor, but also encourages students to correct their work. Thisprocedure motivates students to perfect their assignments before turning them in, because they know theywill have to work some more on them anyway to prepare for quizzes. After a couple of weeks, the seriousstudents know how to maximize this system for preparing for the closed-book examinations. For lessserious or math anxious students, especially if the course is required, the pedagogical structure engendersdiscipline. In addition, the incremental way topics are introduced in the text allows students to succeedearly on and this reduces math anxiety. These factors combined lead marginal students to do much betterthan expected in the course.

Targeting Trouble Spots

Several topics in a statistics course must be given sufficient attention when presented or muchtime is lost later on attempting to fill gaps. Some of these remedies are listed here and expounded on inthe chapter-by-chapter lecture outlines of this manual.

, To eliminate math anxiety, Chapter 1 starts with a review of proportions and percentages, but thisis framed as proportional thinking--simply a balanced way of looking at things. Chapter 1-3exercises (on proportions, frequency distributions, and graphing) allow students to enjoy earlysuccess with assignments. This thorough review of proportions and percentages facilitatesinstruction on probability theory, sampling distributions, p-values, Types I and II Error, etc. Atthe same time, students become oriented to the feedback system without feeling overwhelmed.

, To foster linear thinking and proportional thinking skills, take plenty of time to explain thestandard deviation and standardized scores (Chapter 5) and have students work many problemspartitioning areas under the normal curve (Chapter 6).

, Actually generate at least two sampling distributions in class, such as the bean sampling exercisesof chapter 7. This reifies the concepts of sampling distribution and repeated sampling. Thereafter, students are able to fully and easily grasp the place of these concepts in hypothesistesting.

, On every hypothesis test presented on assignments, quizzes, and examinations, require students toproduce the details of the six steps of statistical inference--especially drawing the samplingdistribution curve in step 2. Repeating this procedure brings all students along. Some will graspthe details immediately (Chapter 9). By Chapter 11, every student who is truly working hard willhave grasped the logic. Thereafter, the instructor is able to cruise through the remaining chapters,because the pedagogical aspects of the six steps will be second nature to students. Thus, in laterchapters on bivariate analysis, an instructor may concentrate on conceptual issues related tohypothesis testing and research ideas.


10

Advantageous Use of Special Features in the Text

, Conceptual Themes to Spark Interest. The Statistical Imagination incorporates severalconceptual themes designed to make a statistics course an enjoyable endeavor. The first theme isthat statistics is about proportional thinking and that mathematical calculations are simply tools toassist in this. The second theme is that of the statistical imagination--that statistical estimates areinterpreted in relation to the larger contexts of a population of subjects, as well as in the contextsof populations of ideas, values, normative forces, practical circumstances, and theories. Distinctions are made between statistical significance and practical/theoretical significance. Thethird theme is error control--an emphasis on the importance of precision, diligence, andprofessionalism in the conduct of research.

, Targeting Results to the Proper Audience. Throughout the text, discussions are included onhow to present results to both scientific and public audiences. In addition, chapters provideexamples of tabular presentation.

, Overcoming Conceptual Hurdles. Conceptual hurdles are identified and many devices areemployed to get students past them. Such devices include a thorough delineation of the standarddeviation, extensive coverage of standardized scores and sampling distributions, and a clearexplanation of degrees of freedom. The chapters of this Instructors Manual provide specificclass-tested ways to reify concepts.

, A Separate Chapter on Sampling Distributions. Confusion about what a sampling distributionis bogs down presentation of confidence intervals and hypothesis testing. The StatisticalImagination includes a separate chapter on sampling distributions. While this requires an extrahour or two of class time, the time is made up thereafter. Sampling distributions are presented andillustrated to provide the essential ingredient of proportional thinking. Once students learn toconceive of sampling distributions, hypothesis testing appears logical and straightforward.

, Six Steps of Statistical Inference. The logical procedures of hypothesis testing are consistentlypresented as the six steps of statistical inference. Every statistical test is illustrated within thisframework. A Brief Checklist of the Six Steps of Statistical Inference precedes the firsthypothesis test in each of Chapters 9-15. For bivariate tests (Chapters 11-15), the write-up ofresults is framed as Four Aspects of a Relationship (i.e., existence, direction, strength, andpractical applications). These aspects provide a guide for presenting information as well as asense of closure by reassuring students that they have covered all bases. < Complete examples of each statistical procedure. Adhering to the six steps of

statistical inference and four aspects of a relationship, complete examples keep studentsinformed of what is expected on assignments and examinations. Distinctions betweengivens and calculations facilitate problem solving.

< The null hypothesis. To avoid vagaries and inconsistencies of the concept nullhypothesis, its meaning is thoroughly covered in the text. The importance of viewing it asa statistical hypothesis is emphasized. That is, the null hypothesis is the one thatgenerates the sampling distribution.


11

, Guidelines on Choosing the Proper Statistical Test. Each hypothesis test is preceded by a boxdescribing when to use a test (i.e., number of samples, level of measurements of variables, samplesize, etc.). A cumulative tree diagram for selecting statistical procedures is presented at the end ofeach chapter. The complete diagram is presented on the front inside book cover.

, Highlighting of Important Terms and Formulas. Concepts and formulas are boxed throughoutfor easy review and each chapter has a summary of formulas. The Index is thorough. Symbolsand formulas are listed on the back inside book cover.

, Conceptual Diagrams. To teach students to think proportionally, all hypothesis tests arepresented with conceptual diagrams that distinguish populations and parameters from samplesand statistics.

, Varied Chapter Exercises. Pencil-and-paper exercises comprise a good mix of practical,everyday-life problems, and scientific problems from a variety of social science and healthjournals. Exercises are ordered from simple to complex. Partial answers to selected exercises areprovided in Appendix C of the text. (Complete assignment keys are available in the SolutionsManual.)

, Optional Computer Applications. Regardless of whether a class is using computers,throughout the text the utility of computers is described. The optional Computer Applications forThe Statistical Imagination appear on the Web site. The text comes with SPSS for WindowsStudent Version software. The Computer Applications Exercises use varied data sets, such as theGeneral Social Survey, an ecological data on metropolitan county crime statistics, and surveydata sets on homelessness and physicians fears of malpractice litigation. No prior experiencewith computers is required.

, Statistical Follies and Fallacies. Consistent with the error control theme, each chapter presentscommon (and often comical) misinterpretations of statistics in everyday life and by mass mediaand researchers.

Informing Students about the Feedback System and Guidance on How to Succeed

Statistics instructors must deal with several emotional issues in the course. First, some of thestudents will have math anxiety. Of this group, many will sincerely desire to learn statistics and wish toovercome math anxiety in the process. These highly motivated but initially math-anxious students shouldbe reassured that this can be done. Consciously or unconsciously, other math anxious students will usetheir condition as an excuse not to work hard. Occasionally, a student will have a true anxiety disorderand not be able to deal with the course. An instructor can help math anxious students by directingattention to the task at hand, by making early assignments easily achievable, and by giving studentsguidance on how to succeed.


12

Emotions can arise also among students without math anxiety, but who are resentful of thedemands of a statistics course. For most social science students, a statistics course is the most demandingone they will encounter. The time required for this course is great. Some students will not anticipate thedemands. Others will be unable to rearrange class or work schedules to accommodate the demands.Moreover, it is difficult to game the system with this course. A student cannot make a half heartedeffort or confidently work for a C. Grade distributions for this course tend to be bimodal,distinguishing those who give full effort from those who do not. Some students will become angry abouthaving to give a full effort. These anxieties are best dealt with up front in a first day discussion of how tosucceed in the course.

First Day Course Overview/Introduction Lecture

[NOTE TO INSTRUCTOR: In the lecture sections of the Instructors Manual, bracketed material isdirection provided to the instructor. Other material is lecture which may be read directly if in a pinch.Otherwise, use it as an outline of what to say in class.]

[On the first day of class, distribute copies of the course syllabus and give students a moment tolook it over. Go over the syllabus noting what is expected. Refer students to page 20 in the text, a sectionon how to succeed in the course. Provide the following advice and reassure students that if they followthe feedback system described above, and keep up in the course, they will succeed. State the followingto the class:]

, Put your perceived weaknesses in math aside. The course starts with simple calculations andbuilds on them. If you work hard and keep up, the math will not be an issue. Start by reviewingbasic mathematical procedures in Appendix A. This course and its text is designed for earlysuccess to ease your fears.

, Organize class notes, study notes, assignments, returned papers, etc., in a three-ring binder. Thisallows corrected materials and returned papers to be inserted in their proper place and makesexamination preparation highly efficient.

, Never miss a class or lab session. The material in this course is cumulative. Everything learnedearly on is applied in later chapters. Each chapter is a link in a chain, and a chain is only as strongas its weakest link. Keep up and this course is fun. Get behind and this course becomesunnecessarily troublesome.

, In this course, do not be afraid to give back what is in the book. Complete sample exercises areprovided for all procedures and there is a summary of formulas at the end of each chapter. Exercises and tables distinguish between givens, information provided by a research problem,and calculations, what must be done to complete the problem. Follow the form of theseexercises and show the work as well as the answer. In fact, answers to some of the problemsare provided in Appendix C in order that you may check your progress at home. A lifelesscomputer can also generate answers. Proper interpretation of the answer is what is important anddetailed work is necessary for learning the logic behind a procedure.


13

, This course has a feedback system that allows you to practice working problems before you aretested on them. In this course there are weekly assignments and quizzes designed to preparestudents for major examinations. < Assignments are returned the class day after they are turned in, after which complete

assignment keys are made available so that you may correct your exercises. Review theassignment keys to see where any knowledge gaps exist.

< A quiz on this material follows soon after. Both assignments and quizzes provide thespecific expectations of what will occur on examinations. Thus, the assignments may beviewed as rehearsals, the quizzes as dress rehearsals, and the examinations asperformances.

< Work hard on assignments and quizzes so that you can make your mistakes there wherethey do not count for much. If you follow this feedback system, you will not onlysucceed but likely make an A or B in the course. This course tends to have what we willlater call a bimodal distribution of grades. Students either do very well or very poorly.You cant shoot for a C. Play the game and work hard and you are likely to make an A.Goof off and you are likely to make an F. It is difficult pass this course with a half-hearted effort.

, Turn in work on time. Go over returned assignments and correct them immediately. Sinceassignment keys are made available the class day after an assignment is turned in, papers cannotbe accepted late.

, Ask for assistance when needed. There is no such thing as a stupid question in this course, butfailing to ask is stupid.

, Accept the fact that this course is fun. Concentrated effort will be rewarded not only in terms of agrade but also in terms of learning valuable job skills.

Study Guide for Students (lecture cont.)

[Post Transparencies Overview-1 then Overview-2 (which appear at the end of this file) either on acomputer projector or an old-fashioned overhead projector.]

[IMPORTANT NOTE ON TRANSPARENCIES: For the most part, the transparencies and PowerPointslides for this text appear in Web resources, of which the students have access under Student Resources. In addition, much of the material that appears on transparencies and slides comes directly from the text.Therefore, it is unnecessary for students to frantically copy slides or transparencies. In fact, slides andtransparencies often put students on automatic pilot during class. Students will simply copy them thinkingI can look at this more closely later. INFORM STUDENTS THAT THE SLIDE ANDTRANSPARENCY MATERIALS ARE IN THE BOOK AND AVAILABLE ON THE WEB. Theinstructor is to use these devices merely as a focal point around which to lecture. The only time studentswill have to closely copy notes is when sample problems are presented in class (and lab, when available).]


14

Now let us talk about some specific ways to go about learning statistics and doing well in thiscourse. First, take advantage of the study guides and supplements available on The Statistical ImaginationWeb site. Start with the Overview of Chapter Objectives and Study Guide that is provided for eachchapter in the Student Resources section of the Web site. The study guide provides students with anorganized way to master material and self-test in preparation for quizzes and exams.

[Post Transparency Overview-1 and read over it emphasizing important points. Then post TransparencyOverview-2 and do the same.]

[To complete your first day in class, take a few moments to tell the class a little about yourself. Tellstudents where you were born and raised, went to college, your specialty areas, your research interests,and a little about your personal life, such as family, hobbies, favorite music, and past times. Start bysaying that studies of student performance reveal that students are less intimidated by instructors whoshare personal interests. Tell students your intention is to humanize yourself so that students will nothesitate to come to you for help. If a lab instructor is to take major responsibility for meeting withstudents, he/she should also talk some.]

[If time permits and the class is relatively small (say, less than 40 students), ask students, if they wish, tointroduce themselves and tell a little about themselves (e.g., name, hometown, major, career plans). Sothat you will know when a student has finished, ask them to conclude by telling us their favorite dessert.]

END OF FIRST-DAY LECTURE MATERIAL

Sample Syllabus (organized around a semester system)

NOTE: If you would like an electronic copy of a syllabus, please email Ferris Ritchey [email protected].

Two syllabi follow, one for classes where computers are not used in instruction, and one for classes wherecomputers are used.


15

Sample Syllabus for a Course in Which Computers are Used(Note: This syllabus does not cover Chapter 12 on ANOVA.)

SOC 410: Social StatisticsSpring 2005 Syllabus: Department of Sociology, UAB

Page 1 of 51) CLASS MEETS: T-Th 11:00 AM 12:15 PM; ROOM UW 127. LAB MEETS: FRIDAY 11:00 AM 12:45 PM; ROOM UW 126. INSTRUCTOR: Dr. Ferris Ritchey, 237 C Ullman Building. 934-8686. [email protected]. OFFICE HOURS: Mondays, Tuesdays and Thursdays 1:00 2:30 PM or by appointment or drop in. LAB INSTRUCTOR: xxxxxxxxxx , 232-D Ullman Building. 934-xxxx. [email protected]. OFFICE HOURS: TBA.

2) TEXTS AND MATERIALS: (a) Text: The Statistical Imagination by Ferris Ritchey; 2nd Edition, McGraw-Hill, 2008. (b) 1 package of graph paper (such as National #12-282, 20 squares/in.). (c) An inexpensive pocket calculator with a square root key. (d) An inexpensive, half-moon shaped protractor-ruler. (e) Text Web Site: http://www.mhhe.com/ritchey3. Click Student Resources.

For each chapter the web site provides computer applications exercises, chapter objectives/outlines, self-assessment quizzes, flash cards for terms, a glossary of terms, PowerPoint slide shows, and web links tostatistical data resources and tutorials. No personal computer? Then use Campus Educational TechnologyServices or the student computer lab. These computers have the full version of SPSS.

3) COURSE OBJECTIVES: Students are to learn the following skills: (a) organization, presentation, and interpretation of data (b) an understanding of the logic of hypothesis testing (c) the ability to choose appropriate statistical procedures (d) mastery of the most common univariate and bivariate statistical tests. (e) creation and management of computer files and mastery of SPSS software 4) GRADING: Source Percent of Grade

11 short quizzes 15 (about 1.4% each)13 weekly assignments 20 (about 1.5% each) Four in-class exams 40 (Feb. 4; Feb. 17; Mar. 8; Apr. 8)Final exam (partly comprehensive) 25 (April 28, 10:45 AM - 1:15 PM)TOTAL 100

WEEKLY ASSIGNMENTS AND QUIZZES: Assignments and lab quizzes provide previews andpractice for exams and are designed to encourage students to keep up with course material. Keys toassignments are provided after assignments are returned; therefore, under no circumstances can anassignment be accepted late. The lowest quiz grade will be dropped. See the attached pages for due dates.For study and test preparation, make sure you understand all unassigned study material as well asthe assigned material. That is, pay special attention to all chapter questions.SPECIAL WARNING: DO NOT MISS AN EXAM! Makeup exams are given on the day of thefinal exam. They are made difficult to neutralize any advantage a student gains from extra studytime. Make-up exams are seldom passed.


16

SOC 410 Social Statistics Spring 2005 Page 2 of 5

5) ATTENDANCE IS REQUIRED

Only a fool would miss a class or lab session in this course. This class requires consistent diligenteffort. Absences create insurmountable catch-up problems for the student, and coursemanagement problems for the instructors. For the benefit of all, absences are stronglydiscouraged. However, this course will come easy to anyone who keeps up, gets help when needed,and attends all classes and labs.

Total absences from class or lab result in the following deduction in points from your final course grade:

Number ofabsences Deductions 0 Full attendance will push up a borderline course grade 1 Forgiven, but will not push up a borderline grade. Save this for a real emergency! 2 2 points 3 6 points 4 10 points 5 15 points 6 20 points 7 A course grade of F, irrespective of earned course points on assignments, quizzes, and exams.

6) INSTRUCTOR'S TEACHING PHILOSOPHY AND ADVICE TO STUDENTS:

This course requires lots of work and time. If we're going to have to work so much anyway, let'shave fun doing it. Whistle while you work, because you are going to work! Keep up--don't miss class orlab. Please feel free to come by my office, or my assistant's, and ask for help. Do this before exams.Finally, speak up in class. In this course, there is no such thing as a "stupid question". Stupid is whenstupid does not ask!

7) STATEMENT ON ACADEMIC CONDUCT.

Academic dishonesty will not be tolerated in this class. Such dishonesty includes, but is notlimited to cheating, abetting (i.e., helping someone else cheat), fabrication, and misrepresentation ofwork and plagiarism, two types of presenting some others work as your own. Violations will be dealtwith severely and to the extent allowed by UAB policies on academic misconduct. If you are unsureabout what constitutes academic misconduct, refer to http://main.uab.edu/show.asp?durki=16977 on theUAB website.

This class has lots of assignments. It is okay and perhaps valuable to study with fellow studentsto help one another along. But directly copying all or part of the work of someone else is academicmisconduct. Moreover, it is counterproductive to let someone else do your thinking, becauseassignments are preparation for quizzes and exams, which are closed book except for formulas.

8) CLASSROOM ETIQUETTE. (1) Get here on time to avoid disruptions. (2) There will be nocoming and going during class. (3) Slipping out early will be counted as an absence. (4) Turn off cellphones.


17


Schedule of Assignment Due Dates, Quizzes, and Exams

Week Tuesday Thursday Friday Lab 1. Jan. 4, 6, 7Ch. 1

1. About the course & howto succeed in it

1. What is science? 2. What is statistics?

1. (Lecture) Basic math review 2. Proportional reasoning

2. Jan. 11, 13, 14Ch. 2

1. Asgmt. for Ch.1 due2. Organizing data

1. Levels of measurement2. Frequency distributions

1. Quiz on Ch. 12. Present Asgmt. for Ch. 2

3. Jan. 18, 20, 21 Ch. 3

1. Asgmt. for Ch. 2 due2. Graphing nominalvariables

1. Graphing interval/ratio variables

1. Quiz on Ch. 22. Present Asgmt. for Ch.3

4. Jan. 25, 27, 28 Chs. 4-5

1 . Asgmt. for Ch. 3 due2. Measuring Averages(Ch.4)

1. Distribution curves2. Variability (Ch. 5)

1. Quiz on Ch. 32. Present Asgmt.for Chs. 4-5

5. Feb. 1, 3, 4Ch. 5 (cont), Ch.6

1. Z-scores (Ch. 5)2. Basic Probability (Ch. 6)

1. Partitioning curves(Ch.6)2. Review for exam 1

EXAM 1: (2/4/05) (ON CHS. 1-3)

6. Feb. 8, 10, 11 Ch. 6 (cont); Ch. 7

1. Asmgt.for Chs. 4-5 due 2. Partitioning curves(Ch.6)

1. Sampling (Ch 7) 1. Quiz on Ch. 4-52. Present Asgts. for Ch. 6

7. Feb. 15, 17, 18 Ch. 7 (cont)

1. Asgmt. for Ch. 6 due2. Sampling (Ch. 7) 3. Review for exam 2

EXAM 2: (2/17/05) (ON CHS. 4-5)


8. Feb. 22, 24, 25Ch. 8

1. Asgmt. for Ch. 7 due2. Confidence intervals

1. Confidence intervals 1. Quiz on Ch. 72. Present Asgmt. for Ch. 8

9. Mar. 1, 3, 4Ch. 9

1. Asgmt. for Ch. 8 due2. Hypothesis testing

1. Hypothesis testing (cont) 1. Quiz on Ch. 8 2. Present Asgmt. for Ch. 9

10. Mar. 8, 10, 11Ch. 10

EXAM 3: (3/8/05) (ON CHS. 6-8)

1. One sample hypothesistests

1. (Lecture) Ch. 10 (Cont)

11. Mar. 15, 17, 18 Ch. 10(cont); Ch11.

1. Asgmt. for Ch. 9 due2. Samplerepresentativeness

1. Closure on the six steps2. Two sample tests (Ch.11)


12. Mar. 22, 24, 25Ch. 11

1. Asgmt. for Ch. 10 due2. Two sample tests (cont)

1. Equality of variances2. Aspects of a relationship

1. Quiz on Ch 102. Present Asgmt. for Ch. 11

13. Mar. 28April 1 Spring Break Spring Break Spring Break14. Apr. 5, 7, 8 Ch. 13 (except pp.437-447); Ch. 14

1. Asgmt. for Ch. 11 due2. Chi-square test

1. Chi-square test2. Present asgmt. for Ch. 13

EXAM 4: (4/8/05) (ON CHS. 9-10)

15. Apr. 12, 14, 15Chs. 14, 15

1. Asgmt. for Ch. 13 due2. Correlation & regression

1. Correlation andregression: hypothesistesting

1. Quiz on Ch. 11-13 2. Present Asmt. for Ch. 14-15

16. Apr. 19, 21, 22 Chs. 14, 15

1. Correlation & regression:hypothesis testing (cont)

1. Asgmt. for Ch. 14-15due 2. Review for final exam

1. Quiz on Ch. 14-15

17. Apr. 28 FinalExam

No class FINAL EXAM: 4/28/05 10:45 AM - 1:15 PM

Its Over!


18


Weekly AssignmentsASSIGN- MENT CHAPTER QUESTIONS

CHAPTEREXERCISES

COMPUTERAPPLICATIONS

DUEDATE

Ch. 1 Chap. 1: 1, 3, 4, 5, 6, 8, 10, 11(# 9 for bonus point, due1/05)

Problem Set 1A Entire Chapter 1Assignment

1/11/05

Ch. 2 Chap. 2: 1, 2, 3, 5, 6, 9, 10,12, 13

Problem Set 2A Chap. 2: 2, 3, A1, A2,C1, C2, E2

1/18/05

Ch. 3 Chap. 3: 1, 3, 4, 5, 8, 9 Problem Set 3A, numbers 1, 2, 5

Chap. 3: B5, E2, F2,G1, G2.

1/25/05

Ch. 4-5 Chap. 4: 1, 4, 5, 7, 9, 14 Chap. 5: 1, 3, 9, 10, 12, 13, 14,15, 18, 20

Problem Set 4A, numbers 1, 3, 5, 6, 8;Problem Set 5A, numbers 1, 2, 5, 6, 7

Chap. 4: A1, D3, F2Chap. 5: B1, E2, H1

2/8/05

Ch. 6 Chap. 6: 2, 3, 4, 10, 11, 13 Problem Set 6A, numbers 1, 2, 4, 5, 7, 8

Chap. 6: A1, A3, B4,D2, G2.

2/15/05

Ch. 7 Chap. 7: 1, 2, 3, 10, 11, 12, 13,15

Problem Set 7A, numbers 2, 3, 4, 7

Chap. 7: Exercise 1 2/22/05

Ch. 8 Chap. 8: 1, 2, 3, 4, 5, 8 Problem Set 8A, numbers 1, 2, 4, 6, 7

Chap 8: B1, C2, C3,F1, G3

3/1/05

Ch. 9 Chap. 9: 3, 4, 6, 7, 8, 15 Problem Set 9A, numbers1, 2, 3, 4, 5, 6, 8a

Chap 9: A1, B3, D1 3/15/05

Ch. 10 Chap. 10: 1, 2, 5, 6, 8, 9, 10,15, 17, 18

Problem Set 10A,

numbers 1, 2, 3, 4, 6a

Chap 10: A2, C3, C4for GENDER, H2

3/22/05

Ch. 11 Chap. 11: 2, 3, 4, 6, 7, 9, 10,11, 12, 13, 15, 16, 17

Problem Set 11A,

numbers 3, 5

Chap 11: B2, C2, D2,E1

4/5/05

Ch. 13 Chap. 13: 1, 2, 5 Problem Set 13A,

numbers 1, 2, 4, 5, 6, 8

Chap 13: A2, B4, E2,G3.

4/12/05

Ch. 14-15 Chap. 14: 1, 2, 5, 6, 7, 9, 10

Chap. 15: 1, 4, 5, 6, 7, 8, 10,12

Problem Set 14A,

numbers 1, 2

Problem Set 15A,

numbers 1, 2, 3, 4, 5

Chap 14: A1, B1, I1(Do A1 and B1 inconjunction with CH.15) Chap. 15: A1, B1,D5

4/21/05


19


VIII. GENERAL INSTRUCTIONS FOR PREPARING WEEKLY ASSIGNMENTS

1) Be aware that quality presentation of an assignment is a grading criterion. Type allassignments single-spaced (except hand produced graphs and diagrams). Type every question andexercise in the assignment. Distinguish the typeface of the question from the answer (e.g., question istyped in bold and answer is not). Demonstrate every step of the problem, theoretically andmathematically. See page 19 in the text, Presenting Answers in a Way That Encourages ProportionalThinking. (This will also be expected on exams.) Pay close attention to details. If the symbol forproportions is a lower-case p, then type it that way. Math and statistics use both lower- and upper-caseletters and each represents something different. (Again, this will also be evaluated on exams.) 2) Incorporating statistical output. Displayed parts of SPSS Output files, such as a pivot table, may becopied or exported to a word processing package. Graphs should be edited before you export them, andthey are saved as picture (i.e., mpg) files that may be inserted into a word processing document. If atable or graph loses its integrity in the process of exporting to a word processing package, simply edit,title, and print it in SPSS. Then, in the assignment text, type [Table 1 about here], and insert the tableas the next page in the assignment (without a page number). 3) Saving trees: Truncate output of long-score distributions, those with so many scores that the outputcannot be presented on a single page. For example, a frequency distribution of ages may range from 1 to100, with the printout taking 100 lines. Instead of wasting pages of paper, present the output as follows:

Value Frequency 1 3 2 7 . . . . 99 2100 1

4) Delete extraneous and meaningless statistics from output. For example, do not present the meanand standard deviation of a nominal level variable.5) For hypothesis tests, provide all details of the six steps of statistical inference (unless otherwisenoted in the assignment.) For confidence intervals, present the five steps for computing them.6) At the end of each weekly assignment, give a - to 1-page summary of (a) insights derived aboutthe statistical procedures and (b) skills acquired for organizing and completing the procedures. Do not simply report the statistics you did. For example, do not write: I learned how to do a t-test in thisassignment. Rather, discuss how this assignment furthered your statistical imagination, the strengthsand weaknesses of statistical procedures, and any aha moments you experienced while meeting thechallenge of completing the assignment.7) For study and test preparation, make sure you can answer all unassigned study material as wellas the assigned material. That is, pay special attention to all chapter questions.8) When graded assignments are returned, assignment keys are posted. Therefore, all assignments mustbe turned in on time.

END OF SYLLABUS


20

Sample Syllabus for a Course in Which Computers are Not Used(Note: This syllabus does not cover Chapter 12 on ANOVA.)

SOC 410: Social StatisticsSpring 2005 Syllabus: Department of Sociology, UAB

Page 1 of 41) CLASS MEETS: T-Th 11:00 AM 12:15 PM; ROOM UW 127. LAB MEETS: FRIDAY 11:00 AM 12:45 PM; ROOM UW 126. INSTRUCTOR: Dr. Ferris Ritchey, 237 C Ullman Building. 934-8686. [email protected]. OFFICE HOURS: Mondays, Tuesdays and Thursdays 1:00 2:30 PM or by appointment or drop in. LAB INSTRUCTOR: xxxxxxxxxxx , 232-D Ullman Building. 934-xxxx. [email protected]. OFFICE HOURS: TBA.

2) TEXTS AND MATERIALS: (a) Text: The Statistical Imagination by Ferris Ritchey; 2nd Edition, McGraw-Hill, 2008. (b) 1 package of graph paper (such as National #12-282, 20 squares/in.). (c) An inexpensive pocket calculator with a square root key. (d) An inexpensive, half-moon shaped protractor-ruler. (e) Text Web Site: http://www.mhhe.com/ritchey3. Click Student Resources.

For each chapter the web site provides chapter objectives/outlines, self-assessment quizzes, flashcards for terms, a glossary of terms, PowerPoint slide shows, and web links to statistical dataresources and tutorials. No personal computer? Then use Campus Educational TechnologyServices or the student computer lab.

3) COURSE OBJECTIVES: Students are to learn the following skills: (a) organization, presentation, and interpretation of data (b) an understanding of the logic of hypothesis testing (c) the ability to choose appropriate statistical procedures (d) mastery of the most common univariate and bivariate statistical tests.

4) GRADING: Source Percent of Grade 11 short quizzes 15 (about 1.4% each)13 weekly assignments 20 (about 1.5% each) Four in-class exams 40 (Feb. 4; Feb. 17; Mar. 8; Apr. 8)Final exam (partly comprehensive) 25 (April 28, 10:45 AM - 1:15 PM)TOTAL 100

WEEKLY ASSIGNMENTS AND QUIZZES: Assignments and lab quizzes provide previews andpractice for exams and are designed to encourage students to keep up with course material. Keys toassignments are provided after assignments are returned; therefore, under no circumstances can anassignment be accepted late. The lowest quiz grade will be dropped. See the attached pages for duedates. For study and test preparation, make sure you understand all unassigned study material aswell as the assigned material. That is, pay special attention to all chapter questions.SPECIAL WARNING: DO NOT MISS AN EXAM! Makeup exams are given on the day of thefinal exam. They are made difficult to neutralize any advantage a student gains from extra studytime. Make-up exams are seldom passed.


21


5) ATTENDANCE IS REQUIRED

Only a fool would miss a class or lab session in this course. This class requires consistentdiligent effort. Absences create insurmountable catch-up problems for the student, andcourse management problems for the instructors. For the benefit of all, absences arestrongly discouraged. However, this course will come easy to anyone who keeps up, getshelp when needed, and attends all classes and labs.

Total absences from class or lab result in the following deduction in points from your final course grade: Number ofabsences Deductions 0 Full attendance will push up a borderline course grade 1 Forgiven, but will not push up a borderline grade. Save this for a real emergency! 2 2 points 3 6 points 4 10 points 5 15 points 6 20 points 7 A course grade of F, irrespective of earned course points on assignments, quizzes, andexams.

6) INSTRUCTOR'S TEACHING PHILOSOPHY AND ADVICE TO STUDENTS:

This course requires lots of work and time. If we're going to have to work so much anyway, let'shave fun doing it. Whistle while you work, because you are going to work! Keep up--don't miss class orlab. Please feel free to come by my office, or my assistant's, and ask for help. Do this before exams.Finally, speak up in class. In this course, there is no such thing as a "stupid question". Stupid is whenstupid does not ask!

7) STATEMENT ON ACADEMIC CONDUCT.

Academic dishonesty will not be tolerated in this class. Such dishonesty includes, but is notlimited to cheating, abetting (i.e., helping someone else cheat), fabrication, and misrepresentation ofwork and plagiarism, two types of presenting some others work as your own. Violations will be dealtwith severely and to the extent allowed by UAB policies on academic misconduct. If you are unsureabout what constitutes academic misconduct, refer to http://main.uab.edu/show.asp?durki=16977 on theUAB website.

This class has lots of assignments. It is okay and perhaps valuable to study with fellow studentsto help one another along. But directly copying all or part of the work of someone else is academicmisconduct. Moreover, it is counterproductive to let someone else do your thinking, becauseassignments are preparation for quizzes and exams, which are closed book except for formulas.

8) CLASSROOM ETIQUETTE. (1) Get here on time to avoid disruptions. (2) There will be nocoming and going during class. (3) Slipping out early will be counted as an absence. (4) Turn off cellphones.


22


Schedule of Assignment Due Dates, Quizzes, and Exams

Week Tuesday Thursday Friday Lab1. Jan. 4, 6, 7Ch. 1

1. About the course & how to succeed in it

1. What is science? 2. What is statistics?

1. (Lecture) Basic mathreview 2. Proportional reasoning

2. Jan. 11, 13, 14Ch. 2

1. Asgmt. for Ch.1 due2. Organizing data

1. Levels of measurement2. Frequency distributions


3. Jan. 18, 20, 21 Ch. 3

1. Asgmt. for Ch. 2 due2. Graphing nominal variables

1. Graphing interval/ratiovariables


4. Jan. 25, 27, 28 Chs. 4-5

1 . Asgmt. for Ch. 3 due2. Measuring Averages (Ch.4)

1. Distribution curves2. Variability (Ch. 5)

1. Quiz on Ch. 32. Present Asgmt.for Chs.4-5

5. Feb. 1, 3, 4Ch. 5 (cont), Ch.6

1. Z-scores (Ch. 5)2. Basic Probability (Ch. 6)

1. Partitioning curves (Ch. 6)2. Review for exam 1

EXAM 1: (2/4/05) (ON CHS. 1-3)

6. Feb. 8, 10, 11 Ch. 6 (cont); Ch. 7

1. Asmgt.for Chs. 4-5 due 2. Partitioning curves (Ch.6)

1. Sampling (Ch 7) 1. Quiz on Ch. 4-52. Present Asgts. for Ch. 6

7. Feb. 15, 17, 18 Ch. 7 (cont)

1. Asgmt. for Ch. 6 due2. Sampling (Ch. 7) 3. Review for exam 2

EXAM 2: (2/17/05) (ON CHS. 4-5)


8. Feb. 22, 24, 25Ch. 8

1. Asgmt. for Ch. 7 due2. Confidence intervals

1. Confidence intervals 1. Quiz on Ch. 72. Present Asgmt. for Ch.8

9. Mar. 1, 3, 4Ch. 9

1. Asgmt. for Ch. 8 due2. Hypothesis testing

1. Hypothesis testing (cont) 1. Quiz on Ch. 82. Present Asgmt. for Ch.9

10. Mar. 8, 10, 11Ch. 10

EXAM 3: (3/8/05) (ON CHS. 6-8)

1. One sample hypothesis tests 1. (Lecture) Ch. 10 (Cont)

11. Mar. 15, 17, 18 Ch. 10(cont); Ch11.

1. Asgmt. for Ch. 9 due2. Sample representativeness

1. Closure on the six steps2. Two sample tests (Ch. 11)


12. Mar. 22, 24, 25Ch. 11

1. Asgmt. for Ch. 10 due2. Two sample tests (cont)

1. Equality of variances2. Aspects of a relationship

1. Quiz on Ch 102. Present Asgmt. for Ch.11

13. Mar. 28April 1 Spring Break Spring Break Spring Break14. Apr. 5, 7, 8 Ch. 13 (except pp.437-447); Ch. 14

1. Asgmt. for Ch. 11 due 2. Chi-square test

1. Chi-square test2. Present asgmt. for Ch. 13

EXAM 4: (4/8/05) (ON CHS. 9-10)

15. Apr. 12, 14, 15Chs. 14, 15

1. Asgmt. for Ch. 13 due 2. Correlation & regression

1. Correlation and regression:hypothesis testing

1. Quiz on Ch. 11-13 2. Present Asmt. for Ch.14-15

16. Apr. 19, 21, 22 Chs. 14, 15

1. Correlation & regression:hypothesis testing (cont)

1. Asgmt. for Ch. 14-15 due 2. Review for final exam

1. Quiz on Ch. 14-15

17. Apr. 28 FinalExam

No class FINAL EXAM: 4/28/05 10:45 AM - 1:15 PM

Its Over!


23

SOC 410 Social Statistics Spring 2005 Page 4of 4

Weekly Assignments

ASSIGN- MENT

CHAPTER QUESTIONS CHAPTER EXERCISESDUEDATE

Ch. 1 Chap. 1: 1, 3, 4, 5, 6, 8, 10, 11(Do # 9 for a bonus point, due on 1/05)

Chapter 1: Problem Set 1C 1/11/05

Ch. 2 Chap. 2: 1, 2, 3, 5, 6, 9, 10, 12, 13 Chapter 2: Problem Set 2C 1/18/05

Ch. 3 Chap. 3: 1, 3, 4, 5, 8, 9 Chapter 3: Problem Set 3C 5/05

Ch. 4-5Chap. 4: 1, 4, 5, 7, 9, 14 Chap. 5: 1, 3, 9, 10, 12, 13, 14, 15, 18, 20

Chapter 4: Problem Set 4CChapter 5: Problem Set 5C 2/8/05

Ch. 6 Chap. 6: 2, 3, 4, 10, 11, 13 Chapter 6: Problem Set 6C 2/15/05

Ch. 7 Chap. 7: 1, 2, 3, 10, 11, 12, 13, 15 Chapter 7: Problem Set 7C 2/22/05



Ch. 10 Chap. 10: 1, 2, 5, 6, 8, 9, 10, 15, 17, 18 Chapter 10: Problem Set 10C 3/22/05

Ch. 11 Chap. 11: 2, 3, 4, 6, 7, 9, 10, 11, 12, 13, 15,16, 17

Chapter 11: Problem Set 11C 4/5/05

Ch. 13 Chap. 13: 1, 2, 5 Chapter 13: Problem Set 13C 4/12/05

Ch. 14-15 Chap. 14: 1, 2, 5, 6, 7, 9, 10Chap. 15: 1, 4, 5, 6, 7, 8, 10, 12

Chapter 14: Problem Set 14CChapter 15: Problem Set 15C

4/21/05

WHAT TO TURN IN:

1. Please answer problems on the front side only of loose-leaf paper. Your work must be easy to read andwell organized. You may type all or part of an assignment if you wish. If your handwriting is funky,print or type the assignment.

2. Order of Answers: Do each chapters questions then exercises; then proceed to the next chaptersquestions and exercises.

3. Headings for Questions and Exercises: (a) Rewrite chapter Questions. (b) It is not necessary torewrite the entire question on chapter Exercises (although this is a good practice). Do, however, makethe answer easily identifiable with headings. For example, for Exercise 1B-2 of Chapter 1, use theheading: Assignment 1, Chapter 1, Exercise 1B-2: Who is the best catcher?


24

4. Show all work on computationssymbols, formulas, etc.--as noted in the box at the bottom of page19 in the text. Follow examples in the text. Draw diagrams and curves, and include calculationspreadsheets.

5. For confidence intervals and hypotheses tests (Chapter 8-15), show details as illustrated in textsolutions boxes. Show the five steps for computing a confidence interval, and the six steps of hypothesistesting. Draw diagrams and curves.

6. When graded assignments are returned, assignment keys are posted. Therefore, all assignments mustbe turned in on time.

END OF SYLLABUS

END OF INSTRUCTORS MANUAL: OVERVIEW OF COURSE DESIGN

Transparencies Follow.


25

Transparency - Overview-1

A Good Study Plan

NOTE: This study plan appears on the first page of each Chapter Objectives file on TheStatistical Imagination Web site.

What to Do Prior to Class Coverage of a Chapter

1. START WITH THE WEBSITE: (a) Read Chapter Objectives (b) Go through the PowerPoint slide show.

2. STUDY THE TEXT MATERIAL:

(A) DO A FIRST READING of the chapter:(a) Study the chapter contents

(b) Go through everything but the text itself. Read headings, material inboxes, bold face font, and italics. Study tables and graphs. (c) Study the chapter outline at the end of the chapter.(d) Read over chapter questions and a set of chapter exercises.

(B) DO A THOROUGH READING of the text chapter and take notes.

(C) PREPARE A LIST OF QUESTIONS to ask in class. However, give theinstructor the opportunity to answer the questions in the lecture. Near the end ofthe class session, check the list and ask unanswered questions.

(D) MAKE A FIRST STAB AT CHAPTER EXERCISES. Follow the examplecalculations and procedures that appear in text how to and solutions boxes.


26

Transparency - Overview-2

What to Do After the Material is Presented in Class:Quiz and Test Preparation

1. MATCH CLASS NOTES TO READING NOTES. (Use a three-ring binder toorganize a chapter's materials. This way, a chapters materials from various sources(including reading notes, lecture notes, exercises, Web site material) may beassembled in one place.

2. COMPLETE ASSIGNED QUESTIONS AND EXERCISES. Appendix C in thetext provides partial answers to the pencil-and-paper exercises in the text.

3. SELF-CORRECT CHAPTER EXERCISES AND REDO EXERCISES ASNECESSARY. (The instructor has access to complete keys for all pencil-and-paperexercises in the text. Kindly ask the instructor to post them after exercises have beenreturned to students.)

4. RETURN TO THE WEB SITE. (a) Go through the PowerPoint slide show again.(b) Study the Key Terms section for the chapter.

5. WHEN YOU THINK YOU HAVE MASTERED THE MATERIAL in thechapter:

(a) Go to the Flash Cards on the Web site and test your recall on terms.(b) Take the Student Self-Assessment Quiz on the Web site.

6. SELF-TEST FOR PENCIL-AND-PAPER EXERCISES. Attempt to againcomplete the exercises only with the assistance of the guides and formulas providedon the inside covers of the text (and the statistical tables in text Appendix B whenappropriate--Chapters 8-15).

Chapter 1: Instructors Manual to Accompany The Statistical Imagination, 2 Editionnd

27

CHAPTER 1

INSTRUCTORS MANUAL

to accompany

The Statistical Imagination:Elementary Statistics for the Social

Sciences Second Edition

by

Ferris J. RitcheyUniversity of Alabama at Birmingham

Prepared by

Ferris J. RitcheyUniversity of Alabama at Birmingham*

______________________________* Materials retained from the first edition of this manual were prepared with the assistance of Lynn

B. Gerald, Ph.D., Associate Professor, Department of Medicine, University of Alabama atBirmingham.

Chapter 1: Instructors Manual to Accompany The Statistical Imagination, 2 Edition nd

28

Instructors Manual: The Statistical ImaginationChapter 1: The Statistical Imagination

[NOTE: Instructions to the instructor are presented in brackets.]

Lecture Objectives

1. Overview of statistics and its place in practical and research work2. Overview of the concepts of the statistical imagination and proportional thinking3. Review of science and the basic scientific research process4. Review of fractions, proportions, percentages, and rates

Chapter 1 Lecture

[This lecture is designed to supplement the overhead transparencies found at the end of thisfile. They may be projected via computer or photocopied onto transparencies. Presenttransparencies as indicated. The material that follows may be read in a pinch. Given timefor preparation, the instructor can use the material as an outline.]

[IMPORTANT NOTE ON TRANSPARENCIES: For the most part, the transparencies andPowerPoint slides for this text appear in Web resources, of which the students have accessunder Student Resources. In addition, much of the material that appears ontransparencies and slides comes directly from the text. Therefore, it is unnecessary forstudents to frantically copy slides or transparencies. In fact, slides and transparencies oftenput students on automatic pilot during class. Students will simply copy them thinking I canlook at this more closely later. INFORM STUDENTS THAT THE SLIDE ANDTRANSPARENCY MATERIALS ARE IN THE BOOK AND AVAILABLE ON THEWEB. The instructor is to use these devices merely as a focal point around which to lecture.The only time students will have to closely copy notes is when sample problems arepresented in class (and lab, when available).]

Transparency 1-1: What is statistics?

The field of statistics is a set of procedures for gathering, measuring, classifying,coding, computing, analyzing, and summarizing systematically acquired numericalinformation. As a logical and mathematical tool, statistics is used by scientists for testinghypotheses and theories. But statistics has many practical applications. Statistical analysisis a mainstay of marketing and advertising, surveys of public opinion, making public policy,investment analysis, and gambling. Although this course may involve using statistics forscience, the course will be valuable to you no matter what your major is. In fact, statisticshas many applications in everyday life.


29

Transparency 1-2: The Statistical Imagination

Statistics involves some mathematical calculation, but it is essentially a way to viewthe world from a balanced perspective. In your text, this way of looking at things is calledthe statistical imagination. The statistical imagination is defined as: an appreciation of howusual or unusual an event, circumstance, or behavior is, in relation to a larger set of similarevents, and to appreciate an event's causes and consequences. When this view is applied tothings, we quickly find that many events that catch our attention at first defy explanation. Sightings of UFOs (unidentified flying objects) are an example. When examined in thebroader perspective, we find that in fact there is a logical explanation. The statisticalimagination is a balanced view on the world, one that takes into account the larger picture.

It is quite common for human beings to blow things out of proportion, react tothings emotionally, and to create ideas that are biased by fears or desires. For example,how many of you believe that there is credible evidence that the Earth has been visited bybeings from another planet? Please raise you hand. What evidence do we have that this isso? [Students will typically bring up Roswell, the wheat field rings discussed in the text,and other unsolved mysteries.] Other incidents?

In fact, there is not a single piece of evidence that the Earth has been visited by beings fromanother planet. The Roswell incident was firmly established to be a weather balloon. Reports to the contrary are tourist promotions by companies that sell tours and souvenirs ofthe Roswell area. In order to protect satellites, scientific investigations are made ofunidentified flying objects (UFO) and unusual occurrences. Every single UFO has beenspecifically identified, or fits a pattern consistent with natural phenomena, such as meteorshowers. Aside from meteors, one reason there are so many sightings of lights streakingacross the sky is that in the past half century human beings have launched thousands ofsatellites, many of which have broken up into pieces. There are over 10,000 objects beingmonitored by the National Aeronautics and Space Administration (NASA). In other words,there is so much manmade garbage in space NASA has to monitor it to avoid collisions. Periodically, pieces of this junk are sucked into the atmosphere and provide a light show asthey burn up. Conspiracy theories that imply that the federal government or U.S. militaryestablishment are hiding aliens are just another aspect of the entertainment industry. Somepeople will say: How do you know for sure that aliens have not visited us. We cant beabsolutely sure, but the absence of evidence certainly does not prove that they have.

This is not to say that other life forms do not exist in the universe. There are at least40 billion galaxies and each has billions of stars. Just by chance it is likely that thousands ofplanets are situated with elements similar to Earth. Carbon-based life forms have likelyevolved. In addition, there may be other life forms. But there is no evidence that any hasvisited our planet. Furthermore, to date astronomers have found that physical laws, such asgravity, relativity, thermodynamics, etc., are universal. That is, the laws apply to objects amillion light years away just as they apply here. These physical laws about time and spacereveal that there are limits in the speed by which space travel can occur. It is inconceivable,except within the boundless imagination of science fiction, that a conscious, thinking lifeform such as ourselves could make the trip to Earth. The nearest stars in our own ratheraverage-sized Milky Way galaxy are hundreds of years of travel away, even if we couldtravel at the speed of light. At current space propulsion speeds, these stars are thousands ofyears of travel time away from us.


30

Our interest here is not so much about the physical science of how aliens may reachus. Rather, our interest is in why people are so quick to believe in it. The late Carl Sagan,who was a spokesperson for science education and a promoter of interplanetary spacetravel occupied a curious position on alien life forms. On the one hand he insisted that lifeon other planets most assuredly exists considering the vastness of the universe. On theother, he was very skeptical of the notion that any alien had visited our planet. In his bookThe Demon-Haunted World (Carl Sagan 1995; New York: Random House) he not onlydebunks common myths about alien visitation, but explains why we are so prone tocredulity--why we are so quick to believe things.

This course in statistics is about controlling this desire to accept things as they firstappear. Statistics is about bringing balance and objectivity to a study of the world and itsoccupants. Its about carefully gathering hard facts and looking at the larger picture beforemaking a decision.

Transparency 1-3: How the Statistical Imagination is Linked to the SociologicalImagination

The statistical imagination involves interpreting statistics within the larger contextof the culture, social and behavioral theory, and practical applications. [Review/read overthe content of transparency 1-3.] Before accepting a statistic on face value, we must ask anumber of questions that help us interpret the data more accurately and meaningfully. Onecommon statistical question is: Compared to what? For example, in the United States in arecent year about 42,000 persons were killed on the highways. Is this a lot? Compared torecent years, this is about average. This figure is what we call a statistical norm, an on-going average rate of occurrence. But is this an acceptable rate in terms of social costs? Are we willing to say that 42,000 is not much since it occurs every year? Many policymakers are not willing to tolerate this many fatalities. They propose that we make greaterefforts in safety and law enforcement to reduce this figure to perhaps zero deaths. Thistarget value we would call a statistical ideal, a socially desired rate of occurrence. But is anideal rate of zero deaths feasible in practical terms? Probably not. We will probablyalways have people dying in vehicle crashes. But is it morally acceptable to have any idealrate except zero? These are the kinds of critical questions that we will raise when weencounter statistics.

Transparency 1-4: Tools for Proportional Thinking

Another way to look at the Statistical Imagination is in terms of asking: Out of howmany? In proportion to what total? For example, is the occurrence of 10 murders a lot fora city? Yes if the population of the city is relatively small, say 8,000, but no if thepopulation is larger, say one million. As we will see in a moment, to get a balanced view ofan observation, we must calculate it as a rate.

The calculations we make in this course may be viewed as tools for proportionalthinking. Some basic terms are in order: [Review/read over the content of transparency 1-4.]


31

Transparency 1-5: What is Science?

[Show transparency, but cover up all but the top line.]

Inferential statistics are used primarily with scientific research. What is science?[Usually students will be reluctant to raise their hands. If no one volunteers a good answer,ask:] How many of you have ever had a course in psychology, sociology, physics, chemistry,geology, or anthropology? How many have had more than one of these courses? I suspectthat you know what science is. Who wants to take a stab at it?

In one word, science is a method. [Uncover the transparency and review/read overit.]

Transparency 1-6: Data and Variables

Science is about understanding empirical phenomena and predicting how onephenomenon is related to another. These predictions involve making measurements ofvarious characteristics of our subjects and looking for consistent changes in the patterns ofnumbers. Some basic terms are in order. [Review/read over the content of transparency 1-6.] Essentially what we are interested in is whether the measurements of one variablechange with the measurements of another. We wish to determine if there is a relationshipbetween the measurements. For example, do students with good vocabularies make bettergrades than those with poor vocabularies? Are individuals who exercise less likely to have aheart attack? Is the size of the corn crop related to the amount of summer rainfall?

What do we call a scientific statement that predicts the relationship between twovariables? A hypothesis. The central objective of inferential statistics is to test scientifichypotheses.

Transparency 1-7: Independent and Dependent Variables

A hypothesis asserts that if we know the measurement of one variable, we canpredict the measurement of another. The variable we wish to predict and explain is calledthe dependent variable. Its the one where we ask: What is this dependent upon? Forexample, what is the rate of highway fatalities dependent upon? The predictor orexplanatory variables are called independent variables. Conceptually, we may view therelationship between the independent and dependent variables in a number of ways. [Review/read over the content of transparency 1-7.] Can you hypothesize the causes ofhighway fatalities? What are some of the predictor variables? (Best predictor is number oflanes on the road; others include: age, gender, sobriety of driver, weather conditions, timeof day, traffic density, safety devices, such as seat belts and airbags, etc.)

Transparency 1-8: The Research Process

As we noted, science is a method, a procedure that follows a process. This researchprocess applies to all scientific disciplines whether they be physical or social sciences. [Review/read over transparency 1-8.] Which of the seven steps of the research process doyou think this course focuses on? [Step 6.] If you are a science major, you will find thatsteps 1 through 3 are covered in theory courses, steps 4, 5, and 7 in research methodscourses, and steps 6, and to some extent step 7, in statistics courses.


32

[NOTE: Transparencies 1-9 through 1-11 are suited for a lab session.]

Transparency 1-9: Mathematical Proportions

As it turns out, just about every formula we use in this course involves calculatingfractions, proportions, and percentages. These are things which you learned in the fifthgrade. Unfortunately, that was a long time ago. Ive found that it does not hurt to reviewthese basic mathematical calculations. This review is important because mathematicalproportions are simply ways to quantify proportional thinking. Proportions are simplymeasurements of one thing relative to other things. They allow us to accurately assess thelikelihood of events. This in turn brings balance and objectivity to our thinking. In otherwords, the ability to quickly interpret mathematical proportions is a key feature of thestatistical imagination.

[Review/read over the content of transparency 1-9. Calculate a few simpleproportions such as the proportion of men and women in the class. Emphasize that theanswer should include the following elements: Symbol = formula = contents of formula =answer.]

Transparency 1-10: Simple Rules for Transforming Fractions, Proportions, andPercentages

[Review/read over the content of transparency 1-10. Then, from Exercises forChapter 1, with the students input, work either exercise 1A-1, 1B-1, 1C-1 or 1D-1,whichever is not assigned this term. Also, review decimal place locations in text AppendixA.]

Transparency 1-11: Rates

[Review/read over the content of transparency 1-11. Then, from Exercises forChapter 1, with the students input, work either exercise 1A-7, 1B-7, 1C-7, or 1D-7,whichever is not assigned this term.]

[For additional review of mathematical terms and calculations, direct students totext Appendix A.]

[Review chapter questions of your choice either now or as part of exam review.Complete answers to chapter questions appear in the Solutions Manual on The StatisticalImagination Web site.]

END OF INSTRUCTORS MANUAL: Chapter 1

Transparencies for Chapter 1 follow.


33

Transparency 1-1

The Field of Statistics

As a field of study, statistics is set of procedures for gathering,measuring, classifying, coding, computing, analyzing, andsummarizing systematically acquired numerical information

! Scientific applications of statistics: A tool for testing scientifictheories

! Practical applications of statistics: Used by marketingadvertisers, government policy makers, public health officials,insurance underwriters, educators, survey firms, stock investorsand analysts, odds makers, and professional poker players.


Transparency 1-2

The Statistical Imagination

An appreciation of how usual or unusual an event, circumstance, orbehavior is in relation to a larger set of similar events and anappreciation of an events causes and consequences

It is a balanced way of observing the world

It involves the ability to think through a problem and maintain asense of proportion when weighing evidence againstpreconceived notions

It helps us to understand that most events are predictable


Transparency 1-3

How the Statistical Imagination is Linkedto the Sociological Imagination

Social reality is normative: interpretation depends on the place,time, and culture in which it is observed.

Social norm: a shared idea of the behavior that is appropriate orinappropriate in a given situation in a given culture.

Statistical norm: an average rate of occurrence of a phenomenon(often a measurement of a social norm).

Social values: shared ideas among the members of a societyabout the way things ought to be.

Statistical ideal: a socially desired rate of occurrence of aphenomenon (often reflects social values).


Transparency 1-4

Tools for Proportional Thinking

Data: Systematically acquired information that isorganized following the procedures of scienceand statistics

Statistical error: Known degrees of imprecision in theprocedures used to gather and processinformation

Two Purposes of Statistics

Descriptive statistics: Used to tell us how many observations wererecorded and how frequently each score orcategory of observations occurred in the data

Inferential statistics Used to show cause and effect relationshipsand to test hypotheses and scientific theories


Transparency 1-5

WHAT IS SCIENCE?

! Science: is a systematic method of explaining empiricalphenomena

< Empirical means observable and measurable

< Phenomena are facts, happenstances, events, orcircumstances

Purpose of Science

The purpose of scientific investigation is to explain things. Theseexplanations take the form of theory:

Scientific theory: A set of interrelated, logically organized statementsthat explain a phenomenon of special interest, andthat have been corroborated through observationand analysis

The Limitations of Science

! Restricted to examining empirical phenomena

! Many sound, factually based scientific arguments lack politicalor tax-payer support

! Ethical dilemmas often arise from scientific research and createresistance to its application


Transparency 1-6

DATA AND VARIABLES

Variables: Measurable phenomena that vary or change overtime, or that differ from place to place or fromindividual to individual

Study subjects: The people or objects under scientific observation

Variation: How much the measurements of a variable differamong study subjects

Constants: Characteristics of study subjects that do not vary

A Hypothesis

A prediction about the relationship between two variables, assertingthat differences among the measurements of an independent variablewill correspond to differences among the measurements of a dependentvariable.


Transparency 1-7

Independent and Dependent Variables

Dependent variable: The variable whose variation we wish toexplain

Independent variables: The predictor variables that are related to, orpredict variation in the dependent variable

Relationships Between Independent and Dependent Variables

Independent Variable Dependent Variable

Cause ! Effect

Predictor ! Outcome

Stimulus ! Response

Intervention (action taken) ! Result

Correlation: change in ! Associated change in one variable another variable


Transparency 1-8

THE RESEARCH PROCESS

Involves organizing ideas into a theory, making empiricalpredictions that support the theory, and then gathering datato test these predictions

Cumulative process a continual process of accumulation ofknowledge

Seven steps:

1. Specify the research question

2. Review the scientific literature

3. Propose a theory and state hypotheses

4. Select a research design

5. Collect the data

6. Analyze the data and draw conclusions

7. Disseminate the results


Transparency 1-9

Mathematical ProportionsDivision problems which weigh a part (the numerator) against a whole(the denominator).

Mathematical proportions are a way to quantify:! Proportional thinking, placing an observation into a larger

context

! A sense of proportion, to see things objectively, make fairjudgements about events and behavior, and give the correctamount of attention to things that really matter

Calculating Proportions and Percentages

Start with a fraction: # in a category Fraction =

# in total group

Divide the fraction to obtain a proportion (in decimal form). Thequotient will always have values between 0 and 1:

# in a category p [of total group in a category] = = quotient # in total group

For ease of interpretation, transform the proportion into a percentage,which means per hundred. Multiply the proportion by 100. Thequotient will always have values between 0% and 100%:

% [of total group in a category] = p (100)


Transparency 1-10

Simple Rules for Transforming Fractions, Proportions, and Percentages

To change a fraction into a proportion:

Divide the numerator by the denominator to obtain thedecimalized quotient

To change a proportion into a percentage:

Multiply the proportion by 100 (simply move the decimal pointtwo places to the right)

To transform a percentage into a proportion:

Divide the percentage by 100 (simply move the decimal point twoplaces to the left and drop the percentage symbol)

To express a proportion as a fraction:

Observe the decimal places, and express the fractionaccordingly. For example, .378 is 378 thousandths:

378 .378 = 1,000

(See text Appendix A for a review of decimal place locations.)


Transparency 1-11

Rates

A rate is the frequency of occurrence of a phenomenon per somespecified, useful base number of subjects in a population

Rates provide another method of standardizing, where thepopulation at risk is clearly identified

The choice of a base number depends on the phenomenon beingmeasured. If calculated for a human population, select a basenumber that results in a rate expressed with whole persons

Calculating Rates

Rate of occurrence = (p) (a useful base number)

For example, in a metropolitan county where there were 17,431live births in a recent year, 182 infants died before their firstbirthday:

ritchey2 im ch01

Documents

design pages

classtested course design

statistical errorchapter

course structure

hypothesis testing

assorted course strategies

topic page overview

probability theory