The basics:

• General information about the course including grading and attendance policy
• List of places where you can get help with this course
• iSOLVE HOMEWORK
• Instructions to use of calculator
  
• Links to  pages of  individual instructors
• Material for each Chapter 
• Also:
• Links to applets collections
• Links to reference on-line material 
• Information about careers in Statistics
• 'Against All Odds ' videos
  

For instructors : links to Journals on the teaching of Statistics and other sources of data sets in the Web
• 
  Old final exams  are available from

  
  Final Exam from the Spring 2005  is here

  Final Exam from the Fall 2005  is here
  

Created with a grant from the National Science Foundation
(NSF-DUE 0126682) and ETSU (TAF) funds.

STUDY GUIDE FOR SPRING 2006

FINAL !!!CLICK HERE

FINAL EXAM IN THE SPRING  SEMESTER 2006 will be : 
Saturday, April 29,  2006 at 1:00 pm
Rooms will be announced during dead week
(See more information about grading and attendance policy below)

TEXBOOK for Spring  Semester 2006: 
Moore, D.S.  (2003) The Basic Practice of Statistics . 3rd edition.

Software : Most sections will use MINITAB in class. Minitab is  available in all the computer labs at ETSU. 

Note.- Students who acquried the 'bundle' have on addition to the textbook and studyguide a student version of Minitab. There are other options available to acquire or rent Minitab for students that want to have it at home but this is not required, students will find Minitab in all the computers on Campus under 'Statistical Software' .
  Calculator. (instructions prepared by C. Robe) can be found in
Requirements of calculator vary with instructor. For those sections that require the Sharp Calculator,
Intructions for the Sharp Calculator for  mean, variance etc.

Intructions to use the Sharp Calculator for regression and  correlation

For students who already have a TI-83 calculator:
Instructions for Texas Instrument calculator: mean and variance 
                                                                   regression and Correlation

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 accesible through this Web page.

 FORMULA SHEET 
 The formula sheet and tables to be used on the final exam will be a card similar to the insert in the text book.  Here there is also a page with the main formulas

1) Your instructor (check your instructor's office hours in the Syllabus for your section) 

2) Math Lab - Warf Pickel 308 - (Tentative) Hours for the Fall Semester (Opens Septermber 6,2005): 
  Monday to Thursday from 11 am to 7 pm.
  Sunday 1-5 pm

3) OPEN LAB  in the Stat- Cave . The Stat-cave is open for individual work and study several times during the week. Check the schedule on the board outside the StatCave.
 

Your success in this course depends on the time in the course. We recommend:

• Study and read before attending the lectures. keep up with the course.
• Devote a little Time to studying statistics each day, rather than a large amount once a week.
• Take an Active role in learning. Come to class and participate.
• Tutor each other. If you feel that you are lost help is out there; see your instructor/tutor early. Don't wait until the last minute.

DEPARTMENTAL FINAL EXAMINATION REQUIREMENT FOR MATH 1530:

1. A comprehensive departmental final examination will be administered in MATH 1530 (Probability & Statistics). 
   For the Spring Semester 2006  the exam will be held Saturday, April 29,2006 at 1:00 p.m.  Rooms will be announced during dead week.
2. Important: each student must have a current, official ETSU ID card to take final exam.
3. The Final Examination will count 25%   of each student’s grade.  For extremely low scores on the Final Examination (less than 100 points of the maximum of 250 points), the student will be assigned a semester grade of F.
4. The purposes of this program are to increase learning, enhance quality control and minimize grade disparity among instructors.

GRADING FOR THE COURSE:  The grade will be based on a possible 1000 points (250 from the Final Examination , 50 from practice quizzes and 700 determined by the instructor).  The scale follows:
                                         A       950 – 1000              A-     900 – 949 
B+     880 – 899               B       820 – 879                B-    800 -   819 
C+    780 – 799                C       720 – 779                C-    700 – 719 
D+    650 -   699               D      600 – 649 
                                          F       less than 600

BONUS FOR PERFECT ATTENDANCE (after the first week of classes):  50 points will be added to above before grade is assigned.  However, the 50 points may be decreased.
There will be no deductions for absences during the first week of classes.  After the first week, the bonus will be reduced as follows:
 For classes meeting 2 times per week:  10 points will be deducted per absence. 
 

DEPARTMENTAL ATTENDANCE REQUIREMENTS:
(approved by department vote on February 28, 1994; revised July 1999*)
The Department of Mathematics strongly advises students to attend all mathematics classes when physically able.  Because there is a positive correlation between attendance and student success in mathematics, the following attendance guidelines will be used in all mathematics courses.  Regardless of the reasons for the absences, should a student exceed the following limits, the instructor has the authority to assign a grade of FN or W; this policy takes precedence  over the grade assignment policy for MATH 1710 and MATH 1530:
7    absences for classes scheduled for MWF.
 5  absences for classes scheduled for TR or MW classes or
  any other 2 day/night classes.
 3 absences for classes scheduled for one evening per week.
 9 absences for all daytime sections of 4-hour classes.
* FOR SUMMER COURSES:       5 absences for classes scheduled MTWXF.

SKILLS & KNOWLEDGE in Chapter 1

Chapter 1. After reading this chapter make sure you can: Identify individuals and variables in a given story. (See Who? How many? What? Why? questions on page 4) Distinguish between Categorical and Quantitative variables 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 o Pie Charts? Time Plots? 4. Understand what a histogram or stemplot tells you about the behavior of the variable. What is a bimodal or an skewed left or skewed right distribution telling you?

HOMEWORK Chapter 1

We recommend that you practice with exercises: 1.1,1.2,1.4,1.5,1.6,1.7,1.8,1.9,1.16,1.21,1.23,1.24,1.30 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  1.37, 1.35, 1.27 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 rate of 210 students of the MATH1530 course  pulserate.mtw     pulserate.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 also separate graphs for those who died before and after 1950 )  Greenhill.mtw   d) Unemployement in Tennesse. This data set contains the monthly unemployement 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 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, 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) Exercises 1.31,1,32,and 1.33 put you in contact with real data from the USA

 

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 Chapter 2

Chapter 2. After reading this chapter make sure you know how to: Calculate and interpret the values of mean, median, quartiles, five summary number, standard deviation, Draw a boxplot & are able to compare several data sets in terms of center and spread by looking at the side by side boxplots. Decide if an observation is an outlier using the 1.5 IQR rule Relate the skweness of the distribution to the relative position of mean and median Relate 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: 2.1,2.2,2.3,2.6,2.7,,2.8,2.13,2.16,2.24,2.29 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 stateInterpreting computer output with graphs and basic 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 97  countries)   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) Work exercises 2.38 or 2.39 in the book. For data files click here Oldfaithful  , Calories   or look for them in the CD that comes with the book.(BPS-student>EESEE>data files >(name)> mtw) 5) Using applets from the CD (just use Explore and click on the applet) The applet in  :\BPS - Student\BPS3e\content\applets\meanmedian.html  allows you to place points (data) where ever you want, 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

1) Olympic files : data files with results from the 2004 Olympic games prepared by Susan Hosler .  Different strokes for different folks: Finish times for swimmers competing in various distance final events. Side-by-side boxplots make a nice display.                                                        Women's 100m Back, Breast, Butterfly & Freestyle                    OlymF100_Swim.mtw                                                        Women's 200m Back, Breast, Butterfly, Freestyle & Medley     OlymF200_Swim.mtw                                                        Men's 100m Back, Breast ,Butterfly & Freestyle                        OlymM100_Swim.mtw                                                        Men's 200m  Back, Breast, Butterfly, Breestyle & Medley          OlymM200_Swim.mtw Smells like Team Spirit: Compare the finish times of individuals versus versus teams for the 800meter women's swimming events.    OlymF800_Swim.mtw Beam me up Scottie: Compare scores earned by symnasts cometing in the All-around events on different apparati. Which apparatus gives the most difficulty to each gender? OlymGymnast.mtw 2)Look at exercises  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 conutries 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 calculte 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: 3.1,3.4,3.7,3.9,3.10,3.11,3.13,3.14-3.17,3.20&3.21,3.24,3.27 Your instructor might assign specific homework to be graded.

 

In the Classroom Chapter3

These activities do not require the use of computers 1)A worksheet to introduce the idea of 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 in 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) & imulating 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 3.30-3.32 use applets available in the CD  (just use Explore and click on the applet) \BPS - Student\BPS3e\content\applets\normalcurve.html or at http://www.whfreeman.com/bps3e    (registration is required)

 

CHAPTERS 4 & 5   Scatter Plots,  Correlation, Regression

Skills in Chapters  4 & 5

After studying these chapters, you should : know for what type of variables r can be calculated , its main properties and limitations,  and how to interpret it be able to interpret an scatter plot and its relation with the value of r know how to interpret the value of the slope (don't forget the units), and the intercept (when interpretation is appropriate) understand the least square principle and know how to calculate (using computer or calculator) the estimated value  of slope and intercept know what residuals are and be able to interpret residual plots know how to evaluate a model using R-square be familiar with the notion of outliers, influential data, lurking variable, extrapolation understand that association does not imply necessarily a cause-effect relationship be aware of the dangers of extrapolation and the possible existence of lurking variables.

HOMEWORK Chapter 4  & readings

We recommend that you practice with the following exercises: Chapter 4: 4.1,4.2,4.4,4.5,4.6,4.8,4.10,4.11,4.12,4.14,4.15,4.28 Chapter 5:  5.1,5.2,5.3,5.5,5.7,5.9,5.10,5.11,5.12,5.13,5.14,5.19,5.26,5.29,5.31,5.32,5.36 Your instructor might assign specific homework to be graded.   In this note you can see the calculation of the correlation coeffiicient (r) step by step

 

IN THE LAB Chap. 4 & 5

Ideas that can be used in the Stat Cave for regression and correlation: 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 OldFaithful will be?  data: oldfaithful.mtw 5) This is a very appropriate data set to discuss outliers in regression : Cigarette and lung cancer (Friedman et.al) cigaret.mtw cigarret.sav     Obtain the scatter plot, fit the regression equation with and without the observation for the USA and compare R-square for both models. 6) Using Applets  in the WWW: a) Guessing the value of r from a scatter plot :  University of Illinois applet                                           Rice U 'Regression by eye' applet b)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  Y ou move the points, displays r, SSE and line Calpoly Linear Regression Applet You move one point, displays r and lineWest's Regression Applet 7) Using applets from the CD    \BPS - Student\BPS3e\content\applets\correlationregression.html (just use Explore and click on the applet)

 

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 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

More Olympic files : data files with results from the 2004 Olympic games prepared by Susan Hosler . It ain't over till it's (almost) over:           OlymM20K_Walk.mtw Which increment of the men's 20 km walk best predicts the amount of time required to finish the race? Walker's times at 2,4,6,8,10,12,15,16,18 and 20 Km. (hint: look at scatter plots, look at the squared correlation at 18 km and 20 km)

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

HOMEWORK for Chap. 6

We recommend that you practice with the following exercises: Chapter 6:  6.1,6.2,6.3,6.4,6.5,6.7,6.8,6.12,6.15,6.16,6.18,6.19,6.21 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? Titanic Data : Gender, class, and survival for the Titanic adult passangers (crew not included). Minitab: Atitanic.mtw

Readings for instructors

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

CHAPTER 7
PRODUCING DATA : SAMPLING

Skills in Chapter 7

After studying this chapter, you should :                 distinguish between an experiment and a survey know the difference between population and a sample understand how bias can enter into samples or results be familiar with the survey & sampling basic vocabulary including types of random sampling know that individuals in the sample have to be randomly selected be able to select a simple random sample from a sampling frame know the consequences of incomplete/dated sampling frames and non-random sampling

HOMEWORK

We recommend that you practice with the following exercises: Chapter 7 7.1,7.2,7.3,7.4,7.5,7.6,7.7,7.13,7.14,7.15,7.16,7.17,7.18,7.19,7.20,7.21,7.22,7.30,7.31,7.34,7.36,7.37,7.39,7.41,7.42 The following exercises require the use of random number tables (the use of tables is decided by the instructor of your section) 7.8,7.9,7.10,7.11,7.12 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 7

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 surveysinlab 2) Short Lab on random sampling,  uses he 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

CHAPTER 8
PRODUCING DATA: EXPERIMENTS

Skills in chapter 8

After studying this chapter, you should :                 distinguish between an experiment and an observational study be familiar with the basic vocabulary of experimental design Understand what constitutes a randomized comparative experiment be able to identify subjects, factors & treatments in a given story know the basic types of experimental designs (double blind,completely randomized, block, matched pairs,etcetera) know the basic principles of Experimental Design: Control , Rnadomize, Replication. Understand the meaning of statistical significance and when does it imply causation

HOMEWORK

We recommend that you practice with the following exercises: Chapter 8 8.1, 8.2, 8.3, 8.7 , 8.8, 8.9, 8.12, 8.13, 8.14, 8.16, 8.18, 8.20, 8.23, 8.25, 8.26 8.35, 8.37, 8.39 The following exercises require the use of random number tables (the use of tables is decided by the instructor of your section) 8.4,8.5,8.6 Your instructor might assign specific homework to be graded

In the classroom chapter 8

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 estrategy 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 8

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.

CHAPTER 10
SAMPLING DISTRIBUTIONS

Skills in  Chapter 10

After studying these chapter, you should :    be able to distinguish between parameter and statistic in a given story know what the sampling distribution of an statistic (for example, the sample mean) is have a basic understanding of the meaning of the law of large numbers have a basic understanding of the meaning of the central limit theorem and know how to apply it to problems of the type 'what is the probability that the sample mean takes a value greater (or lower) than some value. understand the relationship between sample size and the variability  of the sample mean know what the distribution of the sample mean is for the two cases: x is normal & we don't know if x is normal be able to solve problems of the type: what is the probability that the sample mean takes a value greater (or lower) than.........?

We recommend that you practice with the following exercises: Chapter 10 : 10.1 , 10.2 , 10.3 , 10.4 10.5, 10.9 , 10.10, 10.11 , 10.16, 10.24, 10.25, 10.26 , 10.27, 10.28 , 10.30  Your instructor might assign specific homework to be graded

IN THE LAB  Chapter 10

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  The program to do the simulations in the Lab samdismp.mtb 3) Using APPLETS in the WWW a) Rice University Lab to do simulations and observe the distribution of the sample mean b) Applet from U. Berkeley to understand the Law of Large Numbers 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 3) Using APPLETS in the CD (just use Explore and click on the applet) The applet   :\BPS - Student\BPS3e\content\applets\expectedvalue.html   rolls a die and could be used for the Law of Large Numbers

In the classroom Chapter 10

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

CHAPTER 14 & 15
  TEST OF HYPOTHESES

SKILLS in Chapter 14

After studying these chapter, you should :    be able to identify and write the null and alternative hypotheses in a given story know how to perform a test of hypotheses about the population mean be able to make a decision about the null hypothesis based on the p-value and to  interpret the value of the p-value be familiar with the basic vocabulary of hypothesis testing (one-sided & two-sided hypothesis, test statistic,p-value, statistical significant, significance level) know the connection between a test of hypothesis and a confidence interval be aware of the difference between statistical significance and practical significance

HOMEWORK Chapters 14 & 15

We recommend that you practice with the following exercises: Chapter 14   1 to 22; 26,27,28,34,35,36,37,38,44,45,46 Chapter 15  1-7; 13 14a, 14b, 15a, 18a, 18b, 25,26 Your instructor might assign specific homework to be graded

 

IN THE LAB chapter 14

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