In-Class Exercises

Chapter 1 In-Class Exercises:

Why do we need statistics?

Applying a research method to your field

Applying terms to an experiment

Talking about variables

Identifying the scale of measurement

Basic statistical notation

Chapter 2 In-Class Exercises:

Constructing a frequency distribution

Interpreting a frequency distribution

Using two-dimensional graphs

Lying with graphs (part 1)

Lying with graphs (part 2)

 Chapter 3 In-Class Exercises:

 Creating data for mean, median, & mode

 Review of Chapters 1-3

 Chapter 4 In-Class Exercises:

Understanding the scores from Test 1

Playing with the scores from Test 1

Chapter 5 In-Class Exercises:

 Your new IQ test

Chapter 6 In-Class Exercises:

The Simpsons need statistics

Chapter 7 In-Class Exercises:

 Understanding the scores from Test 2

 Watching sampling distributions develop

Chapter 8 In-Class Exercises:

Are you guys really working harder? (step 1)

Are you guys really working harder? (step 2)

Are you guys really working harder? (step 3)

Are you guys really working harder? (step 4)

Chapter 9 In-Class Exercises:

Do statistics students work more? (step 1)

Do statistics students work more? (step 2)

Do statistics students work more? (step 3)

Do statistics students work more? (step 4)

Do statistics students work more? (comparison to SPSS output)

Chapter 10 In-Class Exercises:

Does chronic alcohol abuse affect memory? (step 1)

Does chronic alcohol abuse affect memory? (step 2)

Does chronic alcohol abuse affect memory? (step 3)

Does chronic alcohol abuse affect memory? (step 4)

Does chronic alcohol abuse affect memory? (comparison to SPSS output)

Chapter 11 In-Class Exercises:

Does caffeine affect fine motor skills? (step 1)

Does caffeine affect fine motor skills? (step 2)

Does caffeine affect fine motor skills? (step 3)

Does caffeine affect fine motor skills? (step 4)

Does caffeine affect fine motor skills? (comparison to SPSS output)

Chapter 15 In-Class Exercises:

Understanding the scores from Test 3