Ritchey2 IM Ch01

Overview of Course Design: Instructors Manual to Accom pany The Statistical Im agination, 2 nd Edition
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. Ritchey
University of Alabam a at Birm ingham
Prepared by
Ferris J. Ritchey
University of Alabam a at Birm ingham *
______________________________
* M aterials retained from the first edition of this manual were prepared with the assistance of Lynn B.
Gerald, Ph.D., Associate Professor, Department of M edicine, University of Alabama at Birmingham.
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 Am ong 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
Table of Contents of Overview of Course Design (Pages 1-27)

Topic
Page
Overview: Suggestions for Course Design and Management
Extensive Supplements Available on The Statistical Imagination Web Site
Course Structure and Task Scheduling: The Feedback System
Targeting Trouble Spots
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 The
Statistical Imagination. Ferris Ritchey, who has conducted many How To Teach Social Statistics
workshops at professional meetings, including meetings of the American Sociological Association. From
these experiences, this manual incorporates assorted course strategies and classroom techniques that have
been extensively class tested. While mastering the art of teaching undergraduate statistics cannot be
accomplished in one term, this manual is intended as a turnkey model. If followed closely, it will make
even a first teaching experience quite effective. This manual, the text, and its supplements are all designed
to teach the course in an incremental fashion such that student math anxiety and instructor teaching
anxiety 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 an
instructor in the preparation of lectures, class discussions, assignments, and examinations for
undergraduate and first-level graduate courses in statistics and data management.
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 Available

on The Statistical Imagination Web Site
The materials in this Instructors Manual are used in conjunction with other supplements to The
Statistical 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, and
partial 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 nd Edition, prepared by Brian P.
Hinote, Jason Wasserman and Ferris J. Ritchey (with some retained material from the first
edition, which was prepared by Ferris J. Ritchey and Lucy H. Lewis). This document appears in
the Instructors Resources section of this Web site. It provides complete answers to all four
parallel 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 perusal
and self-correction of exercises.
4. Test Bank to Accompany The Statistical Imagination, 2 nd Edition, prepared by Jason Wasserman,
Brian P. Hinote, and Ferris J. Ritchey (with some retained material from the first edition, which
was prepared by Ferris J. Ritchey and Lucy H. Lewis). (See Instructors Resources section of this
Web site.) For each chapter, this document provides (a) multiple choice, true-false, and matching
questions for testing mastery of concepts, (b) calculation exercises, and (c) short answer and
bonus 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 text
material in these PDF files may be assigned by the instructor for upper-level undergraduate or
first-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 are
available on the Student Resources part of this Web site.
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. Each
objective 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 Web
site 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 when
inferential 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 have
developed their own effective techniques, the following pedagogical regimen has been found to maximize
student success. This regimen has been class tested over 25 times. It is based on the idea that assignments
and quizzes are rehearsals for major examinations. Major examinations are given closed book (except
for the formulas and guides on the inside book covers, and statistical tables in text Appendix B). Openbook 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 and
quizzes.
How an Instructor Can Provide Feedback Without Sacrificing His or Her Personal Life
Experienced instructors of statistics courses know that requiring extensive exercises is necessary
for student success, yet this creates unusual demands on an instructors or laboratory assistants time. The
feedback system described here solves this dilemma. It makes students responsible for correcting their
own papers.
,
First, take note that in The Statistical Imagination, for each chapter there are four parallel sets of
pencil-and-paper exercises. This allows an instructor to vary assignments from class section to
class section and from term to term. Complete assignment keys for every one of these exercises
are provided in the Solutions Manual in the instructors section of this Web site.
,
Require weekly assignments that are due the class day following completion of a lecture on a
chapters material. Even if computers are used as the main calculator for the course, require the
students to complete some pencil-and-paper exercises in order to learn the algorithm of a
procedure 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 time
red inking the assignments. Simply circle or otherwise identify incorrect parts.
Return graded assignments at the next class. From the Solutions Manual, print the chapters pdf
file and make these complete assignment keys available to students. Students may then use the
keys to make their own corrections. An excellent way is to post the keys in a Plexiglas covered
bulletin board near the instructors office. This thorough feedback from the keys reinforces and
supplements learning. Through class testing, it has been established that the availability of
assignment keys does not compromise the next terms work as long as examinations are given
closed-book and assignments are only awarded so much credit toward the final grade (e.g., 15-20
percent). Making keys public is not a problem. The keys are like music scores. Simply having a
music score in hand does not mean one can play music. Similarly, if a student does not practice
problem 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 grading
method 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 as
statistical tables from text Appendix B. Collect the quizzes five minutes after the first
completed quiz is turned in. Distribute clean copies of the quiz and immediately present
and discuss the answers (or have students do so).
<
The remaining lab time is spent going over the assignment due at the next class. Have
students 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 given
closed-book except for photocopies of test selection guides and formulas on the inside covers of
the text and statistical tables in Appendix B.
The Test Bank that accompanies The Statistical Imagination provides conceptual questions in the
form of multiple-choice, true-false, and matching items. It also provides calculation exercises
framed like chapter exercises and short answer/essay questions. The Test Bank also includes
answers to all test items.
The following table presents the general schedule of the assignment-quiz-examination regimen. The
coverage of chapter 1 is highlighted to reveal the general pattern for a chapter.
W eek
Day 1
Day 2
Day 3 or Lab
Chapter 1
Chapter 1
Assign chapter 1 exercises
Chapter 1
M ath review;
W ork on Chapter 1
assignment
Chapter 2
Chapter 2
Collect chapter 1 assignment
Assign chapter 2 exercises
Chapter 2
Return corrected chapter
1 assignment
Quiz on Chapter 1
W ork on Chapter 2
assignment
Chapter 3
Chapter 3
Collect chapter 2 assignment
Chapter 3
Return corrected chapter 2
assignment
Quiz on Chapter 2
W ork on Chapter 3
assignment
Etc.
On the next page is an example of a course schedule that should be provided with the course
syllabus. (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 the
importance of giving priority to the course.
Schedule of Assignments, Examinations and Quizzes

W eek
Day 1
Day 2
Day 3 or Lab Session
1. Chapter 1
(Specify dates)
1. About the course

2. About course design
1. W hat is science?
1. Review of basic math

2. Students present Asgmt. 1
2. Chapter 2
1. Asgmt. 1 due
2. W hat is statistics?
1. Statistical error
2. Organizing and
coding data
1. Quiz on basic math and

chapter 1 concepts
2. Students present Asgmt. 2
3. Chapter 3
1. Asgmt. 2 due
2. Graphing
1. Graphing (cont.)
1. Quiz on week 2 material

2. Present Asgmt. 3
4. Chapters 4 & 5
1. Asgmt. 3 due
2. Measuring averages
1. Distribution curves
2. Dispersion (Ch. 5)

2. Present Asgmt. 4
5. Chapter 5 (cont)
and exam
1. Asgmt. 4 due
2. Dispersion (cont.)
First Examination on
W eeks 1-3 M aterial

2. Present Asgmt. 5
6. Chapter 6
1. Asgmt. 5 due
2. Basic probability
1. Partitioning the
normal curve

2. Present Asgmt. 6
7. Chapter 7
1. Asgmt. 6 due
2. Sampling distributions
1. Degrees of freedom

2. Present Asgmt. 7
8. Chapter 8
1. Asgmt. 7 due
2. Confidence intervals
(cont.)

2. Present Asgmt. 8
9. Chapters 9 & 10
1. Asgmt. 8 due
2. Hypothesis testing (Ch. 9)
1. Large single-sample
means test (Ch.9)

2. Present Asgmt. 9
10. Chapter 10
(cont.) and exam
1. Asgmt. 9 due
2. Single sample tests (cont.)
Second Examination on

2. Present Asgmt. 10
11. Chapter 11
(cont.) & 12
1. Asgmt. 10 due
2. Testing for sample
representativeness (Ch. 10)
1. Two group tests (Ch.

11)

12. Chapter 12
1. Asgmt. 11 due
2. ANOVA calculations
1. ANOVA hypothesis
test

13. Chapter 13
and exam
1. Asgmt. 12 due
2. Chi-square test
Third Examination on

14. Chapters 14
(cont.) & 15
1. Asgmt. 13 due
2. Chapter 14 (cont.)
Chapter 15

15. Chapter 15
(cont.)
1. Chapter 15 (cont.)
1. Asgmt. 14 due
2. Final exam review
1. Quiz on weeks 14 and 15

material 2. Final Exam
review
While this regimen of assignments, quizzes, and examinations requires a lot of work on the
students part, it is an effective way to teach statistics without dumbing down and without sacrificing
statistical 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. This
procedure motivates students to perfect their assignments before turning them in, because they know they
will have to work some more on them anyway to prepare for quizzes. After a couple of weeks, the serious
students know how to maximize this system for preparing for the closed-book examinations. For less
serious or math anxious students, especially if the course is required, the pedagogical structure engenders
discipline. In addition, the incremental way topics are introduced in the text allows students to succeed
early on and this reduces math anxiety. These factors combined lead marginal students to do much better
than expected in the course.
Targeting Trouble Spots

Several topics in a statistics course must be given sufficient attention when presented or much
time is lost later on attempting to fill gaps. Some of these remedies are listed here and expounded on in
the chapter-by-chapter lecture outlines of this manual.
,
To eliminate math anxiety, Chapter 1 starts with a review of proportions and percentages, but this
is framed as proportional thinking--simply a balanced way of looking at things. Chapter 1-3
exercises (on proportions, frequency distributions, and graphing) allow students to enjoy early
success with assignments. This thorough review of proportions and percentages facilitates
instruction on probability theory, sampling distributions, p-values, Types I and II Error, etc. At
the 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 the
standard deviation and standardized scores (Chapter 5) and have students work many problems
partitioning areas under the normal curve (Chapter 6).
Actually generate at least two sampling distributions in class, such as the bean sampling exercises
of 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 hypothesis
testing.
On every hypothesis test presented on assignments, quizzes, and examinations, require students to
produce the details of the six steps of statistical inference--especially drawing the sampling
distribution curve in step 2. Repeating this procedure brings all students along. Some will grasp
the details immediately (Chapter 9). By Chapter 11, every student who is truly working hard will
have 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 later
chapters on bivariate analysis, an instructor may concentrate on conceptual issues related to
hypothesis testing and research ideas.
Advantageous Use of Special Features in the Text

,
Conceptual Them es to Spark Interest. The Statistical Imagination incorporates several

conceptual themes designed to make a statistics course an enjoyable endeavor. The first theme is
that statistics is about proportional thinking and that mathematical calculations are simply tools to
assist in this. The second theme is that of the statistical imagination--that statistical estimates are
interpreted in relation to the larger contexts of a population of subjects, as well as in the contexts
of populations of ideas, values, normative forces, practical circumstances, and theories.
Distinctions are made between statistical significance and practical/theoretical significance. The
third theme is error control--an emphasis on the importance of precision, diligence, and
professionalism in the conduct of research.
Targeting Results to the Proper Audience. Throughout the text, discussions are included on
how to present results to both scientific and public audiences. In addition, chapters provide
examples of tabular presentation.
Overcoming Conceptual Hurdles. Conceptual hurdles are identified and many devices are
employed to get students past them. Such devices include a thorough delineation of the standard
deviation, extensive coverage of standardized scores and sampling distributions, and a clear
explanation of degrees of freedom. The chapters of this Instructors Manual provide specific
class-tested ways to reify concepts.
A Separate Chapter on Sampling Distributions. Confusion about what a sampling distribution

is bogs down presentation of confidence intervals and hypothesis testing. The Statistical
Imagination includes a separate chapter on sampling distributions. While this requires an extra
hour or two of class time, the time is made up thereafter. Sampling distributions are presented and
illustrated to provide the essential ingredient of proportional thinking. Once students learn to
conceive of sampling distributions, hypothesis testing appears logical and straightforward.
Six Steps of Statistical Inference. The logical procedures of hypothesis testing are consistently
presented as the six steps of statistical inference. Every statistical test is illustrated within this
framework. A Brief Checklist of the Six Steps of Statistical Inference precedes the first
hypothesis test in each of Chapters 9-15. For bivariate tests (Chapters 11-15), the write-up of
results is framed as Four Aspects of a Relationship (i.e., existence, direction, strength, and
practical applications). These aspects provide a guide for presenting information as well as a
sense 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 students
informed of what is expected on assignments and examinations. Distinctions between
givens and calculations facilitate problem solving.
<
The null hypothesis. To avoid vagaries and inconsistencies of the concept null
hypothesis, its meaning is thoroughly covered in the text. The importance of viewing it as
a statistical hypothesis is emphasized. That is, the null hypothesis is the one that
generates the sampling distribution.
10
,
Guidelines on Choosing the Proper Statistical Test. Each hypothesis test is preceded by a box
describing when to use a test (i.e., number of samples, level of measurements of variables, sample
size, etc.). A cumulative tree diagram for selecting statistical procedures is presented at the end of
each chapter. The complete diagram is presented on the front inside book cover.
Highlighting of Important Terms and Formulas. Concepts and formulas are boxed throughout
for easy review and each chapter has a summary of formulas. The Index is thorough. Symbols
and formulas are listed on the back inside book cover.
Conceptual Diagrams. To teach students to think proportionally, all hypothesis tests are
presented with conceptual diagrams that distinguish populations and parameters from samples
and 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 health
journals. Exercises are ordered from simple to complex. Partial answers to selected exercises are
provided in Appendix C of the text. (Complete assignment keys are available in the Solutions
Manual.)
Optional Computer Applications. Regardless of whether a class is using computers,

throughout the text the utility of computers is described. The optional Computer Applications for
The Statistical Imagination appear on the Web site. The text comes with SPSS for Windows
Student Version software. The Computer Applications Exercises use varied data sets, such as the
General Social Survey, an ecological data on metropolitan county crime statistics, and survey
data sets on homelessness and physicians fears of malpractice litigation. No prior experience
with computers is required.
Statistical Follies and Fallacies. Consistent with the error control theme, each chapter presents
common (and often comical) misinterpretations of statistics in everyday life and by mass media
and 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 the
students will have math anxiety. Of this group, many will sincerely desire to learn statistics and wish to
overcome math anxiety in the process. These highly motivated but initially math-anxious students should
be reassured that this can be done. Consciously or unconsciously, other math anxious students will use
their condition as an excuse not to work hard. Occasionally, a student will have a true anxiety disorder
and not be able to deal with the course. An instructor can help math anxious students by directing
attention to the task at hand, by making early assignments easily achievable, and by giving students
guidance on how to succeed.
11
Emotions can arise also among students without math anxiety, but who are resentful of the
demands of a statistics course. For most social science students, a statistics course is the most demanding
one they will encounter. The time required for this course is great. Some students will not anticipate the
demands. 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 hearted
effort 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 about
having to give a full effort. These anxieties are best dealt with up front in a first day discussion of how to
succeed in the course.
First Day Course Overview/Introduction Lecture

[NOTE TO INSTRUCTOR: In the lecture sections of the Instructors Manual, bracketed material is
direction 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 to
look it over. Go over the syllabus noting what is expected. Refer students to page 20 in the text, a section
on how to succeed in the course. Provide the following advice and reassure students that if they follow
the feedback system described above, and keep up in the course, they will succeed. State the following
to the class:]
,
Put your perceived weaknesses in math aside. The course starts with simple calculations and
builds on them. If you work hard and keep up, the math will not be an issue. Start by reviewing
basic mathematical procedures in Appendix A. This course and its text is designed for early
success to ease your fears.
Organize class notes, study notes, assignments, returned papers, etc., in a three-ring binder. This
allows corrected materials and returned papers to be inserted in their proper place and makes
examination preparation highly efficient.
Never miss a class or lab session. The material in this course is cumulative. Everything learned
early on is applied in later chapters. Each chapter is a link in a chain, and a chain is only as strong
as its weakest link. Keep up and this course is fun. Get behind and this course becomes
unnecessarily troublesome.
In this course, do not be afraid to give back what is in the book. Complete sample exercises are
provided 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 these
exercises and show the work as well as the answer. In fact, answers to some of the problems
are provided in Appendix C in order that you may check your progress at home. A lifeless
computer can also generate answers. Proper interpretation of the answer is what is important and
detailed work is necessary for learning the logic behind a procedure.
12
,
This course has a feedback system that allows you to practice working problems before you are
tested on them. In this course there are weekly assignments and quizzes designed to prepare
students 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 the
assignment keys to see where any knowledge gaps exist.
<
A quiz on this material follows soon after. Both assignments and quizzes provide the
specific expectations of what will occur on examinations. Thus, the assignments may be
viewed as rehearsals, the quizzes as dress rehearsals, and the examinations as
performances.
<
Work hard on assignments and quizzes so that you can make your mistakes there where
they do not count for much. If you follow this feedback system, you will not only
succeed but likely make an A or B in the course. This course tends to have what we will
later 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 halfhearted effort.
Turn in work on time. Go over returned assignments and correct them immediately. Since
assignment keys are made available the class day after an assignment is turned in, papers cannot
be accepted late.
Ask for assistance when needed. There is no such thing as a stupid question in this course, but
failing to ask is stupid.
Accept the fact that this course is fun. Concentrated effort will be rewarded not only in terms of a
grade 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 a
computer projector or an old-fashioned overhead projector.]
[IMPORTANT NOTE ON TRANSPARENCIES: For the most part, the transparencies and PowerPoint
slides 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 and
transparencies often put students on automatic pilot during class. Students will simply copy them thinking
I can look at this more closely later. INFORM STUDENTS THAT THE SLIDE AND
TRANSPARENCY MATERIALS ARE IN THE BOOK AND AVAILABLE ON THE WEB. 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 are presented in class (and lab, when available).]
13
Now let us talk about some specific ways to go about learning statistics and doing well in this
course. First, take advantage of the study guides and supplements available on The Statistical Imagination
Web site. Start with the Overview of Chapter Objectives and Study Guide that is provided for each
chapter in the Student Resources section of the Web site. The study guide provides students with an
organized 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 Transparency
Overview-2 and do the same.]
[To complete your first day in class, take a few moments to tell the class a little about yourself. Tell
students 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 by
saying that studies of student performance reveal that students are less intimidated by instructors who
share personal interests. Tell students your intention is to humanize yourself so that students will not
hesitate to come to you for help. If a lab instructor is to take major responsibility for meeting with
students, 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, to
introduce themselves and tell a little about themselves (e.g., name, hometown, major, career plans). So
that 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 at
fritchey@uab.edu.
Two syllabi follow, one for classes where computers are not used in instruction, and one for classes where
computers are used.
14
Sample Syllabus for a Course in Which Computers are Used

(Note: This syllabus does not cover Chapter 12 on ANOVA.)
SOC 410: Social Statistics

Spring 2005 Syllabus: Department of Sociology, UAB
Page 1 of 5
1) 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. fritchey@uab.edu.
O FFICE 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. xxxxxxxxxx@uab.edu.
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, selfassessment quizzes, flash cards for terms, a glossary of terms, PowerPoint slide shows, and web links to
statistical data resources and tutorials. No personal computer? Then use Campus Educational Technology
Services 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
13 weekly assignments
Four in-class exams
Final exam (partly comprehensive)
TOTAL
15
20
40
25
100
(about 1.4% each)

(about 1.5% each)
(Feb. 4; Feb. 17; Mar. 8; Apr. 8)
(April 28, 10:45 AM - 1:15 PM )
WEEKLY ASSIGNMENTS AND QUIZZES: Assignments and lab quizzes provide previews and
practice for exams and are designed to encourage students to keep up with course material. Keys to
assignments are provided after assignments are returned; therefore, under no circumstances can an
assignment 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 m aterial as well as
the assigned material. That is, pay special attention to all chapter questions.
SPECIAL W ARNING: DO NOT MISS AN EXAM! Makeup exams are given on the day of the
final exam. They are made difficult to neutralize any advantage a student gains from extra study
time. Make-up exams are seldom passed.
15
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 diligent
effort. Absences create insurmountable catch-up problems for the student, and course
management problems for the instructors. For the benefit of all, absences are strongly
discouraged. 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 of
absences
0
1
2
3
4
5
6
7
Deductions
Full attendance will push up a borderline course grade
Forgiven, but will not push up a borderline grade. Save this for a real emergency!
2 points
6 points
10 points
15 points
20 points
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's
have fun doing it. Whistle while you work, because you are going to work! Keep up--don't miss class or
lab. 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 when
stupid does not ask!
7) STATEMENT ON ACADEMIC CONDUCT.
Academic dishonesty will not be tolerated in this class. Such dishonesty includes, but is not
limited to cheating, abetting (i.e., helping someone else cheat), fabrication, and misrepresentation of
work and plagiarism, two types of presenting some others work as your own. Violations will be dealt
with severely and to the extent allowed by UAB policies on academic misconduct. If you are unsure
about what constitutes academic misconduct, refer to http://main.uab.edu/show.asp?durki=16977 on the
UAB website.
This class has lots of assignments. It is okay and perhaps valuable to study with fellow students
to help one another along. But directly copying all or part of the work of someone else is academic
misconduct. Moreover, it is counterproductive to let someone else do your thinking, because
assignments 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 no
coming and going during class. (3) Slipping out early will be counted as an absence. (4) Turn off cell
phones.
16
SOC 410
Social Statistics
Spring 2005
Page 3 of 5
Schedule of Assignment Due Dates, Quizzes, and Exams

Week
1. Jan. 4, 6, 7
Ch. 1
2. Jan. 11, 13, 14
Ch. 2
3. Jan. 18, 20, 21
Ch. 3
Tuesday
Thursday
Friday Lab
1. About the course & how

to succeed in it
1. Asgmt. for Ch.1 due
2. Organizing data
1. Asgmt. for Ch. 2 due
2. Graphing nominal
variables
1 . Asgmt. for Ch. 3 due
1. Levels of measurement
2. Frequency distributions
1. Graphing interval/ratio
1. Quiz on Ch. 3
2. Variability (Ch. 5)
2. Present Asgmt.for Chs. 4-5
5. Feb. 1, 3, 4
2. Measuring Averages
(Ch.4)
1. Z-scores (Ch. 5)
1. Partitioning curves(Ch.6)
EXAM 1: (2/4/05)
Ch. 5 (cont), Ch.6

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

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

1. Sampling (Ch 7)
(ON CHS. 1-3)

1. Quiz on Ch. 4-5
7. Feb. 15, 17, 18

Ch. 7 (cont)
EXAM 2: (2/17/05)
2. Present Asgts. for Ch. 6

1. Quiz on Ch. 6
2. Sampling (Ch. 7)
(ON CHS. 4-5)
2. Present Asgmt. for Ch. 7
8. Feb. 22, 24, 25

1. Quiz on Ch. 7
Ch. 8
9. Mar. 1, 3, 4
1. Hypothesis testing (cont)

1. Quiz on Ch. 8
Ch. 9
10. Mar. 8, 10, 11
2. Hypothesis testing
EXAM 3: (3/8/05)
Ch. 10
11. Mar. 15, 17, 18
(ON CHS. 6-8)

Ch. 10(cont); Ch11.
4. Jan. 25, 27, 28

Chs. 4-5
variables
1. One sample hypothesis

tests
1.
2.
1.
2.
1.
(Lecture) Basic math review

Proportional reasoning
Quiz on Ch. 1
Present Asgmt. for Ch. 2
Quiz on Ch. 2
2. Present Asgmt. for Ch.3

1. (Lecture) Ch. 10 (Cont)
1. Closure on the six steps
1. Quiz on Ch. 9
2. Sample
representativeness
2. Two sample tests (Ch.

11)
1. Equality of variances
Ch. 11
13. Mar. 28April 1
14. Apr. 5, 7, 8
Ch. 13 (except pp.
437-447); Ch. 14
15. Apr. 12, 14, 15
2. Two sample tests (cont)

Spring Break
2. Aspects of a relationship
Spring Break
1. Chi-square test

Spring Break
EXAM 4: (4/8/05)
2. Chi-square test
2. Present asgmt. for Ch. 13
(ON CHS. 9-10)
1. Quiz on Ch. 11-13
Chs. 14, 15
2. Correlation & regression
16. Apr. 19, 21, 22

Chs. 14, 15
1. Correlation & regression:

hypothesis testing (cont)
1. Correlation and
regression: hypothesis
testing
1. Asgmt. for Ch. 14-15
due
17. Apr. 28 Final

Exam
No class
2. Review for final exam

FINAL EXAM : 4/28/05
12. Mar. 22, 24, 25
10:45 AM - 1:15 PM
17
1. Quiz on Ch 10
2. Present Asmt. for Ch. 14-15

Its Over!
SOC 410
Social Statistics
Spring 2005
Page 4 of 5
Weekly Assignments
ASSIGNMENT
CHAPTER QUESTIONS
CHAPTER
EXERCISES
Ch. 1
Chap. 1: 1, 3, 4, 5, 6, 8, 10, 11
Problem Set 1A
Ch. 2
(# 9 for bonus point, due

1/05)
Chap. 2: 1, 2, 3, 5, 6, 9, 10,
12, 13
Chap. 3: 1, 3, 4, 5, 8, 9
Problem Set 3A,
Chap. 4: 1, 4, 5, 7, 9, 14
numbers 1, 2, 5
Problem Set 4A,
Ch. 3
Ch. 4-5
Chap. 5: 1, 3, 9, 10, 12, 13, 14,

15, 18, 20
Ch. 6
Chap. 6: 2, 3, 4, 10, 11, 13
Problem Set 2A
numbers 1, 3, 5, 6, 8;
Entire Chapter 1
1/11/05
Chap. 2: 2, 3, A1, A2,

C1, C2, E2
Chap. 3: B5, E2, F2,
G1, G2.
1/18/05
Chap. 4: A1, D3, F2
2/8/05
1/25/05
Chap. 5: B1, E2, H1
Problem Set 5A,

numbers 1, 2, 5, 6, 7
Problem Set 6A,
numbers 1, 2, 4, 5, 7, 8
Problem Set 7A,
Chap. 7: 1, 2, 3, 10, 11, 12, 13,

15
Ch. 8
Chap. 8: 1, 2, 3, 4, 5, 8
Ch. 9
Chap. 9: 3, 4, 6, 7, 8, 15
Ch. 10
Chap. 10: 1, 2, 5, 6, 8, 9, 10,

15, 17, 18
Ch. 11
Chap. 11: 2, 3, 4, 6, 7, 9, 10,

11, 12, 13, 15, 16, 17
Problem Set 11A,
Chap. 13: 1, 2, 5
Problem Set 13A,
numbers 2, 3, 4, 7
Problem Set 8A,
numbers 1, 2, 4, 6, 7
Problem Set 9A, numbers
1, 2, 3, 4, 5, 6, 8a
Problem Set 10A,
numbers 1, 2, 3, 4, 6a
numbers 3, 5
numbers 1, 2, 4, 5, 6, 8
Ch. 14-15
APPLICATIONS
DUE
DATE
Assignment
Ch. 7
Ch. 13
COMPUTER
Chap. 14: 1, 2, 5, 6, 7, 9, 10
Problem Set 14A,
Chap. 15: 1, 4, 5, 6, 7, 8, 10,

12
numbers 1, 2
Problem Set 15A,
numbers 1, 2, 3, 4, 5
18
Chap. 6: A1, A3, B4,

D2, G2.
2/15/05
Chap. 7: Exercise 1
2/22/05
Chap 8: B1, C2, C3,

F1, G3
3/1/05
Chap 9: A1, B3, D1
3/15/05
Chap 10: A2, C3, C4

for GENDER, H2
3/22/05
Chap 11: B2, C2, D2,

E1
4/5/05
Chap 13: A2, B4, E2,

G3.
4/12/05
Chap 14: A1, B1, I1

(Do A1 and B1 in
conjunction with CH.
15) Chap. 15: A1, B1,
D5
4/21/05
SOC 410
Social Statistics
Spring 2005
Page 5 of 5
VIII. GENERAL INSTRUCTIONS FOR PREPARING WEEKLY ASSIGNMENTS

1) Be aware that quality presentation of an assignment is a grading criterion. Type all
assignments single-spaced (except hand produced graphs and diagrams). Type every question and
exercise in the assignment. Distinguish the typeface of the question from the answer (e.g., question is
typed in bold and answer is not). Demonstrate every step of the problem, theoretically and
mathematically. See page 19 in the text, Presenting Answers in a Way That Encourages Proportional
Thinking. (This will also be expected on exams.) Pay close attention to details. If the symbol for
proportions is a lower-case p, then type it that way. Math and statistics use both lower- and upper-case
letters 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 be
copied or exported to a word processing package. Graphs should be edited before you export them, and
they are saved as picture (i.e., mpg) files that may be inserted into a word processing document. If a
table 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 table
as 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 output
cannot be presented on a single page. For example, a frequency distribution of ages may range from 1 to
100, with the printout taking 100 lines. Instead of wasting pages of paper, present the output as follows:
Value
Frequency
1
3
2
7
.
.
.
.
99
2
100
1
4) Delete extraneous and meaningless statistics from output. For example, do not present the mean
and standard deviation of a nominal level variable.
5) For hypothesis tests, provide all details of the six steps of statistical inference (unless otherwise
noted 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 about
the 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 this
assignment. Rather, discuss how this assignment furthered your statistical imagination, the strengths
and weaknesses of statistical procedures, and any aha moments you experienced while meeting the
challenge of completing the assignment.
7) For study and test preparation, make sure you can answer all unassigned study material as well
as 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 must
be turned in on time.
END OF SYLLABUS
19
Sample Syllabus for a Course in Which Computers are Not Used

(Note: This syllabus does not cover Chapter 12 on ANOVA.)
SOC 410: Social Statistics

Spring 2005 Syllabus: Department of Sociology, UAB
Page 1 of 4
1) 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. fritchey@uab.edu.
O FFICE 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. xxxxxxxxxx@uab.edu.
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, flash
cards for terms, a glossary of terms, PowerPoint slide shows, and web links to statistical data
resources and tutorials. No personal computer? Then use Campus Educational Technology
Services 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
11 short quizzes
13 weekly assignments
Four in-class exams
Final exam (partly comprehensive)
TOTAL
Percent
15
20
40
25
100
of Grade
(about 1.4% each)
(about 1.5% each)
(Feb. 4; Feb. 17; Mar. 8; Apr. 8)
(April 28, 10:45 AM - 1:15 PM)
WEEKLY ASSIGNMENTS AND QUIZZES: Assignments and lab quizzes provide previews and
practice for exams and are designed to encourage students to keep up with course material. Keys to
assignments are provided after assignments are returned; therefore, under no circumstances can an
assignment 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 m aterial as
well as the assigned material. That is, pay special attention to all chapter questions.
SPECIAL W ARNING: DO NOT MISS AN EXAM! Makeup exams are given on the day of the
final exam. They are made difficult to neutralize any advantage a student gains from extra study
time. Make-up exams are seldom passed.
20
SOC 410
Social Statistics
Spring 2005
Page 2 of 4
5) ATTENDANCE IS REQUIRED
Only a fool would miss a class or lab session in this course. This class requires consistent
diligent effort. Absences create insurmountable catch-up problems for the student, and
course management problems for the instructors. For the benefit of all, absences are
strongly discouraged. 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 of
absences
0
1
2
3
4
5
6
7
exams.
Deductions
Full attendance will push up a borderline course grade
Forgiven, but will not push up a borderline grade. Save this for a real emergency!
2 points
6 points
10 points
15 points
20 points
A course grade of F, irrespective of earned course points on assignments, quizzes, and
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's
have fun doing it. Whistle while you work, because you are going to work! Keep up--don't miss class or
lab. 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 when
stupid does not ask!
7) STATEMENT ON ACADEMIC CONDUCT.
Academic dishonesty will not be tolerated in this class. Such dishonesty includes, but is not
limited to cheating, abetting (i.e., helping someone else cheat), fabrication, and misrepresentation of
work and plagiarism, two types of presenting some others work as your own. Violations will be dealt
with severely and to the extent allowed by UAB policies on academic misconduct. If you are unsure
about what constitutes academic misconduct, refer to http://main.uab.edu/show.asp?durki=16977 on the
UAB website.
This class has lots of assignments. It is okay and perhaps valuable to study with fellow students
to help one another along. But directly copying all or part of the work of someone else is academic
misconduct. Moreover, it is counterproductive to let someone else do your thinking, because
assignments 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 no
coming and going during class. (3) Slipping out early will be counted as an absence. (4) Turn off cell
phones.
21
SOC 410
Social Statistics
Spring 2005
Page 3 of 4
Schedule of Assignment Due Dates, Quizzes, and Exams

Week
Tuesday
Thursday
Friday Lab
1. Jan. 4, 6, 7
Ch. 1
1. About the course & how to

succeed in it
2. Jan. 11, 13, 14

Ch. 2
3. Jan. 18, 20, 21
Ch. 3
1.
2.
1.
2.
1. Levels of measurement
2. Frequency distributions
1. Graphing interval/ratio
variables
4. Jan. 25, 27, 28

Chs. 4-5
1 . Asgmt. for Ch. 3 due
2. Measuring Averages (Ch.4)
2. Variability (Ch. 5)
5. Feb. 1, 3, 4
1. Z-scores (Ch. 5)
1. Partitioning curves (Ch. 6)
2. Present Asgmt.for Chs.

4-5
EXAM 1: (2/4/05)
Ch. 5 (cont), Ch.6

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

1. Asmgt.for Chs. 4-5 due

1. Sampling (Ch 7)
(ON CHS. 1-3)

1. Quiz on Ch. 4-5
2. Partitioning curves (Ch.6)

EXAM 2: (2/17/05)
2. Present Asgts. for Ch. 6

1. Quiz on Ch. 6
2. Sampling (Ch. 7)
(ON CHS. 4-5)
8. Feb. 22, 24, 25

1. Quiz on Ch. 7
Ch. 8
9. Mar. 1, 3, 4
1. Hypothesis testing (cont)

1. Quiz on Ch. 8
Ch. 9
10. Mar. 8, 10, 11
2. Hypothesis testing
EXAM 3: (3/8/05)
1. One sample hypothesis tests

1. (Lecture) Ch. 10 (Cont)
Ch. 10
11. Mar. 15, 17, 18
(ON CHS. 6-8)

1. Closure on the six steps
1. Quiz on Ch. 9
Ch. 10(cont); Ch11.
2. Sample representativeness
2. Two sample tests (Ch. 11)
12. Mar. 22, 24, 25
1. Equality of variances
2. Present Asgmt. for Ch.

10
1. Quiz on Ch 10
Ch. 11
2. Two sample tests (cont)
2. Aspects of a relationship
13. Mar. 28April 1

14. Apr. 5, 7, 8
Ch. 13 (except pp.
437-447); Ch. 14
15. Apr. 12, 14, 15
Spring Break
2. Chi-square test
Spring Break
1. Chi-square test
2. Present Asgmt. for Ch.

11
Spring Break
EXAM 4: (4/8/05)
2. Present asgmt. for Ch. 13
(ON CHS. 9-10)

2. Correlation & regression
1. Correlation and regression:

hypothesis testing
Chs. 14, 15
16. Apr. 19, 21, 22
Chs. 14, 15
1. Correlation & regression:

hypothesis testing (cont)
1. Asgmt. for Ch. 14-15 due
2. Present Asmt. for Ch.

14-15
17. Apr. 28 Final

Exam
No class
2. Review for final exam

FINAL EXAM : 4/28/05
Its Over!
7. Feb. 15, 17, 18

Ch. 7 (cont)
Asgmt. for Ch.1 due

Organizing data
Asgmt. for Ch. 2 due
Graphing nominal variables
10:45 AM - 1:15 PM
22
1. (Lecture) Basic math

review
2. Proportional reasoning
1. Quiz on Ch. 1
1. Quiz on Ch. 2
1. Quiz on Ch. 3
SOC 410
Social Statistics
Spring 2005
of 4
Page 4
Weekly Assignments
CHAPTER QUESTIONS
CHAPTER EXERCISES
DUE
DATE
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
1/18/05
Ch. 3
Chap. 3: 1, 3, 4, 5, 8, 9
5/05
Chap. 4: 1, 4, 5, 7, 9, 14
Chap. 5: 1, 3, 9, 10, 12, 13, 14, 15, 18, 20

2/8/05
Ch. 6
Chap. 6: 2, 3, 4, 10, 11, 13
Ch. 7
Chap. 7: 1, 2, 3, 10, 11, 12, 13, 15
Ch. 8
Chap. 8: 1, 2, 3, 4, 5, 8
3/1/05
Ch. 9
Chap. 9: 3, 4, 6, 7, 8, 15
3/15/05
Ch. 10
Chap. 10: 1, 2, 5, 6, 8, 9, 10, 15, 17, 18
3/22/05
Ch. 11
Chap. 11: 2, 3, 4, 6, 7, 9, 10, 11, 12, 13, 15,

16, 17
4/5/05
Ch. 13
Chap. 13: 1, 2, 5
4/12/05
Chap. 14: 1, 2, 5, 6, 7, 9, 10
4/21/05
Chap. 15: 1, 4, 5, 6, 7, 8, 10, 12
ASSIGNMENT
Ch. 4-5
Ch. 14-15
2/15/05
2/22/05
WHAT TO TURN IN:

1. Please answer problems on the front side only of loose-leaf paper. Your work must be easy to read and
well 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 chapters
questions and exercises.
3. Headings for Questions and Exercises: (a) Rewrite chapter Questions. (b) It is not necessary to
rewrite the entire question on chapter Exercises (although this is a good practice). Do, however, make
the answer easily identifiable with headings. For example, for Exercise 1B-2 of Chapter 1, use the
heading: Assignment 1, Chapter 1, Exercise 1B-2: Who is the best catcher?
23
4. Show all work on computationssymbols, formulas, etc.--as noted in the box at the bottom of page
19 in the text. Follow examples in the text. Draw diagrams and curves, and include calculation
spreadsheets.
5. For confidence intervals and hypotheses tests (Chapter 8-15), show details as illustrated in text
solutions boxes. Show the five steps for computing a confidence interval, and the six steps of hypothesis
testing. Draw diagrams and curves.
6. When graded assignments are returned, assignment keys are posted. Therefore, all assignments must
be turned in on time.
END OF SYLLABUS
END OF INSTRUCTORS MANUAL: OVERVIEW OF COURSE DESIGN

Transparencies Follow.
24
Transparency - Overview-1
A Good Study Plan

NOTE: This study plan appears on the first page of each Chapter Objectives file on The
Statistical Im agination 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 in
boxes, 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 the
instructor the opportunity to answer the questions in the lecture. Near the end of
the class session, check the list and ask unanswered questions.
(D) MAKE A FIRST STAB AT CHAPTER EXERCISES. Follow the example
calculations and procedures that appear in text how to and solutions boxes.
25
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 to
organize a chapter's materials. This way, a chapters materials from various sources
(including reading notes, lecture notes, exercises, Web site material) may be
assembled in one place.
2. COMPLETE ASSIGNED QUESTIONS AND EXERCISES. Appendix C in the
text provides partial answers to the pencil-and-paper exercises in the text.
3. SELF-CORRECT CHAPTER EXERCISES AND REDO EXERCISES AS
NECESSARY. (The instructor has access to complete keys for all pencil-and-paper
exercises in the text. Kindly ask the instructor to post them after exercises have been
returned 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 the
chapter:
(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 again
complete the exercises only with the assistance of the guides and formulas provided
on the inside covers of the text (and the statistical tables in text Appendix B when
appropriate--Chapters 8-15).
26
Chapter 1: Instructors Manual to Accom pany The Statistical Im agination, 2 nd Edition
CHAPTER 1
INSTRUCTORS MANUAL
to accompany
The Statistical Imagination:

Elementary Statistics for the Social
Sciences
Second Edition
by
Ferris J. Ritchey
University of Alabam a at Birm ingham
Prepared by
Ferris J. Ritchey
University of Alabam a at Birm ingham *
______________________________
* M aterials retained from the first edition of this manual were prepared with the assistance of Lynn
B. Gerald, Ph.D., Associate Professor, Department of M edicine, University of Alabama at
Birmingham.
27
Instructors Manual: The Statistical Imagination

Chapter 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 work
2. Overview of the concepts of the statistical imagination and proportional thinking
3. Review of science and the basic scientific research process
4. Review of fractions, proportions, percentages, and rates
Chapter 1 Lecture
[This lecture is designed to supplement the overhead transparencies found at the end of this
file. They may be projected via computer or photocopied onto transparencies. Present
transparencies as indicated. The material that follows m ay be read in a pinch. Given time
for preparation, the instructor can use the material as an outline.]
[IMPORTANT NOTE ON TRANSPARENCIES: For the most part, the transparencies and
PowerPoint slides 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 and transparencies often
put students on automatic pilot during class. Students will simply copy them thinking I can
look at this more closely later. INFORM STUDENTS THAT THE SLIDE AND
TRANSPARENCY MATERIALS ARE IN THE BOOK AND AVAILABLE ON THE
WEB. 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 are
presented 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 num erical
information. As a logical and mathematical tool, statistics is used by scientists for testing
hypotheses and theories. But statistics has m any practical applications. Statistical analysis
is a mainstay of marketing and advertising, surveys of public opinion, making public policy,
investment analysis, and gambling. Although this course may involve using statistics for
science, the course will be valuable to you no matter what your major is. In fact, statistics
has many applications in everyday life.
28

Transparency 1-2: The Statistical Imagination
Statistics involves some mathematical calculation, but it is essentially a way to view
the world from a balanced perspective. In your text, this way of looking at things is called
the statistical im agination. The statistical imagination is defined as: an appreciation of how
usual or unusual an event, circumstance, or behavior is, in relation to a larger set of similar
events, and to appreciate an event's causes and consequences. When this view is applied to
things, 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 the
broader perspective, we find that in fact there is a logical explanation. The statistical
imagination 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 to
things 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 by
beings from another planet? Please raise you hand. What evidence do we have that this is
so? [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 from
another 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 of
the Roswell area. In order to protect satellites, scientific investigations are made of
unidentified flying objects (UFO) and unusual occurrences. Every single UFO has been
specifically identified, or fits a pattern consistent with natural phenomena, such as meteor
showers. Aside from meteors, one reason there are so many sightings of lights streaking
across the sky is that in the past half century hum an beings have launched thousands of
satellites, many of which have broken up into pieces. There are over 10,000 objects being
monitored 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 as
they burn up. Conspiracy theories that imply that the federal governm ent or U.S. military
establishment are hiding aliens are just another aspect of the entertainment industry. Some
people will say: How do you know for sure that aliens have not visited us. We cant be
absolutely 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 least
40 billion galaxies and each has billions of stars. Just by chance it is likely that thousands of
planets are situated with elements similar to Earth. Carbon-based life forms have likely
evolved. In addition, there may be other life forms. But there is no evidence that any has
visited our planet. Furthermore, to date astronomers have found that physical laws, such as
gravity, relativity, thermodynamics, etc., are universal. That is, the laws apply to objects a
million light years away just as they apply here. These physical laws about time and space
reveal 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 life
form such as ourselves could make the trip to Earth. The nearest stars in our own rather
average-sized Milky Way galaxy are hundreds of years of travel away, even if we could
travel at the speed of light. At current space propulsion speeds, these stars are thousands of
years of travel time away from us.
29
Our interest here is not so much about the physical science of how aliens may reach
us. 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 prom oter of interplanetary space
travel occupied a curious position on alien life forms. On the one hand he insisted that life
on other planets most assuredly exists considering the vastness of the universe. On the
other, he was very skeptical of the notion that any alien had visited our planet. In his book
The Dem on-Haunted World (Carl Sagan 1995; New York: Random House) he not only
debunks common myths about alien visitation, but explains why we are so prone to
credulity--why we are so quick to believe things.
This course in statistics is about controlling this desire to accept things as they first
appear. Statistics is about bringing balance and objectivity to a study of the world and its
occupants. Its about carefully gathering hard facts and looking at the larger picture before
making a decision.
Transparency 1-3: How the Statistical Imagination is Linked to the Sociological

Imagination
The statistical imagination involves interpreting statistics within the larger context
of the culture, social and behavioral theory, and practical applications. [Review/read over
the content of transparency 1-3.] Before accepting a statistic on face value, we must ask a
number of questions that help us interpret the data more accurately and meaningfully. One
common statistical question is: Compared to what? For example, in the United States in a
recent year about 42,000 persons were killed on the highways. Is this a lot? Compared to
recent years, this is about average. This figure is what we call a statistical norm, an ongoing 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 policy
makers are not willing to tolerate this many fatalities. They propose that we make greater
efforts in safety and law enforcement to reduce this figure to perhaps zero deaths. This
target value we would call a statistical ideal, a socially desired rate of occurrence. But is an
ideal rate of zero deaths feasible in practical terms? Probably not. We will probably
always have people dying in vehicle crashes. But is it morally acceptable to have any ideal
rate except zero? These are the kinds of critical questions that we will raise when we
encounter statistics.
Transparency 1-4: Tools for Proportional Thinking

Another way to look at the Statistical Imagination is in terms of asking: Out of how
many? In proportion to what total? For example, is the occurrence of 10 murders a lot for
a city? Yes if the population of the city is relatively small, say 8,000, but no if the
population is larger, say one million. As we will see in a moment, to get a balanced view of
an observation, we must calculate it as a rate.
The calculations we make in this course may be viewed as tools for proportional
thinking. Some basic terms are in order: [Review/read over the content of transparency 14.]
30

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 suspect
that 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 over
it.]
Transparency 1-6: Data and Variables
Science is about understanding empirical phenomena and predicting how one
phenomenon is related to another. These predictions involve making measurements of
various characteristics of our subjects and looking for consistent changes in the patterns of
num bers. Some basic terms are in order. [Review/read over the content of transparency 16.] Essentially what we are interested in is whether the measurements of one variable
change with the measurements of another. We wish to determine if there is a relationship
between the measurements. For example, do students with good vocabularies make better
grades than those with poor vocabularies? Are individuals who exercise less likely to have a
heart attack? Is the size of the corn crop related to the amount of summer rainfall?
What do we call a scientific statem ent that predicts the relationship between two
variables? A hypothesis. The central objective of inferential statistics is to test scientific
hypotheses.
Transparency 1-7: Independent and Dependent Variables
A hypothesis asserts that if we know the measurement of one variable, we can
predict the measurement of another. The variable we wish to predict and explain is called
the dependent variable. Its the one where we ask: What is this dependent upon? For
example, what is the rate of highway fatalities dependent upon? The predictor or
explanatory variables are called independent variables. Conceptually, we may view the
relationship 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 of
highway fatalities? What are some of the predictor variables? (Best predictor is num ber of
lanes on the road; others include: age, gender, sobriety of driver, weather conditions, time
of 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 research
process 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 do
you think this course focuses on? [Step 6.] If you are a science major, you will find that
steps 1 through 3 are covered in theory courses, steps 4, 5, and 7 in research methods
courses, and steps 6, and to some extent step 7, in statistics courses.
31

[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 calculating
fractions, proportions, and percentages. These are things which you learned in the fifth
grade. Unfortunately, that was a long time ago. Ive found that it does not hurt to review
these basic mathematical calculations. This review is important because mathematical
proportions are simply ways to quantify proportional thinking. Proportions are simply
measurements of one thing relative to other things. They allow us to accurately assess the
likelihood of events. This in turn brings balance and objectivity to our thinking. In other
words, the ability to quickly interpret mathematical proportions is a key feature of the
statistical imagination.
[Review/read over the content of transparency 1-9. Calculate a few simple
proportions such as the proportion of men and women in the class. Emphasize that the
answer should include the following elements: Symbol = formula = contents of formula =
answer.]
Transparency 1-10: Simple Rules for Transforming Fractions, Proportions, and

Percentages
[Review/read over the content of transparency 1-10. Then, from Exercises for
Chapter 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 Appendix
A.]
Transparency 1-11: Rates

[Review/read over the content of transparency 1-11. Then, from Exercises for
Chapter 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 mathem atical terms and calculations, direct students to
text 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 Statistical
Im agination Web site.]
END OF INSTRUCTORS MANUAL: Chapter 1

Transparencies for Chapter 1 follow.
32

Transparency 1-1
The Field of Statistics

As a field of study, statistics is set of procedures for gathering,
measuring, classifying, coding, computing, analyzing, and
summarizing systematically acquired numerical information
Scientific applications of statistics: A tool for testing scientific

theories
Practical applications of statistics: Used by marketing

advertisers, government policy makers, public health officials,
insurance underwriters, educators, survey firms, stock investors
and analysts, odds makers, and professional poker players.
33

Transparency 1-2
The Statistical Imagination

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

sense of proportion when weighing evidence against
preconceived notions
It helps us to understand that most events are predictable

Transparency 1-3
How the Statistical Imagination is Linked

to 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 or
inappropriate 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 society
about the way things ought to be.
Statistical ideal: a socially desired rate of occurrence of a
phenomenon (often reflects social values).

Transparency 1-4
Tools for Proportional Thinking

Data:
Systematically acquired information that is

organized following the procedures of science
and statistics
Statistical error:
Known degrees of imprecision in the

procedures used to gather and process
information
Two Purposes of Statistics

Descriptive statistics: Used to tell us how many observations were
recorded and how frequently each score or
category of observations occurred in the data
Inferential statistics
Used to show cause and effect relationships

and to test hypotheses and scientific theories

Transparency 1-5
WHAT IS SCIENCE?
!
Science: is a systematic method of explaining empirical

phenomena
<
Empirical means observable and measurable
<
Phenomena are facts, happenstances, events, or

circumstances
Purpose of Science
The purpose of scientific investigation is to explain things. These
explanations take the form of theory:
Scientific theory: A set of interrelated, logically organized statements
that explain a phenomenon of special interest, and
that have been corroborated through observation
and analysis
The Limitations of Science

!
Restricted to examining empirical phenomena
Many sound, factually based scientific arguments lack political

or tax-payer support
Ethical dilemmas often arise from scientific research and create

resistance to its application

Transparency 1-6
DATA AND VARIABLES

Variables:
Measurable phenomena that vary or change over

time, or that differ from place to place or from
individual to individual
Study subjects: The people or objects under scientific observation

Variation:
How much the measurements of a variable differ

among study subjects
Constants:
Characteristics of study subjects that do not vary
A Hypothesis
A prediction about the relationship between two variables, asserting
that differences among the measurements of an independent variable
will correspond to differences among the measurements of a dependent
variable.

Transparency 1-7
Independent and Dependent Variables

Dependent variable:
The variable whose variation we wish to

explain
Independent variables: The predictor variables that are related to, or

predict 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
one variable
Associated change in
another variable

Transparency 1-8
THE RESEARCH PROCESS
Involves organizing ideas into a theory, making empirical

predictions that support the theory, and then gathering data
to test these predictions
Cumulative process a continual process of accumulation of

knowledge
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 Proportions
Division 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 fair

judgements about events and behavior, and give the correct
amount of attention to things that really matter
Calculating Proportions and Percentages

Start with a fraction:
Fraction =
# in a category
# in total group
Divide the fraction to obtain a proportion (in decimal form). The

quotient will always have values between 0 and 1:
p [of total group in a category] =
# 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. The
quotient 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 the
decimalized quotient
To change a proportion into a percentage:

Multiply the proportion by 100 (simply move the decimal point
two places to the right)
To transform a percentage into a proportion:

Divide the percentage by 100 (simply move the decimal point two
places to the left and drop the percentage symbol)
To express a proportion as a fraction:

Observe the decimal places, and express the fraction
accordingly. 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 some
specified, useful base number of subjects in a population
Rates provide another method of standardizing, where the

population at risk is clearly identified
The choice of a base number depends on the phenomenon being

measured. If calculated for a human population, select a base
number 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 17,431

live births in a recent year, 182 infants died before their first
birthday:
Infant mortality rate =
# of deaths
# of live births
182
(1,000)
17,431
= .0104 (1,000) = 10.4 death per 1,000 live births

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Overview of Course Design: Instructors Manual to Accom pany The Statistical Im agination, 2 nd Edition

Overview of Course Design: Pages 1-26

Chapter 1: Pages 27-43

The Statistical Imagination:

Table of Contents of the Entire Instructors Manual

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

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

Organizing Data to Minimize Statistical Error

Charts and Graphs: A Picture Says a Thousand Words

Measuring Dispersion or Spread in a Distribution of Scores

Probability Theory and the Normal Probability Distribution

Using Probability Theory to Produce Sampling Distributions

Parameter Estimation Using Confidence Intervals

Hypothesis Testing I: The Six Steps of Statistical Inference

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

Overview: Suggestions for Course Design and Management

Extensive Supplements Available on The Statistical Imagination Web Site

Course Structure and Task Scheduling: The Feedback System

Targeting Trouble Spots

Advantageous Use of Special Features in the Text

First Day Course Overview/Introduction Lecture

Study Guide for Students

Transparencies for Overview of Course Design

Overview: Suggestions for Course Design and Management

Extensive Supplements Available

Course Structure and Task Scheduling: The Feedback System

Scheduling Assignments, Quizzes, and Examinations

Schedule of Assignments, Examinations and Quizzes

Day 3 or Lab Session

1. About the course

1. Review of basic math

1. Quiz on basic math and

1. Quiz on week 2 material

1. Quiz on week 3 material

1. Quiz on week 4 material

1. Quiz on week 5 material

1. Quiz on week 6 material

1. Quiz on week 7 material

1. Quiz on week 8 material

1. Quiz on week 9 material

1. Two group tests (Ch.

1. Quiz on week 10 material

1. Quiz on week 11 material

1. Quiz on week 12 material

1. Quiz on week 13 material

1. Quiz on weeks 14 and 15

Targeting Trouble Spots

Advantageous Use of Special Features in the Text

Conceptual Them es to Spark Interest. The Statistical Imagination incorporates several

A Separate Chapter on Sampling Distributions. Confusion about what a sampling distribution

Varied Chapter Exercises. Pencil-and-paper exercises comprise a good mix of practical,

Optional Computer Applications. Regardless of whether a class is using computers,

Informing Students about the Feedback System

First Day Course Overview/Introduction Lecture

Study Guide for Students (lecture cont.)

END OF FIRST-DAY LECTURE MATERIAL

Sample Syllabus (organized around a semester system)

Sample Syllabus for a Course in Which Computers are Used

SOC 410: Social Statistics

3) COURSE OBJECTIVES: Students are to learn the following skills:

(about 1.4% each)

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

Schedule of Assignment Due Dates, Quizzes, and Exams

1. About the course & how