CHAPTER 12 Cooperative Group Activities 641 1. Out-of-class activity Flesch Reading Ease scores and Flesch-Kincaid Grade Level scores measure readability of text. Some programs, such as Microsoft Word, include features that allow you to automatically obtain readability scores. Divide into groups of three or four students. Using at least three different writing samples, such as the New York Times, USA Today, and the Onion, obtain readability scores for ten samples of text from each source. Use the methods of this chapter to determine whether there are any differences. 2.In-class activity Divide the class into three groups. One group should record the pulse rate of each member while he or she remains seated. The second group should record the pulse rate of each member while he or she is standing. The third group should record the pulse rate of each member immediately after he or she stands and sits 10 times. Analyze the results. What do the results indicate? 3.In-class activity Ask each student in the class to estimate the length of the classroom. Specify that the length is the distance between the whiteboard and the opposite wall. On the same sheet of paper, each student should also write his or her gender (male>female) and major. Then divide into groups of three or four, and use the data from the entire class to address these questions: • Is there a significant difference between the mean estimate for males and the mean estimate for females? • Is there sufficient evidence to reject equality of the mean estimates for different majors? Describe how the majors were categorized. • Does an interaction between gender and major have an effect on the estimated length? • Does gender appear to have an effect on estimated length? • Does major appear to have an effect on estimated length? 4.Out-of-class activity Biographyonline.net includes information on the lives of notable artists, politicians, scientists, actors, and others. Design and conduct an observational study that begins with choosing samples from select groups, followed by a comparison of life spans of people from the different groups. Do any particular groups appear to have life spans that are different from those of the other groups? Can you explain such differences? 5.Out-of-class activity Divide into groups of three or four students. Each group should survey other students at the same college by asking them to identify their major and gender. You might include other factors, such as employment (none, part-time, full-time) and age (under 21, 21–30, over 30). For each surveyed subject, determine the number of Twitter followers or Facebook friends. • Does gender appear to have an effect on the number of followers>friends? • Does major have an effect on the number of followers>friends? • Does an interaction between gender and major have an effect on the number of followers> friends? Cooperative Group Activities Data Set 11 “IQ and Lead” includes the following IQ scores: • Verbal IQ: Measured verbal IQ scores • Performance IQ: Measured with a performance test that includes components such as picture analysis, picture arrangement, and matching patterns • Full IQ: The full IQ score is a combination of the verbal IQ score and the performance IQ score. Based on measured blood lead levels, the children were partitioned into a low lead level group, a medium lead level group, or a high lead level group. First explore the data using sample statistics. Then use analysis of variance to investigate the effect of lead on verbal IQ scores, performance IQ scores, and full IQ scores. What do you conclude?
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