CHAPTER 2 Cooperative Group Activities 85 3. In-class activity Using a package of purchased chocolate chip cookies, each student should be given two or three cookies. Proceed to count the number of chocolate chips in each cookie. Not all of the chocolate chips are visible, so “destructive testing” must be used through a process involving consumption. Record the numbers of chocolate chips for each cookie and combine all results. Construct a frequency distribution, histogram, dotplot, and stemplot of the results. Given that the cookies were made through a process of mass production, we might expect that the numbers of chips per cookie would not vary much. Is that indicated by the results? Explain. 4. In-class activity For each student in the class, measure shoe print length and height. Construct a scatterplot of the paired data. Does there appear to be a correlation? Explain. 5. In-class activity Divide into groups of 8 to 12 people. For each group member, measure one or more of the distances below. Construct a scatterplot of the paired data for each type of measurement. Does there appear to be a correlation? • Measure each person’s height and also measure his or her navel height, which is the height from the floor to the navel. • Measure each person’s height and arm span. For the arm span, the subject should stand with arms extended, like the wings on an airplane. • Measure each person’s head circumference and forearm length using a string and ruler. 6. In-class activity Use a ruler as a device for measuring reaction time. One person should suspend the ruler by holding it at the top while the subject holds his or her thumb and forefinger at the bottom edge, ready to catch the ruler when it is released. Record the distance that the ruler falls before it is caught. Convert that distance to the time (in seconds) that it took the subject to react and catch the ruler. (If the distance is measured in inches, use t = 2d>192. If the distance is measured in centimeters, use t = 2d>487.68.) Test each subject once with the right hand and once with the left hand, and record the paired data. Construct a scatterplot of the paired data. Does there appear to be a correlation? Explain. 7. In-class activity In class, each student should record two pulse rates by counting the number of her or his heartbeats in 1 minute. The first pulse rate should be measured while the student is seated, and the second pulse rate should be measured while the student is standing. Using the pulse rates measured while seated, construct a frequency distribution and histogram for the pulse rates of males, and then construct another frequency distribution and histogram for the pulse rates of females. Using the pulse rates measured while standing, construct a frequency distribution and histogram for the pulse rates of males, and then construct another frequency distribution and histogram for the pulse rates of females. Compare the results. Do males and females appear to have different pulse rates? Do pulse rates measured while seated appear to be different from pulse rates measured while standing? Use an appropriate graph to determine whether there is a relationship between sitting pulse rate and standing pulse rate. 8. Out-of-class activity Search newspapers and magazines to find an example of a graph that is misleading. Describe how the graph is misleading. Redraw the graph so that it depicts the information correctly. If possible, please submit your graph to www.TriolaStats.com. 9. Out-of-class activity Find Charles Joseph Minard’s graph describing Napoleon’s march to Moscow and back, and explain why Edward Tufte says that “it may well be the best graphic ever drawn.” (See The Visual Display of Quantitative Information by Edward Tufte, Graphics Press). Minard’s graph can be seen at www.TriolaStats.com under “Textbook Supplements.” 10. Out-of-class activity In The Visual Display of Quantitative Information by Edward Tufte (Graphics Press), find the graph that appeared in American Education, and explain why Tufte says that “this may well be the worst graphic ever to find its way into print.” The graph can be seen at www.TriolaStats.com under “Textbook Supplements.” Construct a graph that is effective in depicting the same data.
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