Collaborative Statistics: Teacher's Guide: Suggested Plan for Teaching the Course 1.5 2008/07/10 11:30:31 GMT-5 2008/10/28 10:36:29.311 GMT-5 Susan Dean deansusan@deanza.edu Barbara Illowsky illowskybarbara@deanza.edu Susan Dean deansusan@deanza.edu Barbara Illowsky illowskybarbara@deanza.edu Connexions cnx@cnx.org Collaborative Course Elementary Guide Plan Statistics Teacher This module provides a suggested plan for teaching a statistics course using the Collaborative Statistics collection (col10522). Each chapter is interactive. Students should fill in the blanks and answer the questions.At the end of each chapter is at least one practice. The practice leads the students step-by-step through problems. We, the authors, start the practices in calss with students working in groups of 2, 3, or 4. The students finish the practices at home. The practice is after the chapter reading but before the homework.The back of the book contains answers to the odd-numbered homework problems. In this plan (this document), the suggested homework is listed at the end of the chapter discussion.At the end of each chapter (after the homework), there is at least one lab. The labs use real data collected by the instructor or the students or both. We often use the class to collect data. The book contains the following labs: Ch. 1Data Collection Lab I (number of movies viewed) Ch. 1Sampling Experiment Lab II (table of restaurants provided) Ch. 2Descriptive Statistics Lab (number of pairs of shoes) Ch. 3Probability Lab (counting M&M's) Ch. 4Discrete Distribution Lab I (picking playing cards) Ch. 4Discrete Distribution Lab II (Tet game) Ch. 5Continuous Distribution Lab (generate random numbers) Ch. 6Normal Distribution Lab I (Terry Vogel's lap times provided) Ch. 6Normal Distribution Lab II (meausre pinkie fingers) Ch. 7Central Limit Thereom Lab I (counting change) Ch. 7Central Limit Theorem Lab II (cookie recipes) Ch. 8Confidence Interval Lab I (real estate prices) Ch. 8Confidence Interval Lab II (students born in state) Ch. 8Confidence Interval Lab III (heights of women) Ch. 9Hypothesis Testing Lab - Single Mean and Single Proportion (3 tests) Ch. 10Hypothesis Testing Lab - Two Means and Two Proportions (3 tests) Ch. 11Chi-Square Goodness of Fit Lab I (grocery store receipts) Ch. 11Chi-Square Test for Independence Lab II (favorite snack/gender) Ch. 12Regression Lab I (distance from school vs. cost of supplies this term) Ch. 12Regression Lab II (number of pages in textbook vs. cost of textbook) Ch. 12Regression Lab II (weights vs. fuel efficiency) Ch. 13ANOVA Lab (fruits, vegetables, breads) Because the authors use technology heavily in the course (making many class periods a lab), we typically choose to do 6 labs during the quarter. The labs are best done in groups of 2, 3, or 4.There are five projects in the book. The Univariate Data project covers the ideas in chapters 1 and 2. The Continuous Distributions and Central Limit Theorem project covers idea in chatters 5, 6, and 7. The Hypothesis Testing - Article and the Hypothesis Testing - Word project covers ideas in chapters 8 and 9. The Bivariate Data, Linear Regression and Univariate project covers ideas in chapters 1, 2, and 12. Projects are done in groups of 2, 3, or 4.There are Practice Finals with answers and Data Sets in the text. One of the Chapter 6 Labs uses one of the data sets. Going over the Table of Contents for this collection with the students is recommended.We carry probabilities to 4 decimal places.The number of days (a "day" is a 50 minute period) it takes to cover a chapter follows the chapter heading in this suggested plan. At De Anza, we are on a quarter system. In a semester, you could spend more time analyzing real data. The material is meant to be covered in one quarter or in one semester.