Fundamentals of Statistics

For a one semester or one-term algebra-based Introductory Statistics Courses. Drawing on the author's extensive teaching experience and background in statistics and mathematics, this text promotes student success in introductory statistics while maintaining the integrity of the course. Four basic principles characterize the approach of this text: generating and maintaining student interest; promoting student success and confidence; providing extensive and effective opportunity for student practice; and allowing for flexibly of teaching styles. Real data that will motivate and interest students-Includes real data sets and references information that is interesting to students to foster critical-thinking skills. Asks students to answer questions including: What kind of car should I buy? Where should I invest my retirement money? Where should I live? What major should I choose? See section 2.2, End of Section Exercises. Classroom-based writing style and pedagogy-Sullivan studied his student's class notes extensively to determine a style that adds excitement and understanding. He incorporated these discoveries into the text's writing style and pedagogy. End of Chapter Projects-Can be used to further reinforce concepts presented within the chapter. They add relevancy to the course material by showing students how statistics is applied to real world situations. Projects include: Case Study-requires the student to use skills learned within the section to perform statistical analysis. Decisions-the student is required to conduct statistical analysis in order to help make an informed decision. Consumer Reports-asks the student to go through the same type of analysis that was used by researchers at Consumer Reports to help form the basis for product ratings. Coverage of Correlation and Regression-Written with the descriptive portion of bivariate data (Chapter 4) presented after the descriptive portion of univariate data (Chapter 3). Allows instructors who prefer to postpone the discussion of bivariate data until later in the course to simply skip Chapter 4 and return to it prior to covering Sections 11.3 and 11.4. Flexible coverage of Probability-Gives instructors the option to present an extensive introduction to probability or light coverage of probability. Very strong pedagogy encourages and promotes student understanding. Includes: Putting it All Together-Opens each chapter with a discussion of topics that were covered and how they relate to topics that are about to be discussed; allows students to see the "big picture" of how the topics relate to each other. Preparing for this Section-Opens most sections with a referenced list (by section and page number) of key items to review in preparation for the section ahead; provides a just-in-time review for the students. Objectives-Appears in the beginning of each section as a numbered list. As the topic corresponding to the objective is addressed, the number appears in the column. In Your Own Words-When a definition or concept is presented, the "In Your Own Words" feature presents the definition or concept using everyday language while maintaining accuracy. Enables students that have difficulty understanding mathematical jargon to better understand key concepts and become more adept at translating stats-speak into everyday English. Caution Boxes-Appear in the margin and alert students to some of the pitfalls in statistical analysis. Historical Notes-For many of the concepts introduced, a short historical note regarding the individual responsible is presented. These historical notes are meant to "humanize" famous statisticians. See section 2.2 Many diverse Examples-Set up in a three-step approach that promotes critical thinking skills. These three steps are, "Problem", "Approach", and "Solution". The "Problem" explains the situation and the question being asked. The "Approach" walks through the steps of the how to analyze the information. The "Solution" applies the "Approach" and solves the "Problem". "Now Work" Problems-A NW ("Now Work") icon along with a corresponding problem to be solved appears after a concept has been introduced. This directs the student to a problem in the exercises that tests the concept, ensuring that the concept has been mastered before moving on. Many and Diverse End-of-Section and End-of-Chapter Exercises-Divided into 3 categories: Concepts and Vocabulary: Open-ended questions that ask students to define terms in their own words. Skill Building: Drill and practice type problems that develop computational skills that increase student student understanding of formulas and concepts. Applying the Concepts: Open-ended questions that require students to think about statistical concepts. Ties together conceptual and computational aspects of statistics; encourages students to express complex statistical thoughts in sentence form. Technology-Immediately following an example, whenever appropriate, the output from a TI-83 Plus, Minitab, or Excel is presented. Easily identifiable, optional boxes-Aid students in using statistical tools, allowing them to focus on the concepts, over the calculation. Technology Step-by-Step-Brief step-by-step instructions for using the TI83 Plus, Minitab, and Excel follow each exercise set. Provides more indepth information on the various statistical tools available.