.This page intentionally left blank.StatisticsConcepts and Controversies.Senior Publisher: potx

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Statistics
Concepts and Controversies
Senior Publisher: Craig Bleyer
Publisher: Ruth Baruth
Executive Marketing Manager: Jennifer Somerville
Development Editors: Shona Burke, Anne Scanlan-Rohrer
Senior Media Editor: Roland Cheyney
Assistant Editor: Brian Tedesco
Editorial Assistant: Katrina Wilhelm
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Photo Editor: Ted Szczepanski
Photo Researcher: Julie Tesser
Text Designer: Vicki Tomaselli
Cover Designer: Paula Jo Smith
Senior Project Editor: Mary Louise Byrd
Illustrations: ICC Macmillan Inc.,
Mark Chickinelli
Production Manager: Paul W. Rohloff
Composition: ICC Macmillan Inc.
Printing and Binding: RR Donnelly
Minitab is a registered trademark of Minitab, Inc. SPSS is a registered trademark of SPSS Inc.
Library of Congress Control Number: 2008932369
ISBN-13: 978-1-4292-2991-3
ISBN-10: 1-4292-2991-8
©
2009 by W. H. Freeman and Company. All rights reserved.
Printed in the United States of America
First printing
W. H. Freeman and Company

41 Madison Avenue
New York, NY 10010
www.whfreeman.com
Statistics
Concepts and Controversies
SEVENTH EDITION
David S. Moore
Purdue University
William I. Notz
The Ohio State University
W. H. Freeman and Company
New York
This page intentionally left blank
Brief Contents
Part I Producing Data 1
1 Where Do Data Come From? 3
2 Samples, Good and Bad 21
3 What Do Samples Tell Us? 35
4 Sample Surveys in the Real World 57
5 Experiments, Good and Bad 81
6 Experiments in the Real World 101
7 Data Ethics 123
8 Measuring 143
9 Do the Numbers Make Sense? 165
Part I Review 181
Part II Organizing Data 191
10 Graphs, Good and Bad 193
11 Displaying Distributions with Graphs 217
12 Describing Distributions with Numbers 239
13 Normal Distributions 265

14 Describing Relationships: Scatterplots and Correlation 287
15 Describing Relationships: Regression, Prediction,
and Causation 311
16 The Consumer Price Index and Government Statistics 339
Part II Review 359
v
vi
Brief Contents
Part III Chance 373
17 Thinking about Chance 375
18 Probability Models 395
19 Simulation 411
20 The House Edge: Expected Values 429
Part III Review 445
Part IV Inference 453
21 What Is a Confidence Interval? 455
22 What Is a Test of Significance? 481
23 Use and Abuse of Statistical Inference 505
24 Two-Way Tables and the Chi-Square Test
∗
521
Part IV Review 545
∗
This material is optional.
Contents
To the Teacher: Statistics as a Liberal Discipline xiii
Applications Index xxi
Prelude: Making Sense of Statistics xxvii
Statistics and You: What Lies Ahead in This Book xxxiii
About the Authors xxxv

Part I Producing Data 1
1 Where Do Data Come From? 3
Case Study 3 Talking about data: Individuals and variables 4
Observational studies 6 Sample surveys 8 Census 11
Experiments 12 Statistics in Summary 14 Case Study
Evaluated 14 Chapter 1 Exercises 15 Exploring the Web 19
Notes and Data Sources 19
2 Samples, Good and Bad 21
Case Study 21 How to sample badly 21 Simple random
samples 23 Can you trust a sample? 28 Statistics in Summary 29
Case Study Evaluated 30 Chapter 2 Exercises 30 Exploring the
Web 34 Notes and Data Sources 34
3 What Do Samples Tell Us? 35
Case Study 35 From sample to population 36 Sampling
variability 37 Margin of error and all that 41 Confidence
statements 43 Sampling from large populations 45 Statistical
Controversies: Should Election Polls Be Banned? 46 Statistics in
Summary 47 Case Study Evaluated 48 Chapter 3 Exercises 48
Exploring the Web 54 Notes and Data Sources 55
4 Sample Surveys in the Real World 57
Case Study 57 How sample surveys go wrong 58 Sampling
errors 58 Nonsampling errors 60 Wording questions 63
How to live with nonsampling errors 65 Sample design in the real
world 65 Questions to ask before you believe a poll 70 Statistics in
Summary 70 Case Study Evaluated 71 Chapter 4 Exercises 71
Exploring the Web 78 Notes and Data Sources 79
vii
viii
Contents
5 Experiments, Good and Bad 81

Case Study 81 Talking about experiments 81 How to experiment
badly 83 Randomized comparative experiments 85 The logic of
experimental design 88 Statistical significance 90 How to live
with observational studies 91 Statistics in Summary 93 Case
Study Evaluated 93 Chapter 5 Exercises 94 Exploring the Web 99
Notes and Data Sources 100
6 Experiments in the Real World 101
Case Study 101 Equal treatment for all 101 Double-blind
experiments 102 Refusals, nonadherers, and dropouts 104
Can we generalize? 106 Experimental design in the real world 108
Matched pairs and block designs 110 Statistical Controversies: Is It
or Isn’t It a Placebo? 113 Statistics in Summary 114 Case Study
Evaluated 114 Chapter 6 Exercises 115 Exploring the Web 120
Notes and Data Sources 121
7 Data Ethics 123
Case Study 123 First principles 123 Institutional review
boards 125 Informed consent 125 Confidentiality 127 Clinical
trials 128 Statistical Controversies: Hope for Sale? 130
Behavioral and social science experiments 132 Statistics in
Summary 134 Case Study Evaluated 134 Chapter 7 Exercises 135
Exploring the Web 141 Notes and Data Sources 141
8 Measuring 143
Case Study 143 Measurement basics 143 Know your
variables 145 Measurements valid and invalid 147 Statistical
Controversies: SAT Exams in College Admissions 150
Measurements accurate and inaccurate 151 Improving reliability,
reducing bias 153 Pity the poor psychologist 155 Statistics in
Summary 157 Case Study Evaluated 158 Chapter 8 Exercises 158
Exploring the Web 163 Notes and Data Sources 163
9 Do the Numbers Make Sense? 165

Case Study 165 What didn’t they tell us? 165 Are the numbers
consistent with each other? 167 Are the numbers plausible? 169
Are the numbers too good to be true? 169 Is the arithmetic
right? 170 Is there a hidden agenda? 173 Statistics in
Summary 174 Case Study Evaluated 174 Chapter 9
Exercises 175 Exploring the Web 179 Notes and Data
Sources 180
Contents ix
Part I Review 181
Part I Summary 182 Part I Review Exercises 183
Part I Projects 188 Notes and Data Sources 190
Part II Organizing Data 191
10 Graphs, Good and Bad 193
Case Study 193 Data tables 193 Pie charts and bar graphs 195
Beware the pictogram 198 Change over time: Line graphs 199
Watch those scales! 202 Making good graphs 205 Statistics
in Summary 207 Case Study Evaluated 207 Chapter 10
Exercises 208 Exploring the Web 216 Notes and Data
Sources 216
11 Displaying Distributions with Graphs 217
Case Study 217 Histograms 217 Interpreting histograms 221
Stemplots 226 Statistics in Summary 229 Case Study
Evaluated 229 Chapter 11 Exercises 230 Exploring the Web 237
Notes and Data Sources 238
12
Describing Distributions with Numbers 239
Case Study 239 Median and quartiles 240 The five-number
summary and boxplots 244 Statistical Controversies: Income
Inequality 247 Mean and standard deviation 249 Choosing
numerical descriptions 253 Statistics in Summary 255 Case Study

Evaluated 256 Chapter 12 Exercises 256 Exploring the Web 263
Notes and Data Sources 263
13 Normal Distributions 265
Case Study 265 Density curves 268 The center and spread of a
density curve 269 Normal distributions 270 The 68–95–99.7
rule 273 Standard scores 275 Percentiles of Normal
distributions
∗
277 Statistics in Summary 278 Case Study
Evaluated 279 Chapter 13 Exercises 279 Exploring the
Web 285 Notes and Data Sources 286
14 Describing Relationships: Scatterplots and Correlation 287
Case Study 287 Scatterplots 288 Interpreting scatterplots 292
Correlation 295 Understanding correlation 297 Statistics in
Summary 300 Case Study Evaluated 300 Chapter 14
Exercises 301 Exploring the Web 309 Notes and Data
Sources 309
∗
This material is optional.
x
Contents
15 Describing Relationships: Regression, Prediction,
and Causation 311
Case Study 311 Regression lines 312 Regression equations 314
Understanding prediction 316 Correlation and regression 318
The question of causation 320 Statistical Controversies: Gun
Control and Crime 324 Evidence for causation 325 Statistics
in Summary 326 Case Study Evaluated 326 Chapter 15
Exercises 327 Exploring the Web 336 Notes and Data
Sources 336

16 The Consumer Price Index and Government Statistics 339
Case Study 339 Index numbers 340 Fixed market basket price
indexes 341 Using the CPI 342 Understanding the CPI 346
Statistical Controversies: Does the CPI Overstate Inflation? 348
The place of government statistics 348 The question of social
statistics 350 Statistics in Summary 351 Case Study
Evaluated 352 Chapter 16 Exercises 352 Exploring the
Web 357 Notes and Data Sources 358
Part II Review 359
Part II Summary 360 Part II Review Exercises 363
Part II Projects 370 Notes and Data Sources 372
Part III Chance 373
17 Thinking about Chance 375
Case Study 375 The idea of probability 375 The ancient history
of chance 378 Myths about chance behavior 379 Personal
probabilities 385 Probability and risk 386 Statistics in
Summary 387 Case Study Evaluated 388 Chapter 17
Exercises 389 Exploring the Web 392 Notes and Data
Sources 393
18 Probability Models 395
Case Study 395 Probability models 395 Probability rules 397
Probability models for sampling 399 Statistics in Summary 403
Case Study Evaluated 404 Chapter 18 Exercises 404
Exploring the Web 409 Notes and Data Sources 409
Contents xi
19 Simulation 411
Case Study 411 Where do probabilities come from? 412 Simulation
basics 412 Thinking about independence 416 More elaborate
simulations 418 Statistics in Summary 421 Case Study
Evaluated 421 Chapter 19 Exercises 422 Exploring the Web 427

Notes and Data Sources 428
20 The House Edge: Expected Values 429
Case Study 429 Expected values 429 The law of large
numbers 433 Thinking about expected values 434 Statistical
Controversies: The State of Legalized Gambling 435 Finding
expected values by simulation 435 Statistics in Summary 437
Case Study Evaluated 437 Chapter 20 Exercises 438 Exploring
the Web 443 Notes and Data Sources 443
Part III Review 445
Part III Summary 445 Part III Review Exercises 447
Part III Projects 451 Notes and Data Sources 452
Part IV Inference 453
21 What Is a Confidence Interval? 455
Case Study 455 Estimating 456 Estimating with
confidence 457 Understanding confidence intervals 461 More on
confidence intervals for a population proportion
∗
464 The sampling
distribution of a sample mean
∗
467 Confidence intervals for a
population mean
∗
469 Statistics in Summary 471 Case Study
Evaluated 472 Chapter 21 Exercises 472 Exploring the
Web 478 Notes and Data Sources 479
22 What Is a Test of Significance? 481
Case Study 481 The reasoning of statistical tests of
significance 482 Hypotheses and P-values 485 Statistical
significance 489 Calculating P-values

∗
489 Tests for a population
mean
∗
491 Statistics in Summary 495 Case Study Evaluated 496
Chapter 22 Exercises 496 Exploring the
Web 502 Notes and Data Sources 502
∗
This material is optional.
xii
Contents
23 Use and Abuse of Statistical Inference 505
Case Study 505 Using inference wisely 505 The woes of
significance tests 508 The advantages of confidence intervals 511
Significance at the 5% level isn’t magical 512 Statistical
Controversies: Should Significance Tests Be Banned? 513 Beware of
searching for significance 513 Statistics in Summary 515 Case
Study Evaluated 515 Chapter 23 Exercises 515 Exploring the
Web 519 Notes and Data Sources 519
24 Two-Way Tables and the Chi-Square Test
∗
521
Case Study 521 Two-way tables 522 Inference for a two-way
table 523 The chi-square test 526 Using the chi-square
test 530 Simpson’s paradox 533 Statistics in Summary 536
Case Study Evaluated 536 Chapter 24 Exercises 536 Exploring
the Web 542 Notes and Data Sources 542
Part IV Review 545
Part IV Summary 546 Part IV Review Exercises 548
Part IV Projects 554 Notes and Data Sources 556

Resolving the Controversy 557
Solutions to “Now It’s Your Turn” Exercises 562
Answers to Odd-Numbered Exercises 576
Index 597
∗
This material is optional.
To the Teacher
S tatis t ic s as a L ib e ra l Dis c ipline
S
tatistics: Concepts and Controversies (SCC) is a book on statistics as
a liberal discipline, that is, as part of the general education of “non-
mathematical” students. The book grew out of one of the author’s ex-
perience in developing and teaching a course for freshmen and sophomores
from Purdue University’s School of Liberal Arts. We are pleased that other
teachers have found SCC useful for unusually diverse audiences, extend-
ing as far as students of philosophy and medicine. This seventh edition is
a revision of the text, with several new features. It retains, however, the
goals of the original: to present statistics not as a technical tool but as part
of the intellectual culture that educated people share.
Statistics among the liberal arts
Statistics has a widespread reputation as the least liberal of subjects. When
statistics is praised, it is most often for its usefulness. Health professionals
need statistics to read accounts of medical research; managers need statis-
tics because efficient crunching of numbers will find its way to the bottom
line; citizens need statistics to understand opinion polls and the Consumer
Price Index. Because data and chance are omnipresent, our propaganda
line goes, everyone will find statistics useful, and perhaps even profitable.
This is true. We would even argue that for most students the concep-
tual and verbal approach in SCC is better preparation for future encoun-
ters with statistical studies than the usual methods-oriented introduction.

The joint curriculum committee of the American Statistical Association
and the Mathematical Association of America recommends that any first
course in statistics “emphasize the elements of statistical thinking” and
feature “more data and concepts, fewer recipes and derivations.” SCC does
this, with the flavor appropriate to a liberal education: more concepts, more
thinking, only simple data, fewer recipes, and no formal derivations.
There is, however, another justification for learning about statistical
ideas: statistics belongs among the liberal arts. A liberal education em-
phasizes fundamental intellectual skills, that is, general methods of in-
quiry that apply in a wide variety of settings. The traditional liberal arts
present such methods: literary and historical studies, the political and so-
cial analysis of human societies, the probing of nature by experimental sci-
ence, the power of abstraction and deduction in mathematics. The case that
xiii
xiv
To the Teacher
statistics belongs among the liberal arts rests on the fact that reasoning
from uncertain empirical data is a similarly general intellectual method.
Data and chance, the topics of this book, are pervasive aspects of our ex-
perience. Though we employ the tools of mathematics to work with data
and chance, the mathematics implements ideas that are not strictly math-
ematical. In fact, psychologists argue convincingly that mastering formal
mathematics does little to improve our ability to reason effectively about
data and chance in everyday life.
SCC is shaped, as far as the limitations of the authors and the intended
readers allow, by the view that statistics is an independent and fundamen-
tal intellectual method. The focus is on statistical thinking, on what others
might call quantitative literacy or numeracy.
The nature of this book
There are books on statistical theory and books on statistical methods. This

is neither. It is a book on statistical ideas and statistical reasoning and on
their relevance to public policy and to the human sciences from medicine
to sociology. We have included many elementary graphical and numerical
techniques to give flesh to the ideas and muscle to the reasoning. Students
learn to think about data by working with data. We have not, however,
allowed technique to dominate concepts. Our intention is to teach verbally
rather than algebraically, to invite discussion and even argument rather
than mere computation, though some computation remains essential. The
coverage is considerably broader than the traditional coverage of a one-term
course, as the table of contents reveals. In the spirit of general education,
we have preferred breadth to detail.
Despite its informal nature, SCC is a textbook. It is organized for sys-
tematic study and has abundant exercises, many of which ask students to
offer a discussion or make a judgment. Even those admirable persons who
seek pleasure in uncompelled reading should look at the exercises as well
as the text. Teachers should be aware that the book is more serious than
its low mathematical level suggests. The emphasis on ideas and reasoning
asks more of the reader than many recipe-laden methods texts.
New in this edition
This new version of a classic text fits the current teaching environment
while continuing to present statistics to “nonmathematical” readers as an
aid to clear thinking in personal and professional life. The following new
features and enhancements build on SCC ’s strong pedagogical foundation:
•
Content. The organization of the seventh edition remains the same
as in the previous edition. New and updated data, in a variety of
To the Teacher xv
applications areas, are referenced throughout the text, adding interest
and relevance for students.
•

Case Studies open every chapter, engaging students in real-life
scenarios related to the chapter concepts. The Case Study Evaluated
at the end of each chapter revisits the chapter-opening Case Study
with follow-up questions, asking students to evaluate what they have
learned from the chapter and to apply their knowledge to the Case
Study.
•
Design incorporates colorful, revised figures throughout to aid
students’ understanding of text material. Photographs related to
chapter examples make connections to real-life applications and
provide a visual context for topics.
•
From the News Exercises are from popular news media
outlets and use current events and cite recent data sources.
•
Examples and Exercises are labeled to help instructors and
students easily identify key topics and application areas.
Approximately two-thirds are revised to reflect current data and a
variety of topics. SCC examples and exercises cover a wide range of
application areas. An applications index is provided so that instructors
can easily select and assign content related to specific fields.
•
Applet icons signal where related, interactive statistical
applets can be found on the text Web site, www.whfreeman
.com/scc7e.
In addition to the new seventh-edition enhancements, SCC has retained
the successful pedagogical features from previous editions:
•
Now It’s Your Turn Exercises appear after a worked example,
allowing students to test their understanding. These exercises are now

numbered and titled so that they can be easily assigned. Full solutions
to these exercises are provided in the back of the text.
•
Exploring the Web Exercises are found in each chapter. These
exercises point students to the Web to investigate topics and think
critically about statistical data and concepts.
•
Statistical Controversies boxes explore controversial topics and
relate them to the chapter material. There is follow-up discussion and a
proposed resolution to each of these topics in the back of the text.
•
EESEE (Electronic Encyclopedia of Statistical Examples and
Exercises) Case Studies. Developed by The Ohio State University
Statistics Department, these electronic case studies provide students
with a wide variety of timely, real examples with real data. EESEE case
xvi
To the Teacher
studies are available via an access code–protected Web site. Access
codes are included with new copies of the seventh edition of SCC or
subscriptions can be purchased online.
Media and Supplements
For Stu dents and Instructors
New!
courses.bfwpub.com/scc7e (access code required; available packaged
with SCC, Seventh Edition, or for purchase online). StatsPortal is the dig-
ital gateway to SCC and is designed to enrich the course and enhance
students’ study skills through a collection of Web-based tools. StatsPortal
integrates a suite of diagnostic, assessment, tutorial, and enrichment fea-
tures, enabling students to master statistics at their own pace. It is orga-
nized around three main teaching and learning components:

Interactive eBook. Offers a complete and customizable online version of
the text, fully integrated with all the media resources available with SCC.
The eBook allows students to quickly search the text, highlight key areas,
and add notes about what they’re reading. Similarly, instructors can cus-
tomize the eBook to add, hide, and reorder content and highlight key text
for students.
Resources. Organizes all the resources for SCC into one location for
students’ ease of use. These resources include the following:
•
StatTutor Tutorials offer over 150 audio-multimedia tutorials tied
directly to the textbook, including video, applets, and animations.
•
Stats@Work Simulations put students in the role of statistical
consultants, helping them better understand statistics interactively
within the context of real-life scenarios. Students are asked to interpret
and analyze data presented to them in report form, as well as to
interpret current-events news stories. All tutorials are graded and offer
helpful hints and feedback.
•
Statistical Applets are 16 interactive applets to help students master
key statistical concepts and work exercises from the text.
•
EESEE Case Studies
•
Data sets are available in ASCII, Excel, TI, and Minitab formats.
•
Statistical Software Manuals for TI-83/84, Excel, and Minitab.
•
(Instructors Only) Instructor’s Solutions Manual and Test Bank
To the Teacher xvii

Assignments. Organizes assignments and grades students through an
easy-to-create assignment process that provides access to questions from
the Test Bank, Web Quizzes, and Exercises from SCC. The Assignment
Center enables instructors to create their own assignments from a variety
of question types for self-graded assignments. This powerful assignment
manager allows instructors to select their preferred policies in regard to
scheduling, maximum attempts, time limitations, feedback, and more!
Online Study Center (www.whfreeman.com/osc/scc7e); access code
required; available for purchase online) offers all the resources available
in StatsPortal except the eBook and Assignment Center.
Companion Web site (www.whfreeman.com/scc7e) is open access and
includes statistical applets, data sets, and self-quizzes.
Lab and Activities Supplement, by Dennis Pearl (The Ohio State Uni-
versity), contains a variety of projects and exercises to help students de-
velop a fuller appreciation of statistical concepts. It features computer lab
and hands-on activities, illustrating key concepts in the text, as well as
additional end-of-chapter–type problems and activities. Additionally, there
are exercises based on the statistical applets and EESEE case studies (both
accessed through the book’s Web site). ISBN 1-4292-2007-4
For Instructors Only
Instructor’s Solutions Manual and Test Bank, by Jackie Miller and
William I. Notz (both of The Ohio State University), contains full solu-
tions to all exercises and hints on teaching from SCC. The printed test
bank contains multiple-choice questions for each chapter of the text. ISBN
1-4292-2005-8. The test bank is also available electronically on CD-ROM
(for Windows and Mac), allowing questions to be downloaded, edited, and
resequenced. ISBN 1-4292-2003-1.
Enhanced Instructor’s Resource CD-ROM allows instructors to search
and export (by key term or chapter)
•

all text images and tables
•
statistical applets and data sets
•
Instructor’s Solutions Manual and Test Bank files
•
PowerPoint lecture slides
ISBN 1-4292-2004-X
Course Management Systems (W. H. Freeman and Company) provides
courses for Blackboard, WebCT (Campus Edition and Vista), and Angel
xviii
To the Teacher
course management systems. They are completely integrated courses that
you can easily customize and adapt to meet your teaching goals and course
objectives. Contact your local Freeman sales representative for more
information.
i-clicker is a new two-way radio frequency classroom response solution
developed by educators for educators. University of Illinois physicists Tim
Stelzer, Gary Gladding, Mats Selen, and Benny Brown created the i-clicker
system after using competing classroom response solutions and discovering
that they were neither classroom-appropriate nor student-friendly. Each
step of i-clicker’s development has been informed by teaching and learning.
From both pedagogical and technical standpoints, i-clicker is superior to
other systems. To learn more about packaging i-clicker with this textbook,
please contact your local Freeman sales rep or visit www.iclicker.com.
Acknowledgments
The staff of W. H. Freeman and Company, especially Mary Louise Byrd,
Shona Burke, Pamela Bruton, Anne Scanlan-Rohrer, and Katrina Wilhelm,
have done their usual excellent job in editing, designing, and producing the
book. We also thank Jackie Miller for carefully checking the accuracy of

the manuscript. We are grateful to many colleagues who commented on
successive drafts of the manuscript.
Marcus Agustin, Southern Illinois University, Edwardsville
Ma. Zenia Agustin, Southern Illinois University, Edwardsville
Eric Agyekum, Malaspina University-College
Georgiana Baker, University of South Carolina
Jennifer Beineke, Western New England College
Melody L. Boyd, Temple University
Patricia M. Buchanan, Pennsylvania State University
Barbara K. Caress, The City College of New York
Melissa Cass, State University of New York at New Paltz
Joanne Christopherson, California State University, Fullerton
Samuel J. Clark, University of Washington
Diane Conway, Bowling Green State University
Colette Currie, National-Louis University
John Deely, Purdue University
Jimmy Doi, California Polytechnic State University
John Dugan, University of Idaho
Rick L. Edgeman, University of Idaho
Christopher J. Ferguson, Texas A&M International University
Joseph Gershtenson, Eastern Kentucky University
Jane J. Gringauz, Minneapolis Community and Technical College
Timothy Grosse, Jefferson Community College
To the Teacher xix
Debra Hall, Indiana University-Purdue University Indianapolis
Pamela Harman, California State University, Los Angeles
Richard John, University of Southern California
Patricia A. Kan, Cleveland State University
Bonnie Kegan, University of Maryland, Baltimore
Rasul A. Khan, Cleveland State University

Josh Klugman, Temple University
Patrick Lang, Idaho State University
Natalie Lochner, Rollins College
Ulric Lund, California Polytechnic State University
Megan E. Lutz, Virginia Polytechnic Institute and State University
Antoinette Marquard, Cleveland State University
Jason Martin, Temple University
Rose Martinez-Dawson, Clemson University
Eric Matsuoka, Leeward Community College
James E. Mays, Virginia Commonwealth University
Michael McGill, Virginia Polytechnic Institute and State University
Alana Northrop, California State University, Fullerton
William Rayens, University of Kentucky
Jonathan P. Schinohofen, Bluegrass Community and Technical College
Majid Shahidi, Cegep Vanier College
Louis Soukup, Bellevue University
W. Scott Street IV, Virginia Commonwealth University
Richard Tardanico, Florida International University
Sharon Taylor, Georgia Southern University
Agnes Tuska, California State University, Fresno
Lewis VanBrackle, Kennesaw State University
Gregg G. Van Ryzin, Rutgers, The State University of New Jersey
C. K. Venkateswaran, Baker College
Nathalie Viau, Cegep Vanier College
Gary P. Visco, University of Vermont
Elizabeth Walters, Loyola College in Maryland
Paul Watson, Jefferson Community College
Sheila O’Leary Weaver, University of Vermont
Bethany White, University of Western Ontario
George P. Yanev, University of South Florida

Yi Yang, James Madison University
Jill C. Zimmerman, Manchester Community College
Perhaps most importantly, the second author expresses his gratitude for the
support of his wife, Claudia.
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Applications Index
Example Exercise Project
Agricultural, biological, and
environmental sciences
Acid rain: 15.17
Beavers: 15.12
Brain weight of mammals: II.11,
II.12, II.13, II.14, II.15, II.16
Corn: 6.13, 6.20, 14.29
Deer population: 9.6
Fossils: 14.3, 14.4, 15.1, 15.3, 15.5;
14.16, 15.7
Genetics: 6.1
Horse pregnancy: 13.12
Insect damage: 9.7
Pollution: 9.8
Population dynamics: 19.16, 20.14
Pythons: 24.7, 24.17
Sharks: IV.25, IV.27
Soil: 9.21
Toxic releases: 16.6
Water quality: IV.23
Arts and humanities
Authorship and writing style: 11.11,
12.15

Piano: II.22
Shakespeare: 11.5
Business, economics, finance,
and management
Currency: 10.14
Exports: 10.11
Federal budget: 15.4
Fraud: 9.4
Gold: II.23
Gross domestic product: 14.2
Insurance: 20.15
Investment strategies: 10.5; 6.16,
12.13, II.24, III.8
Minimum wage: 16.19
Money markets: 10.27
Personal savings: 8.18
Retail prices: 10.2, 10.9, 10.30, 16.34
Stocks: 9.12, 10.7; 9.14, 9.29, I.25,
11.6, 12.13, 13.27
Taxes: 10.3, 10.9; 10.1
Wall Street: 3.31
Demographics and population
characteristics
Accidental deaths: 10.26
Age: 9.9, 9.11, 11.1, 11.6; 11.1, 11.2,
11.4, 11.16, 12.8, IV.7
Asians: 11.14
Battered women: 9.12
Births: 10.13, 22.26
College majors: 10.10, 24.10, 24.14

Crime: 8.19, 16.31
Death rates: 18.4
Drug abuse: 10.25
Economic class: 18.3
Education: 10.1, 10.8; III.10
Farm population: 15.23
Gender and faculty rank: 24.20
Head size: II.9
Height: 13.2; 13.1, 13.2, 13.15, 13.16,
13.17, 13.18, 13.24, 13.29
Household size: 20.1, 20.16
Housing: 14.6, 15.34, II.27
Human pregnancy: 13.10
Illegal aliens: 10.23
Immigrants: 12.16
Income: 9.14, 16.4; 9.25; 12.5, 12.11,
16.21, 16.28, I.7
Income tax: 10.1
Marital
status: 10.5, 17.12, 18.1
Minorities and degrees: 11.5, 12.14
Motor vehicle ownership: 20.3
xxi
xxii
Applications Index
Murder: 10.8
Obesity: 11.9
Poverty: 9.15, 16.27, II.1, II.3
Race on the census form: 1.2
Salaries: IV.22

Training: 23.2
Unemployment: 8.3, 8.10; 8.3, 10.18,
21.25, 22.13
Unmarried: 10.6; 9.22
Education and child
development
ACT: 13.3, 13.4; 21.29
Adult reading: 9.13
College admissions: 24.1
College majors: 10.10, 24.10, 24.14
College rankings: 9.3; 8.26
College tuition: 11.3; 12.7, 16.4,
16.16, 16.18, 16.33
Day care: 5.2
Degrees: 24.9
Dropouts: II.3
Extracurricular activities: 24.4,
24.15
Graduation rates: 22.15, 22.17,
23.16
Improving public education: 5.13
NAEP: 21.7, 22.4; 5.13
Online learning: 5.1; 5.10
Performance: 5.8, 15.22, 15.31
SAT: 8.2, 8.5, 8.7, 13.2, 13.3, 13.4,
15.8; 5.3, 12.18, 12.22, 12.33, 13.3,
13.21, 13.22, 13.23, 13.24, 15.5,
II.7
Socioeconomic status: 23.6
T

eaching methods: 1.2, 5.19, 22.21
Violence in schools: 21.6
Food science and nutrition
Child care: 24.19
Hot dogs and calories: 12.12, 12.24,
14.8
Seafood: 1.6
Taste testing: 22.1, 22.3; 6.14, 6.22
Manufacturing, marketing, and
consumer behavior
Advertising: 6.0, 9.1; 9.4, 9.16, 10.4,
10.6, 20.13
Car color: IV.4
CD sales: 10.7
Commericals: 6.8
Cost of textbooks: 1.16
Credit card fees: 21.32, 21.34, 22.32
Earphones: 8.24
Energy conservation: 5.5
Gender effects: 6.10
Health care spending: 5.15
Nielsen TV ratings and market
research: 1.6
Package design: 23.8
Sales: 9.5
Taste tests: 6.9; 6.22
Tool abrasion: 5.14, 5.10
Medicine and public health
Acne: 6.5
AIDS and HIV: 7.9, 7.17, 7.18

Alcohol: 21.1, 21.2, 21.3, 21.4, 21.5;
I.22, 21.13, 21.37
Alternative medicine and
supplements: 6.10
Alzheimer’s disease: 5.20
Anesthetics: 5.24
Asbestos: 17.9
Aspirin and heart attacks: 5.6
Baldness: 6.2
Blood pressure: 22.5; 21.3, 21.30
Blood types: III.3, 23.10
Body temperature: 22.12
Cancer: 17.7; 5.2, 5.26, 8.11, 22.7
Child care: 24.19
Cholesterol: 1.14
Cirrhosis of the liver: II.8
Color blindness: 23.9
Crohn’s disease: 5.3
Death rate: 17.3
Depression: 6.8
Diabetes: 22.6
Applications Index xxiii
Drug addiction: 24.3, 24.4, 24.5
Ethics: 7.29
Fake data: 9.6
Health and wealth: 15.28
Health care cost: 3.12, 3.29, 21.4,
IV.9, IV.14, IV.29
Health care in Ontario, Canada: 3.9
Health care quality: 6.24

Heart disease: 24.6; 5.1, 15.10, 15.13,
15.15, 15.24, 15.37, II.24, 24.18
Hospital size: 15.27
Informed consent: 7.1, 7.30
Life expectancy: 15.6; 6.7
Metabolism: 14.14, 14.18
Minorities and clinical trials: 6.3
Missing details in published
research: 7.1
Obesity: 6.4, 15.7; 5.4, 5.5, 6.2, 6.4,
11.9, 15.4
Pain: 6.4, 6.11, 6.12, 8.10
Patient well-being: 8.1
Placebo effect: 7.6; 6.11, 6.25
Poison ivy: 6.2
Power lines and leukemia in
children: 1.3; 1.12, 1.20
Pulse
rate: II.6
Religion
and health: 5.6
Sickle-cell anemia: 5.4
Side effects: 22.25
Smoking: 24.1, 24.2, 24.3, 24.5, 24.6,
24.16, IV.10, IV.12, IV.20
Sunburn: 6.9
Surgery: 7.6
Teenagers and sexual activity: 7.24
Teenagers and sleep: 1.11
Transplants: 19.5

Treating prostate disease: 1.13, 5.21
Treatment of patients: 5.7, 6.7
Tuskegee syphilis study: 7.4
Ulcers: IV.30
Vaccine: I.15
Physical sciences
Big bang: 14.1
Buffon’s needle: 19.25
Carbon dating: 22.9
Lightning: 11.3
Meteorology: 17.21
Rainfall: 11.19, 14.28
Space shuttle: 17.14
Sunspots: 10.19
Time: 8.9; 8.27
Psychology, religion, and
human behavior
Belief in God: 3.26
Church attendance: 9.1, 22.11,
IV.15
Civil disturbances: 10.12
Divorce: 2.5, 23.2
Drugs: 6.3
ESP: 20.13, 22.22, 23.7
Gifts: 22.10
Honesty: 3.31, IV.5, IV.18
Informed consent: 7.6, 7.7, 7.30
Institutional review boards: 7.4, 7.5
Intelligence: 8.8; 14.1, 14.2, 14.3
IQ: 8.6; 9.22, 13.7, 13.8, 13.9, 13.14,

13.20, 13.25, 13.26, 14.1, 14.2,
14.3, 14.7, 14.9, 15.6, 15.8, 15.20,
III.14, III.16, III.18, 21.28, 22.3;
IV.2
Music: 6.17
Perception of chance: 18.9, 20.7;
III.5
Personal space: 7.7
Personality: 8.1
1
Political party affiliation: 22.14
Prestige: 22.8
Recycling: 1.1; 1.5, 4.1
Research methods: 23.21
Schizophrenia: 23.13
Self-esteem: 15.26
Sensitive questions: 4.17
Smell: 5.7, 5.9, IV.24, IV.26
Student attitudes: 22.28
Suicide: 9.7
Women’s attitudes: 3.18