Title ABC/123 Version X 1 Time to Practice – Week Four PSYCH/625 Version 1 1 University of Phoenix Material Time to Practice – Week Four Complete Parts A, B, and C below. Part A Some questions in Part A require that you access data from Statistics for People Who (Think They) Hate Statistics. This data is available on the student website under the Student Text Resources link. 1. Using the data in the file named Ch. 11 Data Set 2, test the research hypothesis at the .05 level of significance that boys raise their hands in class more often than girls. Do this practice problem by hand using a calculator. What is your conclusion regarding the research hypothesis? Remember to first decide whether this is a one- or two-tailed test. 2. Using the same data set (Ch. 11 Data Set 2), test the research hypothesis at the .01 level of significance that there is a difference between boys and girls in the number of times they raise their hands in class. Do this practice problem by hand using a calculator. What is your conclusion regarding the research hypothesis? You used the same data for this problem as for Question 1, but you have a different hypothesis (one is directional and the other is nondirectional). How do the results differ and why? 3. Practice the following problems by hand just to see if you can get the numbers right. Using the following information, calculate the t test statistic. a. b. c. 4. Using the results you got from Question 3 and a level of significance at .05, what are the two-tailed critical values associated with each? Would the null hypothesis be rejected? 5. Using the data in the file named Ch. 11 Data Set 3, test the null hypothesis that urban and rural residents both have the same attitude toward gun control. Use IBM® SPSS® software to complete the analysis for this problem. 6. A public health researcher tested the hypothesis that providing new car buyers with child safety seats will also act as an incentive for parents to take other measures to protect their children (such as driving more safely, child-proofing the home, and so on). Dr. L counted all the occurrences of safe behaviors in the cars and homes of the parents who accepted the seats versus those who did not. The findings: a significant difference at the .013 level. Another researcher did exactly the same study; everything was the same—same type of sample, same outcome measures, same car seats, and so on. Dr. R’s results were marginally significant (recall Ch. 9) at the .051 level. Which result do you trust more and why? 7. In the following examples, indicate whether you would perform a t test of independent means or dependent means. a. Two groups were exposed to different treatment levels for ankle sprains. Which treatment was most effective? b. A researcher in nursing wanted to know if the recovery of patients was quicker when some received additional in-home care whereas when others received the standard amount. c. A group of adolescent boys was offered interp ...

1. Title
ABC/123 Version X
1
Time to Practice – Week Four
PSYCH/625 Version 1
1
University of Phoenix Material
Time to Practice – Week Four
Complete Parts A, B, and C below.
Part A
Some questions in Part A require that you access data from
Statistics for People Who (Think They) Hate Statistics. This
data is available on the student website under the Student Text
Resources link.
1. Using the data in the file named Ch. 11 Data Set 2, test the
research hypothesis at the .05 level of significance that boys
raise their hands in class more often than girls. Do this practice
problem by hand using a calculator. What is your conclusion
regarding the research hypothesis? Remember to first decide
whether this is a one- or two-tailed test.
2. Using the same data set (Ch. 11 Data Set 2), test the research
hypothesis at the .01 level of significance that there is a
difference between boys and girls in the number of times they
raise their hands in class. Do this practice problem by hand
using a calculator. What is your conclusion regarding the
research hypothesis? You used the same data for this problem as
for Question 1, but you have a different hypothesis (one is
directional and the other is nondirectional). How do the results
differ and why?
3. Practice the following problems by hand just to see if you can

2. get the numbers right. Using the following information,
calculate the t test statistic.
a.
b.
c.
4. Using the results you got from Question 3 and a level of
significance at .05, what are the two-tailed critical values
associated with each? Would the null hypothesis be rejected?
5. Using the data in the file named Ch. 11 Data Set 3, test the
null hypothesis that urban and rural residents both have the
same attitude toward gun control. Use IBM® SPSS® software to
complete the analysis for this problem.
6. A public health researcher tested the hypothesis that
providing new car buyers with child safety seats will also act as
an incentive for parents to take other measures to protect their
children (such as driving more safely, child-proofing the home,
and so on). Dr. L counted all the occurrences of safe behaviors
in the cars and homes of the parents who accepted the seats
versus those who did not. The findings: a significant difference
at the .013 level. Another researcher did exactly the same study;
everything was the same—same type of sample, same outcome
measures, same car seats, and so on. Dr. R’s results were
marginally significant (recall Ch. 9) at the .051 level. Which
result do you trust more and why?
7. In the following examples, indicate whether you would
perform a t test of independent means or dependent means.
a. Two groups were exposed to different treatment levels for
ankle sprains. Which treatment was most effective?
b. A researcher in nursing wanted to know if the recovery of
patients was quicker when some received additional in-home
care whereas when others received the standard amount.
c. A group of adolescent boys was offered interpersonal skills
counseling and then tested in September and May to see if there
was any impact on family harmony.

3. d. One group of adult men was given instructions in reducing
their high blood pressure whereas another was not given any
instructions.
e. One group of men was provided access to an exercise
program and tested two times over a 6-month period for heart
health.
8. For Ch. 12 Data Set 3, compute the t value and write a
conclusion on whether there is a difference in satisfaction level
in a group of families’ use of service centers following a social
service intervention on a scale from 1 to 15. Do this exercise
using IBM® SPSS® software, and report the exact probability
of the outcome.
9. Do this exercise by hand. A famous brand-name manufacturer
wants to know whether people prefer Nibbles or Wribbles. They
sample each type of cracker and indicate their like or dislike on
a scale from 1 to 10. Which do they like the most?
Nibbles rating
Wribbles rating
9
4
3
7
1
6
6
8
5
7
7
7
8
8
3
6
10

4. 7
3
8
5
9
2
8
9
7
6
3
2
6
5
7
8
6
1
5
6
5
3
6
10. Using the following table, provide three examples of a
simple one-way ANOVA, two examples of a two-factor
ANOVA, and one example of a three-factor ANOVA. Complete
the table for the missing examples. Identify the grouping and
the test variable.
Design
Grouping variable(s)
Test variable
Simple ANOVA
Four levels of hours of training—2, 4, 6, and 8 hours
Typing accuracy
Enter Your Example Here

5. Enter Your Example Here
Enter Your Example Here
Enter Your Example Here
Enter Your Example Here
Enter Your Example Here
Two-factor ANOVA
Two levels of training and gender (two-way design)
Typing accuracy
Enter Your Example Here
Enter Your Example Here
Enter Your Example Here
Enter Your Example Here
Three-factor ANOVA
Two levels of training, two of gender, and three of income
Voting attitudes
Enter Your Example Here
Enter Your Example Here
11. Using the data in Ch. 13 Data Set 2 and the IBM® SPSS®
software, compute the F ratio for a comparison between the
three levels representing the average amount of time that
swimmers practice weekly (< 15, 15–25, and > 25 hours) with
the outcome variable being their time for the 100-yard freestyle.
Does practice time make a difference? Use the Options feature
to obtain the means for the groups.
12. When would you use a factorial ANOVA rather than a
simple ANOVA to test the significance of the difference
between the averages of two or more groups?
13. Create a drawing or plan for a 2 × 3 experimental design
that would lend itself to a factorial ANOVA. Identify the
independent and dependent variables. From Salkind (2011).
Copyright © 2012 SAGE. All Rights Reserved. Adapted with

6. permission.Part BSome questions in Part B require that you
access data from Using SPSS for Windows and Macintosh. This
data is available on the student website under the Student Text
Resources link.
The data for Exercise 14 is in the data file named Lesson 22
Exercise File 1.
14. John is interested in determining if a new teaching method,
the involvement technique, is effective in teaching algebra to
first graders. John randomly samples six first graders from all
first graders within the Lawrence City School System and
individually teaches them algebra with the new method. Next,
the pupils complete an eight-item algebra test. Each item
describes a problem and presents four possible answers to the
problem. The scores on each item are 1 or 0, where 1 indicates a
correct response and 0 indicates a wrong response. The IBM®
SPSS® data file contains six cases, each with eight item scores
for the algebra test.
Conduct a one-sample t test on the total scores. On the output,
identify the following:
a. Mean algebra score
b. T test value
c. P valueThe data for Exercise 15 is in the data file named
Lesson 25 Exercise File 1.
15. Marvin is interested in whether blonds, brunets, and
redheads differ with respect to their extrovertedness. He
randomly samples 18 men from his local college campus: six
blonds, six brunets, and six redheads. He then administers a
measure of social extroversion to each individual.
Conduct a one-way ANOVA to investigate the relationship
between hair color and social extroversion. Conduct appropriate
post hoc tests. On the output, identify the following:
a. F ratio for the group effect

7. b. Sums of squares for the hair color effect
c. Mean for redheads
d. P value for the hair color effect
From Green & Salkind (2011). Copyright © 2012 Pearson
Education. All Rights Reserved. Adapted with permission.Part
C
Complete the questions below. Be specific and provide
examples when relevant.
Cite any sources consistent with APA guidelines.
Question
Answer
What is meant by independent samples? Provide a research
example of two independent samples.
When is it appropriate to use a t test for dependent samples?
What is the key piece of information you must know in order to
decide?
When is it appropriate to use an ANOVA? What is the key piece
of information you must know in order to decide?
Why would you want to do an ANOVA when you have more
than two groups, rather than just comparing each pair of means
with a t test?
Copyright © XXXX by University of Phoenix. All rights
reserved.
Copyright © 2013 by University of Phoenix. All rights reserved.
Experiment Guidelines
Working alone or with a partner you will conduct a simple

8. biological experiment outside of class and write a word-
processed scientific report on your topic. The empirical study is
worth a total of 100 points as described in the deadline section,
below.
· Pay special attention to the deadlines - missing deadlines will
hurt your grade even if the final report is excellent. As stated in
my instructors’ syllabus, I deduct 10% for every week that an
assignment is late.
· All experiment assignments are due via Turnitin on
Blackboard at the beginning of class. I WILL NOT be accepting
paper assignments. Anything turned in after the due date on
Blackboard will be considered late and points will be docked.
· Each student must write his or her own draft and final report,
even if you worked with a partner.
· Write your own report and do not share it! Do not turn in 1
report with 2 names; you will both get 0 points.
· Copying even parts of the text (not the results) will yield a 0
score for all persons involved and probably a loss of
participation points and campus discipline.
· If your words match those of any web site we find you will
receive 0 points and campus discipline.
Deciding on a topic.
· Think of something about biology that you think is cool.
Genetics. Plants. Bacteria. Animal behavior (If you have a hard
time, flip through your BIO 100L manual and take a look at
what we will cover this semester and see if something strikes
your fancy).
· Google it.
· Find out more about it and then ask yourself a question. “I
wonder what makes plants grow faster”, “I wonder what kind of
surfaces grow the most bacteria”, “I wonder if there are more
types of animals that live in a woody area or a desert area”.
· Once you have a question, start thinking about how you would
experiment to answer your question. Don’t bog down by telling
yourself: “It’s interesting but I have no idea how to do an

9. experiment on it.” I can help you with this. The goal is for you
to experience the process of questioning, constructing an
hypothesis, designing an experiment (hopefully simple!)
collecting data, analyzing it and then writing about the whole
process, and hopefully practice writing well.
·
Topic Limitations
1. ABSOLUTELY NO MANIPULATION EXPERIMENTS ON
VERTEBRATES. This includes projects such as:
a. Feeding fish different foods to study growth.
b. Giving your lactose intolerant cousin milk to see how he
reacts.
c. Giving humans ANYTHING to ingest.
d. Vertebrates include:
i. You, your dog, cat, friends, family, fish, birds, most house
pets.
e. I realize it may sound harmless to give your friend a can of
coke and then record their heart rate to see if the caffeine has an
effect, but this class does not have the proper insurances to
allow that. If you turn in a proposal or a topic on these types of
projects, I will dock points. If you turn in a draft or a final
report on these types of projects you will receive ZERO credit.
2. You are allowed to perform OBSERVATIONAL experiments
on vertebrates. This includes:
a. Going to a pet shelter and recording animal behavior
b. Completing a biodiversity study in two different areas
c. Survey studies on humans
3. Make sure your project has BIOLOGY in it. This is a biology
class!! When you come up with an idea think to yourself “what
about this is the study of living things”.
a. Recording the evaporation rates of different liquids is
PHYSICS, not biology.
b. Recording the pH of household liquids is CHEMISTRY not
biology.

10. c. How music affects people is PSYCOLOGY, no biology.
4. The research must be conducted independently and not from
previous courses or from the internet.
Based on your observations of the world around you, pose a
question about some biological phenomenon of interest.
1. Develop a hypothesis about a part of your question that can
be tested using the scientific method.
2. Design an experiment to test your hypothesis.
a) What equipment (plants, pots, watering can, etc.) and
supplies (fertilizer, etc) will you need?
b) What specific information, (“data”, numbers, height in mm,
or temp., in °C,) will you need to gather, and how will you
gather it? (Will you stick the thermometer in the soil or hold it
on the leaves?)
c) What will your controls be? (Plants NOT treated with your
experimental process…etc.)
d) What one factor will be varied in your experimental group?
3. Some supplies may be available from the laboratory. If you
can’t supply all the materials that you will need to conduct your
study- ask for them. Ask early so there’s time to find
alternatives!
4. Make sure your experiment can be conducted in the time
frame allowed. (Especially critical for people who want to grow
plants!!)
5. Use the correct format for writing your paper.
Due Date
Assignment
Points
Criteria
Tue 9/10
Thur 9/12
Topic
5
You and your partner’s names. A prospective title, and one or
two sentences describing what you wish to study. You can
change this topic later but only with my approval.

11. Tue 9/24
Thur 9/26
Proposal
15
One-page proposal that includes: Hypothesis, Identification of
dependent and independent variables, Materials list (indicate
those that must be provided by your instructor) Outline of the
steps in the proposed method including controls, if applicable,
and when, where, and how you plan to do the experiment
Reference the provided Rubric.
Tue 10/29
Thur 10/31
Draft
30
3-4 page preliminary draft of results obtained from initial
experiments. This should basically be a complete final draft
with the initial results of your experiment. The more work you
put into the draft, the less work you will have on the final
report.
Reference the provided Rubric.
Tue 11/21
Thur 11/23
Final Report
50
4-5 following the format utilized in scientific journals.
Reference the guidelines to writing scientifically.
Reference the provided Rubric.
6. With the exception of “Title”, Include the headings as part of
your report.
For help with scientific writing look at:
http://writing2.richmond.edu/training/project/biology/biology.ht
mlhttp://www.columbia.edu/cu/biology/ug/research/paper.html
The help from the Columbia University page includes some
particularly helpful examples of correct and incorrect examples

12. Format for Experiment Report
Introduction
· Start with your general topic.
· Include ample background information (this should allow the
reader to quickly become familiar with your subject).
· State the purpose of your experiment.
· State your hypothesis and back it up.
· Things I need to know from the introduction:
· Why you picked this topic?
· What has past research found on this subject?
· What is your hypothesis?
· Why is that your hypothesis?
Materials and Methods
· This should be in paragraph form.
· Write, very clearly, how you conducted your experiment and
what materials you used to do it.
· Include how you recorded your data.
· Basically, after reading this section, the reader should be able
to go out and completely recreate your experiment.
· Tip: After you write this section, give it to a friend to read and
have them tell you what they think you did.
Results
· Straight up, what did you find?
· This is where you should include any diagrams, tables, or
figures.
· DO NOT include reasons why you got your results in this
section, save that for the discussion.
Discussion
· Explain to the reader what your results mean.
· Why did you get the results you did?

13. · If you experiment failed, why?
· Was your hypothesis supported or not? (Remember, we never
prove anything in science)
· What are possible future directions of this work? If you were
to continue on and do a follow up experiment, what would you
do?
Bibliography
This should be properly formatted and only include appropriate
sources.
Appropriate sources:
· Articles from scientific journals (You can use Google Scholar
and find sources that have been published through peer-
reviewed journals. You do need to use the campus server to
access the articles).
· Chapters or sections in scientific textbooks (this includes your
lab manual).
Inappropriate Sources:
· Websites. This includes:
· eHow.com
· Wikipedia.com (this is a good place to start, but DO NOT cite
it. Scroll to the bottom of the page and look to see what has
been cited there to lead to you appropriate sources).
· Livestrong.com
· Magazines
· Hearsay