1. Out-of-class activity The Chapter Problem is based on observations of cars with rear license plates only in states with laws that require both front and rear license plates. Work together in groups of three or four and collect data in your state. Use a hypothesis test to test the claim that in your state, the proportion of cars with only rear license plates is the same as the proportion of 239/2049 from Connecticut. (Connecticut students can compare the proportion they get to the proportion of 239/2049 obtained by the author.) 

2. Out-of-class activity Survey couples and record the number of credit cards each person has. Analyze the paired data to determine whether the males in couple relationships have more credit cards than the females. Try to identify reasons for any discrepancy. 

3. Out-of-class activity Measure and record the height of the male and the height of the female from each of several different couples. Estimate the mean of the differences. Compare the result to the difference between the mean height of men and the mean height of women included in Data Set 1 “Body Data” in Appendix B. Do the results suggest that height is a factor when people select couple partners?
4. Out-of-class activity Are estimates influenced by anchoring numbers? Refer to the related Chapter 3 Cooperative Group Activity on page 129. In Chapter 3 we noted that, according to author John Rubin, when people must estimate a value, their estimate is often “anchored” to (or influenced by) a preceding number. In that Chapter 3 activity, some subjects were asked to quickly estimate the value of 8 x 7 x 6 x 5 x 4 x 3 x 2 x 1, and others were asked to quickly estimate the value of 1 x 2 x 3 x 4 x 5 x 6 x 7 x 8. In Chapter 3, we could compare the two sets of results by using statistics (such as the mean) and graphs (such as boxplots). The methods of this chapter now allow us to compare the results with a formal hypothesis test. Specifically, collect your own sample data and test the claim that when we begin with larger numbers (as in 8 x 7 x 6), our estimates tend to be larger.

5. In-class activity Divide into groups according to gender, with about 10 or 12 students in each group. Each group member should record his or her pulse rate by counting the number of heartbeats in 1 minute, then the group statistics 1n, x, s2 should be calculated. The groups should test the null hypothesis of no difference between their mean pulse rate and the mean of the pulse rates for the population from which subjects of the same gender were selected for Data Set 1 “Body Data” in Appendix B.
6. Out-of-class activity Randomly select a sample of male students and a sample of female students and ask each selected person a yes>no question, such as whether they support a death penalty for people convicted of murder, or whether they believe that the federal government should fund stem cell research. Record the response, the gender of the respondent, and the gender of the person asking the question. Use a formal hypothesis test to determine whether there is a difference between the proportions of yes responses from males and females. Also, determine whether the responses appear to be influenced by the gender of the interviewer.
7. Out-of-class activity Construct a short survey of just a few questions, including a question asking the subject to report his or her height. After the subject has completed the survey, measure the subject’s height (without shoes) using an accurate measuring system. Record the gender, reported height, and measured height of each subject. Do male subjects appear to exaggerate their heights? Do female subjects appear to exaggerate their heights? Do the errors for males appear to have the same mean as the errors for females?
8. In-class activity Without using any measuring device, ask each student to draw a line believed to be 3 in. long and another line believed to be 3 cm long. Then use rulers to measure and record the lengths of the lines drawn. Record the errors along with the genders of the students making the estimates. Test the claim that when estimating the length of a 3-in. line, the mean error from males is equal to the mean error from females. Also, do the results show that we have a better understanding of the British system of measurement (inches) than the SI system (centimeters)?
9. Out-of-class activity Obtain simple random samples of cars in the student and faculty parking lots, and test the claim that students and faculty have the same proportions of foreign cars.
10. Out-of-class activity Obtain sample data to test the claim that in the college library, science books have a mean age that is less than the mean age of fiction novels.
11. Out-of-class activity Conduct experiments and collect data to test the claim that there are no differences in taste between ordinary tap water and different brands of bottled water.
12. Out-of-class activity Collect sample data and test the claim that people who exercise tend to have pulse rates that are lower than those who do not exercise.
13. Out-of-class activity Collect sample data and test the claim that the proportion of female students who smoke is equal to the proportion of male students who smoke.
14. Out-of-class activity Collect sample data to test the claim that women carry more pocket change than men.