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Against All Odds: 19. Confidence Intervals

This free online video program "lays out the parts of the confidence interval and gives an example of how it is used to measure the accuracy of long-term mean blood pressure. An example from politics and population surveys shows how margin of error and confidence levels are interpreted. The program also explains the use of a formula to convert the z* values into values on the sampling distribution curve. Finally, the concepts are applied to an issue of animal ethics." This individual video is accessed by scrolling down to the "Individual Program Descriptions - 19. Confidence Intervals" and click the "VOD" icon at the top-right of the description.
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Date Of Record Creation 2005-03-24 02:50:00
Date Last Modified 2006-05-22 11:12:00
Date Of Record Release 2005-05-12 12:35:00
Alternate Title Against All Odds
Source http://www.learner.org/resources/series65.html
Relation http://www.causeweb.org/repository/AAO/AAO.pdf
Email Address broadband@learner.org.
Date Issued 1988
Resource Type
Audience
Format
Typical Learning Time Video Length 28min. 50sec.
Author Name Annenberg/CBP
Author Organization Consortium for Mathematics and Its Applications
General Comments Dead Link.
Technical Requirements Windows media player, broadband connection, Java script enabled
Comments The materials provide a very clear, simple introduction to basic Minitab skills and should be useful to any instructor whose students have access to Minitab and a PC.
Content Quality (Concerns) This material asks students to make use of the one-sample z methods based on the assumption that the sample standard deviation equals the population standard deviation. Instructors who prefer to use methods based on the t-distribution may wish to rewrite the material accordingly. Instructors should also be cautioned that the assumptions for using the normal appoximation to the binomial will not be satisfied for some of the categorical variables.
Content Quality (Strengths) This tutorial provides a good overview of the basic statistical operations in Minitab, presented in a careful manner that most students should be able to follow easily. Good use of graphics/partial screen shots to help students see what they should be doing along the way.
Ease of Use (Concerns) Requires the correct version of Minitab (student version 12, Professional version 13, Student and professional versions 14) and a PC (no Mac instructions).
Ease of Use (Strengths) Instructions are thorough and should be easy for students to follow on their own with little instructor intervention needed. All activities are self-contained, including a small dataset with context and some practice questions to help assess whether students are able to do the basic tasks. Instructors should find that students will be able to follow the directions with little, if any, assistance.
Potential Effectiveness (Concerns) This tutorial is designed only to introduce students to the basic skills of using Minitab, thus it does not require extensive critical thought or student discovery, although clearly they give the students basic skills that could aid in discovery in later coursework.
Potential Effectiveness (Strengths) The clarity of the presentation will be helpful for instructors who wish to have students learn Minitab on their own. The instructions encourage active participation by asking the student to type as directed, and then showing the output the student should see. Exercises at the end of the chapter reinforce the techniques presented.
Content Quality (Rating) 5
Ease of Use (Rating) 5
Potential Effectiveness (Rating) 5
Source Code Available 1
Material Type
Statistical Topic
Application Area
Copyrights
Cost involved with use
Intended User Role
Math Level

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