{"id":4383,"date":"2022-04-09T15:43:47","date_gmt":"2022-04-09T15:43:47","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/?post_type=chapter&#038;p=4383"},"modified":"2022-04-10T01:46:52","modified_gmt":"2022-04-10T01:46:52","slug":"instructor-guide-2b-forming-connections","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/chapter\/instructor-guide-2b-forming-connections\/","title":{"raw":"Instructor Guide 2B: Forming Connections","rendered":"Instructor Guide 2B: Forming Connections"},"content":{"raw":"<h2>Overview<\/h2>\r\n<ul>\r\n \t<li>In this in-class activity, students will think more deeply about the relationship between a\u00a0population and a sample.<\/li>\r\n \t<li>Students will determine a population and sample based on a\u00a0research question and identify potential issues with sampling bias.<\/li>\r\n \t<li>This activity connects back to selecting a random sample and prepares students for drawing conclusions from a sample.<\/li>\r\n \t<li><span style=\"background-color: #ffff99;\">S2, C2, C4, V1, V4, 03 \u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\r\n<\/ul>\r\n<h3>Prerequisite assumptions<\/h3>\r\nStudents should be able to do each of the following after completing the <em>What to Know<\/em> assignment.\r\n<ul>\r\n \t<li>Define sample vs. population.<\/li>\r\n \t<li>Identify the different sampling methods.<\/li>\r\n<\/ul>\r\n<h3>Intended goals for this activity<\/h3>\r\nAfter completing this activity, students should understand that\u00a0selection of a representative sample from a population is important for\u00a0generalizing conclusions on the population. They will be able to identify sampling bias and describe a random and representative sample from a population.\r\n<h2>Synchronous Delivery and Activity Flow<\/h2>\r\nThe sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.\r\n<h3>Frame the activity (3 minutes)<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Question 1 -- think-pair-share\u00a0<span style=\"background-color: #ffff99;\">S2, C4, V1, V4, O3<\/span>\r\n<ul>\r\n \t<li aria-level=\"1\">Allow a minute for students to discuss their answers with a partner.<\/li>\r\n \t<li aria-level=\"1\">Have a few volunteers share their answers\u00a0and make sure that the\u00a0population of interest is clear to all students.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li aria-level=\"1\">Transition to the in-class activity by briefly discussing the Objectives\u00a0for the activity.<\/li>\r\n<\/ul>\r\n<h3>Activity Flow (20 minutes)<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Have students individually read the text prior to Question 2.\u00a0Field any questions about sampling bias that come up before\u00a0continuing.<\/li>\r\n \t<li aria-level=\"1\">Questions 2 - 5 -- working in pairs\u00a0<span style=\"background-color: #ffff99;\">S2, C4, V1, V4, O3<\/span>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">The goal of Questions 2 and 3 is to have students identify sources of bias.<\/li>\r\n \t<li aria-level=\"1\">Check in with the pairs after Question 3 to make sure they understand the sources of bias.<\/li>\r\n \t<li aria-level=\"1\">The goal of Question 4 is to connect what\u00a0students have learned\u00a0about sampling in previous activities with the new sampling methods\u00a0introduced in the preview assignment.<\/li>\r\n \t<li aria-level=\"1\">Debrief Question 4 carefully with the whole class. The sample answer revolves around taking a stratified sample, but take time to discuss how simple random samples, systemic sampling, and\u00a0convenience sampling may or may not be appropriate.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<h3>Wrap-up\/transition (5 minutes)<\/h3>\r\n<ul>\r\n \t<li>Wrap-up the activity by having pairs share their answers to Question 5. As much as possible during discussion, take the opportunity to include the following:\r\n<ul>\r\n \t<li>Sampling methods \u2013 simple random sampling, systematic sampling, stratified sampling, convenience sampling<\/li>\r\n \t<li>Sources of bias \u2013 undercoverage, non-response bias, response bias, voluntary response bias<\/li>\r\n \t<li>Have students refer back to the Objectives for the activity and\u00a0<span style=\"font-size: 1rem; orphans: 1; text-align: initial;\">check the ones they recognize. Alternatively, they may check the\u00a0<\/span><span style=\"font-size: 1rem; orphans: 1; text-align: initial;\">objectives throughout the activity.<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Let students know that in the next activity they will explore the idea of experimental design.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Assign the homework or\u00a0<em>Practice<\/em>\u00a0and any <em>What to Know<\/em> pages for the <em>Forming Connections<\/em> activities you plan to complete in the next class meeting. <span style=\"background-color: #ffff99;\">C2<\/span><\/li>\r\n<\/ul>","rendered":"<h2>Overview<\/h2>\n<ul>\n<li>In this in-class activity, students will think more deeply about the relationship between a\u00a0population and a sample.<\/li>\n<li>Students will determine a population and sample based on a\u00a0research question and identify potential issues with sampling bias.<\/li>\n<li>This activity connects back to selecting a random sample and prepares students for drawing conclusions from a sample.<\/li>\n<li><span style=\"background-color: #ffff99;\">S2, C2, C4, V1, V4, 03 \u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\n<\/ul>\n<h3>Prerequisite assumptions<\/h3>\n<p>Students should be able to do each of the following after completing the <em>What to Know<\/em> assignment.<\/p>\n<ul>\n<li>Define sample vs. population.<\/li>\n<li>Identify the different sampling methods.<\/li>\n<\/ul>\n<h3>Intended goals for this activity<\/h3>\n<p>After completing this activity, students should understand that\u00a0selection of a representative sample from a population is important for\u00a0generalizing conclusions on the population. They will be able to identify sampling bias and describe a random and representative sample from a population.<\/p>\n<h2>Synchronous Delivery and Activity Flow<\/h2>\n<p>The sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.<\/p>\n<h3>Frame the activity (3 minutes)<\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Question 1 &#8212; think-pair-share\u00a0<span style=\"background-color: #ffff99;\">S2, C4, V1, V4, O3<\/span>\n<ul>\n<li aria-level=\"1\">Allow a minute for students to discuss their answers with a partner.<\/li>\n<li aria-level=\"1\">Have a few volunteers share their answers\u00a0and make sure that the\u00a0population of interest is clear to all students.<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\">Transition to the in-class activity by briefly discussing the Objectives\u00a0for the activity.<\/li>\n<\/ul>\n<h3>Activity Flow (20 minutes)<\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Have students individually read the text prior to Question 2.\u00a0Field any questions about sampling bias that come up before\u00a0continuing.<\/li>\n<li aria-level=\"1\">Questions 2 &#8211; 5 &#8212; working in pairs\u00a0<span style=\"background-color: #ffff99;\">S2, C4, V1, V4, O3<\/span>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">The goal of Questions 2 and 3 is to have students identify sources of bias.<\/li>\n<li aria-level=\"1\">Check in with the pairs after Question 3 to make sure they understand the sources of bias.<\/li>\n<li aria-level=\"1\">The goal of Question 4 is to connect what\u00a0students have learned\u00a0about sampling in previous activities with the new sampling methods\u00a0introduced in the preview assignment.<\/li>\n<li aria-level=\"1\">Debrief Question 4 carefully with the whole class. The sample answer revolves around taking a stratified sample, but take time to discuss how simple random samples, systemic sampling, and\u00a0convenience sampling may or may not be appropriate.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Wrap-up\/transition (5 minutes)<\/h3>\n<ul>\n<li>Wrap-up the activity by having pairs share their answers to Question 5. As much as possible during discussion, take the opportunity to include the following:\n<ul>\n<li>Sampling methods \u2013 simple random sampling, systematic sampling, stratified sampling, convenience sampling<\/li>\n<li>Sources of bias \u2013 undercoverage, non-response bias, response bias, voluntary response bias<\/li>\n<li>Have students refer back to the Objectives for the activity and\u00a0<span style=\"font-size: 1rem; orphans: 1; text-align: initial;\">check the ones they recognize. Alternatively, they may check the\u00a0<\/span><span style=\"font-size: 1rem; orphans: 1; text-align: initial;\">objectives throughout the activity.<\/span><\/li>\n<\/ul>\n<\/li>\n<li>Let students know that in the next activity they will explore the idea of experimental design.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Assign the homework or\u00a0<em>Practice<\/em>\u00a0and any <em>What to Know<\/em> pages for the <em>Forming Connections<\/em> activities you plan to complete in the next class meeting. <span style=\"background-color: #ffff99;\">C2<\/span><\/li>\n<\/ul>\n","protected":false},"author":25777,"menu_order":13,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-4383","chapter","type-chapter","status-publish","hentry"],"part":4126,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4383","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/users\/25777"}],"version-history":[{"count":8,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4383\/revisions"}],"predecessor-version":[{"id":4434,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4383\/revisions\/4434"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4126"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4383\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4383"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4383"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4383"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4383"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}