CS 103 Day 1, Monday, March 26, 2001    No Class Friday: 11:00 Memorial, Prof. Russ

Class notes:

Read the syllabus!

We will be using Berk & Carey till further notice.  You will need a disk to store your files on.

Getting started:
Pp. 1-7 is a quick review of Windows--do on your own.
Read P. 2:  Book format--Gray bar is the list of how to do something.  Above it is often what you will do.
pp. 8-9, Using your own computer:  These instructions are not accurate.  Ask me for help.

Reference: P. 429 ff.

p. 435, Excel functions
p. 443, "StatPlus" functions, made by textbook authors
p. 445, Analysis Toolpak, comes with Excel package, but not necessarily loaded in.
p. 465, "StatPlus" add-ins
p. 486 "Concepts workbook" from textbook authors

Corrections and notes, Ch. 1

Begin on p. 10, bottom, work to p. 28.  We will continue with this Wednesday.
p. 14: Student Files:  NOT in C:\Excel\Student!!
    Whenever it tells you to get a student file, go to the Desktop\Class Materials\CS103\Excel Student folder.
p.  16:  As soon as you have opened a file, save it to your floppy, using the naming system (pp.27-8) of putting the chapter number in front of the original filename  (Park.xls ---> 1Park.xls)  Then modify it as instructed. SAVE NOW!
p. 17, item 2:  "Merge and Center", not "Center across columns"
p. 23ff.  "Function wizard" is now "Paste Function".  It looks a little different from the book--use OK instead of "Next" and "Finish"
p. 26 Fig. 1-20: ThePrint menu is now organized differently, but everything is there somewhere.
p.27, Fig. 1-21 & Note:  Page Setup menu is interactive--it changes with what you have selected.  If the Chart is selected (sides of the chart highlighted/with little squares) you will get a "Chart" tab, not a Sheet tab, and the chart will print on a page by itself.  Use Print Preview to see.  To print the chart along with the worksheet it sits in, click outside the chart, in a worksheet cell.  Then go to Page Setup or Print Preview.

Understand:  How  a range is written (p. 17, #1).
Formulas with  +, -, *, /  such as = (C1+C3)*D4/D8. (p. 21-23)  (3^2 means 3 squared=9)
These assignments are available as a handout.
Assignment 1           Due beginning of class Day 4, Monday, April 2, 2001
All computer work from Berk and Carey, until further notice.

A. P. 26-27: Print out the worksheet, with and without gridlines.
            (see italics below graph, p. 27, to learn how to get/omit gridlines) 

B. In 1PARK.XLS, go to Sheet Jan 93. 
             Write down the formula in cell B34. (You can use the same paper as for A.) 
             Write down the formula in cell C7. 

For each formula:  Describe in words what computation is being performed, in terms of the cells and quantities in the formula. Use the labels in the spreadsheet as an aid. 
For example, on p. 21, cell F7 contains the formula C7+E7, which represents Recreational Visits + Nonrecreational Visits, for the Current Month. On p. 22, Cell C17 (on the Total Usage sheet) contains SUM(C5:C15). It adds the column above it, adding all the monthly values to get the total for the whole year for the East Glacier site.
CS 103 Assignment 2                              Due Wednesday, April 11  (Day 8)

Reading with questions: 
Read Visual and Statistical Thinking: Displays of Evidence for Making Decisions 
by Edward R. Tufte (about 27 pages). 
It is on reserve: 

    • A pamphlet on its own. (3 copies)
    • Chapter 2 of Visual Explanations... by Tufte (1 copy)
Answer these questions. 
  • A.  (Snow) Briefly, what were the four characteristics of Snow's work that marked it as following a "good method?"
  • B.  (Challenger )
      • a.  How did you learn about the Challenger disaster?
      • b.  Briefly, what was wrong with the charts prepared before the launch by the people recommending that the launch be postponed; that is, why were they unconvincing? (The four characteristics you found in (A) are good guidelines for critiquing the charts.)
      • c.  Briefly, what things are wrong with the design of the "History of O-Ring Damage in Field Joints" graphs (the little rockets)? (Note these graphs were produced for a slide show after the disaster.)
  • C.  (Conclusion) What are Tufte's six principles for reasoning about statistical evidence and for designing statistical graphics? 
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