Stat 250, Section 003, Homework Assignment 3 (Due 2/17/99 in class)

• 1) Please work on the following textbook exercises in Moore: (8 points)
  • Exercise 1.22, 1.24, 1.26, 1.28
  
  
• 2) Look at the Barley data at http://www.monumental.com/dan_rope/gpl/barley.html again. Compare the two years 1931 and 1932 (this can be done most easily if you grab one of the data columns with the mouse and move it into the other data column - if this does not work with your Web browser, look at the data very carefully...). Isn't there something strange in the data? Explain! (4 points)
  
  
• 3) This is an example from Mark Monmonier's book "How to Lie with Maps". The 4 graphics (maps) show the effect of selecting different class widths and starting points when visualizing data in a geographic context. (8 points)
  
  
  • a) (i) If you were the governor of New York, which graphic would you use to demonstrate how advanced your state is?
    (ii) If you were the governor of Connecticut, which graphic would you use to demonstrate how advanced your state is?
    (iii) If you were the governor of New Jersey, which graphic would you use to demonstrate how advanced your state is?
    (iv) If you were the governor of Virginia, which graphic would you use to demonstrate how far behind your state is and desperately needs federal funding?
    (v) If you were a historician who wants to show how few telephones were around in 1960, which graphic would use?
    
    
  • b) Now find the "true" interval for the following 5 states. Do this by calculating the intersection of the class intervals used within the 4 graphics above:
    Maine
    New York
    Connecticut
    New Jersey
    Virginia
    
    
  • c) Describe your findings from b) in one or two sentences.
    
    
  • d) Now think of micromaps. Can you manipulate these as easily as these maps to express different political opinions? Explain. Describe how a micromap of this data might look like.