The students were paired off on day one and told to count the number of pillars and posts on campus. The only definition was that the pillar or post should be standing free from a structure – a not a wall element.
I did not mention how to count the two-story tall pillars for the A and B buildings. This led to a natural introduction of the importance of definitions. The counting took 25 minutes, some finishing faster, singular groups slower.
|sample size n||5||8||8|
|275||unspecified how A, B bldg pillars counted|
|258||A, B, pillars counted as one top to bottom|
|305||A, B pillars counted as two top to bottom|
A good sample description must include clear definitions. In the 9:00 class the students noted that they were counting the pillars differently for the A and B building. Some counted the pillar top to bottom as one pillar, some counted “per floor” and wound up with double the number of pillars. I suspect this happened at 8:00 as well.
Note that the 152 is an outlier: that group did not go all the way to the cafeteria – they each thought the other one had gone there. This provided a chance to note that z-scores can be used to help identify outliers that could potentially be data errors.