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 Second Edition

Essential
STATISTICS
exploring the world through data

Gould | Ryan | Wong

 Contents
Preface xi
Index of Applications xx

CHAPTER 1 Introduction to Data 2

CASE STUDY  Deadly Cell Phones? 3
1.1 What Are Data? 4
1.2 Classifying and Storing Data 6
1.3 Organizing Categorical Data 10
1.4 Collecting Data to Understand Causality 15
EXPLORING STATISTICS  Collecting a Table of Different Kinds of Data 25

CHAPTER 2 Picturing Variation with Graphs 36

CASE STUDY  Student-to-Teacher Ratio at Colleges 37
2.1 Visualizing Variation in Numerical Data 38
2.2 Summarizing Important Features of a Numerical Distribution 43
2.3 Visualizing Variation in Categorical Variables 51
2.4 Summarizing Categorical Distributions 54
2.5 Interpreting Graphs 57
EXPLORING STATISTICS  Personal Distance 61

CHAPTER 3 Numerical Summaries of Center and Variation 82

CASE STUDY  Living in a Risky World 83
3.1 Summaries for Symmetric Distributions 84
3.2 What’s Unusual? The Empirical Rule and z-Scores 94
3.3 Summaries for Skewed Distributions 99
3.4 Comparing Measures of Center 106
3.5 Using Boxplots for Displaying Summaries 111
EXPLORING STATISTICS  Does Reaction Distance Depend on Gender? 118

CHAPTER 4 Regression Analysis: Exploring Associations

between Variables 142
CASE STUDY  Catching Meter Thieves 143
4.1 Visualizing Variability with a Scatterplot 144
4.2 Measuring Strength of Association with Correlation 148
4.3 Modeling Linear Trends 156
4.4 Evaluating the Linear Model 169
EXPLORING STATISTICS  Guessing the Age of Famous People 177

vii

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 viii CONTENTS

CHAPTER 5 Modeling Variation with Probability 204

CASE STUDY  SIDS or Murder? 205
5.1 What Is Randomness? 206
5.2 Finding Theoretical Probabilities 209
5.3 Associations in Categorical Variables 218
5.4 Finding Empirical Probabilities 228
EXPLORING STATISTICS  Let’s Make a Deal: Stay or Switch? 233

CHAPTER 6 Modeling Random Events: The Normal and

Binomial Models 248
CASE STUDY  You Sometimes Get More Than You Pay For 249
6.1 Probability Distributions Are Models of Random Experiments 250
6.2 The Normal Model 255
6.3 The Binomial Model (optional) 268
EXPLORING STATISTICS  ESP with Coin Flipping 283

CHAPTER 7 Survey Sampling and Inference 300

CASE STUDY  Spring Break Fever: Just What the Doctors Ordered? 301
7.1 Learning about the World through Surveys 302
7.2 Measuring the Quality of a Survey 308
7.3 The Central Limit Theorem for Sample Proportions 316
7.4 Estimating the Population Proportion with Confidence Intervals 323
7.5 Comparing Two Population Proportions with Confidence 330
EXPLORING STATISTICS  Simple Random Sampling Prevents Bias 337

CHAPTER 8 Hypothesis Testing for Population Proportions 354

CASE STUDY  Dodging the Question 355
8.1 The Essential Ingredients of Hypothesis Testing 356
8.2 Hypothesis Testing in Four Steps 363
8.3 Hypothesis Tests in Detail 372
8.4 Comparing Proportions from Two Populations 379
EXPLORING STATISTICS  Identifying Flavors of Gum through Smell 387

CHAPTER 9 Inferring Population Means 404

CASE STUDY  Epilepsy Drugs and Children 405
9.1 Sample Means of Random Samples 406
9.2 The Central Limit Theorem for Sample Means 410
9.3 Answering Questions about the Mean of a Population 417
9.4 Hypothesis Testing for Means 427
9.5 Comparing Two Population Means 433
9.6 Overview of Analyzing Means 448
EXPLORING STATISTICS  Pulse Rates 452

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CONTENTS ix

CHAPTER 10 Analyzing Categorical Variables and Interpreting

Research 476
CASE STUDY  Popping Better Popcorn 477
10.1 The Basic Ingredients for Testing with Categorical Variables 478
10.2 Chi-Square Tests for Associations between Categorical Variables 485
10.3 Reading Research Papers 494
EXPLORING STATISTICS  Skittles 503
Appendix A Tables A–1
Appendix B Check Your Tech Answers A–9
Appendix C Answers to Odd-Numbered Exercises A–11
Appendix D Credits A–33
Index I–1

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 Preface
About This Text
The primary focus of this text is still, as in the first edition, data. We live in a data-
driven economy and, more and more, in a data-centered culture. We don’t choose
whether we interact with data; the choice is made for us by websites that track our
browsing patterns, membership cards that track our spending habits, cars that transmit
our driving patterns, and smart phones that record our most personal moments.
The silver lining of what some have called the Data Deluge is that we all have access
to rich and valuable data relevant in many important fields: environment, civics, social sci-
ences, economics, health care, entertainment. This text teaches students to learn from such
data and, we hope, to become cognizant of the role of the data that appear all around them.
We want students to develop a data habit of mind in which, when faced with decisions,
claims, or just plain curiosity, they know to reach for an appropriate data set to answer
their questions. More important, we want them to have the skills to access these data and
the understanding to analyze the data critically. Clearly, we’ve come a long way from the
“mean median mode” days of rote calculation. To survive in the modern economy requires
much more than knowing how to plug numbers into a formula. Today’s students must
know which questions can be answered by applying which statistic, and how to get tech-
nology to compute these statistics from within complex data sets.

What’s New in the Second Edition

The second edition remains true to the goals of the first edition: to provide students
with the tools they need to make sense of the world by teaching them to collect,
­visualize, analyze, and interpret data. With the help of several wise and careful readers
and class testers, we have fine-tuned the second edition to better achieve this vision. In
some sections, we have rewritten explanations or added new ones. In others, we have
more substantially reordered content.
More precisely, in this new edition you will find
•  Coverage of two-proportion confidence intervals in Chapters 7 and 8.
• An increase of more than 150 homework exercises in this edition, with more
than 400 total new, revised, and updated exercises. We’ve added larger data sets
to Chapters 2, 3, 4, and 9. We’ve also added exercises to Section 2.5 and more
Chapter Review exercises throughout.
•  New or updated examples in each chapter, with current topics such as views of
stem cell research (Chapter 7) and online classes (Chapter 10).
• A more careful and thorough integration of technology in many examples.
• Two new case studies: Student-to-Teacher Ratios in Chapter 2 and Dodging the
Question in Chapter 8.
• A more straightforward implementation of simulations to understand probability in
Chapter 5.
• A more unified presentation of hypothesis testing in Chapter 8 that better joins
conceptual understanding with application.
• A greater number of “Looking Back” and “Caution” marginal boxes to help direct
students’ studies.
• Updated technology guides to match current hardware and software.

xi

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 xii PREFACE

Approach
Our text is concept-based, as opposed to method-based. We teach useful statistical
methods, but we emphasize that applying the method is secondary to understanding the
concept.
In the real world, computers do most of the heavy lifting for statisticians. We
therefore adopt an approach that frees the instructor from having to teach tedious
procedures and leaves more time for teaching deeper understanding of concepts.
Accordingly, we present formulas as an aid to understanding the concepts, rather than
as the focus of study.
We believe students need to learn how to
• Determine which statistical procedures are appropriate.
• Instruct the software to carry out the procedures.
• Interpret the output.
We understand that students will probably see only one type of statistical software in
class. But we believe it is useful for students to compare output from several different
sources, so in some examples we ask them to read output from two or more software
packages.
One of the authors (Rob Gould) served on a panel of co-authors for the first
edition of the collegiate version of the American Statistical Association–endorsed
Guidelines for Assessment and Instruction in Statistics Education (GAISE). We firmly
believe in its main goals and have adopted them in the preparation of this book.
• We emphasize understanding over rote performance of procedures.
• We use real data whenever possible.
• We encourage the use of technology both to develop conceptual understanding and
to analyze data.
• We believe strongly that students learn by doing. For this reason, the homework
problems offer students both practice in basic procedures and challenges to build
conceptual understanding.

Coverage
The first few chapters of this book are concept-driven and cover exploratory data anal-
ysis and inferential statistics—fundamental concepts that every introductory statistics
student should learn. The last part of the book builds on that strong conceptual foun-
dation and is more methods-based. It presents several popular statistical methods and
more fully explores methods presented earlier.
Our ordering of topics is guided by the process through which students should
analyze data. First, they explore and describe data, possibly deciding that graphics and
numerical summaries provide sufficient insight. Then they make generalizations (infer-
ences) about the larger world.
Chapters 1–4: Exploratory Data Analysis. The first four chapters cover data collection
and summary. Chapter 1 introduces the important topic of data collection and com-
pares and contrasts observational studies with controlled experiments. This chapter also
teaches students how to handle raw data so that the data can be uploaded to their statis-
tical software. Chapters 2 and 3 discuss graphical and numerical summaries of single
variables based on samples. We emphasize that the purpose is not just to produce a
graph or a number but, instead, to explain what those graphs and numbers say about
the world. Chapter 4 introduces simple linear regression and presents it as a technique
for providing graphical and numerical summaries of relationships between two numeri-
cal variables.

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 PREFACE xiii

We feel strongly that introducing regression early in the text is beneficial in build-
ing student understanding of the applicability of statistics to real-world scenarios.
After completing the chapters covering data collection and summary, students have
acquired the skills and sophistication they need to describe two-variable associations
and to generate informal hypotheses. Two-variable associations provide a rich context
for class discussion and allow the course to move from fabricated problems (because
one-variable analyses are relatively rare in the real world) to real problems that appear
frequently in everyday life.
Chapters 5–8: Inference. These chapters teach the fundamental concepts of statisti-
cal inference. The main idea is that our data mirror the real world, but imperfectly;
although our estimates are uncertain, under the right conditions we can quantify our
uncertainty. Verifying that these conditions exist and understanding what happens if
they are not satisfied are important themes of these chapters.
Chapters 9–10: Methods. Here we return to the themes covered earlier in the text and
present them in a new context by introducing additional statistical methods, such as
estimating population means and analyzing categorical variables. We also provide (in
Section 10.3) guidance for reading scientific literature, to offer students the experience
of critically examining real scientific papers.

Organization
Our preferred order of progressing through the text is reflected in the Contents, but
there are some alternative pathways as well.
10-week Quarter. The first eight chapters provide a full, one-quarter course in intro-
ductory statistics. If time remains, cover Sections 9.1 and 9.2 as well, so that students
can solidify their understanding of confidence intervals and hypothesis tests by revisit-
ing the topic with a new parameter.
Proportions First. Ask two statisticians, and you will get three opinions on whether
it is best to teach means or proportions first. We have come down on the side of
proportions for a variety of reasons. Proportions are much easier to find in popular
news media (particularly around election time), so they can more readily be tied to
students’ everyday lives. Also, the mathematics and statistical theory are simpler;
because there’s no need to provide a separate estimate for the population standard
deviation, inference is based on the Normal distribution, and no further approxima-
tions (that is, the t-distribution) are required. Hence, we can quickly get to the heart
of the matter with fewer technical diversions.
The basic problem here is how to quantify the uncertainty involved in estimating a
parameter and how to quantify the probability of making incorrect decisions when pos-
ing hypotheses. We cover these ideas in detail in the context of proportions. Students
can then more easily learn how these same concepts are applied in the new context of
means (and any other parameter they may need to estimate).
Means First. Conversely, many people feel that there is time for only one parameter
and that this parameter should be the mean. For this alternative presentation, cover
Chapters 6, 7, and 9, in that order. On this path, students learn about survey sampling
and the terminology of inference (population vs. sample, parameter vs. statistic) and
then tackle inference for the mean, including hypothesis testing.
To minimize the coverage of proportions, you might choose to cover Chapter 6,
Section 7.1 (which treats the language and framework of statistical inference in detail),
and then Chapter 9. Chapters 7 and 8 develop the concepts of statistical inference more
slowly than Chapter 9, but essentially, Chapter 9 develops the same ideas in the context
of the mean.

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 xiv PREFACE

If you present Chapter 9 before Chapters 7 and 8, we recommend that you devote
roughly twice as much time to Chapter 9 as you have devoted to previous chapters,
because many challenging ideas are explored in this chapter. If you have already cov-
ered Chapters 7 and 8 thoroughly, Chapter 9 can be covered more quickly.

Features
We’ve incorporated into this text a variety of features to aid student learning and to
facilitate its use in any classroom.

Integrating Technology
Modern statistics is inseparable from computers. We have worked to make this text acces-
sible for any classroom, regardless of the level of in-class exposure to technology, while
still remaining true to the demands of the analysis. We know that students sometimes do
not have access to technology when doing homework, so many exercises provide output
from software and ask students to interpret and critically evaluate that given output.
Using technology is important because it enables students to handle real data, and
real data sets are often large and messy. The following features are designed to guide
students.
• TechTips outline steps for performing calculations using TI-84® (including
TI-84 + C®) graphing calculators, Excel®, Minitab®, and StatCrunch®. We do not
want students to get stuck because they don’t know how to reproduce the results
we show in the text, so whenever a new method or procedure is introduced, an
icon, Tech , refers students to the TechTips section at the end of the chapter. Each
set of TechTips contains at least one mini-example, so that students are not only
learning to use the technology but also practicing data analysis and reinforcing
ideas discussed in the text. Most of the provided TI-84 steps apply to all TI-84
­calculators, but some are unique to the TI-84 + C calculator.
• Check Your Tech examples help students understand that statistical calculations
done by technology do not happen in a vacuum and assure them that they can get
the same numerical values by hand. Although we place a higher value on inter-
preting results and verifying conditions required to apply statistical models, the
numerical values are important, too.
• All data sets used in the exposition and exercises are available on the companion
website at pearsonhighered.com/gould. These data are also available at http://www
.pearsonhighered.com/mathstatsresources/. A variety of statistical software options
are available to be bundled with this text. For a complete list of the software options,
please contact your Pearson Education sales representative.

Guiding Students
• Each chapter opens with a Theme. Beginners have difficulty seeing the forest for
the trees, so we use a theme to give an overview of the chapter content.
• Each chapter begins by posing a real-world Case Study. At the end of the chapter,
we show how techniques covered in the chapter helped solve the problem pre-
sented in the Case Study.
• Margin Notes draw attention to details that enhance student learning and reading
comprehension.
 The data icon appears alongside examples or discussions to indicate that the
original data are available on the companion website.
Caution notes provide warnings about common mistakes or misconceptions.

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 PREFACE xv

Looking Back reminders refer students to earlier coverage of a topic.

Details clarify or expand on a concept.

• KEY
POINT Key Points highlight essential concepts to draw special attention to them.
 
Understanding these concepts is essential for progress.
•  Snapshots break down key statistical concepts introduced in the chapter,
quickly summarizing each concept or procedure and indicating when and how
it should be used.
• An abundance of worked-out examples model solutions to real-world problems rel-
evant to students’ lives. Each example is tied to an end-of-chapter exercise so that
students can practice solving a similar problem and test their understanding. Within the
exercise sets, the icon TRY indicates which problems are tied to worked-out examples
in that chapter, and the numbers of those examples are indicated.
• The Chapter Review that concludes each chapter provides a list of important new
terms, student learning objectives, a summary of the concepts and methods dis-
cussed, and sources for data, articles, and graphics referred to in the chapter.

Active Learning
• For each chapter we’ve included an activity, Exploring Statistics, that students
are intended to do in class as a group. We have used these activities ourselves, and
we have found that they greatly increase student understanding and keep students
engaged in class.
  • All exercises are located at the end of the chapter. Section Exercises are designed
to begin with a few basic problems that strengthen recall and assess basic knowl-
edge, followed by mid-level exercises that ask more complex, open-ended ques-
tions. Chapter Review Exercises provide a comprehensive review of material
covered throughout the chapter.
The exercises emphasize good statistical practice by requiring students to
verify conditions, make suitable use of graphics, find numerical values, and
interpret their findings in writing. All exercises are paired so that students can check
their work on the odd-numbered exercise and then tackle the corresponding even-
numbered exercise. The answers to all odd-numbered exercises appear in the back
of the student edition of the text.
Challenging exercises, identified with an asterisk (*), ask open-ended ­questions
and sometimes require students to perform a complete statistical analysis. For
­exercises marked with a , accompanying data sets are available in MyStatLab and
on the companion ­website.
• Most chapters include select exercises marked with a within the exercise set,
to indicate that problem-solving help is available in the Guided Exercises
section. If students need support while doing homework, they can turn to the
Guided Exercises to see a step-by-step approach to solving the problem.

Acknowledgments
We are grateful for the attention and energy that a large number of people devoted to
making this a better book. We extend our gratitude to Elaine Newman (Sonoma State
University) and Ann Cannon (Cornell College), who checked the accuracy of this
text and its many exercises. Thanks also to David Chelton, our developmental editor,
to Carol Merrigan, who handled production, to Peggy McMahon, project manager,
and to Connie Day, our copyeditor. Many thanks to John Norbutas for his ­technical
advice and help with the TechTips. We thank Suzanna Bainbridge, our ­acquisitions

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 xvi PREFACE

editor, Justin Billing, editorial assistant, and Deirdre Lynch, editor-in-chief, for ­signing
us up and sticking with us, and we are grateful to Dona Kenly and Erin Kelly for their
market ­development efforts.
We extend our sincere thanks for the suggestions and contributions made by the
following reviewers of this edition:

Lloyd Best, Pacific Union College
Mario Borha, Loyola University of
Chicago
David Bosworth, Hutchinson Community
College
Beth Burns, Bowling Green State University
Jim Johnston, Concord University
Manuel Lopez, Cerritos College
Ralph Padgett Jr., University of California –
Riverside
Ron Palcic, Johnson County Community
College
Patrick Perry, Hawaii Pacific University Mahbobeh Vezvaei, Kent State
Victor I. Piercey, Ferris State University University
Danielle Rivard, Post University Jerimi Ann Walker, Moraine Valley
Alex Rolon, North Hampton Community Community College
College Dottie Walton, Cuyahoga Community
Ali Saadat, University of California – College
Riverside Judy H. Williams, Tidewater Community
Carol Saltsgaver, University of Illinois – College
Springfield Jane Marie Wright, Suffolk County
Kelly Sakkinen, Lake Land College Community College
Sharon l. Sullivan, Catawba College Cathleen Zucco-Teveloff, Rider
Manuel Uy, College of Alameda University

We would also like to extend our sincere thanks for the suggestions and contributions
that the following reviewers, class testers, and focus group attendees made to the previ-
ous edition.

Arun Agarwal, Grambling State University
Anne Albert, University of Findlay
Michael Allen, Glendale Community College
Eugene Allevato, Woodbury University
Dr. Jerry Allison, Trident Technical College
Polly Amstutz, University of Nebraska
Patricia Anderson, Southern Adventist
University
MaryAnne Anthony-Smith, Santa Ana
College
David C. Ashley, Florida State College
at Jacksonville
Diana Asmus, Greenville Technical College
Kathy Autrey, Northwestern State
University of Louisiana
Wayne Barber, Chemeketa Community
College
Roxane Barrows, Hocking College
Jennifer Beineke, Western New England
College
Diane Benner, Harrisburg Area
Community College
Norma Biscula, University of Maine,
Augusta
K.B. Boomer, Bucknell University
David Bosworth, Hutchinson Community
College
Diana Boyette, Seminole Community
College
Elizabeth Paulus Brown, Waukesha
County Technical College
Leslie Buck, Suffolk Community College
R.B. Campbell, University of Northern Iowa
Stephanie Campbell, Mineral Area College
Ann Cannon, Cornell College
Rao Chaganty, Old Dominion University
Carolyn Chapel, Western Technical College
Christine Cole, Moorpark College
Linda Brant Collins, University of Chicago
James A. Condor, Manatee Community
College
Carolyn Cuff, Westminster College
Phyllis Curtiss, Grand Valley State
University
Monica Dabos, University of California,
Santa Barbara
Greg Davis, University of Wisconsin,
Green Bay
Bob Denton, Orange Coast College
Julie DePree, University of New
Mexico–Valencia
Jill DeWitt, Baker Community College
of Muskegon
Paul Drelles, West Shore Community College
Keith Driscoll, Clayton State University
Rob Eby, Blinn College
Nancy Eschen, Florida Community
College at Jacksonville
Karen Estes, St. Petersburg College
Mariah Evans, University of Nevada, Reno
Harshini Fernando, Purdue University
North Central
Stephanie Fitchett, University of Northern
Colorado
Elaine B. Fitt, Bucks County Community
College
Michael Flesch, Metropolitan Community
College
Melinda Fox, Ivy Tech Community
College, Fairbanks
Joshua Francis, Defiance College
Michael Frankel, Kennesaw State
University
Heather Gamber, Lone Star College
Debbie Garrison, Valencia Community
College, East Campus
Kim Gilbert, University of Georgia
Stephen Gold, Cypress College
Nick Gomersall, Luther College
Mary Elizabeth Gore, Community College
of Baltimore County–Essex
Ken Grace, Anoka Ramsey Community
College
Larry Green, Lake Tahoe Community
College
Jeffrey Grell, Baltimore City Community
College

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Albert Groccia, Valencia Community
College, Osceola Campus
David Gurney, Southeastern Louisiana
University
Chris Hakenkamp, University of
Maryland, College Park
Melodie Hallet, San Diego State University
Donnie Hallstone, Green River
Community College
Cecil Hallum, Sam Houston State University
Josephine Hamer, Western Connecticut
State University
Mark Harbison, Sacramento City College
Beverly J. Hartter, Oklahoma Wesleyan
University
Laura Heath, Palm Beach State College
Greg Henderson, Hillsborough
Community College
Susan Herring, Sonoma State University
Carla Hill, Marist College
Michael Huber, Muhlenberg College
Kelly Jackson, Camden County College
Bridgette Jacob, Onondaga Community
College
Robert Jernigan, American University
Chun Jin, Central Connecticut State
University
Maryann Justinger, Ed.D., Erie
Community College
Joseph Karnowski, Norwalk Community
College
Susitha Karunaratne, Purdue University
North Central
Mohammed Kazemi, University of North
Carolina–Charlotte
Robert Keller, Loras College
Omar Keshk, Ohio State University
Raja Khoury, Collin County Community
College
Brianna Killian, Daytona State College
Yoon G. Kim, Humboldt State University
Greg Knofczynski, Armstrong Atlantic
University
Jeffrey Kollath, Oregon State University
Erica Kwiatkowski-Egizio, Joliet Junior
College
Sister Jean A. Lanahan, OP, Molloy
College
Katie Larkin, Lake Tahoe Community
College
Michael LaValle, Rochester Community
College
Deann Leoni, Edmonds Community College
Lenore Lerer, Bergen Community College
Quan Li, Texas A&M University
Doug Mace, Kirtland Community College
A01_GOUL4406_02_SE_FM.indd 17
Walter H. Mackey, Owens Community
College
Keith McCoy, Wilbur Wright College
Elaine McDonald-Newman, Sonoma State
University
William McGregor, Rockland Community
College
Bill Meisel, Florida State College at
Jacksonville
Bruno Mendes, University of California,
Santa Cruz
Wendy Miao, El Camino College
Robert Mignone, College of Charleston
Ashod Minasian, El Camino College
Megan Mocko, University of Florida
Sumona Mondal, Clarkson University
Kathy Mowers, Owensboro Community
and Technical College
Mary Moyinhan, Cape Cod Community
College
Junalyn Navarra-Madsen, Texas Woman’s
University
Azarnia Nazanin, Santa Fe College
Stacey O. Nicholls, Anne Arundel
Community College
Helen Noble, San Diego State University
Lyn Noble, Florida State College at
Jacksonville
Keith Oberlander, Pasadena City College
Pamela Omer, Western New England
College
Nabendu Pal, University of Louisiana at
Lafayette
Irene Palacios, Grossmont College
Adam Pennell, Greensboro College
Joseph Pick, Palm Beach State College
Philip Pickering, Genesee Community
College
Robin Powell, Greenville Technical
College
Nicholas Pritchard, Coastal Carolina
University
Linda Quinn, Cleveland State University
William Radulovich, Florida State
College at Jacksonville
Mumunur Rashid, Indiana University of
Pennsylvania
Fred J. Rispoli, Dowling College
Nancy Rivers, Wake Technical
Community College
Corlis Robe, East Tennesee State University
Thomas Roe, South Dakota State University
Dan Rowe, Heartland Community College
Carol Saltsgaver, University of
Illinois–Springfield
Radha Sankaran, Passaic County
ACKNOWLEDGMENTS xvii
Community College
Delray Schultz, Millersville University
Jenny Shook, Pennsylvania State
University
Danya Smithers, Northeast State
Technical Community College
Larry Southard, Florida Gulf Coast
University
Dianna J. Spence, North Georgia College
& State University
René Sporer, Diablo Valley College
Jeganathan Sriskandarajah, Madison Area
Technical College–Traux
David Stewart, Community College of
Baltimore County–Cantonsville
Linda Strauss, Penn State University
John Stroyls, Georgia Southwestern
State University
Joseph Sukta, Moraine Valley
Community College
Lori Thomas, Midland College
Malissa Trent, Northeast State Technical
Community College
Ruth Trygstad, Salt Lake Community
College
Gail Tudor, Husson University
Manuel T. Uy, College of Alameda
Lewis Van Brackle, Kennesaw State
University
Mahbobeh Vezvaei, Kent State University
Joseph Villalobos, El Camino College
Barbara Wainwright, Sailsbury University
Henry Wakhungu, Indiana University
Dottie Walton, Cuyahoga Community
College
Jen-ting Wang, SUNY, Oneonta
Jane West, Trident Technical College
Michelle White, Terra Community College
Bonnie-Lou Wicklund, Mount Wachusett
Community College
Sandra Williams, Front Range
Community College
Rebecca Wong, West Valley College
Alan Worley, South Plains College
Jane-Marie Wright, Suffolk Community
College
Haishen Yao, CUNY, Queensborough
Community College
Lynda Zenati, Robert Morris Community
College
Yan Zheng-Araujo, Springfield
Community Technical College
Cathleen Zucco-Teveloff, Rider
University
Mark A. Zuiker, Minnesota State
University,
06/11/15 12:12 PM
 Resources for Success
MyStatLab® Online Course for Essential Statistics: Exploring
the World through Data, Second Edition, Gould/Ryan/Wong
(access code required)
MyStatLab is available to accompany Pearson’s market-leading text offerings. To
give students a consistent tone, voice, and teaching method, each text’s flavor and
approach is tightly integrated throughout the accompanying MyStatLab course, mak-
ing learning the material as seamless as possible.
Data Cycle of Everyday
Things Videos
Data Cycle of Everyday Things Videos
demonstrate for students that data can
be, and is, a part of everyday life! Through
a series of fun and engaging episodes,
students learn to collect, analyze, and
apply data to answer any range of real-
world statistical questions.

Chapter Review Videos

Chapter Review Videos walk students through
solving a selection of the more complex
problems posed in each chapter, provid-
ing a review of the chapter’s key concepts
and methods and offering students support
where they most need it.

Technology Tutorial
Videos and Study Cards
Technology Tutorials provide brief
video walkthroughs and step-by-
step instructional study cards on
common statistical procedures
for Minitab®, Excel®, and the
TI-83/84 graphing calculator.

www.mystatlab.com

A01_GOUL4406_02_SE_FM.indd 18 10/11/15 2:49 PM

 Resources for Success
Instructor Resources
Additional resources can be downloaded from
www.pearsonhighered.com or MyStatLab; hard-copy
resources can be ordered from your sales representative.
Instructor’s Edition
(ISBN 10: 0-13-413335-8; ISBN 13: 978-0-13-413335-5)
Instructor’s Edition contains answers to all text
exercises, as well as a set of Instructor Resource
Pages that offer chapter-by-chapter teaching
suggestions and commentary.
Instructor’s Solutions Manual
Instructor’s Solutions Manual contains worked-out
solutions to all the text exercises.
TestGen
TestGen® (www.pearsoned.com/testgen)
Updated to more closely mirror the 2nd Edition book,
TestGen enables instructors to build, edit, print, and
administer tests using a computerized bank of questions
developed to cover all the objectives of the text.
Online Test Bank
Online Test Bank (download only) includes tests for
each chapter with questions aimed to reinforce the
text’s learning objectives.
PowerPoint® Lecture Slides
PowerPoint Lecture Slides, aligned with the text,
provide an overview of each chapter, stressing
important definitions and offering additional
examples. Multiple-choice questions are included for
class assessment.
Learning Catalytics
Learning Catalytics is a web-based engagement and
assessment tool. As a “bring-your-own-device”
direct response system, Learning Catalytics offers a
diverse library of dynamic question types that
allow students to interact with and think critically
about statistical concepts. As a real-time resource,
instructors can take advantage of critical teaching
moments both in the classroom or through
assignable and gradeable homework.
www.mystatlab.com
A01_GOUL4406_02_SE_FM.indd 19
Student Resources
Additional resources for student success.
Student Solutions Manual
(ISBN 10: 0-13-413312-9; ISBN 13: 978-0-13-413312-6)
Student Solutions Manual provides detailed,
worked-out solutions to all odd-numbered text
exercises.
Study Cards for Statistics Software
Study Cards for Statistics Software This series
of study cards, available for Excel, Minitab, JMP®,
SPSS®, R, StatCrunch, and the TI-84 graphing
calculators, provides students with easy, step-by-
step guides to the most common statistics software.
PowerPoint Slides
PowerPoint Slides provide an overview of each
chapter, stressing important definitions and offering
additional examples. These slides are an excellent
resource for both traditional and online students.
Chapter Review Videos
Chapter Review Videos walk students through
solving a selection of the more complex problems
posed in each chapter, thereby offering a review of
the chapter’s key concepts and providing students
support where they most need it.
The Data Cycle of Everyday
Things Videos
The Data Cycle of Everyday Things Videos
demonstrate for students that data collection and
data analysis can be applied to answer questions
about everyday life. Through a series of fun and
engaging episodes, students learn to collect, analyze,
and apply data to answer any range of real-world
statistical questions.
06/11/15 12:12 PM
 Index of Applications
BIOLOGY
sex of children, 239
baby seals, 260, 262–263
bats, 454
birth length, 292, 293
births by month, 513
body temperature, 292
brain size, 28, 122–123, 128, 465
cats’ birth weights, 290
elephants’ birth weights, 290
eye color and sex, 242, 244
finger length, 506
gestation periods for animals, 68
heights and armspans, 64, 185, 186–187
longevity of animals, 68
low birth weights, 292
men’s heights, 289, 290
reaction distances, 459, 466
red blood cells, 288
sex of children, 236, 290
sex of grandchildren, 240
sleep time of animals, 129
tree heights, 196
twins, 290
white blood cells, 288
women’s heights, 286–287, 288–290
BUSINESS AND ECONOMICS
air fares, 183–184
BAs and median income, 180
benefits of having rich people, 242
capitalism, 241
CEO ages, 63, 64, 120
CEO salaries, 76
clothes spending, 65, 462
debt after graduation, 457
e-book publishing, 363
economic class, 54–55
film budgets and grosses, 196
gas prices, 86–87, 92–93, 101
grocery prices, 466, 467
happiness and wealth, 242
holiday spending, 131
income, 455–456
income tax rate, 68, 127, 466
Internet advertising, 358–359
investing, 190
likelihood of becoming rich, 242
living in poverty, 342
Navy commissary prices, 464
Occupy Wall Street, 509
pay rate in different currencies, 122
percentage of people thriving, 343–344
prices at Target and Whole Foods,
195–196
xx
A01_GOUL4406_02_SE_FM.indd 20
retail car sales, 71
rich people, 120–121, 189, 344
salaries/wages, 180, 184, 185, 191, 196
shrinking middle class, 56
soda production, 148–149
stressed moms, 344–345
textbook prices, 67, 462, 463
turkey costs, 191
used car values, 168–169
wealth distribution in United States, 70
women CEOs, 392
CRIME AND CORRECTIONS
“boot camp” and prevention, 389, 390
California judges, 513
counseling and criminology, 395
crime and gender, 505
criminal court judges, 235
death penalty, 241, 340, 342, 393
death row, 130
DWI convictions, 291
homicide clearance, 291
jury duty, 240
jury selection, 342, 390
parental training and criminal behavior
of children, 513
Perry Preschool attendance and arrests,
513
property crime, 124, 128
recidivism, 239, 242, 273–274, 290, 512
Scared Straight prevention program, 32
SIDS or murder?, 205–206
stolen bicycles, 272–273, 290
therapy and criminology, 395
violent crime, 123, 134
Virginia juveniles, 242
EDUCATION
ACT scores, 287
alumni donations, 512
BA percentage, 129
bar exam pass rates, 42, 48, 129, 197
BAs and median income, 180
of California residents, 70
changing multiple-choice answers, 237
cheating, 390
college admission rates, 290–291, 457
college dropout rate, 390
college enrollment, 427
college graduation, 291, 457
college professors’ salaries, 180
college tours, 511
commute times, 64
confidence in public schools, 343
course enrollment rates, 30
debt after graduation, 457
education and marital status, 214,
215–216, 217, 221, 487–488
education and widows, 225
employment after law school, 74
English in California schools, 188–189
exam scores, 97–98, 130, 133, 193, 198,
199, 454, 466
gender of teachers, 342
GPAs, 179, 181, 458, 459, 460
grades, 237
guessing on tests, 236, 243, 342,
390–391
height and test scores, 195
high school diplomas, 343
high school graduation rates, 345,
346–347, 349–350
hours of study, 132, 197
IQs, 124, 286, 288
law school tuition, 68–69
majors, 71
marriage and college degree, 237
math grades and tutoring, 30
math scores, 85–86
multiple-choice tests, 69, 76, 238, 390,
399
number of years of formal education, 65
Oregon bar exam, 342, 349
parental educational level, 121,
192–193
percentage of students married or
­parents, 244
preschool attendance, 345, 346–347,
349–350
preschool attendance and high school
graduation rates, 508–509
proportion of seniors in student
­population, 341
random assignment of professors, 235
rating professors, 184
salary and education, 184, 196
SAT scores, 67, 124, 160–161, 241, 286,
288, 289, 292–293, 293–294
semesters and units completed, 189, 454
shoe sizes, 75, 179, 194–195
student ages, 28, 133, 454, 456, 460
student-to-teacher ratio, 37–38, 60
teacher satisfaction, 227
teachers’ pay and costs of education, 191
true/false tests, 398, 399
tuition and fees, 64, 181, 420, 431,
446–447
value of college education, 236–237, 238
working and student grades, 191–192
06/11/15 12:12 PM

INDEX OF APPLICATIONS xxi
EMPLOYMENT
age discrimination, 391
career goals, 348
college students working, 28
commuting times, 64
earnings by gender, 120
eating out and jobs, 67, 76, 122, 132
employment after law school, 74
flex time, 397
hours of work, 66
job categories, 73
paid vacation days, 121
pay rate in different currencies, 122
salaries, 180, 184, 196, 344
time employed, 455
unemployment rates, 397
work and sleep, 180
work and TV, 180, 184
work from home, 397
working and student grades, 191–192
ENTERTAINMENT
animated movies, 124–125
film budgets and grosses, 196
hours of television viewing, 73, 466
iTunes library, 409
movies and magic, 125, 167–168
movies with dinner served, 28
MP3 song lengths, 107–108
New York City weather, 288
numbers of televisions, 63, 120, 460,
461, 468–469
roller coaster endurance, 46
work and TV, 180, 184
ENVIRONMENT
blood pressure and city living, 22
city temperatures, 128
climate change, 245
daily temperatures, 96, 98
depth of snow, 285
global temperatures, 74–75
mercury in freshwater fish, 342, 393
smog levels, 87–89, 91–92, 95–96
FINANCE
condo rental prices, 64
land value prediction, 179
real estate prices, 122, 126, 133, 184, 194
retirement income, 455
underwater mortgages, 328–329
FOOD AND DRINK
alcohol in beer, 69, 194
Atkins diet, 460
banning super-size sugary drinks, 347
bottled vs. tap water, 389
breakfast, 64
butter taste test, 394, 396
A01_GOUL4406_02_SE_FM.indd 21
coffee, 32, 465
cola taste test, 390, 391, 396
color of M&Ms, 340, 341
cost of turkeys, 191
eating out, 67, 76, 122, 132, 464
fast food, 108–109
fat in sliced turkey and ham compared,
102
grocery prices, 466, 467
hungry monkeys, 488-489
mercury in freshwater fish, 342, 393
no-carb diets, 394
number of alcoholic drinks per week,
123, 125
organic food, 463
pizza size, 424
popcorn, 477–478, 501
size of ice cream cones, 249, 282
snacks, 28
soda consumption, 131
soda production, 148–149, 243
soft drink serving size, 458
vegan diets, 342
weight of carrots, 457
weight of colas, 465
weight of hamburgers, 69, 458
weight of ice cream cones, 465
weight of oranges, 457
weight of potatoes, 458
weight of tomatoes, 459
GAMES
blackjack tips, 198
brain games, 20–21, 497–498
coin flips, 244, 339, 341, 389, 393, 396
color of cubes, 244
dealing cards, 223–224
drawing cards, 236
flipping coins, 226–227, 236, 239, 240,
285, 290, 291
gambling, 240
rolling dice, 218, 237, 390
spinning coins, 366–367, 373, 393, 394
throwing dice, 211–212, 229–230, 239,
240, 241, 252–253, 285
GENERAL INTEREST
accuracy of shooting, 340
ages of students, 237
birthdays and days of the week, 236, 241
book widths, 158–159
breath holding, 74
cat and dog ownership, 244
children’s ages, 122
dogs vs. cats, 315, 319–320
hand folding, 238, 245
handedness, 241
home and car ownership, 237
houses with garages, 71–72
houses with swimming pools, 120
Morse code, 322–323, 329, 340, 393
number of pairs of shoes owned, 64,
126–127, 464
pets, 68
right-handed people, 29
risky activities, 83–84, 116–117
seesaw height, 184, 187
skyscrapers, 112–113, 129
sleeping in, 436–437
Social Security numbers and age, 187
tossing thumbtacks, 285, 237
weight of trash, 183, 192
HEALTH
age and sleep, 180, 195
age and weight, 187, 195
ages of women who gave birth, 181
antibiotic or placebo, 506
antibiotics, 345–346, 389, 390
antiretrovirals to prevent HIV, 509
arthritis, 394
Atkins diet, 460
autism and MMR vaccine, 513
bariatric surgery for diabetes, 509
birth lengths, 122, 124
birth weights, 122, 124, 455
blood pressure, 22, 190
blood sugar, 512
blood thinners, 33
body mass index, 63, 459
body temperatures, 459, 468
breast cancer, 31
calcium, 449–450
calcium and death rate, 511–512
caloric restriction, 488–489
causes of death, 56–57
cell phones and cancer, 3–4, 23–24
cholesterol levels, 198, 459
coffee and stroke, 511
college athletes’ weights, 462
colored vegetables and stroke, 512–513
copper bracelets, 31
Crohn’s disease, 23, 335–336
dancers’ heights, 460
death row and head trauma, 34
deep vein thrombosis, 398
depression treatment, 30
diabetes, 343
diarrhea vaccine in Africa, 395
diet drug, 346
dieting, 444–445
drug for asthma, 512, 515
drug for platelets, 511
drug for rheumatoid arthritis, 512
early tonsillectomy for children, 30
endocarditis, 510
epilepsy drugs during pregnancy,
405–406, 451
ER visits for injuries, 76
06/11/15 12:12 PM
 xxii INDEX OF APPLICATIONS
exercise, 34, 64, 197
flu vaccines, 31
hand and foot length, 185–186
hand washing, 348, 399
handspans, 181
head circumference, 126, 130, 134
healthcare plan, 399
heart attacks, 389
heart rate before and after coffee, 465
heights, 131
heights and ages for children, 198
heights and weights, 152–153, 181,
193–194
heights of bedridden patients, 163–165
heights of children, 104–106
heights of fathers and sons, 130, 193
heights of females, 124, 133
heights of males, 133, 459, 464
heights of students and parents, 467
HIV-1 and HIV-2, 33
hormone replacement therapy, 73
hospital rooms, 510–511
human cloning, 344
hypothermia for babies, 395
ideal weight, 75
iron and death rate, 511
jet lag drug, 506–507
life expectancy, 188, 191
light at night and tumors, 510
light exposure in mice, 31–32
low birth weights, 292
malnutrition, 345–346
Medicaid expansion, 33
men’s health, 370–372
multiple myeloma, 514
nausea drug, 346
nicotine gum, 395
nicotine patch, 509–510
nighttime physician staffing in ICU, 514
no-carb diets, 394
number of AIDS cases, 29, 34–35
obesity, 32, 344
obesity and marital status, 507
overweight children, 342
personal data collection, 8–9
pneumonia vaccine for young children,
30–31
position for breathing, 74
pregnancy, 124, 405–406, 451
preventable deaths, 69–70
prostate cancer, 32, 514
pulse rates, 413, 460, 461, 463, 469
removal of healthy appendixes, 510
scorpion antivenom, 33
SIDS, 205–206
sleep, 63, 64, 72, 180, 464, 466
sleep medicine for shift workers, 398
smoking, 123, 187, 188, 347, 463
steroids and height, 511
stroke, 33
A01_GOUL4406_02_SE_FM.indd 22
stroke survival rate, 389
systolic blood pressures, 461–462
tight control of blood sugar, 512
transfusions for bleeding in the stomach,
346
treatment for CLL, 395, 400
triglycerides, 461, 462
vaccinations for diarrhea, 514
vegan diets, 342
video games and body mass index, 184
vitamin C and allergies, 31
vitamin D and osteoporosis, 33
weight loss, 31, 121, 180, 397, 507
weights of soccer players and academic
decathlon team members compared,
122
weights of vegetarians, 459
LAW
chief justices’ ages at installation, 121
gun control, 393, 397, 399
Oregon bar exam, 342, 349
three-strikes law, 397–398
POLITICS
children of first ladies, 121
dodging the question, 355–356, 385–386
party and right direction, 506
political party, 243–244
presidential election of 1960, 397
presidents’ ages at inauguration, 121, 460
primary elections of 2012, 348
socialism, 241
votes for independents, 398
voting, 237, 343
PSYCHOLOGY
body image, 72
boys’ weight perception, 466–467
brain games, 20–21
confederates and compliance, 31,
509–510
depression treatment, 30
dreaming, 348, 391
extrasensory perception, 269, 274–276,
340–341, 390, 396, 398–399
financial incentive effectiveness, 394
gender and happiness of marriage, 508
happiness and traditional views, 239
happiness and wealth, 242
IQs, 124
obesity and marital status, 32
opinion about nurses, 245
overeating and brain function, 31
poverty and IQ, 17–18
sleep walking, 392
smiling, 395
smiling and age, 508
TV violence, 482–483, 506, 507–508
SOCIAL ISSUES
adoptions, 71
age by year, 71
ages of brides and grooms, 464
belief in UFOs, 245
body piercings, 50–51
cell phone calls, 455
country of origin, 507
cremation rates, 292
death row and head trauma, 34
divorce, 290
drunk walking, 291
education and marital status, 214,
215–216, 217, 221, 487–488
education and widows, 225
gays and lesbians, 241, 345, 397
gender and opinion on same-sex
­marriage, 480–481
guns in homes, 398
happiness, 123, 125, 196, 465
ideal family, 131
Iraq casualties and hometown
­populations, 191
life expectancy and TV, 191
marital status, 32
marriage and children, 237
marriage and college degree, 237
marriage rates, 29
number of births and population, 30
number of children, 458
number of cigarettes smoked, 76
number of siblings, 28, 65, 180
obesity and marital status, 507, 515
Occupy Wall Street, 509
population and number of millionaires, 189
population density, 29, 127, 132
population in 2007, 29
population increase, 132
population prediction, 29
probation and gender, 32–33
proportion of people who are married,
397
smiling and age, 396
spring break fever, 301–302, 336
SPORTS
baseball strike, 126
basketball free-throw shots, 243, 280
basketball team heights, 468
marathon size, 46–47, 110, 131
NCAA soccer players, 50
Olympics, 122
race finishing times, 165
surfing, 121–122, 132, 464
weights of backpacks, 464
weights of baseball and soccer players
compared, 67
weights of college athletes, 462
wins and strike-outs for baseball pitchers,
189
06/11/15 12:12 PM

INDEX OF APPLICATIONS xxiii
SURVEYS AND OPINION
POLLS
astrology, 344
capital punishment, 340
confidence in military, 343
confidence in public schools, 343
dreaming in color, 348
e-reader poll, 364–365
economics in East Germany, 343
gender and opinion on same-sex
­marriage, 480–481
ghosts, 327
human cloning, 344
immigration, 343
marriage as obsolete, 343, 391
most important problem, 507
musician survey, 72
news survey, 281
opinion about nurses, 245
opinions on global warming, 74–75, 393
party and right direction, 506
political party affiliation, 70–71
presidential elections, 320–321, 344
seat belt use, 11–13, 140, 390, 391–392
sexual harassment, 307–308
Social Security, 339
A01_GOUL4406_02_SE_FM.indd 23
stem cell research, 321, 332–334,
381–382
taxes, 393
underwater mortgages, 328–329
value of college education, 236–237,
238, 245
wording of polls, 397
TECHNOLOGY
age and the Internet, 303
cell phone use, 72, 455
e-music and the Internet, 73
e-readers, 441–443
Internet access, 241, 291
Internet advertising, 358–359
teens and the Internet, 220
text messages, 69, 190, 192
texting while driving, 291, 398
TRANSPORTATION
air fares, 183–184
commuting times, 64
crash-test results, 7
driver’s exam, 238, 241, 291–292
drivers aged 60–65, 291
drivers’ deaths and ages, 188
driving accidents, 132–133
DWI convictions, 291
gas mileage of cars, 196
gas prices, 86–87, 92–93, 101
meter thieves, 143, 176
MPG for highway and city, 190
pedestrian fatalities, 30
plane crashes, 393
red cars and stop signs, 505–506
right of way, 382–384
seat belt use, 11–13, 239, 245, 390,
391–392
speed driven, 75
speeding tickets, 64, 131
stolen bicycles, 272–273, 290
stolen car rates, 14
SUVs, 390
texting while driving, 291, 398
time and distance of flights, 188, 198
traffic cameras, 75
traffic lights, 243
turn signal use, 346
used car age and mileage, 147–148,
168–169, 456
used car values, 168–169
waiting for the bus, 254–255
06/11/15 12:12 PM
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561590_MILL_MICRO_FM_ppi-xxvi.indd 2 24/11/14 5:26 PM

Another random document with
no related content on Scribd:
 Means of
Chemical Belligerent Effect
Projection
Benzyl iodide French Lachrymatory Artillery shell
Benzyl chloride French Lachrymatory Artillery shell
Bromoacetone French Lachrymatory Artillery shell
Lethal
Bromobenzylcyanide French Lachrymatory Artillery shell
Bromomethylethylketone German Lachrymatory Artillery shell
Lethal Artillery shell
Benzyl bromide German Lachrymatory Artillery shell
French
Chlorine German Lethal Cylinders
British (cloud gas)
French
American
Chlorosulfonic acid German Irritant Hand grenades,
light minenwerfer
Chloroacetone French Lachrymatory Artillery shell
Chlorobenzene (as solvent) German Lachrymatory Artillery shell
Chloropicrin British Lethal Artillery shell
French Lachrymatory Trench mortar
bombs
German Projectors
American
Cyanogen bromide Austrian Lethal Artillery shell
Dichloromethylether German Lachrymatory Artillery shell
(as solvent)
Diphenylchloroarsine German Sternutatory Artillery shell
Lethal
Dichloroethylsulfide German Vesicant Artillery shell
French Lethal
British Irritant
American
Ethyldichloroarsine German Lethal Artillery shell
Ethyliodoacetate British Lachrymatory Artillery shell,
4-in. Stokes’
mortars,
hand grenades
French (In mixtures. See Lachrymatory
Hydrocyanic acid
below)
Methylchlorosulfonate German Irritant Minenwerfer
Monochloromethylchloroformate French Lachrymatory Lachrymatory
Phosgene British Lethal Projectors,
French trench mortars,
German artillery shell,
American cylinders
 Means of
Chemical Belligerent Effect
Projection
Phenylcarbylaminechloride German Lachrymatory Artillery shell
Irritant
Trichlormethylchloroformate German Lethal Artillery shell
Stannic chloride British Irritant Hand grenades
French Cloud forming Artillery
American Projectors
4-in. Stokes’
mortar bombs
Sulfuric anhydride German Irritant Hand grenades,
minenwerfer,
artillery shell
Xylyl bromide German Lachrymatory Artillery shell

TABLE I—Continued
Means of
Chemical Belligerent Effect
Projection
Mixtures[4]
Bromoacetone (80%) and French Lachrymatory Artillery shell
Chloroacetone (20%) Lethal
Chlorine (50%) and British Lethal
Cylinders
Phosgene (50%) German
Chlorine (70%) and Lethal
British Cylinders
Chloropicrin (30%) Lachrymatory
Chloropicrin (65%) and Lethal
British Cylinders
Hydrogen sulfide (35%) Lachrymatory
Chloropicrin (80%) and British Lethal Artillery shell
Stannic chloride (20%) French Lachrymatory Trench mortar bombs
American Irritant Projectors
Chloropicrin (75%) and Lethal Artillery shell
Phosgene (25%) British Lachrymatory Trench mortar bombs,
projectors
Dichloroethyl sulfide (80%) German Vesicant
and Chlorobenzene (20%) French Lethal Artillery shell
British
American
Ethyl carbazol (50%) and Sternutatory
German Artillery shell
Diphenylcyanoarsine (50%) Lethal
Ethyldichloroarsine (80%) and Lethal
German Artillery shell
Dichloromethylether (20%) Lachrymatory
Ethyliodoacetate (75%) and Artillery shell,
Alcohol (25%) British Lachrymatory 4-in. Stokes’ mortars,
 Means of
Chemical Belligerent Effect
Projection
hand grenades
Hydrocyanic acid (55%)
Chloroform (25%) and British Lethal Artillery shell
Arsenious chloride (20%)
Hydrocyanic acid (50%),
Arsenious chloride (30%), French Lethal Artillery shell
Stannic chloride (15%) and
Chloroform (5%)
Phosgene (50%) and
British Lethal Artillery shell
Arsenious chloride (50%)
Dichloroethyl sulfide (80%) German Vesicant
and Carbon tetrachloride (20%) French Lethal Artillery shell
British
American
Phosgene (60%) and British Lethal
Artillery shell
Stannic chloride (40%) French Irritant
Methyl sulfate (75%) and Lachrymatory
French Artillery shell
Chloromethyl sulfate (25%) Irritant

(2) To simulate the presence of a toxic gas. This may be done either by
using a substance whose odor in the field strongly suggests that of the gas
in question, or by so thoroughly associating a totally different odor with a
particular “gas” in normal use that, when used alone, it still seems to imply
the presence of that gas. This use of imitation gas would thus be of service
in economizing the use of actual “gas” or in the preparation of surprise
attacks.
While there was some success with this kind of “gas,” very few such
attacks were really carried out, and these were in connection with projector
attacks.

Gases Used
Table I gives a list of all the gases used by the various armies, the
nation which used them, the effect produced and the means of projection
used.
Table II gives the properties of the more important war cases (compiled
by Major R. E. Wilson, C. W. S.).
 The gases used by the Germans may also be classified by the names
of the shell in which they were used. Table III gives such a classification.

Markings for American Shell

In selecting markings for American chemical shell, red bands were
used to denote persistency, white bands to denote non-persistency and
lethal properties, yellow bands to denote smoke, and purple bands to
denote incendiary action. The number of bands indicates the relative
strength of the property indicated; thus, three red bands denote a gas more
persistent than one red band.
The following shell markings were actually used:
1 White Diphenylchloroarsine
2 White Phosgene
1 White, 1 red Chloropicrin
1 White, 1 red, 1 75% Chloropicrin, 25% Phosgene
white
1 White, 1 red, 1 80% Chloropicrin, 20% Stannic
yellow Chloride
1 Red Bromoacetone
2 Red Bromobenzylcyanide
3 Red Mustard Gas
1 Yellow White Phosphorus
2 Yellow Titanium Tetrachloride

TABLE II
Physical Constants of Important War Gases
Liquid
Vapor
Density
Melting Boiling Pressure
Molecular at 20° C.
Name of Gas Formula point, point, at 20° C.
Weight under
°C. °C. (mm.
Own
Hg)
Pressure
 Liquid
Vapor
Density
Melting Boiling Pressure
Molecular at 20° C.
Name of Gas Formula point, point, at 20° C.
Weight under
°C. °C. (mm.
Own
Hg)
Pressure
Bromoacetone C₃H₅BrO 136.98 1.7(?) - 54 126 9(?)
Carbon monoxide CO 28.00 (Gas) -207 -190 (Gas)
Cyanogen bromide BrCN 106.02 2.01 52 61.3 89
Cyanogen chloride ClCN 61.56 1.186 -6 15 1002
Chlorine Cl₂ 70.92 1.408 -101.5 33.6 5126
Chloropicrin Cl₃C(NO₂) 164.39 1.654 - 69.2 112 18.9
Dichloroethyl sulfide (CH₃CHCl₂)S 169.06 1.274 12.5 216 .06
Diphenylchloroarsine (C₆H₅)₂AsCl 264.56 1.422 44 333 .0025
Hydrocyanic acid HCN 27.11 .697 - 14 26.1 603
Phenyldichloroarsine C₆H₅AsCl₂ 210.96 1.640 ... 253 .022
Phosgene COCl₂ 98.92 1.38 ... 8.2 1215
Stannic chloride SnCl₄ 260.54 2.226 - 33 114 18.58
Superpalite CCl₃COOCl 197.85 1.65 ... 128 10.3
(
Xylyl bromide CH₃)C₆H₄CH₂Br 185.03 1.381 -2 214.5 ...

TABLE III
German Shell
Nature of
Name of Shell Shell Filling
Effect
B-shell [K₁ shell (White B or BM)] Bromoketone Lachrymator
(Bromomethylethyl ketone)
Blue Cross (a) Diphenylchloroarsine Sternutator
(b) Diphenylcyanoarsine Sternutator
(c) Diphenylchloroarsine,
Ethyl carbazol
C-shell (Green Cross) (White C) Superpalite Asphyxiant
D-shell (White D) Phosgene Lethal
(a) Superpalite
Green Cross Asphyxiant
(b) Phenylcarbylaminechloride
Superpalite 65%,
Green Cross 1 Asphyxiant
Chloropicrin 35%
 Nature of
Name of Shell Shell Filling
Effect
Superpalite,
Green Cross 2 Phosgene, Asphyxiant
Diphenylchloroarsine
Green Cross 3 Ethyldichloroarsine,
(Yellow Cross 1) Methyldibromoarsine, Asphyxiant
Dichloromethyl ether
K-shell (Yellow) Chloromethylchloroformate Asphyxiant
(Palite)
Xylyl bromide,
T-shell (Black or green T) Lachrymator
Bromo ketone
Mustard gas,
Yellow Cross Vesicant
Diluent (CCl₄, C₆H₅Cl, C₆H₅NO₂)
Yellow Cross 1 See Green Cross 3
 CHAPTER III
DEVELOPMENT OF THE CHEMICAL WARFARE
SERVICE

Modern chemical warfare dates from April 22, 1915. Really,

however, it may be said to have started somewhat earlier, for
Germany undoubtedly had spent several months in perfecting a
successful gas cylinder and a method of attack. The Allies, surprised
by such a method of warfare, were forced to develop, under
pressure, a method of defense, and then, when it was finally decided
to retaliate, a method of gas warfare. “Offensive organizations were
enrolled in the Engineer Corps of the two armies and trained for the
purpose of using poisonous gases; the first operation of this kind
was carried out by the British at the battle of Loos in September,
1915.
“Shortly after this the British Army in the field amalgamated all the
offensive, defensive, advisory and supply activities connected with
gas warfare and formed a ‘Gas Service’ with a Brigadier General as
Director. This step was taken almost as a matter of necessity, and
because of the continually increasing importance of the use of gas in
the war (Auld).”
At once the accumulation of valuable information and experience
was started. Later this was very willingly and freely placed at the
disposal of American workers. Too much cannot be said about the
hearty co-operation of England and France. Without it and the later
exchange of information on all matters regarding gas warfare, the
progress of gas research in all the allied countries would have been
very much retarded.
While many branches of the American Army were engaged in
following the progress of the war during 1915-1916, the growing
importance of gas warfare was far from being appreciated. When the
United States declared war on Germany April 6, 1917, there were a
few scattered observations on gas warfare in various offices of the
different branches, but there was no attempt at an organized survey
of the field, while absolutely no effort had been made by the War
Department to inaugurate research in a field that later had 2,000
men alone in pure research work. Equally important was the fact that
no branch of the Service had any idea of the practical methods of
gas warfare.
The only man who seemed to have the vision and the courage of
his convictions was Van H. Manning, Director of the Bureau of
Mines. Since the establishment of the Bureau in 1908 it had
maintained a staff of investigators studying poisonous and explosive
gases in mines, the use of self-contained breathing apparatus for
exploring mines filled with noxious gases, the treatment of men
overcome by gas, and similar problems. At a conference of the
Director of the Bureau with his Division Chiefs, on February 7, 1917,
the matter of national preparedness was discussed, and especially
the manner in which the Bureau could be of most immediate
assistance with its personnel and equipment. On February 8, the
Director wrote C. D. Walcott, Chairman of the Military Committee of
the National Research Council, pointing out that the Bureau of Mines
could immediately assist the Navy and the Army in developing, for
naval or military use, special oxygen breathing apparatus similar to
that used in mining. He also stated that the Bureau could be of aid in
testing types of gas masks used on the fighting lines, and had
available testing galleries at the Pittsburgh experiment station and an
experienced staff. Dr. Walcott replied on February 12 that he was
bringing the matter to the attention of the Military Committee.
A meeting was arranged between the Bureau and the War
College, the latter organization being represented by Brigadier
General Kuhn and Major L. P. Williamson. At this conference the War
Department enthusiastically accepted the offer of the Bureau of
Mines and agreed to support the work in every way possible.
The supervision of the research on gases was offered to Dr. G. A.
Burrell, for a number of years in charge of the chemical work done
by the Bureau in connection with the investigation of mine gases and
natural gas. He accepted the offer on April 7, 1917. The smoothness
with which the work progressed under his direction and the
importance of the results obtained were the result of Colonel
Burrell’s great tact, his knowledge of every branch of research under
investigation and his imagination and general broad-mindedness.
Once, however, that the importance of gas warfare had been
brought to the attention of the chemists of the country, the response
was very eager and soon many of the best men of the university and
industrial plants were associated with Burrell in all the phases of gas
research. The staff grew very rapidly and laboratories were started at
various points in the East and Middle West.
It was immediately evident that there should be a central
laboratory in Washington to co-ordinate the various activities and
also to considerably enlarge those activities under the joint direction
of the Army, the Navy and the Bureau of Mines. Fortunately a site
was available for such a laboratory at the American University, the
use of the buildings and grounds having been tendered President
Wilson on April 30, 1917. Thus originated the American University
Experiment Station, later to become the Research Division of the
Chemical Warfare Service.
Meanwhile other organizations were getting under way. The
procurement of toxic gases and the filling of shell was assigned to
the Trench Warfare Section of the Ordnance Department. In June,
1917, General Crozier, then Chief of the Ordnance Department,
approved the general proposition of building a suitable plant for filling
shell with toxic gas. In November, 1917, it was decided to establish
such a plant at Gunpowder Neck, Maryland. Owing to the inability of
the chemical manufacturers to supply the necessary toxic gases, it
was further decided, in December, 1917, to erect at the same place
such chemical plants as would be necessary to supply these gases.
In January, 1918, the name was changed to Edgewood Arsenal, and
the project was made a separate Bureau of the Ordnance
Department, Col. William H. Walker, of the Massachusetts Institute of
Technology, being soon afterwards put in command.
 While, during the latter part of the War, gas shell were handled by
the regular artillery, special troops were needed for cylinder attacks,
Stokes’ mortars, Livens’ projectors and for other forms of gas
warfare. General Pershing early cabled, asking for the organization
and training of such troops, and recommended that they be placed,
as in the English Army, under the jurisdiction of the Engineer Corps.
On August 15, 1917, the General Staff authorized one regiment of
Gas and Flame troops, which was designated the “30th Engineers,”
and was commanded by Major (later Colonel) E. J. Atkisson. This
later became the First Gas Regiment, of the Chemical Warfare
Service.
About this time (September, 1917) the need of gas training was
recognized by the organization of a Field Training Section, under the
direction of the Sanitary Corps, Medical Department. Later it was
recognized that neither the Training Section nor the Divisional Gas
Officers should be under the Medical Department, and, in January,
1918, the organization was transferred to the Engineer Corps.
All of these, with the exception of the Gas and Flame regiment,
were for service on this side. The need for an Overseas force was
recognized and definitely stated in a letter, dated August 4, 1917. On
September 3, 1917, an order was issued establishing the Gas
Service, under the command of Lt. Col. (later Brigadier General) A.
A. Fries, as a separate Department of the A. E. F. in France. In spite
of a cable on September 26th, in which General Pershing had said
“Send at once chemical laboratory, complete
equipment and personnel, including physiological
and pathological sections, for extensive
investigation of gases and powders....”
it was not until the first of January, 1918, that Colonel R. F. Bacon of
the Mellon Institute sailed for France with about fifty men and a
complete laboratory equipment.
Meantime a Chemical Service Section had been organized in the
United States. This holds the distinction of being the first recognition
of chemistry as a separate branch of the military service in any
country or any war. This was authorized October 16, 1917, and was
to consist of an officer of the Engineers, not above the rank of
colonel, who was to be Director of Gas Service, with assistants, not
above the rank of lieutenant colonel from the Ordnance Department,
Medical Department and Chemical Service Section. The Section
itself was to consist of 47 commissioned and 95 non-commissioned
officers and privates. Colonel C. L. Potter, Corps of Engineers, was
appointed Director and Professor W. H. Walker was commissioned
Lieutenant Colonel and made Assistant Director of the Gas Service
and Chief of the Chemical Service Section. This was increased on
Feb. 15, 1918 to 227 commissioned and 625 enlisted men, and on
May 6, 1918 to 393 commissioned and 920 enlisted men. Meanwhile
Lt. Col. Walker had been transferred to the Ordnance and Lt. Col.
Bogert had been appointed in his place.
At this time practically every branch of the Army had some
connection with Gas Warfare. The Medical Corps directed the Gas
Defense production. Offense production was in the hands of the
Ordnance Department. Alarm devices, etc., were made by the Signal
Corps. The Engineers contributed their 30th Regiment (Gas and
Flame) and the Field Training Section. The Research Section was
still in charge of the Bureau of Mines, in spite of repeated attempts to
militarize it. And in addition, the Chemical Service Section had been
formed primarily to deal with overseas work. While the Director of the
Gas Service was expected to co-ordinate all these activities, he was
given no authority to control policy, research or production.
In order to improve these conditions Major General Wm. L.
Sibert, a distinguished Engineer Officer who built the Gatun Locks
and Dam of the Panama Canal and who had commanded the First
Division in France, was appointed Director of the Chemical Warfare
Service on May 11, 1918. Under his direction the Chemical Warfare
Service was organized with the following Divisions:
Brigadier General Amos A.
Overseas
Fries
Research Colonel G. A. Burrell
Development Colonel F. M. Dorsey
Gas Defense Colonel Bradley Dewey
Production
Gas Offense Colonel Wm. H. Walker
Production
Medical Colonel W. J. Lyster
Proving Lt. Col. W. S. Bacon
Brigadier General H. C.
Administration
Newcomer
Gas and Flame Colonel E. J. Atkisson
The final personnel authorized, though never reached owing to
the signing of the Armistice, was 4,066 commissioned officers and
44,615 enlisted men; this was including three gas regiments of
eighteen companies each.
General Sibert brought with him not only an extended experience
in organizing and conducting big business, but a strong sympathy for
the work and an appreciation of the problem that the American Army
was facing in France. He very quickly welded the great organization
of the Chemical Warfare Service into a whole, and saw to it that each
department not only carried on its own duties but co-operated with
the others in carrying out the larger program, which, had the war
continued, would have beaten the German at his own game.
More detailed accounts will now be given of the various Divisions
of the Chemical Warfare Service.

Administration Division
The Administration Division was the result of the development
which has been sketched in the preceding pages. It is not necessary
to review that, but the organization as of October 19, 1918 will be
given:
Director Major General Wm.
 L. Sibert
Staff:
Medical Officer Colonel W. J. Lyster
Ordnance Officer Lt. Col. C. B.
Thummel
British Military Mission Major J. H. Brightman
Colonel H. C.
Assistant Director
Newcomer
Office Administration Major W. W. Parker
Relations Section Colonel M. T. Bogert
Personnel Section Major F. E. Breithut
Contracts and Patents Captain W. K.
Section Jackson
Finance Section Major C. C. Coombs
Requirements and Progress Capt. S. M. Cadwell
Section
Confidential Information Major S. P. Mullikin
Section
Captain H. B.
Transportation Section
Sharkey
Training Section Lt. Col. G. N. Lewis
Procurement Section Lt. Col. W. J. Noonan
The administrative offices were located in the Medical
Department Building. The function of most of the sections is
indicated by their names.
The Industrial Relations Section was created to care for the
interests of the industrial plants which were considered as essential
war industries. Through its activity many vitally important industries
were enabled to retain, on deferred classification or on indefinite
furlough, those skilled chemists without which they could not have
maintained a maximum output of war munitions.
In the same way the University Relations Section cared for the
educational and research institutions. In this way our recruiting
stations for chemists were kept in as active operation as war
conditions permitted.
Another important achievement of the Administration Section was
to secure the order from The Adjutant General, dated May 28, 1918,
that read:

“Owing to the needs of the military service for a

great many men trained in chemistry, it is
considered most important that all enlisted men who
are graduate chemists should be assigned to duty
where their special knowledge and training can be
fully utilized.
“Enlisted men who are graduate chemists will
not be sent overseas unless they are to be
employed on chemical duties....”

While this undoubtedly created a great deal of feeling among the

men who naturally were anxious to see actual fighting in France, it
was very important that this order be carried out in order to conserve
our chemical strength. The following clipping from the September,
1918, issue of The Journal of Industrial and Engineering Chemistry
shows the result of this order.

“Chemists in Camp
“As the result of the letter from The Adjutant
General of the Army, dated May 28, 1918, 1,749
chemists have been reported on. Of these the report
of action to August 1, 1918, shows that 281 were
 ordered to remain with their military organization
because they were already performing chemical
duties, 34 were requested to remain with their
military organization because they were more useful
in the military work which they were doing, 12 were
furloughed back to industry, 165 were not chemists
in the true sense of the word and were, therefore,
ordered back to the line, and 1,294 now placed in
actual chemical work. There were being held for
further investigation of their qualifications on August
1, 1918, 432 men. The remaining 23 men were
unavailable for transfer, because they had already
received their overseas orders.
“The 1,294 men, who would otherwise be
serving in a purely military capacity and whose
chemical training is now being utilized in chemical
work, have, therefore, been saved from waste.
“Each case has been considered individually, the
man’s qualifications and experience have been
studied with care, the needs of the Government
plants and bureaus have been considered with
equal care, and each man has been assigned to the
position for which his training and qualifications
seem to fit him best.
“Undoubtedly, there have been some cases in
which square pegs have been fitted into round
holes, but, on the whole, it is felt that the
adjustments have been as well as could be
expected under the circumstances.”

Research Division
The American University Experiment Station, established by the
Bureau of Mines in April, 1917, became July 1, 1918 the Research
Division of the Chemical Warfare Service. For the first five months
work was carried out in various laboratories, scattered over the
country. In September, 1917, the buildings of the American
University became available; a little later portions of the new
chemical laboratory of the Catholic University, Washington, were
taken over. Branch laboratories were established in many of the
laboratories of the Universities and industrial plants, of which Johns
Hopkins, Princeton, Yale, Ohio State, Massachusetts Institute of
Technology, Harvard, Michigan, Columbia, Cornell, Wisconsin, Clark,
Bryn Mawr, Nela Park and the National Carbon Company were
active all through the war.
At the time of the signing of the armistice the organization of the
Research Division was as follows:
Col. G. A. Burrell Chief of Research Division
Dr. W. K. Lewis In Charge of Defense Problems
Dr. E. P. Kohler[5] In Charge of Offense Problems
Dr. Reid Hunt Advisor on Pharmacological Problems
In Charge of Editorial Work and Catalytic
Lt. Col. W. D. Bancroft
Research
Lt. Col. A. B. Lamb[6] In Charge of Defense Chemical Research
Dr. L. W. Jones[7] In Charge of Offense Chemical Research
Major A. C. Fieldner In Charge of Gas Mask Research
Major G. A. Richter In Charge of Pyrotechnic Research
Capt. E. K. Marshall[8] In Charge of Pharmacological Research
Dr. A. S. Loevenhart[9] In Charge of Toxicological Research
Major R. C. Tolman In Charge of Dispersoid Research
Major W. S. In Charge of Small Scale Manufacture
Rowland[10]
In Charge of Mechanical Research and
Major B. B. Fogler[11] Development
Captain G. A. Rankin In Charge of Explosive Research
Major Richmond In Charge of Administration Section
Levering

The chief functions of the Research Division were:

 1. To prepare and test compounds which might
be of value in gas warfare, determining the
properties of these substances and the conditions
under which they might be effective in warfare.
2. To develop satisfactory methods of making
such compounds as seemed promising (Small
Scale).
3. To develop the best methods of utilizing these
compounds.
4. To develop materials which should absorb or
destroy war gases, studying their properties and
determining the conditions under which they might
be effective.
5. To develop satisfactory methods of making
such absorbents as might seem promising.
6. To develop masks, canisters, protective
clothing, etc.
7. To develop incendiaries, smokes, signals, etc.,
and the best methods of using the same.
 Fig. 4.—American University Experiment Station,
showing Small Scale Plants.

8. To co-operate with the manufacturing divisions

in regard to difficulties arising during the operations
of manufacturing war gases, absorbents, etc.
9. To co-operate with other branches of the
Government, civil and military, in regard to war
problems.
10. To collect and make available to the Director
of the Chemical Warfare Service all information in
regard to the chemistry of gas warfare.
The relation of the various sections may best be shown by
outlining the general procedure used when a new toxic substance
was developed.
The substance in question may have been used by the Germans
or the Allies; it may have been suggested by someone outside the
station; or the staff may have thought of it from a search of the
literature, from analogy or from pure inspiration. The Offense
Research Section made the substance. If it was a solid it was sent to
the Dispersoid Section, where methods of dispersing it were worked
out. When this had been done, or, at once, if the compound was a
liquid or vapor, it was sent to the Toxicological Section to be tested
for toxicity, lachrymatory power, vesicant action, or other special
properties. If these tests proved the compound to have a high toxicity
or a peculiar physiological behavior, it was then turned over to a
number of different sections.
The Offense Research Section tried to improve the method of
preparation. When a satisfactory method had been found, the
Chemical Production or Small Scale Manufacturing Section
endeavored to make it on a large scale (50 pounds to a ton) and
worked out the manufacturing difficulties. If further tests showed that
the substance was valuable, the manufacture was then given to the
Development Division or the Gas Offense Production Division for
large scale production.
Meanwhile the Analytical Section had been working on a method
for testing the purity of the material and for analyzing air mixtures,
and the Gas Mask Section had run tests against it with the standard
canisters. If the protection afforded did not seem sufficient, the
Defense Chemical Section studied changes in the ingredients of the
canister or even developed a new absorbent or mixture of
absorbents to meet the emergency. If a change in the mechanical
construction of the canister was necessary, this was referred to the
Mechanical Research Section; this work was especially important in
case the material was to be used as a toxic smoke.
The compound was also sent to the Pyrotechnic Section, which
studied its behavior when fired from a shell, or, if suitable, when used
in a cylinder. If it proved stable on detonation, large field tests were
then made by the Proving Division, in connection with the
Pyrotechnic and Toxicological Sections of the Research Division, to
learn the effect when shell loaded with the compound were fired from
guns on a range, with animals placed suitably in or near the
trenches. The Analytical Section worked out methods of detecting
the gas in the field, wherever possible.
 The Medical Division, working with the Toxicological and
Pharmacological Sections, studied pathological details, methods of
treating gassed cases, the effect of the gas on the body, and in some
cases even considered other questions, such as the susceptibility of
different men.
If the question of an ointment or clothing entered into the matter
of protection, these were usually attacked by several Sections from
different points of view.
Out of the 250 gases prepared by the Offense Chemical
Research Section, very few were sufficiently valuable to pass all of
these tests and thus the number of gases actually put into large
scale production were less than a dozen. This had its advantages,
for it made unnecessary a large number of factories and the training
of men in the manufacturing details of many gases. As one British
report stated, “The ultimate object of chemical warfare should be to
produce two substances only; one persistent and the other non-
persistent; both should be lethal and both should be penetrants.”
They might well have added that both should be instantly and
powerfully lachrymatory.
Since most of the work of the Research Division will be covered
in detail in later chapters, only a brief summary of the principal
problems will be given here.
The first and most important problem was the development of a
gas mask. This was before Sections had been organized and was
the work of the entire Division. After comparing the existing types of
masks it was decided that the Standard Box Respirator of the British
was the best one to copy. Because we were entirely new at the
game that meant work on charcoal, soda-lime, and the various
mechanical parts of the mask, such as the facepiece, elastics,
eyepieces, mouthpiece, noseclip, hose, can, valves, etc. The story of
the “first twenty thousand” is very well told by Colonel Burrell.[12]

“The First Twenty Thousand

“About the first of May, 1917, Major L. P.
Williamson, acting as liaison officer between the