“The Friendly Confines”

(Analysis of Wrigley Field’s structural changes and its effect on the game.)

An Adventure of the American Mind

Illinois State University

Ben Hutley

Ridgeview High School

Fall 2007

An Adventure of the American Mind

Illinois State University

SDN-010065, Chicago Daily News

negatives collection, Chicago Historical Society.

In this project, students will use statistics, technology, and history to analyze the evolution of Wrigley Field (the 2nd oldest ballpark still in use) and determine what effect the structural changes had on the game at that legendary stadium.

Overview/Materials/LOCResources/Standards/Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation Bar
Objectives / Students will:
·  explore EXCEL graphing options and determine which graph and scale best represent their goals.
·  analyze past and present primary resources to determine what factors would make a ballpark better for hitters and what would make a ballpark better for pitchers.
·  understand the meaning of the term “park factor” and the elements involved in its calculation.
·  create a graph depicting the park factors of Chicago Cubs Ballparks, including Wrigley Field, with emphasis on structural changes.
·  analyze the effect of the changes and explain your rationale for your graphing choices in a lab report.
Recommended time frame / 5 – 7 class periods
Grade level / 7th-10th
Curriculum fit / Freshmen Algebra A (Data Analysis and Probability)
Materials / ·  Computer with Microsoft Excel, Microsoft Word, and internet access. (Lab reserved for at least 5 days).
·  Special photo analysis worksheet.
·  Handout highlighting “park factor.”
·  Excel lesson instructions and worksheet.
Web Sites:
·  http://www.internet4classrooms.com/excel_create_chart.htm
(Walkthrough of Excel graphing)
·  http://www.baseball-reference.com/teams/CHC/attend.shtml
(Park Factors and statistics)
·  http://www.baseball-statistics.com/Ballparks/ChiC/index.htm
(History, analysis, and dimension history of Wrigley Field)
·  http://www.andrewclem.com/Baseball/WrigleyField.html#diagplace
(More information and GREAT VISUAL depicting four versions of Wrigley Field)
·  http://en.wikipedia.org/wiki/Wrigley_Field
·  http://www.ballparks.com/baseball/national/wrigle.htm
(Even more information about Wrigley Field along with some rationale for the changes.)
Illinois State Learning Standards Back to Navigation Bar

Mathematics:

STATE GOAL 10: Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability.
·  10.A. Organize, describe and make predictions from existing data.
·  10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts to organize and represent data.
·  10.A.3c Test the reasonableness of an argument based on data and communicate their findings.
Procedures Back to Navigation Bar
All activities will be completed with one partner.
Day One:
·  Introduction: see Handouts
·  Students will explore Excel and possible options when creating a graph. Students will analyze what type of graph and what scale they should use to produce the desired conclusion. (Lab Activity 1)
Day Two:
·  Students will be quickly introduced to the term “park factor.” Students will then look at several images of Chicago Cubs ballparks and evaluate what elements may have affected the parks throughout different time periods. (Lab Activity 2
)
Day Three and/or Four:
·  Students will begin by sharing/brainstorming several things that they noticed in the images, as well as, several things that they determined could have affected play throughout the year. Students will research some of the major changes in Wrigley Field history that could have affected play as well as several opinions about what elements altered the game. (Lab Activity 3)
Day Four:
·  Students will create a graph depicting the park factors of Chicago Cubs Ballparks with emphasis on structural changes. Students may alter the scale and type of graph to display their data in the best light. They will then analyze this graph and determine if specific changes in the ballpark actually affected play during those times.
(Lab Activity 4)
Day Five:
·  Students will wrap-up any incomplete activities and complete the lab report supporting their conclusions and rationale for their method of graph creation.
Evaluation Back to Navigation Bar
Students will be evaluated on the following elements using the rubric:
·  Successful completion of the Excel introduction and graph modification/analysis activity.
·  Successful completion of the photo analysis process and two paragraph summary
·  Participation in discussion and brainstorming session.
·  Successful completion of Wrigley Field research.
·  Successful completion of final lab report, including the park factor graph, conclusions, and rationale.
Extension Back to Navigation Bar
·  Students may wish to continue this investigation by collecting data on several ballparks and comparing their dimensions and other statistics. Then, they could try to determine which elements play the largest role in altering play. More information for this extension can be collected at
http://www.baseball-reference.com.


Primary Resources from the Library of Congress

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Image / Description / Citation / URL
/ Crowd at Cubs Park, July 27, 1929. / Library of Congress, Prints and Photographs Division [reproduction number, LC-USZ62-111825 DLC (b&w film copy neg.)) / http://memory.loc.gov/cgi-bin/query/r?ammem/pan:@field(NUMBER+@band(pan+6a28670))
/ Print of a birds-eye view ofWrigley Field looking over West Addison.
Chicago Daily News, Inc., photographer. / SDN-010065, Chicago Daily News negatives collection, Chicago Historical Society. / http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+s010065))
/ Baseball players running bases at Wrigley Field during a 1929 World Series game. / SDN-069121, Chicago Daily News negatives collection, Chicago Historical Society. / http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+s069121))
/ Crowds sitting and standing behind a rope barrier on the field at Wrigley Field during a 1929 World Series game. / SDN-069126, Chicago Daily News negatives collection, Chicago Historical Society. / http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+s069126))
/ Current picture of crowds at Wrigley Field. / Ballparks of Baseball. Wednesday, November 28, 2007 <http://www.ballparksofbaseball.com/>. / http://www.ballparksofbaseball.com/nl/WrigleyField.htm
/ Current picture of Wrigley Field / Ballparks of Baseball. Wednesday, November 28, 2007 <http://www.ballparksofbaseball.com/>. / http://www.ballparksofbaseball.com/nl/WrigleyField.htm


Rubric

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NAME:

“The Friendly Confines”

(Analysis of Wrigley Field’s structural changes and its effect on the game.)

TASK

/ DESCRIPTION / POINTS / COMMENTS

LAB ACTIVITY 1

Fruit Survey Graph / Fruit survey graph is completed (4 pts). Graph includes title and legend (2 pts each). / /8
Graph 1 / Graph 1 is completed correctly (4 pts).
Graph includes title, labels, and is of the appropriate scale (2 pts each). / /12
Graph 2 / Graph 2 is completed correctly (4 pts).
Graph includes title, labels, and is of the appropriate scale (2 pts each). / /12
Graph 3 / Graph 3 is completed correctly (4 pts).
Graph includes title, labels, and is of the appropriate scale (2 pts each). / /12
Graph 4 / Graph 4 is completed correctly (4 pts).
Graph includes title, labels, and is of the appropriate scale (2 pts each). / /12
Graph 5 / Graph 5 is completed correctly (4 pts).
Graph includes title, labels, and is of the appropriate scale (2 pts each). / /12
Graph 6 / Graph 6 is completed correctly (4 pts).
Graph includes title, labels, and is of the appropriate scale (2 pts each). / /12
LAB ACTIVITY 1 TOTAL: / /80

LAB ACTIVITY 1: GRAPH ANALYSIS SHEET

Question 1 / Correct graph is chosen (2 pts).
Graph choice is explained with reference to other graphs. (6 pts) / /8
Question 2 / Correct graph is chosen (2 pts).
Graph choice is explained with reference to other graphs. (6 pts) / /8
Question 3 / Opinion is provided and supported. / /4
Question 4 / Lists all alterations (1 pt).
Explains new conclusions (3 pt). / /4
GRAPH ANALYSIS TOTAL: / /24
LAB ACTIVITY 2
Photograph Analysis:
Photo 1 / Observation questions are answered (3 pts).
Knowledge questions are answered (3 pts).
Interpretation questions are answered (3 pts).
Future research questions are answered (3 pts). / /12
Photograph Analysis:
Photo 2 / See above description. / /12
Photograph Analysis:
Photo 3 / See above description. / /12
Photograph Analysis:
Photo 4 / See above description. / /12
Photograph Analysis:
Photo 5 / See above description. / /12
Photograph Analysis:
Photo 6 / See above description. / /12
Two Paragraph Summary / Summary is at least two paragraphs in length.
Paragraph is well thought out and answers almost all of the five questions, providing references to the images. / /20
LAB ACTIVITY 2 TOTAL: / /92

LAB ACTIVITY 3

Question 1 / Found all five dates correctly. / /5
Question 2 / Correctly completed chart. / /25
Question 3 / Answered using complete sentences providing detail and explanation / /4
Question 4 / Answered using complete sentences providing detail and explanation. At least three reasons are supplied. / /4
Question 5 / Answered using complete sentences providing detail and explanation / /4
Question 6 / Answered using complete sentences providing detail and explanation. At least three interesting facts are mentioned. / /4
LAB ACTIVITY 3 TOTAL: / /46

LAB ACTIVITY 4

Park Factor Chart / Chart is correctly and completely filled out. / /7
Graph 1 / Graph 1 is completed correctly (4 pts).
Graph includes title, labels, and is of the appropriate scale (2 pts each).
Graph 1 convinces me that park factor plays little role in the performance of the players (4 pts). / /16
Graph 2 / Graph 2 is completed correctly (4 pts).
Graph includes title, labels, and is of the appropriate scale (2 pts each).
Graph 2 convinces me that park factor plays a large role in the performance of the players (4 pts). / /16
LAB ACTIVITY 4 TOTAL: / /39

LAB ACTIVITY 4: RATIONALE

Question 1 / Type of graph recorded (1 pt).
Explained reasoning behind the type of graph chosen (4 pts). / /5
Question 2 / All changes are recorded (2 pt).
Changes justified with reference to the graph (8 pts). / /10
Question 3 / Type of graph recorded (1 pt).
Explained reasoning behind the type of graph chosen (4 pts). / /5
Question 4 / All changes are recorded (2 pt).
Changes justified with reference to the graph (8 pts). / /10
Question 5 / Park factor conclusion made (2 pts).
Conclusion is justified with reference to several pieces of information from the project.
Conclusion is at least 5 – 10 sentences in length. / /22
RATIONALE TOTAL: / /52
LAB ACTIVITY 1 TOTAL: / /80
GRAPH ANALYSIS TOTAL: / /24
LAB ACTIVITY 2 TOTAL: / /92
LAB ACTIVITY 3 TOTAL: / /46
LAB ACTIVITY 4 TOTAL: / /39
RATIONALE TOTAL: / /52
GRAND TOTAL: / /333

OVERALL COMMENTS:


Handouts

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Name:

Date:

“The Friendly Confines”

(Analysis of Wrigley Field’s structural changes and its effect on the game.)

INTRODUCTION:

Over the next several days you will be acting as baseball statisticians. According to Leonard Koppett in A Thinking Mans Guide to Baseball (1967)"Statistics are the lifeblood of baseball. In no other sport are so many available and studied so assiduously by participants and fans. Much of the game's appeal, as a conversation piece, lies in the opportunity the fan gets to back up opinions and arguments with convincing figures, and it is entirely possible that more American boys have mastered long division by dealing with batting averages than in any other way."

In this project, we will be using statistics, technology, history, and your brain to analyze the evolution of Wrigley Field (the 2nd oldest ballpark still in use) and determine what effect the structural changes had on the game at that legendary stadium.

Despite the overwhelming power and convincing nature of statistics and graphs, there is a darker side to statistics as well. While “convincing” is a pleasant way to refer to statistics, “deceiving” is at times a much better word. Some famous quotations that encourage you to be wary of statistics say:

“Torture numbers, and they'll confess to anything.” ~Gregg Easterbrook.

"Say you were standing with one foot in the oven and one foot in an ice bucket. According to the percentage people, you should be perfectly comfortable." - Manager Bobby Bragan

“98% of all statistics are made up.” ~Author Unknown

Quite possibly, by the culmination of this project, you will become one of those statisticians that tortures numbers into confessing only what you want to hear. Sometimes that is not always the truth.


Name:

Date:

“The Friendly Confines”

LAB ACTIVITY 1

Introduction to Excel and Graphing

Procedure:

Step 1: Walkthrough

1.  Log onto the computer.

2.  Enter the Start Menu / Programs and launch Microsoft Excel.

3.  Launch Internet Explorer or Mozilla Firefox and go to the following address:

4.  http://www.internet4classrooms.com/excel_create_chart.htm

5.  Complete the Excel walkthrough and PRINT a copy of the fruit survey graph and also, SAVE it to your home directory.

6.  Put your name on the graph and turn it in.

Step 2: Manipulating Statistics

As quoted earlier, “Torture numbers, and they'll confess to anything.” Gregg Easterbrook. Let us investigate the truth of this statement.

GRAPH 1:

Year / Crimes per 1000 People
1999 / 25
2000 / 30
2001 / 32
2002 / 34
2003 / 38

1.  Start a new spreadsheet in Excel.

2.  Enter the following chart into Excel.

3.  Highlight the “Crimes per 1000 people” column and click the chart wizard.

4.  In Step 1, select the “Column” option.

5.  In Step 2, select the series tab and alter the “Category Access Labels “ so that they include the years.

6.  In Step 3, be sure to include a title and axis labels. Put your name & the graph number in the title. Also, turn off the legend.

7.  In step 4, place the chart As a new sheet.

8.  Print this chart.

GRAPH 2:

Change the Scale

1.  Right-click the y-axis and select format axis.

2.  Choose scale and set the minimum to 24 and press enter.

3.  Print this chart.

GRAPH 3:

Change the Graph Type

1.  Right-click in some dead space and select chart type.

2.  Select the line graph option and press ok.

3.  Change the y-axis scale minimum back to 0 and press enter.

4.  Print this chart.

GRAPH 4:

More Alterations.

1.  Change the y-axis scale to 24 and press enter.

2.  Print this chart.

GRAPH 5:

3.  Select the left hand side of the chart and drag it to the left so that the chart becomes narrower.