getting ready for the examination...descriptions of features of the visual displays which justify...
TRANSCRIPT
Getting ready for the Examination …
• Introduction
• This assessment activity requires you to undertake a statistical investigation that involves planning, collecting, and analysing bivariate numerical data.
• In the first task, you will plan your investigation as a group.
• In the second task you will collect your data as a group.
• In the third task you will work independently to carry out the analysis and communicate your findings in a conclusion.
• This task will take up to two maths periods to complete.
• At the end of Day One, you are to hand in your assessment material to your teacher. Next day, it will be given back to you so that you can continue you efforts until the time is up on Day Two.
• Write out the plan of how you will collect the data to answer the investigative question.
• Each member of the group will need their own copy of this plan.
Your plan must: • define the variables you will investigate; • clearly state how you will do the experiment to
measure these variables; • clearly state what things might affect the
measurements you take (managing sources of variation);
• clearly explain how you will record your results, • state who is doing what during the data collection. • Show your group’s plan to your teacher when
completed. Adjust your plan until it is approved by your teacher.
Know this word
Important
Include here units and accuracy comment i.e why to nearest cm
• In this task, by yourself you will complete the analysis and conclusion for the bivariate situation your group has investigated. These parts fit within the Statistical Enquiry Cycle:
• problem,
• plan,
• data,
• analysis and
• conclusion.
• You will need to refer to your own copy of your group’s plan and the data collected.
• The quality of your discussion and reasoning, and how well you link this to the context, will determine your overall grade.
• Write a conclusion summarising your findings.
The conclusion must include:
• a description of your role in developing the plan and gathering data;
• a description of the relationship between the variables in the investigation;
• a discussion of features to support your description of the relationship, for example: sample size, clusters or groups, unusual data points, trend, calculated statistics, closeness of the data to the trend, spread or reliability of the data.
Important for Excellence
Important:
If a scatter graph does not have any clusters or unusual data points, do not go finding what is not there. If this is the case just state that there are no clusters or unusual data points.
The Marking scheme…..
Evidence/Judgements for Achievement
Student shows evidence of investigating bivariate numerical data using
each component of the statistical enquiry cycle. The student:
Actively contributes to the development of the plan to collect bivariate
data to answer the investigative question;
Actively contributes to the collection of the data;
Provides the plan and data, including evidence of how they
determined appropriate measures and managed sources of variation;
Draws a scatter graph; minor errors accepted
Writes a conclusion which states a relationship, in context, which is
consistent with features of the display.
Measure to the nearest cm etc.
Evidence/Judgements for Achievement with Merit Student shows evidence of investigating bivariate numerical data using each
component of the statistical enquiry cycle, with justification. The student:
Actively contributes to the development of the plan to collect bivariate data to
answer the investigative question;
Actively contributes to the collection of data;
Provides the plan and data, including evidence of how they determined appropriate
measures and managed sources of variation;
Draws a scatter graph; minor errors accepted AND has a line of best fit in about the
right place
Writes a conclusion which is consistent with features of the display; [incl +/-]
Provides at least two pieces of supporting evidence, such as
sample data values,
trends, or
descriptions of features of the visual displays which justify the conclusion.
Evidence/Judgements for Achievement with Excellence Student shows evidence of investigating bivariate numerical data using each
component of the statistical enquiry cycle, with statistical insight. The student:
Actively contributes to the development of the plan to collect bivariate data to
answer the investigative question;
Actively contributes to the collection of data;
Provides the plan and data, including a description how they determined
appropriate measures and managed sources of variation;
Reflects on the process and/or considers other explanations for their results, with
regard to the context;
Draws a scatter graph;
Writes a conclusion which integrates statistical and contextual knowledge in relation
to the investigative question by describing both the strength and direction of the
relationship in context;
Selects and provides insightful supporting evidence, such as summary statistics,
relationship strength, or other features of the visual displays
The following data set provides information about 30 visitors to the Hawkes Bay region and how they spent their time and money on holiday.
January Holidays in the Hawkes Bay
Use the statistical Enquiry Cycle (3 slides at start of this power point) to investigate this relationship.
Visitor No Time spent sightseeing (hours) Cost of holiday ($)
1 34 1013
2 31 988
3 37 1178
4 10 348
5 11 271
6 11 384
7 18 428
8 22 526
9 21 642
10 11 311
11 22 684
12 14 425
13 18 546
14 34 703
15 36 1095
16 23 691
17 10 363
18 22 829
19 24 693
20 22 613
21 28 867
22 28 785
23 17 845
24 21 693
25 19 524
0
200
400
600
800
1000
1200
1400
0 5 10 15 20 25 30 35 40
Co
st
of
ho
lid
ays (
$)
Time spent sightseeing (hours)
January Holidays in Hawkes Bay - Sightseeing vs Cost of holidays
The following data set provides information about
25 teenagers in a year 11 form class at
Pohutakawa College and how much time they
spent communicating with their friends during the
first week of term two.
.
Teenage Communication
Use the statistical Enquiry Cycle (3 slides at start of this power point) to investigate this relationship.
Teenager No Time spent socialising (hours) Time spent using cell phone (hours)
1 17.7 45.7
2 35.2 67.8
3 16.2 34.7
4 16.0 50.6
5 5.8 25.5
6 37.0 75.3
7 32.2 63.7
8 38.6 83.1
9 9.9 38.2
10 16.0 12.0
11 16.1 25.3
12 42.2 86.5
13 21.4 7.5
14 19.2 22.7
15 10.1 10.7
16 12.6 48.4
17 44.1 95.6
18 16.1 41.3
19 40.2 88.5
20 34.2 94.5
21 21.0 32.0
22 26.4 63.1
23 30.2 69.6
24 33.0 75.6
25 40.5 94.2
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0
Tim
e u
sin
g c
ellp
ho
ne (
ho
urs
)
Time spent socialising (hours)
Weekly Teenage Communication
The following data set displays the average daily temperature for 25 cities in the Southern hemisphere. The average daily temperature was calculated by averaging the 3 pm temperatures on the first of each month last year.
Global Warming
Use the statistical Enquiry Cycle (3 slides at start of this power point) to investigate this relationship.
Place Distance south of the equator (km) Average daily temperature (C)
1 1100 18
2 1700 17
3 3200 13
4 2200 11
5 4000 12
6 4600 10
7 800 24
8 1200 22
9 800 18
10 500 26
11 3600 11
12 800 22
13 1800 16
14 4800 8
15 400 23
16 1800 20
17 1400 20
18 3600 12
19 5000 7
20 1100 24
21 1200 17
22 4200 9
23 1800 18
24 1500 17
25 800 20
0
5
10
15
20
25
30
0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000
Avera
ge d
ialy
tem
pera
ture
(°C
)
Distance south of the equator (km)
Global Warming
This data set provides information about 25 students in a 2012 year 11 form class at Youcandowell College. For each student, their height and how fast they could run 100 m at the start of term 4.
How fast can you go?
Use the statistical Enquiry Cycle (3 slides at start of this power point) to investigate this relationship.
Student No Height (cm) Time to run 100 m (seconds)
1 155 16.8
2 158 17.1
3 174 14.7
4 182 13.2
5 158 17.9
6 155 17.6
7 168 14.7
8 174 15.7
9 167 15.8
10 182 12.7
11 188 12.4
12 170 14.5
13 167 14.3
14 179 13.4
15 156 17.7
16 153 17.1
17 174 14.9
18 183 12.9
19 172 17.8
20 181 13.6
21 189 11.9
22 177 14.2
23 174 14.3
24 172 14.9
25 184 13.6
10.0
12.0
14.0
16.0
18.0
20.0
150 155 160 165 170 175 180 185 190
Tim
e t
o r
un
100 m
(seco
nd
s)
Height (centimetres)
How fast can you go?
Practice test from the beginning
Find the relationship between a persons reaction time and their height.
You will need a 30cm ruler and a metre stick.
Use the statistical Enquiry Cycle (3 slides at start of this power point) to investigate this relationship.
Ball Bounce Is there a connection between how high you drop a ball and how many bounces it does?
You will need a ball and a metre stick
Use the statistical Enquiry Cycle (3 slides at start of this power point) to investigate this relationship.
Body Parts
Choose two body parts to measure (remember that some students are sensitive about such things).
Use the statistical Enquiry Cycle (3 slides at start of this power point) to investigate this relationship.