Accelerated Math 3

Statistical Measures

1st9 weeks project

A. Thomas

Assigned: September 17, 2013

Due: October 3, 2013

To make this project more feasible in the time allotted, I will allow groups of as many as four. However, each student must submit his/her own research essay.

Standards Addressed:

MA3D1. Using simulation, students will develop the idea of the central limit

theorem.

MA3D2. Using student-generated data from random samples of at least 30

members, students will determine the margin of error and confidence interval for a

specified level of confidence.

MA3D3. Students will use confidence intervals and margins of error to make

inferences from data about a population. Technology is used to evaluate confidence

intervals, but students will be aware of the ideas involved.

Procedures:

  1. Determine a topic for and create a 10 question survey
  2. Surveys may have no more than 5 yes or no questions and may be anonymous (names are not required). For each questions, students must calculate the binomial probability distribution of at least 5 different values of X (P(5)=…, P(X≥30), …)
  3. For all remaining survey questions, students must complete at least 3 cumulative probability distribution(P(X≥30), …) for each question
  4. (You may use to complete calculations and simply print the pages)
  5. Survey topic and questions must be pre-approved by instructor before dissemination.
  6. Distribute the survey to a minimum of 50 people for completion
  7. Create a histogram to display the results. Each question should have its own statistical representation (histogram/distribution curve)
  8. Can you make predictions based on the data?Is this information biased? Why or Why not?

Submission Requirements:

  • Students must submit the information in the following format:
  • Cover Page: Should include the topic, the date, student’s full name, class title, teacher name
  • Table of Contents
  • Explanation of method of gathering data
  • If students used paper surveys, they will need to include the surveys in the project submission
  • If the students collected the data electronically, the students will have to provide a print out of results to verify participation
  • Students may use online survey creators such as Survey Monkey, Kwik Surveys, or Question Pro.
  • Student may disseminate surveys using face book(Students may invite participants to take the survey using a direct link from Survey Monkey), Twitter, email or in person
  • Students will need to provide an introductory paragraph to THIS section explaining how and why they chose the topic and the method of data retrieval.
  • Mathematical Calculations and Statistical Representations
  • For each question, students must create a histogram of their results. (If students choose to use online surveys, the analyze results functions will create histograms for each question. If not, students will have to enter the data in Microsoft Excel to create statistical representations. No hand drawn graphs.
  • Please see procedures for specific probability calculations
  • Analyzing Data
  • Compare the results of the two populations. (Answers must be stated in complete sentences)
  • Are they similarities? Differences?
  • Compare the means and the standard deviations
  • Is one population’s data more varied than the other?
  • What does this data mean?
  • Can you make predictions based on the data? Should be at least a paragraph.
  • Is this information biased? Why or Why not?
  • Research and Application
  • Research at least one area (business, fashion, government, education, social work, advertising, insurance, etc.) where the results of your survey could be useful. Describe the results of your experiment. (Were they what you expected?) Explain how the information could affect those areas (research areas). Make suggestions for uses of your data and why the data is important. Should be at least 5 paragraphs in length and contain proper citations from your research (instructor will show examples).
  • Students may use SONS OF CITATION MACHINEto ensure proper citation. Students must use APA citation. No exceptions!
  • Sizes 12 OR 14 font, double-spaced, Times New Roman, Georgia, Arial, or Verdana ONLY (font options)

Students may present electronically as a single file, students may complete a PowerPoint® presentation or students may present a portfolio. No posters or tri-boards accepted. Students may use Microsoft Excel to calculate data if they choose not to use a web based survey tool.

Graphing : Statistical Representation

Teacher Name: Ms. Thomas
Student Name: ______
CATEGORY / 4 / 3 / 2 / 1
Accuracy of Plot / All points are plotted correctly and are easy to see. A ruler is used to neatly connect the points or make the bars, if not using a computerized graphing program. / All points are plotted correctly and are easy to see. / All points are plotted correctly. / Points are not plotted correctly OR extra points were included.
Data Table / Data in the table is well organized, accurate, and easy to read. / Data in the table is organized, accurate, and easy to read. / Data in the table is accurate and easy to read. / Data in the table is not accurate and/or cannot be read.
Type of Graph Chosen / Graph fits the data well and makes it easy to interpret. / Graph is adequate and does not distort the data, but interpretation of the data is somewhat difficult. / Graph distorts the data somewhat and interpretation of the data is somewhat difficult. / Graph seriously distorts the data making interpretation almost impossible.
Units / All units are described (in a key or with labels) and are appropriately sized for the data set. / Most units are described (in a key or with labels) and are appropriately sized for the data set. / All units are described (in a key or with labels) but are not appropriately sized for the data set. / Units are neither described NOR appropriately sized for the data set.

Math - Problem Solving : Data Collection and Analysis

Teacher Name: Ms. Thomas
Student Name: ______
CATEGORY / 4 / 3 / 2 / 1
Mathematical Reasoning / Uses complex and refined mathematical reasoning. / Uses effective mathematical reasoning / Some evidence of mathematical reasoning. / Little evidence of mathematical reasoning.
Mathematical Concepts / Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). / Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). / Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). / Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.
Mathematical Errors / 90-100% of the steps and solutions have no mathematical errors. / Almost all (85-89%) of the steps and solutions have no mathematical errors. / Most (75-84%) of the steps and solutions have no mathematical errors. / More than 75% of the steps and solutions have mathematical errors.
Strategy/Procedures / Typically, uses an efficient and effective strategy to solve the problem(s). / Typically, uses an effective strategy to solve the problem(s). / Sometimes uses an effective strategy to solve problems, but does not do it consistently. / Rarely uses an effective strategy to solve problems.
Neatness and Organization / The work is presented in a neat, clear, organized fashion that is easy to read. / The work is presented in a neat and organized fashion that is usually easy to read. / The work is presented in an organized fashion but may be hard to read at times. / The work appears sloppy and unorganized. It is hard to know what information goes together.
Mathematical Terminology and Notation / Correct terminology and notation are always used, making it easy to understand what was done. / Correct terminology and notation are usually used, making it fairly easy to understand what was done. / Correct terminology and notation are used, but it is sometimes not easy to understand what was done. / There is little use, or a lot of inappropriate use, of terminology and notation.
Explanation / Explanation is detailed and clear. / Explanation is clear. / Explanation is a little difficult to understand, but includes critical components. / Explanation is difficult to understand and is missing several components OR was not included.
Research Report: Application of Data
Teacher Name: Ms. Thomas
Student Name: ______
CATEGORY / 4 / 3 / 2 / 1
Quality of Information / Information clearly relates to the main topic. It includes several supporting details and/or examples. / Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. / Information clearly relates to the main topic. No details and/or examples are given. / Information has little or nothing to do with the main topic.
Sources / All sources (information and graphics) are accurately documented in the desired format. / All sources (information and graphics) are accurately documented, but a few are not in the desired format. / All sources (information and graphics) are accurately documented, but many are not in the desired format. / Some sources are not accurately documented.
Paragraph Construction / All paragraphs include introductory sentence, explanations or details, and concluding sentence. / Most paragraphs include introductory sentence, explanations or details, and concluding sentence. / Paragraphs included related information but were typically not constructed well. / Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Amount of Information / All topics are addressed and all questions answered with at least 2 sentences about each. / All topics are addressed and most questions answered with at least 2 sentences about each. / All topics are addressed, and most questions answered with 1 sentence about each. / One or more topics were not addressed.
Mechanics / No grammatical, spelling or punctuation errors. / Almost no grammatical, spelling or punctuation errors / A few grammatical spelling, or punctuation errors. / Many grammatical, spelling, or punctuation errors.