Statistical Reasoning-2 Assignments

Use the codes in the attachment below to join the new Google Classrooms for Q2. See the attachment for more details.

Please see the attached directions and rubric for your midterm, which is project based. There are four components: visual display of data as a single variable, analysis of the variables individually, visual display of the data together, analysis of the relationship between the data for the two variables.

Data has been provided to you in a Google Sheet. I have also attached videos showing you how to create the referenced types of displays using the statistical applet tool. If you choose to use Sheets or Excel to create your displays, I will not be able provide additional support for you at this time. There are a number of how-to videos available on YouTube for those applications, however.

Basically, for the first one, select at least three of the summary statistics (mean, median, range, IQR, standard deviation, quartiles), and write a paragraph that compares a given statistic for the two data sets. For the second, write a paragraph about each component -- correlation (from visual inspection and numerical value), slope, and y-intercept. Remember, the slope is one unit change of the x-variable compared to the slope value unit change along the y-axis. The y-intercept only makes sense if it is logical for the x-variable to actually take a zero value. For instance, it would make sense to have a 0 x-value if the variable is temperature in degrees Fahrenheit, but it would not make sense to have a 0 x-value if the variable is time to run the 40-meter dash (because obviously this will take SOME amount of time, not zero time). I did not mention in the project directions, but you may want to consider discussing why you chose which variable as the explanatory and which as the response; it will give your paper more bulk, and provide me with good information.

This project will go into the PowerSchool gradebook as two grades: (1) Unit 1 Project and (2) Unit Two Project.

In this lesson, you will be introduced to the idea of correlation as a quantitative, statistical measure. You will estimate correlation values and interpret their meaning within context of a given problem. From there, you will look at how we algebraically calculate the correlation value for a small data set.

There are two lessons here, and you will be completing homework from both lessons. Each lesson was given its own video (posted below). The notes for each lesson have also been uploaded. A PDF with the table to calculate the correlation is also provided; work must be shown for these problems in order to receive full credit (although you can use the provided applet to quickly calculate the mean and standard deviation). Scans for the problems have been uploaded. You will complete the problems either by hand and scan to submit or using the provided Google Doc.

The One Quantitative Variable Applet will allow you to quickly determine mean and standard deviation needed for calculating the correlation "r". The Two Quantitative Variable Applet will allow you to quickly create scatterplots of your data; it can also give you the correlation value, but I need to see your calculations for me to award full credit.

PLEASE STOP THE COPYING; OR AT LEAST FIND SOMEONE WITH AN "A" IN THIS CLASS TO COPY FROM! 💯 I am frustratingly tired of giving the same feedback to the same copied and pasted wrong answers, then having to come back and write you up and give you a zero is an even bigger waste of all of our time. STOP CHEATING! 🤦‍♂️

Homework:
(Lesson 2.3) pp. 118-120: 1-14, 18 (20 points)
(Lesson 2.4) pp. 127-129: 1-10, 13-14 (20 points)

In this lesson, you will be introduced to the concept of linear regression. We use linear regression to create models for data that appear to take a linear form. Using the equation we obtain, we can make predictions. It is important to recognize the limitations of these predictions, however.

Please watch the video or follow along through the attached notes. Then, open the document titled "Exercises 2.5" and complete the problems numbered 1, 4, 5, 8, 9, 12, 13, 14, 16. It is not quite as random as you think. Submit your answers using either the attached Google Doc or by hand and submit a photo or scan.

For photos and scans using a phone, please (1) be in a well lit area, (2) take the picture on a dark background and remove anything that does not need to be in the picture, (3) hold your phone as parallel to your paper as possible, and (4) crop out anything that is not your answer document before uploading the photo or scan.

Please view the attached videos. I split them into three. The first discusses how we can display data on two different variables that were collected on a single individual to check for potential patterns. The second video looks at how we can discuss those patterns, including the appropriate terminology. The last video takes you through a third example of creating a scatterplot using technology - specifically the website applet associated with our in-class text.

You will find problems attached in a PDF. You must complete problems 1-16 (even only). Use either the attached Google Doc or do it by hand and upload a scan/picture. If you are taking a picture, please take the picture with your paper on a dark surface, holding your phone as parallel to the paper, and crop out anything that is not part of your answer page before uploading.

Use the attached Google Form attached below to take the Unit 1 Assessment. The due date is Thursday, 24 September 2020 at 8:00 AM.

ASSIGNMENT:
Delta Math: 09/17/2020 - Boxplots Practice (optional; see note below) & 09/17/2020 - Boxplots Homework (mandatory) [15 pts]
Exercises_Lesson 1.8 PDF: #2-4, 8-9, 12-15 (Submit answers using the attached Google Doc; MANDATORY) [30 pts]

This lesson covers the last part of unit 1, boxplots and outliers. In this lesson, I show you how to use the five-number summary we got from the last lesson (used to calculate IQR) to create another visual display called a boxplot. Understanding the parts of a boxplot is very important, and I know that I have seen them come up on standardized tests such as the ACT before, mostly in the science reasoning section.

This lesson includes a video from me (yes, it is PAINFULLY long; you might want to split your watch time up into parts) on creating boxplots and using a rule to identify the cutoff values for outliers given a data set. These statistics are applied to the home-runs per season for Barry Bonds (over his career), number of text messages sent by males and females over a two-day period, and a stress test involving friends and animals. A second video shows you how to use an applet to create boxplots, rather than drawing them by hand. You can copy and paste the boxplots into the Google Doc you will use to submit homework answers. Side note: yes, I am fully embarrassed by the number of times I say, "Ummm," in these videos. HORRIBLE HABIT!

There are two assignments for this lesson - Delta Math and a scan of problems from the in-class textbook. Both of these assignments are due tomorrow (9/18/2020) by 11:59 PM. Go to Delta Math and complete those problems. A practice and a homework are provided. You must complete the homework, but it will not give you videos or worked examples. Completion of the homework without having completed the practice will result in a grade equivalent to what you scored on the Delta Math homework (say, 50% correct). If you complete the practice AND the homework, you will automatically receive full credit for the Delta Math assignment (no matter how correct your answers were). The practice provides you with videos and worked examples you can follow in the event you do not understand.

Please use the provided Google Doc to submit the answers for the scanned problems, and remember to use the applet I showed you in the second video to create your boxplots. These can be copied and pasted into the Doc file, and it will save you a considerable amount of time, headache, and effort. I am also going to ask that you show work. I have completed problem 1 for you with all the math typed out. Your responses should follow a similar pattern to mine. It is imperative that you make your thinking more clear to me, so that I can properly diagnose and assist you with any potential issues.

Full Solutions Posted on Tuesday, 09/22/2020 @ 10:07 AM

In order to thoroughly discuss and compare two distributions, it is important to talk about not only their center/accumulation, but also the opposite concept known as variability/spread.

The video below details three measures of variability, and how to identify or calculate those values. A PDF of the presentation used in the video is also available. In the video, I discuss how these measures manifest themselves (show up) in the shape of a distribution. Special consideration is made on when to use which measure, and this is consistent with the discussion about resistance for measures of center.

I have provided you a PDF template for calculating standard deviation, which you can use for homework. It consolidated some of the columns that I used in the video, so pay close attention to the column headers and the formula template provided for you to plug values in to get your final result.

Using the information from this lesson, you need to complete problems 1-12 from the uploaded textbook pages. You may write out or type your solutions; whichever you choose needs to be uploaded and turned in to this assignment. Show as much work as is possible -- if you needed to reorder a data set to identify quartiles, write out or type the newly ordered list, etc. If you use the applet from the textbook website, please take a screen shot of the data output and paste it into your answer document (using Google Docs is probably your best bet).

Answer key posted 09/18/2020 (08:24 AM). No additional submissions will be accepted. Please look this work over and compare with the answers you provided. Also, notice how my IQR and SD interpretation statements are almost all identical, I just had to change the name of the variable, numerical calculations, and units of measure. BE CONSISTENT!

We'll use a very loose definition of "visited" here: if you have traveled through a state by car or boat, landed in an airport, or otherwise set FOOT in a state, then count it as a state you have visited. Flying over a state does not count. Get a good map of the United States and make as accurate a count as possible. You will be provided with this information as part of your Unit 1 Assessment.

For our purpose, a trip will be defined as going to a place. So, if I fly from New Orleans to New York City, this is one trip (even if I had a layover and boarded a new plane). My return flight from New York City to New Orleans would be considered another trip. So, in all, my flight to and back from New York City will be counted as 2. Please be as accurate as you can. You will be provided with this information as part of your Unit 1 Assessment.

Your first Delta Math assignment has been posted; it covers working with VERY small data sets to determine mean and median. It also works with you to discover these features using frequency distribution tables, and not just raw data. Moving forward, you will see more assignments in Delta Math, as we begin to work more with mathematical calculations on numerical data.

If you have not already done so, you must create an account in Delta Math using your ppsbstudent.org Google Account and my code (989706). When you navigate to www.deltamath.com, click "Create Account" in the upper right corner and select "Student" in the drop down. Enter the teacher access code I provided you and fill in the remaining relevant information. Again, you must use your ppsbstudent.org Google Account for your login information.

Once you have registered, or if you are already registered, you will see your assignments with their due dates and topics on the landing page after signing in. Click the name of a topic to completed the problems. Once you have completed the work in Delta Math, return here and click "Mark as Done" in the Google Classroom assignment.

Please read the attached article and watch each of the videos posted below.

Answer problems 6-12 from the PDF titled "Traveling to work..." using the Google Doc attached.

UPDATE 09/08/2020 - An answer key for the selected textbook problems is being uploaded with this assignment as a PDF, therefore no additional submissions will be accepted for the homework.

Watch my video that discusses the measures of center in detail, as well as shows you how to calculate or identify these measures, both mathematically and visually within a distribution's graphic display (specifically dot plots and histograms). This video is quite long, however these are the foundational measurements of statistics.

Complete the problems 4-18 from the attached PDF, and use the blank Google Doc that is attached to submit your answers.

Answers have been posted as a PDF (09/09/2020 @ 01:11 PM). No further submissions will be accepted for the homework.

I have attached three videos for you to watch. The videos cover how to use Google Sheets to organize your data, create a stem and leaf plot, frequency distribution table, and histogram. I have provided a raw data spreadsheet for vehicle fuel economy in Google Sheets.

With this data, you are to create a stem-and-leaf plot, frequency distribution table, and histogram based on the steps I covered in the videos.

In yesterday's activity (due today by 2:30 PM), you looked at ways to classify variables as either categorical (qualitative) or numerical (quantitative). We will typically be using numerical data, or we will find a way to make the categorical data into numerical. For instance, if you variable is political party affiliation, we would record responses such as democrat, republican, independent, etc. If we wanted to apply math to these response values, we could count up the number of people who responded each way.

Today, you will be looking at ways to work with numerical data. You will see three different methods of organizing quantitative data: stem-and-leaf plots, frequency distributions, and histograms (which look a bit like bar graphs).

Tomorrow, I will post a Google Form for you to submit your answers to the embedded Exercise questions from the lesson packet.

Please read the attached notes on classifying data. There are three exercises within the notes (1.1, 1.2, and 1.3). Please use the attached Google Form to classify the different type of data discussed in the numbers 1-10 for these exercises. Take note of the due date. Since I have posted this material at an abnormal time, I will be giving you guys more time than normal.

Please upload a photo or scan of your Syllabus Acknowledgement Form, which is the last page of the syllabus you picked up in the gym. Under "Your Work", click "+ Add or create". In the drop down, choose "File", and upload a picture or scan of your completed form. Once you have attached your completed document, click "Mark as Done" to send the work to me.

Please read the attached PDF titled "Introduction to Statistics".

When you are done, you should look over the third attachment titled "ST-UNIT 1-Lesson 8 (Modified)". This attachment is an example of document analysis, a data collection method defined in the slides. It includes and article on types of oranges and a data collection table that extracted data from the article. You will use this as an example to complete your own data collection table.

The second attachment is a link to an article from Forbes.com. The articles compares five different television models from 2019. Your job is to use the attached data collection table in Google Docs to extract information from the article. Again, look to the data collection table about the oranges article as a template for this. Notice where and how information was placed in the example table as you collect and organize data from the television article.

As we will be engaging in virtual instruction, I may not have as many opportunities to get to know you. Please complete the attached survey to give me some information regarding your history with math classes.