Resources by Anna Martin - ��Ӱֱ��

BYOP Sampling: Sample from your own population file

Anne Patel — Wed, 17 Aug 2016 04:35:31 +0000

site has links to this sampling tool that allows teachers to use their own data.

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Conducting and assessing experiments for 3.11

Rachel — Tue, 06 Nov 2012 01:33:03 +0000

This workshop provides guidance for conducting and assessing experiments for the new standard AS 3.11. In particular, the use of experimental design principles, informed contextual knowledge and the practical aspects of co-ordinating student-designed experiments will be covered. Ideas for investigations involving experiments are shared and advice for incorporating this standard into a Year 13 teaching and learning programme are shared.

/wp-content/uploads/2013/01/3.11_Anna_Martin.2012.Nov_1.mp4

Resources:

This presentation was part of the 2012 Statistics Roadshow.

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Questionnaire design – Anna Martin & Jacob Le Roux

Rachel — Sun, 16 Sep 2012 03:20:44 +0000

A presentation outlining the difficulties and skills required to design a good questionnaire.

Resources:

PowerPoint

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Bear hugs 3

Rachel — Wed, 23 Feb 2011 01:07:20 +0000

Do boys have longer arm spans than girls?

A comparative analysis investigating the lengths of armspans of boys and girls. Students use a variety of displays and summative statistics and are led through how to write appropriate conclusions.

Resources:

See Bear Hugs 1 and Bear Hugs 2 for previous iNZight instructional videos

Achievement Objectives

Level 5
- S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
  - B considering sources of variation
  - D using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets
  - E comparing sample distributions visually, using measures of centre, spread, and proportion

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Bear hugs 2

Rachel — Sun, 20 Feb 2011 13:01:10 +0000

This activity expands on Bear hugs 1 in which we investigate the length of our armspans. Students explore the relationship between arm span and age and are introduced to scatterplots, strength of relationships and variability within data sets.

Resources:

See Bear Hugs 1 and Bear Hugs 3 for previous iNZight instructional videos.

Achievement Objectives

Level 5
- S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
  - B considering sources of variation
  - D using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets
  - E comparing sample distributions visually, using measures of centre, spread, and proportion

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Bear Hugs 1

Rachel — Mon, 21 Feb 2011 01:47:25 +0000

To give an awesome bear hug you need really long arms so that your arms get all the way around the person you are hugging.

Does the average student have arms long enough to give a bear with a circumference of 160cm a hug?

In this activity you will explore how long the average arm span is and if it is bigger than the 160cm required to hug a bear. Students use data from the ‘Nosey parker’ activity (24 students from the C@S website) to construct appropriate displays and calculate and interpret sample statistics. They assess the distribution shape and use their analysis to make an inference about the population of students’ armspans.

Resources:

Achievement Objectives

Level 5
- S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
  - B considering sources of variation
  - D using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets
  - E comparing sample distributions visually, using measures of centre, spread, and proportion

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8 glasses per day?

Rachel — Sun, 20 Feb 2011 23:52:47 +0000

Do you drink 8 glasses of water per day? This is the recommended number of glasses of water we should drink each day.

Do New Zealand students drink water regularly? Can you predict what a graph of a sample of students will look like?

This activity uses a question from the 2005 database, to view this data in data viewer you must select from the Census at School 2005 population.

Students use the PPDAC cycle three times to investigate this question using increasing sample sizes and data from Census @ School. In each situation, they explore the distribution shape of their samples and make an inference of the population of NZ students.

Resources:

Level 4

Achievement Objectives

Level 4
- S4-1Plan and conduct investigations using the statistical enquiry cycle
  - A determining appropriate variables and data collection methods
  - B gathering, sorting, and displaying multivariate category, measurement, and time-series data to detect patterns, variations, relationships, and trends
  - C comparing distributions visually
  - D communicating findings, using appropriate displays

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