Terrie TeegardenSan Diego, CA, US,

April 28, 2011

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This folder contains a variety of statistical project/activities for students in a beginning algebra course.

- Mathematics > General

- Grade 11
- Grade 12
- Higher Education
- Graduate
- Undergraduate-Upper Division
- Undergraduate-Lower Division

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Table of Contents

This folder contains a variety of statistical project/activities for students in a beginning algebra course.

This is the first statistics lab. Students look at the distribution of colors in a particular candy as they increase the sample size. Each size group is illustrated using both bar graphs and pie charts. Based on their observations, the students will predict what the actual distribution for each color.
Student Learning Outcomes
• The student will construct Relative Frequency Tables.
• The student will interpret results and their differences from different data groupings.
• The student will illustrate the data using pie charts and bar graphs.

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This lab is based on one from Illowski and Dean's Collaborative Statistics book.

Students collect data and then calculate the measure of central tendency and dispersion. They create a histogram and a box plot. They look at outliers and use Chebyshev’s theorem to look at the dispersion of the data. Student Learning Objectives • The student will construct a histogram and a box plot. • The student will calculate univariate statistics. • The student will examine the graphs to interpret what the data implies.

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Using minitab (or another computer program) students simulate the tossing of a single die 500 times and then drawing a histogram. The simulation is repeated with 500 group of 2, 10, 30 and 50 dice. The average of each group is found so that there are 500 averages of 2 dice, 500 averages of 10 dice etc. A histogram of the averages for each group is created. It is important that the horizontal scale remains the same for all histograms to show the narrowing of the histogram. Students are then asked to find the mean and standard deviation for each group are compare them to the population distribution for the tossing of a single die.

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Looking at the sum of two dice, students will determine the theoretical probability for each sum and then answer some questions using this information. Next, they will use Minitab or another software package to simulate the tossing of two dice and determining the sum. Based on their simulation, they will answer a set of probability questions. Then generating a larger sample, they will investigate what happens to the experimental probability as the sample size increases.

Student Learning Outcomes: • The student will calculate theoretical and empirical probabilities. • The student will appraise the differences between the two types of probabilities. • The student will demonstrate an understanding of long-term probabilities.

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This lab is based on one from Illowski and Dean Collaborative Statistics. It has been adapted to include the use of minitab.
Given a uniform distribution from 0 to 1, students calculate the mean, median, standard deviation and quartiles.
Students then use minitab to generate data from a uniform distribution from 0 to 1 and the mean, median, standard deviation and quartiles. They then compare the theoretical and experimental results. The next step is to draw both a histogram and box plot as a way to compare the data. The experiment is then repeated with a larger sample size, and these results are compared to the other two.
Student Learning Outcomes:
• The student will compare and contrast empirical data from a random number generator with the Uniform Distribution.

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Using data on the distribution of colors from the initial candy lab, students run a goodness of fit test to determine if the data supports the company's claim about the distribution. The second test requires that the students collect information about peoples snacking preference and their gender. They then test to see if the snack choice is dependent on gender.

This lab was based on one from Collaborative Statistics by Illowski and Dean.

Student Learning Outcomes: The student will select the appropriate Chi-Squared Hypothesis Tests. The student will conduct hypothesis tests and interpret the results.

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In this lab the student will calculate and interpret the 90% confidence intervals. Then they will examine the effects that changing conditions such as confidence level and sample size have on the confidence interval. In addition, students examine the relationship between the confidence level and the percent of computer generated intervals that contain the population mean.

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Students begin by collecting data on the cost of textbooks and the number of pages in the textbook. The students will graph the data, calculate the correlation coefficient and the regression equation. Based on their findings they will then make predictions.
This lab is based on one from Collaborative Statistics by Illowsky and Dean.
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Student Learning Outcomes:

- The student will calculate and construct the line of best fit between two variables.
- The student will evaluate the relationship between two variables to determine if that relationship is significant.

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Students conduct a hypothesis test to determine if the proportion of homes in San Diego that cost more than $350,000 is different from the proportion of homes in Los Angeles that cost more than $350,000. (A minimum of 40 prices are required from each city.) The next part requires that the students determine if the cost of used textbooks is significantly lower than the new book. Data is given from the San Diego Mesa College bookstore. (see the excel file)

Student Learning Outcomes:

- The student will select the appropriate distributions to use in each case.
- The student will conduct hypothesis tests and interpret the results.

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Students are given the following situation: It is generally accepted that the mean body temperature is 98.6 degrees. If a sample of size 100 resulted in a sample mean of 98.3 degrees with a standard deviation of 0.64 degrees. Does this sample suggest that the mean body temperature is actually lower than 98.6 degrees?
Using minitab, students generate 10 sets of 100 data values from a normal distribution with a mean of 98.6 and a standard deviation of 0.64.

Students will then answer a variety of probability and area questions based on normal distribution graphs.

Student Learning Outcome:

- The student will compare and contrast empirical data and a theoretical distribution.
- Find Probabilities for specific Normal Distributions

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Students use the data for new books as absample and conduct a hypothesis test to determine if the average cost of new textbooks at Mesa is lower than $100.
The 2000 Census states that about 39.5% of Californians and 17.9% of all Americans speak a language other than English at home. Using students at your college as the sample, the student conducts a hypothesis test to determine if the percent of the students at your school that speak a language other than English at home is different from 39.5%.

Although both components are written to be used with Minitab, any statistical package can be used.

This lab is based on one from Collaborative Statistics by Illowsky and Dean.

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