INTRODUCTION:

In this activity the students will take the information collected from questions answered the night before as homework to create box & whisker plots and histograms. The purpose is for the student to become very familiar with data, how to organize it, how to enter it into the calculator to create statistical plots, and to understand the meaning of those plots.

MATERIALS:

Sheet of data questions completed by each participant

TI-82 or TI-83 calculator

Graph paper and pencil

SETUP:

The raw data needs to be collected as a class at the beginning of the class. It will be used throughout the activity.

PROCEDURE

Attached questionnaire should be distributed the night before this activity. Instructions should be given on how to take pulse for 15 seconds and multiply by 4 for the heart rate. Pulse can be taken at the neck or on the wrist. (Avoid using your thumb to take a pulse as this can duplicate the beats counted.)

DATA RECORDING AND ANALYSIS:

Heart Beat

1. Enter the class data below.

2. Working in groups of 3 students, each in the group will enter one of the pulse rates in the List 1. Enter Stat Plot through 2nd Y= and select the fifth type. Once you have a graph, draw it below, title it, label the four quartiles, and remember to identify  your window.

Title:

3. What do the quartiles represent?

4. Predict what would happen to your plot if the highest rate in your class had a heart rate of 25 beats higher than its present number.

5. Now increase the maximum value in the list by 25 and graph it again. How did our quartile numbers change? Were your predictions correct?

6. Looking at the resting heart rate compared with the exercise heart rate, do you think there is a good correlation between those numbers for the class? In other words, could you, with fair accuracy, predict a person's post exercise heart rate given his/her resting heart rate?

7. Enter resting rate into List 1, and post exercise into List 2. Then plot a scatter plot to test your hypothesis.

Body Proportions

1. Enter below the data for height to nearest inch, shoe size and length of forearm in inches.

2.  Again, working in groups of three, each should enter the data for student height, shoe size, or forearm length into List 1. Make a histogram of the information by entering Stat Plot through 2nd [STAT PLOT]  xlist is List 1, and the frequency is 1. Draw your plot below. Remember to label your windows and title the graph.

Title:

3. Was there a most common number for your graph?     What is it?

What is the range of numbers for your study? (high to low)

Why do you think the range is not a very large number?

4. When would you want to use this type of statistical plot?

5.  How could you use the picture this plot gives to draw inferences on this group?

Books v. TV

1. Enter data below. Multiply the number of hours of TV viewing by 7 before entering.

2. This time you will be making two box and whisker plots in the same graphing windows. Enter the data for number of books read in List 1. Enter the hours of TV in List 2.

For plot 1 select the second box and whisker plot, xlist = L1   For plot 2 select the second box and whisker plot, xlist = L2 Frequency in both plots is 1 Set your window data for x by the lowest and highest numbers in either List 1 or List 2. The y values can be (0, 5). GRAPH Sketch your statically plot below. Label each plot as "books" or "TV".

Title: Books v. TV

3. What does this picture tell you about the reading versus television time for this sample population?