These web-based activities were developed, during summer sessions from 1997 through 1999, by students at Mainland High School, located in Daytona Beach, FL. As part of Mainland's CCTT grant, the students were given permission by the book's publisher to convert the ancillary materials of the County's adopted Algebra 1 Textbook into html format.
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:
Procedure:
Each student should record the required data the night before. Teachers need to instruct the students 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). Instruct the class that they should all use a same common period of time when they compare the number hours spent reading books to the number of hours spent watching TV.
Setup:
The raw data needs to be shared as a class at the beginning of the class. It will be used throughout the activity.
Data Recording and Analysis:
1. Enter the class data below.
| Student | Heart Beat | Body Measurements (in inches) | Entertainment/Relaxation (in minutes) | |||||
| Resting AM | Resting PM | Post Exercise | height | forearm | shoe size | reading books (hr) | TV watching (hrs) | |
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Heart Beat
2. Working in groups of 3 students, each member of the group will enter his/her resting AM pulse rate in the List 1 in a commonly-shared group calculator. 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: __________
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What is your window?
Min = __________ Max = __________ Q1 = __________ Q3 = __________ Median = __________ |
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 21 (input all the class data) and graph it again. How did ymax 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. Test your hypothesis by entering resting rate into List 1, and post exercise into List 2. Then plot a scatter plot to test your hypothesis.
Body Proportions
1. Again, working in groups of three, each member should enter all of the class 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: __________
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What is your window?
Label the x- and y-axis on your graph. |
2. 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? __________
3. When would you want to use this type of statistical plot? __________
4. How could you use the picture this plot gives to draw inferences on this group? __________
TV or Reading
1. In this round you will be making two box and whisker plots in the same graphing windows. Enter the data for number of hours spent reading books in List 1 and enter the number of hours spent watching TV in List 2.
Title: Book Reading Time or TV Time
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Books: TV: Q1 = __________ __________ Q3 = __________ __________ Min = __________ __________ Max = __________ __________ |
2. What does this picture tell you about reading versus television time for your sample population?
Copyright 1997-1999: html adaptation
Career Connection to Teaching with Technology