Hi all,
The Baltimore City Public School System internet filter has blocked my website, citing it as a "personal site/blog". I cannot access it at school to update it, and students cannot access it at school either (though you can access it at home!) I'm working on getting them to unblock it, but I've heard rumor that this is a difficult/impossible task. I'll do what I can, but not being able to access it at school makes it very difficult for me to update the site. By the time I get home at around 5:30/6 pm, I'm more focused on dinner and family time than on remembering to update my site. We began today by looking at the Chapter 4 Overview and setting up our ISN's for the new chapter. We then began with LT #24 - designing and performing simulations with a random number table and stating conclusions in context. We flipped back and forth between a foldable and some basketball simulations. Here is a blank copy of the foldable: The example simulations that we looked at in 5th period can be found here. And the examples that we did in 6th period can be found here. You'll have to ask a friend for the completed simulations (we finished simulations 1 and 2, began simulation 3, and will complete simulation 4 tomorrow). The homework tonight is: a) complete simulation 3 b) LT #24 worksheet (embedded below) Today you took the Chapter 3 Test and tomorrow we move on to Chapter 4. Get excited!!! Here's a photo of a puppy wearing sunglasses to hold you over until tomorrow: We began class by reviewing any questions that students had about the height/weight homework that you all completed last week. We also briefly discussed some lingering questions about yesterday's FRAPPY on impact rate and crater age. Then, we reviewed the Learning Targets that will be TARGETED (get it!?) on tomorrow's test. I've included the slideshow that we looked at in class below. Your only homework is to study for the test!
Today I handed out a detailed answer key for the height vs. weight assignment. Your homework tonight is to carefully look over your work and compare it to the answer key. We'll begin class tomorrow by clarifying any misconceptions about the homework specifically, and then generally about the Linear Regression chapter. Your test for Chapter 3 is this Wednesday. Here is the homework answer key: We then spent some time analyzing, answering, and then scoring a FRAPPY. First, you all were given 5 minutes to read the FRAPPY and analyze the intent of each part of the FRQ. You then got into groups of 3-4 to discuss the intent of each question and then we discussed our answers as a whole group. Only then did you work in your groups to actually answer the questions. Finally, your group scored another group's work using the AP Scoring Guidelines. We'll talk some more about this tomorrow, and clarify what is expected in each part of the FRAPPY.
Today we investigated the association between the number of spaces from GO a property is in the game Monopoly and the cost of rent + hotel for said property. The following work was put on page 51 of the ISN. As a review, students described the association between the two variables and then classified and analyzed the outlier. We then constructed a residual plot using the calculator and found that the data WAS NOT LINEAR! Uh oh! We then took some notes and looked at another example (Arizona State Tuition from 2000-2010), and discussed at a pretty bare bones level how to deal with transformed data. Remember, we will not be transforming bivariate data in this class, but we do need to know how to do all of the same analysis that we've done previously, but with a transformed model. Here is a photo (probably fuzzy - I'm working on it), of the notes on page 52 of the ISN today. There's no official homework tonight, but you should be reviewing LT #18-22 in preparation for Monday's MEGA QUIZ!
So far we've discussed the idea of "strength" of a linear association pretty vaguely. Today, we're quantifying the strength of the LINEAR association between two variables by calculating r, the correlation. First, we looked at the association between students' heights (inches) and handspans (cm). Here is the scatterplot of that data that we created in Period 6: We then converted all heights and handspans to z-scores and constructed that scatterplot: Notice that the form, direction, and strength of these scatterplots are the same - just the axes/scale have changed. We discussed that points in the first and third quadrant are indicating a positive association, and points in the second and fourth quadrant suggest a negative association. We multiplied each person's z-scores and then found the "averages" (we divided by n-1 rather than n, just as we did when calculating the standard deviation). This average is the correlation, r. It is also the slope of the line of best fit for the z-scores, but we'll come back to that in a week or so. After discussing our data, we formalized what we had determined about correlation by taking the following notes: Here is a blank copy of the foldable: And here is a copy of the homework that is Due THURSDAY, October 16th. Ignore the due date and LT #'s that are on the document. We started Chapter 3 today! Chapter 3 is called "Describing Relationships" because we'll be analyzing the relationship between two quantitative variables (bivariate data). And here is a blank copy of the Chapter 3 Overview for your convenience: We then created a foldable that shows us how to construct a scatterplot by hand and with the calculator, and how to analyze patterns that we see in the scatterplot by discussing the form, direction, strength, and unusual features in the association. Finally, we started predicting what scatterplots would look like based on the given explanatory and response variable. In class, we reviewed "drug dosage and pain relief" as a whole group and put our sketch of the scatterplot and a brief analysis of form, direction and strength on page 35 of our ISN's. Your homework is to complete the five other scatterplot predictions. Have a wonderful weekend!!
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AuthorMrs. Secor teaches Pre Calculus and AP Statistics at the Baltimore Polytechnic Institute. Archives
February 2015
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