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Stats Project Bringing It All Together!

This document outlines the requirements and grading structure for a stats project. It will be completed in 4 parts: I) a proposal, II) a data report, III) exploring the data through graphs and preliminary conclusions, and IV) analyzing the data through appropriate statistical tests and concluding. It also provides guidance on collecting and presenting data, explains the process for analyzing other groups' projects, and notes for teachers on organizing the paper workflow and grading.

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Renee Edwards McKnight
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107 views4 pages

Stats Project Bringing It All Together!

This document outlines the requirements and grading structure for a stats project. It will be completed in 4 parts: I) a proposal, II) a data report, III) exploring the data through graphs and preliminary conclusions, and IV) analyzing the data through appropriate statistical tests and concluding. It also provides guidance on collecting and presenting data, explains the process for analyzing other groups' projects, and notes for teachers on organizing the paper workflow and grading.

Uploaded by

Renee Edwards McKnight
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Stats Project Bringing it all together! I.

Report Proposal (10 points) Due date: _______ Your question of investigation, how you plan on getting your data and your population of interest. After you turn it in, I will help you fine-tune your idea until you have an AP cali er idea. II. Data Report (35 points) Due date: _______ !his section should e a thorough e"planation of how you collected your data and e a eautiful e"a#ple of how #uch you$ve learned this year a out the difficulties getting a representative sa#ple. %"a#ples of what you should include are: &ow you collected your data 'hy you are confident your sa#ple #atches your population (iases avoided and not avoided A copy of any survey that was filled out A description of who you thin) your results generali*e to Your data: either in +%"cel, for#at or in a ta le-#atri" su##ary. III. Exploring the Data (35 points) Due date: _______ !his section should e an outstanding e"a#ple of e"ploratory data analysis .the first unit in our te"t/. 0raphs should show the co#parisons etween all relevant groups you are co#paring. You should state any preli#inary conclusions that can e drawn y using your eye alls. 0raphs and statistics of your data Descriptions of the graphs and statistics. Your graphs can e done y hand. !hey should e very neat. Your description should e typed.

I1. Analy ing the Data (35 points) Due date: _______ Analy*e your data using whatever #ethod.s/ is appropriate for your data. Your conclusion should e nicely written using all appropriate statistical support. 2e#e# er that confidence intervals can e a powerful #ethod for co#paring different groups. &ypothesis !est .with conditions chec)ed/ and-or 3onfidence Intervals .with conditions chec)ed/ and-or 2egression Your 0rand 3onclusion4 1. Analy ing other gro!ps (35 points) You will analy*e each other group$s pro5ects on the very last days of class. 6a)e your own copies of anything yo! t!rn in. 7nce you turn in one part of your report, I need to )eep it, ut you will still need it to finish the other parts. Please type your reports.

0roup 8 ______ .no na#es/ 9uestion of Investigation:

Population:

&ow the data was collected:

&ere$s our data: 9uantitative Data is in calculator 8 _________ "R 3ategorical data is listed elow-attached:

Your 0roup 8 ______

0roup 8 (eing Analy*ed: _____

I. !o answer the question of investigation, what procedure.s/ need to done: You #ight 5ust need one procedure. 7r, if the pro5ect analy*es #ultiple questions-varia les, you #ight need #ore than one. Please list the na#e of each test-interval-regression, along with the groups eing co#pared-analy*ed: Num. %": <. ;. =. >. ?. Name ;-#ean t-test Description #ean of fe#ale 0PA and #ean of #ale 0PA

II. @tate the p-value or interval or regression results for each procedure:

III. 3onclusion. 'hat is the answer to the question of investigation, ased on the result.s/ a ove:

!eacher Aotes: In order to handle the paperwor) side of this pro5ect, I ta)e a crate with hanging files and put nu# ered ta s, one nu# er per hanging folder. As a group starts to turn in their pro5ect, each part goes into their folder. I photocopy the group infor#ation sheet on one color paper and the final e"a#-analy*e other groups sheet on a different color. 'hen students fill out their infor#ation paper, they are not always helpful a out how they write down their data. Bor e"a#ple, they #ight disaggregate their data y gender, even though there is nothing in their question a out gender differences. I do not correct this. I want the other groups analy*ing the data to figure out how and what they have to do with the data presented. 'hen writing the proposal, students get confused a out the question of investigation vs. the questions they will as) in their survey. I have to re#ind the# frequently that their question of investigation starts with +I wonderC:, 'hen students ta)e their final, I si#ply pull an infor#ation sheet out of a folder .which stic)s out ecause its green/ and hand it to the#. If the data is in a calculator, I have #y class calculators with ig post-its on the# indicating the group nu# er. It is est to save the data in a group as well as in the @tat %ditor. !hen if a group #esses up the data, you can rescue it y ungrouping the lists fro# the archive #e#ory. 'hen students are finished analy*ing a pro5ect, I put their analysis in the folder with the rest of the wor) for that pro5ect. !hat #a)es grading very quic) as you have the pro5ect right there with the correct analyses and you can loo) over all the sa#e answers quic)ly and give each group the points they earned.

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