Scribd
Upload
90 views5 pages

Data Driven Decisions

Marine biologists sampled the lengths of 100 rainbow trout fish from the Lower Deschutes River in Oregon in 2009 and 2015. The data is presented as back-to-back stem and leaf plots. Analysis of the data shows that the mean length of fish decreased between 2009 and 2015. The box plots also indicate that the middle 50% of fish lengths in 2009 were longer than in 2015, revealing a trend of decreasing fish sizes over time. This data connects to the global context of fairness and development by helping to establish trends in the fish population that could be caused by environmental changes impacting the ecosystem.

Uploaded by

a
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
90 views5 pages

Data Driven Decisions

Marine biologists sampled the lengths of 100 rainbow trout fish from the Lower Deschutes River in Oregon in 2009 and 2015. The data is presented as back-to-back stem and leaf plots. Analysis of the data shows that the mean length of fish decreased between 2009 and 2015. The box plots also indicate that the middle 50% of fish lengths in 2009 were longer than in 2015, revealing a trend of decreasing fish sizes over time. This data connects to the global context of fairness and development by helping to establish trends in the fish population that could be caused by environmental changes impacting the ecosystem.

Uploaded by

a
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

MYP-YEAR: 5

UNIT 1: Reasoning with data


GLOBAL CONTEXT: Fairness and development
EXPLORATION: Data Driven Decisions

Name: Date:

Marine biologists studying the health of the ecosystem in the Lower Deschutes River in Oregon, U.S.A. sample the
rainbow trout fish population in the river every few years. The back-to-back stem and leaf plot below compares the
lengths of one hundred sampled fish in the river in 2009 and in 2015.

1. Given that the sum of fish lengths for 2009 is 3610.5 and the sum of fish lengths for 2015 is 3386.6,
find the mean length of fish in 2009 and in 2015.

2. Find the position of the median value in both data sets. Then, find the median fish length for each year.

3. For which year is there a greater difference between the mean and median? Looking at the data sets, explain why this
greater difference between the mean and median exists for that year. As a result, justify which measure of central
tendency is a better representation for the middle of that data set?

4. Find the position of Q1 and Q3 for the 2009 data set. Then, find the first and third quartile fish lengths.

5. Find outliers for the 2009 data set.

PSG/MYP-5/2022-23/Reasoning with data


6. The box and whisker plot for the 2015 data is given below.
On the same grid, draw a box and whisker plot for the 2009 data set. Mark any outliers appropriately.

Lengths of sample fish


2009

Lengths of sampled fish

2015

7. a) Between what lengths are the middle 50% of fish in 2009 and in 2015?
b) The statement of inquiry for this unit is: How populations are represented can help to establish underlying
relationships and trends in a population.
From the perspective of a marine biologist, observe the box plot representations of data above. Describe a trend that is
occurring in the rainbow trout fish population. Refer to your values in a) when answering.

8. List at least four potential causes for the observed trend.

9. Considering your answers to questions 7. and 8., discuss how the collection and analysis of this data connects to our
unit’s global context.

10. Is the rainbow trout length data discrete or continuous? Justify your answer.

11. Complete the frequency table for the 2015 data set.

PSG/MYP-5/2022-23/Reasoning with data


12. Justify your choice of inequality symbols ( ¿∨≤) for your class intervals in the frequency table.

13. Find the estimated mean for the 2015 data set using the frequency table.

14. Compare your estimated mean to the actual mean calculated in question 1. Comment on the degree of accuracy of
the estimated mean by referring to the class intervals. What would have to change about the class intervals in order to
produce a less accurate estimated mean? Explain.

15. Create a cumulative frequency curve for the 2015 data set.
Label both axes. Mark the plotted points clearly before sketching the curve.

16. The cumulative frequency curve below shows data collected in the river in 2017 for a larger sample of fish.

PSG/MYP-5/2022-23/Reasoning with data


For each question below, show calculations and use a ruler to add lines to the 2017 curve above.
a) What was the median fish length? b) What is the length of a fish at the 40 th percentile?

c) What percent of fish are 38 cm in length or less? d) What percent of fish have a length between 33 and 36 cm.?

17. Compare the shapes of the 2015 and 2017 cumulative frequency curves. What trend in fish lengths is evident over
these past two years?

18.

19. Use your frequency table from question 11. to create a histogram for the 2015 data set.
The histogram nearly has what is called a “normal distribution”. When data is normally (or nearly
normally) distributed, a “bell curve” can be used to represent it as shown in the diagram on the right.

NOTE:

Normal distribution curves allow for easy estimation of


the percentages of data that lie above and below a
certain value. Consider the image below where the
center is the mean value and each unit to the right and
left is 1, 2, or 3 standard deviations from the mean.
The percents labelled show what percent of data lies
within that range.

PSG/MYP-5/2022-23/Reasoning with data


For example: 34% of all data lies between the mean and a value that is one standard deviation above the mean.

Using an approximate mean of 33 and standard deviation of 6, sketch a normal curve to represent the 2015 data. Mark
the horizontal axis with the mean and the values that are 1, 2, and 3 standard deviations from the mean in both
directions.

50% + 34%
= 84%
15 21 27 33 39 45 51

PSG/MYP-5/2022-23/Reasoning with data

You might also like