Adv Statistics Summer 2019 Packet - Lincoln School ...
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Adv Statistics Summer 2019 Packet
Welcome to Advanced Statistics! I am looking forward to having you in class in the fall. To prepare you for the
class and be able to cover all the material properly, summer work is required (Chapters 1 - 2.1 of our textbook,
some data collection, and some TED talk videos). The summer packet will be collected the first day of class and
graded (as a Homework assignment) for both completion and accuracy.
Each student reads and learns at a different pace. This is a typical assignment load for a 2-week stretch of
Statistics.
Statistics is as much a writing course as it is a math course. Explaining in complete thoughts (sentences) is
required on this assignment and throughout the course. Often, questions will require you to comment on what
your graph tells you (so again, write clearly and in complete sentences when applicable).
What you need:
1. Intro Stats: DeVeaux, Velleman, and Bock, 4th edition
2. A graphing calculator, (TI -84/83),
3. Stats 2019 Summer Work Assignment Packet
4. Access to the internet to watch a couple Ted talks
Alan Smith: Why you should love statistics
Mona Chalabi: 3 ways to spot a bad statistic
Hans Osling: Let my Data Set change your mindset
To be printed out and turned in first day of class
1. All About Me Data
2. Discussion Questions to ted Talk videos - complete sentences
3. Chapters 1 – Study Guide - Chapters 1 – Exercises
- Neatly done in order assigned , clearly identified.
Caution about Academic Integrity: DO NOT copy the answers to any assignment from sources you find on the
internet or other students. Doing so will be considered plagiarism. While having the answers available can be
used as a guide, if you do not practice these skills, it will be evident when you take your test. The textbook gives
answers for the odd problems, but you need to show all work done to derive the answer; and answers must be in
your own words!
If you have any questions or difficulties, please email me. If you need help using your calculator or can’t seem
to get it to work...read the manual, look up youtube videos and if those don’t work then email me.
If you lost your packet, this letter and the other documents will be available on the Lincoln school Web page.“All about Me” Data Collection Activity - give an estimate first (if appropriate), then go measure, time or count Data Estimate Actual Information Age (as of Sept 1, 2019 to the nearest 1/2 year) n/a Height (in inches to the nearest half inch Number of TV’s in household Number of phones in household Number of Pets in household ((identify whether they are dogs, cats, birds etc. in the last column) Distance from School (in miles to the nearest half mile) Number of Siblings n/a (list names in the last column) *Number of Pairs of Shoes-Student *Number of Pairs of Shoes –Mother (or female family member) *Number of Pairs of Shoes-Father (or male family member-(specify which in the last column) Number of ADV Courses this year n/a Number of Sports you play n/a Number of Books you read this summer Number of US States you have ever visited Length of time in shower (yes! Time yourself)
TED TALK Discussion Questions 1. Of the three talks you watched, which did you find most engaging and why? Please cite specific reasons. 2. In Alan Smith’s talk, “Why you should Love Statistics”, he mentioned his concern about Numeracy literacy in adults. Pick a side and make an argument for or against the need for adults to have basic numeracy given modern technology. 3. Smith’s talk centered on the misperception of certain statistics and why that was a concern. Given the current political climate does this seem like a relevant concern? Please give examples. 4. What were Mona Chalabi’s 3 ways to spot a bad statistic? Did you have any questions about those points? 5. Why did Chalabi believe it important that the government continued to collect data and calculate statistics. 6. What is the thesis of Hans Oslings presentation. What are some examples he gives. 7. Hans Osling’s presentation only gave data until 2007. Go to his website GapMinder and see how the data has changed since 2007. Pick 3 of the graphs he presented and discuss any changes 8. Did any of these talks spark an interest in something you would like to learn more about? If so what and why? 9. From what you already know about statistics, data, and dissemination of data, what would you like to learn more about and/or what questions do you have that you might like to explore this year?
TEXT BOOK WORK
READING Assignment Study Guide Textbook problems
Questions (on separate paper)
(Answer on Guide)
1. Read INTRO Stats: 1.1, 1.2 # 1-12 P 10 #15, 18,
2. Read 1.3 #13-17 Pg. 7 “Just Checking” #’s 1 and 2;
P 12 # 21-24, 33
4. Read Stats: page 2.1 #1-10
We will finish the rest of ch 2 in classStudy Guide
Chapter 1: Stats Starts Here
Key Vocabulary:
• Data • Case • Participant
• Record • Population • Quantitative Variable
• Data Table • Respondent • Experimental Unit
• Variable • Identifier Variable • Unit
• Context • Subject
• Sample • Categorical Variable
1. What are data?
2. Give one example of numerical data.
3. Give two examples of data that are not numerical.
4. What is context, and why is it important?
5. What is the purpose of organizing data into a data table?6. What are the “Five W’s” of data collection? 7. Where are the “Who’s” usually found in a data table? 8. What do the “Who’s” in a data table tell you? 10. Where would you usually find the “What” in a data table? 11. What does the “what” in a data table tell you? 12. What are variables in a data table? 13. What are categorical variables?
14. Are categorical variables always non-numeric? Explain. 15. What are quantitative variables? 16. Categorical and quantitative variables might both be represented by numbers. What do quantitative variables contain that categorical variables do not? 17. Is “age” a categorical or quantitative variable? Explain and give examples to support your reasoning.
STUDY GUIDE Chapter 2: Displaying and Describing Categorical Data Key Vocabulary: • Area Principle • Marginal Distribution • Relative Frequency Bar • Categorical Data Condition • Distribution Chart • Frequency Table • Conditional Distribution • Segmented Bar Chart • Contingency Table • Bar Chart • Pie Chart • Relative Frequency Table • Independence • Simpson’s Paradox (in class) 1. What do the two columns of a frequency table represent? 2. How is a relative frequency table similar to a frequency table? 3. How does a relative frequency table differ from a frequency table? 4. How do frequency tables and relative frequency tables describe the distribution of a categorical Variable? 5. How do bar charts obey the area principle?
6. What information does a bar chart provide? 7. Should the bars of a bar chart touch? Why or why not? 8. How does a relative frequency bar chart differ from a regular bar chart? 9. What type of chart would I use for categorical data if I wanted to compare individual categories to the total? 10. Before making a bar chart or pie chart, first be sure that the data is _________________. Also, make sure that the categories do not ________________. 11. What information can be found in a contingency table?
12. What is a marginal distribution? 13. What is a conditional distribution? 14. What does it mean for two variables to be independent? 15. How can you tell that two variables are independent by looking at a contingency table? 16. Describe how to make a segmented bar chart.
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