Information for teachers This PowerPoint presentation gives some examples of analysis statements....
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Transcript of Information for teachers This PowerPoint presentation gives some examples of analysis statements....
Information for teachersThis PowerPoint presentation gives some
examples of analysis statements.Students own answers will differ based on
their choice of investigative question.This PowerPoint is editable so can be
changed to suit the wording you choose to use with your class.
Further sample analysis statements (especially at Excellence level) can be found in the assessment schedule.
www.education.nzta.govt.nz
Writing analysis statementsYou need to write statements about what
you observe in your graphs and from your summary statistics about the distributions.
Statements must be comparative, i.e. The statements must compare the distributions for the numerical variable for the two groups.
Statements must use correct statistical terms and include values (evidence).
Aim to write five comparative statements about what you notice about your data.
Features of distributionsLook for the following features:
◦ shape, ◦ middle 50%, ◦ shift, ◦ overlap, ◦ spread, ◦ unusual or interesting features.
Tired vs Reaction Time - centreThe box and whisker graph
shows that the centre of the distribution of reaction times (median) for those that are tired is longer at 393 ms than for those who are not tired (294 ms).
Category
Min LQ Median
Mean
UQ Max
NotTired
177 227 294 312 386 501
Tired 220 299 393 417 557 598
Texting vs Reaction Time - centre
Write your own statement similar to the one on the previous slide
Category
Min LQ Median
Mean
UQ Max
NotText 177 227 263 279 300 457
Text 287 381 458 460 557 598
Tired vs Reaction Time - spreadThe interquartile range for the
reaction times for those who are not tired (159 ms) is almost 100 ms less than the interquartile range of reaction times for those who are tired (258 ms). This means that there is more spread for the middle 50% of reaction times for those who are tired than for those students who are not tired.Categor
yMin LQ Media
nMean
UQ Max
NotTired
177 227 294 312 386 501
Tired 220 299 393 417 557 598
Texting vs Reaction Time - spread
Write your own statement similar to the one on the previous slide
Category
Min LQ Median
Mean
UQ Max
NotText 177 227 263 279 300 457
Text 287 381 458 460 557 598
Tired vs Reaction Time - overlap I can see from the box and whisker
graph that there is some overlap of the middle 50% of reaction times for those that are tired with the middle 50% of reaction times for those that are not tired. The lower quartile for the reaction times for those that are tired (299 ms) is slightly slower than the median reaction time for those students who are not tired (294 ms). This tells me that at least 75% of reaction times for students that are tired are slower than the fastest 50% of the reaction times for those students who are not tired.Categor
yMin LQ Media
nMean
UQ Max
NotTired
177 227 294 312 386 501
Tired 220 299 393 417 557 598