Chapter 1:
In the Chapter One project I was in a group with McKenzie and Dylan. We did a qualitative, nominal study where as we gave four soda pop options and amongst our stats class we had a simple random sample vote. We followed up with making a pie chart so it was easier for students to visualize which pop was most popular. Chapter 2: In the Chapter Two project I was in a group with Holly and Nick. For this project we chose a set of high school girls race times from the CMAC Jamboree #2 meet at Saranac High School to study. This gave us a wide range of numbers with several different times rather than getting many of the same. By doing this type of study it was a great visualization for runners to see where they may be "ranked" in a CMAC race. This project broke down into several different categories showing percents, different time intervals, time occurrences, percent finishing at the same, frequency and boundaries. Chapter 3: For this project, my partner Victor, and I did a simple random sample from freshmen-seniors at Fowler High School to figure out the range of screen-watching there is on average throughout our school. By screen-watching we meant anything from video games to watching TV- excluding the cell phone. We made a box and whisker plot to see our mean, median, range and mode. We also made another box and whisker excluding our outliers. Chapter 4: For our Chapter 4 project Dante was my partner. This was very interesting to record and view how many weapons were in each home. By weapons we meant either guns or bows, trying to keep it school appropriate. We surveyed freshmen through seniors once again and found that there were outliers so we took those out to make a scatter plot with a more accurate R value. R being an average number. Chapter 5: What happens when you flip a coin and roll a die at the same time? For this chapter project, with my partners Brooke and Viktor, we tested the probabilities and chances of getting a five and a tails at the same time. This project was a little more tricky than the rest because there were categories we couldn't complete with our circumstances, therefore, that is why there is different examples near the end of our project. Chapter 6: For this project, Jacob and I worked hard at two different parts. The first part being a specific set of data and the second part being another set of data. With this chapter, the whole point of understanding was to figure out "If there are 15 people in this race, what are the chances that I would be in the top 3?" So with all our calculations we had to come to conclusion of what the likelihood was. Super, super interesting project! Chapter 7: This chapter me and my partner, Liz, collected data around the high school to figure out how many pets one household has. In conclusion, this chapter was all about finding almost like "what percentile are you in" likewise, after our calculations, we found that 82.1% of the people in our Fowler High School, have more pets than I do (1). Chapter 8: Chapter 8 was more than interesting. Have you ever wondered "With how much confidence can I say that statement is true?" Well, now you can figure it out! This was interesting to me because you can find out how confident answers are. For example, I could say "With 95% confidence, the interval is between 85 < mu < 145. Chapter 9: Have you ever wondered how true an article is once it is dated? For this project, my partner Kenzie and I did some calculations to see how true and up to date the Facebook Article information was. We surveyed 30 random people in our school and came to conclusion that.... hit the link and check it out! |