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Research and Development - STATISTICIAN
Tailgating & Statistics: Your PMI Analysis Statistics: The Taste of Water (developed by ReSolve & Academy of Science) The Importance of Balance (inspired by Math=Love)
Tailgating & Statistics: Your PMI Analysis Secondary Australian Curriculum General Capability: Numeracy Australian Curriculum General Capability: Critical and creative thinking Australian Curriculum General Capability: ICT Capability Cooperative Learning Activity
1. Are you learning to drive? Tailgating can be the scariest thing you will encounter. In groups of 3 - 4 students, you are to read the following articles noting a. the terms used b. the statistics presented c. solutions? d. your reactions to the solutions provided The Conversation 16 February 2022 NRMA - How to deal with tailgating drivers or watch this video Road rules: safe distance
2. Complete a Plus, Minus and Interesting (PMI) analysis on what you have read or viewed. 3. Think about why people are non-compliant and compliant with the rules of the road and with your group come up with some other solutions (technical solutions?) besides moving over to the left. 4. Justify why the law should change to include your solutions.
Statistics: The Taste of Water (developed by ReSolve & Academy of Science) Middle Secondary
Teacher Target: Year 10 Mathematics or Science Overview
Teacher's Guide:
Local Copy PDF 4
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The Importance of Balance (inspired by Math=Love) Middle Secondary Australian Curriculum General Capability: Numeracy Australian Curriculum General Capability: Critical and creative thinking Australian Curriculum General Capability: Personal and social capability Cooperative Learning Activity Teacher You will need to conduct this test
with care - carpet, chairs and tables out of the way. Resources required: Stopwatch - online or physical You will need to decide how the students' results will be displayed in graphs.
Students 1. In a group of 3 - 4 students, you are to undertake the Stork Test and record your results. You will need to conduct this test with care - carpet, chairs and tables out of the way. The premise is that you can't stand on one leg for more than 1 minute - is this so?! You will be carrying out 4 tests -
You will be recording the results of your groups testing in Excel and also adding to the overall class results.
2. Working in pairs, time your partner first with eyes open. Record the time for the left and right legs - record which hand is dominate as well. Put the results into your group of three or four student group. One member is responsible to put your group results into the class results. 3. Working in pairs, time your partner first with eyes closed. Record the time. Put the results into your group of three or four student group. 4. Working in pairs, time your partner first with eyes closed and both arms folded across the chest. Record the time. Put the results into your group of three or four student group.
5. In the gym, drag out the gym mats. Or, use the gym mats in the classroom. Retry all variations exactly the same but using the gym mats underneath. Option: Test without shoes - it is supposed to be harder! Is it? 6. Collate your group's results by working out: a. minimum time b. lower quartile c. medium d. upper quartile e. maximum time f. outliers (and reasons for this if possible). 7. Compare and contrast the results within your group. Did the results reflect being right-handed or left-handed dominance? 8. Using the class' results - collate the min, LQ, medium, UQ, maximum time, and any outliers. Display your group's and the class results in a graph - decided on by your teacher.
These results are interesting but how could they relate to us as a Biostatistician? 9. Read the following article from The Conversation 9 October 2015 As a team, you are to create a safe Stork Test for people over 25, over 35, over 45, over 65. Discuss as a group what circumstances would you test? For example, you would not put anyone over 65 on a gym mat and be blind. 10. As a class, work out the best method to test for balance as we get older.
A similar activity can be found under Michael Milton - Skier, Cyclist, Paratriathlete for Primary
Middle Secondary Australian Curriculum General Capability: Numeracy Australian Curriculum General Capability: Critical and creative thinking Australian Curriculum General Capability: ICT Capability Cooperative Learning Activity
1. You are to form groups of 3 - 4 students and then read the following article through once and then what is required of you. Repeat the reading and this time, note down the statistics involved and any other relevant information.
2. Here is the article from the Australian Open on 11 January 2018 written by Dr Stephanie Kovalchik [see her CAMEO/story here]. It is taken directly from this article.
"At the 2017 Australian
Open, all four singles finalists were aged 30 or over. Both of the eventual
champions were 35 years old; Roger Federer beat Rafael Nadal to become the
oldest men’s Grand Slam champion in his own lifetime, while Serena Williams
became the oldest women’s Grand Slam champion of the Open era after beating
36-year-old elder sister Venus.
Click here for a larger version of the graph
3. That was 2018! You are to analyse the statistics to the current year to see if these trends are still relevant. Divide up the work so the group is doing different parts of the research. Resources: Men's Singles Results 2019 It might seem difficult to research but Wikipedia has all the results from each Australian Open. You need to state " Australian Open results from 2019" and then in Wikipedia you will find the results of 2019 for the Men here
Obviously, you need to do this for each year from 2018 onwards. Next, you need to find out the ages of the quarterfinalists in another search. 4. Put your results into a data base. 5. For the Men's Singles - graph the ages of the quarterfinalists. Add the results to the graph from Dr Stephanie. What does it tell you? Are the trends the same?
Women's Single Results 2019 Wikipedia research results for the year 2019 can be found here.
Click here for larger image Obviously, you need to do this for each year for the Women's Singles from 2018 onwards noting the name and then finding the age of the competitors. Next, you need to find out the ages of the quarterfinalists in another search. 4. Put your results into a data base. 5. For the Women's Singles - graph the ages of the quarterfinalists. Add the results to the graph from Dr Stephanie. What does it tell you? Are the trends the same?
Teacher's Notes - Curriculum Links Information |
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