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Tailgating & Statistics: Your PMI Analysis

Statistics: The Taste of Water (developed by ReSolve & Academy of Science)

The Importance of Balance (inspired by Math=Love)

Game Insights: Thirty love

 

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bullet.gif (981 bytes)Tailgating & Statistics: Your PMI Analysis

High SchoolSecondary

NumeracyAustralian Curriculum General Capability: Numeracy

CriticalAustralian Curriculum General Capability: Critical and creative thinking

ICT Capability Australian Curriculum General Capability: ICT Capability

Cooperative LearningCooperative 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 2022Read

The Conversation

Drive 18 February 2021Read

Drive

NRMA - How to deal with tailgating driversRead

NRMA

or watch this video Video

Road rules: safe distance
https://youtu.be/RlivspRRRzA

 

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.

 

 

bullet.gif (981 bytes)Statistics: The Taste of Water (developed by ReSolve & Academy of Science)

MiddleMiddle  High SchoolSecondary Taste of Water

 

TeacherTeacher

Target: Year 10 Mathematics or Science

Overview
   

Students test a common claim (that bottled water tastes different to tap water) and collect experimental data. They determine the statistical significance of their findings. This sequence introduces students to informally conducting experiments to test hypotheses. Students should be familiar with ideas associated with variation, randomness and probability and have some facility with the use of spreadsheets.

Lesson 1: The Taste of Water
   
Students test whether they can taste the difference between tap and bottled water by collecting and interrogating experimental data. This lesson can serve as an introduction to the concept of the p-value as students compare their results to the likelihood of finding the same result by sheer chance

 

Teacher's Guide: Local Copy PDF 4 pages
Student Spreadsheet: Local Copy Excel

 

bullet.gif (981 bytes)The Importance of Balance (inspired by Math=Love)

MiddleMiddle  High SchoolSecondary

NumeracyAustralian Curriculum General Capability: Numeracy

CriticalAustralian Curriculum General Capability: Critical and creative thinking
Personal and social capability
Australian Curriculum General Capability: Personal and social capability

Cooperative LearningCooperative Learning Activity

TeacherTeacher

You will need to conduct this test with care - carpet, chairs and tables out of the way.

For the third part of the test, you will need to book the gym or at least the gym mats.

Resources required:

Stopwatch - online or physical
Access to Excel
Graph paper

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?! Stork Test

You will be carrying out 4 tests -

  • eyes open,

  • eyes shut [Blind Stork Test],

  • eyes shut and arms crossed over chest, and,

  • eyes shut balancing on gym mat.

You will be recording the results of your groups testing in Excel and also adding to the overall class results.

Blind Stork Test
(Source: Mathsequalslove)

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.

Blind Stork Test
(Source: Mathsequalslove)

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 Read

The Conversation

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.

 

 

LOTJ

A similar activity can be found under Michael Milton - Skier, Cyclist, Paratriathlete for PrimaryPrimary

 

 

bullet.gif (981 bytes)Game Insights: Thirty love

MiddleMiddle  High SchoolSecondary

NumeracyAustralian Curriculum General Capability: Numeracy

CriticalAustralian Curriculum General Capability: Critical and creative thinking

ICT Capability Australian Curriculum General Capability: ICT Capability

Cooperative LearningCooperative 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.

 

Dr Stephanie Kovalchik

Read

Game Insights

"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.

The trend of thirtysomethings thriving in today’s tennis landscape doesn’t end with Roger, Rafa, and the Williams sisters. I’ve looked at each of the Australian Open draws from 1990 to the present, breaking down the players appearing in the first round into four age categories: teenagers, 20-23, 24-29 and 30-plus – and in both the men’s and women’s game, the proportion of players aged 30 and over is on the rise.

The men’s data is particularly interesting. From 2011, the number of players aged 30 and above began to skyrocket, a trend that looks set to continue this year. As you can see, owing to that trend we’re expecting 43% of the men’s draw to be made up of 30-plus players: the highest for that age group in nearly 30 years and the first time 30-plus players will represent the largest proportion of players in the draw.

Men's Trends
(Source: AusOpen)

Click here for a larger version of the graph

You will notice that Stephanie has taken data from 1990 towards.


One thing to note: the current 2018 numbers are based on this year’s entry list prior to the qualifying draw. But among the players already guaranteed a place at Australian Open 2018, 46 are in their thirties – and that means players in other age groups are missing out.



Which groups are being excluded? In the men’s game, it is the 24-29-year-olds, which is often referred to as the lost generation – though perhaps the overshadowed generation is more apt.

With the women’s draw, while the rise in the number of over-30s is less dramatic, there is still an uptick in the older age group. And, like the men, we are expecting a higher percentage of 30-plus players this year, with 17.3% of the women’s entry list being thirtysomethings. But what’s interesting is that, in contrast to the men’s game, the 24-29-year-old representation isn’t lost but is trending up, while the number of teenagers managing to reach the main draw in Melbourne has gradually decreased over the years.

Women's trends
(Source: AusOpen)

Click here for a larger version of the graph


So while thirtysomethings are grabbing more spots in both the men’s and women’s draws, how this trend has evolved and affected the younger age groups differs on either side of the gender divide. Some of this may be explained by the general observation that women tend to peak younger than men. The best-of-three versus best-of-five format may be another factor.

Over time, tennis has become more physically demanding – something the men experience over five sets, the women over three. To succeed at the majors, endurance and stamina have become an increasingly necessary ingredient as baseline play has come to dominate the game. That tends to favour the older more experienced player rather than a player in their teens or early twenties.

Think about the difference in peak performance ages of a sprinter and a middle-distance runner. Sprinters tend to peak at a younger age than athletes covering longer distances – much like the difference between athletes engaged in a faster best-of-three format versus those playing best-of-five.

How these first round age trends will play out over the two weeks of the Australian Open is another matter. We may return to this subject in the second week of the event, looking at the age dynamics there compared to previous years – that’s when it seems experience and stamina becomes critical, especially on the men’s side." (Source: AusOpen)

 

Research Analyse Evaluate

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

Results of AO 2019

Click here for larger image

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.

AO Results

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?

 

 

 

bullet.gif (981 bytes)Websites, Games & Apps

 

bullet.gif (981 bytes)Stop the Spread: A Global Pandemic Response Game (created by ACEMS & QUT)

PrimaryPrimary 

NumeracyAustralian Curriculum General Capability: Numeracy

CriticalAustralian Curriculum General Capability: Critical and creative thinking
Personal and social capability
Australian Curriculum General Capability: Personal and social capability
Ethical Understanding Australian Curriculum General Capability: Ethical Understanding

Stop Spread

Teacher's Notes - Curriculum Links Information

Student Handout (10 pages)

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