Week 34 – Measurement and Distributions
 Examine the sets of data. Record any initial observations you can make.
 Are there any measures that look very different from the others? These extreme values are called outliers, because they are far away from most of the data.
 What is the range for the set of data? What is the median? What is the first quartile? The third quartile?
Wedge, distance to hole (yards): 0 3 1 2 7 2 15 25 5 22 
8iron, distance to hole (yards): 19 12 12 8 3 11 5 7 10 13 8 10 11 20 
 Calculate the Interquartile Range (IQR) for each golf club in the previous problem. With which club is Mr. Sanders more consistent?
 If Mr. Sanders decided to use the 8iron, he could "typically" expect to hit the ball so that it lands between 8 and 12 yards from the hole. This is indicated by the box on the box plot display and corresponds with the IQR. If Mr. Sanders decided to use the wedge, what is a “typical” interval of distances from the hole he could expect the ball to land?
 Compare the typical interval of distances for the 8iron with the interval you found for the wedge.
 In her most recent games, Jana scored: 7 46 9 6 11 7 9 11 19 7 9 11 9 55 11 7 points.
 Alejandra scored 13 15 9 18 13 17 17 15 points.
 Which girl has the higher average (mean) number of points?
 Which student do you think Mr. Klinck should select and why? Use parallel box plots (two box plots on the same number line) to support your explanation.
 Why was the mean not a good measure of the girl’s typical performance
 Calculate the IQR to measure the variability of each girl’s performance.
 Who had the higher median and by how many points? How large is the difference between the medians measured by how many IQRs would fit into it?
 Make a parallel box plot to compare their usage.
 Is their median usage notably different from each other?
 If the usage is notably different, how much more did one of them use the tablet than the other?
Assignments:
As the social director of the Class Council, Ramin would like to survey a few students about their interests.
When Ramin analyzes the results from the survey, he wants to make claims about the interests of all of the students in his school. If he were to survey only students on the Class Council, for example, it might be hard to make claims about what all students think. Students who are on the Class Council may not have the same social interests as other students. Consider this idea as you think about the samples described below.

If Ramin wanted to generalize the opinions of all students at his school, would it make sense to go to the grocery store and survey the people there? Why or why not?

If he wanted to generalize the opinions of all students at his school, would it make sense to ask all of his friends at school? Why or why not?

If he wanted to generalize the opinions of all students at his school, would it make sense to ask every third person who entered the cafeteria at lunch? Why or why not?
There are a variety of ways to choose samples of the population you are studying. Every sample has features that make it more or less representative of the larger population. For example, if you want to represent all of the students at your school, but you survey all of the students at school 30 minutes after the last class has ended, you are likely to get a disproportionate number of students who play school sports, attend afterschool activities, or go to afterschool tutoring.

If you ask the opinion of the people around you, then you have used a convenience sample. If you took a convenience sample right now, what would be some features of the sample? Would you expect a convenience sample to represent the entire student population at your school? Why or why not?

If you email or create an online questionnaire then you have used a voluntary response sample. What are some features of the people in a volunteer response sample? Could it represent the sample of all of the students at school accurately?

You use a cluster sample if you first divide the students into smaller groups so that each of the smaller groups represents all of the students at your school. Then you randomly select one or more of these groups to sample. How might you divide the students at your school into groups that each represent the whole school? Explain. Are there any reasons that these clusters might not be fully representative of all the students at your school?
From what population is each of these samples taken? Write down the actual population for each of these sampling techniques.
A study at the University of Iowa in 2008 concluded that children that play violent video games are more aggressive in real life. Children ages 9 to 12 were studied to determine how much they played violent video games; peers and teachers were asked how much these students hit, kicked, and got into fights with other students.

Can you legitimately conclude from this study that teenagers who play violent video games tend to be more aggressive? Why or why not?

Can you legitimately conclude from this study that children ages 9 to 12 who play violent video games are more likely to commit violent crimes? Why or why not?

Can you legitimately conclude from this study that children ages 9 to 12 who play violent video games tend to hit and kick more in school?

Can you legitimately conclude from this study that playing a lot of violent video games will cause 9 to 12yearold students to become more violent at school?
Addie was helping children in a kindergarten class learn to read. She was curious how old the typical child was when they entered kindergarten. It was not practical to look up the school records of all 100 kindergarteners. So on the first day of school, Addie took a sample: she asked the parent of the first fifteen students to be dropped off at the school how old (in months) their child was. Her data is listed below.
67 61 69 72 71 65 67 67 57 68 71 72 61 59 62
Make an inference (a statistical prediction) of the mean age of kindergarten children at the school.
Assignment:
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