TheCaseoftheCarelessZookeeper.pdf

Statistical evidence to indicate that sex and the

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statistical evidence to indicate that sex and the ease of finding friends based on sex are dependent (related). 2. Expected Counts Yes No Males 72.27 408.73 Females 20.73 117.27 Since all of the expected cell counts are greater than 5, the expected counts are also greater than 1, so the assumptions are met. Possible Extensions 1. With such a small number of animals within a car, it is likely that the chi-square assumptions will not be met. Therefore, a logical extension of this activity is to use Fisher’s Exact Test for the two-way tables when the assumptions are not satisfied. 2. A two-proportion Z-test could be carried out in order to see if there is a significant difference between the proportions of injured carnivores and herbivores. References 1. Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report , ASA, Franklin et al., ASA, 2007. http://www.amstat.org/education/gaise/ . 2. Assessment questions from: Mind on Statistics . Fourth Edition by Utts/Heckard, 2012. Cengage Learning.
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_____________________________________________________________________________________________ ST atistics E ducation W eb: Online Journal of K-12 Statistics Lesson Plans 9 http://www.amstat.org/education/stew/ Contact Author for permission to use materials from this STEW lesson in a publication The Case of the Careless Zookeeper Activity Worksheet A zookeeper-in-training was given the responsibility to ship a trainload of animals on loan to another zoo. Not knowing a lot about how to properly ship animals and the need to keep certain animals apart, he placed a menagerie of animals together into a single train car. Unfortunately, the mix contained an assortment of both carnivores (meat eaters) and herbivores (plant eaters). The neophyte zookeeper also forgot to provide an ample supply of food for the animals. Needless to say, the animals got hungry during transit. When the train car was opened on the receiving end, there was quite a sight to behold, with some of the animals exhibiting signs of damage. Some herbivores have suffered damage from being attacked by the carnivores, and some carnivores have suffered damage while being fought off by the herbivores. Imagine that you are on the receiving end of the animals and part of the triage team. You have been provided with a train car of animals. Refer to the picture on the last page of the activity sheet to discern whether the animal is an herbivore or a carnivore and whether the animal has experienced any damage. One-by-one, remove an animal from the car and determine whether it is an herbivore or a carnivore. Further, note whether or not the animal has sustained damage while in transit. Record a tally mark in the appropriate cell in the table below. Continue these steps until all animals have been removed from the train car and triaged. You (and your partner if working in teams) will need to create rules for what to do with partial animals and what constitutes damage. Apply these rules consistently across all animals. Injury Status Row Totals Type of Animal Damaged Not Damaged Carnivore (f) (g) (b) Herbivore (h) (i) (c) Column Totals (d) (e) (a) 1. Identify the following three attributes for the variable Type of Animal : Categorical / Quantitative Independent / Dependent Nominal / Ordinal / Interval / Ratio
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_____________________________________________________________________________________________ ST atistics E ducation W eb: Online Journal of K-12 Statistics Lesson Plans 10 http://www.amstat.org/education/stew/ Contact Author for permission to use materials from this STEW lesson in a publication 2. Identify the following three attributes for the variable Injury Status : Categorical / Quantitative Independent / Dependent
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  • Fall '17
  • Statistical hypothesis testing, STatistics Education Web, K-12 Statistics Lesson, Statistics Lesson Plans, Online Journal of K-12

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