Stats M and M .pdf

# Use your list editor to define l3 loground and l4

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Use your list editor to define L3 = log(round) and L4 = log(isotopes). Remember, if (x, logy) is linear, an exponential model may be best. If (logx, logy) is linear, a power model may be best. All we have to do is plot the two and determine which is “more linear”. Sketch (x, logy) and interpret Sketch (logx, logy) and interpret Find the LSRL for the transformed data that exhibits the most linear relationship. Justify “most linear” by considering the correlation and residual plots for each set of transformed data. Since the LSRL is written in terms of transformed data, transform it back into the original terms of the problem. That is, find a prediction model that will convert “round number” into “isotopes remaining”. Final Prediction Model for “Moleskium” Decay:______________________________ Everything I Ever Wanted to Know about AP Statistics I Learned From a Bag of m&m’s 14

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m & m Experimental Design This activity can be used to introduce the concept of Experimental Design. Many students enter AP Statistics with a basic understanding of the fundamentals behind designing a controlled experiment. This group activity serves as a means for the teacher to assess student understanding prior to the unit on producing data. Materials Needed: • One 1.69oz bag of m&m’s per group (optional) • Presentation paper for each group (butcher paper, bulletin board paper, etc.) Activity: Discuss the importance of producing “good” data for “good” statistics. In order to have faith in our statistical calculations and inferences, we must have faith in our data. This unit will focus on the methods behind collecting data through sampling and experimental design. Break the class into groups of four students each. Each group will be given the task of designing an experiment to test the effectiveness of m&m’s as a stress reliever. Each group will have 20 minutes to design an experiment to determine whether or not eating m&m’s reduces stress. Since this activity is done at the beginning of the unit on experimental design, little instruction will be given. Students are given a chance to develop and share their designs, giving you a chance to determine what students already know as well as a chance to point out errors in their logic and discuss improvements that could be made. Some students may be able to construct an experiment that incorporates the concepts of control, randomization, and replication. Some may be able to incorporate blocking or other designs without knowing the technical terminology. Other groups will design a basic experiment with flaws in the control or randomization aspects. This can serve as a great discussion starter and provide a basis for defining the key components of a well-defined experiment. Everything I Ever Wanted to Know about AP Statistics I Learned From a Bag of m&m’s 15
m & m s as Stress Relief? Intro to Experimental Design Your research firm has been asked to look into your teacher’s claim that eating m&m’s reduces stress.

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