This week, we went into the library to plan out how we will calculate the computer usage.We will most likely go in every lunch and during breaks.
After watching two games from the film that I have from the beginning of this season, the 2015-2016, I recorded the amounts of freethrows made out of freethrows attempted. In the first game, the amount of freethrows made out of attempted was 9/15, 60% chance of making freethrows and in the second game, the amount of freethrows made out of attempted was 10/13, 70% chance of making freethrows. Using this data that I collected, I can continue collecting data once I continue to watch and play more games for this season. To work with the percentages, I can either pose the question of making at least 65% or higher.
On Tuesday December 15th, I was able to brainstorm with Remie Sai, who is an Innovation Lab specialist here at Edison, about a new way of weighing the fish that could be implemented into the innovation lab. Our ideas consisted of thinking of ways to have the tilapia remain in water, as opposed to the previous method of weighing it , which was using a net and transporting the fish to the weighing station where they were deprived of water for an increment of time, which may have provided harm to the fish.
I drew up my initial plan and will test it out when we come back from break to see if it we can implement this plan.
Starting my cluster sample, I’ve looked at the campus map and ruled out any classrooms that aren’t fit. (i.e. auto shop, band room, SAC…) Numbering all classrooms, there are 01-82. Having used my random number generator on the calculator I generated these numbers:
28, 82, 17, 66, 79, 19, 31, 1, 77, 9
which correspond to these classrooms:
133, 501, 122, 240, 504, 124, 136, 101, 507, 109
Next step is to see if these classes are good candidates, if teachers are willing to participate, and seeing if these classes actively use LockBlok already, prior to my experiment.
Today, Chelsea and I did our first massing of a total of 6 fish (3 from each group). We found that the control group had an average mass of 35 grams and the experimental group had an average mass of 22.3 grams. We also decided that in order to determine the success of our experiment we are going to measure 3 things: number of fish deaths, average mass over time, and the total amount of time it takes to capture the 3 fish for each group.
Group: Michelle, Jordan, Patrick
This week we have been collecting our surveys from the teachers that we randomly selected to distribute to their math students. We hope to receive all the surveys back by the time we go into winter break so we can start entering the data into an exel document. We then plan on constructing graphs based on our data in order to see if there is any correlation between self-reported school spirit and involvement in school activities/GPA.
Currently we have collected Surveys from the following teachers and classes:
- Harrell (1 AP Statistics Class and 1 Algebra class)
- Wentworth (1 Geometry class)
- Harris (1 Algebra II/Trig class and 1 Pre-Calculus Honors class)
We still need to collect Mr Hawkes’ survey for his AP Calculus BC Class and Algebra II class
From Shane’s running log accounting for resting heart rate and hours of sleep from cross country season 2014, we noticed a clear connection between sleep and a higher heart rate two days later. This follows the common saying we hear our coach say, that “getting good rest two nights before a race is essential to improved performance.” The higher heart rates seen two days after a good night’s rest (typically over 7 hours of sleep) indicates a more strenuous and therefore beneficial workout. For this reason, the data we have about just one person already shows that of the 4 variables we are evaluating, there is already a strong connection between sleep and the heart rate two days later.
After having conducted two separate simple random samples using a random number generator for all girls’ and boys’ varsity sports, we now know what sports from which we will be collecting data. Here are the randomly selected sports:
Girls: Cross Country, Golf, Soccer, Basketball, Water Polo
Boys: Football, Volleyball, Soccer, Tennis, Swim
At this point, our group is going to obtain the rosters for each of the aforementioned sports and then carry out ten more simple random samples to determine who we will have take our survey from the selected teams. This will initiate the data-collecting process.
Edison English classes:
With the development of our survey we hope to discover the probability that students who actively use twitter consequently have a lower GPA. This survey will be administered to all grade levels-two honors/AP English classes as well as two college prep English classes for each grade level. We chose English classes because every student in every grade level is required to take an English class every year. In order to randomly choose the classes that will be surveyed, we asked the guidance counselor to print out all of the English classes in the school. Then using the random integer function on the calculator we entered in the numbered English classes, so we have a total of four English classes from each grade level. This survey will be given to every student in each of these classes, so that we can analyze the results. In the pictures below, the red numbers indicate college prep courses and purple numbers indicate honors/AP courses. The highlighted courses are the courses randomly chosen by 8 different trials of the randIntNoRep function on the calculator.
- Do you use Twitter at least once a week? Yes No
- Do you have a GPA of 3.0 or higher? Yes No
Every survey is completely anonymous. Please answer truthfully and if you do not wish to do so, please do not answer at all.
Group: Joe Leas, Dallas Baca, and Eric Krueger
We have created a survey that we will implement in our observational study. We wrote three questions that we’ll ask students to answer. Our hypothesis is that students will believe the flipped classroom style to be a more beneficial and tolerable learning experience. If this turns out to be true we can suggest that teachers adopt it. We will randomly select 3 flipped and non-flipped classes in the math department to present the survey to.