Here’s our final presentation!
After having collected and graphed all of our data, we made a particularly interesting observation. For the boys 100 meter, the mean time recorded amongst the randomly selected non-athletes was about 15.0 seconds. This was the second highest 100 meter mean time just in front of boys swim (15.8 seconds).
However, the mean 100 meter time recorded for the randomly selected female non-athletes was the second fastest behind girls cross country (15.3 seconds) at 15.9 seconds.
The significantly higher demonstrated fitness of the female non-athlete group over the male non-athlete group for the 100 meter relative to the other sports was paradoxical. Perhaps, we randomly selected very fit female non-sports participants and unfit male non-athletes. This points towards the potentially confounding variable of how just because a person may not play on a varsity sports team at Edison does not mean he/she is physically inactive.
Here is a sneak peek of data for tomorrow. This is the information that I collected on career choices within Mr. Hawkes’ 3rd period AP Calc BC students.
So for my presentation, I thought it would be useful to include different types of freethrows that are shot during a game in case some people don’t know why some are shot.
Hope this clarifies any confusion on types of freethrows!
From my data, and my graphs, it is hard to gather any strong conclusions. Since I did not get all of the 10 classroom’s I had wished to get, my results are seeming off. Most teachers were very busy and asking them if they could help me out already seemed like too much. I did not go further, to ask the teachers to use the LockBlok device for a week, and re-administer surveys seeing if the results would be different.
In addition, I know a confounding variable to be with the results from room 240, because I have that class and I know this door always stays open, and is not like typical classroom design. Most students from this classroom put a 1 or 2 (door is a weak distraction) and this affected my data.
Here is one of my graphs. It is totals of students per each of their chosen ranks. It says, for the 1st question there were 30 students who ranked it a 1; and for the 2nd question there were 27 students who ranked 1. We can see there is a slight right skew. Not many conclusions that I can draw from these data. There were 102 responses, from 5 classrooms.
Hi from Jason, Paige and Brett!
Today we finished our last experimental tests after deciding to focus primarily on how listening to different types of music or no music at all while studying effects test performance.
After testing 100 people, 25 having listened to classic rock while studying, 25 listening to rap, 25 listening to classical, and 25 not listening to music, the result of a 15 question multiple choice vocabulary test shows that listening to classical music during a 10 minute study period enhanced test scores.
|No Music||Classical||Classic Rock||Rap|
We assume that this may have to do with the fact that classical music does not have lyrics that create a distracting element like rock and rap music do. In comparison to not listening to music at all, listening to classical music actually yielded better test scores…This evidence disproves our original hypothesis that any type of music would create a distraction while studying and ultimately lead to lower test scores.
We are putting the final touches on our project tonight. Our surveys came back to us and the data has been analyzed. We have made some graphs to display our data. This data is looking pretty good in terms of proving our hypothesis. This data more or less shows that flipped classrooms provide a more enjoyable and efficient learning experience. Right now, we are working on getting our presentation ready for tomorrow.
Click here to watch the video we made for our project!!
We’ve been working hard to analyze our data to find our final results. We decided to analyze our data in three parts to see what factor actually had an impact for school spirit.
It turned out that only grade level had somewhat of an impact on the school spirit trend.
The following graphs are representative of each class distribution of level of school spirit from 1-7 (freshmen to seniors, left to right)
By looking at the means of each graph, there is a slight but continual decrease in school spirit values as the grade level increases. Seniors have an average school spirit value of 4.91 where as freshmen had an average of 5.86.
This shows that we can conclude that grade level does play a role in determining school spirit.