Ian Fisher powerpoint
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The document discusses histograms created from data collected on students in Mrs. Lay's 6th grade class. It analyzes histograms of students' scores on hand slap, stopwatch, and ghost blaster activities to determine characteristics of the typical 6th grader. The histograms show that on average, students scored 19.44 on ghost blasters, 29.704 seconds on the stopwatch, and 3.19 hand slaps. This indicates that the typical 6th grader is average at these activities, better at some than others, but not extremely fast or slow. The document also analyzes whether boys or girls were faster, concluding girls had the best scores on average.
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1. The document analyzes data from a 6th grade class including scores from a video game, stopwatch times, and number of hand slaps in 30 seconds.
2. A typical 6th grader scored around 23 points in the video game and stopped the stopwatch within half a second of 30 seconds.
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The document analyzes data from histograms of 6th grade students' performance on different activities. It summarizes that the typical 6th grader scored around 19.44 on a ghost blasting game, 29.704 seconds on a stopwatch task, and 3.19 hand slaps. This shows the average student is not extremely fast or slow, and better at some activities than others. It then analyzes whether boys or girls performed better, concluding girls were likely faster based on the mean scores being closer to girls' results.
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This document contains data from Mrs. Lay's 2nd period reaction time class. It includes the students' names, head sizes, scores on the GhostBlaster and stopwatch tests, and number of successful hand slaps. Various graphs and summaries of the data are presented, showing that boys generally performed better on the hand slaps test than girls. The typical student would score near the mode of 2-5 hand slaps if a boy or 1-2 if a girl. Boys are determined to be the overall winners based on the data collected.
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The document compares data between boys and girls on several measures:
- Girls performed better than boys on the hand slap measure, with most girls scoring 1-2 slaps while boys' scores were more varied.
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Girls outperformed boys in several physical tests according to the data. For the hand slap test, only one person scored zero and it was a boy. A girl scored 51 points on the ghost blaster test, the highest score. A girl also came closest to 30 seconds on the stop watch test with a time of 30.03 seconds. The upper quartile for hand slaps was achieved by a girl. The data suggests girls performed better physically than boys on these particular tests.
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The document contains data and analysis from Mrs. Lay's 2nd period reaction time experiment. It includes measures of center and range for ghost blaster, stopwatch, and hand slap times. Box plots and histograms show the distribution of ghost blaster scores, which typically cluster around 20 points. While the girls had an outlier of 51 points, the boys' data was more consistent, suggesting boys may be faster than girls.
George Thomas
Mrs. Lay collected data from her period 2 class on their Ghost Blaster points, stopwatch times, and number of hand slaps. The typical student scored around 19-20 points on Ghost Blasters and stopped the stopwatch in around 29.90 seconds. They typically slapped hands about 2 times. Boys appeared to be faster based on their Ghost Blaster scores being more consistent and clustered higher than the girls' scores, which had more outliers.
Abhi Sharma
The document contains data from a GhostBlaster, stopwatch, and hand slap activity in Ms. Lays' 2nd period class. It includes statistics like means, medians, modes, and outliers. Graphs were made to visualize the GhostBlaster scores as a bar graph and hand slaps as a histogram. A tinker plot showed differences between male and female stopwatch times. The typical student scored 26 on GhostBlasters, had a stopwatch time between 29.9-29.99 seconds, and slapped hands 2 times. In the end, the data does not clearly show who is better at the activities between genders.
Alec Neitzel
This document contains data from Period 2 on students' performance on various tests and measures. It provides the class data including names, scores on GhostBlaster, StopWatch, and HandSlap tests. It then analyzes the data, finding the mean, median, mode, range and outliers for each test. It includes box plots and graphs to visualize the distribution of scores. The analysis finds that most students scored between 1-4 hand slaps, with some outliers scoring higher. It determines that the typical student scored around 2 hand slaps and 29.75-31 seconds on the stopwatch. Boys tended to score higher than girls on hand slaps.
Elizabeth Morris
This document contains data from a class measuring various skills of boys and girls. It includes the students' names, head sizes, scores on a game called GhostBlaster, times in a stopwatch test, and number of successful hand slaps. Summary statistics like mean, median and range are provided for each metric. Box plots and graphs are presented to visualize the distribution of scores. The concluding section argues that the data shows girls outperforming boys, with girls achieving higher maximum scores and a boy achieving the minimum in two tests.
Ally Miller
This document summarizes reaction time data from a class activity. It includes tables and graphs showing results for ghost blasters, stopwatches, and hand slaps. For ghost blasters, most scores were between 15-30, though some were lower. Stopwatch times clustered around 30 seconds, with some outliers below 27 seconds. Hand slap scores clustered between 1-3. Overall, girls had slightly faster reaction times on the stopwatch activity compared to boys.
Jonathan Macnamara
The document analyzes data from a time reaction test completed by students. It provides statistics such as the mean, median, mode, range, and outliers for scores on three parts of the test: Ghost Blasters points, stopwatch time, and hand slap count. It notes that boys on average scored higher on Ghost Blasters and had a higher hand slap count than girls. An average student would score around 20 points for Ghost Blasters, have a time of 29 seconds on the stopwatch, and a hand slap count of 3. Boys were determined to be faster overall than girls based on their higher averages in Ghost Blasters and hand slaps.
Madeline Martin
This document contains data from Madeline Martin's 2nd hour reaction time project. It includes student names, measurements of head size, ghost blaster and stopwatch scores, and gender. It analyzes the data with measures of center, box plots, graphs, and comparisons of variability and typical scores between girls and boys. The analysis concludes that girls are faster than boys based on the stopwatch data showing girls had higher minimum and more students in the highest scoring mode range.
Corey Hall
1) The document contains data from an experiment measuring reaction times for 26 students on three tests: GhostBlaster points scored, time on a stopwatch test, and number of hand slaps achieved.
2) Measures of center and spread were calculated for each test, with the GhostBlaster scores showing the largest range and outliers.
3) Based on higher average and median scores on the hand slap test, the conclusion is that boys performed better and are likely faster than girls in this test. However, scores were close on the stopwatch test.
Sahirah Ellis
This document contains data from a 6th grade math class measuring students' performance on various tests of speed and agility. It includes measures of central tendency, variability, and graphical representations of the data. Key findings are that most students could slap their teacher's hand between 0-5 times, the stopwatch times were clustered between 24-30 seconds, and male students tended to score higher on the "GhostBlaster" test than females.
Eric Cimarusti
The document contains data from a reaction time test involving Ghost Blasters, a stopwatch, and hand clapping. It includes measures of central tendency and variability for the different measures. Histograms and box plots are used to visualize the distributions. The summary concludes that boys were likely faster based on the stopwatch data, which had less variability than the Ghost Blaster scores. However, the Ghost Blaster test may not have been a fair comparison since random numbers were involved.
Matthew Caughey
This document contains data from a class period measuring students' performance on various games and activities. It includes tables listing each student's score on the GhostBlaster game, time on a stopwatch activity, and number of hand slaps received. It then analyzes this data through measures of center, variability plots, and comparisons of performance between boys and girls. The typical student for each activity is described based on the median and mean scores.
Omer Barkan
- The document contains data on reaction times from an experiment in Mrs. Lay's Period 2 class. It includes measures of center, range, and outliers for scores on Ghost Blasters, Stop Watch, and Hand Slap games.
- Box plots and histograms are presented to visualize the distribution of scores for each game. The Ghost Blaster scores were typically around 20 points, as the mean, median, and mode are all close to 20.
- Most students scored between 16-35 points on Ghost Blasters, with outliers of -35, -9, and 51 points. The data clusters between 29-41 points.
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Ian Fisher powerpoint
- 1. Who is the “typical” Jefferson middle school student 6 th grader?
- 2. Mrs. Lay’s period 2 data
- 3. Measures of center and range
- 13. Who's faster Boys or Girls? I think that the girls are faster the reason I think this is because the best scores are by the girls To support my answer I showed the mean because all the averages were made by mostly girls or were closer to the girls scores.