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.
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.
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.
- For the ghost blaster measure, most students scored between 17-28, with girls tending to score higher on average.
- Based on the median and clustering of data, the document concludes that girls performed slightly better than boys on these measures.
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.
This document analyzes reaction time data from 27 participants in 3 trials: Ghost Blaster, stopwatch, and hand slaps. It finds that in the stopwatch trial, almost all participants had times between 27-29 seconds. Hand slap scores were more variable, ranging from 0-7 slaps. Most Ghost Blaster scores were between 0-29 and 30-59 points. Based on the mean scores, boys performed better than girls on all trials except Ghost Blaster.
The document contains data from a Lay 2 class on reaction times for various tests including GhostBlaster scores, hand slaps, and stopwatch times. A boxplot, histogram, and tinkerplot were created to analyze the GhostBlaster score distribution and variability. While boys had a slightly higher mean GhostBlaster score than girls, both genders had a median of 18. Overall, reaction times were fairly consistent, ranging mainly from 16 to 33 for GhostBlaster scores, with a few outliers below and above that range.
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.
3. Boys averaged 4 hand slaps in 30 seconds while girls averaged around 2.4, indicating boys were much faster at hand slapping than girls.
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.
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.
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.
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.
- For the ghost blaster measure, most students scored between 17-28, with girls tending to score higher on average.
- Based on the median and clustering of data, the document concludes that girls performed slightly better than boys on these measures.
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.
This document analyzes reaction time data from 27 participants in 3 trials: Ghost Blaster, stopwatch, and hand slaps. It finds that in the stopwatch trial, almost all participants had times between 27-29 seconds. Hand slap scores were more variable, ranging from 0-7 slaps. Most Ghost Blaster scores were between 0-29 and 30-59 points. Based on the mean scores, boys performed better than girls on all trials except Ghost Blaster.
The document contains data from a Lay 2 class on reaction times for various tests including GhostBlaster scores, hand slaps, and stopwatch times. A boxplot, histogram, and tinkerplot were created to analyze the GhostBlaster score distribution and variability. While boys had a slightly higher mean GhostBlaster score than girls, both genders had a median of 18. Overall, reaction times were fairly consistent, ranging mainly from 16 to 33 for GhostBlaster scores, with a few outliers below and above that range.
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.
3. Boys averaged 4 hand slaps in 30 seconds while girls averaged around 2.4, indicating boys were much faster at hand slapping than girls.
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.
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.
This document contains data from Ms. Lays' 2nd period class including students' last names, first names, head sizes, scores on the GhostBlaster game, times on the StopWatch game, and number of hand slaps received. The data is summarized using measures of center, range, box plots, histograms, and line plots. Analysis of the data finds that hand slaps have a median and mode of 2, stop watch times have a median of 29.91 seconds, and ghost blaster scores cluster between 16 to 28 points. Boys appear to be faster than girls based on higher averages and medians for number of hand slaps.
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.
This document logs the weekly triathlon distance goals and achievements of 28 athletes for running/walking, cycling, swimming, and rowing. It shows that Steven Ware achieved the most running/walking distance as the 1st male, while Paul Crawford had the highest cycling distance as the 2nd male. Yuki Young achieved the highest swimming distance as the 1st female.
This document appears to be a series of page numbers with no other context or information provided. It lists page numbers 29 through 47 but gives no indication of the contents of those pages or what work, text, or other material they might be referencing.
The document appears to be a list of music artists' names along with the number of seconds or minutes their songs lasted. It includes Tom Jones, Johnny Cash, Willy Nelson, Neil Diamond, Adamo, Elvis The King, Mireille Mathieu, Roger Whittaker, Dean Martin, and Tina Turner. The durations range from 37 seconds to just over 1 minute. The document ends by saying "Hope you enjoyed...".
The document appears to be a list of music artists' names along with the number of seconds or minutes their songs lasted. It includes Tom Jones, Johnny Cash, Willy Nelson, Neil Diamond, Adamo, Elvis The King, Mireille Mathieu, Roger Whittaker, Dean Martin, and Tina Turner. The durations range from 37 seconds to just over 1 minute. It closes by saying "Hope you enjoyed...".
The document appears to be a list of music artists' names along with the lengths of songs by each artist in seconds or minutes. Some of the artists mentioned include Tom Jones, Johnny Cash, Willy Nelson, Neil Diamond, Elvis The King, Tina Turner, and Dean Martin. The document ends by saying "Hope you enjoyed..." suggesting this was a playlist of songs.
- 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.
Kenny McPherson was named player of the week for March 22, 2010. The document asks what polynomial is the remainder when a polynomial is divided by another polynomial.
The document provides results from the 3rd Jeff Ravelinghien Trophy held on May 22-23, 2010 in a 25m pool. It includes results from the finals and heats of the women's 50m freestyle for 10-11 year olds (Poussines) and the heats of the women's 100m freestyle for 12-13 year olds (Benjamines). It lists the placement, name, year of birth, club, time and points for each competitor in each event.
This document contains data on students' scores on three activities: GhostBlaster, Stop Watch, and HandSlap. For GhostBlaster, the mean is 20.2963, the median is 19, and the range is 86. For Stop Watch, the mean is 29.57037, the median is 29.91, and the range is 6.13. For HandSlap, boys tended to score higher with a mode of 4-5, while girls scored lower with a mode of 1-2.
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.
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.
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.
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.
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.
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.
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.
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.
The document summarizes the results of the Dash for Darfur 5K run/walk. Sawyer Lisk placed first overall with a time of 19 minutes and 21 seconds. Angie Laaker placed first for females overall with a time of 23 minutes and 52 seconds. There were 47 male participants and 34 female participants in total.
Michael Eckert, age 52, had the fastest overall time of 20:14 in the E & A 5K Sunset Run 2011. Andrea Karl, age 27, had the fastest overall female time of 19:34. The race had multiple age group divisions for males and females of varying ages, listing each participant's name, age, bib number, overall placement, and time.
This document contains data from Ms. Lays' 2nd period class including students' last names, first names, head sizes, scores on the GhostBlaster game, times on the StopWatch game, and number of hand slaps received. The data is summarized using measures of center, range, box plots, histograms, and line plots. Analysis of the data finds that hand slaps have a median and mode of 2, stop watch times have a median of 29.91 seconds, and ghost blaster scores cluster between 16 to 28 points. Boys appear to be faster than girls based on higher averages and medians for number of hand slaps.
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.
This document logs the weekly triathlon distance goals and achievements of 28 athletes for running/walking, cycling, swimming, and rowing. It shows that Steven Ware achieved the most running/walking distance as the 1st male, while Paul Crawford had the highest cycling distance as the 2nd male. Yuki Young achieved the highest swimming distance as the 1st female.
This document appears to be a series of page numbers with no other context or information provided. It lists page numbers 29 through 47 but gives no indication of the contents of those pages or what work, text, or other material they might be referencing.
The document appears to be a list of music artists' names along with the number of seconds or minutes their songs lasted. It includes Tom Jones, Johnny Cash, Willy Nelson, Neil Diamond, Adamo, Elvis The King, Mireille Mathieu, Roger Whittaker, Dean Martin, and Tina Turner. The durations range from 37 seconds to just over 1 minute. The document ends by saying "Hope you enjoyed...".
The document appears to be a list of music artists' names along with the number of seconds or minutes their songs lasted. It includes Tom Jones, Johnny Cash, Willy Nelson, Neil Diamond, Adamo, Elvis The King, Mireille Mathieu, Roger Whittaker, Dean Martin, and Tina Turner. The durations range from 37 seconds to just over 1 minute. It closes by saying "Hope you enjoyed...".
The document appears to be a list of music artists' names along with the lengths of songs by each artist in seconds or minutes. Some of the artists mentioned include Tom Jones, Johnny Cash, Willy Nelson, Neil Diamond, Elvis The King, Tina Turner, and Dean Martin. The document ends by saying "Hope you enjoyed..." suggesting this was a playlist of songs.
- 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.
Kenny McPherson was named player of the week for March 22, 2010. The document asks what polynomial is the remainder when a polynomial is divided by another polynomial.
The document provides results from the 3rd Jeff Ravelinghien Trophy held on May 22-23, 2010 in a 25m pool. It includes results from the finals and heats of the women's 50m freestyle for 10-11 year olds (Poussines) and the heats of the women's 100m freestyle for 12-13 year olds (Benjamines). It lists the placement, name, year of birth, club, time and points for each competitor in each event.
This document contains data on students' scores on three activities: GhostBlaster, Stop Watch, and HandSlap. For GhostBlaster, the mean is 20.2963, the median is 19, and the range is 86. For Stop Watch, the mean is 29.57037, the median is 29.91, and the range is 6.13. For HandSlap, boys tended to score higher with a mode of 4-5, while girls scored lower with a mode of 1-2.
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.
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.
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.
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.
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.
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.
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.
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.
The document summarizes the results of the Dash for Darfur 5K run/walk. Sawyer Lisk placed first overall with a time of 19 minutes and 21 seconds. Angie Laaker placed first for females overall with a time of 23 minutes and 52 seconds. There were 47 male participants and 34 female participants in total.
Michael Eckert, age 52, had the fastest overall time of 20:14 in the E & A 5K Sunset Run 2011. Andrea Karl, age 27, had the fastest overall female time of 19:34. The race had multiple age group divisions for males and females of varying ages, listing each participant's name, age, bib number, overall placement, and time.
10. The range for ghost blasters is 86. The range for hand slaps
is 7. This shows that the range for ghost blasters is about 12
times as much as the range for hand slaps.
The mean for the boys on ghost blasters is about 25.The
mean for girls on ghost blasters is about 15. This shows that
boys have a bigger point percent than girls.
The range for stop watch is about the same as hand slaps.
They both have about a 7 point/time for the range. That
means they both are pretty close in the amount of time
needed to complete each.
11. A typical or average student would have about 20
points in ghost blasters, about 29 for stop watch, and 3
for a hand slap count. I know this because that is what
the mean of each game was. Also the mode shows this
too. The mode for ghost blasters was 17 and 28.The
median of those is about 22.Round it down and you get
20. The mode for stop watch was 29.94. But you don’t
round up because it is really hard to get it right on
30.00.Round down and you get 29 which was about the
average. The mode for hand slaps was 2. But the mean
said it was 3 so it is about 2.5.Round up and you get 3.
12. Boys because in hand slap their average was 4
which is bigger than the average for girls which
was 2.Also their average for ghost blasters was
higher with an average of about 24 which was
higher than the girls which was about 16.Overall
the boys are faster.