Unit 4 GRASP Task
Task #1: Read the GRASP
Goal: Your goal is to educate students about a bivariate variables. Choose between the following:
- COVID rates and GDP of a country
- COVID rates and vaccination rates
- COVID rates and age
- COVID deaths over time of one country
- COVID deaths in the world over time
- If you have another other ideas, please have them approved by your teacher first before beginning your research.
They will need to understand why data is so important to this process and how the development of critical questions informs the data gathering. Your specific goals are: Prepare a report for the information drive using a PowerPoint.
Role: You are part of a team of analysts who have been asked by your company to help educate students about COVID and the contributing factors that affect it.
Audience: Your audience will be students and individuals interested in vaccines and wanting to learn more about COVID to produce a more effective vaccine.
Situation:
The number of COVID cases have been on the rise again in the world. Some countries are handling it better than others. You need to research the different factors that could affect why COVID rates vary so greatly from place to place.
Task #2: Research Your Topic
Now you will research your topic. Some suggestions for research sites are
Task #3: Task Sheet
Product: Report to be released to the Public
Your task is to plan an investigation to collect bivariate data on an aspect involving the factors that affect COVID, an epidemic the world has not seen in so long. Remember that bivariate data is data that deals with two variables, where each value of one of the variables is paired with a value of the other variable. Since you will be creating a scatterplot with your data as part of the report you will be releasing to the public so accuracy is a must. It would be helpful if you choose variables that are numerical or quantitative.
To arrive at the report, you need to
- Determine what numerical data you need.
- Determine how you will gather the data. What sampling procedure will you use? (Try to gather at least 50 data points)
- After collecting the data, organize it based on the relationship you have observed when comparing two numerical data. You may use a relative frequency table to observe the data you collected and make initial inference.
- Compute the correlation coefficient between two numerical data at a time and use a scatterplot to analyze any clustering or outlier that may affect the line of best fit.
- Present your findings using a PowerPoint. Describe the behavior of the distribution by stating the measure of center and spread. You may use a relative frequency table to show the behavior of your data.
- As you need to be accurate in what you will report, your generalization must determine if the data set suggest correlation or causation.
- Use words that are mathematically accurate but can be understood by the public when you release the report.
Standards:
S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).
S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
S.ID.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
S.ID.6 Represent data on two quantitative variables on a scatter plot and describe how the variables are related.
S.ID.8 Compute (using technology) and interpret the correlation coefficient of a linear
Criteria B
| 1-2 | You can
§ apply, with teacher support, concepts of linear function to discover simple statistical patterns using data points. state predictions in the data points as a rule in interpreting the data set. |
| 3-4 | You can
§ apply concepts of linear function to discover simple statistical patterns described by a data set. suggest relationships present in the data points as a rule in interpreting the data set. |
| 5-6 | You can
§ select and apply concepts of linear function to discover complex statistical patterns described by a data set. § describe patterns present in the data points as a rule in interpreting the data set. verify the general rule used in interpreting one data set is the same to other data sets |
| 7-8 | You can
§ select and apply concepts of linear function to discover complex statistical patterns shown on a scatter plot. § describe patterns present in the data points as a rule in interpreting the data set shown in the scatter plot verify and justify the general rule used in interpreting all data sets |
Criteria C
| Achievement level | Task specific descriptor |
| 0 | You did not meet any of the following descriptors. |
| 1–2 | You can
§ use limited math vocabulary and symbol in presenting data. § use limited forms of scatter plot to present data points. § communicate findings using scatter plot that is difficult to interpret. |
| 3–4 | You can
§ use some correct math vocabulary and symbol in presenting data. § use appropriate forms of scatter plot x- and y-axis to present data points adequately with a few missing details. § communicate findings using scatter plot that listeners can understand, though not always clear. § present the report that follows a adequately organized structure |
| 5–6 | You can
§ usually use correct math vocabulary and symbol in presenting data. § usually use correct forms of scatter plot x- and y-axis to present data points correctly. § move between graphs and tables to present survey report with some success. § communicate findings using scatter plot and relative frequency table clearly despite missing details and occasionally incoherent. § present the report that follows a usually organized logical structure |
| 7–8 | You can
§ consistently use correct math vocabulary, symbols and forms of presentation in presenting data. § consistently use correct forms of scatter plot to present data points and the relative frequency table by row and column for the data sets correctly. § move effectively between graphs and tables to present survey report and integrate similar features that shows data consistency. § communicate findings using scatter plot and relative frequency table clearly completely and coherently. § present the report that follows a consistently organized clear logical structure |
Criteria D
| 1-2 | You can
§ identify some numerical data related to the rising cases of people receiving random messages. § apply the selected statistical tool to find data that may describe the profile of the respondents and the cases of random messages, with limited success |
| 3-4 | You can
§ identify relevant numerical data that helps identify profile of people receiving random messages. § select, with some success, adequate statistical tools to model the data points collected from the respondents who were surveyed. § apply the selected statistical tool to form a data set § describe whether the details of the report make sense |
| 5-6 | You can
§ identify and list relevant numerical data that will help identify which profile of the respondents creates a pattern to receiving random messages. § select adequate statistical tools to model the data points collected from the respondents who were surveyed. § apply the selected statistical tool to reach a valid report § describe the degree of accuracy of the details in the report. § discuss whether the details of the report make sense |
| 7-8
|
You can
§ identify and list relevant numerical data that will help identify which profile of the respondents were used to send random messages. § select correct statistical tools to model the data points and data sets collected from the respondents who were surveyed. § apply the selected statistical tool to reach a correct and accurate report § explain the degree of accuracy of the details in the report. § explain why the details of the report make sense |