Height Lab by 6a69CY

VIEWS: 4 PAGES: 3

									                               Measure Up!

1.    Measure your height and foot size to the nearest cm. Record values on the
      table below and on the chalkboard so everyone has access to the
      measurements.
     NAME                 HEIGHT               FOOT SIZE




2.    Clear all lists and enter the height data in L1 (, Clear All Lists: , Edit).
3.    Arrange in ascending order (, Edit, SortA,  L1)
4.    Find the following using , Calc, 1Var Stats :
      a. Lower Extreme (min) _____________
      b. Upper Extreme (max) _____________
      c. Median (med) _______________
      d. Lower Quartile (Q1) _____________
      e. Upper Quartile (Q2) ___________

5.    Make a box and whisker graph of this data. Sketch it below.


6.    Approximately what percentage of the heights are greater than the upper
      quartile? About what percentage are less than the lower quartile?


7.    Notice that the box part of the plot represents the middle 50 percent of the
      data set. The size and location of the box tell you certain things about the
      data. A wider box indicates that the data is spread out, while a smaller box
      means the data is clustered. Discuss the size and location of the box part of
      your plot; describe how it relates to the measured heights.




8.    The lengths of the whiskers on the box plot give a hint as to the distribution of
      the data. If one whisker is significantly longer than the other, we say the data
      is skewed in the direction of the longer whisker. This just means that the data
      is bunched together near the shorter whisker. Describe the whiskers on your
      plot. What do the whisker lengths tell you about the heights?
9.    If the heights in this activity were measured in feet rather than cm, how would
      your box plot be affected? Explain your reasoning.


10.   The nature of a box-and-whisker plot can sometimes be distorted by data
      values known as outliers. Describe how your box-and-whisker plot would be
      affected if one of the students were replaced with a professional basketball
      player. Would the median, lower and upper quartile values change?

11.   Repeat using the heights below: (Note: If you use the calculator for this, save
      Class A in L3 and Class B in L4 – not L1 or you will lose the class height
      data which will be used later!)

      a. Class A: 193, 141, 161, 152, 179, 153, 167, 146, 184, 197, 147, 149

           Sketch of box plot for Class A:



      b. Class B: 195, 128, 164, 189, 162, 129, 178, 143, 154, 144, 187, 170

           Sketch of box plot for Class B:



12.   Write three statements comparing the heights in these two classes.
      a.

      b.

      c.

13.   Now enter the foot size next to the appropriate height in L2.
14.   Make a line graph of this data and sketch it below. Hints for graphing on
      calculator: Stat Plot, Plot 1 …ON, Line Graph, , 9:(ZoomStat)
15.   What do you notice about the relationship between height and foot size?
16.   Bonus Activities:
      a. Pick a profession BB player and find he or she’s height. Predict their shoe
          size.
      b. Compare some of the following relationships on a graph.
               i. twice your neck and your waist
              ii. arm span and height
             iii. wrist to elbow and foot size

								
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