Date: Week 2/Tuesday
Period/Class Title: Advanced Statistics and Probability
Name: Annie Mehalchick
# of students: 30
OBJECTIVE:
Students will research data online, formulate a hypothesis to test and use Excel input and graph the data.
MATERIALS:
Notes, Journals, pencils and paper Computers with Online access and Excel, printers
NOTES:
Remember to move around the classroom as students work on activity. Make sure students use computers for the right purposes, not to check email, etc. Encourage students to ask questions and be involved in the discovery process. Pay attention to students who might be struggling with understanding the new terms learned yesterday.
STEPS:
ANITICIPATORY SET (5 minutes): Ask students to think about hip-hop lyrics. What words (not vulgarities) do they know specifically from hip-hop? What words are used in a lot of songs they know? Which ones are they most likely to hear when they listen to a hip-hop song?
1. Students form a null hypothesis about which 5 words they most expect to hear when they listen to a hip-hop song and an alternative hypothesis. What is the binomial random variable? What is n? What is p? Students develop an acceptance region and rejection region for their test. (To be presented by a student, then open to discussion of whether the answer is correct, and why). (10 minutes)
2. Students are then directed to the Original Hip-Hop Lyrics Archive, http://www.ohhla.com/all.html (to be accessed through the Hip Hop Circuit Website: http://online.sfsu.edu/~jcooks/hiphopcircuit/frontup.html), and asked to pick five random songs from any artist. It is recommended to use a song or artist they do not already know (Ask students, why would I ask you to do this? It reinforces the quality of the sample). (10 minutes)
3. Students then read through the songs, noting when they see at least one of the words they expected to see. (10 minutes)
4. Students then calculate and record in Excel the probability distribution, finding the type I error, type II error and the level of significance. (15minutes)
5. Graph the data using Excel in a bar graph. (10 minutes)
FOLLOW-UP ACTIVITY:
For homework, students are required to finish what hasnot been done in class so that they can turn in a printout of their data. For the daily journal entry students are asked to reflect on what they learned in class, what questions they may have, and to rate the lesson. What were its strengths? Weaknesses? Why?
ASSESSMENT:
Assessment will take place during discussion and class work, as I move around the room in order to help those who need it. Contributions will be rewarded as well as questions about the material. The printout of the data and chart will be graded based on the student's accurate input of information. Journals are reviewed once a week and contribute to the student's grade, depending on the level of engagement the student has or is trying to make with the material.
LITERACY ASPECT:
Students will record data, calculate in mathematical language, and discuss their discoveries in statistical terms. They will be typing on a computer and writing in their journals, as well as reading lyrics.
REFLECTION/RESPONSE:
I am concerned with those students who need to review the terms and calculation process of type I and type II errors. It may occur that we run out of time, but I need to make sure that the project will continue as a homework assignment and needs to be completed.
Notes for following lesson: Use this data for applying the "power of the test" lesson.