Beatles versus Zeppelin: An Intro to 2-Sample T-tests HyperDoc

With the revamping of the AP Stats curriculum from College Board, I have revamped most of my activities and all of my lesson plans. It has been exhausting to say the least. So when one of my friends (Paul Buckley) shared a spreadsheet of all Beatles song lengths I thought, "How could I use this with my students without reinventing the wheel?" Of course, I always end up reinventing the wheel anyway 😆

This idea occurred to me over Christmas break, so I did have a little time on my hands. When we returned to school from break we were set to begin 2-sample T-tests and I wanted to use the Beatles data for that lesson plan. This meant, I needed another population. I thought about other bands that have created many songs and I went with Led Zeppelin (I listened to them A LOT in high school- but I'm not THAT old).

Well, I googled "Led Zeppelin songs in spreadsheet" and hoped for the best. That did not work out for me. Therefore, I copied a list of their songs from the Wikipedia site and just added the song lengths manually. It wasn't as bad as it seems. But if you want to use this activity with other bands, be prepared to do the same!

Before you think: this is ridiculous, there is no need to perform an inference test! I did address this issue in the hyperdoc. But I really wanted to incorporate this data in this lesson, so onward we go!

While the students have been doing tests (1 and 2 proportion z tests and 1 sample t tests), I used this as an opening activity with no instruction, so... a discovery lesson. It took a little over an hour (I was not anticipating spending this much time), but the students were very engaged!

Feel free to check it out. There is a link on the hyperdoc to the spreadsheet and the above GIF is the answer key that I snipped from student work. The presentation created by the GIF is here.

And as a bonus... I created a pretty nice playlist for this lesson.

Rock on!
~ssb
Bitmoji Image

Comments

Limit Project

Well...we just got back into school after being out for almost 3 weeks because of hurricane Florence. Our school is okay, but there are many people out there suffering from losing so much. :( I had planned on a project for Calculus before the storm but will have to put that aside until next year! We have just lost too much time. However, I wanted to still share the project with you guys in case you would like to try it or something similar to it. I like to make projects a unique experience. I hate when all students do the same thing. #1 - students can and WILL copy. #2 - It's boring to grade! The idea of this project is floating somewhere on the web. I honestly can't remember where I got the idea. But I have altered it over the years to meet the needs of my students. It has gone through many alterations, and I will continue to change things. So it is not perfect! The gist - students find a recipe that has at least 5 ingredients. (The recipe ...

Arithmetic & Geometric Recursive Investigation

Investigation and student accountability is extremely important in education today. Students need to be challenged! They will learn so much more by discovering the formulas rather than me just placing the formula on the board! While talking to my intern about not finding anything cool dealing with recursive sequences, I got an idea. I wanted my kids to find a pattern and develop the arithmetic and geometric recursive formulas using the information that they already know. I created a cut and paste activity where students had to match the sequence, the type, the common difference/ratio, the explicit formula, and the recursive formula. From that, I hoped that students would be able to see a pattern! On a note card, I had them answer three questions...describe any patterns that you see, write a general recursive arithmetic formula, and write a general recursive geometric formula. The students did an awesome job until they were asked to produce the general rec...

Exponential Growth & Decay Scavenger Hunt

Scavenger Hunts are always fun (and easy to grade). This particular one is all about applications of exponential growth & decay. My students seem to understand this topic really well, but I still wanted to provide more practice. When I did this hunt originally, I created the cards with the answer on the front and the question on the back. Once I figured out how to copy and make it work, it was great because I could use the cards over and over again. However, they started looking old, and I lost some of the cards. So t his year, I placed the answer and question on the front. It made it so much easier to copy! If you would like to try this in your class, here is a copy ! I included the solutions as well. UPDATE: I created this activity and transformed into a remote version. Remote Version: SE Scavenger Hunt TE Scavenger Hunt ~RJ

Girl Math

Search This Blog