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Inference 3

Inference 3. Integrating informed contextual knowledge. Before you start the investigation, you need to source relevant contextual information which will help you: Understand the variables (what they are, what is a normal-range, how they may interact …).

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Inference 3

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  1. Inference 3 Integrating informed contextual knowledge

  2. Before you start the investigation, you need to source relevant contextual information which will help you: • Understand the variables (what they are, what is a normal-range, how they may interact …). • Generate a purpose for your choice of variables to investigate (Who would want to know and why?). • Predict what you think you may find, and why.

  3. The hook in could come from: • Press release • Media clip or interview • Advertisement • Pop quiz based on the topic • …..

  4. Some ideas • Do girls text more than boys? • Do Year 13 students spend more at the tuckshop than Year 9 students? • Do Year 13 students do more homework than Year 9 students?

  5. State the purpose of your investigation. • Remember to explain why you are investigating this situation; give a brief background and hypothesis to be investigated. You are expected to do background research to understand the situation. • Identify the variables you wish to investigate. • Pose an appropriate comparison investigative question.

  6. Question • I am interested in investigating whether the average (mean/median) distance driven by males is greater than the average (mean/median) distance driven by females and by how much…. • Level 3 must investigate the “how much”

  7. Distance driven by females in km • Distance driven by males in km • This is not sufficient as we are only interested in drivers in NZ in a particular age group.

  8. Excellence • Can do more comparisons to provide “insight and depth” to your investigation.

  9. Select and use appropriate displays and statistical measures. • Discuss and compare sample distributions

  10. PPDAC Cycle Uses informed contextual knowledge to support explanations and to communicate findings.

  11. Makes statistical inferences. • Communicates findings: • Support (or otherwise) for original hypothesis or conjecture. That is why you need to suggest what you think might happen • Appropriate graphs that relate to findings discussed in conclusion. Relevant • Quantifies summary statistics to support (or otherwise) the conjecture. • Population to which the findings can be generalised. Context • Constraints of the survey within which the findings are valid. Be specific about the data • Alternative explanations. Investigate more than one reason

  12. Excellence • Evaluate all stages of the cycle: • Specify, justify, and relate improvements (contextual or statistical) to the problem

  13. Note: You can do difference of medians

  14. Think about topics: Time spent in paid employment • Do people who work longer hours earn more money?

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