1. Information for teachers This PowerPoint presentation gives some examples of analysis statements. Students own answers will differ based on their choice of investigative question. This PowerPoint is editable so can be changed to suit the wording you choose to use with your class. Further sample analysis statements (especially at Excellence level) can be found in the assessment schedule. www.education.nzta.govt.nz

2. AS 1.10 Maths and statistics Driven to distraction - Analysis section

4. Writing analysis statements You need to write statements about what you observe in your graphs and from your summary statistics about the distributions. Statements must be comparative, i.e. The statements must compare the distributions for the numerical variable for the two groups. Statements must use correct statistical terms and include values (evidence). Aim to write five comparative statements about what you notice about your data.

5. Features of distributions Look for the following features: ◦ shape, ◦ middle 50%, ◦ shift, ◦ overlap, ◦ spread, ◦ unusual or interesting features.

6. What do you notice?

7. Tired vs Reaction Time - centre The box and whisker graph shows that the centre of the distribution of reaction times (median) for those that are tired is longer at 393 ms than for those who are not tired (294 ms). CategoryMinLQMedianMeanUQMax NotTired177227294312386501 Tired220299393417557598

8. Texting vs Reaction Time - centre Write your own statement similar to the one on the previous slide CategoryMinLQMedianMeanUQMax NotText177227263279300457 Text287381458460557598

9. Tired vs Reaction Time - spread The interquartile range for the reaction times for those who are not tired (159 ms) is almost 100 ms less than the interquartile range of reaction times for those who are tired (258 ms). This means that there is more spread for the middle 50% of reaction times for those who are tired than for those students who are not tired. CategoryMinLQMedianMeanUQMax NotTired177227294312386501 Tired220299393417557598

10. Texting vs Reaction Time - spread Write your own statement similar to the one on the previous slide CategoryMinLQMedianMeanUQMax NotText177227263279300457 Text287381458460557598

11. Tired vs Reaction Time - overlap I can see from the box and whisker graph that there is some overlap of the middle 50% of reaction times for those that are tired with the middle 50% of reaction times for those that are not tired. The lower quartile for the reaction times for those that are tired (299 ms) is slightly slower than the median reaction time for those students who are not tired (294 ms). This tells me that at least 75% of reaction times for students that are tired are slower than the fastest 50% of the reaction times for those students who are not tired. CategoryMinLQMedianMeanUQMax NotTired177227294312386501 Tired220299393417557598

12. Texting vs Reaction Time - overlap Write your own statement similar to the one on the previous slide CategoryMinLQMedianMeanUQMax NotText177227263279300457 Text287381458460557598