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Tinkerplots III

Tinkerplots III. Dr. Carryn Bellomo UNLV Department of Mathematical Sciences carryn.bellomo@unlv.edu. Tinkerplots Basics. We have seen how Tinkerplots helps you see trends and patterns in data Today we will go over lessons you can use with your class, and gathering data from the internet.

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Tinkerplots III

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  1. Tinkerplots III Dr. Carryn Bellomo UNLV Department of Mathematical Sciences carryn.bellomo@unlv.edu

  2. Tinkerplots Basics • We have seen how Tinkerplots helps you see trends and patterns in data • Today we will go over lessons you can use with your class, and gathering data from the internet.

  3. Tinkerplots Basics • How many need a quick Tinkerplot refresher? • There are movies to help you.Located in: Tinkerplots Help  Movies • Adding Data (entering your own data set) • Comparing Groups (Occupational Data) • Exploring Relationships (Ozone Levels) • Making Common Graphs (Student Data) • Tinkerplot Basics (Cat Data)

  4. Tinkerplots Activities Refresher Example: • Heaviest Backpacks Sample Lessons: • Roll of 6-sided number cube • Price of Gas • Finding Pi • Birthrates over time (data imported from web) • Maintaining Balance (data imported from web) Try it Yourself (time permitting): • Collect data that interests you, and tell us about it!

  5. Refresher – Heaviest Backpacks • Here we will explore the backpack weights of students • The data cards given have information on • First name of student • Gender of student • Grade level of student • Weight of student in pounds • Weight of student’s backpack in pounds

  6. Refresher – Heaviest Backpacks • Open “Heaviest Backpacks.tp”Located in:Data and Demos Exploring Data Starters • What kind of relationships do we expect to find? • How should we organize the data?

  7. Refresher – Heaviest Backpacks Investigate the Data: • Is there a relationship between packweight and grade? Compare the mean packweight for each grade level. • Do girls tend to carry lighter backpacks than boys? • Does a person who weighs more carry a heavier pack?

  8. Lesson – Roll of Dice • Motivation:When rolling two six-sided number cubes, what number(s) are the most likely outcomes? By how much? • Data can be gathered in two ways: • Students can be given six-sided number cubes, and asked to roll and record their results • Students can use computer software to simulate random rolls of dice

  9. Lesson – Roll of Dice Lesson Objectives: • Determine probabilities, frequencies, construct a frequency distribution, etc. Materials Needed: • Six-sided number cubes, or software • Tinkerplots

  10. Lesson – Roll of Dice • Collect data • Students should tally the number of times the sum of die gives a roll (2 through 12) • The more data collected the better. Why? • Enter data into Tinkerplots • Drag out a Table • Add two new attributes by double clicking and typing in:RollValue is the value of the roll, and Frequency is the no. of times value was rolled • Enter the data by hand (see next slide)

  11. Lesson – Roll of Dice • Get the data from the Internet • Go to the websitehttp://www.unlv.edu/faculty/bellomo • Click on the link for 7th Grade Grant • Under Measurement Seminar • Open the file called “Excel_Mar06.xls” • This data is under the “Class Ex” tab Enter the data into Tinkerplots manually

  12. Lesson – Roll of Dice • Create a histogram • Drag out a Plot • Drag Frequency to the vertical axis, and RollValue to the horizontal axis • Drag the points up and to the right until the data is fully separated • Change Circle Icon to Value Bar Vertical

  13. Lesson – Roll of Dice • Find the Probability • Open the table (if it isn’t already) • Name a new attribute • Click on Table and Show Formulas • Double click on the gray box underneath your new attribute (the formula dialogue box will come up) • Type in the formula for probability, i.e. Frequency/(No. of Trials) • Click OK

  14. Lesson – Roll of Dice • Investigate data to answer • Which roll(s) occur most frequently? Why? • Which roll(s) occur least frequently? Why? • What is the probability of rolling a 7?

  15. Lesson – Price of Gas • Motivation:How have gas prices fluctuated through the years? • Here, data will be taken from the internet and analyzed to answer the above question.

  16. Lesson – Price of Gas Lesson Objectives: • Determine the price of gas (in $ per barrel) after adjusting the price of the dollar Materials Needed: • Access to data (internet) • Tinkerplots

  17. Lesson – Price of Gas • Get the data from the Internet • Go to the websitehttp://www.unlv.edu/faculty/bellomo • Click on the link for 7th Grade Grant • Under Measurement Seminar • Open the file called “Excel_Mar06.xls” • This data is under the “Crude Oil” tab

  18. Lesson – Price of Gas • Get the data into Tinkerplots • Highlight the data on the webpage • Copy the data by holding down the Control key and pressing C • Go to a blank page in Tinkerplots • Pull out a stack of data cards • Go to Edit, then Paste Cases • Label the attributes (Year, Dollar, OilPrice)

  19. Lesson – Price of Gas • Create a scatterplot • Drag out a Plot • Drag OilPrice to the vertical axis, and Year to the horizontal axis • Drag the points up and to the right until the data is fully separated • Right click on any one data point and click on Show Connecting Lines

  20. Lesson – Price of Gas • Analyze the data • Are there any trends in the data? • When were gas prices the highest? • What is the major flaw in our analysis of this data?

  21. Lesson – Price of Gas • Account for fluctuation in the dollar by adding a new attribute • Open the table (if it isn’t already) • Name a new attribute • Click on Table and Show Formulas • Double click on the gray box underneath your new attribute (the formula dialogue box will come up) • Type in the formula for the cost per barrel in today’s dollar, i.e. OilPrice*TodayDollar • Click OK

  22. Lesson – Price of Gas • Create a scatterplot with Today’s Dollar price of oil • Answer the questions again • Are there any trends in the data? • When were gas prices the highest?

  23. Lesson – Finding Pi • Motivation:Using the relationship of circumference to diameter to find an estimate for Pi

  24. Lesson – Finding Pi Lesson Objectives: • Identify linear relationships, relate two variables, plot lines, ratio. Materials Needed: • Several spherical objects • Measuring tape • Tinkerplots

  25. Lesson – Finding Pi • Collect data • Students should record the circumference and diameter for each object in a table • Be careful of units! • Enter data into Tinkerplots • Drag out a Table • Add two new attributes by double clicking and typing in:Object is the object that was measured Circumference, and Diameter

  26. Lesson – Price of Gas • Get the data from the Internet • Go to the websitehttp://www.unlv.edu/faculty/bellomo • Click on the link for 7th Grade Grant • Under Measurement Seminar • Open the file called “Excel_Mar06.xls” • This data is under the “Finding Pi” tab

  27. Lesson – Finding Pi • Create a scatterplot • Drag out a Plot • Drag Circumference to the vertical axis, and Diameter to the horizontal axis • Drag the points up and to the right until the data is fully separated

  28. Lesson – Finding Pi • Analyze the data • Does it seem there is a linear relationship with this data? • Sketch a line through these points, and estimate the slope

  29. Lesson – Finding Pi • Estimate Pi • Open the table (if it isn’t already) • Name a new attribute • Click on Table and Show Formulas • Double click on the gray box underneath your new attribute (the formula dialogue box will come up) • Type in the formula for Circumference divided by Diameter • Click OK

  30. Lesson – Finding Pi • Create a scatterplot with C/d along the vertical • Answer the questions • Does there seem to be a relationship between circumference and diameter? • When diameter increases, what happens to the circumference? • What is an estimate of the ratio of C/d?

  31. Lesson – Birthrates Over Time The data can be found at : http://lib.stat.cmu.edu/DASL/Datafiles/Birthrates.html Before We Begin : • Look at the data collection process • What kinds of questions can we answer with this data set?

  32. Lesson – Birthrates Over Time Get the data into Tinkerplots: • Highlight the data on the webpage (including column titles) • Copy the data by holding down the Control key and pressing C • Go to a blank page in Tinkerplots • Pull out a stack of data cards • Go to Edit, then Paste Cases

  33. Lesson – Birthrates Over Time Investigate the Data to Answer: • What can we say about birthrates from 1917 through 1975? • What possible influences were there during this time period?

  34. Lesson – Maintaining Balance The data can be found at : http://lib.stat.cmu.edu/DASL/Datafiles/Balance.html Before We Begin : • Look at the data collection process • What kinds of questions can we answer with this data set?

  35. Lesson – Maintaining Balance Get the data into Tinkerplots: • Highlight the data on the webpage (including column titles) • Copy the data by holding down the Control key and pressing C • Go to a blank page in Tinkerplots • Pull out a stack of data cards • Go to Edit, then Paste Cases

  36. Lesson – Maintaining Balance Investigate the Data to Answer: • How do the two groups compare in maintaining both forward and side-to-side balance? • Is one group more “steady” than the other?

  37. Try it Yourself ! • Investigate a topic that interests you • This could be data from the internet, or • Design a lesson with data you can collect with your students • Share with us your ideas!

  38. Conclusion • This presentation and handouts can be found at:http://www.unlv.edu/faculty/bellomo

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