ED A.1-- Graphs for Quantitative

ED A.1-- Graphs for Quantitative

      On the reassessment for ED A.1, I missed the question because I thought the example was categorical and thus I made a bar graph and pie chart instead of quantitative graphs. The question read "the data below provides the time (in seconds) for a sample of 24 students competing in a cup stacking competition." The problem gave many times (sec) and I grouped the times. By grouping, I originally thought that grouping automatically makes a set of data categorical. I now understand that these times are quantatative and should be shown though the proper graphs. 

      Categorical variables are characteristis that can't be measured or counted. These variables can be things such as hair color or favorite food. Categorical data is represented through bar graphs and pie charts.

      Quantitative variables are values that can be counted, measured, and/or have units. These variables can be things such as lengths of roads or the number of leafs per pile. Quantatative data is represented through histograms, stem and leaf plots, dot plots, and time plots.

Stats at the Movies

Based on article :http://collider.com/box-office-reviews-statistics

     This article basically talks about how much a movie makes, what factors go into the success of a movie, and if there is a way to predict box office success based on an equation that focuses on 5 main categories. The article concludes by explaining that the equation  (Gross = –80 + 0.6×RT + 0.5×Budget + 0.025×Theaters + 50×Sequel + 20×PG13) is good at projecting gross income for average movies but not for "megahits [like] Harry Potter and the Deathly Hallows, Transformers 3, Twilight: Breaking Dawn, and The Hangover 2", which it extremely underestimates. The equation basically explains how much a variable (PG-13 and sequels) influences an AVERAGE movie such as, "PG-13 movie is predicted to earn about $25 million more" and "Sequels are predicted to earn about $50 million more at the box office."


     I actually really enjoyed this article. I figured that the "megahits" would go beyond the predicted values but I thought it was very interesting how he used EXACTLY what we are doing in class to do his experiment. * It was also very well written and he did a wonderful job of explaining to his audience (who may not be "stats geeks") how he got the equation, what it meant, how it appeared in context, how it can predict other values, the outliers, etc.

     This matches up exactly with what we're doing in AP Stats like I said before. It's way more complex because of all the variables he tied in but altogether through his graph, equation, explanation  etc, are directly associated with what we're doing in class...seriously...is there a better article that matches? Besides the fact that it was more complex and that he showed me how to incorporate different variables into the equation, which we haven't done in class, I didn't really see any brand new information.

     Using his equation, I tried to predict the gross value of Breaking Dawn: Part 2. So....Gross = –80 + 0.6×(not given yet*) + 0.5×(131.5) + 0.025×(2810) + 50×5 + 20×1
From this equation, I got that it would gross about $406 million. This is an okay value considering that Breaking Dawn Part 1 grossed $300 million. This is such a popular series it will probably gross well over the part 1 gross. *RT hasn't given its grade yet. 

* Nothing like Pre-calc where we had to find the velocity of a ferris wheel. I mean, who really cares...


Picture: http://www.andpop.com/2012/06/20/breaking-dawn-part-2-trailer-finally/
Infographic: http://www.searchenginejournal.com/twilight-saga-and-breaking-dawn-stats-infographic/36576/

Infographic

       I chose the topic of make-up and shoes. I thought this was a fun and creative idea; also when thinking of my idea, I had a ideas on how to form infographics from many of the items. This project was actually really fun and I'm glad I got to do it because it made me think more creatively. My favorite graphics are the one of Jessica Biel and the mineral make-up. These were my favorites because the Jessica Biel one required my to cut two of her faces unequally (17.6%, 82.4%). It was kind of hard, but I thought my end product was worth it :) I also liked the mineral make-up graphic because I found two different ways to portray the percents in one infographic using two images. This also made me be more creative. I liked my project idea and I think that's what made it more fun. All in all, I think this is a good project for future classes.

EMBER

A car crash? Let's make a little more trouble...
     Quinn Anderson ducked behind an alley to transform into Ember. Shedding her day clothes, she revealed her black and red suit, complete with an emblazoned double infinity sign. Taking a running leap, she flew into the air. 
     Forming her hands together, she made a fire ball. Hovering between her hands, she looked around for the perfect shot. The passenger had already evacuated the car...darn...
Fine, let's make some fireworks...
     Ember flung her arms out, unleashing the mega fire ball, creating exactly what she'd hoped. Beneath her, shrill screams of fear erupted. 
     After about 5 minutes of watching the chaos and adding a few more fireballs, look who turns up....Slashingo.

UPDATE:
SLASHINGO
FLYING ABILITY, PART LIZARD, EARTH-BASED, INVISIBILITY
ENEMY

*whistle* "Hey Slashingo! Up here!"
Slashingo, seeing Ember, shoots up and immediately shoots venom.
Ember dodges to the right with time to spare. 
"Is that all you've got?"
Slashingo shoots again, missing Ember again.
"What do you want with these innocent people, Ember?" Slashingo says, his voice laced with poison. 

"Oh, you know, just had some free time before my next commitment....kinda bored to be honest," Ember says with a smirk.

After some more fire and poison battle, Ember's hit.
"Ughh, " says Ember as she's thrown against a wall.
Slowly prying herself off, and covering her bloody right side, she says, "Was that really necessary?"
Touching her hair, she says, "And in my hair, Slashingo? You should really know better!"

Summoning a giant fire-ball up into the night sky, Ember sends it down onto a skyscraper, causing chaos everywhere.

"There! That should keep you occupied Slash!"

Slash, torn between what to do, takes the "high road", and goes to help the innocent civilians. 

Ember, still in pain and bloody managed to dart in and out of the alley to grab her stuff. Despite being indestructible, recovery still took a while. That night, Quinn Anderson, returned to her human state, made some plans to deal with Slash....once and for all.

The 5 W's and How

I think the 5 W's and How are really important in stats. They are really the essence of finding what's important in an observation, statistical problem, news, etc. The 5 W's and How help a person to dissect a problem and find what they really need and what they can use in order to help them achieve their goal.

The 5 W's and How:

• Who: Who is the problem about?
• What: What is the problem about? What is a basic summary of what's going on?
• Where: Where did the problem occur?
• When: What time did the problem occur?
• Why: Why did the problem occur? Why is the problem happening?
• How: How did the problem begin? How did the problem get fixed?

http://news.yahoo.com/chicago-man-saves-daughter-abduction-attempt-211411557--abc-news-topstories.html

Who: Kelly Davis, father of two young girls

What: Fought off a man trying to kidnap his daughter Myla

Where: Chicago, by the Picasso statue

When: Tuesday or Wednesday of this week 

Why: The man thought it was his daughter, "Goldilocks" and Davis needed to protect his family

How: When he noticed the man coming toward them, he blocked the man when he tried to grab his daughter  and ended up getting punched in the nose. Luckily, the family is safe.

Stats NOW

         I like stats so far. I think it's going to be a useful class for my major and minor. I think this is going to be a good year in math for me because I like making connections with data. I like talking about ratios, fractions, and percents, and how they all combine to tell a story. I think it's important that each stats story is told so the audience understands the full meaning of the stat and all it's multiple views.

SURVIVOR

         The activity we completed over the last few days was about survival. Basically, we had to rank items in order of importance for survival. After using this data, we found the mean, median, and range, and uses those numbers to find the common and least commonly listed items and compared them to the ranking of a U.S. Army Ranger.

         Our group would have probably survived. For the first 3 items on the ranger's list, the lighter, steel wool, and the extra set of clothes, our absolute value difference was only 2. I think that if my group were to have to pick about 7 things, we would be able to survive because we would have most of the supplies the army ranger had. I thought I would have survived pretty well on my own. My average for the absolute value difference was 2.72. The range was about from about 1.64 to the mid-high 4's. From that scale, I thought I did pretty well.