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Title of Unit
Subject
Developed By
Grade Level
Time Frame
12th
2 weeks
Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.
Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviors that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.
that the Null Hypothesis is always that there is no difference between two
groups and is NOT an educated prediction of results.
that the p-value is the probability of getting the observed results if the Null
Hypothesis is true.
that the purpose of these statistical tests is to determine whether observed
differences are due to random variability (such as getting 52 heads when
flipping a fair coin 100 times, instead of the expected 50) OR due to an
actual difference.
to use a t-test when comparing two samples where the mean can be
measured.
A Audience
S Situation
P Product, Performance
Other Evidence
Through what other evidence (work samples, observations,
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.
Student Self-Assessment
How will students reflect upon or self-assess their learning?
Intro to t-test
T-test
practice with
Given a large set of data, students will make two dot plots in order to draw a frequency
distribution for each. Students will observe the difference in means and observe how
much overlap there is between the groups in order to say whether there seems to be a
real difference between the groups. Students will then use a t-test to determine the
probability of their truly a difference between the groups.
Students will be given another set of data to determine whether to Reject a Null
Hypothesis or not by using the t-test. Students will be shown how to use the graphing
6
7
8
9
10
technology
Quiz
Determining
when to use
a t-test
Intro to
Project
Project Work
Present
Project
Comments
Yes.
For struggling students:
Flow charts, printed definitions, technology
For students who need a challenge:
Creating own experimental can be as challenging as students or teacher want.
Intro and vocabulary are learned through activity, followed by lecture, notes
and discussion.
Practice is done with groups and individually.
Projects are done in groups.
Yes. Technology such as graphing calculators and Excel. Internet resources also
available. Other resources are notes and worksheets given to all students.
Yes.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120313-8 (pbk)