| Assessment Item Name | Statistical Investigation |
| Weighting | 15% |
| Due Date | Weeks 10 to 12 |
Assessment item description
A description of the assessment item is as follows:
| In groups, you will undertake a statistical investigation on a topic related to the life of a foundation student at UTS College. The group will need to Choose an appropriate topic or question to exploreCollect, organise, present and analyse data in an attempt to answer the chosen questionDo a 6 – 8 minute presentation (supported by PowerPoint) |
Subject learning outcomes (SLOs)
On successful completion of this assessment item, students should achieve the following outcomes:
| SLO1 | Apply foundational mathematical knowledge. |
| SLO2 | Select appropriate mathematical techniques to solve problems. |
| SLO3 | Communicate in an effective and systematic way using appropriate mathematical language in verbal and written forms. |
| SLO4 | Work effectively in a team. |
Assessment item brief
Weeks 10, 11 and 12 are all seen as Assessment tutorials and attendance is compulsory.
| Week 10 Tutorial A: |
| Groups of 3 to 4 students will be formed. Each group must: Discuss their own strengths and weaknesses, expectations and commitments. Choose a topic or question to investigate e.g.How many UTS College Foundation students smoke cigarettes?How much do UTS College Foundation students exercise?What are the different study habits used by UTS College students?What is the most popular mode of transport to campus for UTS College students? Determine the minimum sample size required. Create an online survey with questions to collect the data. Make sure you include different types of questions that will result in different types of data suitable for statistical calculations. You need 8 to 12 questions. E.g.:Fill in your name / student numberWhat is your current age as a whole number?What is your nationality (multiple choice)Gender (multiple choice)Topic specific questions…. |
| Week 10 Tutorial B: |
| Finalise the electronic survey and ask the tutor to CHECK that you have used different types of questions that will result in answers of different data types and that the questions address your group’s topic, are clear and easy to understand. Share a link to your survey with participants to collect data and collect as many responses as possible. Start designing your PowerPoint presentation selecting an appropriate theme and pictures. Help other groups collecting data by completing their surveys. |
| Week 11 Tutorial A: |
| Download the Excel spreadsheet for the data collected. Check for invalid data – correct, follow up with participant or delete the row Share the work and start on the following:For quantitative data: Use Excel functions and formulas to calculateMeanModeMedianRangeSample standard deviation For qualitative data and/or quantitative data: Use Excel to create meaningful frequency distribution tables to summarise the data Create at least 3 different well-labelled graphs of different types:Column chartPie chartHistogram with frequency polygon (ogive) |
| Week 11 Tutorial B: |
| Continue with any tasks still outstanding from the Week 11 Tutorial A list. Check each other’s work. Create the PowerPoint presentation:Transfer calculations and graphs from Excel to the PowerPoint fileDiscuss and formulate conclusions for your question / topic of investigationReflect and make notes on what you would do differently in a statistical investigation next timePlan and practise verbal presentation:Each student must participate in the verbal presentationEach student must talk at least 1 minute but no longer than 2 minutes.Explain the process of the investigation, don’t just read what’s on the slides. |
| Week 12 Tutorial A: |
| Continue with any tasks still outstanding from the Week 11 Tutorial B list. Check each other’s work. Continue to practise for the verbal presentation. Make sure theExcel spreadsheet andPowerPoint file Are submitted BEFORE the START of Week 12 Tutorial B. Make sure all students realise the importance of attending Week 12 Tutorial B ON TIME. |
Assessment item submission requirements
For this assessment item you are required to submit the following:
| BEFORE START of Week 12 Tutorial B: Each group must submit: One PowerPoint presentation fileOne Excel file Week 12 Tutorial B: Each student must AttendParticipate in the verbal presentation and talk for no less than 1 minute but not more than 2 minutes to demonstrate their contribution and understanding of the task. |
Assessment item grading criteria
For this assessment item you will be graded according the following criteria:
| CRITERIA | HD | D | C | P | F3 | F2 | F1 | F0 |
| Group work: Collaborate cohesively with team to achieve common goals (SLO4) 10 | Extensive evidence of extensive collaboration and group communication. | Strong evidence of effective collaboration and group communication. | Solid evidence of effective collaboration and group communication | Some evidence of sound collaboration and group communication. | Basic evidence of some collaboration and group communication. | Limited evidence of some collaboration and group communication | Very little evidence of attempt at collaboration and group communication | No evidence of group work. |
| Survey: Create effective electronic survey (SLO2) 15 | Extensive ability to create well-designed electronic survey resulting in answers of different data types suitable for statistical analysis. | Thorough ability to create well-designed electronic survey resulting in answers of different data types suitable for statistical analysis. | Solid ability to create well-designed electronic survey resulting in answers of different data types suitable for statistical analysis. | Sound ability to create well-designed electronic survey resulting in answers of different data types suitable for statistical analysis. | Basic ability to create well-designed electronic survey resulting in answers of different data types suitable for statistical analysis. | Elementary ability to create well- designed electronic survey resulting in answers of different data types suitable for statistical analysis. | Limited ability to create well-designed electronic survey resulting in answers of different data types suitable for statistical analysis. | No evidence of electronic survey |
| Statistical calculations: Apply mathematical knowledge and skills correctly (SLO1) 20 | Extensive ability to correctly calculate measures of central tendency and measures of spread using Excel functions and formulas. | Thorough ability to correctly calculate measures of central tendency and measures of spread using Excel functions and formulas. | Solid ability to correctly calculate measures of central tendency and measures of spread using Excel functions and formulas. | Sound ability to correctly calculate measures of central tendency and measures of spread using Excel functions and formulas. | Basic ability to correctly calculate measures of central tendency and measures of spread using Excel functions and formulas. | Elementary ability to correctly calculate measures of central tendency and measures of spread using Excel functions and formulas. | Limited ability to correctly calculate measures of central tendency and measures of spread using Excel functions and formulas. | No evidence of statistical calculations. |
| Graphs: Select appropriate mathematical techniques to solve problems (SLO2) 20 | Extensive ability to select most appropriate type of graph and present data in a well- labelled graph. | Thorough ability to select most appropriate type of graph and present data in a well- labelled graph. | Solid ability to select most appropriate type of graph and present data in a well-labelled graph. | Sound ability to select most appropriate type of graph and present data in a well-labelled graph. | Basic ability to select most appropriate type of graph and present data in a well-labelled graph.. | Elementary ability to select most appropriate type of graph and present data in a well- labelled graph. | Limited ability to select most appropriate type of graph and present data in a well-labelled graph. | No evidence of graphs. |
| Presentation layout Construct systematic solutions for mathematical problems (SLO 3) 15 | Extensive ability to construct well- organised layout, logical working steps supported by correct units. | Thorough ability to construct well- organised layout, logical working steps supported by correct units. | Solid ability to construct well- organised layout, logical working steps supported by correct units. | Sound ability to construct well- organised layout, logical working steps supported by correct units. | Basic ability to construct well- organised layout, logical working steps supported by correct units. | Elementary attempt to construct well- organised layout, logical working steps supported by correct units. | Limited attempt to construct well- organised layout, logical working steps supported by correct units. | No evidence of PowerPoint presentation |
| Conclusions Communicate meaningful conclusions using correct symbols, terminology and units. (SLO 3) 10 | Extensive ability to communicate meaningful conclusions using correct symbols, terminology and units. | Thorough ability to communicate meaningful conclusions using correct symbols, terminology and units. | Solid ability to communicate meaningful conclusions using correct symbols, terminology and units. | Sound ability to communicate meaningful conclusions using correct symbols, terminology and units. | Basic ability to communicate meaningful conclusions using correct symbols, terminology and units. | Elementary ability to communicate meaningful conclusions using correct symbols, terminology and units. | Limited ability to communicate meaningful conclusions using correct symbols, terminology and units. | No evidence of conclusions |
| Verbal presentation (Individual): Communicate cohesively and coherently to demonstrate a true understanding of the task, using content specific vocabulary. (SLO3) 10 | Extensive ability to communicate cohesively and coherently to demonstrate a true understanding of the task, using content specific lexicogrammar. | Thorough ability to communicate cohesively and coherently to demonstrate an understanding of the task, using content specific lexicogrammar. | Solid ability to communicate cohesively and coherently to demonstrate an understanding of the task, using content specific lexicogrammar. | Sound ability to communicate cohesively and coherently to demonstrate an understanding of the task, using content specific lexicogrammar. | Basic ability to communicate cohesively and coherently to demonstrate an understanding of the task, using content specific lexicogrammar. | Elementary ability to communicate cohesively and coherently to demonstrate an understanding of the task, using content specific lexicogrammar | Limited attempt to communicate cohesively and coherently to demonstrate an understanding of the task, using content specific lexicogrammar. | Did not submit the task. |
Get expert help for Statistical Investigation and many more. 24X7 help, plag free solution. Order online now!
