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The Culminating Project. All Culminating Projects in this course will require students to:. pose a significant problem to investigate collect, organize, and summarize sufficient amounts of data use the Internet or other sources to collect data

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All culminating projects in this course will require students to
All Culminating Projects in this course will require students to:

  • pose a significant problem to investigate

  • collect, organize, and summarize sufficient amounts of data

  • use the Internet or other sources to collect data

  • assessing the validity of the study by examining for possible bias.

  • represent data using graphs

  • compute, using technology, measures of one and two variable statistics and make statements about data

  • draw inferences from the data that relate to the hypothesis

The culminating project

Problem Development students to:

Research the Problem

Search for Data

Is there enough data to address the problem?



Refine the Problem

Collect Data

Explore and Represent Data in Different Ways

At the end of each applicable unit of the course, explore ways to apply new concepts to Student’s Problem

Interpret and explain what is suggested by the representations

Assemble parts of a Portfolio, including research, discussion on data, analyses, interpretations, findings, what could be done next, etc.

Write Report

Present Report to Class

Critique presentations of Class members

Notes: students to:

  • The final product including the project report and presentation must be UNIQUE and is to be completed INDIVIDUAL LY or with a PARTNER.

  • Note that the question posed for the project does not have to be answered, only investigated. The intention is to pose a significant problem whose solution would require the organization and analysis of a large amount of data. The analysis includes selecting and applying the tools of the course to design and carry out a study of the problem and compile a report of the investigation and its findings.

  • Each project will be presented with effective use of communications technology and critiqued by other students in a constructive fashion. Opportunities to learn the skills of presentation and critiquing with teacher feedback will be provided throughout the course.

Evaluation scheme
Evaluation Scheme: students to:

Project Progress

  • 6% of your term mark (Application, Communication)

    Project Presentation

  • 3% Communication

    Project Report

  • 7% : 2% Communication & 5% Inquiry

    Project Critique

  • 2% Knowledge (each student will critique two presentations – but must be present for all projects in order to receive full marks – no unauthorized absences)

Timelines students to:

Posing a problem
Posing a Problem students to:

  • Identify an area of interest, select a topic and refine topic with preliminary data search:

    Keep in mind:

  • The topic must be of interest to you

  • It must involve sufficient mathematical content and analysis to constitute a reasonable project.

  • It must not be so large that it is impossible to analyse using the skills and knowledge learned in this course.

Posing a problem1
Posing a Problem students to:

Interest areas to consider:

  • A social issue of interest to you

  • A sport or hobby that you enjoy

  • An issue from another course you would like to investigate

  • An interesting article from a newspaper

  • A question or issue raised in the text that you would like to investigate further

  • A small project from the text that could be expanded

  • An issue arising from employment or a potential future career

Posing a problem2
Posing a Problem students to:

Defining a topic from your interest area:

Create a mind map:

  • Place the topic in the centre. Draw off possible subtopics in levels. Each level getting more specific and narrow.

  • Look for connections/relationships amongst subtopics

Posing a problem3
Posing a Problem students to:

Pose a Question/Problem

  • Now that the mind map has narrowed the topic, begin posing questions that you could ask or problems to investigate. Use the following checklist to help you pose a problem that can be investigated with the skills you learn in this course.

    The question should:

  • Be of significant interest to you

  • Lend itself to the collection, organization and analysis of a large amount of data

  • Allow the use of technology

    The question, when investigated should require the application of the following data management


  • One-variable stats

  • Two-variable stats

  • If possible concepts of Probability and Counting

    The question should be accompanied by background information and a preliminary data search.

    The type, quantity and quality of data may help you refine or revise the question.

Posing a problem4
Posing a Problem students to:

Identify Causes or Influencing Factors

  • Create a Cause and Effect Diagram to investigate possible explanations for reasons for a problem or factors that influence the outcome to your question posed.

    Generate a Hypothesis

  • In creating a hypothesis you are taking a position about the factors that influence your problem, which you will test the validity of by collecting and analyzing data.

Collection of data will determine the final topic
Collection of Data will Determine the Final Topic students to:

  • Is my Topic too broad or narrow?

    Narrow your question if:

  • You can't find reliable data or the amount of data available is overwhelming

  • You can't reach specific conclusions; or

  • You can't make specific recommendations

    Broaden your question if:

  • You seem to be spending a lot of time on a minor aspect

  • You discover there are major aspects of issues you haven't considered

  • You can't find information on your topic

Collection of data will determine the final topic1
Collection of Data will Determine the Final Topic students to:

  • Should I revise my problem/question?

  • Do you have a working knowledge of the topic? You should be able to talk about your topic with someone else for at least a few minutes. This means you know enough of the basic ideas and issues to begin formulating a question. Not yet? More research or narrowing your question may be required.

    Yes________. No_________I need to revise or modify the question.

  • Are you looking at an aspect of your topic that is specific and distinct? If you can ask a specific question and easily find information which you can work with.

    Yes___________ .No_____________ I need to revise or modify the question.

  • Are you personally interested in this topic. If you are, it will make the time and energy you are required to put in to it easier to manage.

    Yes_____________. No ___________I need to revise or modify the topic and question.

  • Look for controversies and questions related to your topic in a variety of sources – media, news, Internet, literature.

Locating secondary data
Locating Secondary Data students to:

  • Begin searches by topic of interest in internet search engines, include keywords such as “data table” or “microdata”.

  • See Nelson Chapter 2.6 Secondary Sources for search tips

  • Do not use the Internet as your only source of information. Not all data and information is checked for reliability or accuracy. Use your web review checklist to assess the credibility of the site.

  • Look for data in a variety of places:

    • Journals

    • Nelson Data Management Text p. X Section D for Sources of Information

    • Appendices of the Data Management Textbook

    • Fathom Sample Documents has microdata sorted by topic.

    • Possible to upload US Census data directly within Fathom

Internet sites containing data tables
Internet sites containing Data Tables students to:

Central Intelligence Agency

World Health Organization

Public Health Agency

Child Trends Data Bank

Center for Disease Control and Prevention

Statistics CanadaEnvironment Canada

Transport Canada

HeatlhCanadaKey Curriculum Press

Data and Story Library

Exploring Data - Introductory Statistics

Quantitative Environmental Learning Project

National Center for Education Statistics

National Center for Health Statistics


Economic Time Series Page

The Math Forum

U.K. National Statistics

The World Bank

United Nations Common DatabaseUNESCO Institute for Statistics

StatSciGapminderNation Master