Understanding the Understatement

AP C. 1 is identifying the properties of the Normal distribution.

A data can be distributed or spread out in different ways, but a normal distribution is when the shape of the distribution is bell-shape. The normal distribution has a mean, median, and mode that is located in the middle of the x-axis. It has a symmetry about the center which is 50% of the distribution is less than the mean and 50% is more than the mean. For a standard normal distribution, the distribution has been standardized using z-score. The standardized z-scores will have the same shape of the original distribution. A normal model, N(μ,σ), with mean μ = 0 and standard deviation σ= 1.  The area under the normal curve or distribution will always equal one. The points of inflection will be one standard deviation from the mean. The distribution has to have a curve that is asymptotic to the x-axis. In example:The mean and standard deviation of a normally distributed dataset are 20 and 5. 20 is added from every term in the dataset and then the result is divided by 4. The distribution will have a mean of 0, a standard deviation of 1 and since it is a normal distribution, it has a normal curve. 

Office of Stats...

Brendan Bettinger's Cinemath article talked about the linear regression model based on the five variables which includes: RT (The Rotten Tomatoes), Budget, Number of Theatres, if there is going to be a sequel, and whether it is a PG-13 or not.  When Bettinger tested his linear regression model, the 2010 and 2011 both have a near coefficient of determination of 61%. The graph shows that it is a positive association between the Rotten Tomatoes and the Domestic Box Office. In conclusion, the linear regression model have a good estimating gross. 

 

I like the article because it talked about many factors of film and how other variables come to play. I thought it was interesting how Brendan Bettinger thought about predicting the box office gross using statistics. I like how this relates to what we are learning right now and how this help my understanding of this unit better. I like how Bettinger described some movies does not work with the equation and yet he is still trying to find out but for some movies such as Mission Impossible: Ghost Protocol and Rise of the Planet of the Apes.              To put the equation to test, I am going to select a random movie in 2011 like Thor. Here is the equation: Gross = –80 + 0.6×RT + 0.5×Budget + 0.025×Theaters + 50×Sequel + 20×PG13. 

In the Cinemath article, Bettinger showed us his theory of the box office gross by using the 2011 scatterplot. In AP Statistics, we are learning the making of scatter plots and to form its best fit "line" creating what is called the linear regression model. There was also a mentioned of coefficient of determination which was R2 in the article.         

                

In statistic class, we have only used two variables for the linear regression equation. We have touched on the R2 in class but have not gone deep into. We learned to what it is but not what it does.

Due to the calculation, I got $65.72 million but I could have made an error. I was not sure what to do with the sequeal and the PG13 because I did not know what to input and made it a one. In ending, the actual Domestic Total gross were $181 million. I want to predict the gross of the next movie that is going to come out using the equation. The movie Pusher that is going to come out on October the 26th, 2012 and the estimate gross is $215.5 million. The budget for the movie was low but the predicted gross is high so we will see... 

Standard ED E.5

ED E.5 Frequency and Relative Frequency Tables

Frequency and relative frequency tables are categorical data. The difference between the frequency and relative relative frequency is that for relative, you use percentages rather than numbers. The contingency table above is a table that I created for standard ED E.5. The distribution is a data that I created, not collected. This standard make sure that I can identify the correct values that make up the marginal, joint, and conditional frequencies given a two way table. The following contingency table shows how many students at Mason High School play for each sport in the different class. From the categorical data, the marginal distribution for the sports would be: Golf = 15/195, 7.69% ; Lacrosse = 22/195, 11.28% ; Swimming = 24/195, 12.31% ; Water Polo = 26/195, 13.33% ; Soccer = 33/195, 16.92% ; Basketball = 33/195, 16.92% ; Football = 42/195, 21.54%. The marginal distribution for the high school class would be: Freshman = 51/195, 26.15% ; Sophomore = 46/195, 23.59% ; Junior = 55/195, 28.21% ; Senior = 43/195, 22.05%. The marginal distribution focuses on the total of 1 variable. The conditional distribution, however, we are looking at 1 limiting factor. For example: In Mason High School, Freshman that play golf would be 3/17, 17.65%. Freshman that play Lacrosse = 5/22, 22.72%. Senior that play football would be 12/42, 28.57%. 

Off the Record: INFOGRAPHIC

The What? The Dubs...

       
                                         

            When you are looking at data you should always look at their context. To know the context, you should think of The Who, The What, The When, The Where, The Why, and sometimes How. When you are thinking of the "who", think if you were to answer a survey you are a respondent; if you are a person in an experiment you are a participant; if you are an animal, ppllants or some object, you are an experiment. For the "what", you are looking at two kind of variables which are categorical and quantitaive. Categorical variables are variables that have characterisctics and don't have numbers. Quantitative variables includes numbers, units, and you have to ask can it be measured. For quantitative data, there are two categories which are discrete and continuous. Discrete can be counted like the number of students in a classroom and continuous can be measure like the temperature, height, or weight.

Stats...

                 I think that statistic will be helpful to me because this can help me analyze data and graph more. I think this class will strengthen my weakness in possibilities, analyzing data, have an understanding of what I am reading and much more. For the last couple of days, we have been examining data and this help me understand to what statistic is because I know that this is a math related class and coming into the class not knowing what to expect can be overwhelming. I hope to extend my knowledge about reading charts, data, and comprehending the "why", meaning focus on why this happen and from that, it can help me.

                 I rather volunteer to go and answer questions rather than people/ teachers call on me. I feel uncomfortable when I am put on the spot. I honestly don't know what to expect from this class, but I hope it is fun and enjoyable. I work best on notes and more towards filling in the blank. I can't listen and write at the same time because it is hard to keep up when teachers explain and tell us to write what is on the board. Overall, I hope to have a fun education with full of excitement in this class.

 

 

 

Chance of Surviving

           Over the last two days, I have completed a survival activity. The activity consists of what we would have to do if a small plane was crash and both of the pilots and co-pilots were killed. Also it is mid-January in Northern Canada. I am dressed in normal winter school clothes and our task is to list the items in order of important for our survival. 

           My group chance of survival is 2.545 and the lower the number, the more chance you have of surviving. The number is the average of our absolute value difference. I think that my group have a good chance of surviving compare to most of the data that we have collected from our classmates. I average the class data including ours, our mean for surviving is 3.073.

           I would NOT have gotten a good chance of surviving as an individual because compare to the class average, I have a 4.54. It is a high number compare to the class average. The lowest in the class is 1.45 and they have a high chance of surviving. We record our difference on the board under the male and female list. Based on statistics in our classroom, the female dominate by 0.05 points.