1. Math Studies IA Criteria B Period 4 -Andrea Goldstein -Nicole DeLuque -Ellora Balmaceda -Jose Zuleta -Alec Ramirez

2. Information & Measurements Nicole DeLuque

3. Important when collecting Information/Measurements ➢Identify the type of data required ● Quantitative: numerical, can be counted, quantified, and mathematically analyzed. ● Qualitative: non-numerical, used to provide meaning and understanding. ➢Identify data that are relevant and appropriate to the task. ● Make sure your data supports your research question and does not go off topic. ● Your relevant information collected should be organized in appropriate form for analysis and should be sufficient in quality and quantity. ➢Decide how much data is appropriate ● 100 sets of data for Chi Squared Test

4. Criteria B Overall ➢Use appropriate mathematical language (notation, symbols, terminology) ➢Students are expected to use mathematical language when communicating mathematical ideas, reasoning and findings. ➢Define key terms, where required ➢Use multiple forms of mathematical representation such as diagrams, tables, charts, graphs and models. ➢Use Microsof’ equation to write the formulae. ➢Use appropriate method for representation ➢Results are expressed appropriately

5. What is Information? Andrea Goldstein

6. IMPORTANT FACT ➔In order to reach a level 5 in achievement on the “Interpretation of Results” it is necessary that the student can produce a discussion of their results and their conclusions drawn based on the level of understanding. What can we possibly use to achieve this? INFORMATION

7. WHAT DO WE CONSIDER ? ➢Information should be relevant and appropriate to your investigation not only for YOU but for US readers to understand. ➢MUST include geometrical figures and data that is collected empirically or assembled from outside sources. ➢It COMPLETELY depends on what you will be investigating. Without data there are no results but without data and knowledge of information you've discovered there are no results or a valid conclusion.

8. … THIS IS ONLY BETWEEN ME AND YOU ➢If you find a way to generate the data yourself, the results will be more meaningful and also accurate in terms of your specific question. Without proper information that you should have found or collected for your investigation, the harder it will be to form your theories. In case you are still confused… Data collection and added information about how you have collected your data, is the information you have to INCLUDE…

9. How Much Information is Needed? Alec Ramirez

10. Data Requirements ●The information/measurements developed by the student should be sufficient in quantity, meaning the data should neither be too sparse nor too simple. ●The level of accuracy of this assessment is dependent on the abundance and substantiality of the topic chosen. ●Data sets with an insufficient amount of evidence will ultimately result in ambiguous conclusions. ●Larger quantities of data = More accurate results.

11. Examples ❏A chi-squared independence test would require at least 100 data points in order to be accurate. ❏A linear regression analysis would require at least 30 data points. ❏Does weight determine the strength of a female? At least 100 sets of data would be required for the result of this experiment to be accurate.

12. Where Can Information be Collected From? Ellora Balmaceda

13. Ways to Collect Data ❏ Carrying out surveys and questionnaires ❏ Counting ❏ Devising tests and/or measuring ❏ Conducting experiments ❏ Constructing diagrams, models, etc. ❏ Searching for data from reliable sources ❏ Using technology to generate data ❏ Generate information by investigating different number patterns

14. Secondary Data Sources ❏Surveys ❏Experiments performed by you ❏ Government sources ❏ Corporate Filings ❏ Media, including broadcast, print and internet ❏ Universities ❏ Foundations ❏ Scientific journal articles Primary Data Sources

15. Designing a Questionnaire Jose Zuleta

16. When Creating a Survey, Consider the Following... ❏ How accurate might I expect people’s responses to be? ❏ What kind of data will the question yield? Is it quantitative or qualitative? ❏ Should respondents be given options to choose from or allowed free answers? Why? ❏ If you are going to give options, what would they be? How can you ensure the data you get is as useful as possible? ❏ What other issues/problems do you think this question might present? ❏ What other question might you ask to help get the most out of the data? ❏ WHat might you be able to do with the data collected? ❏ Wille you expect an interesting spread of data? ❏ Vote the questions either bad, OK but needs improvement, or good. ❏ How might you improve/replace the questions you voted bad or OK?

17. When Creating a Survey, Consider the Following... ❖Always remember that the author of the questionnaire should always be identified and the reason why for seeking the requested information that should be explained. ❖ALL DATA COLLECTED should be kept confidentially and not given to anyone else. ❖Anonymity should be guranteed to the participant. ❖The Data collected may not be used for any purpose other than that for which it was collected.

18. Grading Criteria

19. 0 Student does not collect relevant information or generate relevant measurements.

20. 1 Student collects relevant information or generates relevant measurements. This level can be awarded even if a fundamental flaw exists in the instrument used to collect information.

21. 2 Relevant information collected, or set of measurements generated by the student, is organized in a form appropriate for analysis or is sufficient in both quality and quantity. A satisfactory attempt has been made to structure the information/measurements ready for the process of analysis, or the information/measurements are adequate in both quantity and quality.

22. 3 Relevant information collected, or set of measurements generated by the student, is organized in a form appropriate for analysis and is sufficient in both quality and quantity. This level cannot be achieved if the measurements/information are too sparse or too simple as clearly as it does not lend itself to be structured. If the information/measurements are from a secondary source, then there must be evidence of sampling if appropriate. All sampling techniques should be described.

23. Example IA - Criteria B