1. 12 Stats
Statistics is a body of methods for making wise decisions in the face of uncertainty.
W. Allen Wallis

2. 12 Statistics
WHY TAKE STATISTICS?
We live a world that is filled with uncertainty and variability. The field of statistics exists because of this. Statistical methods allow us to gain information and control because we can use them to measure variability and find predictable patterns in the presence of uncertainty. Here are some reasons why statistical methods are popular and useful:
As individuals to help us make personal decisions about things like
What to eat to remain healthy
How to enhance our children’s well-being
Which treatment to undergo in a medical situation
How to invest our time to enhance our enjoyment of life
As a society we want to have some control over
Reducing rates of cancer, heart attack, diabetes and other diseases
Growing better plants (pest resistant, high yield, etc)
Determining public education strategies to reduce the incidence of HIV
Deciding on road safety measures to reduce to road toll
As intelligent and curious beings we want to understand things like
Psychic abilities – are they real?
Are left-handed people better at mathematics?
Does listening to classical music enhance our intelligence?
Do male and female brains work differently?
As social and curious beings we want to know about other people
Who are they planning to vote for at the next election?
What TV programmes are they watching?
How much alcohol do they drink?
How much exercise do they take?
This course has been designed for students who wish to keep their career options open by studying mathematics at Level 2, for whom the regular course in mathematics is not appropriate.
Successful completion of the course provides eligibility for continuing with a Statistics and Modelling course in year 13.
The main focus of the course is statistics. You will use and understand the processes of carrying out an investigation to provide an answer to a real problem, using statistics to organise, process, present and analyse the data. You will learn to communicate the findings and make predictions, using technology as an aid. Other topics include using sequences of numbers to solve problems and an introduction to calculus.

3. Continuing with Statistics
A few of the students (about 2 or 3) who successfully complete the course go on to take the full 24 credit Stats and Modelling course that includes external assessment.
About 40% of them continue with an internally assessed course in Stats (see later for details).

4. Use of technology There is a strong technology component.
Technology is used for assessment.
Skills are developed with
Excel
Fathom.
Casio Power Graphic fx-9750G PLUS

5. Content overview Surveys and Questionnaires Display of Data Sampling
Probability
Bi-variate Data or Time SeriesInvestigation
Sequences and Series
Calculus
Some elements of statistical literacy

6. NCEA
This course is entirely internally assessed and provides access to a maximum of 17 Level 2 credits.

7. Standards offered Standard Title Type Credits Date Time required
US 12332 v3
Demonstrate knowledge of
measures and displays used to
compare data sets
Internal 2
Early term 1
2 period in class
AS 2.5
(90288) v2
Select a sample and make
inferences from the data 3
Late term 1
1 ½ periods in class
US 12333
Demonstrate understanding of
and use, questionnaire design
Early term 2
AS 2.6
(90289)
Simulate probability situations
and apply the Normal distribution
Late term 2
2 periods in class
US 5248
Use Sequences & Series to
solve problems.
Early term 3
US 7564
(Bivariate data investigation)
Plan, carry out and report on a
statistical investigation into a
given area.
Late term 3
3 periods in class
US 5244 v4
Demonstrate Calculus skills
Early term 4
TOTAL CREDITS 17

8. Processes
In addition students who achieve all students using a high level of communication will be eligible to enter
Unit Standard 5243
Apply mathematical processes and skills in problems
7 Credits

9. Questionnaires Unit Standard 12333: 3 Credits
Demonstrate understanding of, and use Questionnaire design
demonstrate understanding of questionnaire design, and design and trial a questionnaire for a given purpose.

10. Compare Data Sets Display of data Measures Comparison
Box plot, (composite) bar graphs
Measures
Mean, median
Standard deviation, inter-quartile range
Comparison
Discuss symmetry
unusual values
compare box plots

12. Investigation Using time series or Bi-variate data Writing a question
Construction of a scatterplot
Describe trend
Insert a linear trend line
Make a prediction

13. Scatterplot of Final Mark v Coursework for Psychology 1

14. Sequences and Series
Taught and assessed using Excel

15. 13 internally assessed statistics
Achievement Objectives
To give access to mathematics for students who wish to keep their career options open by studying mathematics at Level 3 for whom the regular course in mathematics is not appropriate
To develop skills and understanding in the application of statistics and modelling.
To use technology as an aid to solve problems involving the analyses of data.
This course has “approved subject” status.

16. Assessment for qualifications
Standard
Title
Type
Credits
Date
Time required
US 5258 V3
Use expected values to solve problems
Internal 2
End term 2
1 period in class
US 5259
Use probability distribution models to solve problems 3
Middle Term 3
1 period in class AS
90645 V2
Complete a Statistical investigation involving bi-variate data.
Middle term 1
2 periods in computer room
90647 V2
Use a mathematical model involving curve fitting to solve a problem
End term 1
90641 V2
Determine the trend for time series data.
Early term 2
90642 V2
Calculate confidence intervals for population parameters
External
NCEA External at end of year

17. The quiet statisticians have changed our world-not by discovering new facts or technical developments but by changing the ways that we reason, experiments and form our opinions
Ian Hacking (Science 1984)