B. Prove It‎ > ‎

3. Decision Making Video

Task: Teacher claim video
      The claim video is based on the concept of disproving a teacher with statistical evidence and reasoning.  During the previous two sections, you created the core components and supporting calculations.  Now, you need to stitch the video together with an engaging narrative to explain how your group (tried to) prove(d) a teacher wrong.
      • Questions and hypotheses
        • [1 pt] Create a question about Byron HS students.
        • [1 pt] Ask a teacher to give their answer....this will be the Null Hypothesis  Record this in the video.  During or after it is stated, display the statement with proper symbols in the video.
        • [1 pt] Decide if you will argue less then, greater than, or just different than the teacher's statement  Include your reaction (high or low or different) near the start of the video and show with proper symbols.
      • Sampling
        • [2 pts] Create a SRS (or stratified / systematic) for the question, sample 30+ students (ask me for list of students to randomly sample from).  Sample enough to allow for some non-response and still have a sample of 30.  Include some respondents in the video.
      • Bootstrap calculations
        • [2 pts] Run the results on StatKey as a bootstrap hypothesis test.  Make sure you explain in your video what you are doing at each step, but focus your words on why you are doing it, not what you are clicking on.  Show the full process in under 30 seconds.  Include screenshots or a video recording of StatKey as you visually explain what you are doing, but be fast, or your peers and I will be bored to tears watching it.  *Check with a peer or teacher that you did it right before putting it in the video.
      • Normal calculations
        • [3 pts] Run the calculations for the p-value using the normal curve method.  This includes checking your data against the assumptions for a normal curve calculation, finding the z-score for your sample data, and using it to calculate the p-value.  Include a sketch of the normal curve.  The results will be similar, but not necessarily identical, to the bootstrap calculations.  Again, aim for 30 seconds to explain how you do this.  Do not read every number as it is written -- focus on the purpose of the formula.  *Check with a peer or teacher that you did it right before putting it in the video.
      • Decision
        • [1 pt] Quickly explain what your p-value means.  Try to make this entertaining, if possible, rather than just reading it.
        • [1 pt] Decide if your evidence (p-value) is statistically significant enough to reject the null hypothesis or not.
      • Production quality
        • [2 pts] Create a 2-3 minute video documenting the process and the results you obtained.  The video should include all of the components above.  iMovie is probably the best tool.  Don't use background music because it overpowers the speech (unless you know how to adjust levels well).  Take the time to spell and pronounce terms correctly.
      • Creativity and originality
        • [3 pts] You meet all the goals of the project, yet take a creative spin on the result.  Use of humor, action, or creative things that your teachers can't even think of are highly encouraged.

      Examples
          This project is a mashup of a couple different projects from Fall 2014.  Though these videos no longer match your rubric, they may spark ideas:
          Spring 2015 examples (note -- rubric does not necessarily match your rubric, so just watch for ideas):

          Free Response Prep
              What is the difference in purpose between a confidence interval, as used in the infographic, and a hypothesis test, as used in the video?


              Why did the simulation and normal curve approaches to finding a p-value differ?  Why does or does this not bother you?


              How did you take a leadership or captain role on an even number of tasks during the project?


              Did the video help you improve your understanding of how to do hypothesis tests?  How could we setup the project differently to improve it next semester?


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