Guy and Arnet Evaluation for hypothesis 1

Math experiment

Hypotheses: The taller the person is, the bigger their hands are.

Experiment Details: We started off by gathering information from all students in the class. We asked them for their height, hand width and hand length. From all this data, we made a table on excel. First, we divided the data into 5 height groups: 145cm~150cm, 150cm~155cm, 155cm~160cm etc. Then, we got the average hand width and length from each group. After we got the average, we compared the average width and length from all height groups to see if there was a trend.

This is an example:

Height groups	Length	Width
165cm~170cm	22.5cm	19.67cm
160cm~165cm	21.8cm	19.34cm
155cm~160cm	21.232cm	18.2cm
150cm~155cm	20.5cm	18cm
145cm~150cm	21.432cm	17.58cm

Conclusion: At the end, we found out that people that are taller have a higher possibility of having bigger hands.

Improvements: For this hypothesis, we decided to show our data using a bar chart. Next time, we could try on using methods such as the ‘scatter diagram or pie chart. Secondly, it could have been possible to divide our height groups into smaller groups so that we can get an even more reliable conclusion.

Arnet & Guy Hypothesese 1

I printed the evaluation sheet out on paper, and will hand it to you in class
Arnet & Guy

Hypothesese 2 (Alyssa, Hien, Tony)

Our pie chart shows that most of the people that we interviewed (14) uses the internet in most of their spare time. Our question was "What do you do most in your free time?" This is a different question from what the other groups have done. Instead of asking how many hours they have of free time AND how much time they use it on the internet, our question is much shorter and simpler.

On the pie chart, it shows that 54% of the 14 we interviewed spends most of their speare time on the internet. So yes, Mr Turner's hypothesis was correct.

Data Handling 1 : Do taller students have bigger hands? & Data Handling 2: Do students spend most of their free time on the internet : Hokyin & Anh Tu

Data Handling 1: By Hokyin


This is the height – hand span. The line of best fit – shows a upward trend amongst the people in our class. This means that taller people – have bigger hands than the shorter people. I picked a line of best fit – because I know the line would show a trend. If it went downwards – it meant that people who have short hands have bigger hands than taller people, on the contary, like the results here – it might show a upward trend – meaning that tall people have bigger hands than shorter people.



This is the height – hand height. Like the previous one - The line of best fit – shows a upward trend amongst the people in our class. This means that taller people – have bigger hands than the shorter people. I picked a line of best fit – because I know the line would show a trend. If it went downwards – it meant that people who have short height have bigger hands than taller people, on the contary, like the results here – it might show a upward trend – meaning that tall people have "taller" hands than shorter people.

Conclusion: These 2 charts show that taller students, generally have bigger/wider hands. There are several execptions/anyomlies, (Jason), but other than that, I think that this is a sutiable conclusion,.

0verall - I would like to collect some more samples/data to make my conclusion more accurate, etc.

Data Handling 2: By Anh Tu


CONCLUSION:
I have found out that my hypothesis is correct and that more than half of our class use more than half of their free time on the internet. Most people would use 2/3 of their free time to go on the internet. This means that most people in our class would use more than half of their free time on the internet.

METHOD:
I will use a bar chart to show these results. The first thing I will do is to find the percentage of all the results then I will create two bar charts one percentage and one with raw data.

Alyssa, Hien and Tony's data handling 1 (2nd) - Taller people and Bigger hands?

Name of the hypothesis : Taller People have bigger hand.




Firstly on Tuesday 17th of May, we collected some data of Maths Set 2's students' (17 people) height, hand span and hand height.





We used blue for height,


red for hand span


and green for hand height.


As you can see, height has large amount and other's are not that much. Look at student 3.


He is not that high but he has a bit of big hand. Now look at student 15. He is extremly tall but he has very little hand.

Conclusion : This cannot be 100% right and it had some similar result like the hypothesis "Students spend most of their freetime on the computer"

Sorry I scanned :(

Hypothesis 2 - Students spend most of their time on the internet - Arnet and Guy

Hypthesis 2 : Students spend most of their free time on the internet.

Data: We surveyed everyone in the class asking :

1) How much free time do you have in 1 day

2)How much of that time do you spend on the internet

Statistical Measure: Fraction (e.g. 90 / 120)

Diagram: Bar chart - 1 bar for how much free time, another for how much internet time

Conclusion: The results are unclear. As you can see, the proportions are random. However, if we add results the fractions, the 8.2 math set spends over half of their free time on the internet.

Improvement: To improve, I would have made a pie chart so that we could see proportions clearly. However, the way I presented my data made it hard to put on a pie chart.

I would also change the type of my bar chart (like Jason's) - so that it would show proportions easier. but as previously mentioned, I have tried but the way I presented the information made it confusing.

Data Handling 2 (do students spend most of their free time on the computer?) Sean and Aston

Hypothesis: Students spend most of their time on the computer.
Statistical measures: Percentages
Observations: The overall results were a little scattered when we grouped the amount of free time from lowest to highest. Overall, there is no real trend line though it is a fact that when students have more free time, they also spend more time on the computer.
I have posted two graphs here, one from Autograph and one from Excel (forgive me Mr Turner!)
Please check if they graphs relate to our findings.
Evaluation: The graph from Autograph could be more detailed and a little more clear. I used an Excel graph but this was only to reinforce our observations.

Excel Graph

Autograph graph

Students spent most of their free time on internet - Thuy Anh and Yan Shin

Hypothesis: Students spent most of their free time on internet.

Statistical Measure: We decided to use scatter graph at first to see how it work and to do that is quite simple as we insert the data on excel then we copy and paste it on autograph and here is how it looked like(left). As you could see the dots are the point where you could compare the freetime(on the x-axis) and the time spent on internet(y-axis) and they are measured in hours. It is quite simple to do but it is harder to compare and to tell if the hypothesis is true or not. (the scatter graph is first, i don't know how to arrange them, it just came out like this when i inserted few images)So the second method was to use the same data we collected but by putting it in a tally chart then a pie chart which is easier for comparing data of course. How do we do this? Well, we insert the data on excel first(last bottom image) and reading from the data on excel, we put it on a tally frequency table(left, 3nd image). Later, we finished it by putting the data from the tally table onto a pie chart which came out like this(second image).

Diagram: Tally Chart, excel table, scatter graph and pie chart.

Conclusion: In conclusion, the hypothesis is true because as you can see on the results, there are more students who spent their free time on internet than doing other activities. However, this isn't a very accurate result as this is only a day or merely an approximate average of free time and internet hours each day. So the results can change, also this is only the results for 17 students from the same age group so to make it fair, we need to test it on students from other age groups as well.

(The layout is not very consistent and matching the text but i've got no idea how to move the images and make it the way i wanted so this is how it turned out, sorry!)

EDITED IS IN ITALIC.

Why did i specifically shown all my working process? So people can see how i did it and also how it helped me. Also, the for tally frequency table, if anybody do not understand. Please read this, the 'internet' on the table is meant for students on internet more on their freetime than other activites. 'not on internet' meant for students who spent more freetime on OTHER ACTIVITIES than internet. 'Equal time' meant that students who spent the same equal amount of their freetime both on internet and others which is balance.

I didn't use the other graphs and used a pie chart which might 'lose a lot of data' according to Hokyin and Anh Tu but as i said on the comments below, i like to use this because personally, a pie chart is better to compare the proportions, after all, this is what pie charts are for. I didn't follow the others and how they also added what other kind of activities for example: watching television, outdoor acitivies because clearly, the hypothesis and the purpose of this is actually to test whether if students really spent most of their freetime on internet so i don't think i need to know any other details that is not important or put to use for making my conclusion. Thank you. That is all, i won't type no more.

Ruchi & Jason: Hypothesis 2 Analysis-Students Spend Most of their free time on the Internet

Our data was put out as a "Stacked Column Bar Chart". The criteria was 'How much free time would/do you have on a school day without homework and how much of that do you spend on a computer/internet'. Here were the results sorted by gender:

Note: For a html copy (larger images+table) i made a html file through excel.

As you can see for the girls, the amount of free time is fairly consistant, except for the last result which has a abnormal (compared to the results) amount of free time with an exceptionally low time on a computer though in comparison to many of the other people. Having said that, all girls except for that and one other spend either half or in many cases more than half their free time on their computers.

The boys on average (mode) have about 3 hours of free time. Most boys spend over half their free time on a computer (without counting small exceptions). The average time for a boy though to be doing other activities during free time though is approx. between 1.5-2 hours.

In general:
In general I believe that the hypothesis is somewhat true. This is because the hypothesis states that students spend most of they're free time on a computer, and from the results that we collected this may seem true, but it is mostly only marginally true (by half an hour, ect). I believe that in order to get a more solid answer we probably may require more data, and also more data about the person, as quite often everyone spends a different amount of time on a computer on a different day.

Data Handling 1 - Hypothesis: Taller Students have Larger Hands - By Sean and Aston

Hypothesis: Taller Students have Larger Hands?
Statistical Measurements: Mean, Range, Ratio of Height to Handspan and Height to Handheight.
Conclusion: This hypothesis is true, but not for all people. However, the line of bestfit proves that the taller students are, the larger their hands are.
Improvements: We could've been more accurate on this investigation if we'd collected more results and maybe measured more accurately by using decimal points/numbers.

Alyssa, Hien and Tony's Data Handling 1 - Students spend most of their free time on the internet

This is our data drawn in the pie chart.
To find this data we used the question : What do you do mostly in your free time?
Prediction : We thought 80% of students would use the internet(including online game, social network(Facebook, Twitter etc.), but excluding homework).

The result : 46% (8/17) use internet in their free time.
18% (3/17) watch TV in their free time.
18% (3/17) go out.
18% (3/17) did other things like sleep, wii, psp, nintendo etc but not internet.

Something we can know about this : A lot of students are using internet but it's less than a half.

Conclusion : It is true that the students use internet in their free time but we can't say they use internet most of the time. This cannot be actual database because these days, there are some very "smart" electronics, which allows people to use internet without the computer. So this implies that the students may spend more in the internet in the future.

-Alyssa, Hien and Tony-

Data Handling 2- "Taller students have bigger hands" (Kimberley and Patrice)

Hypothesis: Taller students have bigger hands.

Statistical Measures: We decided that constructing a scatter graph on Autograph would be the most suitable to prove or disprove this hypothesis. First, we collected data from everyone in our maths set, their height, handspan and hand height. We took this data and for the x axis on our graph, put the hand span and the height for the y axis. Then, we plotted all the data and found the mean. After that, we found the line of best fit for our points on the graph.

Conclusion: This shows that generally, taller students have bigger hands. This is because the line of best fit was ascending, which means that as the height increased, so did the hand span. I think we could have taken more measurements from other students, not just our set, to make this data more accurate. In conclusion, this scatter graph proves that taller students have bigger hands.

Data Handling 1 - Students Spend Most of Their Free time on the Internet - Kimberley and Patrice

Hypothesis: we predicted that at least half of their free time on the internet.

Statistical Measures: we worked out the median, mode and range. we decided to do a pie chart for this type of data. how we collected the data was by asking other students in our class how much free time they have, and how much of that do they spend on the internet.

Conclusion: this shows that about 25% of the students in our class do spend most of their time on the internet. though to make this information more reliable, we would need students from all year groups and all ages as, for example, older students may spend all of their time on the internet.

*i did scan it. -.-'

Data Handling 1 - 'Taller students have bigger hands.' by Ruchi and Jason

Hypotheses - Taller Students have bigger hands.

Statistical Measures – We made two graphs, one of them is Hand span and Height the other Hand Height and Height. What we did was just take the results and we put them on the graph. The mean for the height 159.7 cm, hand height17.7 cm, hand span 17.4 cm. The median for height is 157 cm, hand span 20 cm, hand height 18 cm.

Diagram – As you can see the diagram is a scatter diagram. We thought that this would be a better diagram for us to show our results.

Conclusion – The results show that the line of best fit proves the hypothesis is correct but in some cases it disproves it. I think we need more taller people to make an accurate measure but for what we have got it clearly shows that taller students have bigger hands (in this case).

(Oh and i tried making it bigger but it wont let me, so just click on the pictures.)

Data handling 1 ( Thuy Anh and Yan Shin)

Hypothesis:
Taller students have bigger hands.
Statistics measure:
We added the hand span and the hand height together and took the height and take away the total of the hand span and the hand height added together.
Then we found the mean of each of them and drew a line of best of best fit.
Conclusion:
Looking at the results and the line of best fit, the hypothesis is correct. Well in most cases it is. I think that we do not have alot of students from 170-190cm But if we did the results would be more accurate and the probability of the hypothesis being start would be more. For me having the scatter graph for this experiment is very suitable.

Arnet's "Euler's Line"

Euler’s Line: Line which passes through the Orthocenter, Centroid and Circumcenter

Orthocenter – The point where the perpendicular lines (which passes through a corner of the shape) of each side meet

Centroid – The point where the lines originating from the middle of each side meet

Circumcenter – The point where the perpendicular bisectors of each side meet.

Patrice's Euler's Line :)

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Eulers Line (Jason)

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Constructed using turtorial online. Still confused what this is used for...

Jason Lochert, Created with GeoGebra

Euler's Line

Euler's Line Eulers line is constructed by finding the intersect/centre of the perpendicular line, perpendicular bisector and the medians( find the midpoint of each segment the draw a line that crosses the midpoint and the opposite angle. (Click on the circles on the left bar to reveal my construction lines Sorry, the GeoGebra Applet could not be started. Please make sure that Java 1.4.2 (or later) is installed and active in your browser (Click here to install Java now) Aston Tan of MS2, Created with GeoGebra

Kimberley's Euler Line

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An Euler line is a line that go throughs the three points called the circumcenter, orthocenter and centroid.

-construct any triangle

-construct all three perpendicular lines of the triangle

-put a point where the three lines cross[circumcenter]

-hide all the perpendicular lines(you'll need it later)

-construct the altitudes of the triangle(angle bisector)[orthocenter]

-put a point where the three altitudes cross

-hide all the three altitudes(you don't really need them now)

-construct the medians of the triangle(i don't understand this so i just show the perpendicular lines(right clicking on the sidebar) then i draw a line from the points A, B and C then to the perpendicular lines where they meet on the triangles.)[centroid]

-put a point where the median cross

-hide everything else except for the points of the circumcenter, orthocenter and the centroid and of course, the triangle.

-draw a line where the three points meet.

-and you have an Euler line! :)

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Euler's Line

Euler's Line Sorry, the GeoGebra Applet could not be started. Please make sure that Java 1.4.2 (or later) is installed and active in your browser (Click here to install Java now) Sean Neo, Created with GeoGebra

Wow... this looked complicated but It seemed a little easy when I constructed it.

1. Find the 3 altitudes. We do this by creating a perpendicular line in the middle of each sides. Intersect two of the altitudes. The point where they meet is called the orthocenter.

2.Now find the 3 medians. We do this by finding the midpoint of each side and then making a line that passes through the midpoint and the point on the triangle opposite it. Again, intersect two medians and find the point where they meet. This is called the centroid.

3.Next, we find the 3 perpendicular bisectors. Select two points on each side (AB, AC, BC) then click on 'Perpendicular Bisector' to create a perpendicular bisector on the midpoint of the two sides. Once again, intersect two of the perpendicular bisectors and find the point where they meet. This is called the circumcenter.

4. Finally, use the 'Line through two points' tool and select the two outer centers.(be it the Orthocenter, Centroid or Circumcenter) The line that appears is the Euler's line!

note: Don't start with an equilateral triangle as all the lines will appear the same. To see better results, use a scalene triangle.

P.S: If you can't see the names clearly, drag the triangle around. I know, it's kind of messy. :P

Eulers Line Homework - Ruchi Panot 8I

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Tony's Euler Line

These are the steps.
Firstly, we need to build median point(perpendicular line). I made it in red line and it's labled as D.

Secondly, we need to build orthocentre. This is the line that makes right angle on the line. I made it with green line and it's labled as E.

Thirdly, we need to build centre of of circumcirle. It's same as median point.

Fourthly, we need to build centre of incircle and it's same as orthocentre.

Fifly, we just need to connect these 4 centres together to form a Euler Line. I labled this as the dark black line.

It may not work, sorry MR.

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Sean Park Geogebra

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Circumcircle Made by Geogebra I constructed this circumcircle using geogebra; 1. I clicked on the edit then the axis button to get rid of it 2. I then constructed three points using the new point button 3. I then connected the three points together using the segment between two points button 4. I used the angle bisector and bisected the 3 vertices 5. Finally, I used the three points button and connected the 3 vertices with a circle Sorry, the GeoGebra Applet could not be started. Please make sure that Java 1.4.2 (or later) is installed and active in your browser (Click here to install Java now) Aston Tan, Created with GeoGebra

Hokyin's CircumCircle

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Circumcircle

Cirucmcircle Sean Neo, Created with GeoGebra

I made a circumcircle using Geogebra. First, I constructed a triangle using the plygon tool. Afterwards I bisected each angle and then clicked on 'Circle through 3 points' I then proceeded to select each point on the triangle and as a result, a circle appeared outside the triangle, only touching it's three points. To test if it worked, I dragged the riangle's points. The circle stayed attached to the triangle's points, proving that it is a circumcircle.

Circumcircle Sorry, the GeoGebra Applet could not be started. Please make sure that Java 1.4.2 (or later) is installed and active in your browser (Click here to install Java now) 10 May 2011, Created with GeoGebra