# Examples

In addition to this collection there is a large collection of ConcepTest Examples.

Specialized sub-collections of longer activities , questions of the day and think-pair-share examples are also available.

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- Statistics 6 matches

## Mathematics

12 matches General/OtherResults 1 - 10 of **12 matches**

Using an Applet to Demonstrate a Sampling Distribution part of Examples

Introducing sampling distribution through cooperative learning among students using a group activity. Afterwards, use the sampling distribution applet to illustrate.

Psychic test part of Examples

Show relative frequency converging to true probability by testing the psychic ability of your students.

Using an Applet to Demonstrate Sampling Distributions of Regression Coefficients part of Examples

This applet simulates a linear regression plot and the corresponding intercept and slope histograms. The program allows the user to change settings such as slope, standard deviation, sample size, and more.

Count the Fs: Why a Sample instead of a Census? part of Examples

This interactive lecture activity motivates the need for sampling. "Why sample, why not just take a census?" Under time pressure, students count the number of times the letter F appears in a paragraph. The activity demonstrates that a census, even when it is easy to take, may not give accurate information. Under the time pressure measurement errors are more frequently made in the census rather than in a small sample.

The Evolution of Pearson’s Correlation Coefficient/Exploring Relationships between Two Quantitative Variables part of Examples

The evolution of ideas is often ignored in the teaching of statistics. It is important to show students how definitions and formulas evolve. This activity describes a fairly straightforward activity of how measures of association can evolve.

Using an Applet to Demonstrate the Sampling Distribution of an F-statistic part of Examples

This visualization activity combines student data collection with the use of an applet to enhance the understanding of the distributions of mean square treatment (MST), mean square error (MSE) as well as their ratio, an F-distribution. Students will see theoretical distributions of the mean square treatment, mean square error and their ratio and how they compare to the histograms generated by the simulated data.

Riemann Sums and Area Approximations part of Examples

After covering the standard course material on area under a curve, Riemann sums and numerical integration, Calculus I students are given a write-pair-share activity that directs them to predict the best area approximation methods for each of several different functions. Afterwards, the instructor employs a Web-based applet that visually displays each method and provides the corresponding numerical approximations.

Partial Derivatives: Geometric Visualization part of Examples

This write-pair-share activity presents Calculus III students with a worksheet containing several exercises that require them to find partial derivatives of functions of two variables. Afterwards, a series of Web-based animations are used to illustrate the surface of each function, the path of the indicated partial derivative for a specified value of the variable and the value of the derivative at each point along the path.

Mathematical Curve Conjectures part of Examples

In this activity, a six-foot length of nylon rope is suspended at both ends to model a mathematical curve known as the hyperbolic cosine. In a write-pair-share activity, students are asked to make a conjecture concerning the nature of the curve and then embark on a guided discovery in which they attempt to determine a precise mathematical description of the curve using function notation.

The Crusty Loaf of Bread: An Exploration of Area of a Surface of Revolution part of Examples

This write-pair-share activity for Calculus II students involves a hypothetical hemispherical loaf of bread with a 12-inch diameter that has been sliced into twelve one-inch-thick slices. The objective is to determine which slice contains the most upper crust (i.e., most area of its surface of revolution).