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Assessment of learning: Teacher-

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Assessment of learning: Teacher-marked

This is an assessment of learning which is used to evaluate your work based on
established criteria and to assign a mark. Your teacher will provide you with
feedback and a mark. This assessment of learning is worth 17.5% of your final
mark for the course.

Instructions
There are 4 tasks in this assessment of learning.

Task 1: Knowledge and understanding (25 marks)

Show all work for each question.
1. Would you use primary or secondary data in each situation? Explain.
a) To determine the percentage of fellow workers who drink at least one
coffee a day. (2 marks)
Answer:
 We must gather data on our own to find out what proportion of
coworkers consume at least one cup of coffee daily because there
won't be any records of this kind; therefore, we will be using primary
data.
 Secondary data are previously acquired records by an individual or
organization for a particular reason that can be utilized by anybody
for any purpose.

b) To find the average weight of Canadian men. (2 marks)

Answer:

 The average weight of Canadian males is already gathered by the home

agency; thus, we are using the public statistics, which is second- or
more-hand information.

2. For each day in the month of March, the number of cars given speeding
tickets was as follows: 56, 57, 43, 56, 87, 37, 76, 55, 29, 65, 84, 74, 46,
58, 61, 40, 43, 60, 51, 77, 53,
47, 50, 81, 61, 44, 55, 54, 76, 39, and 77.

a) What was the median number of tickets given out on any particular day
in the month of March? (2 marks)

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Answer:
 To find the median number of tickets given out on any particular day in
March, we first need to arrange the data in ascending order:

29, 37, 39, 40, 43, 43, 44, 46, 47, 50, 51, 53, 54, 55, 55, 56, 56, 57, 58,
60, 61, 61, 65, 74, 76, 76, 77, 77, 81, 84, 87

Now, we have 31 data points, so the median will be the middle value.
Since there are an odd number of data points, the median will be the
value at the (31 + 1) / 2 = 16th position.

The 16th value in the sorted list is 56. Therefore, the median number
of tickets given out on any particular day in March is 56.

b) If your friend was caught speeding on a day when only 43 tickets

were awarded, does the day rank below the lower quartile? (3 marks)

Answer:
 To determine whether the day my friend was caught speeding,
where only 43 tickets were awarded, ranks below the lower
quartile, I first need to find the lower quartile (Q1) of the dataset.

Given that I have 31 data points, the lower quartile will be the
median of the first half of the data set when arranged in ascending
order.

Arranging the data in ascending order: 29, 37, 39, 40, 43, 43, 44,
46, 47, 50, 51, 53, 54, 55, 55, 56, 56, 57, 58, 60, 61, 61, 65, 74, 76,
76, 77, 77, 81, 84, 87

Now, I have 31 data points, so the lower quartile (Q1) will be the
median of the first 15 data points.

The 15th value in the sorted list is 55, and the 16th value is 56.
Therefore, the lower quartile (Q1) is the average of these two
values:

(Q1) = (55 + 56) / 2 = 55.5

Now, since the number of tickets given out on the day your friend
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was caught speeding is 43, I compare it with the lower quartile

(Q1):

43 < 55.5

Yes, the day my friend was caught speeding with 43 tickets

awarded ranks below the lower quartile.

3. A test has a maximum possible score of 200. The results achieved by a

class of 20 students are listed: 168, 152, 112, 88, 95, 123, 177, 166,
145, 104, 112, 156, 110, 141,
177, 166, 134, 190, 111, and 120.
Calculate the percentile rank of a score of 141, to the nearest percentile. (4
marks)

Answer:
 To calculate the percentile rank of a score of 141, we first need to
determine how many scores are below 141, and then use the formula:

Number of scores below 141

Percentile Rank= ( )×100
Total number of scores

Given the scores:

168, 152, 112, 88, 95, 123, 177, 166, 145, 104, 112, 156, 110, 141,
177, 166, 134, 190, 111, and 120.

We find that there are 13 scores below 141. (88, 95, 104, 110, 111,
112, 112, 120, 123, 134, 141)

Now, plug the values into the formula:

11
Percentile Rank= ( )×100
20

Percentile Rank= (0.55) ×100

Percentile Rank=55%

So, the percentile rank of a score of 141 is 55% to the nearest

percentile.

4. Imagine that the Consumer Price Index for Canada in 2020 was 102.6.
Assume a base year was established in 2006.
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a) What can you conclude about prices in Canada in 2020? (1 mark)

Answer:
 Given that the Consumer Price Index (CPI) for Canada in 2020 was
102.6 and assuming a base year was established in 2006, we can
conclude that prices in Canada have increased by approximately 2.6%
since the base year (2006). This increase in the CPI indicates that, on
average, the cost of goods and services in Canada has risen by 2.6%
compared to prices in 2006.

b) If a set of tires cost $440 in 2006, how much would the same set
of tires cost (approximately) in 2020? (2 marks)

Answer:

 To estimate the cost of the same set of tires in 2020 based on the
Consumer Price Index (CPI) provided, we will use the formula for
adjusting for inflation:

CPI ∈2020
Adjusted Cost=Original Cost× ( ¿
CPI ∈2006
Given:

Original Cost in 2006 (CPI2006): $440

CPI in 2020 (CPI2020): 102.6
CPI in 2006 (CPI2006): 100 (base year)
SO,
102.6
Adjusted Cost=440× ( ¿
100
Adjusted Cost=440×1.026

Adjusted Cost≈451.44.

So, approximately, the same set of tires would cost about $451.44 in
2020, considering the inflation from 2006 to 2020.

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5. Calculate the body mass index (BMI) of a person who is 5’1” and 120 lb.
(Round to one decimal place.) (3 marks)

Answer:

Weight∈ kilograms
 The Body Mass Index (BMI) formula:
( Height ∈meters ) 2

First, convert the height from feet and inches to meters.

Given: Height = 5 feet 1 inch Weight = 120 lb

1 foot is approximately 0.3048 meters. 1 inch is approximately 0.0254

meters.

So, 5 feet 1 inch is approximately 1.551.55 meters.

Now, let's convert the weight from pounds to kilograms.

1 pound is approximately 0.453592 kilograms.
So, 120 pounds is approximately 54.431 kilograms.
Now, plug these values into the formula:

54.431 54.431
BMI = 2 = =22.656
1.55 2.4025

So, the BMI of a person who is 5'1" and 120 lb is approximately 22.7 in
one decimal place.

6. Given the correlation coefficient (r-value), determine the strength of

the relationship. Defend your answers. (6 marks)
a) r = -1
Answer:
 This indicates a perfect negative linear relationship between the
variables.

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All data points lie exactly on a straight line with a negative slope.
As r = -1, it implies a perfect negative correlation.

b) r = 0.86
Answer:
 This indicates a strong positive linear relationship between the
variables.
Most data points lie close to a straight line with a positive slope.
As r = 0.86, it implies a strong positive correlation.

c) r = -0.12
Answer:

 This indicates a weak negative linear relationship between the

variables.
Data points are scattered and do not follow a clear trend.
As r = -0.12, it implies a weak negative correlation.

Task 2: Applications (25 marks)

Show all work for each question.
7. The average annual exchange rate in Canada for the US dollar from
2008-2018 is shown in the following table.

Year Exchange Rate

2008 0.94
2009 0.88
2010 0.97
2011 1.01
2012 1.00
2013 0.97
2014 0.91
2015 0.78
2016 0.77
2017 0.77
2018 0.77
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a) Draw a scatter plot, without using graphing technology. (3

marks)

b) Draw the line of best fit. (1 mark)

c) Determine the slope of your line of best fit and identify the y-
intercept. (3 marks)

d) Determine the equation of the line of best fit without

technology (1 mark)

Answer: a, b, c,d

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e) Draw a scatter plot using technology. (2 marks)

f) Determine the equation of the line of best fit using technology (2 marks)

g) Draw the line of best fit. (2 marks)

h) Based on your findings (use both equations of the line of best fit), what
will the average exchange rate be in the year 2020, if current trends
continue? Which one do you think is the most accurate? Why? (4
marks)

Answer: e, f, g

To predict the average exchange rate in the year 2020 based on the
findings using both equations of the line of best fit, I use the equations:

Without technology: Exchange rate = 0.74 (let's call this Equation A)

With technology: Exchange rate = 0.7329 (let's call this Equation B)
Now, we need to substitute the year 2020 into each equation to find the
predicted average exchange rate.

For Equation A (without technology): Exchange rate = 0.74

For Equation B (with technology): Exchange rate = 0.7329

To determine which prediction is more accurate, we can consider the

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methodology used to derive each equation and the reliability of the data. If
one equation is based on more robust data or a more sophisticated analysis
method, it might be considered more accurate.

However, without further context on how these equations were derived and
the quality of the data used, it's challenging to definitively determine which
prediction is more accurate. It's possible that other factors not accounted for
in these equations could affect the exchange rate in 2020.

Therefore, it's essential to interpret these predictions with caution and

consider them as estimates rather than precise forecasts. Additionally,
consulting with experts in economics or finance could provide valuable
insights into the reliability of these predictions and the factors influencing
exchange rates.

8. Your maximum heart rate depends on your age. These data were
collected from a sports journal:
Age (years), x 20 25 30
Maximum heart rate (beats/min), y 206 200 194
a) Draw a scatter plot of the data. Find the equation of the line of best fit.
(3 marks)
Answer:

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b) Determine the correlation coefficient. How well does the line fit the data?
(3 marks)

Answer:
 Correlation coefficient:
n ∑ xy−∑ x ∑ y
r:
√¿ ¿ ¿
Given,
x=20 25 30
y=206 200194
Since 3 values are given n = 3
∑ x =20+25+30=75
∑ y=206+200+194=600
∑ xy =20 ( 206 ) +25 ( 200 ) +30 ( 194 )=4120+ 5000+5820=14940
∑ x 2=20 2+ 252+ 302 = 400+625+900 = 1925
∑ y 2=2062 +2002 +194 2=42436+ 40000+37636=120072
3× 14940−75 × 600 −180
r: = =−0.97980=−1
√(3 ×1925−75 ) ¿ ¿ ¿
2
183.71

Now, line y=a+bx

a=
∑ y ∑ x −∑ x ∑ xy
2

¿¿
n ∑ xy−∑ x ∑ y
b=
¿¿
y=230−1.2 x
y ( 23 )=230−1.2 ( 23 )=202.4 ≅ 202

c) Use the equation to give a prediction of the maximum heart rate for a
person of 23 years? (1 mark)

Answer:
The predicted maximum heart rate for a person of 23 years is
approximately 202 beats per minute.

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Task 3: Communication (25 marks)

Show all work for each question.
9. Given the graph of the distribution of fouls received by each player on a
basketball team,

1 2
2 3
3 3
4 0
5 2

a) Determine if the distribution represents one- or two-variable data? (1 mark)

Answer:
I. Frequency
II. Foul.

b) Formulate two questions about the set of data. (2 marks)

Answer:
 What is the most common number of fouls received by players on the
basketball team?
 Is there a player who received significantly more or fewer fouls
compared to the rest of the team?

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10.Identify the population in each of the following data collection scenarios. (2

marks)
a) A school wants to know what type of music to play at the next Grade 8
dance.

Answer:
 The population is the entire Grade 8 student body of the school.

b) The Ministry of Education wants to know how people feel about the ILC
course they have taken.

Answer:
 The population is all individuals who have taken the ILC course .

11.When graphing one-variable data, is the frequency the dependent or

the independent variable? (1 mark)

Answer:

 When graphing one-variable data, the frequency is dependent

variable.

12.A survey asks the question, “What is your favorite color: red or black?”
State whether this is a valid question for determining favorite colors.
Which three words should be deleted to make the question better? (2
marks)

Answer:
 The question, "What is your favorite color: red or black?" is not a
valid question for determining favorite colors because it limits
respondents to only two options and may not capture their true
preferences accurately.

To improve the question, three words that should be deleted are

"red or black."

A better version of the question would simply be: "What is your

favorite color?" This allows respondents to freely choose from a
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wider range of colors and better reflects their true preferences.

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13.State whether the following results are both reliable and valid. Explain. (6
marks)
a)A national political survey asks a group of high school students what
party they favour in order to determine which party will win the next
election.
Answer:
 Reliability:

It's questionable whether the survey results are reliable because high
school students may not have a thorough understanding of political
parties and their policies. Their responses might be influenced by
factors such as peer pressure, family beliefs, or superficial knowledge.
Additionally, the reliability might be affected by the sampling method
used. If the survey only targets a specific group of high school
students (e.g., from certain socio-economic backgrounds or regions),
the results may not be representative of the broader population.

 Validity:

The validity of the results is also doubtful. High school students may
not accurately reflect the voting population as a whole. Their
preferences might not align with those of the general electorate, and
their opinions might not accurately predict the outcome of the next
election.
Furthermore, the validity could be compromised if the survey lacks
appropriate measures to ensure respondents understand the
questions or if it fails to account for biases in the sampling or data
collection process.

 Overall, the reliability and validity of the results from this survey are
questionable due to potential issues with the sample population, their
understanding of the topic, and the survey methodology.

b) All the traffic lights in a town are timed and it is found that they
consistently stay yellow for four seconds.
Answer:
 Reliability:

The results seem reliable since they indicate consistency in the

duration of the yellow light across all traffic signals in the town.
However, to ensure reliability, the study should be replicated over time

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to confirm that the timing remains consistent under various conditions

(e.g., different times of day, traffic volumes, weather conditions).

 Validity:

The validity of the results depends on whether the duration of four

seconds for the yellow light aligns with safety standards and traffic
regulations. If it meets established criteria and guidelines, the results
can be considered valid.
However, if the timing of the yellow light does not adhere to safety
standards or if there are complaints or incidents related to the
duration, it could call into question the validity of the findings.

 Overall, if the duration of the yellow light meets safety standards and
remains consistent over time and under various conditions, the results
can be considered both reliable and valid. Otherwise, further
investigation and adjustments may be necessary.

c) The radio station Fan 590 has a phone-in survey to determine if the coach
of the Toronto Maple Leafs should be fired and 93% of the people who call
in are in favor.
Answer:

 Reliability:

The reliability of the results is questionable due to potential biases in

the sample of respondents. Only people who are motivated to call in to
the radio station are included, which may not represent the broader
fan base or population.
Additionally, the reliability might be compromised if there are issues
with the data collection process, such as inadequate record-keeping or
difficulties in verifying the authenticity of the callers.

 Validity:

The validity of the results is also doubtful because the sample of

callers may not accurately represent the views of all fans or
stakeholders involved in the decision to fire the coach.
Furthermore, the validity could be compromised if the survey question
or the way it is presented to callers is biased or leading, influencing
their responses.
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 Overall, the reliability and validity of the results from this phone-in
survey are questionable due to potential biases in the sample
population, limitations in the data collection process, and concerns
about the survey methodology.

14.Determine if the following scenarios would have a cause-and-effect

relationship. Explain. (6 marks)
a) Toronto’s temperature goes up and then the world stock market
prices go up the same day.
Answer:
 This scenario does not necessarily demonstrate a cause-and-effect
relationship. While there might be a correlation between Toronto's
temperature and world stock market prices going up on the same
day, it's unlikely that one directly causes the other. Instead, other
factors, such as global economic trends, investor sentiments,
geopolitical events, etc., are likely to influence both variables
independently. Therefore, while there might be a correlation, it
doesn't imply causation.

b) Both parents always smoked in the house and then later most of
their children became addicted to smoking.
Answer:
 This scenario suggests a potential cause-and-effect
relationship. The consistent exposure to smoking in the
household environment could contribute to the children's
increased likelihood of becoming addicted to smoking later in
life. However, it's important to note that correlation does not
always imply causation. Other factors, such as genetic
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predispositions, peer influences, societal norms, etc., could

also play significant roles in children’s smoking habits.
Nonetheless, there's a plausible mechanism by which
parental smoking could directly influence their children's
smoking behavior, indicating a potential cause-and-effect
relationship.

c) The student’s hours of studying and practising for tests and the
student’s score on tests.
Answer:
 This scenario likely demonstrates a cause-and-effect relationship.
Increased hours of studying and practicing for tests typically lead to
higher test scores. This relationship aligns with common
understanding and educational theories: the more time and effort a
student invests in studying and practicing, the better their
understanding of the material and their performance on tests tends
to be. However, it's essential to acknowledge that other factors,
such as innate ability, quality of instruction, test-taking strategies,
etc., can also influence test scores. Nonetheless, in this scenario,
there's a direct and logical connection between studying/practicing
and test scores, indicating a cause-and-effect relationship.

15.Explain how to interpret the value of the correlation coefficient. (2 marks)

Answer:
 The correlation coefficient, often denoted by the symbol r,
measures the strength and direction of the linear relationship
between two variables. It quantifies how much one variable change
when the other variable changes.

Interpreting the value of the correlation coefficient:

 Strength of the relationship:

The correlation coefficient r ranges from -1 to +1.
If r is close to +1, it indicates a strong positive linear relationship,
meaning that as one variable increases, the other variable also
tends to increase.
If r is close to -1, it indicates a strong negative linear relationship,
implying that as one variable increases, the other variable tends to
decrease.
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If r is close to 0, it suggests a weak or no linear relationship

between the variables.

 Direction of the relationship:

The sign of r indicates the direction of the relationship:
Positive r signifies a positive correlation, where both variables tend
to move in the same direction.
Negative r signifies a negative correlation, where one variable
tends to increase as the other decreases.

 Magnitude of the coefficient:

The closer the absolute value of r is to 1, the stronger the
correlation.
For example, r=0.9 indicates a stronger correlation than r=0.5,
regardless of the sign.
Overall, interpreting the correlation coefficient involves considering
both its magnitude and sign to understand the strength and
direction of the linear relationship between the variables. However,
it's important to note that correlation does not imply causation, and
other factors may influence the relationship between variables.

16.A math teacher introduces a mathematics game to her 20 Grade 12

students in order to teach a new concept. She finds a positive correlation
between the use of the game and the mastering of the concept. She
concludes that the game would teach the concept to all students in high
school. Discuss whether the conclusion is valid or not. (3 marks)

Answer:
 The conclusion drawn by the math teacher, that the game would
teach the concept to all students in high school, based solely on
finding a positive correlation between the use of the game and
mastering the concept among her 20 Grade 12 students, may not
be entirely valid. Here's why:

 Sample size and representativeness:

The teacher's conclusion is based on a sample size of only 20 Grade

12 students. This sample may not be representative of all students
in high school. Different groups of students may respond differently
to the game, depending on various factors such as learning styles,
prior knowledge, and individual abilities. Therefore, generalizing the

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effectiveness of the game to all high school students based on a

small sample size is unwarranted.

 Causation vs. correlation:

Finding a positive correlation between the use of the game and

mastering the concept does not necessarily imply causation. While
it suggests that there's a relationship between using the game and
understanding the concept, it doesn't prove that the game directly
caused the mastery of the concept. There could be other variables
at play, such as the teacher's instruction methods, students'
motivation, or prior exposure to similar concepts, which could also
influence the results.

 Need for further research:

To validate the effectiveness of the game in teaching the concept

to all students in high school, a more comprehensive study is
required. This study should involve a larger and more diverse
sample of students from different grades and backgrounds.
Additionally, it should employ experimental methods, such as
control groups and random assignment, to better establish
causality between the use of the game and mastering the concept.

In conclusion, while the positive correlation observed between the

use of the game and mastering the concept among the Grade 12
students is promising, it is insufficient evidence to support the
conclusion that the game would teach the concept to all students in
high school. Further research with a larger and more representative
sample, as well as rigorous experimental design, is necessary to
draw such a conclusion.

Task 4: Thinking (25 marks)

Show all work for each question.
17.Given the graph,

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1 2
2 3
3 4
4 5
5 6
6 7

a) Describe any trends you see. (2 marks)

Answer:
 Trends: The graph shows a positive linear relationship between the x
and y variables, where y increases as x increases.

b) Why is this graph limited in its effectiveness and how could it be

improved? (2 marks)

Answer:

 Limitations and Improvements:

Limited context and labels.

Incomplete representation, needs more data points.
Lack of axis scales for precise interpretation.
Absence of a trend line to illustrate the relationship.

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Enhance visual elements for clarity and readability.

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18) The following graph is meant to

display a relationship between the amounts of snowfall in Toronto over a
period of 10 years. Assume that the data points are correct. Examine the
graph and answer the question: How does the graph present information
in a way that is misleading or distorted? (2 marks)

Answer:
I can offer potential ways in which the graph might present information in a
misleading or distorted manner:

Scale Distortion: If the scale of the y-axis (snowfall) is not properly chosen, it could
exaggerate or diminish the differences between the data points. For example, if
the scale starts from a non-zero point, it might make variations seem larger than
they are.

Incomplete Data Range: The graph might selectively show a specific range of
years that support a particular narrative. For instance, if the graph only shows data
from the past few years, it might create a false impression of a trend that doesn't
exist when considering a broader time frame.

Misleading Labels or Titles: The title or axis labels could potentially mislead
viewers by implying a certain trend or relationship that doesn't exist in the data.
Omitted Context: Contextual information such as extreme weather events,
changes in measurement techniques, or other relevant factors might not be
included, leading to a misinterpretation of the data.

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Inconsistent or Arbitrary Data Points: If the data points are not evenly spaced or
are selected arbitrarily, it could distort the representation of the trend over time.

Misleading Trend Lines: If a trend line is added to the graph, it might not
accurately represent the data or could be manipulated to support a particular
interpretation.
Without seeing the graph itself, these are general possibilities of how it could be
misleading or distorted. If you provide more details or the actual graph, I can give
a more precise analysis.

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19) The information in the following table shows the amount of sales
and the profit from a small retail business in Whitby Ontario for the last
15 years. The years have not been provided as you will only need the
amounts.
Sales ($) Profit ($)
(thousands) (thousand)
195 10
205 15
225 22
240 -10
255 25
300 39
265 24
345 55
295 32
335 37
380 48
405 55
355 50
390 48
410 55

a) Enter the data from the table into a spreadsheet program. Include the
headings for the two columns. (3 marks)
b) Sort the data from smallest to largest in the sales column. (2 marks)
c) In an empty cell below the profit column, show the sum of the profit column.
(1 mark)

Answer:

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d) Create a scatter plot for this data. (2 marks)

Answer:

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20) The following information on age and number of hours exercised

was gathered about 13 members at a small gym.
Age 25 36 44 22 57 25 43 19 33 40 44 28 25
Hours 6 5 4 6.5 2 5 4 7 4.5 3 2.5 6.5 5.5
a. Create a scatter plot. (3 marks)
Answer:

b. Determine the correlation coefficient. (2 marks)

Answer:

The correction coefficient here is on image of scatter plot.

So, correction coefficient = -0.916.

c. Describe the type of relation and the strength of the relation. (2

marks)

Answer:
 Type of Relationship:
If the correlation coefficient is positive, it indicates a positive
relationship between age and the number of hours exercised. This
means that as age increases, the number of hours exercised tends to
increase as well.
If the correlation coefficient is negative, it indicates a negative
relationship between age and the number of hours exercised. This
means that as age increases, the number of hours exercised tends to
decrease.
If the correlation coefficient is close to zero, it indicates little to no
linear relationship between age and the number of hours exercised.
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 Strength of Relationship:
The correlation coefficient ranges from -1 to 1.
A correlation coefficient close to 1 or -1 indicates a strong linear
relationship between age and the number of hours exercised.
A correlation coefficient close to 0 indicates a weak or no linear
relationship between age and the number of hours exercised.

 Based on the correlation coefficient calculated:

If the correlation coefficient is close to 1, it indicates a strong positive
relationship, suggesting that as age increases, the number of hours
exercised tends to increase significantly.
If the correlation coefficient is close to -1, it indicates a strong
negative relationship, suggesting that as age increases, the number
of hours exercised tends to decrease significantly.
If the correlation coefficient is close to 0, it suggests a weak or no
linear relationship between age and the number of hours exercised.
Without the actual value of the correlation coefficient, it's challenging
to precisely determine the type and strength of the relationship. Once
you have calculated the correlation coefficient, you can interpret it
accordingly.

d. Does the age of a gym member affect the number of hours that he
or she exercises per week? (2 marks)

Answer:
Yes, based on the correlation coefficient of approximately -0.916,
there is a strong negative linear relationship between age and the
number of hours exercised per week among the gym members. This
suggests that as the age of a gym member increases, the number of
hours they exercise per week tends to decrease. Therefore, age does
indeed affect the number of hours that a gym member exercises per
week.

e. How reliable and valid do you think the information is? (2 marks)

Answer:
The reliability of the information appears reasonably high as it is
based on specific data points collected from 13 gym members, yet
potential errors in data recording or collection could affect reliability.
Regarding validity, the extent to which the data accurately represents the
relationship between age and exercise habits hinges on factors like
sample representativeness and accuracy of measurements, which may
introduce biases and affect validity. Therefore, while the provided
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information offers insights, cautious interpretation is warranted due to

considerations of reliability and validity.

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