Question

Unit 1 Project Breakdown: Statistics & Data Analysis

Purpose of the Project
The Unit 1 project is designed to allow students to demonstrate their understanding of foundational statistical concepts while improving their overall unit grade. Students may work individually or in groups; however, each student must be able to explain every component of the project independently during the presentation. This is OPTIONAL

Students grade will replace Unit 1 DUA and their lowest Unit 1 CFA

Presentation Format Options
Students may present their project using:

PowerPoint

Canva

Poster board

Presentations will be given either:

In front of the class, or

To the student’s team of teachers

Required Project Components
1. Statistical Question
Students must create clear statistical questions that:

Can be answered by collecting data

Has variability in the responses

Examples:

“How many hours do students in our grade spend on homework each week?”

“How many siblings do students in our class have?”

2. Data Collection
Students must:

Collect real data that answers their statistical question

Use a minimum of 15-20 data points

Clearly display the raw data set in an organized format (list or table)

**data set HAS to include an outlier (if students need to make up number(s) to meet this requirement they can)

3. Measures of Center and Spread
Using their data set, students must:

Find and show work for:

Mean

Median

Mode

Range

Clearly label each value and explain what it tells us about the data

4. Five-Number Summary
Students must calculate and identify:

Minimum

First Quartile (Q1)

Median (Q2)

Third Quartile (Q3)

Maximum

They must also calculate and label the Interquartile Range (IQR).

5. Box Plot
Students must:

Create a box-and-whisker plot using the five-number summary

Clearly label:

Minimum

Q1

Median

Q3

Maximum

6. Dot Plot
Students must:

Create a dot plot representing the data

Clearly label the scale and title

Use the dot plot to help identify outliers

7. Histogram
Students must:

Create a histogram using appropriate intervals (bins)

Label the x-axis and y-axis

Give the graph a title

**students may have to collect more data to for the histogram to be displayed appropriately



8. Outliers and Data Analysis
Students must:

Identify any outliers

Explain:

Where the outliers appear on the dot plot

How the outliers affect:

The mean

The median

Presentation Expectations
During the presentation, students must be able to:

Explain their statistical question and data collection process

Walk through each graph and calculation

Justify their conclusions using data

Answer questions to show understanding

Group Work Reminder
While students may work in groups:

Every student is responsible for understanding the entire project

Any student may be asked to explain any section during the presentation

Choose a submission type




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Answer 1

It looks like you pasted the Unit 1 project instructions. Would you like a ready-to-use example project (with dataset, all calculations, and a slide-by-slide presentation outline), a template/checklist to fill in with your own data, or help collecting/formatting your data (survey questions, where to post, how to get 15–20 responses)? I can also show how to make the graphs in Excel/Google Sheets.

Below I’ve provided:
- A complete example project you can copy or adapt (includes a dataset with an outlier and all required calculations and explanations).
- A suggested slide-by-slide presentation outline and checklist.
- Quick how-to tips for making the graphs in Google Sheets/Excel and for identifying outliers.

If you want a different statistical question, different sample sizes, or a dataset on a different topic, tell me and I’ll customize it.

Example project (ready to use)
Statistical question
“How many hours per week do students in our grade spend on homework?”

Data collection
- Collected from 20 students in our grade (real or simulated for class use).
- Raw data (sorted): 1, 2, 3, 4, 4, 5, 5, 6, 6, 6, 6, 7, 8, 8, 9, 10, 10, 12, 15, 40
- Note: 40 is an outlier (much larger than other values).

Required calculations and interpretations
1) Mean
- Sum = 167
- Mean = 167 ÷ 20 = 8.35 hours
- Interpretation: The average student spends 8.35 hours/week on homework. Because of the outlier (40), this average is pulled upward.

2) Median
- With 20 data points, median is average of 10th and 11th values.
- 10th = 6, 11th = 6 → Median = (6 + 6) / 2 = 6
- Interpretation: Half the students spend ≤ 6 hours/week and half spend ≥ 6 hours/week (median less affected by the outlier).

3) Mode
- 6 is the mode (appears 4 times).
- Interpretation: The most common number of homework hours is 6.

4) Range
- Range = max − min = 40 − 1 = 39 hours
- Interpretation: The spread from the smallest to largest value is 39 hours; the outlier inflates the range.

5) Five-number summary
- Minimum = 1
- Q1 (first quartile) = 4.5 (median of lower half 1–10 → average of 5th and 6th: (4+5)/2)
- Median (Q2) = 6
- Q3 (third quartile) = 9.5 (median of upper half 11–20 → average of 5th and 6th in upper half: (9+10)/2)
- Maximum = 40

6) Interquartile Range (IQR)
- IQR = Q3 − Q1 = 9.5 − 4.5 = 5
- Interpretation: The middle 50% of students spend between 4.5 and 9.5 hours/week on homework.

Outlier detection (1.5 × IQR rule)
- Lower fence = Q1 − 1.5×IQR = 4.5 − 7.5 = −3 (no lower outliers)
- Upper fence = Q3 + 1.5×IQR = 9.5 + 7.5 = 17
- Any data > 17 is an outlier → 40 is an outlier. 15 and 12 are not outliers.

Effect of outlier on center measures
- Mean with outlier = 8.35
- Mean without outlier (remove 40): sum = 127, n = 19 → mean = 127 ÷ 19 ≈ 6.684
- Change: mean decreases by about 1.67 when outlier removed.
- Median with outlier = 6; median without outlier = 6 (unchanged).
- Conclusion: The mean is sensitive to the outlier; the median is robust.

Graphs to include (what to show and label)
1) Box-and-whisker plot
- Box from Q1 (4.5) to Q3 (9.5); median at 6.
- Lower whisker to minimum (1). Upper whisker should go to the largest non-outlier (15). Plot 40 as an outlier point beyond whisker.

2) Dot plot
- Plot each data point as a dot above its value on the number line.
- Title: “Hours per Week Spent on Homework — Dot Plot”
- Scale: 0 to 40 (mark ticks at 0, 2, 4, 6, 8, 10, 12, 15, 20, 30, 40)
- The outlier will appear as an isolated dot at 40.

3) Histogram
- Suggested bins: 0–3, 4–6, 7–9, 10–12, 13–15, 16–20, 21–40 (or adjust to spread data better).
- Label axes: x-axis = Hours/week (bin ranges), y-axis = Frequency (number of students).
- Title: “Histogram of Homework Hours per Week”
- If you want a smoother look, combine the high bins so the outlier appears in the final bin (21–40).

Presentation slide-by-slide outline (suggested)
1) Title slide — project title, group members, statistical question.
2) Data collection — how you collected responses, sample size, show raw data table.
3) Visuals: Dot plot — show raw spread and outlier.
4) Visuals: Histogram — show distribution shape.
5) Calculations: Mean, median, mode, range — show work and short interpretation for each.
6) Five-number summary and IQR — show calculations.
7) Box plot — show five-number summary on the plot, mark the outlier.
8) Outliers and analysis — show fences, identify outlier(s), explain effect on mean & median.
9) Conclusions — answer question, summarize what the statistics tell you, limitations and possible improvements (larger sample, more balanced sampling).
10) Q&A slide — be ready to explain any step.

Presentation tips and expectations
- Every group member should be able to explain each slide and every calculation.
- Show your work for each calculation during the presentation (not just the final number).
- Justify your bins for the histogram and the method used to compute Q1/Q3 (explain whether you split the dataset evenly when finding quartiles).
- If you make up data to ensure an outlier, state that explicitly in your presentation.

Quick how-tos (Google Sheets / Excel)
- Dot plot: use a scatter chart with counts; or create a frequency table and plot counts as dots (or stacked columns).
- Histogram: in Sheets use “Chart” → Chart type: Histogram (or make a column chart from a frequency table with your chosen bins in Excel).
- Box plot: Excel 2016+ has a box & whisker chart type; in Sheets, you can make one by calculating five-number summary and using a combo stacked bar trick or use an online boxplot maker (e.g., Desmos, GeoGebra).
- Quartiles: use QUARTILE.EXC or QUARTILE.INC functions in Excel/Sheets (be sure which method your teacher prefers).

Project checklist (before submission/presentation)
- [ ] Statistical question written and justified
- [ ] At least 15–20 data points collected and shown in a table/list
- [ ] Dataset includes at least one outlier (if fabricated, note it)
- [ ] Mean, median, mode, range calculated with work shown
- [ ] Minimum, Q1, Median, Q3, Maximum and IQR calculated
- [ ] Box plot created and labeled (min, Q1, median, Q3, max, outlier)
- [ ] Dot plot created, labeled, and used to spot outliers
- [ ] Histogram created with appropriate bins and labeled axes
- [ ] Outliers identified with explanation of effects on mean & median
- [ ] Presentation slides, speaker notes, and each student can explain every part

Want me to:
- Fill this example into a ready-to-present PowerPoint (or Canva) with slide text and speaker notes?
- Change the example question or produce a dataset collected from a sample you give me?
- Make the graphs (box plot, histogram, dot plot) and export images you can paste into slides?

Tell me which option and I’ll prepare it.