Swizzle rate versus velocity as a demonstration of the usefulness of correlation
In statistics the relation between the swizzle frequency and the speed of a RipStik provides a useful tool for looking at correlation. When data is gathered out on the sidewalk, there is no obvious relationship. Here the number of swizzles over a ten meter stretch are counted while the time to travel the 10 meters is taken with a stopwatch.
Note that the 17 swizzles was for the slowest run, while fewer swizzles provide a variety of times. There is no clear pattern in the numbers, but the students can see that there must be some sort of relationship between the swizzle frequency and the speed. The reason the data looks unrelated is because both the swizzle frequency and speed are calculated values.
Even now, however, the pattern probably does not jump out at one.
Only once the data is plotted can one see that there is a relationship. The relationship is not perfect, and is no where near as linear as a time versus distance plot for an object moving at a constant rate. I used the time versus distance in the previous class to introduce linear regressions, this exercise introduces correlation: the strength of the relationship.
For 67 runs across multiple terms the details in the relationship become clearer.
There is a regime roughly below 2.5 Hertz where there is a roughly linear response while above three Hertz the speed essentially becomes constant. There is an upper limit on the speed, at least for me, where increasing frequency is offset by decreasing amplitude of the RipStik.
Note that the 17 swizzles was for the slowest run, while fewer swizzles provide a variety of times. There is no clear pattern in the numbers, but the students can see that there must be some sort of relationship between the swizzle frequency and the speed. The reason the data looks unrelated is because both the swizzle frequency and speed are calculated values.
Even now, however, the pattern probably does not jump out at one.
Only once the data is plotted can one see that there is a relationship. The relationship is not perfect, and is no where near as linear as a time versus distance plot for an object moving at a constant rate. I used the time versus distance in the previous class to introduce linear regressions, this exercise introduces correlation: the strength of the relationship.
For 67 runs across multiple terms the details in the relationship become clearer.
There is a regime roughly below 2.5 Hertz where there is a roughly linear response while above three Hertz the speed essentially becomes constant. There is an upper limit on the speed, at least for me, where increasing frequency is offset by decreasing amplitude of the RipStik.
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