CrossCurricular  Math
Determine the Sampling Method of an Informal Survey
The Activity
Review with students the different kinds of sampling methods
for surveys and polls, including random, systematic, convenience,
and judgment sampling. Then, explain that you are going
to show them a short video where a man conducts a poll
on a volatile issue facing the new Iraqi government. Ask
them to apply their knowledge of sampling to determine
which method is being used in the poll shown in the video.
Then show the 16minute FRONTLINE/World Rough Cut video,
"Return to Kirkuk".
pbs.org/frontlineworld/rough/2005/06/return_to_kirku_1.html
Following the video, discuss the sampling method used,
why that method was likely chosen, and how that method
affects the reliability of the survey results. As an extension
of this activity, compare the survey method and results
of the poll shown in the video to another poll taken on
the same issue on the same day, as described in the Aljazeera
article, "Kurdish
Party Says Selfrule Inevitable".
home.cogeco.ca/~kurdistan5/7205independencelandslide.htm
Relevant National Standards
Mathematics, Standard 6: Understands and applies basic
and advanced concepts of statistics and data analysis
Level III, Benchmark 10: Understands basic concepts about
how samples are chosen (e.g., random samples, bias in sampling
procedures, limited samples, sampling error)
Level IV, Benchmark 8: Understands how concepts of representativeness,
randomness, and bias in sampling can affect experimental
outcomes and statistical interpretations
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Vary the Display of Data on the Global Spread of HIV/AIDS
The Activity
Display the FRONTLINE/World feature,
"Mapping the Global HIV/AIDS
Epidemic".
pbs.org/frontlineworld/stories/india304/aids1.html
Show the section, "The Global Spread of HIV/AIDS" and point
out how pie charts are used to show how many men, women, and children
are living with HIV/AIDS in each region. Ask students to take the same
data set and use bar graphs to compare the numbers of men living with
HIV/AIDS in each region. Have them do the same for women and children.
In which region of the world are the most children living with HIV/AIDS?
In which are the least? Determine the same for men and women, and then
compare these findings with the bar graph that runs across the bottom
of "The Global Spread of HIV/AIDS" map. Are the messages conveyed
by each of these displays the same or different?
Relevant National Standards
Mathematics, Standard 6: Understands and applies basic and advanced concepts of statistics and data analysis
Level III, Benchmark 6: Organizes and displays data using tables, graphs (e.g., line, circle, bar), frequency distributions, and plots
Level III, Benchmark 8: Understands that the same set of data can be represented using a variety of tables, graphs, and symbols and that different modes of representation often convey different messages
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Calculate When the Oil Industry Will Dry Up
The Activity
Have students use the statistics provided in the feature
"Charting
the World's Oil"
pbs.org/frontlineworld/stories/colombia/oil.html
to answer these questions.
 Based on the current level of oil production for each
country (given in millions of barrels per day in "Where
Is the World's Oil Currently Produced?"), in what year
will each country's oil reserves (given in billions of
barrels remaining in "Where Are the World's Oil Reserves?")
run out?
 What is the projected percentage of increase in world
and U.S. oil demand between now and the year 2020? (See
the Surprising Facts section.)
After students have finished their calculations, have them
discuss these questions.
 How might the United States' demand for oil influence
its foreign policy decisions?
 How could the United States decrease its demand for
oil?
Resources
Web site for "Charting
the World's Oil"
pbs.org/frontlineworld/stories/colombia/oil.html
Visit the FRONTLINE/World Fellows story "Peru:
Gamble in the Jungle" for another look at the issues
involved in balancing natural resource exploration and the
environment:
pbs.org/frontlineworld/fellows/peru0803/
Relevant National Standards
Mathematics, Standard 3: Uses basic and advanced procedures
while performing the processes of computation
Related Activities
This activity is part of a suite of activities developed
around the theme of Environment. Additional activities
under this theme include:
Address
Concerns Caused by Conflict in Colombia (Geography)
pbs.org/frontlineworld/educators/geography_colombia.html
Documenting
a Historic Climb of Mount Everest (Geography)
pbs.org/frontlineworld/educators/geography_nepal.html
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Graph Population Data to Inform City Planning
The Activity
Curitiba is a city in Brazil that has been highly praised for its innovative approaches to solving common urban problems. Show students where the city of Curitiba is on a map. Explain that in order to develop an effective plan for a city, leaders need to consider population statistics and other data to help them make informed decisions.
Have students read printouts of the FRONTLINE/World Fellow feature The Development of Brazil's City of the Future. http://www.pbs.org/frontlineworld/fellows/brazil1203/masterplan.html As they read, students should create a data table that notes Curitiba's population at various points in time. Students should also highlight or underline strategies that city leaders put in place to meet the needs of Curitiba's growing population.
Next, ask students to create a line graph, a bar graph or other visual representation of the population statistics in their data table. Have them put population figures down the left side and years across the top. Be sure that students properly label their graphs. If needed, review with students how to consider the range of data as they determine an appropriate scale for the graph.
Compute the rate of population growth for each time period and create a graph of that data as well. Compare the two graphs and talk about the value of each when analyzing data. Also discuss the following questions:
 How does the rate of population growth change over time?
 What factors generally affect population growth?
 What data (for example, birth and death rates, past growth rates, and so on) would be important to consider when predicting future population growth?
 Why is it important to be able to predict population growth?
 What changes did Curitiba city leaders make over time to meet the demands of the city's growing population? How could population data analysis potentially have affected the planning for each strategy?
Relevant National Standards
Mathematics
Standard 6: Understands and applies basic and advanced concepts of statistics and data analysis
Benchmark: Organizes and displays data using tables, graphs, frequency distributions and plots
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