Page 121 - The Ontario Curriculum, Grades 11 and 12: Mathematics, 2007

2.3 describe how the use of random samples with a bias (e.g., response bias, measurement bias, non-response bias, sampling bias) or the use of non-random samples can affect the results of a study
2.4 describe characteristics of an effective survey (e.g., by giving consideration to ethics, priva- cy, the need for honest responses, and possi- ble sources of bias, including cultural bias), and design questionnaires (e.g., for determin- ing if there is a relationship between a person’s age and their hours per week of Internet use, between marks and hours of study, or between income and years of education) or experiments (e.g., growth of plants under different condi- tions) for gathering data
Sample problem: Give examples of concerns that could arise from an ethical review of surveys generated by students in your school.
2.5 collect data from primary sources, through experimentation, or from secondary sources (e.g., by using the Internet to access reliable data from a well-organized database such as E-STAT; by using print sources such as news- papers and magazines), and organize data with one or more attributes (e.g., organize data about a music collection classified by artist, date of recording, and type of music using dynamic statistical software or a spreadsheet) to answer a question or solve a problem
ORGANIZATION OF DATA FOR ANALYSIS
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