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A biologist is breeding fruit flies to include a specific genetic mutation that will be useful in understanding memory in humans. To check whether a fly has the mutation, a DNA sequence is analyzed in a way that kills the fly, so the biologist wants to test only a sample of the flies to estimate the proportion of flies that have the mutation.
The biologist selects 40 flies to sequence at random and finds that 9 of them have the genetic mutation.
If students are confused about why the various simulated samples might have different proportions when they are drawn from a population that is specifically set up to have the same proportion as the original sample, consider asking:
“What is the difference between a sample and population? Why might a sample have different statistics than a population?”
“Where have you seen this happen in a previous lesson? How might that example help you think about this activity?”
The goal of this discussion is to make sure that students can calculate proportions and estimate the margin of error when given the mean and standard deviation of the sample proportions.
Here are some questions for discussion:
Elena and Clare are each working on a project about how high school students are having trouble finding jobs. They each find the proportion of students without jobs from a random sample, use a computer to do 1,000 simulations with the proportion they found, and then report the results.
Elena says, “The proportion of high school students without jobs is about 0.70 with a margin of error of 0.280.”
Clare says, “The proportion of high school students without jobs is about 0.75 with a margin of error of 0.138.”
The purpose of this discussion is for students to think about the relationship between sample size and margin of error. Ask students: