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• Grade 12 Data Management Textbook Solutions Pdf Nelson

View Data Management Textbook.pdf from AIST 3610 at Augusta University. Data Management Databases and Organizations Richard T. Watson Department of.

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Grade 12 Data Management Textbook Solutions Pdf Nelson

This course broadens students' understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analysing large amounts of information; apply counting techniques, probability, and statistics in modelling and solving problems; and carry out a data management investigation that integrates the expectations of the course and encourages perseverance and independence. Students planning to pursue university programs in business, the social sciences, or the humanities will find this course of particular interest.

Unit Titles and DescriptionsTime AllocatedTools for Data ManagementData Management comprises all the disciplines related to managing data as a valuable resource. Data does not have meaning unless we are able to use it, make decisions and sound judgment based on it. We do this by using tools for managing the data.

In this course we will be using spreadsheets and graphing software to perform complex calculations and link, search, sort and graph data. Among other assignments students are introduced in this unit to the Statistics Canada website where they will learn methods of data retrieval and the creation of graphs using CANSIM. This course involves a data management investigative (DMI) that stretches over the first four units.

In this unit students will formulate and submit their hypothesis.12 hoursCollecting DataTo summarize data and recognize the trends, we use tables and graphs. In this unit students will demonstrate an understanding of the role of data in statistical studies and the variability inherent in data, and distinguish different types of data; describe the characteristics of a good sample, some sampling techniques, and principles of primary data collection, and collect and organize data to solve a problem; demonstrate an understanding of the applications of data management used by the media and the advertising industry and in various occupations. The DMI continues in this unit and students use statistical skills to appropriately collect and record information.12 hoursStatistics of One VariableThis unit will focus on the analysis and presentation of one-variable data. Students will process raw data and develop the skills to summarize it in terms of central tendency, spread and distribution.

Students will analyze, interpret, and draw conclusions from one-variable data using numerical and graphical summaries and explore methods of describing a single piece of data in the context of a wider data set. Students use a variety of different software to analyze the presentation of data that has been collected and processed by others.

Ilfan blog: free download resident evil unlocker. They develop the critical thinking skills necessary to interpret and assess the validity of secondary data and conclusions drawn from it, maintaining an awareness of the possibility of bias and misrepresentation, either deliberate or accidental. Students submit the third part of their DMI where they process and analyse their individual data sets.18 hoursStatistics of Two VariablesTwo-variable statistics are the basis for many decisions personally and as a society. Although most two variable statistical tests are beyond the scope of secondary school math, this unit will examine some of the basic topics in two-variable statistics. Two-variable statistics provide methods for detecting relationships between variables and for developing mathematics of these relationships. The visual pattern in a graph or plot can often reveal the nature of the relationship between two variables. In this unit students will analyse, interpret, and draw conclusions from two-variable data using numerical, graphical, and algebraic summaries.

Students complete the last part of their DMI where they perform analysis of the relationship between the sets of their information, and use critical thinking skills to formulate a final conclusion relating to their initial hypothesis.18 hoursCombinatoricsCombinatorics is the branch of mathematics dealing with ideas and methods for counting, especially in complex situations. The techniques and mathematical logic for counting possible arrangements or outcomes are useful for a wide variety of applications. A computer programmer writing software for a game or industrial process would use these techniques, as would a basketball coach planning potential line-ups for a game, or a school board trying to make the most efficient use of its buses.

Students will investigate the concepts of combinations and permutations. They will consider situations in which each should be used, and develop the skills to be able to determine which is most appropriate.16 hoursProbabilityProbability was first studied mathematically in the 17th century when Pierre de Fermat and Blaise Pascal attempted to analyze problems associated with gambling. Modern probability theory grew from their correspondence. In this unit students will solve problems involving the probability of an event or a combination of events for discrete sample spaces; solve problems involving the application of permutations and combinations to determine the probability of an event; demonstrate an understanding of discrete probability distributions, represent them numerically, graphically, and algebraically, determine expected values, and solve related problems from a variety of applications. Virtual High School is committed to ensuring that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes.

This Virtual High School online course provide a number of strategies to address the needs of ESL/ELD students. This online course must be flexible in order to accommodate the needs of students who require instruction in English as a second language or English literacy development. The Virtual High School teacher considers it to be his or her responsibility to help students develop their ability to use the English language properly. Appropriate accommodations affecting the teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. Virtual High School determines the student's level of proficiency in the English Language upon registration.

This information is communicated to the teacher of the course following the registration and the teacher then invokes a number of strategies and resources to support the student in the course. On a larger scale, well written content will aid ESL students in mastering not only the content of this course, but as well, the English language and all of its idiosyncrasies.

Virtual High School has created course content to enrich the student's learning experience. Many occupations in Canada require employees with capabilities in the English language. Enabling students to learn English language skills will contribute to their success in the larger world. Environmental Education. Helping students become environmentally responsible is a role assumed by Virtual High School. The first goal is to promote learning about environmental issues and solutions.

The second goal is to engage students in practicing and promoting environmental stewardship in their community. The third goal stresses the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably. Environmental education teaches students about how the planet's physical and biological systems work, and how we can create a more sustainable future. Good curriculum design following the resource document - The Ontario Curriculum, Grades 9-12: Environmental Education, Scope and Sequence of Expectations, 2011, will assist Virtual High School staff to weave environmental education in and out of the online course content. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen.

The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level. Healthy Relationships. Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Students learn and achieve better in such environments.

The safe and supportive social environment at Virtual High School is founded on healthy relationships between all people. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members of the Virtual High School community.The most effective way to enable all students to learn about healthy and respectful relationships is through the school curriculum. Virtual High School teachers can promote this learning in a variety of ways. For example, they can help students develop and practise the skills they need for building healthy relationships by giving them opportunities to apply critical-thinking and problem solving strategies and to address issues through group discussions, role play, case study analysis, and other means. Virtual High School can also have a positive influence on students by modelling the behaviours, values, and skills that are needed to develop and sustain healthy relationships, and by taking advantage of “teachable moments” to address immediate relationship issues that may arise among students.At Virtual High School, all staff strive to create a climate of cooperation, collaboration, respect, and open-mindedness.

These attitudes and attributes enable our students to develop an awareness of the complexity of a range of issues. Moreover, in examining issues from multiple perspectives, students develop not only an understanding of various positions on these issues but also a respect for different points of view. Virtual High School students will hopefully develop empathy as they analyse events and issues from the perspectives of people all over the world. These attitudes and attributes provide a foundation on which students can develop their own identity, explore interconnectedness with others, and form and maintain healthy relationships. Equity and Inclusive Education. Financial literacy may be defined as having the knowledge and skills needed to make responsible economic and financial decisions with competence and confidence. Since making financial decisions has become an increasingly complex task in the modern world, students need to have knowledge in various areas and a wide range of skills in order to make informed decisions about financial matters.

Students need to be aware of risks that accompany various financial choices. They need to develop an understanding of world economic forces as well as ways in which they themselves can respond to those influences and make informed choices. Virtual High School considers it essential that financial literacy be considered an important attribute of a well-educated population. In addition to acquiring knowledge in such specific areas as saving, spending, borrowing, and investing, students need to develop skills in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial and other issues. The goal is to help students acquire the knowledge and skills that will enable them to understand and respond to complex issues regarding their own personal finances and the finances of their families, as well as to develop an understanding of local and global effects of world economic forces and the social, environmental, and ethical implications of their own choices as consumers.

The Ministry of Education and Virtual High School are working to embed financial literacy expectations and opportunities in all courses as appropriate, as part of the ongoing curriculum review process. Literacy, Mathematical Literacy, and Inquiry Skills. Literacy is defined as the ability to use language and images in rich and varied forms to read, write, listen, view, represent, and think critically about ideas.

It involves the capacity to access, manage, and evaluate information; to think imaginatively and analytically; and to communicate thoughts and ideas effectively. Literacy includes critical thinking and reasoning to solve problems and make decisions related to issues of fairness, equity, and social justice. Literacy connects individuals and communities and is an essential tool for personal growth and active participation in a cohesive, democratic society. Literacy involves a range of critical-thinking skills and is essential for learning across the curriculum. Literacy instruction takes different forms of emphasis in different subjects, but in all subjects, literacy needs to be explicitly taught. Literacy, mathematical literacy, and inquiry/research skills are critical to students' success in all subjects of the curriculum and in all areas of their lives.Many of the activities and tasks that students undertake in the Virtual High School courses involve the literacy skills relating to oral, written, and visual communication.

For example, they develop literacy skills by reading, interpreting, and analysing various texts. In addition, they develop the skills needed to construct, extract information from, and analyse various types information presented in a variety of media forms. In all Virtual High School courses, students are required to use appropriate and correct terminology, including that related to the concepts of disciplinary thinking, and are encouraged to use language with care and precision in order to communicate effectively.Inquiry and research are at the heart of learning in all subject areas at Virtual High School.

Students are encouraged to develop their ability to ask questions and to explore a variety of possible answers to those questions. As they advance through the grades, they acquire the skills to locate relevant information from a variety of print and electronic sources. The questioning they practiced in the early grades becomes more sophisticated as they learn that all sources of information have a particular point of view and that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways. The ability to locate, question, and validate information allows a student to become an independent, lifelong learner. Critical Thinking and Critical Literacy. The school library program in many schools can help build and transform students' knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program of these schools supports student success across the curriculum by encouraging students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research.

Virtual High School teachers assist students in accessing a variety of online resources and collections (e.g., professional articles, image galleries, videos, databases). Teachers at Virtual High School will also guide students through the concept of ownership of work and the importance of copyright in all forms of media. The Role of Information and Communications Technology. Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all Virtual High School students when the situation is appropriate within their online course.

As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. The Ontario Skills Passport: Making Learning Relevant and Building Skills. The Ontario Skills Passport (OSP) is a free, bilingual, web-based resource that provides teachers and students with clear descriptions of the 'Essential Skills' and work habits important in work, learning, and life.

Virtual High School can engage students by using OSP tools and resources to show how what they learn in class can be applied in the workplace and in everyday life. For further information on the Ontario Skills Passport, including the Essential Skills and work habits, visit Education and Career/Life Planning. As online students progress through online courses, teachers are available to help the student prepare for employment in a number of diverse areas. With the help of teachers, students will learn to set and achieve goals and will gain experience in making meaningful decisions concerning career choices. The skills, knowledge and creativity that students acquire through this online course are essential for a wide range of careers. Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices.

The framework of the program is a four-step inquiry process based on four questions linked to four areas of learning: (1) knowing yourself - Who am I?; (2) exploring opportunities - What are my opportunities?; (3) making decisions and setting goals - Who do I want to become?; and (4) achieving goals and making transitions - What is my plan for achieving my goals? Cooperative Education and Other Forms of Experiential Learning. By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live.

Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Virtual High School will try to help students link to Ministry programs to ensure that students have information concerning programs and opportunities. Planning Program Pathways and Programs Leading to a Specialist High Skills Major. Virtual High School courses are well suited for inclusion in Specialist High Skills Majors (SHSMs) or in programs designed to provide pathways to particular apprenticeship, college, university, or workplace destinations.

In some SHSM programs, courses at Virtual High School can be bundled with other courses to provide the academic knowledge and skills important to particular economic sectors and required for success in the workplace and postsecondary education, including apprenticeship training. Health and Safety. In order to provide a suitable learning environment for the Virtual High School staff and students, it is critical that classroom practice and the learning environment complies with relevant federal, provincial, and municipal health and safety legislation and by-laws, including, but not limited to, the Workplace Safety and Insurance Act, the Workplace Hazardous Materials Information System (WHMIS), the Food and Drug Act, the Health Protection and Promotion Act, the Ontario Building Code, and the Occupational Health and Safety Act (OHSA). The OHSA requires all schools to provide a safe and productive learning and work environment for both students and employees. Virtual High School courses provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in both public and personal decision making. During the inquiry process, students may need to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, developments, and events.

Teachers may need to help students in determining appropriate factors to consider when making such judgements. In addition, it is crucial that Virtual High School teachers provide support and supervision to students throughout the inquiry process, ensuring that students engaged in an inquiry are aware of potential ethical concerns and address them in acceptable ways. Teachers at Virtual High School will ensure that they thoroughly address the issue of plagiarism with students. In a digital world in which there is easy access to abundant information, it is very easy to copy the words of others and present them as one's own. Students need to be reminded, even at the secondary level, of the ethical issues surrounding plagiarism, and the consequences of plagiarism should be clearly discussed before students engage in an inquiry.

It is important to discuss not only dishonest plagiarism but also more negligent plagiarism instances. Students often struggle to find a balance between writing in their own voice and acknowledging the work of others in the field.

Merely telling students not to plagiarize, and admonishing those who do, is not enough. The skill of writing in one's own voice, while appropriately acknowledging the work of others, must be explicitly taught to all Virtual High School courses. Using accepted forms of documentation to acknowledge sources is a specific expectation within the inquiry and skill development strand for each course.