Student Worksheet

Thought-starter: Where does your energy come from?

Work on tasks 1 to 3 as a whole class exercise, then proceed to complete the remaining tasks independently.

Presenting numerical data - collating and compiling methods

When we present numerical data, it should be collated and compiled (or grouped together), then analysed.

Analysis methods

We can use a diverse range of mathematical processes to analyse data. We call the figures that result from the manipulation of data ‘statistics’. Statistical comparisons can be made by calculating various factors.

1. Test your memory of common statistical terminology. Write the terms next to their definitions.

a. Relationships between scores =

b. The middle-range score =

c. The average amount of variation of a score from the mean =

d. The average score =

e. The highest score =

f. The scope (the highest to the lowest) =

Presenting data

2. Create a list of statistical or representative data presentation tools.

Data collection methods

Some mathematical processes are better than others for collecting data sets. For example, a simple count is the best means of determining how many light bulbs are present in a single house. This task becomes more complicated when seeking to determine the average number of light bulbs in use in a given location. The mathematical process we choose to use should be practical and the simplest workable method for a particular task.

3. What data relating to electrical energy could be investigated by using each of the processes in Column A? List one data collection scenario that would be a good fit for each process. The first one has been done for you.

The Earth’s population

We can interpret and use data in different ways. When we analyse data we must aim to organise it so that we can draw conclusions based on that information. Consider how we might make use of this data.

Data

It is estimated that the Earth’s population in 2013 was 7.2 billion people. The vast majority (6 billion) of these people live in less privileged, developing countries, leaving 1.2 billion inhabiting the more developed countries.

4. Which of these graphic organisers could you use to present the following information about the Earth’s population? Mark * under the one you would use.

Explain your answer:

5. Use a column graph to organise the data in order to present it to an audience of school students aged 14-16 years.

Data to be graphed

In 2013, there were more people living in China, India, the United States and Indonesia than in any other countries. The figures for these four countries were 1364, 1296, 318 and 251 million respectively. In Brazil, there were 203 million people in 2014. In Pakistan and Bangladesh there were 194 and 158 million, while in Nigeria, Russia and Japan the numbers were 177, 144 and 127 million. (Source: https://www.prb.org/pdf14/2014-world-population-data-sheet_eng.pdf)

6. Create a graph in which you:

a) Compare the energy consumption per capita in Australia for the years 2009-10, 2010-11, 2011-12,and 2012-13;
b) Compare the energy consumption of the whole of Australia against that of Tasmania for those years;
c) Highlight the trajectories (increasing and decreasing) of the energy consumption trends for the whole of Australia and Tasmania.

Energy consumption in Australia

	Population - Number	Energy consumption per capita - GJ*/person
Whole of Australia
2009-2010	22 031 750	265
2010-2011	22 340 024	264
2011-2012	22 728 254	260
2012-2013	23 135 281	254
Tasmania
2009-2010	508 847	214
2010-2011	511 483	211
2011-2012	512 106	205
2012-2013	513 159	214

* GJ = gigajoules (one billion joules)

(Source: http://www.bree.gov.au/publications/australian-energy-statistics)

7. Use the Earth’s population data and the data about energy consumption in Australia to complete the following tasks.

a) Approximately what percentage of the 6 billion people in developing countries lived in India in 2013?

b) Approximately what percentage of the 1.2 billion people in developed countries lived in the USA in 2013?

c) Imagine the populations of China, India, Indonesia and Japan had full access to electricity. Each person’s energy consumption was 50% less than the GJ/person figure for Australia in 2011-12. How much electricity would be required to serve the populations of each country? Use the same notation as appears on your calculator’s display.

d) What percentage of Australia’s population in 2012-13 lived in Tasmania? Round to two decimal places.

8. Design a data presentation using any method you choose to create a graphic that emphasises the dependence of the state of Tasmania on hydroelectric energy through 2008-2013.

Electricity generation in Tasmania

	2008-09	2009-10	2010-11	2011-12	2012-13
	GWh*	GWh	GWh	GWh	GWh
Non-renewable fuels
Natural gas	705.3	1109.8	1506.0	1562.7	1752.5
Oil products	64.5	73.9	94.9	60.5	12.1
Other	0.0	0.0	0.0	0.0	26.8
Total non-renewable	769.8	1183.6	1600.9	1623.2	1791.4
Renewable fuels
Biogas	25.1	29.0	29.9	33.3	33.0
Wind	486.9	489.3	483.5	423.1	477.5
Hydro	7313.6	8307.2	9451.5	8515.5	10766.4
Solar PV	1.8	5.6	11.6	22.7	53.2
Total renewable	7827.4	8831.1	9976.5	8994.6	11330.1
Total	8597.2	10014.7	11577.4	10617.8	13121.5

* GWh = gigawatt hours

(Source: http://www.bree.gov.au/publications/australian-energy-statistics)

Hydro Tasmania -Working with energy data

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