Step 8 Objective

Design a survey or experiment to capture the necessary data from one or more sources; determine the sample size and degree of accuracy needed; design, trial and, if necessary, refine data collection sheets; design and use two-way tables.
Communicate interpretations and results of a statistical enquiry using selected tables, graphs and diagrams in support, using ICT as appropriate; construct tables for large, discrete and continuous sets of raw data, choosing suitable class intervals.

Examples of what pupils should know and be able to do

If investigating jumping or throwing distances, pupils should check that the data collection sheet is designed to record all factors that may have a bearing on the distance jumped or thrown, such as age or height. They should: decide the degree of accuracy needed for each factor; recognise that collecting too much information will slow down the experiment; recognise that too little may limit its scope.

Pupils should be able to refer to more than one table or graph to answer questions. Based on the charts and diagrams they should be able to devise questions which they may or may not have answers to.

Probing questions

What was important in the design of your data collection sheet?

What changes did you make after trialling the data collection sheet and why? What decisions have you made about the degree of accuracy in the data you are collecting?

Why did you choose that size of sample?

How will you make sense of the data you have collected?

What options do you have in organising the data, including the use of two-way tables?

How did you go about choosing your class intervals?

Would different class intervals make a difference to the findings? How?

Which of your tables, graphs or diagrams give the strongest evidence to support/reject your hypothesis? How?

What conclusions can you draw from your tables, graphs or diagrams?

Convince me using your table, graph or diagram.

What difference would it make if this piece of data was included?

Are any of your graphs or diagrams difficult to interpret? Why?

What if pupils find this a barrier?

Show the data handling cycle. Explain that this is the planning part of the cycle.

Have available the data collection sheets from:

Discuss the appropriateness of these with pupils and allow them to suggest improvements. Ideas can be found in:

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