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 - Probing questions
- What if pupils find
this a barrier?
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?