Activity 2.3: Data Analysis

Activity Description

Understanding experimental design and procedures. Students will analyze the wide range of data from the 1st round of testing and establish a new procedure for re-testing the gliders with the goal of controlling variables and reducing the data range.

Getting Started

Introduction:

E.Q.: What can we learn from looking at data?

Now that students have completed a "messy" experiment while testing the glider, you will lead them in a discussion about how to make sense of the data and how it relates to proper experimental design and the importance of consistent procedures. Students should see some spread in the data from the different groups for the same glider configuration, which indicates a level of variation that needs to be defined and controlled. This activity will look at the data and then develop a standard procedure that the groups should adhere to for the next round of testing. They should also realize that not all variables can be controlled or minimized across all groups.

Preparation needed for the Activity:

Completed Data Collection Sheet - Foam Glider (reference only at this point)
Posters with class histograms
Calculators, if desired, for the statistic calculations
If using Google forms, take the class sheet and sort/plot data for visual

Part 1 - Data Analysis: 10 - 20 min

Students should calculate the mean distance for each of their four wing configurations, and report that data out to the class. List or plot that data on a histogram for each configuration. Review the histograms from the 1st round of testing, and the list of mean distances, and ask students:

Which wing has the highest mean?
Is there a clear ‘best’ wing shape?

Part 2 - Establishing a Procedure: 20 - 30 min

During the discussion, explain to students that a large range in data means that the data exhibits a lot of variability. If they want to understand just the effect of the wing shape, they will need to control the other variables affecting the gliders. Therefore, the class needs to establish a common procedure for re-testing the gliders in which as many of the other variables as possible are controlled.

Suggestions:

- - To control for who the thrower is, each team member could throw each type of glider the same number of times (e.g. 3 throws each).
  - The class should agree on a measurement strategy.
  - The class should agree roughly on the technique that should be used when throwing the planes.

Formalize the procedure by creating a PowerPoint slide or something that can be shown to the students again in the next class period to remind them how they are controlling variables.

Part 3 - Discussion and Reflection - Standardized Procedure: 10 min

Remind students that they will re-test their gliders the following day using the established procedure that they just created. Discuss whether the range of data on the histogram should change (increase/decrease/remain the same) when they use the standardized procedure.

Page updated

Report abuse