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Data Analysis and Explanation
Data Analysis and Explanation
Example
Determine what you think the mean and median ages are for students
in this classroom.
Now, how would the mean and median age change if we included my
age and Mrs. Forebacks age? Which one (mean or median) would be
more affected? Why?
As you can see, we must consider all of our data before we determine how
to analyze it.
determine if there is any questionable data. Questionable data can exist because of errors you
know you made or in possible outliers.
An outlier is any value that is numerically distant from most of the other data points in a set
of data.
You should highlight any questionable data that you identify, but do not remove it unless
you have a very good reason to do so!
For this step, you will answer this question: Did you have any questionable data?
Did you decide to include it in your graph and statistical calculations? Why or Why
not?
Example
Change in
Distance
Frequency
40 m
30 m
10
20 m
25 m
35 m
45 m
15 m
50 m
-30 m
10 m
The most common source of outliers is measurement error.For example, it could be that there were
battery problems with the timer that caused the alarm to go off before the runner's 60 seconds were
up. Another cause of outliers is experimental error. For example, it could be that the running signal
was not loud enough for all of the athletes to hear, resulting in one runner having a late start. This
would put the runner's distance far below that of the other runners.An outlier can also be due to
chance.
Sampling error, i.e. including high school basketball players in the sample even though the research study was
only supposed to be about high school track runners
If it is determined that an outlier is due to some type of error (i.e. measurement or experimental
error), then it is okay to exclude the data point from the analysis. However,if the outlier was due to
chance or some natural process of the construct that is being measured, it should not be removed.
Look at your data and determine if it is currently organized in the best way possible. You
may want to re-sort your data so that it reveals patterns, is easier to read or makes more
sense based on what you have found. It is possible that it is best for you to include
several data tables. It may be a good idea to ask some of your classmates what they
think.
If it is appropriate, you will also need to include some sort of statistical measure with
your data. This could be any combination of mean, median, mode or range. Be sure to
use what makes the most sense for your data. You need to make a separate data
table (or tables) for your statistical information.
For this step, you will need to answer this question: What statistical measure
(mean, median, mode, range) did you decide to use and why? OR If you did not
use a statistical measure, explain why?
Example
Change in
Distance
(meters)
Frequency
40
30
10
20
25
35
45
15
50
-30
10
Step 4: Graph
Use your prior knowledge, what you have noticed about your
data and the graph choice chart to determine what type of
graph will represent your data the best.
Think about whether you should graph all of your data or just the
averages.
This might be a time where you try out a few different options to see
what they look like before making your final choice.
Once you have determined which type of graph to use, make sure to
add labels, units and a title.
Graph Options
12
Number
of Students
10
8
10
15
20
25
30
35
40
45
50
Graph Options
Change in Distance with Improved Mood
60
Data Point
Change in Distance
Frequency
Graph Options
Change in Distance with Improved Mood
10
15
20
25
30
35
40
45
50
Explanation
8TH GRADE SCIENCE
What is an Explanation?
Reasoning = the argument used to say why the evidence answers the question. A
strong argument should include:
Example
An experiment was conducted to see if an improvement in mood could increase the speed of high
school track runners. Fifty one track students were tested, and it was found that an improvement
in mood does increase the speed of the runners. 50 out of 51 runners experienced an
improvement in their distance run in 60 seconds when they ran while experiencing a good mood.
10 of the 50 improved by 30 centimeters, and 29 athletes sampled experienced an improvement
of 30 centimeters or more. It is yet inconclusive as to why this correlation exists. There is
research that indicates that improved sleep over an extended period of time improves both
athletic performance and mood, and there is also a correlation between zinc levels, athletic
performance and mood. Improved mood could result in higher levels of self-confidence and
intrinsic motivation, which could result in increased athletic performance, but unfortunately no
research has been located that could specifically link mood to athletic performance.
What feedback do you have for this explanation? What could the writer have done to
improve the explanation?