ࡱ> a /jbjbYQYQ 7d3333(0YHHHJ8F4zJ:e"8888"  ,ddddddd,gRnidH4"44d>#88d>#>#>#488H8d>#\T4d>#>#^0H=c  Jq`4=ct e0:e`j>#jh=c>#HJJJJTitle: How high can you jump? Issues for collecting reliable data. Introduction/Background   This resource focuses on the planning part of the enquiry cycle. The importance of this phase in relation to collecting good, reliable data from surveys and censuses cannot be overemphasized. Ways in which survey or census questions are asked have an impact on the resulting data and therefore on the subsequent analysis and conclusions that might be drawn. Consider the following scenario: While practising for the upcoming basketball tourament, Mary wonders how high she can jump towards the basket. She wants to collect data from her team or class about their jumping ability to see how they compare with her. Problem For a PE programme or sports team selection, we might be interested in how high people can jump. How can we collect good data as part of an investigation into peoples jumping ability? Plan  Here are Marys first survey questions. Answer each of these: What is your gender? How high can you jump? How tall are you? Discuss: How did people respond to the first question? For the second question, what aspects did you think about in relation to being able to answer it? How might it be refined and improved to make the data more reliable? Why is it important to get reliable data? How might the third question be refined and improved in order to make the resulting data more reliable? What is needed to make it a fair test, and to collect reliable data? Following the discussion (see other column for discussion points that the students should consider or the teacher might raise for consideration), suggest a refinement on the jump height question, based on the Vertical jump test. To make it a fair test, and therefore for more reliable data to be collected, the following instructions could be used (adapted from HYPERLINK "http://www.exrx.net/Calculators/VerticalJump.html"http://www.exrx.net/Calculators/VerticalJump.html): The vertical jump test involves measuring the difference between the standing reach and the height reached at the peak of a vertical jump. Recommendation: Use a metre rule taped to the wall, and have a chair for a partner to check the measurement (to a pre-determined amount of accuracy), or use chalk or water on a specified finger tip in order to leave a mark on a piece of paper on the wall. Review jumping technique: While resting, stand with side toward wall and reach up as high as possible keeping the feet flat on the ground. Record or mark standing reach. Standing slightly away from the wall, jump up as high as possible using both arms and legs to assist in projecting the body upwards. Touch the wall at the highest point of the jump. Warm-up with several easy jumps proceeded with a few minutes rest. Get a partner to practise checking the measurement while the other person jumps. Perform multiple attempts with short rests until a plateau or decrease in performance is observed. Calculate the difference between the standing reach height and the jump height. Best of score is recorded. Recommendations Mount vertical jump measuring tape to wall or use vertical jump apparatus. Put chalk (or water) on finger tips if using wall method with a sheet of paper taped to the wall. Rewrite the survey questions, with more specific instructions to help ensure that more reliable data will be collected. For example: question b (how high can you jump) might be changed to: How high can you jump, when following the vertical jump test instructions? Record your best result for jump height difference, after having three attempts.  DISCUSSION POINTS 1. How many people responded with boy or girl, and how many responded with male or female? Do you need to specify how to record gender data, or does it not matter? For instance, should you leave a blank space for the person to record their gender, or do you specify options such as M/F, or Boy/Girl, or Male/Female? 2. The question, How high can you jump? needs refining. Students may raise or have already raised the following points (or the teacher may raise them for discussion): What restrictions may be put on how to jump? Is it a standing jump or a running jump? Can you jump off one foot or do you have to jump from having both feet on the ground? What should be measured for jump height? For the Vertical jump test (see other column), does it matter which hand a person uses? Is each person only allowed one jump or multiple jumps, in which case what result would be recorded? Does being tall or short make a difference? If so, how could that be overcome? What are the issues with measuring accurately? Do you have to specify the units of measurement to be used? 3. For height data, were there questions about: whether to measure with or without shoes? the measurement units to use? what level of accuracy can you get with measuring people? As an example to illustrate that such measurements are not exact, and that variation in data can be obtained even when measuring the one object: Get students in groups to each measure the length of one persons foot, and discuss any differences in the results. Students will realise that such measuring is not exact and precise. DISCUSS: When data is collected, it must be recorded or entered into a computer. What processes are needed or possible to help ensure that the recording is correct, and that unrealistic responses are not accepted? What limits could be put in place for the jump height difference data? What limits could be put in place for height data? How will the data be recorded in a table on paper, or in a spreadsheet? What column headings will you use?DISCUSSION POINTS Avoiding dirty data: If data is being entered into a computer (such as through an on-line survey or census), data limits might be imposed so that any data outside of those limits is not accepted. Examples: for gender, the two options to select from are given. For height data, a whole number of cm is required; suggest outside limits that might be imposed if the data is being collected from Year 5 to 8 students (so that if someone enters a value outside of those limits, then it has to be entered again). 91   Collect the data from the revised survey questions. (Further suggestions are given in the Extension activity section of this resource for other data that could be included for data collection, so that a greater variety of investigative questions could be posed for this dataset.) Record the data in a table, or in a spreadsheet.Analysis  Analysis should include: Sorting the data in the table, to help notice interesting things in the data Plotting one variable (such as jump height differences) in an appropriate graph, and describing what you notice from the graph Would a different type of graph give you any different information about the data compared with the information from the first graph? Consider a second variable (such as gender or height). Pose a question that could be investigated in relation to the two variables (jump height difference and gender, or jump height difference and height). Perform further data analysis, using appropriate tables and graphs Conclusion Reflection  Extension activity Collect the data early in the year, and then again later in the year to see whether there has been an improvement, especially if the PE programme has included activities and/or games that are designed to help jumping ability. If students have sufficient number knowledge, they could investigate whether it makes a difference to the conclusions if jump height difference is recorded as a percentage of each persons height. Design more data questions for further investigations to be undertaken. Such investigative problems/questions may include: comparison questions: collect Year level data, so as, e.g., to compare the jump height data of Year 7 with Year 8; or collect data on main sport played, so as to compare the jump heights of basketballers or netballers with rugby or soccer players; or are right handed people better jumpers than left handed people; or Class A and Class B data to see whether either class overall would be considered better jumpers), or relationship questions (is there are a relationship between the age and the jump height of students). See various Figure it Out Answers and Teachers Notes, Statistics (revised editions) or Statistics in the Media, for discussion about various aspects of statistics, including descriptions of types of investigative questions summary, comparison, and relationship questions. Collect other PE/Health data, such as standing long jump, throwing distance, number of skips in 30seconds, heart rates before and after activity, number of press ups or sit ups, etc, etc. Mathematics standards for Yrs 7 and 8.Links to Mathematics Standards for Years 1 8 (Ministry of Education, 2009): By the end of Year 7: students are engaging in all parts of the enquiry cycle, including: the posing of questions for investigation, including summary questions, comparison questions, and relationship questions; planning for data collection including the issues raised in this resource to do with reliable data; gathering multivariate category data (e.g., gender, Year level, handedness right or left, main sport played) and measurement data (e.g., jump height difference, height); sorting and displaying the data appropriately in multiple ways, and being able to notice and describe the patterns as well as the variation in the data; and interpret and clearly communicate the results, in relation to their knowledge of the context of sport/fitness. By the end of Year 8, in addition to everything above, students are also gathering time series data (such as from regular testing/measuring of jump height data, heart rate data, mathematics basic facts data, spelling scores data); identifying and describing at a deeper level the relationships and trends in the data, and using informal/intuitive ideas about the middle and the spread of data; and when interpreting and communicating the results, they also identify the factors that produce uncertainty (such as measurement error, or acknowledging the effect of sampling or sample size another class, or another day could give different, although maybe similar, results).      NZ 91 activities 2010 Curriculum level: 4 Focus: Designing good data collection questions for reliable data. 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