Alex+F-D

Here are my reflections;

Your opening question is clear, and should have lead to a clear conclusion/ answer. It often helps, when adding a question, to support it with some kind of explanation about what data you'll need to investigate and often a prediction about what you're expecting to find. Your data was recorded clearly, and your samples (although a bit small) were equal and fair- I like the way you also used some averaging to look deeper. Your graph is clear, but very simple and inconclusive- use a second graph- maybe a dot plot chart to plot the age of students and their heights- showing the different genders with different colour crosses to highlight any trends. I'm not sure why the different locations were used- you didn't mention location being a factor in your question. TIP; Wherever possible, use ICT to give your tables and graphs more accuracy and clarity.


 * //To use data and statistics/ To use mathematical inquiry// ||
 * Stage 1; Identify the problem and form a question || Clear question- BUT you need to explain your reasons for thinking of this issue to investigate- the survey should have a meaning to you- you should have an interest in what you'll find out in this learning. ||
 * Stage 2; Plan and hypothesise || I like your hypothesis- you gave some explanation- but again, I'm interested; does this issue come from arguments or debates you've had about holidays with friends or family? Good planning- 100 is a good size for your sample. ||
 * Stage 3; Data collection || Interesting tally- very traditional way of recording. Have you added your results to check that your samples are even and accurate? ||
 * Stage 4; Analysis of data || Some analysis attempted. ||
 * Stage 5; Graphing and charting your data || Simple graph- they are more accurate (and efficient) when done using ICT. What other graph would have been appropriate for this issue? How could a pie chart have supported your comparisons? ||
 * Stage 6; Interrogating your graphed data || Simple and brief. ||
 * Stage 7; Conclusion, answer and 'So What' || Very short- you mentioned that your hypothesis was incorrect BUT why do you think this was? Also, what is your 'So What' now you know this information? How could you use this learning when having discussions on holidays and locations in the future?? ||
 * Stage 7; Conclusion, answer and 'So What' || Very short- you mentioned that your hypothesis was incorrect BUT why do you think this was? Also, what is your 'So What' now you know this information? How could you use this learning when having discussions on holidays and locations in the future?? ||

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