Amber

Here are my reflections; Good use of a question to base your investigation around- this also helps with forming interesting conclusions too. It is an interesting issue, and one which would be able to be looked at with the census at school data. However, given that you had 18,000 students to select from, your data sample is a bit small. Also, you could have used more students to see if you could get a clearer answer to your question for older or younger children. Your graph is clear, but a bit too simple and it only graphs the reaction time and doesn't show any relationship between this and their interest in sports and fitness. Perhaps a second graph could have investigated any trends between these two elements. In your conclusion, you said that "...we had hypothesised..." but I couldn't see this anywhere. Also, you related fitness to boys and girls, but you hadn't identified gender as being a focus in your question at the start- always stick to your original goals!


 * |||| //To use data and statistics/ To use mathematical inquiry// ||
 * Stage 1; Identify the problem and form a question || Good question BUT what's missing is some type of explanation as to why you've selected this issue- what makes you interested in the results you might find out by carrying this investigation out?? ||
 * Stage 2; Plan and hypothesise || Good hypothesis- this has some good detail and a very reasoned argument for your thoughts. Your plan is sensible- good reference to the sites you'll be using. Also, make sure you mention how many people will be used as samples in your study. ||
 * Stage 3; Data collection || Well recorded- good use of a spreadsheet because this enables you to sort, group and arrange your data into a form you can identify patterns from. ||
 * Stage 4; Analysis of data || Evidence of averaging on one graph. ||
 * Stage 5; Graphing and charting your data || Very clear! I like your graph and how it groups the activities/ properties so the years can be easily compared- the other method would be to take each 'pastime' individually and graph the year groups for each one (rather than having the different pastimes above each year group) since this would make comparison slightly easier. Good selection of data- and good evidence of calculating averages in one of the graphs. ||
 * Stage 6; Interrogating your graphed data || Detailed analysis for each graph. Very thorough! ||
 * Stage 7; Conclusion, answer and 'So What' || Well concluded- you were honest in your reflection about your hypothesis. Now have a think about your 'So What'. What changes about you or your perceptions now you are the owner of this interesting data about students and their technology use?! ||

Amber's Inquiry Wiki

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