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How Far Until It Stops Junior Maths PPDAC Investigation PDF
How Far Until It Stops Junior Maths PPDAC Investigation PDF
Unit Outline
Introduction
This unit of work uses the PPDAC (Problem, Plan, Data, Analysis and Conclusion)
statistical enquiry cycle to investigate stopping distances in cars. The unit of work is
aimed at Level 5 of the curriculum (most likely a Year 10 class). The context is one that
should appeal to students due to its relevance to them as they and their peers prepare to
learn to drive. The unit allows them to investigate factors which affect stopping
distances, such as speed and road conditions. This will give more meaning to applying
appropriate following distances and the ‘2 second rule’.
The investigation analyses data collected during a study on total car stopping distance
with different road conditions and different initial speeds.The total stopping distance of a
car can be broken down into two major components: the reaction distance and the
braking distance. The reaction distance takes account of the time it takes for a driver to
perceive that they need to stop and the amount of time it takes for them to react to the
situation. The braking distance depends on the vehicle reaction time and the vehicle
braking capability. Although the study is fictitious, the findings in terms of averages for
the different stopping components under different conditions reflect reality.
The stopping distance investigation ‘How far before it stops?’ includes a template with
scaffolding to guide students through the components of the PPDAC cycle in the context
described above. It can be printed for students to write on directly, projected in a
classroom so that students can write out the answers in their books or can be distributed
electronically for students to type into directly. The in-class investigation assumes some
prior statistical knowledge, which is described below with resources and teaching
suggestions. Detailed lesson plans with suggested duration are also included and can
be adapted to meet the needs of the learners. It is expected that the lessons will consist
of discussion, analysis and some drafting of responses but the students will write up
their answers in more detail for homework. Alternatively more time could be allowed in
class for the project to be completed. An assessment rubric for the in-class investigation
has been developed and includes a self-assessment component to allow students to
reflect on their own learning. The in-class project could be used independently of the
lesson plans as a homework-based assessment tool at the end of a unit of work.
However, the depth of the conclusion sections is greatly enhanced by in-class
discussions so that students can draw on their peers’ and their teacher’s knowledge.
• Graphing data
o NZ Maths statistical investigations: nzmaths.co.nz/statistical-
investigations-units-work?parent_node=
o NZ Census at School classroom activities:
www.censusatschool.org.nz/classroom-activities
o NZ Census at School data viewer:
www.censusatschool.org.nz/2010/data-viewer
o NZ Assessment Resource Banks (Mathematics):
arb.nzcer.org.nz/searchmaths.php
o Box and whiskers graph, dot plot, histogram, stem and leaf graphs of
class data.
• Random sampling
o NZ Maths statistical investigations: nzmaths.co.nz/statistical-
investigations-units-work?parent_node=
o NZ Census at School data viewer:
www.censusatschool.org.nz/2010/data-viewer
o Use class data or select a random selection of students from the class
(asking them to stand up) to demonstrate simple random sampling and/or
systematic sampling
• PPDAC cycle
o NZ Census at School classroom activities:
www.censusatschool.org.nz/classroom-activities
Values
Excellence
Innovation, inquiry and curiosity
Community and participation
Respect
Achievement objectives
Level 5 Statistical Investigation:
Plan and conduct surveys and experiments using the statistical enquiry cycle:
• Determining appropriate variables and measures;
• Considering sources of variation;
• Gathering and cleaning data;
• Using multiple displays, and re-categorising data to find patterns, variations,
relationships, and trends in multivariate data sets;
• Comparing sample distributions visually, using measures of centre, spread, and
proportion;
• Presenting a report of findings.
Thinking:
• Think logically
• Justify
• Co-construct knowledge
• Investigate
• Discern if answers are reasonable
• Interpret
• Deal with uncertainty and variation
• Make connections
• Hypothesise
• Seek patterns and generalisation
• Explore and use patterns and relationships in data
• Demonstrate and develop relational understanding
• Evaluate
• Analyse
Managing self:
• Work independently
• Self-assessment – What can/can’t I do
• Manage time effectively
Relating to others:
• Listen actively
• Share ideas
• Accept being wrong as part of learning
• Work cooperatively
• Communicate thinking
• Think-pair-share
• Remain open to learning from others
Learning Intentions
• Identify suitable variables for the statistical investigation.
• Identify the population.
• Describe the problem of interest.
• Calculate the summary statistics for relevant data.
• Graph relevant data.
• Analyse the data.
• Compare/contrast the data.
• Explain the likely result of repeating the sampling process.
• Explain why different groups and organisations would be interested in the
findings of your investigation.
• Peer-critique each others’ work.
• Generate an investigative question.
• Hypothesise the answer to the investigative question.
• From the analysis carried out, reflect on and justify your findings.
• Reflect on how reasonable the results of the investigation are.
• Generate a question that could be further investigated based on your
investigation.
• Present your findings in a way that will inform others.
ICT resources
New Zealand Maths statistics investigations
nzmaths.co.nz/statistical-investigations-units-work?parent_node=
NZ Census at School classroom activities
www.censusatschool.org.nz/classroom-activities
INTRODUCTION
A recent study was carried out in New Zealand by a group of people interested in vehicle
and road safety. During the study the stopping distances of numerous drivers, using a
variety of makes and models of cars, on different road surfaces, were measured.
Hundreds of measurements were taken over the course of the study.
The total stopping distance of a car can be broken down into two major components, the
reaction distance and the braking distance. The reaction distance takes account of the
time it takes for a driver to perceive that they need to stop and the amount of time it
takes them to react to the situation. The braking distance depends on the vehicle
reaction time and the vehicle braking capability.
You have been provided with a random sample of 120 of the stopping distance trials
collected during the New Zealand vehicle and road safety study and have been asked to
carry out a statistical investigation using the PPDAC (Problem, Plan, Data, Analysis and
Conclusion) statistical enquiry cycle. The sample is random so it is considered to be
representative of all the measurements made during the New Zealand vehicle and road
safety study.
The table below shows a portion of the sample that you will be provided with to
complete the investigation. Values for five variables are included for each of the trials
carried out.
The variables in the sample and the details of the measurements made were:
2. Pose two investigative questions about the data collected from a New Zealand study
on stopping distances. Your investigative questions must be comparison questions.
A suitable comparison investigative question is one that reflects the population, has a
clear variable to investigate, compares the values of a continuous variable across
different categories, and can be answered with the data.
For each question state the variables you are investigating and the population.
Question One:
Categorical variable:
Continuous variable:
Population:
Question Two
Categorical variable:
Continuous variable:
Population:
You must show your questions to your teacher before continuing with this investigation.
Your teacher will check that your question is a suitable one and give you feedback if
required to improve your question.
PROBLEM
Select one of the investigative questions about stopping distances from the two you
have posed to use to complete the investigation.
If you only have one suitable investigative question then use this question. If you have
been unable to pose a suitable investigative question, discuss with your teacher how to
refine one of your questions.
Write the question below that you will be investigating:
Variables:
Population:
PLAN
1. What do you think the answer to your question about stopping distances is?
DATA
1. Does your stopping distance data need cleaning? Justify your answer.
ANALYSIS
1. What graphs do you plan to produce to display your stopping distance data? You
must choose at least two comparative graphs which show different features. You can
choose from a box and whisker graph, dot plot, histogram and stem and leaf graph.
2. Calculate the summary statistics for the two categories and fill in the table below
(include units):
Title:
Category
Minimum
Maximum
Median
Upper quartile
Lower quartile
IQR
Mean
3. Graphs (draw below, print from the computer, or copy and paste from a suitable
program):
Ensure that your graphs have a title, axes are labelled (include units) and that the
graphs are a sensible size.
4. Describe features of the distributions comparatively. This means each statement must
be comparing both categories. You must use correct statistical terms, be specific (use
the values for each group) and refer to the samples not the population.
Aim to make five statements describing such things as: shape, overlap, middle 50%,
spread, shift, unusual or interesting features, summary statistics. You do not need to
discuss all of these aspects.
1) Centre (median or mean):
2) Middle 50%:
4) Overlap:
5) Spread:
2. Provide two or three pieces of evidence from your samples using your summary
statistics, graphs and summary statements as support for your conclusion.
1)
2)
3)
3. Describe what you would expect to see if the random sampling process was repeated
from the same population. Comment on what you would expect to see in your summary
statistics/graphs and whether you think you would be able to reach the same conclusion.
4. Comment on how reasonable you think your results are, based on your knowledge of
stopping distances.
5. Explain why your friends who are learning to drive might be interested in these results.
6. Explain why other drivers might be interested in these results.
8. What other questions has this investigation generated? (You do not need to carry out
this investigation)
(a) Write a comparative or relationship investigative question
(b) What data would need to be collected in order to answer this question?
9. Other comments
APPENDIX 1: Random sample of trials from the NZ road and vehicle safety
study.
Reaction Braking Total stopping
Conditions Speed distance distance distance
Dry 40 7.2 9.3 16.5
Dry 40 6.0 8.3 14.3
Dry 40 7.7 9.3 17.0
Dry 40 10.3 11.9 22.2
Dry 40 5.7 8.0 13.7
Dry 40 7.4 9.1 16.5
Dry 40 14.2 9.7 23.9
Dry 40 8.6 7.2 15.8
Dry 40 8.2 9.3 17.5
Dry 40 9.8 9.6 19.4
Dry 40 7.0 7.2 14.2
Dry 40 5.9 8.3 14.2
Dry 40 7.0 12.5 19.5
Dry 40 8.8 6.6 15.4
Dry 40 5.6 12.1 17.7
Dry 40 7.4 9.9 17.3
Dry 40 11.6 9.8 21.4
Dry 40 6.3 10.0 16.3
Dry 40 6.2 11.4 17.6
Dry 40 6.6 8.4 15.0
Dry 40 12.1 13.7 25.8
Dry 40 6.7 12.0 18.7
Dry 40 5.9 9.0 14.9
Dry 40 9.9 9.5 19.4
Dry 40 6.5 7.6 14.1
Dry 40 7.4 9.9 17.3
Dry 40 7.9 7.4 15.3
Dry 40 12.3 9.2 21.5
Dry 40 5.4 9.1 14.5
Dry 40 6.0 8.6 14.6
Dry 50 9.2 16.5 25.7
Dry 50 6.4 13.4 19.8
Dry 50 17.0 18.3 35.3
Dry 50 10.2 15.5 25.7
Dry 50 11.5 14.0 25.5
Dry 50 9.4 14.8 24.2
Dry 50 6.6 17.7 24.3
Dry 50 9.5 15.0 24.5
Dry 50 6.4 16.3 22.7
Dry 50 6.9 14.9 21.8
Dry 50 9.9 13.1 23.0
Dry 50 18.2 14.3 32.5
Dry 50 6.2 15.8 22.0
Dry 50 12.4 15.6 28.0
Dry 50 7.0 13.9 20.9
Dry 50 9.8 16.6 26.4
Dry 50 14.8 15.0 29.8
Dry 50 9.3 15.4 24.7
Dry 50 8.2 12.3 20.5
Dry 50 7.6 14.9 22.5
Dry 50 11.1 14.6 25.7
Dry 50 6.9 14.7 21.6
Dry 50 8.1 14.3 22.4
Dry 50 8.6 13.4 22.0
Dry 50 7.5 13.2 20.7
Dry 50 10.6 13.5 24.1
Dry 50 7.0 12.8 19.8
Dry 50 13.2 11.9 25.1
Dry 50 18.9 14.8 33.7
Dry 50 7.9 14.4 22.3
Wet 40 7.8 14.0 21.8
Wet 40 5.9 15.1 21.0
Wet 40 6.1 13.7 19.8
Wet 40 8.0 16.7 24.7
Wet 40 7.8 17.2 25.0
Wet 40 6.8 22.3 29.1
Wet 40 12.4 17.5 29.9
Wet 40 6.3 14.6 20.9
Wet 40 6.8 22.3 29.1
Wet 40 7.5 15.5 23.0
Wet 40 7.8 12.3 20.1
Wet 40 8.1 23.6 31.7
Wet 40 6.1 15.1 21.2
Wet 40 8.5 15.3 23.8
Wet 40 6.2 15.8 22.0
Wet 40 9.3 11.8 21.1
Wet 40 7.5 18.8 26.3
Wet 40 8.6 19.0 27.6
Wet 40 6.6 16.7 23.3
Wet 40 14.6 13.5 28.1
Wet 40 6.6 17.8 24.4
Wet 40 10.0 16.2 26.2
Wet 40 6.7 16.8 23.5
Wet 40 5.5 14.2 19.7
Wet 40 5.2 18.6 23.8
Wet 40 10.7 18.9 29.6
Wet 40 9.2 17.0 26.2
Wet 40 7.3 16.2 23.5
Wet 40 7.1 17.5 24.6
Wet 40 6.0 16.6 22.6
Wet 50 7.6 27.3 34.9
Wet 50 7.5 24.8 32.3
Wet 50 12.3 23.2 35.5
Wet 50 9.2 29.9 39.1
Wet 50 6.4 29.6 36.0
Wet 50 8.6 28.2 36.8
Wet 50 7.2 17.5 24.7
Wet 50 6.1 16.9 23.0
Wet 50 9.7 27.5 37.2
Wet 50 15.6 26.1 41.7
Wet 50 11.8 32.2 44.0
Wet 50 8.4 23.2 31.6
Wet 50 9.1 28.3 37.4
Wet 50 9.7 26.0 35.7
Wet 50 14.8 25.7 40.5
Wet 50 18.3 30.6 48.9
Wet 50 8.9 24.2 33.1
Wet 50 10.1 27.8 37.9
Wet 50 7.1 30.1 37.2
Wet 50 14.1 16.8 30.9
Wet 50 6.2 26.0 32.2
Wet 50 9.9 31.9 41.8
Wet 50 8.0 18.3 26.3
Wet 50 17.2 23.0 40.2
Wet 50 8.2 30.3 38.5
Wet 50 11.2 21.8 33.0
Wet 50 9.6 25.4 35.0
Wet 50 6.4 18.2 24.6
Wet 50 9.7 29.4 39.1
Wet 50 10.5 24.5 35.0
Self-assessment: How far until it stops?
Tick one box for each row to assess how you went in the investigation
I was given an I wrote a suitable I wrote a suitable
investigative question investigative question investigative question
with guidance from my without guidance from my
teacher teacher
I constructed one I constructed two I constructed three
comparative graph comparative graphs comparative graphs
My graph(s) has a My graph(s) has a My graph(s) has a
heading heading and the heading, the categories
categories are labelled are labelled and the axes
are labelled (including
units)
I have calculated the I have calculated 3 I have calculated 5+
mean or median for both statistics for both the statistics for each of the
categories categories categories
I have written one I have written two I have written three or
analysis statement about analysis statements more analysis statements
the sample which about the sample which about the sample which
includes the variable, includes the variable, includes the variable,
values and units values and units values and units
I have answered my I have answered my I have answered my
question question and given one question and given two or
piece of supporting three pieces of
evidence supporting evidence
I have not stated I have stated whether or I have described why the
whether or not I think the not I think the results are results are or are not
results are reasonable reasonable reasonable
I have not described I have described what I have described what
what would happen if the would likely happen to would likely happen to
sampling process was the statistics and graphs the statistics and graphs
repeated if the sampling process if the sampling process
was repeated was repeated and
whether I would be able
to make the same claim
I have explained why I have explained why two I have explained why
one group of people groups of people would three groups of people
would be interested in be interested in my would be interested in my
my results (e.g. my results (e.g. my friends results
friends) and other drivers)
I have written a question I have written a question I have written a question
for further investigation for further investigation for further investigation,
and described what data described what data
would need to be would need to be
collected collected and explained
who would be interested
in the further study
Assessment schedule: How far until it stops?
Evidence/Judgements for C Evidence/Judgements for B Evidence/Judgements for A
(Achievement) (Achievement with Merit) (Achievement with Excellence)
Comparison question provided to the student. Poses an appropriate comparison question with Poses an appropriate comparison question
guidance. without guidance.
Draws one graph and gives summary Draws one graph and gives summary statistics Draws two or more graphs that show different
statistic(s) that allow features of the data to be that allow features of the data to be described in features and gives summary statistics that allow
described in relation to the question. relation to the question. features of the data to be described in relation
Writes two statements with evidence that to the question.
Writes two statements that describe different
comparative features of the distributions in describe different comparative features of the Writes at least three statements with evidence
context (i.e. units, variable). distributions in context (i.e. units, variable, that describe different key comparative features
specific values). of the distributions in context (i.e. units,
Answers the comparison question in the variable, specific values).
context of the investigation or makes a correct Makes a correct informal inference about the
comparison using an informal inference about population from the sample data. Answers the Makes a correct informal inference about the
the population. comparison question, with at least one population from the sample data. Answers the
statement of supporting evidence. comparison question, with two statements of
Shows an understanding of the stopping supporting evidence.
Example of possible evidence using the distance context by correctly answering one of Shows an understanding of the stopping
comparative question: questions 4-8 in the conclusion section. distance context by correctly answering at least
‘Do total stopping distances in wet conditions two of questions 4-8.
collected in the NZ road and vehicle safety OR Shows an understanding of the stopping
study tend to be further than the total stopping Example of possible evidence using the
comparative question: distance context by correctly answering at least
distances in dry conditions collected in the NZ one of questions 4-8 and demonstrates an
road and vehicle safety study?’ ‘Do total stopping distances in wet conditions understanding about sampling variability.
collected in the NZ road and vehicle safety
study tend to be further than the total stopping
Population: Trials measured during the NZ distances in dry conditions collected in the NZ Example of possible evidence using the
road and vehicle safety study. road and vehicle safety study?’ comparative question:
Variables: Total stopping distances and road ‘Do total stopping distances in wet conditions
conditions collected in the NZ road and vehicle safety
Population: Trials measured during the NZ
road and vehicle safety study. study tend to be further than the total stopping
distances in dry conditions collected in the NZ
Variables: Total stopping distances and road road and vehicle safety study?’
• Draws at least one graph, for example a dot conditions Population: Trials measured during the NZ
plot or a box and whisker graph. • Draws at least one graph, for example a dot road and vehicle safety study.
• Gives evidence of at least one summary plot or a box and whisker plot. Variables: Total stopping distances and road
statistics,
Collectionfor Dot group
1 example a modal Plot •Collection
Gives summary
1 statistics.Box Plot conditions
• Draws at least two graphs, for example, a dot
plot and a box plot.
Dry
• Gives summary statistics.
Dry
Wet
just sufficient statistics to support the
Wet