Example 4: Rowing speeds—annotated student work

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 Example 4: Rowing speeds—annotated student work

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 Example 4: Rowing speeds—annotated student work

A: Clear introduction
and aim.

D: Reflects upon how

to select the data.

B: Variables defined.

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 Example 4: Rowing speeds—annotated student work

A: Reasons given for

the techniques used.

E: Not according to the

raw data.

E: The values have not been

calculated precisely, however this
does not detract from the use of
mathematics.

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 Example 4: Rowing speeds—annotated student work

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 Example 4: Rowing speeds—annotated student work

D: Reflects upon and

interprets the results.

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 Example 4: Rowing speeds—annotated student work

D: Reflects upon the

validity of the data.

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 Example 4: Rowing speeds—annotated student work

D: Interprets the box

plots.

C: Some
evidence of
personal
engagement.

B: Correct notation and

variables defined.

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 Example 4: Rowing speeds—annotated student work

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 Example 4: Rowing speeds—annotated student work

E: Correct calculation
of r.

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 Example 4: Rowing speeds—annotated student work

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 Example 4: Rowing speeds—annotated student work

E: The student has

correctly and
appropriately used the
regression line to
predict the speed on
water.

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 Example 4: Rowing speeds—annotated student work

E: The student
understands that the
expected values must
be greater than 5.

E: The student has

understood that Yates
correction is needed.

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 Example 4: Rowing speeds—annotated student work

D: interprets and
reflects upon results.

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 Example 4: Rowing speeds—annotated student work

D: Reflects upon the limitations of the

data used.

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 Example 4: Rowing speeds—annotated student work

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 Example 4: Rowing speeds—annotated student work

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 Example 4: Rowing speeds—annotated student work

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 Example 4: Rowing speeds—annotated student work

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