Nelson EducationSchoolMathematics 7  
Web QuestsCHAPTER 3WHAT KIDS ARE SAYINGTASK CONTEXTStudents will continue their work with data collection and graphing, focusing on the role of the Internet in data collection. Students will be expected to interpret and display survey results found on the Internet, as well as draw conclusions regarding the usefulness of the Internet as a tool for data collection.
GOALS7m81 systematically [collect,] organize, and analyze data 7m82 recognize the different levels of data collection 7m83 use computer applications to examine and interpret data in a variety of ways (optional) 7m87 evaluate data and make conclusions from the analysis of data 7m90 understand the impact that statistical methods have on decision making 7m98 use conventional symbols, titles, and labels when displaying data 7m99 analyze bias in datacollection methods 7m100 read and report information about data presented on bar graphs, pictographs, and circle graphs [and use the information to solve problems] 7m102 display data on bar graphs, pictographs, and circle graphs, with and without the help of technology 7m103 make inferences and convincing arguments that are based on data analysis
MATERIALSpaper and pencil calculator computer graphing program (optional) spreadsheet program (optional)
INSTRUCTIONAL PROCESSFROM STUDENT BOOKNOTES FOR TEACHER: Read the Introduction as a group. As a review, have students list ways of collecting data. For example: Primary data collection: survey, census, experiment, questionnaire, interview, etc. Secondary data collection: atlas, encyclopedia, almanac, etc. We can use the Internet to: • access secondary data sources, such as online atlases, encyclopedias, etc. • conduct surveys, questionnaires, and interviews by email, instant messaging, on Web sites, etc.
INTRODUCTION
What are some ways to collect data? How can the Internet be used to collect primary and secondary data? NOTES FOR TEACHER: This Web Quest is designed to be done in pairs to allow discussion about bias and other conclusions, but it could be done individually. Have students read the Task section before beginning to ensure that they are clear on what is expected of them. For extra support, allow students who have difficulty expressing themselves in writing to explain their steps orally in an interview format. For extra challenge, have pairs conduct the same survey in the classroom and compare their data to those of the online survey. TASK
Kids from different places all over the world use the Internet to get help with their school work, to talk to friends, to look up information, and to share ideas. Go to a Web site designed for kids, which has collected data on kids' opinions and tastes, to find out what kids are saying online.
NOTES FOR TEACHER: This link takes students to a Web page that is part of the Fact Monster Web site. Students will be able to browse a list of polls that are being conducted on the Web site. Explain to students that people frequently use the words "poll" and "survey" interchangeably. For the purpose of consistency with class material, polls are referred to as "surveys" throughout the Web Quest.
NOTES FOR TEACHER: While students are working, observe and/or interview them to see how they are interpreting and carrying out the task. Sample questions: "Is this survey an example of primary or secondary data?" "What population is this survey is a sample of?" Sample answer: It is a sample of the kid population (who use the Internet and visit this Web site).
NOTES FOR TEACHER: Question 2 may require a quick review of ratio and percent from Chapter 2 (lessons 2, 5, and 6). ADAPTING THE TASK: For more practice with spreadsheets, you may want to suggest that your students enter the information into a spreadsheet instead of a table. Encourage students to use their calculators only when they do not think they could calculate the answer otherwise. QUESTION 2 SAMPLE ANSWER:
Survey question chosen: "What is your favourite class pet?"
rabbit 37% hamster 30% guinea pig 18% fish 15%
I created a proportion. I wrote the first ratio, which is the number of people out of a hundred that voted for rabbits. In the second ratio, I used ___ to represent the number of votes that rabbits got out of the total number of votes.
37/100 = _____ /7068
I divided 7068 by 100 to determine the scale factor.
7068 / 100 = 70.68
I used the scale factor (70.68) to calculate the missing term.
37 x 70.68 = 2615.16
I rounded the missing term to 2615. So, rabbits received approximately 2615 votes.
I then took the percentage for the number of votes for each choice and multiplied each one by 70.68 to get the total number of votes each animal received. I multiplied by 70.68 because the scale factor is the same for each ratio because each percent is always out of 100 and the total number of votes stays at 7068.
NOTES FOR TEACHER: ADAPTING THE TASK: For question 3, you may prefer that students use a graphing program instead of creating the graphs by hand.
Sample questions: "How did you decide which type of graph to use to display your results?" "What information must you always include in a _______ graph?"
QUESTION 3 SAMPLE ANSWER:
a) The most popular class pet is a rabbit. The second most popular is a hamster. The least popular is a fish. Rabbits are more popular than fish and guinea pigs combined. More than twice as many kids prefer rabbits to fish. b) The data collected in this survey might be useful for teachers or principals who are trying to decide on a pet for the classroom.
4. a. Do you think the survey was biased in favour of
QUESTION 4 SAMPLE ANSWER: a) This survey shows a bias in favour of kids who have access to the Internet. If you can't surf the Internet, then you could not be part of this survey. It is also biased in favour of kids who visit the Fact Monster Web site. I don't think the results of the survey would be different if you asked kids who didn't have computers because I don't think your taste in animals is different whether or not you have access to the Internet.
b) If your Internet survey question was "How important is the Internet in your daily life?", your results would be very biased towards Internet users and against people who don't use the Internet. People who are using the Internet would be more likely to say that the Internet was important than people who don't use it. The group you would reach using the Internet for data collection would not be a good sample of the entire population.
QUESTION 5 SAMPLE ANSWER: Advantages: 1) Speed  an email arrives much faster than regular mail 2) You can reach people who live far away who would be hard to reach when conducting a survey in person 3) Less expensive than other types of surveys  you don't need people to collect and organize the data, the computer does it for you
Disadvantages: 1) You don't know who is answering the questions 2) You might not be reaching the sample population you want 3) People may answer more than once 4) You need a computer to complete the survey so the survey will always be biased in favour of Internet users
ASSESSMENT


