Handling Data 13
What all should know
Decide which data to collect to answer a question, and the degree of accuracy needed; identify possible sources.
Plan how to collect the data, including sample size; construct frequency tables with given equal class intervals for sets of continuous data.
Calculate statistics, including with a calculator; calculate a mean using an assumed mean; recognise when it is appropriate to use the modal class for grouped data.
Construct, on paper and using ICT:
-bar charts and frequency diagrams for continuous data.
Interpret tables, graphs and diagrams for continuous data, and draw inferences that relate to the problem being discussed; relate summarised data to the questions being explored.
Construct and use stem-and-leaf diagrams.
What most should know
Discuss how data relate to a problem; identify possible sources, including primary and secondary sources.
Gather data from specified secondary sources, including printed tables and lists from ICT-based sources.
Find summary values that represent the raw data, and select the statistics most appropriate to the problem.
Select, construct and modify, on paper and using ICT, suitable graphical representation to progress an enquiry.
Interpret graphs and diagrams and draw inferences to support or cast doubt on initial conjectures; have a basic understanding of correlation.
Compare two or more distributions and make inferences, using the shape of the distributions, the range of data and appropriate statistics.
Communicate interpretations and results of a statistical enquiry using selected tables, graphs and diagrams in support, using ICT as appropriate.
Solve substantial problems by breaking them into simpler tasks, using a range of efficient techniques, methods and resources, including ICT.
What some should know
Identify possible sources of bias and plan how to minimise it.
Identify what extra information may be required to pursue a further line of enquiry.
Find the median and quartiles for large data sets; estimate the mean, median and interquartile range of a large set of grouped data.
Select, construct and modify, on paper and using ICT, suitable graphical representation to progress an enquiry, including:
-frequency polygons;
-lines of best fit by eye, understanding what they represent;
identify key features present in the data.
Analyse data to find patterns and exceptions, look for cause and effect and try to explain anomalies.
Examine critically the results of a statistical enquiry, and justify choice of statistical representation in written presentations, recognising the limitations of any assumptions and their effect on conclusions drawn.
