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Writing the question

Writing the question. PPDAC. P roblem, question, purpose for investigating P lan, D ata, A nalyse data, D raw a conclusion, justify with evidence. P roblem/purpose/question. Start with something that you are interested in finding out

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Writing the question

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  1. Writing the question

  2. PPDAC • Problem, question, purpose for investigating • Plan, • Data, • Analysedata, • Draw a conclusion, justify with evidence

  3. Problem/purpose/question Start with something that you are interested in finding out “I wonder if boys feet are bigger than girls?’ The problem section is about what data to collect and who to collect it from and why it’s important.

  4. Your question must compare two sets of data. “Do right foot lengths for 13 year-old NZ boys tend to be bigger than right foot lengths for 13 year-old NZ girls?”

  5. Your question must compare two sets of data. “Do right foot lengths for 13 year-old NZ boys tend to be bigger than right foot lengths for 13 year-old NZ girls?”

  6. Include the population you are sampling from. “Do right foot lengths for 13 year-old NZ boys tend to be bigger than right foot lengths for 13 year-old NZ girls in the 2011 Census at Schools database?”

  7. The following has been adapted from Telling Data Stories: Essential Dialogues for Comparative Reasoning Maxine Pfannkuch, Matt Regan, and Chris Wild • The University of Auckland, New Zealand Nicholas J. Horton • Smith College, Northampton, MA, USA

  8. What is wrong with this question? For 13 year-old students in NZ, are the boys bigger than the girls?

  9. What is wrong with this question? For 13 year-old students in NZ, are the boys bigger than the girls? It gives no indication as to what we need to specifically find out about in order to answer the question i.e. are we wanting to know about heights or weights or muscle size or ???

  10. What is wrong with this question? Are 13 year-old NZ boys bigger than 13 year-old NZ girls? It gives no indication as to what we need to specifically find out about in order to answer the question i.e. are we wanting to know about heights or weights or muscle size or ???

  11. What is wrong with this question? Do 13 year-old NZ boys have bigger right feet than 13 year-old NZ girls?

  12. What is wrong with this question? Do 13 year-old NZ boys have bigger right feet than 13 year-old NZ girls? Ambiguous. Is it asking if all boys have bigger right feet than all girls?

  13. What is wrong with this question? Does the typical/average 13 year-old NZ boy have a bigger right foot than the typical/average 13 year-old NZ girl?

  14. What is wrong with this question? Does the typical/average 13 year-old NZ boy have a bigger right foot than the typical/average 13 year-old NZ girl? The word ‘average’ is not referring to the foot size but to the boy or girl being ‘average’.

  15. What is wrong with this question? “Do 13 year-old NZ boys tend to have bigger right foot lengths than 13 year-old girls?”

  16. What is wrong with this question? “Do 13 year-old NZ boys tend to have bigger right foot lengths than 13 year-old girls?” This has a focus on the units rather than the measure and it is not clear what we need to do to be able to answer the question. A possible interpretation could be if we take any 13 year-old boy and any 13 year old girl, then do we expect the boy to have a bigger right foot length than the girl?

  17. What is wrong with this question? Is the average right foot length for 13 year old boys bigger than the average right foot length for 13 year-old girls?

  18. What is wrong with this question? Is the average right foot length for 13 year old boys bigger than the average right foot length for 13 year-old girls? Focus is on the measure and compares locations of the centres of the two distributions. No image of distributions and their associated variability.

  19. What is wrong with this question? Is the average right foot length for 13 year old boys bigger than the average right foot length for 13 year-old girls? Focus is on the measure and compares locations of the centres of the two distributions. No image of distributions and their associated variability.

  20. Good question Do right foot lengths for 13 year-old NZ boys tend to be bigger than right foot lengths for 13 year-old NZ girls?

  21. Why Do right foot lengths for 13 year-old NZ boys tend to be bigger than right foot lengths for 13 year-old NZ girls? The question is structured with the key element, right foot lengths, at the very front of the question.

  22. Why Do right foot lengths for 13 year-old NZ boys tend to be bigger than right foot lengths for 13 year-old NZ girls? This sentence structure helps to give an image of two distributions of right foot length measures, one for 13 year-old NZ boys and one for 13 year-old NZ girls, both drawn against the same scale which presumably would be in centimetres.

  23. Why Do right foot lengths for 13 year-old NZ boys tend to be bigger than right foot lengths for 13 year-old NZ girls? The word ‘tend’ means that in a plot of the two populations focus is on the measure and their two distributions. The word ‘tend’ means that in a plot of the two population distributions the boys‟ right foot lengths are shifted further up the scale than the girls.

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