Soft Drinks


Soft Drinks

Pupils compare two sets of data with different sample sizes and consider how the testing procedure could be improved.

Practical details

National Curriculum levels 5 to 6
30 minutes to 1 hour
Ruler, pencil, calculator and 1 cm squared paper

Key Processes involved

Understand why the tests were unfair and find a way to compare the data
Calculate to make comparisons possible
Interpreting and evaluating
Explain how their results show that teenagers do not like the drink, but that adults do; suggest ways to make future tests fairer
Show clearly what they have done and explain their ideas well

Teacher guidance

Check that pupils understand the context, for example with questions such as:

  • What does it mean ‘to defend your conclusion’?
  • What does ‘reliable’ mean when we are talking about statistics?
  • Show all your working so that the Pop Soda Company can understand your thinking.

Pupils can tackle this task in different ways, but they might be expected to:

  • produce comparable statistics from the two sets of data,
  • understand the shortcomings of the tests and suggest improvements