Soft Drinks
![[Decoration]](../materials/assessment/thumbs/soft_drinks.png "[Picture] Soft Drinks")
Soft Drinks
Pupils compare two sets of data with different sample sizes and consider how the testing procedure could be improved.
Links
Practical details
- Suitability
- National Curriculum levels 5 to 6
- Time
- 30 minutes to 1 hour
- Resources
- Ruler, pencil, calculator and 1 cm squared paper
Key Processes involved
- Representing
- Understand why the tests were unfair and find a way to compare the data
- Analysing
- 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
- Communicating
- 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