Overview

• Students will learn how data can be used to answer real, relevant questions.
• Students will have read an article^[1] in the What to Know assignment that uses data to answer the question, “Which U.S. state has the worst drivers?” In this activity they will explore the data used in the article to develop an understanding of what a good statistical question is and that one can only be answered with appropriate data.
• This activity connects back to Forming Connections [1C], where students learned to classify variables, and prepares students for study design in which the first steps include posing a good question and then making a plan to collect appropriate data to answer it.
• S2, C2, C3, C4, C5, V4, V6, O3 ← Link to EBTP descriptions 

Prerequisite assumptions

Students should be able to do each of the following after completing the What to Know assignment.

• Identify the observational units in data needed to answer a statistical question.
• Identify qualities of a good statistical question.
• Identify variables used to answer a statistical question.

Intended goals for this activity

After completing this activity, students should understand that data must be collected with purpose so that the data are appropriate to answer a question of interest. They should be able to determine whether a question is a good statistical question, determine whether a question can be answered with a given set of data, and construct statistical questions that can be answered with a given set of data.

Synchronous Delivery and Activity Flow

The sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.

Frame the activity (3 minutes)

• Remind students that analyzing statistics is an investigative process that begins with a good statistical question, and give them a heads-up that today they’ll be constructing their own questions.
• Question 1 — working in pairs S2, C3, C5, O3
  • Have students consider and briefly discuss the question from the article and whether the question was answered well. What made the question a good statistical question? Were the data used the right data to answer the question?
• Transition to the activity by briefly discussing the Objectives for the activity.

Activity Flow (18 minutes)

• Whole-class discussion
  • “What are some qualities of a good statistical question?” (Question 1) Brainstorm this as a class and write the ideas on the board. Make special note of the key qualities (no exact answer and anticipates variability).
  • “What makes a data set appropriate to use to answer a question?” Also brainstorm this, referring specifically to the bad driver data used to answer the question “Which U.S. state has the worst drivers?” from the preview activity.
  • Mention that two important starting points for a statistical study are making sure that you have a good statistical question and making sure the data that you plan to collect are the appropriate data to answer that question.
• Question 2 — working individually O3, V6
  • Have students work individually for 1–2 minutes to write a statistical question that can be answered with the bad driver data.
• Questions 3 and 4 — working in pairs or groups V4, O3, S2, C3
  • Have students work in pairs or groups. In their groups/pairs, each student will share the question they came up with, and the students will discuss and critique each other’s questions. Have each group select one question that they want to share out to the class.
  • As the students are discussing, circulate around the room. Make sure to listen for groups that may be having trouble working together, and also be prepared to assist the groups in coming up with or evaluating their statistical questions.
  • Come back together as a class and have each group share out one of their questions. Write each question on the board, and discuss whether the question is a good statistical question
• Question 5 — individual reflection C4
  • Use Question 5 as an individual reflection for students to process their takeaways from the discussion.
• Formative Assessment C3
  • The class discussion is a good opportunity for formative assessment, as misconceptions can be addressed and understanding bolstered in real time.

Wrap-up/transition (5 minutes)

• Point out the great statistical questions your class came up with today! C3
• Have students refer back to the Objectives for the activity and check the ones they recognize. Alternatively, they may check the objectives throughout the activity.
• Summarize that analyzing statistics is an investigative process: asking a good question, identifying what data are needed to answer that question, then collecting the data. Let students know that the class will be heading to data collection soon.
• Acknowledge that the group work done in class today was challenging because it asked student’s to critique one another’s questions before selecting only one to share to the class. Let them know that they are better prepared after facing some of the challenges of collaboration to continue to the next activity in which they’ll get some tools on how to form and execute effective study groups.
• Assign the homework or Practice and any What to Know pages for the Forming Connections activities you plan to complete in the next class meeting. C2