It’s
a Thrill: Roller Coaster Statistics
Introduction Task Process Evaluation Conclusion Teacher Page
Introduction
What is
your favorite ride at a theme park? One of the most sought out rides in a theme
park is the roller coaster. People are intrigued by the height, length, and
speed at which roller coasters travel. In the
United
States
Introduction Task Process Evaluation Conclusion Teacher
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Task
Your
class is really fortunate; you have earned a trip to a theme park. You will be
taking this field trip the last day of school. Where should you go? How about a
theme park?
Your
task is to research eight roller coasters and decide which roller coaster offers
the best thrill based on height, length, and maximum speed.
Introduction Task Process Evaluation Conclusion Teacher
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Process
1. You
will be assigned a partner for this investigation.
2. Your task is to
gather data on 8 thrilling roller coasters from across the
U.S.
*Go Data
Collection Sheet and Print it. Use this worksheet of collect your data and
thinking.
3. Use *actual statistics to calculate mean, median, mode, and
range of each roller coaster. You will show your work on notebook paper and fill
in the calculation totals on the following template you will print: Central
Tendency Calculations.
*Use the
internet
sites provided to locate actual
statistics of your roller coasters.
4. Using Microsoft Excel,
create a double bar graph to show predictions and actual amounts. (Graphs need
title, name axes, and a key).
5. Answer the following questions on the Summary
of Information Chart and this process will be repeated for both the maximum
speed and the lengths of the different roller coasters.
Introduction Task Process Evaluation Conclusion Teacher
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Evaluation
Your
"It's a Thrill-Roller Coaster Statistics" adventure will be worth 100 points. You will be graded on these
four criteria:
1. You
will be assessed on your ability to work cooperatively with your partner-
utilizing small group skills.
2. You
will be assessed on your ability to navigate through the WebQuest using
technology skills with ease.
3. You
will be assessed on your ability to calculate the mean, median, mode, and range
for height, length, maximum speed
4. You
will be assessed on your accuracy in making your bar graphs of the statistics of
your roller coasters.
Go to It's
a Thrill-Roller Coaster Statistics Scoring Rubric and print to use as your
guide. This must be turned in with your WebQuest for
scoring.
Introduction Task Process Evaluation Conclusion Teacher
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Conclusion
At the
end of this activity each pair will capture a picture of the coaster they found
to be the most thrilling and paste it into a Microsoft Word document. In their
Word document, they will write a brief paragraph explaining why they chose the
coaster. This will be attached to the Excel graph. Each pair will present their
findings to the class. After all pairs have shared, the class will vote on the
roller coaster that will offer the ultimate thrill.
Introduction Task Process Evaluation Conclusion Teacher
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Teacher Page
Curriculum Standards
#14
Analyze data collected from a survey or experiment to distinguish between
what the data show and what might account for the results.
·
Evaluating different representations of the same
data to determine how well each representation shows important aspects of the
data
· Use given measures of central tendency (mean, median, and mode) to analyze data
CRT)
Objectives:
2nd Quarter #7 Collect, organize, and describe
data
#8 Read,
interpret, and extrapolate data from frequency tables,
charts, line graphs,
pictographs, bar graphs, circle graphs,
frequency/tally charts, and histographs
#10 Make inferences and predict outcomes from collected
data
#11 Describe data using measure of central tendency
and
dispersion
*Revisions to ACOS #14 based on Exemplary Curriculum
Standards List-
#14 Analyze data
collected from a survey or experiment to distinguish between what the data show
and what might account for the results.
·
Evaluating different representations of the same
data to determine how well each representation shows important aspects of the
data
·
Use given measures of central tendency (mean,
median, and mode) to analyze data
o
Solve problems with data from a single
set or multiple sets of data using median, range, and mode.
·
Collect, organize, analyze, and display
data (including stem-and-leaf plots) to solve problems.
*Revisions came from
4.01 and 4.03, which made
specific. Revisions are in red.
Learning
Outcomes
-
Distinguish between different types of
graphs and charts
-
Determine which graph or chart is best
to display a given set of data
-
Solve problems with data from a single
set or multiple sets of data using median, range, and
mode.
-
Using a computer, collect, organize,
analyze, and display data to solve problems.
Topics
-
graphs and charts (including specific
types) -
mean, median, and mode
-
collecting data/ data collection
Permission
Statement
We all
benefit by being generous with our work. Permission is hereby granted for other
educators to copy this WebQuest, update or otherwise modify it, and post it
elsewhere provided that the original author's name is retained along with a link
back to the original URL of this WebQuest. On the line after the original
author's name, you may add Modified by (your name) on (date). If you do modify
it, please let me know and provide the new URL.
Original
Author: Annette Swick aswick@hotmail.com
Original
WebQuest URL: http://edservices.aea7.k12.ia.us/edtech/teacherpages/amswick/index.html
Modified
By: Erica Cruthirds elcruthirds@mcpss.com