How to Analyze Data

8TH GRADE SCIENCE

Step 1: Input Data

You most likely completed this step as you conducted your experiment.
In step one, you make sure that you have included ALL of your
experimental results in a data table. This data table must include all
necessary labels and units.
Most students think that at this
It should NOT include a section for averages!
point, they should simply calculate a
mean, median, or mode, and then
theyre done. But that is not always
the case! First we must think about
the data that we have and determine
what it means and how it should be
represented to best answer our
question.

Example

Determine what you think the mean and median ages are for students
in this classroom.

Are those numbers similar or different? What is it about calculating

those values that would make them this way?

Now, how would the mean and median age change if we included my
age and Mrs. Forebacks age? Which one (mean or median) would be
more affected? Why?

As you can see, we must consider all of our data before we determine how
to analyze it.

Step 2: Questionable Data

Note:

The second step is to look at your data and

Removing data points

should not be done lightly. You
must report that you removed a
data point on your data table
and provide a VERY good reason
for doing so.

determine if there is any questionable data. Questionable data can exist because of errors you
know you made or in possible outliers.

An outlier is any value that is numerically distant from most of the other data points in a set
of data.

You should highlight any questionable data that you identify, but do not remove it unless
you have a very good reason to do so!

For this step, you will answer this question: Did you have any questionable data?
Did you decide to include it in your graph and statistical calculations? Why or Why
not?

Example

Imagine that you were conducting a

research study to see if an
improvement in mood could increase
the speed of high school track
runners. You take a total of 51
students from 2 high schools and
measure the distance they can run in
60 seconds (measured in feet). You
measure them both before their
mood improved and after to compare
the difference. The following table
summarizes your findings.

Change in
Distance

Frequency

40 m

30 m

10

20 m

25 m

35 m

45 m

15 m

50 m

Are there any outliers in this data

set? If so, what are they?

-30 m

10 m

Where do outliers come from?

The most common source of outliers is measurement error.For example, it could be that there were
battery problems with the timer that caused the alarm to go off before the runner's 60 seconds were
up. Another cause of outliers is experimental error. For example, it could be that the running signal
was not loud enough for all of the athletes to hear, resulting in one runner having a late start. This
would put the runner's distance far below that of the other runners.An outlier can also be due to
chance.

Other sources of outliers include:

Human error, i.e. errors in data entry or data collection

Participantsintentionally reporting incorrect data

Sampling error, i.e. including high school basketball players in the sample even though the research study was
only supposed to be about high school track runners

If it is determined that an outlier is due to some type of error (i.e. measurement or experimental
error), then it is okay to exclude the data point from the analysis. However,if the outlier was due to
chance or some natural process of the construct that is being measured, it should not be removed.

Step 3: Reorganization and

Statistics

Look at your data and determine if it is currently organized in the best way possible. You
may want to re-sort your data so that it reveals patterns, is easier to read or makes more
sense based on what you have found. It is possible that it is best for you to include
several data tables. It may be a good idea to ask some of your classmates what they
think.

If it is appropriate, you will also need to include some sort of statistical measure with
your data. This could be any combination of mean, median, mode or range. Be sure to
use what makes the most sense for your data. You need to make a separate data
table (or tables) for your statistical information.

For this step, you will need to answer this question: What statistical measure
(mean, median, mode, range) did you decide to use and why? OR If you did not
use a statistical measure, explain why?

Example

Lets look at our example again. How

else could we rearrange this data
table so it makes more sense or
reveals patterns?
What statistical measure would you
use to best represent this data?
(assume that the outlier would be
removed from the statistical
calculation as it was found that
something caused the runner to be
sick and he stopped running during
the 60 seconds.)

Change in
Distance
(meters)

Frequency

40

30

10

20

25

35

45

15

50

-30

10

Step 4: Graph

Use your prior knowledge, what you have noticed about your
data and the graph choice chart to determine what type of
graph will represent your data the best.

Think about whether you should graph all of your data or just the
averages.

Would it be best for you to make multiple graphs?

This might be a time where you try out a few different options to see
what they look like before making your final choice.

Once you have determined which type of graph to use, make sure to
add labels, units and a title.

Graph Options

12

Change in Distance Ran with Improved Mood

Number
of Students
10
8

10

15

20

25

30

35

40

Change in Distance (meters)

45

50

Graph Options
Change in Distance with Improved Mood
60

Distance (m) or Number of Students

50
40
30
20
10
0

Data Point
Change in Distance

Frequency

Graph Options
Change in Distance with Improved Mood

10

15

20

25

30

35

40

45

50

Step 5: Patterns or Trends

Make a note of any

trends/patterns or relationships
that you see. You will want to
make sure these trends/patterns
and relationships are visible in
your graph.

Step 5: Patterns or Trends

You may be asked to do this in one of two ways:

Draw arrows on your graph that point to any patterns,

trends, changes or differences.

Write a What I see comment for each arrow.

Write a What it means comment for each arrow as well.

Provide a written answer for the following questions:

What patterns/trends/relationships are evident in your data?

What is my interpretation of these

patterns/trends/relationships? (Explain them, what do they
mean?)

Explanation
8TH GRADE SCIENCE

What is an Explanation?

Definition = A set of statements providing the claim made by the

researcher based on the evidence collected and supported by sound
reasoning.

Claim = a statement that answers the question

Evidence = data (information) that supports the claim.

Reasoning = the argument used to say why the evidence answers the question. A
strong argument should include:

personal prior knowledge

how the investigation was a fair test

scientific concepts, principles, or theories

ideas, evidence, and arguments from others.

Example

Identify the claim, evidence, and reasoning in this example:

An experiment was conducted to see if an improvement in mood could increase the speed of high
school track runners. Fifty one track students were tested, and it was found that an improvement
in mood does increase the speed of the runners. 50 out of 51 runners experienced an
improvement in their distance run in 60 seconds when they ran while experiencing a good mood.
10 of the 50 improved by 30 centimeters, and 29 athletes sampled experienced an improvement
of 30 centimeters or more. It is yet inconclusive as to why this correlation exists. There is
research that indicates that improved sleep over an extended period of time improves both
athletic performance and mood, and there is also a correlation between zinc levels, athletic
performance and mood. Improved mood could result in higher levels of self-confidence and
intrinsic motivation, which could result in increased athletic performance, but unfortunately no
research has been located that could specifically link mood to athletic performance.

What feedback do you have for this explanation? What could the writer have done to
improve the explanation?