There are 4 Stages to this project
A. Select 4 designs- narrow to two
B. Using two designs, see which is the best flying material and whether
weighting is useful.
C. Choose your best design and practice
D. Compete in the super fly-off!
Aim of project: Try to find a plane that will fly the furthest
distance.
A: SELECT DESIGNS TO TEST
The math involved in this stage includes: measuring and rounding distances,
mean, median, mode, box-and-whisker plots (4), surface areas of wings, and a
scatter plot.
Step 1
Using your own designs or ones found elsewhere, select 4 designs to test.
For each design you will make 10 throws. Record the distance of each throw.
Before you begin Step 1, answer the following questions.
A1.
What are controlled variables? What are some examples of controlled
variables in your project?
A2.
Why is it important to think about controlled variables before you begin your
trials?
A3.
Why are you being asked to throw each airplane ten times?
A4.
What is a hypothesis? Create a hypothesis for part A (throwing the 4
airplanes)
Create, throw, record the data then complete the following:
A5.
For each design, find the mean, median, mode (if present) and create a boxand-whisker plot (using the 5-number summary) for each plane.
A6.
Which two airplane designs did you choose? How did you come to choose
those two (use the information from A5 in your answer)?
Step 2
For each of your 4 airplane designs, find the surface area of the wings. Place this
information, along with the mean distance travelled, on the class chart. When it is
complete, you will receive a copy of the class data. Create a scatter plot by plotting
the mean distance vs. surface area using the class data (distance on the y-axis,
surface area on the x-axis).
Before you record and plot your data:
A7.
Create a hypothesis on distance travelled vs. surface area of the wings.
Now:
A8.
Measure the surface area of your airplanes
Collect and record the data and:
A9.
Create your scatter plot.
A10. Could you use your scatter plot to accurately predict a distance flown if given
a surface area? Explain.
B: TESTING FOR THE BEST MATERIAL
The math involved in this stage includes: measuring and rounding distances,
mean, median, range, circle graphs (2).
For each plane, you will be looking at two variables: type of paper and weighting
with paper clips.
The types of paper used will be: plain (“normal” paper), card stock, and wrapping
paper.
The weighting will be created by placing paper clips on the nose of your plane: none,
one, or two paperclips.
Before you start to make and test your planes answer the following questions:
B1.
What can you do to keep the tests as scientific as possible (controls)?
B2.
What is your hypothesis on the type of paper?
B3.
What is your hypothesis on the weighting of the plane?
Create and throw then complete the following:
B4.
Find the mean, median and range for each trial.
B5.
Which airplane did you choose? Why?
On the class chart, mark the appropriate column on the type of paper you selected
and the type of weighting you chose. Once everyone in the class has filled in their
information, record the information in your own table.
Complete the following:
B7.
For the class data, create a circle graph for each variable (type of paper and
weighting). Comment on the graphs.
C: CONFIRMATION
The math included in this stage includes calculating the mean and median.
Throw your chosen plane 10 more times. Record the distance of each throw.
Complete the following
C1.
Find mean and median. Are they exactly the same as the original?
Explain why this is the case.
C2.
Describe what changes (if any) would occur to the mean, median, and
mode if you added an 11th throw that flew 800 m.
With any time left, you may continue to practice and perfect your throws!
D: THE GREAT THROW OFF!
You will have three throws per team. The best throw out of the three will be
counted. You will pair up with another team and each will confirm the
measurements!
The team with the plane that flies the furthest distance wins!
Your project is due:
Your project should include:
A title page with your name and your partner’s name.
A sample of the final airplane you chose.
Answers to all questions in full sentences!
The math and diagrams you have been asked to do, including your work (not
just the answers). Use graph paper and rulers where required! You should
also be making statements about your graphs and data- there is no point
doing the math unless you analyse it!!
 The tables you have filled in.
 Your conclusion, which should include the following:
 Comments on each of the hypotheses you made. Were you right? Were
you surprised by the results? How did the math help you reach your
conclusions? Etc.
 Comments on the graphs and math work. Were there any results you were
surprised by? What conclusions/interpretations could you make by
looking at each graph? Etc.
 Do you think that there any outliers? Why do you think that?
 Are there any other statistical measures that you feel would have been
useful/better? (Don’t worry, you don’t have to do them, I just want you to
think about it!)


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Outcomes covered:
C2:
Interpret graphs that represent linear and non-linear data.
C3:
Construct and analyse tables and graphs to describe how a change in one
quantity affects a related quantity.
D6:
Calculate the area of composite figures
F1:
Demonstrate an understanding of the variability of repeated samples of the
same population.
F3:
Construct and interpret circle graphs
F4:
Construct and interpret scatter plots and determine a line of best fit by
inspection.
F5:
Construct and interpret box-and-whisker plots.
F6:
Extrapolate and interpolate information from graphs.
F7:
Determine the effects of variation in data on the mean, median, and mode.
F8:
Develop and conduct statistics projects to solve problems.
F9:
Evaluate data interpretations that are based on graphs and tables.
Marking Rubric:
Outcome
C2
1
2
3
4
No interpretations present
Few interpretations present,
or errors in explanations
Interpretations present with
no errors in explanations
C3
Little to no attempt or many
errors in work.
Attempt at proper
construction and analysis
Constructed and analysed
correctly
D6
Few areas calculated
correctly.
Area calculated correctly,
work shown
F1
Little to no understanding is
demonstrated
Mostly incorrect with little
regard to rulers, scales and
labels
Mostly incorrect with little
regard to rulers, scales and
labels
Mostly incorrect with little
regard to rulers, scales and
labels
Little to no attempt at
extrapolation and/or
interpolation
Only calculations of mean,
median, and mode
Project not carried out
successfully
Attempt made at calculating
area, but errors or missing
work
Some understanding is
demonstrated
Mostly correct but some
errors in
construction/creation
Mostly correct but some
errors in
construction/creation
Mostly correct but some
errors in
construction/creation
Attempt at extrapolation and
interpolation
Attempt at describing
variations
Project mostly successful
An understanding of
variations
Project successful, no
thought to extensions, or
improvements
Few interpretations present,
or errors in explanations
Interpretations present with
no errors in explanations
Interpretations present with
clear and concise
explanations
Well constructed and
excellent analysis and
discussion
Measurements very
accurate, area calculated
correctly, and work shown
Well constructed statement
on variability, with reasons
Well constructed using
rulers, appropriate size,
scales and labels
Well constructed using
rulers, appropriate size,
scales and labels
Well constructed using
rulers, appropriate size,
scales and labels
Able to interpret graphs
correctly, including when it
is reasonable to do so
An in-depth understanding
of why variation occurs
Project successful, excellent
interpretations of
graphs/math, thought of
extensions or improvements
Interpretations present with
clear and concise
explanations
F3
F4
F5
F6
F7
F8
F9
No interpretations present
An understanding is
demonstrated
Constructed correctly
Constructed correctly
Constructed correctly
Able to extrapolate and
interpolate correctly