T-test Coordination

'Girls and Boys - who are the most coordinated? '

Divide yourself into two groups: boys and girls (by sex or by gender) - or any other two groups your class suspects, or is unsure, demonstrates differences in coordination.

Throw the ball (your teacher may give you a whole variety of different balls to try!) against a wall.

One-handed throws.
Whatever hand you throw it with you must catch it in the opposite hand.
Technically, the T-test is for continuous data (e.g. the time, in seconds, it takes you to fully complete 30 clean catches), but provided samples are large, it could be used for discrete data as the t-test is a test on the sample means i.e. you can count number of catches in a set period of time e.g. 1 minute.

Penalties for not catching the ball can be included e.g. +5 seconds for each catch missed! but the ball will bounce around the room/space and cost you time anyway!

See below for details & ways you can organise this activity. See the slides and practice question here for more details on the calculating the T-test values and its assumptions.

Resources

The Game: class only or whole school data collection (see "sampling" below):

Under-arm and Over-arm throws exclusively or a mix of whatever participants prefer (probably best to leave them the option!)

 Sampling considerations - Whole school data collection!

This activity can tie in well to a CAS "staying healthy" global issue project etc. or cross-curricula link with sports etc.
Rather than only use the class, IB students can organise, the week before this lesson, collecting data from the whole school e.g. at lunch times/recreation breaks, in return for a sweet (if they need to attract some customers to begin with, but likely it won't be necessary (ToK: ethics!)), boys and girls in the playground come and complete the test and write down their age (in years & months if possible), and the time to complete 30 throws/number of throws in 1 minute: one handed catches and throws and catching and throwing in opposite hands etc See "The Game" above, and "Description" below - either/both can be printed and laminated for students to read whilst waiting in the queue. Why not have some "practice walls" ready for students whilst they wait!

  • Stratified Sampling - are the students who participated representative of the entire school/town/population?
  • Random sampling - Was the data collected in only area where mostly music students hang-out/ art students / sporty students hang out etc.
  • Quota sampling - does your sample include an equal number of boys and girls? Is there an equal number of boys and girls in the country you are in? The world?
Data Collection



 

Syllabus links

Standard level: SL4.11 T-test and SL4.1 Concepts of population, sample, random sample, discrete and continuous data, Reliability of data sources and bias in sampling.

Higher level: AHL 4.12 Data collection methods

Description

  • Divide yourself into two groups: boys and girls (by sex or by gender - or any other two groups your class suspects, or is unsure, demonstrates differences in coordination.
  • Throw the ball (your teacher may give you a whole variety of different balls to try!) against a wall.
  • One-handed throws.
  • Whatever hand you throw it with you must catch it in the opposite hand.
  • Technically, the T-test is for continuous data (e.g. the time, in seconds, it takes you to fully complete 30 clean catches), but provided samples are large, it could be used for discrete data as the t-test is a test on the sample means i.e. you can count number of catches in a set period of time e.g. 1 minute. See below!
  • Penalties for not catching the ball can be included e.g. +5 seconds for each catch missed! but the ball will bounce around the room/space and cost you time anyway!
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