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Evaluating Data Reliability
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Evaluating Data Reliability
Assess how sample size, sampling methods and question wording affect the reliability of data. Choose the best answer for each multiple-choice question. For written questions, give clear reasons.
Multiple Choice and Quick Checks
1.A school wants to estimate how many Year 7 students walk to school. Which change would most improve the reliability of its estimate?
- Ask more students selected at random from Year 7
- Ask the same five students several times
- Survey only students who arrive on foot
- Use a larger title on the survey form
2.At lunchtime, Zoe asks six friends which fruit they prefer. Five choose apples. Why might this result be unreliable as a measure of the whole year group’s preferences?
- The group is small and was not selected to represent the year group
- Fruit preferences cannot be surveyed
- The result has too many different answers
- Lunchtime surveys always give accurate results
3.Which method is most likely to introduce bias into a survey about school lunch options?
- Choose students at random from the whole school
- Ask students a neutral question about which lunch options they prefer
- Ask, “Don’t you agree that the new lunch menu is better?”
- Include students from different year groups
4.A student wants to estimate the average time Year 7 students spend reading each day. Which approach is likely to give the most reliable data?
- Ask a larger random group from several Year 7 classes to record their reading time
- Ask only members of the school reading club
- Ask one student to guess the average for everyone
- Ask the students who finish their work first
Short Answers and Practical Thinking
Travel method
Number of students
Walk
3
Bus
1
Car
1
Bike
1
2 printable pages
Page 1
Page 2
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