Cover lesson · Art · Year 9 · Advanced
DCF: Data and computational thinking → Data and information literacy
Also assessed, LNF: Numeracy → Statistics and probability → Representing data
Name: Class: Date:
What this practises: handling data in Art. An invented gallery collected online feedback on an exhibition of Year 9 landscape work. Pupils clean the raw data, tally it, draw a bar chart and a pie chart by hand, work out averages, expose a misleading chart the gallery posted, judge how far the feedback can be trusted and advise the gallery. No art is made.
Print: this sheet, one per pupil, and the stimulus sheet “Oriel Glan-y-Môr: online exhibition feedback”, one between two. Pupils need a pencil, a ruler, a protractor and a calculator; coloured pencils help with the pie chart. No computers are needed.
Run: 4 min read the stimulus · 5 min Step 1, find the repeats · 7 min Step 2, tally · 10 min Step 3, bar chart and averages · 10 min Step 4, pie chart · 8 min Step 5, the misleading chart · 7 min Step 6, can we trust it? · 5 min Step 7, advice. Total 56 minutes.
Collect: this sheet. The first number to check: after the repeats are crossed out there are 36 genuine responses, not 40, so every frequency table must total 36 and the pie chart angles must total 360°. All answers are on the worked example sheet.
Galleries collect feedback to decide how to advertise their next show. But raw data can be messy, a chart can be drawn to mislead, and a form can push people towards an answer. Today you are the gallery’s data assistant: clean the data, chart it accurately and honestly, and decide how much it can really tell the gallery.
The form let people press Submit more than once. A repeat has the same date and time to the minute and exactly the same answers as the row above it. Keep the first one and cross out each repeat on the stimulus sheet.
(a) Response numbers of the repeats: ______ ______ ______ ______ Genuine responses left: ______
(b) Responses 1 and 18 have identical answers. Why are they not repeats?
Use tally marks in bundles of 5 (|||| with a line across). Each table must total 36.
| Stars (Q1) | Tally | Frequency |
|---|---|---|
| 1 | || | 2 |
| 2 | ||
| 3 | ||
| 4 | ||
| 5 | ||
| Total |
| Found us by (Q2) | Tally | Freq. | Device (Q3) | Tally | Freq. |
|---|---|---|---|---|---|
| School website | Phone | ||||
| Social media | Tablet | ||||
| Email newsletter | Laptop | ||||
| Search engine | ||| | 3 | Desktop computer | ||
| Word of mouth | Total | ||||
| Total |
Draw a bar chart of the star ratings on the grid with a ruler. Give it a title, label both axes, start the frequency axis at 0 with an even scale, and leave equal gaps between bars of equal width.
| Average | Working | Answer |
|---|---|---|
| Mean | Total stars = (1 × 2) + (2 × ___) + … = ______; ______ ÷ 36 = | |
| Median | 36 values, so the median is halfway between the ____th and ____th values | |
| Mode | ||
| Range |
A full circle is 360° and there are 36 visitors, so each visitor gets 360 ÷ 36 = ____°. Show the working for every angle; the angles must total 360°.
| Found us by | Frequency | Working | Angle |
|---|---|---|---|
| School website | |||
| Social media | |||
| Email newsletter | |||
| Search engine | 3 | 3 × 10 = 30 | 30° |
| Word of mouth | |||
| Total | 36 |
Start at the line already drawn. Put the centre of your protractor on the dot, measure the first angle clockwise, draw the line, then measure the next angle from your new line. Label each sector or colour it and add a key. Give the chart a title.
Look at the gallery’s social media post on the stimulus sheet.
(a) Measure or read the bars. On the gallery’s chart, how many times taller does the social media bar look than the school website bar? How many times bigger is the real number? Show your working.
(b) Give 3 more things that are wrong or unfair about the post or its chart.
(c) Redraw it fairly: a bar chart of how visitors found the exhibition, using your genuine Step 2 frequencies, with the axis starting at 0, a title and both axes labelled.
(a) The page had 450 visits. What percentage of visits led to a genuine response? Show your working.
(b) Only people who reached the end and chose to fill in the form answered. Which visitors are most likely to be missing, and how might that change the star ratings?
(c) Q1 is a leading question: it pushes people towards an answer. Rewrite it so it is neutral.
(d) Find one more weakness in how the form was designed or published, and say how to fix it. Then work out the mode of the stars with the 4 repeats left in. What does that show about the repeats?
4 or 5 sentences. Which channel or channels should the gallery use to advertise next year’s exhibition? Quote at least 2 numbers from your charts (a frequency, an angle or a fraction of the pie), correct the claim in the post, and add one change to the exhibition page that the device data or comments suggest.