Driven to Distraction: Investigating Factors Impacting on Concentration Using the PPDAC

Driven to distraction: Investigating factors impacting on concentration using the PPDAC statistical enquiry cycle

Unit Outline

Introduction

This unit of work uses the PPDAC (Problem, Plan, Data, Analysis and Conclusion) statistical enquiry cycle to investigate the impact that tiredness and sending a text message have on concentration levels while driving. This unit of work is aimed at Level 6 of the curriculum (most likely a Year 11 class) and has been prepared as a practice assessment to prepare students for AS 1.10 (91035 v2) Investigate a given multivariate data set using the statistical enquiry cycle.

The context is one which students can relate to as current road users and future drivers, at a stage when they and their peers are preparing to or have started driving. The practice assessment allows them to investigate two variables which impact on concentration levels: tiredness and reading a text message.

Levels of concentration are measured in three ways:

Reaction times (as measured through an online reaction test)
Accuracy in completing a task
Speed of task completion

The final two measures are made using an online typing test.

These investigations will give more meaning to rules around not using a cell phone when driving, and campaigns around not driving when tired.

The intent of the achievement standard is to investigate authentic data; however the study described is fictitious, as is the school. The findings in terms of averages for the different variables under different conditions reflect reality. Therefore, any prior knowledge that students bring to this investigation and any research they do will be consistent with their findings. For the higher grades students will be able to apply this knowledge to link their findings to the context.

The Driven to distraction unit includes a practice assessment task, downloadable dataset (both Excel spreadsheet and csv formats), assessment schedule and accompanying PowerPoints which can be used in class to assist with statistical report writing skills. All resources can be directly edited by teachers to reflect expected responses of their students.

The assessment task, assessment schedule and dataset were moderated by the NZ Qualifications Authority and received the Quality Assured Assessment Material trademark (QAAM number 3063). However, as this is not a secure task it is not intended for use as an assessment.

The assessment task and accompanying resources are intended as teaching and learning resources, or as a practice task prior to summative assessment. Links to websites of resources and teaching suggestions which cover prior knowledge are given in this document.

The unit of work How far until it stops?which can be downloaded from the NZ Transport Agency’s education portal (education.nzta.govt.nz/resources/secondary/mathematics#) is a scaffolded investigation (developed for Year 10) that can be used to teach/revise the PPDAC cycle prior to carrying out this practice assessment. The context in Driven to distraction can be linked to that investigated in How far until it stops?therefore creating connections to prior knowledge, but is different enough to avoid context fatigue.

Setting the scene

You could start this assessment by using think-pair-share or a whole class brainstorm to find out what contextual knowledge students bring to the task and to ensure they understand the context for the investigation.

Ideas for discussions:

“What do you think the biggest distractions to drivers are?”

You could compare this to the list from NZ Transport Agency (

or the AA (

“How do you think tiredness affects your ability to carry out a task (reaction time, accuracy speed)?”

“How well do you think you can you multitask?”

This could be followed up by the Multi-Tasker interactive game available on the NZ Transport Agency’s site ( which allows you see for yourself that you cannot do two tasks at once. This requires a smartphone and computer so depending on classroom access this could be done by all students or could be done by one student (or teacher) to demo.

Using BYOD (or computer labs or for homework) students could read through some of the suggested websites prior to being given the task to get some background information on the context.

Suggested sites:

NZ Transport Agency ( or the AA survey ( for lists of the top distractions for drivers

NZ Transport Agency’s sites on distractions ( and fatigue (

More websites can be found in the ICT resources section.

You could encourage learners to discuss the context with their parents and whanau to expand their background knowledge and understanding of driver distractions and fatigue. For example, students could ask someone at home what they consider to be their three biggest distractions when driving.

Note about the context: The reactions times in this task are when carrying out a reaction test on a computer and times are 177-598 milliseconds. This is a different context to driving where reaction times are typically 1-2 seconds, and can be as high as 3-4 seconds when driving and texting. Reaction times tend to double when texting and this can be seen in the task’s data.

Prior knowledge (with websites for resources and teaching suggestions):

Calculating averages, quartiles and inter-quartile range
NZ Maths statistical investigations: nzmaths.co.nz/statistical-investigations-units-work?parent_node=
NZ Census at School classroom activities:
Collect data about students in the class, e.g. heights, distance from home to school, number of hours studying the Road Code, number of hours supervised driving time they think they should have before sitting their first driving test (compare this to the NZTA recommended time of a minimum of 120 hours), how much sleep they had last night. Calculate statistics using this data.

Graphing data

NZ Maths statistical investigations: nzmaths.co.nz/statistical-investigations-units-work?parent_node=
NZ Census at School classroom activities:
NZ Census at School data viewer:
iNZight:
NZGrapher:
NZ Assessment Resource Banks (Mathematics L1-L5): arb.nzcer.org.nz/searchmaths.php
Box and whisker graph, dot plot, histogram, stem and leaf graphs of class data.

Random sampling
NZ Maths statistical investigations: nzmaths.co.nz/statistical-investigations-units-work?parent_node=
NZ Census at School data viewer:
Use class data or select a random selection of students from the class (asking them to stand up) to demonstrate simple random sampling and/or systematic sampling

Population and variables
NZ Census at School classroom activities:

PPDAC cycle
NZ Census at School classroom activities:

NZ Transport Agency education resources – How far until it stops?education.nzta.govt.nz/resources/secondary/mathematics#

Posing investigative questions
NZ Maths statistical investigations: nzmaths.co.nz/statistical-investigations-units-work?parent_node=
NZ Census at School classroom activities:
Use class data to pose summative, comparative and relationship questions.

Writing analysis statements
NZ Census at School classroom activities:
Use class data to write analysis statements.

Curriculum links:

Learning area

Mathematics and Statistics – Statistics Level 6

Values

Excellence

Innovation, inquiry and curiosity

Community and participation

Respect

Achievement objectives

Level 6 Statistical Investigation:

Plan and conduct investigations using the statistical enquiry cycle:

justifying the variables and measures used;
managing sources of variation, including through the use of random sampling;
identifying and communicating features in context (trends, relationships between variables, and differences within and between distributions), using multiple displays;
making informal inferences about populations from sample data;
justifying findings, using displays and measures.

Key competencies specific to Mathematics and Statistics

(adapted from: Team Solutions New Zealand, Auckland University)

Using language, symbols and text:

Interpret statistical information
Process and communicate statistical ideas
Know, use and interpret specialised statistics vocabulary
Communicate findings
Use ICT as appropriate
Interpret visual representations such as graphs, diagrams
Use appropriate units
Demonstrate statistical literacy

Participating and contributing:

Contribute to a culture of inquiry and learning
Contribute as current safe road users and future drivers in society

Learning Intentions

Identify suitable variables for the statistical investigation.
Identify the population.
Describe the problem of interest.
Calculate the summary statistics for relevant data.
Graph relevant data.
Analyse the data.
Compare/contrast the data.
Explain the likely result of repeating the sampling process.
Explain why different groups and organisations would be interested in the findings of your investigation.
Peer-critique each others’ work.
Generate an investigative question.
Hypothesise the answer to the investigative question.
Make an inference based on a sample.
From the analysis carried out, reflect on and justify your findings.
Reflect on how reasonable the results of the investigation are.
Generate a question that could be further investigated based on your investigation.
Present your findings in a way that will inform others.

ICT resources

How far until it stops? (NZTA curriculum resource)

education.nzta.govt.nz/resources/secondary/mathematics#

New Zealand Maths statistics investigations

nzmaths.co.nz/statistical-investigations-units-work?parent_node=

NZ Census at School classroom activities

NZ Census at School statistical investigation and the PPDAC cycle

NZ Census at School informal inference

NZ Census at School data viewer

NZ Assessment Resources Banks (Mathematics)

arb.nzcer.org.nz/searchmaths.php

Videos on statistical analysis from StatsLC.com

statslc.comTeachers can sign up for a 2 month free trial (terms 1-3 2015)

iNZight

NZGrapher

Websites on distractions and other factors impacting on concentration levels

“Texting while driving doubles reaction time”

“Text-speak messages cause 'blindness' in drivers”:

Drive Safe from Vodafone:

“Txtinga top distraction for young drivers”:

“Top 10 Driver Distractions – according to AA Insurance”:

“Diverted attention crash facts”:

“Sleep impacts reaction time as much as alcohol”: news.stanford.edu/news/1999/september29/sleep-929.html

“Fatigue crash facts”:

“ACC4640 Calculate your driver fatigue rating”:

NZ Transport Agency sites on distractions and fatigue

Youtubevides on distractions and other factors impacting on concentration levels

NZ Transport Agency videos/advertisements: