Model aeroplanes

Model aeroplanes

Pencil and paperOnline interactive
Overview
Connecting to the Curriculum
Marking Student Responses
This task is about reading data in a table.
Ian, Rangi and Lisa each made a model aeroplane and flew it in a competition.
The results are shown in this table:
 
Flight Distance
(metres)
Flight Time
(seconds)
Flight Speed
 (metres per second)
Ian 51 18 2.8
Rangi 35 15 2.3
Lisa 50 20 2.5

Question

a)  Lisa was declared the winner.
     Which measurement did the competition judge use to decide who had the best plane?

    • The distance the plane travelled.

    • The plane that flew fastest.

    • The plane that flew in a straight line.

    • The time the plane stayed up in the air.

    • The plane that landed without crashing.

Question

b) If Ian had been declared winner, what two measurements might the judge have used this time to decide who had the best plane?

    • The distance the plane travelled.

    • The plane that flew fastest.

    • The plane that flew in a straight line.

    • The time the plane stayed up in the air.

    • The plane that landed without crashing.

Level:
5
Curriculum info: 
Science, Communicating in science, Physical World
Keywords: 
physical inquiry, table interpretation
Description of task: 
Task: Answer two questions about judging model aeroplanes. Assessment focus: reading tables.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
 
Capability: Interpret representations
This resource provides opportunities to discuss the importance of headings in interpreting data shown in tables
 
Science capabilities: 
Interpret representations
Answers/responses: 
   

Y10 (9/1997)
a) The time the plane stayed up in the air very easy
b)
The distance the plane travelled
The plane that flew fastest
 very easy