Session 2

What
Randomness
is.

Students will look at

newspaper articles about
how random the iPod
shuffle is?
What do you think of when
we use the word random?

Session 3
How sample
space can be
used to change
frequencies of
Randomness.

Students will be re-given

the question, is the iPod
shuffle random? Can you
prove it?
They will share their results
from last session and
determine whether this is
true or not.

For this experiment,

students will be separated
into groups. Each group
will receive an iPod, with a
randomly generated list of
10 songs.
Students will identify the
characteristics of each
song and then create a set
of 4-5 rules, so that
randomness can be
determined.
They are then to test these
rules; they are able to
modify their rules as they
go. The teacher will rove
the classroom probing
students about their rule
choices.
Students will repeat
session two. The group
size and measurement
tools will be the same.
However, this time
students will be given a
randomly generated list of
20 songs and will have
access to a simulation to
record data.
http://www.keycurriculum.c
om/products/tinkerplots/tink
erplots-resources
The teacher will rove the
classroom probing the
students about whether
they think the increased
sample size will affect the
result.

Students will finish the

activity by writing an
individual summary of what
has occurred and whether
they believe that the iPod
shuffle is random.
This summary will include
their rules create, the
results and the justification
of whether or not it was
random.
Did you modify the rules at
any time? Why?
Can randomness be
measured?
How did you represent
your data?
Students will discuss
whether they believe the
iPod shuffle is still random,
and whether the increased
sample space has affected
the results.
Each group will use their
data created on the
simulation, as a form of
justification.
Did the increased sample
space effect, the
frequencies of each song?
Did using the simulation
help with generating and
recording data?

Enabling prompt:
What were some of the
words mentioned in the
tuning exercise? Can they
help to create your rules
about randomness?
Extending prompt:
What variables have
occurred?
And will this affect the
overall result?
E.g. The cut-off point of a
song, or having an artist
appear more than once.

Enabling prompt:
How are you going to input
your results using the
simulation?
What method did you use
last time?
Extending prompt:
If the sample spaces were
continually increased, how
would this provide you with
a more accurate indication
of randomness? Justify.

The teacher will collect

and read the summaries.
These will highlight key
misconceptions and the
variance in detail given.
Throughout the lesson,
the teacher will be
observing how the
student initially attacks
the topic and whether
they are thinking
rationally.

The teacher will observe

the students use of the
simulation, probing
whether students feel this
method or organising
data is useful.