1.4 Recording data
Summary: Have you ever looked for numerical information based on numbers, such as the results of school sports day, or how fast a certain type of car can speed up? Tags: science oxford-science student-book-7 Created: 2026-05-19 Last Updated: 2026-05-19
After this topic, you will be able to:
- design a results table
- present data in a results table
- calculate a mean from repeat measurements.
Think back
- What is a dependent variable?
- What safety equipment protects your eyes?
- Name the equipment used to measure mass.
Key idea Scientists record and present their data in a results table. This helps them identify an anomaly (a result that is very different from others). When they have all their results, they calculate the mean average of repeat measurements.
Key words mean, anomaly
Have you ever looked for numerical information (based on numbers), such as the results of school sports day, or how fast a certain type of car can Speed up?
Table 1 shows data from a school football league. When organizing data, scientists use results tables to make the data easier to understand. Table 1 A football league table. School team
Played
Won
Drawn
Albester
12
6
5
Barnshot
11
7
2
Clovehill
10
7
1
Donston
10
7
1
Erdham
11
6
2
Results table
Results tables always look the same way in science. Table 2 shows the features of a results table.
Table 2 How to draw a simple results table.
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A results table helps you organize your data. Not all data are numbers. Sometimes you need to use words and record observations in a table using scientific language. For example, you could record a colour change in a chemical reaction.
A Where should you record the units of a quantity in a results table?
Recording repeat measurements
Katie and Rahim decide to collect data on how high a ball bounces, at five different ball temperatures. They also decide to repeat each result three times to check their results were correct. Look at their results table design in Table 3.
Table 3 Katie and Rahim’s results table.
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Calculating a mean
The mean is a type of average. To calculate the mean, you add up all the results and divide by the number of results.
For example, Katie and Rahim collected the following results at 0 °C:
Result 1: 25 cm Result 2: 35 cm Result 3: 30 cm
Checking for an anomaly
As they collect their data, Katie and Rahim fill in their results table in Table 4.
Table 4 Results table showing how high a tennis ball bounces at different temperatures.
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You should check your data for an anomaly. An anomaly is a result that is very different from the others. You should repeat the measurement to replace an anomaly. In Table 4, the third measurement for the 20 °C ball temperature, 15 cm, is an anomaly. Katie and Rahim repeat this result before calculating their mean – the ball bounces to 60 cm.
B Calculate the new mean bounce height for the ball at 20 °C.
Stretch zone
- Copy and complete the sentences. Scientists present the data they collect in a blank table. The first column has the blank variable. The second column has the variable. You write the blank next to the variable name.
- A student investigates how long it takes sugar to dissolve at different temperatures. They collect three repeat measurements. Table 5 shows their results. Table 5Temperature in °C Dissolving time in s 1st 2nd 3rd 50 40 16 48 80 17 14 14 Identify the anomaly in the student’s results.Calculate the mean dissolving time at 80 °C.
Stretch zone
- A group of students investigate how the volume of an ice cube affects how long it takes to melt. They collect data on five different volumes. They take each measurement three times. Design a results table for the students’ data.Explain one way to deal with an anomaly in a set of repeated measurements.