Alexandra: So we would measure how far they flew down the hallway and keep track of which different like wing folds [uh hm] and stuff was the best flight, and we also had to figure out, so basically at the end we took all our data from practicing flying them [um hm] back to the computer, plugged it all in, found the, um, the average distance from each of the different combinations, we had nine different combinations of these different parameters, [uh hm] and then we found the standard deviation from that average. And the point was we were hoping to find the airplane that both flew farthest and varied the least.

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Kevin: And while people are throwing airplanes are you writing this down?

Alexandra: We went, we went out in the hallway and I had a paper that had this part [um hm] of the, um, table, [yeah] and literally, Tony would throw the thing and I would write down, no, Tony wasn’t the thrower. John would throw it, [uh huh] Tony was standing out there, and he would look, he would estimate ho many feet it was based on the tiles, um, because our teacher said the tiles were a foot, [uh huh] so we could, he put a quarter at five [um hm] tiles, he put another quarter at ten tiles, he had this little book mark he put at fifteen tiles, [uh huh] and so he would guesstimate how many tiles it went to, and then he would call it and I would write it down, and then he would throw the plane back to John. And we did that nine times per plane. And there was an example chart in the book that we handwrote all the numbers into, and then we, um.

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Alexandra: So we can tell that even though some of the ones that had really high average [um hm] distance, they also had a high standard deviation, and if you take the standard deviation and you stick it up here [uh huh] you'll find that it could be as high as 25 but it could also be as low as 15, which means that the plane, the likelihood of the plane always flying 20 feet [uh hm] is not very much.