ࡱ> b Mjbjb 7@0j8lj7FZZZZZEEEEEEE,GR7JvE"E1ZZyE111~RZZE1.$RE11A"DN &sC"DF07F8CJ1JDD1jj$jjTitle: Analysis tools Achievement Objectives: S4-1 Plan and conduct investigations using the statistical enquiry cycle: S4-1B sorting and displaying multivariate category and measurement data to detect patterns and variations S4-1D Communicating findings, using appropriate displays Key Competencies: Thinking: Exploring and using patterns and relationships in data Analyse Discern if answers are reasonable Using Language, Symbols and Texts: Communicate thinking Know, use and interpret specialized vocabulary Explore different representations Interpret visual representations such as graphs, diagrams Managing Self: Seek understanding Be self-motivated Make decisionsThis activity explores the following key ideas: Making dot plots and other appropriate displays for category and measurement data Developing descriptive statements for category and measurement data Recognising key features of different types of measurement data, for example, body measurements.Resources 91 cards made ready for copying Year 8 year8posing.xls year8posing.ftm Year 9 year9posing.xls year9posing.ftm gridstools.doc Prior Knowledge: posing investigative questions making displays using data cards initial description of displaysAdapting for ICT Using Fathom, Tinkerplots or similar statistical software.Introduction/Background This activity will probably take at least two periods (100 minutes approx). Students will be working with investigative questions they have posed previously (see activity on posing questions) or investigative questions they pose in this session for the given data set they are working with. This particular activity is designed for using 91 data. Problem Measurement questions: I wonder what are typical popliteal lengths for the year 9 students in this group? I wonder what are typical heights for the year 9 students in this group? I wonder what are typical armspans for the year 9 students in this group? I wonder what are typical pulse rates for year 9 girls in this group? (could combine with another pair and one do girls, one do boys) I wonder what are typical times to school for year 9 students in this group? I wonder what are typical cell phone ownership times for year 9 boys in this group? 91  Get the students to use the data on the data cards. Initially they need to be doing the graphs manually, to get a feel for the structure. Students get the data in pairs, but both do in their own books. Make sure pairs near each other have different sets. If you have a suitable graphing package such as Fathom, Tinkerplots or other similar statistics graphing software then feel free to use these. There is a Fathom file set up with the different groups of students available electronically. These groups are based on four pages (1-4, 5-8, etc) Students need to check the data for sensible values. They might like to check their data before they graph it to think about whether a value is sensible or not. For example: popliteal lengths, what are some of the values that they as a class generated. Give an initial idea of a possible range. What are some of the values that Analysis  Do an investigative questions together as a class. Suggest I wonder what are typical popliteal lengths for the year 9 students in this group? (measurement) Making displays Measurement: I wonder what are typical popliteal lengths for the year 9 students in this group? Using the blank grid provided students mark a dot (or cross) for each popliteal length in their group (gridstools.doc, page 1). Glue graph into book. Write descriptive statements about the graph underneath, refer back to main ideas from previous lesson about descriptions. Remind students to refer to what they are describing, ie popliteal lenghts of these particular year 9 students. They should also include units. Now get them to pair up with a student from another pair that has a different set of cards. Taking turns they read their desciption of their graph to the other student, without showing them the graph. The other student needs to try to draw their graph from the description. (They wont be able to do exact graphs possibly, but they should be able to get the key ideas.) Students to then reflect on what pieces of information were missing from their description. At the end of these two pieces of work collectively there should be some key ideas about what to describe from category and measurement summary data. Also the students should be realising that including information about the context is critical in terms of describing their graphs. Repeat process for another category question and at least two more measurement questions (one question about a body measurement and one question about another type eg weight of school bag or cellphone ownership). Students to choose the questions they want to work on. Write down the question, draw the graph, write the description, check description works if the graph is not seen. Reflection What are the key features to be described for category data? What are the key features to be described for measurement data? How are body measurements different from other types of measurements, for example, time taken to get to school or length of time owning a cell phone. To extend this activity Provide open access to the 91 database, students to pose own investigative questions and use the analysis tools to draw graphs. Write their own descriptions in their books. They will either need to print the graph from the computer and glue into their books or copy the graph into their books.      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