See part 1 here:

Curriculum task: I did a separate unit of work this term (Jan 2012) on data collection/processing and graphing.

Thinking task: to construct an algorithm for just the 'data collection and data processing' part of a scientific investigation, to begin construction on a 'Human ENV model' and a 'Graph ENV model'.

This is a Formative task: In this task I am not asking the students to form a hypothesis or decide on data to collect - only to collect/process & graph the data. 


Question: Is there a relationship between height and shoe size?

To do: Gather and process data to reach a conclusion.

The aims were: (see this resource also) (and this resource)

to improve students data collection process & skills and conclusions


data choosing skills

  • what is the main element here (X)? - in this case X = humans 
  • what are the variables present?
  • building an ENV model for X
  • which variables /values will I focus on?

data collection skills

  • how will I collect the data? research/survey/measurment/from a bank? 
  • recording all data in notebook (even apparently anomolous data - should be disgarded later with explanation)
  • collecting accurate data (e.g. height in cm & mm not just cm) - how?
  • deciding on/selecting units (e.g. shoe size eurpoean/american/british?)

data processing skills

  • selecting relevant data to process for hypothesis or investigation question (height, shoe size, m/f etc. - not names)
  • deciding on sufficient data for this hypothesis (not the usual - too little)
  • tabulating data (not so strightforward)
  • drawing the box using a ruler
  • column headings & units
  • recording/transcribing from notebook accurately
  • doing calculations on the data (e.g. if using time are you using dates the information was collected or the age of the person?)

graphing skills

  • choosing axes (what goes on x/y)
  • choosing ranges for axes
  • choosing & drawing scales
  • labelling axes and units
  • plotting points accurately
  • deciding on a line of best fit
  • drawing the line of best fit with a ruler
  • calculating the gradient 

conclusion skills

  • comparing gradients (if there are multiple gradients)
  • interpreting the gradient in terms of the investigation
  • interpreting the correlation strong/weak (how spread out is the data from the best fit line?)
  • linking the results to the initial question!
  • explaining your conclusion scientifically
  • discussing how reliable the data or method/process is
  • discussing future improvements (gathering different/more/better data (variables or values))
  • what's next - future investigation??? leads to activity on how to construct  a hypotheses!  

technology skills 

  • using Excel to do the task above

Thinking aims: (see this resource also) (and this resource)

  • ENV: a better understanding of ENV as a tool for analysis (in the context of the above task there are many elements (E) variable/parameter names (N) and values of parameters (V))
  • a better understanding of the building ENV models for various elements
  • reflect & improve on their scientific inquiry algorithm from last year
  • reflect on & compare their 2 algorithms to evaluate their own "progress" or evolution
  • reflect on how defining & using a thinking model helps them
  • Begin construction on "Human ENV"
  • Begin construction on "Graph ENV"
  • MULTISCREEN: in this task there is also the opportunity to introduce some concepts/vocabulary from the multiscreen model (systems, subsystems and functions) e.g. the data table as a subsystem of results and defining it's fuction as "changing data collected from disorganised to organised"

Potential uses for a human ENV:

a) you are starting your own business (clothing and shoe shop) and need to select not only the styles but the sizes for your stockroom.


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