Professional Documents
Culture Documents
Statistics Thinking about data Thinking about relationships Thinking about comparisons Thinking about sources of variation Communicating understanding Mathematics Deciphering word problems Teaching literacy
THE CONTEXT Scientists fear that more and more teenagers are becoming addicted to technology.
Planning the questionnaire On the next few slides you will be shown information from an article. Write down 3 key points from each page.
NEWSPAPER ARTICLE
Have you ever interrupted childbirth, a wedding, funeral or graduation It talks about how sometimes we text during ceremony to send a text? Does the important stuff and how get interrupted or thought of going cold turkey from distracted. It also talks about how we cant technology make you want to daub go without technology and how proud we your social networking status in your would be if the time we play video games own blood across the nearest brick got extended. wall? Is your ideal six-month sabbatical from work an extended period playing World of Warcraft in a windowless bedroom?
NEWSPAPER ARTICLE
People are contracting the computer bug early: according to research published last It by talks about how people are contracting September Cranfield University School of Management in Northampton, of 260 the computer bug early. It also talks about secondary school pupils surveyed, 26 the per internet and how much we spend on cent spent more than six hours a day on how technology is taking over the world. the internet. This bevy of high-tech tykes yielded 63 per cent who felt they were addicted to the web, 53 per cent who had a compulsive attachment to their mobile phones and 62 per cent who were bought their first computer before the age of 8. But is technophilia really such a plague?
NEWSPAPER ARTICLE
"If teenagers become more withdrawn they run the risk of being developmentally out This article talks of step with their peers," saysabout Capio how teenagers get Nightingale's consultant psychiatrist Dr sucked into technology and how they can Richard Graham. "It's asplit very young field of parents. It also sometimes us from our research, talks but there is some to can have a big about howevidence technology suggest that girls who spend too much impact on our future. time on Facebook miss out on key developmental steps and could feel immature. Extreme cases can put people's education and employment at risk.
NEWSPAPER ARTICLE
Then there are the physical aspects. You can have a poor diet, lose weight, not eat This talks about howalltechnology is bad and properly. If teenagers are pulling nighters they might turn tous stimulants, likeand that. It also how it can get into drugs caffeine or taurine, and we there is evidence tells us how can get so addicted it can that can increase in the long-term." stop us anxiety from eating. Teenagers, necessarily, are a high-risk group, as are those who've had a bereavement, separation or redundancy. But no one is free from its impact.
NEWSPAPER ARTICLE
"At the moment people are trying to study the effects of high exposure to technology This article talks about how technology during the early parts of people's lives," continueswrecks Graham. "There are and it effects our our studies developmental windows in which 'wiring' of learning and how it affects our brain. the brain takes place. For example, if you have a squint and it is not dealt with in the first five years of your life, part of your visual cortex switches off. It's a 'use it or lose it' principle in neurology and it might have relevance here."
LO: Use the statistical enquiry cycle to investigate multivariate data Get students to try to explain what the words enquiry, cycle and multivariate mean Share understandings and acknowledge contributions Model more than one way to explain something
Focus on rental prices (one variable) Explore what might be affecting/linked/related to rental prices e.g. rugby world cup, suburb, number of bedrooms Lots of structure early on to help with writing
WHY BIVARIATE?
Get the students into the habit of reflecting on their investigation, in particular the data Why do the rental prices in Kingsland vary so much? (answers could be: because the condition of houses are different, where they are located is different, how many bedrooms they have etc.) Why are there two common rental prices? (one would be the typical price for 1-bedroom houses, and one would be the typical price for 2-bedroom houses)
What happens when you compare the rent by number of bedrooms? Greater shift in rent prices (but still variation) What appears makes more difference to rent where the house is, or how many bedrooms it has?
THE ELLIPSE
Using for relationships we think are linear Not easy at first but students get there Helps position line of best fit Can use for informal predictions
FORMATIVE ASSESSMENT
Is there a relationship between the size of a family and the number of bedrooms for their house?
BIVARIATE INVESTIGATION
PROBLEM
What is the relationship between the size of the harddrive memory and the selling price for laptops?
What is the relationship between the size of the hard-drive memory and the selling price for laptops?
WRITE: The explanatory variable will be WRITE: The response variable will be
Hard-drive memory (because I think this will explain the selling price of the laptop)
Selling price (because I think this will change/respond to different sizes of hard-drives)
What is the relationship between the size of the hard-drive memory and the selling price for laptops?
Getting ads for laptops being sold that say how big the hard-drive memory is and what price the laptop is being sold for from advertising pamphlets.
What is the relationship between the size of the hard-drive memory and the selling price for laptops?
What is the relationship between the size of the hard-drive memory and the selling price for laptops?
Make sure I only collect data from laptops from one store and include only laptops with similar specs apart from hard-drive memory
What is the relationship between the size of the hard-drive memory and the selling price for laptops?
What is the relationship between the size of the hard-drive memory and the selling price for laptops?
What is the relationship between the size of the hard-drive memory and the selling price for laptops?
GROUP WORK!
In your group, discuss how you will each contribute to the development of a plan for the assessment. Make a commitment to each person that you will attend each day of the assessment and that you will not let them down. Write down how you will demonstrate to your teacher that each person has contributed to the writing of the plan.
The stem and leaf plot for the records the weight (in kilograms) of babies born in the Somerset Maternity ward last month. The nurse says We certainly have lots of big healthy babies born in our ward. Does the data support this?
Identify the longest leaf. Count then number of values. If it is not at least half, take the next adjacent longest leaf. Sketch the outline of the shape of the distribution. Write a sentence about where MOST of the values are (most Write a sentence about the shape of has to be over half) the distributions (symmetric, skewed, bi-modal, unusual values)
Most of the tomatoes from Plant 1 weighed between 30 59 g, but for Plant 2 most of the tomatoes weighed between 50 69 g Plant 1 was grown without fertiliser. Plant 2 was grown with fertiliser. The values are the weights of the tomatoes for each plant grown (in grams).
Identify the longest leaf for each variable. The distribution of weights of tomatoes from both plants appear to be Sketch the outline of the shape symmetric, but Plant 1 weights are more inconsistent/spread out of the distribution for each than Plant 2 Compare MOST of the values variable. are (most has to be over half).
Compare the shape of the distributions (symmetric, skewed, bimodal, unusual values)
Draw stem and leaf. Outline shape. Identify longest leaf or leaves. Identify anything unusual. Calculate statistics (min, LQ, median, UQ, max, range, IQR, mean, standard deviation). Draw box and whisker plot.
Most of the values. Shape of distribution (skewed, symmetric, bi-modal.) Weird. Typically higher.. More spread out.. Average difference..
More consistent.
Overall higher.(box shifted higher) Middle 50% more varied (IQR bigger, box wider) Middle 50% similar (A lot of overlap of boxes) Shape of distribution (skewed, symmetric)
The link
The comparison Because The evidence
Year 9 vs Year 11
The median was 92 minutes for Year 9 and 75 minutes for Year 11
LEARNING REFLECTIONS
SNEAKY LITERACY
WRITING PROBLEMS READ: Miss Martin has made up a problem which involves doubling. PROBLEM: Bob has $10 in his account, but needs twice as much to buy a new video game. How much does he need for the new video game? LINK: What words in the sentence tell you to double?
THINK: Make up your own problem that involves doubling. WRITE: Write down what your made up problem is. SHARE: Give your problem to the person beside you and try to answer theirs!
WRITING PROBLEMS READ: Miss Martin has made up a problem which involves the three times table. PROBLEM: Ben has three friends. Each friend has 4 video games. How many video games do his friends have all together? LINK: What words in the sentence tell you to use the three times tables?
THINK: Make up your own problem that involves the four times table. WRITE: Write down what your made up problem is. SHARE: Give your problem to the person beside you and try to answer theirs!
WRITING PROBLEMS READ: Miss Martin has made up a problem which involves halving. PROBLEM: Bob has 24 lollies. He wants to share them equally between him and his friend. How many lollies will each of them get? LINK: What words in the sentence tell you to halve?
THINK: Make up your own problem that involves halving. WRITE: Write down what your made up problem is. SHARE: Give your problem to the person beside you and try to answer theirs!
MY ADVICE
The best way to improve the quality of what they write/analyse is to get them to submit their work to you on a regular basis, and for your to provide specific feedback. Get the students writing as much as possible, get them discussing what they see and make them selfevaluate their work against the criteria
http://www.youtube.com/user/UCMSCI http://www.youtube.com/user/CreativeHeuristics