Visualising data/activity - Revision history

JanetBlair at 12:19, 19 June 2012

2012-06-19T12:19:03Z

← Older revision		Revision as of 12:19, 19 June 2012
Line 21:		Line 21:
	* Students measure various quantities (including but not limited to; arm length, height, hand span) and then analyse this data to look for patters of distribution amongst the class		* Students measure various quantities (including but not limited to; arm length, height, hand span) and then analyse this data to look for patters of distribution amongst the class
	* The spreadsheet allows graphs showing the data to be drawn instantaneously as the data is inputted helping student visualise the variation/distribution of the data within the class		* The spreadsheet allows graphs showing the data to be drawn instantaneously as the data is inputted helping student visualise the variation/distribution of the data within the class


	[[File:SC0012_screenshot.png\|thumb\|none\|alt=Graph of collected data.]]		[[File:SC0012_screenshot.png\|thumb\|none\|alt=Graph of collected data.]]

JanetBlair: thumbnail added

2012-06-19T12:13:46Z

thumbnail added

← Older revision		Revision as of 12:13, 19 June 2012
Line 21:		Line 21:
	* Students measure various quantities (including but not limited to; arm length, height, hand span) and then analyse this data to look for patters of distribution amongst the class		* Students measure various quantities (including but not limited to; arm length, height, hand span) and then analyse this data to look for patters of distribution amongst the class
	* The spreadsheet allows graphs showing the data to be drawn instantaneously as the data is inputted helping student visualise the variation/distribution of the data within the class		* The spreadsheet allows graphs showing the data to be drawn instantaneously as the data is inputted helping student visualise the variation/distribution of the data within the class

			[[File:SC0012_screenshot.png\|thumb\|none\|alt=Graph of collected data.]]





	\|-		\|-

JanetBlair at 10:29, 19 June 2012

2012-06-19T10:29:45Z

← Older revision		Revision as of 10:29, 19 June 2012
Line 19:		Line 19:
	\| \|		\| \|

	* Students measure various quantities (including but not limited to; arm length, height, hand span) and then analyse this data to look for patters of distribution amongst the class.		* Students measure various quantities (including but not limited to; arm length, height, hand span) and then analyse this data to look for patters of distribution amongst the class
	* The spreadsheet allows graphs showing the data to be drawn instantaneously as the data is inputted helping student visualise the variation/distribution of the data within the class.		* The spreadsheet allows graphs showing the data to be drawn instantaneously as the data is inputted helping student visualise the variation/distribution of the data within the class

	\|-		\|-
Line 32:		Line 32:
	\| \| Equipment requirements		\| \| Equipment requirements
	\| \|		\| \|
	* Rulers or measuring tapes. For height and other length measurements if tapes/rulers are limited then a single measuring station (for example marked on wall) could be used for the whole class.		* Rulers or measuring tapes. For height and other length measurements if tapes/rulers are limited then a single measuring station (for example marked on wall) could be used for the whole class
			* Paint/paper for handprints or drawing around hand (their own or each others)
	* Mini white boards could be used to engage class predictions of possible distributions (most common length, highest value, lowest value, etc)		* Mini white boards could be used to engage class predictions of possible distributions (most common length, highest value, lowest value, etc)



Line 40:		Line 42:
	\| \| Possible extension or supplementary activities		\| \| Possible extension or supplementary activities
	\| \|		\| \|
	* Data sets for other classes (or indeed the whole school) could be collected and students could see if the patterns/distributions seen in one class were		* Data sets for other classes (or indeed the whole school) could be collected and students could see if the patterns/distributions seen in one class were similar/different to others
	* Calculators could be used to work ~~our~~ averages and other data analysis as an alternative, see moving stones activity for examples		* Calculators could be used to work out averages and other data analysis as an alternative, see moving stones activity for examples
	* Some students may analyse the data further, calculating the mean, mode, median of the data set (see counting stones activity for more suggestions and instructions).		* Some students may analyse the data further, calculating the mean, mode, median of the data set (see counting stones activity for more suggestions and instructions)

	\|-		\|-

Bjoern at 15:08, 30 April 2012

2012-04-30T15:08:05Z

← Older revision		Revision as of 15:08, 30 April 2012
Line 42:		Line 42:
	* Data sets for other classes (or indeed the whole school) could be collected and students could see if the patterns/distributions seen in one class were		* Data sets for other classes (or indeed the whole school) could be collected and students could see if the patterns/distributions seen in one class were
	* Calculators could be used to work our averages and other data analysis as an alternative, see moving stones activity for examples		* Calculators could be used to work our averages and other data analysis as an alternative, see moving stones activity for examples
			* Some students may analyse the data further, calculating the mean, mode, median of the data set (see counting stones activity for more suggestions and instructions).
	Some students may analyse the data further, calculating the mean, mode, median of the data set (see counting stones activity for more suggestions and instructions).

	\|-		\|-

Bjoern at 15:07, 30 April 2012

2012-04-30T15:07:41Z

← Older revision		Revision as of 15:07, 30 April 2012
Line 24:		Line 24:
	\|-		\|-
	\| \| Technology requirements and skills		\| \| Technology requirements and skills
	\| \| Computer with spreadsheet software and template file ([[~~file~~:Class+Data+Set.ods]]).		\| \| Computer with spreadsheet software and template file ([[File:Class Data Set.ods]]).

Bjoern at 15:06, 30 April 2012

2012-04-30T15:06:43Z

← Older revision		Revision as of 15:06, 30 April 2012
Line 39:		Line 39:
	\|-		\|-
	\| \| Possible extension or supplementary activities		\| \| Possible extension or supplementary activities
	\| \| * Data sets for other classes (or indeed the whole school) could be collected and students could see if the patterns/distributions seen in one class were		\| \|
			* Data sets for other classes (or indeed the whole school) could be collected and students could see if the patterns/distributions seen in one class were
	* Calculators could be used to work our averages and other data analysis as an alternative, see moving stones activity for examples		* Calculators could be used to work our averages and other data analysis as an alternative, see moving stones activity for examples

Line 46:		Line 47:
	\|-		\|-
	\| \| Suggestions of what ‘successful’ student understanding or work might look like		\| \| Suggestions of what ‘successful’ student understanding or work might look like
	\| \| * Students will be confident collecting and handling data sets		\| \|

	Students will be familiar with the idea that certain human characteristics have a range (and distribution) distribution of values within a group		* Students will be confident collecting and handling data sets
			* Students will be familiar with the idea that certain human characteristics have a range (and distribution) distribution of values within a group

	\|}		\|}

Bjoern at 15:06, 30 April 2012

2012-04-30T15:06:19Z

← Older revision		Revision as of 15:06, 30 April 2012
Line 10:		Line 10:
	\|-		\|-
	\| \| Learning Objectives		\| \| Learning Objectives
	\| \| * For students to understand that there is a variation in some human characteristics		\| \|

	For students to collect, present, visualise and analyse variation data for themselves and the class		* For students to understand that there is a variation in some human characteristics
			* For students to collect, present, visualise and analyse variation data for themselves and the class

	\|-		\|-
	\| \| Outline of activity		\| \| Outline of activity
	\| \| * Students measure various quantities (including but not limited to; arm length, height, hand span) and then analyse this data to look for patters of distribution amongst the class.		\| \|

	The spreadsheet allows graphs showing the data to be drawn instantaneously as the data is inputted helping student visualise the variation/distribution of the data within the class.		* Students measure various quantities (including but not limited to; arm length, height, hand span) and then analyse this data to look for patters of distribution amongst the class.
			* The spreadsheet allows graphs showing the data to be drawn instantaneously as the data is inputted helping student visualise the variation/distribution of the data within the class.

	\|-		\|-
Line 29:		Line 31:
	\|-		\|-
	\| \| Equipment requirements		\| \| Equipment requirements
	\| \| * Rulers or measuring tapes. For height and other length measurements if tapes/rulers are limited then a single measuring station (for example marked on wall) could be used for the whole class.		\| \|
			* Rulers or measuring tapes. For height and other length measurements if tapes/rulers are limited then a single measuring station (for example marked on wall) could be used for the whole class.
	* Mini white boards could be used to engage class predictions of possible distributions (most common length, highest value, lowest value, etc)		* Mini white boards could be used to engage class predictions of possible distributions (most common length, highest value, lowest value, etc)

Bjoern at 10:44, 16 April 2012

2012-04-16T10:44:50Z

← Older revision		Revision as of 10:44, 16 April 2012
Line 1:		Line 1:

	{\| ~~style~~=~~"border-spacing:0;"~~		{\| border=1
	\| \| Subject		\| \| Subject
	\| \| Science		\| \| Science

Bjoern at 10:44, 16 April 2012

2012-04-16T10:44:41Z

← Older revision		Revision as of 10:44, 16 April 2012
Line 22:		Line 22:
	\|-		\|-
	\| \| Technology requirements and skills		\| \| Technology requirements and skills
	\| \| Computer with spreadsheet software and template file ([[file:Class+Data+~~Set.ods Class Data~~ Set.ods]]).		\| \| Computer with spreadsheet software and template file ([[file:Class+Data+Set.ods]]).

Bjoern: Created page with " {| style="border-spacing:0;" | | Subject | | Science |- | | Activity Name | | Variation of human characteristics |- | | Learning Objectives | | * For students to understand..."

2012-04-16T10:44:28Z

Created page with " {| style="border-spacing:0;" | | Subject | | Science |- | | Activity Name | | Variation of human characteristics |- | | Learning Objectives | | * For students to understand..."

New page

{| style="border-spacing:0;"
| | Subject
| | Science

|-
| | Activity Name
| | Variation of human characteristics

|-
| | Learning Objectives
| | * For students to understand that there is a variation in some human characteristics

For students to collect, present, visualise and analyse variation data for themselves and the class

|-
| | Outline of activity
| | * Students measure various quantities (including but not limited to; arm length, height, hand span) and then analyse this data to look for patters of distribution amongst the class.

The spreadsheet allows graphs showing the data to be drawn instantaneously as the data is inputted helping student visualise the variation/distribution of the data within the class.

|-
| | Technology requirements and skills
| | Computer with spreadsheet software and template file ([[file:Class+Data+Set.ods Class Data Set.ods]]).

|-
| | Equipment requirements
| | * Rulers or measuring tapes. For height and other length measurements if tapes/rulers are limited then a single measuring station (for example marked on wall) could be used for the whole class.
* Mini white boards could be used to engage class predictions of possible distributions (most common length, highest value, lowest value, etc)

|-
| | Possible extension or supplementary activities
| | * Data sets for other classes (or indeed the whole school) could be collected and students could see if the patterns/distributions seen in one class were
* Calculators could be used to work our averages and other data analysis as an alternative, see moving stones activity for examples

Some students may analyse the data further, calculating the mean, mode, median of the data set (see counting stones activity for more suggestions and instructions).

|-
| | Suggestions of what ‘successful’ student understanding or work might look like
| | * Students will be confident collecting and handling data sets

Students will be familiar with the idea that certain human characteristics have a range (and distribution) distribution of values within a group

|}