TARANAKI WORKSHOPS 20/21 August 2009
Data and dots Bevan Werry Sampling ideas Gathering data
Thursday 11:00 - 12:30 (NPGHS) Data and dots, focus on posing questions, dot plots, analysis at L4/5
Timing
Details
Resources
15-20mins
Familiarisation with data on cards
Working in pairs take 1-2 variables.
  1. What was the survey question asked to collect the data?
  2. Who was surveyed? By whom? When?
  3. How was the variable measured?
  4. What are the units, if any, for the variable?
  5. What are the possible outcomes for the variable?
  6. What type of data is it? Categorical or numerical?
2009 questionnaire 2009questionsc@s.doc
Making measures stations cards making-measures-stations.doc
Year 10 posing cards year10posing.xls
Questions 1-6 on OHT OHTunpackvariables.doc
15-20mins
Posing investigative questions onto strips of paper - try for at least four per person
Sort the questions into the different categories: Summary; Comparison; Relationship
Think about which questions will be easy to answer, which ones hard to answer, what are key attributes of good investigative questions with a particular focus on summary questions (L4).
Possible lesson plan Lesson 2.doc
strips of paper
(Posing investigative questions for a given group, focus on summary)
Ideas on good summary investigative questions (L4) goodsumIQL4.doc
5-10mins
Working with data
Sorting and cleaning
Take one variable that you are interested in, sort the data.
Think about realistic outcomes for the variable.
What will you do with data that isn't realistic?
Year 10 posing cards year10posing.xls
10-15mins
Using data cards to make displays
Take one summary investigative question and use the data cards to make a display to help to answer the question.
Write I notice statements about your display looking at key features of your display.
Year 10 posing cards year10posing.xls
15-20mins
Using dot plots
Take one comparison question (numerical data) and use the given data to make a dot plot to help answer your question.
Make I notice statements about your display, looking at key features and using the language of comparison.
Tables of data tablesdatayr10.xls
Sheets for making dot plots dotplotgrids.doc
Analysis ideas analysisideas.doc
Pfannkuch et al A teacher’s guide to informal comparative reasoning or on CensusAtSchoolsite.
Thursday 2:00 – 4:00 (Stratford High School) Top page
Similar to above but using the Karakare College data. KarekareCollegedatacards.xls

Thursday 7.30pm Bevan Werry Presentation (NPGHS) Top page

Friday 9:00 – 10:30 (NPGHS) Sampling ideas through to informal inferences L5/6 Top page
Timing
Details
Resources
10-15mins
Karekare College
Introduce the population - Karekare College has 616 students from Year 9 - 13. Each card represents a student in the school. The different colour cards represent gender. This is indicated on the bag.
Familiarisation with the variables - working out what the variables are from the values that the variable takes. Familiarity with the 2009 Questionnaire is useful.

Working in pairs take 1-2 variables (for those that weren't at Thursday session).
  1. What was the survey question asked to collect the data?
  2. Who was surveyed? By whom? When?
  3. How was the variable measured?
  4. What are the units, if any, for the variable?
  5. What are the possible outcomes for the variable?
  6. What type of data is it? Categorical or numerical?
Karekare College Data Cards
KarekareCollegedatacards.xls
As a Fathom file karekarecollege.ftm
Details about population KarekareCollege.doc
2009 questionnaire 2009questionsc@s.doc
Making measures stations cards making-measures-stations.doc
Questions 1-6 on OHT OHTunpackvariables.doc
Problem 1
15-20mins
Pose a summary investigative question that we can ask of the whole Karekare College population.
Check question and reflect how any of the attributes might change now that we are looking at the population.
All to use the same question.

Plan
What variable are we going to use? What was the survey question that was asked to collect the variable?
How will we answer the question? Looking for suggestions from group - think like a student. Students will most likely suggest that we either graph the whole group (L5) or that we find the mean of the whole group (L7).
Suggest they get started making their graph (or calculating the mean). Hopefully they realise that this will take a long time and that there maybe a better option - take a smaller group.

Data
Select a group of students to use. Take a handful out of the bag.

Analysis
Using the data cards make a graph to display the data.
Compare and contrast your graph with the graph that others have made.
Collect some I notice statements from the group describing their sample.
For each I notice statement also make an I think that back in the population... that is reflect what might be happening back in the population based on the description of the sample.
Remember the context!

Problem 2
15-20mins
Pose a comparison investigative question that we can ask of the whole Karekare College population.
Look at comparison question structure. Anything additional to add to list of attributes of a good question?
All to use the same question.
I wonder if heights of boys at Karekare College tend to be greater than heights of girls at Karekare College?

Plan
What variable(s) are we going to use? What was the survey question that was asked to collect the variable?
How will we answer the question? What sort of graph might we draw?

Data
Select 30 girls and 30 boys from the Karekare College population.
At level 5 we are not getting into issues about sample size, 30 works ok, not too many for hand drawn graphs.

Analysis
Using the provided grid make a dot plot of the girls and boys heights. For ease of comparing across groups in the class, all to put boys on the top.
Progression to a box plot. Circle middle group, mark the middle, extend the whiskers.
Formalise to marking the middle, mark the middle of each half, connect the box and extend the whiskers.
Write I notice statements to make comparative descriptions - think about what the dot plot tells you, then what the box plot tells you. Trying to focus on the different purposes of each graph and why you would draw both to see different features of the data
Dot plot: I notice ....
Box plot: I notice ...
Remember the context!
What do you think might be happening back in the population?
Transfer the box part onto the provided template. (multiple copies?)
Dot plot grids first page is height dotplotgrids.doc
Analysis ideas analysisideas.doc
Provided template heighttemplate.doc
Problem3
10-15mins
Using a second comparison question: I wonder if the time taken to get to school by bus is longer than the time taken to get to school by walking for students at Karekare College?

Plan
What variable(s) are we going to use? What was the survey question that was asked to collect the variable?
How will we answer the question? What sort of graph might we draw?

Data
Sort and select about 30 students who come to school by bus and about 30 students who come to school by walking.

Analysis
Sort the data so that you can make a box plot. Transfer the box part onto the provided template. (multiple copies?)
What do you notice? What do you think might be happening back in the population?
Provided template timetoschooltemplate.doc



Friday 11:10 – 12:40 (NPGHS) Sleeping sheep, gathering data, box plots, analysis L5/6 Top page
Introduction
5-10 mins

PROBLEM
Introduce the activity.
Have a discussion about where reaction times might be needed. Who might information about reaction times be important for.

Pose the question. Comparing X reaction times with Y.
Discussion around the type of question, what data will we be collecting and who we are comparing. What is the comparison word? Are we talking about sample or population?
Workshop plan workshopplan.doc
Teacher notes sheet sheepnotesforteachers.doc
Explore the experiment and then plan
5-10 mins

PLAN
Find the activity and then show them how it works on one computer.
http://www.bbc.co.uk/science/humanbody/sleep/sheep/reaction_version5.swf

Come back and discuss the plan, how are we going to collect the data, how should the experiment be conducted, what types of problems can you see (if any), how many trials should we do?
Instruction sheet sheep instructionsheetsheep.doc

Write up sheet sheepwriteup.doc
Do the experiment
15 mins

DATA
Undertake to collect the data. Use the plan developed by the group.

Record individual sheep values as well as the average for each group of 5 and the description.
Data collection sheet sheepdatacollation.doc
ANALYSIS
15-20 mins
In the analysis do
1. observation plot for self
2. dot plot for self and partner
3. find summary statistics for self and partner
4. box plot for self and partner
5. write I notice statements… shape, spread, middle 50%, summary stats
Sheep graph paper sheepgraphpaper.doc

Write up sheet
CONCLUSION
5-10 mins
For the conclusion, answer question, provide supporting evidence, decide on generalisation
Write up sheet
SHARE FINDINGS
10-15 mins
Each pair to share what they found.

REFLECTION
5-10 mins
What sort of things could you reflect on as a teacher for this activity, as a student for this activity?
Teacher notes sheet
EXTENSION
5-10 mins
How could this activity be extended?
Teacher notes sheet

Teaching notes: sleepingsheep.doc
Student instructions: instructionsheetsheep.doc
Website link for sleeping sheep http://www.bbc.co.uk/science/humanbody/sleep/sheep/reaction_version5.swf