RI Science Community of Practice
Tuesday, April 12, 2022
Supporting Students with:
Analyzing and Interpreting Data
Welcome to our Community!
Please introduce yourself & where you teach in the chat and tell us what you love about April break!
Carolyn Higgins, STEM Specialist
Erin Escher, RIDE Science Specialist
Agenda
Goals of our Community of Practice
Images: Schoolwires.net
Our Norms
NORM | WHAT IT LOOKS LIKE |
Present
| Engage in the conversation. |
Respectful | Share air time with others. Keep an open mind to other’s perspectives. |
Positive Intentions | Maintain an optimistic mindset. Focus on productive solutions. |
NGSA Reporting Focus
Our initial ideas about Analyzing and Interpreting Data
Practice 4 Analyzing and Interpreting Data
Science |
Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Scientists identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier, providing secondary sources for analysis. |
Engineering |
Engineers, too, make decisions based on evidence that a given design will work; they rarely rely on trial and error. Engineers often analyze a design by creating a model or prototype and collecting extensive data on how it performs, including under extreme conditions. Analysis of this kind of data not only informs design decisions and enables the prediction or assessment of performance but also helps define or clarify problems, determine economic feasibility, evaluate alternatives, and investigate failures. (NRC Framework, 2012, p. 61-62) |
Practice 4 Analyzing and Interpreting Data
ANALYZING & INTERPRETING DATA
Elementary: Students need support to recognize the need to record observations.
Middle School: Students should learn standard techniques for displaying, analyzing, and interpreting data.
High School: Students should use greater diversity of samples, statistics, and use computers or other digital tools to support analysis.
Elem
Grade 1
What do you notice?
Grade 5
What do you see?
Middle School Example
https://www.calacademy.org/
What do you notice?
High School Example
Time (s) | Velocity (m/s) | Distance (m) | Engine RPM | Fuel Pressure (kPa) |
0 | 0 | 0 | 0 | 170.2 |
0.5 | 3.8 | 0.49625 | 15523 | 189.7 |
1.0 | 8.1 | 1.98567 | 15319 | 194.2 |
1.5 | 12.0 | 4.46625 | 15674 | 195.9 |
2.0 | 15.9 | 7.94698 | 15892 | 201.3 |
2.5 | 19.8 | 12.40625 | 15321 | 200.7 |
3.0 | 23.7 | 17.86573 | 15783 | 204.3 |
3.5 | 27.8 | 24.31625 | 15942 | 205.1 |
A report published in Car & Driver, with information provided by Porsche, makes some outlandish claims regarding the performance of their new electric vehicle called the Taycan. Porsche claims to have collected these data points on an asphalt track in dry conditions. The driver has a mass of 70 kg and is riding in a 2000 kg car with rubber tires.
The data collected by Porsche at the track is provided in the table below:
What do you notice?
HS Level Prompts for Analysis
Evaluating the Progression from K to 12
What do you notice about how students should progress in Analyzing & Interpreting Data ?
What are your current ideas about the analyzing and interpreting data practice?
What questions did the background raise for you?
How do you currently help students collect, interpret, and graph data in your classroom?
Reflect
What is the relationship between this practice and other practices?
Practice 3: Planning and Carrying Out Investigations
Science |
Students should have opportunities to plan and carry out several different kinds of investigations during their K-12 years. At all levels, they should engage in investigations that range from those structured by the teacher—in order to expose an issue or question that they would be unlikely to explore on their own (e.g., measuring specific properties of materials)—to those that emerge from students’ own questions. (NRC Framework, 2012, p. 61) |
Practice 3: Planning and Carrying Out Investigations
Engineering |
The purpose of engineering investigations might be to find out how to fix or improve the functioning of a technological system or to compare different solutions to see which best solves a problem. Whether students are doing science or engineering, it is always important for them to state the goal of an investigation, predict outcomes, and plan a course of action that will provide the best evidence to support their conclusions. Students should design investigations that generate data to provide evidence to support claims they make about phenomena. Data aren’t evidence until used in the process of supporting a claim. (NRC Framework, 2012, p. 61) |
Over time, students are expected to become more systematic and careful in their methods. In laboratory experiments, students are expected to decide which variables should be treated as results or outputs, which should be treated as inputs and intentionally varied from trial to trial, and which should be controlled, or kept the same across trials. In the case of field observations, planning involves deciding how to collect different samples of data under different conditions, even though not all conditions are under the direct control of the investigator. Planning and carrying out investigations may include elements of all of the other practices.
Practice 3: Planning and Carrying Out Investigations
Grades 3-4: Fair Test, variable, measure
Grades 5-12: Independent Variable, Dependent Variable, Constant
Practice 5:
Using Mathematics and Computational Thinking
Assessment
Elementary # 1 and 7
Middle School # 1 and 4
High School #5
Erin Escher, Science Specialist erin.escher@ride.ri.gov
Carolyn Higgins, STEM Specialist carolyn.higgins@ride.ri.gov
Save the Dates!
Each meeting will start at 4:00 pm. Registration for each is found on the RIDE Science Page in the Science Community of Practice section.
Last meeting of the year
Wrap up: