Summary: This set of activities introduces how to look at and analyze data with and without the computer. Students will quickly realize the benefits of using a computer spreadsheet.
Preparation: The focus of this activity is to view a set of numbers in different ways. Students could be organized into teams and they could rotate the responsibility for providing and explaining the group answer to the class.
Materials:
Optional: Calculator
Classroom Management: This activity could be done with a projection system or by allowing the students "hands on" work in teams. The size of the teams will depend on the number of available computers.
Activity Steps:
Introduction to Number Sets
Read the following short story about Sally and Eugene's temperature investigation to the students. You may need to repeat the story several times. Ask the students to organize the data in any way that allows them to quickly find the temperatures at different times of the day.
It was late summer and Sally and Eugene decided to test the temperature outside their house at five different times of the day. They woke up early one morning at 6:00 AM (6:00 international time) and recorded the outside temperature as 21.88 degrees Celsius. Just before lunch at 11:00 AM (11:00 international time) they found the temperature had risen to 32.41 degrees Celsius. Before dinner at 4:00 PM (16:00 international time) they noticed that it increased to 35.21 degrees Celsius. Before they went to bed at 9:00 PM (21:00 international time) the temperature had cooled to 24.74 degrees Celsius. Their parents woke them up at 2:00 AM (2:00 international time) to record their final reading of 21.24 degrees Celsius.
Allow the students to work with the numbers until they are ready to present their representation to the class. If the students have not provided the data in chart form, present one to the class. Once all of the samples are presented, suggest that charts are just one way of looking at data.
Introduction to Key Data Terms
Ask the students to write a short paragraph explaining the data found on the chart that includes when the temperature was the highest and lowest, how much the temperature changed throughout the day, etc. Have the student groups present their discoveries to the class.
Explain to the students that data sets can be organized to learn about the trends or patterns. Introduce the following terms:
Ranking - placing the data (temperatures) in order, possibly on a number line (35.21, 32.41, 24.74, 21.88, 21.24)
Range - locating the largest and smallest number and finding the difference between these two values (13.97)
Median - finding the exact middle point of the data when it is placed in order or rank (24.74)
Average (Arithmetical Mean) - dividing the sum of all the data by the number of data points in the set [(35.21 + 32.41 + 24.74 + 21.88 + 21.24)/5 = 27.10]
Have the students rewrite their short paragraph explaining the data found in the story based on the new ways they have used to examine the data. Have the students present their new explanations to the class.
Introduction to Bar (Column) Graphing
Explain to the students that bar
graphs help them see the data in yet another way. The bar graph
will allow them to relate the temperature to the time of day.
Several important characteristics of bar graphs are explained
below:
Drawing axes - Display an "x axis" and "y axis" to the students. Explain that "x axis" is the horizontal line and is the axis that will display the independent variable or the variable that exist whether or not the data collection was occurring (e.g., time, testing location, etc.). Explain that the "y axis" is the vertical line and is the axis that will display the dependent variable that is likely to change in comparison to the independent variable. In the case of Sally and Eugene's data collection, the "y axis" will record temperature.
Scaling axes - Explain to the students that the scale they use is important if they want to show the data clearly. Each individual axis must display a number line that is divided into increments (segments) that are consistent. For example, the "x axis" for this data set can be divided into hourly increments from 6:00 AM (6:00 international time) at the origin (location where the two axes meet) to 2:00 AM (2:00 international time). The "y axis" can be divided in 1.00 degree segments starting with 21.00 degrees Celsius at the origin and ending with 36.00 degrees Celsius.
Displaying the data - Demonstrate to the students how to place a bar on the graph for the temperature taken by Sally and Eugene at 6:00 AM (6:00 international time). Have the students create their own pair of axes and complete their own bar graph that displays all of the temperature data that Sally and Eugene collected. Encourage the students to label their axis. Have the students present their graphs to the class.
Introduction to Computer Spreadsheets - So why use a computer to display data?
Hint to the students that there
is an easier and quicker way to make charts, calculate averages,
and display bar graphs. Ask them for any suggestions. Hopefully
they will suggest using a computer. Have the students open a
spreadsheet and:
Enter their data - In the first column ask the students to enter the times (just numerical values) that Sally and Eugene collected their data. In the second column have them enter the corresponding temperatures. Tell the students that first row of each column should contain a header with the type of data and the units.
If you would like to see how to use a enter data on the computer, check out these Technical Hints.
Make a bar chart - Ask the students to highlight the temperatures and select Make a Chart from one of the menus at the top of the screen. Have the students select bar chart from the options. The graph will be automatically made. Ask the students investigate the options to title their graph.
If you would like to see how to make a bar chart on the computer, check out these Technical Hints.
Have the students discuss the benefits to using a computer for displaying data.
Extensions:
Create a line graph - Ask the students to highlight the temperatures and select Make a Chart from one of the menus. Have the students select line graph from the options. The graph will be automatically made. Ask the students to investigate the options to title their graph.
If you would like to see how to create a line graph on the computer, check out these Technical Hints.
Student Stories - Allow the students to create their own data collection story that includes at least five points. Encourage the students to think of different types of data other than temperature (e.g.,light, weight, etc.) Have the students create a chart, calculate values for data terms, and draw a bar chart both by hand and on the computer of their story.
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