- Details
- Written by Deidre Jennings
- Parent Category: Science
- Category: Science 12-15
- Created: 15 February 2012

**See part 1 here:**

**Curriculum task:** I did a separate unit of work this term (Jan 2012) on data collection/processing and graphing.

**Thinking task: **to construct an algorithm for just the 'data collection and data processing' part of a scientific investigation, to begin construction on a 'Human ENV model' and a 'Graph ENV model'.

**This is a Formative task:** In this task I am not asking the students to form a hypothesis or decide on data to collect - only to collect/process & graph the data.

**Question:** Is there a relationship between height and shoe size?

**To do:** Gather and process data to reach a conclusion.

**The aims were: (see this resource also) (and this resource)**

to improve students data collection process & skills and conclusions

**data choosing skills**

- what is the main element here (X)? - in this case X = humans
- what are the variables present?
- building an ENV model for X
- which variables /values will I focus on?

**data collection skills**

- how will I collect the data? research/survey/measurment/from a bank?
- recording all data in notebook (even apparently anomolous data - should be disgarded later with explanation)
- collecting accurate data (e.g. height in cm & mm not just cm) - how?
- deciding on/selecting units (e.g. shoe size eurpoean/american/british?)

**data processing skills**

- selecting relevant data to process for hypothesis or investigation question (height, shoe size, m/f etc. - not names)
- deciding on sufficient data for this hypothesis (not the usual - too little)
- tabulating data (not so strightforward)
- drawing the box using a ruler
- column headings & units
- recording/transcribing from notebook accurately
- doing calculations on the data (e.g. if using time are you using dates the information was collected or the age of the person?)

**graphing skills **

- choosing axes (what goes on x/y)
- choosing ranges for axes
- choosing & drawing scales
- labelling axes and units
- plotting points accurately
- deciding on a line of best fit
- drawing the line of best fit with a ruler
- calculating the gradient

**conclusion skills**

- comparing gradients (if there are multiple gradients)
- interpreting the gradient in terms of the investigation
- interpreting the correlation strong/weak (how spread out is the data from the best fit line?)
- linking the results to the initial question!
- explaining your conclusion scientifically
- discussing how reliable the data or method/process is
- discussing future improvements (gathering different/more/better data (variables or values))
- what's next - future investigation??? leads to activity on how to construct a hypotheses!

**technology skills **

**using Excel**to do the task above

**Thinking aims: (see this resource also) (and this resource)**

**ENV:**a better understanding of ENV as a tool for analysis (in the context of the above task there are many elements (E) variable/parameter names (N) and values of parameters (V))- a better understanding of the building ENV models for various elements
- reflect & improve on their scientific inquiry algorithm from last year
- reflect on & compare their 2 algorithms to evaluate their own "progress" or evolution
- reflect on how defining & using a thinking model helps them
- Begin construction on "Human ENV"
- Begin construction on "Graph ENV"
**MULTISCREEN:**in this task there is also the opportunity to introduce some concepts/vocabulary from the multiscreen model (systems, subsystems and functions) e.g. the dataas a subsystem of*table*and defining it's fuction as "changing data collected from disorganised to organised"*results*

**Potential uses for a human ENV: **

**a)** you are starting your own business (clothing and shoe shop) and need to select not only the styles but the sizes for your stockroom.

b)