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Experiments at Level 7

Experiments at Level 7. Auckland Mathematics Association 2011 Anna Martin Avondale College. Basic overview. Pose a problem that will require an experiment to investigate Write a plan for the experiment Carry out the experiment and record data Analyse the data

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Experiments at Level 7

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  1. Experiments at Level 7 Auckland Mathematics Association 2011 Anna Martin Avondale College

  2. Basic overview • Pose a problem that will require an experiment to investigate • Write a plan for the experiment • Carry out the experiment and record data • Analyse the data • Answer the investigative problem • What could possibly go wrong?

  3. WORKSHOP GOALS • Outline process for increasing understanding of new curriculum and associated assessment standards • Share planning for experiments at level 7 • Increase understanding of different types of investigations involving experimental situations

  4. SYNTHESISING AVAILABLE INFORMATION • NZC • Teaching and learning guides • Draft standard • Exemplar tasks (and annotated student exemplars) • Matrix • Workshops 

  5. What do students need to Learn • Different types of experiments • How to pose a question for an investigation that needs an experiment • How to plan an experiment • How to explore data from an experiment • How to consider and use variability • How to write a report

  6. EXPERIMENT? • Identify which of the following are experiments, and if so, what kind of experiment. • Describe what should you be looking for in the data.

  7. EXPERIMENT? • What is the relationship between people’s “before exercise” pulse rates and their “after exercise” pulse rates?

  8. EXPERIMENT? • What is the relationship between the height balls are dropped from and the height of the first bounce?

  9. EXPERIMENT? • What is the relationship between the length and maximum circumference of carrots (or other fruit or vegetable?)

  10. EXPERIMENT? • What is the relationship between people’s cubit lengths and their heights? (Cubit length is from elbow to tip of middle finger.)

  11. SURVEY TIME • Is the number of assessment standards (for all qualifications not just NCEA) offered by NZQA greater or less than 5 000? • How many assessment standards do you think are offered by NZQA?

  12. SURVEY TIME • Is the number of assessment standards (for all qualifications not just NCEA) offered by NZQA greater or less than 15 000? • How many assessment standards do you think are offered by NZQA?

  13. SURVEY TIME • Is the number of assessment standards (for all qualifications not just NCEA) offered by NZQA greater or less than 15 000? • How many assessment standards do you think are offered by NZQA?

  14. CLOSE READING

  15. CLOSE READING

  16. COGNITIVE TASKS

  17. ACTIVITIES TO ENCOURAGE EXPERIMENT IDEAS http://www.phy.ntnu.edu.tw/ntnujava/index.php?PHPSESSID=n3u00b69q2eai42bcanvnk1t74&topic=387.0

  18. TESTING PROCESSES • Myth busters episode on whether it is possible to shoot a ball out of the back of a car at the same speed the car is moving forward so that relative motion is zero.

  19. IDENTIFY and DESCRIBE STEPS IN THE INVESTIGATION • What was the investigative question? • What type of experiment was used? • How many trials were competed OR how many experimental units? • How was the data collected? What measurement tools were used? • What analysis was completed? • What conclusions were made?

  20. USE WORRY QUESTIONS to EVALUATE AND CRITIQUE • GAL (Adults’ statistical literacy: Meanings, Components, Responsibilities – 2002)

  21. Links to science • http://www.ngfl-cymru.org.uk/vtc/phase4_20030801/Wales/Science/Keystage2/Lifeprocessesan/Anonlinesoilexp/Introduction/default.htm

  22. Links to science • http://www.practicalbiology.org/areas/intermediate/control-and-communication/control-of-heart-rate/observing-the-effects-of-exercise-on-the-human-body,75,EXP.html

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