Transcript Drawing Conclusions

Drawing Conclusions
Asking questions (for
science) and defining
problems (for
engineering)
Using mathematics and
computational thinking
Engaging in argument
from evidence
Planning and carrying
out investigations
Constructing
explanations (for
science) and designing
solutions (for
engineering)
Developing and using
models
Obtaining, evaluating,
and communicating
information
Analyzing and
interpreting data
Drawing Conclusions
1. Examine the question, data, and conclusion provided
2. Determine if the data presented supports the
conclusions being made. If not, identify the problem(s).
3. Identify what conclusions could/should be made from
this data to answer the question and/or what additional
data we would need to draw this conclusion.
4. Brainstorm how can you support your students in
coming to these conclusions and/or avoid making similar
mistakes
5. Share your case study & findings with a partner
Case Studies -Drawing Conclusions
1. Does the data presented support the conclusions being made? If not, what problem(s)
exist?
2. What conclusions could/should be made from this data to answer the question and/or
what additional data would you need to draw this conclusion?
3. How can you support your students in coming to these conclusions and/or avoid making
similar mistakes?
Question: Are the Adelie penguin populations decreasing due to sea ice melting?
Data:
Conclusion: The melting of sea ice is causing a decrease in Adelie penguin numbers. We
know this because the air temperature is increasing and the number of breeding pairs is
decreasing.
A
Question: What effect does pollution have on plant growth?
Data:
Conclusion: The Boston Fern grew less when watered with polluted water. Therefore,
pollution will decrease the amount of plant life on Earth.
B
Question: What effect does pollution have on plant growth?
Data:
Conclusion: When watered with polluted water, both fern species grew less. This shows
that pollution has an impact on the growth of ferns.
C
Question: What impact does weight have on maximum oxygen consumption during exercise?
Maximum oxygen consumption
Data:
Weight (lbs)
Conclusion: A person’s weight, which is related to the amount that a person exercises,
does not impact maximum oxygen consumption. Therefore, exercising does not influence
a person’s maximum oxygen consumption.
D
Question: How does adding a bacterial starter culture impact the yogurt making process?
E
Data:
Table A – Observations for 230 minutes of whole milk
+ killed bacteria (starter culture)
Table B – Observations for 230 minutes of whole milk
+ live bacteria (starter culture)
Conclusion: During the process of making yogurt we used a lot of good bacteria such as
Lactobacillus. When heating the yogurt up we were allowing the heat to kill the live
bacteria in the yogurt to make it healthier for us humans. For example, it is similar to a
frozen hot pocket being heated in an oven. It is important to cook food all of the way or
you could get sick from bacteria like Salmonella.
Question: What was the impact of Superstorm Sandy on large versus small trees in the
Rutgers EcoPreserve?
Data:
Tree
Diameter
At Base
(inches)
Number of
Fallen Trees
Within This
Diameter Range
4.2
0
4.3 – 15.0
3
15.1 –
20.0
10
20.1 –
27.0
13
Map of survey area and
location on fallen trees. Each
student group is represented
by a different color. The lines
are the path they took and
the circles are the location of
the fallen trees with
information on their
diameter.
27.1 –
5
37.2
Conclusion: During Superstorm Sandy, many of the tree that fell were large. This is
because they were older (probably at or around 100-150+ years old). Their roots are
weak so they were easily pushed over versus smaller, younger trees with stronger roots.
F
Question: Which sensor (the seabird, cast away, glider, or PASCO) is the most accurate for
measuring the temperature and conductivity in the ocean?
Average Temperature (C)
Data:
Conductivity (s/m)
Conclusion: Conductivity and temperature are related, as one goes up, the other goes
down. Therefore, all four sensors are accurate and can be used.
G
Question: Has the climate changed over time in New Brunswick, NJ?
Data:
Conclusion: Climate change is impacting NJ. While the temperature goes up and down
between the years, overall it has gone up from the late 1890s to today. This indicates that
NJ is becoming warmer over time. The warming began around the time of the industrial
revolution (about 1880 – 1890) when more carbon was being pumped into the air. Before
that, the temperature was below 9.5C.
H
Question: What controls where sharks go?
Temperature (°C)
Data:
Day
Conclusion: Sharks swim in waters that are at different temperatures. However, they
spend most days in water temperatures that are above 10°C so they like warmer
temperatures. This proves that temperature controls where sharks go.
I
Question: How will increased carbon dioxide concentrations and temperature changes
impact the growth of the saltwater clam (Mercenaria mercenaria)?
Data:
Pre-Industrial
Revolution
Conditions:
73°F
250 ppm CO2
Current Conditions:
74°F
390 ppm CO2
Estimated 2100
Conditions:
79°F
750 ppm CO2
Extreme Future
Conditions:
85°F
1500 ppm CO2
Conclusion: Changing temperature and increased carbon dioxide will impact the growth
of calcifiers, like saltwater clams. When we increased the carbon dioxide concentrations
and temperatures, we found the the size of the shell decreased. This proves that climate
change will impact organisms that make shells.
J
Question: How can we manage fisheries to make sure that there is enough fish for the
future?
Data:
Black Sea Bass Landing Data
Commercial landing
Recreational landing
Total landing
Conclusion: Most of the fish were caught by recreational fisherman so we should restrict
how much fish they can catch compared to commercial fisherman. Also, most of the fish
caught were from 1981 to 1987. We should not let people fish at those levels. This will
help to make sure that there are enough fish for everyone.
K
L
Question: How does temperature impact growth rates of cacti?
Data:
Growth of the cactus in centimeters
Day 1
Day 3
Day 5
Day 7
Day 9
Cactus grown in refrigerator at
4°C
1.0
0.1
0
0.2
0.1
Cactus grown at room
temperature (22°C) next to
window
1.5
2
2.4
3.1
3.5
Conclusion: The cactus at room temperature grew much more than the one stored in the
refrigerator. Therefore, cacti do not grow well at cold temperatures and cannot be grown
in cold climates.
Student pitfalls
Ways to help?
Common Mistakes
• Incorrect assumptions and/or exaggerated
inferences
• Data and/or conclusion does not match the
question being investigated
• Missing data to support the conclusion
• Misinterpretation of the results due to
incorrect data visualization
Helping Students Draw Conclusions
From Their Investigation
• What can be learned from looking at the data?
• Did what you change (independent variable)
cause changes in the results (dependent
variable)?
• How does the data relate to your original
hypothesis?
• What changes in the experimental procedure (or
design) would you make?
• What are the possibilities for further study?