![]() ![]() Produced by the Learning and Skills Improvement Service (LSIS. Quality Assured Category: Mathematics Publisher: Learning and Skills Improvement Service (LSIS) UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/> UnhideWhenUsed="true" Name="Bibliography"/> UnhideWhenUsed="true" Name="Default Paragraph Font"/> UnhideWhenUsed="true" QFormat="true" Name="caption"/> UnhideWhenUsed="true" QFormat="true" Name="heading 9"/> UnhideWhenUsed="true" QFormat="true" Name="heading 8"/> UnhideWhenUsed="true" QFormat="true" Name="heading 7"/> UnhideWhenUsed="true" QFormat="true" Name="heading 6"/> UnhideWhenUsed="true" QFormat="true" Name="heading 5"/> UnhideWhenUsed="true" QFormat="true" Name="heading 4"/> UnhideWhenUsed="true" QFormat="true" Name="heading 3"/> UnhideWhenUsed="true" QFormat="true" Name="heading 2"/> This is a peculiarly complex example of a scatter diagram which could be used to discuss why correlation and cause and effect is rarely straight forward in real life.ĭefSemiHidden="false" DefQFormat="false" DefPriority="99" The interactive visualisation present unusual examples of scatter diagrams. It is a rich source of large complex data sets. The Gapminder website was referred to in the list on sampling. The example using Olympic Triathlon activity below, whilst perhaps not exactly matched to the course, provides a nice example of the kind of data/examples that may appear. In Science courses, the most likely place where scatter graphs will be used to explore the (possible) correlation between two variables in the Health, disease and the development of medicine topic of the Biology course. Cut these up and students have to work in teams to place them on the correct place on the graph. ![]() Have cards that describe key points on the chart or graph. Print a large copy of a scatter diagram representing scientific data. Help them to tell the story of the graph by using living graph activities. Some pupils may not see a trend because they are looking at the detail instead of the bigger picture. Some students may think that a line of best fit always has to pass through the origin Remind them that the line of best fit is used to summarise the data and also to make predictions. For example life expectancy and number of TV sets. Show examples of scatter diagrams that imply causality but where this is due to a third factor. Science lessons are an ideal opportunity to do this. Students need to be confident about why correlation does not necessarily imply causality in real life situations. Some students may think that correlation implies causation. Encourage students to continually revisit the question they are trying to answer and reflect on whether what they are doing will inform this question. Provide exemplars where the data is biased or does not answer the question posed and ask students to critique them. Use a range of subject specific contexts for these discussions. ![]() Encourage students to discuss the benefits and disadvantages of different techniques. Students need to make data handling decisions that are informed by the context they are working with and Science is an ideal opportunity to do this. ![]()
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