The student will take a statistical survey. Through the analysis of that data, the student will learn the concept of 'empirical evidence'. Additionally, the student will gain a knowledge of 'anecdotal evidence'.
What does the term ANECDOTAL mean?
"How can correct data lead us to incorrect conclusions?"
THIS IS THE MOST IMPORTANT PART OF THE ENTIRE EXPERIMENT.
Please write a two page essay on this topic. Include an example of an 'improper use of data', other than the 'Height Experiment' you have just finished.
The student should demonstrate how statistics can be correctly and incorrectly used.
The student should begin to utilize the critical approach to any statistical data.
GPS Unit
One unit per teacher is sufficient.
Tape Measure
One six-foot tape measure per team.
Calculator
Any calculator will do. Only the basic functions needed are: addition--subtraction--multiplication--division.
The cheaper... the better.
Critical Thinking Checklist/Rubric
This rubric may be used as a student checklist or as a teacher assessment tool.
Digital Camera
Each student [or team of students] will be assigned one classroom in their school from which to gather data.
Obtain a GPS reading for the classroom you are gathering data from. Then record that reading to the top of your Field Data Sheet Grid. Additionally, record on your Field Data Sheet Grid where the room is located in your school. Your only choices for location are NORTH, SOUTH, EAST, and WEST.
Arrange to meet each person on the roll sheet your teacher has given you.
Meet with each student on your list. Take their height and record it on your Data Sheet.
Meeting with each team, record the heights of every student in the survey.
Total all heights of Northern Classrooms. Then average the Northern students heights. Record this data in the 'Data Forms'.
Total all heights of Southern Classrooms. Then average the Southern students heights. Record this data in the 'Data Forms'.
Total all heights of Eastern Classrooms. Then average all the Eastern students heights. Record this data in the 'Data Forms.
Total all heights of Western Classrooms. Then average the Western students heights. Record this data into the 'Data Forms'.
Write an analysis of your work by answering this question: 'HOW DOES STUDENT HEIGHT VARY WITH COMPASS-DIRECTION IN YOUR SCHOOL?'
For example, which students are the tallest: north, south, east, or west? Also address the question, 'why?'.
During the initial orientation of the students, instruct them on the definition of 'empirical evidence'.{Evidence based on experiment and observation.} However, DO NOT hint to them that the 'directed conclusion' has a inborn flaw. The goal of the procedure is FOR THEM TO DISCOVER that error.
As a means to speed up the taking of data, obtain copies of the roll sheets from each teacher for each room in your school. This way you can 'assign' your students to measure the height of 'specific individuals'. This will give them a 'check list'.
Cajole the cooperating teachers to announce to their students the guidelines of this experiment. That way, data gathering can be accomplished before school, after school, or during lunch. Thus these teachers will not have their classes interrupted by your students wanting to get data.
Too often today we see useless, or misinterpreted, data being quoted by company spokesmen, which want us to buy their product. We must show our students how to develop a critical eye.
By setting survey guidelines, which will promote an ERRONEOUS conclusion by the participants, the student will realize how data can be inappropriately analyzed.
Upon conclusion the student will be directed by the teacher to find the INNATE FALACY of the report. The student should be instructed, 'That while the data may be accurate, it can be misinterpreted'. As such, the student will be introduced to a cornerstone of critical thinking.
After the students have realized the innate flaw, bring up the concept of 'anecdotal evidence'.
Anecdotal=>>descriptions from individuals which is based on NON CONTROLLED studies. In other words, non-verifiable data.
FINALLY, AND MOST IMPORTANTLY, the instructor will guide to student in the correction of their conclusion.
See if you can use the term EMPIRICAL EVIDENCE in your lab report.
Within your conclusion you might want to utilize the term anecdotal evidence. In fact an example would certainly polish up your report.
As this lab is designed to lead the student to make an incorrect conclusion, please allow them to discover ON THEIR OWN the inherit fallacy.
Too often today we see useless, or misinterpreted, data being quoted by company spokesmen, who want us to buy their products.
Talk with your child on how to develop a 'critical eye'.
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