1. Auckland Mathematics Association 2011 Anna Martin Avondale College EXPERIMENTS AT LEVEL 7

2.  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? BASIC OVERVIEW

3.  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 WORKSHOP GOALS

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

5.  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 WHAT DO STUDENTS NEED TO LEARN

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

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

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

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

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

11.  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? SURVEY TIME

12.  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? SURVEY TIME

13.  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? SURVEY TIME

14. CLOSE READING

16. COGNITIVE TASKS

17. ACTIVITIES TO ENCOURAGE EXPERIMENT IDEAS http://www.phy.ntnu.edu.tw/ntnujava/index.php?PHPSESSID=n3u00b69q2eai42 bcanvnk1t74&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.  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? IDENTIFY AND DESCRIBE STEPS IN THE INVESTIGATION

20. USE WORRY QUESTIONS TO EVALUATE AND CRITIQUE  GAL (Adults’ statistical literacy: Meanings, Components, Responsibiliti es – 2002)

21. LINKS TO SCIENCE  http://www.ngfl- cymru.org.uk/vtc/phase4_20030801/Wales/Science/Keyst age2/Lifeprocessesan/Anonlinesoilexp/Introduction/defaul t.htm http://www.ngfl- cymru.org.uk/vtc/phase4_20030801/Wales/Science/Keyst age2/Lifeprocessesan/Anonlinesoilexp/Introduction/defaul t.htm

22. LINKS TO SCIENCE  http://www.practicalbiology.org/areas/intermediate/contro l-and-communication/control-of-heart-rate/observing-the- effects-of-exercise-on-the-human-body,75,EXP.html http://www.practicalbiology.org/areas/intermediate/contro l-and-communication/control-of-heart-rate/observing-the- effects-of-exercise-on-the-human-body,75,EXP.html