Diameter and Height Correlation Teacher’s Guide
Subject: Integrated Science (Physical; Life; Earth-Space)
Topic(s): Longleaf Pine Study/Small scale classroom applications
Summary:
Upon presentation of the problem which is explained in the power point, students will construct a hypothesis and design procedures to answer their researchable questions in physical science (e.g. Does the diameter of the longleaf pine tree trunk correlate with the height of the tree, and does this correlation continue through the life of the tree); life science (does topographical location, proximity to pond, affect tree dimensions); and earth science (does weathering, runoff and soil, affect tree dimensions). They will do this by making predictions and formulating a hypothesis on the correlation of diameter vs. height. They will conduct a mock study in the classroom, measuring diameter and height of dowels through the use of a caliper as the instrument of measurement.
Objective(s):
After completing the Lab, students will be able to:
1. Formulate a hypothesis
2. Design investigations
3. Measure using a caliper
4. Understand the relationship between diameter and height in reference to the growth of longleaf pine trees, and or trees in general. (Blooms Taxonomy – Knowledge/Comprehension)
5. Find the mean, median, and range of a set of given numbers.
6. Construct a scatter plot. (Blooms Taxonomy – Synthesis/Evaluation)
7. Analyze the data on the scatter plot, compare it to their original hypothesis, and formulate conclusion. (Blooms Taxonomy – Application/Analysis; Synthesis/Evaluation)
Sunshine State Standards:
SC.912.L.17.1: Discuss the characteristics of populations, such as number of individuals, age structure, density, and pattern of distribution.
SC.912.L.17.8: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SC.912.L.17.12: Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13: Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.20: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SC.912.E.6.2: Connect surface features processes that are responsible for their formation.
SC.912.N.1.1: Define a problem based on a specific body of knowledge.
SC.912.N.1.3: Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
SC. 912.N.1.6: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
SC.912.N.1.7: Recognize the role of creativity in constructing scientific questions, methods, and explanations.
MA.912.S.1.1: Formulate an appropriate research question to be answered by collecting data or performing an experiment.
MA.912.S.1.2: Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment.
MA.912.S.2.2: Apply the definition of random sample and basic types of sampling, including representative samples, stratified samples, censuses.
MA.912.S.3.1: Read and interpret data presented in various formats. Determine whether data is presented in appropriate format, and identify possible corrections. Formats to include: bar graphs, line graphs, stem and leaf plots, circle graphs, histograms, box and whiskers plots, scatter plots, or cumulative frequency (ogive) graphs.
MA.912.S.3.2: Collect, organize, and analyze data sets, determine the best format for the data and present visual summaries from the following: bar graphs, line graphs, stem and leaf plots, circle graphs, histograms, box and whiskers plots, scatter plots, or cumulative frequency (ogive) graphs.
MA.912.S.3.3: Calculate and interpret measures of the center of a set of data, including mean, median, and weighted mean, and use these measures to make comparisons among sets of data.
MA.912.S.3.7: Calculate the correlation coefficient of a set of paired data, and interpret the coefficient as a measure of the strength and direction of the relationship between the variables.
Equipment:
Power Point Presentation on the study of Longleaf Pines
Lab worksheets (mean, median, and range worksheet & data sheet)
Calipers (1 per 2 students)
Dowels (progressively varying diameters and heights)
Calculators for all students
Background/Prior Knowledge Check:
Mean, median, and range
Metric measurement to the thousandths place
Scatter plots and trend lines
Equipment training (Caliper)
Procedure (Engage; Explore; Explain)
1. Engage the students by showing them the beginning of the longleaf pine power point presentation (minus the data and any results) realia (ESOL Strategy)
2. Group students by using pairs and threes (ESOL Strategy)
3. Ask one student from each group to procure the “Diameter and Height Correlation Lab”, caliper, and dowels.
4. Ask students to form a hypothesis. They may converse within their group, but each worksheet must be completed individually.
5. Begin measuring and recording on data sheet. Explore
6. After data is recorded, one student will find the mean, median, and range of the diameter and the other student will calculate the same for the height. If there is a third student he/she can check the calculations for accuracy.
7. Enter their calculations on the worksheet and collect the labs.
Procedure Day 2
1. Engage students by asking them if they think their calculations so far, support their original hypothesis?
2. Pass out lab worksheets for Diameter and Height Correlation.
3. Instruct students to create their graphs and plot there points. (Give an example on the board if necessary)
4. Remind students to find the trend line when they are finished plotting.
Conclusions:
Was their hypothesis supported by the data they collected? Explain
Show the entire power point presentation.
Assessment:
Lab Worksheets
Extensions:
State questions for future research.