Lesson Summary

Pre-Lesson Preparation: Students need to have already chosen a topic and had it approved by the instructor. Students can use the following sources to help choose a data set:

http://www.data.gov/ , http://data.princeton.edu/wws509/datasets , http://www.statsci.org/datasets.html

Summary:  

This lesson is the summative assessment for Unit 4 on Data Analysis.    Students will select a data set and write a small Python program to analyze the data.  Students will then write a summary of their findings to demonstrate understanding of the data analysis process.  

Outcomes:

  • This unit assessment is designed to provide more practice in project based-work to prepare students for the final performance project at the end of this class.

Overview:

  1. Getting Started (5 min) - Overview of task for the day.
  2. Independent Activity (40 min) - Individually or in pairs, students collect and analyze data on their topic.
  3. Wrap Up (5 min) - Overview of homework goals and expectations.
  4. Homework: Individual two-page summary about their findings.

Learning Objectives

CSP Objectives

Big Idea - Creativity
  • EU 1.1 - Creative development can be an essential process for creating computational artifacts.
    • LO 1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
      • EK 1.1.1A - A creative process in the development of a computational artifact can include, but is not limited to, employing nontraditional, nonprescribed techniques; the use of novel combinations of artifacts, tools, and techniques; and the exploration of personal curiosities.
      • EK 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
  • EU 1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
    • LO 1.2.2 - Create a computational artifact using computing tools and techniques to solve a problem. [P2]
      • EK 1.2.2A - Computing tools and techniques can enhance the process of finding a solution to a problem.
    • LO 1.2.3 - Create a new computational artifact by combining or modifying existing artifacts. [P2]
      • EK 1.2.3A - Creating computational artifacts can be done by combining and modifying existing artifacts or by creating new artifacts.
Big Idea - Data
  • EU 3.1 - People use computer programs to process information to gain insight and knowledge.
    • LO 3.1.1 - Find patterns and test hypotheses about digitally processed information to gain insight and knowledge. [P4]
    • LO 3.1.2 - Collaborate when processing information to gain insight and knowledge. [P6]
  • EU 3.2 - Computing facilitates exploration and the discovery of connections in information.
    • LO 3.2.2 - . Determine how large data sets impact the use of computational processes to discover information and knowledge. [P3]
Big Idea - Algorithms
  • EU 4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
    • LO 4.1.1 - Develop an algorithm for implementation in a program. [P2]
      • EK 4.1.1A - Sequencing, selection, and iteration are building blocks of algorithms.
      • EK 4.1.1B - Sequencing is the application of each step of an algorithm in the order in which the statements are given.
      • EK 4.1.1C - Selection uses a Boolean condition to determine which of two parts of an algorithm is used.
      • EK 4.1.1D - Iteration is the repetition of part of an algorithm until a condition is met or for a specified number of times.
      • EK 4.1.1G - Knowledge of standard algorithms can help in constructing new algorithms.
      • EK 4.1.1H - Different algorithms can be developed to solve the same problem.
    • LO 4.1.2 - Express an algorithm in a language. [P5]
      • EK 4.1.2A - Languages for algorithms include natural language, pseudocode, and visual and textual programming languages.
      • EK 4.1.2B - Natural language and pseudocode describe algorithms so that humans can understand them.
      • EK 4.1.2C - Algorithms described in programming languages can be executed on a computer.
      • EK 4.1.2G - Every algorithm can be constructed using only sequencing, selection, and iteration.
Big Idea - Programming
  • EU 5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
    • LO 5.1.1 - Develop a program for creative expression, to satisfy personal curiosity, or to create new knowledge. [P2]
      • EK 5.1.1A - Programs are developed and used in a variety of ways by a wide range of people depending on the goals of the programmer.
      • EK 5.1.1B - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may have visual, audible, or tactile inputs and outputs.
      • EK 5.1.1C - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may be developed with different standards or methods than programs developed for widespread distribution.
      • EK 5.1.1D - Additional desired outcomes may be realized independently of the original purpose of the program.
      • EK 5.1.1E - A computer program or the results of running a program may be rapidly shared with a large number of users and can have widespread impact on individuals, organizations, and society.
    • LO 5.1.2 - Develop a correct program to solve problems. [P2]
      • EK 5.1.2A - An iterative process of program development helps in developing a correct program to solve problems.
      • EK 5.1.2B - Developing correct program components and then combining them helps in creating correct programs.
      • EK 5.1.2C - Incrementally adding tested program segments to correct working programs helps create large correct programs.
      • EK 5.1.2D - Program documentation helps programmers develop and maintain correct programs to efficiently solve problems.
      • EK 5.1.2E - Documentation about program components, such as code segments and procedures, helps in developing and maintaining programs.
      • EK 5.1.2G - Program development includes identifying programmer and user concerns that affect the solution to problems.
      • EK 5.1.2I - A programmer's knowledge and skill affects how a program is developed and how it is used to solve a problem.
      • EK 5.1.2J - A programmer designs, implements, tests, debugs, and maintains programs when solving problems.
  • EU 5.2 - People write programs to execute algorithms.
    • LO 5.2.1 - Explain how programs implement algorithms. [P3]
      • EK 5.2.1A - Algorithms are implemented using program instructions that are processed during program execution.
      • EK 5.2.1B - Program instructions are executed sequentially.
      • EK 5.2.1C - Program instructions may involve variables that are initialized and updated, read, and written.
      • EK 5.2.1D - An understanding of instruction processing and program execution is useful for programming.
      • EK 5.2.1G - A process may execute by itself or with other processes.
      • EK 5.2.1I - Executable programs increase the scale of problems that can be addressed.
      • EK 5.2.1J - Simple algorithms can solve a large set of problems when automated.
  • EU 5.5 - Programming uses mathematical and logical concepts.
    • LO 5.5.1 - Employ appropriate mathematical and logical concepts in programming. [P1]
      • EK 5.5.1A - Numbers and numerical concepts are fundamental to programming.
      • EK 5.5.1B - Integers may be constrained in the maximum and minimum values that can be represented in a program because of storage limitations.
      • EK 5.5.1D - Mathematical expressions using arithmetic operators are part of most programming languages.
      • EK 5.5.1E - Logical concepts and Boolean algebra are fundamental to programming.
      • EK 5.5.1F - Compound expressions using and, or, and not are part of most programming languages.
      • EK 5.5.1J - Basic operations on collections include adding elements, removing elements, iterating over all elements, and determining whether an element is in a collection.

Math Common Core Practice:

  • MP1: Make sense of problems and persevere in solving them.
  • MP2: Reason abstractly and quantitatively.
  • MP3: Construct viable arguments and critique the reasoning of others.
  • MP4: Model with mathematics.
  • MP5: Use appropriate tools strategically.
  • MP6: Attend to precision.
  • MP7: Look for and make use of structure.

Common Core Math:

  • S-ID.1-4: Summarize, represent, and interpret data on a single count or measurement variable
  • S-ID.5-6: Summarize, represent, and interpret data on two categorical and quantitative variables
  • S-ID.7-9: Interpret linear models
  • S-IC.3-6: Make inferences and justify conclusions from sample surveys, experiments and observational studies

Common Core ELA:

  • RST 12.3 - Precisely follow a complex multistep procedure
  • WHST 12.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting
  • WHST 12.6 - Use technology, including the Internet, to produce, publish, and update writing products
  • WHST 12.7 - Conduct short as well as more sustained research projects to answer a question

NGSS Practices:

  • 1. Asking questions (for science) and defining problems (for engineering)
  • 2. Developing and using models
  • 3. Planning and carrying out investigations
  • 4. Analyzing and interpreting data
  • 5. Using mathematics and computational thinking

Key Concepts

Students will demonstrate their understanding of the process of collecting and evaluating data.


Essential Questions

  • How can computation be employed to help people process data and information to gain insight and knowledge?
  • How can computation be employed to facilitate exploration and discovery when working with data?
  • What opportunities do large data sets provide for solving problems and creating knowledge?
  • How are algorithms implemented and executed on computers and computational devices?
  • How are algorithms evaluated?
  • How are programs developed to help people, organizations or society solve problems?
  • How are programs used for creative expression, to satisfy personal curiosity or to create new knowledge?
  • How do computer programs implement algorithms?
  • How do people develop and test computer programs?
  • Which mathematical and logical concepts are fundamental to computer programming?

Teacher Resources

Student computer usage for this lesson is: required

Rubric provided on Google Drive - Rubric - Unit 4 Summative Assessment.htm in the lesson folder.

Lesson Plan

Getting Started (5 min)

Verify that every student has selected a topic (approved by the instructor in advance) and address what the goal is for today.

Independent Activity (40 min)

Students will either individually or in pairs (instructor's decision) create a small program that reads data from a file, analyzes it, creates a simple simulation and finally writes data to a file.  

 

Wrap Up (5 min)

Presentation about the expectations of the homework assignments.

 

Homework

Each student should create a 2-page typed summary that explains the following areas:

  • The chosen data 
  • Why the data topic was chosen
  • The analysis process
  • The results of the analysis process
  • The coding process used for data analysis

 

 


Options for Differentiated Instruction

Instructor has the option to have students work individually or in pairs for this assessment. 


Evidence of Learning

Formative Assessment

Review Rubric with class and clarify expectations.


Summative Assessment

Students will be assigned a unit project, with a topic of their choice, to demonstrate their understanding and mastery of the concepts of data collection and analysis.