| Introduction
to Tinkerplots |
| Task |
|
Students use Tinkerplots to display
the data
collected
during
the first
round
of measurement
or to
use the
data
that
accompanies
this
lesson
(Paceht.tp).
|
| |
| Purpose |
| |
The aim
of this
lesson
is to
familiarize
students
with
the basic
capacities
of Tinkerplots.
Students
should
be able
to use
the cards
or table
feature
of TP
to enter
data.
They
should
be able
to plot
the data
for the
attribute
of the
measurements
of height.
The plot
should
begin
with
a random
sort
of the
data,
followed
by systematic
exploration
of the
structuring
tools
of TP
- stacking,
ordering,
and separating.
Students
should
be encouraged
to explore
the use
of these
structuring
tools,
including
the use
of TP
to create
bins
of different
sizes.
Students
should
learn
how to
exclude
cases
and to
explore
the consequences
of such
exclusions.
For example,
it might
be helpful
to ask
students
to enter
a "fake
measurement" of
some
value
well
outside
the range
of values
and to
see what
happens
to various
displays.
|
|
| Whole
Group Conversation |
| |
Selected
students present
displays of
the data that
they found interesting
or that revealed
new features
of the data
not evident
in the paper
and pencil displays.
|
|
| Formative
Assessment |
| |
Students
are given
a set
of data
(backpacks)
and are
asked
to use
TP structuring
tools
to determine
whether
or not
students
in higher
grades
carry
heavier
packs.
Give
them
about
20 minutes
or so.
|
|
| Students'
Ways of Thinking |
| |
Students
typically invent
many displays,
but they often
have difficulty
discerning how
to create bins
of different
sizes. They often
need explicit
guidance about
this because some
wish to duplicate
this feature
of some of the
paper-and-pencil
displays. The
first time students
use TP, there
may be more emphasis
on displays for
the sake of novelty
rather than to
answer any particular
question-a
kind of impress
my neighbor mentality.
But this kind
of exploration
usually subsides
and even occasionally
leads to novel
insights. Do not
be too directive!
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|
