(292,356,4,'Classroom Activities- Data Warm-ups','<h2>\r\n	<a name=\"TOC-Warm-up-1:-Heads-or-tails-\"></a>Warm-up 1: Heads or tails?</h2>\r\n<p>\r\n	The goal of this activity is to demonstrate that there is natural variability when we make measurements and observations.</p>\r\n<p>\r\n	<u>The research question for this activity is: </u><br />\r\n	<i>Is there a difference between Canadian and American coins in a coin toss? </i></p>\r\n<h4>\r\n	<a name=\"TOC-Materials\"></a>Materials</h4>\r\n<p>\r\n	For each group or student, you will need:</p>\r\n<ul>\r\n	<li>\r\n		1 Canadian and 1 US coin (nickels work great).</li>\r\n	<li>\r\n		Paper and pencils or overhead transparencies and markers</li>\r\n</ul>\r\n<h4>\r\n	<a name=\"TOC-Doing-the-Activity\"></a>Doing the Activity</h4>\r\n<div>\r\n	<p>\r\n		Have each group flip the Canadian coin 10 times, then the US coin 10 times. Record the number of heads resulting from the tosses.</p>\r\n	<p>\r\n		The teacher compiles the data on an overhead or white board. Go around the room asking each group how many &ldquo;heads&rdquo; where thrown for each type of coin. Calculate the mean for each coin type. An example of the data compilation follows:</p>\r\n	<table border=\"1\" bordercolor=\"#888888\" cellspacing=\"0\" style=\"border-collapse: collapse; border-color: rgb(136, 136, 136); border-width: 1px;\">\r\n		<tbody>\r\n			<tr>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;Group</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;Canadian heads</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;US heads</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;A</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;6</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;5</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;B</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;4</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;6</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;C</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;5</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;5</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;D</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;7</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;8</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;E</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;3</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;4</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;Mean:</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;5.0</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;5.6</td>\r\n			</tr>\r\n		</tbody>\r\n	</table>\r\n	<p>\r\n		Pose the question: is 5.6 enough of a difference from 5.0 that we would think it&rsquo;s a meaningful difference (due, for example, to differences in how the coins are made) or just from random variability (or chance)?</p>\r\n	<p>\r\n		To delve into the question, repeat the coin toss a second time. Record the results and calculate the means. Are they the same or different? If you tossed coins again, would you get the same or different values? Why?</p>\r\n	<p>\r\n		The differences between the two types of coins and among the different trials are most likely due to chance. There are just natural differences in coin tosses that make the tosses different each time. Discuss some sources of variability with your students (tossing style, if a coin is worn, dirt on one side, etc.)</p>\r\n	<p>\r\n		To look at the variability more closely, plot the data on the board or overhead. There are two types of plots we&rsquo;ll use to look at variability among groups of things: a dot-density plot (a type of histogram) and a box and whisker plot.</p>\r\n	<p>\r\n		Dot density: this type of graph shows how many times a certain value appears in your data set. Use different symbols or colors to denote the US versus Canadian toss results.</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<img border=\"0\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290026361253/watershed-experiences/unit-5/a-warm-ups/dots.jpg\" style=\"display: inline; margin: 5px 10px; float: right;\" /></div>\r\n	<p>\r\n		For the example coin toss data above, it would look like this, where open circles represent Canadian coin tosses and filled circles are US coin tosses:</p>\r\n	<p>\r\n		This graph is like a histogram &ndash; it&rsquo;s counting how many times you got each value. So, for this data set, 3 heads came up once, 4 heads came up twice, etc. You can also do this more kinetically, drawing the number line scale on the board and giving students post-its (again, colored by coin type) so they can stick their values on the board and make a stack above each number (imagine that each dot above is a post-it).</p>\r\n	<p>\r\n		Use this type of graph to begin seeing the mean, or &lsquo;balance point&rsquo;. Where are most of the points? Is there a big bump near a certain value? In the dot density plot above, most of the data are centered between 4 and 6, with the greatest number of points at 5. The 3 and the 8 are less common values. If you calculate the mean (see above), it&rsquo;s near 5, which makes sense when you see where the data mostly lie.</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<img border=\"0\" height=\"320\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290026645023/watershed-experiences/unit-5/a-warm-ups/box%20whisker%20plot.jpg?height=320&amp;width=308\" style=\"display: inline; float: right; margin: 5px 10px;\" width=\"308\" /></div>\r\n	<p>\r\n		Talk about variability. Do the two sets of measurements (Canadian and US) overlap a little or a lot? If you were to do another trial, what would you predict?</p>\r\n	<p>\r\n		<img src=\"javascript:void(0);\" />A second, useful type of graph is a box and whisker plot (at right, sometimes just called a boxplot). The boxplot groups the Canadian and US coins on the X (horizontal) axis, and the height of the various parts of the box represent the Y values (number of times heads came up).</p>\r\n	<p>\r\n		More specifically, the line across the middle of each box here represents the median, or middle value. No calculator needed &ndash; just put the measurements in order and see which one is in the middle. For Canadian coin tosses, you had 3,4,5,6,7 &ndash; so 5 is in the middle.</p>\r\n	<p>\r\n		Then, you want to plot the middle 50% of the data (called the interquartile range &ndash; between the two middle quarters). If the middle (median) is 5, then 25% of the values are from 4-5 and 25% are from 5-6. The &ldquo;whiskers&rdquo; represent the outer quarters of data (technically, most statistics folks will tell you it&rsquo;s the 95th and 5th percentiles). So in our Canadian toss example, the whiskers go to 7 and 3. In the case of the US coins plotted above, the median and the lower interquartile range happen to be the same because 5 appears twice. So, you just can&rsquo;t see the line across the middle of the box &ndash; because it&rsquo;s the same as the line at the bottom of the box.</p>\r\n	<p>\r\n		We use a boxplot because we can compare the data overlap again, in order to talk about variability and whether the two groups have meaningfully different data. If half of the Canadian data (the interquartile range) are shifted and don&rsquo;t overlap much at all with the interquartile range of the US data, then we&rsquo;d think we might have a meaningful difference. If, as in this case, the boxes mostly overlap, then we may not have a difference that means much.</p>\r\n	<h2>\r\n		<a name=\"TOC-1\"></a></h2>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<h2>\r\n			<img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290027929624/watershed-experiences/unit-5/a-warm-ups/thumbtack.jpg?height=200&amp;width=200\" style=\"display: inline; margin: 5px 10px 0pt 0pt; float: left;\" width=\"200\" /></h2>\r\n	</div>\r\n	<h2>\r\n		<a name=\"TOC-Warm-up-2:-Point-up-or-point-down-\"></a>Warm-up 2: Point up or point down?</h2>\r\n	<p>\r\n		The goal of this activity is to build on Warm-up 1, with a more data-rich experiment.</p>\r\n	<h4>\r\n		<a name=\"TOC-Materials1\"></a>Materials</h4>\r\n	<p>\r\n		For each group or student, you will need:</p>\r\n	<ul>\r\n		<li>\r\n			20 thumbtacks (not pushpins, but flat-head thumbtacks)</li>\r\n		<li>\r\n			20 upholstery tacks (get them at the hardware store)</li>\r\n		<li>\r\n			2 paper cups</li>\r\n		<li>\r\n			Paper and pencils or overhead transparencies and markers</li>\r\n	</ul>\r\n	<h4>\r\n		<a name=\"TOC-Doing-the-Activity1\"></a>Doing the Activity</h4>\r\n	<p>\r\n		First, have teams inspect the tacks and make observations. What&rsquo;s the same about them? What&rsquo;s different?</p>\r\n	<p>\r\n		Then, ask them &ndash; when tossed (like dice), which ones do you think are more likely to land with the point facing up? Have them tie their hypotheses to an observation (e.g., &ldquo;We think the upholstery tacks will land point-up more often because they have a heavier head&rdquo;).</p>\r\n	<p>\r\n		Each group then throws a cupful of tacks (they can decide on the method &ndash; whether each type should be thrown separately or not) and counts the number of points facing upward. Repeat 10 times for each type of tack. Each group should record the number of each point-up tacks for each throw and each tack type.</p>\r\n	<p>\r\n		Have each group plot their data as a box plot. Ask: was there a difference between upholstery tacks and thumbtacks? Compile all the data into one graph for the class. Were the results the same for all the groups? What does the variability look like? Is the difference meaningful (look at the interquartile range and the overlap compared between the two types of tacks).</p>\r\n	<h2>\r\n		<a name=\"TOC-Warm-up-3:-It-s-a-stretch\"></a></h2>\r\n	<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n		<h2>\r\n			<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/a-warm-ups/rubber_band.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290113423196/watershed-experiences/unit-5/a-warm-ups/rubber_band.jpg?height=200&amp;width=200\" width=\"200\" /></a></h2>\r\n	</div>\r\n	Warm-up 3: It&rsquo;s a stretch\r\n	<p>\r\n		The goal of this activity is to become familiar with scatterplots, the graph type used when looking at correlation (are two things related?).</p>\r\n	<h4>\r\n		<a name=\"TOC-Materials2\"></a>Materials</h4>\r\n	<p>\r\n		For each group or student, you will need:</p>\r\n	<ul>\r\n		<li>\r\n			A stick (1x1 lumber, about 3&rsquo; long) with two cut, tied together rubber bands attached to one end (like a fishing pole) and a binder clip attached to the loose end of the rubber band</li>\r\n		<li>\r\n			A ruler</li>\r\n		<li>\r\n			8 washers of different sizes and weights, about 30-60 grams each; it&rsquo;s helpful to paint washers a few different colors (reds, greens, blues) and number them 1-8</li>\r\n		<li>\r\n			A balance or other way to weigh the washers</li>\r\n		<li>\r\n			Paper and pencils or overhead transparencies and markers</li>\r\n	</ul>\r\n	<h4>\r\n		<a name=\"TOC-Doing-the-Activity2\"></a>Doing the Activity</h4>\r\n	<p>\r\n		Have each group create a data table with washer #, color, and a space for washer weight and stretch:</p>\r\n	<table border=\"1\" bordercolor=\"#888888\" cellspacing=\"0\" style=\"border-collapse: collapse; border-color: rgb(136, 136, 136); border-width: 1px;\">\r\n		<tbody>\r\n			<tr>\r\n				<td style=\"width: 68px; height: 29px;\">\r\n					&nbsp;Washer #</td>\r\n				<td style=\"width: 60px; height: 29px;\">\r\n					&nbsp;Color</td>\r\n				<td style=\"width: 98px; height: 29px;\">\r\n					&nbsp;Weight (grams)</td>\r\n				<td style=\"width: 90px; height: 29px;\">\r\n					&nbsp;Stretch (cm)</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 68px; height: 16px;\">\r\n					&nbsp;1</td>\r\n				<td style=\"width: 60px; height: 16px;\">\r\n					&nbsp;Green</td>\r\n				<td style=\"width: 98px; height: 16px;\">\r\n					&nbsp;45</td>\r\n				<td style=\"width: 90px; height: 16px;\">\r\n					&nbsp;12</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 68px; height: 16px;\">\r\n					&nbsp;2</td>\r\n				<td style=\"width: 60px; height: 16px;\">\r\n					&nbsp;Blue</td>\r\n				<td style=\"width: 98px; height: 16px;\">\r\n					&nbsp;30</td>\r\n				<td style=\"width: 90px; height: 16px;\">\r\n					&nbsp;8</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 68px; height: 16px;\">\r\n					&nbsp;3</td>\r\n				<td style=\"width: 60px; height: 16px;\">\r\n					&nbsp;Blue</td>\r\n				<td style=\"width: 98px; height: 16px;\">\r\n					&nbsp;55</td>\r\n				<td style=\"width: 90px; height: 16px;\">\r\n					&nbsp;18&hellip;etc.</td>\r\n			</tr>\r\n		</tbody>\r\n	</table>\r\n	<br />\r\n	<p>\r\n		Weigh a washer, then clip it to the rubber band and measure the amount the band stretches. Record the weight and stretch length in the table.</p>\r\n	<p>\r\n		Continue to weigh and measure stretch of all the washers.</p>\r\n	<p>\r\n		Have students make a graph of their data. You can leave this fairly open ended to see if they&rsquo;ll get tripped up by the washer numbers or colors. The goal is to put weight on the X-axis and stretch on the Y-axis to see if weight and stretch are correlated.</p>\r\n	<p>\r\n		Once graphs are made, have each group report out or present to the class. Was washer weight and stretch related? How? Do the points fall on a straight line (linear) or are they curved? (They should be linear). Did the washer color or number matter? (They do not). Point out that it&rsquo;s important to figure out which pieces of data are useful here. When the question is whether or not washer weight and stretch are related, the other data don&rsquo;t matter.</p>\r\n</div>\r\n','<h2>\r\n	<a name=\"TOC-Warm-up-1:-Heads-or-tails-\"></a>Warm-up 1: Heads or tails?</h2>\r\n<p>\r\n	The goal of this activity is to demonstrate that there is natural variability when we make measurements and observations.</p>\r\n<p>\r\n	<u>The research question for this activity is: </u><br />\r\n	<i>Is there a difference between Canadian and American coins in a coin toss? </i></p>\r\n<h4>\r\n	<a name=\"TOC-Materials\"></a>Materials</h4>\r\n<p>\r\n	For each group or student, you will need:</p>','Outline Designer -- nid:<em>292</em> parent nid changed to <em>257</em>',1307022966,2),(293,357,4,'Classroom Activities-Data Organization','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a> OVERVIEW</h2>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	<b>The goal of this activity is to get all of the data together in one spreadsheet or table.</b> In order to make sense of the data and get any meaning from it, it will be necessary (and most efficient) to have it all together and organized. A pile of slips of paper is a difficult starting place for meaningful data analysis so this preparation step is key.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3>\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul>\r\n	<li>\r\n		Print or make available electronically the <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/a-data-organization/DataSpreadsheet.xls?attredirects=0\"><b>Blank Data Spreadsheet</b></a> so students can fill in their own variables and data values either electronically, using the Excel version, or in hard copy.&nbsp;</li>\r\n	<li>\r\n		<u><b>Please note</b></u>, the variables in the table in this spreadsheet should not be deleted or manipulated.&nbsp; Your students may omit to add data to some of the existing variables and they may add additional variables on the right</li>\r\n</ul>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Setup\"></a>Setup</h3>\r\n</div>\r\n<div>\r\n	<ul>\r\n		<li>\r\n			There will usually be data from at least two sources &ndash; observations from the field (such as tree species, air temperature, family identification of the critter, type of habitat where it was found, etc.) and data from the laboratory. Getting the data organized into a spreadsheet or table will help to get everything in one place, and to make it easier to do some calculations. Plus, it will preserve a record of the data in case any individual field sheet or spreadsheet is lost or damaged &ndash; which happens quite often.</li>\r\n		<li>\r\n			Assemble all of the data sheets and spreadsheets so students will have a starting point.</li>\r\n	</ul>\r\n	<h2>\r\n		<a name=\"TOC-DOING-THE-ACTIVITY\"></a>DOING THE ACTIVITY</h2>\r\n	<p>\r\n		As a class, determine which variables you have collected. A <i>variable </i>is just a measurement or observation. Type or write these variable names across the top row of the spreadsheet or hardcopy table.</p>\r\n	<p>\r\n		Next, fill in the data you collected or had analyzed for each sample. If something is missing leave it blank. Make sure each sample ID matches up with the data values all the way across its row.<br />\r\n		When finished be sure to save a copy or make a photocopy and name the file or write on the sheet &ldquo;Master Copy&rdquo; so you always have one clean version of the data set in case something happens during the activities. Put the Master copy in a safe place &ndash; save to another file or CD, or put it in a class folder or bulletin board if it&rsquo;s a hard copy.</p>\r\n	<h2>\r\n		<a name=\"TOC-ENRICHMENT\"></a>ENRICHMENT</h2>\r\n	<p>\r\n		After getting all of the data coordinated, you might follow up with a discussion of the process.</p>\r\n	<table border=\"1\" cellpadding=\"0\" cellspacing=\"0\" style=\"border-collapse: collapse; border: medium none;\">\r\n		<tbody>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border: 1pt solid black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<p>\r\n						Question Set</p>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							What observations, if any, did the students make while entering the data?<span>&nbsp; </span>Were there any trends or patterns?</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							Specifically, while entering the data, did students find that they thought of new variables they wish they&rsquo;d collected?</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							What do they think the effect of missing data values might be?</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							If data are missing and it&rsquo;s possible to go out to the field site and collect them after the fact, does that make sense? For example, collecting air temperature two weeks later doesn&rsquo;t make sense, but assessing which trees are at the site probably does.</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n		</tbody>\r\n	</table>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-DOCUMENTS\"></a>DOCUMENTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;Attachments&quot; at the bottom of this web page.</p>\r\n	<h3>\r\n		<a name=\"TOC-Handouts\"></a>Handouts</h3>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDoyMzQzMDU2MGM1YTZmY2Zl\" target=\"_blank\">Student Version</a></li>\r\n		<li>\r\n			<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/a-data-organization/DataSpreadsheet.xls?attredirects=0\">Data Spreadsheet</a> (click to download MS Excel file)</li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a> OVERVIEW</h2>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	<b>The goal of this activity is to get all of the data together in one spreadsheet or table.</b> In order to make sense of the data and get any meaning from it, it will be necessary (and most efficient) to have it all together and organized. A pile of slips of paper is a difficult starting place for meaningful data analysis so this preparation step is key.</p>\r\n<p>\r\n	&nbsp;</p>','Outline Designer -- Duplicate of old node nid:<em>292</em>',1307023133,2),(294,358,4,'Essential Activity- Presenting Data','<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	This activity will produce the information students need to determine whether their hypothesis was supported or not. Students will calculate basic descriptive statistics and then will analyze the data using two basic principles: whether two things are related (correlation) or whether groups of things are different. Which technique is used depends in part on the data. The primary goal is for students to produce meaningful graphs depicting results, and to interpret the results to judge whether the hypothesis was supported or not.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h3>\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul>\r\n	<li>\r\n		<span style=\"font-size: 11pt; font-family: Calibri,sans-serif;\">data spreadsheet or table produced in Activity A</span></li>\r\n	<li>\r\n		Either of the following:\r\n		<ul>\r\n			<li>\r\n				Graph paper &amp; calculators</li>\r\n			<li>\r\n				or Computers with Spreadsheet software (e.g., MS Excel)</li>\r\n		</ul>\r\n	</li>\r\n</ul>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-Ready\"></a>Getting Ready</h3>\r\n	This activity will use the data spreadsheet or table produced in Activity A.</div>\r\n<div>\r\n	<ul>\r\n		<li>\r\n			If using a spreadsheet program, students will need access to computers and that program.</li>\r\n		<li>\r\n			If using hard copy data sheets, students will need calculators.</li>\r\n		<li>\r\n			Graphs can be created manually by plotting on paper (graph paper is especially handy) or on the board. Some students might have access to and facility with graphing programs on computers, which can also be used. This activity describes manual graphing of the data; computer graphing will need to be explored and tested by the teacher as each school&rsquo;s computer and software combination is unique. Completing the manual graphing process will encourage a better understanding of why the results and datapoints show up where they do on a graph instead of &lsquo;magically&rsquo; appearing via the software.</li>\r\n		<li>\r\n			Depending on the research question and class dynamics this can be a small group activity, or the class can work as a whole.</li>\r\n		<li>\r\n			This activity requires teacher explanation of basic statistical operations &ndash; like calculating a mean &ndash; and an explanation of relationships and differences among groups.</li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Doing-the-Activity\"></a>Doing the Activity</h3>\r\n	<p>\r\n		First, students will calculate and record basic descriptive statistics about their data. Begin with a brief description of what the following variables are, and then ask students to calculate these statistics for mercury in their data set.</p>\r\n	<p style=\"text-indent: 0.5in;\">\r\n		Example Dataset:</p>\r\n	<div align=\"center\">\r\n		<table border=\"1\" cellpadding=\"0\" cellspacing=\"0\" style=\"border-collapse: collapse; border: medium none;\">\r\n			<tbody>\r\n				<tr>\r\n					<td style=\"border: 1pt solid black; padding: 0in 5.4pt; text-align: center; width: 30.6px; height: 43px;\" valign=\"top\">\r\n						<p>\r\n							1</p>\r\n					</td>\r\n					<td style=\"border-width: 1pt 1pt 1pt medium; border-style: solid solid solid none; border-color: black black black -moz-use-text-color; padding: 0in 5.4pt; text-align: center; width: 32.6px; height: 43px;\" valign=\"top\">\r\n						<p>\r\n							3</p>\r\n					</td>\r\n					<td style=\"border-width: 1pt 1pt 1pt medium; border-style: solid solid solid none; border-color: black black black -moz-use-text-color; padding: 0in 5.4pt; text-align: center; width: 30.6px; height: 43px;\" valign=\"top\">\r\n						<p>\r\n							4</p>\r\n					</td>\r\n					<td style=\"border-width: 1pt 1pt 1pt medium; border-style: solid solid solid none; border-color: black black black -moz-use-text-color; padding: 0in 5.4pt; text-align: center; width: 27.6px; height: 43px;\" valign=\"top\">\r\n						<p>\r\n							8</p>\r\n					</td>\r\n					<td style=\"border-width: 1pt 1pt 1pt medium; border-style: solid solid solid none; border-color: black black black -moz-use-text-color; padding: 0in 5.4pt; text-align: center; width: 31.6px; height: 43px;\" valign=\"top\">\r\n						<p>\r\n							12</p>\r\n					</td>\r\n				</tr>\r\n			</tbody>\r\n		</table>\r\n	</div>\r\n	<p>\r\n		&nbsp;</p>\r\n	<ul style=\"margin-top: 0in;\">\r\n		<li style=\"color: rgb(79, 98, 40);\">\r\n			<i><span style=\"color: windowtext;\">Mean</span></i><span style=\"color: windowtext;\">: The average of all the data values for a given variable. Add all the data values together (sum), then divide by n, the number of data values there are. </span><b>If the data were 1,3,4,8,12 then n is 5 (there are 5 numbers), the sum is 28, and the mean would be 5.6</b></li>\r\n		<li style=\"color: rgb(79, 98, 40);\">\r\n			<i><span style=\"color: windowtext;\">Median</span></i><span style=\"color: windowtext;\">: The median is the value halfway through the ordered data set, below and above which there lies an equal number of data values. </span><b>In our example, the median would be 4, the middle value</b></li>\r\n		<li style=\"color: rgb(79, 98, 40);\">\r\n			<i><span style=\"color: windowtext;\">Minimum</span></i><span style=\"color: windowtext;\">: The smallest value. </span><b>The minimum would be 1</b></li>\r\n		<li style=\"color: rgb(79, 98, 40);\">\r\n			<i><span style=\"color: windowtext;\">Maximum</span></i><span style=\"color: windowtext;\">: The largest value. </span><b>The maximum would be 12</b></li>\r\n		<li style=\"color: rgb(79, 98, 40);\">\r\n			<i><span style=\"color: windowtext;\">Range</span></i><span style=\"color: windowtext;\">: A measure of the spread or the dispersion of the observations. It is the difference between the largest and the smallest observed value of some quantitative characteristic and is very easy to calculate. </span><b>If the data were 1,3,4,8,12 then the range would be 12-1 = 11</b></li>\r\n		<li>\r\n			<i>Standard Deviation</i> (for more advanced analysis/classes): This is another measure of the spread of the data set. It tells you how tightly all the various data points are clustered around the mean in a set of data. The formula is more complex, and can be found in any statistics text. <b><span style=\"color: rgb(79, 98, 40);\">The standard deviation of the number set above = 4.39</span></b></li>\r\n	</ul>\r\n	<p>\r\n		&nbsp;Next, students will work on techniques that allow them to find patterns and relationships in the data. Two key techniques will be used.</p>\r\n	<ol style=\"margin-top: 0in;\">\r\n		<li>\r\n			<font size=\"3\"><b>Are two things related?</b></font> You must have two columns of data that are numbers (or continuous variables, also called a <i>ratio scale</i>). Say students think that bigger fish will have more mercury. One way to evaluate whether that is the case or not is to graph fish size and mercury on paper or on the computer.<br />\r\n			&nbsp;</li>\r\n	</ol>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>a. </b>Set up a graph with an X (horizontal) and Y (vertical) axis. Typically we put the response or dependent variable on the Y axis, and the predictor or independent variable on the X axis. Ask students to identify which is the independent and which is the dependent variable. In our example, fish size is independent and mercury content is dependent &ndash; we&rsquo;re asking if mercury content depends on fish size. Don&rsquo;t forget to label the axes with what they represent and the units of measure. The graph should look something like this:</div>\r\n	<p style=\"margin-left: 1in; text-indent: 0.5in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/1_a.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"289\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099011590/watershed-experiences/unit-5/b-presenting-data/1_a.jpg?height=289&amp;width=320\" width=\"320\" /></a></span></div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>b. </b>Now plot the data points. The graph that results will be called a scatterplot, or an X-Y plot. For each fish size value, trace up to the corresponding mercury value. The graph might look something like this (although where the points are will be different, based on your data):</div>\r\n	<p style=\"margin-left: 1in; text-indent: 0.5in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/1_b.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"291\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099044863/watershed-experiences/unit-5/b-presenting-data/1_b.jpg?height=291&amp;width=320\" width=\"320\" /></a><span> </span></span></div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>c. </b>To assess whether the two things are related, students need to understand a bit more about what the relationship might look like. There are three main types of relationship:</div>\r\n	<p>\r\n		<span><span><span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<b>&nbsp; </b></span><b>i.</b><span style=\"font: 7pt &quot;Times New Roman&quot;;\"><b>&nbsp;&nbsp;&nbsp;</b>&nbsp;&nbsp; </span></span></span>Positive. As size increases, so does mercury:</p>\r\n	<p style=\"margin-left: 1.9134in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/1_c_i.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"291\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099114929/watershed-experiences/unit-5/b-presenting-data/1_c_i.jpg?height=291&amp;width=320\" width=\"320\" /></a></span></div>\r\n	<p>\r\n		<span><span><span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<b> </b></span><b>ii.</b><span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span></span>Negative. As size decreases, mercury increases:</p>\r\n	<p style=\"margin-left: 1.9134in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/1_c_ii.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"291\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099136628/watershed-experiences/unit-5/b-presenting-data/1_c_ii.jpg?height=291&amp;width=320\" width=\"320\" /></a></span></div>\r\n	<p>\r\n		<span><span><span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<b>&nbsp;&nbsp;&nbsp;&nbsp; </b></span><b>iii.</b><span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span></span>No relationship. There&rsquo;s no clear pattern between size and mercury:</p>\r\n	<p style=\"margin-left: 1.5in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/1_c_iii.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"291\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099161744/watershed-experiences/unit-5/b-presenting-data/1_c_iii.jpg?height=291&amp;width=320\" width=\"320\" /></a></span></div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>d. </b>If time and the class dynamic permits you might ask students to find the best fit line for the data. If using software such as Microsoft Excel, the software can display an equation and an R<sup>2</sup> value on the chart. If plotting by hand, students can use a piece of string and manipulate the two ends so the string appears to cross the center of the data points. It is recommended that you practice this manual technique before completing the exercise on data analysis software.<br />\r\n		&nbsp;</div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>e. </b>Here is an example of a scatterplot with a best fit line:</div>\r\n	<p style=\"margin-left: 1in; text-indent: 0.5in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/1_e.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"291\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099213780/watershed-experiences/unit-5/b-presenting-data/1_e.jpg?height=291&amp;width=320\" width=\"320\" /></a></span></div>\r\n	<ol style=\"margin-top: 0in;\">\r\n		<li>\r\n			<b><font size=\"3\">Are groups of things different?</font> </b>You will need numeric data for one variable, and a categorical variable &ndash; named groups &ndash; for the other. For example, students might be looking to find whether different fish species had different mercury concentrations. Their hypothesis might be that perch have more mercury than bass.<br />\r\n			&nbsp;</li>\r\n	</ol>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>a. </b>Set up a graph with an X (horizontal) and Y (vertical) axis. OR &ndash; use the boxplot or dot density graph introduced in the Warmup activities, above. Typically we put the response or dependent variable on the Y axis, and the predictor or independent variable on the X axis. Ask students to identify which is the independent and which is the dependent variable. In our example, fish species is independent and mercury content is dependent &ndash; we&rsquo;re asking if mercury content depends on fish species. Don&rsquo;t forget to label the axes with what they represent and the units of measure. The graph should look something like this:</div>\r\n	<p style=\"margin-left: 0.5866in; text-indent: 0.5in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/2_a.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"322\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099267634/watershed-experiences/unit-5/b-presenting-data/2_a.jpg?height=322&amp;width=400\" width=\"400\" /></a></span></div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>b. </b>Calculate the mean for each group. In our example, the mean mercury in Perch was 307 ng/g; the mean mercury in Bass was 719 ng/g.</div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>c. </b>Start by plotting the mean for each group as a dot on the graph:</div>\r\n	<p style=\"margin-left: 1in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/2_c.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"342\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099533406/watershed-experiences/unit-5/b-presenting-data/2_c.jpg?height=342&amp;width=400\" width=\"400\" /></a></span></div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>d. </b>We need to get an idea of how variable the data are for each species. Plot the minimum and maximum above and below the mean, and fill in with the other values, like this:</div>\r\n	<p style=\"margin-left: 1in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/2_d.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"336\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099380452/watershed-experiences/unit-5/b-presenting-data/2_d.jpg?height=336&amp;width=400\" width=\"400\" /></a></span></div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>e. </b>If time and lesson plans permit, students can plot standard deviation rather than the range as a more appropriate measure of variability:</div>\r\n	<div style=\"display: block; text-align: left; margin-left: 80px;\">\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/2_e.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"332\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099407692/watershed-experiences/unit-5/b-presenting-data/2_e.jpg?height=332&amp;width=400\" width=\"400\" /></a></div>\r\n	<p>\r\n		Now that you have some statistics about the data and a graph showing the patterns or differences, it&rsquo;s time to interpret what the results mean. Think of the graph and data as evidence, and the scientists (students) now need to judge whether the hypothesis was supported or not. In the graph above, showing perch versus bass mercury, the means are different, and there&rsquo;s not much overlap in the data. So the scientists would conclude that bass had more mercury than perch in their study, and that fish species does matter. If the hypothesis was that perch would have more mercury, it would not be supported by the data.</p>\r\n	<p>\r\n		Note that scientists avoid the terms &ldquo;right&rdquo; and &ldquo;wrong&rdquo; and do not say that we &ldquo;prove a hypothesis&rdquo;. Try to encourage students to adopt the language of supporting a hypothesis (or not).</p>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Enrichment\"></a>Enrichment</h3>\r\n	<table border=\"1\" cellpadding=\"0\" cellspacing=\"0\" style=\"border-collapse: collapse; border: medium none;\">\r\n		<tbody>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border: 1pt solid black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<p>\r\n						Question Set</p>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							Why would a scientist avoid the terms &ldquo;right&rdquo; and &ldquo;wrong&rdquo; and rather use &ldquo;support a hypothesis&rdquo;?</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							What kinds of things are useful to label on graphs?</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							What kind of traits does a &ldquo;line of best fit&rdquo; have?</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n		</tbody>\r\n	</table>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-DOCUMENTS\"></a>DOCUMENTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;Attachments&quot; at the bottom of this web page.</p>\r\n	<h3>\r\n		<a name=\"TOC-Handouts\"></a>Handouts</h3>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDo2YTMyMDVhZGViYjg5MmI0\" target=\"_blank\">Student Worksheet</a></li>\r\n	</ul>\r\n</div>\r\n','<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	This activity will produce the information students need to determine whether their hypothesis was supported or not. Students will calculate basic descriptive statistics and then will analyze the data using two basic principles: whether two things are related (correlation) or whether groups of things are different. Which technique is used depends in part on the data. The primary goal is for students to produce meaningful graphs depicting results, and to interpret the results to judge whether the hypothesis was supported or not.</p>','Outline Designer -- Duplicate of old node nid:<em>292</em>',1307023365,2),(292,359,1,'Classroom Activities- Data Warm-ups','<h2>\r\n	<a name=\"TOC-Warm-up-1:-Heads-or-tails-\"></a>Warm-up 1: Heads or tails?</h2>\r\n<p>\r\n	The goal of this activity is to demonstrate that there is natural variability when we make measurements and observations.</p>\r\n<p>\r\n	<u>The research question for this activity is: </u><br />\r\n	<i>Is there a difference between Canadian and American coins in a coin toss? </i></p>\r\n<h4>\r\n	<a name=\"TOC-Materials\"></a>Materials</h4>\r\n<p>\r\n	For each group or student, you will need:</p>\r\n<ul>\r\n	<li>\r\n		1 Canadian and 1 US coin (nickels work great).</li>\r\n	<li>\r\n		Paper and pencils or overhead transparencies and markers</li>\r\n</ul>\r\n<h4>\r\n	<a name=\"TOC-Doing-the-Activity\"></a>Doing the Activity</h4>\r\n<div>\r\n	<p>\r\n		Have each group flip the Canadian coin 10 times, then the US coin 10 times. Record the number of heads resulting from the tosses.</p>\r\n	<p>\r\n		The teacher compiles the data on an overhead or white board. Go around the room asking each group how many &ldquo;heads&rdquo; where thrown for each type of coin. Calculate the mean for each coin type. An example of the data compilation follows:</p>\r\n	<table border=\"1\" bordercolor=\"#888888\" cellspacing=\"0\" style=\"border-collapse: collapse; border-color: rgb(136, 136, 136); border-width: 1px;\">\r\n		<tbody>\r\n			<tr>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;Group</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;Canadian heads</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;US heads</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;A</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;6</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;5</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;B</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;4</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;6</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;C</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;5</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;5</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;D</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;7</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;8</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;E</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;3</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;4</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;Mean:</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;5.0</td>\r\n				<td style=\"width: 60px; text-align: center;\">\r\n					&nbsp;5.6</td>\r\n			</tr>\r\n		</tbody>\r\n	</table>\r\n	<p>\r\n		Pose the question: is 5.6 enough of a difference from 5.0 that we would think it&rsquo;s a meaningful difference (due, for example, to differences in how the coins are made) or just from random variability (or chance)?</p>\r\n	<p>\r\n		To delve into the question, repeat the coin toss a second time. Record the results and calculate the means. Are they the same or different? If you tossed coins again, would you get the same or different values? Why?</p>\r\n	<p>\r\n		The differences between the two types of coins and among the different trials are most likely due to chance. There are just natural differences in coin tosses that make the tosses different each time. Discuss some sources of variability with your students (tossing style, if a coin is worn, dirt on one side, etc.)</p>\r\n	<p>\r\n		To look at the variability more closely, plot the data on the board or overhead. There are two types of plots we&rsquo;ll use to look at variability among groups of things: a dot-density plot (a type of histogram) and a box and whisker plot.</p>\r\n	<p>\r\n		Dot density: this type of graph shows how many times a certain value appears in your data set. Use different symbols or colors to denote the US versus Canadian toss results.</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<img border=\"0\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290026361253/watershed-experiences/unit-5/a-warm-ups/dots.jpg\" style=\"display: inline; margin: 5px 10px; float: right;\" /></div>\r\n	<p>\r\n		For the example coin toss data above, it would look like this, where open circles represent Canadian coin tosses and filled circles are US coin tosses:</p>\r\n	<p>\r\n		This graph is like a histogram &ndash; it&rsquo;s counting how many times you got each value. So, for this data set, 3 heads came up once, 4 heads came up twice, etc. You can also do this more kinetically, drawing the number line scale on the board and giving students post-its (again, colored by coin type) so they can stick their values on the board and make a stack above each number (imagine that each dot above is a post-it).</p>\r\n	<p>\r\n		Use this type of graph to begin seeing the mean, or &lsquo;balance point&rsquo;. Where are most of the points? Is there a big bump near a certain value? In the dot density plot above, most of the data are centered between 4 and 6, with the greatest number of points at 5. The 3 and the 8 are less common values. If you calculate the mean (see above), it&rsquo;s near 5, which makes sense when you see where the data mostly lie.</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<img border=\"0\" height=\"320\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290026645023/watershed-experiences/unit-5/a-warm-ups/box%20whisker%20plot.jpg?height=320&amp;width=308\" style=\"display: inline; float: right; margin: 5px 10px;\" width=\"308\" /></div>\r\n	<p>\r\n		Talk about variability. Do the two sets of measurements (Canadian and US) overlap a little or a lot? If you were to do another trial, what would you predict?</p>\r\n	<p>\r\n		<img src=\"javascript:void(0);\" />A second, useful type of graph is a box and whisker plot (at right, sometimes just called a boxplot). The boxplot groups the Canadian and US coins on the X (horizontal) axis, and the height of the various parts of the box represent the Y values (number of times heads came up).</p>\r\n	<p>\r\n		More specifically, the line across the middle of each box here represents the median, or middle value. No calculator needed &ndash; just put the measurements in order and see which one is in the middle. For Canadian coin tosses, you had 3,4,5,6,7 &ndash; so 5 is in the middle.</p>\r\n	<p>\r\n		Then, you want to plot the middle 50% of the data (called the interquartile range &ndash; between the two middle quarters). If the middle (median) is 5, then 25% of the values are from 4-5 and 25% are from 5-6. The &ldquo;whiskers&rdquo; represent the outer quarters of data (technically, most statistics folks will tell you it&rsquo;s the 95th and 5th percentiles). So in our Canadian toss example, the whiskers go to 7 and 3. In the case of the US coins plotted above, the median and the lower interquartile range happen to be the same because 5 appears twice. So, you just can&rsquo;t see the line across the middle of the box &ndash; because it&rsquo;s the same as the line at the bottom of the box.</p>\r\n	<p>\r\n		We use a boxplot because we can compare the data overlap again, in order to talk about variability and whether the two groups have meaningfully different data. If half of the Canadian data (the interquartile range) are shifted and don&rsquo;t overlap much at all with the interquartile range of the US data, then we&rsquo;d think we might have a meaningful difference. If, as in this case, the boxes mostly overlap, then we may not have a difference that means much.</p>\r\n	<h2>\r\n		<a name=\"TOC-1\"></a></h2>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<h2>\r\n			<img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290027929624/watershed-experiences/unit-5/a-warm-ups/thumbtack.jpg?height=200&amp;width=200\" style=\"display: inline; margin: 5px 10px 0pt 0pt; float: left;\" width=\"200\" /></h2>\r\n	</div>\r\n	<h2>\r\n		<a name=\"TOC-Warm-up-2:-Point-up-or-point-down-\"></a>Warm-up 2: Point up or point down?</h2>\r\n	<p>\r\n		The goal of this activity is to build on Warm-up 1, with a more data-rich experiment.</p>\r\n	<h4>\r\n		<a name=\"TOC-Materials1\"></a>Materials</h4>\r\n	<p>\r\n		For each group or student, you will need:</p>\r\n	<ul>\r\n		<li>\r\n			20 thumbtacks (not pushpins, but flat-head thumbtacks)</li>\r\n		<li>\r\n			20 upholstery tacks (get them at the hardware store)</li>\r\n		<li>\r\n			2 paper cups</li>\r\n		<li>\r\n			Paper and pencils or overhead transparencies and markers</li>\r\n	</ul>\r\n	<h4>\r\n		<a name=\"TOC-Doing-the-Activity1\"></a>Doing the Activity</h4>\r\n	<p>\r\n		First, have teams inspect the tacks and make observations. What&rsquo;s the same about them? What&rsquo;s different?</p>\r\n	<p>\r\n		Then, ask them &ndash; when tossed (like dice), which ones do you think are more likely to land with the point facing up? Have them tie their hypotheses to an observation (e.g., &ldquo;We think the upholstery tacks will land point-up more often because they have a heavier head&rdquo;).</p>\r\n	<p>\r\n		Each group then throws a cupful of tacks (they can decide on the method &ndash; whether each type should be thrown separately or not) and counts the number of points facing upward. Repeat 10 times for each type of tack. Each group should record the number of each point-up tacks for each throw and each tack type.</p>\r\n	<p>\r\n		Have each group plot their data as a box plot. Ask: was there a difference between upholstery tacks and thumbtacks? Compile all the data into one graph for the class. Were the results the same for all the groups? What does the variability look like? Is the difference meaningful (look at the interquartile range and the overlap compared between the two types of tacks).</p>\r\n	<h2>\r\n		<a name=\"TOC-Warm-up-3:-It-s-a-stretch\"></a></h2>\r\n	<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n		<h2>\r\n			<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/a-warm-ups/rubber_band.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290113423196/watershed-experiences/unit-5/a-warm-ups/rubber_band.jpg?height=200&amp;width=200\" width=\"200\" /></a></h2>\r\n	</div>\r\n	Warm-up 3: It&rsquo;s a stretch\r\n	<p>\r\n		The goal of this activity is to become familiar with scatterplots, the graph type used when looking at correlation (are two things related?).</p>\r\n	<h4>\r\n		<a name=\"TOC-Materials2\"></a>Materials</h4>\r\n	<p>\r\n		For each group or student, you will need:</p>\r\n	<ul>\r\n		<li>\r\n			A stick (1x1 lumber, about 3&rsquo; long) with two cut, tied together rubber bands attached to one end (like a fishing pole) and a binder clip attached to the loose end of the rubber band</li>\r\n		<li>\r\n			A ruler</li>\r\n		<li>\r\n			8 washers of different sizes and weights, about 30-60 grams each; it&rsquo;s helpful to paint washers a few different colors (reds, greens, blues) and number them 1-8</li>\r\n		<li>\r\n			A balance or other way to weigh the washers</li>\r\n		<li>\r\n			Paper and pencils or overhead transparencies and markers</li>\r\n	</ul>\r\n	<h4>\r\n		<a name=\"TOC-Doing-the-Activity2\"></a>Doing the Activity</h4>\r\n	<p>\r\n		Have each group create a data table with washer #, color, and a space for washer weight and stretch:</p>\r\n	<table border=\"1\" bordercolor=\"#888888\" cellspacing=\"0\" style=\"border-collapse: collapse; border-color: rgb(136, 136, 136); border-width: 1px;\">\r\n		<tbody>\r\n			<tr>\r\n				<td style=\"width: 68px; height: 29px;\">\r\n					&nbsp;Washer #</td>\r\n				<td style=\"width: 60px; height: 29px;\">\r\n					&nbsp;Color</td>\r\n				<td style=\"width: 98px; height: 29px;\">\r\n					&nbsp;Weight (grams)</td>\r\n				<td style=\"width: 90px; height: 29px;\">\r\n					&nbsp;Stretch (cm)</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 68px; height: 16px;\">\r\n					&nbsp;1</td>\r\n				<td style=\"width: 60px; height: 16px;\">\r\n					&nbsp;Green</td>\r\n				<td style=\"width: 98px; height: 16px;\">\r\n					&nbsp;45</td>\r\n				<td style=\"width: 90px; height: 16px;\">\r\n					&nbsp;12</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 68px; height: 16px;\">\r\n					&nbsp;2</td>\r\n				<td style=\"width: 60px; height: 16px;\">\r\n					&nbsp;Blue</td>\r\n				<td style=\"width: 98px; height: 16px;\">\r\n					&nbsp;30</td>\r\n				<td style=\"width: 90px; height: 16px;\">\r\n					&nbsp;8</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 68px; height: 16px;\">\r\n					&nbsp;3</td>\r\n				<td style=\"width: 60px; height: 16px;\">\r\n					&nbsp;Blue</td>\r\n				<td style=\"width: 98px; height: 16px;\">\r\n					&nbsp;55</td>\r\n				<td style=\"width: 90px; height: 16px;\">\r\n					&nbsp;18&hellip;etc.</td>\r\n			</tr>\r\n		</tbody>\r\n	</table>\r\n	<br />\r\n	<p>\r\n		Weigh a washer, then clip it to the rubber band and measure the amount the band stretches. Record the weight and stretch length in the table.</p>\r\n	<p>\r\n		Continue to weigh and measure stretch of all the washers.</p>\r\n	<p>\r\n		Have students make a graph of their data. You can leave this fairly open ended to see if they&rsquo;ll get tripped up by the washer numbers or colors. The goal is to put weight on the X-axis and stretch on the Y-axis to see if weight and stretch are correlated.</p>\r\n	<p>\r\n		Once graphs are made, have each group report out or present to the class. Was washer weight and stretch related? How? Do the points fall on a straight line (linear) or are they curved? (They should be linear). Did the washer color or number matter? (They do not). Point out that it&rsquo;s important to figure out which pieces of data are useful here. When the question is whether or not washer weight and stretch are related, the other data don&rsquo;t matter.</p>\r\n</div>\r\n','<h2>\r\n	<a name=\"TOC-Warm-up-1:-Heads-or-tails-\"></a>Warm-up 1: Heads or tails?</h2>\r\n<p>\r\n	The goal of this activity is to demonstrate that there is natural variability when we make measurements and observations.</p>\r\n<p>\r\n	<u>The research question for this activity is: </u><br />\r\n	<i>Is there a difference between Canadian and American coins in a coin toss? </i></p>\r\n<h4>\r\n	<a name=\"TOC-Materials\"></a>Materials</h4>\r\n<p>\r\n	For each group or student, you will need:</p>','Outline Designer -- nid:<em>292</em> parent nid changed to <em>257</em>',1308784859,2),(293,360,4,'Classroom Activities-Data Organization','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a> OVERVIEW</h2>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	<b>The goal of this activity is to get all of the data together in one spreadsheet or table.</b> In order to make sense of the data and get any meaning from it, it will be necessary (and most efficient) to have it all together and organized. A pile of slips of paper is a difficult starting place for meaningful data analysis so this preparation step is key.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3>\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul>\r\n	<li>\r\n		Print or make available electronically the <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/a-data-organization/DataSpreadsheet.xls?attredirects=0\"><b>Blank Data Spreadsheet</b></a> so students can fill in their own variables and data values either electronically, using the Excel version, or in hard copy.&nbsp;</li>\r\n	<li>\r\n		<u><b>Please note</b></u>, the variables in the table in this spreadsheet should not be deleted or manipulated.&nbsp; Your students may omit to add data to some of the existing variables and they may add additional variables on the right</li>\r\n</ul>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Setup\"></a>Setup</h3>\r\n</div>\r\n<div>\r\n	<ul>\r\n		<li>\r\n			There will usually be data from at least two sources &ndash; observations from the field (such as tree species, air temperature, family identification of the critter, type of habitat where it was found, etc.) and data from the laboratory. Getting the data organized into a spreadsheet or table will help to get everything in one place, and to make it easier to do some calculations. Plus, it will preserve a record of the data in case any individual field sheet or spreadsheet is lost or damaged &ndash; which happens quite often.</li>\r\n		<li>\r\n			Assemble all of the data sheets and spreadsheets so students will have a starting point.</li>\r\n	</ul>\r\n	<h2>\r\n		<a name=\"TOC-DOING-THE-ACTIVITY\"></a>DOING THE ACTIVITY</h2>\r\n	<p>\r\n		As a class, determine which variables you have collected. A <i>variable </i>is just a measurement or observation. Type or write these variable names across the top row of the spreadsheet or hardcopy table.</p>\r\n	<p>\r\n		Next, fill in the data you collected or had analyzed for each sample. If something is missing leave it blank. Make sure each sample ID matches up with the data values all the way across its row.<br />\r\n		When finished be sure to save a copy or make a photocopy and name the file or write on the sheet &ldquo;Master Copy&rdquo; so you always have one clean version of the data set in case something happens during the activities. Put the Master copy in a safe place &ndash; save to another file or CD, or put it in a class folder or bulletin board if it&rsquo;s a hard copy.</p>\r\n	<h2>\r\n		<a name=\"TOC-ENRICHMENT\"></a>ENRICHMENT</h2>\r\n	<p>\r\n		After getting all of the data coordinated, you might follow up with a discussion of the process.</p>\r\n	<table border=\"1\" cellpadding=\"0\" cellspacing=\"0\" style=\"border-collapse: collapse; border: medium none;\">\r\n		<tbody>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border: 1pt solid black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<p>\r\n						Question Set</p>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							What observations, if any, did the students make while entering the data?<span>&nbsp; </span>Were there any trends or patterns?</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							Specifically, while entering the data, did students find that they thought of new variables they wish they&rsquo;d collected?</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							What do they think the effect of missing data values might be?</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							If data are missing and it&rsquo;s possible to go out to the field site and collect them after the fact, does that make sense? For example, collecting air temperature two weeks later doesn&rsquo;t make sense, but assessing which trees are at the site probably does.</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n		</tbody>\r\n	</table>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-DOCUMENTS\"></a>DOCUMENTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;Attachments&quot; at the bottom of this web page.</p>\r\n	<h3>\r\n		<a name=\"TOC-Handouts\"></a>Handouts</h3>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDoyMzQzMDU2MGM1YTZmY2Zl\" target=\"_blank\">Student Version</a></li>\r\n		<li>\r\n			<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/a-data-organization/DataSpreadsheet.xls?attredirects=0\">Data Spreadsheet</a> (click to download MS Excel file)</li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a> OVERVIEW</h2>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	<b>The goal of this activity is to get all of the data together in one spreadsheet or table.</b> In order to make sense of the data and get any meaning from it, it will be necessary (and most efficient) to have it all together and organized. A pile of slips of paper is a difficult starting place for meaningful data analysis so this preparation step is key.</p>\r\n<p>\r\n	&nbsp;</p>','Outline Designer -- nid:<em>293</em> parent nid changed to <em>257</em>',1307023133,2),(295,361,4,'Classroom Activities','<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	Students have collected data and created graphs, charts, illustrations, or tables summarizing their results. This is the evidence that will support or refute their project hypothesis. Now is the time to look at that evidence and figure out what it means. The outcomes of this activity can be simple: a statement addressing whether or not the hypothesis was supported, and a few statements or bullet points discussing why or why not. More generally an outcome is an increased understanding by students that <b>the data are the facts, and interpreting data is where some judgment calls come in. </b>It is important for students to go through the whole process, from dealing with those facts to making the calls.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<p>\r\n	Begin by writing the hypothesis (or hypotheses, if groups had variations on the theme) on the board or overhead.<br />\r\n	Be sure each group or the class has copies of their data products (graphs, etc.) in front of them.</p>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		This activity is a thinking exercise. It can be done in a number of ways: a group discussion session, setting up students in debate teams to argue the evidence one way or another; or any number of other ways that facilitates discussion and ends with a general consensus.</p>\r\n	<p>\r\n		One of the key skills in interpreting what data mean is to understand how to read a graph. Model for the students how to explain a graph or table. For example, for the following graph a description would go something like:</p>\r\n	<p style=\"margin-left: 1in; text-indent: 0.5in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/c-what-does-it-mean/ActC.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"290\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290110391395/watershed-experiences/unit-5/c-what-does-it-mean/ActC.jpg?height=290&amp;width=320\" width=\"320\" /></a></span></div>\r\n	<p>\r\n		<i>&ldquo;This graph shows fish weight in kilograms on the X axis, and the concentration of mercury in fish muscle in nanograms per gram on the Y axis. Each dot represents a fish. As fish weight increased, muscle mercury increased. This positive relationship is shown with a regression line &ndash; the diagonal line on the graph. The R-squared value tells us how good the relationship is. This R-squared is pretty good &ndash; 0.7.&rdquo;</i></p>\r\n	<p>\r\n		<b><i>Then end with the take home message of the graph in plainer English: </i></b><i>&ldquo;So this graph says that as fish got bigger, they had more mercury in their muscles.&rdquo;</i></p>\r\n	<p>\r\n		First, elect a student to act as the class recorder, writing thoughts on the board. Read aloud, or have a student read aloud, the hypothesis. Then have each group show its data product and explain what is shown.<span>&nbsp; </span>Make sure they describe what is on each axis or in each column, list the units displayed, and end with the important plain English sentence saying what it means. If you can say what a data product&rsquo;s message is in plain English you&rsquo;ve got the finding internalized and not memorized. Have the recording student write down, in words, the description of the graph or table &ndash; these words will become the legend for the figure when you&rsquo;re presenting results in Unit 6.</p>\r\n	<p>\r\n		Now ask students to make a judgment whether their hypothesis was supported or not supported based on the data they&rsquo;ve been shown. This can be done with a show of hands, a vote, or a discussion. Emphasize that there is a bit of &lsquo;best professional judgment&rsquo; involved &ndash; scientists can only base their findings on the evidence, and often the evidence is incomplete or we wish we&rsquo;d sampled some additional variable. This is why science is sometimes perceived as frequently changing or tentative.</p>\r\n	<p>\r\n		Finally, have students discuss why they think the hypothesis was supported or not. Here is a list of leading questions to use if needed:</p>\r\n	<p>\r\n		Have the students coordinate and edit their thoughts down into the following:</p>\r\n	<ol style=\"margin-top: 0in;\">\r\n		<li>\r\n			Statement of whether hypothesis was supported or not. &ldquo;Our hypothesis that X would be greater than Y was/was not supported by the data.&rdquo;</li>\r\n		<li>\r\n			Bullet points interpreting the findings:</li>\r\n	</ol>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>a. </b>What the data showed: &ldquo;In fact, mercury in Y was greater than mercury in X, as shown in Figure 1.&rdquo;<br />\r\n		<b>b. </b>Thoughts why the hypothesis was or was not supported: &ldquo;We were only able to catch big fish of one species, so we could not determine whether size or species was more important. Also, all of the biggest fish were caught in Pond B, so we could not compare within a single pond&rdquo;.<br />\r\n		<b>c. </b>What would they do differently next time: &ldquo;In the future students should consider only sampling in Pond B, and only sampling one species to remove the confounding effects of species and ponds&rdquo;.</div>\r\n	<p>\r\n		&nbsp;<b>** Be sure to keep a hard copy or electronic version of the figures, tables, diagrams, legends, and bullet points. You will use these in <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-6\">Unit 6</a>. **</b></p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-ASSESSMENT-IDEAS\"></a>ASSESSMENT IDEAS</h2>\r\n	<p>\r\n		Students need to be able to create graphs to help tell their research stories. More importantly, in the class and in everyday life, students need to be conscious consumers of information in a graphic form. By peer reviewing other students&rsquo; graphs the students practice interpreting graphs, and graph creators receive feedback to improve or clarify the story that they are trying to tell.</p>\r\n	<p>\r\n		Each student should review at least two graphs generated by other students and provide feedback. The feedback that these students receive in turn should be used to improve or clarify their own graphs. Students are assessing the work of each other and in turn being assessed on their ability to be discriminating consumers of graphic information.</p>\r\n	<p>\r\n		<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDoxODRiNDNkMDZlYzk2ZWNh\" target=\"_blank\">Here is a worksheet of instructions</a> that can be handed out to students.</p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION\"></a>EXTENSION</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<div style=\"display: inline; float: right; margin: 5px 10px;\">\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/c-what-does-it-mean/ActC_X.jpg?attredirects=0\" imageanchor=\"1\" target=\"_blank\"><img border=\"0\" height=\"395\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290111116008/watershed-experiences/unit-5/c-what-does-it-mean/ActC_X.jpg?height=395&amp;width=400\" width=\"400\" /></a></div>\r\n	<p>\r\n		The skills used in this unit can help students interpret and understand the limitations of graphs and data. Using newspapers, magazines, or the Internet, have each student or group find several examples of graphs or data presentations in the public media. Have students interpret each graph, either individually or in a group discussion. Ask them whether the graphs show a clear pattern, differences, or a relationship. See if they can locate any &lsquo;fine print&rsquo; or estimates of the error in the data. Based on the data &ndash; the empirical evidence shown in the graphs they&rsquo;ve found &ndash; how much faith do they put in the conclusions of the graph producers?</p>\r\n	<p>\r\n		Using the graphs from The New York Times you might ask students questions like:</p>\r\n	<ul style=\"margin-top: 0in;\">\r\n		<li>\r\n			What does each line represent?</li>\r\n		<li>\r\n			Do the authors tell you how much variability (spread) there is around each line? The graph makes the pattern look very clear &ndash; but there is probably a lot more noise if you could see all of the data.</li>\r\n		<li>\r\n			Do you think there&rsquo;s more variability in the men than the women? How could you tell?</li>\r\n		<li>\r\n			How would you know if there were real differences among time periods?</li>\r\n		<li>\r\n			If you only looked at the &ldquo;both sexes&rdquo; graph, what would you think the average life expectancy was for someone who was most deprived? And how much difference does it make to separate the genders?</li>\r\n	</ul>\r\n</div>\r\n<div style=\"margin-left: 40px;\">\r\n	&nbsp;</div>\r\n<div>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-DOCUMENTS\"></a>DOCUMENTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;Attachments&quot; at the bottom of this web page.</p>\r\n	<h3>\r\n		<a name=\"TOC-Handouts\"></a>Handouts</h3>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDoxODRiNDNkMDZlYzk2ZWNh\" target=\"_blank\">For the assessment - student instructions</a></li>\r\n	</ul>\r\n</div>\r\n','<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>','Outline Designer -- Duplicate of old node nid:<em>294</em>',1307023491,2),(293,362,1,'Essential Activity-Data Organization','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a> OVERVIEW</h2>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	<b>The goal of this activity is to get all of the data together in one spreadsheet or table.</b> In order to make sense of the data and get any meaning from it, it will be necessary (and most efficient) to have it all together and organized. A pile of slips of paper is a difficult starting place for meaningful data analysis so this preparation step is key.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3>\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul>\r\n	<li>\r\n		Print or make available electronically the <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/a-data-organization/DataSpreadsheet.xls?attredirects=0\"><b>Blank Data Spreadsheet</b></a> so students can fill in their own variables and data values either electronically, using the Excel version, or in hard copy.&nbsp;</li>\r\n	<li>\r\n		<u><b>Please note</b></u>, the variables in the table in this spreadsheet should not be deleted or manipulated.&nbsp; Your students may omit to add data to some of the existing variables and they may add additional variables on the right</li>\r\n</ul>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Setup\"></a>Setup</h3>\r\n</div>\r\n<div>\r\n	<ul>\r\n		<li>\r\n			There will usually be data from at least two sources &ndash; observations from the field (such as tree species, air temperature, family identification of the critter, type of habitat where it was found, etc.) and data from the laboratory. Getting the data organized into a spreadsheet or table will help to get everything in one place, and to make it easier to do some calculations. Plus, it will preserve a record of the data in case any individual field sheet or spreadsheet is lost or damaged &ndash; which happens quite often.</li>\r\n		<li>\r\n			Assemble all of the data sheets and spreadsheets so students will have a starting point.</li>\r\n	</ul>\r\n	<h2>\r\n		<a name=\"TOC-DOING-THE-ACTIVITY\"></a>DOING THE ACTIVITY</h2>\r\n	<p>\r\n		As a class, determine which variables you have collected. A <i>variable </i>is just a measurement or observation. Type or write these variable names across the top row of the spreadsheet or hardcopy table.</p>\r\n	<p>\r\n		Next, fill in the data you collected or had analyzed for each sample. If something is missing leave it blank. Make sure each sample ID matches up with the data values all the way across its row.<br />\r\n		When finished be sure to save a copy or make a photocopy and name the file or write on the sheet &ldquo;Master Copy&rdquo; so you always have one clean version of the data set in case something happens during the activities. Put the Master copy in a safe place &ndash; save to another file or CD, or put it in a class folder or bulletin board if it&rsquo;s a hard copy.</p>\r\n	<h2>\r\n		<a name=\"TOC-ENRICHMENT\"></a>ENRICHMENT</h2>\r\n	<p>\r\n		After getting all of the data coordinated, you might follow up with a discussion of the process.</p>\r\n	<table border=\"1\" cellpadding=\"0\" cellspacing=\"0\" style=\"border-collapse: collapse; border: medium none;\">\r\n		<tbody>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border: 1pt solid black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<p>\r\n						Question Set</p>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							What observations, if any, did the students make while entering the data?<span>&nbsp; </span>Were there any trends or patterns?</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							Specifically, while entering the data, did students find that they thought of new variables they wish they&rsquo;d collected?</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							What do they think the effect of missing data values might be?</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							If data are missing and it&rsquo;s possible to go out to the field site and collect them after the fact, does that make sense? For example, collecting air temperature two weeks later doesn&rsquo;t make sense, but assessing which trees are at the site probably does.</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n		</tbody>\r\n	</table>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-DOCUMENTS\"></a>DOCUMENTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;Attachments&quot; at the bottom of this web page.</p>\r\n	<h3>\r\n		<a name=\"TOC-Handouts\"></a>Handouts</h3>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDoyMzQzMDU2MGM1YTZmY2Zl\" target=\"_blank\">Student Version</a></li>\r\n		<li>\r\n			<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/a-data-organization/DataSpreadsheet.xls?attredirects=0\">Data Spreadsheet</a> (click to download MS Excel file)</li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a> OVERVIEW</h2>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	<b>The goal of this activity is to get all of the data together in one spreadsheet or table.</b> In order to make sense of the data and get any meaning from it, it will be necessary (and most efficient) to have it all together and organized. A pile of slips of paper is a difficult starting place for meaningful data analysis so this preparation step is key.</p>\r\n<p>\r\n	&nbsp;</p>','Outline Designer -- node renamed from <em>Classroom Activities-Data Organization</em> to <em>Essential Activity-Data Organization</em>',1308784887,2),(294,363,1,'Essential Activity- Presenting Data','<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	This activity will produce the information students need to determine whether their hypothesis was supported or not. Students will calculate basic descriptive statistics and then will analyze the data using two basic principles: whether two things are related (correlation) or whether groups of things are different. Which technique is used depends in part on the data. The primary goal is for students to produce meaningful graphs depicting results, and to interpret the results to judge whether the hypothesis was supported or not.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h3>\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul>\r\n	<li>\r\n		<span style=\"font-size: 11pt; font-family: Calibri,sans-serif;\">data spreadsheet or table produced in Activity A</span></li>\r\n	<li>\r\n		Either of the following:\r\n		<ul>\r\n			<li>\r\n				Graph paper &amp; calculators</li>\r\n			<li>\r\n				or Computers with Spreadsheet software (e.g., MS Excel)</li>\r\n		</ul>\r\n	</li>\r\n</ul>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-Ready\"></a>Getting Ready</h3>\r\n	This activity will use the data spreadsheet or table produced in Activity A.</div>\r\n<div>\r\n	<ul>\r\n		<li>\r\n			If using a spreadsheet program, students will need access to computers and that program.</li>\r\n		<li>\r\n			If using hard copy data sheets, students will need calculators.</li>\r\n		<li>\r\n			Graphs can be created manually by plotting on paper (graph paper is especially handy) or on the board. Some students might have access to and facility with graphing programs on computers, which can also be used. This activity describes manual graphing of the data; computer graphing will need to be explored and tested by the teacher as each school&rsquo;s computer and software combination is unique. Completing the manual graphing process will encourage a better understanding of why the results and datapoints show up where they do on a graph instead of &lsquo;magically&rsquo; appearing via the software.</li>\r\n		<li>\r\n			Depending on the research question and class dynamics this can be a small group activity, or the class can work as a whole.</li>\r\n		<li>\r\n			This activity requires teacher explanation of basic statistical operations &ndash; like calculating a mean &ndash; and an explanation of relationships and differences among groups.</li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Doing-the-Activity\"></a>Doing the Activity</h3>\r\n	<p>\r\n		First, students will calculate and record basic descriptive statistics about their data. Begin with a brief description of what the following variables are, and then ask students to calculate these statistics for mercury in their data set.</p>\r\n	<p style=\"text-indent: 0.5in;\">\r\n		Example Dataset:</p>\r\n	<div align=\"center\">\r\n		<table border=\"1\" cellpadding=\"0\" cellspacing=\"0\" style=\"border-collapse: collapse; border: medium none;\">\r\n			<tbody>\r\n				<tr>\r\n					<td style=\"border: 1pt solid black; padding: 0in 5.4pt; text-align: center; width: 30.6px; height: 43px;\" valign=\"top\">\r\n						<p>\r\n							1</p>\r\n					</td>\r\n					<td style=\"border-width: 1pt 1pt 1pt medium; border-style: solid solid solid none; border-color: black black black -moz-use-text-color; padding: 0in 5.4pt; text-align: center; width: 32.6px; height: 43px;\" valign=\"top\">\r\n						<p>\r\n							3</p>\r\n					</td>\r\n					<td style=\"border-width: 1pt 1pt 1pt medium; border-style: solid solid solid none; border-color: black black black -moz-use-text-color; padding: 0in 5.4pt; text-align: center; width: 30.6px; height: 43px;\" valign=\"top\">\r\n						<p>\r\n							4</p>\r\n					</td>\r\n					<td style=\"border-width: 1pt 1pt 1pt medium; border-style: solid solid solid none; border-color: black black black -moz-use-text-color; padding: 0in 5.4pt; text-align: center; width: 27.6px; height: 43px;\" valign=\"top\">\r\n						<p>\r\n							8</p>\r\n					</td>\r\n					<td style=\"border-width: 1pt 1pt 1pt medium; border-style: solid solid solid none; border-color: black black black -moz-use-text-color; padding: 0in 5.4pt; text-align: center; width: 31.6px; height: 43px;\" valign=\"top\">\r\n						<p>\r\n							12</p>\r\n					</td>\r\n				</tr>\r\n			</tbody>\r\n		</table>\r\n	</div>\r\n	<p>\r\n		&nbsp;</p>\r\n	<ul style=\"margin-top: 0in;\">\r\n		<li style=\"color: rgb(79, 98, 40);\">\r\n			<i><span style=\"color: windowtext;\">Mean</span></i><span style=\"color: windowtext;\">: The average of all the data values for a given variable. Add all the data values together (sum), then divide by n, the number of data values there are. </span><b>If the data were 1,3,4,8,12 then n is 5 (there are 5 numbers), the sum is 28, and the mean would be 5.6</b></li>\r\n		<li style=\"color: rgb(79, 98, 40);\">\r\n			<i><span style=\"color: windowtext;\">Median</span></i><span style=\"color: windowtext;\">: The median is the value halfway through the ordered data set, below and above which there lies an equal number of data values. </span><b>In our example, the median would be 4, the middle value</b></li>\r\n		<li style=\"color: rgb(79, 98, 40);\">\r\n			<i><span style=\"color: windowtext;\">Minimum</span></i><span style=\"color: windowtext;\">: The smallest value. </span><b>The minimum would be 1</b></li>\r\n		<li style=\"color: rgb(79, 98, 40);\">\r\n			<i><span style=\"color: windowtext;\">Maximum</span></i><span style=\"color: windowtext;\">: The largest value. </span><b>The maximum would be 12</b></li>\r\n		<li style=\"color: rgb(79, 98, 40);\">\r\n			<i><span style=\"color: windowtext;\">Range</span></i><span style=\"color: windowtext;\">: A measure of the spread or the dispersion of the observations. It is the difference between the largest and the smallest observed value of some quantitative characteristic and is very easy to calculate. </span><b>If the data were 1,3,4,8,12 then the range would be 12-1 = 11</b></li>\r\n		<li>\r\n			<i>Standard Deviation</i> (for more advanced analysis/classes): This is another measure of the spread of the data set. It tells you how tightly all the various data points are clustered around the mean in a set of data. The formula is more complex, and can be found in any statistics text. <b><span style=\"color: rgb(79, 98, 40);\">The standard deviation of the number set above = 4.39</span></b></li>\r\n	</ul>\r\n	<p>\r\n		&nbsp;Next, students will work on techniques that allow them to find patterns and relationships in the data. Two key techniques will be used.</p>\r\n	<ol style=\"margin-top: 0in;\">\r\n		<li>\r\n			<font size=\"3\"><b>Are two things related?</b></font> You must have two columns of data that are numbers (or continuous variables, also called a <i>ratio scale</i>). Say students think that bigger fish will have more mercury. One way to evaluate whether that is the case or not is to graph fish size and mercury on paper or on the computer.<br />\r\n			&nbsp;</li>\r\n	</ol>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>a. </b>Set up a graph with an X (horizontal) and Y (vertical) axis. Typically we put the response or dependent variable on the Y axis, and the predictor or independent variable on the X axis. Ask students to identify which is the independent and which is the dependent variable. In our example, fish size is independent and mercury content is dependent &ndash; we&rsquo;re asking if mercury content depends on fish size. Don&rsquo;t forget to label the axes with what they represent and the units of measure. The graph should look something like this:</div>\r\n	<p style=\"margin-left: 1in; text-indent: 0.5in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/1_a.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"289\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099011590/watershed-experiences/unit-5/b-presenting-data/1_a.jpg?height=289&amp;width=320\" width=\"320\" /></a></span></div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>b. </b>Now plot the data points. The graph that results will be called a scatterplot, or an X-Y plot. For each fish size value, trace up to the corresponding mercury value. The graph might look something like this (although where the points are will be different, based on your data):</div>\r\n	<p style=\"margin-left: 1in; text-indent: 0.5in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/1_b.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"291\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099044863/watershed-experiences/unit-5/b-presenting-data/1_b.jpg?height=291&amp;width=320\" width=\"320\" /></a><span> </span></span></div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>c. </b>To assess whether the two things are related, students need to understand a bit more about what the relationship might look like. There are three main types of relationship:</div>\r\n	<p>\r\n		<span><span><span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<b>&nbsp; </b></span><b>i.</b><span style=\"font: 7pt &quot;Times New Roman&quot;;\"><b>&nbsp;&nbsp;&nbsp;</b>&nbsp;&nbsp; </span></span></span>Positive. As size increases, so does mercury:</p>\r\n	<p style=\"margin-left: 1.9134in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/1_c_i.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"291\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099114929/watershed-experiences/unit-5/b-presenting-data/1_c_i.jpg?height=291&amp;width=320\" width=\"320\" /></a></span></div>\r\n	<p>\r\n		<span><span><span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<b> </b></span><b>ii.</b><span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span></span>Negative. As size decreases, mercury increases:</p>\r\n	<p style=\"margin-left: 1.9134in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/1_c_ii.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"291\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099136628/watershed-experiences/unit-5/b-presenting-data/1_c_ii.jpg?height=291&amp;width=320\" width=\"320\" /></a></span></div>\r\n	<p>\r\n		<span><span><span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<b>&nbsp;&nbsp;&nbsp;&nbsp; </b></span><b>iii.</b><span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span></span>No relationship. There&rsquo;s no clear pattern between size and mercury:</p>\r\n	<p style=\"margin-left: 1.5in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/1_c_iii.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"291\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099161744/watershed-experiences/unit-5/b-presenting-data/1_c_iii.jpg?height=291&amp;width=320\" width=\"320\" /></a></span></div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>d. </b>If time and the class dynamic permits you might ask students to find the best fit line for the data. If using software such as Microsoft Excel, the software can display an equation and an R<sup>2</sup> value on the chart. If plotting by hand, students can use a piece of string and manipulate the two ends so the string appears to cross the center of the data points. It is recommended that you practice this manual technique before completing the exercise on data analysis software.<br />\r\n		&nbsp;</div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>e. </b>Here is an example of a scatterplot with a best fit line:</div>\r\n	<p style=\"margin-left: 1in; text-indent: 0.5in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/1_e.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"291\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099213780/watershed-experiences/unit-5/b-presenting-data/1_e.jpg?height=291&amp;width=320\" width=\"320\" /></a></span></div>\r\n	<ol style=\"margin-top: 0in;\">\r\n		<li>\r\n			<b><font size=\"3\">Are groups of things different?</font> </b>You will need numeric data for one variable, and a categorical variable &ndash; named groups &ndash; for the other. For example, students might be looking to find whether different fish species had different mercury concentrations. Their hypothesis might be that perch have more mercury than bass.<br />\r\n			&nbsp;</li>\r\n	</ol>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>a. </b>Set up a graph with an X (horizontal) and Y (vertical) axis. OR &ndash; use the boxplot or dot density graph introduced in the Warmup activities, above. Typically we put the response or dependent variable on the Y axis, and the predictor or independent variable on the X axis. Ask students to identify which is the independent and which is the dependent variable. In our example, fish species is independent and mercury content is dependent &ndash; we&rsquo;re asking if mercury content depends on fish species. Don&rsquo;t forget to label the axes with what they represent and the units of measure. The graph should look something like this:</div>\r\n	<p style=\"margin-left: 0.5866in; text-indent: 0.5in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/2_a.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"322\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099267634/watershed-experiences/unit-5/b-presenting-data/2_a.jpg?height=322&amp;width=400\" width=\"400\" /></a></span></div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>b. </b>Calculate the mean for each group. In our example, the mean mercury in Perch was 307 ng/g; the mean mercury in Bass was 719 ng/g.</div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>c. </b>Start by plotting the mean for each group as a dot on the graph:</div>\r\n	<p style=\"margin-left: 1in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/2_c.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"342\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099533406/watershed-experiences/unit-5/b-presenting-data/2_c.jpg?height=342&amp;width=400\" width=\"400\" /></a></span></div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>d. </b>We need to get an idea of how variable the data are for each species. Plot the minimum and maximum above and below the mean, and fill in with the other values, like this:</div>\r\n	<p style=\"margin-left: 1in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/2_d.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"336\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099380452/watershed-experiences/unit-5/b-presenting-data/2_d.jpg?height=336&amp;width=400\" width=\"400\" /></a></span></div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>e. </b>If time and lesson plans permit, students can plot standard deviation rather than the range as a more appropriate measure of variability:</div>\r\n	<div style=\"display: block; text-align: left; margin-left: 80px;\">\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/b-presenting-data/2_e.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"332\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290099407692/watershed-experiences/unit-5/b-presenting-data/2_e.jpg?height=332&amp;width=400\" width=\"400\" /></a></div>\r\n	<p>\r\n		Now that you have some statistics about the data and a graph showing the patterns or differences, it&rsquo;s time to interpret what the results mean. Think of the graph and data as evidence, and the scientists (students) now need to judge whether the hypothesis was supported or not. In the graph above, showing perch versus bass mercury, the means are different, and there&rsquo;s not much overlap in the data. So the scientists would conclude that bass had more mercury than perch in their study, and that fish species does matter. If the hypothesis was that perch would have more mercury, it would not be supported by the data.</p>\r\n	<p>\r\n		Note that scientists avoid the terms &ldquo;right&rdquo; and &ldquo;wrong&rdquo; and do not say that we &ldquo;prove a hypothesis&rdquo;. Try to encourage students to adopt the language of supporting a hypothesis (or not).</p>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Enrichment\"></a>Enrichment</h3>\r\n	<table border=\"1\" cellpadding=\"0\" cellspacing=\"0\" style=\"border-collapse: collapse; border: medium none;\">\r\n		<tbody>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border: 1pt solid black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<p>\r\n						Question Set</p>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							Why would a scientist avoid the terms &ldquo;right&rdquo; and &ldquo;wrong&rdquo; and rather use &ldquo;support a hypothesis&rdquo;?</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							What kinds of things are useful to label on graphs?</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n			<tr>\r\n				<td style=\"width: 7.45in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color black black; padding: 0in 5.4pt;\" valign=\"top\" width=\"715\">\r\n					<ul style=\"margin-top: 0in;\">\r\n						<li>\r\n							What kind of traits does a &ldquo;line of best fit&rdquo; have?</li>\r\n					</ul>\r\n				</td>\r\n			</tr>\r\n		</tbody>\r\n	</table>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-DOCUMENTS\"></a>DOCUMENTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;Attachments&quot; at the bottom of this web page.</p>\r\n	<h3>\r\n		<a name=\"TOC-Handouts\"></a>Handouts</h3>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDo2YTMyMDVhZGViYjg5MmI0\" target=\"_blank\">Student Worksheet</a></li>\r\n	</ul>\r\n</div>\r\n','<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	This activity will produce the information students need to determine whether their hypothesis was supported or not. Students will calculate basic descriptive statistics and then will analyze the data using two basic principles: whether two things are related (correlation) or whether groups of things are different. Which technique is used depends in part on the data. The primary goal is for students to produce meaningful graphs depicting results, and to interpret the results to judge whether the hypothesis was supported or not.</p>','Outline Designer -- nid:<em>294</em> parent nid changed to <em>257</em>',1308784899,2),(295,364,1,'Essential Activity- Does the data support my claim?','<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	Students have collected data and created graphs, charts, illustrations, or tables summarizing their results. This is the evidence that will support or refute their project hypothesis. Now is the time to look at that evidence and figure out what it means. The outcomes of this activity can be simple: a statement addressing whether or not the hypothesis was supported, and a few statements or bullet points discussing why or why not. More generally an outcome is an increased understanding by students that <b>the data are the facts, and interpreting data is where some judgment calls come in. </b>It is important for students to go through the whole process, from dealing with those facts to making the calls.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<p>\r\n	Begin by writing the hypothesis (or hypotheses, if groups had variations on the theme) on the board or overhead.<br />\r\n	Be sure each group or the class has copies of their data products (graphs, etc.) in front of them.</p>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		This activity is a thinking exercise. It can be done in a number of ways: a group discussion session, setting up students in debate teams to argue the evidence one way or another; or any number of other ways that facilitates discussion and ends with a general consensus.</p>\r\n	<p>\r\n		One of the key skills in interpreting what data mean is to understand how to read a graph. Model for the students how to explain a graph or table. For example, for the following graph a description would go something like:</p>\r\n	<p style=\"margin-left: 1in; text-indent: 0.5in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/c-what-does-it-mean/ActC.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"290\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290110391395/watershed-experiences/unit-5/c-what-does-it-mean/ActC.jpg?height=290&amp;width=320\" width=\"320\" /></a></span></div>\r\n	<p>\r\n		<i>&ldquo;This graph shows fish weight in kilograms on the X axis, and the concentration of mercury in fish muscle in nanograms per gram on the Y axis. Each dot represents a fish. As fish weight increased, muscle mercury increased. This positive relationship is shown with a regression line &ndash; the diagonal line on the graph. The R-squared value tells us how good the relationship is. This R-squared is pretty good &ndash; 0.7.&rdquo;</i></p>\r\n	<p>\r\n		<b><i>Then end with the take home message of the graph in plainer English: </i></b><i>&ldquo;So this graph says that as fish got bigger, they had more mercury in their muscles.&rdquo;</i></p>\r\n	<p>\r\n		First, elect a student to act as the class recorder, writing thoughts on the board. Read aloud, or have a student read aloud, the hypothesis. Then have each group show its data product and explain what is shown.<span>&nbsp; </span>Make sure they describe what is on each axis or in each column, list the units displayed, and end with the important plain English sentence saying what it means. If you can say what a data product&rsquo;s message is in plain English you&rsquo;ve got the finding internalized and not memorized. Have the recording student write down, in words, the description of the graph or table &ndash; these words will become the legend for the figure when you&rsquo;re presenting results in Unit 6.</p>\r\n	<p>\r\n		Now ask students to make a judgment whether their hypothesis was supported or not supported based on the data they&rsquo;ve been shown. This can be done with a show of hands, a vote, or a discussion. Emphasize that there is a bit of &lsquo;best professional judgment&rsquo; involved &ndash; scientists can only base their findings on the evidence, and often the evidence is incomplete or we wish we&rsquo;d sampled some additional variable. This is why science is sometimes perceived as frequently changing or tentative.</p>\r\n	<p>\r\n		Finally, have students discuss why they think the hypothesis was supported or not. Here is a list of leading questions to use if needed:</p>\r\n	<p>\r\n		Have the students coordinate and edit their thoughts down into the following:</p>\r\n	<ol style=\"margin-top: 0in;\">\r\n		<li>\r\n			Statement of whether hypothesis was supported or not. &ldquo;Our hypothesis that X would be greater than Y was/was not supported by the data.&rdquo;</li>\r\n		<li>\r\n			Bullet points interpreting the findings:</li>\r\n	</ol>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>a. </b>What the data showed: &ldquo;In fact, mercury in Y was greater than mercury in X, as shown in Figure 1.&rdquo;<br />\r\n		<b>b. </b>Thoughts why the hypothesis was or was not supported: &ldquo;We were only able to catch big fish of one species, so we could not determine whether size or species was more important. Also, all of the biggest fish were caught in Pond B, so we could not compare within a single pond&rdquo;.<br />\r\n		<b>c. </b>What would they do differently next time: &ldquo;In the future students should consider only sampling in Pond B, and only sampling one species to remove the confounding effects of species and ponds&rdquo;.</div>\r\n	<p>\r\n		&nbsp;<b>** Be sure to keep a hard copy or electronic version of the figures, tables, diagrams, legends, and bullet points. You will use these in <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-6\">Unit 6</a>. **</b></p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-ASSESSMENT-IDEAS\"></a>ASSESSMENT IDEAS</h2>\r\n	<p>\r\n		Students need to be able to create graphs to help tell their research stories. More importantly, in the class and in everyday life, students need to be conscious consumers of information in a graphic form. By peer reviewing other students&rsquo; graphs the students practice interpreting graphs, and graph creators receive feedback to improve or clarify the story that they are trying to tell.</p>\r\n	<p>\r\n		Each student should review at least two graphs generated by other students and provide feedback. The feedback that these students receive in turn should be used to improve or clarify their own graphs. Students are assessing the work of each other and in turn being assessed on their ability to be discriminating consumers of graphic information.</p>\r\n	<p>\r\n		<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDoxODRiNDNkMDZlYzk2ZWNh\" target=\"_blank\">Here is a worksheet of instructions</a> that can be handed out to students.</p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION\"></a>EXTENSION</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<div style=\"display: inline; float: right; margin: 5px 10px;\">\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/c-what-does-it-mean/ActC_X.jpg?attredirects=0\" imageanchor=\"1\" target=\"_blank\"><img border=\"0\" height=\"395\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290111116008/watershed-experiences/unit-5/c-what-does-it-mean/ActC_X.jpg?height=395&amp;width=400\" width=\"400\" /></a></div>\r\n	<p>\r\n		The skills used in this unit can help students interpret and understand the limitations of graphs and data. Using newspapers, magazines, or the Internet, have each student or group find several examples of graphs or data presentations in the public media. Have students interpret each graph, either individually or in a group discussion. Ask them whether the graphs show a clear pattern, differences, or a relationship. See if they can locate any &lsquo;fine print&rsquo; or estimates of the error in the data. Based on the data &ndash; the empirical evidence shown in the graphs they&rsquo;ve found &ndash; how much faith do they put in the conclusions of the graph producers?</p>\r\n	<p>\r\n		Using the graphs from The New York Times you might ask students questions like:</p>\r\n	<ul style=\"margin-top: 0in;\">\r\n		<li>\r\n			What does each line represent?</li>\r\n		<li>\r\n			Do the authors tell you how much variability (spread) there is around each line? The graph makes the pattern look very clear &ndash; but there is probably a lot more noise if you could see all of the data.</li>\r\n		<li>\r\n			Do you think there&rsquo;s more variability in the men than the women? How could you tell?</li>\r\n		<li>\r\n			How would you know if there were real differences among time periods?</li>\r\n		<li>\r\n			If you only looked at the &ldquo;both sexes&rdquo; graph, what would you think the average life expectancy was for someone who was most deprived? And how much difference does it make to separate the genders?</li>\r\n	</ul>\r\n</div>\r\n<div style=\"margin-left: 40px;\">\r\n	&nbsp;</div>\r\n<div>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-DOCUMENTS\"></a>DOCUMENTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;Attachments&quot; at the bottom of this web page.</p>\r\n	<h3>\r\n		<a name=\"TOC-Handouts\"></a>Handouts</h3>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDoxODRiNDNkMDZlYzk2ZWNh\" target=\"_blank\">For the assessment - student instructions</a></li>\r\n	</ul>\r\n</div>\r\n','<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>','Outline Designer -- node renamed from <em>Classroom Activities</em> to <em>Essential Activity- Does the data support my claim?</em>',1307306405,2),(297,366,1,'Project vocabularies','<p>\r\n	List streams using the forms at right.</p>\r\n<p>\r\n	These lists will appear as options for the stream or site in Observation Forms.</p>\r\n<p>\r\n	Separate the complete name of stream or Site ID with a comma, like so:<em> </em><em>Penobscot River, Kenduskeag Stream, Kennebec River</em></p>\r\n<p>\r\n	List site IDs using the forms at right.</p>\r\n<p>\r\n	These lists will appear as options for the site ID in Observation Forms.</p>\r\n<p>\r\n	Separate the complete name of stream or Site ID with a comma, like so:<em> </em><em>Site 1, Site 2, Site 3.</em></p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n','<p>\r\n	List streams using the forms at right.</p>\r\n<p>\r\n	These lists will appear as options for the stream or site in Observation Forms.</p>\r\n<p>\r\n	Separate the complete name of stream or Site ID with a comma, like so:<em> </em><em>Penobscot River, Kenduskeag Stream, Kennebec River</em></p>\r\n<p>\r\n	List site IDs using the forms at right.</p>\r\n<p>\r\n	These lists will appear as options for the site ID in Observation Forms.</p>\r\n<p>\r\n	Separate the complete name of stream or Site ID with a comma, like so:<em> </em><em>Site 1, Site 2, Site 3.</em></p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>','',1307963400,2),(311,380,1,'Kenduskeag Stream','','','',1307233092,0),(310,379,1,'Penobscot River','','','',1307233092,0),(342,411,1,'Birch','','','',1307963400,0),(341,410,1,'Baker Brook','','','',1307963400,0),(339,408,1,'Acadia-Unburned','','','',1307963400,0),(340,409,1,'Baker','','','',1307963400,0),(312,381,1,'Kennebec River','','','',1307233092,0),(9879,9955,1,'Downloads','<p>\r\n	<strong>What would you like to do?</strong></p>\r\n<p>\r\n	&nbsp;</p>\r\n<ul>\r\n	<li>\r\n		<a href=\"/project-downloads/nitrogen-cycling-watersheds\">Download a project photo, poster, or video</a>.</li>\r\n	<li>\r\n		<a href=\"http://www.universalpantograph.com/serc/serc-big-table\">Download lab data</a>.</li>\r\n</ul>\r\n','<p>\r\n	<strong>What would you like to do?</strong></p>\r\n<p>\r\n	&nbsp;</p>\r\n<ul>\r\n	<li>\r\n		<a href=\"/project-downloads/nitrogen-cycling-watersheds\">Download a project photo, poster, or video</a>.</li>\r\n	<li>\r\n		<a href=\"http://www.universalpantograph.com/serc/serc-big-table\">Download lab data</a>.</li>\r\n</ul>\r\n','',1309497784,2),(9880,9956,1,'Downloads','<p>\r\n	<strong>What would you like to do?</strong></p>\r\n<p>\r\n	&nbsp;</p>\r\n<ul>\r\n	<li>\r\n		<a href=\"/project-downloads/eels\">Download a project photo, poster, or video</a>.</li>\r\n	<li>\r\n		<a href=\"http://www.universalpantograph.com/serc/serc-big-table\">Download lab data</a>.</li>\r\n</ul>\r\n','<p>\r\n	<strong>What would you like to do?</strong></p>\r\n<p>\r\n	&nbsp;</p>\r\n<ul>\r\n	<li>\r\n		<a href=\"/project-downloads/eels\">Download a project photo, poster, or video</a>.</li>\r\n	<li>\r\n		<a href=\"http://www.universalpantograph.com/serc/serc-big-table\">Download lab data</a>.</li>\r\n</ul>\r\n','',1309497836,2),(9881,9957,1,'Downloads','<p>\r\n	<strong>What would you like to do?</strong></p>\r\n<p>\r\n	&nbsp;</p>\r\n<ul>\r\n	<li>\r\n		<a href=\"/project-downloads/mercury-watersheds\">Download a project photo, poster, or video</a>.</li>\r\n	<li>\r\n		<a href=\"http://www.universalpantograph.com/serc/serc-big-table\">Download lab data</a>.</li>\r\n</ul>\r\n','<p>\r\n	<strong>What would you like to do?</strong></p>\r\n<p>\r\n	&nbsp;</p>\r\n<ul>\r\n	<li>\r\n		<a href=\"/project-downloads/mercury-watersheds\">Download a project photo, poster, or video</a>.</li>\r\n	<li>\r\n		<a href=\"http://www.universalpantograph.com/serc/serc-big-table\">Download lab data</a>.</li>\r\n</ul>\r\n','',1309497838,2),(9882,9958,4,'Data set to look at long-term N additions (use in the intro/background part of the curriculum?)','<p>\r\n	This looks like a good N, time-series, background activity for the teachers and students working on the N project:</p>\r\n<p>\r\n	<a href=\"http://tiee.ecoed.net/vol/v4/issues/data_sets/nitrogen_additions/overview.html\">http://tiee.ecoed.net/vol/v4/issues/data_sets/nitrogen_additions/overview.html</a></p>\r\n<p>\r\n	I am wondering if we can get a similar set from Bear Brook?</p>\r\n','<p>\r\n	This looks like a good N, time-series, background activity for the teachers and students working on the N project:</p>\r\n<p>\r\n	<a href=\"http://tiee.ecoed.net/vol/v4/issues/data_sets/nitrogen_additions/overview.html\">http://tiee.ecoed.net/vol/v4/issues/data_sets/nitrogen_additions/overview.html</a></p>\r\n<p>\r\n	I am wondering if we can get a similar set from Bear Brook?</p>\r\n','',1310392305,2),(9883,9959,0,'Test, just a test','<!--break-->','','',1310403454,2),(9884,9960,0,'Test, just a test','<!--break-->','','',1310403454,2),(9892,9970,4,'Classroom Activities- Scientific Claims Proposal Video','<p>\r\n	Scientific Claim Proposal Videos</p>\r\n<p>\r\n	<strong>Goals:</strong></p>\r\n<p>\r\n	Students understand the elements of a good scientific argument</p>\r\n<p>\r\n	Students state and defend their research claim</p>\r\n<p>\r\n	Students use a multimedia approach to sharing with other researchers</p>\r\n<p>\r\n	Objectives:</p>\r\n<p>\r\n	Students will develop, practice and record a scripted presentation of their scientific claim.</p>\r\n<p>\r\n	Students will critique fellow students&#39; videos (within the class).</p>\r\n<p>\r\n	Students will upload their videos for critique by students from other schools.</p>\r\n<p>\r\n	<strong>Materials:</strong></p>\r\n<p>\r\n	Scientific Claim Video Review worksheet</p>\r\n<p>\r\n	Video camera (if there is no video then recording sound only is a fine alternative)</p>\r\n<p>\r\n	Upload capabilities</p>\r\n<p>\r\n	<strong>Place of this Lesson in Project Sequence:</strong></p>\r\n<p>\r\n	This video sharing should happen after the students have developed their claim and know the evidence they will need to back up their claim.</p>\r\n<p>\r\n	<strong>Lesson Duration:</strong></p>\r\n<p>\r\n	approximately 80 minutes</p>\r\n<p>\r\n	<em>Note: Depending on the students and the amount of time available you can lead the students in a discussion of what they need to include to make a compelling argument, give the students an outline that they write the script for, or give the students a script. </em></p>\r\n<p>\r\n	<strong>Introduction (2 minutes):</strong></p>\r\n<p style=\"margin-left:.5in;\">\r\n	You&#39;re going to be sharing your claims about your mercury in the watershed research with other researchers so that they can test the strength of your claim <em>(you can mention that because the students have been working so closely with their own work they need someone else to look at it)</em>.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	<strong>Teacher-led Discussion (15 minutes):</strong></p>\r\n<p style=\"margin-left:.5in;\">\r\n	<strong>ask:</strong></p>\r\n<p style=\"margin-left:.5in;\">\r\n	What do you need to include in your video to make your claim as airtight as you can?</p>\r\n<p style=\"margin-left:1.0in;\">\r\n	Solicit ideas, write them on the board.</p>\r\n<p style=\"margin-left:1.0in;\">\r\n	<em>(if necessary refer to ads if you have to-which ads do you believe versus which ads do you like?)</em></p>\r\n<p style=\"margin-left:.5in;\">\r\n	<strong>example:</strong></p>\r\n<p style=\"margin-left:.5in;\">\r\n	Make an example of what the kids have offered for ideas..</p>\r\n<p style=\"margin-left:1.0in;\">\r\n	<em>Students say to present claim only</em></p>\r\n<p style=\"margin-left:1.5in;\">\r\n	<em>O.K. So I should state my claim?</em></p>\r\n<p style=\"margin-left:1.5in;\">\r\n	<em>My name is hannah and my dirt bike is faster than your dirt bike.</em></p>\r\n<p style=\"margin-left: 1in;\">\r\n	&nbsp;</p>\r\n<p style=\"margin-left:1.0in;\">\r\n	<em>Or if the students give claim and because statement</em></p>\r\n<p style=\"margin-left:1.5in;\">\r\n	<em>O.K. So I should state my claim and tell you why I think that?</em></p>\r\n<p style=\"margin-left:1.5in;\">\r\n	<em>My name is hannah and my dirt bike is faster than your dirt bike. Because mine has a 110 cc 4- stroke engine and your riding a Rupp from1973.</em></p>\r\n<p style=\"margin-left:1.0in;\">\r\n	&nbsp;</p>\r\n<p style=\"margin-left:1.0in;\">\r\n	<em>Or if the students give claim and because statement and evidence statement</em></p>\r\n<p style=\"margin-left:1.5in;\">\r\n	<em>My name is Hannah and my dirt bike is faster than yours <u>because</u> my dirt bike has a 110 cc 4-stroke and your bike is a Rupp from 1973. You want me to prove mine is faster? <u>O.K. a race, after school, at the gravel pit, no funny business, we&rsquo;ll time it... we&rsquo;ll see who&rsquo;s is faster.</u></em></p>\r\n<p style=\"margin-left:1.5in;\">\r\n	If your students give &ldquo;make a claim, a because statement and an evidence statement&rdquo; as what they need to make an airtight claim video then skip to &lsquo;<strong>guided discussion&rsquo;</strong> section below and then to &lsquo;<strong>relate to watershed project by asking&rsquo; </strong>section below</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p style=\"margin-left:.5in;\">\r\n	<strong>ask:</strong></p>\r\n<p style=\"margin-left:.5in;\">\r\n	With this claim what are some questions that come to mind?</p>\r\n<p style=\"margin-left:1.0in;\">\r\n	Solicit ideas, write them on the board.</p>\r\n<p style=\"margin-left:1.0in;\">\r\n	<em>(how do you know your dirt bike is faster? yah, how are you going to prove it? </em></p>\r\n<p style=\"margin-left:1.0in;\">\r\n	<em>What makes you say that? how are you going to prove it?)</em></p>\r\n<p>\r\n	&nbsp;</p>\r\n<p style=\"margin-left:.5in;\">\r\n	<strong>continue guided discussion:</strong></p>\r\n<p style=\"margin-left:.5in;\">\r\n	What I think you are saying is you want some background reasons? (the because statement)</p>\r\n<p style=\"margin-left:.5in;\">\r\n	And you want to know how I am going to back up or prove my claim? (evidence, data and/or method)</p>\r\n<p style=\"margin-left:.5in;\">\r\n	&nbsp;</p>\r\n<p>\r\n	<strong>Summarize discussion (2 minutes): &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </strong></p>\r\n<p style=\"margin-left:.5in;\">\r\n	<strong>refer back to your example:</strong></p>\r\n<p style=\"margin-left:.5in;\">\r\n	Tell students-</p>\r\n<p style=\"margin-left:.5in;\">\r\n	So each of you rewrite this claim with the background reasons for why I might have stated it and how I am going to prove it to you. This can also be done as a group!</p>\r\n<p style=\"margin-left:.5in;\">\r\n	<em>the students should state something like:</em></p>\r\n<p style=\"margin-left:.5in;\">\r\n	<em>My name is Hannah and my dirt bike is faster than yours <u>because</u> my dirt bike has a 110 cc 4-stroke and your bike is a Rupp from 1973. You want me to prove mine is faster? <u>O.K. a race, after school, at the gravel pit, no funny business, we&rsquo;ll time it... we&rsquo;ll see who&rsquo;s is faster.</u></em></p>\r\n<p style=\"margin-left:.5in;\">\r\n	<em>(Give me a because statement and a way-to-prove-it statement)</em></p>\r\n<p style=\"margin-left:.5in;\">\r\n	Have students read some of these new claim statements. (or you can give the italicized statement above) These statements should include a claim, a because and a reference to evidence. Ignore this if the class has done this as a group.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p class=\"rteindent1\">\r\n	<strong>relate to watershed project by asking: </strong></p>\r\n<p style=\"margin-left:.5in;\">\r\n	When you state your claim for other researchers to review what should you include?</p>\r\n<p style=\"margin-left:.5in;\">\r\n	<em>(State claim, background reasoning and evidence you&#39;ll use to support your claim.)</em></p>\r\n<p>\r\n	<strong>Direct (15 minutes):</strong></p>\r\n<p style=\"margin-left:.5in;\">\r\n	Work with your group to write a script that does just that- states your claim, gives the background and shares what data you&#39;re going to collect or use to support your claim.&nbsp; If you finish before 15 minutes you can practice your script and record it.</p>\r\n<p>\r\n	<strong>Student-directed script writing and recording (15 minutes)</strong></p>\r\n<p class=\"rteindent1\">\r\n	When the students are done they will record their scripts (this is a dry run, a first draft). Each group should review the video of at least one other group and then use the Scientific Claim Video Review worksheet to review another group&#39;s work.</p>\r\n<p>\r\n	<strong>Discussion (10 minutes):</strong></p>\r\n<p style=\"margin-left:.5in;\">\r\n	Have students explain each other&rsquo;s claims, reasoning and evidence in their own words. They should then return the review sheets to the reviewed group (or the teacher).</p>\r\n<p>\r\n	<strong>Revision (15 minutes):</strong></p>\r\n<p style=\"margin-left:.5in;\">\r\n	They will then make the changes they need to make to their scripts (if any), record their scripts and post them to vimeo.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n','<p>\r\n	Scientific Claim Proposal Videos</p>\r\n<p>\r\n	<strong>Goals:</strong></p>\r\n<p>\r\n	Students understand the elements of a good scientific argument</p>\r\n<p>\r\n	Students state and defend their research claim</p>\r\n<p>\r\n	Students use a multimedia approach to sharing with other researchers</p>\r\n<p>\r\n	Objectives:</p>\r\n<p>\r\n	Students will develop, practice and record a scripted presentation of their scientific claim.</p>\r\n<p>\r\n	Students will critique fellow students&#39; videos (within the class).</p>\r\n<p>\r\n	Students will upload their videos for critique by students from other schools.</p>','Outline Designer -- node renamed from <em>Classroom Activities- Peer Review</em> to <em>Classroom Activities- Scientific Claims Proposal Video</em>',1312408800,3),(287,9971,4,'Classroom Activities- Peer Review','<div dir=\"ltr\">\r\n	<a name=\"TOC-OVERVIEW\"></a><br />\r\n	<div>\r\n		<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n			<h2>\r\n				<a href=\"http://participatoryscience.org/sites/default/files/peer review.jpg\"><img border=\"0\" height=\"199\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445414/watershed-experiences/unit-3/peer-review/peer%20review.jpg?height=199&amp;width=200\" width=\"200\" /></a></h2>\r\n		</div>\r\n		<h2>\r\n			OVERVIEW</h2>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Scientists often engage in debates about their hypotheses and approaches. These can be verbal or on paper, and are often called &quot;peer review&quot;. This type of constructive criticism is very important and helps scientists see how they might improve their work to get more definite answers, or to see things they might have overlooked.</p>\r\n		<p>\r\n			This is a short activity for students.</p>\r\n		<p>\r\n			&nbsp;</p>\r\n	</div>\r\n	<div>\r\n		<h2>\r\n			<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n		<p>\r\n			&nbsp;</p>\r\n		<h3>\r\n			<a name=\"TOC-1\"></a></h3>\r\n		<p>\r\n			Engage the students in a type of peer review by having different groups review each others&#39; hypotheses and study designs. Discussions should focus around questions such as:</p>\r\n		<ul>\r\n			<li>\r\n				Why do you think that?</li>\r\n			<li>\r\n				Have you considered &hellip;. ? (For example, a competing explanation for how a system might work.)</li>\r\n			<li>\r\n				When you are collecting data, won&rsquo;t it be confusing if &hellip; (A good example of this would be a student proposing to look at the relationship between fish weight and mercury burden without paying attention to differences between species.)</li>\r\n			<li>\r\n				Couldn&rsquo;t you also measure &hellip;.? (For example, suggesting that students collecting insects also keep track of the kind of terrain that the insect is captured in, just in case it might matter.)</li>\r\n		</ul>\r\n		<p>\r\n			A key objective in this kind of exercise is helping students learn a different kind of discourse&mdash;one that is not personal, but is instead focused on leading to general improvement.&nbsp;You can help students see the importance of this by reminding them that the results will be used by others. Some students may have to play the role of &quot;devil&#39;s advocate&quot; - sometimes making an argument that they are not sure of, but that they think needs exploring. This type of thinking and healthy debate can lead to better projects and new ways of working.</p>\r\n		<h3>\r\n			<a name=\"TOC-Communication-with-Other-Teachers\"></a>Communication with Other Teachers</h3>\r\n		<p>\r\n			It would be useful to have the students prepare their hypotheses in a form that you can easily share with other teachers. You might also want to notify the cooperating scientist(s) that the materials are on the shared website if you would like an external review of what the students are proposing before the work begins.</p>\r\n	</div>\r\n	<div dir=\"ltr\">\r\n		&nbsp;</div>\r\n</div>\r\n','<div dir=\"ltr\">\r\n	<a name=\"TOC-OVERVIEW\"></a><br />\r\n	<div>\r\n		<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n			<h2>\r\n				<a href=\"http://participatoryscience.org/sites/default/files/peer review.jpg\"><img border=\"0\" height=\"199\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445414/watershed-experiences/unit-3/peer-review/peer%20review.jpg?height=199&amp;width=200\" width=\"200\" /></a></h2>\r\n		</div>\r\n		<h2>\r\n			OVERVIEW</h2>\r\n		<p>\r\n			&nbsp;</p>','Outline Designer -- nid:<em>287</em> parent nid changed to <em>264</em>',1312381658,2),(287,9972,4,'Classroom Activities- Scientific Claims Video Review','<div dir=\"ltr\">\r\n	<a name=\"TOC-OVERVIEW\"></a><br />\r\n	<div>\r\n		<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n			<h2>\r\n				<a href=\"http://participatoryscience.org/sites/default/files/peer review.jpg\"><img border=\"0\" height=\"199\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445414/watershed-experiences/unit-3/peer-review/peer%20review.jpg?height=199&amp;width=200\" width=\"200\" /></a></h2>\r\n		</div>\r\n		<br />\r\n		<p>\r\n			Scientific Claims Video Review</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Goals-</p>\r\n		<p>\r\n			Critically review the scientific claims of other student scientists for clarity and for validity</p>\r\n		<p>\r\n			Practice constructive criticism</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Objectives-</p>\r\n		<p>\r\n			Students will review scientific claims videos of other student scientists</p>\r\n		<p>\r\n			Students will construct and post to Vimeo a constructive response to the claim and/or reasoning (for three other research groups)</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Materials-&nbsp;</p>\r\n		<p>\r\n			Scientific Claims Video Review worksheet</p>\r\n		<p>\r\n			Computer with Internet access</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Place of this Lesson in Project Sequence-</p>\r\n		<p>\r\n			This video sharing must happen after other groups have developed their scientific claims and posted their claim videos.</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Lesson Duration-</p>\r\n		<p>\r\n			approximately 80 minutes</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			<em>Note - Depending on the students and the amount of time available you can: </em></p>\r\n		<p style=\"margin-left:.5in;\">\r\n			<em>1.&nbsp;&nbsp;&nbsp;&nbsp; </em><em>lead the students in a discussion of what they need to include to respond to other people&rsquo;s videos constructively, </em></p>\r\n		<p style=\"margin-left:.5in;\">\r\n			<em>2.&nbsp;&nbsp;&nbsp;&nbsp; </em><em>give the student groups the review form and have them review and write a response</em></p>\r\n		<p style=\"margin-left:.5in;\">\r\n			<em>3.&nbsp;&nbsp;&nbsp;&nbsp; </em><em>have students use the review form and give them a pre-written response script. </em></p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Introduction-</p>\r\n		<p>\r\n			Explain:</p>\r\n		<p>\r\n			The goal of this is to help these other students improve, streamline and/or clarify their claim, their reasoning, and the evidence they are going to use to back up their claim. Practicing scientists have their work reviewed at every stage of a research project - when they propose the project, as they work through it, and when they write up or present results. Being able to compose a constructive review and to respond to others&rsquo; reviews is a critical skill for scientists.</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			What does constructive criticism look and sound like? (solicit ideas and set some class ground rules). Scientists use the term &ldquo;review&rdquo; for constructive criticism.</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			We&rsquo;re going to watch a video together and work through this process then you&rsquo;ll split into your groups to review three videos from other classes. You will have a worksheet to do this review in your groups, but let&rsquo;s do one without using the worksheet.</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			<em>Note:</em></p>\r\n		<p>\r\n			<em>Some guidelines for giving constructive criticism include making the criticism relevant and appropriate to the context, describing the claim, reasoning or evidence carefully and accurately first, offering both positive and negative criticism whenever possible, being specific, and explaining how to improve. </em></p>\r\n		<p>\r\n			Video viewing and Discussion-</p>\r\n		<p>\r\n			<u>Watch a video as a class and begin the discussion:</u></p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			<strong>Claim:</strong></p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Can someone re-state this group&rsquo;s claim in their own words?</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Anyone want to add on to that?</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Does everyone agree with (name of your student)&rsquo;s re-statement?</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			yes (move on)</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			no- don&rsquo;t agree- could you add on or restate?</p>\r\n		<p>\r\n			(if re-state, in what way are these two statements different?)</p>\r\n		<p>\r\n			(if need be go through clarifying process again)</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			or &ldquo;what I think I hear you saying is... &ldquo; articulate the differences between the two &nbsp;&nbsp;&nbsp; statements</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; How confident do you feel that that is what this group is saying?</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; What can you say to this group about their claim?</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			<u>Do the same for background justification and evidence:</u></p>\r\n		<p>\r\n			<strong>Reasoning:</strong></p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Can someone re-state this group&rsquo;s reasoning in their own words?</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Anyone want to add on to that?</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Does everyone agree with (name of your student)&rsquo;s re-statement?</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			yes (move on)</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			no- don&rsquo;t agree- could you add on or restate?</p>\r\n		<p>\r\n			(if re-state, in what way are these two statements different?)</p>\r\n		<p>\r\n			(if need be go through clarifying process again)</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			or &ldquo;what I think I hear you saying is... &ldquo; articulate the differences between the two &nbsp;&nbsp;&nbsp; statements</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; How confident do you feel that that is what this group is saying?</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; What can you say to this group about their reasoning?</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			<strong>Evidence:</strong></p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Can someone re-state what this group is going to use for evidence?</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Anyone want to add on to that?</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Does everyone agree with what (name of your student) said?</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			yes (move on)</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			no- don&rsquo;t agree- could you add on or restate?</p>\r\n		<p>\r\n			(if re-state, in what way are these two statements different?)</p>\r\n		<p>\r\n			(if need be go through clarifying process again)</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			or &ldquo;what I think I hear you saying is... &ldquo;articulate the differences between the two &nbsp;&nbsp;&nbsp;&nbsp; statements</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Will this evidence support this claim?</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Is there something missing or different that you can recommend to this group about their evidence?</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; What can you say to this group about the evidence that they&rsquo;ll be using?</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Crafting a comment response-</p>\r\n		<p>\r\n			<u>Ask: </u></p>\r\n		<p>\r\n			What can we say to this group? (solicit input)</p>\r\n		<p>\r\n			Suggest four sentences:</p>\r\n		<p>\r\n			An opening sentence (make this nice, specific and complimentary)</p>\r\n		<p>\r\n			A sentence about their claim:</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; We did not understand your claim, but we think you said __________, is this right?</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; We understood your claim about________ (have them restate the claim in their own words)</p>\r\n		<p>\r\n			A sentence about the reasoning:</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; We did not understand your reasoning, but we think you said __________, is this right?</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; or, We did not understand your reasoning, but some reasons that might back up your claim are____________</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; We understood your reasoning that________ (have them restate the reasoning in their own words)</p>\r\n		<p>\r\n			A sentence about the evidence:</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; We did not understand how the evidence will support your claim, could you explain?</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; or, We did not understand your evidence, but some other evidence like_________might back up your claim.</p>\r\n		<p style=\"margin-left:.5in;\">\r\n			●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; We understand the evidence that you&rsquo;re going to use ________ (have them restate the reasoning in their own words)</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Draw axes for a graph on the board and have the students, as a group, draw a hypothetical graph of what the data will look like if the data supports the claim.</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Group work-</p>\r\n		<p>\r\n			<u>In groups: </u></p>\r\n		<p>\r\n			As a group (with one person recording), review the videos of three other groups (groups can be from same school, but not the same class, preferably not the same teacher). Each group fills out a Scientific Claims Video Review worksheet for each group.</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			<u>Writing a response: </u></p>\r\n		<p>\r\n			Have students use their <a href=\"http://ipatoryscience.org/sites/default/files/B-WET claim video review.doc\">Scientific Claims Video Review worksheet</a> to write a response to post.</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			If there is time, review the comments before posting.</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Post comments to Vimeo.</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Follow-up question-</p>\r\n		<p>\r\n			<u>Ask:</u></p>\r\n		<p>\r\n			Are there any things about your own claims, reasoning or evidence that you want to modify or streamline after reviewing the claims of other scientists?</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Worksheet for lesson (<a href=\"http://ipatoryscience.org/sites/default/files/B-WET claim video review.doc\">this worksheet is available here</a>)-</p>\r\n		<p style=\"margin-left:5.0pt;\">\r\n			&nbsp;</p>\r\n		<table border=\"0\" cellpadding=\"0\" cellspacing=\"0\">\r\n			<tbody>\r\n				<tr>\r\n					<td style=\"width:31px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n					</td>\r\n					<td style=\"width:208px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							Answer questions about the video:</p>\r\n					</td>\r\n					<td style=\"width:64px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							Circle one</p>\r\n					</td>\r\n					<td style=\"width:321px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							Provide additional feedback:</p>\r\n					</td>\r\n				</tr>\r\n				<tr>\r\n					<td style=\"width:31px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							1</p>\r\n					</td>\r\n					<td style=\"width:208px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							Do the group members identify themselves?</p>\r\n					</td>\r\n					<td style=\"width:64px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							YES</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; NO</p>\r\n					</td>\r\n					<td style=\"width:321px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							If YES, are the introductions easy to understand?</p>\r\n					</td>\r\n				</tr>\r\n				<tr>\r\n					<td style=\"width:31px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							2</p>\r\n					</td>\r\n					<td style=\"width:208px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							Do the group members identify the school that they come from?</p>\r\n					</td>\r\n					<td style=\"width:64px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							YES</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp; NO</p>\r\n					</td>\r\n					<td style=\"width:321px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							If YES, what school are they from?</p>\r\n					</td>\r\n				</tr>\r\n				<tr>\r\n					<td style=\"width:31px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							3</p>\r\n					</td>\r\n					<td style=\"width:208px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							Does the group state their claim?</p>\r\n					</td>\r\n					<td style=\"width:64px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							YES</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							NO</p>\r\n					</td>\r\n					<td style=\"width:321px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							If NO, indicate in your comments that the claim is unstated.</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							If YES, restate their claim here:</p>\r\n					</td>\r\n				</tr>\r\n				<tr>\r\n					<td style=\"width:31px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							4</p>\r\n					</td>\r\n					<td style=\"width:208px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							Is that claim reasonable? <em>Note: this doesn&rsquo;t mean you think it&rsquo;s right, just that it is possible and makes sense in the way that they are thinking about how the world works</em>.</p>\r\n					</td>\r\n					<td style=\"width:64px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							YES</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; NO</p>\r\n					</td>\r\n					<td style=\"width:321px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							If NO, let them know in your <em>r</em>eview that the claim, as stated, is not reasonable and explain why.&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							If YES, include as a comment in your <em>re</em>view.</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n					</td>\r\n				</tr>\r\n				<tr>\r\n					<td style=\"width:31px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							5</p>\r\n					</td>\r\n					<td style=\"width:208px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							Does the group tell you why they made their claim?</p>\r\n					</td>\r\n					<td style=\"width:64px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							YES</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; NO</p>\r\n					</td>\r\n					<td style=\"width:321px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							If NO, ask them to clarify in your review.</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							If YES, explain their reasoning:</p>\r\n					</td>\r\n				</tr>\r\n				<tr>\r\n					<td style=\"width:31px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							7</p>\r\n					</td>\r\n					<td style=\"width:208px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							Is the reasoning behind their claim sound?</p>\r\n					</td>\r\n					<td style=\"width:64px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							YES</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; NO</p>\r\n					</td>\r\n					<td style=\"width:321px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							If NO, include in your <em>r</em>eview: What other reason(s) can they use to make their claim?</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							If YES, include as a comment in your <em>re</em>view.</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n					</td>\r\n				</tr>\r\n				<tr>\r\n					<td style=\"width:31px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							8</p>\r\n					</td>\r\n					<td style=\"width:208px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							Does the group tell you what evidence they would need to support their claim?</p>\r\n					</td>\r\n					<td style=\"width:64px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							YES</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; NO</p>\r\n					</td>\r\n					<td style=\"width:321px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							If NO, in your review suggest some evidence that would support their claim.</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							If YES, what is the evidence?</p>\r\n					</td>\r\n				</tr>\r\n				<tr>\r\n					<td style=\"width:31px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							9</p>\r\n					</td>\r\n					<td style=\"width:208px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							Is the evidence something that we can obtain from the data currently available to us or that the class is collecting now?</p>\r\n					</td>\r\n					<td style=\"width:64px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							YES</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; NO</p>\r\n					</td>\r\n					<td style=\"width:321px;\">\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							If NO, in your review suggest some evidence they could use that IS available in order to support their claim - OR - tell them that we cannot get the evidence to test their claim.</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							If you are unsure if the data are available ask the group if they have access to the data.</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							&nbsp;</p>\r\n						<p align=\"center\" style=\"margin-left:5.0pt;\">\r\n							If YES, include as a comment in your <em>re</em>view</p>\r\n					</td>\r\n				</tr>\r\n			</tbody>\r\n		</table>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Using this feedback form write a constructive review of this group&rsquo;s claim and evidence and post it to Vimeo.</p>\r\n		<p>\r\n			Use this space to create a hypothetical graph of what this group&rsquo;s data will look like if the data supports their claim (label the axes).</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			&nbsp;</p>\r\n	</div>\r\n	<div dir=\"ltr\">\r\n		&nbsp;</div>\r\n</div>\r\n','<div dir=\"ltr\">\r\n	<a name=\"TOC-OVERVIEW\"></a><br />\r\n	<div>\r\n		<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n			<h2>\r\n				<a href=\"http://participatoryscience.org/sites/default/files/peer review.jpg\"><img border=\"0\" height=\"199\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445414/watershed-experiences/unit-3/peer-review/peer%20review.jpg?height=199&amp;width=200\" width=\"200\" /></a></h2>\r\n		</div>\r\n		<br />\r\n		<p>\r\n			Scientific Claims Video Review</p>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Goals-</p>','Outline Designer -- node renamed from <em>Classroom Activities- Peer Review</em> to <em>Classroom Activities- Scientific Claims Video Review</em>',1312991452,2),(9894,9973,0,'Jen Stainton','I teach 9th grade Integrated Environmental Science at Woodstock Union High School in Woodstock, Vermont.  Last school year (2010-11) was my first time incorporating the mercury project into my classes, and I thought it was an excellent way to stretch my students\' science skills.  I can\'t wait to make it even better in year two!','I teach 9th grade Integrated Environmental Science at Woodstock Union High School in Woodstock, Vermont.  Last school year (2010-11) was my first time incorporating the mercury project into my classes, and I thought it was an excellent way to stretch my students\' science skills.  I can\'t wait to make it even better in year two!','',1312849385,2),(9895,9974,0,'Jen Stainton','I teach 9th grade Integrated Environmental Science at Woodstock Union High School in Woodstock, Vermont.  Last school year (2010-11) was my first time incorporating the mercury project into my classes, and I thought it was an excellent way to stretch my students\' science skills.  I can\'t wait to make it even better in year two!','I teach 9th grade Integrated Environmental Science at Woodstock Union High School in Woodstock, Vermont.  Last school year (2010-11) was my first time incorporating the mercury project into my classes, and I thought it was an excellent way to stretch my students\' science skills.  I can\'t wait to make it even better in year two!','',1312849385,2),(9896,9975,0,'Ed Lindsey','','','',1312893334,2),(9897,9976,0,'Ed Lindsey','','','',1312893334,2),(9898,9977,4,'Mercury in Acadia National Park: Podcast','<p>\r\n	Hi All,</p>\r\n<p>\r\n	Here&#39;s the excellent podcast that Colleen Flanagan made about mercury in Acadia National Park: <a href=\"http://www.nature.nps.gov/air/Multimedia/podcast/acadia_mercury/acadia_mercury.cfm\">http://www.nature.nps.gov/air/Multimedia/podcast/acadia_mercury/acadia_mercury.cfm</a></p>\r\n<p>\r\n	It may make sense to show this to students in the beginning/near beginning of the school year.</p>\r\n<p>\r\n	Cheers, Hannah</p>\r\n','<p>\r\n	Hi All,</p>\r\n<p>\r\n	Here&#39;s the excellent podcast that Colleen Flanagan made about mercury in Acadia National Park: <a href=\"http://www.nature.nps.gov/air/Multimedia/podcast/acadia_mercury/acadia_mercury.cfm\">http://www.nature.nps.gov/air/Multimedia/podcast/acadia_mercury/acadia_mercury.cfm</a></p>\r\n<p>\r\n	It may make sense to show this to students in the beginning/near beginning of the school year.</p>\r\n<p>\r\n	Cheers, Hannah</p>\r\n','',1313064184,2);

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By default, a <em>story</em> entry is automatically featured on the site\'s initial home page, and provides the ability to post comments.','',1,'Story title',1,'Story body',0,1,1,0,'story'),('blog','Blog entry','blog','A <em>blog entry</em> is a single post to an online journal, or <em>blog</em>.','',1,'Blog post title',1,'Blog post body',0,0,1,1,'blog'),('forum','Forum topic','forum','A <em>forum topic</em> is the initial post to a new discussion thread within a forum.','',1,'Subject',1,'Body',0,0,1,1,'forum'),('book','Book','node','A curriculum is a Drupal <em>book page</em> which is a page of content, organized into a collection of related entries collectively known as a <em>book</em>. A <em>book page</em> automatically displays links to adjacent pages, providing a simple navigation system for organizing and reviewing structured content. This site uses Outline Designer to manage curricula.','',1,'Book node title',1,'Book node body',0,1,1,0,'book'),('event','Event','node','Event, to display on Calendar, with location, date, and time.','Please give the event a name and add a description of it. ',1,'Event name',1,'Event description',0,1,1,0,''),('webform','Webform','node','Create a new form or questionnaire accessible to users. Submission results and statistics are recorded and accessible to privileged users.','',1,'Webform title',1,'Webform body',0,1,1,0,'webform'),('stream','Stream name','node','Taxonomy node module will automatically generate a node for each term created on a vocabulary node, in order to create lists of terms in webforms, which understands only views of nodes (and not of terms). This will be in fact be useful later as we document terms, attach pictures to them, and so forth.','',1,'Stream name',1,'Stream description',0,1,1,0,''),('project','Project','node','A project, for example \"Data Literacy\" or \"Eels.\" This content type allows material that describes a project to be consolidated in one place; photos, descriptions, and so forth.','',1,'Project name',1,'Project description',0,1,1,0,''),('project_form','Project form (upload/download)','node','Some of these forms are frequently used.','',1,'Project form title',1,'Project form description',0,1,1,0,''),('data','Data','node','Scientific data from samples gathered on site by teachers, students, or external researchers, uploaded and stored on site as Excel, and then downloadable as .cvs or .kml. WARNING: Since data can apply to more than one project, that project MUST appear as a spreadsheet column.','',1,'Data title',1,'Data description',0,1,1,0,''),('profile_teacher','Profile (teacher)','node','A user profile built as content.','',1,'Your name',1,'Tell us a little about yourself',0,1,1,0,'profile'),('profile_student','Profile (student)','node','A user profile built as content.','',1,'Your name',1,'Tell us a little about yourself',0,1,1,0,''),('school','School (Institution)','node','A school that  is participating in a project. Captures name, location and address, and logo, and or image.','',1,'School name',1,'School description',10,1,1,0,''),('site','Site','node','A site at which data and observations are gathered for a project. A site has a name, and a location. ','',1,'Site name',1,'Site Description',0,1,1,0,''),('communications_log','Communications log entry','node','A content type to record or log project communications, whether via email, on the phone, or in writing.','',1,'Log title',1,'Log entry',0,1,1,0,''),('project_staffer','Profile (staffer)','node','A user profile built as content.','',1,'Your name',1,'Tell us a little about yourself',0,1,1,0,''),('poster','Poster (for upload)','node','Posters for projects, one poster per node. NOTE: In workflow, these should not be automatically published, and should be approved by an administrator.','For display in galleries, we need a name for the poster. Use the following convention: School Name year- Poster Title (example: Old Town 2011- Aw, Grow Up!)',1,'Name of poster',1,'Description of poster',0,1,1,0,''),('file_directory','File Directory (for uploads)','node','Mimics file directory. Place in book outline.','',1,'Directory name',1,'Directory description',0,1,1,0,''),('file','File (for upload)','node','Not a poster, a photo, a paper, a presentation, etc. This is simply a generic file for archival purposes.','',1,'File',1,'Annotation',0,1,1,0,''),('photo','Photo (for upload)','node','Photos for projects, one photo per node. NOTE: In workflow, these should not be automatically published, and should be approved by an administrator.','For display in galleries, we need a name for your photo, and a brief description of it.',1,'Name of photo',1,'Description of photo',0,1,1,0,''),('presentation_paper','Presentation/Paper (for upload)','node','A paper or presentation created by a project team member.','',1,'Title',1,'Description',0,1,1,0,''),('vocabulary','Vocabulary','node','This will instantiate what should be treated as a  singleton node for project vocabularies. This is just a utility to make entering tags easier; tags can also be entered through the normal administrative interface for taxonomies.','',1,'Vocabulary name',1,'Vocabulary description.',0,1,1,0,''),('site_id','Site ID','node','The unique ID of a site.','',1,'Site ID',1,'Site ID description (if any)',0,1,1,0,''),('video','Video (for upload)','node','Videos for projects, one video per node. NOTE: In workflow, these should not be automatically published, and should be approved by an administrator.','For display in galleries, we need a name for your video, and a brief description of it.',1,'Name of video',1,'Description of video',0,1,1,0,''),('partner','Partner (Institution)','node','This content type allows information about a SERC partner to be consolidated in a single location; description, logo, etc.','',1,'Partner name',1,'Partner description',0,1,1,0,''),('weblinks','Web Links','weblinks','Web links are pointers to other sites or pages on the Internet.','',1,'Link Name',1,'Link Description',0,0,0,1,'weblinks');

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-- Dumping data for table `openlayers_map_presets`
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INSERT INTO `openlayers_map_presets` VALUES ('entry_map','Entry map','Map to enter points','a:16:{s:5:\"width\";s:4:\"auto\";s:6:\"height\";s:5:\"400px\";s:10:\"image_path\";s:0:\"\";s:8:\"css_path\";s:0:\"\";s:10:\"proxy_host\";s:0:\"\";s:14:\"hide_empty_map\";i:0;s:6:\"center\";a:2:{s:7:\"initial\";a:2:{s:11:\"centerpoint\";s:32:\"-69.060058590996, 44.75453548274\";s:4:\"zoom\";s:1:\"7\";}s:8:\"restrict\";a:2:{s:14:\"restrictextent\";i:0;s:16:\"restrictedExtent\";s:0:\"\";}}s:9:\"behaviors\";a:5:{s:31:\"openlayers_behavior_attribution\";a:0:{}s:36:\"openlayers_behavior_keyboarddefaults\";a:0:{}s:33:\"openlayers_behavior_layerswitcher\";a:3:{s:9:\"ascending\";i:1;s:13:\"roundedCorner\";i:1;s:18:\"roundedCornerColor\";s:8:\"darkblue\";}s:30:\"openlayers_behavior_navigation\";a:1:{s:16:\"zoomWheelEnabled\";i:1;}s:30:\"openlayers_behavior_panzoombar\";a:0:{}}s:13:\"default_layer\";s:10:\"osm_mapnik\";s:6:\"layers\";a:2:{s:10:\"osm_mapnik\";s:10:\"osm_mapnik\";s:29:\"test_open_layers_openlayers_1\";s:29:\"test_open_layers_openlayers_1\";}s:12:\"layer_styles\";a:0:{}s:15:\"layer_activated\";a:1:{s:29:\"test_open_layers_openlayers_1\";s:29:\"test_open_layers_openlayers_1\";}s:14:\"layer_switcher\";a:1:{s:29:\"test_open_layers_openlayers_1\";s:29:\"test_open_layers_openlayers_1\";}s:10:\"projection\";s:6:\"900913\";s:17:\"displayProjection\";s:4:\"4326\";s:6:\"styles\";a:3:{s:7:\"default\";s:7:\"default\";s:6:\"select\";s:7:\"default\";s:9:\"temporary\";s:7:\"default\";}}');

--
-- Table structure for table `openlayers_proximity`
--

CREATE TABLE `openlayers_proximity` (
  `nid` int(10) unsigned NOT NULL DEFAULT '0',
  `lat` double DEFAULT NULL,
  `lon` double DEFAULT NULL,
  KEY `nid` (`nid`),
  KEY `lat` (`lat`),
  KEY `lon` (`lon`)
) ENGINE=MyISAM DEFAULT CHARSET=utf8;

--
-- Dumping data for table `openlayers_proximity`
--

INSERT INTO `openlayers_proximity` VALUES (154,44.8823298387,-68.6739170524),(160,0,NULL),(160,0,NULL),(160,0,NULL),(160,44.4435851445,-68.3728980991),(160,0,NULL),(160,0,NULL);

--
-- Table structure for table `openlayers_styles`
--

CREATE TABLE `openlayers_styles` (
  `name` varchar(255) NOT NULL DEFAULT '',
  `title` varchar(255) NOT NULL DEFAULT '',
  `description` text NOT NULL,
  `data` text,
  PRIMARY KEY (`name`),
  KEY `name` (`name`)
) ENGINE=MyISAM DEFAULT CHARSET=utf8;

--
-- Dumping data for table `openlayers_styles`
--


--
-- Table structure for table `permission`
--

CREATE TABLE `permission` (
  `pid` int(11) NOT NULL AUTO_INCREMENT,
  `rid` int(10) unsigned NOT NULL DEFAULT '0',
  `perm` longtext,
  `tid` int(10) unsigned NOT NULL DEFAULT '0',
  PRIMARY KEY (`pid`),
  KEY `rid` (`rid`)
) ENGINE=MyISAM AUTO_INCREMENT=523 DEFAULT CHARSET=utf8;

--
-- Dumping data for table `permission`
--

INSERT INTO `permission` VALUES (515,2,'view advanced help index, view advanced help popup, view advanced help topic, access printer-friendly version, access ckeditor, access comments, administer comments, access site-wide contact form, view field_data_download, view field_date, view field_generic_image, view field_generic_upload, view field_generic_upload_optional, view field_generic_video, view field_location, view field_pdf_upload, view field_project, view field_school_images, view field_school_logo, view field_school_reference, view field_site_location, view field_teacher_image, use custom search, edit own forum topics, create gmap macro, download original image, view location directory, view node location table, view user location table, access content, edit own photo content, edit own poster content, maintain own subscriptions, manage own subscriptions, subscribe to author, subscribe to content, subscribe to content type, access print, access send to friend, access PDF version, search content, use advanced search, access service links, access all views, access all webform results, access own webform results, access own webform submissions, edit own webform submissions, access web links',0),(514,1,'view advanced help index, view advanced help popup, view advanced help topic, access printer-friendly version, access ckeditor, access comments, access site-wide contact form, view field_data_download, view field_date, view field_generic_image, view field_generic_upload, view field_generic_upload_optional, view field_generic_video, view field_location, view field_pdf_upload, view field_project, view field_school_images, view field_school_logo, view field_school_reference, view field_site_location, view field_teacher_image, use custom search, download original image, access content, access print, access PDF version, search content, use advanced search, access service links, view uploaded files, access all views, access web links',0),(517,4,'access administration menu, view advanced help index, view advanced help popup, view advanced help topic, collapse format fieldset by default, collapsible format selection, show format selection for blocks, show format selection for comments, show format selection for nodes, show format tips, show more format tips link, delete any blog entry, edit any blog entry, access printer-friendly version, add content to books, administer book outlines, create new books, access ckeditor, administer ckeditor, access comments, administer comments, post comments, post comments without approval, access site-wide contact form, edit field_communication_from, edit field_communication_to_bg, edit field_communication_to_copy, edit field_communication_to_email, edit field_communication_to_name, edit field_communication_to_phone, edit field_communication_to_physical, edit field_communications_to_email_at, edit field_contact_email, edit field_data_download, edit field_date, edit field_generic_image, edit field_generic_upload, edit field_generic_upload_optional, edit field_generic_video, edit field_location, edit field_pdf_upload, edit field_project, edit field_school_images, edit field_school_logo, edit field_school_reference, edit field_site_location, edit field_teacher_image, view field_communication_from, view field_communication_to_bg, view field_communication_to_copy, view field_communication_to_email, view field_communication_to_name, view field_communication_to_phone, view field_communication_to_physical, view field_communications_to_email_at, view field_contact_email, view field_data_download, view field_date, view field_generic_image, view field_generic_upload, view field_generic_upload_optional, view field_generic_video, view field_location, view field_pdf_upload, view field_project, view field_school_images, view field_school_logo, view field_school_reference, view field_site_location, view field_teacher_image, use custom search, administer feeds, clear se feeds, import se feeds, administer forums, create forum topics, delete any forum topic, delete own forum topics, edit any forum topic, edit own forum topics, administer lightbox2, download original image, access links statistics, administer links, submit latitude/longitude, view location directory, view node location table, view user location table, access mail logger, access content, administer nodes, create book content, create photo content, create poster content, create presentation_paper content, create profile_student content, create profile_teacher content, create project content, create school content, create video content, create webform content, delete any book content, delete any communications_log content, delete any page content, delete any photo content, delete any poster content, delete any presentation_paper content, delete any profile_student content, delete any profile_teacher content, delete any project content, delete any school content, delete any site content, delete any site_id content, delete any story content, delete any stream content, delete any video content, delete any webform content, delete own book content, delete own page content, delete own photo content, delete own poster content, delete own presentation_paper content, delete own profile_student content, delete own profile_teacher content, delete own project content, delete own project_staffer content, delete own school content, delete own site content, delete own site_id content, delete own story content, delete own stream content, delete own video content, edit any book content, edit any data content, edit any event content, edit any page content, edit any photo content, edit any poster content, edit any presentation_paper content, edit any profile_student content, edit any profile_teacher content, edit any project content, edit any school content, edit any site content, edit any story content, edit any video content, edit own book content, edit own page content, edit own photo content, edit own poster content, edit own presentation_paper content, edit own project content, edit own school content, edit own site_id content, edit own stream content, edit own video content, edit own webform content, administer notifications, maintain own subscriptions, manage all subscriptions, manage own subscriptions, skip notifications, subscribe to author, subscribe to content, subscribe to content type, access print, administer print, access send to friend, access PDF version, administer privatemsg settings, delete privatemsg, read all private messages, read privatemsg, write privatemsg, administer search, search content, use advanced search, access service links, administer service links, access statistics, view post access counter, access administration pages, access site reports, administer files, administer site configuration, select different theme, administer taxonomy, upload files, view uploaded files, access user profiles, administer permissions, administer users, access all views, administer views, access webfm, view webfm attachments, webfm upload, access all webform results, access own webform results, access own webform submissions, delete all webform submissions, delete own webform submissions, edit all webform submissions, edit own webform submissions, access web links, administer weblinks, create weblinks, edit own weblinks, view click count, administer xmlsitemap',0),(519,6,'view advanced help index, view advanced help popup, view advanced help topic, create blog entries, edit own blog entries, access printer-friendly version, access ckeditor, access comments, administer comments, post comments, access site-wide contact form, edit field_contact_email, edit field_data_download, edit field_date, edit field_generic_image, edit field_generic_upload, edit field_location, edit field_project, edit field_school_images, edit field_school_logo, edit field_school_reference, edit field_site_location, edit field_teacher_image, view field_data_download, view field_date, view field_generic_image, view field_generic_upload, view field_generic_upload_optional, view field_generic_video, view field_location, view field_pdf_upload, view field_project, view field_school_images, view field_school_logo, view field_school_reference, view field_site_location, view field_teacher_image, use custom search, create forum topics, download original image, submit latitude/longitude, view location directory, view node location table, view user location table, access content, create photo content, create profile_student content, create video content, create webform content, edit own photo content, edit own poster content, edit own profile_student content, maintain own subscriptions, manage own subscriptions, subscribe to author, subscribe to content, subscribe to content type, access print, access send to friend, access PDF version, search content, use advanced search, access service links, upload files, view uploaded files, access user profiles, access all views, access all webform results, access own webform results, access own webform submissions, edit own webform submissions, access web links, create weblinks, edit own weblinks',0),(518,5,'access administration menu, display drupal links, view advanced help index, view advanced help popup, view advanced help topic, access printer-friendly version, access ckeditor, access comments, post comments, post comments without approval, access site-wide contact form, edit field_contact_email, edit field_data_download, edit field_date, edit field_generic_image, edit field_generic_upload, edit field_location, edit field_project, edit field_school_images, edit field_school_logo, edit field_school_reference, edit field_site_location, edit field_teacher_image, view field_data_download, view field_date, view field_generic_image, view field_generic_upload, view field_generic_upload_optional, view field_generic_video, view field_location, view field_pdf_upload, view field_project, view field_school_images, view field_school_logo, view field_school_reference, view field_site_location, view field_teacher_image, use custom search, administer forums, create forum topics, delete own forum topics, edit any forum topic, edit own forum topics, download original image, submit latitude/longitude, view location directory, view node location table, view user location table, access mail logger, administer messaging, access content, create page content, create photo content, create poster content, create presentation_paper content, create profile_teacher content, create school content, create video content, create webform content, edit any story content, edit own photo content, edit own poster content, edit own profile_teacher content, edit own school content, maintain own subscriptions, manage own subscriptions, skip notifications, subscribe to author, subscribe to content, subscribe to content type, access print, access send to friend, access PDF version, search content, use advanced search, access service links, upload files, view uploaded files, access user profiles, access all views, access all webform results, access own webform results, access own webform submissions, edit own webform submissions, access web links, create weblinks, edit own weblinks',0),(520,7,'view advanced help index, view advanced help popup, view advanced help topic, access printer-friendly version, access ckeditor, access comments, administer comments, post comments, post comments without approval, access site-wide contact form, edit field_communication_from, edit field_communication_to_bg, edit field_communication_to_copy, edit field_communication_to_email, edit field_communication_to_name, edit field_communication_to_phone, edit field_communication_to_physical, edit field_communications_to_email_at, edit field_contact_email, edit field_data_download, edit field_date, edit field_generic_image, edit field_generic_upload, edit field_location, edit field_project, edit field_school_images, edit field_school_logo, edit field_school_reference, edit field_site_location, edit field_teacher_image, view field_communication_from, view field_communication_to_bg, view field_communication_to_copy, view field_communication_to_email, view field_communication_to_name, view field_communication_to_phone, view field_communication_to_physical, view field_communications_to_email_at, view field_contact_email, view field_data_download, view field_date, view field_generic_image, view field_generic_upload, view field_generic_upload_optional, view field_generic_video, view field_location, view field_pdf_upload, view field_project, view field_school_images, view field_school_logo, view field_school_reference, view field_site_location, view field_teacher_image, use custom search, administer forums, create forum topics, edit own forum topics, download original image, submit latitude/longitude, view location directory, view node location table, view user location table, access mail logger, access content, create communications_log content, create data content, create page content, create photo content, create poster content, create presentation_paper content, create webform content, edit any story content, edit own photo content, edit own poster content, edit own presentation_paper content, maintain own subscriptions, manage own subscriptions, subscribe to author, subscribe to content, subscribe to content type, access print, access send to friend, access PDF version, search content, use advanced search, access service links, upload files, view uploaded files, access user profiles, access all views, access webfm, view webfm attachments, webfm upload, access all webform results, access own webform results, access own webform submissions, edit own webform submissions, access web links, create weblinks, edit own weblinks, view click count',0),(521,8,'view advanced help index, view advanced help popup, view advanced help topic, access printer-friendly version, access ckeditor, 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field_school_reference, view field_site_location, view field_teacher_image, use custom search, create forum topics, download original image, submit latitude/longitude, view location directory, view node location table, view user location table, access content, create photo content, create video content, create webform content, edit own photo content, edit own poster content, maintain own subscriptions, manage own subscriptions, subscribe to author, subscribe to content, subscribe to content type, access print, access send to friend, access PDF version, search content, use advanced search, access service links, upload files, view uploaded files, access user profiles, access all views, access all webform results, access own webform results, access own webform submissions, edit own webform submissions, access web links, create weblinks, edit own weblinks',0),(522,9,'access printer-friendly version, access comments, administer comments, post comments, post comments without approval, access site-wide contact form, edit field_communication_from, edit field_contact_email, edit field_data_download, edit field_date, edit field_generic_image, edit field_generic_upload, edit field_location, edit field_pdf_upload, edit field_project, edit field_school_images, edit field_school_logo, edit field_school_reference, edit field_site_location, edit field_teacher_image, view field_communication_from, view field_communication_to_bg, view field_communication_to_copy, view field_communication_to_email, view field_communication_to_name, view field_communication_to_phone, view field_communication_to_physical, view field_communications_to_email_at, view field_contact_email, view field_data_download, view field_date, view field_generic_image, view field_generic_upload, view field_generic_upload_optional, view field_generic_video, view field_location, view field_pdf_upload, view field_project, view field_school_images, view field_school_logo, view field_school_reference, view field_site_location, view field_teacher_image, use custom search, administer forums, create forum topics, edit own forum topics, download original image, submit latitude/longitude, view location directory, view node location table, view user location table, access content, create communications_log content, create photo content, create poster content, create presentation_paper content, create school content, create video content, create webform content, edit own photo content, edit own poster content, edit own presentation_paper content, maintain own subscriptions, manage own subscriptions, subscribe to author, subscribe to content, subscribe to content type, access print, access send to friend, access PDF version, search content, use advanced search, access service links, access statistics, view post access counter, upload files, view uploaded files, access user profiles, access all views, access webfm, view webfm attachments, webfm upload, access all webform results, access own webform results, access own webform submissions, edit own webform submissions, access web links, create weblinks, edit own weblinks, view click count',0),(495,10,'administer comments, administer nodes',0),(516,3,'access administration menu, display drupal links, view advanced help index, view advanced help popup, view advanced help topic, access backup and migrate, access backup files, administer backup and migrate, delete backup files, perform backup, restore from backup, collapse format fieldset by default, collapsible format selection, show format selection for blocks, show format selection for comments, show format selection for nodes, show format tips, show more format tips link, administer blocks, use PHP for block visibility, delete any blog entry, edit any blog entry, access printer-friendly version, add content to books, administer book outlines, create new books, access ckeditor, administer ckeditor, clone node, clone own nodes, access comments, administer comments, post comments, post comments without approval, access site-wide contact form, administer site-wide contact form, edit field_communication_from, edit field_communication_to_bg, edit field_communication_to_copy, edit field_communication_to_email, edit field_communication_to_name, edit field_communication_to_phone, edit field_communication_to_physical, edit field_communications_to_email_at, edit field_contact_email, edit field_data_download, edit field_date, edit field_generic_image, edit field_generic_upload, edit field_generic_upload_optional, edit field_generic_video, edit field_location, edit field_pdf_upload, edit field_project, edit field_school_images, edit field_school_logo, edit field_school_reference, edit field_site_location, edit field_teacher_image, view field_communication_from, view field_communication_to_bg, view field_communication_to_copy, view field_communication_to_email, view field_communication_to_name, view field_communication_to_phone, view field_communication_to_physical, view field_communications_to_email_at, view field_contact_email, view field_data_download, view field_date, view field_generic_image, view field_generic_upload, view field_generic_upload_optional, view field_generic_video, view field_location, view field_pdf_upload, view field_project, view field_school_images, view field_school_logo, view field_school_reference, view field_site_location, view field_teacher_image, administer custom pagers, administer custom search, use custom search, administer data tables, access devel information, display source code, execute php code, switch users, administer feeds, clear se feeds, import se feeds, administer filters, administer forums, create forum topics, delete any forum topic, delete own forum topics, edit any forum topic, edit own forum topics, create gmap macro, administer imageapi, administer imagecache, flush imagecache, administer lightbox2, download original image, access links statistics, administer links, change url globally, submit latitude/longitude, view location directory, view node location table, view user location table, access mail logger, administer menu, administer menu_per_role, administer messaging, administer NAT configuration, access content, administer content types, administer nodes, create book content, create data content, create page content, create photo content, create poster content, create presentation_paper content, create profile_student content, create profile_teacher content, create project content, create project_staffer content, create school content, create site_id content, create video content, create webform content, delete any book content, delete any communications_log content, delete any data content, delete any page content, delete any photo content, delete any poster content, delete any presentation_paper content, delete any profile_student content, delete any profile_teacher content, delete any project content, delete any school content, delete any site content, delete any site_id content, delete any story content, delete any stream content, delete any video content, delete any webform content, delete own book content, delete own communications_log content, delete own data content, delete own page content, delete own photo content, delete own poster content, delete own presentation_paper content, delete own profile_student content, delete own profile_teacher content, delete own project content, delete own project_staffer content, delete own school content, delete own site content, delete own site_id content, delete own story content, delete own stream content, delete own video content, delete own webform content, delete revisions, edit any book content, edit any communications_log content, edit any data content, edit any event content, edit any page content, edit any photo content, edit any poster content, edit any presentation_paper content, edit any profile_student content, edit any profile_teacher content, edit any project content, edit any school content, edit any site content, edit any story content, edit any video content, edit any webform content, edit own book content, edit own communications_log content, edit own data content, edit own page content, edit own photo content, edit own poster content, edit own presentation_paper content, edit own profile_student content, edit own profile_teacher content, edit own project content, edit own school content, edit own site_id content, edit own stream content, edit own video content, edit own vocabulary content, edit own webform content, administer notifications, maintain own subscriptions, manage all subscriptions, manage own subscriptions, skip notifications, subscribe to author, subscribe to content, subscribe to content type, administer url aliases, create url aliases, administer pathauto, notify of path changes, access print, administer print, access send to friend, access PDF version, administer privatemsg settings, delete privatemsg, read all private messages, read privatemsg, write privatemsg, administer rules, administer schema, administer search, search content, use advanced search, access service links, administer service links, access skinr, access skinr classes, administer skinr, access statistics, view post access counter, access administration pages, access site reports, administer actions, administer files, administer site configuration, select different theme, administer taxonomy, upload files, view uploaded files, access user profiles, administer permissions, administer users, access all views, administer views, access webfm, administer webfm, view webfm attachments, webfm upload, access all webform results, access own webform results, access own webform submissions, delete all webform submissions, delete own webform submissions, edit all webform submissions, edit own webform submissions, access web links, administer weblinks, create weblinks, edit own weblinks, view click count, administer xmlsitemap',0);

--
-- Table structure for table `pm_email_notify`
--

CREATE TABLE `pm_email_notify` (
  `user_id` int(10) unsigned NOT NULL,
  `email_notify_is_enabled` int(10) unsigned NOT NULL,
  UNIQUE KEY `user_id` (`user_id`)
) ENGINE=MyISAM DEFAULT CHARSET=utf8;

--
-- Dumping data for table `pm_email_notify`
--

INSERT INTO `pm_email_notify` VALUES (10,1);

--
-- Table structure for table `pm_index`
--

CREATE TABLE `pm_index` (
  `mid` int(10) unsigned NOT NULL,
  `thread_id` int(10) unsigned NOT NULL,
  `uid` int(10) unsigned NOT NULL,
  `is_new` int(10) unsigned NOT NULL DEFAULT '1',
  `deleted` int(10) unsigned NOT NULL DEFAULT '0',
  KEY `list` (`uid`,`deleted`,`is_new`),
  KEY `messages` (`mid`,`uid`),
  KEY `participants` (`thread_id`,`uid`,`deleted`)
) ENGINE=MyISAM DEFAULT CHARSET=utf8;

--
-- Dumping data for table `pm_index`
--

INSERT INTO `pm_index` VALUES (1,1,4,0,0),(1,1,1,0,0),(2,2,4,0,0),(2,2,1,0,0),(3,2,1,1,0),(3,2,4,0,0),(4,4,4,0,1314097236),(4,4,1,0,0);

--
-- Table structure for table `pm_message`
--

CREATE TABLE `pm_message` (
  `mid` int(10) unsigned NOT NULL AUTO_INCREMENT,
  `author` int(10) unsigned NOT NULL,
  `subject` varchar(255) NOT NULL,
  `body` longtext NOT NULL,
  `format` smallint(6) NOT NULL DEFAULT '0',
  `timestamp` int(10) unsigned NOT NULL,
  PRIMARY KEY (`mid`)
) ENGINE=MyISAM AUTO_INCREMENT=5 DEFAULT CHARSET=utf8;

--
-- Dumping data for table `pm_message`
--

INSERT INTO `pm_message` VALUES (1,1,'I made a data literacy placeholder intro...','... and attributed it to you (so the menu would have some place to go).',2,1308222811),(2,1,'Menu','Not sure you got my mail, so I send to you in this context (menu item visible only to admins) --\r\n\r\n1. When I tested the \"big table\" I got a memory error, so my tweak to PHP wasn\'t sufficient on the shared server. Therefore, for now, I linked that menu to the test site, where I control the memory. Also, the field data link goes there too, so that reports can be integrated into the \"big table\" for download.\r\n\r\n2. The csv link at the bottom of the page is the download; it opens the selected rows in Excel.\r\n\r\n3. No need to upload the spreadsheet, since that\'s a one-time thing and we never tested an export from your system.\r\n\r\nSam',2,1309533956),(3,4,'Menu','HI Sam, We\'ll have to sort this out in our next meeting. Does Bill need to buy us more memory on the server?\r\nThe csv link automatically opens into excel? we have discovered that we have a mess of teachers that do not use excel... they use numbers, or openoffice, or google spreadsheets (or maybe a gigantic whiteboard from what I can figure) AND most have no clue what to do with a csv... I\'ll have to figure out someway to talk them through this on the website (right now I am thinking a link to a vimeo or youtube video of a screencast of how to open and save a csv file, grrr). Perhaps we can set up a meeting for next week-Jul18-22 (not Monday or Thursday) or the following week-Jul25-29 (not Thursday).\r\nCheers, thanks and talk to you soon, Hannah',2,1310392133),(4,1,'Posters','The JPG display for Bangor is off -- those strange proportions from the export. Need a new one.\r\n\r\nI re-uploaded missing Scarborough JPGs, check that they are right.\r\n\r\nAll have a TEST_1.pdf that will need to be replaced.',2,1313498264);

--
-- Table structure for table `print_mail_node_conf`
--

CREATE TABLE `print_mail_node_conf` (
  `nid` int(10) unsigned NOT NULL,
  `link` tinyint(3) unsigned NOT NULL DEFAULT '1',
  `comments` tinyint(3) unsigned NOT NULL DEFAULT '1',
  `url_list` tinyint(3) unsigned NOT NULL DEFAULT '1',
  PRIMARY KEY (`nid`)
) ENGINE=MyISAM DEFAULT CHARSET=utf8;

--
-- Dumping data for table `print_mail_node_conf`
--

INSERT INTO `print_mail_node_conf` VALUES 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