As part of this activity, you will be learning how to create visual organizers and how to create and use QR codes in learning.
When you have completed this Thing you will:
Know how to set a personal learning goal and reflect on my progress [Empowered Learner]
Be able to organize and manage information [Knowledge Constructor]
Understand how to use a scientific design process to collect and analyze information [Innovative Designer]
Be able to express myself and share my ideas and work digitally [Creative Communicator]
Be able to collaborate with a group to create an original design [Creative Communicator, Innovative Designer]
The word dig can be a metaphor for thinking through a problem or issue or figuring something out so that you can make a decision based on your findings. In this Thing, you will dig through the Quests to collect, organize and analyze data.
This activity contains ten Quests. You will learn to create spreadsheets and charts, use formulas, and make decisions based on data. Dig In!
When you have completed this activity you will:
know how to analyze data and create different visual representations [Computational Thinker, Creative Communicator]
understand how spreadsheets, charts, and visual representations can help organize, evaluate, and present data [Knowledge Constructor]
know different ways of organizing and sharing abstract representations of data [Creative Communicator]
The world is a noisy place, and errors can occur whenever information is stored or transmitted. Error detection techniques add extra parity bits to data to determine when errors have occurred.
This activity is a magic trick which most audiences find intriguing. In the trick the demonstrator is “magically” able to figure which one out of dozens of cards has been turned over, using the same methods that computers use to figure out if an error has occurred in data storage.
In this lesson, students look at how data is collected and used by organizations to solve problems in the real world. The lesson begins with a quick review of the data problem-solving process they explored in the last lesson. Then students are presented with three scenarios that could be solved using data, brainstorm the types of data they would want to solve them, and how they could collect the data. Each problem is designed to reflect a real-world service that exists. After brainstorming, students watch a video about a real-world service and record notes about what data is collected by the real-world service and how it is used. At the end of the lesson, students record whether data was provided actively by a user, was recorded passively, or is collected by sensors.
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