Running log of DS ideas

[schanzer]

• [ ] Contracts, Tables, Displays: introduce COE with numbers first
• [ ] https://github.com/bootstrapworld/curriculum/issues/2085
• [ ] Request from a teacher: a challenge question at the end of almost every wbpage?
• [ ] Add categorical column to US Income dataset
• [ ] Add reducers in some form
• [ ] Add section focused on animals to filtering and building?
• [ ] Add a question to DR telephone pages in defining table functions that has students come up with their own testing tables for the functions.
• [ ] Chocolate Data for exponential lesson
• [ ] Add additional forms of data to Intro to DS lesson: Consider enhancing the initial question-asking activity with having students look at data visualizations or conclusions (news headlines?) to generate discussion on additional information and relationships, with the goal of reaching NGSS-HS-SEP1-2: Ask questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships.
• [ ] Word length (given a string, generate histogram, box plot, etc for words in the string, writing level, etc) -- use build-column and string-length to create the count (see this library)
• [ ] It would be useful to have a visual representation of the median. Even if it’s just a depiction of students lined up by height with a line dividing them into halves.
• [ ] show datasets with the same range but different IQRs to emphasize the need for more sophisticated measures of spread than just range.
• [ ] Reach out to press@ctbuh.org. re permission to use this image
• [x] https://github.com/bootstrapworld/curriculum/issues/1590
• [ ] Making Box Plots - Launch (slide 2): instead of just telling students, they could observe multiple graphs that all have the same center, but different spreads. (This could be used as a way to reinforce sample size, the graphs could be from the same population but different samples of size 10, 20, and 100).
• [ ] Interpreting Box Plots (whole lesson): students only had to make ONE box-plot this entire lesson prior to the optional project and the data exploration project. That is a shame. It would be better, to have an activity like “Identifying shape - box plots” where instead of pre-made box plots, students were given the column to use in a data set and then had to determine shape from their own box plots. It would be EXTRA GREAT, if there was an example were it was hard to tell shape, like if the left whisker and right half of box were both quite long (so then students would hopefully look at the histogram to see if that had a more clear shape).
• [ ] Data Cycle -

OVERALL: I think this lesson needs to be refocused. The activities in this lesson well exceed the times given and in my opinion the focus on the question types detract from the Data Cycle. Another way to include those back in and for them to be actually helpful to students, would be to provide sentence stems for each type of question. That way there's less ambiguity and more structure for how to ask the question types (if students still feel that they are arbitrary). If that is provided elsewhere, I don't believe it is linked anywhere on the lesson plan.

• [ ] Standard Deviation - lots of heavy assertions here need @schanzer to weigh in
• [ ] Probability Inference Sample - consider rewriting the How to Spot a Scam section, which has been flagged as quite high level and unapproachable, especially if students have minimal probability background.
• [ ] Histogram sorting group activity: Students organize a stack of histograms) into 3 categories - prior to learning shape names - glue them to a poster and then share out why they grouped them the way they need. Group presents poster to class.

Done

• [x] https://github.com/bootstrapworld/curriculum/issues/1357
• [x] https://github.com/bootstrapworld/curriculum/issues/1349
• [x] Consider whether we want to autotitle charts.
• [x] Add to line-plots to exploring plotting lesson and contracts page. Actually explain that they are "used when the explanatory variable is time" in scatterplots, correlations and linear-regression
• [x] The ethics, privacy and bias lesson should provide more rigorous discussion of those concepts!
• [x] Include assessments (from https://github.com/bootstrapworld/curr/issues/441)
• [x] Change image-scatter-plot lesson to "custom plots", make it more programming practice, and talk about Edward Tufte (https://github.com/brownplt/code.pyret.org/pull/456 and https://github.com/bootstrapworld/curriculum/issues/1145)
• [x] #1217
• [x] side-by-side bar charts: Show bar charts for fixed v. unfixed, old v. young ask "what might this mean?" (allows us to hit 8.SP.A.4)
• [x] Change "questions and column descriptions" page to sentence stem: "I notice _, so I wonder "
• [x] Check in on Equity goals from #456 and #629
• [x] Rename random-samples appropriately (mentioned in #890)
• [x] displaying-categorical-data should start with count of species, then move on to pie and bar charts (completed by new table-and-display-function lesson)
• [x] Vet Launch activities for every lesson, and make sure they are substantive and engaging (from Stefanie Davison's feedback)
• [x] Lying with Graphs (see shriram)
• [x] Bugfix activity (from https://github.com/bootstrapworld/curr/issues/382)
• [x] Make a bigger deal out of "what data? what variables? what display?"
• [x] Specify tight core, with extensions for programming, stats, etc (from https://github.com/bootstrapworld/curr/issues/403)
• [x] Research paper rubric (from Joy)
• [x] use f(x) notation instead of y= in Interpreting Regression Lines & r-Values
• [x] in research paper, leave space for chart and the code that generates it

[schanzer]

Update from Joe: all of these are blocked, waiting on table-from-column to land as part of the Great Horizon Merge of 2020. If that happens in time for v1.5, we can do it. Otherwise, all of them may have to be punted.

[BootstrapJen]

Related to science-based extensions - One idea could be looking at the NGSS explicitly tied to Analyzing and Interpreting Data and determining if one or more of the topics would work well with Pyret.

https://www.nextgenscience.org/practices/analyzing-and-interpreting-data

[schanzer]

StandardDeviation.pptx

Nancy Pfenning has some ideas for standard deviation as well!