The videos in this project are a bit longer than what we normally do. Also the 2nd one is badly out of focus even though I didn’t do anything that I know of (!!) with the camera between any of the videos. Oh well, don’t let the length or the focus issues distract from Shonder’s amazing piece of work.
So, last week I saw a really neat tweet about a blog post on Wolfram’s site:
I started the project by showing the boys Shonder’s visual and asking them what they thought about it and what they noticed. At the end I showed them the raw data and we talked about some of the difficulties that come when you are dealing with a big data set:
Next we walked through Shonder’s blog post. I wanted to show the boys that although some of the code looks a little complicated, for the most part Shonder was dealing with ideas that were reasonably easy to understand. So, almost all of the steps and ideas in this presentation were things that were accessible to kids.
Next we stepped through the individual lines of code using our home version of Mathematica. Here we go pretty slowly and carefully through most of the code and discuss (and show) what each command does to the data. I hoped that this slow walk would help the kids see that although the pieces of the code might have looked a little intimidating, it was mostly pretty simple stuff. Happily, the boys seemed to understand almost all of the steps, which was really fun!
Finally, I asked each of the boys to think (off camera) of a follow up project that they thought we could do.
My younger son thought about making a graph showing the percent change in the average temperature. That led to a short discussion of how we’d measure that percent change, which was nice. This idea seems like one that we can implement pretty easily and should be accessible for a 7th grader.
My older son wondered if we could make a prediction about future temperatures. This idea is obviously quite a bit more difficult, but hopefully we can find a way to explore it. One thing that might be fun would be to take the first 50 years of data, use that for a prediction of the next 50 years, and then compare that prediction to what actually happened.
Anyway, we’ll think about how to explore both of the ideas in the next week:
I really had a lot of fun prepping for this project and talking about the ideas (and the implementation in Mathematica) with the boys today. It is really amazing to me that data analysis ideas like the one Shonder is sharing here can be made accessible to kids.