ID | Title | Year Level | Description | Related Survey Questions |
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| CaSMa01
| Eye colour
| 3-7 | Students conduct a survey of eye colour within their class. They can use Excel to construct appropriate graphs and make comparisons with other communities. |
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| CasMa02 | Does your Rock and Roll still rock?
| 4-8 | Students are asked to review and suggest improvements to a school radio program.
They can use surveys and CensusAtSchool data to construct appropriate graphs in their recommendations to the Junior School Council. |
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| CasMa03 | Are students being taken for a ride?
| 3-7 | Students can conduct a comparative investigation on how students travelled to school in 2008 compared to 2006, using Excel to sort and analyse the data. |
Method of travel to school
Time of travel to school
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| CaSMa04 | Could the foot print belong to the person in the image?
| 8-12 | Students join a forensic team to see if a foot print at a crime scene matches a security camera image. They can use Excel to investigate the relationship between belly button height, foot length and height. |
Birth Year
Height
Bellybutton height
Length of right foot
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| CaSMa05 | What is typical? | 5-9 | Students assess the validity of a written article using CensusAtSchool data. They use Excel functions to construct a summary table and draw appropriate graphs |
Height
Pets
Method of travel to school
Time of travel to school
Use mobile phone
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| CaSMa06 | Are males better drivers than females? | 8-10 | Students compare the mean and median reaction times of males and females. Box plots can be used as a measure of spread. Excel functions can be used to construct a summary table and draw appropriate graphs. |
Dominant hand reaction time
Non-dominant hand reaction time
Concentration time
Time taken to complete questionnaire
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| CaSMa07
| Mirror mirror.....who is the sleepiest of them all?
| 5-9 | Students compare their average sleep times to those of factory children in the 1830s. They can also review a graph to explore the change in sleep with age for teenagers. Graphical representation of modern students sleep times will also be constructed. |
Sex
Year of birth
Hours of sleep
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CaSMa08
| Opinions on ... are girls more concerned?
| 7 & 9 | In groups, students will analyse and graphically represent the attitudes of today's students on environmental sustainability issues. They can then compare these attitudes to those of the community as expressed in published data. |
Sex
Environmental issues
Actions taken to conserve water
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| CasMa09 | Who has broadband? Comparing 2006 to now | 5-9 | Students conduct a comparative investigation on how internet access has changed since 2006. They can conduct a survey within their class as well as using CensusAtSchool data from 2006 and 2008. |
Sex
Year of birth
Internet access
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| CaSMa10 | Who am I? | 8-9 | Students investigate how four of their body measurements compare to those of their class and a sample of Australian students. Histograms are used to represent the data. They will also conduct a survey of the body measures of their class. |
Height
Belly button height
Arm span
Length of right foot
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| CaSMa11 | Environmental graphs | 10-11 | This lesson introduces the concept of deviation from the mean. Students compare the environmental issues summary data for each state. They use each State and Territories Environmental mean to calculate how issues in each state deviate from this mean |
Summary Statistics on Environmental Issues for each State and Territory is provided
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| CaSMa12 | The Golden Ratio | 8-10 | This lesson is suitable as an enrichment activity for students capable of working independently, or for a whole class with teacher help. Students investigate whether the ratio between height and bellybutton height conforms to the Golden Ratio. It builds on techniques shown in Video no. 6 in the Professional Support Materials of the C@S pages. |
Height
Belly button height
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| CaSMa12.1 | The Golden Ratio
(junior version) | 7 | In this lesson students investigate the relationship between height and bellybutton height. It builds on ICT techniques shown in Video no. 6 in the Professional Support Materials of the C@S pages. |
Height
Belly button height
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| CaSMa 13 | The Statistical Cycle Year 7 | 7 | In this investigation students use the 5 step statistical cycle to design an investigation and use statistical displays and summary statistics to analyse CensusAtSchool data. The activity is designed to encompass all of the year 7 Data representation and interpretation content. |
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