Potential Task Formats: Analyzing and Interpreting Data (SEP4)
Relevant definitions:
 A pattern of evidence from data is what the data say (“The population of whitecolored moths disappeared in cities,” or “The birds’ tail feathers are whiter in the mountains than in the city”)

1

Present students with recorded observations of the natural world, then
 Ask them to describe a pattern or relationship they can infer from the observations.

2

Describe an investigation, the phenomenon under investigation, and one or more recorded observations from the investigation, then
 Ask students to organize, represent, and analyze the data in at least two different ways, and
 Ask students to compare how the representations and analyses help them to identify patterns in the data.

3

Describe an investigation, the phenomenon under investigation, and one or more recorded observations from the investigation, then
 Ask students to use gradelevel appropriate mathematics and/or statistics to analyze patterns the data, and
 Ask students to draw conclusions supported by their mathematical analysis.

4

Describe an investigation, the phenomenon under investigation, and recorded observations from the investigation that are directly relevant to explaining the phenomenon, then
 Ask students to organize the data and describe how this organization helps them to analyze the data, and
 Ask students to identify and describe the patterns they see in the organized data, and/or
 Ask students to student to describe how the patterns of evidence in the data help to explain the phenomenon.

5

Describe an investigation, the phenomenon under investigation, a hypothesis about the phenomenon that the investigation was intended to test, and multiple recorded observations from the investigation, then
 Ask students to organize the data and describe how this organization helps them to see whether the evidence supports the hypothesis, and
 Draw a conclusion about whether the data are consistent with the hypothesis.

6

Describe an investigation, the phenomenon under investigation, and recorded observations from the investigation from multiple groups of investigators, then
 Ask students to organize (e.g., tabulate, graph, or statistically summarize) the data, and
 Ask students to identify outliers in the different data sets, and
 Develop hypotheses about what sources of error might have caused the outliers.

7

Present a causal explanation of a phenomenon developed from either an experiment or from a simulation, empirical data from the experiment or simulation, then
 Ask students to decide whether the data presented provide causal or correlational evidence, and
 Ask students to assess whether the data are consistent with the causal explanation presented.

8

Describe an investigation, the phenomenon under investigation, one or more recorded observations from the investigation, the results of analyses, and an interpretation of the data, then
 Ask students to assess whether the interpretation is consistent with the data and the analysis, or
 Ask students to evaluate how the interpretation is affected by variation or uncertainty in the data.

Potential Task Formats: Using Mathematics and Computational Thinking (SEP5)

1

Present students with multiple objects, then
 Ask students to construct quantitative attributes (e.g., measurements of heights) of the objects, and
 Display the data using simple graphs.

2

Present students with a dataset from an investigation, the question the investigation is intended to answer, then
 Ask students to identify features of the dataset (e.g., range, average) that should be analyzed in order to answer the question.

3

Present students with a textual description and measured quantities of an observable scientific phenomenon, then
 Ask students to develop a gradelevel appropriate equation or algorithm that corresponds to the textual description, and
 Explain how the equation or algorithm represents the textual description.

4

Present students with a textual description, measured quantities of data, and a gradelevel appropriate mathematical equation of an observable scientific phenomenon, then
 Ask students to make a prediction about the state of the phenomenon in the future that the equation can be used to support, and
 Ask students to write an explanation for the prediction, using the mathematical model as supporting evidence.

5

Engage students in using a simulation of an observable scientific phenomenon, then
 Ask students to compare the simulation results with realworld data, and
 Write an argument for whether or not the simulation makes sense using the comparison as supporting evidence.

6

Present students with a large data set from an investigation, the question the data are intended to answer, and computer tools (e.g., a spreadsheet) for analyzing the data set, then
 Ask students to develop statistical summaries of the data set that help them answer the question about the dataset.
