{"id":4385,"date":"2022-04-09T15:44:00","date_gmt":"2022-04-09T15:44:00","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/?post_type=chapter&#038;p=4385"},"modified":"2022-04-10T02:02:45","modified_gmt":"2022-04-10T02:02:45","slug":"instructor-guide-2c-forming-connections","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/chapter\/instructor-guide-2c-forming-connections\/","title":{"raw":"Instructor Guide 2C: Forming Connections","rendered":"Instructor Guide 2C: Forming Connections"},"content":{"raw":"<h2>Overview<\/h2>\r\n<ul>\r\n \t<li>This in-class activity allows students to apply what they have learned about\u00a0experimental design in the preview assignment to create their own hypothetical\u00a0experiment.<\/li>\r\n \t<li>This builds on concepts already learned surrounding types of data and data\u00a0collection, data interrogation, and sampling methods.<\/li>\r\n \t<li>This activity connects back to data collection and organization and asking good statistical questions, and connects forward to discussions about experimental vs. observational studies.<\/li>\r\n \t<li><span style=\"background-color: #ffff99;\">S2, S4, C2, C4, C5, C6, V1, V4, 03 \u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\r\n<\/ul>\r\n<h3>Prerequisite assumptions<\/h3>\r\nStudents should be able to do each of the following after completing the <em>What to Know<\/em> assignment.\r\n<ul>\r\n \t<li>Identify the factor of interest and response factor in an experiment.<\/li>\r\n \t<li>Identify the nuisance factors in an experiment.<\/li>\r\n \t<li>Identify the experimental and control groups in an experiment.<\/li>\r\n \t<li>Recognize random assignment.<\/li>\r\n \t<li>Identify which of two methods of replication was used in an experiment.<\/li>\r\n<\/ul>\r\n<h3>Intended goals for this activity<\/h3>\r\nAfter completing this activity, students should understand that experimental design\u00a0is a specific method of scientific inquiry, that experiments are useful in determining cause-and-effect relationships between\u00a0variables, and that the three key mechanisms of experimental design are randomization,\u00a0replication, and comparison. They should be able to\u00a0identify key components of experimental design, including: treatment, factor of\u00a0interest (also known as the explanatory variable or independent variable), response variable (also known as the dependent variable), nuisance factors,\u00a0random assignment, and replication. They should be able to design a hypothetical experiment to answer a research question.\r\n<h2>Synchronous Delivery and Activity Flow<\/h2>\r\nThe sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.\r\n<h3>Frame the activity (5 minutes)<\/h3>\r\n<ul>\r\n \t<li>Students will work in groups throughout this activity. The ideal group size\u00a0is 3 to 4 students.\u00a0<span style=\"background-color: #ffff99;\">S2, C4, V1, V4, O3<\/span><\/li>\r\n \t<li>Question 1 -- in groups\r\n<ul>\r\n \t<li>Students brainstorm possible factors in their groups for one minute.\u00a0Suggested prompts if needed:\r\n<ul>\r\n \t<li>\u201cWhat do plants need to survive?\u201d<\/li>\r\n \t<li>\u201cWhat do animals need to survive?\u201d<\/li>\r\n \t<li>\u201cWhat are some characteristics of the ocean that have been\u00a0changing in recent years?\u201d<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Each group shares their ideas with the class.<\/li>\r\n \t<li>Keep a running list that is visible for the rest of the activity\u2014students\u00a0may find it helpful for Question 3, Part B.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Transition to the in-class activity by briefly discussing the Objectives\u00a0for the activity.<\/li>\r\n<\/ul>\r\n<h3>Activity Flow (15 minutes)<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Optional: Hand out the Experimental Design Worksheet if you would\u00a0like students to use it to answer Questions 2\u2013 4..<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Question 2 - 3 -- working in groups <span style=\"background-color: #ffff99;\">C5, C6, V1, V4, O3, S4<\/span>\r\n<ul>\r\n \t<li>Circulate through the classroom and check in with the groups. Provide\u00a0guidance and redirection as needed. Key concepts to check:\r\n<ul>\r\n \t<li>Question 2: Does the research question contain a cause-and-effect relationship?<\/li>\r\n \t<li>Question 3, Part A: Did the students accurately identify the factor of interest and response variable?<\/li>\r\n \t<li>Question 3, Part B: Students should have a plan for an\u00a0experimental and control group with a list of factors that will be\u00a0kept the same between both groups. The control group should\u00a0have the factor of interest set to a \u201cbaseline\u201d level, while the\u00a0experimental group should have the factor of interest set to a\u00a0plausible experimental level. Students may need guidance\u00a0regarding the measurement of the response factor.<\/li>\r\n \t<li>Question 3, Part C: Students should have a plan to randomly\u00a0assign groups. Students should consider sample size and be able\u00a0to explain the benefits of replication. If students mention random\u00a0sampling, remind them that it is not required for experimental\u00a0design.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Question 4 -- Presentations <span style=\"background-color: #ffff99;\">V4, C6, S4<\/span>\r\n<ul>\r\n \t<li>Have students share their answers to Question 4. Depending on class size and resources available, different strategies may be used. Emphasize concise communication of key points.<\/li>\r\n \t<li>High-tech, small class: digital presentations (posters, flyers, wikis,\u00a0webpages, etc.), each group displays for the whole class<\/li>\r\n \t<li>High-tech, large class: digital presentations (posters, flyers, wikis,\u00a0webpages, etc.), each group displays for 3 to 4 other groups<\/li>\r\n \t<li>Low-tech, small class: paper-based presentations (posters, flyers,\u00a0reports, etc.), each group shares with the whole class<\/li>\r\n \t<li>Low-tech, large class: paper-based presentations (posters, flyers,\u00a0reports, etc.), each group shares with 3 to 4 other groups<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<h3>Wrap-up\/transition (5 minutes)<\/h3>\r\n<ul>\r\n \t<li>Allow students to view other groups\u2019 work. Encourage comments on\u00a0similarities and differences to their own work.<\/li>\r\n \t<li>If extra time is left in class, have students identify each component\u00a0of another group\u2019s experiment.<\/li>\r\n \t<li>Have students refer back to the Objectives for the activity and\u00a0check the ones they recognize. Alternatively, they may check the\u00a0objectives throughout the activity.<\/li>\r\n \t<li>Prepare students to start thinking about other types of research.<\/li>\r\n \t<li>\u201cExperimental design is useful in situations where the factor of\u00a0interest can be manipulated by the researcher. Not all situations are\u00a0like that though. Can you think of an example where a researcher\u00a0might not be able to manipulate the factor of interest?\u201d\r\n<ul>\r\n \t<li>Examples:\r\n<ul>\r\n \t<li>Does educational level affect income? (Can\u2019t\u00a0manipulate\/randomly assign an education)<\/li>\r\n \t<li>Do men or women have a higher risk of developing heart\u00a0disease? (Can\u2019t manipulate\/assign sex)<\/li>\r\n \t<li>Does smoking cause lung cancer? (Not ethical to randomly\u00a0assign people to smoke)<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Let students know that, in the next activity, they will learn about observational studies through the context of vaccination.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Assign the homework or\u00a0<em>Practice<\/em>\u00a0and any <em>What to Know<\/em> pages for the <em>Forming Connections<\/em> activities you plan to complete in the next class meeting. <span style=\"background-color: #ffff99;\">C2<\/span><\/li>\r\n<\/ul>","rendered":"<h2>Overview<\/h2>\n<ul>\n<li>This in-class activity allows students to apply what they have learned about\u00a0experimental design in the preview assignment to create their own hypothetical\u00a0experiment.<\/li>\n<li>This builds on concepts already learned surrounding types of data and data\u00a0collection, data interrogation, and sampling methods.<\/li>\n<li>This activity connects back to data collection and organization and asking good statistical questions, and connects forward to discussions about experimental vs. observational studies.<\/li>\n<li><span style=\"background-color: #ffff99;\">S2, S4, C2, C4, C5, C6, V1, V4, 03 \u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\n<\/ul>\n<h3>Prerequisite assumptions<\/h3>\n<p>Students should be able to do each of the following after completing the <em>What to Know<\/em> assignment.<\/p>\n<ul>\n<li>Identify the factor of interest and response factor in an experiment.<\/li>\n<li>Identify the nuisance factors in an experiment.<\/li>\n<li>Identify the experimental and control groups in an experiment.<\/li>\n<li>Recognize random assignment.<\/li>\n<li>Identify which of two methods of replication was used in an experiment.<\/li>\n<\/ul>\n<h3>Intended goals for this activity<\/h3>\n<p>After completing this activity, students should understand that experimental design\u00a0is a specific method of scientific inquiry, that experiments are useful in determining cause-and-effect relationships between\u00a0variables, and that the three key mechanisms of experimental design are randomization,\u00a0replication, and comparison. They should be able to\u00a0identify key components of experimental design, including: treatment, factor of\u00a0interest (also known as the explanatory variable or independent variable), response variable (also known as the dependent variable), nuisance factors,\u00a0random assignment, and replication. They should be able to design a hypothetical experiment to answer a research question.<\/p>\n<h2>Synchronous Delivery and Activity Flow<\/h2>\n<p>The sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.<\/p>\n<h3>Frame the activity (5 minutes)<\/h3>\n<ul>\n<li>Students will work in groups throughout this activity. The ideal group size\u00a0is 3 to 4 students.\u00a0<span style=\"background-color: #ffff99;\">S2, C4, V1, V4, O3<\/span><\/li>\n<li>Question 1 &#8212; in groups\n<ul>\n<li>Students brainstorm possible factors in their groups for one minute.\u00a0Suggested prompts if needed:\n<ul>\n<li>\u201cWhat do plants need to survive?\u201d<\/li>\n<li>\u201cWhat do animals need to survive?\u201d<\/li>\n<li>\u201cWhat are some characteristics of the ocean that have been\u00a0changing in recent years?\u201d<\/li>\n<\/ul>\n<\/li>\n<li>Each group shares their ideas with the class.<\/li>\n<li>Keep a running list that is visible for the rest of the activity\u2014students\u00a0may find it helpful for Question 3, Part B.<\/li>\n<\/ul>\n<\/li>\n<li>Transition to the in-class activity by briefly discussing the Objectives\u00a0for the activity.<\/li>\n<\/ul>\n<h3>Activity Flow (15 minutes)<\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Optional: Hand out the Experimental Design Worksheet if you would\u00a0like students to use it to answer Questions 2\u2013 4..<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Question 2 &#8211; 3 &#8212; working in groups <span style=\"background-color: #ffff99;\">C5, C6, V1, V4, O3, S4<\/span>\n<ul>\n<li>Circulate through the classroom and check in with the groups. Provide\u00a0guidance and redirection as needed. Key concepts to check:\n<ul>\n<li>Question 2: Does the research question contain a cause-and-effect relationship?<\/li>\n<li>Question 3, Part A: Did the students accurately identify the factor of interest and response variable?<\/li>\n<li>Question 3, Part B: Students should have a plan for an\u00a0experimental and control group with a list of factors that will be\u00a0kept the same between both groups. The control group should\u00a0have the factor of interest set to a \u201cbaseline\u201d level, while the\u00a0experimental group should have the factor of interest set to a\u00a0plausible experimental level. Students may need guidance\u00a0regarding the measurement of the response factor.<\/li>\n<li>Question 3, Part C: Students should have a plan to randomly\u00a0assign groups. Students should consider sample size and be able\u00a0to explain the benefits of replication. If students mention random\u00a0sampling, remind them that it is not required for experimental\u00a0design.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Question 4 &#8212; Presentations <span style=\"background-color: #ffff99;\">V4, C6, S4<\/span>\n<ul>\n<li>Have students share their answers to Question 4. Depending on class size and resources available, different strategies may be used. Emphasize concise communication of key points.<\/li>\n<li>High-tech, small class: digital presentations (posters, flyers, wikis,\u00a0webpages, etc.), each group displays for the whole class<\/li>\n<li>High-tech, large class: digital presentations (posters, flyers, wikis,\u00a0webpages, etc.), each group displays for 3 to 4 other groups<\/li>\n<li>Low-tech, small class: paper-based presentations (posters, flyers,\u00a0reports, etc.), each group shares with the whole class<\/li>\n<li>Low-tech, large class: paper-based presentations (posters, flyers,\u00a0reports, etc.), each group shares with 3 to 4 other groups<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Wrap-up\/transition (5 minutes)<\/h3>\n<ul>\n<li>Allow students to view other groups\u2019 work. Encourage comments on\u00a0similarities and differences to their own work.<\/li>\n<li>If extra time is left in class, have students identify each component\u00a0of another group\u2019s experiment.<\/li>\n<li>Have students refer back to the Objectives for the activity and\u00a0check the ones they recognize. Alternatively, they may check the\u00a0objectives throughout the activity.<\/li>\n<li>Prepare students to start thinking about other types of research.<\/li>\n<li>\u201cExperimental design is useful in situations where the factor of\u00a0interest can be manipulated by the researcher. Not all situations are\u00a0like that though. Can you think of an example where a researcher\u00a0might not be able to manipulate the factor of interest?\u201d\n<ul>\n<li>Examples:\n<ul>\n<li>Does educational level affect income? (Can\u2019t\u00a0manipulate\/randomly assign an education)<\/li>\n<li>Do men or women have a higher risk of developing heart\u00a0disease? (Can\u2019t manipulate\/assign sex)<\/li>\n<li>Does smoking cause lung cancer? (Not ethical to randomly\u00a0assign people to smoke)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Let students know that, in the next activity, they will learn about observational studies through the context of vaccination.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Assign the homework or\u00a0<em>Practice<\/em>\u00a0and any <em>What to Know<\/em> pages for the <em>Forming Connections<\/em> activities you plan to complete in the next class meeting. <span style=\"background-color: #ffff99;\">C2<\/span><\/li>\n<\/ul>\n","protected":false},"author":25777,"menu_order":15,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-4385","chapter","type-chapter","status-publish","hentry"],"part":4126,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4385","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/users\/25777"}],"version-history":[{"count":8,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4385\/revisions"}],"predecessor-version":[{"id":4443,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4385\/revisions\/4443"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4126"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4385\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4385"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4385"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4385"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4385"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}