{"id":4496,"date":"2022-04-13T13:58:34","date_gmt":"2022-04-13T13:58:34","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/?post_type=chapter&#038;p=4496"},"modified":"2022-04-28T14:35:30","modified_gmt":"2022-04-28T14:35:30","slug":"instructor-guide-5d-corequisite-support","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/chapter\/instructor-guide-5d-corequisite-support\/","title":{"raw":"Instructor Guide 5D: Forming Connections","rendered":"Instructor Guide 5D: Forming Connections"},"content":{"raw":"<h2>Overview<\/h2>\r\n<ul>\r\n \t<li>In this activity (a mini-project) students will use various graphical displays to explore associations between three variables (age, health perception, and regular physical activity) in a large national health statistics survey dataset.<\/li>\r\n \t<li>The 2011-2012 National Health and Nutrition Examination Survey (NHANES) combines survey questions and physical examinations to collect data on 6,033 adults aged 20 years or older. For more information on the dataset (modified for educational purposes and shouldn't be used for research) and on the NHANES (CDC original data available here), see the links below.\r\n<ul>\r\n \t<li><a href=\"https:\/\/cran.r-project.org\/web\/packages\/NHANES\/NHANES.pdf\">https:\/\/cran.r-project.org\/web\/packages\/NHANES\/NHANES.pdf<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.cdc.gov\/nchs\/nhanes\/\">https:\/\/www.cdc.gov\/nchs\/nhanes\/<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>This activity connects back to visual data explorations in previous modules.<\/li>\r\n \t<li><span style=\"background-color: #ffff99;\">C2, C4, C5, C6, O1, O4 \u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\r\n<\/ul>\r\n<h3>Prerequisite assumptions<\/h3>\r\nThere is no preview activity associated with this mini-project. Students\u00a0should be able to identify different variable types, choose an appropriate\u00a0graphical display, use technology to create a graphical display, and interpret a graph in\u00a0the context of the data. Additionally, they should feel comfortable with skills obtained during the previous\u00a0<em>What to Know\u00a0<\/em>and\u00a0<em>Forming Connections<\/em> pages in this module.\r\n<ul>\r\n \t<li><span style=\"font-size: 1em;\">Use a scatterplot to identify relationships and trends.<\/span><\/li>\r\n \t<li>Use the correlation coefficient to describe the strength in a linear relationship between two variables.<\/li>\r\n \t<li>Ask appropriate questions to think critically about complex graphical displays.<\/li>\r\n \t<li>Interpret different components of a complex graphical display.<\/li>\r\n \t<li>Explain the overall purpose\/intention of a complex graphical display.<\/li>\r\n \t<li>Demonstrate how to use a rating scale to critique a complex graphical display.<\/li>\r\n<\/ul>\r\n<h3>Intended goals for this activity<\/h3>\r\nAfter completing this activity, students should understand that graphical displays can be used to communicate information about a single\u00a0variable or the relationship between two or more variables and that creating effective graphical displays is typically an iterative process. They should be able to create\u00a0an appropriate display to visualize the distribution of a single variable\u00a0(univariate graphs) or the relationship between two or more variables\u00a0(multivariable graphs), write a short report to communicate statistical results to a general audience, and apply principles of making effective graphical displays to improve an existing\u00a0graph.\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 (15 minutes)<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Question 1 - 3\r\n<ul>\r\n \t<li aria-level=\"1\">The goal of these questions is to help students prepare for the\u00a0mini-project, which includes more open-ended instruction than\u00a0seen in previous activities and assignments. Students will use the\u00a0same dataset and a similar rubric for all three projects.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li aria-level=\"1\">Question 1 C4, O1, O4\r\n<ul>\r\n \t<li aria-level=\"1\">The primary goal of this question is to ensure that all students are\u00a0able to access the dataset and data dictionary. It also helps\u00a0students review categorical vs. quantitative variables.<\/li>\r\n \t<li aria-level=\"1\">Include a demonstration on how to access and download the dataset spreadsheets for the project as you see fit.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li aria-level=\"1\">Question 2 O1, O4\r\n<ul>\r\n \t<li aria-level=\"1\">The goal of this question is to make sure all students have\u00a0identified the appropriate technology required to\u00a0 complete the\u00a0project. Give students a few minutes to think about this question\u00a0individually before discussing it as a group.<\/li>\r\n \t<li aria-level=\"1\">Briefly discuss or demonstrate how to copy and paste data from the spreadsheet into the data analysis tool, as you see fit.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li aria-level=\"1\">Question 3 C2\r\n<ul>\r\n \t<li aria-level=\"1\">The primary goal of this question is to introduce students to the\u00a0grading rubric and ensure that all students are aware of the\u00a0expectations for the project.<\/li>\r\n \t<li aria-level=\"1\">Show students where they can access the grading rubric, and\u00a0then give them a few minutes to read the rubric and write their\u00a0responses to Question 3.\r\n<ul>\r\n \t<li aria-level=\"1\">Use the rubric provided here [insert pdf of the rubric found at the end of the DC instructor page] or your own.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Discuss the responses to Question 3 as a class.<\/li>\r\n \t<li>Give students a few minutes to read the remaining project instructions and ask questions.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Questions 4 - 7 C2, C5, C6\r\n<ul>\r\n \t<li>These questions make up the mini-project.\u00a0Students will complete the remaining questions outside of class.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<h3>Wrap-up\/transition<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Assign homework or\u00a0<em>What to Know<\/em> pages for the <em>Forming Connections<\/em> activities you plan to complete in the next class meeting. C2<\/li>\r\n<\/ul>","rendered":"<h2>Overview<\/h2>\n<ul>\n<li>In this activity (a mini-project) students will use various graphical displays to explore associations between three variables (age, health perception, and regular physical activity) in a large national health statistics survey dataset.<\/li>\n<li>The 2011-2012 National Health and Nutrition Examination Survey (NHANES) combines survey questions and physical examinations to collect data on 6,033 adults aged 20 years or older. For more information on the dataset (modified for educational purposes and shouldn&#8217;t be used for research) and on the NHANES (CDC original data available here), see the links below.\n<ul>\n<li><a href=\"https:\/\/cran.r-project.org\/web\/packages\/NHANES\/NHANES.pdf\">https:\/\/cran.r-project.org\/web\/packages\/NHANES\/NHANES.pdf<\/a><\/li>\n<li><a href=\"https:\/\/www.cdc.gov\/nchs\/nhanes\/\">https:\/\/www.cdc.gov\/nchs\/nhanes\/<\/a><\/li>\n<\/ul>\n<\/li>\n<li>This activity connects back to visual data explorations in previous modules.<\/li>\n<li><span style=\"background-color: #ffff99;\">C2, C4, C5, C6, O1, O4 \u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\n<\/ul>\n<h3>Prerequisite assumptions<\/h3>\n<p>There is no preview activity associated with this mini-project. Students\u00a0should be able to identify different variable types, choose an appropriate\u00a0graphical display, use technology to create a graphical display, and interpret a graph in\u00a0the context of the data. Additionally, they should feel comfortable with skills obtained during the previous\u00a0<em>What to Know\u00a0<\/em>and\u00a0<em>Forming Connections<\/em> pages in this module.<\/p>\n<ul>\n<li><span style=\"font-size: 1em;\">Use a scatterplot to identify relationships and trends.<\/span><\/li>\n<li>Use the correlation coefficient to describe the strength in a linear relationship between two variables.<\/li>\n<li>Ask appropriate questions to think critically about complex graphical displays.<\/li>\n<li>Interpret different components of a complex graphical display.<\/li>\n<li>Explain the overall purpose\/intention of a complex graphical display.<\/li>\n<li>Demonstrate how to use a rating scale to critique a complex graphical display.<\/li>\n<\/ul>\n<h3>Intended goals for this activity<\/h3>\n<p>After completing this activity, students should understand that graphical displays can be used to communicate information about a single\u00a0variable or the relationship between two or more variables and that creating effective graphical displays is typically an iterative process. They should be able to create\u00a0an appropriate display to visualize the distribution of a single variable\u00a0(univariate graphs) or the relationship between two or more variables\u00a0(multivariable graphs), write a short report to communicate statistical results to a general audience, and apply principles of making effective graphical displays to improve an existing\u00a0graph.<\/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 (15 minutes)<\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Question 1 &#8211; 3\n<ul>\n<li aria-level=\"1\">The goal of these questions is to help students prepare for the\u00a0mini-project, which includes more open-ended instruction than\u00a0seen in previous activities and assignments. Students will use the\u00a0same dataset and a similar rubric for all three projects.<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\">Question 1 C4, O1, O4\n<ul>\n<li aria-level=\"1\">The primary goal of this question is to ensure that all students are\u00a0able to access the dataset and data dictionary. It also helps\u00a0students review categorical vs. quantitative variables.<\/li>\n<li aria-level=\"1\">Include a demonstration on how to access and download the dataset spreadsheets for the project as you see fit.<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\">Question 2 O1, O4\n<ul>\n<li aria-level=\"1\">The goal of this question is to make sure all students have\u00a0identified the appropriate technology required to\u00a0 complete the\u00a0project. Give students a few minutes to think about this question\u00a0individually before discussing it as a group.<\/li>\n<li aria-level=\"1\">Briefly discuss or demonstrate how to copy and paste data from the spreadsheet into the data analysis tool, as you see fit.<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\">Question 3 C2\n<ul>\n<li aria-level=\"1\">The primary goal of this question is to introduce students to the\u00a0grading rubric and ensure that all students are aware of the\u00a0expectations for the project.<\/li>\n<li aria-level=\"1\">Show students where they can access the grading rubric, and\u00a0then give them a few minutes to read the rubric and write their\u00a0responses to Question 3.\n<ul>\n<li aria-level=\"1\">Use the rubric provided here [insert pdf of the rubric found at the end of the DC instructor page] or your own.<\/li>\n<\/ul>\n<\/li>\n<li>Discuss the responses to Question 3 as a class.<\/li>\n<li>Give students a few minutes to read the remaining project instructions and ask questions.<\/li>\n<\/ul>\n<\/li>\n<li>Questions 4 &#8211; 7 C2, C5, C6\n<ul>\n<li>These questions make up the mini-project.\u00a0Students will complete the remaining questions outside of class.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Wrap-up\/transition<\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Assign homework or\u00a0<em>What to Know<\/em> pages for the <em>Forming Connections<\/em> activities you plan to complete in the next class meeting. C2<\/li>\n<\/ul>\n","protected":false},"author":25777,"menu_order":7,"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-4496","chapter","type-chapter","status-publish","hentry"],"part":4481,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4496","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":9,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4496\/revisions"}],"predecessor-version":[{"id":4651,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4496\/revisions\/4651"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4481"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4496\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4496"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4496"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4496"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4496"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}