Science Practice: Analyzing and Interpreting Data

Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

Summary

Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

Links

NextGenerationScience.org
text: Reimagining the Chemical Volcano, sketch of volcano & pic of test tube with chemical reaction bubbling
Making a (big) eruption with chemistry!
// Wednesday, March 11, 2020 • Scott Balicki
When you think back to your first experience with a chemistry experiment, what do you imagine? More likely than not, a papier-mâché volcano spewing forth the products of a mixture of baking soda and vinegar (possibly dyed with red food coloring for effect ?) comes to mind.
student holding a syringe, reaction inside producing gas.
Limiting Reagents and Gases
// Sunday, February 2, 2020 • Chad Husting
“What are we doing to help students achieve?” I have always struggled as a teacher to find a good limiting reagents lab and activity that can be put into the hands of my students. Thanks to Dr. Bruce Mattson, I think I have found a winner I would like to share.
Chemical Kinetics with a Smartphone
Chemical Kinetics with a Smartphone
// Monday, November 25, 2019 • Tom Kuntzleman
An article recently published in the Journal of Chemical Education by Ruth E. Nalliah1 describes a great experiment for studying chemical kinetics that is extremely simple to set up and carry out. The experiment involves monitoring the reaction between blue food dye and hydrogen peroxide in the presence of base:
students measuring the volume of the liquid in a 10mL graduated cylinder
Measurement, Uncertainty, and Significant Figures 
// Monday, November 11, 2019 • Ariel Serkin
One of the presentations I gave this summer was at the Massachusetts Association of Vocational Administrators using my vocabulary sort as a framework to talk about Modeling InstructionTM.
glassware on pink background, text: Advanced High School Course: Lab Design
Advanced Chemical Lab Design
// Monday, September 16, 2019 • Erica Posthuma
Last spring I went to my administration with a proposal. I wanted to design an advanced laboratory course for a few students who had already taken AP Chemistry and wanted additional laboratory experience. With approval from the school administration and the Board, I began planning.
First Day Chemistry Engineering Activity
// Saturday, September 7, 2019 • Melissa Hemling
I just finished my first week of school, like many teachers in the Midwest. I work hard to get my Honors Chemistry students in a lab setting as soon as possible. It is difficult to find a perfect lab to do on the first or second day of school.
inflated football & deflated football on green background
Gas Laws and Deflategate
// Thursday, August 15, 2019 • Ben Meacham
In a previous post on exploring new ways to incorporate authentic assessments, I referenced how a wonderful activity centered around the application of gas laws could help investigate the Deflategate controversy that consumed NFL news throughout the 2014-15 sea
disposable pipet rocket on a piezo lighter
A Great Introduction to Stoichiometry
// Wednesday, May 22, 2019 • Dustin Williams
There is a lab that is called something like “The Mole Rocket Lab” or  “Micro Rockets”. Some of you may be familiar with the lab, but I wanted to write this post to share it with teachers who may not be aware of it. 
IR camera image of student and beaker at lab counter
AACT Science Coaches
// Tuesday, April 30, 2019 • Lauren Stewart
This past school year, I had the opportunity to participate in the AACT Science Coaches program. When I applied for the program, I expected to be partnered with a professor, probably someone who had been in academia for quite awhile. I thought that this person could share their research with my students and maybe help me with some content questions.