Mystery Class Graphs
Questions to Ask
week's Mystery Class News Update includes questions to help students make
sense of their changing graphs. Ideally, you and your students will be
co-explorers who use these to unravel the mysteries. You should also ask
yourselves these core questions each week:
- What do
we notice about the data (or graph)? What patterns do we see?
- What has
changed since last week?
- What does
it tell us?
prefer to have more insight or guide students more explicitly, consider
the following questions. Please use them as a last resort when your students
are stuck. Some reveal information that your young scientists should be
able to discover on their own! (Note: You can revise these when comparing
mystery classes with one another.)
Questions About Daylength Data
- Is the
length of the day (photoperiod) in our town getting longer or shorter?
Are we located north or south of the equator?
- Is the
length of the day (photoperiod) in Mystery Class X getting longer or
shorter? From this information, can we conclude that Mystery Class X
is north or south of the equator?
- What is
the daylength in our town? What is it in Mystery Class X? Can we conclude
that Mystery Class X is north or south of us?
About Graph Lines
Mystery Class line is the steepest? What does that tell us about changes
in the site's photoperiod from week to week?
the steepest line to the line for our hometown. Can we conclude that
Mystery Class X is closer to or farther from the equator than we are?
- Are the
photoperiod lines for any two sites coming together or growing apart?
What does this tell us?
our information, how would we list Mystery Class locations from north