GoogleDocSpread

It’s time to work with the data that you collected from your form.

1. When you open your form, the first thing you should see is a spreadsheet (i.e. a matrix of columns and rows). The responses from each of your respondents should be entered on separate rows. If you want to edit your form, select ‘From’ and ‘Edit Form.
2. Under the ‘Form’ menu click on ‘Show summary of responses’.
3. Use this to rewrite a small summary of your data into the spreadsheet, below where your original data is. See the yellow portion of the image below.
4. Highlight the new summary data. Click on the ‘Insert chart’ button.
5. Create a pie chart. Add a title and change the colors of your graph.
6. Click on the upper left corner of the chart. Select ‘Publish chart …’ and use the embed code to put the Google Docs page of your blog.
7. Repeat steps 3-6 to make a bar graph and one of the schematics from the ‘more’ heading.

It could look something like the following:

Rubric – Google Forms

* Required

Last Name *

First Name *

Leadership *

•  4 – The student often influences others in the class to accomplish the common task.
•  3 – The student has influenced others in the class to accomplish the common task.
•  2 – The student occasionally influences others in the class to accomplish the common task.
•  1 – The student rarely influences others in the class to accomplish the common task.

Time Management *

•  4 – Student always uses class time effectively. Interactions with other students are always related to the assigned task.
•  3 – Student uses class time effectively. Interactions with other students are related to the assigned task.
•  2 – Student occasionally uses class time effectively. Interactions are occasionally related to the assigned task.
•  1 – Student rarely uses class time effectively. Interactions are seldom related to the assigned task.

Motivation *

•  4 – Student is always self-motivated and never needs reminders and encouragement from others to finish the task.
•  3 – Student is self-motivated and never needs reminders and encouragement from others to finish the task.
•  2 – Student is at times self-motivated and occasionally needs reminders and from others to finish the task.
•  1 – Student is rarely self-motivated and relies on reminders and encouragement for others to accomplish the task.

Organization *

•  4 – Student shows excellent organization in all of the following areas: blog, sequence of work, materials
•  3 – Student shows excellent organization in two of the following areas: blog, sequence of work, materials
•  2 – Student shows excellent organization in one of the following areas: blog, sequence of work, materials
•  1 – Student shows excellent organization in none of the following areas: blog, sequence of work, materials

Creativity *

•  4 – Student produces work that is a clear reflection of their creative abilities.
•  3 – Student produces work that is an adequate reflection of their creative abilities.
•  2 – Student produces work that is a partial reflection of their creative abilities.
•  1 – Student produces work that is not a reflection of their creative abilities.

Creativity *

•  4 – Student produces work that is a clear reflection of their creative abilities.
•  3 – Student produces work that is an adequate reflection of their creative abilities.
•  2 – Student produces work that is a partial reflection of their creative abilities.
•  1 – Student produces work that is not a reflection of their creative abilities.

Report *

•  4 – Report includes of all of the following: brief intro to the report, three graphs total, titles for graphs, some conclusions drawn
•  3 – Report includes three of the following: brief intro to the report, three graphs total, titles for graphs, some conclusions drawn
•  2 – Report includes two of the following: brief intro to the report, three graphs total, titles for graphs, some conclusions drawn
•  1 – Report includes one of the following: brief intro to the report, three graphs total, titles for graphs, some conclusions drawn

Graph Selection *

•  4 – Graph/table clearly represents numerical information in a visual way
•  3 – Graph/table adequately represents numerical
•  2 – Graph/table adequately represents numerical
•  1 – Graph/table does not represent numerical

Graph Appearance *

•  4 – Student makes effort to modify colors and themes of graphs
•  3 – Student some effort to modify colors and themes of graphs
•  2 – Student little effort to modify colors and themes of graphs
•  1 – Student no effort to modify colors and themes of graphs

 

Other Challenges (not for 2011)

So you’ve got the basics of spreadsheets down right?! Now I’m going to give you a real challenge (actually two), so that you can see just how useful (and easy) spreadsheets are. All of the challenges ask you do gather some information, enter it into a spreadsheet, find the answer and submit your work to Mr. Morton.

Challenge A – Boys vs. Girls!!
If you’re anything like me you might have wondered “who is better, boys or girls?” Hold on now, before you get too worked up with this question, lets do an experiment to find out once and for all! Here’s what you need to do.

1. Find a partner. Each pair must have one guy and one girl.
2. Get a ruler for Mr. Morton.
3. Partner A puts their hands together as though they’re praying and then spreads them apart slightly. Partner B uses the ruler to check that there is exactly 5 cm of space between the palms of the hands.
4. Partner B holds the ruler at the 100 cm end between their thumb and index finger. The ruler should be dangling vertically so that the 0 cm end is at exactly the same height at the thumbs of partner A.
5. Partner B then drops the ruler (without warning) between the hands of partner A. Once the ruler is dropped, partner A must catch it by slapping their hands together. Remind me to take a photo of someone doing this please!! That way it will be more clear for next year’s class!
6. Partner B then records the distance that the ruler fell by reading the measurement off the bottom of Partner A’s hands. The measurement is recorded in your spreadsheet in cm.
7. Repeat this procedure a total of ten times.
8. Partners A and B switch places and repeat the procedure ten times.
9. Send your data to Mr. Morton so that all class data can be copied into one file.
10. Use your spreadsheet to determine whether girls or boys have reflex/reaction times!
11. Extension; design an experiment to see if age has anything to do with reflex/reaction times!
12. Prepare a brief written report to be submitted to Mr. Morton.

Challenge B – The Monkey Index

OK, here’s a goofy one. Have you ever wondered how monkey-like you are? I, for example, am extremely monkey like (as you can see from the photo of me in the Amazon). Anyway, this activity is nice and simple. Follow the steps below.

1. Get a measuring tape from Mr. Morton.
2. Work as a team (with all of the others that are doing this challenge) and measure the height and arm length of every student in the class. Please respect the wishes of students who don’t want their measurements recorded.
3. Record the name of each student and their height and arm length in your spreadsheet.
4. Send the file to Mr. Mortonso it can be posted on the blog for all to access.
5. Make an XY scatter of height vs. arm length for all student.
6. Find out which students in the class are above/below the money index!!
7. Extension; Find out i) if older people in the class are actually taller than younger people and ii) what the Leonardo da Vinci’s work below has to do with this challenge.
8. Prepare a brief written report to be submitted to Mr. Morton.

Challenge C – Gestation Periods!!

Gestation period is the amount of time that is takes for a fertilized egg to grow into a baby which is ready to be born. For humans it’s nine months. For mice it’s only 20 days! I wonder what the gestation period of a grey whale is. OK, this challenge is really simple if you follow the steps below:

1. Look up the definition of mammal.
2. Work as a team and ask each person in the class what their favorite mammal is. Don’t forget to ask Mr. Morton too (although he’s just going to say ‘monkey’).
3. Enter the name of each mammal into one column in a spreadsheet.
4. Do some research and find the average mass of a female adult of that mammal (in kilograms). Enter that number in a column beside each animal.
5. Keep searching to find the gestation period (in days) of each species, enter that number in a third column. Your spreadsheet should like something like the one below.
6. Make an XY scatter plot of gestation period vs. average size for all species.
7. Prepare a brief written report to be submitted to Mr. Morton.

Challenge D – I just found $2000 in the school yard!!
That’s right, you just found $2000 in the school yard! If you’re the kind of person who would take the money to the principal’s office, this challenge is not for you! Time to go on a shopping spree on Baker Street! But first, you need to use a spreadsheet to help you make a budget (a budget is a money plan). Follow the steps below:

1. Spend some time online finding prices for the items you’ve always wanted to buy.
2. Enter the items you wish to purchase into a spreadsheet as shown below. I know, I would buy some weird stuff!!
3. Automatically format the cost and total columns so that values appear as currency (money). Hint: right click.
4. Make a formula that multiplies the number of items by the cost giving a value in the total column.
5. Design a formula that automatically sums that total column.
6. You must have a minimum of ten items with a combined total of no more than $2000.
7. Assume that tax is 14%.
8. Create a formula that automatically calculates the grand total after tax.
9. Create a cell that automatically determines which of the items on the list is most expensive.
10. Do the same in order to determine which of the items is least expensive.
11. Extension; try to i) calculate the average cost of each item in your list ii) calculate the number of items on your shopping list (automatically) and iii) make a pie chart that represents the breakdown of the $2000 dollars you have spent.
12. Prepare a brief written report to be submitted to Mr. Morton.