Day 7 - Excel Data and Graphs

Plan
Bell Ringer! - using percentages

The Problem with U.S. Math

Lesson

1. Complete the following and email your results in an Excel file
• Calculate the average population of all the states. 
• Calculate the sum (total) population of the U.S. 
• Calculate the sum (total) obese population of the U.S. 
• What percentage of the U.S. is obese based on your data? 
• Which state has the lowest obesity rate? 
• Which state has the highest obesity rate? 
• What is the average obesity rate? 
• How does CT compare with the average? 
• Are there any trends in the data? Explain.
• Graph the U.S. population by state
2. Exit Ticket

It was an interesting class to say the least. I am trying a new approach this year with my Precalculus course. It involves teaching through having the students struggle. The video link above details the ideas behind my thought process. I decided to show my STEM students the video to see what happens. I was hesitant to show them before because of the way I view this course (see below), but they seem really be interested in this though. Oddly! I have really focused the class with the use of leaders. I have promoted certain student volunteers into being leaders. The list of leaders that I have so far:

• Table Leaders (4-5/class) - helps with general questions; usually upperclassmen, but one freshmen volunteered!
• Materials Manager (1/class) - helps with whiteboards, markers, erasers, calculators
• Doorperson (1/class) - helps with getting students in the room and making sure they are prepared for the start of class (i.e. laptops out, on class website, etc.)

I need more roles!

Getting back to was I talking about before... how do I view this course?

I view this course as a math elective that focuses on showing the interdisciplinary nature of STEM as a subject. The root of STEM is based on mathematics as shown on this STEM triangle diagram. This diagram is based on the fact that mathematics is the most "pure" based on thought process. Math does not need S, T, or E to be completed. However, science needs the "quantification" of mathematics to be able to show data properly. Yes, I am sure there are exceptions to this, but none worth noting (in my opinion). Engineering can only be completed with sound knowledge or science and math as it is based on certain principles, measurements, etc. Technology, of course, is the ultimate goal of STEM and our society as a whole. Sure it is great to count stuff and discover stuff and design stuff, but that does not mean anything tangible unless it is built and, most importantly used. This is where technology comes into play with the whole idea of STEM.

I find that students understand the subject more when looking at it in a linear fashion like this. Many have suggested changing the word STEM to something that shows this process. MSET perhaps? The only issue is... it just doesn't sound cool. Sad to say, sometimes we humans prefer aesthetics over logic.

Of course it is not always linear. The tech that is designed can aid in the development of math, science, and engineering and produce a loop of more and more advanced tech which leads to more and more advanced sci, math, and engineering. What a wonderful cycle!

If my students understand all of what I just described and were able to complete the challenge set forth, then I will find this class a success!

Continue for pictures!

Great job teaching your table using the whiteboard! #leader!