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UV Radiation

Subject Area

This activity has been designed for Data Processing Concepts (BPC 3G) units dealing with Spreadsheets and Graphs. It is part of Objective IV—Application Software. Graphs or charts make spreadsheet data and statistics easier to understand. They add pizzazz to a student’s presentations and make statistical information crystal clear. This activity could be presented as soon as students have completed a simple spreadsheet exercise using Lotus 1-2-3, Excel or any other spreadsheet program.

Learning Outcomes

Teaching, learning and evaluation will focus on the student’s ability to:

  • Prepare graphs using spreadsheet data;
  • Record UV (ultraviolet) statistics on a spreadsheet;
  • Enhance the visual presentation using a variety of spreadsheet functions such as line graphs, bar, stacked bar graphs, pie charts and the
  • inherent features of the software package being used;
  • Determine the best type of graph for a particular presentation;
  • Develop a more informed attitude about possible effects of exposure to UV radiation.

Classroom Development

  1. Watch the Weather Watch channel on cable television for specials relating to UV information: UV readings, Avoiding UV rays, Types of UV rays, Buying Sunglasses.
  2. Collect UV data and related statistics for a period of time and in a variety of locations such as major centres in Ontario, across Canada, and from different countries. Related data could include temperature, cloud cover, amount of sunshine, and latitude.
  3. Collect data on the risk of UV radiation for this period of time. This information is compiled and presented in many major daily newspapers such at the Toronto Star. Data include a rating, a UV Index, a Risk Level and Time to Sunburn.
  4. Work in groups to collect, compile and enter data in the spreadsheet program with which the students are familiar. Correlate information under headings such as:
    a) City and UV Rating;
    b) Temperature and UV Rating;
    c) Cloud Cover and UV Rating;
    d) Latitude and UV Rating;
    e) Date and UV Rating;
    f) Air Pollution and UV Rating..
  5. Analyze the statistics produced by these correlations.
  6. Present the concepts: “hypothesis, statistics, and graph” to class using the computer and/or the overhead projector.

Timing: This activity should require three 75 min periods.

Resources

  • The Weather Channel, if it is available in your area.
  • Weather data from a major newspaper.
  • Environment Canada weather data is available on shortwave and also on an Internet Gopher. This information should be available from Freenets in Ottawa, Toronto, Halton Region, Niagara Region, the Thunder Bay area, and other regions.

Evaluation

Evaluate the graph using the following criteria:

  • Correct information on horizontal axis (2 marks);
  • Correct data on vertical axis (2 marks);
  • Inclusion of legend, format, titles, grid, scale, colour and data labels (14 marks);
  • Effective use of graph type to develop students’ hypothesis and make the data more understandable (2 marks).
    Total: 20 Marks


Cross-disciplinary Links

Geography students can aid in the collection and interpretation of weather data. Students may wish to draw on their Geography background or invite a Geography teacher to the Data Processing Classroom. This link could help to develop a possible hypothesis relating UV ratings and one or more variables.

Invite a Math teacher, or a senior math student, to show the type of information plotted on a simple graph and how statistics can demonstrate relationships between variables.

Your science department may have an ultraviolet meter which your students could use to collect data first hand. The best meter available for school use is the Bluewater BW-10 Ultraviolet monitor (with student-centred activities), available from:
Vital Technologies Corp. 670 Hardwick Rd., Unit 4, Bolton, Ont., L7E 5R5, (905) 951-1219

Extensions

Most students will present their spreadsheet and graph information for viewing on one computer screen. Extensions of this could include:

  1. Linking the student’s computer to the overhead projector for a classroom presentation.
  2. Using a graphic program to prepare more sophisticated graphs. This step could be developed in the BPA 4G course.
  3. Using a graphics program to prepare and present a slide show of hypotheses and graphs prepared collectively by the entire class. This is also a suitable project for BPA 4G.
  4. Using a desktop publishing program to prepare a poster about UV radiation.
  5. Preparing printed materials for a campaign to inform students of appropriate precautions against the effects of UV radiation.
  6. Inviting Math and Geography students to the computer classroom to see how statistics can be presented effectively on the computer.

Student Work Sheets

UV Radiation: Day 1

  • Collect weather data as outlined by your teacher.
  • Develop a basic knowledge of spreadsheet and graph terminology.
  • Be able to produce a simple spreadsheet using your spreadsheet program.
  • Your objectives are to be able to do the following:
  1. Develop a hypothesis relating UV data and one weather variable;
  2. Construct a spreadsheet showing the UV rating in one column and the second variable in another column;
  3. Sort the spreadsheet by UV rating, and save the file;
  4. Construct a graph based on teacher demonstration of how to create a graph from a spreadsheet.

Topics

  • UV ratings
  • Creating a UV spreadsheet
  • Creating a graph from a spreadsheet.
  • Building a repertoire of graph terms: row, column, label, value, line graph, x-axis, data range


Strategies

  1. Discuss UV ratings, their possible effects, and source of data collection with the rest of the class.
  2. As a class, build and create a spreadsheet relating UV ratings and a definable geographical location (a city, town or county for which UV
  3. data is available) on a specific date.
  4. Create a line graph from this spreadsheet data.
  5. Now, in groups of 2 or 3 reproduce this spreadsheet and graph.
  6. Collect data on UV ratings and weather on various areas as directed by your teacher.


UV Radiation: Day 2

  1. In your groups from the last class, develop a hypothesis relating UV and one other variable based on the data you have collected.
  2. Prepare a spreadsheet and simple graph. Save the graph. View it.
  3. Edit the graph to include titles, legends, scaling, line format, grid, scale, colour and data labels.
  4. Save, view and/or print your graph.

UV Radiation: Day 3

  1. Organize statistics on using the different graphs available on your spreadsheet program, and determine the most suitable graph for this information.
  2. Analyze your graph for relationships.
  3. Summarize your findings.
  4. Present your findings to the class, teacher or to another class.
  5. Develop a presentation using hypothesis, spreadsheet and graph.