Paper money for Monopoly (version B)

Paper money for Monopoly (version B)

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about using evidence to answer questions about properties of paper.
 
 A class of Year 6 students are creating a Samoan version of Monopoly. They would like to copy Samoan money but cannot decide on which paper to use in their game. In order to make the 'right' decision, students decided to carry out some science investigations on different types of paper
a)
Students planned and carried out four investigations on the properties of paper. Their results are provided in the following table. They rated each property using a scale: 1  2  3  4  5.  Where 1 = poor, and 5 = good.  
 
Use the information from the table to answer the following questions about the properties of paper.
 
 
Investigation
Photocopier
paper
 Newsprint
Drawing
paper
Butcher (craft)
paper
Thin
card
Grease absorbency
 3 5 2-3 1 1-3
Durability
 4 1 3-4 4-5 3
Bendable
 4 5 3 2-3 1
See through
 2 5 1 1 1

Question

i)  Which paper absorbs the least amount of grease?

    • Photocopier paper

    • Newsprint

    • Drawing paper

    • Butcher (craft) paper

    • Thin card

Question

ii)  Which paper is the most durable?

    • Photocopier paper

    • Newsprint

    • Drawing paper

    • Butcher (craft) paper

    • Thin card

Question

iii)  Which paper is easy to bend?

    • Photocopier paper

    • Newsprint

    • Drawing paper

    • Butcher (craft) paper

    • Thin card

Question

iv)  Which paper(s) can be photocopied on both sides without showing through on the other side?
      You can select more than one option

    • Photocopier paper

    • Newsprint

    • Drawing paper

    • Butcher (craft) paper

    • Thin card

Question

b)  i)  If the class used all the data collected in the table, which paper should the students use to make their monopoly money?

    • Photocopier paper

    • Newsprint

    • Drawing paper

    • Butcher (craft) paper

    • Thin card

ii) Explain to the students why they should use the paper described in 'i)' above.

Question

c)  i)  If you carried out the investigations, is it likely your results would be exactly the same as those in the chart?

    • YES

    • NO

ii) Explain your answer.

Question 1Change answer

iii)  If scientists are to make a decision about Monopoly money, which of the following ideas are useful when they plan their investigations for the same questions? 
Investigation Ideas
Use different paper colours for each test UsefulNot usefulDon't know
Keep the paper the same size for each test UsefulNot usefulDon't know
Repeat the test lots of times for each paper UsefulNot usefulDon't know
Same person will collect the data for each test UsefulNot usefulDon't know
Keep the paper the same thickness for each test UsefulNot usefulDon't know
Task administration: 
  • This activity takes approximately 15-20 minutes.
  • It can be done individually or in small groups that allow for discussion.
  • The first page with the table could be projected on a screen from a computer so that students do not have to keep turning the page over to look at the table.
Level:
3
Curriculum info: 
Science, Investigating in science, Material World
Keywords: 
properties, society, paper, interpreting data
Description of task: 
Task: Process and interpret data in a table to identify the best paper to use for a game. Evaluate the reliability of the collected data. Assessment focus: using evidence to answer a question.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
 
Capability: Gather and interpret data.
This resource provides opportunities to discuss methodology of investigations and fair testing. 
Science capabilities: 
Gather and interpret data
Making Better Sense: 
Physical Change
Answers/responses: 
a) i)
ii)
iii)
iv)
Butcher (craft) paper
Butcher (craft) paper
Newsprint
All of the following: drawing paper, butcher (craft) paper, thin card
b) i)
ii)
Butcher (craft) paper
The choice of their paper would depend on the specific paper properties that the students want to have in their money. Students would want to have paper that does not absorb the grease quickly; will last for a long time; not too easy to bend and not have the images from one side be seen from the other side. Butcher paper meets these criteria better than any of the others.
c)
i)
ii)
iii)
No
The results will probably be different because how students measure using the scale would be different. Students might say they would not know what a '3' means/indicates in the investigation of see-through property. Students might also talk about not knowing how the 'tests' were carried out.
These are the probable answers but others can be accepted. The intention is to provide a basis for discussion.
Investigation Ideas
Use different paper colours for each test - Not useful 
Keep the paper the same size for each test - Not useful
Repeat the test lots of times for each paper - Useful  
Same person will collect the data for each test - Useful
Keep the paper the same thickness for each test - Useful
 
Teaching and learning: 
Background
Students are familiar with either qualitative (descriptive) or quantitative (accurate numerical measurements) collection of data. There are occasions when a type of measurement is required that fits neither of the above. The table introduces a semi-qualitative scale for measurement suitable for investigations of this type. A semi-qualitative scale combines descriptive measurements with a numerical scale so that students can use a number to refer to a descriptive indicator. It will also allow for discussion and reflection about the reliability of the collected data – can the same data be collected if the investigation was repeated? Teachers will need to ensure opportunities are provided for students to investigate for a range of questions that involves measurements using qualitative, quantitative and semi-qualitative data. Having students engage in a range of different type of measurements reinforces students’ ability to identify an appropriate form of measurement when planning investigations.
 
Why is it important for students to evaluate the data of investigations?
Developing the scientific skill of processing and interpreting data is important because of the way information is often presented in the media. A single measurement (no matter how accurate) is not as reliable as data collected through repeat testing. Acceptance of scientific information should be treated with caution in the first instance until the question and the design of the investigation is known. Ability to question the validity (does the data/evidence really provide an answer to the question?) and reliability (can you trust the evidence/data?) of results ensures that the wider community is actively involved in decision making issues based on science evidence.
Diagnostic and formative information: 
Question a)
Trial responses to this question suggest that some students did not understand the everyday terms of grease absorbency and durability. The use and interpretation of a semi-qualitative scale did not hinder answering the questions correctly. The ability of students to identify the most appropriate form of measuring depends on the opportunities that are provided for them. If the same types of investigations are constantly used (e.g., fair test that involves quantitative data), then students will not develop this important skill for planning investigations.

Question a) i) asks for the least amount of grease. Some trial students queried the question as it did not focus on the most – this was different from the usual thinking. They had to shift their thinking and look at the lower end of the scale to answer the question. These types of questions help develop students’ thinking about the different ways data can be interpreted.

Question b)
Trial students were able to process the results and select the correct paper. The majority of trial students provided at least two properties in their explanation. Students that explain using one paper property may lack the understanding that decisions are usually based on multiple reasons rather than just one.

Question c)
Responses from trial students for all three parts were not done well. It appears that the trial students had not engaged with questioning the reliability of collected data – will the data be the same if repeated by another person?  The use of 'Don’t know' in the table helps convey to the teacher and peers that honesty and a lack of knowledge/skill is acceptable while participating in science activities.

Next steps: 

The fact that students queried Question a) i) suggests that they require more experience with interpreting-type questions that ask 'the opposite' of what they are usually asked. Much of what is asked from students at this level seeks answers that focus on the best, most, greatest, etc., when interpreting data. To ensure the development of this skill and its link to thinking requires opportunities across the curriculum areas. Students with this type of experience will put into place cognitive strategies that will allow them to tackle a range of interpretive questions with a different emphasis. Providing similar questions with a different emphasis will ensure that the cognitive strategies are developed, e.g.,

  • Which paper absorbs the most grease?
  • Which paper absorbs the least grease?

Evaluating evidence
At this level students need to develop the basic skill of evaluating their data/evidence. The key questions that students need to explore focus on the design of the investigation. These questions are best used in small groups were active learning takes place during planning of science investigations.

  • Was the data/evidence measured or collected correctly? How do you know?
  • Was the measuring or collection done accurately?  If so how certain can you be?

Using data/evidence to answer questions
Students can be given opportunities to compare different presentations of the same data/evidence. One presentation may have a brief chart of the data/evidence while the other presentation will have additional information as well as the chart, e.g., how the data/evidence was collected, where it was collected, etc. The presentations could be from a science investigation, a health report, a council report to the community. The key is to vary the context but develop the same skill. Students, in small groups, can discuss the two presentations using the following questions to assist their development.

  • Which presentation can you trust?  Explain why you can trust it.
  • Which presentation requires more data/evidence? Explain why.
The following ARBs link to this activity:  The best mopper upper uses a fair test to investigate the paper property of absorbency; identifying and Paper money for Monopoly (version A) develops useful questions to investigate about paper properties.

Click on the link for further information that compares students' and scientists' approaches to science.

The following Building Science Concepts books focus on properties of materials::

  • Ministry of Education (2001). Building Science Concepts, Wellington: Learning Media.
    Book 5, Fur, feathers, and bark.
    Book 13, Aluminium.
  • Ministry of Education (2003). Building Science Concepts, Wellington: Learning Media.
    Book 32, Introducing metals.
    Book 33, Working with metals.
    Book 48, Fabrics.
  • Ministry of Education (2004). Building Science Concepts, Wellington: Learning Media.
    Book 60, Rubbish.
    Book 61, Recycling.

Ministry of Education (1998). Making better sense of the material world. Wellington: Learning Media. How absorbing – This Level 3 exemplar illustrates a student's investigation of a physical property.