Data processing and analysis

Activity 1 - Class dataset

Teacher task

• Access and make a copy of the embedded Google sheets for your class.

Student tasks

• Enter your albedo and surface temperature data into the shared spreadsheet.

• Extension - compare your data secondary sources to evaluate the reliability and validity of your data.

Activity 2 - Scatter graph

Scatter graphs/plots

Scatter graphs use dots to represent values for paired variables. They are used to observe relationships (correlations) between variables.

Student tasks

• Enter whole-class data into the scatter graph creator (right) using the following prompts:

  • n = Enter the number of paired measurements collected in total. Note: the minimum number of paired measurements required is 5.

  • Label Data Set A (x-axis) - Albedo (%).

  • Label Data Set B (y-axis) - Surface temperature (°C).

  • Enter your albedo values into the Data Set A column.

  • Enter your surface temperature values into the Data Set B column.

  • Enter an appropriate title for your graph in Scatter Graph Title.

• Select Calculate.

• Select Create Scatter Graph. A scatter graph will open in a new tab or window.

• Select Show Trend Line.

Access the webpage explaining Spearman's rank correlation coefficient and probability values.

• Interpret your R2 value. Does your data show a positive or negative correlation?

• Interpret your Spearman's Rank (Rs).  Describe the strength of the correlation.

• Interpret your p-value. Is is statistically significant?

• Use your results to answer the discussion questions in your fieldwork worksheet.

Activity 3 - Column graph

Column graphs

Column graphs use vertical bars, where the height of each bar shows the value it represents. They are used to compare categories or track values over time.

Student tasks

• Using the class dataset, calculate the mean surface temperature and albedo for light versus dark coloured surfaces - see Tab 3 of spreadsheet.

• Use your summarised data to create a column graph.

• Use your results to answer the discussion questions in your fieldwork worksheet.

Activity 4 - Photo collage

• Use Canva to create a collage of your photographic evidence of urban heat mitigation strategies found in Meadowbank.

Activity 5 - Using Google sheets to create a class dataset

Teacher task

• Access your school's copy of the Google sheets, sent via email from the Field of Mars EEC.

Student task

• Enter your fieldwork data collected through stratified sampling, abiotic testing and observation.

Note: There are four tabs in this spreadsheet, one for each fieldwork site. You may have only visited two or three sites during your excursion. Additional tabs can be deleted.

Activity 6 - Using statistics and graphs to compare sites

Box and whisker plot

A box-and-whisker plot (or box plot) displays the distribution of a dataset through its quartiles, highlighting the median, lower quartile and upper quartile. It shows possible outliers and provides a clear overview if data variability and central tendency.

Student tasks

• View the video to preview how to summarise data and create a box-and-whisker plot in Google sheets.

• In a new tab of your spreadsheet, use your class dataset to calculate the lower quartile, upper quartile, minimum and maximum value for thermal comfort variables (mean radiant temperature and UTCI) at each site.

• Use your summarised data and video instructions to create a box-and-whisker plot comparing the average and spread of mean radiant temperature and UTCI scores at each site.

• Analyse the spread of data among the sites you measured.

• Use the metadata collected at each site to identify three key factors influencing mean radiant temperature and UTCI scores.

Activity 7 - Thematic analysis of questionnaire data

Questionnaire and interview responses can be thematically analysed to classify and identify recurring ideas and opinions expressed by respondents.

Student tasks

• Collate questionnaire responses among your class and randomly select a small sample to analyse. Select interviews from different demographic groups to better represent the diverse opinions of residents.

• Follow the instructions in the video to thematically analyse the transcriptions.