Correlation vs. Causation🧑‍💻

Hello and welcome back to yet again another Scimatics blog post. For the past couple weeks we have been working on a project about Correlation and Causation. My partners, Carter, Declan,  and I worked collectively to make surveys, gather the answers and put them into graphs and try to correlate them, and finally put them into a presentation for half of Mr. Harris’s class and Mr. Gross’s class.

We started this project with a mind-map and wrote down some things we already new about Correlation and Causation and any questions we had. I had absolutely no idea about what these topics were so I had a bunch of questions. At the end of the project we then answered some of the questions we asked at the beginning and added some more.

We then started getting a hang of using graphs in Numbers by asking everyone in our classroom how tall they were, how big their hand size was, and putting the data into the graph chart . Once all the spaces were filled, you could see a correlation in the graph which generally meant that the taller you are the bigger your hand is and vice versa.

Once we knew what we were doing, we made the questions we were going to use in our surveys in a pages document. We were kinda confused at first because we made enough questions for 2 different correlations, but then edited it down to just the right amount.

After getting our questions approved, we made our surveys in Google Forms and sent them into Basecamp’s Learner Central.

Once people filled out our forms, we gathered the answers and added them to our graph charts to create a correlation graph and a causation graph. We ended up making a Weak-Positive correlation which was not what we were generally expecting but were happy with it.

Curricular Competencies

Planning and Conducting

We created 2 correlations using well crafted survey results and were displayed and explained through a presentation. We used 2 graphs to analyze and confirm our correlations so that we could present a proper and thorough graph.

Communications and Representing

We used verbal and pictorial explanations to help the audience understand the circumstances where both correlation and causation are present and also falsely associated with causation. We used mathematical vocabulary  and language in our presentation to make it sound as good as we could at the time.

Applying and Innovating

We followed good ethics as well as using the time we had efficiently to work on our assignments and finish our project. We didn’t only work at school but also at home and came to school early to put in as much work as we could.

I think I could improve on my competencies in the future by frequently visiting the rubric to see how I can improve on my assignments. I could also try to extend on my competencies by comparing my assignments to the rubric when I’m finished to see how I can improve.                                                                                       Overall I think this was an interesting project and I now wonder when I will use the skills I learned. 

Bye,👋