Lesson Plan – Discrete vs.

Continuous Data

Summary
This activity will help students distinguish between discrete and continuous data.
Students will read graphs and hypothesize about missing data using discussion and small-
group brainstorming. This activity will help students understand how important glider
technology is to ocean observing system scientists.

Key Concepts
 Technology used to gather data enhances accuracy and allows scientists to analyze
and quantify results of investigations.
 Communicate and defend a scientific argument.
 Recognized and analyze alternative explanations and predictions.

Objectives
Students will be able to:
 Describe discrete versus continuous data and how they are measured.
 List advantages and disadvantages of measuring data using autonomous gliders.

Materials
 Both sets of two Rutgers University glider plots either printed onto transparencies
or integrated into Microsoft PowerPoint.
 Depending on available technology:
o Computer with Microsoft PowerPoint, or
o Overhead projector

Procedure
1. Go to the Rutgers University COOL Projects website:
<http://www.coolclassroom.org/cool_projects/lessons/miniunits/lesson1.html>.
 Ask students to hypothesize about how the scientist in the
video ends up on the ground.
2. When ready, play the video on the website to reveal how the
scientist actually ends up on the ground.
3. Discuss the assumptions the students had and introduce the ideas
of discrete vs. continuous data.
4. Show students, either via PowerPoint or transparency Figure 1
(below).
  Explain that this figure represents data acquired by
scientists on a research vessel using a CTD (see Web Resources) to obtain
data (discrete data).
5. Ask students to hypothesize about the missing portions of the
graph, what happens in between the various discrete data sets.
 Have students fill in the graph as to what they believe the
trend is.
6. When ready, display Figure 2, which reveals the missing portion of
the graph.
 Explain that this figure represents data acquired by
scientists utilizing glider technology (continuous data).
7. Discuss why or why not the students’ hypotheses were correct.
8. Repeat steps 4-7 with Figures 3 and 4, which do not follow an
assumed trend, and instead displays substantial differences in the densities of
different water masses.
 Cold, fresh water top left of figure; Cool semi-saline water
moving overtop warmer salt water in middle of figure; Warm salt water mixed
through out in far right of figure; A front directly in the middle of the figure.
9. Discuss the importance of measuring this data continuously.
10. In small groups, have students produce a list of advantages and
disadvantages of measuring data via autonomous (independent) gliders vs. in situ
CTD casts.

Assessment
Performance: Did student participate in the discussions before and after the video
and graphs were revealed and understand the concept of discrete vs. continuous data?
Did student participate in the discussion of the importance of measuring data
continuously versus discretely?
Product: Did group produce a list of relevant, accurate advantages and disadvantages of
using autonomous gliders?

Web Resources
 Introduction to the CTD (Conductivity, Temperature, and Depth):
 http://www.windows.ucar.edu/tour/link=/earth/Water/CTD.html&edu=hig
h
 http://coexploration.org/bbsr/classroombats/tour/html/ctd.html
 Introduction to AUVs (Autonomous Underwater Vehicles):
 http://marine.rutgers.edu/cool/technology/gliders.htm
 http://en.wikipedia.org/wiki/Autonomous_Underwater_Vehicle

Extensions
1. In small groups or individually, have students create a salinity profile that would
coordinate with Figure 4, based on what was discussed in #8.

Objectives
Students will be able to:
 Apply knowledge of effects of salinity on density.
  Generate a graph based on data that was discussed in class.

2. Have students do webquest or research projects, with or without PowerPoint

presentations, on different types of ocean observing equipment, e.g. submersibles,
gliders, CODAR, REMUS

3. Glider profile “dissection.”

Examples: Scale, Bathymetry, Charting (Lat/Long), Effects of currents
Figures

Figure 1. Original source: http://marine.rutgers.edu/~kerfoot/glider_portal/archive/gliders/060531-060602-

ru05/data_products/cross_sections/ru05_060601T2108_060602T1445_eline_temp_xsec.jpg
Figure 2.
Figure 3. Original source: http://marine.rutgers.edu/~kerfoot/glider_portal/archive/gliders/060518-060524-
ru07/data_products/cross_sections/ru07_060518T1748_060524T0939_eline_temp_xsec.jpg
Figure 4.
Figure 5. For Activity Extension #1. Source: http://marine.rutgers.edu