How do we make sure everyone in Scotland as fast internet access?

The Scottish Government has committed to having by the end of 2021. Grants are in place for suppliers to help deliver this mission.

are the UK鈥檚 largest alternative provider of full fibre broadband networks. They would like to identify the postcodes within their current network regions that are most in need of access to full fibre broadband with a view to providing this at a lower cost.

Your Challenge:

have approached you to help them with the data analysis behind this real business problem.

The Coronavirus lockdowns have shown us how important it is for everyone in Scotland to have access to fast internet. Your challenge is to use the data from to work out a good strategy for a broadband provider.

Which postcode areas have the biggest 鈥渘eed鈥� for broadband access? The company can lay a limited amount of fibre cable. Your job is to decide which streets they should prioritise.

Get started:

These materials are available in both and

About this resource:

This exemplar is for for the National Progression Award in 天美视频 Science at Level 6 and includes worked answers and example output.聽 It has been developed by Jo Watts at and supported by the 天美视频 team using data supplied by .聽 Many thanks to and for their support.

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Introduction

This card game helps us understand how we can use data to challenge our assumptions about our communities and cities. It works best with a small group of children or a family.

The activity uses data and examples provided by

Materials

• Printed Gapminder Countrycards or make your own. If making your own you can encourage children to create 16 cards with a country name and flag from
• Printed World 天美视频 Chart or view on screen
• Printed world map聽 or view on screen

Activity

1. Give the country cards and the world map to the group.
2. Ask the group to arrange the country cards according to the
   development level of the countries. Part of this task is to consider what is meant by development level and what information you might need to decide on the development level. The older the group the more criteria likely to be considered when thinking about development level. The group can use the world map locate the countries and see if that helps them decide on the development level.
3. After the group have decided how they want to arrange the cards ask them to talk through their approach. Does their way of sorting the countries reflect what they think the incomes of the countries are? Health? Development, something more more vague?
4. Provide a copy of the聽 World 天美视频 Chart. Explain the graph; each bubble is a country, the size of the bubble is the population, the colour the continent, the Y-axis is the life expectancy (i.e. health) and the X-axis is income per person.
5. Find each of the countries on the cards on the data chart. Make sure they keep the order of the cards they previous arranged.
6. Compare the sorted cards with the data chart, are there any differences? What surprises you most about the data chart?

Conclusion

This is a great task for comparing what we think we know with data and facts. Almost everyone discovers that they are not aware of some global facts. You can have fun checking your assumptions with the聽 (more suited to children 10+).

You can use聽 to learn more about how people in different countries live. This can be a fun group or family discussion. Younger children will need help with reading but the discussion points are great for everyone. There is also a聽

漏听, University of Edinburgh, 2024. This resource is licensed聽, unless otherwise indicated.

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Introduction

We are going to gather data about sweets and learn how we can explain what we have discovered in a data visualisation.

This activity is a simple way of introducing data analysis and simple visualisation to children. This activity can be done with items commonly available at home with an optional extension to use a computer and internet access.

Materials

• 2 or more small bags of multi-coloured sweets like skittles or M&Ms (or parents get 1 big bag and divide them into smaller groups of multi-coloured sweets)
• Paper, pencil, ruler or a straight edge from something like a box of tissues
• Optional: Use of a computer with Excel, Lego

Activity Detail

Part 1: Collect your data

1. Open one bag of sweets and organise them so each colour is in a separate pile.

2. Write down how many sweets of each colour are in the bag. You can do this on a piece of paper using a tally chart or if you prefer you can use a computer and an excel sheet.

3. Do the same for each bag of sweets that you have. At the end you should have a table that shows how many sweets of each colour are in each bag.

Part 2: Analyse your data

4. Create your axes. Put colour along the bottom and numbers up the side. You can make your axes on paper or using a Lego base.

5. Draw a bar for each colour in your first bag. It is important that you use the same colour for all your bars. You can use a ruler or the edge of a box to draw your bars. There are lots of ways you can make your chart.

6. Update your chart with more bars for each bag of sweets. This chart shows the results for 3 bags. Don鈥檛 forget to add a legend, a place where you show which colour bar is used for each bag.

Conclusion

Use your chart to think about what you can learn about your bags of sweets. Try and answer some of these questions: Do all bags of sweets have the same number of sweets in them? What is the most common colour in each bag? Do all bags have the same combination of colours? Are all colours in all bags?

If you have access to a computer you can extend this activity and practice using tools to create different charts via

漏听, University of Edinburgh, 2024. This resource is licensed聽, unless otherwise indicated.

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Top Trumps is a well known game and activity for young people. Cards are available for popular films, computer games and books as well as educational purposes. Each card tends to include a name and character information.

This activity helps learners to become familiar with the idea of data and how it can be categorised.

This activity can be one with a family group or a several groups in a classroom.

Materials

• pen and paper
• coloured pens/pencils/crayons
• Any Top Trumps cards (optional, these can help learners understand the task)
• Blank Top Trumps Cards (optional, these can help learners visualise their game)

Activity

1. Work in a small group to plan your Top Trumps Game by thinking through:
   • theme
   • card names
   • categories, specifying the minimum and maximum value for each as you plan your game.聽 e.g. strength, popularity, size, IQ. Categories can be anything you can assign a value to.
   • the value of each category for each card.聽 Remember the game needs to be balanced (no all-powerful cards)
   • card design (layout, colour)
2. Create all of your cards
3. Play your game!
4. What do you think? Would you change something about your game after you played it?

What are we learning?

• This activity helps you start to think about data. Each piece of information on your card is a piece of data.
• Each time you group your cards into one of their categories you are organising your data
• Can you find different ways to group your cards? Can you invent new categories?

漏听, University of Edinburgh, 2024. This resource is licensed聽, unless otherwise indicated.

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