Analyzing Evidence in Cycling Cases

In lesson 4.2, students analyze evidence related to cyclist Jordan Jones, who is suspected of blood doping. The lesson involves evaluating evidence quality, discarding irrelevant pieces, and forming arguments based on the strongest claims. Students receive new evidence cards to further investigate the case and are tasked with preparing arguments for class discussion, focusing on evidence-based reasoning.

What was the main focus of lesson 4.2?

• Analyzing evidence related to a cyclist's performance

• Learning about the history of cycling

• Understanding the rules of the American Cycling Classic

• Discussing the benefits of high altitude training

Which organization was mentioned in relation to Jordan Jones' case?

• National Biking Association

• World Anti-Doping Agency

• International Cycling Union

• American Cycling Federation

What were the three claims about Jordan Jones' improved performance?

• Genetic advantage, better nutrition, and advanced technology

• Increased training hours, mental coaching, and new equipment

• New cycling gear, better coaching, and improved diet

• Blood doping, high altitude training, and change in pre-race meal

What was the task given to students regarding the evidence?

• Discard irrelevant evidence and support a claim

• Create new evidence to support a claim

• Focus only on the evidence supporting blood doping

• Ignore all evidence and make a guess

How many new evidence cards were introduced in the lesson?

• Twelve

• Three

• Six

• Nine

What should students do with the new evidence cards?

• Evaluate their relevance and quality

• Ignore them and focus on previous evidence

• Share them with classmates without analysis

• Use them to create a new claim

What is the purpose of writing notes on the evidence cards?

• To create a new hypothesis

• To memorize the evidence

• To share with other classes

• To determine which claim they support

What is expected from students in the next class?

• Discuss the history of cycling

• Analyze a different athlete's performance

• Create a new claim about Jordan Jones

• Present an argument supporting one of the claims

What should students include in their argument for the next class?

• A critique of the evidence

• A summary of the lesson

• A new claim about Jordan Jones

• Three pieces of evidence supporting their chosen claim

What is the ultimate goal of the lesson's activity?

• To understand the rules of the American Cycling Classic

• To learn about the history of cycling

• To create new evidence

• To determine the most supported claim about Jordan Jones