ARISE Conference Brown University

September 22, 2012

Morgan Hardwick-Witman
Hilary Downes-Fortune

Types of graphs:

Bar graphs
Circle graphs
Scatter plots
Line graphs

Making graphs:
Talk it Up!

Interpreting graphs
Looking for patterns
Communicating results

Bar Graphs: used to display data in a number

of separate, or distinct, categories

http://www.worsleyschool.net/scienc
e/files/bargraphs/page.html

http://www.moyercreations.com/graphpage/quiz.html

Circle Graphs
(pie charts): used
to display data in
a number of
separate
categories when
the categories
represent parts
of a whole (i.e.,
100%)
http://en.wikipedia.org/wiki/File:Mammal_species_pie_chart.png

Scatter Plots: show the relationship between a

set of data with two variables, graphed as
ordered pairs on a coordinate plane

http://mapanalysis.blogspot.com/2011/04/scatterplots.html

http://www.csupomona.edu/~jcclark/classes/old/
bio256/b256a9.html

Line Graphs: used to

display data that
show how one
variable (the
dependent or
responding variable,
i.e., y-axis) changes
in response to
another variable (the
independent or
manipulated variable,
i.e., x-axis), when the
manipulated variable
is continuous

http://atlas.nrcan.gc.ca/site/english/maps/climatechange/
figure_2.gif/image_view

1.
2.
3.
4.
5.

6.
7.
8.

Determine the type of graph to be used.

Draw the axis or axes.
Determine the interval(s) for the variable(s)
and the increments to be used.
Plot the points.
Label the axes.
Dont forget the units!
Add a key if you need it.
Finish it off with a descriptive title.

Scramble the letters to get the final check for

completeness: Talk it Up!

T = Type
A = Axes
L = Labels
K = Key
I = Interval/Increments
T = Title
U = Units
P = Points

Name: ____________________________________

Date: ____________________

Graphing Rubric
Proficient with Distinction 4

Proficient
3

Partially Proficient
2

Substantially Below
Proficient 1

Graph TYPE

Correct graph TYPE is used and

represents the data

Graph Components

Graph contains all the correct

components including:
TITLE accurately represents
the data being displayed
X and Y AXIS are LABELED
correctly with the correct
variable and UNITS of measure
Axis labels are centered and
well placed

Graph contains all the correct

components including:
TITLE represents the data
being displayed
X and Y AXIS are LABELED
correctly with the correct
variable and UNITS of measure

Graph contains all the correct

components including:
TITLE is improperly
constructed
X and Y AXIS are LABELED
correctly with the correct
variable.
UNITS of measure are absent

Graph is missing one or more

components:
Graph Title
X and Y axis labels

Graph Construction

Graph is constructed correctly

and includes:
Axis INCREMENT/
INTERVALSequally spaced
physically & numerically
Numerical data is plotted
proportional to the data causing
the graph to take up the
maximum space available
All POINTS on the graph are
clearly and correctly plotted

Graph is constructed correctly

and includes:
Axis INCREMENT/ INTERVALS
equally spaced physically &
numerically
Numerical data plotted only
takes up ~75% of the maximum
space available
All POINTS on the graph are
clearly and correctly plotted

Graph is constructed correctly

and includes:
Axis INCREMENT/INTERVALS
are mostly well spaced
Numerical data plotted only
takes up ~50% of the maximum
space available
POINTS
on the graph are mostly clearly
and correctly plotted

The graph is not constructed

correctly:
Axis increments are not
proportional to the data
The independent variable is
graphed on the wrong axis
Points on the graph are not
plotted correctly

Graph Presentation

The graph is meticulously

constructed:
All labels are easily readable
KEY if used, color or symbols
are appropriate

The graph is neatly constructed:

All labels are readable
KEY if used, color or symbols
are appropriate

The graph is constructed with

minimum regard to neatness:
Labels are hard to read OR
Color or KEY use is
inappropriate

The graph is constructed with no

regard to neatness:
Labels are illegible

Scoring:

Incorrect graph is used

Proficient with Distinction:

15-16

Proficient:
12-14

Partially Proficient:
9-11

Below Proficient:
8 or less

Look for patterns and trends

Are some
elements/values
significantly different
from others?
Can you generalize
relative proportions?

Ex. Dogfish had 3

times as many
arthropods in their
stomachs as the cod
or haddock did.

How do the
proportions compare
to each other?
Can the portions be
described in terms of
common/landmark
fractions or percents,
or size relative to
each other? Ex.

arthropods,
mollusks, etc.

Is the data clustered together?

Is there a positive or negative correlation?
Height vs. Arm Span and Leg
Length--Navigator Class
200
180
160
140
Length (cm)

120
100

Leg Length

80

(cm)

60

Arm Span

40

(cm)

20
0
130

150

170

Height (cm)

190

What do you
notice about the
water temperature
over time?
What do you
notice about the
dissolved oxygen
over time?
Is there a
relationship
between the two?
http://www.alleghenylandtrust.org/properties/wingfield/sci
ence/chemistry/analysis.html

Graph/Chart Interpretation Rubric (modified)

Proficient with Distinction
4

Proficient
3

Graph/Chart Type

The student correctly

identifies the type of graph/
chart and accurately explains
why this specific type was
selected to represent the data

Graph/Chart Components

The student can identify all the The student can identify all the
components of the graph/chart components of the graph/chart
and clearly and concisely
and describe their significance
describe their significance to the to the data:
data:
The student can identify the
The student can identify the subject of the graph from its
subject of the graph from its
title
title
The student can identify the
The student can identify the dependent and independent
dependent and independent
variable and their units
variable and their units

Graph/Chart Interpretation The student is able toexpertly

interpret the graph/chart by:

Accurately describing the
general trend of the graph/
chart using scientific language
Identifying and describing
discrete points of data

The student correctly

identifies the type of
graph/chart and can partially
explain why this type was
selected to represent the data

The student is able tocorrectly

interpret the graph/chart by:
Accurately describing the
general trend of the graph/
chart
Identifying and describing
discrete points of data

Partially Proficient
2

Substantially Below
Proficient 1

The student correctly identifies The student is unable to

the type of graph/chart
correctly identify the graph/
displayed but is unable to
chart type
explain why this type was
selected to represent the data
The student can identifysome
of the components of the
graph/chart and is minimally
able to describe their
significance to the data:
The student is able to
identify the title
The student is able to
identify the dependent and
independent variable

The student is unable to identify

some of the components of the
graph/chart:
The title is not correct
The dependent or
independent variable is not
correctly identified

The student is able tominimally

interpret the graph/ chart by:
Describing the general trend
of the graph/chart
Identifying discrete points of
data

The student is unable to

interpret the graph/chart:
The general trend of the
graph/chart is not correctly
identified
Discrete points of data are
incorrectly identified

using scientific language

Answer Format

Scoring:

Answer is correct, complete,

Answer is correct, complete, and Partial answer is provided and is Answer is incorrect and may not
neatly written, and structured in structured in the correct format structured in the correct format be structured in the correct
the correct format for the type for the type of question
for the type of question
format for the question
of question

Proficient with Distinction:

15-16

Proficient:
12-14

Partially Proficient:
8-11

Below Proficient:
7 or less

Propose explanations, citing the data in the

graph

R: Restate the question

A: Answer the question
C: Cite evidence or data
E: Elaborate on the supporting data
S: Summarize your response

*Courtesy of John Labriola and Dan Potts, Chariho

Middle School

1.
2.

3.

Write down what

you know.
With the caption
revealed, what
additional
information do you
have?
What do you think
the scientists
question was?

Online graphing tools:

http://estuaries.noaa.gov/ScienceData/Grap
hing.aspx
www.shodor.org/interactivate/activities
http://nces.ed.gov/nceskids/createagraph/d
efault.aspx

Lesley Shapiro, Classical High School

Dr. Jan A. Pechenik & Jay Shiro Tashiro: The

54, No. 7 (Oct., 1992), pp. 432-435; pub. By

National Association of Biology Teachers
Dr. Larry Wakeford, Prof. Emeritus, Brown

Graphing Detective: An Exercise in Critical

Reading, Experimental Design & Data
Analysis, The American Biology Teacher, Vol.

University