UNIT 4: Transport

DAYSHEET 54: Midterm Topic Review Graphing!

Name: _______________________________

Biology I
Date: __________________

Bellringer: Read over the following rules about graphing. Use your reading strategies to receive full
credit for your work.

Why do we need to be able to graph data?

Graphing of data, that is the physical representation of the data, is a tool used by scientists, researchers,
teachers, and students to show trends or imply similarities or differences in data that was collected during the course
of an investigation or experiment. Without graphs, data becomes a sea of numbers and many people have a very
difficult time understanding exactly what the data has shown. However, graphs can sometimes be misleading,
especially when they are constructed improperly. That is why we need to be able to accurately reflect the data that
we are trying to express.

What do I do to make sure I dont use the entire eraser?

First and foremost, almost every graph you will be given on a test paper will have just about the perfect size
of graphing space. Therefore, use the 75% rule. That is, if your graph doesnt cover nearly 3/4 of the graph
paper, take a look at your axes again. In general, the graph should be as large as possible, thus making the data points
easily read. Do not, however, extend your graph beyond the limits of the graph paper provided.
Second, be certain you know what kind of graph you need. Traditionally, line graphs are used in scientific
situations, but occasionally we also use pie charts, bar graphs, and sometimes even a histogram. Just make sure what
the question is asking for. Then, ask yourself three basic questions:
1. What is the dependent variable and why?
2. What is the independent variable and why?
3. What title would you give the graph?
Third, play the range game. Find the highest value for your data set and then count the available spaces
on the appropriate axis. Think about this one if you have 30 spaces on your graph and your data goes to 28, you
can safely assume that each box has a value of 1 for that data set. However, if you only have 15 spaces, it is safe
to assume that each box has a value of 2. Practice will help you to understand this.
Fourth, plot your data points as accurately as possible. COMMON MISTAKE: Some students think that
their points MUST be on a line. This is not true. Sometimes you need to estimate where the points will fall in
between the lines. Putting a point here is fine.
Fifth, look at the graph. Do the lines look correct given the data? Does the data do REALLY weird things
(extreme highs and extreme lows very quickly, lines stay at one value for a long duration, etc) If so, perhaps it is
time to do another rough draft of the graph and see if you possibly made a mistake.
Finally, if you are satisfied with the outcome, repeat the same process, IN PENCIL, on your final
answer paper. Once you have completed the graph, you may be asked a few questions based upon your final
product. Therefore, if you dont do a good job on the graph, your subsequent answers may be less accurate.

Terms for Graphing

Graphing is an important procedure used by scientists to display the data that is collected during a
controlled experiment.

Line graphs must be constructed correctly to accurately portray the data collected. Many times the wrong
construction of a graph detracts from the acceptance of an individuals hypothesis.

A graph contains five major parts: a title, the independent variable, the dependent variable, the scales for
each variable recorded on the axis, and a key to the marks, lines, or different types of data.

The title: tells what the graph is about.

The Independent Variable: is the variable that can be controlled by the experimenter. It usually includes
time (dates, minutes, hours), depth (feet, meters), temperature (degrees Celsius). It is ALWAYS placed on the
X axis (horizontal axis).

The Dependent Variable: is the variable that is directly affected by the independent variable. It is the result
of what happens because of the independent variable. Example: How many bubbles are produced in an
enzyme reaction? what is the volume of gas generated by a plant in one hour?, etc The bubbles are
dependent on the rate of reaction, the volume of gas is dependent on the intensity of light. This variable is
placed on the Y-axis or vertical axis.

The Scales for each Variable: In constructing a graph you need to know where to plot the points represented
by the data that you collected. In order to do you must engineer your scale so that it will include all the data
points.

The Legend: is a short descriptive narrative concerning the graph's data. It should be short and concise and
placed under the graph.

Axis: There are two of these: the X-axis (which is the horizontal axis) and the Y-axis, which is the vertical
axis. The independent variable is put on the x axis and includes such things as temperature, time, or depth etc.
while the dependent variable is put on the y-axis and includes what happens because of the independent
variable.

Axes: same as above, but just the plural form of axis (more than one, that is)

Data points: these are the actual points that you represent on the graph.

The name of the graph is important Nothing cute here. It must tell what the graph is showing. For
instancePlant growth in centimeters per day for Plant A is a good title. How big is my plant? is not a
good title.

Plot: to find out where on your graph you will put a dot to represent a certain piece of data.

Connect: literally means to connect, in a dot-to-dot style, all of your data points for each set of data. Make
certain that you have placed the appropriate shape around each data point before you do this!

Objective: I can demonstrate my ability to graph data collected in an experiment and answer questions
based on the trends seen in a graph.
Homework: Complete HW#54. Your Unit 4 Assessment is Friday, December 13th.

Activity 1: Graphing Practice

Directions: Using the directions included below to complete the graph and the related questions.
Base your answers to questions 1 through 5 on the information and data table below
and on your knowledge of biology.
The rate of respiration of a freshwater sunfish was determined at different temperatures. The rate of respiration was
determined by counting the number of times the gill covers of the fish opened and closed during 1-minute intervals at
the various temperatures. The following data were collected.

Directions (13): Using the information in the data table, construct a line graph on
the grid provided on the next page, following the directions below.
1. Label the x-axis and indicate the units.
2. Mark an appropriate scale on each axis.
3. Plot the data from the data table.

_____4. According to the data, as the temperature increases, the rate of respiration of the sunfish
(1) increases steadily
(2) decreases steadily
(3) increases, then decreases
(4) decreases, then increases
_____5. Which title is appropriate for this graph?
(1) The Effect of Temperature on Rate of Respiration in Sunfish
(2) The Effect of Gill Movement on Rate of Respiration in Sunfish
(3) The Relationship Between Temperature and Dissolved Oxygen
(4) The Relationship Between Sunfish Population and Temperature Change in
Freshwater Habitats

Directions: Using the directions included below to complete the graph and the related questions.
Base your answers to questions 1 through 4 on the information and data table below and on your knowledge of
biology.

A student counted the total number of leaves in a group of duckweed plants (Lemna gibba) over a 5-day period. The
data collected are shown in the table below.

Directions (12): Using the information in the data table, construct a line graph on
the grid provided on the next page following the directions below.

1. Mark an appropriate scale on each labeled axis.

2. Plot the data from the data table.

_____3. The time it takes for the number of leaves to increase from 15 to 30 is approximately
(1) 2.0 days
(2) 2.3 days
(3) 2.9 days
(4) 3.2 days

4. State what would most likely happen to the production of oxygen by duckweed plants if the intensity and
duration of exposure to light were increased. ________________________________________________________________________________
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Directions: Using the directions included below to complete the graph and the related questions.
Base your answers to questions 1 through 4 on the data table and information below and on your knowledge of
biology. The data table shows water temperatures at various depths in an ocean.

Directions (1-2): Using the information in the data table, construct a line graph on the
grid following the directions below.

1. Mark an appropriate scale on the axis labeled Water Depth (m).
2. Plot the data on the grid. Surround each point with a small circle and connect the points.

3. State the general relationship between temperature and water depth. ____________________________________________
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_____4. The approximate water temperature at a depth of 125 meters would be closest to
(1) 15C

(3) 8C
(2) 13C

(4) 3C

Directions: Using the directions included below to complete the graph and the related questions.
Base your answers to questions 1 through 5 on the information and data table below and on your knowledge of
biology.

A biology student performed an experiment to determine which of two species of single-celled organisms would
survive best when cultured together in a certain environment. The student placed 10 organisms of each species
into a large test tube. Throughout the experiment, the test tube was maintained at 30C. After the test tube
was set up, the population of each species was determined each day for 5 days. The data collected are shown in the
table below.

Directions (1-3): Using the information in the data table, construct a line graph on
the grid on the next page, following the directions below.
1. Mark an appropriate scale on each labeled axis.

2. Plot the data for species A on the grid. Surround each point with a small circle and connect
the points. [1]


3. Plot the data for species B on the grid. Surround each point with a small triangle and connect the points.

4. Based on the daily counts, on which day

did it first become evident that one species
was better adapted than the other species
for survival in the environment provided?

_______________


_____5. The difference in the population
sizes on the fifth day most likely resulted
from
(1) temperature changes
(2) variations in light intensity
(3) competition between species
(4) the buildup of nitrogen gas

Homework 54: Bar Graphs

Name___________________________

Biology I
Date__________________________

Directions: Using the directions included below to complete the graph and the related questions.
Base your answers to questions 1 through 3 on the information below and on your knowledge of biology.

A science class was studying various human physical characteristics in an investigation for a report on human
genetics. As part of the investigation, the students measured the arm span of the class members. The data table
below summarizes the class results.

Directions (13): Using the information in the data table, construct a bar graph on the
grid provided, following the directions below.

1. Mark an appropriate scale on the axis labeled Number of Students.
2. Construct vertical bars to represent the data. Shade in each bar.

3. What should be done to provide additional support for the generalization that human arm span is a
characteristic that falls within a range of lengths, with most lengths falling in the middle ranges?

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