ARISE Conference – Brown University
September 22, 2012
Morgan Hardwick-Witman
Hilary Downes-Fortune

Types of graphs:
◦
◦
◦
◦
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Bar graphs
Circle graphs
Scatter plots
Line graphs
Making graphs:
◦ “Talk it Up!”
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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.
Don’t 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!”
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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…

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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.
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
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. ¾
arthropods, ⅛
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
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
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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
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*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 scientist’s
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