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. 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!” 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. 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 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 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