Graph….iti
“What type of graph should I use?”
Engage: What do you know about graphing?
1. Create a list of components that should be found on any proper graph.
2. Name or describe different graph types for which you are familiar. Identify two variables that
could be represented on each graph type.
Explore 1: What is nominal data and how is it graphed?
3. Set up an 11” x 17” data collection page (a) and
apparatus (b) to test how far paper, plastic, and
Styrofoam cups move when pushed by a marble.
4. Start with the Styrofoam cup. From a designated
starting point, near the top of the ramp, roll the ball
down the ramp and into the cup. After the cup
moves mark the location of its leading edge on the
paper. If the leading edge of the cup has slid off the
paper decrease the angle of your ramp.
5. Repeat step 4 five to ten times.
6. Shift the 11” x 17” paper under the ramp so it aligns
with the appropriate cup type and repeat steps 4
and 5 for the paper and plastic cups.
Explain 1: What is nominal data and how is it graphed?
7. Data that are in categories with no order or sequence are considered nominal-level data.
Nominal data are best represented using a bar graph!
8. Draw a neat circle/oval around the data points for each cup type. Make a large point in the
center of each circle.
9. Extend your ruler from the large point to the base line and trace the outline of the ruler. You
are making bars for this bar graph.
10. Why are these data considered nominal-level data?
11. Using your graph compare the distances of paper to plastic, paper to Styrofoam, and plastic to
Styrofoam.
12. Imagine you had a paper cup that was half the size of the paper cup you used. Are you able to
predict how far that will move under the same conditions you used? With this in mind, discuss
the limitations of nominal-level data and bar graphs.
Explore 2: What is ordinal-level data and how is it graphed?
13. Set your ramp apparatus like you did for Explore 1 with
the exception of the 11” x 17” data collection paper.
Set up your paper like the example to the right.
14. Follow the same general data collection procedure you
used for Explore 1. The one exception is that you will
be using paper cups of different sizes. Start with the
smallest cup.
Explain 2: What is nominal-level data and how is it graphed?
15. Data in which the independent variable is categorical, but there is an obvious order to the
categories is considered ordinal-level data. For example small, medium, large or extra-large
cups. Another example could be dog type: poodle, Labrador retriever and St. Bernard.
16. Draw a neat circle/oval around the data points for each cup type. Make a larger point in the
center of each circle.
17. Use a straight-edge to connect the points in the center of each circle. You will be making a line
graph.
18. Why are these data considered ordinal-level data?
19. Is there a relationship between cup size and distance moved? If so, what conclusions can you
draw about this relationship?
20. Using this graph, how accurately could you predict the distance an extra small cup would move?
Explain!
21. The term “size” is a bit vague. Create of list of cup characteristics that vary between cup types.
22. How does this long list of varying characteristics influence the conclusions you are able to draw
about the relationship between cup size and distance moved?
Explore 3: What is interval-ratio-level data and how is it graphed?
23. Set your ramp apparatus like you did for Explore 1 with
the exception of the 11” x 17” data collection paper. Set
up your paper like the example to the right.
24. Follow the same general data collection procedure you
used for Explore 1. The one exception is that you will be
using stacked paper cups. Start with one cup.
Explain 3: What is interval-ratio-level data and how is it graphed?
25. Interval-ratio-level data are those for which there are direst measures that are proportional
against a consistent scale. For instance, the distance from 15m to 20m is exactly the same as
that from 30m to 35m. Why is cup size considered ordinal-level data while number of cups is
considered interval-ratio-level data?
26. Draw a neat circle/oval around the data points for each cup type. Make a larger point in the
center of each circle.
27. Your teacher will instruct you how to draw a trend line.
28. Is there a relationship between number of cups and distance moved? If so, what conclusions
can you draw about this relationship?
29. Using this graph, how accurately could you predict the distance 4.5 cups would move? Explain!
30. Create of list of cup characteristics that vary between cup type. Compare this list to your list
from #21.
31. How does this short list influence your conclusions about the relationship between number of
cups and distance moved?
Elaborate1: How are the velocities of different ball types represented graphically?
32. In order to graph the velocities of different ball types you must be able to calculate velocity.
Follow along with a class discussion about calculating velocity. Take a few notes!
33. Prepare a piece of paper and follow along as your teacher demonstrates how to set up a data
table and graph.
34. Set up a ramp apparatus as directed by you teacher.
35. Measure and calculate the velocity of at least four different ball types.
36. When your calculations are complete, create a graph that represents your data.
37. What conclusions and predictions are you able to make using your graph?
38. What relevant conclusions and predictions can’t be made using your graph?
Elaborate2: How is the transfer of gravitational potential energy to kinetic energy represented
graphically?
39. In order to create a graph representing the transfer of GPE to KE you must be able to calculate
both GPE and KE. Follow along with a class discussion about calculating energy. Take notes!
40. Prepare a piece of paper and follow along as your teacher demonstrates how to set up a data
table and graph.
41. Set up a ramp apparatus as directed by your teacher.
42. Measure and calculate the GPE and KE of one ball type.
43. When your calculations are complete, create a graph that represents your data.
44. What conclusions and predictions are you able to make using your graph?
45. What relevant conclusions and predictions can’t be made using your graph?