ARISE Conference Brown University September 22, Morgan Hardwick-Witman Hilary Downes-Fortune

Transcription

1 ARISE Conference Brown University September 22, 2012 Morgan Hardwick-Witman Hilary Downes-Fortune

2 Types of graphs: Bar graphs Circle graphs Scatter plots Line graphs Making graphs: Talk it Up! Interpreting graphs Looking for patterns Communicating results

3 Bar Graphs: used to display data in a number of separate, or distinct, categories e/files/bargraphs/page.html

4 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%)

5 Scatter Plots: show the relationship between a set of data with two variables, graphed as ordered pairs on a coordinate plane bio256/b256a9.html

6 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 figure_2.gif/image_view

7 1. Determine the type of graph to be used. 2. Draw the axis or axes. 3. Determine the interval(s) for the variable(s) and the increments to be used. 4. Plot the points. 5. Label the axes. 6. Don t forget the units! 7. Add a key if you need it. 8. Finish it off with a descriptive title.

8 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

9 Graphing Rubric Graph TYPE Graph Components Graph Construction Graph Presentation Proficient with Distinction 4 Correct graph TYPE is used and represents the data 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 is constructed correctly and includes: Axis INCREMENT/ INTERVALS equally 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 The graph is meticulously constructed: All labels are easily readable KEY if used, color or symbols are appropriate Proficient 3 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 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 The graph is neatly constructed: All labels are readable KEY if used, color or symbols are appropriate Partially Proficient 2 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 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 constructed with minimum regard to neatness: Labels are hard to read OR Color or KEY use is inappropriate Substantially Below Proficient 1 Incorrect graph is used Graph is missing one or more components: Graph Title X and Y axis labels 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 The graph is constructed with no regard to neatness: Labels are illegible Scoring: Proficient with Distinction: Proficient: Partially Proficient: Below Proficient: or less

10 Look for patterns and trends

11 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.

12 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.

13 Length (cm) Is the data clustered together? Is there a positive or negative correlation? Height vs. Arm Span and Leg Length--Navigator Class Leg Length (cm) Arm Span (cm) Height (cm)

14 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? ence/chemistry/analysis.html

15 Graph/Chart Type Graph/Chart Interpretation Rubric (modified) Proficient with Distinction 4 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 components of the graph/chart and clearly and concisely describe their significance to the data: The student can identify the subject of the graph from its title The student can identify the dependent and independent variable and their units Graph/Chart Interpretation The student is able to expertly interpret the graph/chart by: Accurately describing the general trend of the graph/ chart using scientific language Identifying and describing discrete points of data using scientific language Answer Format Answer is correct, complete, neatly written, and structured in the correct format for the type of question Proficient 3 The student correctly identifies the type of graph/chart and can partially explain why this type was selected to represent the data The student can identify all the components of the graph/chart and describe their significance to the data: The student can identify the subject of the graph from its title The student can identify the dependent and independent variable and their units The student is able to correctly interpret the graph/chart by: Accurately describing the general trend of the graph/ chart Identifying and describing discrete points of data Answer is correct, complete, and structured in the correct format for the type of question Partially Proficient 2 The student correctly identifies the type of graph/chart displayed but is unable to explain why this type was selected to represent the data The student can identify some 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 Substantially Below Proficient 1 The student is unable to correctly identify the graph/ chart type 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 to minimally The student is unable to interpret the graph/ chart by: interpret the graph/chart: Describing the general trend The general trend of the of the graph/chart graph/chart is not correctly Identifying discrete points of identified data Discrete points of data are incorrectly identified Partial answer is provided and is structured in the correct format for the type of question Answer is incorrect and may not be structured in the correct format for the question Scoring: Proficient with Distinction: Proficient: Partially Proficient: Below Proficient: or less

16 Propose explanations, citing the data in the graph

17 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

18 1. Write down what you know. 2. With the caption revealed, what additional information do you have? 3. What do you think the scientist s question was?

19 Online graphing tools: hing.aspx efault.aspx

20 Lesley Shapiro, Classical High School Dr. Jan A. Pechenik & Jay Shiro Tashiro: The Graphing Detective: An Exercise in Critical Reading, Experimental Design & Data Analysis, The American Biology Teacher, Vol. 54, No. 7 (Oct., 1992), pp ; pub. By National Association of Biology Teachers Dr. Larry Wakeford, Prof. Emeritus, Brown University

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