NSSBIO3E Skills Data Handling Intrepret Line Graph Ts&Ss e

Skill building pack: Data handling Interpreting line graphs
(For teachers)
Skill building pack: Data handling
Interpreting line graphs
From the worksheet Describing trends in line graphs, we learnt how to use suitable words to describe
the trend shown by a line graph. In this worksheet, we will further learn how to make interpretations
of line graphs. The skills of interpreting a graph with two curves are discussed below.
 Identify the variable that each of the curves represents.

 Understand the variables that the axes represent.
 Divide the x-axis into phases to help analyse the data if applicable.
 For each curve, notice whether the variable is increasing, decreasing or remaining constant.
Also, notice whether there is any relationship (e.g. cause-and-effect relationship) between the
variables that the curves represent for the changes.
 Suggest reasons for the changes.
Below is an example of interpreting a line graph which illustrates a predator-prey cycle.
New Senior Secondary Mastering Biology 1 © Oxford University Press

(Third Edition)
(For teachers)
3 Divide the x-axis into phases for analysis.
Key:
2Understand the
prey
variables that the
axes represent. predator
1Identify the variable

n  that each of the curves
populatio represents.
  
time
4State the changes in the variable. 5Give reasons for the changes.
First, the prey population increases because it has plenty of food and breeds.
Then, the predator population increases. This is because a large number of prey means
more food is available for the predator.
The prey population decreases because a large number of predator feed on it.
The predator population decreases because the food supply becomes limited.
The number of prey recovers and the cycle repeats itself.

(Third Edition)
(For teachers)
Practice
1 An investigation was carried out to study a land destroyed by fire. The vegetation on this land is
grouped as herbs and shrubs. The graph below shows the changes in biomass of each type of
vegetation over 10 years.
Key:
herbs
shrubs
(arbitrary unit)
biomass
0 5 10
years after the fire
Describe and explain the pattern of succession on this land.
Initially, the biomass of herbs increased because herbs started to grow in the soil. They
became the dominant species due to limited competition for light availability.
The biomass of shrubs increased because the soil became thicker and thicker for their
growth.
After about 2.5 years after the fire, the biomass of herbs decreased because of the
increasing competition with shrubs for water and nutrients and being shaded by shrubs.
After about 6 years, the biomass of shrubs became greater than that of herbs because shrubs
grew over the herbs and became the dominant species.
2 The graph below shows the changes in the rate of transpiration and the stem perimeter of a

(Third Edition)
(For teachers)
herbaceous plant under different light intensities.
Key:
stem perimeter
transpiration
rate of transpiration / stem
(arbitrary unit)
perimeter
light intensity (arbitrary unit)
Describe and explain the changes in the rate of transpiration and the stem perimeter of the plant
under different light intensities.
Initially, the rate of transpiration of the plant increases while the stem perimeter decreases
with the increase in light intensity. When the light intensity increases further, both the rate of
transpiration and the stem perimeter become steady. This is because when light intensity
increases, the stomata of the plant open wider and hence the rate of transpiration increases .
The increased rate of transpiration results in a negative pressure in the xylem vessels, causing
the stem perimeter to decrease. Up to a certain light intensity, the rate of transpiration levels
off because there are some other factors limiting the rate. Therefore, the negative pressure
in the xylem vessels does not increase further and the stem perimeter remains unchanged.

(Third Edition)
(For students)
Skill building pack: Data handling
Interpreting line graphs
From the worksheet Describing trends in line graphs, we learnt how to use suitable words to describe
the trend shown by a line graph. In this worksheet, we will further learn how to make interpretations
of line graphs. The skills of interpreting a graph with two curves are discussed below.
 Identify the variable that each of the curves represents.

 Understand the variables that the axes represent.
 Divide the x-axis into phases to help analyse the data if applicable.
 For each curve, notice whether the variable is increasing, decreasing or remaining constant.
Also, notice whether there is any relationship (e.g. cause-and-effect relationship) between the
variables that the curves represent for the changes.
 Suggest reasons for the changes.
Below is an example of interpreting a line graph which illustrates a predator-prey cycle.

(Third Edition)
(For students)
Key:
2Understand the
prey
variables that the
axes represent. predator
1Identify the variable

n that each of the curves
populatio represents.
time
4State the changes in the variable. 5Give reasons for the changes.
First, the prey population increases because it has plenty of food and breeds.
Then, the predator population increases. This is because a large number of prey means
more food is available for the predator.
The prey population decreases because a large number of predator feed on it.
The predator population decreases because the food supply becomes limited.
The number of prey recovers and the cycle repeats itself.
3 Divide the x-axis into phases for analysis.
  

(Third Edition)
(For students)
Practice
1 An investigation was carried out to study a land destroyed by fire. The vegetation on this land is
grouped as herbs and shrubs. The graph below shows the changes in biomass of each type of
vegetation over 10 years.
Key:
herbs
shrubs
(arbitrary unit)
biomass
0 5 10
years after the fire
Describe and explain the pattern of succession on this land.
Initially, the biomass of herbs because herbs started to grow in the soil. They became
the dominant species due to limited competition for light availability.
The biomass of shrubs because the soil became thicker and thicker for their growth.
After about 2.5 years after the fire, the biomass of herbs because of the increasing
competition with shrubs for water and nutrients and being shaded by shrubs.
After about 6 years, the biomass of shrubs became greater than that of herbs because shrubs
grew over the herbs and became the dominant species.
2 The graph below shows the changes in the rate of transpiration and the stem perimeter of a
herbaceous plant under different light intensities.

(Third Edition)
(For students)
Key:
stem perimeter
transpiration
rate of transpiration / stem
(arbitrary unit)
perimeter
light intensity (arbitrary unit)
Describe and explain the changes in the rate of transpiration and the stem perimeter of the plant
under different light intensities.

(Third Edition)

NSSBIO3E Skills Data Handling Intrepret Line Graph Ts&Ss e

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Skill building pack: Data handling Interpreting line graphs

Skill building pack: Data handling

Interpreting line graphs

 Identify the variable that each of the curves represents.

Below is an example of interpreting a line graph which illustrates a predator-prey cycle.

New Senior Secondary Mastering Biology 1 © Oxford University Press

3 Divide the x-axis into phases for analysis.

1Identify the variable

New Senior Secondary Mastering Biology 2 © Oxford University Press

years after the fire

Describe and explain the pattern of succession on this land.

grew over the herbs and became the dominant species.

New Senior Secondary Mastering Biology 3 © Oxford University Press

herbaceous plant under different light intensities.

light intensity (arbitrary unit)

New Senior Secondary Mastering Biology 4 © Oxford University Press

Skill building pack: Data handling

Interpreting line graphs

 Identify the variable that each of the curves represents.

Below is an example of interpreting a line graph which illustrates a predator-prey cycle.

New Senior Secondary Mastering Biology 1 © Oxford University Press

1Identify the variable

New Senior Secondary Mastering Biology 2 © Oxford University Press

years after the fire

Describe and explain the pattern of succession on this land.

the dominant species due to limited competition for light availability.

grew over the herbs and became the dominant species.

New Senior Secondary Mastering Biology 3 © Oxford University Press

light intensity (arbitrary unit)

New Senior Secondary Mastering Biology 4 © Oxford University Press

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