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WS1.4 Teacher Notes

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22 views2 pages

WS1.4 Teacher Notes

Uploaded by

callumfisher392
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Analysing data

Aims
In this activity students will be working scientifically to:

 interpret observations and data, including identifying patterns and using observations,
measurements and data to draw conclusions

 present observations and data using appropriate methods, including tables and graphs.

Teacher notes
 In this activity the graph work draws on mathematical skills – encourage students to apply their
knowledge from maths in the lesson.

 Remind students about the different types of variable from previous lessons, and remind them
that categoric or discrete variables are plotted using a bar chart and continuous variables are
plotted on a scatter graph/line graph.

 Explain that the independent variable is plotted along the x-axis and the dependent variable is
plotted along the y-axis, including units as applicable. Emphasise the importance of using the
correct scale on the axes.

 Explain a line of best fit does not join up dots but shows the pattern. Often it is a straight line but
sometimes it is a curve. Some points will not fit the line at all and may be ignored. Stress to
students that points which do not follow a pattern are called outliers. It can be worth checking
results with other groups before ignoring a point, or retaking readings if possible. Sometimes
drawing a curve instead of a straight line will include these points so ask able students to decide
whether to draw a curve or a straight line.

 The word ‘correlation’ can be used but just means the variables are related. Many students are
not clear what it means in practise or how to use it correctly. At this stage, concentrate on asking
students to explain simply what is shown in the graph to be sure that they are looking for the
right relationship.

 Explain the stages in analysis: choosing what graph to plot, drawing the line of best fit, describing
what the graph shows, and writing a conclusion.

 Students needing support can use the pre-drawn axes or the skill sheet Choosing scales, which
provides students with a series of scales for them to choose the most appropriate one.

 You can make this lesson more interesting by using these ideas with their results from previous
lessons and asking students to draw their graph axes on the floor using chalk and walking the
shape of their graph.

 A common mistake when writing in the scale for axes is for students to go up an axis in uneven
increments of numbers. Watch out for this when circulating the room.

 The skill sheet Drawing graphs is also available on Kerboodle to support students with choosing
the correct graph to draw.

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements


This resource sheet may have been changed from the original.
Answers
Trends shown by different graphs:
Graph 1: Perfect straight line graph through the origin. The volume of water is directly proportional
to the height. Numerical examples can be given as an extension.
Graph 2: Straight line through the origin. Angle of incidence is the same as angle of reflection.
Numerical examples can be given as an extension.
Graph 3: Straight line of best fit but not through the origin. As force is increased, the length of the
rubber band increases. Numerical examples can be given as an extension. This can be used to link
to Hooke’s law later.

Questions
1 Credit any suggestion of continuous data, for example, distance run in a certain time.
2 Credit any suggestion of categoric data, for example, type or colour of surface.
3 Collect data and plot it on a graph. Draw the line of best fit. Describe the relationship between the
variables.

Extension
1 Graph is a smooth downward curve from (0, 80), levelling out at (240, 50).
2 Credit sensible suggestions, for example, I drew a curve that passed through most points.
3 The temperature falls as time increases. It falls faster at the start. For example, between 0–60 s, the
temperature dropped by 9 °C but between 210–240 s the temperature only dropped by 1 °C.

Support sheet
A support sheet is available where pre-drawn graph grids are provided.

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements


This resource sheet may have been changed from the original.

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