DEALING WITH DATA-BASED QUESTIONS IN A-LEVEL BIOLOGY

Author: DONGO SHEMA. F (+256 782 642 338), KAMPALA – January 2019
With contribution from Matua J. R.

DATA ORGANISATION, PRESENTATION AND INTERPRETATION

Data - plural, (datum - singular) are the observations, measurements, facts or counting we make.

Sources of 1. Natural observations

biological - Mainly comparison (similarities and differences) between organisms, samples and populations.
data - Normally involve measuring or counting

2. Experimental observations
- Involve performing experiments to test hypotheses.
- Properties recorded are called variables.

Types of 1. Qualitative variables

variables - Non-numerical, are just described, no numbers attached to them. E.g. colour, shape, behaviour.
- Are also called attributes, and are placed in categories.
- Categories or attributes have no implication of order or preference.

2. Quantitative variables
- Can be counted, measured or given in numbers (numerals).
(a) Discrete data
- Are counted, hence given as whole numbers e.g. 2 legs, 2 ears, 20 beans, 5 children, etc.
- No intermediates values, no decimal places, unless mean averages are used.
(b) Continuous data
- Are measured, hence can take any value in a continuous interval, including decimal points.
- Measurement can be done using thermometer, ruler, measuring cylinder, stop clock, etc.

3. Ranked variables
- The individual observations can be put in some order, e.g. from smallest to largest.
E.g. Populations of arthropods in grassland: Millipedes – 20; butterflies – 52; grasshopper – 805.
These rankings are not an interval scale!

PRIMARY ORGANISATION OF EXPERIMENTAL DATA

- Involves recording data as observed from the experiment(s) directly.

Using - Numerical data table is used for recording data from experiments involving quantitative or
numerical numerical data, usually in rows and columns.
data table - Determine the independent and dependent variables.
(a) Independent variable is written in a column on the left-hand side or the top row (if the table
is drawn horizontally on paper).
(b) Dependent or responding variables usually appear in the column(s) on the right-hand side
or the bottom rows (if the table is drawn horizontally on paper).
- Read through the titles (labels) of both variables, and their units of measurement.
Temperature (0C) 10 20 30
Rate of enzyme activity (mg min-1) 5 10 16
Table showing approximate daily requirements for energy and protein for males and
females of various ages, and the typical mass for each age range.
Age (years) Mass (kg) Energy (kj) Protein (g)
Female Male Female Male Female Male
0–1 8 8 3850 3850 20 20
1–3 13 13 5400 5400 32 32
4–6 18 18 6690 6690 40 40
7–9 24 24 8780 8780 52 52
10 – 12 33 33 9200 10040 55 60
13 – 15 47 45 10460 12550 62 75

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 DEALING WITH DATA-BASED QUESTIONS IN A-LEVEL BIOLOGY
Author: DONGO SHEMA. F (+256 782 642 338), KAMPALA – January 2019
With contribution from Matua J. R.

SECONDARY ORGANISATION OF DATA

- Involves transforming data recorded in numerical data tables into graphs.

Benefits Graphs enable seeing patterns, changes relationships, trends, comparisons and relating effects
easily.

1. HISTOGRAM
How to (i) Is a graphical display of data using columns of different heights, without gaps in-between.
present data (ii) Histograms are used to show continuous data, such as: weight, height, how much time, etc.
graphically (iii) Continuous data is obtained after measurements, then put into classes e.g. 0-4, 5-9, 10-14
(iv) The classes are determined by the person plotting.

2. BAR GRAPHS
(i) Are used to show data that is in categories such as type of arthropods in grassland, blood
group types, flower colour, sex in mammals, and ranked variables.
(ii) The horizontal scale is discontinuous i.e. has gaps.
(iii) Bar graphs give a comparative view of data, like frequency, population number, percentage.
(iv) They make generalizations about the data.
(v) They enable finding the value of one variable when we know the value of the other.

3. LINE GRAPHS
A line graph shows information that is connected in some way (such as change over time)
Used:
(i) For continuous data
(ii) To how changes
(iii) To show relationships between two variables or sets of data.
(iv) To show how one variable varies (changes) with another.
(v) For showing trends over time; this means that they show how one variable is affected by the
other as the variable changes.
(vi) For making predictions, based on observed trends.

4. CIRCLE (PIE) CHARTS / GRAPHS

Used:
- To show parts of a whole, in form of:
(i) Fractions
(ii) Percentages

Plotting pie charts involves the following steps:

(i) Identify the percentages to be plotted.
(ii) Convert the data to be plotted into parts of 360.

i.e. The number of degrees = Percent x 360 degrees

100
For example to convert 65% into degrees;
65 x 3600 = 2340
100
(iii) Draw a circle using the protractor.
(iv) Starting from the 12 o’clock position on the circle, draw in a section for each set of data
(v) Try to make the sector sizes look as close to the percentage of the circle as the percentage of
the data group
(vi) Give the chart a descriptive title.

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 DEALING WITH DATA-BASED QUESTIONS IN A-LEVEL BIOLOGY
Author: DONGO SHEMA. F (+256 782 642 338), KAMPALA – January 2019
With contribution from Matua J. R.

DRAWING HISTOGRAMS (HISTOGRAPHS)

- Used when the X variable consists of continuous variable, and the data have been arranged in classes.
- On the Y axis is where to write the frequency falling within each particular class.
- Classes are placed along the X axis (horizontal axis), with clear boundaries.
- Sometimes only the boundary points or the mid-points are given.
- Columns have equal width, the column heights are proportional to the frequency.

Qn. Five small discs cut from spinach leaves were floated on a small volume of buffered hydrogen carbonate
solution in a flask attached to a respirometer. The discs were first exposed to bright light, then to dim light and
finally left in the dark. Oxygen release was recorded as positive values and oxygen uptake as negative values.
The results obtained from this experiment are given in table 1.

Light intensity Time interval in minutes Oxygen uptake or release for each 3 minutes interval in mm 3
0–3 +57
3–6 +64
Bright light
6–9 +58
9 – 12 +60
12 – 15 +16
Dim light
15 – 18 +3
18 – 21 - 16
21 – 24 - 12
Dark
24 – 27 - 15
27 – 30 - 14

(a) Present the data in suitable graphical form (06 marks)

SUGGESTED ANSWER

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 DEALING WITH DATA-BASED QUESTIONS IN A-LEVEL BIOLOGY
Author: DONGO SHEMA. F (+256 782 642 338), KAMPALA – January 2019
With contribution from Matua J. R.

DRAWING BAR GRAPHS (BAR CHARTS)

- Used for data which is qualitative or discrete (where the categories are clearly separate from one another).
- Bars are separate from one another, with heights proportional to the frequency or percentages, etc.
- bars can be of any convenient width, placed in any convenient order.

Qn. An ecologist collected sun leaves and shade leaves from beech trees and determined the mean mass of each
photosynthetic pigment in both types of leaf. The results are shown in the table below.

Mean mass of each pigment per m2

(a) Plot a suitable graph to represent the
Photosynthetic pigment of leaf area / μg
data in the table. (04 marks)
Sun leaves Shade leaves
Chlorophyll a 299.3 288.9
Chlorophyll b 90.7 111.1
Carotenoids 0.10 0.07

SUGGESTED ANSWER

DRAWING PIE CHARTS Question

After calculating the degrees, use a compass to draw a The table below shows the concentration (m mol) of
circle, and use the protractor to measure the degrees of three major ions of extracellular and intracellular
each sector. fluids in a red blood cell and in the freshwater alga,
Nitella.

Ion concentration (m mol)

Red blood cell Nitella
Ion Inside Outside Inside Outside
Na+ 15 144 15 1.0
K+ 150 5 120 0.1
Cl- 73 111 65 1.3

(a) Present the data using a suitable graph.

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 DEALING WITH DATA-BASED QUESTIONS IN A-LEVEL BIOLOGY
Author: DONGO SHEMA. F (+256 782 642 338), KAMPALA – January 2019
With contribution from Matua J. R.

DRAWING LINE GRAPHS

1. Write a title starting from the left to right hand side, at the top. 8. Join up the points (interpolate) as follows:
- Must be brief, specific and complete with facts represented. (a) Use ruler to draw a straight line through the
- Ignore units of measurement in the title. points, if the points lie on a straight line.
Examples of how to write the title: (b) Use free hand to draw smooth curved lines,
“Graph of changes in (dependent variable) with (independent if the points approximate to a straight line or
variable). appear to follow a continuously curved line. A
“Graph of rate of enzyme reaction at varying temperature” smooth curved line enables accurate reading off
“Graph of changes in temperature at different hours of day” intermediate points.
(c) Use ruler to join up adjacent points by short
2. Draw the axes using sharp pencil, on graph paper. The two straight lines to show pointed peaks, giving the
axes meet at the origin. graph a jagged appearance, if accurate
interpolations are not required.
3. Write the variables, including units, along the axes.
- Independent variable along X-axis (abscissa or horizontal axis). 9. Ssummarize the X and Y scales in any part of
- Dependent variable along Y-axis (ordinate or “vertical” axis). the graph paper which is not covered by the
Note that “vertical” misleads because the axis never emerges off graph, for example:
the paper towards the sky or roof of the house. Vertical scale: 1cm represents 5 mg hr-1
Horizontal scale: 1cm represents 100C.
4. Decide on suitable scale for both the X and Y axes, to cover
the whole graph paper. 10. Where two or more lines are plotted on the
(a) The origin is denoted by 0 for X and 0 for Y axes. same graph paper, give a key to show what each
(b) In some cases, displaced origins may be used, to enable line represents.
spreading the points over the whole graph paper, so as to
maintain accuracy of the graph. DIFFERENCES IN Y SCALE
Example of variables where X = 0 and Y = 0 does not work well (a) One Y scale, one X scale, two or more
lines. E.g.
X 60.0 65.0 70.0 75.0 80.0
- Populations of different organisms, same time
Y 20.0 22.5 25.0 30.0 35.0
interval.
(c) Displaced origins are indicated by broken lines. - Rates of photosynthesis, different conditions,
same time.
5. Whether using the origin X0, Y0 or displaced origin, the - Rates of transpiration, different plants, same
scales for X and Y axes must be consistent (intervals between time.
one number and the next must be uniform). (b) Two Y scales, one X scale, two lines.
- Graph has one horizontal scale with two
6. Always choose a scale interval based on 1 cm being 1, 2 or 5 vertical scales; one on the left, the other on the
times a power of 10, e.g. 0.1, 0.2, 0.5, 1, 2, 5, 10, 20, 50, but right hand sides.
never 3 or 4 times a power of 10, since it complicates plotting - Two dependent variables, one independent
and compromises accuracy. variable.
How some people determine scales for X and Y axes - The two dependent variables must have:
Step 1: Range = Highest data value - Lowest data value. (i) Different units of measurement
Step 2: (ii) Incompatible scales
Range Time (Days) 0 5 10 15 20
No. of cm to be used for plotting Growth of leaf (cm2) 0 40 200 250 250
Step 3: Growth rate (cm2 day-1) 0 8 32 10 0
0.11 0.21 0.51 1.1 2.1 5.1 to
Answer  0.1 (c) Any number of Y scales, one X scale, three or
to 0.2 to 0.5 to 1 to 2 to 5 10
Interval 0.1 0.2 0.5 1 2 5 10 more lines,
BMR
Time Pulse rate Body mass
7. For single line graphs, plot the points where X and Y (per cent of
(days) (beats min-1) (kg)
coordinates meet on the graph using small but clearly visible normal)
0 70 66 55
crosses; x or encircled dots;  but not dots alone;  2 70 66 55
4 70 62 80
- For compound (many) line graphs on the same graph paper 6 90 63 85
(same grid), differentiate their points using: x, , , . 10 80 61 105
14 80 61 100
- Never use  and  without dots inside.
Page 5 of 11
 DEALING WITH DATA-BASED QUESTIONS IN A-LEVEL BIOLOGY
Author: DONGO SHEMA. F (+256 782 642 338), KAMPALA – January 2019
With contribution from Matua J. R.
The figure below shows a jagged line graph and some other key features of a typical graph in Biology.

What is meant by EXTRAPOLATION?

- Extrapolation is the continuation of the
interpolated line beyond the range of the
plotted points.

- Extrapolation is drawn as a dotted line,

so that it looks different from the
continuous line of the graph.

- Extrapolation enables predicting what

might happen outside the range of
measured values.

One Y scale, one X scale, four lines

In an investigation on unicellular algae to establish the sequence of biochemical changes in photosynthesis, the
relative 14C content (in  moles cm-3) of four organic compounds A, B, C and D was estimated, after five different
periods of photosynthesis. The table below shows the results of the investigation.

Time, in seconds, allowed for photosynthesis

Compound
5 15 60 180 600 (a) Plot a suitable graph
A 0.3 2.5 6.2 10.3 7.9 to show the results.
B 1.0 2.0 3.1 3.2 3.2
C 0.05 0.11 0.16 1.0 1.0
D 0.01 0.02 0.08 0.17 1.7

Plotting positive and negative values

- Positive values of X axis (horizontal axis) are written to the right of the origin, negative values to the left.
- Positive values of Y axis (vertical axis) are written above the origin, negative values below.
- The quantities of the variables increase as they progress away from the origin.

Qn. Cylinders of approximately equal size were cut from a large potato tuber using a cork borer. They were divided
into two groups, A and B. the mass of each of the cylinders was measured and recorded. Single cylinders from group
A were each placed into a different sucrose solution. Cylinders from group B were similarly treated, except that 0.1
g of gibberellic acid was added to each solution. After 4 hours, each cylinder was removed from its solution,
reweighed, and the percentage change in mass calculated. The results are given in the table below.
Percentage change in mass
Sucrose molarity Group A Group B (a) Present the
Sucrose solution only Sucrose solution + gibberellic acid
0 +7 +42
tabulated data in a
0.1 +6 +38 suitable graphical
0.2 +5 +36 form.
0.3 +1 +27
0.4 -4 +6
0.5 -8 +3
0.6 -14 -3
0.7 -17 -4
0.8 -16 -7

Page 6 of 11
 DEALING WITH DATA-BASED QUESTIONS IN A-LEVEL BIOLOGY
Author: DONGO SHEMA. F (+256 782 642 338), KAMPALA – January 2019
With contribution from Matua J. R.

DATA INTERPRETATION
Data-based questions form a compulsory part of Biology examinations in Uganda, both at A- and O - levels, in
theory and practical papers.

For every data-based question, irrespective of the paper, give particular attention to the following segments:
(i) Question introduction
(ii) Data tables and graphs
(iii) Questions

Question - Read the introduction three times.

introduction - Using a pencil, underline the key words, biological terms, conditions which
facilitated the processes, phrases (guide statements), etc.
- When you find punctuation, stop and ask why?
- NOTE the difference between time (sec. / min. / hrs. / days) and time of day (hrs)!

From the introduction:

(i) Find out what the key words / biological terms mean.
(ii) Find out the role of the different conditions mentioned.
(iii) Relate the experiment to specific area of the topic(s) or sub-topic from
which the question was set.
(iv) Try to understand / follow the simple procedure of the experiment/process/
investigation.
Remember, topics have specific names of substances and terminologies, therefore,
the information above will guide on what is required i.e. all your answers will be
rooted in the area of the topic(s) and improve precision in answering.

Graphs - Study the factors on the axes.

- Study the scale of the variable on X-axis / independent factor if the graph is drawn
to scale i.e. on a graph paper.
-Graph drawn to scale does not allow any margin of error while a graph not drawn to
scale requires / allows some slight margin of error when describing.

Table of values - Study the units of measurement and the nature of varying figures.
- Study the factors, if / or if not, plotting is required.
- When plotting is required, present the Title, Axes drawn and labelled, Scale,
Plotting accurately, interpolate to form a smooth curve.

NOTE: Do not read the questions before reading the introduction and the data.

Questions There are three (3) main categories / aspects / groups / kinds of questions set:
- Describe
- Compare
- Comment Are observational marks. Do not need biology
- Give an account
- Work out / calculate

- Explain / Account for - Require observation and technical Biology.

- Predict
- Suggest Bonus mark for understanding the introduction.
- What would

Page 7 of 11
 DEALING WITH DATA-BASED QUESTIONS IN A-LEVEL BIOLOGY
Author: DONGO SHEMA. F (+256 782 642 338), KAMPALA – January 2019
With contribution from Matua J. R.

APPROACHES TO THE DIFFERENT ASPECTS OF QUESTIONS

Observational marks (Questions which require only critical observation)

COMPARE: - A candidate is required to present similarities and differences.

(i) Similarities
- Start as follows: In both / Both …….., when answering.

Areas of observation recorded in similarity include:

A. Peak / maximum reached (usually not less than 3 answers needed)
- The peak /maximum ( do not quote figures)
- How have they reached the peak e.g. Both increase to reach a peak.
- What happens after the peak e.g. Both decrease after a peak.

B. Point of intersections
- Quote the figure(s) on X-axis and the unit where both are equal.
- Start with statement.

C. For trends / patterns which are similar, range needed

- Start with the statement and end with the range and units.

D. Any other observation which according you is a similarity e.g. UNEB

2015. In both the rate of uptake of glucose did not reach a maximum.

(ii) Differences
- Use the words while / whereas when answering.
- Where range is required write the statement first, then the range

Areas of observation recorded as differences include:

A. The peak / maximum reached (usually, 3 or more answers needed)
- The levels of the peaks - lower maximum reached, higher maximum
reached
- When were the peaks reached? (Quote the figure of X-axis and unit),
starting with a statement and then the fig on X-axis with units.
- What happens after the peak / maximum reached?
NOTE:
1. Earlier and later are only used where X axis has time.
2. Lower and higher are used where the X axis has another
variable, other than time.
E.g. Photosynthesis in the shade plant reaches a maximum at lower
light intensity than in the sun plant.

B. Trends / patterns which appear different (range needed)

- The statement must come first and then the range / unit.
C. Any other differences:
E.g. - Levels within a certain range
- Starting points
- End points, etc.
When asked to compare, write as many points as you can. On many occasions,
examiners adjust the mark allocation.

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 DEALING WITH DATA-BASED QUESTIONS IN A-LEVEL BIOLOGY
Author: DONGO SHEMA. F (+256 782 642 338), KAMPALA – January 2019
With contribution from Matua J. R.

DESCRIBE: 1. Trends / changes / variation / patterns:

- Requires range and statement.
Trends / changes / - Start with range on X axis, followed by descriptive word (statement)
variation / patterns
Words used (G. R. C)
- Gradual / Slowly
- Rapid / Fast
- Constant

Independent factor is described quantitatively (range of X axis),

followed by qualitative description of dependent factor.
E.g. From 00C to 100C, rate of enzyme activity increased slowly.

- High and low are descriptive words.

- Keep referring to dependent variable
- Use a ruler to identify the trends
- No need to start from initial point.

Relationship 2. Relationship:

- Start with range/independent factor and its unit and write statement.
Words used in answering:
- As
- When
- While / whereas (avoid “well as”)
- Both

NOTE:
Relationship is between two things. E.g. Between 3 minutes and 8
minutes, in A, the rate of reaction increases gradually while in B, the
rate of reaction increases rapidly.

Rate / 3. Rate / concentration / level, etc.

concentration / - Start from the initial point
level - Range / units first, followed by statement.
Rate / Concentration: Gradual / rapidly
Level: slightly
NOTE:
When there are no figures on the axis. Use words to describe (refer to the
factor on X-axis.
E.g. at low temp / low turbidity / slow speed of water / low dilution / near
sewage outfall / long distance downriver, etc.

Effect 4. Effect
- Look at the effects only with reference to the factor on X-axis /
independent variable.
- Do not describe trend / change / variation / pattern
- Begin with the independent variables

Words used when answering description of effects

As – (for independent factor)
Results / leads to / causes
E.g. As temperature increases up to optimum, it leads to / causes / results
into an increase in rate of enzyme reaction. As temperature increases
beyond the optimum, it causes decrease in rate of enzyme reaction.

Page 9 of 11
 DEALING WITH DATA-BASED QUESTIONS IN A-LEVEL BIOLOGY
Author: DONGO SHEMA. F (+256 782 642 338), KAMPALA – January 2019
With contribution from Matua J. R.

WORDS TO AVOID The following MUST NOT BE used when describing graphical data:

- Steady, Linear, Accelerating, Generally, Uniformly.

- Less, more (these are comparative words) and should not be used when
describing trend.

EXPLAIN / (i) Trend / change / variation / pattern

ACCOUNT FOR: - Range, with units, followed by description and finally reasons

(ii) Effect
- Describe effect, followed by reasons

(iii) Relationship
- Range, followed by description of relationship and reasons

(iv) Rate / level / concentration

- Range / description
- Reasons

NOTE:
Observations must be matched with reasons
E.g. UNEB 2015 (Rapid increase because of rapid …………….)

UNEB 2016 SCENARIO

Description with reference to the dependent factor.
Refer to the independent factor using words and address the dependent factor using words.

Qn. From figure 1, 2 and 3, describe the level of destruction of the weed by each of the organisms under different
conditions of water:
(i) Fungus (ii) Weevils
Suggested answer
(i) Fungus (04 marks)
- Level of destruction slightly decreases; with increase in temperature;
- Level of destruction slightly decreases; with increase in turbidity;
- Level of destruction drops slightly; with increasing speed of water;
(ii) Weevils (06 marks)
- Effect of weevils increases; with increase in temperature;
- Effect of weevils decreases; with increasing turbidity;
- Effect of weevils decreases; with increasing speed of water;
When there are positives and negatives attached to graphical data, please attach the variable in its negative /
positive form to any range stated.

Page 10 of 11
 DEALING WITH DATA-BASED QUESTIONS IN A-LEVEL BIOLOGY
Author: DONGO SHEMA. F (+256 782 642 338), KAMPALA – January 2019
With contribution from Matua J. R.

Qn. Figure 1 shows the growth of a single plant leaf with its import (+) and export (-) of sucrose and
phosphorus during a period of 40 days. Study the figure and answer the questions that follow.

(a) From figure 1 above,

explain the relationship
between:

(i) Leaf area and movement of

sucrose. (09 marks)

(ii) Age of leaf and

movement of phosphorus.
(08 marks)

SUGGESTED ANSWER
(a) (i)
From 0 day to 10 days, as the leaf area increased gradually, sucrose was imported slowly into the leaf;
because the leaf is young, with a small surface area and less developed chlorophyll supporting low
photosynthesis; hence imports sucrose for respiratory metabolism;
From 10 days to 30 days, as leaf area increased rapidly; first, sucrose import decreased rapidly from the
leaf age of 10 days to 11 days, and thereafter sucrose export increased rapidly from leaf age of 10 days to
11 days because the leaf has large surface area with developed chlorophyll enabling much / efficient
photosynthesis to form much sucrose; of which the surplus is exported to non-photosynthetic cells;
From 30 days to 40 days, while leaf area remained constant, sucrose export decreased rapidly;
because the leaf has reached maturity, much of the chlorophyll is destroyed by sunlight causing
decreased photosynthesis; hence sucrose export decreases;
(a) (ii)
As the leaf age increased from 0 day to 20 days, phosphorus import increased gradually; because the
metabolically active young leaf required phosphorus to form cell components and ATP;
 As the leaf age increased from 20 days to 27 days, phosphorus import decreased slowly; because
tissue formation in the leaf is nearly complete;
 As the leaf age increased from 27 days to 35 days, phosphorus export increased slowly; because the
mature leaf with low metabolic demand continues to receive phosphorus from xylem contents but finally
flow out as exports of the leaf;
 As the leaf age increased from 35 days to 40 days, phosphorus export decreased slowly; because the
supply of phosphorus by xylem to the old aged leaf cells decreases;

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