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Graphing Station Lab

Graphing Station Lab. Summary of Stations. 1. English Usage-- Assess a Graph [tadpoles] 2. Draw Conclusions from graphs [various] 3. Create Simple Bar and Line Graphs (scales provided on graph) [tiger shark & subjects] 4. Design, Set up, and Analyze a Single Line Graph

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Graphing Station Lab

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  1. Graphing Station Lab

  2. Summary of Stations 1. English Usage-- Assess a Graph [tadpoles] 2. Draw Conclusions from graphs [various] 3. Create Simple Bar and Line Graphs (scales provided on graph) [tiger shark & subjects] 4. Design, Set up, and Analyze a Single Line Graph 5. (continue #4) [pH/tadpoles] 6. Attach given data to the correct graph [various] 7. Written evaluation of a graph [fast food] 8. Construct and Interpret a Two-line Graph 9. (continue #8) [tree rings] 10. Data Appraisal—M/C [rice, wheat, corn]

  3. Station 1 • English Usage-- Assess a Graph “Number of Tadpoles in Pond” Adapted from www.biologycorner.com

  4. Station 1 • The verbs in the box on your paper can be used to describe changes commonly seen on graphs.  Examine the words. (Look them up if you don’t know what they mean.) • 1.  Circle the verbs that mean to go up.2.  Underline the verbs that mean to go down.3.  Put a star next to the verb that means to go up and down.4.  Use an arrow to indicate the word that means to reach its highest level. 5. Put a triangle next to the word that means to stay the same for a period of time. ___________________________________________________________ • Use the “Number of Tadpoles in Pond” graph and the words in the box to help you complete some of the sentences. In some cases, there is more than one correct answer. • 1.  In the year 1990, tadpole populations began to  ____________  rapidly. 2.  Tadpole populations reached a ______________________ in 1992. 3.  Between 1992 and 1993, populations of tadpoles _________________.4.  Tadpole populations __________________after 1993.5.  Between 1995 and 1999, populations __________________________. 6.  How many tadpoles were in the pond at its highest point? ___________7.  How many tadpoles were present in the pond in 1998?  ___________8.  Between 1998 and 1999, tadpole populations ____________ somewhat.

  5. Station 1

  6. Station 2 • Draw Conclusions from graphs • Adapted from www.omegamath.net

  7. Graph #1 Station 2 The following Line graph depicts sales for two real estate agents during the years 1990 - 1995. Number of Homes Sold Year

  8. Graph #2 Station 2

  9. Graph #3 Station 2

  10. Graph #4 Station 2

  11. Station 2 • Using Graph #1 • A. Find the number of houses sold by Ms. Smith in 1993. • B. Find the number of houses sold by Ms. Smith and Mr. Jones in 1992. • C. In what year did Ms. Smith and Mr. Jones sell the same number of houses? • Using Graph #2 • A. What is the dependent variable? • B, What happened to the plant between weeks 4 and 5? • C, Between which two weeks did the plant show the most growth? • Using Graph #3 • A. What is the number of deer in 2000? • B. How often are deer being counted? • C. Do you think the title of the graph is valid? Why/Why not? • Using Graph #4 • A. Tell what the bar graph measures. • B. On average, how many hours a day is the computer used on weekdays? • C. Which appliance is used twice as many hours on the weekends as it is on weekdays?

  12. Station 3 • Create Simple Bar and Line Graphs (scales provided on graph) • Adapted from www.biologycorner.com

  13. Station 3 Tiger Shark Population The population of tiger sharks off the coast of Florida was recorded over several months. Graph the tiger shark populations below using a line graph. Your graph paper has been set up for you. ________________________________________________________________________________________________ School Subject Survey Bob asked classmates what their favorite school subject is. Make a bar graph of the results shown below. Your graph paper has been set up for you.

  14. Station 4 • Design, Set up, and Analyze a Single Line Graph Graphing Practice – pH & Tadpole Data Adapted from http://staff.tuhsd.k12.az.us

  15. Station 4 Design a line graph of the data and then answer the following questions. Analysis Questions What is the dependent variable? (y-axis) What is the independent variable? (x-axis) What is the average number of tadpoles per sample? What is the optimum water pH for tadpole development? Between what two pH readings is there the greatest change in tadpole number? How many tadpoles would we expect to find in water with a pH reading of 5.0?

  16. Station 5 • Keep working on the assignment from Station 4.

  17. Station 6 • Attach given data to the correct graph • Adapted from www.tv411.org and

  18. Station 6 • Review the data provided and choose the correct visual representation.

  19. Station 6A In an eighth grade class, 20% of the students are in the band, 20% are in the orchestra, and 90% are in the choir. Which bar graph best represents this data? 6A. #2 #1 #4 #3

  20. Station 6B 6B. The table shows the scores of 20 Students on a history test. Which is a bar graph of the data? #6 #5 #7 #8

  21. Station 6C 6C. The line graph below represents the top wind speeds of Hurricane Gordon in 1999. Between which two days did the maximum wind speed increase the most?

  22. Station 6D 6D. The following table lists the population of Alaska from 1900–2000. Pick the correctbar graph of the data. #13 #15 #16 #14

  23. 6E.   • Select a suitable line graph for the data. Station 6E

  24. 6F. The table shows the increase in number of women competing in the beauty contest held by a company since the beginning of the contest in 1995. Which of the line graphs represents the data in the table? Station 6F

  25. Station 7 • Written evaluation of a graph • There are three basic things you need to complete for this writing task • Introduce the graph. • Give an overview. • Give the detail.

  26. Station 7

  27. Station 7 • The line graph shows changes in the amount and type of fast food consumed by Australian teenagers from 1975 to 2000. • Summarize the information by selecting and reporting the main features and make comparisons where relevant. • There are fourbasic things you need to complete for this writing task: • Introduce the graph. • Give an overview. • Give the detail. • Fill the space provided.

  28. Station 8 • Construct and Interpret a Two-line Graph • Tree Ring Thickness • Adapted from http://staff.tuhsd.k12.az.us

  29. Station 8 The thickness of the annual rings indicate what type of environmental situation was occurring at the time of its development. A thin ring, usually indicates a rough period of development—lack of water, forest fires, or a major insect infestation. On the other hand, a thick ring indicates just the opposite. Construct a two-line graph of the above data. Answer the questions that follow. (Use 2 colors!)

  30. Station 8 Questions: • What is the dependent variable? • What is the independent variable? • What was the average thickness of the annual rings of 40 year old trees in Forest A? Forest B? • Based on this data, what can you conclude about Forest A and Forest B?

  31. Station 9 • (continue #8)

  32. Station 9 • Keep working on the assignment from Station 8.

  33. Station 10 • Data Interpretation—M/C “Export of top three agriculture products” Adapted from www.mytestbook.com

  34. Station 10

  35. Station 10 • 1. What product was exported most in year 2004? A.  Rice B.  Wheat C.  Corn D.  Soy • 2. For how many years did the corn production dominated the export? A.  4 years B.  6 years C.  3 years D.  5 years • 3. Which product suffered the sharpest decline in export and when? A.  Rice from 2003 to 2004 B.  Rice from 2004 to 2005 C. Corn from 2007 to 2008 D. Wheat from 2007 to 2008 • 4. Calculate the total export of three products in year 2007. (approximately) A.  2000 metric ton B.  2400 metric ton C.  2600 metric ton D.  2200 metric ton • 5. Calculate the percentage of rice export compare to the total export in year 2007. A.  40% B.  50% C.  60% D.  30%

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