Graphing and Representation of Data
Biology ⇒ Scientific Inquiry and Experimental Design in Biology
Graphing and Representation of Data starts at 7 and continues till grade 12.
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See sample questions for grade 10
A student measures the mass of five seeds: 1.2g, 1.5g, 1.3g, 1.4g, 1.6g. What is the median mass?
A student plots temperature (°C) on the x-axis and enzyme activity on the y-axis. Which is the independent variable?
A student records the number of leaves on 10 different plants: 5, 7, 8, 6, 9, 7, 8, 6, 7, 8. What is the mode?
Describe one advantage and one disadvantage of using a bar graph.
Describe what an outlier is in the context of a scatter plot.
Explain the importance of using units when labeling axes on a graph.
Explain why a scatter plot is useful when analyzing the relationship between two continuous variables.
Explain why it is important to choose the correct type of graph for your data.
Explain why it is important to label the axes on a graph.
If a data set has the values 2, 4, 4, 6, 8, what is the mean?
What does the slope of a line in a line graph represent in a biological experiment?
What is the dependent variable in an experiment measuring the effect of sunlight on the rate of photosynthesis?
What is the main difference between a bar graph and a histogram?
What is the purpose of a legend in a graph?
