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.
QuestionsToday has an evolving set of questions to continuously challenge students so that their knowledge grows in Graphing and Representation of Data.
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See sample questions for grade 9
A student measures the temperature of water every minute for 5 minutes: 20°C, 22°C, 24°C, 26°C, 28°C. What is the rate of temperature increase per minute?
A student observes the number of leaves on a plant each week for 5 weeks: 2, 4, 6, 8, 10. What is the average number of leaves?
A student records the mass of a plant every day for 10 days. If the mass increases by 2 grams each day, what is the total increase after 10 days?
Describe how you would represent data from an experiment with more than one independent variable on a graph.
Describe one reason why it is important to use the correct type of graph for your data.
Explain the difference between a bar graph and a histogram.
Explain what a trend line in a scatter plot shows.
Explain why it is important to label the axes on a graph.
What does the slope of a line on a graph represent in a biology experiment measuring reaction rate over time?
What is the dependent variable in an experiment measuring the effect of sunlight on plant growth?
What is the main purpose of using graphs in scientific experiments?
What is the purpose of a control group in an experiment, and how should its data be represented on a graph?
Why is it important to use units when labeling axes on a graph?
