Turning results into tables and graphs that argue
A good graph makes the pattern visible before a single word is read. A bad one hides it. The choices you make are scientific decisions, not decoration.
Part of your national curriculum
- Working scientifically: Present observations using appropriate methods, including tables and graphs, and communicate ideas using scientific terminology
Lesson overview
What you'll learn in this lesson
Present observations using appropriate methods, including tables and graphs, and communicate ideas using scientific terminology
Key learning points
- • Tables first
- • Choosing the graph
- • Describing the pattern
This lesson at a glance
- 25 minutes
- 19 parts to scroll through
- 4 quick checks
- Marked quiz at the end
- Gentle pace: short sittings with pauses
Words to know
Scroll down — the lesson carries on below
Watch & discover
Part 1 of 19
Visual introductionPicture this
Turning results into tables and graphs that argue
A good graph makes the pattern visible before a single word is read. A bad one hides it. The choices you make are scientific decisions, not decoration.
In a nutshell
Present observations using appropriate methods, including tables and graphs, and communicate ideas using scientific terminology
Learning cycle
Part 2 of 19
Learning cycle 1 of 2
Part 1 · Tables first
A short piece of teaching, then a check to make sure it has landed.
Explore the idea
Part 3 of 19
Learn
Tables first
Put the independent variable in the first column and the dependent variable next, with units in the headings and not beside every number. Keep the same number of decimal places down a column so readers can compare at a glance.
Reset break
Part 4 of 19
Pause
That's sitting 1 of 5 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Explore the idea
Part 5 of 19
Learn
Choosing the graph
Use a line graph when both variables are continuous, such as time and temperature. Use a bar chart when the independent variable is categoric, such as different materials. Plot the independent variable on the x-axis, label both axes with units, and draw a line of best fit rather than joining every dot.
Quick check
Part 6 of 19
Quick check
Part 7 of 19
Reset break
Part 8 of 19
Pause
That's sitting 2 of 5 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Learning cycle
Part 9 of 19
Learning cycle 2 of 2
Part 2 · Describing the pattern
A short piece of teaching, then a check to make sure it has landed.
Explore the idea
Part 10 of 19
Learn
Describing the pattern
Describe the shape, quote figures from the graph, then explain using science. 'As the temperature rose from 20 °C to 60 °C the rate doubled, because particles moved faster and collided more often' is a scientific conclusion; 'it went up' is not.
Quick check
Part 11 of 19
Reset break
Part 12 of 19
Pause
That's sitting 3 of 5 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Quick check
Part 13 of 19
Explore the idea
Part 14 of 19
Worked example
Worked example: from table to conclusion
Temperature (°C): 20, 30, 40, 50. Time to react (s): 60, 41, 30, 22. A line graph shows a falling curve. Conclusion: as temperature increased, reaction time fell — roughly halving between 20 °C and 40 °C — because higher temperature means faster particles and more frequent successful collisions.
Challenge round
Part 15 of 19
Game · Sort it
Which of these are true?
Drag each card into the right column. Tap a card first if dragging is fiddly.
True
Not true
Reset break
Part 16 of 19
Pause
That's sitting 4 of 5 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Challenge round
Part 17 of 19
Game · Recall cards
Dark beetles rise from 18% to 67%. What can be concluded directly?
Card 1 of 4
Mastery quiz
Part 18 of 19
Marked quiz
End of lesson quiz: Turning results into tables and graphs that argue
4 questions, marked with the reasoning shown. No timer.
1. Dark beetles rise from 18% to 67%. What can be concluded directly?
2. What makes the model-beetle test fair?
3. Which conclusion is strongest?
4. Which graph type suits categoric data, like growth in three soil types?
Lesson round-up
Part 19 of 19
Lesson round-up
Ready when you are
Quiz score
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Games
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Points this lesson
0
Best run
0 in a row
Luna: 0 out of 4 on the practice checks. Only if you feel up to it — one more?
Ask LunaPart 1 of 19 · Watch & discover
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Present observations using appropriate methods, including tables and graphs, and communicate ideas using scientific terminology