Presenting and communicating results
Raw data is hard to read. Scientists turn it into tables and graphs so the pattern becomes obvious at a glance.
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 a graph
- • Using scientific terminology
This lesson at a glance
- 22 minutes
- 16 parts to scroll through
- 3 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 16
Visual introductionPicture this
Presenting and communicating results
Raw data is hard to read. Scientists turn it into tables and graphs so the pattern becomes obvious at a glance.
In a nutshell
Present observations using appropriate methods, including tables and graphs, and communicate ideas using scientific terminology
Learning cycle
Part 2 of 16
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 16
Learn
Tables first
A results table should have clear column headings with units (e.g. 'time (s)'), and results recorded to a consistent number of decimal places. This makes it easy to check for anomalies before plotting a graph.
Reset break
Part 4 of 16
Pause
That's sitting 1 of 4 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 16
Learn
Choosing a graph
A line graph suits continuous data such as temperature over time. A bar chart suits categoric data such as comparing plant growth in three different soils. Scatter graphs reveal whether two continuous variables are correlated.
Quick check
Part 6 of 16
Quick check
Part 7 of 16
Reset break
Part 8 of 16
Pause
That's sitting 2 of 4 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 16
Learning cycle 2 of 2
Part 2 · Using scientific terminology
A short piece of teaching, then a check to make sure it has landed.
Explore the idea
Part 10 of 16
Learn
Using scientific terminology
Precise words matter: 'concentration' is not the same as 'volume', and 'mass' is not the same as 'weight'. Using the correct term, with correct units, lets other scientists understand exactly what was measured.
Quick check
Part 11 of 16
Reset break
Part 12 of 16
Pause
That's sitting 3 of 4 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 13 of 16
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
Challenge round
Part 14 of 16
Game · Recall cards
Dark beetles rise from 18% to 67%. What can be concluded directly?
Card 1 of 4
Mastery quiz
Part 15 of 16
Marked quiz
End of lesson quiz: Presenting and communicating results
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 16 of 16
Lesson round-up
Ready when you are
Quiz score
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Points this lesson
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Best run
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Luna: 0 out of 3 on the practice checks. Only if you feel up to it — one more?
Ask LunaPart 1 of 16 · Watch & discover
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Present observations using appropriate methods, including tables and graphs, and communicate ideas using scientific terminology