Presenting data and drawing conclusions
A conclusion is not a summary of what you did. It answers the original question using your data and explains the pattern with science.
Part of your national curriculum
- Working scientifically: Interpret observations and data, including identifying patterns and using observations to draw conclusions
Lesson overview
What you'll learn in this lesson
Interpret observations and data, including identifying patterns and using observations to draw conclusions
Key learning points
- • Choosing the right graph
- • Describing a pattern
- • Explaining with science
- • Correlation is not cause
This lesson at a glance
- 28 minutes
- 20 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 20
Visual introductionPicture this
Presenting data and drawing conclusions
A conclusion is not a summary of what you did. It answers the original question using your data and explains the pattern with science.
In a nutshell
Interpret observations and data, including identifying patterns and using observations to draw conclusions
Learning cycle
Part 2 of 20
Learning cycle 1 of 2
Part 1 · Choosing the right graph
A short piece of teaching, then a check to make sure it has landed.
Explore the idea
Part 3 of 20
Learn
Choosing the right graph
Use a line graph for continuous data such as temperature or time, and a bar chart for categorical data such as material type. Plot the independent variable on the x-axis, label both axes with units, choose a scale that fills the paper, and draw a line of best fit rather than joining every point.
Reset break
Part 4 of 20
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 20
Learn
Describing a pattern
Describe the direction, the shape and the numbers: 'as temperature increased from 20 to 60 °C the reaction time fell from 62 s to 14 s, and the fall was steepest between 20 and 40 °C'. Quoting figures from the graph is what distinguishes a strong description from a vague one.
Quick check
Part 6 of 20
Quick check
Part 7 of 20
Reset break
Part 8 of 20
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 20
Learning cycle 2 of 2
Part 2 · Explaining with science
A short piece of teaching, then a check to make sure it has landed.
Explore the idea
Part 10 of 20
Learn
Explaining with science
The explanation must use the relevant scientific idea: higher temperature means particles have more energy, move faster and collide more frequently and with greater energy, so the reaction proceeds faster. A description without an explanation cannot reach the top band.
Explore the idea
Part 11 of 20
Learn
Correlation is not cause
Two variables changing together does not prove one causes the other; a third factor may be responsible. A conclusion should also state its limits: the pattern holds for the range tested, and extending it beyond that range is an extrapolation that needs further evidence.
Reset break
Part 12 of 20
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 20
Quick check
Part 14 of 20
Explore the idea
Part 15 of 20
Worked example
Worked answer: reaction time falls from 62 s at 20 °C to 14 s at 60 °C. Write a conclusion (4 marks)
As temperature increased, reaction time decreased, so the rate of reaction increased (1). Between 20 °C and 60 °C the time fell from 62 s to 14 s, with the steepest change at lower temperatures (1). This is because particles gain energy as temperature rises, so they move faster and collide more often and more energetically (1). The conclusion applies only across the range 20–60 °C tested, so behaviour outside this range would need further investigation (1).
Reset break
Part 16 of 20
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 20
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 18 of 20
Game · Recall cards
A class records that plant height increases as light hours increase, then levels off. What does the levelling off suggest?
Card 1 of 4
Mastery quiz
Part 19 of 20
Marked quiz
End of lesson quiz: Presenting data and drawing conclusions
4 questions, marked with the reasoning shown. No timer.
1. A class records that plant height increases as light hours increase, then levels off. What does the levelling off suggest?
2. An arrow in a food chain points…
3. Roughly how much energy passes to the next trophic level?
4. Removing a top predator most likely…
Lesson round-up
Part 20 of 20
Lesson round-up
Ready when you are
Quiz score
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Best run
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Luna: 0 out of 4 on the practice checks. Only if you feel up to it — one more?
Ask LunaPart 1 of 20 · Watch & discover
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Interpret observations and data, including identifying patterns and using observations to draw conclusions