1. Creating Graphs and Analyzing Data
THURSDAY Bell Ringer:
Name TWO things the graph is missing
What YOUR Paper should look like!

2. THURSDAY 9.10.2015 Agenda: Bellringer (graph analysis)
Review rules for formatting the left side and right-side of INB
Review how setup Cornell Notes
Place notes for “How to create a graph” on pg. 11 (or first available right-side pg.). Place Corresponding cut- outs on pg. 10 or corresponding leftside pg.
Class Practice problems
Students create graphs of favorite subject and/or sport

3. Review: How to properly format your notes

4. EQ: What are the Key Components of a Graph?I L S
Title: Should accurately describe what is being graphed.
X-Axis: Horizontal
Y-Axis: Vertical
Intervals: the numbers on the axes are in consistent intervals and numerical order.
Labels: the axes should be labeled to identify what is being measured
Scale: the numbers used are large to include the highest data plot

5. Graphing and Variable Notes
Scale (15 is enough)
Number of
kids
Y-Axis
Title
Room 506 Favorite Sports
Interval (counting by 5)
What
X-Axis
Label for axis
Favorite Sport
Label for scale

6. Check for Understanding
Example:
Speed (mph)
Time (min) 5 1 10 2 15 3 18 4 25 20 6
What would be an appropriate scale of numbers to use when labeling our axis for speed?
For the data table on the left, an appropriate scale is:
5, 10, 15, 20, 25
A. 5, 10, 15, 25, 20
Mistakes….
C. 5, 15
Mistakes
Name the mistake that was made in these scales 
(Hint, use the 3 rules you learned above about appropriate scale)
B. 5, 10, 15, 18 25
Mistakes:
#3; Does NOT fit
Range!
#2; NOT in
numerical
Order!
#1; Does NOT have consistent interval!

7. Time to do YOUR graph! Check that all your X and Y axes are labeled
Make sure to include UNIT! (ex. Ft, inches?)
Make an appropriate scale and count by the same interval! (2, 4, 6, 8) (5, 10, 15, 20) (3, 6, 9, 12)
CONCLUSION: Follow directions on your handout! Please check each bullet point off when you complete that! **DRAW AN ACTUAL CHECK MARK!*

8. SWBAT: Extract important information from scientific graphs.
Topic:
Analyzing Graphs
Friday
Take a moment to review your homework problems for accuracy. Secure the work into your notebook and ask any final questions.
SWBAT: Extract important information from scientific graphs.

9. EQ: How can we extract the important info from a graph?
Independent Variable (IV)
Dependent Variable (DV)
The factor (thing) that stands alone; or the thing a scientist changes the cause. Ex) Watering plants CAUSES them to grow
The factor (thing) a scientist measures; the effect.
Ex) How much the plants grew after watering them

10. Dependent Variable
Responds
Y-axis
Manipulated
Independent Variable
X-axis

11. Examples of IV and DV in a Graph
What conclusions can we draw from the information presented in this graph?

12. How can we analyze data?
Look at the relationship between the two variables.
What is happening with the two variables?
Directly proportional- As one variable increases, the other one increases as well

13. How can we analyze data?
Look at the relationship between the two variables.
What is happening with the two variables?
Inversely proportional- As one variable increases, the other one decreases as well

14. LENSES L= Label/List: (title, IV, DV, high and low points)
E= Equation (relationship between variables)
N= Notice (trends, properties, slope)
S= Speculate (predict)
E= Explain/Evaluate (explain prediction)
S= Summary (content learned in graph analysis)

15. Please KEEP this sheet all week! Turn in Friday!
Week 2. Bell Ringer:
Conducting Experiments
On a graph, the independent variable is on the ________ and the dependent variable is on the ______.
An independent variable is…..
ANSWER BOTH QUESTIONS!
What YOUR Paper should look like!
Please KEEP this sheet all week! Turn in Friday!

16. Conducting Experiments
Vocabulary Review
Experiment
Variables: A factor that can change in an experiment.
Control: What we keep the same in order to make sure it isn’t what’s causing the effect.
Independent Variable: The variable that causes the effect.
Dependent Variable: The variable that is affected.

17. Please add this to your notes! *Use Cornell Note Style!*
In any experiment, we must be able to attribute the effect to a cause. All other variables that stay the same are called CONTROLLED VARIABLES.
Describe a “Control”
Variable
This means we should only change one variable at a time.
Why should we only change ONE variable at a time?
Controlled variable is a factor that stays the same so that results can be determined ?

18. Please add this to your notes! *Use Cornell Note Style!*
Describe an Independent Variable
Describe a dependent Variable
The factor (thing) a scientist changes the cause
Ex) Watering plants CAUSES them to grow
The factor (thing) a scientist measures; the effect.
Ex) How much the plants grew after watering them

19. Independent & Dependent Variables Practice
Write the independent variable ; dependent variable
1. Adding salt to water affects the temperature at which it boils.
2. Putting plants under the sunlight will allow them to grow more.
3. Eating too much chocolate gives you cavities.
4. Asking for help when I’m confused will help me understand difficult concepts.
Adding Salt; temperature to boil
Sunlight how much it grows.
Eating chocolate; your cavities.
Asking for Help; how well you understand difficult concepts.

20. Group Practice (C) Number of different regions
1. A student wanted to design an experiment that would examine the relationship between increased pollution and the frequency of asthma among middle school students. She visited three different regions: one urban, one suburban, and one rural. The levels of pollution were highest in the urban region and lowest in the rural region. She then surveyed middle schools in each region and collected the number of students with asthma in each.
The independent variable in this experiment is:
(C) Number of different regions
The dependent variable is:
(D) Number of student w/ asthma

21. Group Practice #2
An experiment was carried out to determine how competition for food affects the survival rate of bacteria in a culture. Different amounts of food were given to equal amounts of bacteria in three different Petri dishes, A, B, and C. The least food was given to the bacterial culture in Petri dish A, more food was given to the bacteria in dish B, and the most was given to those in dish C. After several weeks the size of each bacterial culture was measured.
A) State your hypothesis… What do you THINK will happen
B) What is the DEPENDENT variable? *The one that is affected The amount of food OR How much the bacteria grew?
C) Was your hypothesis correct? WHY? *Use the pictures to help explain

22. GP #3 Try this alone, once my timer goes off we will go over this together!
A) Identify the independent variable in this experiment.
B) Identify the dependent variable in this experiment.
C) Why do you think the scientist believes the seeds exposed to the acid ran will take longer to grow?
D) Why DID the scientist keep all other conditions the same (sunlight, amount watered, ect.)?

23. GP #3 Try this alone, once my timer goes off we will go over this together!
A) Identify the independent variable in this experiment.
B) Identify the dependent variable in this experiment.
C) Why do you think the scientist believes the seeds exposed to the acid ran will take longer to grow?
D) Why does did the scientist keep all other conditions the same (sunlight, amount watered, ect.)?
Type of water given to the plants
How fast the seeds germinated (grew)
Because…..
To have a CONTROL; to make sure that the type of water is what causes the difference in growth.

24. More Practice! 2. Independent Variable 3. Dependent Variable
Bart believes that mice exposed to microwaves will become extra strong (maybe he's been reading too much Radioactive Man). He decides to perform this experiment by placing 10 mice in a microwave for 10 seconds.
He compared these 10 mice to another 10 mice that had not been exposed. His test consisted of a heavy block of wood that blocked the mouse food. he found that 8 out of 10 of the microwaved mice were able to push the block away. 7 out of 10 of the non-microwaved mice were able to do the same.
Identify the- 1. Control Group
2. Independent Variable
3. Dependent Variable
4. What should Bart's conclusion be?
5. How could Bart's experiment be improved?