Graphing in the Biology Classroom:



Graphing in the Biology Classroom:

A Compilation of Graphing Questions from Past New York State Living Environment Regents Examinations

A Note From the Author: This document is intended to be used as a tool for reviewing the important skill of graphing with students. None of the actual questions and graphs are of the author’s creation. Each one is taken from the New York State Education Department’s Regents Examination in Living Environment that has been administered since June 2000. Preface pages (those with the “rules” of graphing and hints for graphing successfully) were created by the author of this document.

By

Michael H. Comet

South Lewis High School

P.O. Box 10; 4264 East Road

Turin, New York 13473

Telephone: 315/348-2520

Fax Line: 315/348-2510

E-mail: mcomet@

Preface

Why do we need to be able to graph data?

Graphing of data, that is the physical representation of the data, is a tool used by scientists, researchers, teachers, and students to show trends or imply similarities or differences in data that was collected during the course of an investigation or experiment Without graphs, data becomes a “sea of numbers” and many people have a very difficult time understanding exactly what the data has shown. However, graphs can sometimes be misleading, especially when they are constructed improperly. That is why we need to be able to accurately reflect the data that we are trying to express.

“But I don’t like to graph! Can’t I show my data another way??”

Sure! Graphing is nothing more than a tool used to help people understand. A hammer is a tool used to pound nails, a wrench is a tool used to turn a bolt, a dump truck is a tool used to carry heavy loads. In the same manner, a graph is a tool that we use to perform a task or more accurately show something. So, if you don’t like graphs, try to pound a nail without a hammer or carry a bunch of rocks one by one to dump into your driveway.

“OK, so I need to be able to draw a graph. What if I mess it up?”

Wait a minute….. I never said we had to be perfect the first time! Graphing is an accomplished skill. The more you do it, the better you become! This packet is designed to help you understand the different type of graphing that might be expected in the Living Environment course. Follow these simple rules:

#1 – Arm yourself!!! Not with anything permanent. Using a sharp pencil is the best thing. Using a pen will lead only to intense frustration for you and excessive copying of replacement pages for your teacher. Also, if your pencil is your sword, your good quality eraser is your shield. Have one handy to help you fix any mistakes.

#2 – Prepare for battle! Just as you would never think of entering into a battle without the necessary materials and intelligence, do not think that you can conquer a graph without the necessary materials and knowledge. Make sure you have supplies, including your “sword”, your “shield” and your armor “scrap paper and graph paper”. Likewise, you will want to know your “enemy” as well as you can. Study it, read it, re-read it, and if necessary take some notes. Then, using a scrap paper, draw up a battle plan (pre-draw or rough sketch the graph before you do it for the final time on your answer paper. Make sure you look for “traps” like rearranging the data before you graph it, making certain you mark your territory (the X and Y axis) and know the name of your battle field (the graph title). And most importantly, make sure you mark your map as you proceed toward the enemy (circle your points as required). MAKE SURE TO USE THE APPROPRIATE UNITS FOR ALL GRAPHS!

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#3 – Charge!! Once you have figured out your nemesis, it is time to put the sword and shield to work. Make sure that you mark down his strong points (appropriate well defined axes that correspond to the data) and make sure you record where he was accurately (be sure of your data points). Once you have mapped out your battle progress, make certain you show how you moved across the battlefield (connect your data points) and then go back over the field to be certain you have vanquished the enemy (check your work).

What do I do to make sure I don’t use the entire eraser?

First and foremost, almost every graph you will be given on a test paper will have just about the perfect size of graphing space. Therefore, use the “75% rule”. That is, if your graph doesn’t cover nearly 3/4 of the graph paper, take a look at your axes again. In general, the graph should be as large as possible, thus making the data points easily read. Do not, however, extend your graph beyond the limits of the graph paper provided.

Second, be certain you know what kind of graph you need. Traditionally, line graphs are used in scientific situations, but occasionally we also use pie charts, bar graphs, and sometimes even a histogram. Just make sure what the question is asking for. Then, ask yourself three basic questions:

1. What is the dependent variable and why?  

2. What is the independent variable and why?

3. What title would you give the graph? .

Third, play the “range game”. Find the highest value for your data set and then count the available spaces on the appropriate axis. Think about this one… if you have 30 spaces on your graph and your data goes to 28, you can safely assume that each “box” has a value of “1” for that data set. However, if you only have 15 spaces, it is safe to assume that each box has a value of “2”. Practice will help you to understand this.

Fourth, plot your data points as accurately as possible. COMMON MISTAKE: Some students think that their points MUST be on a line. This is not true. Sometimes you need to estimate where the points will fall in between the lines. Putting a point here is fine. Now, using the appropriate shape (sometimes they ask you to “circle the data points”, sometime you need to plot one line and circle, and another time and put a triangle around them). IT IS IMPORTANT TO DO THIS PRIOR TO CONNECTING THE DATA POINTS!!! Otherwise, your pencil line may cover the data points and you could miss the point in plotting.

Fifth, look at the graph. Do the lines look correct given the data? Does the data do REALLY weird things (extreme highs and extreme lows very quickly, lines stay at one value for a long duration, etc…) If so, perhaps it is time to do another rough draft of the graph and see if you possibly made a mistake.

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Finally, if you are satisfied with the outcome, repeat the same process, IN PENCIL, on your final answer paper. Once you have completed the graph, you may be asked a few questions based upon your final product. Therefore, if you don’t do a good job on the graph, your subsequent answers may be less accurate.

Terms for Graphing

• Graphing is an important procedure used by scientists to display the data that is collected during a controlled experiment.

• Line graphs must be constructed correctly to accurately portray the data collected. Many times the wrong construction of a graph detracts from the acceptance of an individual’s hypothesis.

• A graph contains five major parts: a title, the independent variable, the dependent variable, the scales for each variable recorded on the axis, and a key to the marks, lines, or different types of data.

• The title: tells what the graph is about.

• The Independent Variable: is the variable that can be controlled by the experimenter. It usually includes time (dates, minutes, hours), depth (feet, meters), temperature (degrees Celsius). It is ALWAYS placed on the X axis (horizontal axis).

• The Dependent Variable: is the variable that is directly affected by the independent variable. It is the result of what happens because of the independent variable. Example: How many bubbles are produced in an enzyme reaction?… what is the volume of gas generated by a plant in one hour?, etc… The bubbles are dependent on the rate of reaction, the volume of gas is dependent on the intensity of light. This variable is placed on the Y-axis or vertical axis.

• The Scales for each Variable: In constructing a graph you need to know where to plot the points represented by the data that you collected. In order to do you must engineer your scale so that it will include all the data points.

• The Legend: is a short descriptive narrative concerning the graph's data. It should be short and concise and placed under the graph.

• Axis: There are two of these: the X-axis (which is the horizontal axis) and the Y-axis, which is the vertical axis. The independent variable is put on the x axis and includes such things as temperature, time, or depth etc. while the dependent variable is put on the y-axis and includes what happens because of the independent variable.

• Axes: same as above, but just the plural form of axis (more than one, that is)

• Data points: these are the actual points that you represent on the graph.

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• The name of the graph is important Nothing “cute” here. It must tell what the graph is showing. For instance…”Plant growth in centimeters per day for Plant A” is a good title. “How big is my plant?” is not a good title.

• Plot: to find out where on your graph you will put a “dot” to represent a certain piece of data.

• Connect: literally means to connect, in a “dot-to-dot” style, all of your data points for each set of data. Make certain that you have placed the appropriate shape around each data point before you do this!

Now, some practice! What you are about to see are examples of graphing style questions that have been included over the past few years on the Living Environment Regents, with their associated questions. Each year is designed to be a stand alone worksheet that your teacher might want to use as homework, review, or just for extra credit. Make sure to “follow the rules” so to speak and you will do fine – I have confidence and faith in you!

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Name___________________________ Date__________________________

Graphing Practice: June 2000 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate.

Base your answers to questions 1 through 4 on the information and data table below and on your knowledge of biology.

[pic]

Directions (1–4): Using the information in the data table, construct a line graph on the grid provided on this answer paper, following the directions below. The grid below is provided for your final answer.

1. Write an appropriate title for this graph in the space provided. [1]

2. Mark an appropriate scale on each labeled axis. [2]

3. Plot the data on the grid. Surround each point with a small circle and connect the

points. [1]

June 2000, Page 2 of 2

[pic]

4. Explain the effect on corn seedling height of increasing the application amount of gibberellin from 0.05 to 0.50 microgram. [1]

[pic]

Name___________________________ Date__________________________

Graphing Practice: June 2001 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate.

Base your answers to questions 1 through 5 on the information and data table below

and on your knowledge of biology.

The rate of respiration of a freshwater sunfish was determined at different

temperatures. The rate of respiration was determined by counting the number of

times the gill covers of the fish opened and closed during 1-minute intervals at

the various temperatures. The following data were collected.

[pic]

Directions (1–3): Using the information in the data table, construct a line graph on

the grid provided on the next page, following the directions below.

1. Label the x-axis and indicate the units. [1]

2. Mark an appropriate scale on each axis. [1]

3. Plot the data from the data table. Surround each point with a small circle and connect

the points. [1]

[pic]

[pic]

June 2001 – Page 2 of 2

_____4. According to the data, as the temperature increases, the rate of respiration of the sunfish

(1) increases steadily

(2) decreases steadily

(3) increases, then decreases

(4) decreases, then increases

_____5. Which title is appropriate for this graph?

(1) The Effect of Temperature on Rate of Respiration in Sunfish

(2) The Effect of Gill Movement on Rate of Respiration in Sunfish

(3) The Relationship Between Temperature and Dissolved Oxygen

(4) The Relationship Between Sunfish Population and Temperature Change in

Freshwater Habitats

Name___________________________ Date__________________________

Graphing Practice: August 2001 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate.

Base your answers to questions 1 through 4 on the information and data table below

and on your knowledge of biology.

A student counted the total number of leaves in a group of duckweed plants (Lemna

gibba) over a 5-day period. The data collected are shown in the table below.

[pic]

Directions (1–2): Using the information in the data table, construct a line graph on

the grid provided on the next page following the directions below.

1. Mark an appropriate scale on each labeled axis. [1]

2. Plot the data from the data table. Surround each point with a small circle and connect

the points. [1]

[pic]

August 2001 – Page 2 of 2

[pic]

_____3. The time it takes for the number of leaves to increase from 15 to 30 is approximately

(1) 2.0 days

(2) 2.3 days

(3) 2.9 days

(4) 3.2 days

4. State what would most likely happen to the production of oxygen by duckweed plants

if the intensity and duration of exposure to light were increased. [1]

[pic]

Name___________________________ Date__________________________

Graphing Practice: January 2002 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate.

Base your answers to questions 1 through 5 on the information below and on your

knowledge of biology.

An insect known as a sawfly is found in evergreen forests in North America. Sawfly

cocoons are the main source of food for shrews (small mammals) and some bird species.

Scientists studied 1-acre plots in various parts of a state to determine the average number

of sawfly cocoons, shrews, and robins. The data collected are shown in the table below.

[pic]

Directions (1–3): Using the information in the data table, construct a line graph on the

grid provided on the next page, following the directions below. You may use pen or pencil

for your answer.

1. Mark an appropriate scale on each axis. [1]

2. Plot the data for shrews. Surround each point with a small circle and connect the

points. [1]

[pic]

3. Plot the data for robins. Surround each point with a small triangle and connect the

points. [1]

[pic]

January 2002 – Page 2 of 2

[pic]

4. What is the average number of shrews per acre when the average number of sawfly

cocoons is 500,000? [1]

________________________________

5. State what would most likely happen to the number of sawfly cocoons per acre if the

shrews and robins were removed from the area. [1]

[pic]

Name___________________________ Date__________________________

Graphing Practice: June 2002 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate.

Base your answers to questions 1 through 4 on the data table and information below

and on your knowledge of biology. The data table shows water temperatures at various

depths in an ocean.

[pic]

Directions (1-2): Using the information in the data table, construct a line graph on the

grid following the directions below.

[pic]

1. Mark an appropriate scale on the axis labeled “Water Depth (m).” [1]

2. Plot the data on the grid. Surround each point with a small circle and connect the

points. [1]

[pic]

June 2002 – Page 2 of 2

3. State the general relationship between temperature and water depth. [1]

[pic]

_____4. The approximate water temperature at a depth of 125 meters would be closest to

(1) 15°C (3) 8°C

(2) 13°C (4) 3°C

Name___________________________ Date__________________________

Graphing Practice: August 2002 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate.

Base your answers to questions 1 through 5 on the information and data table below

and on your knowledge of biology.

A biology student performed an experiment to determine which of two species of

single-celled organisms would survive best when cultured together in a certain environment.

The student placed 10 organisms of each species into a large test tube.

Throughout the experiment, the test tube was maintained at 30°C. After the test tube

was set up, the population of each species was determined each day for 5 days. The data

collected are shown in the table below.

[pic]

Directions (1-3): Using the information in the data table, construct a line graph on

the grid on the next page, following the directions below.

1. Mark an appropriate scale on each labeled axis. [1]

2. Plot the data for species A on the grid. Surround each point with a small circle and connect

the points. [1]

[pic]

3. Plot the data for species B on the grid. Surround each point with a small triangle and

connect the points. [1]

[pic]

August 2002 – Page 2 of 2

[pic]

4. Based on the daily counts, on which day did it first become evident that one species

was better adapted than the other species for survival in the environment provided? [1]

_______________

_____5. The difference in the population sizes on the fifth day most likely resulted from

(1) temperature changes

(2) variations in light intensity

(3) competition between species

(4) the buildup of nitrogen gas

Name___________________________ Date__________________________

Graphing Practice: January 2003 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate.

Base your answers to questions 1 through 5 on the information, diagram, and data

table below and on your knowledge of biology.

A student conducted an investigation to determine the effect of various environmental

factors on the rate of transpiration (water loss through the leaves) in plants. The student prepared 4 groups of plants. Each group contained 10 plants of the same species and leaf area. Each group was exposed to different environmental factors. The apparatus shown in the diagram was constructed to measure water loss by the plants over time in 10-minute intervals for 30 minutes. The results are shown in the data table.

[pic]

[pic]

January 2003 – Page 2 of 2

Directions (1–3): Using the information in the data table, construct a line graph on

the grid, following the directions below. The data for fan and mist conditions have been

plotted for you.

[pic]

1. Mark an appropriate scale on the axis labeled “Time (min).” [1]

2. Plot the data for the classroom conditions from the data table. Surround each point

with a small circle and connect the points. [1]

[pic]

3. Plot the data for classroom conditions + floodlight from the data table. Surround each

point with a small triangle and connect the points. [1]

[pic]

4. Identify the environmental factor that resulted in the lowest rate of transpiration. [1]

____________________________________________________________________

5. Identify the control group of plants in this experiment. [1]

______________________________________________________________________

Name___________________________ Date__________________________

Graphing Practice: June 2003 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate.

Base your answers to questions 1 through 5 on the information below and on your

knowledge of biology.

In an investigation, plants of the same species and the same initial height were exposed to a constant number of hours of light each day. The number of hours per day was different for each plant, but all other environmental factors were the same. At the conclusion of the investigation, the final height of each plant was measured. The following data were recorded:

8 hours, 25 cm; 4 hours, 12 cm; 2 hours, 5 cm; 14 hours, 35 cm; 12 hours, 35 cm; 10 hours, 34 cm; 6 hours, 18 cm

1. Organize the data by completing both columns in the data table provided, so that the

hours of daily light exposure increase from the top to the bottom of the table. [1]

[pic]

2. State one possible reason that the plant exposed to 2 hours of light per day was the

shortest. [1]

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

June 2003 – Page 2 of 2

Directions (3-4): Using the information given, construct a line graph on the grid provided,

following the directions below.

3. Mark an appropriate scale on each axis. [1]

4. Plot the data for final height on the grid. Surround each point with a small circle and

connect the points. [1]

[pic]

[pic]

5. If another plant of the same species had been used in the investigation and exposed to

16 hours of light per day, what would the final height of the plant probably have been? Support your answer. [1]

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Name___________________________ Date__________________________

Graphing Practice: August 2003 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate.

Base your answers to questions 1 through 5 on the information below and on your

knowledge of biology.

An investigation was carried out to measure the rate of activity of catalase, an enzyme that breaks down hydrogen peroxide. Five 40-mL solutions of the enzyme at concentrations of 20%, 40%, 60%, 80%, and 100% were prepared. A filter paper disk was placed in each enzyme solution. Each soaked disk from the different enzyme concentrations was then added to different cups containing 30 mL of 1% hydrogen peroxide. The rate of catalase activity was inferred from measurements of how fast the disks rose from the bottom to the top of each cup. The following data were obtained: 40%–12.1 seconds, 80%–5.8 seconds, 100%–4.1 seconds, 20%–15.8 seconds, and 60%–9.9 seconds.

Directions (1–2): Organize the data by completing the data table, according to the

directions below.

1. Label the second column of the data table with an appropriate heading and record that

label on the y-axis of the graph. [Be sure to include units.] [1]

2. Complete the data table so that the percent enzyme increases from the top to the bottom

of the table. [1]

[pic]

Directions (3–4): Using the information in the data table, construct a line graph on the

grid provided, following the directions below.

3. Mark an appropriate scale on each axis. [1]

4. Plot the data from your data table. Surround each point with a small circle and connect

the points. [1]

[pic]

August 2003 – Page 2 of 2

[pic]

5. State one valid conclusion that relates enzyme concentration to reaction rate. [1]

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Name___________________________ Date__________________________

Graphing Practice: January 2004 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate.

Base your answers to questions 1 through 3 on the information below and on your

knowledge of biology.

A science class was studying various human physical characteristics in an investigation

for a report on human genetics. As part of the investigation, the students measured

the arm span of the class members. The data table below summarizes the class results.

[pic]

Directions (1–3): Using the information in the data table, construct a bar graph on the

grid provided, following the directions below.

1. Mark an appropriate scale on the axis labeled “Number of Students.” [1]

2. Construct vertical bars to represent the data. Shade in each bar. [1]

[pic]

January 2004 – Page 2 of 2

3. What should be done to provide additional support for the generalization that human

arm span is a characteristic that falls within a range of lengths, with most lengths falling

in the middle ranges? [1]

[pic]

Name___________________________ Date__________________________

Graphing Practice: June 2004 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate.

Base your answers to questions 1 through 4 on the information below and on your

knowledge of biology.

Three students each added equal volumes of pond water to four beakers and placed

each beaker in a different water bath. Each student maintained the water baths at temperatures shown in the data table. The students then added an equal number of water

fleas to each of their four beakers. After one hour, the students used microscopes to determine the average heart rate of the water fleas. The procedure was repeated for a

total of three trials at each temperature. The results of the investigation are summarized

in the data table.

[pic]

Directions (1–4): Using the information in the data table, construct a line graph on

the grid provided, following the directions below.

1. Mark an appropriate scale on each labeled axis. [1]

2. Plot the data for the average heart rate on the grid. Surround each point with a small

circle and connect the points. [1]

[pic]

June 2004 – Page 2 of 2

[pic]

_____3. The independent variable in this investigation is the

(1) number of trials

(2) number of water fleas

(3) temperature of the water

(4) average heart rate

4. State the relationship between temperature and heart rate in water fleas. [1]

_______________________________________________________________________

_______________________________________________________________________

Name___________________________ Date__________________________

Graphing Practice: August 2004 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate.

Base your answers to questions 1 through 4 on the information and data table below

and on your knowledge of biology.

A student added two species of single-celled organisms, Paramecium caudatum and Didinium nasutum, to the same culture medium. Each day, the number of individuals of each species was determined and recorded. The results are shown in the data table below.

[pic]

Directions (1-2): Using the information in the data table, construct a line graph on

the grid provided on the next page, following the directions below.

1. Mark a scale on the axis labeled “Number of Individuals” that is appropriate for the

plotted Didinium population and for plotting the Paramecium population. [1]

[pic]

2. Plot the data for Paramecium on the grid. Surround each data point with a small triangle

and connect the points. [1]

August 2004 – Page 2 of 2

[pic]

3. What evidence in the data indicates that Didinium could be a predator of the

Paramecium? [1]

_______________________________________________________________________

_______________________________________________________________________

4. State two possible reasons that the two populations died off between days 4 and 6. [2]

(1)_____________________________________________________________________

_____________________________________________________________________

(2)_____________________________________________________________________

_____________________________________________________________________

Name___________________________ Date__________________________

Graphing Practice: January 2005 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate

Base your answers to questions 1 through 4 on the information and data table below

and on your knowledge of biology.

A student grew two separate cultures of single-celled organisms. One culture contained Paramecium caudatum and the other contained Paramecium aurelia. The cultures were grown under the same conditions and the number of paramecia (per drop) in each culture was estimated every 2 days for a period of 16 days. The results are shown in

data table 1 below.

[pic]

Directions (1-2): Using the information in the data table, construct a line graph on

the grid provided on the next page, following the directions below.

1. Mark a scale on each labeled axis appropriate for the data for Paramecium caudatum

that has already been plotted on the grid. [1]

2. Plot the data for Paramecium aurelia on the grid. Surround each point with a small

triangle and connect the points. [1]

[pic]

January 2005, Page 2 of 2

[pic]

3. Describe the change in the two populations between days 0 and 8. [1]

_______________________________________________________________________

_______________________________________________________________________

4. State one possible reason for the difference in the rates of change in the two populations

of paramecia between days 0 and 8. [1]

_______________________________________________________________________

_______________________________________________________________________

Name___________________________ Date__________________________

Graphing Practice: June 2005 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate

Base your answers to questions 1 through 5 on the information and data table below

and on your knowledge of biology.

The effect of temperature on the action of pepsin, a protein-digesting enzyme present in stomach fluid, was tested. In this investigation, 20 milliliters of stomach fluid and 10 grams of protein were placed in each of five test tubes. The tubes were then kept at different temperatures. After 24 hours, the contents of each tube were tested to determine the amount of protein that had been digested. The results are shown in the table below.

[pic]

_____1. The dependent variable in this investigation is the

(1) size of the test tube

(2) time of digestion

(3) amount of stomach fluid

(4) amount of protein digested

Directions (2-3): Using the information in the data table, construct a line graph on

the grid on page 15, following the directions below.

2. Mark an appropriate scale on each axis. [1]

3. Plot the data on the grid. Surround each point with a small circle and connect the

points. [1]

[pic]

June 2005, Page 2 of 2

[pic]

_____4. If a sixth test tube identical to the other tubes was kept at a temperature of 30°C for

24 hours, the amount of protein digested would most likely be

(1) less than 1.0 gram

(2) between 1.0 and 4.0 grams

(3) between 4.0 and 9.0 grams

(4) more than 9.0 grams

5. This investigation was repeated using 10 grams of starch instead of protein in each test

tube. The contents of each tube were tested to determine the amount of starch that had been digested. The test results showed that no starch digestion occurred. Explain why no starch was digested. [1]

_______________________________________________________________________

_______________________________________________________________________

Name___________________________ Date__________________________

Graphing Practice: August 2005 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate

Base your answers to questions 1 through 4 on the information below and on your

knowledge of biology.

Insecticides are used by farmers to destroy crop-eating insects. Recently, scientists tested several insecticides to see if they caused damage to chromosomes. Six groups of about 200 cells each were examined to determine the extent of chromosome damage after each group was exposed to a different concentration of one of two insecticides. The results are shown in the data table below.

[pic]

Directions (1-3): Using the information in the data table, construct a line graph on

the grid on the next page, following the directions below.

1. Mark an appropriate scale on the axis labeled, “Number of Cells with Damaged

Chromosomes.” [1]

2. Plot the data for methyl parathion on the grid. Surround each point with a small circle

and connect the points. [1]

[pic]

3. Plot the data for malathion on the grid. Surround each point with a small triangle and

connect the points. [1]

[pic]

August 2005, Page 2 of 2

[pic]

4. Which insecticide has a more damaging effect on chromosomes? Support your answer.

[1]

_______________________________________________________________________

_______________________________________________________________________

5. State one specific way white blood cells help to protect the human body from

pathogens. [1]

_______________________________________________________________________

_______________________________________________________________________

6. Identify two body systems that help maintain glucose levels in the blood and describe

how each system is involved. [2]

(1) ______________________________

_______________________________________________________________________

(2) ______________________________

_______________________________________________________________________

Name___________________________ Date__________________________

Graphing Practice: January 2006 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate

Base your answers to questions 1 through 5 on the information and data table below

and on your knowledge of biology.

The results of blood tests for two individuals are shown in the data table below. The blood glucose level before breakfast is normally 80–90 mg/100 mL of blood. A blood glucose level above 110 mg/100 mL of blood indicates a failure in a feedback mechanism. Injection of chemical X, a chemical normally produced in the body, may be required to correct this problem.

[pic]

Directions (39–40): Using the information in the data table, construct a line graph on the

grid on page 11, following the directions below.

1. Mark an appropriate scale on each labeled axis. [1]

2. Plot the blood glucose levels for the individual who will most likely need injections of

chemical X. Surround each point with a small circle and connect the points. [2]

[pic]

January 2006, Page 2 of 2

[pic]

3. Identify chemical X. [1]

__________________________________

4. State one reason for the change in blood glucose level between 7:00 a.m. and 8:00 a.m. [1]

_______________________________________________________________________

_______________________________________________________________________

5. What term refers to the relatively constant level of blood glucose of individual 1

between 9:00 a.m. and 11:00 a.m.? [1]

__________________________________

Name___________________________ Date__________________________

Graphing Practice: June 2006 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate

Base your answers to questions 1 through 5 on the passage and data table below and

on your knowledge of biology.

The amount of oxygen gas dissolved in water is important to the organisms that live in a river. The amount of dissolved oxygen varies with changes in both physical factors and biological processes. The temperature of the water is one physical factor affecting dissolved oxygen levels as shown in the data table below. The amount of dissolved

oxygen is expressed in parts per million (ppm).

[pic]

Directions (1-2): Using the information given, construct a line graph on the grid that follows following the directions below.

1. Mark an appropriate scale on each labeled axis. [1]

2. Plot the data for dissolved oxygen on the grid. Surround each point with a small circle

and connect the points. [1]

[pic]

June 2006, Page 2 of 2

[pic]

3. If the trend continues as shown in the data, what would the dissolved oxygen level most

likely be if the temperature of the water was 35°C? [1]

_____________________ ppm

4. State the relationship between the level of dissolved oxygen and water temperature. [1]

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

5. Identify one physical or biological process taking place within the river, other than temperature change, that would affect the level of dissolved oxygen and state whether this

process would increase or decrease the level of dissolved oxygen. [1]

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Name___________________________ Date__________________________

Graphing Practice: August 2006 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate

Base your answers to questions 1 through 4 on the information and data table below

and on your knowledge of biology.

A number of bean seeds planted at the same time produced plants that were later divided into two groups, A and B. Each plant in group A was treated with the same concentration of gibberellic acid (a plant hormone). The plants in group B were not treated with gibberellic acid. All other growth conditions were kept constant. The height of each plant was measured on 5 consecutive days, and the average height of each group was recorded in the data table below.

[pic]

Directions (1-3): Using the information in the data table, construct a line graph on

the grid on the next page, following the directions below.

1. Mark an appropriate scale on the axis labeled “Average Plant Height (cm).” [1]

2. Plot the data for the average height of the plants in group A. Surround each point with

a small circle and connect the points. [1]

[pic]

3. Plot the data for the average height of the plants in group B. Surround each point with

a small triangle and connect the points. [1]

[pic]

August 2006, Page 2 of 2

[pic]

4. State a valid conclusion that can be drawn concerning the effect of gibberellic acid on

bean plant growth. [1]

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Name___________________________ Date__________________________

Graphing Practice: January 2007 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate

Base your answers to questions 1 through 5 on the information and data table below and on your knowledge of biology.

Biologists investigated the effect of the presence of aluminum ions on root tips of a

variety of wheat. They removed 2-mm sections of the tips of roots. Half of the root tips were

placed in a nutrient solution with aluminum ions, while the other half were placed in an

identical nutrient solution without aluminum ions. The length of the root tips, in millimeters,

was measured every hour for seven hours. The results are shown in the data table

below.

[pic]

Directions (1-3): Using the information in the data table, construct a line graph on the grid on the next page, following the directions below.

1. Mark an appropriate scale on each labeled axis. [1]

2. Plot the data for root tips in the solution with aluminum ions on the grid. Surround each point with a small circle and connect the points. [1]

[pic]

3. Plot the data for root tips in the solution without aluminum ions on the grid. Surround each point with a small triangle and connect the points. [1]

[pic]

January 2007, Page 2 of 2

[pic]

_____4. The aluminum ions most likely affected

(1) photosynthetic rate

(2) the union of gametes

(3) mitotic cell division

(4) starch absorption from the soil

5. Describe the effect of aluminum ions on the growth of the root tips of wheat. [1]

________________________________________________________________________

________________________________________________________________________

Name___________________________ Date__________________________

Graphing Practice: June 2007 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate

Base your answers to questions 1 through 5 on the information and diagrams below

and on your knowledge of biology.

The laboratory setups represented below were used to investigate the effect of temperature on cellular respiration in yeast (a single celled organism). Each of two flasks containing equal amounts of a yeast-glucose solution was submerged in a water bath, one kept at 20°C and one kept at 35°C. The number of gas bubbles released from the glass tube in each setup was observed and the results were recorded every 5 minutes for a period of 25 minutes. The data are summarized in the table below.

[pic]

[pic]

Directions (1-3): Using the information in the data table, construct a line graph on

the grid on the next page, following the directions below.

1. Mark an appropriate scale on each axis. [1]

2. Plot the data for the total number of bubbles released at 20°C on the grid on the next

page. Surround each point with a small circle and connect the points. [1]

[pic]

June 2007, Page 2 of 2

3. Plot the data for the total number of bubbles released at 35°C on the grid. Surround

each point with a small triangle and connect the points. [1]

[pic]

[pic]

4. State one relationship between temperature and the rate of gas production in yeast. [1]

_______________________________________________________________________

_______________________________________________________________________

5. Identify the gas that would be produced by the process taking place in both laboratory setups. [1]

__________________________________________

Name___________________________ Date__________________________

Graphing Practice: August 2007 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate

Base your answers to questions 1 through 4 on the information and data table below

and on your knowledge of biology.

Tooth decay occurs when bacteria living in the mouth produce an acid that dissolves tooth enamel (the outer, protective covering of a tooth).

[pic]

Directions (1–3): Using the information in the data table, construct a bar graph on the

grid on page 17, following the directions below.

1. Mark an appropriate scale on the axis labeled “Average Sugar Intake per Person.” [1]

2. Construct vertical bars in the bracketed area for each world region to represent the

“Average Sugar Intake per Person.” Place the bars on the left side of each bracketed

region and shade the bars as shown below. (The bar for Americas has been done for

you.) [1]

[pic]

3. Construct vertical bars in the bracketed area for each world region to represent the

“Average Number of Teeth with Decay per Person.” Place the bars on the right side of

each bracketed region and shade in each bar as shown below. [1]

[pic]

August 2007, Page 2 of 2

[pic]

_____4. Which statement is a valid conclusion regarding tooth decay?

(1) As sugar intake increases, the acidity in the mouth decreases, reducing tooth decay.

(2) As sugar intake increases, tooth decay increases in Europe and the Americas, but

not in Africa and Southeast Asia.

(3) The greater the sugar intake, the greater the average number of decayed teeth.

(4) The greater the sugar intake, the faster a tooth decays.

Name___________________________ Date__________________________

Graphing Practice: January 2008 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate

Base your answers to questions 1 through 5 on the information below and on your

knowledge of biology. The average level of carbon dioxide in the atmosphere has been

measured for the past several decades. The data collected are shown in the table below.

[pic]

Directions (1 and 2): Using the information in the data table, construct a line graph

on the grid on the next page, following the directions below.

1. Mark an appropriate scale on each labeled axis. [1]

2. Plot the data on the grid. Surround each point with a small circle and connect the

points. [1]

[pic]

January 2008, Page 2 of 2

[pic]

3. Identify one specific human activity that could be responsible for the change in carbon

dioxide levels from 1960 to 2000. [1]

_______________________________________________________________________

_______________________________________________________________________

4. State one possible negative effect this change in CO2 level has had on the environment

of Earth. [1]

_______________________________________________________________________

_______________________________________________________________________

5. Calculate the net change in CO2 level in parts per million (ppm) during the years 1960

through 2000. [1]

____________ ppm

Name___________________________ Date__________________________

Graphing Practice: June 2008 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate

Base your answers to questions 1 through 5 on the information below and on your

knowledge of biology.

Each year, a New York State power agency provides its customers with information about some of the fuel sources used in generating electricity. The table below applies to the period of 2002–2003.

[pic]

Directions (1 and 2): Using the information given, construct a bar graph on the grid

on the next page, following the directions below.

1. Mark an appropriate scale on the axis labeled “Percentage of Electricity Generated.” [1]

2. Construct vertical bars to represent the data. Shade in each bar. [1]

June 2008, Page 2 of 2

[pic]

3. Identify one fuel source in the table that is considered a fossil fuel. [1]

___________________________________

4. Identify one fuel source in the table that is classified as a renewable resource. [1]

___________________________________

5. State one specific environmental problem that can result from burning coal to generate

electricity. [1]

_______________________________________________________________________

_______________________________________________________________________

Name___________________________ Date__________________________

Graphing Practice: August 2008 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate

Base your answers to questions 1 through 5 on the information and data table below

and on your knowledge of biology.

The table shows data collected on the pH level of an Adirondack lake from 1980 to 1996.

[pic]

Directions (1-5): Using the information in the data table, construct a line graph on

the grid on the next page, following the directions below.

1. Label the axes. [1]

2. Mark an appropriate scale on the y-axis. The scale has been started for you. [1]

3. Plot the data from the data table. Surround each point with a small circle and connect

the points. [1]

[pic]

August 2008, Page 2 of 2

[pic]

4. Describe the trend in pH level in the lake over this 16-year period. [1]

_______________________________________________________________________

_______________________________________________________________________

5. Identify one factor that should have been kept constant each time water samples were

collected from the lake. [1]

_______________________________________________________________________

_______________________________________________________________________

Name___________________________ Date__________________________

Graphing Practice: January 2009 Living Environment: 2008-2009

Directions: Using the directions included below to complete the graph and the related questions. Point values are listed as appropriate

Base your answers to questions 1 through 5 on the information below and on your

knowledge of biology.

In a test for diabetes, blood samples were taken from an individual every 4 hours for 24 hours. The glucose concentrations were recorded and are shown in the data table below.

[pic]

1. State one likely cause of the change in blood glucose concentration between hour 16

and hour 20. [1]

_______________________________________________________________________

_______________________________________________________________________

Directions (2 and 3): Using the information given, construct a line graph on the grid

on the next page, following the directions below.

2. Mark an appropriate scale on the axis labeled “Blood Glucose Concentration (mg/dL).”

[1]

3. Plot the data from the data table. Surround each point with a small circle and connect

the points. [1]

[pic]

January 2009, Page 2 of 2

[pic]

_____4. How might these results be different if this individual was not able to produce

sufficient levels of insulin?

(1) The level of blood glucose would be constant.

(2) The average level of blood glucose would be lower.

(3) The maximum level of blood glucose would be higher.

(4) The minimum level of blood glucose would be lower.

_____5. The chemical that is responsible for the decrease in blood glucose concentration is

released by

(1) muscle cells

(2) guard cells

(3) the ovaries

(4) the pancreas

................
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