Derry Area School District / Overview



Names:______________________________________________________________________Date:____________ Lab Group Number:_____________ Period:_________GRAPHING AND INTERPRETING DATA LABIntroduction Displaying data graphically is often a valuable tool used to interpret laboratory results. Creating a graph by hand can be tedious and time consuming. Luckily, there are numerous software packages available that aid in plotting graphs. This lab contains two parts that allow for practice of graphing data using Microsoft Excel.If you are not familiar with Microsoft Excel, your teacher will provide step-by-step instructions after all the data is collected. The graphs you will create for this activity are called scatter plots. This type of graphing method is used when the data collected does not all lie in a perfectly straight line. Scatter plots allow you to find lines of best fit or smooth curves that fit the data.Use the attached data tables to record allthe data collected during this activity.Part I – Time vs. PeopleDecide how many people will make up the chain (this number can never change) and who will be the timekeeper. The chain will form a circle of people all holding hands. The first person will squeeze the hand of the person to their right. That person squeezes the hand of the person to their right. This continues until the first person has their left hand squeezed. Record the number of people in the chain and the time it takes to complete it. Allow the chain to be completed twice. This will double the number of people in the chain. Record the new number of people in the chain and the time to complete it. Continue to increase the number of times each person of the chain participates. Record the number of people in each chain and the time it takes to complete the chain. After collecting ten trials of data, graph a Time vs. People scatter plot. Answer these questions in your summary paragraph.What is the relationship, if any, between the data (linear, quadratic, inverse?) Using extrapolation, determine how long would it take for 300 people to complete the chain. Check your prediction by testing it with your group. Part II – Shoe Size vs. HeightYou must convert women’s shoe sizes to reflect men shoe sizes.This is done by subtracting 1? from the known shoe size.For example, if Amy’s shoe size is 8, the converted size would be 6?.Measure the height in centimeters of each person in the class. Record the heights. Record the shoe size of each person in the class. After all the heights and shoe sizes are found, graph a Shoe Size vs. Height scatter plot. Answer these questions in your summary paragraph.What is the relationship, if any, between the data (linear, quadratic, inverse?) Using interpolation, determine the height of someone with a shoe size not recorded. Part III – Wrap UpDisplaying Data – Print a hardcopy of each graph you create. Include a line of best fit or smooth curve for each graph. Make sure you follow all of the guidelines listed in the How to Graph Data handout. Include a printout of your data tables. Develop a Scientific Explanation. Complete a Developing a Scientific Explanation template for each part of this lab (two parts total).Analysis and Conclusion – Write a minimum of one paragraph for each part of this lab (two parts total). Be sure to answer the questions for each part. Explain your results and any conclusions you can draw from what you experienced. Use the Developing a Scientific Explanation template as your guide. If any of your observations contradict what you believe should have happened, explain the reason for the error.Staple your Analysis and Conclusion paragraphs to the back of this packet, and turn in. DO NOT WASTE PAPER AND INK.Print your graphs and data only afteryou are positive they are complete.Part I Data TableNumber of People in ChainTime (seconds)Part II Data TableLab GroupGenderHeight (cm)Shoe Size (converted to men’s size) ................
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