UNDERSTANDING DIAGRAMS (AND PICTURES) IN SCIENCE



UNDERSTANDING DIAGRAMS (AND PICTURES) IN SCIENCE

1.  Compare and Contrast Diagrams

A "compare and contrast diagram" is used when two different organism, events, process are being are being shown so that students can find the similarities or differences in the organisms, events, or processes. For higher order questions, the similarities or differences in structure are then used to derive information regarding the similarities or differences in function.

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2.  Before and After Diagrams

Before and After diagrams, are used when the same organism, event, or process is being shown at two different time periods - generally the beginning and the end. Before and after diagrams are similar to the Compare and Contrast Diagrams, but students will generally be looking for the differences in the "after-diagram" as compared to the "before-diagram". In most cases, the student will be expected to explain the reason for the change in the organism, event, or process.

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3.  Representational Diagrams

Representational diagrams are used to make "complex-real organisms, organs, systems, events, and processes" into simpler, easy to read, and understand diagrams. The best representational diagrams use pictures that are not only simple, but also allow the students to understand the basic structure, which can then give a strong indication of its function. Representational diagrams allow three-dimensional structures to be drawn in two dimensions (ex.: outer shape with its inner structures - from any type of section: cross, longitudinal, etc.) . Objects, organisms, or processes device that are too difficult or complex  to "accurately draw" are "reduced" to diagrams that "good-enough" to demonstrate specific information. Obviously, representational diagrams are most effective when first introducing a structure, organisms, or process. And very often, representational diagrams are used later as "symbols" for more complex diagrams and written information.

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4.  Parts Diagrams

Parts diagrams generally show a structure and its major parts. Usually, the student is asked to identify a part by its name, from its function, its location, and its general shape. Numbers or arrows are generally used to point out or label a specific part. When students look at parts diagram, they must be clear which view (front, back, top, bottom, and side) they are observing the structure from. And in many cases, its also important to understand if it is an overall view or a section.

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Step-by-Step Diagrams

Step-by-step diagrams are used to demonstrate a sequential process of a specific process, event, or phenomena. They can be thought of as either  "multi-compare and contrast diagrams" or "before and after diagrams" at several different time periods. The major questions for these type of diagrams are related to "what happens between different steps or stages" and "how the changes occur at each step or stage", and "why the changes need to occur at each step or stage

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6.  Flow Chart Diagrams

Flow chart diagrams put main words or phrases in circles or boxes and then use arrows to indicate the sequence of events. Words or phrases can also be written along side (or through) the arrows that indicate what specific action occurs to get to the next circle or box. If two (or more) arrows are drawn from a circle or box, it means that the sequence of events can now continue in two or more directions at the same time. Flow charts are commonly used to combine step-by-step diagrams, when there is more than one possible pathway, or more than one possible pathway can be followed at the same time. Flow charts allow us to diagram complex events or phenomena, and are east to read visual organizers.

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7.  Complete Process or "1 Picture Story" Diagrams

Complete process diagrams are seen as "one picture stories". An entire process, event, or phenomena is shown in one picture. Complete process diagrams differ from step-by-step diagrams in that they involve more than one specific process. Usually, arrows are used to indicate the sequence of events - as there may not be a typical layout of the process. Complete process diagrams can utilize representation diagrams, before and after diagrams, and parts diagrams to present their "complete process" or "story".

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USING DIAGRAMS IN TEACHING AND ASSESSMENT

1.  Compare and Contrast Diagrams

list similarities and differences

make a “t-chart” of observations

make a “comparison table”

identify objects/processes indicated by arrows or letters

compare and contrast objects/processes indicated by arrows or letters

“see the similarity” in objects that we believe to be quite different

2. Before and After Diagrams

list difference(s) in the before and after diagrams

explain the reason for the change(s)

identify process(es) involved in the before and after change

make a “comparison table”

• list factors that might influence the differences between the diagrams

• describe how the outcome could be changed

• draw a intermediate picture “between” the before and after diagrams

• describe how the “after-diagram” could be changed back to the “before-diagram”

• describe the “demonstration set-up” or experimental design

• label diagrams that are unlabeled

3. Representation Diagrams

• describe how the diagram represents the “real thing”

compare and contrast two representational diagrams for the same thing

• compare a contrast representation diagram to real-life diagram

describe how the diagram allows us to understand the basic structure/function

describe how  three-dimensional structures to be drawn in two dimensions

describe how representational diagram can be modified to more accurately represent “real things”

draw diagram from a different view or section

• label a representational diagram

• identify all processes involved in the diagram

• label parts/outcomes of the diagram

• compare entire/parts of diagram to “known objects”

• draw a representational diagram from a description

4.  Parts Diagrams

identify parts by their location and general shape

• identify parts from descriptions of their functions

describe the structure/function of a specific part

describe how individual parts function in the entire organism/object

describe how the structure of a part is related to its function

describe how parts can differ in their structure in other organisms/objects

describe how parts have changed over time

describe how a part can be modified to improve, reduce, or eliminate function/efficiency

describe how to study a part or its subparts

compare and contrasts a part to other similar parts

• compare and contrasts a part to other parts

• label a parts diagram

• compare and contrast two parts diagrams

• make a “structure/function table”

5. Step by Step Diagrams

• write a procedure

• write a description of each step

• compare and contrast steps

• describe how the changes occur at each step or stage

• describe why the changes need to occur at each step or stage

• organize out-of-order steps

• defend sequence of steps

• identify missing/incomplete information from a specific step

• identify variables that could change time between steps

• identify variables that could change or interfere with specific steps

• identify steps that are before, after, or in between the diagrams given steps

• identify variables that can be counted or measured to express differences in steps

• expand or condense into a storyboard

• make a table of step names and observed characteristics

6. Flow Chart Diagrams

write a description of the process/phenomena from the flow chart

create a different flow chart scheme for the same information

compare and contrast different pathways

convert to a “series of step-by-step diagrams”

modify the flow chart to include new information

• introduce a “new variable” into the flow chart

• draw a flow chart from a written description

• make a series of “symbols” to use in your flow charts

• fill in an incomplete flow chart

• make predictions from a given situation and a flow chart

7.  Complete Process or "1 Picture Story" Diagrams

write out the entire process or phenomena

identify and describe the process(es) in the diagram

make a multi-frame storyboard

make into a flow chart

compare and contrast different processes in the diagram

compare and contrast two different 1-Picture Story diagrams for the same phenomena

modify diagram to include new or modified information

list processes involved in the diagram

redraw diagram to show the same information in a different layout

identify all parts involved in the process

• make predictions based on changed conditions

• adapt the process phenomena to a similar process/phenomena

• describe actual process, demonstration set-up, or experimental design

• evaluate diagram for “understandability”

CARLIN00

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