Ms. Solari
Name _________________________________________________ Date _______________ Period __________S/HDot Lab-Graphing AssessmentDirections: Read the problem question and entire procedure.Write an if…then… hypothesis.Ask teacher about any steps that are confusing or require clarification AND determine what qualifies as a “good” or “bad” dot.Get materials (1 sheet graph paper per student, sharpened pencil, stopwatch, worksheet with 12 boxes and data tables)Remember: you will not be given a replacement pencilFollow procedure below.Problem: How many dots (good & neat) can you make per time interval?Hypothesis: If ___________________________________________ is _____________________________________ then _____________________________________will ______________________________________.Procedure:Gather needed materials and clear your work space. You will perform this lab with your teacher, table group or partner as your timer. Determine which way you will perform this lab.Choose a job: dot maker or timer then get your pencil and timer person into position. There are no breaks between boxes. Perform experiment. Timer: You have to pace the dot maker through the squares. Tell your lab partner when to move to the next box.Dot maker: You are to make as many good clean dots as you can. There are no breaks between times. Be careful, this is the only pencil you get. Data Table #1: After all dots have been made, go back to each box and count the number of good, neat dots. Enter the dot totals into your data table. Data Table #2: Collect 5 other students’ data at 60 seconds and put it into the second data table. Draw 2 graphs:Line Graph: Create a line graph, using time vs dots. Bar Graph: Create a bar graph, comparing your dots at 60 seconds to 5 other people in class. Observations and Conclusions: Respond to each of the following problems on lined paper, using complete sentences.Observations: Write 3-5 sentences about what you experienced during the experiment. Conclusions: Describe what happened at each time interval (that is, describe your line graph in sentences.) Why was it important that everyone agree on what makes a “good” dot?Using the choices below, describe, in detail, at least 2 things you learned about graphing over the last 2 weeks.I need to choose the right kind of graph for different kinds of data.Labeling axes is important.Including a descriptive title is important.Keys are helpful.When numbering an axis, it is important to choose an appropriate number to count by. It is important to be neat when drawing a graph.I learned that I should use a pencil when graphing.I need to use the entire sheet of graph paper when drawing my graph.What are some questions that you still have about drawing bar and line graphs?Observations and Conclusions: Respond to each of the following problems on lined paper, using complete sentences.Observations: Write 3-5 sentences about what you experienced during the experiment. Conclusions: Describe what happened at each time interval (that is, describe your line graph in sentences.) Why was it important that everyone agree on what makes a “good” dot?Using the choices below, describe, in detail, at least 2 things you learned about graphing over the last 2 weeks.I need to choose the right kind of graph for different kinds of data.Labeling axes is important.Including a descriptive title is important.Keys are helpful.When numbering an axis, it is important to choose an appropriate number to count by. It is important to be neat when drawing a graph.I learned that I should use a pencil when graphing.I need to use the entire sheet of graph paper when drawing my graph.What are some questions that you still have about drawing bar and line graphs?51015202530354045505560Data Table 1: Time vs. # of dotsTime (s)# of Dots5201051536202530354045505560Data Table 2: People in class vs. # of dotsStudent# of DotsMe123456824-441700How to set up x and y axes on the line graph and bar graphBar and line graphsRange (on y axis)# to count by0-100.411-200.821-301.2031-401.6041-502.051-602.4060-702.80>70≤1004.00Bar graphx-axis—divide x axis into 6 equally-sized categoriesy-axis-see chart Line graphx-axis-count over by 2sy-axis-see chartHow to set up x and y axes on the line graph and bar graphBar and line graphsRange (on y axis)# to count by0-100.411-200.821-301.2031-401.6041-502.051-602.4060-702.80>70≤1004.00Bar graphx-axis—divide x axis into 6 equally-sized categoriesy-axis-see chart Line graphx-axis-count over by 2sy-axis-see chartHow to set up x and y axes on the line graph and bar graphBar and line graphsRange (on y axis)# to count by0-100.411-200.821-301.2031-401.6041-502.051-602.4060-702.80>70≤1004.00Bar graphx-axis—divide x axis into 6 equally-sized categoriesy-axis-see chart Line graphx-axis-count over by 2sy-axis-see chart ................
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