Chapter 1: Cell level systems
Lesson 19: Maths skills: Extracting and interpreting information Lesson overview Learning objectives • To extract and interpret information from tables, charts and graphs. • Understand and use inverse proportion – the inverse square law and light intensity in the context of factors affecting photosynthesis.
Learning outcomes • Able to interpret data in a table. [O1] • Able to construct a graph when given a table of data. [O2] • Able to interpret data in a graph. [O3] Skills development • • • •
WS 1.3a Presenting observations and other data using appropriate methods. WS 1.3b Translating data from one form to another. WS 1.3c Carrying out and representing mathematical and statistical analysis. WS 1.3e Interpreting observations and other data.
Maths focus • • • • •
2c Construct and interpret frequency tables and diagrams, bar charts and histograms. 2g Use a scatter diagram to identify a correlation between two variables. 4a Translate information between graphical and numeric form. 4c Plot two variables from experimental or other data. 4d Determine the slope and intercept of a linear graph.
Resources needed Worksheet 1.19.1 (low demand); Worksheet 1.19.2 (standard demand); Worksheet 1.19.3 (high demand) Key vocabulary correlation, inverse square law, trend
Teaching and learning Engage • Ask students to look at Figure 1.53 on page 51 of the Student Book. • In groups ask students to write down five different pieces of information from the graph. Explain that we are not just looking for the pattern but information about the axes and scales.
• Each group should then report back to the class; expected ideas may include the trend, the labels on each axis, the two different scales.
• Ask them if they can spot any missing information (there are no units or title). Challenge and develop • Use the starter activity to lead into a discussion about interpreting data from graphs and tables. Explain that
when a set of results has been obtained from an investigation it is often important to draw a graph to identify any trends. However, sometimes this can be done directly from the table. [O1]
• Ask the students to identify the trend in the results table on page 50 of the Student Book. Explain that their answer must refer to the headings in both columns (often they will just say ‘it goes up’). Encourage them to
OCR GCSE Biology: Teacher Pack
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