Bryanston High School

Life Sciences

Grade 8-12
Graph Workbook
Life Science Skills

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 SKILLS YOU NEED TO KNOW
By the end of this topic, you should be able to:
 Know and apply the scientific method.
 Understand data & identify variables.
 Tabulate data.
 Draw graphs.
 Analyse data in tables and graphs and do calculations.
 Answer questions related to scientific investigations.
 Draw and label biological diagrams.
__________________________________________________________

TABLE OF CONTENTS
1. Question words in Life Science
2. Scientific Method
3. Independent, dependent variables
4. Tables
5. Graphs
6. Analysis of graphs
7. Calculations
8. Reliability and validity

GRADE SPECIFIC CONTENT

question words

Double line/bar

Graph analysis
& Calculations
Assessment

Reliability &
Variables &

Line graph

Histogram
Bar graph
Scientific

Pie chart
Method

validity
Tables
Grade

graph

8       - - - 
9        - - 
10-12          

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QUESTION WORDS IN LIFE SCIENCE
1. Name – Give the name (proper noun) of something.
2. Give/State/Identify - Write down information without discussion. Name only
the essential characteristics.
3. Label – Identify on a diagram or drawing.
4. List – Write a list of items (NO extra detail).
5. Discuss – Consider all relevant information and reach a conclusion.
6. Suggest - Offer an explanation or a solution.
7. Tabulate - Draw a table and indicate the answers as direct pairs (similarities
or differences).
8. Explain – Answer question and back-up your answer with a reason. Spell out
reasons. Express your answer in cause-effect or statement and reason
sequence
9. Calculate - This means a numerical answer is required – in general, you
should show your working, especially where two or more steps are involved
& where question is for 2-3 marks.
10. Define - Give a clear meaning.
[Link] - State in words the main points of a
structure/process/phenomenon/investigation.
[Link] - Group things based on common characteristics.
[Link] - Point out or show both similarities and differences between things,
concepts or phenomena.
[Link] - Separate, examine and interpret.
[Link] - To calculate something, or to discover the answer by examining
evidence.
[Link]/contrast - Compare two or more things to show the differences
between them
[Link] - Refer to relevant points.
[Link] – Reorganise according to certain criteria in a logical way.
[Link] – Choose.
[Link] knowledge – Make use of given information to work out a result, predict
an outcome, or explain an observation.
[Link] consequence – Describe what would change/happen.

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THE SCIENTIFIC METHOD

IMPORTANT: You will be asked to write your own AIM, HYPOTHESIS and CONCLUSION.

This method provides scientists with a structured series of steps to ask questions,
investigate and experiment, and find answers to explain observations.
There are specific steps that are followed to carry out an investigation.
Step 1 – Ask the question.
What is happening? Why is this happening? How is it happening? etc.
Step 2 – Create an introduction.
The introduction is background research based on theory from textbooks, articles,
and other scientists and written in your own words. Science is about building onto
existing research.
Step 3 – Identify variables for the experiment.
Variables are extremely important!! Refer to Page 6 of this booklet on variables.
Step 4 – Write an aim
In the aim you need to state what you going to be investigating.
The FORMAT of the aim is VERY IMPORTANT.
It MUST start with:
o To determine...
o To investigate...
It must include both variables.

NOTE: DO NOT write “To see…” and “To find…” these are NOT accepted.
DO NOT repeat the question - Start your answer with “To……”

Step 5 – Write a hypothesis

A hypothesis is a testable prediction statement about what you think the outcome or
result of your investigation will be. At the end of the experiment if the results
correspond to the hypothesis, we “accept” the hypothesis. However, if the results do
not correspond to the hypothesis we “reject” the hypothesis.

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The FORMAT of the hypothesis is VERY IMPORTANT.
A hypothesis should:
 be expressed as a statement in the future tense INCLUDING both variables of
the experiment.

NOTE: DO NOT write “I think……”

DO NOT explain or justify your hypothesis.

Step 6 – List the apparatus.

All the apparatus/equipment/materials and chemicals that you will need for the
investigation needs to be listed.
Step 7 – Write the method of the experiment.
This is the design of the experiment that is going to accurately test the hypothesis.
The method is the step-by-step instructions to carry out the experiment.
Step 8 – Record the results.
Record all observations from doing the investigation. Results should be presented
neatly in the scientific report as tables, graphs, and diagrams or photographs.
Results must NOT be explained, they are only the data/observations of what
happened in the investigation.
Step 9 – Analysis/ Discussion of results.
This is where the results are discussed and analysed to determine “what the results
mean”. Discuss relationships between variables and noticeable trends in the data.
Discuss if there are there any relationships between your independent and
dependent variables.
Step 10 – Write a conclusion.
The conclusion needs to link the results to the aim and hypothesis. It must include
the variables of the experiment. Keep it short and sweet DO NOT explain the
conclusion.

INDEPENDENT & DEPENDENT VARIABLES

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Factors that might change during the experiment are called variables. Different
types of variables are given special names.
Below is a list of some important variable types:
Dependent variable: Is the thing that you want to measure or investigate. Ask
yourself “What is being measured” (centimetres, heart rate, height, number of
people etc).
Independent variable: Is a factor (or factors) that the scientist is changing in the
experiment. It will have an effect on the dependent variable.
Controlled/Fixed variable – factors that remain constant (the same) during an
investigation. These MUST be kept the same to ensure the VALIDITY of the
experiment so that no external factors influence the results.

LOOK FOR THIS SPECIAL SENTENCE:

“Investigation was conducted to determine the effect of [ X ] on [ Y ]”
This sentence tells us soooo much:
1. Factor after the word “of...” (X) is the INDEPENDENT VARIABLE
2. Factor after the word “on…” (Y) is the DEPENDENT VARIABLE
3. Use this sentence to make writing the aim or conclusion nice and easy!

!! WARNING: Please always take the variable names from the tables/given
information! DO NOT re-word these.
Please take note of the following for MORE COMPLEX questions:
Eg. In a question where the Rate of photosynthesis is measured over a specific period of time, the
rate of photosynthesis is measured by the number of gas bubbles released.
In a question statement they would use “Rate of photosynthesis” HOWEVER in a graph/table data,
the number of gas bubbles released would be recorded (to represent the rate of photosynthesis –
as this is how it was measured)
If you are asked in a question to give the Independent variable, you would use “Rate of
photosynthesis” but if you are required to draw a graph you would use the MEASURABLE version
of the rate of photosynthesis, and therefore you would use “Number of gas bubbles released” in
the graph
The most accurate heading would be “Graph showing the rate of photosynthesis ( number of gas
bubbles released) over a specific period of time.

TABLES
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Data comes from the results collected during an investigation. We can organise data
and in tables and represent it visually using graphs.
In a table, the independent variable is usually found in the left column or top row
and the dependent variable in the right column or bottom row.

Independent Dependent Independent

Dependent

!! WARNING: Please always take the variable names from the tables/given
information! DO NOT re-word these.

The rules of drawing tables

 HEADING - Write a heading including BOTH variables.
 Draw ALL TABLE LINES including internal lines.
 Column headings – Select column headings, include units if applicable.
 Data – Enter data (NO units in the table data).
 If drawing a table of differences:
o Compare the SAME characteristic in a row.
o Include enough words so that the comparison is clear – DO NOT use
one-word comparisons!
Example: Table comparing two differences between apples and bananas

Apple Banana
Round in shape Elongated in shape
Red in colour Yellow in colour

NOT CORRECT

Apple Banana
Round Yellow
Red Elongated

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GRAPHS
Graphs help us to visually represent data to show trends. A graph is a diagram
showing the relationship between variables (usually two variables) measured along
axes.
General rules of drawing graphs
 Draw axes and plotting in pencil.
 Draw scale, labels, and headings in pen.
 HEADING – Write a heading including BOTH
variables.
 Label the axes. Independent on the x-axis &
dependent on the y-axis.
 Write units next to the axes label (mm, cm, etc).
 Start both axes at ZERO.
 Measure scale intervals using a RULER.
 Select a scale which has equal increments and
will fit in all data. E.g. 2, 4, 6 or 100, 200, 300 etc.
 If the data points are large numbers and you would like the scale to start at a
higher number – do the following:
o Start scale at zero.
o Place two lines across the axis to show numbers are being skipped.
o Start the preferred scale.
o IMPORTANT: This only works in there are no data points in the scale that
you are leaving out!!

140

130

120

110

100

!! WARNING: GRAPH HEADINGS - DO NOT do the following:

 Do NOT use the word “relationship” in the heading.
 Do NOT use “vs” in the heading.
 Do NOT use the word “and” to link the variables.
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 NOTE: Refer to Page 2 for details about which graphs need to be studied
for each grade.

Bar Graphs
Used when:
 The independent data consists of CATEGORIES or is discontinuous.
Special bar graph rules:
 There MUST BE SPACES between the BARS.
 The bars must be the SAME WIDTH with EQUAL SPACES.
 Bars do not need to be coloured in.
 Write plotted value above each bar.
 Remember: BAR graph = There are gaps in prison BARS.

Histogram
Used when:
 The independent data is NUMERICAL and continuous in numerical ranges
E.g. 0-9, 10-19, 20-29, etc.
Special histogram rules:
 There are NO SPACES between the BARS.
 The bars must be the SAME WIDTH
 Remember: HISTogram = There are no gaps in HISTory.

Line Graph
Used when:
 Comparing variables that are BOTH measured in numbers.
 The relationship between variables is CONTINUOUS.
Special line graph rules:
 Plot the data as points (co-ordinates) IN LINE WITH THE SCALE.
 CONNECT the plotted points by a line drawn FREE HAND.
 DO NOT connect the graph to the origin unless there is a point plotted there.
 The line shows how one variable is changing compared to another.

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DOUBLE bar graphs
 A KEY is needed to show each set of data.
 Use patterns or colours to show the different bars for each set of data (This is
the ONLY time you can use colour!)
 Bars of the SAME category TOUCH each other.
 Bars of DIFFERENT categories HAVE SPACES between them like a normal
bar graph.

DOUBLE line graphs

 A KEY is needed to show each set of data.
 Use dotted/dash line or colour to show the different lines for each set of data
(This is the ONLY time you can use colour!)

Pie Charts
Used when:
 You want to give a visual representation of percentages as a relative
proportion of the total.
Special features:
 They are a type of graph even though they do not have any axes.
 A pie chart is a circle divided into sectors.
 Each sector represents a percentage of a whole and illustrates the data.

Pie chart CALCULATIONS:

1. ADD UP all the values in the table to get a TOTAL.
2. DIVIDE each value by the total and then MULTIPLY by 360 to convert to
degrees.
3. This gives you an answer in DEGREES. REMEMBER to write the UNITS.

value
Formula: angle= total × 360°

IMPORTANT: Calculations must be shown as they count for MARKS!

Drawing a pie chart:

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 1. HEADING – Write a heading including BOTH variables.
2. Using a COMPASS draw a perfect circle and mark
the centre point.
3. Use a ruler to draw in one radius on the circle. Start
at the centre of the circle and draw a line to
the edge of the circle.
4. Using a protractor to accurately measure each
sector according to your calculations.
5. Start measuring the first sector from the radius you
drew in STEP 3.
6. For each sector rotate your protractor and start
measuring from zero each time.
7. LABEL each sector directly in the pie chart OR create a KEY with the data
labels given in the table.

Graph analysis, calculations and investigations

You need to be able to:
 Identify independent and dependent variables.
 Write your own aim, hypothesis and conclusion.
 Read VALUES from the graph using axes (always use a ruler for this, give
ONE value and include units).
 Read RANGES from the graph using axes (give a range from minimum to
maximum).
 State the RELATIONSHIP between the variables or the TREND seen in the
graph.
 State highest/lowest values in given data set.
 Identify how validity or reliability have been ensured in an experiment.
 Suggest how validity or reliability could be improved in a future experiment.
 Suggest planning steps for an experiment.

Calculations
You will need to read data, tables, or graphs to calculate the following:
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UNITS: ALWAYS include units in your answers for calculations.
DECIMAL PLACES: Round off answers to 2 decimal places.
 1. AVERAGE

Add all items∧divide by the total number of items.

2. PERCENTAGE

number∨value
%= ×100
total

3. PERCENTAGE DIFFERENCE/ INCREASE/ DECREASE

If the final answer is negative, then there is a % decrease.

If the final answer is positive, then there is a % increase.

4. RANGE
Range=[ lower value ] ¿ [higher value]

5. GRAPH TREND/RELATIONSHIP

As [fill in independent variable] increases/decreases the

[fill inand
Reliability dependent
validity are variable] increases/decreases.
concepts used to determine the quality of the

!! WARNING:
DO NOT use proportional/directly proportional as it won’t be accepted.
USE the words increase/decrease rather than “goes up” or “drops”.

VALIDITY and RELIABILITY of Investigation data

Validity (VA-lidity = VA-riables)
Validity refers to if the experimental method measures what it is intended to
measure. The validity of the experiment is ensured by having CONTROLLED
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VARIABLES. All other factors/variables need to be kept constant and unchanged
so that the only thing changing is the independent variable (the thing we are trying to
study).
WHAT FACTORS WOULD HAVE BEEN KEPT THE SAME TO KEEP THE
INVESTIGATION ACCURATE.

VALIDITY: Think about what was kept the SAME in the experiment.
Use the word “same” in your answers.

Reliability (RE-liability = RE-petition)

Reliability refers to if the results would be consistent if the experiment was
repeated. There are 3 ways to improve reliability in an experiment:
 Repeat the experiment.
 Increase the sample size (more participants or more samples in each group).
 Take an average.

RELIABILITY: If asked how reliability has ALREADY been ensured in an

experiment – State the ACTUAL NUMBER of times it was repeated,
ACTUAL NUMBER of participants in the sample size etc. You cannot simply
give a generic answer such as “Increase the sample size”
THE MOST ACCURATE VERSION OF THE ABOVE MUST BE GIVEN
Eg If information in the question states that:
The investigation used a sample size of 12, which was divided into 3 groups of
four THEN THIS MUST BE STATED in the answer. You cannot just say “Used a
sample size of 12”
The answer must be “A sample size of 12 was used, which was divided into 3
groups of 4”

Experimental control:
In an experiment, the control group does not receive the experimental treatment.
The control is used to COMPARE the other test results to. The control helps to
ensure that the experimental apparatus is set-up correctly and the results observed
are not due to another factor. The control ensures it is a “fair” test.
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A CONTROL and a CONTROLLED VARIABLE ARE NOT THE SAME THING (as
explained above)

Planning steps in an experiment:

You may be asked to suggest things the learners/scientists would need to do while
planning the experiment. Your answer should be related to the specific experiment,
however, here are some common planning steps that may be applicable:
 Obtain permission from authorities/ get consent from participants.
 Decide on how many participants to include in the experiment.
 Decide on what equipment will be used.
 Decide on how the data will be collected.

PLANNING STEPS: Start your answer with “Decide...” and write FULL sentences.

Biological diagrams
Drawings and diagrams are an essential part of communication in science, and
especially Life Sciences. The diagram should be a representation of what you
observe and should be clearly labelled.
The rules of drawing biological diagrams:

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  HEADING - Write a descriptive heading.
 DRAW in pencil. Make sure lines are clear and neat.
 DRAWING must be a reasonable size (half a page/ 10 lines).
 DO NOT SHADE or colour-in.
o LABEL the diagram using LABEL LINES:
o Draw lines with a ruler in pen.
o Lines should be parallel to the top of the page.
o DO NOT include an arrow at the end.
o DO NOT have label lines which cross.
o Lines must touch the structure which is being labelled.
o Lines should be aligned neatly, one below the other and preferably on
one side of the page, unless there are many labels in which both sides
can be used.

Discuss what makes the drawings beloe either good or poor biological diagrams.

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