Graphical Techniques

9/13/2020 IB Chemistry: Graphical techniques
Graphical techniques
 Table of contents 
11.2 Graphical techniques (2 hours)

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Pause for thought
During the past decades the IB has used the same graph several times as the basis of a question. The latest is in the specimen
papers for the new programme. The graph used is:
It is an interesting graph because it shows how primary pollutants build up during the morning rush hour periods and then the
secondary pollutants, PAN (peroxyacylnitrates), increase during sunlight hours as the nitrogen oxides undergo photochemical
reactions with the hydrocarbons. Because this is very much the focus of the questions asked, attention is drawn away from the fact
https://www.thinkib.net/chemistry/page/15014/graphical-techniques 1/18
that if a student drew such a graph when they were expressing their data graphically they would probably be penalized. It might be
worth showing this graph to students and ask them to comment critically on it.
Firstly, is it a 'drawn' graph or a 'sketch' graph? It does not seem to fit either of the IB definitions so would seem to lie somewhere
between the two. One of the axes does have a scaled axis (drawn graph) but the other does not have a scaled axis (sketch graph).
Other problems include the fact that no units are given for the concentration - is the same unit of concentration being used for all
four pollutants? No units are actually given for the time of day either although you are presumably meant to deduce that these are in
hours. The title says' 'for a 24 hour period' but the exact date is not given - neither is the location of the city/town where the
measurements were made. It could be that this was for an atypical day at an unusual location etc. etc. It might also be worth
considering why NO and hydrocarbons build up during the morning rush hour but not during the evening rush hour - maybe nobody
travelled back home that day?.
Graphing is a powerful tool but it is also a tool that can be used to manipulate interpretation. You only have to look in the financial
press to see how graphs are often misused. For example, the press reported that Facebook shares plummetted after an
announcement by the Chief Financial Officer, David Wehner in October 2014. A superficial look at the graph might lead you to
conclude that the value of the company had almost been wiped out but on closer inspection of the y axis it can be seen that the
company only lost about 9% of its value - hardly a 'plummet'.
Nature of Science
Graphs can be used to find connections between different variables - the idea of correlation.
Learning outcomes
Clarification notes
After studying this topic students should be able to:
No clarification notes are given in the Guide for this sub-
Understand: topic.
The effect of an independent variable on a

dependent variable can be effectively
communicated by graphing techniques, which can International-mindedness
be used to determine physical quantities.
Graphs that have labelled but unscaled axes are Because they are visual, charts and graphs mainly
known as sketched graphs and are used to show transcend language barriers so can facilitate
qualitative trends, such as variables that are communication between scientists worldwide.
proportional or inversely proportional to each
other..
Graphs that have have labelled and scaled axes,
are known as drawn graphs and are used in
quantitative measurements.
Apply their knowledge to:
Draw graphs with the correct choice of axes and

scale of experimental results.
Interpret graphs in terms of the relationships
between dependent and independent variables.
Produce and interpret lines or curves of best-fit
through data points, including assessing when it
can and cannot be considered as a linear function.

Calculate quantities from graphs by measuring the
gradient (slope) and/or intercept with the
appropriate units.
Teaching tips Study guide
You will need to decide whether to teach this topic as a

separate sub-topic or whether to simply include its contents
as you cover graphing techniques elsewhere. Personally I
think it is better to incorporate it as and when it arises. For
example, sketched graphs can be covered under the gas laws
(e.g. the relationship between P and V for a fixed mass of gas
at a constant temperature) and under rates of reaction
Page 100
showing how the change in concentration depends upon time
for first and second order reactions etc. For quantitative
coverage, experiments such as Enthalpy changes and
Determining Ea for a reaction can be used to show
Questions
extrapolation (to determine the Arrhenius constant, A),
Analysis of Cu(II) ions in solution using a spectrometer can For ten 'quiz' multiple choice questions with the answers
be used to show interpolation and Reaction rates and explained see MC test: Graphical techniques.
Determining Ea for a reaction (for determining the activation
energy, Ea) for taking tangents. For short-answer questions see Graphical techniques
questions together with the worked answers on a separate
You will need to ensure that students can both sketch and page Graphical techniques answers.
draw their own graphs. Graphs should have a title, properly
labelled axes with the appropriate units and a suitable scale
such that all or most of the space is utilised correctly. Vocabulary list
Students should also know that a minimum of five data points
is required before a line or curve of best-fit can have real sketch
validity. Error bars and detailed statistical analysis of graphs, draw
e.g. t-tests are not required for IB Chemistry. interpolation
extrapolation
gradient (slope)
tangent
IM, TOK, Utilization etc.
See separate page which covers all of Topic 11
Practical work
See examples given in the teaching tips
Teaching slides
Teachers may wish to share these slides with students for learning or for reviewing key concepts.
‹›
Other resources
1. A video on interpreting scientific graphs by Jaime Jackson
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9/13/2020 IB Chemistry: Graphical techniques

11.2 Graphical techniques (2 hours)

The effect of an independent variable on a

Apply their knowledge to:

Draw graphs with the correct choice of axes and

can and cannot be considered as a linear function.

Teaching tips Study guide

You will need to decide whether to teach this topic as a

IM, TOK, Utilization etc.

See separate page which covers all of Topic 11

Click task type below to switch between tasks:

Notes (E.G. Estimated reading time, number of words, etc)

Words min: Words max:

Number of questions: 0 Title

Number of questions: 0 Title

Selected task(s) must be delivered by:

 Deadline: Not set

 Back  Save as draft  Send  Back Next   Back Next  Next 

Interpreting Data - Analyzing Grap…

Interpreting data - Analyzing graphs

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