INTRODUCTION TO SCIENTIFIC INVESTIGATION

LESSON

6.6.3 ANALYSIS AND INTERPRETATION OF

DATA
Time Frame: 30 min

Time Allotted: 1 min Actual Time: __________

At the end of this module, you should be able to:

1. state relationships among variables from a set of data.
2. identify and describe trends using graph curve.
3. make conclusions based on the graph and hypothesis.

Time Allotted: 3 min Actual Time: __________

After graphing by hand and/or spreadsheet, the next thing to do is to describe the relationship
between the independent and dependent variables (increasing or decreasing). Study the table
below, what relationship is being shown? You may write your answers in your notebook.

Last 2 Digits of Phone # vs Bands

Named
150
Bands Named

100

50

0
0 10 20 30
Last 2 Digits of phone #

Figure 1. When students name their favorite bands and their last 2-digits
of their phone numbers were taken (Woodring, 2006)

Speed vs Distance
250

200
Speed (cm/sec)

150

100

50

0
0 20 40 60 80 100
Distance (cm)

Figure 2. An object's distance in centimeters and speed per second is recorded.

(Woodring, 2006)

Learning Guide 6.6.3 page 1 of 11

What information can you get out of these graphs/data table? Describe the graphs based on what
you have learned in the past lessons: You may write your answers in your notebook or follow your
teacher’s instructions regarding this activity.

Figure 1:
_______________________________________________________________________________
_______________________________________________________________________________

Figure 2:
_______________________________________________________________________________
________________________________________________________________________________

In the following sections we will learn how to describe the relationships of the independent and
dependent variables through the behavior of the data points and lines. Also, we will learn how to
make conclusions from our investigation based on the hypothesis that we made.

Time Allotted: 15 min Actual Time: __________

In mathematics, a line is usually defined as straight (Stover & Weisstein, n.d.). Thus, a line that is
termed as “best fit” is straight in this mathematical definition. In science we will commonly use
straight and curved lines as shown in our examples. In module 6.6.1 we have discussed different
descriptive languages such as “increasing” and “decreasing” to describe the behavior of the lines with
reference to the two axes.

In general, there are two types of relationships: a linear and a non-linear relationship. From the term
we can say that it involves a straight line (linear) and curved (non-linear) line. From our discussion
in LG 6.6.2 it is easy to describe linear graphs compared to curved graphs. To reiterate our wording
for describing curved graphs, we can mention that “as x increases, y increases at first and then more
quickly” (Boohan, 2016).

To understand better these relationships let us review some of the rules when constructing our graph
(Funk et al., n.d.):

1. Draw a best-fit line when drawing a graph

a. The line should be a straight or curved line
b. The points should be crossed by the line or is very near to it
c. There should be equivalent number of points on each side of the line

2. Describe in writing the relationship between variables in the graph

a. Explain what happens to the dependent variable as the independent variable
changes

Learning Guide 6.6.3 page 2 of 11

Stating Relationships
Linear Relationships

As we have mentioned earlier, linear relationship means we see a straight line between two points.
There are two types of types of linear relationships. One of them is direct linear or positive
relationship, and the other one is inverse or negative relationship. The following graph line below
shows an example of a direct linear relationship:

Distance vs Time
25

20
Distance (m)

15

10

0
0 1 2 3 4 5
Time(s)

Figure 3. The Distance vs Time graph above shows a direct linear relationship of an
object in motion. Graph generated from theoretical data by LJGBragais

This graph shows that the distance is increasing directly as the time increases. We can say that based
on the graph, the distance has a direct linear relationship with time.

However, the following graph shows an inverse linear relationship:

Amount of Water Leaked per Unit

Time
6
Amount of Water (gal)

5
4
3
2
1
0
1 2 3 4 5
Time (h)

amount of water (gal)

Figure 4. An example of a graph with a direct nonlinear relationship.

Theoretical data ang graph generated by LJGBragais

Learning Guide 6.6.3 page 3 of 11

One thing to remember in a relationship of variables in graphs is that some graph lines pass through
the origin and some do not. (Boohan, 2016). A graph may or may not start from the origin. This is
shown in the following illustration below:

Figure 5. Straight line graphs with respect to the origin.

Graph taken from (Boohan, 2016)

The figure above shows a graph with a line originating from the origin (0,0) and a graph that starts
from the y-axis. Figure 5a shows a graph that exhibits a proportional relationship. This means that
whatever is happening with the value of x is also occurring with the value of y (e.g. doubling,
tripling). A sentence to describe this behavior is:

“Doubling the value of x also doubles the value of y. So as x increases, y increases, and y is
proportional to x.”

Nonlinear Relationships

If the graph does not involve straight lines, we call this non-linear relationship since it has curved
lines. We can use the term slope here to define how the line behaves. Slope is the steepness of the
line (Helmenstine, 2016). The following graph below shows direct nonlinear relationship as the curve
slopes upward from left to right:

Velocity vs Time Graph of an

Accelerating Object
30
25
Velocity (m/s)

20
15
10
5
0
0 1 2 3 4 5
Time (s)

Figure 6. velocity vs time

Theoretical data ang graph generated by LJGBragais

Learning Guide 6.6.3 page 4 of 11

The graph above shows an increasing velocity as an object move across time in seconds or the object
is under a state of acceleration. This graph shows y doubles as x increases. The best line for this is a
curved line not a straight line. This shows a direct nonlinear relationship.

Consider boiling different volumes of water from 0 to 2 liters and recording their temperatures after
10 minutes. You may have the following graph:

Figure 7. Boiling points of water with different volumes after

10 minutes (Woodring, 2006).

The graph shows an inverse nonlinear relationship as it shows the quick decrease in y values as x
increases.

Cyclical Relationships

Some graphs do not involve behaviors shown in the previous relationships. For example, observing
the height of tides per hour during the day. Tides are the regular rise and fall of the sea surface due to
the gravitational force exerted by the moon and sun (US Department of Commerce, n.d.). The graph
will show a periodic rise and fall in the tidal height measured in meters. Take note that the origin is
in the middle of the y-axis.

Figure 8. Height of tides during a semidiurnal tide within 24 hours (Willemsen, n.d.)

Learning Guide 6.6.3 page 5 of 11

The graph above shows a cyclic relationship between the height of the tide and the hour it was
recorded. A cyclic relationship graph repeats itself over time (Blackboard Inc., 2012). This is evident
in the graph presented above.

Answering the questions in the hook part, we can say that the graph of Figure 1 does not exhibit any
of the relationships discussed above. So it is safe to say the following relationship:

“The number of bands named and the last two digits of their cellphone number does not show any
relationship. Thus, the two variables are exhibiting no relationship at all.”

The graph on Figure 2 on the other hand looks like a straight line. But if you examine it closely, you
can see that it’s actually not a straight line. Checking on the table, there is a slight variation among
the dependent variable speed. We can state the following observation:

“The distance and speed variables show a weak relationship.”

Making a Conclusions

After stating the relationship of variables via graphs we can now state the conclusion. A conclusion
is a short paragraph that details the results of an experiment and tells whether the stated hypothesis is
correct or not (Dr. Hayek, 2016). Let us take at a sample problem below:

Problem: What factors influence how fast salt dissolves in water?

Hypothesis: The more the quantity of salt, the longer the time for it to dissolve in water.

Design: The following design was made by the students to test the hypothesis:
● Different masses of salt (5, 10, 20, 25, and 30 grams) will be measured and placed in a 250
mL of water.
● Stirring of water will be done up to a point that no more salt crystals are left. Measurement
of time for the salt to disappear will also be done.
● Independent variable (IV) is the amount of salt (grams) while the dependent variable (DV) is
the time to dissolve.
● The control variables are:
o Temperature of water
o Kind of salt to be used
o The manner of stirring

The table and graph generated are the following:

IV/MV = Different amounts or masses of salt
DV/RV = time it takes to dissolve all the salt

Learning Guide 6.6.3 page 6 of 11

 Amount of Salt and Time to
Dissolve in Water
100
90
Amount of salt (grams)
80
70
60
50
40
30
20
10
0
0 10 20 30 40
Time to dissolve (seconds)

Figure 9. Amount of salt and Time to Dissolve in Water

Doing a best-fit method to draw a straight-line, we can see a direct linear relationship between the
two variables. You can generate a short paragraph for the conclusion like this:

“The results of the experiment and the graphical evidence showed that the greater amount of salt you
place in the water, the greater the time for it to dissolve. This supports the hypothesis.”

The following questions can be helpful in generating the conclusions for your investigation (Conley,
2020):

1. Was your hypothesis true?

2. If your hypothesis was not supported by the results, what can you say about that?
3. Do you need to revise the experiment or change a variable?

Also, do not worry if the results of your experiment do not support the hypothesis. It does not mean
that you have done something wrong. This means that you eliminated one hypothesis and that you
are possibly getting nearer in coming up with a more accurate answer to the problem. Hence, you
must dig deeper on what should be the right variable to choose in making your investigation.

Learning Guide 6.6.3 page 7 of 11

 Time Allotted: 10 min Actual Time: __________
GRADED FORMATIVE ASSESMENT

Let us test your understanding by answering the following exercises. This is a graded activity. (11
points)

Follow your teacher’s instructions regarding submission.

A. The table contains theoretical data of the average rainfall in Manila, 2015. Answer the
given questions below.

Table 1. Theoretical average rainfall in Manila, 2015.

Month Jan. Feb. Mar. April May June July Aug. Sept. Oct. Nov. Dec.

Rainfall
15 21 28 24 16 8 2 1 2 3 5 10
(ml)

1. Create a graph that best represents the table above. Use the space provided here. (5 points)

2. After graphing, give 3 observations regarding the data and state your explanations or
inferences. You can split your observation of the months to separate decreasing or increasing
lines (e.g. January to March). Identify the relationships of the variables in your observation.

Observation 1 (3 points)
_________________________________________________________________________
_________________________________________________________________________

Observation 2 (3 points)
_________________________________________________________________________
_________________________________________________________________________

Observation 3 (3 points)
_________________________________________________________________________
_________________________________________________________________________

3. State the conclusion. (3 points)

_________________________________________________________________________
_________________________________________________________________________

Learning Guide 6.6.3 page 8 of 11

Rubrics:
Graphing

Elements 5 points 4 points 3 points 2 points

All graphs contain the All One Two Three
following elements element elements elements
● Graph title present missing missing missing
● Axis titles (for line
and bar/column
graphs
● Axis title units
● Legends

Short Responses

Elements 3 points 2 points

The short response contains: All One
● Statement is specific elements element
not vague present missing
● There more than one
sentences used

Time Allotted: 1 min Actual Time: __________

In Summary
To summarize the lesson, the following points are highlighted:

● There are two types of relationships between variables of a graph: a linear and non-linear.
They can have a direct or inverse relationship.
● A direct relationship can be a proportional relationship if the line passes through the origin.
● Finding the line of best fit is helpful if we cannot draw a straight or curved line through all
the points.
● A cyclical relationship graph falls within the category of non-linear relationship because they
are not straight lines.
● In making a conclusion, we describe what happened in our experiment by detailing our
graphs via relationships. After that we compare our findings with our hypothesis to see if it
is acceptable or not.

Albarico, J.M. (2013). THINK Framework. Based on Ramos, E.G. and N. Apolinario. (n.d.)
Science LINKS. Quezon City: Rex Bookstore Inc.

Blackboard Inc. (2012). Graphing Relationships. Blackboard, Inc.

Boohan, R. (2016). Looking for relationships: line graphs. In The Language of Mathematics in
Science: A Guide for Teachers of 11-16 Science (Vol. 97, Issue 360, pp. 15–20). Association
for Science Education.

Learning Guide 6.6.3 page 9 of 11

 Conley, C. (2020). Subject Guides: Scientific Method: Step 6: CONCLUSION.
https://harford.libguides.com/c.php?g=321391&p=2150654

Dr. Hayek. (2016). What is a conclusion in the scientific method? Socratic.

https://socratic.org/questions/what-is-a-conclusion-in-the-scientific-method

Funk, H. J., Fiel, R. L., Okey, J. R., Jaus, H. H., & Sprague, C. S. (n.d.). Learning Science Process
Skills. Kendall/Hunt.

Helmenstine, T. (2016). What Is Slope? How to Find the Slope of a Line. Science Notes and Projects.
https://sciencenotes.org/what-is-slope-how-to-find-the-slope-of-a-line/

Houghton Mifflin Company. (1999). MathSteps: Grade 7: Linear Equations: What Is It?
https://www.eduplace.com/math/mathsteps/7/d/index.html

Stover, C., & Weisstein, E. W. (n.d.). Line. MathWorld--A Wolfram Web Resource; Wolfram
Research, Inc. Retrieved October 9, 2020, from https://mathworld.wolfram.com/Line.html

US Department of Commerce, N. O. and A. A. (n.d.). What are tides?

Willemsen, D. (n.d.). Spring and neap tides - astronomical origin of tides. Retrieved October 12,
2020, from https://www.sailingissues.com/navcourse6.html

Woodring, K. (2006). Chapter 3: Motion. Frey Scientific, LLC.

Prepared by Reviewed by Approved by

LUIS JULIUS G. BRAGAIS CARIDAD G. GICARAYA ALICE C. MANUEL

Special Science Teacher I Special Science Teacher III Special Science Teacher IV
Bicol Region Campus Main Campus Cagayan Valley Campus

Learning Guide 6.6.3 page 10 of 11

© 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may only be released to third
parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled documents are not subject to update notification.
 THIS IS AN ADDITIONAL EXERCISES FOR YOU TO HONE YOUR SKILLS IN
ANALYZING DATA AND DRAWING CONCLUSIONS. This is Not Graded. Follow your
teacher’s instructions regarding this activity.

B. An experiment is conducted with the following information:

Problem: What is the effect of the time spent in sun drying to the weight of the potato?
Hypothesis: The longer the time spent for sun drying the greater the weight of the
potato.
Design: A potato is sliced in half and dried under the sun. Measurements of the weight
of the potato is done as for 26 days.

Table 2. Data table of experiment

Elapsed Weight of
time potato
(days) (grams)
1 350
4 320
7 300
12 170
14 145
21 160
26 110

1. Create a graph that best represents the table above. Use the space provided here (5 points).

2. What is the best line to fit the points? Explain here how you come up with a straight line or
curved line. (3 points)

__________________________________________________________________________

3. Generate a conclusion for the investigation. (3 points)

__________________________________________________________________________
__________________________________________________________________________

Learning Guide 6.6.3 page 11 of 11

© 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may only be released to third
parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled documents are not subject to update notification.