Asking and Answering Questions

Biology Rotations 1 and 2

Standards:
HS-ETS1-2.​ Design a solution to a complex real-world problem by breaking it down into smaller, more
manageable problems that can be solved through engineering.
Medical Application: A disease or condition can be a complex problem that requires healthcare
professionals to analyze individual symptoms and test results to determine a correct diagnosis.

HS-ETS1-3​. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs
that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible
social, cultural, and environmental impacts.
Medical Application: Medical equipment and procedures are often very expensive and it is important to
analyze the cost versus benefit of engineering, operating, and repairing this equipment in the healthcare
setting.

Essential Skills
1. I can design a solution to a complex real-world problem by breaking it down into smaller, more
manageable problems that can be solved through engineering.
2. I can evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs
that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as
possible social, cultural, and environmental impacts.
3. I can identify, locate, and use lab equipment needed to conduct biology labs safely and correctly.
4. I can convert metric system measurements for length, weight, and volume.

Vocabulary
Choose up to 10 unfamiliar words from the rotation 1-2 materials and complete Freyer Model sheets for each
word (2 pts per word).

Mastery Tasks:
1. Metric conversion quiz
2. Lab practical
3. Final topic category and 3 possible projects with Research Summary for each
Points Goal for Rotations 1 and 2: 250 XP
Required points: 125

Options:

Task Requirements Group / Max XP Required /

Solo Optional

Daily Goals Sheet See Notes about daily goals sheet Solo 4/day (2 beginning of Required
class, 2 end)

HASPI Lab 1b Answer all review questions, Lab pairs, 30 XP Required

complete response column in lab, Writing
answer all analysis questions solo

Topic Diamond Cut apart and reassemble topic Solo 5 XP Required

diamond

Research Summary Based on results of topic diamond Solo or 10 XP / summary Required

Group

Lab Practical Quiz on lab materials Solo 10 XP Required

Quiz on Metric Quiz on Metric conversions Solo 10 XP Required

Conversion

Vocabulary Complete a Freyer model for up to Solo 2 XP per word Optional

10 unfamiliar words

NGSS sheets Complete answers to questions on Solo 2 XP per question Optional

NGSS sheets

POGILs Complete answers to all questions Pairs, both 5 XP per page Optional
in a POGIL must write
and submit

Lecture Notes Listen to the lectures and take Solo 10 XP per lecture Optional
notes

Complete a skills See list of required skills for Solo 20 XP per challenge Optional
challenge detailed information

Research time Time spent researching your Solo or 1 XP per minute (60 Optional
project topic - document and Group min / rotation max)
submit each rotation!

Essential Skills Using one of your possible Solo 20 XP Optional

research questions, explain in
detail how essential skills 1 and 2
were applied.
!Name(s): Wyatt Esch Period: Date: 8-23-18
!

HASPI Medical Biology Lab 01b

Background/Introduction
Scientific Data
In the science and medical field, two types of data are collected:
quantitative and qualitative. Quantitative data can be expressed
with numbers or quantities. Mass, length, and temperature are
examples of quantitative data. Qualitative data is not expressed
with numbers, and is gained through observation. Color change,
appearance, and texture are examples of qualitative data. http://www.analyticshero.com/wp-
content/uploads/2012/11/qual_quant.jpg
The Metric System
How do we measure quantitative data? The metric system is the most widely used system of
measurement in the world. It is a more universal measurement standard as compared to the
customary system used in the United States. The metric system is based on a set of standard
basic units to measure length, weight, and volume. The amounts of these basic units can be
made larger or smaller with metric prefixes.
Length Volume
The standard unit of length in the metric system is the The standard unit of volume in the metric system is the
METER. The primary measurement tool for measuring LITER. The primary measurement tools for measuring
length is the ruler or measuring tape. For reference, 1 volume include the graduated cylinder, micropipette,
meter is a little longer than 1 yard or 3 feet. It is about beaker, and flask. For reference, 1 liter is a little more
half the height of a very tall adult. A centimeter is than 1 quart. One teaspoon equals about 5 milliliters.
nearly the diameter of a dime, a little less than half of
an inch. A millimeter is about the thickness of a dime.

http://www.mathblaster.com/coolmath/articles/measuring-the-volume-of-a-liquid
http://www.technologyuk.net/physics/measurement_and_units/images/measurement_0013.jpg

Mass Temperature
The standard unit of mass in the metric system is the Temperature is expressed in degrees CELSIUS in the
GRAM. The primary measurement tool used for metric system. The boiling point of water (at sea level)
measuring mass is the scale. For reference, 1 gram is is 100° Celsius, or 100° C. The freezing point of water (at
about the mass of a paper clip. One kilogram is sea level) is 0° Celsius. A hot day is about 30° Celsius.
about the mass of a liter of water.

http://2.imimg.com/data2/SX/WR/MY-3125923/electronic-weighing-scales-250x250.jpg http://trade.indiamart.com/details.mp?offer=2354937148
http://www.wikihow.com/Measure-Mass http://images.jr-international.fr/images_jr/jr/THM.jpg

Scientific Measurements & Equipment, HASPI Medical Biology Lab 01b 57

!
 !Name(s): Period: Date:
!
Metric Conversions
The metric system is based on the decimal system, and base units of 10s. The following chart
can be used to determine how a metric system unit can be converted. In this chart, the
metric prefix kilo- would be the largest unit of measurement, while the prefix milli- would be
the smallest unit. There are even larger and smaller prefixes in the metric system. For
example, the microgram (μg) is 10-6 grams, or 10x10x10x10x10x10 smaller than a gram. The
microgram is commonly used in healthcare to measure and prescribe medications.
Converting from one metric unit to another is as simple as multiplying or dividing by 10s.
Using this chart, a person would convert metric units to the left by dividing by 10 for each
unit. If converting the metric unit to the right, multiply by 10 for each unit.

http://2.bp.blogspot.com/-ysOte8QLbXs/USV2Ad_7lLI/AAAAAAAAEzk/rlfOkkZudeQ/s1600/KHDUDCM.jpg

Example Conversions
Meter Conversions Liter Conversions Gram Conversions
12 m ! 1,200 cm !12,000 mm 52 L ! 5,200 cL !52,000 mL 226 m ! 22,600 cm ! 226,000 mm
35 cm ! 0.35 m ! 0.00035 km 640 cL ! 6.40 L ! 0.0064 kL 730 cm ! 7.30 m ! 0.00730 km
1.5 km ! 150 dam ! 15,000 dm 0.3 kL ! 30 daL ! 3,000 dL 5.1 km ! 510 dam ! 51,000 dm
986 mm ! 9.86 dm ! 0.00986 hm 173 mL ! 1.73 dL ! 0.00173 hL 42 mm ! 0.42 dm ! 0.00042 hm

58 Scientific Measurements & Equipment, HASPI Medical Biology Lab 01b

!
!Name(s): Period: Date:
!
Scientific and Medical Equipment
Many different types of equipment are used
in the biology lab and healthcare industry.
Some of this equipment, such as digital scales,
graduated cylinders, and thermometers, are
very basic and will be used commonly in your
biology labs. Other equipment, particularly in
healthcare, is so complex that an individual
must undergo schooling and training to learn
how to operate it. In fact, entire careers in the
medical field revolve around the engineering,
operating, and repair of medical equipment.
These machines can be used to diagnose
disease, monitor conditions, or for treatment.
Some common diagnostic equipment includes
an MRI machine, CT scanner, or ultrasound
machine. Examples of monitoring equipment
include blood pressure monitors, medical http://www.imminst.com/wp-content/uploads/2012/10/Medical-Equipment.jpg
monitors, and electrocardiograph (ECG)
machines. Treatment equipment might include
ventilators, dialysis machines, or heart-lung machines.

Review Questions – answer questions on a separate sheet of paper

1. What is the difference between qualitative and quantitative data? Give an example
Qualitative data is not measured, but observed like something turning blue, while Quantitative
of each. Text
data is measured like mass
2. What is the metric system, and why is it important to use a universal measurement
system in science and medicine? The Metric system is important so experiments are repeatable and accurate.
Meters are the standard unit,
3. What is the standard unit of length? What can be used to measure length?and you could measure a door
the liter and you could measure the
4. What is the standard unit of volume? What can be used to measure volume?amount of space a rock takes up
5. What is the standard unit of mass? What can be used to measure mass?the gram, and you could see how massive
a rock is
6. What is the standard unit of temperature? What can be used to measure
temperature? temperature unit is kelvin, and can measure how hot something is.
Conversion Practice
Use the “Metric Conversion” chart on the previous page to convert each of the following
measurements.
7. 18 m = _____cm 11. 167 mm = _____m 15. 500 kg = _____g
8. 23 dm = _____hm 12. 1,589 daL = _____dL 16. 700 mL = _____kL
00007

9. 5 cm = _____mm 13. 35.45 mg = _____hg 17. 130 dag = ____kg

13,000

10. 5.3 hL = _____mL 14. 43 dam = _____dm 18. 59,932 mm = 00059932

_____km

Scientific Measurements & Equipment, HASPI Medical Biology Lab 01b 59

!
!Name(s): Period: Date:
!

HASPI Medical Biology Lab 01b

Background
This is a station activity that will allow you to become more familiar with common
measurements and equipment used in the medical biology labs for this course.
Materials
Station 1. Ratios & Percentages: Getting Into Station 4. Measuring Length: Can
Medical School Fractures Affect Bone Length?
Table 1 & 2 sheet Forearm X-ray images
Ruler
Station 2. Measuring Mass & Volume: Creating
IV Solutions
Station 5. Making Observations: Mole or
Sodium chloride (salt)
Skin Cancer?
Water
Identifying Skin Cancer sheet
Graduated cylinder
Patient Mole images
Weighing boat
Digital scale
Station 6. Measuring Time: Pulse and
Flask/beaker
Respiration Rate
Station 3. Graphing: Comparing Hormone Levels Timer
Use Sheets, Excel, or Numbers – No paper graphs

Directions
Task Response
1 Find a partner. a. Who is your partner?
This is a station lab. There are 6 stations placed
2
throughout the room.
Choose a station and follow the instructions to b. Why do you think it is important to collect
practice different scientific measurements and use accurate measurements in science and
and/or familiarize yourself with equipment you medicine?
3
may use throughout this biology course. Each
it is important, because with accurate
station should take approximately 10-15 minutes
measurements the experiment is repeatable,
to complete.
and it is safer for people to use

Answer the questions in the response section for

each station in a Google Doc.
4

60 Scientific Measurements & Equipment, HASPI Medical Biology Lab 01b

!
 !Name(s): Period: Date:
!
HASPI Medical Biology Lab 01b
Medical Biology Measurements
Lab Answer Sheet
Station 1. Ratios & Percentages: Getting Into Medical School Station 2. Measuring Mass and Volume: Creating IV Solutions
1.Use the directions at Station 1 and the data from Table 1 to complete. 1.What is saline solution, and why is it used in IV drip bags?
Table 3. Competition Ratios & Percent of Acceptance 2011
Competition Percent of
School Ratio Students
Accepted 2.Calculate how much salt and how much water is needed to create
U.S. 10 ml of 10% saline solution.
Stanford 1:33 3.03%
George Washington University
UC San Francisco
Harvard
UCLA
Table 5. Mass and Volume to Create 10 ml of 10% Saline Solution
Mayo Medical School
University of North Carolina Salt Mass
grams milligrams kilograms
2.Use the directions at Station 1 and the data from Table 2 to complete.
Table 4. Medical Specialty Competition & Completion Ratios 2011
Water Volume
Specialty Competition # of Students Completion
milliliters liters deciliters
Ratio that Completed Ratio
General Surgeon 3.What type of equipment is used to measure mass?
OB/GYN
Cardiology
4.What type of equipment is used to measure volume?
Pediatrics
Radiology
Intensive Care 5.Why do you think it is important for nurses to monitor the
administration of fluids through an IV drip bag?
Clinical Oncology 1:1.7 27 1:1.6
3.What are the chances (ratio or percentage) of a student that gets
into Stanford becoming a general surgeon? Explain your answer.
6.How much salt would be needed to make 50 ml of 5% saline solution?

! 63
 !Name(s): Period: Date:
!
Station 3. Graphing: Comparing Hormone Levels Station 4. Measuring Length: Can Fractures Affect Bone Length?
1. What are hormones? 1.Complete Table 8 using measurements from the patient’s x-rays.
Table 8. Forearm Bone Length
Length Length Length
Bone
2. What are the main sex hormones produced to start puberty in in cm in mm in m
males? Females?
Radius
Right Forearm
Ulna
3. Looking at your graph and Table 7, did Patients A and B have normal
testosterone levels as they developed? Explain your answer.
Radius
Left Forearm
Ulna
4. Why are graphs an important way to present information?
Radius
Right vs. Left
Difference
Ulna

2. What are broken bones more commonly called?

3.Why do you think a fracture at the growth plate is more of an issue in

a child, rather than an adult?

4.Compare the right and left forearms. Do you think the fracture has
affected the growth of the right forearm? Explain your answer.

5.Would you recommend surgery for this patient? Why or why not?

6.What equipment was used to measure length?

64 !
 !Name(s): Period: Date:
!
Station 5. Making Observations: Mole or Skin Cancer? Station 6. Measuring Time: Pulse and Respiration Rates
1.What is the difference between qualitative and quantitative data? 1.Complete the table based on your own pulse and respiration rate.
Give an example of each. Table 10. Pulse and Respiration Rates
# of Pulse Beats Per
Respiration
Beats in Minute
Rate
10 Seconds (BPM)

Resting
Vitals
2.Complete Table 9 based on your observations.
Table 9. Analysis of Patient Moles
2.What is the range for a normal resting heart rate and respiration rate?
Observations Recommendation
Patient List any possible Do you recommend a biopsy?
cancerous traits Why or why not?

1-0345
3.Were your respiration and heart rates within the normal range?

2-0298

3-0126
4.How do you think exercise would affect your respiration and heart
rates? Why?
4-0920

5-0554
5.How do you think sleeping would affect your respiration and heart
rates? Why?
6-0177

3.Why are observations important during a physical exam?

6.What equipment was used to measure time?

! 65
 Climate
change

Food
Space
science

Sustainable
Healthcare Coding
energy

Plant or
Robotics/
animal
electronics
conservation

Mental
health &
social
science

Idea generation diamond

1. Cut out each of the diamonds and read what is on them.
2. Put the thing you are least interested in at the bottom.
3. Complete the diamond, working your way up, putting the
things you find most interesting towards the top.
4. What you’re most interested in should be at the top. What
are your favorite things about the top three?

1. Identify a problem Activity 1

Research summary 
 
Area    
What part of the   
diamond does this    
fall under?    

Problem   
Outline what the issue is. 
 
 

Impact   
Who would benefit from   
a solution?    
   

Ideas    
Do creative ideas or   
possible solutions   
already spring to mind?    
   
   
   
   
   
   
 
 

 
 
 
1. Identify a problem  Activity 2 
 a Hypothesis is your initial idea on a problem, and is based on prevoiusly
gained knowledge.

New information can be found to prove a hypothesis incorrect.

to allow the hypothesis to be accepted as a theory, and so that other scientist can edit your
work
a system is a group of parts that work together to form a greater whole.

A model is a way to represent a system

they study one part of a system to see how it interacts with the rest of the system, and if
multiple variables are affected they wouldn’t know what caused it.
 Brightly colored caterpillars are seem as venomous to scare away preditors,
and others hide

that brightly colored caterpillars are venomous.

they will eat darker caterpillars if they find them, and avoid
the bright caterpillars
how close you are to the
intended target

how close together your

information is such as
goals

because if they are

precise they are all close
together, but not
correct.
how close you are to the
intended target

how close together your

information is such as
goals

because if they are

precise they are all close
together, but not
correct.
 qualitative
ranked
quantitative

it is unbiased, and easier to analyze.

the color of something, because numbers can’t be used to describe color.

it show how quickly the enzyme reacts with water under different
temperatures.

the higher the temperature the faster the enzyme will react

temperature
10, 20, 30 and 60 degrees celsius
celsius

H2O2, test tubes, something to warm them, burner, and a catalyst

how quickly the catalyst reacts

how many cm tall the oxygen is.

a ruler, and was placed against the test tubes.

Test tubes 9 and 10

 Scientific Inquiry
What do scientists do?

Why?
Science is a unique way of learning about the natural world. Scientists work hard to explain events, living
organisms, and changes we see around us every day. Model 1 depicts typical activities or stages scientists
engage in when conducting their work. The design of the model shows how various steps in scientific
inquiry are connected to one another. None of the activities stands alone—they are all interdependent.

Model 1 – Scientific Inquiry

Observe

Communicate
Define the
with the wider
problem
community

Form a
Reflect study
on the question
findings Questions

Research
Analyze the problem
the results

State the
Experiment expectations
and gather (hypothesis)
data

Scientific Inquiry 1
 1. What is the central theme of all scientific inquiry as shown in Model 1?

questions
2. What are the nine activities that scientists engage in as part of scientific inquiry?
observe, communicate, define problem, research, experiment form study, analyze
research, form a hypothesis, and reflect on what you learned

3. Which of the activities would require a scientist to make some observations?

observe, form question, experiment, and communicate.

4. Which of the steps would require a scientist to gather data?

research problem, experiment, and observe

5. Considering the activity described as “communicating with the wider community,” in what ways
might a scientist communicate?
send the study to another scientist to replicate, give information at some meeting,
and emailing it.

6. Remembering that scientists often work in teams, which activities would require a scientist to
communicate with others?
experiments, forming questions, observing, researching question, analyzing and
communicating

7. Given your responses to Questions 1–6, do you think these activities must be carried out in a
specific order or can multiple activities be carried out at the same time? Justify your response by
giving examples to support your answer.

I believe that these activities must be done in a certain order, because you can’t
experiment without having an objective for the research, and you can’t analyze
something you don’t have.

2 POGIL™ Activities for High School Biology

Model 2 – Redi’s Experiment

Meat
Fly eggs and
maggots
Fly

Solid cover

Screen cover

Container 1 Container 2 Container 3

The table below represents the ideas the Italian scientist Francesco Redi (1626–1698) might have had as
he was carrying out his experiments. The questions that follow the table relate to the process Redi may
have used.

Discovery of flies and maggots on a piece of meat. Scientific Inquiry

Where did the flies and maggots come from?

Are the maggots and flies “related”?

Gather information about the origins of flies and maggots. The year is
1668 and no scientific studies are available, but the common belief is that
living things such as flies can be generated from nonliving things, such as
rotting meat. This belief is known as spontaneous generation.

Does meat spontaneously generate flies and maggots?

If I leave a container of meat open and seal another container, then both
should create flies and maggots.

Set up two containers with meat; one will be open and one will be covered.
Leave them for several days.

Flies and maggots are found in the jar with no cover (1) but not in the
covered jar (2).

Was the reason for no flies in the second jar due to the “bad air” being
sealed in the jar, which stopped the flies and maggots from being generated
by the meat?

Run the experiment again adding a third jar with a fine mesh cover. Flies
and maggots are only found in the open jar.

Flies lay eggs on the meat, which hatch into maggots, which become flies.

Flies lay eggs on the meat, which form maggots which become flies.

Scientific Inquiry 3
 8. What year did Redi carry out his experiment?

9. a. Describe the accepted theory during Redi’s time explaining the origin of the flies.

b. What was this theory called?

10. How many experiments/jars did Redi set up the first time?

11. What was the purpose of having one jar left open and the other one sealed?

12. Why did Redi carry out another experiment with three jars?

13. Using the nine activities from Model 1, complete the table in Model 2 for each of the processes
Redi completed in his investigation.

4 POGIL™ Activities for High School Biology

Extension Questions
Model 3 – Pasteur’s Experiment

Flask of nutrient broth left open

to the air. After several days,
bacteria are seen in the flask.

Flask left open to the air

Open to the air

Part 1 Part 2 Part 3

Flask containing nutrient broth After several days The neck of the flask
is boiled, killing any bacteria there is still no is broken and bacterial
present. The goose neck shape bacterial growth growth is observed in the
allows air to enter but traps in the flask. broth after several days.
bacteria.

14. Study the diagrams above of another famous experiment by French chemist and microbiologist
Louis Pasteur (1822–1895), which fully refuted the idea of spontaneous generation. Create a
table similar to the one in Model 2 to outline the experimental processes that Pasteur carried out.

Scientific Inquiry 5
 15. Had you been Louis Pasteur what would have been your reflections and conclusions based on
this experiment?

6 POGIL™ Activities for High School Biology

 Experimental Variables
What is measured during a controlled experiment?

Why?
When scientists set out to do an experiment, they first think about the variables that may affect the
outcome of the experiment. A variable is any condition that may cause a change in the system being stud-
ied. Some variables are measured quantitatively, like temperature, mass or height. Other variables
are recorded in a qualitative manner, like color, texture or species. The most important factor is that the
scientist runs a controlled experiment. In a controlled experiment, only one variable is changed to ensure
that the effect of only that one variable can be measured.

Model 1 – Photosynthesis in an Aquatic Plant

Oxygen gas

1. The diagram in Model 1 illustrates a clipping of an aquatic plant in water.

a. What process is occurring in the plant’s cells to produce the gas in the bubbles that appear?

b. What gas is the plant producing?

c. What source of energy is the plant using to conduct the process recorded in part a?

2. Depending on the environment the plant is in, more or less gas may be produced. Suggest a
method for measuring the rate of gas production from the aquatic plant in Model 1.

3. With your group, create a list of environmental factors that may affect the rate of gas production
in the aquatic plant in Model 1. These factors could become variables in an experiment.

Experimental Variables 1
Model 2 – Aquatic Plant Experiment

4. Examine the four trials shown in Model 2. Identify several conditions in the experiment that are
the same in each trial.

5. Describe the one condition that has been varied among the four trials in Model 2.

6. How does the condition described in Question 5 appear to affect the rate of gas production by
the aquatic plant? Provide specific evidence from Model 2 to support your answer.

2 POGIL™ Activities for High School Biology

Model 3 – Aquatic Plant Data
Percentage of Number of
Length of Number of leaves Lamp power light from oxygen bubbles
clipping (cm) on clipping (watts) lamp that formed in
reaches the plant 10 minutes
A 12 40 100%
B 12 40 75%
C 12 40 50%
D 12 40 25%
7. Refer to the diagrams in Model 2 to complete the data table in Model 3.
8. The column headings in Model 3 each describe a variable in the experiment.
a. What variable was purposefully changed in the experiment?

b. What variable changed as a result of changing the variable listed in part a?

c. What variable(s) in the Model 3 data table remained constant among all the trials?

Read This!
When designing an experiment, you need to consider three types of variables. The independent variable
is changed by the experimenter in the design of the experiment. This variable is sometimes called the
“manipulated variable.” The dependent variable is what changes as a result of the change in the inde-
pendent variable. This variable is sometimes called the “responding variable.” In some cases more than
one dependent variable is considered. The third category of variables is controlled variables. These are
variables that you think may change the outcome of the experiment, but since they are not being studied,
they need to be kept constant in each trial.

9. Identify the independent, dependent, and controlled variables for the experiment that produced
the data in Model 3.
Independent Dependent Controlled

Experimental Variables 3
Read This!
A well-written research question states the independent and dependent variables in the experiment.
For example, a student investigated the effect of soil pH on the number of strawberries produced by a
strawberry plant. Her research question was “How does the pH of soil affect the number of strawberries
produced by a strawberry plant?”

10. Write a research question, using the format suggested in the Read This! box, for the experiment in
Model 2.

11. A student wonders, “Does the moisture content in soil affect how far a worm can dig?” Identify
the variables that are being considered in this experiment and the variables that need to be
controlled.
Independent Dependent Controlled

4 POGIL™ Activities for High School Biology

Extension Questions
12. Scientists may design an experiment with a control group, which is a set of organisms or sam-
ples that do not receive the treatment (the independent variable) that is being tested. Scientists
can then compare normal changes in organisms or samples with those that may have occurred
because of the treatment. The idea of a control group is not the same as a controlled variable.
Suppose a scientist is doing an experiment to determine the effect of an all-organic diet on the
occurrence of cancer in rats.
a. What variables should the scientist control in the experiment?

b. Describe the control group for this experiment.

c. Why is it important for a scientist to use a control group when working with organisms in an
experiment?

Experimental Variables 5
 Analyzing and Interpreting Scientific Data
How can analyzing and interpreting scientific data allow scientists to make informed decisions?

Why?
During scientific investigations, scientists gather data and present it in the form of charts, tables or
graphs. The data must be properly collected, analyzed, and interpreted to allow scientists to make
informed decisions regarding the validity of their study and any further work that may be necessary to
achieve their objectives. The ability to present and use data charts, tables, and graphs correctly is essen-
tial for good scientific practice and also prevents unnecessary or inappropriate work and misinterpreta-
tion of the data.

Model 1 – Graphs and Charts of Classroom Measurement Data

Pie Chart Bar Graph
Percentage of Males and Comparing Male and Female Average Values
Females by Height 200

180

160
Length in centimeters

Males 140
>175 cm 120
Females
100 Male
<175 cm Females
80 Female
>175 cm
Males 60
<175 cm 40

20

0
Height Hand Length Knuckles
Line Graph
Distribution of Height in Males and Females
9
8
Number of Individuals

7
6
5
4 Male
3 Female
2
1
0
0

0
15

15

16

16

17

17

18

18

19
6-

1-

6-

1-

6-

1-

6-

1-

6-
14

15

15

16

16

17

17

18

18

Height in centimeters

Analyzing and Interpreting Scientific Data 1

 1. According to the data in Model 1, how many females fall within the range 146–155 cm tall?

2. According to the data in Model 1, how many males are 181 cm or above in height?

3. Using the graph(s) in Model 1, determine the approximate average height of males and of
females.

4. Refer to the data in Model 1.

a. How many males are taller than 175 cm and approximately what percentage of the total is
that?

b. Which graph(s)/chart(s) illustrate the answer to the previous question?

5. Which type of graph or chart in Model 1 shows a side by side comparison of data?

6. Which type of graph or chart in Model 1 shows trends in data across an entire data set?

7. Describe two trends in male and female height using the line graph.

8. Use complete sentences to compare the presentation of height data in the three graphs. Discuss
any information that is located on more than one graph, and any unique information that is
available on each.

9. If you wanted to see if a correlation exists between the height of an individual and his/her hand
length, what would be the best type of graph/chart to make? Explain your reasoning.

10. What conclusions can you draw comparing the height, hand length, and knuckle width of males
and females? State your conclusions in complete sentences.

2 POGIL™ Activities for High School Biology

Model 2 – Foot Width in a High School Classroom
Female foot Male foot
width (cm) width (cm)
7.8 10
sum of all data values
8 10.5 Mean = —————————
8 9 number of data values
5 9.3 Median = Middle value of an ordered set of data.
17 13 Mode = Most frequently occurring value in a set of data.
7.5 7.5
7.5 10
7 9.2
7.8 9
7 4.5
11. Refer to the data in Model 2.
a. What value for foot width is most frequent in males?

b. What is this value called?

12. Determine the median value for foot width for males and for females. Describe in complete sen-
tences the method you used to determine the median values.

13. Determine the mean for each data group, and describe in a complete sentence how you
calculated them.

Read This!
Within a data set there may be individual values that seem uncharacteristic or do not fit the general trend.
These data points may be referred to as outliers or anomalous data. In most samples, a small number of
outliers is to be expected, due to the variation inherent in any naturally-occurring population. Outliers
can also result from errors in measurement or in the recording of data. Normal variation can often be dis-
tinguished from error by repeating the measurements to see if the same range is obtained. Scientists also
use statistical calculations to determine the expected range of data, so that judgments can be made about
the authenticity of individual data points. Outliers should not be ignored, however, as many interesting
scientific discoveries have resulted from the study of such unexpected findings.

Analyzing and Interpreting Scientific Data 3

 14. Which data point(s) in the foot width values in Model 2 might be considered outliers? Explain
your choice(s).

15. The equation below allows you to calculate the amount of deviation (in percent) for the values
within a data set. The percent deviation is reported as an absolute value.
|(mean value using all data) – (mean value excluding anomalous data)|
% deviation = ———————————————————————————— × 100
mean value using all data
a. What is the percent deviation in the female data set when the outlying value of 17 is excluded
(i.e., considered to be anomalous data)?
|8.26 – 7.29|
% deviation = ————— × 100 = 11.7%
8.26

b. What is the percent deviation in the male data set when the outlying value of 4.5 is excluded?
|9.20 – 9.72|
% deviation = ————— × 100 = 5.65%
9.20

c. Which data set (male or female) had the largest percent deviation?

16. Given the outliers and amount of deviation in each data set, which value (mean, median, mode)
best represents the overall data set of foot width in males and females? Explain your answer in a
complete sentence.

4 POGIL™ Activities for High School Biology

Extension Questions
17. With your group, discuss the issues below relating to data analysis and scientific ethics, and
record your answers in complete sentences.
a. What could you do to determine whether the outliers in Model 2 are authentic measurements?

b. Under which circumstances would it be appropriate to remove outlying data points from the
analysis and conclusions in a scientific study?

c. If you were to decide to remove outlying data points from your analysis, what are two ways
you could indicate this in your report to ensure you are being honest about your data
analysis?

Analyzing and Interpreting Scientific Data 5