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Knowledge and Skills Statement

Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.

detectable events that are observed through the senses or technology; can be explained through scientific laws, ideas, principles, and theories

non-numerical factual information (such as observations) used as a basis for reasoning, discussion, or calculation; often includes both useful and irrelevant or redundant information and must be processed to be meaningful

numerical factual information (such as measurements or statistics) used as a basis for reasoning, discussion, or calculation; often include both useful and irrelevant or redundant information and must be processed to be meaningful

Research

Hunter-Thomson, Kristin. “Data Literacy 101: How Do We Set up Graphs in Science?” Science Scope 42, no. 2 (2018): 78–82. https://www.jstor.org/stable/26611838

Summary:  Beginning with considering the type of data provided and the information needed to convey, "How Do We Set Up Graphs in Science?" shares how to determine appropriate graphs for communicating specific data with various audiences. A variety of graph types are explained, as well as the established criteria for each graph.