Name:
Date:
Beach Channel High School
Graphing and Interperting Data
January 2005
Base your answers to questions 1 through 4 on the
information and data table below and on your knowledge
of biology.
A student grew two separate cultures of
single-celled organisms. One culture contained
Paramecium caudatum and the other contained
Paramecium aurelia. The cultures were grown under the
same conditions and the number of paramecia (per drop)
in each culture was estimated every 2 days for a period
of 16 days. The results are shown in data table 1 below.
Directions (1—2): Using the information in the data table,
construct a line graph on the grid provided in the next
column, following the directions below.
3 Describe the change in the two populations between
days 0 and 8. [1]
1 Mark a scale on each labeled axis appropriate for the
data for Paramecium caudatum that has already been
plotted on the grid. [1]
2 Plot the data for Paramecium aurelia on the grid.
Surround each point with a small triangle and connect the
points. [1]
4 State one possible reason for the difference in the rates
of change in the two populations of paramecia between
days 0 and 8. [1]
©2005 Gregory Arnold Page: 1
August 2004
Base your answers to questions 5 through 8 on the
information and data table below and on your knowledge
of biology.
A student added two species of single-celled
organisms, Paramecium caudatum and Didinium nasutum,
to the same culture medium. Each day, the number of
individuals of each species was determined and recorded.
The results are shown in the data table below.
Directions (5-6): Using the information in the data table,
construct a line graph on the grid provided below,
following the directions below.
5 Mark a scale on the axis labeled "Number of
Individuals" that is appropriate for the plotted Didinium
population and for plotting the Paramecium population. [1]
6 Plot the data for Paramecium on the grid. Surround
each data point with a small triangle and connect the
points. [1]
7 What evidence in the data indicates that Didinium could
be a predator of the Paramecium? [1]
8 State two possible reasons that the two populations
died off between days 4 and 6. [2]
(1)
(2)
©2005 Gregory Arnold Page: 2
Name:
Date:
Beach Channel High School
Graphing and Interperting Data 2
June 2004
Base your answers to questions 9 through 12 on the
information below and on your knowledge of biology.
Three students each added equal volumes of pond water to
four beakers and placed each beaker in a different water
bath. Each student maintained the water baths at temperatures shown in the data table. The students then
added an equal number of water fleas to each of their four
beakers. After one hour, the students used microscopes
to determine the average heart rate of the water fleas.
The procedure was repeated for a total of three trials at
each temperature. The results of the investigation are
summarized in the data table.
Directions (9-10): Using the information in the data
table, construct a line graph on the grid provided,
following the directions below.
9 Mark an appropriate scale on each labeled axis. [1]
10 Plot the data for the average heart rate on the grid.
Surround each point with a small circle and connect the
points. [1]
11 The independent variable in this investigation is the
(1) number of trials
(2) number of water fleas
(3) temperature of the water
(4) average heart rate
12 State the relationship between temperature and heart
rate in water fleas. [1]
©2005 Gregory Arnold Page: 3
January 2004
Base your answers to questions 13 through 16 on the
information below and on your knowledge of biology.
15 What should be done to provide additional support for
the generalization that human arm span is a
characteristic that falls within a range of lengths, with
most lengths falling in the middle ranges? [1]
A science class was studying various human physical
characteristics in an investigation for a report on human
genetics. As part of the investigation, the students
measured the arm span of the class members. The data
table below summarizes the class results.
16 In an investigation to determine a factor that affects
the growth of rats, a student exposed 100 rats of the
same age and species to identical conditions, except for
the amount of living space and the amount of food each rat
received. Each day the student measured and recorded the
weight of each rat. State one major error that the
student made in performing this investigation. [1]
Directions
(13-14): Using the information in the data table,
construct a bar graph on the grid provided, following the
directions below.
13 Mark an appropriate scale on the axis labeled "Number
of Students." [1]
14 Construct vertical bars to represent the data. Shade
in each bar. [1]
©2005 Gregory Arnold Page: 4
Name:
Date:
Beach Channel High School
Graphing and Interperting Data 3
August 2003
Base your answers to questions 17 through 21 on the
information below and on your knowledge of biology.
An investigation was carried out to measure the rate of
activity of catalase, an enzyme that breaks down
hydrogen peroxide. Five 40-mL solutions of the enzyme
at concentrations of 20%, 40%, 60%, 80%, and 100%
were prepared. A filter paper disk was placed in each
enzyme solution. Each soaked disk from the different
enzyme concentrations was then added to different cups
containing 30 mL of 1% hydrogen peroxide. The rate of
catalase activity was inferred from measurements of
how fast the disks rose from the bottom to the top of
each cup. The following data were obtained: 40%—12.1
seconds, 80%—5.8 seconds, 100%—4.1 seconds,
20%—15.8 seconds, and 60%— 9.9 seconds.
Directions (17—18): Organize the data by completing the
data table, according to the directions below.
17 Label the second column of the data table with an
appropriate heading and record that label on the y-axis of
the graph. [Be sure to include units.] [1]
18 Complete the data table so that the percent enzyme
increases from the top to the bottom of the table. [1]
21 State one valid conclusion that relates enzyme
concentration to reaction rate. [1]
Directions (19—20): Using the information in the data
table, construct a line graph on the grid provided,
following the directions below.
19 Mark an appropriate scale on each axis. [1]
20 Plot the data from your data table. Surround each
point with a small circle and connect the points. [1]
©2005 Gregory Arnold Page: 5
June 2003
Base your answers to questions 22 through 26 on the
information below and on your knowledge of biology.
Directions (24—25): Using the information given,
construct a line graph on the grid provided, following the
directions below.
In an investigation, plants of the same species and the
same initial height were exposed to a constant number of
hours of light each day. The number of hours per day was
different for each plant, but all other environmental
factors were the same. At the conclusion of the
investigation, the final height of each plant was
measured. The following data were recorded:
24 Mark an appropriate scale on each axis. [1]
25 Plot the data for final height on the grid. Surround
each point with a small circle and connect the points. [1]
8 hours, 25 cm; 4 hours, 12 cm;
2 hours, 5 cm; 14 hours, 35 cm;
12 hours, 35 cm; 10 hours, 34 cm;
6 hours, 18 cm
22 Organize the data by completing both columns in the
data table provided, so that the hours of daily light
exposure increase from the top to the bottom of the table.
[1]
23 State one possible reason that the plant exposed to 2
hours of light per day was the shortest. [1]
26 If another plant of the same species had been used in
the investigation and exposed to 16 hours of light, what
would the final height of the plant probably have been?
Support your answer. [1]
©2005 Gregory Arnold Page: 6
Name:
Date:
Beach Channel High School
Graphing and Interperting Data 4
August 2002
Base your answers to questions 27 through 31 on the
information and data table below and on your knowledge
of biology.
A biology student performed an experiment to determine
which of two species of single-celled organisms would
survive best when cultured together in a certain environment. The student placed 10 organisms of each species
into a large test tube. Throughout the experiment, the
test tube was maintained at 30°C. After the test tube
was set up, the population of each species was
determined each day for 5 days. The data collected are
shown in the table below.
27-29
Directions (27-29): Using the information in the data
table, construct a line graph on the grid on the next page,
following the directions below.
27 Mark an appropriate scale on each labeled axis. [1]
28 Plot the data for species A on the grid. Surround each
point with a small circle and connect the points. [1]
29 Plot the data for species B on the grid. Surround each
point with a small triangle and connect the points. [1]
30 Based on the daily counts, on which day did it first
become evident that one species was better adapted than
the other species for survival in the environment
provided? [1]
31 The difference in the population sizes on the fifth day
most likely resulted from
(1) temperature changes
(2) variations in light intensity
(3) competition between species
(4) the buildup of nitrogen gas
©2005 Gregory Arnold Page: 7
January 2003
Base your answers to questions 32 through 366 on the
information, diagram, and data table below and on your
knowledge of biology
A student conducted an investigation to determine the
effect of various environmental factors on the rate of
transpiration (Water loss through the leaves) in plants.
The student prepared
4 groups of plants.
Each group contained
10 plants of the same
species and leaf area.
Each group was
exposed to different
environmental
factors. The
apparatus shown in
the diagram was
constructed to
measure water loss
by the plants over
time in 10-minute
intervals for 30
minutes. The results
are shown in the data
table.
Directions (32-34) : Using the information in the data
table, construct a line graph on the grid, following the
directions below The data for fan and mist conditions
have been plotted for you.
35 Identify the environmental factor that resulted in the
lowest rate of transpiration. [1]
32 Mark an appropriate scale on the axis labeled
"Time (min)." [1]
33 Plot the data for the classroom conditions from the
data table. Surround each point with a small circle and
connect the points. [1]
36 Identify the control group of plants in this experiment.
[1]
34 Plot the data for classroom conditions + floodlight
from the data table. Surround each point with a small
triangle and connect the points. [1]
©2005 Gregory Arnold Page: 8
Name:
Date:
Beach Channel High School
Graphing and Interperting Data 5
January 2006
Base your answers to questions 39 through 43 on the
information and data table below and on your knowledge
of biology.
The results of blood tests for two individuals are
shown in the data table below. The blood glucose level
before breakfast is normally 80–90 mg/100 mL of blood.
A blood glucose level above 110 mg/100 mL of blood
indicates a failure in a feedback mechanism.
Injection of chemical X, a chemical normally produced
in the body, may be required to correct this problem.
41 Identify chemical X. [1]
Ans:
Directions (39–40): Using the information in the data
table, construct a line graph on the grid in the next
column, following the directions below.
42 State one reason for the change in blood glucose level
between 7:00 a.m. and 8:00 a.m. [1]
39 Mark an appropriate scale on each labeled axis. [1]
40 Plot the blood glucose levels for the individual who
will most likely need injections of chemical X. Surround
each point with a small circle and connect the points. [2]
43 What term refers to the relatively constant level of
blood glucose of individual 1 between 9:00 a.m. and
11:00 a.m.? [1]
Ans:
©2005 Gregory Arnold Page: 9
June 2005
Directions (47—48) : Using the information in the data
table, construct a line graph on the grid on page 15,
following the directions below.
47 Mark an appropriate scale on each axis. [1]
48 Plot the data on the grid. Surround each point with a
small circle and connect the points. [1]
49 If a sixth test tube identical to the other tubes was
kept at a temperature of 30°C for 24 hours, the amount
of protein digested would most likely be
(1) less than 1.0 gram
(2) between 1.0 and 4.0 grams
(3) between 4.0 and 9.0 grams
(4) more than 9.0 grams
50 This investigation was repeated using 10 grams of
starch instead of protein in each test tube. The contents
of each tube were tested to determine the amount of
starch that had been digested. The test results showed
that no starch digestion occurred. Explain why no starch
was digested. [1]
©2005 Gregory Arnold Page: 10
Name:
Date:
Beach Channel High School
Graphing and Interperting Data 6
June 2002
Base your answers to questions 44 through 47 on the
data table and information below and on your knowledge
of biology. The data table shows water temperatures at
various depths in an ocean.
Directions (44-45) : Using the information in the data
table, construct a line graph on the grid following the
directions below.
44 Mark an appropriate scale on the axis labeled "Water
Depth (m)." [1]
46 State the general relationship between temperature
and water depth. [1]
45 Plot the data on the grid. Surround each point with a
small circle and connect the points. [1]
47 The approximate water temperature at a depth of 125
meters would be closest to
(1) 15°C
(3) 8°C
(2) 13°C
(4) 3°C
©2005 Gregory Arnold Page: 11
January 2002
Base your answers to questions 36 through 40 on the
information below and on your knowledge of biology.
An insect known as a sawfly is found in evergreen
forests in North America. Sawfly cocoons are the main
source of food for shrews (small mammals) and some
bird species. Scientists studied 1-acre plots in various
parts of a state to determine the average number of
sawfly cocoons, shrews, and robins. The data collected
are shown in the table below.
Directions (36-38) : Using the information in the data
table, construct a line graph on the grid provided on the
next page, following the directions below. You may use
pen or pencil for your answer.
36 Mark an appropriate scale on each axis.
37 Plot the data for shrews. Surround each point with a
small circle and connect the points. [1]
Example:
39 What is the average number of shrews per acre when
the average number of sawfly cocoons is 500,000? [1]
40 State what would most likely happen to the number of
sawfly cocoons per acre if the shrews and robins were
removed from the area. [1]
38 Plot the data for robins. Surround each point with a
small triangle and connect the points. [1]
Example:
©2005 Gregory Arnold Page: 12
Name:
Date:
Beach Channel High School
Graphing and Interperting Data 7
August 2001
Base your answers to questions 39 through 42 on the
information and data table below and on your knowledge
of biology.
A student counted the total number of leaves in a group of
duckweed plants (Lemna gibba) over a 5-day period. The
data collected are shown in the table below.
Directions (39-40): Using the information in the data
table, construct a line graph on the grid provided on the
next page following the directions below.
39. Mark an appropriate scale on each labeled axis.
40. Plot the data from the data table. Surround each point
with a small circle and connect the points. [1]
39-40
41. The time it takes for the number of leaves to increase
from 15 to 30 is approximately
(1) 2.0 days
(3) 2.9 days
(2) 2.3 days
(4) 3.2 days
42 State what would most likely happen to the production
of oxygen by duckweed plants if the intensity and
duration of exposure to light were increased. [1]
©2005 Gregory Arnold Page: 13
June 2001
Base your answers to questions 40 through 44 on the
information and data table below and on your knowledge
of biology.
40-42
The rate of respiration of a freshwater sunfish was
determined at different temperatures. The rate of
respiration was determined by counting the number of
times the gill covers of the fish opened and closed during
1-minute intervals at the various temperatures. The
following data were collected.
43 According to the data, as the temperature increases,
the rate of respiration of the sunfish '
(1) increases steadily
(2) decreases steadily
(3) increases, then decreases
(4) decreases, then increases
Directions (40-42): Using the information in the data
table, construct a line graph on the grid provided on the
next page, following the directions below.
40 Label the x-axis and indicate the units. [1]
41 Mark an appropriate scale on each axis. [1]
42 Plot the data from the data table. Surround each point
with a small circle and connect the points. [1]
44 Which title is appropriate for this graph?
(1) The Effect of Temperature on Rate of Respiration
in Sunfish
(2) The Effect of Gill Movement on Rate of
Respiration in Sunfish
(3) The Relationship Between Temperature and
Dissolved Oxygen
(4) The Relationship Between Sunfish Population and
Temperature Change in Freshwater Habitats
©2005 Gregory Arnold Page: 14
Name:
Date:
Beach Channel High School
Graphing and Interperting Data 8
June 2000
Base your answers to questions 59 through 62 on the
information and data table below and on your knowledge
of biology.
A student studied the effect of gibberellin (a plant
hormone) on the growth of corn seedlings of the same
height and species. A different concentration of
gibberellin in a fixed volume of water was applied to 7
groups of 10 plants each maintained under the same
environmental conditions for the duration of the
experiment. At the end of this period, the height of each
plant was measured. The data are shown in the table at
the right.
62 Explain the effect on corn seedling height of increasing
the application amount of gibberellin from 0.05 to 0.50
microgram. [1]
Directions (59-61): Using the information in the data
table, construct a line graph on the grid provided on your
answer paper, following the directions below. The grid
below is provided for practice purposes only. Be sure
your final answer appears on your answer paper.
59 Write an appropriate title for this graph in the space
provided. [1]
60 Mark an appropriate scale on each labeled axis. [2]
61 Plot the data on the grid. Surround each point with a
small circle and connect the points. [1]
©2005 Gregory Arnold Page: 15
June 1999
Base your answers to questions 36 through 41 on the
information below and on your knowledge of biology.
A student performed a laboratory investigation to
determine the effect of temperature on the heart rate of
Daphnia (water flea). The following temperatures and
heart rates were recorded:
36 Organize the data by filling in the data table provided
on your answer paper, Complete both columns in the data
table so that the temperature either increases or
decreases from the top to the bottom of the table.
Directions (37-39): Using the information provided,
construct a line graph on the grid provided on your
answer paper, following the directions below. The grid on
the next column is provided for practice purposes only.
Be sure your final answer appears on your answer paper.
37 Mark an appropriate scale on the axis labeled
"Temperature (°C)."
38 Mark an appropriate scale on the axis labeled "Heart
Rate (beats/min)."
40 During which temperature interval did the greatest
change in heart rate occur?
(1) 5 - 10°C
(3) 15 - 20°C
(2) 10 - 15°C
(4) 20 - 25°C
41 Using one or more complete sentences, state a valid
conclusion that relates increasing temperature to heart
rate in Daphnia. [1]
39 Plot the data from your data table. Surround each
point with a small circle and connect the points.
©2005 Gregory Arnold Page: 16