Bridge Program in Science

UNIT I
MODULE 2

Looking Beyond Observations and Recorded Data

What this module is all about

What does the illustration above tell you? You are right! It is a graph of electricity
usage over several months. It tells which month used the highest electricity and which month
used the least. What other information can you derive from this graph?

This module deals with interpreting information from different visual presentations
such as photographs, illustration, maps, and graphs. Can you learn new information from
each of these visual presentations? What are the limitations of these sources of data?

What thinking skills are needed to make accurate interpretation of the data
presented? Why do you think interpreting data falls under integrated skills but observing and
classifying are basic skills?

Interpreting data and those you acquired in Module 1 are also called “learning how to
learn skills.” Learning how to learn means searching for information about something and
using this information to solve real-life problems. It is important to learn on your own because

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your teacher or parents may not always be there to teach you. Learning how to learn also
means that you are responsible for how you will use the skills acquired to improve your life
and environment.

Remember that thinking skills can only be acquired by using them, repeatedly.

What you are expected to learn

After going through this module, you should be able to:

1. interpret information presented in a photograph, illustration, table of data, map or graph;

2. convert data in a table or chart into graph form;
3. look for patterns and trends shown in a graph or table of data;
4. predict what will happen if the pattern or trend continues; and
5. design a procedure to investigate a problem and apply the thinking skills acquired.

How to learn from this module

1. You will successfully achieve the objectives of this module if you will go through the
activities carefully and answer the questions, both in the text and the activities/
exercises.

2. Review what was learned in Module 1 and/or earlier science classes related to the
following ideas.

Process skills Description

Observing Gathering and recording information about objects,

events, or phenomena using our senses and
instruments
Communicating Giving or exchanging information in various forms
such as verbal, tabular, graphical, or pictorial
Making a graph Organizing information or data in a diagram instead
of spoken or written words.
Interpreting data Looking beyond observations or records of data. It
begins with organization of data collected, then
finding relationships between variables, regularities
or trends and extent of changes. The interpretations
can be stated as descriptions, inferences or
predictions.

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What do you already know

Go to page 19. Answer the questions before you start this module. Write your answers on a
separate sheet of pad paper and submit to your teacher when you are done.

What you should learn

Lesson 2.1 Getting Information from Illustrations and Photographs

When you observe, you want to find out about objects and/or events. To observe
therefore, means to collect data. Data collected are usually presented visually or in words.

Refer to Figure 2.1 below. What does this illustration show? Make as many
statements as you can about the illustration.

Figure 2.1 Give as many observations as you can about the illustration.

Did you say that the sun is at the center and the planets are around it? Did you also
mention that the planets have their own paths, or that Earth is nearer to the sun than Venus?
Did you notice that asteroids are found between Mars and Jupiter? All of these statements
are directly observed in the illustration.

May be you also said that the drawing represents the solar system. This statement is
based on previous knowledge about the sun and the planets and is, therefore, an inference.
You were able to make such statement because you remembered what you learned in earlier
science subjects. What other information does Figure 2.1 reveal?

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When you read newspapers, magazines or books other than what you use in school,
you will find many Illustrations. Such illustrations can also be a source of new information if
you observe them carefully.

Study Figure 2.2. Starting from the picture of the egg, follow the arrows and read the
information presented. Which of the information are already familiar to you? Which are new?
Does the diagram tell you enough information to conclude what it is about?

Use the diagram to answer the questions below.

Q1. Where are eggs found?

Q2. What becomes of the eggs when hatched?

Q3. What does a caterpillar eat?

Q4. When does the caterpillar stop eating?

Q5. What is the difference between a larva and a pupa?

Q6. What becomes of the pupa after sometime?

Q7. Give a title to the diagram.

Q8. Explain why you give it this title.

Egg: The female

butterfly lays eggs on
the underside of leaves.

Larva (caterpillar): The

larva hatches from the
egg. It feeds on leaves
and grows quickly. Adult: The butterfly comes
out of the pupa case. It has
two pairs of wings and can fly.

Pupa: When the larva reaches

full size, it stops moving and
eating. It turns into a pupa.

Figure 2.2 What information can you draw out from this diagram?

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A diagram may show old and new information. Remember that labels, arrows, and
other symbols in an illustration provide additional information.

Do Activity 2.1 Interpreting Photographs

What statements did you make about the picture of the girl in front of a body
of water?

Ana observed the same photograph. Here are some of her statements.

1. The girl is observing living things in the water and around the pond.
2. The pond has water lily with flowers.
3. The water in the pond is clean.
4. The girl is in her high school uniform.
5. There are different kinds of plants near the body of water.

Statements 2 and 5 are based on direct observations. Statement 1 is an inference

because Ana was only guessing what the girl is doing in front of the body of water. Statement
3 is also an inference because you are not sure if the pond water is really clean. Statement
5 is an inference because you are not sure if the uniform is that of a high school or
elementary student.

How did you interpret the photographs brought by your classmates? Did you learn
new information from the photographs? Which of the inferences you made about the
photograph were correct? What were the bases for those inferences?

Suppose you were showed a picture of an eroded mountain. What inferences can
you make out of the picture?

Remember that you can make many inferences from a single photograph or picture.
Observing a series of photographs of the same object or scene give more information about
that object or scenery. It is not good to make conclusions about something based only on
one picture or photograph.

Lesson 2.2 Reading and Interpreting Maps

Study the map below. Give five statements about the map.

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Figure 2.3 What information can you get from this map? Which of the
information are already familiar to you? Which are new?

You are right. Figure 2.3 shows the map of the Philippines. It indicates the big and
small islands that make up the country. It also shows the bodies of water that surrounds the
islands. Furthermore, it tells you how far a particular place is from another place, or the
direction or location of a specific place in relation to other places. A map gives lots of
information.

Did you identify which ocean is on the eastern or western side of the country? Were
you able to locate your province? Is it north, south, east or west of Manila? What sea is
nearest your place? From the map, can you explain why the Philippines is called an
archipelago?

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Do Activity 2.2 Interpreting Maps

A country map may give different information. Some maps show the location of
volcanoes in the country or the kind of minerals mined in that province. Other maps give
tourist spots in the country or sources of energy for electricity.

A traveler uses a street map to help him locate places he or she wants to visit. It
gives the distance between two places. He or she can pinpoint cross streets and important
landmarks to get to his or her destination fastest.

Look for a map of your town. Study what other information can be derived from the
map. How will the map help you tell the right direction for a tourist in your town?

Lesson 2. 3 Interpreting Graphs

What kinds of graphs do you know? The graph on page 1 of this module is a bar
graph. What kind of graph is shown below? What information can you derive from this
graph?

Time spent in hours for

different activities on a
weekend Studying

Helping at
home or the
farm
Watching
television

Playing with
friends/or
siblings
Sleeping

Circle graphs or pie charts show the relative sizes of the parts that make a whole. For
example, as shown above, the pie chart is used to determine how much time you use for
different activities such as studying, watching TV, playing, helping in the house chores, and
sleeping.

Do Activity 2.3 Interpreting Graphs

The bar graph you studied in Activity 2.3 compares the average consumption of
electricity of a single family over one year. On the horizontal axis are the months and on the
vertical axis is the consumption of electricity in kilowatt hours. The quantity measured is the
electricity consumption and the quantity changed is the period over 12 months.

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Did you notice that the months indicated in the horizontal axis starts with July? Is
there a pattern of consumption of electricity over the twelve months? You can tell that this
family used electricity the most during May while the lowest in January. Can you give a
possible reason for these observations?

Given in the diagram is the cost of electricity per kilowatt hour. Can you compute how
much is spent by the family in electricity alone?

Interpreting graphs mean being able to explain the information presented and using
the information to answer questions. Two basic processes are combined in interpreting data:
1) using numbers or symbols, and 2) drawing conclusions. When interpreting data, you look
for patterns in the information and express these patterns as a conclusion.

Graphs can be used to make predictions. For example, all conditions equal, you can
say that in May next year, the electricity consumption would again be the highest for the
year.

Graphs tell a story. You will learn about other graphs in the next activity.

Lesson 2.4 Making a Line Graph

As you have seen earlier, a graph is a diagram that organizes information or data.
They are useful for comparing data. You have seen and interpreted a circle and bar graph.

The next activity will show you how to make a line graph.

Do Activity 2.4 Converting Tabulated Data into a Line Graph

You started with a set of data presented in a table. The data gives the air temperature
in different months. You were to determine which month has the highest temperature. Then
you converted these into a graph.

The information you get from the table is the same as the information presented in
the graph. But at one glance, upon seeing the graph, you can see the pattern in how
temperature changes over time.

In a line graph, you can make predictions by interpolating or extrapolating data. This
can be done If the observed values reveal a regular pattern. Interpolation can be used to
predict values that are between the data points shown in the graph. Extrapolation can be
used to predict values that extend beyond the range of data collected.

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For example, the graph on the right

Distance (cm)
shows the distance traveled (in cm) by a
snail over a given period of time (min). You
can interpolate the distance traveled by the 0.8
snail after 3 min. Or you can extrapolate
beyond the range of data collected (e.g., 0.6
distance traveled after 12 min).

What are the tips in making a graph? 0.4

1. All graphs should have a title. 0.2

2. There are two main lines of reference
(called axes) in a graph.
3. The two axes of a graph meet at zero. 0 2 4 6 8 10
4. The horizontal line gives the variable that Time (minutes)
changes or is manipulated while the
vertical line gives the variable that
responds to the change. This latter variable is measured.
5. The distances assigned for the variables should be regular (e.g., 1, 2, 3, 4, 5 or 5, 10,
15, 20)

Lesson 2.5 Applying Thinking Skills to Solve a Problem

You have learned a number of basic thinking skills such as observing, estimating and
measuring, comparing and classifying, inferring, and communicating. You have also learned
some integrated thinking skills like looking at patterns and trends in a recorded data and
interpreting them.

In this lesson, you will use the thinking skills acquired to solve a problem. A problem
is given to you. “How long will candles stay lighted inside a jar?”

The fist thing to do is to think of a possible answer to the problem. “May be, the
bigger the candle, the longer it will stay lighted inside the jar”. This is an educated guess or
what is called a hypothesis. Another possible answer might be. “May be, the bigger the jar,
the longer the candle will stay lighted inside.”

Mario and his classmates designed a procedure to test the first hypothesis.

1. They gathered materials: candles of different sizes, jars of the same sizes that
will fit the biggest candle, match box, watch with second hand.
2. They labeled the setups and light ed the candles at the same time then
covered one with a jar.
3. They observe the setups and record the time the first candle light went out.

Their setups looked like these.

A B C D
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The presented their data in table form as shown

Size of How long the candle

candle burned (sec)
largest 15
medium 18
small 25
smallest 35

Answer the following questions:

Q9. What factors/variables did Mario keep the same in his experiment?

Q10. What factor/variable did he change?

Q11. Why do you think he changed that factor?

Q12. Is there pattern in the result? Describe it.

Q13. Did the activity enable you to accept or reject your hypothesis?

Q14. Why do you think light from the biggest candle went out first?

Q15. What is the basis for that answer? (Clue: Air is need for burning).

Note that the numbers in the second column of the table may change with the size of
the candle and jar used. What is important to remember is the trend observed in the data
gathered.

Mario was not contented with his experiment. He wanted to test the second
hypothesis. Help him find out by doing the next activity.

Do Activity 2.5 Designing a Procedure to Test a Hypothesis

The second hypothesis was that the bigger the jar the longer the candlelight will stay.
Results of the activity enable you to accept the hypothesis. Candles stay burning in big jars.
It might have been difficult to get the time exactly right because the candle flickered a bit at
the end. But the trend is clear.

The results of you activity confirmed the results observed by Mario. Indeed, the more
air inside the jar, the longer the candle will burn.

The next modules will enable you to practice the thinking skills acquired. With
constant use, you will gain mastery of these thinking skills.

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Summary of Concepts

1. Information or data can be derived from different sources.

2. These sources include observation of actual objects or events as well as pictures,

diagrams, maps, tables and graphs.

a. Interpreting data involves reading and understanding them. This includes

being able to explain the information presented and using the information to
answer questions.

4. Tabulated data can be converted into a graph.

5. Graphs are useful for comparing data.

6. Thinking skills are needed to solve a problem.

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Activity 2.1
Interpreting a Photograph

Materials

Any photograph

Procedure

Part A

1. Look at the photograph above.

2. In three minutes, make as many statements about the photograph.
3. Label the statement O if it is based on direct observations of the photograph and I if it is
an interpretation of what is observed.

Part B

4. Choose one photograph from among the ones brought by your group mates.
5. Let the members of the group observe the photograph and to make as many statements
about it.
6. Discuss which are statements based on direct observation and which are inferences.
7. Of the inferences given, let the owner of the photograph say whether the inference is
correct or not.
8. Repeat steps 1 to 4 using other photographs.

Generalization

What information can you derive from a photograph?

How many inferences can you make out of one observation statement?

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Activity 2.2
More Information from a Map

Materials

Ruler

Procedure

Part A

1. Study the map on the right.

List at least three information that you
can derive from the map.

2. The map shows a scale. Explain what

the scale means.

a. Using the scale, what is the distance

between Karbon amd Hawi?
b. How long is Melo River?
c. How far is the nearest town from the river mouth?
d. Which do you think has higher elevation Karbon or Liyan? Why do you say so?

Part B

3. Observe the school campus.

4. Draw a map of your school. Using a scale, locate the following:

 Principals office
 Canteen
 Gym or multipurpose hall
 The classrooms
 Tambayan
 Other interesting places

e. How far is the principals’ office from the canteen?

f. How far is the nearest building from the school gate?

Generalization

Besides locating places, what other information can you derive from a map?
Why is it important to show the scale when making a map?

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Activity 2.3
Information from a Graph

Materials

A graph of an electric or water bill (better if it is your home account)

Procedure

1. Study the electric bill.

a. What kind of graph is shown?

b. What quantity is recorded on the horizontal axis?
c. What quantity is recorded on the vertical axis?
d. What quantity is observed or measured?
e. What quantity is changed?
f. Is there a pattern in electricity consumption over the twelve months?
g. What are possible reasons for changes in consumption of electricity?

Generalization

Why is reading or interpreting graph a thinking skill?

How does the graph help a family conserve their electricity consumption?

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Activity 2.4
Making A Line Graph

Materials

A table of data graphing paper ruler

Procedure

1. Study the tabulated data below

(2 spaces)
Month Jan Feb Mar Apr May June Jul Aug Sept Oct Nov Dec
Average. 18 20 27 36 34 32 32 31 30 27 25 20
temperature
(C)

a. What data is compared in the table?

b. Which month has the highest temperature? the lowest temperature?
c. What data is measured or observed?
d. What data is changed?

2. Take a graphing paper. Draw two thick perpendicular lines to each other as shown. Label
the horizontal (X) line month and the vertical (Y) line for temperature.

3. Start with January. The average temperature is 180C. Put an x mark at the point where
the x and y intersect. The average temperature in February is 20 0C. Plot the data.
Continue doing this until you reach December.

Average
Temperature

J F M A M J J A S ON D
Month

4. Connect the points to form a line.

e. How does the line look?

f. What does this line indicate?

Generalization

Which is easier to get information at a glance: tabulated or graphed data?

Why do you say so?

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Exercise 2.1
Making Meaning Out of Pictures

Materials

Any two pictures which have some similarities and differences will do.
It would be good to have pictures showing local scenes or context (the pictures below are
just examples).

Procedure

1. Observe the two pictures below. They are found in mangrove areas.
2. Describe each picture.
3. What do you think happened in picture 2? Why do you say so?
4. Write a short paragraph using both drawings.

Generalization

When you interpret a photograph, do you practice thinking skills?

If yes, enumerate the skills.

If no, explain why not.

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Exercise 2.2
Interpreting Maps

Materials

a local map if available

Procedure

1. Study the map. It is the map of the University of the Philippines, Diliman Campus.

2. Locate the following:

a. Quezon Hall. This is the administrative building where the President of the University and
most of the officers of UP Diliman hold office.
b. Locate the University Avenue. This is the main entrance of the University from the west.
Notice the Elliptical Road; this is where the Monument of President Quezon is found.
c. How far is Quezon Hall from PHILCOA or the Philippine Coconut Authority?
d. Locate NISMED or the National Institute for Science and Mathematics Education
Development. How will you get to NISMED from the University Ave? If you are coming
from the East, which road will take you to NISMED?
e. Follow the arrows. Do private cars follow the same route as the ikot or jeepney that goes
around the campus only?
f. If you want to go to the Math building, from Quezon Hall, why do you need to take two
rides?
g. What is the distance between NISMED and the Math Building?

Scale: 1 cm= 0.26 km

Generalization

Enumerate at least three reasons why it is important to learn how to read maps.

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Exercise 2.3
Interpreting Graphs

Procedure

1. Study the graph on the right.

a. What kind of graph is shown? 50

b. What are the factors/variables 40

Length of stretch
compared in the graph?
30
c. What factor was changed?

(cm)
d. What factor responded to the change? 20
e. How many times did they stretch the rubber
10
band? How do you know?
f. Do you see a pattern in the result? Interpret 0
the graph. 2 4 6 8 10
g. What do you think is the length No. of strands
of the stretch if 5 rubber bands were
used in the activity?
h. Draw the bar if 12 rubbers bands were used in the activity?
i. In step 1f above, did you interpolate or extrapolate the value? Explain your answer.
j. In step 1g above, did you interpolate or extrapolate the value? Explain your answer.

2. Study the next on the right. The unit of measure used is metres.

a. What kind of graph is shown?

b. What are the factors /variables 1
compared in the graph?
Height of bounce

0.8
c. What factor was changed?
d. What factor responded to the change? 0.6
e. How many times did they drop the ball? 0.4
How do you know? 0.2
f. Do you see a pattern in the results?
Interpret the graph. 0
1 1.25 1.5 1.75 2
g. What do you think is the height of the bounce value
if the ball was dropped at 2.50 m high? Height of drop of ball

h. Put a 0 mark on the graph to show this value.

i. In step 2f, did you interpolate or
extrapolate the value? Explain your answer.

Generalization

Bar chart is used to order and/or compare results.

Can you use line graph to show the data in Exercise 2.3 -1? Why or why not?
Line graph is used to see general relationship between the factors being studied.
Can you use bar graph for the data in Exercise 2.3-2? Why or why not?
When do you interpolate values? When do you extrapolate?

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What you have learned

Answer the questions the best way you can.

1. The graph below shows the mastery level of selected students from different regions
of the country on factual knowledge (FK) questions about the environment.

a. What is the general information shown about students’ performance?

b. Which region has the highest percent mastery?
c. Which region has the lowest percent mastery?

2. Plot the tabulated data into the same graph. Use Data A and B below for this task.

Data A. When the heat source is at an angle with the object

Time (min) 0 15 30 45 60 75 90 105 120 135 160

Temperature (0C) 20.0 20.5 21.0 21.5 22.0 23..0 23.0 24.0 25.0 26.5 27.5

Data B. When the heat is directly above the object

Time (min) 0 15 30 45 60 75 90 105 120 135 160

Temperature (0C) 20.0 20-5 21.0 21.5 22.0 23..0 23.0 24.0 25.0 26.5 27.5

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a. What are the time intervals in these data tables?

b. Which has a higher temperature reading: when the heat source is at an angle
or when it is directly above the object?
c. What conclusion can you draw form these graphs?
d. What is the temperature at time 35 for data A?
e. What is the temperature at time 165 for data B?

3. What of the following thinking skills do you use when studying pictures, graphs or
maps?

a. observing
b. comparing
c. interpreting
d. predicting
e. making conclusions

4. Explain each of your answer in #3 above.

5. Aura wants to find out if plants grow in anything else apart from soil.

a. Give an educated guess (hypothesis) for this problem.

b. List the materials needed for the experiment
c. Design a procedure to test the hypothesis.
d. State your conclusion.

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