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Analysing Graphs

This document discusses different ways of analyzing data presented in graphical forms, including reading values directly from graphs, finding the gradient and intercepts, and dealing with anomalous results. Specifically, it provides guidance on how to read values, calculate gradients using two points, find intercepts using the equation of the line, and indicate anomalous points that do not fit the overall trend.

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Qing Hao Salman Irfan (Ahs)
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9 views

Analysing Graphs

This document discusses different ways of analyzing data presented in graphical forms, including reading values directly from graphs, finding the gradient and intercepts, and dealing with anomalous results. Specifically, it provides guidance on how to read values, calculate gradients using two points, find intercepts using the equation of the line, and indicate anomalous points that do not fit the overall trend.

Uploaded by

Qing Hao Salman Irfan (Ahs)
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Analysis of Graphs

Data presented in graphical forms can be analysed in a variety of ways:


• reading values directly from graph
• finding gradient
• finding intercepts
• dealing with anomalous results

1) Reading values directly from a graph


a) Students may be asked to read off values from a graph directly. In doing so, they should draw
dotted perpendicular lines to connect the data point to both the horizontal and the vertical axes,
for ease of reading. Data values should be read to an accuracy within one half of one of the
smallest squares on the grid.
Example: Find T at t = 1.4 s.

2) Finding gradient
a) When finding gradient, students should choose two points on the line that are far apart, minimally
spanning across half the length of the line of best fit. This will reduce the percentage uncertainty
in the calculation of gradient.
b) Students should be encouraged to draw a right-angled triangle on the graph with the two chosen
points forming the hypotenuse of the triangle. Gradient can be calculated either from the ratio of
rise (∆y) to run (∆x), or by using the formula m = (y2 – y1)/ (x2 – x1), where (x1, y1) and (x2, y2) are
the coordinates of the two chosen points.
c) Mathematically, gradients do not have units. However, if the gradient is subsequently used to
represent a physical quantity, then the gradient may take the unit of that physical quantity. In
cases where a linear relationship is involved, units for the quantities related to the gradient and
the intercept can and should be deduced from the linear relationship. For example, for a graph of
distance (in metres) against time (in seconds), the units for speed, which can be inferred from the
gradient of the graph, would be m/s or ms-1. Gradients are usually recorded to two or three
significant figures.
d) An example on finding gradient.

1
e) If the graph is non-linear, the gradient of the graph at any
particular point can be found from the slope of the tangent
drawn at that point. The steps to find the gradient of the
tangent are the same as finding the gradient of a best-fit line.
Example: Finding gradient of a curve at t = 3.

3) Finding intercepts
a) Students generally do not have great difficulty in finding the intercepts, except when a false origin
has been used or when the line of best-fit passes through the top or bottom of the page before it
reaches the axes.
b) Given such a scenario (usually in a physics experiment), students can find the equation of the best-
fit line in the form y = mx + c. The x and y intercepts are –c/m and c respectively.
c) Note that finding the equation of the best-fit line is time-consuming, and students should be
advised to use this method only when they have difficulties reading the x and y intercepts directly.
d) Example: Using equation of a straight line to find intercepts.

4) Dealing with anomalous results


a) When a graph is plotted and there are points that do not follow the general trend or pattern of
the graph, these odd data points are known as anomalous results. If time permits, the student
should repeat the experiment for these anomalous points to verify their reliability/validity.
b) However, if there is insufficient time, the student should still plot these anomalous points on the
graph, but to ignore them when the line of best fit is being decided.
c) It is important that students indicate the anomalous points on the graph clearly. Failure to do so
will result in an erroneous line of best fit. Anomalous points are usually circled and labelled on the
graph directly.
d) Example: Indication of anomalous data on a graph.

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