Chapter 1, Section 2: Vocabulary (Page 17)
( Do assignment in Cornell style)

Write the words in yellow and their definitions on the right side of your notes.
Each term should have a question.
Your summary should briefly explain all 7 words.
Life science:
Biology:
Organism:
Development:
Structure:
Functions:
Complementary:

..............................................................................................................................
Extra:
Reading a Graph and Vocabulary
http://www.biologycorner.com/worksheets/graph_tadpoles.html

Interpreting Graphs & English Usage

peak
rise
soar
fluctuate
decline
drop
climb
increase
stabilize
The verbs in the box can be used to describe changes commonly seen on graphs. Examine the words
(Look them up if you don’t know what they mean)
1. Circle the verbs that mean to go up.

2. Underline the verbs that mean to go down.

3. Put a star next to the verb that means to go up and down.

4. Use an arrow to indicate the word that means to reach its highest level.

5. Put a triangle next to the word that means to stay the same for a period of time
graph
graph

Use the words in the box to help you complete some of the sentences. In some cases, there is more than one correct answer.
1. In the year 1990, tadpole populations began to .............. rapidly.

2. Tadpole populations reached a .......... in 1992.

3. Between 1992 and 1993, populations of tadpoles ..........

4. Tadpole populations ......... after 1993.

5. Between 1995 and 1999, populations ............

6. How many tadpoles were in the pond at its highest point? .........

7. How many tadpoles were present in the pond in 1998? ..........

8. Between 1998 and 1999, tadpole populations .......... somewhat.

Graphing Practic

More Graph Reading
http://www.biologycorner.com/worksheets/interpreting_graphs.html

Interpreting Graphs

pie graph
pie graph
1. Mr. M’s class grades were graphed as a pie graph. Based on this graph:
a) The largest percentage of students received what grade?

b) The largest percentage of students received what grade?

c) Estimate what percentage of the class received a B. ___

d ) Based on the graph, do you think Mr. M’s class is hard?

Why or why not?


graph heights
graph heights
2. The scatter plot shows a bus stop where those waiting at the bus are plotted by their height and by their age. Identify which dot goes with which passenger.
  • 1) _

  • 2) _

  • 3) _

  • 4) _

  • 5) _

  • 6) _

  • 7) _






graph
graph
3. The bar graph compares the number of students enrolled in classes.
a) What class has the highest enrollment?



b) How many students are enrolled in Chemistry (chem.) _

c) How many are enrolled in Psychology (Psych)? _





4. This line graph compares the growth of plants that were kept in the sun for different amounts of time.
graph plants
graph plants

  • a) On Day 7, the plants kept in the sun for 3 hours were how tall? _

  • b) On Day 7, the plants kept in the sun for 6 hours were how tall? _

  • c) On Day 10, the plants kept in the sun for 9 hours were how tall?

  • d) On Day 10, the plants kept in the sun for 6 hours were how tall?

  • e) Based on the graph, the plant grows best in what amount of sunlight?
graph worms
graph worms
5. The line graph shows the number of worms collected and their lengths.
a) What length of worm is most common? _

b) What was the longest worm found?_

c) How many worms were 6 cm long? _

d) How many worms were 7.25 cm long?_

e) The peak of the curve represents the

[ longest worms / average worms ]










graphing_bus_stop.JPG
graphing_classes.JPG

graphing_plant_growth_sun.JPG

graphing_worm_length.JPG

graph_tadpoles.JPG