How do you read a data table or graph and draw a valid conclusion from it?
Analyze and interpret data in tables and graphs to identify trends, describe relationships between variables, and draw evidence-based conclusions, as embedded across the STAAR Biology reporting categories (TEKS Biology scientific and engineering practices; patterns; using mathematics).
A TEKS-level answer on data analysis for the Texas STAAR Biology EOC: reading tables and graphs, identifying trends and relationships between variables, and drawing conclusions supported by the data, a skill embedded across every reporting category.
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What this topic is asking
The Biology TEKS embed analyzing and interpreting data across every reporting category. For STAAR Biology you must read tables and graphs, identify the trend or relationship between variables, and draw a conclusion supported by the data. This is one of the highest-frequency skills on the exam, because most clusters are built around a data stimulus. The recurring themes are patterns and using mathematics.
Reading a table or graph
The first step is to understand the data, not rush to a conclusion:
- For a graph, identify the x-axis (usually the independent variable, what was changed) and the y-axis (usually the dependent variable, what was measured), and note the units.
- For a table, identify the column headings and units, and which column is the independent variable and which is the result.
- Note the range of the data, the highest and lowest values, and any point where the pattern changes.
Misreading the axes or units is the most common cause of a wrong answer, so this step is worth a few seconds.
Describing trends and relationships
A good description names both variables and the direction: "as light intensity increases, the rate of photosynthesis increases." Watch for places where the trend changes (for example, a rate that increases and then levels off, as when light stops being the limiting factor), because describing that change is often what a question rewards.
Drawing a conclusion from evidence
A strong conclusion does two things: it states the relationship, and it cites the data as evidence (for example, "the rate doubled, from 5 to 10 bubbles per minute, when the light intensity increased"). This is the same claim-and-evidence logic that the short constructed response rewards. Be careful not to over-claim: the data support a relationship over the range tested, and they show correlation, not necessarily that one thing alone caused the other (which is why a controlled design matters).
Try this
Q1. A graph shows that as the amount of fertilizer increases, plant height increases. State the relationship between the two variables. [1]
- Cue. As the amount of fertilizer increases, plant height increases (a positive relationship).
Q2. Explain why a conclusion should cite specific data from the graph or table. [2]
- Cue. Citing specific values provides evidence that supports the claim and shows the conclusion is based on the data rather than on assumption.
Exam-style practice questions
Practice questions written in the style of TEA exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
STAAR Biology (2023 released style)1 marksA graph shows that as the temperature increases from 5 to 35 degrees Celsius, an enzyme's reaction rate increases steadily. Which statement best describes the relationship? (A) There is no relationship. (B) As temperature increases, the reaction rate increases. (C) As temperature increases, the reaction rate decreases. (D) The reaction rate stays constant.Show worked answer →
A 1-point multiple-choice item on describing a trend.
The correct answer is B. The data show the reaction rate rising as temperature rises across this range, a positive relationship. A and D contradict the trend, and C states the opposite direction.
Describe what the data actually do: here, both go up together over the range shown.
STAAR Biology (2024 SCR style)2 marksA data table shows that a plant produced 5 bubbles of oxygen per minute in dim light and 20 bubbles per minute in bright light. State the relationship between light intensity and the rate of photosynthesis, and use the data as evidence. Support your answer.Show worked answer →
A 2-point short constructed response on interpreting data.
Full credit (2 points): as light intensity increases, the rate of photosynthesis increases. The evidence is that the plant produced 5 bubbles per minute in dim light but 20 bubbles per minute in bright light, so more oxygen (a product of photosynthesis) was made in brighter light.
Partial credit (1 point): states the relationship without citing the specific data, or cites data without stating the relationship. The science is scored.
Related dot points
- Plan and evaluate a controlled investigation by identifying the independent, dependent, and controlled variables and the control group, as embedded across the STAAR Biology reporting categories (TEKS Biology scientific and engineering practices; cause and effect).
A TEKS-level answer on experimental design for the Texas STAAR Biology EOC: independent, dependent, and controlled variables, the control group, and how to design and evaluate a fair, controlled investigation, a skill embedded across every reporting category.
- Construct a written explanation that makes a claim, supports it with evidence from a stimulus, and gives scientific reasoning, to answer the STAAR Biology short constructed response on the 2-point rubric (TEKS Biology scientific and engineering practices; engaging in argument from evidence).
A TEKS-level answer on the STAAR short constructed response for the Texas STAAR Biology EOC: the claim-evidence-reasoning structure, how the 2-point rubric is scored, and how to write a complete answer using the stimulus.
- Recognize and approach the redesigned STAAR Biology question types, including multiselect, multipart, hot spot, drag and drop, inline choice, and text entry, alongside multiple choice (TEKS Biology scientific and engineering practices; obtaining and communicating information).
A TEKS-level answer on the redesigned STAAR Biology question types for the EOC: multiselect, multipart, hot spot, drag and drop, inline choice, text entry, and short constructed response, with how each is scored and a strategy for each.
- Interpret food chains, food webs, and energy pyramids to explain how energy flows through an ecosystem and is lost at each trophic level (TEKS Biology, Reporting Category 5; energy and matter; using mathematics).
A TEKS-level answer on energy flow for the Texas STAAR Biology EOC: food chains and webs, producers and consumers, trophic levels, the energy pyramid and the 10 percent rule, and why energy is lost at each level.
- Describe the reactants, products, and energy transformation of photosynthesis, and explain its role in capturing light energy as chemical energy in glucose (TEKS Biology, Reporting Category 4; energy and matter; cause and effect).
A TEKS-level answer on photosynthesis for the Texas STAAR Biology EOC: the reactants and products, the role of light and chlorophyll in chloroplasts, the energy transformation from light to chemical energy, and the overall word and balanced equation.
Sources & how we know this
- Texas Essential Knowledge and Skills for Science (Biology) — Texas Education Agency (2024)
- STAAR Biology Assessed Curriculum — Texas Education Agency (2024)