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time
Time is the input in this supplied model.
Class 7 · English Medium · Pearson Edexcel · General science
Pearson Lower Secondary Science qualification specification, Issue 2 November 2024 · Chapter companion part
Year 7 · Recording evidence and choosing graphs
Build Year 7 enquiry skills: recording evidence and choosing graphs, using supplied data and your own reasoning.
Original Year 7 practice for shared Pearson Year 7–9 scientific enquiry objectives. The Class 7 Edexcel course slot provides access; confirm programme-year placement with a teacher. This is selected companion practice, not full national, Cambridge or Pearson programme coverage.
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Learn the idea
Record observations when they are supplied or made; distinguish original readings from calculated results and estimates. Include quantities, units and conditions. A labelled scientific diagram describes relevant features with clear lines; it is not decorative art or proof that an unseen feature was observed.
Tables and graph conventions
A table needs meaningful column headings, with units such as time / s or length / cm. Put the independent quantity on the horizontal axis in these examples and the dependent quantity on the vertical axis. Use even numerical spacing and label both axes. Select a scale that shows the data clearly rather than exaggerating a difference.
Choose a graph for the data
A bar graph compares categories, with separate bars. A scatter graph shows paired numerical measurements as points. A line graph can show how a quantity changes in a meaningful sequence, such as time. The choice should follow the question and data, not a rule that every set of numbers needs a line through every point.
A trend line is a model
A line of best fit represents the overall pattern in suitable scattered numerical data. For an approximately straight pattern, place a reasonable line through the trend with points roughly balanced on either side. It need not pass through every point or the origin. Read between measured inputs cautiously; a prediction beyond them needs extra caution.
Build the model table
A virtual robot has supplied positions of 0, 2, 4, 6 and 8 cm at 0, 1, 2, 3 and 4 seconds. Put time / s in the first column and position / cm in the second. Keep the original pairs together. The displayed numbers are ideal model data, not observations claimed from a robot you operated.
Plot pairs and read units
For these points use time horizontally and position vertically, with evenly spaced numerical scales. The point at time 3 s has position 6 cm. Reversing a pair or changing spacing midway distorts its meaning. A data table is provided alongside the graph so the information does not depend on colour or a picture alone.
Estimate between inputs
The ideal straight pattern increases position by 2 cm each second. At 2.5 s it suggests 5 cm between the neighbouring points. That is an interpolated estimate—a value inferred between given inputs—not an extra measured point. Extending the same pattern beyond 4 s would require checking whether the model still applies.
Know when another graph is needed
If categories are paper A, B and C with bend values of 2, 5 and 3 mm, use separate bars for the categories. If paired measurements scatter around a straight trend, use points and a reasonable trend line rather than an arbitrary zigzag. If the pattern curves, forcing a straight line can hide the pattern.
Worked example
For time 0–4 s and position 0–8 cm, the ideal model points follow position = 2 × time. At 2.5 s, 2 × 2.5 = 5 cm is an estimate from the line; it is not a newly recorded observation.
- Identify the question, variables and supplied evidence.
- Show calculations with units and distinguish readings from estimates.
- Explain the conclusion, then name a limitation and a useful next step.
Common mistake
An interpolated estimate is not another observation, even when it is a sensible value.
A categorical example
Paper A = 2 mm, B = 5 mm, C = 3 mm gives three separate category bars. The gaps do not represent missing paper types.
A scale check
With 2 cm per vertical interval, a value of 6 cm sits three intervals above zero; the unit and interval rule explain its position.
Your written practice
Show your working on paper and enter your answer here. If it does not match, compare the model and try again.
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position
The model response is position in centimetres.
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cm
The supplied positions are in centimetres.
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bar graph
Categories are represented by separate bars.
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scatter graph
The plotted point keeps each input/output pair together.
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line of best fit
A best-fit line represents the trend; it need not join every point.
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6
The plotted pair is (3 s, 6 cm).
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5
2 × 2.5 = 5 cm; this is an estimate between given times.
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2
4 − 2 = 2 cm between these supplied positions.
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2
10 ÷ 5 = 2 cm per interval, so spacing stays even.
Write in your own words. A guardian or teacher should review this response.
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Time / s and position / cm. The units identify the scale of each number.
Name quantities and units instead of leaving bare numbers.
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Show relevant structures with clear labels and label lines, state what is a model or observation, and omit invented observed details.
The diagram must communicate evidence, not merely look attractive.
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It comes from the model line between given points, so it is an estimate rather than a supplied observation.
Keep original readings and calculated/interpolated values distinct.
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Equal gaps represent unequal numerical changes, so the scale distorts the pattern.
Use equally spaced numerical values for equal gaps.
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The paper names are categories rather than continuous numerical inputs; separate bars show their comparison more clearly.
Choose the graph for the meaning of the data.
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No. It represents the overall supported pattern; measurement variation may put points on either side, and a zero intercept needs evidence.
Avoid an automatic origin rule or a dot-to-dot requirement.
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Supply labelled coordinates or a table with units and use distinct labels or shapes.
Access to the data must not rely on colour alone.
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The model may change after 4 s; the extension is a further prediction that needs checking.
State the tested range and the extra assumption.
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Retain original values and units, then convert to a common stated unit in a clearly labelled calculated column if needed.
Do not silently relabel unchanged values.
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A straight line can miss a changing rate and systematic curve in the data. Choose a representation that preserves that pattern.
The best representation follows evidence, not a compulsory straight-line shape.
Enquiry notebook challenge
Create the robot table and graph, mark one interpolated estimate separately, and sketch category bars for the supplied paper data.
Review with a guardian or teacher
- Label every quantity and unit with an even scale.
- Choose graph forms that match the data.
- Distinguish supplied readings, estimates and predictions beyond the data.
Keep your work on paper or in a local file. This page does not upload it or automatically grade the project.
Curriculum companion and further study
This original Kidemy practice is mapped to selected Year 7 objectives in the Pearson Lower Secondary Science qualification specification, Issue 2 November 2024, PDF page 45. This public source does not establish the full programme or a complete textbook chapter list.
Pearson qualification specification and source →
Continue with your teacher and programme materials
- Apply the enquiry skills to further biology, chemistry and physics contexts with a teacher.
- Independent practical assessment and the wider programme objectives remain; supplied model data do not establish hands-on competence.
Teacher-led lessons, schedules and prices for this outline are upcoming. You can use any starter practice above now without booking.
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