Results: Using Tables & Figures
Report your data clearly and objectively: build a labeled table or figure, then number it, caption it, and reference it in the text without slipping in your interpretation.
The Results section has one job: show the reader what happened, in numbers, without telling them what it means yet. That restraint is what makes science trustworthy. A well-built table (labeled columns with units) or figure (labeled axes, a clear caption) lets any reader check your data for themselves, and numbering and referencing each one ("Table 1 shows...") lets a reader jump straight to the data you are talking about. Physicians read a patient's lab-value table before they diagnose, epidemiologists graph case counts over time before they explain a spike, and every research scientist builds the figures of a paper first because reviewers read the data before they read the argument. Learn to separate a results sentence (reports data) from an interpretation sentence (explains why), and your writing reads like a record instead of an opinion.
- Common Core · RST.9-10.7Translate quantitative or technical information expressed in words into a table or graph, and translate information in a table or graph back into words.
- Common Core · WHST.9-10.2Write informative/explanatory texts that convey scientific information clearly, including formatting such as tables and figures that aid comprehension.
- NGSS · SEP-4Analyzing and Interpreting Data: organize data in tables and graphs so patterns are visible, and describe the data objectively before interpreting it.
- Ohio · Ohio ELA W.9-10.2Produce clear informative writing, using formatting (tables, figures, captions) and precise language to present data accurately.
- AP · AP Bio SP 4Represent and describe data: construct properly labeled tables and graphs and state what the data show without overstating the conclusion.
- Read values from a data table or graph: You cannot report or reference data you cannot first read accurately from a table or an axis.
- Name a variable and its unit: Column headings and axis labels must state the variable and its unit, so students first need to identify both.
- Tell a factual observation from an explanation: A results sentence reports what happened; separating that from why it happened is the core Results-vs-Discussion move.
Prerequisites are inferred: pending teacher review.
Re-learn the skill with worked practice and clear examples.
Now build and use a real Results display. Read the exact values, decide table or figure, then write a reference sentence that names the display by number and reports the data without interpretation. Use the table below and follow the worked model.
| Caffeine dose (mg) | Resting heart rate (bpm) |
|---|---|
| 0 | 68 |
| 100 | 74 |
| 200 | 81 |
| 300 | 88 |
Using Table 1 below, which sentence correctly REFERENCES the table and reports the data with NO interpretation?
Reviewed| Caffeine dose (mg) | Resting heart rate (bpm) |
|---|---|
| 0 | 68 |
| 100 | 74 |
| 200 | 81 |
| 300 | 88 |
- A.Caffeine is bad for the heart, as anyone can see.
- B.Table 1 shows resting heart rate rising from 68 bpm at 0 mg to 88 bpm at 300 mg.
- C.The heart sped up because caffeine blocks the signals that slow it.
- D.Heart rate went up a little at the higher doses in the study.
Show the worked solution ▾
Answer: B. Table 1 shows resting heart rate rising from 68 bpm at 0 mg to 88 bpm at 300 mg.
- Step 1: A reference names the display: Look for a sentence that names the table by its number, 'Table 1'.
- Step 2: Check for reporting, not explaining: The chosen sentence must report the actual values (68 to 88 bpm) with no 'because' and no judgment.
Why it's right: It references the display by number ('Table 1') and reports the exact data (68 bpm at 0 mg up to 88 bpm at 300 mg) without any explanation, which is exactly what a Results reference sentence does.
- A: This is a judgment ('bad'), not a data report, and it never references the table.
- C: This adds a 'because' mechanism, which is interpretation and belongs in the Discussion.
- D: It is vague ('a little') and never references the table by number.
Aligned to Common Core RST.9-10.7: translate a table into words · reading level ~grade 9
Read Table 1 below. By how many bpm did resting heart rate change from the 0 mg dose to the 300 mg dose?
Reviewed| Caffeine dose (mg) | Resting heart rate (bpm) |
|---|---|
| 0 | 68 |
| 100 | 74 |
| 200 | 81 |
| 300 | 88 |
- A.7 bpm
- B.14 bpm
- C.20 bpm
- D.88 bpm
Show the worked solution ▾
Answer: C. 20 bpm
- Step 1: Find the two values: At 0 mg the heart rate is 68 bpm; at 300 mg it is 88 bpm.
- Step 2: Subtract: 88 bpm minus 68 bpm equals 20 bpm.
Why it's right: From the table, the 0 mg value is 68 bpm and the 300 mg value is 88 bpm, and 88 minus 68 equals 20 bpm.
- A: 7 bpm is the change between the 100 mg (74) and 200 mg (81) rows, not from 0 to 300 mg.
- B: 14 bpm would be 74 minus 60 or another mismatch; the 0 mg value is 68, not 74 or 60.
- D: 88 bpm is the value at 300 mg, not the change from the starting value.
Aligned to Common Core RST.9-10.7: read exact values from a table · reading level ~grade 9
A student's Results paragraph reads: 'Heart rate rose from 68 to 88 bpm as dose increased, because caffeine speeds up the heart.' What should be REMOVED to keep it a clean results sentence?
Reviewed- A.The starting value, 68 bpm.
- B.The clause 'because caffeine speeds up the heart.'
- C.The ending value, 88 bpm.
- D.Nothing; the sentence is already a clean result.
Show the worked solution ▾
Answer: B. The clause 'because caffeine speeds up the heart.'
- Step 1: Results reports, Discussion explains: Scan for any clause that explains WHY the data came out this way.
- Step 2: Name the interpretation: The 'because caffeine speeds up the heart' clause explains why, so it is interpretation and does not belong in Results.
Why it's right: The 'because...' clause explains why the heart rate rose, which is interpretation and belongs in the Discussion; removing it leaves a clean results sentence that only reports the data.
- A: The value 68 bpm is reported data and belongs in Results.
- C: The value 88 bpm is reported data and belongs in Results.
- D: It is not clean; the 'because' clause is interpretation that must be removed.
Aligned to NGSS SEP-4: describe data before interpreting it · reading level ~grade 9
- A student writes the Results of a PLTW lab as a numbered table plus one reference sentence that reports the values.
- A test-taker answers a data prompt by naming the figure ('Figure 1 shows...') and stating the trend without explaining it.
- A group captions its graph so it reads on its own, then adds a text sentence that references it by number.
Fill these in as you work through the lesson.
- Results section (reports data, no explanation):
- Table vs figure (table for exact values, figure for trends):
- Caption (numbered label that lets a display stand alone):
- Interpretation (the 'because' that belongs in the Discussion):
A table needs labeled columns with ; a figure needs labeled and a caption. Report the data with no , and reference each display by its ('Table 1 shows...').
- Write a column heading for resting heart rate that includes the variable and its unit.
- From the table (68 bpm at 0 mg, 88 bpm at 300 mg), write one sentence that references Table 1 and reports the data.
- Rewrite this into a clean results sentence by cutting the interpretation: 'Heart rate rose because caffeine is a stimulant.'
Data: heart rate is 68 bpm at 0 mg and 88 bpm at 300 mg. Reference sentence: '____ 1 shows resting heart rate rising from ____ bpm to ____ bpm as caffeine dose increased.' (No 'because'.)
The vocabulary of this topic, shown in the way you will meet it.
| Caffeine dose (mg) | Resting heart rate (bpm) |
|---|---|
| 0 | 68 |
| 100 | 74 |
| 200 | 81 |
| 300 | 88 |