One temperature log, three representations

The idea

The same data can be represented as a table, a line graph or a colour scale, and each representation suits a different purpose.

What you need

• 1 digital thermometer reading to 0.1 °C, placed in the shade away from heaters, air-conditioner vents and windows
• Recording sheet or tablet spreadsheet
• Spreadsheet software with charts and conditional formatting (colour scale)

How to do it

1. Read the thermometer on the hour from 9:00 to 15:00 (7 readings) and record time and temperature in a table.
2. Enter the table into a spreadsheet.
3. Make a line graph with time on the horizontal axis and temperature on the vertical axis.
4. Copy the temperatures to a new row and apply a two-colour scale from blue (coolest) to red (warmest).
5. Find the warmest and coolest reading in each of the three representations.
6. Write one purpose for each representation (for example, the table for exact values).

What you should see

All three representations hold the same 7 readings, and the warmest and coolest readings appear at the same times in each. The table gives each value to 0.1 °C; the line graph shows the rise and fall between readings; the colour scale shows only warmer and cooler, so two readings 0.1 °C apart look almost the same colour. The learner knows it worked when they find the warmest hour in all three and can say which representation suits which purpose.

What changes

This activity lists no variables to change, measure and keep the same.

Common misconceptions

Each of these ideas is wrong, and the activity is a chance to test it.

• Different graphs of the same data show different results (they show the same values in different ways).
• The line between readings shows measured values (it joins readings; nothing was measured in between).
• A colour scale is as exact as a table (it hides small differences).

Safety card

Curriculum references

The NSW syllabus outcomes and Australian Curriculum v9 codes this activity supports. They are references, not a verified or complete curriculum alignment.

• Science and Technology K–6 Syllabus (2017), NESA. The syllabus taught in 2026; the 2024 syllabus replaces it from 2027. Code read from the official syllabus document (DOCX) on 2026-09-22.ST2-11DI-T
• Science and Technology K–6 Syllabus (2024), NESA. Implementation from 2027, so this code describes the future syllabus. Code read from the outcomes page on 2026-09-22.ST2-DDT-02
• Australian Curriculum v9AC9TDI4K03AC9TDI4P06

Sources

The pages the author read to write this activity.

1. www.nsw.gov.au/education-and-training/nesa/curriculum/science/science-and-technology-k-6-2017
2. curriculum.nsw.edu.au/learning-areas/science/science-and-technology-k-6-2024/outcomes
3. www.digitaltechnologieshub.edu.au/plan-and-prepare/scope-and-sequence-f-10/years-3-4
4. www.digitaltechnologieshub.edu.au/teach-and-assess/classroom-resources/topics/binary