Analyse Patterns, Trends and Anomalies — AC9S8I05

• Describe positive, negative, linear and non-linear relationships.
• Select mean, median or mode for a purpose.
• Identify and investigate anomalies rather than deleting them automatically.
• Separate correlation from causal evidence.

Recall graph conventions, independent and dependent variables, repeated measurements and how to calculate mean, median and mode.

Use the chain inspect → describe pattern → calculate summary → identify anomaly → investigate → qualify conclusion. An anomaly may be error, changed conditions, equipment failure or genuine system behaviour.

A positive relationship rises together; a negative relationship moves in opposite directions. A non-linear relationship may curve, peak or plateau. Correlation alone does not establish causation.

The mean uses every value, the median is the ordered middle, and the mode is most frequent. Extreme values can pull the mean away from the central cluster.

Digital tools can calculate summaries, draw a trendline and use conditional formatting to flag values, but scientific judgement and supporting evidence remain necessary.

1. Describe the overall direction without explaining it yet.
2. Calculate mean and median.
3. Identify a value that departs from the pattern.
4. List evidence that could explain the departure.

1. Classify a relationship as positive, negative, non-linear or unclear.
2. Calculate mean, median and mode for 2, 3, 3, 4, 25.
3. Explain which summary best represents the central cluster.
4. Investigate an unusual battery-output value.
5. Explain how a limiting reactant can produce a plateau.
6. Write a conclusion that distinguishes correlation from causation.

A week of high pollution also has more hospital admissions, but the hottest days occur in the same week. Explain the pattern, possible confounding factor, evidence needed and the limit of a causal conclusion.

1. What is an anomaly? A value or group of values that departs meaningfully from the main pattern.
2. Should anomalies be removed? Only after investigation and with a justified, recorded reason.
3. When is median useful? When extreme values distort the mean or ordered central position is important.
4. What does a trendline do? It summarises an overall relationship; it does not explain every value or prove cause.

1. Analyse 2, 3, 3, 4, 25.
   Calculate summaries and explain why the median represents the cluster.
2. Evaluate deletion of one low reaction-temperature trial.
   Check entry, mixing, heat loss, contamination, repeats and method notes.
3. Assess a causal claim from a scatter plot.
   Describe correlation and identify controls or other evidence needed for causation.

• I describe relationships precisely.
• I choose useful summary statistics.
• I investigate anomalies with evidence.
• I qualify causal conclusions.

Exit ticket: Why might an anomaly be the most scientifically important value?

Australian Curriculum v9.0 — AC9S8I05: analyse data and information to describe patterns, trends and relationships and identify anomalies.

Victorian Curriculum F–10 Version 2.0 — Levels 7–8, VC2S8I05: Exact.

NSW Science 7–10 Syllabus (2023) — Stage 4, SC4-WS-06: Exact — the NSW Working Scientifically outcome directly align with the core inquiry process.

• AC9S8I04 — Representing data
• AC9S8I06 — Evaluating methods and claims

• Australian Curriculum v9.0
• Victorian Curriculum F–10 Version 2.0 Science
• NSW Science 7–10 Syllabus (2023)

Curriculum equivalents for Analyse data and information to describe patterns, trends and relationships...

Mapped skill: analyse data and information to describe patterns, trends and relationships and identify anomalies

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.