1-6 Analyzing Persuasive Graphs Part 1

All right guys, we're gonna work on less than one 6 days so we don't get any more behind, which is analyzing persuasive graphs. So basically we're gonna look at some grass today and kind of see how the design of the grass or all right, once you've made your estimates, you're gonna read the headline at the top of the journal of your journal and page 19. Okay. Well, actually. We're gonna read the headline here. So our headline is Americans consume 100 acres of pizza per day. Each day we eat the equivalent of a hundred football fields covered with pizza. Now, is that sound like a lot of pizza? I think it does. So if we notice here the writer of this headline wants us to think this is a lot. And so let's look at this statistic more closely. So there's 43,560 feet squared in an acre. So in a hundred acres, we have 4 million 350,000 ft². If the Americans eat that much peach it, each day, for 365 days. That's about 1 billion 588,000. Square feet per year. And if that means much pizza of her year is divided by the approximate, people in the United States which is 310. Million people, then each peat person on average eats about 5 ft² of pizza in one year. So that means if the average pizza is about one foot squared, then each American eats about 5 pizza. Pizzas per year. So a new headline that we could use instead of this one up top. It is an average American eats 5 pizzas per year. Now, the question is, which one sounds more intense? More pizza, more crazy. Obviously, it's going to be this one up here. 5 beats per year it is in sound a lot, but when you put it into acres and talk about football fields, there's a lot of pizza. So, sometimes, headlines are changed, or are written differently to get you to think different things. The top headline makes you think that we eat a lot of pizza. Because can you imagine 100 football fields covered in pizza? That's a lot of pizza. I don't think we could eat through that much pizza. So changing it to something about 5 pieces per year, puts it more into perspective. All right, so. We should have already recorded your estimates for the number of people living in the United States. The number of pizzas the average person eats at one year, and the number of times each day that the average person rides in a car. So. Let's go through this. All right. Now, so what we're going to take a look at. Is we're going to look at this headline now. The average American takes about 100,000 automobile trips in a lifetime. So I want you to think about that. We're taking a 100,000 automobile trips in a lifetime. As a lot of times in the car, but does it mean far away? Does it mean that we're just going down the street 5 minutes? Does it mean, you know, it can mean any of that kind of stuff. So what we want to do is we're going to write a new headline that gives us the same information but will not astound the reader. So we're going to bring it down a little bit. We're going to use the fact that the average American lives to be about 78 years old. So I want you first to think about how you could rewrite this. So what I want you to do, pause the video, think about how you could rewrite this. And in fact, I'm imagining that using your information from number of times each day the average person rides in a car. Is going to help you fill this out. So, I want you to go ahead, pause the video, and give me an idea. Pause it. You better be pausing it. Don't make me do all the work here. I know you're. I know you're good. All right. I'm going to give you some examples. Something that you could have done was you could have taken the. 100,000. You could have taken the 100,000 and divided it by 78. Because that's about how old will be, and it says in a lifetime. And we could have estimated that to be about 1000 280 two trips per year. Now, so we could have said something about 1000 282 trips. Per. Year. Okay, so we could have said something like that. We could have gone further. Taking this further, we know there are 365 days per year. Because this is still, looking like a big number. And we could have taken this number and divided by the 360 five. And if I do that, we're going to get the number of 3.5 one two or we could say. B I would love for you to write my friend. All right, we also could have said. Between. Move this 360 five quick. Three and four trips. Whoops. Sorry, guys. Well, between three and four trips a day. Apparently I can't write any further down on the screen here. It's not letting me. So this should be three to four trips, a day. That definitely seems a little bit less astounding. If you said, an average American takes about three to four trips, automobile trips a day. That seems less astounding and more believable. Whereas if you're saying 1282 trips per year, or a 100,000 automobile trips in a lifetime, now we're looking at, giving that gasp factor. And how can they really get the data away from that? Look at how much it kept changing. I mean, three to four trips a day really isn't that much. But when you put it in the data into a 100,000 a year, a lifetime, or 1282 a year, you're not looking at the data the same. So really, analyzing the meaning of the numbers and the headlines is changing that impact the headlines. And that's what we're going to investigate today, that the representation of the data can affect the message conveyed. All right. Moving on. All right, so as you can see here, I have two graphs. All right? They are two different graphical representations. On the same data of U.S. president's heights. So we've got the top one, which is labeled as heights of U.S. presidents, and then our bottom one is labeled as heights of the shortest and tallest U.S. president. I'm going to draw a line kind of dividing the two and a half, so it makes it a little easier to see where one starts and one stops. You should also have this in your mass journal arm well, actually, you don't have this part in your math journal. However, what I want you to do is I want you to think about these and write them down on whether it's a piece of paper or on your whiteboard, whatever you have. I want you to answer these questions. Okay. All right. What features of the graphs are the same? All right. So what's the same? All right. We'll just put this up here. I really don't know why it won't let me put it over here. But apparently it will not. So what features are the same? All right, and I want you to also think about. What features are different. Okay, so we're going to look at what features are the same, what features are different. Let me do any of that. Okay. All right. What features are different? Okay, so what features are different? Grab that, pull it over. So we have one of the same order difference. What design choices do you think that the designer made in Y? So what's different? What's the seam close down a little? What design choices do you think the designer made and why? Basically that just means how do you think they got each axes, why do you think they labeled it with. Why do you think they labeled this one height like this and feet this one in inches like this? Why did this one use names? Why did this one use numbers? So why do you think the designer made those specific choices? And then I really want you to think, how might the data have been displayed differently? So how else could we have displayed the data? And then how might a different display change the way the reader interprets the information? So do I want you to do is take a couple minutes, pause this, write down things that you think. Answers to these questions. All right, you should have had some time to think about this, so we're going to look at some possible answers you could have written down. For example, what features of the graph are the same, well obviously they're both bar graphs. Let's see if I can write on this. Bar, graphs. They are displaying president's heights. Okay? So displaying the same data, and both of the vertical axes, if you noticed, started at numbers other than zero, so if I would back it up, you would see they both started other than zero, which is kind of strange when you think about it because you're not starting at a bottom number. All right. What's different? The height of the shortest and tallest presidents contains only some of the data presented in the other graph. So the present different parts of data. So I'm not presenting all the data. So