2p. GapMinder
Project description:
Create a 1-2 minute video that tells a compelling story about the world we live in using data from Gapminder.org. The video should use Gapminder in the background and the story must connect to what is shown by the data. However, the contents of the story or explanation should go beyond just the data -- there are many relevant components that tie into history, politics, culture, and health that should be tied in when relevant. Additionally, you may need to come up with your own theories when a clear explanation is not available. The class can collaborate on ideas and have similar graphs, but each team will need to record their own video about their own story. Teams must have 2 people unless granted an exception to work alone or have an extra partner.
Rubric (15 points, 3 points each):
The video is digitally recorded, is 1-2 minutes long (unless granted an exception), the video is not shaky, and the audio is clear.
You identify a pattern or trend and talk about it.
You identify causation (explanatory and response variables) and discuss any potential lurking variables. You mention possible combinations of variables that explain the response variable.
Gapminder is used to guide the telling of the story. The data should appear in the background of the video (by recording the computer screen with a PLD or using screencasting software).
The story is coherent and compelling. You bring in outside information to explain outliers or sudden changes in the data.
Written reflection (5 points):
What did you learn from your research?
What did you learn from your classmate's presentations?
What elements did you / your classmates use that made the telling the story behind the data most effective?
How would you go about this entire process next time?
Based on the peer critique in class, what would you have changed in your video? Be specific and detailed.
Recording the video:
Option 1: Use screen-casting software, such as Screencast-O-Matic, to record Gapminder playing through the data on the screen. Your voice will be recorded to go along with the video. If you have other images to bring in, those can also be displayed on the screen. This option is the same way the math teachers create their videos. Click here to use S-O-M. You will need to create a YouTube account to upload the video.
Option 2: Use a class iPad or your own PLD to record yourself talking in front of a computer screen or another iPad screen. This is the lowest-tech solution. Be sure to be in a quiet room when recording so the video is clear. This is not preferred, but if you do not have access to a computer with a microphone, this is a good fallback.
Option 3: Be like Hans. http://www.youtube.com/watch?v=jbkSRLYSojo
Example topics:
Percent of internet users vs. quality of life (as measured by the Human Development Index). Notice how nearly all nations are moving online at a logarithmic rate, and at the same time, these nations are improving quality of life. You could talk about the impact of access to information or how all nations are moving online at the same logarithmic rate regardless of poverty (though the rich nations got online first and thus are far ahead on a linear scale). You could also zoom in on a few countries like China, Brazil, Russia, and India and discuss the effect there.
Energy use per person vs. quality of life. Traditionally, we hear about how bad it is to build a large dam on a river or burn fossil fuel because of its negative effect on the atmosphere. This graph highlights the positive side of energy consumption. You could talk about the many plausible reasons that increased energy use improves quality of life -- less time spent gathering wood for heat and cooking, the ability to read indoors, and on an industrial level, the ability to run factories that create jobs. Note that the color is not region, but national income, to highlight the hidden variable of general wealth of the nation. India is highlighted as a potential case study.
Income vs. life expectancy and the world views of different generations. Look at the make-up of the world at different snapshots in time. What did the world look like when your great-grandparents were in school? Grandparents? Parents? You could talk about how each generation has a very different perspective on Asia because of the great change in health and wealth of Asian nations over the past century. You could also look at the overall mixing of colors (health and wealth by continent) that didn't start to happen until recently.
Income vs. life expectancy and the development of China. Most of the countries have moved in a fairly steady pattern from the bottom left (poor and sick) to the top right (rich and healthy). However, China has all kinds of funky things happening if you follow the trail through the mid-1900's. You could talk about the effect of WWII, Mao and the Communist Party, "The Great Leap Forward", and the opening up of foreign investment. The data adds a fascinating piece of context to the recent history of China and its current path in the 21st century.
Internet users vs. inequality. The internet is viewed by many as a great equalizer. This graph highlights 3 countries that have decreased their Gini index (a measure of inequality within a nation) while growing their internet users. You could talk about why this might happen or other nations that go against this trend. Note that this dataset has very few data points.
Adult female literacy rate vs. child mortality. As mothers, women are often responsible for the health of their children. This graph shows the compelling relationship between the literacy rate of women and the child mortality rate. You could talk about the incredible importance of education for women in order to save the lives of children or focus on a few nations who have made significant improvements to women's education in recent years. India, Cambodia, and Morocco are currently highlighted.
Past student videos: