Preliminary Sketches for the Graph Project

Inclass Analysis 2

1. Which fish should be eaten, based on the endangered-ness of it.
2. It lists why you should(n’t) eat a certain fish.
3. Dimensions aren’t really used for this graph.
4. The graph uses a silhouette of each fish and is labeled with its name.
5. Yes, it shows each fish that is commonly eaten, and if it should be. The sources are a bit iffy for me because I don’t know Seafood Watch or Greenpeace’s motives for why they have collected the data.
7. No small multiples were used.
8. No numbers used in the graph, since they don’t really pertain to the information presented.

Inclass Analysis

1. The graph compares the consumption of various varieties of meat from 1910 until 2008.

2. The graph includes important events relating to food production and consumption ie: war, producers, economic depression and disease.  It helps to put the graph into context This is clear with chicken where there is a peak during WWII when many foods were rationed and a steep increase after the first KFC was founded.

3. It includes the time period, different meats, pounds per year (ppy), and historical context.

4. Words and numbers are integrated to help understand the distance from the x and y axes meaning and to help add historical context.

5. The info is all relevant and it mainly comes from the Department of Agriculture, so the data itself is good.  By doing meat per capita, it adjusts for growing populations.

6. By putting each meat’s line on the same graph it is easily compared.

7. No small multiples are used.

8. By labeling the scale on the ppy it makes the graph seem more real.