Instructor Guide Applications of Bar Graphs: Forming Connections

Overview

  • This activity will use technology, contingency tables, and a large dataset to extend the knowledge and applications of simple bar graphs for single groups to side-by-side and stacked bar charts for multiple groups.
  • Students will create the graphs then work in pairs or groups to analyze patterns and make responsible generalizations about larger populations.
  • This activity builds on the context of the 2016 and 2020 presidential elections discussed in the What to Know assignment. Students will compare differences in election outcomes by race and generation.
  • Additional context: Results of the 2016 election when compared to the 2012 election: Overall, voter turnout was lower in 2016. Voter turnout in 2016 increased for Whites (+1.2%), who made up approximately 70% of the pool of eligible voters and are more likely to have voted for Trump in 2016. In 2016, voter turnout for Black voters significantly decreased (-7%), who made up the next largest subgroup within eligible voters at approximately 12%. The
    slight increase in White voters and the significant decrease in Black voters may very well have had an impact on the results of an extremely close election.
  • S3, V1, C4, O1, O3, B1 ← Link to EBTP descriptions 

Prerequisite assumptions

Students should be able to do each of the following after completing the What to Know assignment.

  • Understand the differences between side-by-side bar charts and stacked bar charts.
  • Make comparisons of different groups using side-by-side bar charts and stacked bar charts.

Intended goals for this activity

After completing this activity, students should understand that side-by-side and stacked bar charts are useful tools in studying and comparing the distributions of categorical variables for different populations or groups. They should be able to use technology to create these displays from datasets and use them to compare and answer statistical questions about different populations or groups.

Synchronous Delivery and Activity Flow

The sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.

Frame the activity (3 minutes)

  • Instruct students to think about Question 1 and share their ideas with a partner. Have a few volunteers share their answers and then connect to them by asking, “How would we be able to show this?” The goal of the question is for students to understand that visual displays can be useful in helping us answer questions. S3, B1
  • Transition to the activity by briefly discussing the Objectives for the activity.

Activity Flow (18 minutes)

  • Think Time
    • Make sure to give students individual think time to read the information and process the contingency table after the objectives before starting on Question 2. O1, O3
    • Students tend to struggle with contingency tables when they are first introduced. If so, briefly point out the meaning of one cell and then move on. Point out that the percentages in the rows sum to 100%. O1
    • Let them know they will be learning about contingency tables throughout the semester, and this activity will help them begin to feel more comfortable. The main point of this activity is to learn how to use technology. Therefore, don’t linger on the table! S3
  • Have students continue working in pairs to complete the activity. V1
    • Question 3: Make sure students see how useful it is to read the graph compared to the table. The observations should be obvious and intuitive for the students using the graph. C4, O2, O4
    • If time permits, have students answer Questions 7 – 12. If not, move on to the wrap-up of the activity. Question 11 will benefit from an instructor-led technology demonstration in class. Step-by-step instructions are given in the Forming Connections page for students to work on these questions outside of class time individually or in their study groups.

Wrap-up/transition (5 minutes)

  • Have a few students share their answers to Question 6 or their individual reflections for Question 12, if you got that far.
  • Remind the students that they all interact and learn technology at different rates and that if they are feeling pressure, it will get better and there will be plenty of support in getting used to the software.
  • Have students refer back to the Objectives for the activity and identify ones they recognized completing. S2, C4, O2
  • Transition: “in the next activity, we will be talking about movie runtimes!”