Graphics Reference
In-Depth Information
Table 2. An example of the data gathered about the schools in a school district N
Name of a School
Number of Students
Number of Teachers
No of Classes
Franklin
180
18
5
Martin Luther King
220
15
3
Meadows
326
15
8
Sunflower
187
16
4
Table 3.
Your Reaction and Visual Answer: Collect the Data of your Choice
You may want to make a data collection in the form of a table. You may choose to collect the kinds of jobs in your workplace, a number of
glasses of water you have drunk every day in this month, names of planets in a Solar system, or temperature at noon during the last ten days.
The observations or recordings you collect will not be significant by themselves. As a product of your project, you will obtain just the data:
numbers or names. You will need to analyze them later to get information about the theme of your investigation.
1.2. Information
ing in real time, with human interaction possible
through various input/output devices. The data
becomes information when people or computers
find the data patterns and characteristics that give
them meaning. For example, a pamphlet describ-
ing characteristics of a school district, its schools'
density, addresses, names and other features can
be called information (Figure 1).
See Table 4 for Your Reaction and Visual
Answer.
Information makes sense of the data and gives them
meaning. To make sense of a row of data we have
to abstract those that carry meaning useful for our
purpose. We can locate information and explore
the structure of any kind: from simple charts and
graphs showing one dependent variable against
one independent variable, to the 3D computer-
generated virtual reality environments happen-
