Project Math Access DVD 03 - Graphing - Part 02 Transcript Start Audio Description: Part two; student interview; use of graphs produced with tactile materials. JOHN: Some advantages to graphs like these are that they are real easy to tell what is what. The labels for example, the "weeks" they are going across the bottom here, and the label is given just below the actual graph. And like, for example, the stuff that's going up and down is given right here. It says "Mrs. Ashton's antibody count." This was obviously a biology graph. And I can tell that there's also there's another line, but I can tell after week 1, her antibody count was maybe... wait, what's this other line here? Oh, this.... Audio Description: John reads from the descriptions brailled onto the graph. JOHN: Oh, this other line is the antigen count. So antibodies and antigens, it's a biology graph. But I can tell you right now at week 1, ...there's also a point at week 1, the antigen count... the antibody count rather, is low, while the antigen count is very high. Week 2, I can tell you the antibody count increases slightly, with a dramatic increase in the antigen count. Week 3, the antibody count is still about the... it goes down a little bit, but so does the antigen count. And the same thing with 4, except for this now... both the lines are close together because the antigens keep coming down. And... by week 5 and week 6 they're almost touching. So I can tell clearly what is what on this graph. There are no other lines to get in the way, like there was in geometry. And... there's no difficult part about reading it. They also have letters for the lines on the right hand side. And, Z, Y, and X are the 3 letters. So, this is X right here. This is Z, right here along the bottom. This is Y, the second line, right here. And this is X, which is the pipe cleaner. The reason I didn't mention line Z in my description of the graph is that throughout all the weeks, it has remained flat. But, I'm able to tell that, so.... TEACHER: And does it help you to have the different lines being the different textures? JOHN: Yes, because right here I can tell that the line with the weeks is done is in hot glue. This one is done in the puffy paint. I can tell because it's a thinner line. This one is with a Wikki Stix, and this one is a pipe cleaner. TEACHER: And here's another example. You want to talk about this one, with how they intersect. JOHN: Okay... This is the amount of gases. So, the column going around here is the amount of gases that they have. And this thing on the bottom says "Iung." And then it says "muscle, vein." that's like the capillary muscles in the veins. And what's cool here, is that-- is that as it goes farther across you can tell that the amount of gases in the lungs... gets higher, the percentage gets higher. It says amount of gases, which is in percentage, and as you go across you can tell the pipe cleaner gets higher, and then it levels off. That's another important thing you need to know, you not only need to be able to identify when the graph begins to go up, but you also need to know where the plateau is and I think with a pipe cleaner showing this line that's pretty easy to do. You can see it levels out right here at about, maybe, 100. Maybe just a little below 100. And this line is the amount of oxygen in your lungs as time goes on. And you can see it starts close to 100. And it levels off. This is if somebody held their breath, obviously. It shows that it levels off right about here. And that value is maybe... somewhere between... It's like somewhere around 25. Maybe even a little less. Maybe 15 or so. You can also tell where these two lines intersect. And it looks like they intersect right about 50/50. That's not the case in all graphs, but it does make it possible for you to answer any question the teacher may have about the graph. And about what it shows, correlating to what. TEACHER: Let's say if both lines were done in Wikki Stix, or if both lines were done with pipe cleaner, do you think it would be as easy to read? JOHN: No, it would be very hard to read, as a matter of fact. Because I would have trouble keeping the 2 lines straight. I would forget what line is what. There's nothing to signify them as being different from the other one. I could probably get it eventually, but I would spend much more time gathering that information. TEACHER: Okay.