[Phys-L] Re: Charts or Graphs, and other Excel stuff

[jsd at AV8N.COM (John Denker)]

Edmiston, Mike wrote:
> I'm sorry, but people are totally misunderstanding

Certainly I was misunderstanding....

> I am not fighting Excel.  I am fighting students.

You probably should choose a different verb.  Presumably you have
a supportive -- not combative -- relationship with the students.

> When I harp at them about this, they typically come back with comments
> like, "Well if that's the way a graph is supposed to look, why didn't
> Excel do it that way."

That's a very informative comment.  That indicates a big problem ...
but a problem that can be solved.

The solution requires two steps.  I am a firm believer in the "building
block" approach to learning and teaching.

Block 1) Assuming the student really doesn't know the difference between
good graphs and bad, take this bull by the horns.  Pass out a quiz.  Each
item on the quiz shows the same data plotted a few different ways.  Ask
which way is best, and why.  (This is a tool-independent exercise.)

2) Once the students know the difference between good graphs and bad,
then you can answer the crucial question two ways:
   Q: "Well if that's the way a graph is supposed to look, why didn't
      Excel do it that way."

   A1: As to the first clause in the sentence, there is no 'if' about
      it.  That is not the way a graph should look, and you should
      know that by now.

   A2: As to the second clause, remember the proverb:  It is a poor
      workman who blames his tools.  You need to take responsibility
      for your work.  Excel is not in charge of what happens;  you
      are in charge.  Go forth, and make the right things happen!