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Assessment 1

Table of Contents

Synopsis

  • Weight: 20%
  • Type: Remote
  • Grade: Rubric
  • Due: 04-10 12:00 (ID 1), 06-10 15:20 (ID 2), 04-10 15:20 (ID 3)

Description

In assessment 1 you’ll make a basic visualisation from given data.

You may use other data but that probably means you’ll have to clean it yourself. Cleaning data is hard and we’ll cover that in class 3. If you want to clean data, you must do so with code and hand in this code too.

We’ll check how you apply d3, whether you understand what’s happening, how well data is represented, and quality of your code and documentation.

For this assessment you’ll build a project in a fork of cmda-fe3/fe3-assessment-1 (not our course repo) and host the project through GitHub Pages. First, fork the repo. Then, work on your project and upload the final results to your fork either using Git or the GitHub interface as covered in class 1.

Goals

Assessment 1 tests that you’ve attained the following knowledge:

Data

Pick one data set. You may use other data but that probably means you’ll have to clean it yourself. It’s simplest to pick any of the cleaned data sets:

Other data

Feel free to use other data sets. For example, from:

Monthly temperature time series

Homogenised monthly temperature time series of De Bilt (1901-present). Cleaned from knmi.nl.

Download assessment-1/temperature.csv.

Format

Comma-separated values (CSV) with 1400 rows and two columns:

  • date — Date in YYYYMMDD
  • temp — Homogenised monthly temperature in degrees celsius
Example
date,temp
19010131,-0.424
19010228,-0.761
19010331,3.369
19010430,8.782
19010531,12.181
...
20170430,8.44
20170531,14.854
20170630,17.926
20170731,17.828
20170831,17.131

Top languages by number of speaker

Languages listed as having 50 million or more speakers. Crawled from wikipedia.org.

Download assessment-1/languages.tsv.

Format

Tab-separated values (TSV) with 26 rows and two columns:

  • language — Name of language
  • speakers — Estimated number of total speakers
Example
language	speakers
Mandarin Chinese	1090000000
English	983000000
Hindustani	544000000
Spanish	527000000
Arabic	422000000
...
Marathi	74000000
Yue Chinese	72000000
Turkish	71000000
Vietnamese	68000000
Italian	66000000

Population without indoor toilet

Percentage of the population living in a dwelling without indoor flushing toilet for the sole use of the household. Cleaned from data.europa.eu.

Download assessment-1/toilets.json.

Format

JavaScript Object Notation (JSON) with 34 rows and 2+ columns:

  • code — ISO 3166-1 country code
  • country — Human readable country name
  • 2005 … 2016 — Percentage of population without a toilet if known and null otherwise
Example
[
  {
    "2005": 1.5,
    "2006": 0.9,
    "2007": 1.5,
    "2008": 1.5,
    "2009": 1.3,
    "2010": 1.2,
    "2011": 1.2,
    "2012": 1,
    "2013": 1,
    "2014": 1,
    "2015": 1,
    "2016": 0.9,
    "code": "AT",
    "country": "Austria"
  },
  // ...
  {
    "2005": 1,
    "2006": 0.8,
    "2007": 0.8,
    "2008": 0.6,
    "2009": 0.5,
    "2010": 0.5,
    "2011": 0.1,
    "2012": 0.3,
    "2013": 0.2,
    "2014": 0.4,
    "2015": 0.4,
    "2016": 0.4,
    "code": "GB",
    "country": "United Kingdom"
  }
]

Rubric

1-2 3-4 5-6 7-8 9-10
Representation There is no data, no visualisation, or data is barely used in the visualisation (if at all) Data and a visualisation exist but interpreting the visualisation is harder than interpreting the data itself Data is displayed in a visualisation based on an example The visualisation goes beyond an example; There are demonstrable additions and the student can name them 🎓
Several of the data’s dimensions are beautifully visualised
Application of subject matter d3 is either not referenced or not used d3 is either used to load data or to make a dynamic visualisation d3 is used to load data and to make a dynamic visualisation The visualisation contains a well-chosen scale, axes, or other useful additions 😱
The way the student applies d3 is more advanced than what they were taught in class; let’s switch places
Understanding There is either no substantial code or the student cannot explain the code that exists The student cannot explain parts of the code The student can explain every part of the code The student can explain every part of the code and describe why it’s used instead of alternatives 🤓
The student understands JavaScript and d3’s programming principles and a geeky / nerdy conversation can be held about these principles
Quality The project is handed in late, broken, undocumented, or otherwise not proper Code style is inconsistent or code is partially documented Code adheres to standards and docs cover what the project is and does Code quality is consistently good and docs are professional 📚
Code and docs both read like great books