Plots Resolution

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When plotting figures in the Jupyter notebook, the result is always a grained and low resolution image. With Python's matplotlib, this issue can be mitigated using the following command:%config InlineBackend.figureformat = 'svg' which makes matplotlib.pylplot.plot produce very high resolution. Plot resolution and size. Follow 328 views (last 30 days) Adam Cervenka on 23 Aug 2018. Answered: Pau Pons on 26 Oct 2019 Hello, I need to save my plot - extended in one direction (width) and in 8K resolution. How can I do that? I have only this. But it is unreable. What should I do now?

These are the CCS Standards addressed in this lesson:

  • RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
  • W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • W.4.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
  • W.4.3d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
  • W.4.3e: Provide a conclusion that follows from the narrated experiences or events.
  • W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
  • W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
  • L.4.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • L.4.3a: Choose words and phrases to convey ideas precisely.
  • L.4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Ongoing Assessment

  • Narrative Planning graphic organizer (RI.4.9, W.4.3a, W.4.3d, W.4.3e, W.4.4, W.4.5, L.4.3a, L.4.6)

In Advance

  • Display the Performance Task, Choose-Your-Own-Adventure Narrative, and Steps for Planning and Drafting My Narrative anchor charts.

Tech and Multimedia

  • Work Time C: Allow students to use an online graphic organizer such as Creately or ReadWriteThink's Webbing Tool to brainstorm, record, or share initial ideas about the organization of their narratives.
  • Work Time C: Students complete their graphic organizer in a word processing document, for example a Google Doc using Speech to Text facilities activated on devices, or using an app or software like Dictation.io.
  • Closing and Assessment A: digital exit tickets: Students fill out a Google Form or record thinking on a class Google Doc or Google Spreadsheet.
  • Closing and Assessment A: audio exit tickets: Students record their ideas in audio through free software or apps such as Audacity or GarageBand.

Supporting English Language Learners

High Resolution Plots In R

Supports guided in part by CA ELD Standards 4.I.A.1, 4.I.A.2, 4.I.A.3, 4.I.B.5, 4.I.B.6, 4.I.C.10, 4.I.C.11, 4.I.C.12, 4.II.A.1, 4.II.B.5

Important points in the lesson itself

Plot Resolution Crossword Clue

  • The basic design of this lesson supports ELLs by making the organization and language of the choose-your-own-adventure narrative explicit through models, analysis, and group writing.
  • ELLs may find it challenging to keep up with the amount of writing in this lesson. ELLs will benefit if enabled to discuss their ideas before writing. The process of speaking with another student forces language learners to 'fix' their language errors in order to be understood as well as to use proficient language to 'facilitate' the progress of the conversation. This type of activity has been shown to help bolster language development.
  • If students jigsaw-read 'How the Camel Got His Hump,' give them time to share their portion of the reading with other groups. Prepare an 'information gap' question chart with questions and a blank column for answers about the story so that students have to ask about and get information from other students.

Levels of support

For lighter support:

  • Invite students to begin or continue a log of their own and others' language usage. Suggest that they self-monitor using question such as 'Did that sound right?' 'Did my listener or reader look engaged or confused?' 'Am I using modal auxiliary verbs correctly?' As students interact, they can jot down samples of proficient language as well as one or two language errors. Invite them to correct these errors in the log and focus on using the language correctly going forward until they are comfortable.

For heavier support:

  • Make sure students have the opportunity to discuss or sketch their ideas before and after they write.

Universal Design for Learning

  • Multiple Means of Representation (MMR): In this lesson, support comprehension by activating prior knowledge. Consider a brief review of lessons 1-4 to highlight relevance and scaffold connections for students. Additionally, provide questions visually as well as verbally. For example, display questions on chart or board during discussions.
  • Multiple Means of Action & Expression (MMAE): Provide students who may need additional support developing a plot with some direct instruction in advance. Use a story line diagram to show rising action, problem, resolution, and conclusion. Use the definitions found in Work Time A of this lesson to explain what these terms mean. Look at examples from the choose-your-own-adventure book club book or any other books that students may have in common. Use these stories to identify rising action, problem, resolution, and conclusion to prepare students for writing in this lesson. Have this small group practice using the four categories on the Plot Structure note-catcher by filling it in for these practice stories together.
  • Multiple Means of Engagement (MME): Invite students to reflect on their learning from previous lessons in this unit. This supports students in understanding the value and relevance of the activities in this lesson. To support students who may need additional support in sustaining effort and/or attention, provide opportunities for restating the goal. In doing so, students are able to maintain focus for completing the activity.

Vocabulary

Key: (L): Lesson-Specific Vocabulary; (T): Text-Specific Vocabulary; (W): Vocabulary used in writing

  • plot, introduction, rising action, problem, resolution, conclusion (L)

Materials

  • Narrative Writing Checklist (from Lesson 3; one per student and one to display)
  • Choose-Your-Own-Adventure Narrative anchor chart (from Lesson 1)
  • Plot Structure note-catcher (from Lesson 4; one per student and one to display)
  • 'Powerful Polly' pufferfish narrative (from Lesson 3; one per student and one to display)
  • Equity sticks
  • Performance Task anchor chart (from Unit 1, Lesson 1)
  • Millipede Narrative Planning graphic organizer (from Lesson 4; one per student and one to display)
  • Millipede Narrative Planning graphic organizer (completed, for teacher reference)
  • Narrative Planning graphic organizer (from Lesson 4; one per student and one to display)
  • Millipede Character Profile graphic organizer (from Lesson 3)
  • Expert Group Animal research notebooks (from Unit 2, Lesson 2; one per student)
  • Close Read Questions: 'Fight to Survive!' (pages 2-9)
  • Web Page research guide (pages 12-16)
  • Organizing Research note-catcher (pages 17-18)
  • Working to Become Effective Learners anchor chart (from Module 1)
  • Index cards (one per student)

Assessment

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

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  • Solution

The Resolution Of A Story Happens When

Problem

You want to save your graph(s) to a file.

Solution

There are several commands which will direct output to a file instead of the screen. You must use the dev.off() command to tell R that you are finished plotting; otherwise your graph will not show up.

PDF

PDF is a vector file format. Vector files are generally preferred for print output because the resulting output can be scaled to any size without pixelation. The size of a vector file is usually smaller than the corresponding bitmap file, except in cases where there are many objects. (For example, a scatter plot with thousands of points may result in a very large vector file, but a smaller bitmap file.)

Plot resolution example

PDF’s are 7x7 inches by default, and each new plot is on a new page. The size can be changed:

If you want to edit your file in a vector editor like Inkscape or Illustrator, some of the plotting point objects might look like letters instead of circles, squares, etc. To avoid this problem:

SVG

SVG is another vector format. The default settings for svg() doesn’t allow for multiple pages in a single file, since most SVG viewers can’t handle multi-page SVG files. See the PNG section below for outputting to multiple files.

SVG files may work better with vector-editing programs than PDF files.

PNG/TIFF

PNG and TIFF are bitmap (or raster) formats. If they are magnified, the pixels may be visible.

By default, the graphs are 480x480 pixels in size, at a resolution of 72 dpi (6.66x6.66 inches).

Increasing the resolution will increase the size (in pixels) of the text and graph elements. This occurs because the size of these elements is relative to the physical dimension of the graph (e.g., 4x4 inches), not the pixel dimension of the graph. For example, a 12 point font is 12/72 = 1/6 inch tall; at 72 dpi, this is 12 pixels, but at 120dpi, it is 20 pixels.

This would create a graph that is 480x240 pixels at 120dpi, equivalent to 4x2 inches.

If you want to make more than one graph, you must either execute a new png() command for each one, or put %d in the filename:

This will generate plot-1.png, plot2.png, and so on.

For import into PDF-incapable programs (MS Office)

Some programs which cannot import PDF files may work with high-resolution PNG or TIFF files. For example, Microsoft Office cannot import PDF files. For print publications, you may be required to use 300dpi images.

ggplot2

If you make plots with ggplot2 in a script or function, you must use the print() command to make the graphs actually get rendered.

To save a ggplot2 graph from the screen to a file, you can use ggsave().

Saving a graph from the screen

If you have a graph on the screen, you can save it to a bitmap file.

This will save an exact pixel-for-pixel copy of what’s on screen, but it will probably only work in Linux and on Macs that use X11 for R graphing:

Resolution Literature

This will save the current graph from the screen, but it re-renders it for the device, which may have different dimensions, so it won’t look exactly the same unless you specify the exact same size in pixels.