Download png, svg
AI explanation
As the 6th graders learned about simple machines and basic engineering, they couldn't help but apply their knowledge to their parents' cars, inadvertently causing a surge in automotive issues. It turns out, a little education can drive a lot of problems in the auto industry! Remember, when 6th graders are involved, it's not just the wheels that are in motion!Model: dalle-3
Prompt: Generate an image of a busy school playground during recess. The playground is teeming with sixth graders playing and running around. Some of them are pretending to drive parked cars in the adjacent parking lot, enthusiastically reaching for the handles and making steering gestures. In the background, a line of cars is being recalled, with mechanics working on the automotive issues. The scene is realistic and bustling with activity, conveying the lively atmosphere of a school playground during break time. The depiction should include only scenes, people, and objects, it should not include text or speech bubbles.
This image generation prompt was also generated by AI, using the following sequence:
Model: gpt-3.5-turbo-1106
System prompt: You select one of a few potential scene descriptors that seems to go along with the variables described. You respond only with the scene descriptions provided and say nothing else.
User prompt: Here are two variables: Number of public school students in 6th grade and Total number of automotive recalls. Given these, which of the following image style descriptions seems most appropriate? Pick the one that seems to be related to one of the variables at hand. Please respond with only one of the following potential descriptions: Cutsy graphics a meme A scene from Skyrim Realistic An image that looks like it is a scene from 'Star Wars'
ChatGPT: Realistic
Model: gpt-3.5-turbo-1106
System prompt: You describe simple visual scenes that depict the two variables stated. You combine both variables into one scene.
User prompt: Please describe a visual scene that prominently depicts both Number of public school students in 6th grade and Total number of automotive recalls, in the following situation: Because the increase in 6th graders means more kids can reach the gas pedal, causing a surge in pint-sized joyrides and resulting in more automotive mishaps and recalls. It's a wheely wild correlation, as these newer, younger drivers shift the statistics into high gear.. Keep the description simple.
ChatGPT: A crowded school playground with numerous 6th graders running around and playing. Among them, a few are seen reaching for the handles of parked cars in the adjacent parking lot, pretending to drive. Meanwhile, in the background, a line of cars is being recalled, with mechanics working to fix the automotive issues.
Model: gpt-3.5-turbo-1106
System prompt: You write and improve image generation prompts for DALLE-3. You maintain the same subjects, but enhance the visuals.
User prompt: Please respond with an image generation prompt that would be likely to create an interesting visual using DALLE-3, using the following style: [ Realistic ] and depicting this scene: A crowded school playground with numerous 6th graders running around and playing. Among them, a few are seen reaching for the handles of parked cars in the adjacent parking lot, pretending to drive. Meanwhile, in the background, a line of cars is being recalled, with mechanics working to fix the automotive issues. Keep the visual depiction simple. Do not include any words or speech bubbles.
ChatGPT: Generate an image of a busy school playground during recess. The playground is teeming with sixth graders playing and running around. Some of them are pretending to drive parked cars in the adjacent parking lot, enthusiastically reaching for the handles and making steering gestures. In the background, a line of cars is being recalled, with mechanics working on the automotive issues. The scene is realistic and bustling with activity, conveying the lively atmosphere of a school playground during break time.
*Variations in the User Prompts from chart to chart are just the result of random number generation in Python. I wrote a few arrays of various styles and methods to ask questions to change up the results. Every time this site writes an explanation or generates an image, the script picks from each at random.
I sequence the requests into multiple prompts because I find GPT 3.5 to perform much better with short, well-managed contexts. Thus, I track the context directly in Python and only ask ChatGPT targeted questions.
System prompt: You provide humorous responses in the form of plausible sounding explanations for correlations. You assume the correlation is causative for the purpose of the explanation even if it is ridiculous. You do not chat with the user, you only reply with the causal connection explanation and nothing else.
User prompt: Please make up a funny explanation for how an increase in Number of public school students in 6th grade caused Total number of automotive recalls to increase. Add a funny one-liner at the end.
AI academic paper
ReCALLing Education: The Correlation Between 6th Grade Enrollments and Automotive Recalls The Journal of Quirky Connections Jan 2024 Reminder: This paper is AI-generated. Not real! |
Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.You write titles and abstracts of goofy academic research papers.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, and add unexpected twists in your writing.
Please draft the title and abstract of an academic research paper presenting the findings of the connection between Number of public school students in 6th grade and Total number of automotive recalls. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns.
Make the title a clever pun.
Your research team used data from National Center for Education Statistics and US DOT to assess this nagging question. You found a correlation coefficient of 0.7705516 and p < 0.01 for 1990 to 2022.
Please respond in this format (replace "Lorem ipsum dolor sit" with your title and abstract)
[[TITLE]]
Lorem ipsum dolor sit
[[ABSTRACT]]
Lorem ipsum dolor sit
ChatGPT:
[[TITLE]]
"ReCALLing Education: The Correlation Between 6th Grade Enrollments and Automotive Recalls"
[[ABSTRACT]]
It has long been assumed that the number of public school students in 6th grade and the total count of automotive recalls are unrelated, however, our research seeks to challenge this assumption. Utilizing data from the National Center for Education Statistics and the US Department of Transportation, we conducted a thorough statistical analysis spanning the years 1990 to 2022. Our findings revealed a surprising correlation coefficient of 0.7705516 and a p-value less than 0.01, indicating a significant relationship between these seemingly disparate phenomena. This paper delves into the implications of such a connection, and explores potential explanations for this unexpected correlation. Additionally, we provide recommendations for further research, and propose strategies for educators and automakers alike to navigate this unanticipated linkage.
Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.You draft the introduction section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.
Please make up the introduction section of an academic research paper presenting the findings of the connection between Number of public school students in 6th grade and Total number of automotive recalls. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Stay serious and dry most of the time, but then occasionally let your wit shine through.
Here is the title and abstract of the paper:
[[TITLE]]
"ReCALLing Education: The Correlation Between 6th Grade Enrollments and Automotive Recalls"
[[ABSTRACT]]
It has long been assumed that the number of public school students in 6th grade and the total count of automotive recalls are unrelated, however, our research seeks to challenge this assumption. Utilizing data from the National Center for Education Statistics and the US Department of Transportation, we conducted a thorough statistical analysis spanning the years 1990 to 2022. Our findings revealed a surprising correlation coefficient of 0.7705516 and a p-value less than 0.01, indicating a significant relationship between these seemingly disparate phenomena. This paper delves into the implications of such a connection, and explores potential explanations for this unexpected correlation. Additionally, we provide recommendations for further research, and propose strategies for educators and automakers alike to navigate this unanticipated linkage.
-------
Your response should start like this:
[[INTRODUCTION]]
ChatGPT:
[[INTRODUCTION]]
In recent years, there has been an increasing interest in exploring the seemingly disparate realms of education and automotive industries. It has often been assumed that the number of 6th grade students in public schools and the total count of automotive recalls are two unrelated metrics, each with their own unique set of factors and determinants. However, as we delve into this peculiar connection between the educational landscape and the automotive realm, a surprising relationship emerges.
The notion of linking school enrollments and automotive recalls may seem as incongruous as a bicycle in a bakery, yet our research challenges this notion and seeks to uncover the underlying mechanics, or should I say, the "inner workings," of this unexpected correlation. Using data from the National Center for Education Statistics and the US Department of Transportation, we embarked on a statistical journey through the academic year enrollments and automotive recall counts from 1990 to 2022. Our findings revealed an eyebrow-raising correlation coefficient of 0.7705516 and a p-value less than 0.01, indicating a statistically significant relationship between these seemingly unrelated phenomena.
One might be tempted to say this finding is as unlikely as finding a four-leaf clover in a car's exhaust pipe. Nevertheless, this significant correlation opens the door to a realm of potential implications and questions. What could possibly connect the number of 6th grade students to automotive recalls? Are these connections merely spurious or do they hint at deeper underlying forces at play? As we embark on this academic exploration, we aim to uncover the underlying mechanisms driving this intriguing relationship.
Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.You draft a literature review section of an academic research paper, that starts out dry for the first few sentences but then becomes hilarious and goofy.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.
Please make up a literature review section of an academic research paper presenting the findings of the connection between Number of public school students in 6th grade and Total number of automotive recalls. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns.
Speak in the present tense for this section (the authors find...), as is common in academic research paper literature reviews. Name the sources in a format similar to this: In "Book," the authors find lorem and ipsum.
Make up the lorem and ipsum part, but make it sound related to the topic at hand.
Start by naming serious-sounding studies by authors like Smith, Doe, and Jones - but then quickly devolve. Name some real non-fiction books that would be related to the topic. Then name some real fiction books that sound like they could be related. Perhaps you also got inspiration from some board games that are vaugely related.
Here is the title and abstract of the paper:
[[TITLE]]
"ReCALLing Education: The Correlation Between 6th Grade Enrollments and Automotive Recalls"
[[ABSTRACT]]
It has long been assumed that the number of public school students in 6th grade and the total count of automotive recalls are unrelated, however, our research seeks to challenge this assumption. Utilizing data from the National Center for Education Statistics and the US Department of Transportation, we conducted a thorough statistical analysis spanning the years 1990 to 2022. Our findings revealed a surprising correlation coefficient of 0.7705516 and a p-value less than 0.01, indicating a significant relationship between these seemingly disparate phenomena. This paper delves into the implications of such a connection, and explores potential explanations for this unexpected correlation. Additionally, we provide recommendations for further research, and propose strategies for educators and automakers alike to navigate this unanticipated linkage.
-------
And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
In recent years, there has been an increasing interest in exploring the seemingly disparate realms of education and automotive industries. It has often been assumed that the number of 6th grade students in public schools and the total count of automotive recalls are two unrelated metrics, each with their own unique set of factors and determinants. However, as we delve into this peculiar connection between the educational landscape and the automotive realm, a surprising relationship emerges.
The notion of linking school enrollments and automotive recalls may seem as incongruous as a bicycle in a bakery, yet our research challenges this notion and seeks to uncover the underlying mechanics, or should I say, the "inner workings," of this unexpected correlation. Using data from the National Center for Education Statistics and the US Department of Transportation, we embarked on a statistical journey through the academic year enrollments and automotive recall counts from 1990 to 2022. Our findings revealed an eyebrow-raising correlation coefficient of 0.7705516 and a p-value less than 0.01, indicating a statistically significant relationship between these seemingly unrelated phenomena.
One might be tempted to say this finding is as unlikely as finding a four-leaf clover in a car's exhaust pipe. Nevertheless, this significant correlation opens the door to a realm of potential implications and questions. What could possibly connect the number of 6th grade students to automotive recalls? Are these connections merely spurious or do they hint at deeper underlying forces at play? As we embark on this academic exploration, we aim to uncover the underlying mechanisms driving this intriguing relationship.
-------
Your response should start like this:
[[LITERATURE REVIEW]]
ChatGPT:
[[LITERATURE REVIEW]]
The enigmatic relationship between the number of 6th grade students in public schools and the total count of automotive recalls has perplexed researchers and educators alike for decades. This seemingly incongruous linkage has piqued the interest of scholars across various disciplines, leading to a slew of theoretical and empirical investigations.
Smith et al. (2010) delved into the nuanced interplay between educational demographics and automotive safety measures, positing that shifts in student populations could, in fact, impact the design and production of vehicles. Furthermore, Jones and Doe (2015) explored the potential influence of academic calendars on the frequency of automotive recalls, demonstrating a significant association between national exam periods and heightened recall rates. As these studies lay the groundwork for understanding the unexpected connection between education and automotive engineering, they also raise eyebrow as to how classroom dynamics may reverberate in the automotive industry.
While the scholarly literature offers valuable insights into this peculiar correlation, it is imperative to consider the wider body of work that may shed light on the intertwining realms of education and automotive technology. Books such as "Drive: The Surprising Truth About What Motivates Us" by Daniel H. Pink and "The Art of Racing in the Rain" by Garth Stein, provide intriguing perspectives on the human element within the automotive world, serving as a reminder that behind every recall lies a tapestry of human endeavor and innovation. Additionally, fictional works such as "Accelerando" by Charles Stross and "The Phantom Tollbooth" by Norton Juster offer whimsical narratives that, while not directly related to the topic at hand, serve as a refreshing departure from the often rigorous world of academic literature.
Taking inspiration from unexpected sources is not unlike drawing a "Chance" card in a game of Monopoly – sometimes, the most unassuming leads can lead to groundbreaking discoveries. As we traverse the scholarly landscape in search of understanding this enigmatic correlation, we must remain open to unconventional insights and unexpected parallels. After all, the world of research is not unlike a lively game of Clue – one must be ready to follow even the most seemingly outlandish leads in order to solve the mystery at hand.
Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.You draft the methodology section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.
Please make up the methodology section of an academic research paper presenting the findings of the connection between Number of public school students in 6th grade and Total number of automotive recalls. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Stay serious and dry most of the time, but then occasionally let your wit shine through.
Your research team collected data from all across the internet, but mostly just used information from National Center for Education Statistics and US DOT . You used data from 1990 to 2022
Make up the research methods you don't know. Make them a bit goofy and convoluted.
Here is the title, abstract, and introduction of the paper:
[[TITLE]]
"ReCALLing Education: The Correlation Between 6th Grade Enrollments and Automotive Recalls"
[[ABSTRACT]]
It has long been assumed that the number of public school students in 6th grade and the total count of automotive recalls are unrelated, however, our research seeks to challenge this assumption. Utilizing data from the National Center for Education Statistics and the US Department of Transportation, we conducted a thorough statistical analysis spanning the years 1990 to 2022. Our findings revealed a surprising correlation coefficient of 0.7705516 and a p-value less than 0.01, indicating a significant relationship between these seemingly disparate phenomena. This paper delves into the implications of such a connection, and explores potential explanations for this unexpected correlation. Additionally, we provide recommendations for further research, and propose strategies for educators and automakers alike to navigate this unanticipated linkage.
[[INTRODUCTION]]
In recent years, there has been an increasing interest in exploring the seemingly disparate realms of education and automotive industries. It has often been assumed that the number of 6th grade students in public schools and the total count of automotive recalls are two unrelated metrics, each with their own unique set of factors and determinants. However, as we delve into this peculiar connection between the educational landscape and the automotive realm, a surprising relationship emerges.
The notion of linking school enrollments and automotive recalls may seem as incongruous as a bicycle in a bakery, yet our research challenges this notion and seeks to uncover the underlying mechanics, or should I say, the "inner workings," of this unexpected correlation. Using data from the National Center for Education Statistics and the US Department of Transportation, we embarked on a statistical journey through the academic year enrollments and automotive recall counts from 1990 to 2022. Our findings revealed an eyebrow-raising correlation coefficient of 0.7705516 and a p-value less than 0.01, indicating a statistically significant relationship between these seemingly unrelated phenomena.
One might be tempted to say this finding is as unlikely as finding a four-leaf clover in a car's exhaust pipe. Nevertheless, this significant correlation opens the door to a realm of potential implications and questions. What could possibly connect the number of 6th grade students to automotive recalls? Are these connections merely spurious or do they hint at deeper underlying forces at play? As we embark on this academic exploration, we aim to uncover the underlying mechanisms driving this intriguing relationship.
-------
Your response should start like this:
[[METHODOLOGY]]
ChatGPT:
[[METHODOLOGY]]
To investigate the curious correlation between the number of public school students in 6th grade and the total count of automotive recalls, we employed a rigorous and multifaceted research methodology. Our data collection process drew primarily from the National Center for Education Statistics and the US Department of Transportation, utilizing information spanning from the year 1990 to 2022.
First, our team conjured the art of data mining, sifting through the virtual goldmine that is the internet in search of relevant and reliable sources. We navigated through vast seas of statistics, navigating with the precision of a skilled captain on uncharted waters, until we finally docked at the safe harbors of the National Center for Education Statistics and the US DOT. These repositories provided the treasure trove of data necessary to embark on our quest for knowledge.
Having secured our dataset, its veracity was scrutinized with the forensic attention to detail of a detective solving a puzzling enigma. Ensuring the accuracy and completeness of the data was paramount, as any misstep here would be akin to trying to navigate through a dense fog without a compass.
Once the data was validated, we traversed through the realm of statistical analyses with the finesse of a tightrope walker, avoiding the pitfalls of incorrect assumptions and biases. We deployed various analytical techniques, including correlation analyses, regression modeling, and time series analyses, each wielding the wisdom of a grand sage to unravel the mysteries hidden within the data.
Furthermore, we incorporated demographic and economic indicators as covariates, recognizing the intricate web of societal factors interwoven with both education and automotive industries. This allowed us to discern the signal from the noise, illuminating the pathways that led to this unforeseen correlation.
To facilitate our investigation, we engaged in the wizardry of statistical software packages, employing their arcane algorithms and mathematical incantations to summon forth the insights lying dormant within the data. Our taming of these technological beasts allowed us to unveil the statistical relationships with a clarity reminiscent of a magician revealing their most mesmerizing trick.
Lastly, we navigated through the treacherous seas of potential confounding variables and alternate explanations, striving to separate the signal from the noise with the resolve of a ship's captain facing the stormy tempest. This ensured that our findings were not merely a fluke occurrence, but rather a solid foundation upon which to build our understanding of this unexpected connection.
In culmination, our research methodology navigated through the labyrinthine corridors of data collection, validation, analysis, and interpretation, shedding light on the previously uncharted waters of 6th grade enrollments and automotive recalls.
Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.You draft the results section of an academic research paper. You speak in the past tense (you found...).
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.
Please make up the results section of an academic research paper presenting the findings of the connection between Number of public school students in 6th grade and Total number of automotive recalls. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Stay serious and dry most of the time, but then occasionally let your wit shine through.
Your research team collected data from all across the internet, but mostly just used information from National Center for Education Statistics and US DOT .
For the time period 1990 to 2022, you found a correlation 0.7705516, r-squared of 0.5937498, and p < 0.01.
One figure will be included. The figure (Fig. 1) is a scatterplot showing the strong correlation between the two variables. You don't need to specify where; I will add the figure.
Here is the title and abstract of the paper:
[[TITLE]]
"ReCALLing Education: The Correlation Between 6th Grade Enrollments and Automotive Recalls"
[[ABSTRACT]]
It has long been assumed that the number of public school students in 6th grade and the total count of automotive recalls are unrelated, however, our research seeks to challenge this assumption. Utilizing data from the National Center for Education Statistics and the US Department of Transportation, we conducted a thorough statistical analysis spanning the years 1990 to 2022. Our findings revealed a surprising correlation coefficient of 0.7705516 and a p-value less than 0.01, indicating a significant relationship between these seemingly disparate phenomena. This paper delves into the implications of such a connection, and explores potential explanations for this unexpected correlation. Additionally, we provide recommendations for further research, and propose strategies for educators and automakers alike to navigate this unanticipated linkage.
-------
And here is the methodology section that led to this result:
[[METHODOLOGY]]
In recent years, there has been an increasing interest in exploring the seemingly disparate realms of education and automotive industries. It has often been assumed that the number of 6th grade students in public schools and the total count of automotive recalls are two unrelated metrics, each with their own unique set of factors and determinants. However, as we delve into this peculiar connection between the educational landscape and the automotive realm, a surprising relationship emerges.
The notion of linking school enrollments and automotive recalls may seem as incongruous as a bicycle in a bakery, yet our research challenges this notion and seeks to uncover the underlying mechanics, or should I say, the "inner workings," of this unexpected correlation. Using data from the National Center for Education Statistics and the US Department of Transportation, we embarked on a statistical journey through the academic year enrollments and automotive recall counts from 1990 to 2022. Our findings revealed an eyebrow-raising correlation coefficient of 0.7705516 and a p-value less than 0.01, indicating a statistically significant relationship between these seemingly unrelated phenomena.
One might be tempted to say this finding is as unlikely as finding a four-leaf clover in a car's exhaust pipe. Nevertheless, this significant correlation opens the door to a realm of potential implications and questions. What could possibly connect the number of 6th grade students to automotive recalls? Are these connections merely spurious or do they hint at deeper underlying forces at play? As we embark on this academic exploration, we aim to uncover the underlying mechanisms driving this intriguing relationship.
-------
Your response should start like this:
[[RESULTS]]
ChatGPT:
[[RESULTS]]
Upon analyzing the data collected from the National Center for Education Statistics and the US Department of Transportation, we found a correlation coefficient of 0.7705516 between the number of public school students in 6th grade and the total number of automotive recalls from the years 1990 to 2022. This resulted in an r-squared value of 0.5937498, suggesting that approximately 59.37% of the variance in automotive recalls can be explained by the variation in 6th grade enrollments. With a p-value of less than 0.01, the relationship between these variables was deemed statistically significant, much to the surprise of our research team. It seems these seemingly unrelated factors are more entangled than a set of earphones that have been sitting in a pocket for too long.
As described in more detail in our newly developed results figure (Fig. 1), our scatterplot reveals a strikingly robust and upward-sloping relationship between the number of 6th grade students and the total count of automotive recalls. This relationship is more conspicuous than a clown at a black-tie affair. The figure vividly illustrates the strong positive association between these two seemingly disparate variables, making it undoubtedly clear that there is a connection that warrants further investigation.
Our findings challenge conventional wisdom and open the door to a multitude of questions. Does the influx of 6th grade students somehow set off a chain reaction leading to more automotive mishaps? Or perhaps, the stress of middle school contributes to an increased demand for automobile repairs. The possibilities are as numerous and bewildering as a tangled ball of yarn. This unexpected correlation sparks an entirely new area of inquiry, calling for further exploration into the underlying mechanisms connecting educational enrollments and automotive recalls. One might say it's like discovering a treasure map in a textbook – a surprise worth investigating.
The statistical significance of this association raises the tantalizing prospect of developing predictive models and mitigation strategies for both educators and automakers. It also prompts consideration of the broader societal implications of this unlikely relationship, inviting a dialogue that is as unexpected as finding a submarine in a desert. This unanticipated linkage challenges assumptions and enriches our understanding of the interconnectedness between seemingly unrelated aspects of our society.
Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.You draft the discussion section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.
Please make up the discussion section of an academic research paper presenting the findings of the connection between Number of public school students in 6th grade and Total number of automotive recalls. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Stay serious and dry most of the time, but then occasionally let your wit shine through.
Limit your response to 500 tokens.
Here are the title, abstract, literature review, and results sections. Please harken back to 1-2 of the goofy items in the literature review, but pretend to take them completely seriously. Discuss how your results supported the prior research.
Do not write a conclusion. I will add a conclusion after this.
[[TITLE]]
"ReCALLing Education: The Correlation Between 6th Grade Enrollments and Automotive Recalls"
[[ABSTRACT]]
It has long been assumed that the number of public school students in 6th grade and the total count of automotive recalls are unrelated, however, our research seeks to challenge this assumption. Utilizing data from the National Center for Education Statistics and the US Department of Transportation, we conducted a thorough statistical analysis spanning the years 1990 to 2022. Our findings revealed a surprising correlation coefficient of 0.7705516 and a p-value less than 0.01, indicating a significant relationship between these seemingly disparate phenomena. This paper delves into the implications of such a connection, and explores potential explanations for this unexpected correlation. Additionally, we provide recommendations for further research, and propose strategies for educators and automakers alike to navigate this unanticipated linkage.
[[LITERATURE REVIEW]]
The enigmatic relationship between the number of 6th grade students in public schools and the total count of automotive recalls has perplexed researchers and educators alike for decades. This seemingly incongruous linkage has piqued the interest of scholars across various disciplines, leading to a slew of theoretical and empirical investigations.
Smith et al. (2010) delved into the nuanced interplay between educational demographics and automotive safety measures, positing that shifts in student populations could, in fact, impact the design and production of vehicles. Furthermore, Jones and Doe (2015) explored the potential influence of academic calendars on the frequency of automotive recalls, demonstrating a significant association between national exam periods and heightened recall rates. As these studies lay the groundwork for understanding the unexpected connection between education and automotive engineering, they also raise eyebrow as to how classroom dynamics may reverberate in the automotive industry.
While the scholarly literature offers valuable insights into this peculiar correlation, it is imperative to consider the wider body of work that may shed light on the intertwining realms of education and automotive technology. Books such as "Drive: The Surprising Truth About What Motivates Us" by Daniel H. Pink and "The Art of Racing in the Rain" by Garth Stein, provide intriguing perspectives on the human element within the automotive world, serving as a reminder that behind every recall lies a tapestry of human endeavor and innovation. Additionally, fictional works such as "Accelerando" by Charles Stross and "The Phantom Tollbooth" by Norton Juster offer whimsical narratives that, while not directly related to the topic at hand, serve as a refreshing departure from the often rigorous world of academic literature.
Taking inspiration from unexpected sources is not unlike drawing a "Chance" card in a game of Monopoly – sometimes, the most unassuming leads can lead to groundbreaking discoveries. As we traverse the scholarly landscape in search of understanding this enigmatic correlation, we must remain open to unconventional insights and unexpected parallels. After all, the world of research is not unlike a lively game of Clue – one must be ready to follow even the most seemingly outlandish leads in order to solve the mystery at hand.
[[RESULTS]]
Upon analyzing the data collected from the National Center for Education Statistics and the US Department of Transportation, we found a correlation coefficient of 0.7705516 between the number of public school students in 6th grade and the total number of automotive recalls from the years 1990 to 2022. This resulted in an r-squared value of 0.5937498, suggesting that approximately 59.37% of the variance in automotive recalls can be explained by the variation in 6th grade enrollments. With a p-value of less than 0.01, the relationship between these variables was deemed statistically significant, much to the surprise of our research team. It seems these seemingly unrelated factors are more entangled than a set of earphones that have been sitting in a pocket for too long.
As described in more detail in our newly developed results figure (Fig. 1), our scatterplot reveals a strikingly robust and upward-sloping relationship between the number of 6th grade students and the total count of automotive recalls. This relationship is more conspicuous than a clown at a black-tie affair. The figure vividly illustrates the strong positive association between these two seemingly disparate variables, making it undoubtedly clear that there is a connection that warrants further investigation.
Our findings challenge conventional wisdom and open the door to a multitude of questions. Does the influx of 6th grade students somehow set off a chain reaction leading to more automotive mishaps? Or perhaps, the stress of middle school contributes to an increased demand for automobile repairs. The possibilities are as numerous and bewildering as a tangled ball of yarn. This unexpected correlation sparks an entirely new area of inquiry, calling for further exploration into the underlying mechanisms connecting educational enrollments and automotive recalls. One might say it's like discovering a treasure map in a textbook – a surprise worth investigating.
The statistical significance of this association raises the tantalizing prospect of developing predictive models and mitigation strategies for both educators and automakers. It also prompts consideration of the broader societal implications of this unlikely relationship, inviting a dialogue that is as unexpected as finding a submarine in a desert. This unanticipated linkage challenges assumptions and enriches our understanding of the interconnectedness between seemingly unrelated aspects of our society.
-------
Your response should start like this:
[[DISCUSSION]]
ChatGPT:
[[DISCUSSION]]
The unearthing of a significant correlation between the number of public school students in 6th grade and the total count of automotive recalls has left researchers and scholars scratching their heads, much like a cat trying to figure out a Rubik's cube. Despite the initial perplexity, our findings align with and extend prior research, confirming the unexpected nature of this correlation much like a magician extending a hand out of a hat.
Building upon the scholarly groundwork laid by Smith et al. (2010) and Jones and Doe (2015), our study not only corroborates but also amplifies the unexpected relationship between educational demographics and automotive safety. It seems that shifts in student populations, like a ripple in a calm pond, could indeed impact the design and production of vehicles and subsequently lead to an uptick in recalls. In a similar vein, the association between national exam periods and heightened recall rates, as demonstrated by Jones and Doe (2015), speaks to the market dynamics and human behaviors intertwined with the educational calendar. These findings point to the intricate dance between education and automotive engineering, emphasizing the need to consider these seemingly distant domains in tandem, like a duo waltzing gracefully across the dance floor.
Moreover, our results not only revel in the statistical significance of this peculiar connection but also prompt considerations for future avenues of exploration, not unlike a treasure map in an attic waiting to be deciphered. The unexpected nature of the correlation challenges assumptions and enriches our understanding of the interconnectedness between education and automotive safety, adding a touch of surprise to the scholarly discourse, much like an unexpected plot twist in a detective novel plot. It is as if this research endeavor has turned into an unexpected scavenger hunt, unfolding with each new discovery.
The implications of this study extend beyond the academic realm, inciting discussions and considerations that are as unusual as finding a pineapple in a pizza box. This unanticipated linkage between 6th grade enrollments and automotive recalls sparks a new wave of inquiry, beckoning researchers and practitioners alike to delve deeper into the underlying mechanisms that bind these seemingly disparate realms. The statistical significance of this association further presents intriguing prospects for developing predictive models and mitigation strategies, not unlike finding the key to unlock a hidden treasure trove.
In conclusion, our research has brought to light an unexpected correlation that defies the conventional wisdom of unrelated phenomena. It is as though a riddle has been solved, revealing a surprising connection that demands further exploration and creativity in understanding the intricate fabric of our society. As we navigate this uncharted territory sprouting from our findings, we are reminded that in the realm of research, much like in the world of fiction, unexpected turns can lead to the most intriguing discoveries.
Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.You draft the discussion section of goofy academic research papers that sounds like it belongs based on the title and abstract provided.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.
Please make up a short conclusion of an academic research paper presenting the findings of the connection between Number of public school students in 6th grade and Total number of automotive recalls. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Stay serious and dry most of the time, but then occasionally let your wit shine through.
Limit your response to 300 tokens. At the very end, assert that no more research is needed in this area.
Here are the title, abstract, introduction, and results sections.
[[TITLE]]
"ReCALLing Education: The Correlation Between 6th Grade Enrollments and Automotive Recalls"
[[ABSTRACT]]
It has long been assumed that the number of public school students in 6th grade and the total count of automotive recalls are unrelated, however, our research seeks to challenge this assumption. Utilizing data from the National Center for Education Statistics and the US Department of Transportation, we conducted a thorough statistical analysis spanning the years 1990 to 2022. Our findings revealed a surprising correlation coefficient of 0.7705516 and a p-value less than 0.01, indicating a significant relationship between these seemingly disparate phenomena. This paper delves into the implications of such a connection, and explores potential explanations for this unexpected correlation. Additionally, we provide recommendations for further research, and propose strategies for educators and automakers alike to navigate this unanticipated linkage.
[[INTRDUCTION]]
In recent years, there has been an increasing interest in exploring the seemingly disparate realms of education and automotive industries. It has often been assumed that the number of 6th grade students in public schools and the total count of automotive recalls are two unrelated metrics, each with their own unique set of factors and determinants. However, as we delve into this peculiar connection between the educational landscape and the automotive realm, a surprising relationship emerges.
The notion of linking school enrollments and automotive recalls may seem as incongruous as a bicycle in a bakery, yet our research challenges this notion and seeks to uncover the underlying mechanics, or should I say, the "inner workings," of this unexpected correlation. Using data from the National Center for Education Statistics and the US Department of Transportation, we embarked on a statistical journey through the academic year enrollments and automotive recall counts from 1990 to 2022. Our findings revealed an eyebrow-raising correlation coefficient of 0.7705516 and a p-value less than 0.01, indicating a statistically significant relationship between these seemingly unrelated phenomena.
One might be tempted to say this finding is as unlikely as finding a four-leaf clover in a car's exhaust pipe. Nevertheless, this significant correlation opens the door to a realm of potential implications and questions. What could possibly connect the number of 6th grade students to automotive recalls? Are these connections merely spurious or do they hint at deeper underlying forces at play? As we embark on this academic exploration, we aim to uncover the underlying mechanisms driving this intriguing relationship.
[[RESULTS]]
Upon analyzing the data collected from the National Center for Education Statistics and the US Department of Transportation, we found a correlation coefficient of 0.7705516 between the number of public school students in 6th grade and the total number of automotive recalls from the years 1990 to 2022. This resulted in an r-squared value of 0.5937498, suggesting that approximately 59.37% of the variance in automotive recalls can be explained by the variation in 6th grade enrollments. With a p-value of less than 0.01, the relationship between these variables was deemed statistically significant, much to the surprise of our research team. It seems these seemingly unrelated factors are more entangled than a set of earphones that have been sitting in a pocket for too long.
As described in more detail in our newly developed results figure (Fig. 1), our scatterplot reveals a strikingly robust and upward-sloping relationship between the number of 6th grade students and the total count of automotive recalls. This relationship is more conspicuous than a clown at a black-tie affair. The figure vividly illustrates the strong positive association between these two seemingly disparate variables, making it undoubtedly clear that there is a connection that warrants further investigation.
Our findings challenge conventional wisdom and open the door to a multitude of questions. Does the influx of 6th grade students somehow set off a chain reaction leading to more automotive mishaps? Or perhaps, the stress of middle school contributes to an increased demand for automobile repairs. The possibilities are as numerous and bewildering as a tangled ball of yarn. This unexpected correlation sparks an entirely new area of inquiry, calling for further exploration into the underlying mechanisms connecting educational enrollments and automotive recalls. One might say it's like discovering a treasure map in a textbook – a surprise worth investigating.
The statistical significance of this association raises the tantalizing prospect of developing predictive models and mitigation strategies for both educators and automakers. It also prompts consideration of the broader societal implications of this unlikely relationship, inviting a dialogue that is as unexpected as finding a submarine in a desert. This unanticipated linkage challenges assumptions and enriches our understanding of the interconnectedness between seemingly unrelated aspects of our society.
-------
Your response should start like this:
[[CONCLUSION]]
ChatGPT:
[[CONCLUSION]]
In conclusion, our research has shed light on a previously overlooked connection between the number of 6th grade students in public schools and the total count of automotive recalls. The statistically significant correlation coefficient of 0.7705516 has left our team more puzzled than a math problem written in invisible ink. The implications of this finding are as vast and enigmatic as a galaxy in a snow globe. The robust relationship revealed in our results warrants further investigation into the underlying mechanisms at play.
These unexpected findings have implications that stretch further than a rubber band in a physics experiment. Educators and automakers alike should consider the potential impact of 6th grade enrollments on automotive recalls. From a policy perspective, this connection raises questions about the need for measures to mitigate potential impacts on vehicle safety. It also ignites discussions as lively as a room full of helium balloons about the underlying societal and psychological forces at play.
Addressing the implications of this correlation is as vital as checking the oil in a car engine. The unexpected linkage challenges our traditional understanding and calls for a reevaluation of the factors influencing both our education system and automotive industry. However, given the puzzling and surprising nature of this unconventional correlation, one thing is for certain - no further research is needed in this area.
Model: gpt-3.5-turbo-1106
System prompt: You provide fictional names of academic journals. You say nothing else, and you do not chat with the user.
User prompt: Please provide the name of a funny but plausible sounding research, scientific, or academic journal that would publish a paper entited ReCALLing Education: The Correlation Between 6th Grade Enrollments and Automotive Recalls. Respond only with the name of a fictional academic journal.
ChatGPT:
The Journal of Quirky Connections
Model: gpt-3.5-turbo-1106
System prompt: You provide fictional names of nonprofit research organizations and associations. You say nothing else, and you do not chat with the user.
User prompt: Please provide the name of a funny but plausible sounding nonprofit, academic, or scientific association or organization that would sponsor research that resulted in a paper entited ReCALLing Education: The Correlation Between 6th Grade Enrollments and Automotive Recalls. Respond only with the name of a fictional organization.
ChatGPT:
The Institute for Quirky Research and Academic Studies
Model: gpt-3.5-turbo-1106
System prompt: You provide potential search keywords separated by commas. You say nothing else, and you do not chat with the user.
User prompt: Please provide potential search keywords for a paper titled ReCALLing Education: The Correlation Between 6th Grade Enrollments and Automotive Recalls with an abstract of It has long been assumed that the number of public school students in 6th grade and the total count of automotive recalls are unrelated, however, our research seeks to challenge this assumption. Utilizing data from the National Center for Education Statistics and the US Department of Transportation, we conducted a thorough statistical analysis spanning the years 1990 to 2022. Our findings revealed a surprising correlation coefficient of 0.7705516 and a p-value less than 0.01, indicating a significant relationship between these seemingly disparate phenomena. This paper delves into the implications of such a connection, and explores potential explanations for this unexpected correlation. Additionally, we provide recommendations for further research, and propose strategies for educators and automakers alike to navigate this unanticipated linkage.
ChatGPT:
6th grade enrollments, automotive recalls, correlation, education, public school students, National Center for Education Statistics, US Department of Transportation, statistical analysis, correlation coefficient, p-value, significant relationship, disparate phenomena, implications, unexpected correlation, recommendations, further research, educators, automakers, linkage
*There is a bunch of Python happening behind the scenes to turn this prompt sequence into a PDF.
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Data details
Number of public school students in 6th gradeDetailed data title: 6th grade enrollment in public elementary and secondary schools
Source: National Center for Education Statistics
See what else correlates with Number of public school students in 6th grade
Total number of automotive recalls
Source: US DOT
See what else correlates with Total number of automotive recalls
Correlation is a measure of how much the variables move together. If it is 0.99, when one goes up the other goes up. If it is 0.02, the connection is very weak or non-existent. If it is -0.99, then when one goes up the other goes down. If it is 1.00, you probably messed up your correlation function.
r2 = 0.5937498 (Coefficient of determination)
This means 59.4% of the change in the one variable (i.e., Total number of automotive recalls) is predictable based on the change in the other (i.e., Number of public school students in 6th grade) over the 33 years from 1990 through 2022.
p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 1.6E-7. 0.0000001561891527237414000000
The p-value is a measure of how probable it is that we would randomly find a result this extreme. More specifically the p-value is a measure of how probable it is that we would randomly find a result this extreme if we had only tested one pair of variables one time.
But I am a p-villain. I absolutely did not test only one pair of variables one time. I correlated hundreds of millions of pairs of variables. I threw boatloads of data into an industrial-sized blender to find this correlation.
Who is going to stop me? p-value reporting doesn't require me to report how many calculations I had to go through in order to find a low p-value!
On average, you will find a correaltion as strong as 0.77 in 1.6E-5% of random cases. Said differently, if you correlated 6,402,493 random variables You don't actually need 6 million variables to find a correlation like this one. I don't have that many variables in my database. You can also correlate variables that are not independent. I do this a lot.
p-value calculations are useful for understanding the probability of a result happening by chance. They are most useful when used to highlight the risk of a fluke outcome. For example, if you calculate a p-value of 0.30, the risk that the result is a fluke is high. It is good to know that! But there are lots of ways to get a p-value of less than 0.01, as evidenced by this project.
In this particular case, the values are so extreme as to be meaningless. That's why no one reports p-values with specificity after they drop below 0.01.
Just to be clear: I'm being completely transparent about the calculations. There is no math trickery. This is just how statistics shakes out when you calculate hundreds of millions of random correlations.
with the same 32 degrees of freedom, Degrees of freedom is a measure of how many free components we are testing. In this case it is 32 because we have two variables measured over a period of 33 years. It's just the number of years minus ( the number of variables minus one ), which in this case simplifies to the number of years minus one.
you would randomly expect to find a correlation as strong as this one.
[ 0.58, 0.88 ] 95% correlation confidence interval (using the Fisher z-transformation)
The confidence interval is an estimate the range of the value of the correlation coefficient, using the correlation itself as an input. The values are meant to be the low and high end of the correlation coefficient with 95% confidence.
This one is a bit more complciated than the other calculations, but I include it because many people have been pushing for confidence intervals instead of p-value calculations (for example: NEJM. However, if you are dredging data, you can reliably find yourself in the 5%. That's my goal!
All values for the years included above: If I were being very sneaky, I could trim years from the beginning or end of the datasets to increase the correlation on some pairs of variables. I don't do that because there are already plenty of correlations in my database without monkeying with the years.
Still, sometimes one of the variables has more years of data available than the other. This page only shows the overlapping years. To see all the years, click on "See what else correlates with..." link above.
1990 | 1991 | 1992 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | 2000 | 2001 | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | 2012 | 2013 | 2014 | 2015 | 2016 | 2017 | 2018 | 2019 | 2020 | 2021 | 2022 | |
Number of public school students in 6th grade (Students) | 3110170 | 3239370 | 3302670 | 3355630 | 3381440 | 3395310 | 3493630 | 3492490 | 3496810 | 3564120 | 3663190 | 3768810 | 3788000 | 3771930 | 3735280 | 3670140 | 3660370 | 3628150 | 3613520 | 3644060 | 3682050 | 3723580 | 3723350 | 3684480 | 3709600 | 3731330 | 3753910 | 3827020 | 3892510 | 3896130 | 3747690 | 3650310 | 3623590 |
Total number of automotive recalls (Recalls) | 270 | 281 | 217 | 264 | 288 | 357 | 341 | 318 | 413 | 444 | 621 | 559 | 510 | 600 | 699 | 645 | 613 | 713 | 780 | 570 | 722 | 655 | 661 | 710 | 869 | 971 | 1031 | 897 | 1032 | 963 | 883 | 1093 | 1050 |
Why this works
- Data dredging: I have 25,153 variables in my database. I compare all these variables against each other to find ones that randomly match up. That's 632,673,409 correlation calculations! This is called “data dredging.” Instead of starting with a hypothesis and testing it, I instead abused the data to see what correlations shake out. It’s a dangerous way to go about analysis, because any sufficiently large dataset will yield strong correlations completely at random.
- Lack of causal connection: There is probably
Because these pages are automatically generated, it's possible that the two variables you are viewing are in fact causually related. I take steps to prevent the obvious ones from showing on the site (I don't let data about the weather in one city correlate with the weather in a neighboring city, for example), but sometimes they still pop up. If they are related, cool! You found a loophole.
no direct connection between these variables, despite what the AI says above. This is exacerbated by the fact that I used "Years" as the base variable. Lots of things happen in a year that are not related to each other! Most studies would use something like "one person" in stead of "one year" to be the "thing" studied. - Observations not independent: For many variables, sequential years are not independent of each other. If a population of people is continuously doing something every day, there is no reason to think they would suddenly change how they are doing that thing on January 1. A simple
Personally I don't find any p-value calculation to be 'simple,' but you know what I mean.
p-value calculation does not take this into account, so mathematically it appears less probable than it really is. - Y-axis doesn't start at zero: I truncated the Y-axes of the graph above. I also used a line graph, which makes the visual connection stand out more than it deserves.
Nothing against line graphs. They are great at telling a story when you have linear data! But visually it is deceptive because the only data is at the points on the graph, not the lines on the graph. In between each point, the data could have been doing anything. Like going for a random walk by itself!
Mathematically what I showed is true, but it is intentionally misleading. Below is the same chart but with both Y-axes starting at zero.
Try it yourself
You can calculate the values on this page on your own! Try running the Python code to see the calculation results. Step 1: Download and install Python on your computer.Step 2: Open a plaintext editor like Notepad and paste the code below into it.
Step 3: Save the file as "calculate_correlation.py" in a place you will remember, like your desktop. Copy the file location to your clipboard. On Windows, you can right-click the file and click "Properties," and then copy what comes after "Location:" As an example, on my computer the location is "C:\Users\tyler\Desktop"
Step 4: Open a command line window. For example, by pressing start and typing "cmd" and them pressing enter.
Step 5: Install the required modules by typing "pip install numpy", then pressing enter, then typing "pip install scipy", then pressing enter.
Step 6: Navigate to the location where you saved the Python file by using the "cd" command. For example, I would type "cd C:\Users\tyler\Desktop" and push enter.
Step 7: Run the Python script by typing "python calculate_correlation.py"
If you run into any issues, I suggest asking ChatGPT to walk you through installing Python and running the code below on your system. Try this question:
"Walk me through installing Python on my computer to run a script that uses scipy and numpy. Go step-by-step and ask me to confirm before moving on. Start by asking me questions about my operating system so that you know how to proceed. Assume I want the simplest installation with the latest version of Python and that I do not currently have any of the necessary elements installed. Remember to only give me one step per response and confirm I have done it before proceeding."
# These modules make it easier to perform the calculation
import numpy as np
from scipy import stats
# We'll define a function that we can call to return the correlation calculations
def calculate_correlation(array1, array2):
# Calculate Pearson correlation coefficient and p-value
correlation, p_value = stats.pearsonr(array1, array2)
# Calculate R-squared as the square of the correlation coefficient
r_squared = correlation**2
return correlation, r_squared, p_value
# These are the arrays for the variables shown on this page, but you can modify them to be any two sets of numbers
array_1 = np.array([3110170,3239370,3302670,3355630,3381440,3395310,3493630,3492490,3496810,3564120,3663190,3768810,3788000,3771930,3735280,3670140,3660370,3628150,3613520,3644060,3682050,3723580,3723350,3684480,3709600,3731330,3753910,3827020,3892510,3896130,3747690,3650310,3623590,])
array_2 = np.array([270,281,217,264,288,357,341,318,413,444,621,559,510,600,699,645,613,713,780,570,722,655,661,710,869,971,1031,897,1032,963,883,1093,1050,])
array_1_name = "Number of public school students in 6th grade"
array_2_name = "Total number of automotive recalls"
# Perform the calculation
print(f"Calculating the correlation between {array_1_name} and {array_2_name}...")
correlation, r_squared, p_value = calculate_correlation(array_1, array_2)
# Print the results
print("Correlation Coefficient:", correlation)
print("R-squared:", r_squared)
print("P-value:", p_value)
Reuseable content
You may re-use the images on this page for any purpose, even commercial purposes, without asking for permission. The only requirement is that you attribute Tyler Vigen. Attribution can take many different forms. If you leave the "tylervigen.com" link in the image, that satisfies it just fine. If you remove it and move it to a footnote, that's fine too. You can also just write "Charts courtesy of Tyler Vigen" at the bottom of an article.You do not need to attribute "the spurious correlations website," and you don't even need to link here if you don't want to. I don't gain anything from pageviews. There are no ads on this site, there is nothing for sale, and I am not for hire.
For the record, I am just one person. Tyler Vigen, he/him/his. I do have degrees, but they should not go after my name unless you want to annoy my wife. If that is your goal, then go ahead and cite me as "Tyler Vigen, A.A. A.A.S. B.A. J.D." Otherwise it is just "Tyler Vigen."
When spoken, my last name is pronounced "vegan," like I don't eat meat.
Full license details.
For more on re-use permissions, or to get a signed release form, see tylervigen.com/permission.
Download images for these variables:
- High resolution line chart
The image linked here is a Scalable Vector Graphic (SVG). It is the highest resolution that is possible to achieve. It scales up beyond the size of the observable universe without pixelating. You do not need to email me asking if I have a higher resolution image. I do not. The physical limitations of our universe prevent me from providing you with an image that is any higher resolution than this one.
If you insert it into a PowerPoint presentation (a tool well-known for managing things that are the scale of the universe), you can right-click > "Ungroup" or "Create Shape" and then edit the lines and text directly. You can also change the colors this way.
Alternatively you can use a tool like Inkscape. - High resolution line chart, optimized for mobile
- Alternative high resolution line chart
- Scatterplot
- Portable line chart (png)
- Portable line chart (png), optimized for mobile
- Line chart for only Number of public school students in 6th grade
- Line chart for only Total number of automotive recalls
- AI-generated correlation image
- The spurious research paper: ReCALLing Education: The Correlation Between 6th Grade Enrollments and Automotive Recalls
Your correlation rating is out of this world!
Correlation ID: 2744 · Black Variable ID: 1303 · Red Variable ID: 1116