Unit 4 Discussion

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During this unit, you will learn about many different types of graphs, which graphs are most appropriate for specific data types, and how to create graphs in Excel. Remember that when building a graph in Excel to fully label the graph and to think about what information the graph should show the viewer.

A second important objective in this Discussion is to work together as a group or team to share, compare, and improve.

Part 1:

1. Choose any Excel Discussion dataset. From that dataset, select any qualitative variable and create an appropriate graph that describes that variable. Use Excel to do this. Be sure to fully label the graph.
2. From the same dataset, select any quantitative variable and create an appropriate graph that describes that variable. Use Excel to do this. Be sure to fully label the graph.
3. Next, open a Word Document. Paste both of your graphs into the Word Document. Include under each graph, the name of the dataset you chose, the name of the variable you are graphing, and why the graph you chose is appropriate. Attach the Word document to your main post.

Part 2:

Please create personalized and substantive responses to at least two other student main posts. In your response, include the following:

1. Choose any two (2) of your fellow classmates. For each classmate that you choose, look carefully at both graphs on their attached Word document. Please do your best to choose classmates who have not yet been responded to or who have fewer responses.

(a) Create a critique of their graphics. Include constructive comments to assist with improvement. Include this critique in your responses.

(b) For each of the two (2) people you respond to, choose one of their graphs and redo the graph for them with improvements. Include the improved graph as an attachment or inserted image to your response post.

(Remember – graphs can always be improved – such as better use of color, labels, style, clarity, etc.) When you respond to each of the two classmates, be sure that your response includes the graph that you improved for them. (Attach or insert the improved graph as part of your response).

Discussion Requirements

Reading and Resources

• Read the assigned chapters from the following textbooks:

Bennett, J., Briggs, W.L. & Triola, M.F. (2013) Statistical Reasoning for Everyday Life (4th ed.). Upper Saddle, NJ: Pearson.

• Chapter 3: “Visual Displays of Data”

Reading the textbook and reviewing the textbook examples are excellent methods for starting each unit. Reading the textbook offers context and explanations for new concepts and methods. Completing the textbook examples on paper (and with Excel) is a great way to practice and learn the new methods and concepts introduced. Student feedback has suggested that reading the textbook and practicing the textbook examples has been particularly helpful if completed before the unit Seminar. Some students have reported that keeping a notebook handy, and recording new definitions or concepts encountered while reading is helpful, more organized, and stress reducing.

This chapter includes a section that offers examples using technologies such as Excel. In addition, at the end of each chapter section, or at the end of the chapter, are review exercises that are very helpful for practicing and preparing.

In this course, students may use Excel for any statistical calculations. Excel can be used to evaluate data in many ways. Excel can be used to calculate numerical measures, such as measures of center (such as mean and median) and measures of variation (variance, standard deviation, and range), as well as many other measures such as min, max, and correlation (r-value). Excel can also be used to create visualizations, such as histograms, bar graphs, pie graphs, scatterplots, and others. Excel may also be used to create linear regression equations. Because Excel is a very common tool, the Internet and YouTube both contain considerable support resources and tutorials.