{"id":875,"date":"2022-01-16T18:09:36","date_gmt":"2022-01-16T23:09:36","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/statspsych\/?post_type=chapter&p=875"},"modified":"2024-04-05T14:35:37","modified_gmt":"2024-04-05T18:35:37","slug":"worksheet-1b","status":"web-only","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/statspsych\/chapter\/worksheet-1b\/","title":{"raw":"Worksheet 1b.","rendered":"Worksheet 1b."},"content":{"raw":"These guided exercises will give you the opportunity to practice the techniques and apply the concepts you learned in Chapter 1. You will need some paper, spreadsheet, or a tablet to work on the analyses.\r\n
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  1. Say you surveyed students and employees at Douglas college regarding how many hours per month they listen to the radio. These are the data you collect:<\/li>\r\n<\/ol>\r\n

    Students:\u00a0 15,13,17,20,15,18,11,2,14,10,14,10,15,11,1<\/p>\r\n

    Employees:\u00a0 27,25,20,4,12,27,15,14,25,15,27,18,23,15,24<\/p>\r\n[h5p id=\"97\"]\r\n\r\n[h5p id=\"98\"]\r\n

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    Steps for Making a Frequency Table<\/span><\/p>\r\n\r\n<\/header>\r\n

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    1. \u00a0Make a list down the page of each possible value, from lowest to highest<\/li>\r\n \t
    2. Chunk those values into ranges if making a grouped frequency table.\r\n
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      • Tip: Make categories that start with \u201c0\u201ds or \u201c5\"s and end with \u201c4\u201ds or \u201c9\u201ds (e.g. 0-4, 5-9 or 0-9, 10-19), or if there is no possible \"0\" value for that variable, use categories that start with \"1\"s or \"6\"s and end with \"5\"s or \"10s\" (e.g., 1-5, 6-10 or 1-10, 11-20).<\/li>\r\n \t
      • Tip: Ideally you want at least 4, but not more than 8 categories<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
      • \u00a0Go one by one through the scores, making a mark for each next to its value on the list<\/li>\r\n \t
      • \u00a0Make a table showing how many times each value on the list appears<\/li>\r\n \t
      • \u00a0Figure the percentage of scores for each value<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n[h5p id=\"99\"]\r\n\r\n[h5p id=\"100\"]\r\n

        d. Create graphs below, by dragging and dropping chart elements, to represent first the student and then the employee data. Be sure to label axes and title the graphs appropriately.<\/p>\r\n[h5p id=\"101\"]\r\n\r\n[h5p id=\"102\"]\r\n\r\n \r\n

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        1. For each of the following types of data, indicate the level of measurement and the corresponding type of graph that would be suitable:<\/li>\r\n<\/ol>\r\n[h5p id=\"103\"]\r\n\r\n[h5p id=\"114\"]\r\n\r\n[h5p id=\"115\"]","rendered":"

          These guided exercises will give you the opportunity to practice the techniques and apply the concepts you learned in Chapter 1. You will need some paper, spreadsheet, or a tablet to work on the analyses.<\/p>\n

            \n
          1. Say you surveyed students and employees at Douglas college regarding how many hours per month they listen to the radio. These are the data you collect:<\/li>\n<\/ol>\n

            Students:\u00a0 15,13,17,20,15,18,11,2,14,10,14,10,15,11,1<\/p>\n

            Employees:\u00a0 27,25,20,4,12,27,15,14,25,15,27,18,23,15,24<\/p>\n

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