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In Unit 5, there are three main topics (problem types): describing correlations, measuring correlations (with the r value) ...
Purdue Global University Unit 5 Statistical Reasoning Questions
In Unit 5, there are three main topics (problem types): describing correlations, measuring correlations (with the r value), and creating and evaluating scatterplots. You will be exposed to all three topics, and will have the opportunity to discuss and compare these topics with your fellow learners.Using any Excel dataset, choose two quantitative variables from the dataset. For example, you might choose “age” and “weight.” Next, do the following:What is the name of the dataset you have chosen? What are the names of the two quantitative variables you are investigating?Using Excel, calculate the relationship (correlation) between these two variables. Write down your calculated r value.Given the r value you calculated in number 1 above, explain what the r value tells you about the relationship between the two variables. For example, is the relationship positive or negative? Is the relationship strong, medium, or weak?Using the two variables you have chosen, create and attach to your post a scatterplot. Does the scatterplot have a linear appearance? What does the scatterplot tell you about the relationship between your two variables?Please create personalized and substantive responses to at least two other student main posts. In your response, include the following:Choose any two classmates and review their main posts.Find the dataset that each student used, and repeat their r value calculation in Excel for the variables they chose. Are they correct? Do you agree with how they described the relationship between the two variables? Explain in one paragraph and include both your results and the student results.For the same two classmates, also review their scatterplots. Discuss the “shape” of the scatterplot - is it mostly linear or is it all scattered around? Does the scatterplot seem to have a positive (upwards from left to right) or negative slope? Does their scatterplot visually match what the r value is suggesting? What can you say about the relationship based on the scatterplot?Discussion RequirementsReading and ResourcesRead 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 7: “Correlation and Causality”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. TEXTBOOKSBennett, J., Briggs, W., Triola, M. (2014) Statistical Reasoning: For Everyday Life.(4th ed)
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Consider the 2020 Census. The purpose a census is to gather information about all people living in the United States of America. Once the data is collected, it can be used to describe and infer information about the population.Respond to the following in a minimum of 175 words:Given what you have learned so far in the course, what are some ways you could use your statistics knowledge to work with census data?What limitations would you have if you were using the simple procedures addressed in Wks 1-4 of this course?What additional statistical knowledge might be helpful to enhance your analysis?Post 2 replies to classmates or your faculty member. Be constructive and professional.**This was the original question and I need to reply to my classmate in a minimum 100 words without references:This is a classmate's response to the above discussion question:"One statistical method we can apply to the census data is to determine the confidence interval and margin of error of the sample compared to the total population. I believe this will be an important piece of the analysis because we would want to establish the level of certainty/uncertainty in the data collected. The data can also be split into different categories based on the answers to the questions (demographics, race, age, region, etc). We can use t-testing to compare multiple samples and find the p-value, which will provide information on how statistically relevant the data actually is. Establishing relevance and certainty in the data will give us a better understanding of how well the sample represents the population, therefore allowing us to making inferences about the population as a whole. The accuracy of the data would be a known limitation of the data because most of the data is self-reported and as humans, we are always apt to make some sort of errors. The manually collected data has an even higher probability of inaccuracies because it passes through two different hands."
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Find attached the statics homework... it is just like everytime. Free-body diagrams are a must to be included. You can type and attach your hand drawnn free body diagrams.
Purdue Global University Unit 5 Statistical Reasoning Questions
In Unit 5, there are three main topics (problem types): describing correlations, measuring correlations (with the r value) ...
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In Unit 5, there are three main topics (problem types): describing correlations, measuring correlations (with the r value), and creating and evaluating scatterplots. You will be exposed to all three topics, and will have the opportunity to discuss and compare these topics with your fellow learners.Using any Excel dataset, choose two quantitative variables from the dataset. For example, you might choose “age” and “weight.” Next, do the following:What is the name of the dataset you have chosen? What are the names of the two quantitative variables you are investigating?Using Excel, calculate the relationship (correlation) between these two variables. Write down your calculated r value.Given the r value you calculated in number 1 above, explain what the r value tells you about the relationship between the two variables. For example, is the relationship positive or negative? Is the relationship strong, medium, or weak?Using the two variables you have chosen, create and attach to your post a scatterplot. Does the scatterplot have a linear appearance? What does the scatterplot tell you about the relationship between your two variables?Please create personalized and substantive responses to at least two other student main posts. In your response, include the following:Choose any two classmates and review their main posts.Find the dataset that each student used, and repeat their r value calculation in Excel for the variables they chose. Are they correct? Do you agree with how they described the relationship between the two variables? Explain in one paragraph and include both your results and the student results.For the same two classmates, also review their scatterplots. Discuss the “shape” of the scatterplot - is it mostly linear or is it all scattered around? Does the scatterplot seem to have a positive (upwards from left to right) or negative slope? Does their scatterplot visually match what the r value is suggesting? What can you say about the relationship based on the scatterplot?Discussion RequirementsReading and ResourcesRead 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 7: “Correlation and Causality”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. TEXTBOOKSBennett, J., Briggs, W., Triola, M. (2014) Statistical Reasoning: For Everyday Life.(4th ed)
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The commuter trains on the Red Line for the Regional Transit Authority (RTA) in Cleveland, OH, have a waiting time during ...
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The commuter trains on the Red Line for the Regional Transit Authority (RTA) in Cleveland, OH, have a waiting time during peak rush hour periods of ...
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Have you ever worked in a management or leadership position and experienced situations in which employees were not meeting ...
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Have you ever worked in a management or leadership position and experienced situations in which employees were not meeting your performance expectations? Or, perhaps you worked under a manager who continually blamed problems of production, output, or sales on you and your colleagues. An important takeaway from the red bead experiment is to consider instances such as these and question whether the fault lies with the employees or with something else, such as management’s decisions or the system that is put in place. As you discuss the red bead experiment, consider how you might be able to relate the lessons learned to your own experiences.In this Discussion, you will examine the red bead experiment and discuss the success of its implementation, as well as how the concepts derived from it can be applied to other aspects of the workplace.Post a 225- to 300-word (3- to 4-paragraph) explanation of how successful the Red Bead experiment was and how an example of the experiment in the workplace can be fixed. In your explanation, address the following:Explain your thoughts on the working climate at the White Bead Company. Describe what the advantages and disadvantages of the inspection system are. Were the strategies that management tried successful in improving workers’ performance? Explain why or why not. Provide an example of a situation similar to the Red Bead experiment that you have experienced in the workplace or have heard someone else describe. Explain how you might improve it. To support your response, be sure to reference at least one properly cited scholarly source.
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Consider the 2020 Census. The purpose a census is to gather information about all people living in the United States of America. Once the data is collected, it can be used to describe and infer information about the population.Respond to the following in a minimum of 175 words:Given what you have learned so far in the course, what are some ways you could use your statistics knowledge to work with census data?What limitations would you have if you were using the simple procedures addressed in Wks 1-4 of this course?What additional statistical knowledge might be helpful to enhance your analysis?Post 2 replies to classmates or your faculty member. Be constructive and professional.**This was the original question and I need to reply to my classmate in a minimum 100 words without references:This is a classmate's response to the above discussion question:"One statistical method we can apply to the census data is to determine the confidence interval and margin of error of the sample compared to the total population. I believe this will be an important piece of the analysis because we would want to establish the level of certainty/uncertainty in the data collected. The data can also be split into different categories based on the answers to the questions (demographics, race, age, region, etc). We can use t-testing to compare multiple samples and find the p-value, which will provide information on how statistically relevant the data actually is. Establishing relevance and certainty in the data will give us a better understanding of how well the sample represents the population, therefore allowing us to making inferences about the population as a whole. The accuracy of the data would be a known limitation of the data because most of the data is self-reported and as humans, we are always apt to make some sort of errors. The manually collected data has an even higher probability of inaccuracies because it passes through two different hands."
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