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complete following table. Follow instructions for all planets
The table to the right gives size and distance data for the planets at a certain point in time. Calculate the scaled size ...
complete following table. Follow instructions for all planets
The table to the right gives size and distance data for the planets at a certain point in time. Calculate the scaled size and distance for each planet using a 1 to 10 billion scale model solar system.PlanetDiameterDistance from SunMercury48804880 km 51.551.5 million km Venus12 comma 10012,100 km 108.9108.9 million km Earth12 comma 76012,760 km 150.6150.6 million km Mars67906790 km 224.9224.9 million km Jupiter143 comma 000143,000 km 799.9799.9 million km Saturn120 comma 000120,000 km 14071407 million km Uranus52 comma 00052,000 km 29202920 million km Neptune48 comma 40048,400 km 44994499 million km Complete the following table.(Type integers or decimals rounded to the nearest tenth as needed.) Follow for all plantes PlanetDiameterDistance from SunMercuryVenus EarthMarsJupiterSaturnUranusNeptunenothing mm nothing m
please double check and correct this (if need be!)
1. Solve the system of equations below both algebraically and by graphing. Be sure to show all of your work and state yo ...
please double check and correct this (if need be!)
1. Solve the system of equations below both algebraically and by graphing. Be sure to show all of your work and state your solution as an ordered pair.1. The first thing I did was put both equations in the form of
y=mx+b. That way it makes them easy to graph and I will know the slope (m) and
the y intercept (b) of each.
The first equation is already in y=mx+b.
y=1/2x + 5/2 means the slope of this line is m=1/2 and the y
intercept is 5/2.
For the second equation I moved numbers around.
It started off as 3x+2y=1.
First I subtracted 3x from both sides to get 2y=-3x+1.
Next I divided 2 to every term in the equation to get y alone.
You get y=-3/2x+1/2.
Now that this is in y=mx+b form, I know that the slope of this
line is m=-3/2 and the y intercept is 1/2.
Knowing this information it can now be graphed.
I first graphed the line with the slope of 1/2 and y intercept
of 5/2.
The line intercepts the y-axis at 5/2 so there should have a dot
at 5/2 or 2.5
Now from there we need a second point to make the line.
If the slope is 1/2 that means we can either go from this point
UP 2 and RIGHT 1 or DOWN 2 and LEFT 1 and can keep doing this from every point.
Next, I did the same thing for the line where slope is -3/2 (or
-1.5) and has a y intercept of 1/2.
I drew the y intercept first on the y line at the 1/2 point
between 0 and 1.
Since it is a negative slope this time we go either DOWN 2 and
RIGHT 3 or UP 2 and LEFT 3 from each point.
The lines both meet up at the point (-1, 2) so
this is the answer!
Solving algebraically:
I set the two equations equal to each other by substituting one
of the variables.
I have y=1/2x+5/2 and y=-3/2x+1/2.
If y equals that, you can replace y with the thing y equals in
the other equation.
You should get 1/2x+5/2=-3/2x+1/2.
Add 3/2x to both sides and you get 4/2x+5/2=1/2.
Then subtract 5/2 from both sides to get 4/2x=-4/2.
Simplify 4/2 by dividing and you get 2x=-2.
Finally, divide by 2 to both sides and you get x=-1.
Now to get the y variable plug x=-1 back into EITHER equation by
replacing wherever it says x with a -1.
I chose to plug in to y=1/2(-1)+5/2.
Multiplying you get y=-1/2+5/2.
Adding you get y=4/2. Dividing that you get y=2.
Then the answer again is in the form of (x,y) so the answer is (-1,
2) It is the same answer both ways.
2. The population of a country is initially 2.5 million people and is increasing by 0.8 million people every year. The country’s annual food supply is initially adequate for 4 million people and is increasing at a constant rate for an additional 0.4 million people per year.a. Based on these assumptions, in approximately how many years will the country first experience shortages of food?b. If the country doubled its initial food supply and maintained a constant rate of increase in the supply adequate for an additional 0.5 million people per year, would shortages still occur? If so, how many years would it take for shortages to occur? If not, explain.c. If the country doubled the rate at which its food supply increases, in addition to doubling its initial food supply, would shortages still occur? If so, how many years would it take for shortages to occur? If not, explain.2.a). I used the
variable ‘x’ in place of the unknown years:
Current
population is 2.5+0.8x where x is 0
Currently
supply is 4+0.4x where x= 0
2.5+0.8x=4+0.4x
0.8x-0.4x=4-2.5
0.4x=1.5
X=1.5/0.4
=3.75
X=3.75
years is when supply will be equal to the demand of the population
Therefore,
the above 3.75 years there will be shortage of food.
Rounding
off to the next year we have X=4 years this indicates the years that food
shortage will be experienced.
The answer is approximately 4 years.
b. Initial food supply is 4 million
4x2=8
Supply
function
8+0.5x
Using
population function
2.5+0.8x
8+0.5x=2.5+0.8x
0.5x-0.8x=2.5-8
-0.3x=-5.5
X=5.5/0.3
X=18.3333
years
X=18.3333
years this is actually the time supply will be equal to the demand of the
population
Therefore
above 18.3333 years there will be shortage.
Hence 19 years to come it means that there will be
food shortage
c. Supply function 2(4+0.4x) =8+0.8x
Population
function is 2.5+0.8x
Therefore
8+0.8x=2.5+0.8x
0.8x-0.8x=2.5-8
0=-5.5 and this is a false statement
This means that for the rest of the years food will
be adequate.
The negative (-) 5.5 means that each year will have
an additional food for 5.5 million people although it does not increase.
3. Springfield will be opening a new high school in the fall. The number of underclassmen (9th and 10th graders) must fall between 500 and 600 (inclusive), the number of upperclassmen (11th and 12th graders) must fall between 400 and 500 (inclusive), and the number of students cannot exceed 1000.a. Let x represent the number of underclassmen and y represent the number of upperclassmen. Write a system of inequalities that models the situation.b. Graph the solution to the system of inequalities in part a.3. For this one I graphed the equation on a number line. I made
underclassmen x and upperclassmen y.
The number of underclassmen has to fall between 500 and 600 and
inclusive means that it can actually equal 500 or 600. Represent this
with 500</=x</=600
Upperclassmen have to be between 400 and 500. Represent this
with 400</=y</=500
It also says the total number of students cannot exceed 1000
which means they have to be less than or equal to 1000.
Represent this with the underclassmen plus the upperclassmen is
less than or equal to 1000 or in equation form x+y</=1000
The three equations should be:
500</=x</=600
400</=y</=500
x+y</=1000
If you know the minimum x can be is 500 and the minimum y can be
is 400 then you know the minimum number of students in the school can be 900. x
and y together could also get as high as 1100 but it tells you that
upperclassmen and underclassmen together cannot exceed 1000. That means the
number of students in the school must be greater than or equal to 900 and less
than or equal to 1000.
San Diego State University Stem Survey Venn Diagram & Data Analysis Questions
Option #1: STEM Survey
For this Critical Thinking assignment, you will analyze survey results using concepts from set theo ...
San Diego State University Stem Survey Venn Diagram & Data Analysis Questions
Option #1: STEM Survey
For this Critical Thinking assignment, you will analyze survey results using concepts from set theory.
A survey of 500 adults was conducted to determine why more undergraduate students do not pursue degrees in science, technology, engineering, and math (STEM). The results of the survey show that 250 respondents believed that students do not pursue STEM degrees because the subjects are too difficult, while 105 respondents believed it is because the subjects do not have applications in their careers. There were ten respondents who believed both, difficulty and lack of applications, were the reasons why no more students pursue STEM degrees.
Part I: Complete the following steps:
Define two sets to represent the two different opinions of the survey’s respondents.
Create a Venn diagram to represent the results of this survey.
How many respondents believed students do not pursue STEM degrees only because the subjects are too difficult?
How many respondents believed students do not pursue STEM degrees only because the subjects do not have applications in their careers?
How many respondents believed that neither the difficulty nor the lack of applications of the subjects are reasons why students do not pursue STEM degrees?
Part II: Based on your work in Part I, discuss the following:
Use an alternative method to define the sets in Part I.
Explain how you created the Venn diagram. Describe how you found the numbers corresponding to each region.
Discuss how you can use set operations to answer questions three through five in Part I.
Discuss how the numbers on the Venn diagram would have changed if the total respondents who believed students do not pursue STEM degrees because of the lack of applications increased to 250. What would this imply for the answers to questions three through five in Part I?
Discuss the advantages of using a Venn diagram to analyze the results of this survey.
Provide an example of a real-world survey that could be modeled using the Venn diagram below.
Requirements:
You must submit two files for this assignment. The first file should contain the computations, graphs, diagrams, etc., associated with the questions in Part I. This file may be formatted as a numbered list of answers. Unless stated in the problem, a narrative discussion is not required, but you must provide enough information to show how you arrived at the answer.
The second file should be a 2-3-page narrative paper, written in APA format, associated with the situation described in Part II. Specific requirements for the paper are provided below:
Your paper should be 2-3 pages in length (not counting the title page and references page) and should cite and integrate at least two credible outside sources. The CSU-Global Library is a great place to find resources. Your textbook is a credible resource.
Include a title page, introduction, body, conclusion, and a reference page.
The introduction should describe or summarize the topic or problem. It might discuss the general applications of the topic or it might introduce the unique terminology associated with the topic.
The body of your paper should address the questions posed in the problem. Explain how you approached and answered the question or solved the problem, and, for each question, show all steps involved. Be sure this is in paragraph format, not numbered answers like a homework assignment.
The conclusion should summarize your thoughts about what you have determined from your analysis in completing the assignment. Nothing new should be introduced in the conclusion that was not previously discussed in the body paragraphs.
Include any tables of data or calculations, calculated values, and/or graphs referenced in the paper. (Note: The minimum required length excludes any tables, graphs, etc.)
Document formatting, citations, and style should conform to the CSU Global Guide to Writing and APA Requirements (Links to an external site.). A short summary containing much that you need to know about paper formatting, citations, and references is contained in the Template Paper (Links to an external site.). If you need assistance with your writing style or you need writing tips or tutorials, visit the CSU Global Writing Center (Links to an external site.).
References
(Adapted from) Kennedy, B., Hefferon, M., & Funk, C. (2018). Half of Americans think young people don’t pursue STEM because it is too hard. Pew Research Center. Retrieved from https://www.pewresearch.org/fact-tank/2018/01/17/half-of-americans-think-young-people-dont-pursue-stem-because-it-is-too-hard/
Discussion:Displaying Data
For this Discussion, you will explore ways to appropriately display data. To prepare for this Discussion: Review the L ...
Discussion:Displaying Data
For this Discussion, you will explore ways to appropriately display data. To prepare for this Discussion: Review the Learning Resources for this week related to frequency distributions and graphic displays of data. Using the SPSS software, open the General Social Survey dataset found in this week’s Learning Resources. Next, create a figure or table from a few selected variables within the dataset. Finally, think about what is good about how the data are displayed in the figure or table you created and what is not so good. Display of the table or figure you created and provide an explanation of why this would be the best way to display the data provided, include the General Social Survey Dataset’s mean of Age to verify the dataset you used. Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style. Learning Resources Required Readings Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications. Chapter 2, “The Organization and Graphic Presentation Data” (pp. 27-74) Wagner, III, W. E. (2020). Using IBM® SPSS® statistics for research methods and social science statistics (7th ed.). Thousand Oaks, CA: Sage Publications. Chapter 5, “Charts and Graphs” Chapter 11, “Editing Output” Walden University Writing Center. (n.d.). General guidance on data displays. Retrieved from http://waldenwritingcenter.blogspot.com/2013/02/general-guidance-on-data-displays.html Use this website to guide you as you provide appropriate APA formatting and citations for data displays. Datasets Your instructor will post the datasets for the course in the Doc Sharing section and in an Announcement. Your instructor may also recommend using a different dataset from the ones provided here. Required Media Laureate Education (Producer). (2016j). Visual displays of data [Video file]. Baltimore, MD: Author. Note: The approximate length of this media piece is 9 minutes. In this media program, Dr. Matt Jones discusses frequency distributions. Focus on how his explanation might support your analysis in this week’s Assignment. Accessible player --Downloads-- Download Video w/CC Download Audio Download Transcript Optional Resources Skill Builders: Visual Displays for Continuous VariablesVisual Displays for Categorical Variables To access these Skill Builders, navigate back to your Blackboard Course Home page, and locate “Skill Builders” in the left navigation pane. From there, click on the relevant Skill Builder link for this week. You are encouraged to click through these and all Skill Builders to gain additional practice with these concepts. Doing so will bolster your knowledge of the concepts you’re learning this week and throughout the course.
12 pages
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Psy 520 Topic 1 Exercises
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complete following table. Follow instructions for all planets
The table to the right gives size and distance data for the planets at a certain point in time. Calculate the scaled size ...
complete following table. Follow instructions for all planets
The table to the right gives size and distance data for the planets at a certain point in time. Calculate the scaled size and distance for each planet using a 1 to 10 billion scale model solar system.PlanetDiameterDistance from SunMercury48804880 km 51.551.5 million km Venus12 comma 10012,100 km 108.9108.9 million km Earth12 comma 76012,760 km 150.6150.6 million km Mars67906790 km 224.9224.9 million km Jupiter143 comma 000143,000 km 799.9799.9 million km Saturn120 comma 000120,000 km 14071407 million km Uranus52 comma 00052,000 km 29202920 million km Neptune48 comma 40048,400 km 44994499 million km Complete the following table.(Type integers or decimals rounded to the nearest tenth as needed.) Follow for all plantes PlanetDiameterDistance from SunMercuryVenus EarthMarsJupiterSaturnUranusNeptunenothing mm nothing m
please double check and correct this (if need be!)
1. Solve the system of equations below both algebraically and by graphing. Be sure to show all of your work and state yo ...
please double check and correct this (if need be!)
1. Solve the system of equations below both algebraically and by graphing. Be sure to show all of your work and state your solution as an ordered pair.1. The first thing I did was put both equations in the form of
y=mx+b. That way it makes them easy to graph and I will know the slope (m) and
the y intercept (b) of each.
The first equation is already in y=mx+b.
y=1/2x + 5/2 means the slope of this line is m=1/2 and the y
intercept is 5/2.
For the second equation I moved numbers around.
It started off as 3x+2y=1.
First I subtracted 3x from both sides to get 2y=-3x+1.
Next I divided 2 to every term in the equation to get y alone.
You get y=-3/2x+1/2.
Now that this is in y=mx+b form, I know that the slope of this
line is m=-3/2 and the y intercept is 1/2.
Knowing this information it can now be graphed.
I first graphed the line with the slope of 1/2 and y intercept
of 5/2.
The line intercepts the y-axis at 5/2 so there should have a dot
at 5/2 or 2.5
Now from there we need a second point to make the line.
If the slope is 1/2 that means we can either go from this point
UP 2 and RIGHT 1 or DOWN 2 and LEFT 1 and can keep doing this from every point.
Next, I did the same thing for the line where slope is -3/2 (or
-1.5) and has a y intercept of 1/2.
I drew the y intercept first on the y line at the 1/2 point
between 0 and 1.
Since it is a negative slope this time we go either DOWN 2 and
RIGHT 3 or UP 2 and LEFT 3 from each point.
The lines both meet up at the point (-1, 2) so
this is the answer!
Solving algebraically:
I set the two equations equal to each other by substituting one
of the variables.
I have y=1/2x+5/2 and y=-3/2x+1/2.
If y equals that, you can replace y with the thing y equals in
the other equation.
You should get 1/2x+5/2=-3/2x+1/2.
Add 3/2x to both sides and you get 4/2x+5/2=1/2.
Then subtract 5/2 from both sides to get 4/2x=-4/2.
Simplify 4/2 by dividing and you get 2x=-2.
Finally, divide by 2 to both sides and you get x=-1.
Now to get the y variable plug x=-1 back into EITHER equation by
replacing wherever it says x with a -1.
I chose to plug in to y=1/2(-1)+5/2.
Multiplying you get y=-1/2+5/2.
Adding you get y=4/2. Dividing that you get y=2.
Then the answer again is in the form of (x,y) so the answer is (-1,
2) It is the same answer both ways.
2. The population of a country is initially 2.5 million people and is increasing by 0.8 million people every year. The country’s annual food supply is initially adequate for 4 million people and is increasing at a constant rate for an additional 0.4 million people per year.a. Based on these assumptions, in approximately how many years will the country first experience shortages of food?b. If the country doubled its initial food supply and maintained a constant rate of increase in the supply adequate for an additional 0.5 million people per year, would shortages still occur? If so, how many years would it take for shortages to occur? If not, explain.c. If the country doubled the rate at which its food supply increases, in addition to doubling its initial food supply, would shortages still occur? If so, how many years would it take for shortages to occur? If not, explain.2.a). I used the
variable ‘x’ in place of the unknown years:
Current
population is 2.5+0.8x where x is 0
Currently
supply is 4+0.4x where x= 0
2.5+0.8x=4+0.4x
0.8x-0.4x=4-2.5
0.4x=1.5
X=1.5/0.4
=3.75
X=3.75
years is when supply will be equal to the demand of the population
Therefore,
the above 3.75 years there will be shortage of food.
Rounding
off to the next year we have X=4 years this indicates the years that food
shortage will be experienced.
The answer is approximately 4 years.
b. Initial food supply is 4 million
4x2=8
Supply
function
8+0.5x
Using
population function
2.5+0.8x
8+0.5x=2.5+0.8x
0.5x-0.8x=2.5-8
-0.3x=-5.5
X=5.5/0.3
X=18.3333
years
X=18.3333
years this is actually the time supply will be equal to the demand of the
population
Therefore
above 18.3333 years there will be shortage.
Hence 19 years to come it means that there will be
food shortage
c. Supply function 2(4+0.4x) =8+0.8x
Population
function is 2.5+0.8x
Therefore
8+0.8x=2.5+0.8x
0.8x-0.8x=2.5-8
0=-5.5 and this is a false statement
This means that for the rest of the years food will
be adequate.
The negative (-) 5.5 means that each year will have
an additional food for 5.5 million people although it does not increase.
3. Springfield will be opening a new high school in the fall. The number of underclassmen (9th and 10th graders) must fall between 500 and 600 (inclusive), the number of upperclassmen (11th and 12th graders) must fall between 400 and 500 (inclusive), and the number of students cannot exceed 1000.a. Let x represent the number of underclassmen and y represent the number of upperclassmen. Write a system of inequalities that models the situation.b. Graph the solution to the system of inequalities in part a.3. For this one I graphed the equation on a number line. I made
underclassmen x and upperclassmen y.
The number of underclassmen has to fall between 500 and 600 and
inclusive means that it can actually equal 500 or 600. Represent this
with 500</=x</=600
Upperclassmen have to be between 400 and 500. Represent this
with 400</=y</=500
It also says the total number of students cannot exceed 1000
which means they have to be less than or equal to 1000.
Represent this with the underclassmen plus the upperclassmen is
less than or equal to 1000 or in equation form x+y</=1000
The three equations should be:
500</=x</=600
400</=y</=500
x+y</=1000
If you know the minimum x can be is 500 and the minimum y can be
is 400 then you know the minimum number of students in the school can be 900. x
and y together could also get as high as 1100 but it tells you that
upperclassmen and underclassmen together cannot exceed 1000. That means the
number of students in the school must be greater than or equal to 900 and less
than or equal to 1000.
San Diego State University Stem Survey Venn Diagram & Data Analysis Questions
Option #1: STEM Survey
For this Critical Thinking assignment, you will analyze survey results using concepts from set theo ...
San Diego State University Stem Survey Venn Diagram & Data Analysis Questions
Option #1: STEM Survey
For this Critical Thinking assignment, you will analyze survey results using concepts from set theory.
A survey of 500 adults was conducted to determine why more undergraduate students do not pursue degrees in science, technology, engineering, and math (STEM). The results of the survey show that 250 respondents believed that students do not pursue STEM degrees because the subjects are too difficult, while 105 respondents believed it is because the subjects do not have applications in their careers. There were ten respondents who believed both, difficulty and lack of applications, were the reasons why no more students pursue STEM degrees.
Part I: Complete the following steps:
Define two sets to represent the two different opinions of the survey’s respondents.
Create a Venn diagram to represent the results of this survey.
How many respondents believed students do not pursue STEM degrees only because the subjects are too difficult?
How many respondents believed students do not pursue STEM degrees only because the subjects do not have applications in their careers?
How many respondents believed that neither the difficulty nor the lack of applications of the subjects are reasons why students do not pursue STEM degrees?
Part II: Based on your work in Part I, discuss the following:
Use an alternative method to define the sets in Part I.
Explain how you created the Venn diagram. Describe how you found the numbers corresponding to each region.
Discuss how you can use set operations to answer questions three through five in Part I.
Discuss how the numbers on the Venn diagram would have changed if the total respondents who believed students do not pursue STEM degrees because of the lack of applications increased to 250. What would this imply for the answers to questions three through five in Part I?
Discuss the advantages of using a Venn diagram to analyze the results of this survey.
Provide an example of a real-world survey that could be modeled using the Venn diagram below.
Requirements:
You must submit two files for this assignment. The first file should contain the computations, graphs, diagrams, etc., associated with the questions in Part I. This file may be formatted as a numbered list of answers. Unless stated in the problem, a narrative discussion is not required, but you must provide enough information to show how you arrived at the answer.
The second file should be a 2-3-page narrative paper, written in APA format, associated with the situation described in Part II. Specific requirements for the paper are provided below:
Your paper should be 2-3 pages in length (not counting the title page and references page) and should cite and integrate at least two credible outside sources. The CSU-Global Library is a great place to find resources. Your textbook is a credible resource.
Include a title page, introduction, body, conclusion, and a reference page.
The introduction should describe or summarize the topic or problem. It might discuss the general applications of the topic or it might introduce the unique terminology associated with the topic.
The body of your paper should address the questions posed in the problem. Explain how you approached and answered the question or solved the problem, and, for each question, show all steps involved. Be sure this is in paragraph format, not numbered answers like a homework assignment.
The conclusion should summarize your thoughts about what you have determined from your analysis in completing the assignment. Nothing new should be introduced in the conclusion that was not previously discussed in the body paragraphs.
Include any tables of data or calculations, calculated values, and/or graphs referenced in the paper. (Note: The minimum required length excludes any tables, graphs, etc.)
Document formatting, citations, and style should conform to the CSU Global Guide to Writing and APA Requirements (Links to an external site.). A short summary containing much that you need to know about paper formatting, citations, and references is contained in the Template Paper (Links to an external site.). If you need assistance with your writing style or you need writing tips or tutorials, visit the CSU Global Writing Center (Links to an external site.).
References
(Adapted from) Kennedy, B., Hefferon, M., & Funk, C. (2018). Half of Americans think young people don’t pursue STEM because it is too hard. Pew Research Center. Retrieved from https://www.pewresearch.org/fact-tank/2018/01/17/half-of-americans-think-young-people-dont-pursue-stem-because-it-is-too-hard/
Discussion:Displaying Data
For this Discussion, you will explore ways to appropriately display data. To prepare for this Discussion: Review the L ...
Discussion:Displaying Data
For this Discussion, you will explore ways to appropriately display data. To prepare for this Discussion: Review the Learning Resources for this week related to frequency distributions and graphic displays of data. Using the SPSS software, open the General Social Survey dataset found in this week’s Learning Resources. Next, create a figure or table from a few selected variables within the dataset. Finally, think about what is good about how the data are displayed in the figure or table you created and what is not so good. Display of the table or figure you created and provide an explanation of why this would be the best way to display the data provided, include the General Social Survey Dataset’s mean of Age to verify the dataset you used. Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style. Learning Resources Required Readings Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications. Chapter 2, “The Organization and Graphic Presentation Data” (pp. 27-74) Wagner, III, W. E. (2020). Using IBM® SPSS® statistics for research methods and social science statistics (7th ed.). Thousand Oaks, CA: Sage Publications. Chapter 5, “Charts and Graphs” Chapter 11, “Editing Output” Walden University Writing Center. (n.d.). General guidance on data displays. Retrieved from http://waldenwritingcenter.blogspot.com/2013/02/general-guidance-on-data-displays.html Use this website to guide you as you provide appropriate APA formatting and citations for data displays. Datasets Your instructor will post the datasets for the course in the Doc Sharing section and in an Announcement. Your instructor may also recommend using a different dataset from the ones provided here. Required Media Laureate Education (Producer). (2016j). Visual displays of data [Video file]. Baltimore, MD: Author. Note: The approximate length of this media piece is 9 minutes. In this media program, Dr. Matt Jones discusses frequency distributions. Focus on how his explanation might support your analysis in this week’s Assignment. Accessible player --Downloads-- Download Video w/CC Download Audio Download Transcript Optional Resources Skill Builders: Visual Displays for Continuous VariablesVisual Displays for Categorical Variables To access these Skill Builders, navigate back to your Blackboard Course Home page, and locate “Skill Builders” in the left navigation pane. From there, click on the relevant Skill Builder link for this week. You are encouraged to click through these and all Skill Builders to gain additional practice with these concepts. Doing so will bolster your knowledge of the concepts you’re learning this week and throughout the course.
12 pages
Psy 520 Topic 1 Exercises
This study is an experiment, and the variables are; The study is an observation since no single manipulations has been don ...
Psy 520 Topic 1 Exercises
This study is an experiment, and the variables are; The study is an observation since no single manipulations has been done on the factorsrecognized ...
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