Unit 04

Unit 4:
Visualizing Data
 Unit 4: Assignment #1 (due before 11:59 pm Central on THU JUN 27):

  1. In this Unit, you’re going to get familiar with visualizing data.
    1. First, let’s get some clarity on the various terms used to describe data visualizations. You’ve probably heard the terms, figures, charts, graphs, and plots.
      • The term figure is the most general term. Just about any visualization can be considered a figure, as, for example, the photograph Poldrack (2020) uses in his textbook of the impending explosion of the 1980s Space Shuttle Challenger. In addition to photographs, as Poldrack’s (2020) textbook also illustrates, figures can also be charts, graphs, and plots, so let’s unpack those terms.
      • The term chart usually refers to a graphical display of data, but charts can also contain other information (e.g., nautical charts).
      • The terms graphs and plots are the most specific terms. In statistics, graphs and plots are visual displays of data. In this course, we’ll mostly use the terms graphs and plots
      • One way to remember the term plot is that, in statistics, a plot is the result of plotting data.
    2. Second, let’s get familiar with the types of graphs and plots we’re likely to see in this course.
      • Read Valecheva’s (no date) “Types of Graphs and Their Uses.”
      • While reading Valecheva’s article, write down the names and primary uses of each of the five types of graphs and plots mentioned.
    3. Third, to learn how to read and interpret statistical graphs, read Andrews’ (2020) handout, “How to Read and Interpret Statistical Graphs.”
      • While reading Andrews’ (2020) handout, write down the four major components of a graph.
      • While reading Andrews’ (2020) handout, be sure you understand how to interpret a bar graph and a scatter plot.
  2. Next, to learn some of the major principles of good data visualization:
    1. First, read Poldrack’s (2020) Chapter 4, “Data Visualization: Principles of Good Visualization.”
      • While reading Poldrack’s chapter, write down five principles of good visualization.
    2. Second, watch TedEd’s (2017) video, “How To Spot a Misleading Graph.”
      • While watching TedEd’s video, write down three ways that a graph can misrepresent data.
  3. Finally, to sharpen your critical thinking skills and become familiar with both good and bad data visualizations:
    1. Search the Internet (beyond the material you’ve been assigned for this assignment) for one example of a graph that
      • contains the four major components of a statistical graph that you learned about in Andrews’ (2020) handout; AND
      • abides by the five principles of good visualization that you learned about in Poldrack’s chapter; AND
      • doesn’t commit any of the three ways to misrepresent data that you learned about in TedEd’s video; AND
      • is non-political. By non-political we mean NOT “pertaining to the government or the public affairs of a country,” meaning not about any government (U.S. or otherwise), any government officials, such as Congress members, or any candidates (past or present) for political office.
      • We will refer to this graph as an example of a “good graph.”
        • Save the image you found on the Internet in your own files, naming the image YourLastName_PSY-210_Unit04_GoodGraph.xxx (where xxx is the file type, for example, .jpg, .png, .jpeg, and the like).
        • Write down the website from which you found this example of a good graph.
    2. Then, search the Internet (beyond the material you’ve been assigned for this assignment) for one example of a graph that
      • doesn’t contain all four major components of a statistical graph, as you learned in Andrews’ (2020) handout; OR
      • fails to abide by one or more the five principles of good visualization, as you learned in Poldrack’s chapter; OR
      • commits one or more of the three ways to misrepresent data, as you learned in TedEd’s video;
      • and is non-political.
      • We will refer to this graph as an example of a “bad graph.” To see some examples of “bad graphs,” look through this handout.
        • Save the image you found on the Internet in your own files, naming the image YourLastName_PSY-210_Unit04_BadGraph.xxx (where xxx is the file type, for example, .jpg, .png, .jpeg, and the like).
        • Write down the website from which you found this example of a good graph.
  4. Go to the Unit 4: Assignment #1 and #4 Discussion Board and make a new Discussion Board post of at least 200 words in which you do the follow:
    1. First, embed the image you found of a “good graph” using the embedding procedure you learned from the Course How To. (Remember to embed your image, not attach, and to re-size your image if needed.)
    2. Second, describe what your “good graph” is a graph of (e.g., “This bar graph illustrates the rising number of COVID-19 cases across time (March 18, 2020 to April 1, 2020).”
    3. Third, identify where you found your “good graph” (i.e., from which website).
    4. Fourth, identify what type graph it is, according to the graph types you learned in Valecheva’s (no date) article.
    5. Fifth, explain why the “good graph” you found is a “good graph” by referencing Andrews’ (2020) handout, Poldrack’s (2020) chapter, AND TedEd’s (2017) video.
      • When referencing these sources, be sure to state the author’s name and year, for example, Poldrack (2020)
    6. Sixth, embed the image you found of a “bad graph” using the embedding procedure you learned from the Course How To. (Remember to embed your image, not attach, and to re-size your image if needed.)
    7. Seventh, describe what your “bad graph” is a graph of (e.g., “This bar graph illustrates the rising number of COVID-19 cases across time (March 18, 2020 to April 1, 2020).”
    8. Eighth, identify where you found your “bad graph” (i.e., from which website).
    9. Ninth, identify what type of graph it is, according to the graph types you learned in Valecheva’s (no date) article.
    10. Tenth, explain why the “bad graph” you found is a “bad graph” by referencing at least one of the following: Andrews’ (2020) handout OR Poldrack’s (2020) chapter OR TedEd’s (2017) video (You may reference more than one of those sources, but you must reference at least one.)
      • When referencing these sources, be sure to state the author’s name and year, for example, Poldrack (2020).

Unit 4: Assignment #2 (due before 11:59 pm Central on THU JUN 27):

  1. To learn the difference between Histograms and Bar Graphs:
    1. Read Stat Trek’s (2020) article, “Bar Graphs and Histograms.”
    2. When reading Stat Trek’s article, write down two ways that Bar Graphs differ from Histograms.
  2. To learn how to create a Histogram:
    1. First, open the tutorial for your chosen data management platform:
    2. Second, open the spreadsheet you created in Unit 3: Assignment #3 named YourLastName_PSY-210_Unit03_FrequencyDistribution_Andrews.
    3. Third, as you are reading through the how-to article for your chosen data management system, do each of the steps listed, exactly as they are shown in the article, to create a Histogram of hours of sleep students get each night.
      • For each step, compare the Histogram you are making in your own spreadsheet with the images (figures) shown in the how-to article.
      • Use the Graph Title, “Number of Hours Slept by Students”
      • Use the x-Axis Label, “Sleep (in hours)”
      • Use the y-Axis Label, “Absolute Frequency”
    4. Fourth, save (again) your spreadsheet, which should already be named, YourLastName_PSY-210_Unit03_FrequencyDistribution_Andrews.
    5. Fifth, take a partial screenshot (not a screenshot of your entire screen) of the histogram you created (not your entire screen) during the tutorial and save the screenshot with the filename YourLastName_PSY-210_Unit04_HistogramAndrews_Screenshot.xxx (where xxx is the file type, for example, .jpg, .png, .jpeg, and the like).
  3. Next, you’re going to create a Histogram using your assigned Age Data Set.
    1. First, open the spreadsheet you created in Unit 3: Assignment #4 named YourLastName_PSY-210_Unit03_AgeFrequency, which contains your Age Frequency Distribution Table and your Age Cumulative Distribution Tables.
    2. Second, using the skills you learned from the tutorial you watched in step b above, create a Histogram for your assigned Age Data Set.
    3. Use ranges of 5 years for your Histogram bins, starting with the range 20 to 24 years and ending with the range 75 to 79 years (e.g., 20 to 24 years, 25 to 29 years, 30 to 34 years, 35 to 39 years, and so forth). Therefore, your first Histogram bin will be 20 to 24 years, and your last Histogram bin will be 75 to 79 years.
    4. Your Histogram must include the four major components of a graph:
      • a Graph Title
      • Axis Labels
      • Graph Units
      • Graph Data
    5. After creating your Age Histogram, be sure to save (again) your spreadsheet, which should already be named, YourLastName_PSY-210_Unit03_AgeFrequency.
    6. Finally, take a partial screenshot (not a screenshot of your entire screen) of your Age Histogram (not your entire screen) and save the screenshot with the filename YourLastName_PSY-210_Unit04_AgeHistogram_Screenshot.xxx (where xxx is the file type, for example, .jpg, .png, .jpeg, and the like).
  4. Now, you’re going to create a Histogram using your assigned Height Data Set.
    1. First, open the spreadsheet you created in Unit 3: Assignment #4 named YourLastName_PSY-210_Unit03_HeightFrequency, which contains your Height Frequency Distribution Table and your Height Cumulative Distribution Tables.
    2. Second, using the skills you learned from the tutorial in letter b above, create a Histogram for your assigned Height Data Set.
    3. Use ranges of 5 inches for your Histogram bins, starting with the range 55 to 59 inches and ending with the range 85 to 89 inches (e.g., 55 to 59 inches, 60 to 64 inches, 65 to 69 inches, 70 to 74 inches, and so forth). Therefore, your first Histogram bin will be 55 to 59 inches, and your last Histogram bin will be 85 to 89 inches.
    4. Your Histogram must include the four major components of a graph:
      • a Graph Title
      • Axis Labels
      • Graph Units
      • Graph Data
    5. After creating your Height Histogram, be sure to save (again) your spreadsheet, which should already be named, YourLastName_PSY-210_Unit03_HeightFrequency.
    6. Finally, take a partial screenshot (not a screenshot of your entire screen) of your Height Histogram (not your entire screen) and save the screenshot with the filename YourLastName_PSY-210_Unit04_HeightHistogram_Screenshot.xxx (where xxx is the file type, for example, .jpg, .png, .jpeg, and the like).
  5. To learn how to create a Bar Graph:
    1. First, open the tutorial for your chosen data management platform:
    2. Second, open the spreadsheet you created in Unit 3: Assignment #2 named YourLastName_PSY-210_Unit03_FrequencyDistribution_Owlcation.
    3. Third, as you are reading through the how-to article for your chosen data management system, do each of the steps listed, exactly as they are shown in the article, to create a Bar Graph of Volkswagen models sold at the car dealership.
      • For each step, compare the Bar Graph you are making in your own spreadsheet with the images (figures) shown in the how-to article.
      • Use the Graph Title, “Number of Volkswagens Sold per Model”
      • Use the x-Axis Label, “Volkswagen Models”
      • Use the y-Axis Label, “Absolute Frequency”
    4. Fourth, save (again) your spreadsheet, which should already be named,
    5. YourLastName_PSY-210_Unit03_FrequencyDistribution_Owlcation.
    6. Fifth, take a partial screenshot (not a screenshot of your entire screen) of the Bar Graph you created and save the screenshot with the filename YourLastName_PSY-210_Unit04_BarGraphAndrews_Screenshot.xxx (where xxx is the file type, for example, .jpg, .png, .jpeg, and the like).
  6. Now, you’re going to create a Bar Graph using your assigned Birth Month Data Set.
    1. First, open the spreadsheet you created in Unit 3: Assignment #2 named YourLastName_PSY-210_Unit03_BirthMonthFrequency, which contains your Birth Month Frequency Distribution Table.
    2. Second, using the skills you learned from the tutorial you watched in letter e above, create a Bar Graph for your assigned Birth Month Data Set.
    3. Your Bar Graph must include the four major components of a graph:
      • a Graph Title
      • Axis Labels
      • Graph Units (which are the 12 months of the year in chronological order, e.g., January, February, March, April … December)
      • Graph Data
    4. After creating your Birth Month Bar Graph, be sure to save (again) your spreadsheet, which should already be named, YourLastName_PSY-210_Unit03_BirthMonthFrequency.
    5. Finally, take a partial screenshot (not a screenshot of your entire screen) of your Birth Month Bar Graph and save the screenshot with the filename YourLastName_PSY-210_Unit04_BirthMonth_BarGraph_Screenshot.xxx (where xxx is the file type, for example, .jpg, .png, .jpeg, and the like).
  7. Finally, you’re going to create a Bar Graph using your assigned Ice Cream Data Set.
    1. First, open the spreadsheet you created in Unit 3: Assignment #2 named YourLastName_PSY-210_Unit03_IceCreamFrequency, which contains your Ice Cream Frequency Distribution Table.
    2. Second, using the skills you learned from the tutorial you watched in letter e above, create a Bar Graph for your assigned Ice Cream Data Set.
    3. Your Bar Graph must include the four major components of a graph:
      • a Graph Title
      • Axis Labels
      • Graph Units (which are the are the following ice cream flavors in alphabetical order: Blue Moon, Chocolate, Cookie Dough, Cookies and Cream, Mint Chocolate Chip, Strawberry, Vanilla)
      • Graph Data
    4. After creating your Ice Cream Bar Graph, be sure to save (again) your spreadsheet, which should already be named, YourLastName_PSY-210_Unit03_IceCreamFrequency.
    5. Finally, take a partial screenshot (not a screenshot of your entire screen) of your Ice Cream Bar Graph and save the screenshot with the filename YourLastName_PSY-210_Unit04_IceCream_BarGraph_Screenshot.xxx (where xxx is the file type, for example, .jpg, .png, .jpeg, and the like).
  8. Go to the Unit 4: Assignment #2 Discussion Board and make a new Discussion Board post.
    1. In the first sentence of your Discussion Board post, state your unique data set number (e.g., “My unique data set number is 001″).
    2. Then, embed each of your four screenshots into your Discussion Board Post.
      • one screenshot is of your Age Data Histogram (YourLastName_PSY-210_Unit04_AgeHistogram_Screenshot.xxx); and
      • one screenshot is of your Height Data Histogram (YourLastName_PSY-210_Unit04_HeightHistogram_Screenshot.xxx).
      • one screenshot is of your Birth Month Data Bar Graph (YourLastName_PSY-210_Unit04_BirthMonth_BarGraph_Screenshot.xxx).
      • one screenshot is of your Ice Cream Data Bar Grapht (YourLastName_PSY-210_Unit04_IceCream_BarGraph_Screenshot.xxx).
    3. Remember to embed and re-size your screenshots using the procedures you learned from the Course How To.

Unit 4: Assignment #3 (due before 11:59 pm Central on FRI JUN 28):

  1. To learn how to create a Line Graph:
    1. First, open the tutorial for your chosen data management platform:
    2. Second, open the spreadsheet you created in Unit 3: Assignment #4 named YourLastName_PSY-210_Unit03_FrequencyDistribution_Andrews.
    3. Third, as you are reading through the how-to article for your chosen data management system, do each of the steps listed, exactly as they are shown in the article, to create a Line Graph of the absolute and cumulative frequency of hours of sleep students get each night.
      • For each step, compare the Line Graph you are making in your own spreadsheet with the images (figures) shown in the how-to article.
      • Use the Graph Title, “Number of Hours Slept by Students”
      • Use the x-axis label, “Hours of Sleep”
      • Use the y-axis label, “Frequency”
    4. Fourth, save the spreadsheet you created during the tutorial with the filename, YourLastName_PSY-210_Unit04_LineGraph_Andrews.
    5. Fifth, take a partial screenshot (not a screenshot of your entire screen) of the Line Graph you created during the tutorial, and save the screenshot with the filename YourLastName_PSY-210_Unit04_LineGraphAndrews_Screenshot.xxx (where xxx is the file type, for example, .jpg, .png, .jpeg, and the like).
  2. Now, you’re going to create a Line Graph using your assigned Age Data Set.
    1. First, open the spreadsheet you created in Unit 3: Assignment #4 named YourLastName_PSY-210_Unit03_AgeFrequency, which contains your Age Frequency Distribution Table and Age Cumulative Distribution Table.
    2. Second, using the skills you learned from the tutorial in letter a above, create a Line Graph for your assigned Age Data Set.
    3. Your Line Graph must include:
      • a Graph Title
      • Axis Labels
      • Graph Units
      • Graph Data (one line for Absolute Frequency and one line for Cumulative Absolute Frequency)
    4. After creating your Age Line Graph, be sure to save (again) your spreadsheet, which should already be named, YourLastName_PSY-210_Unit03_AgeFrequency.
    5. Finally, take a partial screenshot (not a screenshot of your entire screen) of your Age Line Graph and save the screenshot with the filename YourLastName_PSY-210_Unit04_AgeLineGraph_Screenshot.xxx (where xxx is the file type, for example, .jpg, .png, .jpeg, and the like).
  3. Finally, you’re going to create a Line Graph using your assigned Height Data Set.
    1. First, open the spreadsheet you created in Unit 3: Assignment #4 named YourLastName_PSY-210_Unit03_HeightFrequency, which contains your Height Frequency Distribution Table and your Height Cumulative Distribution Table.
    2. Second, using the skills you learned from the tutorial in letter a above, create a Line Graph for your assigned Height Data Set.
    3. Your Line Graph must include:
      • a Graph Title
      • Axis Labels
      • Graph Units
      • Graph Data (one line for Absolute Frequency and one line for Cumulative Absolute Frequency)
    4. After creating your Height Line Graph, be sure to save (again) your spreadsheet, which should already be named, YourLastName_PSY-210_Unit03_HeightFrequency.
    5. Finally, take a partial screenshot (not a screenshot of your entire screen) of your Height Line Graph and save the screenshot with the filename YourLastName_PSY-210_Unit04_HeightLineGraph_Screenshot.xxx (where xxx is the file type, for example, .jpg, .png, .jpeg, and the like).
  4. Go to the Unit 4: Assignment #3 Discussion Board and make a new Discussion Board post.
    1. In the first sentence of your Discussion Board post, state your unique data set number (e.g., “My unique data set number is 001″).
    2. Then, embed each of your three screenshots into your Discussion Board Post.
      • one screenshot is of your Line Graph you made by following your relevant Andrews how-to (YourLastName_PSY-210_Unit04_LineGraphAndrews_Screenshot.xxx)
      • one screenshot is of your Age Line Graph (YourLastName_PSY-210_Unit04_AgeLineGraph_Screenshot.xxx); and
      • one screenshot is of your Height Line Graph (YourLastName_PSY-210_Unit04_HeightLineGraph_Screenshot.xxx).
    3. Remember to embed and re-size your screenshots using the procedures you learned from the Course How To.

Unit 4: Assignment #4 (due before 11:59 pm Central on FRI JUN 28):

  1. From the Course Syllabus, review “What’s the best way to respond to another student’s Discussion Board post?” Remember that your responses to other students should always include at least two of the four recommended components.
  2. Go to the Unit 4: Assignment #1 and #4 Discussion Board and make a response (a reply) to all the other students who are in your Chat Group. [Note that this is your two- or three-student Chat Group, not your nine- or ten-student Section.]
    1. Each of your response posts should be at least 200 words.
    2. Discuss with each Chat Group member the similarities and differences between the “good graph” graph you found and the “good graph” they found.
    3. Also discuss with each Chat Group member the similarities and differences between the “bad graph” graph you found and the “bad graph” they found.
    4. If all the other members of your Chat Group have not yet posted to the Unit 4: Assignment #1 Discussion Board, you will need to wait until they do OR until the due date for Unit 4: Assignment #1 has passed (you will not be held responsible for responding to another Chat Group member if the Unit 4: Assignment #1 due date has passed and that Chat Group member has not posted on Unit 4: Assignment #1).

Unit 4: Assignment #5 (due before 11:59 pm Central on SUN JUN 30):

  1. Meet online with your small Chat Group for a one-hour text-based Group Chat at the time/date that your Chat Group previously arranged
    • Prior to meeting online, ensure the following:
      • Make sure that the Chat Group member who made the Combined_IceCream Frequency Distribution Table, during Unit 3’s Group Chat, still has access to that Frequency Distribution Table.
      • Make sure that the Chat Group member who made the Combined_Age Frequency Distribution Table, during Unit 3’s Group Chat, still has access to that Frequency Distribution Table.
      • Make sure that if a Chat Group member made the Combined_Height Frequency Distribution Table, during Unit 3’s Group Chat, that Chat Group member still has access to that Frequency Distribution Table.
    • However, other than ensuring that each Chat Group member still has access to the Frequency Distribution Table they made during Unit 3’s Group Chat, DO NOT begin working on any of the steps listed below until your Chat Group begins their one-hour Group Chat.
  2. BEGIN your one-hour Group Chat by doing the following:
    1. You have previously identified “good graphs” and “bad graphs”; for this assignment you’re going to explore “creative graphs.”
    2. As a group, look carefully through every page of this Creative Graphs handout.
      • Discuss, as a group, which graphs in the Creative Graphs handout you like the most, and why you like those graphs.
      • Discuss, as a group, how you think the graphs that you like the most were created.
    3. As a group, search the Internet for other examples of creative graphs that inspire you.
      • When you find, on the Internet, a creative graph that you like, share the URL or image file with the other Chat Group members (during the chat).
      • Write down the URL or save the image file of every creative graph you find on the Internet.
  3. FOR THE REMAINDER of your one-hour Group Chat, do the following:
    1. Each Chat Group member needs to make at least one — and more if time allows — creative graphs.
      • The Chat Group member who, during Unit 3’s Group Chat, made the Combined_IceCream Frequency Distribution Table needs to make at least one creative Bar Graph of those Combined_IceCream data.
      • The Chat Group member who, during Unit 3’s Group Chat, made the Combined_Age Frequency Distribution Table needs to make at least one creative Histogram of those Combined_Age Frequency data.
      • The Chat Group member who, during Unit 3’s Group Chat, made the Combined_Height Frequency Distribution Table needs to make at least one creative Histogram of those Combined_Height Frequency data.
    2. The creative graphs can be made by hand; they can be made with apps like PowerPoint, Windows Paint, Photoshop, or Keynote; they can be made with household items and then photographed, or they can be made via any other creative mechanism.
    3. All creative graphs must include the four major components of a graph.
    4. While Chat Group members are creating their graphs, they should share ideas with other Chat Group members through the text chat.
    5. Whenever a Chat Group member finishes a graph, they should take a partial screenshot (not a screenshot of their entire screen) of that graph and share that screenshot with other Chat Group members.
    6. If time allows, make more than one creative graph for each data set.
  4. AT THE END of your one-hour Group Chat:
    1. Nominate one member of your Chat Group (who participated in the Chat) to make a post on the Unit 4: Assignment #5 Discussion Board that summarizes your Group Chat in at least 200 words. This Chat Group member should not post their 200-word summary of your Group Chat until they have completed their Course Journal for the current Unit.
      • At the end of the 200-word summary, this member needs to write this sentence filling the blanks: “I have completed my Course Journal for the current Unit. It contains ___ words and the two things I learned during this Unit about which I journaled about are ___ and ___.”
      • This member also needs to embed in their Discussion Post (not attach) the screenshot(s) of their “creative” graph(s) (not their entire screen).
        • Remember to embed and re-size each screenshot using the procedures you learned from the Course How To.
    2. Nominate a member of your Chat Group (who participated in the Group Chat using the browser Chrome on their laptop, rather than on their mobile device) to save the Chat transcript, as described in the Course How To (under the topic, “How To Save and Attach a Chat Transcript”).
      • This member of the Chat Group needs to make a post on the Unit 4: Assignment #5 Discussion Board and attach the Chat transcript, saved as a PDF, to that Discussion Board post. This Chat Group member should not post the transcript of your Group Chat until they have completed their Course Journal for the current Unit.
        • In their Discussion Board post, this member needs to write this sentence filling the blanks: “I have completed my Course Journal for the current Unit. It contains ___ words and the two things I learned during this Unit about which I journaled about are ___ and ___.”.
      • Remember to attach the Chat transcript by clicking on the word “Attach.” (Do not click on the sidebar menu “Files.”)
      • This member also needs to embed in their Discussion Post (not attach) the screenshot(s) of their “creative” graph(s) (not their entire screen).
        • Remember to embed and re-size each screenshot using the procedures you learned from the Course How To.
    3. Nominate a third member of your Chat Group (who also participated in the Chat) to make another post on the Unit 4: Assignment #5 Discussion Board that states the name of your Chat Group, the names of the Chat Group members who participated the Chat, the date of your Chat, and the start and stop time of your Group Chat. This Chat Group member should not post the names, date, and times of your Group Chat until they have completed their Course Journal for the current Unit.
      • In their Discussion Board post, this member needs to write this sentence filling the blanks: “I have completed my Course Journal for the current Unit. It contains ___ words and the two things I learned during this Unit about which I journaled about are ___ and ___.”
      • This member also needs to embed in their Discussion Post (not attach) the screenshot(s) of their “creative” graph(s) (not their entire screen).
        • Remember to embed and re-size each screenshot using the procedures you learned from the Course How To.
    4. If only two students participated in the Chat, then one of those two students needs to do two of the above three tasks. However, they need to embed the screenshots of graphs they created (not their entire screen).
    5. Before ending the Group Chat, arrange the date and time for the Group Chat you will need to hold during the next Unit (Unit 5: Assignment #5).

Congratulations, you have finished Unit 4! Onward to Unit 5!