{"id":243,"date":"2022-02-18T23:41:19","date_gmt":"2022-02-18T23:41:19","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/exemplarstatistics\/?post_type=chapter&p=243"},"modified":"2022-03-07T15:30:39","modified_gmt":"2022-03-07T15:30:39","slug":"introduction-to-visualizing-quantitative-data","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/exemplarstatistics\/chapter\/introduction-to-visualizing-quantitative-data\/","title":{"raw":"Introduction to Visualizing Quantitative Data","rendered":"Introduction to Visualizing Quantitative Data"},"content":{"raw":"
\r\n

Concept Map<\/h3>\r\nAnimated flyover of concept map, focusing in on the following topics.\r\n\r\n<\/div>\r\nFor #2, and #6 below, DC writes prior to question (2) In a previous activity you learned about dotplots, graphical displays for quantitative\u00a0data where each dot represents an observation. Dotplots are useful for visualizing\u00a0distributions when the data set is small.<\/em>\u00a0This is true. Dotplots first appear in Corequisite Activity 2A as an exploration of using a\u00a0random number generator to select a random sample from a finite\u00a0population, and calculate the arithmetic mean. Students who don't see coreq pages see their instructor use the tool to make a dotplot in WTK 2A (then are instructed to sketch the plot in their notebook)<\/span>\r\n\r\nDC sometimes takes an LO from a WTK and has students \"pre-practice\" it before joining the credit-bearing class meeting so that they'll have enough familiarity with a challenging skill to persist through the activity. The credit bearing portion (WTK and FC) often moves faster than a co-req student desires or needs it to. This page is such a coreq, practicing upcoming material in advance.\r\n

Prerequisites to complete Corequisite Support Activity, What to Know, and Forming Connections in Visualizing Quantitative Data<\/h2>\r\nCorequisite Support Activity<\/strong>\u00a0(source: 1-5 implied prior knowledge in content; 6-7 specified as prior knowledge in DC instructor page)\r\n
    \r\n \t
  1. Create a frequency table from a data set by hand. <---This is an LO for this page<\/span><\/li>\r\n \t
  2. Create a dotplot from a frequency table using technology. <-- this is included in #6,\u00a0<\/span><\/li>\r\n \t
  3. Create a histogram from a frequency table using technology. <--- this is included in #6<\/span><\/li>\r\n \t
  4. Understand the difference between a bar graph and a histogram.<--- This is an LO for this page<\/span><\/li>\r\n \t
  5. Create a histogram from a data set using technology.\u00a0<--- This is an LO for this page.<\/span><\/li>\r\n \t
  6. Use technology to make plots to visualize distributions of quantitative variables <--See note above. This is an LO for the following WTK<\/span><\/li>\r\n \t
  7. Use a plot to describe features of a distribution <-- This is an LO for the following WTK activity<\/span><\/li>\r\n<\/ol>\r\nWhat to Know<\/strong>\u00a0(source: implied prior knowledge in content)\r\n
      \r\n \t
    1. Identify a variable as quantitative or categorical <-- This is an LO for this page<\/span><\/li>\r\n \t
    2. Identify appropriate visual displays for the distribution of a categorical variable <-- This is an LO for this page<\/span><\/li>\r\n<\/ol>\r\nForming Connections<\/strong>\u00a0(source: WTK LOs explicitly given in DC instructor page in-class activity)\r\n
        \r\n \t
      1. Identify quantitative variables and the plots used to visualize their distributions.<\/li>\r\n \t
      2. Use technology to make a plot of the distribution of a quantitative variable.<\/li>\r\n \t
      3. Use a histogram to describe a distribution.<\/li>\r\n \t
      4. Identify how the bin width affects the histogram.<\/li>\r\n \t
      5. Use a dotplot to describe a distribution.<\/li>\r\n \t
      6. Identify a population and sample and explain limitations on the scope of the analysis based on the sample data.<\/li>\r\n<\/ol>","rendered":"
        \n

        Concept Map<\/h3>\n

        Animated flyover of concept map, focusing in on the following topics.<\/p>\n<\/div>\n

        For #2, and #6 below, DC writes prior to question (2) In a previous activity you learned about dotplots, graphical displays for quantitative\u00a0data where each dot represents an observation. Dotplots are useful for visualizing\u00a0distributions when the data set is small.<\/em>\u00a0This is true. Dotplots first appear in Corequisite Activity 2A as an exploration of using a\u00a0random number generator to select a random sample from a finite\u00a0population, and calculate the arithmetic mean. Students who don’t see coreq pages see their instructor use the tool to make a dotplot in WTK 2A (then are instructed to sketch the plot in their notebook)<\/span><\/p>\n

        DC sometimes takes an LO from a WTK and has students “pre-practice” it before joining the credit-bearing class meeting so that they’ll have enough familiarity with a challenging skill to persist through the activity. The credit bearing portion (WTK and FC) often moves faster than a co-req student desires or needs it to. This page is such a coreq, practicing upcoming material in advance.<\/p>\n

        Prerequisites to complete Corequisite Support Activity, What to Know, and Forming Connections in Visualizing Quantitative Data<\/h2>\n

        Corequisite Support Activity<\/strong>\u00a0(source: 1-5 implied prior knowledge in content; 6-7 specified as prior knowledge in DC instructor page)<\/p>\n

          \n
        1. Create a frequency table from a data set by hand. <—This is an LO for this page<\/span><\/li>\n
        2. Create a dotplot from a frequency table using technology. <– this is included in #6,\u00a0<\/span><\/li>\n
        3. Create a histogram from a frequency table using technology. <— this is included in #6<\/span><\/li>\n
        4. Understand the difference between a bar graph and a histogram.<— This is an LO for this page<\/span><\/li>\n
        5. Create a histogram from a data set using technology.\u00a0<— This is an LO for this page.<\/span><\/li>\n
        6. Use technology to make plots to visualize distributions of quantitative variables <–See note above. This is an LO for the following WTK<\/span><\/li>\n
        7. Use a plot to describe features of a distribution <– This is an LO for the following WTK activity<\/span><\/li>\n<\/ol>\n

          What to Know<\/strong>\u00a0(source: implied prior knowledge in content)<\/p>\n

            \n
          1. Identify a variable as quantitative or categorical <– This is an LO for this page<\/span><\/li>\n
          2. Identify appropriate visual displays for the distribution of a categorical variable <– This is an LO for this page<\/span><\/li>\n<\/ol>\n

            Forming Connections<\/strong>\u00a0(source: WTK LOs explicitly given in DC instructor page in-class activity)<\/p>\n

              \n
            1. Identify quantitative variables and the plots used to visualize their distributions.<\/li>\n
            2. Use technology to make a plot of the distribution of a quantitative variable.<\/li>\n
            3. Use a histogram to describe a distribution.<\/li>\n
            4. Identify how the bin width affects the histogram.<\/li>\n
            5. Use a dotplot to describe a distribution.<\/li>\n
            6. Identify a population and sample and explain limitations on the scope of the analysis based on the sample data.<\/li>\n<\/ol>\n","protected":false},"author":175116,"menu_order":12,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-243","chapter","type-chapter","status-publish","hentry"],"part":3,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/exemplarstatistics\/wp-json\/pressbooks\/v2\/chapters\/243","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/exemplarstatistics\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/exemplarstatistics\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/exemplarstatistics\/wp-json\/wp\/v2\/users\/175116"}],"version-history":[{"count":5,"href":"https:\/\/courses.lumenlearning.com\/exemplarstatistics\/wp-json\/pressbooks\/v2\/chapters\/243\/revisions"}],"predecessor-version":[{"id":854,"href":"https:\/\/courses.lumenlearning.com\/exemplarstatistics\/wp-json\/pressbooks\/v2\/chapters\/243\/revisions\/854"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/exemplarstatistics\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/exemplarstatistics\/wp-json\/pressbooks\/v2\/chapters\/243\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/exemplarstatistics\/wp-json\/wp\/v2\/media?parent=243"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/exemplarstatistics\/wp-json\/pressbooks\/v2\/chapter-type?post=243"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/exemplarstatistics\/wp-json\/wp\/v2\/contributor?post=243"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/exemplarstatistics\/wp-json\/wp\/v2\/license?post=243"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}