Overview

• In this in-class activity, students will learn how to create frequency tables, bar graphs, and pie charts with technology and use these tables and graphs to answer research questions.
• Students will be answering research questions about a sleep study done on college students.
• This activity connects back to In-Class Activity 1.C, where categorical variables were defined, and prepares students for In-Class Activity 3.B, where students will compare populations.
• S2, S4, C3, V3, O1, O3 ← Link to EBTP descriptions 

Prerequisite assumptions

Students should be able to define a categorical variable (introduced in section 1C). They should also be able to do each of the following after completing the What to Know assignment.

• Determine which variables are categorical from raw data. 
• Understand how frequency tables are formed from raw data.
• Use a data analysis tool to create a frequency table from an embedded dataset.
• Understand how graphs for categorical data are formed from frequency tables.
• Read frequency tables, bar graphs, and pie charts.

Intended goals for this activity

After completing this activity, students should understand that there are multiple ways to display categorical data. They should be able to create frequency tables, bar graphs, and pie charts to display the distribution of categorical variables and use them to answer research questions.

Synchronous Delivery and Activity Flow

The sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.

Frame the activity (3 minutes)

• As students walk into class, ask them to provide their answers to the question of what Chronotype they identify as: lark (morning person), owl (night person), or neither. They can add tally marks to a frequency table on the white board or large poster board as they enter the classroom. You will be analyzing these data in class. Note that the course page provides hypothetical class data to be used as desired for asynchronous settings, make-up work, etc.
• Instruct students to think about Question 1 and share their ideas with a partner. Have a few volunteers share their thoughts.
• Transition to the activity by briefly discussing the Objectives for the activity.

Activity Flow (18 minutes)

• Students may work in pairs or small groups to help each other create the graphs in Questions 2 – 6. Ensure that each pair or group has access to the data analysis tool on a cell phone or computer. V1, S2, O3
• Students will have used the tool in the What to Know section but this will be the first time using it in class. Be prepared to assist students as needed. O4
• Question 2 includes categorical variables that are numerical, EarlyClass and ClassYear, which students might miss. You may wish to do a quick check of student answers at this point. If using the digital page, students will receive immediate feedback. C3
• You may need to remind students what the terms lark and owl refer to.
• Students may need help logically ordering and defining abstain, light, moderate, and heavy.
• Be prepared to help students enter data in the tool to create the pie chart before Question 5
  • Use the hypothetical data or the tally totals collected in class.
  • In the tool, select Enter Data → “Frequency Table”
  • Enter “3” for Number of Categories
  • Name of variable: Chronotype
  • Enter the table values under Count.
• Students may work in pairs or groups to complete the remaining questions.

Wrap-up/transition (5 minutes)

• Discuss Questions 7 – 10 as a whole class. Ask students if they found evidence for underage drinking and what was that evidence. You can also bring the discussion back to Question 1: “Do you think there would be a relationship between alcohol and academic performance? What about alcohol and sleep?” C6, S4
• Have students refer back to the Objectives for the activity and identify ones they recognized completing. S3, C4, O2
• Ask questions that could get students thinking about comparing groups using qualitative data: “Would owls drink more than larks? “Are different class levels more likely to be larks or owls? Do different academic class levels drink more than others?” C6, S4
• Assign Practice Assignment 3A and any What to Know pages for the Forming Connections activities you plan to complete in the next class meeting. C2