Reference no: EM13924477

1) Use the information in the table to determine the percentages for each interval. Depending on your rounding decisions, these may or may not add up to exactly 100% but should be very close.

Table: Grouped Frequency Table

Exam score Frequency Percentages for each Interval
60-62                3                      ?
57-59                9                      ?
54-56               21                     ?
51-53               18                     ?
48-50               14                     ?
45-47               10                     ?
42-44                8                      ?
TOTAL               ?                      ?

2) When constructing a histogram and labeling the x- and y-axes, the lowest number on each axis should ideally be ________.

3) A frequency distribution that is bell-shaped, symmetrical, and unimodal is ____________.

4) A frequency distribution that has a tail trailing off to the right of the distribution is ____________.

5) A frequency distribution of ages of residents at a senior citizen home is clustered around 83 with a long tail to the left. This distribution is ____________.

6) When a variable cannot take on values above a certain level, this is known as a(n) ________ effect.

7) A grouped frequency table has the following intervals: 30-44, 45-59, and 60-74.

If converted into a histogram, what would the midpoints be?

30-44: Midpoint Value
45-59: Midpoint Value
60-74: Midpoint Value

8) Do the data below show a linear relation, non-linear relation, or no relation at all?

9) Do the data below show a linear relation, non-linear relation, or no relation at all?

Part I:

Question a- e

• At this website, (https://projects.newyorker.com/story/subway/) you will find an interactive graph concerning New York City's geography and income.

• Read the introduction and click on different "subway lines" to see how the interactive graph works.

• Note that the abbreviations stand for the four different boroughs:

MAN = Manhattan
BRX = Bronx
BRK = Brooklyn
QNS = Queens

• Also note that hovering your mouse over the dots on the graph displays the subway stop and the median income of households in that area.

a) In which of the four boroughs is the median household income highest? (This is made evident as you click on the different lines.)

b) Click on the "A" line. Does the line graph for Manhattan show high or low variability? What does this level of variability tell us about the household income in this area of Manhattan?

c) Click on line 2. Which borough (not a street) shows the least variability in median household income?

d) On line 2, find the following two subway stops: Park Place (the first of the highest Manhattan stops) and E 180 St. (one of the lowest Bronx stops, located about halfway across the BRX section). What is the difference (calculate) between the median household incomes of the two areas?

e) Click on the "D" line. Which subway stop in Brooklyn seems to be an outlier?

Part II: SPSS Analysis

Green and Salkind, Lesson 20

• Open the "Lesson 20 Exercise File 1" document (found in the course's Assignment Instructions folder) in order to complete these exercises.

• Always use the Blackboard files instead of the files on the Green and Salkind website as some files have been modified for the purposes of this course.

• Reminder: For Exercise 1, be sure to paste in the SPSS output and write out the answers for A, B, and C beneath it.

Part II:

Questions 1-4

• Ann wants to describe the demographic characteristics of a sample of 25 individuals who completed a large-scale survey.

• She has demographic data on the participants':

Gender (two categories)
Educational level (four categories)
Marital status (three categories)
Community population size (eight categories).

1) Conduct a frequency analysis on the gender and marital status variables. From the output, identify the following:

a. Percentage of men
b. Mode for marital status
c. Frequency of divorced people in the sample

2) Create a frequency table to summarize the data on the educational level variable.

3) Create a bar chart to summarize the data from the community population variable.

4) Write a Participants section describing the participants in Ann's s ample.

Part III: SPSS Data Entry and Analysis

The steps will be the same in Part III as the ones you have been practicing in Part I of the assignment; the only difference is that you are now responsible for creating the data file as well. Remember to do the following:

• Name and define your variables under the "Variable View," then return to the "Data View" to enter the data; and
• Paste all SPSS output and graphs into your homework file at the appropriate place.

Part III:

• This question is based on the data in the end-of-chapter Question 2.30 of the Nolan and Heinzen textbook.
• Create a variable called "num_years" in a new SPSS file.
• Enter the data given in #2.30.

o Remember to enter the data into 1 column (variable).

a) Run a frequencies analysis that includes descriptive statistics for these scores (central tendency, dispersion, and distribution) and create a frequency table in SPSS for these data.

b) Create a histogram for these data.

c) How many schools have an average completion time of 8 years or less? An average completion time of 10 years or more?