Space

Drinks | Learning Activity 2.11

1. Create standardized scores for all scale variables (price through alcohol).

[DataSet1] \\Client\C$\Users\lauren.hazeltine\Downloads\Drinks.sav

a. Which beverages have positive standardized scores on every variable?

· The beverages including each variable with positive standardized scores includes UA, UH, UL, UR, and SA.

b. What does this mean?

· Based on the raw data, these beverages are at or above the mean average or group mean

2. (a) What is the most extreme z-score on each variable? (b) What is the most extreme z-score across all variables?

a.

b.

3. What beverage is most typical of all beverages, that is, has z-score values closest to 0 for these variables?

a. The most common beverage is UIR having the closest z-score value to 0.

4. (a) If the variable is normally distributed, what percentage of cases should be above 1 standard deviation from the mean or below 1 standard deviation from the mean?

a. 68%

(b) Calculate this percentage for a couple of the variables. Is the percentage of beverages with an absolute z-score above 1 close to the theoretical value?

b. Upon running calculations for some of the variables, the percentages were above 1 with an absolute z-score and close to the theoretical value.

Census | Learning Activity 3.9

1. Run the Frequencies procedure on the following variables: sex, wrkstat (Labor Force Status), paeduc (Father’s highest degree), and satjob (Job or Housework).

a. What is the scale of measurement for each?

· Sex – nominal

· Work stat – nominal

· Sat job – nominal

· Par educ - scale

b. Request appropriate summary statistics and charts.

Bar Chart

2. (a) For which of these variables is it appropriate to use the median? (b) What conclusions can you draw about the distributions of these variables?

a. The variables for which it is most appropriate to use the median are high school education (paeduc) and Job or Housework (satjob) as these measurements are best for this category.

b. The conclusions that can be drawn include that with more education, the higher propensity of having full time employment. More than half reported being satisfied with their employment and more than half did not attend college.

3. (a)What percent of respondents have a bachelor’s degree, or higher? (b)What percent of respondents are working?

a. 14.7% of respondents have a bachelor’s degree or higher

b. 60% of respondents are working either full time or part time

4. How might you combine some of the categories of wrkstat to ensure that there are a sufficient number of respondents in each category?

a. Completing a summary analysis could lend support in determining grouping availability however some of categories that could ensure a sufficient amount of respondents could be employed, retired, and keeping house as they represent cross-categories with high percentages to fulfill the gap.

FREQUENCIES VARIABLES=sex wrkstat padeg satjob

/STATISTICS=MEDIAN MODE

/BARCHART FREQ

/ORDER=ANALYSIS.

Frequencies

Drinks | Learning Activity 4.18

1. Run Frequencies on the variable alcohol, requesting the summary statistics median and mean, plus a histogram with a superimposed normal curve. Suppress the display of the frequency table.

2. (a) What is the value of value of alcohol that splits the distribution in half? (b) Is the median the same as the mean? (c) Which value is lower? (d) What does that tell you about the shape of the distribution of alcohol?

a. 4.7 splits the distribution in half

b. The mean and median are not the same as the mean is 4.5771 and the median is 4.7

c. The mean of 4.5771 is lower than the median of 4.7

d. The data is skewed negatively which is indicated by the longer tail

3. (a) Does the histogram verify your description of the distribution of alcohol? (b) How does it differ from a normal distribution?

a. Yes, as it does support being it shows a negative distribution on the left versus a positive distribution on the right which presents alignment

b. Normal distribution is centered and symmetrical which is not apparent as it is skewed left presenting a negative distribution.

4. Run Descriptives to obtain default statistics for price and calories. (a) On which variable is there more dispersion? (b) Is it even realistic to compare these two variables since they are on different scales?

a. There is more dispersion with Calories per 12 Fluid Ounces

b. It is not logical to compare these variables being they are on different scales

5. Continuing your analysis of price and calories, run the Explore procedure for these two variables. Request a histogram in addition to the defaults.

Price per 6-pack

Calories per 12 Fluid Ounces

Calories per 12 Fluid Ounces

1. Does the standard error of each variable help you better determine which variable has more dispersion?

a. There is a lack of accuracy therefore it does not better identify which has more dispersion

2. Review the boxplots and histogram for each variable. (a) Which one has more outliers? (b) What are the outliers on each? (c) Which variable now appears to have more dispersion, based on these graphs? (d) Does that match what you expected based on the statistics?

a. Calories per 12 Fluid Ounces is the variable with the highest outliers

b. The outliers are 2 and 6 for Calories per 12 Fluid Ounces

c. The most dispersion is Price per pack after the outliers are removed

d. Yes, this does match my expectations

Price per 6-pack Stem-and-Leaf Plot

Frequency Stem & Leaf

4.00 1 . 5677

6.00 2 . 122344

15.00 2 . 555555666777899

2.00 3 . 13

1.00 3 . 6

2.00 4 . 23

5.00 Extremes (>=4.6)

Stem width: 1.00

Each leaf: 1 case(s)

Calories per 12 Fluid Ounces Stem-and-Leaf Plot

Frequency Stem & Leaf

6.00 Extremes (=<113)

.00 13 .

2.00 13 . 56

6.00 14 . 044444

9.00 14 . 555779999

7.00 15 . 0122344

2.00 15 . 57

1.00 16 . 2

2.00 Extremes (>=170)

Stem width: 10

Each leaf: 1 case(s)

FREQUENCIES VARIABLES=sex wrkstat padeg satjob

/STATISTICS=MEDIAN MODE

/BARCHART FREQ

/ORDER=ANALYSIS.

Frequencies

Frequencies

Descriptives

Explore

Conclusion

This module has provided an opportunity for the learner to display proper use of SPSS, data manipulation, and data analysis over a course of exercises. There was much to be explored in properly understanding and interpreting the information. In following the steps to produce the guided results, the opportunity to produce charts and validate data was included. As shared, the ability to produce valid data is only a portion of the purpose research as being able to understand and provide generalization is just as important which has been portrayed. The continued analysis of the problem sets provided a solid foundation for upcoming doctoral research.

References

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.