# MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life

## Chamberlain University **MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life-**Step-By-Step Guide

This guide will demonstrate how to complete the **Chamberlain University MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life **assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

## How to Research and Prepare for** MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life **

Whether one passes or fails an academic assignment such as the Chamberlain University **MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life **depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

## How to Write the Introduction for **MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life **

The introduction for the Chamberlain University **MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life **is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

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## How to Write the Body for **MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life **

After the introduction, move into the main part of the** MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life **assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

## How to Write the Conclusion for **MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life **

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

## How to Format the References List for **MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life **

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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## Sample Answer for MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life Included

**Required Resources**

Read/review the following resources for this activity:

- OpenStax Book: Chapter 2—Section 2.1
- Lesson
- Minimum of 1 scholarly source

In your reference for this assignment, be sure to include both your text/class materials AND your outside reading(s).

**A Sample Answer For the Assignment: **MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life

**Title:** MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life

Hi Everyone ! Greetings !!

Please notice that in the examples of **line graph**s and **frequency polygon**s above that the graphics have **quantitative** data on **BOTH** axes.

Since the **injuries data set** has one of its dimensions being exemplified by values such as concussions, burns, lacerations, sprains, fractures, insect and animal bites, etc. ( which are **QUALITATIVE** data ) then **neither** a **line graph** **nor** a **frequency polygon** ( **nor** a **Histogram** ! ) could be used for the **injuries data set**.

( A **Histogram** *also* has **quantitative** data on **BOTH** axes )

😉

Also please note that a ** time series graph** ( pages 61-63 of the online text book ) would have something along the horizontal axis such as a number of years ( for example 2014 2015 2016 2017 2018 2019 ) or perhaps the months ( Jan Feb Mar … Nov Dec ) or perhaps if appropriate the days of the Week ( Mon Tue … Sat Sun ) or something similar to these.

So we could **not** use a ** time series graph** for the

**wait times data set**where we would want something like

0-4 min

5-9 min

10-14 min

15-19 min

20-24 min

25-29 min

30+ min

in the classes or bins or intervals along the **horizontal** axis

Everyone also please notice in the examples above that the two ** line graph** examples seem to have

**discrete quantitative data**on the horizontal axis while the

**example above has class midpoints on the horizontal axis which are indeed derived from**

__frequency polygon__**continuous quantitative data**. 😉

So we need to **please be extremely careful** what graphical display we ** suggest** for the

**injuries data set**and separately what graphical display we

**for the**

*suggest***wait times data set**

😉

Thanks Friends and I *appreciate* your hard work and attention and effort and progress very much !!

Please finish the **Week 2** Knewton Homework assignments ASAP and please try to get off to a strong start on the **Week 3** Knewton Homework assignments before the official time frame for **Week 3** of the course even officially begins ! That would not be required of course, but it is suggested and recommended for best results and as a best practice. 😉

😉

Enjoy Friends and work hard and learn a lot too !!

🙂

__Reference__:

__Reference__

Holmes, A., Illowsky, B., & Dean, S. ( 2018 ). *Introductory business statistics*. OpenStax.

😉

Edited by Christopher Smith on Jan 11, 2021 at 6:01am

introductory-business-statistics-35.6-13.pdf

(1 like)

**A Sample Answer 2 For the Assignment: **MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life

**Title:** MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life

For grading purposes, this particular discussion posting area runs from Sunday Jan 10 through Sunday Jan 17, inclusively.

We continue to explore Descriptive Statistics and the fundamentals of sampling techniques and quantitative research and research design this Week. This includes data, experimental design, so-called descriptive statistics, distributions, graphs and graphical displays, and measures of central tendency, variation, and position. At a somewhat basic and introductory level, we sometimes try to describe distributions using concepts of “shape, center, and spread.” Central tendency refers to “center” and variation refers to “spread.”

Please don’t forget to use an “**outside**” resource as part of the content and documentation for your first Post – the Post which is due on or before Wednesday of the Week – the Post where you make the most major contribution to the Weekly discussion posting area and attempt to address the discussion prompts / cues for the Week. It could possibly include a web site that you discovered on the internet at large, so long as the web site is relevant and substantial and does not violate the Chamberlain University policy for prohibited web sites, and so forth. It could possibly include references / resources that you discover through making use of the online Chamberlain University Library ( please click Resources along the left and then click Library to discover the link to the Chamberlain University online Library ) . 🙂

Please check out the link below to see some of the key similarities and key differences between Bar Plots / Graphs / Charts and Histograms.

Link (Links to an external site.)Links to an external site.

This is one kind of an example of using an “outside” source / resource to add to what is revealed in our Weekly Lesson in Modules and in our Weekly text book reading.

Please don’t forget to look over the Graded Discussion Posting Rubric each Week to be certain that you are meeting all of the Frequency requirements as well as all of the Quality requirements for graded discussion posting each Week.

If you have any questions about anything, please do not hesitate to post in the Q & A Forum discussion posting area or to send me a direct e-mail message to [email protected]

Thanks Friends and Good Luck ! Work hard and learn a lot !!

**Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life:**

Sincerely, Mr. Smith Chamberlain University Math, Statistics, and Quantitative Research

For the first question, I created a frequency table of a list of injuries one might see in a walk-in clinic over the past month:

Rather than sort alphabetically, I sorted from highest number of injuries to lowest and then created a horizontal bar graph with the types of injuries on the y axis simply as a matter of preference, since either is acceptable in a bar graph (Holmes, Illowsky and Dean, 2018):

It might be interesting to see where the data falls over the course of many months using a cumulative review of the frequency of the various injuries. I would expect bee stings to increase during warmer weather when people spend more time outside, therefore the clinic would have data to be well prepared to treat those injuries. A histogram wouldn’t be useful here, as the labels are categorical, not quantitative (Stattrek, 2020).

For the second question, Let’s assume the following wait time in minutes for a given day: 5, 5, 5, 5, 9, 10, 10, 15, 15, 30, 30, 35, 35, 40, 45, 60, 65, 70, 70, 75. First, I created a frequency table, but using the math rules taught us this week in the Knewton Lesson on frequency tables (Chamberlain University, 2020), I really didn’t care for the groups of times created, so I created a second table using increments of 15 minutes since the frequency outcome didn’t change:

I like a pie chart best to show that while most people (45%) only had a wait of less than 15 minutes, still another 45% had waits of more than 30 minutes. This pie chart makes it easy to see where improvement needs to be made.

https://stattrek.com/statistics/charts/histogram.aspx?Tutorial=APLinks to an external site.

Holmes, A., Illowsky, B., & Dean, S. (2018). *Introductory business statistics*. OpenStax Chamberlain University, (2020). MATH225. Week 2 Knewton Lesson Frequency Tables (online lesson). Downers Grove, IL. Adtalem.

**A Sample Answer 3 For the Assignment: **MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life

**Title:** MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life

For data set 1, the graph does not seem to be biased since the x-axis is equally spaced. It is also a good idea to sort the injuries from lowest to highest frequency because it made the graph easier to understand. For data set 2, I think since the data is continuous, histograms are more appropriate to use. This would make sure that the distribution of the data is taken accounted for. Different distributions have different effects on the graphs. For example, if the data is normally distributed, the histogram would look bell-shaped. On contrary, if it is normally distributed, the bars of the histogram would approximately be equal.

I have a question. If you sorted the injuries from lowest to highest frequency to make the graph easier to understand on this data set, how would you make the next months’ graphs if the results changed? Would the graph still be organized lowest to highest frequency of injuries or stay in the same order as the first month? I used alphabetical order for the injuries in my frequency table and on my histogram. I was thinking of the results in the following months if the study was going to continue. If the amount of each injury changes and is recorded on the graph, my injuries would be in the same position and yours would potentially be in different positions. The different positions might be harder to compare when two or more graphs of the months were viewed side by side.

When describing a given data, there must be an inclusion of graphical charts of the selected data. Any given chart takes after the data from the records of a shared database. “The person describing the data may choose to plot graphs from lists of predefined data, organizing that given set of data in a reasonable and logical form.” (Adusumilli, V., Kappell, C., Morrison, D., & Sundaram, R. 2004) However, using too many visualizations in a paper can destroy and interfere with the data quality.

There are several and different ways of presenting data in a simple, logical and understandable way. “Using too much data can be tiresome for the presenter and confusing to the readers or those who will use the data.” (Fah, T. S., & Aziz, A. F. A. 2006) Due to this, information needs a summary in terms of visual presentations such as frequency distribution tables, bar graphs and charts in general.

Adding visual data to a paper will significantly increase its effect and legibility. “So it is essential to take a bit of time to make the correct choice of the visual presentation, taking into account all the available instruments and the data to present form.” (Adusumilli, V., Kappell, C., Morrison, D., & Sundaram, R. 2004) In this case, there is a need to arrange two data sets. The data includes a record of total injuries reports in a clinic and the number of minutes that pass while waiting for examination and treatment of the injuries in the doctor’s waiting room. The presentation of this data is as follows.

The first collection of data is a list of all treated injuries in a clinic in a month. The frequency distribution table is the most suitable for the arrangement of this. According to Chamberlain, 2019, a frequency table has the first column consisting of the categories or classes. The second column is a frequency count for each record in the data set on that category or type. In this situation, the first column will be a list of all accidents recorded in the clinic for that given month. The second column would consist of the relative numbers. Picking a frequency distribution table is because the information needs collection and organization into the entire picture. An example of the frequency distribution table would be;

Classes of injuries frequency

sprain. 5

Fracture 3

burns 8

cuts 10

A bar chart would be sufficient for the details, and it is straightforward to read/understand. “Bar graphs consist of bars that are isolated from each other.” (Holmes et al., 2017) For this incidence, the y-axis will record the type of accidents, for instance, fractures, sprains, fall injuries, cuts, burns, traffic injuries and pressure accidents. The x-axis, in turn, would record the relative number of occurrences of the accident in question as reported into the clinic.

The second case contains data on patients’ minutes in the waiting bay near the doctor’s consultation room. The frequency distribution table is more suitable for this data than both the cumulative frequency table and the relative frequency table. This data can fit into two categories. One class has the total number of minutes each patient spent in the waiting room, and the second category covers patients’ frequency of arriving in the waiting room. An example of the frequency distribution table in this case would be;

Minutes spent No of patients

30. 5

15. 3

11. 8

6. 10

Using a line graph will be a reasonable representation of this information. The y axis would contain the frequency points in the line graph, and the x-axis would reflect the total number of used minutes per patient in the waiting room with an interval of five minutes and range from 0-30 minutes. The act of connecting frequency points is always through the use of a line segment that passes through the aligned points of the plot, according to Holmes et al., 2017. “One of the disadvantages of using a line graph is that since lines connect plotted points into something like a single line, the plot can be misquoted at first sight as introducing a data pattern, even if there is no data-related trend.” (Peebles & Ali, 2015) In case that happens, a suitable alternative would be a bar chart to do away with the confusion.

## References

Adusumilli, V., Kappell, C., Morrison, D., & Sundaram, R. (2004). U.S. Patent Application No. 10/235,085.

Chamberlain College of Nursing. (2019). Math-225N Week 2 Lesson: Graphing and Describing Data. [Online lesson]. Downers Grove, IL: DeVry Education Group.

Holmes, A., Dean, S., Illowsky, B., & Hadley, K. (2017). Introductory Business Statistics. Retrieved from https://openstax.org/books/introductory-business-statistics/pages/1-2-data-sampling-and-variation-in-data-and-sampling

Peebles, D., & Ali, N. (2015). Expert interpretation of bar and line graphs: the role of graphicacy in reducing the effect of graph format. Frontiers in psychology, 6, 1673. doi:10.3389/fpsyg.2015.01673

### 5. Grading Rubric

Discussion Criteria | A (100%) Outstanding or highest level of performance | B (87%) Very good or high level of performance | C (76%) Competent or satisfactory level of performance | F (0) Poor or failing or unsatisfactory level of performance |
---|---|---|---|---|

Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week.16 points | Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.16 points | Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.14 points | Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.12 points | Minimally addresses the initial discussion question(s) or does not address the initial question(s).0 points |

Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points | Integrates evidence to support your discussion from:assigned readings** OR online lessons, ANDat least one outside scholarly source.***Sources are credited.*12 points | Integrates evidence to support discussion from:assigned readings OR online lesson.Sources are credited.*10 points | Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.Sources are credited.*9 points | Does not integrate any evidence.0 points |

Engages in meaningful dialogue with classmates or instructor before the end of the week.14 points | Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.14 points | Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.12 points | Responds to a classmate and/or instructor but does not further the discussion.10 points | No response post to another student or instructor.0 points |

Communicates in a professional manner.8 points | Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).8 points | Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).7 points | Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).6 points | Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).0 points |

PARTICIPATION:Response to initial question: Responds to initial discussion question(s) byWednesday, 11:59 p.m. M.T. | 0 points lostStudent posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. | -5 pointsStudent does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. | ||

PARTICIPATIONTotal posts: Participates in the discussion thread at least three times on at least two different days. | 0 points lostPosts in the discussion at least three times AND on two different days. | -5 pointsPosts fewer than three times OR does not participate on at least two different days. |

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