Time to Practice 1. A data set of 50 comprehension scores (named Comprehension Score) called Chapter 4 Data
Set 1 is available in Appendix C and on the website. Answer the following questions and/or
complete the following tasks:
a. Create a frequency distribution and a histogram for the set.
b. Why did you select the class interval you used? 2. Here is a frequency distribution. Create a histogram by hand or by using SPSS.
Class Interval Frequency
261–280 140
241–260 320
221–240 3,380
201–220 600
181–200 500
161–180 410
141–160 315
121–140 300
100–120 200
Chapter 4 ■ Creating Graphs 75 3. A third-grade teacher wants to improve her students’ level of engagement during group
discussions and instruction. She keeps track of each of the 15 third graders’ number of
responses every day for 1 week, and the data are available as Chapter 4 Data Set 2. Use SPSS
to create a bar chart with one bar for each day (and warning—this may be a toughie). 4. Identify whether these distributions are negatively skewed, positively skewed, or not skewed at
all and explain why you describe them that way.
a. This talented group of athletes scored very high on the vertical jump task.
b. On this incredibly crummy test, everyone received the same score.
c. On the most difficult spelling test of the year, the third graders wept as the scores were
delivered and then their parents complained. 5. Use the data available as Chapter 4 Data Set 3 on pie preference to create a pie chart ☺
using SPSS. 6. For each of the following, indicate whether you would use a pie, line, or bar chart and why.
a. The proportion of freshmen, sophomores, juniors, and seniors in a particular university
b. Change in temperature over a 24-hour period
c. Number of applicants for four different jobs
d. Percentage of test takers who passed
e. Number of people in each of 10 categories 7. Provide an example of when you might use each of the following types of charts. For example,
you would use a pie chart to show the proportion of children who receive a reduced-price
lunch that are in Grades 1 through 6. When you are done, draw the fictitious chart by hand.
a. Line
b. Bar
c. Scatter/dot (extra credit) 8. Go to the library or online and find a journal article in your area of interest that contains
empirical data but does not contain any visual representation of them. Use the data to create
a chart. Be sure to specify what type of chart you are creating and why you chose the one you
did. You can create the chart manually or using SPSS or Excel. 9. Create the worst-looking chart that you can, crowded with chart and font junk. Nothing makes
as lasting an impression as a bad example.
10. And, finally, what is the purpose of a chart or graph
