MATH399 Statistics—Lab Week 2
Question 1 is worth 5 points and each question after that is worth 4.5 points, for a
total of 50 points for the lab.
Name: Caitlin Galvin
Statistical Concepts:
• Using Excel
• Graphics
• Shapes of distributions
• Descriptive statistics
NOTE: Directions for all labs are given based on Excel 2013 for Windows. If you have
another version of Excel, you may need to research how to do the same steps.
Data in Excel
➢ Excel is a powerful, yet user-friendly, data analysis software package. You can launch
Excel by finding the icon and double clicking on it. There are detailed instructions on
how to obtain the graphs and statistics you need for this lab in each question. There is
also a link to an Excel how to document on the iLab page where you opened this file.
Further, if you need more explanation of the Excel functions you can do an internet
search on the function like “Excel standard deviation” or “Excel pivot table” for a
variety of directions and video demonstrations.
➢ Data have already been formatted and entered into an Excel worksheet. You will see
the link on the page with this lab document. The names of each variable from the
survey are in the first row of the worksheet. All other rows of the worksheet represent
certain students’ answers to the survey questions. Therefore, the rows are called
observations and the columns are called variables. Below, you will find a code sheet
that identifies the correspondence between the variable names and the survey
questions.
Survey Code Sheet: Do NOT answer these questions. The code sheet just lists the
variables name and the question used by the researchers on the survey instrument that
produced the data that are included in the Excel data file. This is just information. The
first question for the lab is after the code sheet.
Variable Name Question
Drive Question 1: How long does it take you to drive to the school on
average (to the nearest minute)?
State Question 2: In what state/country were you born?
Shoe Question 3: What is your shoe size?
Height Question 4: What is your height to the nearest inch?
Sleep Question 5: How many hours did you sleep last night?
Gender Question 6: What is your gender?
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, Car Question 7: What color of car do you drive?
TV Question 8: How long (on average) do you spend a day watching
TV?
Money Question 9: How much money do you have with you right now?
Coin Question 10: Flip a coin 10 times. How many times did you get
tails?
Frequency Distributions
1. Create a frequency table for the variable State. In the Excel file, you can click on
Data and then Sort and choose State as the variable on which to sort. Once sorted,
you can count how many students are from each state. From that table, use a
calculator to determine the relative percentages, as well as the cumulative
percentages.
In the box below, type the states from the database in a column to the left, then type
the counts, and relative and cumulative frequencies to the right of the respective state.
Using the data in the table, make a statement about what the frequency counts or
percentages tell about the data.
NUMBER OF CUMULATIVE
STATE PEOPLE RELATIVE % %
CA 5 0.14285714 5
FL 4 0.11428571 9
GA 1 0.02857143 10
IL 4 0.11428571 14
KY 1 0.02857143 15
MI 2 0.05714286 17
NV 1 0.02857143 18
NY 4 0.11428571 22
OH 1 0.02857143 23
OR 3 0.08571429 26
PA 4 0.11428571 30
SC 2 0.05714286 32
TX 3 0.08571429 35
13 STATES 35 PEOPLE
From the frequency table, I have determined that the most students were from the state
of California(5) whereas Ohio(1), Nevada(1), Kentucky(1), and Georgia(1) all come in
last for being the state with the least amount of students.
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Question 1 is worth 5 points and each question after that is worth 4.5 points, for a
total of 50 points for the lab.
Name: Caitlin Galvin
Statistical Concepts:
• Using Excel
• Graphics
• Shapes of distributions
• Descriptive statistics
NOTE: Directions for all labs are given based on Excel 2013 for Windows. If you have
another version of Excel, you may need to research how to do the same steps.
Data in Excel
➢ Excel is a powerful, yet user-friendly, data analysis software package. You can launch
Excel by finding the icon and double clicking on it. There are detailed instructions on
how to obtain the graphs and statistics you need for this lab in each question. There is
also a link to an Excel how to document on the iLab page where you opened this file.
Further, if you need more explanation of the Excel functions you can do an internet
search on the function like “Excel standard deviation” or “Excel pivot table” for a
variety of directions and video demonstrations.
➢ Data have already been formatted and entered into an Excel worksheet. You will see
the link on the page with this lab document. The names of each variable from the
survey are in the first row of the worksheet. All other rows of the worksheet represent
certain students’ answers to the survey questions. Therefore, the rows are called
observations and the columns are called variables. Below, you will find a code sheet
that identifies the correspondence between the variable names and the survey
questions.
Survey Code Sheet: Do NOT answer these questions. The code sheet just lists the
variables name and the question used by the researchers on the survey instrument that
produced the data that are included in the Excel data file. This is just information. The
first question for the lab is after the code sheet.
Variable Name Question
Drive Question 1: How long does it take you to drive to the school on
average (to the nearest minute)?
State Question 2: In what state/country were you born?
Shoe Question 3: What is your shoe size?
Height Question 4: What is your height to the nearest inch?
Sleep Question 5: How many hours did you sleep last night?
Gender Question 6: What is your gender?
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, Car Question 7: What color of car do you drive?
TV Question 8: How long (on average) do you spend a day watching
TV?
Money Question 9: How much money do you have with you right now?
Coin Question 10: Flip a coin 10 times. How many times did you get
tails?
Frequency Distributions
1. Create a frequency table for the variable State. In the Excel file, you can click on
Data and then Sort and choose State as the variable on which to sort. Once sorted,
you can count how many students are from each state. From that table, use a
calculator to determine the relative percentages, as well as the cumulative
percentages.
In the box below, type the states from the database in a column to the left, then type
the counts, and relative and cumulative frequencies to the right of the respective state.
Using the data in the table, make a statement about what the frequency counts or
percentages tell about the data.
NUMBER OF CUMULATIVE
STATE PEOPLE RELATIVE % %
CA 5 0.14285714 5
FL 4 0.11428571 9
GA 1 0.02857143 10
IL 4 0.11428571 14
KY 1 0.02857143 15
MI 2 0.05714286 17
NV 1 0.02857143 18
NY 4 0.11428571 22
OH 1 0.02857143 23
OR 3 0.08571429 26
PA 4 0.11428571 30
SC 2 0.05714286 32
TX 3 0.08571429 35
13 STATES 35 PEOPLE
From the frequency table, I have determined that the most students were from the state
of California(5) whereas Ohio(1), Nevada(1), Kentucky(1), and Georgia(1) all come in
last for being the state with the least amount of students.
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