Tinkerplots II Dr. Carryn Bellomo UNLV Department of Mathematical Sciences...

Tinkerplots IITinkerplots II

Dr. Carryn BellomoDr. Carryn Bellomo

UNLV Department of Mathematical SciencesUNLV Department of Mathematical [email protected]

Outline of SeminarOutline of Seminar

More on TinkerplotsMore on Tinkerplots Classroom ActivitiesClassroom Activities ConclusionConclusion

More on TinkerplotsMore on Tinkerplots

We have seen how Tinkerplots helps you We have seen how Tinkerplots helps you see trends and patterns in datasee trends and patterns in data

Today we will look at several activities, Today we will look at several activities, and also build our own data setand also build our own data set

More on TinkerplotsMore on Tinkerplots

The program has several movies, such as:The program has several movies, such as:– Adding Data (entering your own data set)Adding Data (entering your own data set)– Comparing Groups (Occupational Data)Comparing Groups (Occupational Data)– Exploring Relationships (Ozone Levels)Exploring Relationships (Ozone Levels)– Making Common Graphs (Student Data)Making Common Graphs (Student Data)– Tinkerplot Basics (Cat Data)Tinkerplot Basics (Cat Data)

Let’s view the Let’s view the Adding DataAdding Data Movie! Movie!All movies located in: Tinkerplots Help All movies located in: Tinkerplots Help MoviesMovies

HandoutsHandouts

The The Tinkerplot Quick reference cardTinkerplot Quick reference card will will help you troubleshoot and will serve as a help you troubleshoot and will serve as a quick reference guidequick reference guide

Excel “How To” handoutExcel “How To” handout

Classroom ActivitiesClassroom Activities

One More Example:One More Example:1.1. Heaviest BackpacksHeaviest Backpacks

Getting Data from the Web:Getting Data from the Web:2.2. Teacher BehaviorsTeacher Behaviors

3.3. Education LevelsEducation Levels

4.4. Smoking and CancerSmoking and Cancer

5.5. Highway Deaths (in Excel)Highway Deaths (in Excel)

Using Data Collected from the Class:Using Data Collected from the Class:6.6. PopularityPopularity

Activity – Heaviest BackpacksActivity – Heaviest Backpacks

Here we will explore the backpack weights Here we will explore the backpack weights of studentsof students

The data cards given have information onThe data cards given have information on– First name of studentFirst name of student– Gender of studentGender of student– Grade level of studentGrade level of student– Weight of student in poundsWeight of student in pounds– Weight of student’s backpack in poundsWeight of student’s backpack in pounds


Open “Heaviest Backpacks.tp”Open “Heaviest Backpacks.tp”Located in:Located in: Data and DemosData and Demos Exploring Data StartersExploring Data Starters

What kind of relationships do we expect to What kind of relationships do we expect to find?find?

How should we organize the data?How should we organize the data?


Investigate the Data:Investigate the Data: Is there a relationship between packweight Is there a relationship between packweight

and grade? Compare the mean and grade? Compare the mean packweight for each grade level.packweight for each grade level.

Do girls tend to carry lighter backpacks Do girls tend to carry lighter backpacks than boys?than boys?

Does a person who weighs more carry a Does a person who weighs more carry a heavier pack?heavier pack?

Activity – Teacher BehaviorsActivity – Teacher Behaviors

What instructor behaviors do students feel What instructor behaviors do students feel are more likely to contribute to their are more likely to contribute to their academic success?academic success?

Data was taken from 215 business Data was taken from 215 business students at 9 colleges asking them to rank students at 9 colleges asking them to rank 50 instructor behaviors.50 instructor behaviors.

They gave each of the behaviors a rank:They gave each of the behaviors a rank:Important, Not Important, NeitherImportant, Not Important, Neither


The data can be found at :The data can be found at : http://lib.stat.cmu.edu/DASL/Datafiles/InstructorBehavior.html

Before We Begin :Before We Begin :Look at the data collection processLook at the data collection processWhat kinds of questions can we answer What kinds of questions can we answer

with this data set?with this data set?


Get the data into Tinkerplots:Get the data into Tinkerplots:

1.1. Highlight the data on the webpage Highlight the data on the webpage (including column titles)(including column titles)

2.2. Copy the data by holding down the Copy the data by holding down the ControlControl key and pressing key and pressing CC

3.3. Go to a blank page in TinkerplotsGo to a blank page in Tinkerplots

4.4. Pull out a stack of data cardsPull out a stack of data cards

5.5. Go to Go to EditEdit, then , then Paste CasesPaste Cases


Investigate the Data to Answer:Investigate the Data to Answer:What are the 5 What are the 5 mostmost important instructor important instructor

behaviors?behaviors?What are the 5 What are the 5 leastleast important instructor important instructor

behaviors?behaviors?Of all the behaviors listed, what ‘ranking’ Of all the behaviors listed, what ‘ranking’

surprises you the most?surprises you the most?

Activity – Education LevelsActivity – Education Levels

What age groups are more likely to have What age groups are more likely to have higher levels of education?higher levels of education?

25-34, 35-44, 45-54, 55-64 or 65+25-34, 35-44, 45-54, 55-64 or 65+Data on educational attainment was taken Data on educational attainment was taken

in 1984 by the US Censusin 1984 by the US CensusData is categorized as no. of Americans in Data is categorized as no. of Americans in

each age group (in thousands) who have:each age group (in thousands) who have:1-3 years college, 4+ years college,1-3 years college, 4+ years college,completed HS, did not complete HScompleted HS, did not complete HS


The data can be found at :The data can be found at : http://lib.stat.cmu.edu/DASL/Datafiles/Educationbyage.html




Investigate the Data to Answer:Investigate the Data to Answer:For 1984, what age group has the most For 1984, what age group has the most

people with 4+ years of college?people with 4+ years of college?What age group has the most high school What age group has the most high school

dropouts?dropouts?To what social events can you attribute to To what social events can you attribute to

these patterns?these patterns?

Activity – Smoking and CancerActivity – Smoking and Cancer

Is there a link between smoking and Is there a link between smoking and certain types of cancers?certain types of cancers?

The data collected are per capita numbers The data collected are per capita numbers of cigarettes smoked (sold) by 43 states of cigarettes smoked (sold) by 43 states and the District of Columbia in 1960 and the District of Columbia in 1960 together with death rates (per thousand) of together with death rates (per thousand) of population from various forms of cancer.population from various forms of cancer.


The data can be found at :The data can be found at : http://lib.stat.cmu.edu/DASL/Datafiles/cigcancerdat.html




Investigate the Data to Answer:Investigate the Data to Answer: Is there a correlation between smoking and each Is there a correlation between smoking and each

of these cancer types?of these cancer types? Which two states had the highest number of Which two states had the highest number of

cigarettes smoked (sold)?cigarettes smoked (sold)? Which state has the highest incidence of each Which state has the highest incidence of each

cancer type?cancer type? Nevada and DC are outliers, why?Nevada and DC are outliers, why? What state(s) are statistically bad to live in?What state(s) are statistically bad to live in?

Activity – Highway DeathsActivity – Highway Deaths

New Mexico highway fatality rate is highly New Mexico highway fatality rate is highly related to the U.S. fatality raterelated to the U.S. fatality rate

Data was taken from U.S. and New Data was taken from U.S. and New Mexico highway fatalities (per million Mexico highway fatalities (per million vehicle-miles) from 1945-1984.vehicle-miles) from 1945-1984.


The data can be found at :The data can be found at : http://lib.stat.cmu.edu/DASL/Datafiles/hwfataldat.html




Here we will be using MS Excel:Here we will be using MS Excel:Copy the data and paste it into ExcelCopy the data and paste it into ExcelAdd a chart (scatterplot)Add a chart (scatterplot)

““How To” specifics are on your excel handoutHow To” specifics are on your excel handout


Investigate the Data to Answer:Investigate the Data to Answer: Is there a relationship between these two Is there a relationship between these two

data sets? What do you attribute this to?data sets? What do you attribute this to?Find the trendline for each set of data. Is Find the trendline for each set of data. Is

the “gap” getting smaller or larger? How the “gap” getting smaller or larger? How do you interpret this?do you interpret this?

Activity – PopularityActivity – Popularity

What factors are important for popularity What factors are important for popularity according to 4-6 grade students?according to 4-6 grade students?

grades, sports, looks, or moneygrades, sports, looks, or money Data was collected which asked Data was collected which asked

students:students:1.1. Out of “grades, sports or looks” what is most Out of “grades, sports or looks” what is most

important to you?important to you?

2.2. Rank above in order of their importance for Rank above in order of their importance for popularity (1-4)popularity (1-4)


Collect data and bring it into Tinkerplots:Collect data and bring it into Tinkerplots:

1.1. Develop a questionnaire, and distribute it Develop a questionnaire, and distribute it to the classto the class

2.2. Add the data cards to TinkerplotsAdd the data cards to Tinkerplots– Open a new documentOpen a new document– Drag out a table, and enter attributesDrag out a table, and enter attributes– Enter data fields for each data pointEnter data fields for each data point


Similar data can be found at:Similar data can be found at: http://lib.stat.cmu.edu/DASL/Datafiles/PopularKids.html




Investigate the Data to Answer:Investigate the Data to Answer:What is most important to all students?What is most important to all students? Is this the same for males and females?Is this the same for males and females?On average, order the rankings on On average, order the rankings on

“importance for popularity” for all students. “importance for popularity” for all students. What is most important? By how much? What is most important? By how much? What is least important? By how muchWhat is least important? By how much

Is this different for males and females?Is this different for males and females?

ConclusionConclusion

ConclusionConclusion

This presentation and handouts can be This presentation and handouts can be found at:found at: http://www.unlv.edu/faculty/bellomohttp://www.unlv.edu/faculty/bellomo

Tinkerplots II Dr. Carryn Bellomo UNLV Department of Mathematical Sciences...

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