Data Management Independent Study Unit
My Name:
Group Members:
Part I
Think about what you want to ask other students or staff. Make some jot notes below:
From the above brainstorming box, develop an appropriate question based on your target audience.
EG: It is not a good idea to ask kindergarten students about Call of Duty video games as they should not have an opinion.
Survey Question:
Next, conduct your survey. Record the results in this frequency table.
(Hint: Make tallies for each option selected)
Option 1
Option 2
Option 3
Option 4
Option 5
Option 6
Option 7
Option 8
Note: You may not have 8 options in your answer
Part II
Now that you have collected data from your sample, you are to create an electronic spreadsheet to record the results.
Example:
Choosing an Appropriate Graph
Once you have completed your electronic spreadsheet, you are to graph the results using the same spreadsheet
software.
Example:
(Hint: You DO NOT have to use a Pie Chart if you do not want
to)
Part III
What is the difference between Primary and Secondary Data? Which data did you collect?
Was the group you surveyed a sample or population? Explain.
Do you feel your results may have been biased? Why or why not?
Identify the following based on your results: (show your work!)
Mean:
Median:
Mode:
Application:
When a decision needs to be made about a large group of people, what is an appropriate number for the sample size?
Explain.
Why is surveying people important? How does it affect the decision making process? Provide an example
Rubric:
Criteria
K/U:
Primary & Secondary
Data
Level 1
Limited
understanding of
primary and
secondary data
Level 2
Some understanding
of primary and
secondary data
Level 3
Good understanding
of primary and
secondary data
Level 4
Significant
understanding of
primary and
secondary data
Limted knowledge of
sample vs. population
Some knowledge of
sample vs. population
Good knowledge of
sample vs. population
Clear knowledge of
sample vs. population
Limited
understanding of
biased data
Some understanding
of biased data
Good understanding
of biased data
Significant
understanding of
biased data
Limited
understanding of
mean, median and
mode
Some understanding
of mean, median and
mode
Good understanding
of mean, median and
mode
Clear understanding
of mean, median and
mode
A:
Applies concepts
learned to authentic
contexts
Transfers knowledge
and skills to new
contexts with limited
effectiveness
Transfers knowledge
and skills to new
contexts with some
effectiveness
C:
Data is included and
organized in
frequency table,
spreadsheet and
graph
Frequency table,
spreadsheet and
graph contain few
requirements
Frequency table,
spreadsheet and
graph contain some
requirements
Transfers knowledge
and skills to new
contexts with
considerable
effectiveness
Frequency table,
spreadsheet and
graph contain most of
the requirements
Transfers knowledge
and skills to new
contexts with a high
degree of
effectiveness
Frequency table,
spreadsheet and
graph contain all
requirements
T:
Carry out a plan
(collecting data,
questioning, inferring,
forming conclusions)
Uses processes skills
with limted
effectiveness
Uses processes skills
with some
effectiveness
Uses processes skills
with considerable
effectiveness
Uses processes skills
with a high degree of
effectiveness
Sample & Population
Sizes
Understanding Bias in
survey results
Understanding of
mean, median and
mode
You MUST print and attach your spreadsheet and graph to this report.