Extending your work from the Unit 1 Discussion, now analyze and compare the IQs of three different samples. There are two Unit 2 Discussion videos in the LiveBinder to demonstrate the use of Excel for this discussion. In addition, you will use the Unit 2 Discussion Excel fileto complete the following:

1. Create the graphs: Follow the instructions in Unit 2 Discussion video: "Graphical Displays" to generate your three random sample datasets and copy and paste special to a new Excel workbook that you will save to your computer. In the new workbook, you will follow the video instructions to generate an appropriate graphical display for all three samples. Then you can use the snipping tool to copy and paste your graphs directly into the body of your discussion post.
2. Describe the graphs:
   1. Shape: Describe the shape of the graph (skewness or symmetry) for each group and anything unusual that you see.
   2. Center: From the graphs, estimate the center of each group (median and mean) and order the three groups from smallest to largest center. Do you think the mean and median are similar in each group, or is there some group where you think the mean and median will differ? Explain your reasoning.
   3. Spread: From the graphs, estimate the spread of each group (range=max-min or IQR=Q3-Q1) and order the three groups from smallest to largest spread.
3. Create numerical summaries: Follow the instructions in Unit 2 Discussion video: "Numerical Summaries" to generate descriptive statistics for each of the three groups. Then you can use the snipping tool to copy and paste your statistics directly into the body of your discussion post.
4. Describe the numerical summaries:
   1. Center: Compare and contrast the central tendency (medians and means) of the three groups. Put them in order from smallest to largest center. Is this order what you expected based on your estimates in part B? If it differs, describe the differences.
   2. Spread: Compare and contrast the spread (range=max-min and standard deviation) of the three groups. Put them in order from smallest to largest spread. Is this order what you expected based on your estimates in part B? If it differs, describe the differences.
5. Inference: Based on what you said in parts B and D, do all three of your sample groups seem like they could have come from the same population? Do any of the groups seem like they could have come from a different population? Explain your response using the statistics and graphs you generated. Make sure to attach your .XLS file to your post.

Here is unit 1 work.

Part B:

What do the following measures of center tell us about the IQs in the data set (be specific and include the values in your discussion - up to three decimal places): (i) mean (ii) median (iii) mode?

• The data set's IQs have a mean of 100.367, median of 105 and mode of 92. All of the IQs in the data set are slightly over average, according to these measures of center and 92 is the most frequent IQ score in the sample.

Does the mean appear to be similar or different from the median? Why do you think that is so in the context of IQ scores?

• Given that outliers can lead the mean to drift from the median, the fact that the mean appears to be just slightly higher than the median indicates that there may be some outliers in the data set.

What is the standard deviation (give the actual value - up to three decimal places), and what does it tell us about the IQ scores in the data set?

• The IQ values in the data set have a standard deviation of 16.653. This indicates that the IQ scores in the data set are distributed quite equally because the standard deviation is so low.

Describe the shape of the histogram and how it relates to the descriptive statistics you calculated. Be sure to express your thoughts in the context of IQ scores.

• The distribution of IQ scores on either side of this range is often evenly distributed, and the histogram is reasonably symmetrical, with the largest frequency of IQ values falling in the range of 102-121. This is consistent with the descriptive statistics, as the mean, median, and mode are all near to 100, while the standard deviation is a respectably low 16.653.

How might the information in this IQ scores data set be useful, for example, to a teacher in a classroom? Can you think of any other applications for it?

• This data collection of IQ scores contains information that could be helpful to a teacher in the classroom since it can help them understand the distribution of IQ scores and the average IQ of the students in the class. This can assist the teacher in figuring out which students might benefit from extra help and which ones might be prepared for more difficult assignments.