Post on 29-Jan-2018
This presentation is designed to help you identify the number of variables in your relationship-oriented question.
First a variable is something that can vary or change.
For example, temperature varies from day to day.
First a variable is something that can vary or changes.
For example, temperature varies from day to day.
Ice cream sales can vary from day to day.
First a variable is something that can vary or changes.
For example, temperature varies from day to day.
Ice cream sales can vary from day to day.
Religious affiliation (eg., Catholic, Protestant, Jew, Mormon, Muslim) can vary from person to person.
First a variable is something that can vary or changes.
For example, temperature varies from day to day.
Ice cream sales can vary from day to day.
Religious affiliation (eg., Catholic, Protestant, Jew, Mormon, Muslim) can vary from person to person.
While gender can only vary two ways (e.g. male, female), it sill varies from person to person and therefore is a variable.
First a variable is something that can vary or changes.
For example, temperature varies from day to day.
Ice cream sales can vary from day to day.
Religious affiliation (eg., Catholic, Protestant, Jew, Mormon, Muslim) can vary from person to person.
While gender can only vary two ways (e.g. male, female), it sill varies from person to person and therefore is a variable.
In a relationship question there are generally two variables whose relationship is under investigation.
Researchers wish to determine the relationship between vitamin B intake and soccer player cramping.
One variable
Researchers wish to determine the relationship between vitamin B intake and soccer player cramping.
This variable could take on a whole range
of values
Researchers wish to determine the relationship between vitamin B intake and soccer player cramping.
such as
Researchers wish to determine the relationship between vitamin B intake and soccer player cramping.
such as 1-10 grams
Researchers wish to determine the relationship between vitamin B intake and soccer player cramping.
such as 1-10 grams
Soccer Player
VitaminB Grams
A 9
B 1
C 3
D 2
E 10
1 = No vitamin B2 = Some vitamin B3 = A lot of vitamin B
Soccer Player
Amount of Vit B
A 3
B 1
C 2
D 3
E 2
Researchers wish to determine the relationship between vitamin B intake and soccer player cramping.
This 2nd variable could take on a whole range of values as well.
Researchers wish to determine the relationship between vitamin B intake and soccer player cramping.
such as
Researchers wish to determine the relationship between vitamin B intake and soccer player cramping.
such as0 cramps per game1 cramps per game2 cramps per game3 cramps per game, etc.
Researchers wish to determine the relationship between vitamin B intake and soccer player cramping.
such as0 cramps per game1 cramps per game2 cramps per game3 cramps per game, etc.
Soccer Player
Amount of Vit B
A 3
B 1
C 2
D 3
E 2
Researchers wish to determine the relationship between vitamin B intake and soccer player cramping.
such as0 cramps per game1 cramps per game2 cramps per game3 cramps per game, etc.
Soccer Player
Amount of Vit B
Cramps Per Game
A 3 0
B 1 4
C 2 2
D 3 1
E 2 2
This was an example of a word problem with two variables:
Researchers wish to determine the relationship between vitamin B intake and soccer player cramping.
This was an example of a word problem with two variables:
Researchers wish to determine the relationship between vitamin B intake and soccer player cramping.
Soccer Player
Amount of Vit B
Cramps Per Game
A 3 0
B 1 4
C 2 2
D 3 1
E 2 2
This was an example of a word problem with two variables:
Researchers wish to determine the relationship between vitamin B intake and soccer player cramping.
Soccer Player
Amount of Vit B
Cramps Per Game
A 3 0
B 1 4
C 2 2
D 3 1
E 2 2
1st variable
This was an example of a word problem with two variables:
Researchers wish to determine the relationship between vitamin B intake and soccer player cramping.
Soccer Player
Amount of Vit B
Cramps Per Game
A 3 0
B 1 4
C 2 2
D 3 1
E 2 2
2nd variable
You have been asked to see if third graders tend to bully fellow class mates more than fourth graders across 5 different schools.
You have been asked to see if third graders tend to bully fellow class mates more than fourth gradersacross 5 different schools.
You have been asked to see if third graders tend to bully fellow class mates more than fourth gradersacross 5 different schools.
1st variable –Grade Level
1 = 3rd graders2 = 4th graders
You have been asked to see if third graders tend to bully fellow class mates more than fourth graders across 5 different schools.
1st variable –Grade Level
1 = 3rd graders2 = 4th graders
You have been asked to see if third graders tend to bully fellow class mates more than fourth graders across 5 different schools.
You have been asked to see if third graders tend to bully fellow class mates more than fourth graders across 5 different schools.
2nd variable –bullying
Incidents of Bullying per
week (1, 2, 3, 4, etc.)
You have been asked to see if third graders tend to bully fellow class mates more than fourth graders across 5 different schools.
2nd variable –bullying
Incidents of bullying per
week (1, 2, 3, 4, etc.)
You have been asked to see if third graders tend to bully fellow class mates more than fourth graders across 5 different schools.
You have been asked to see if third graders tend to bully fellow class mates more than fourth graders across 5 different schools.
You have been asked to see if third graders tend to bully fellow class mates more than fourth graders across 5 different schools.
School Grade 1 = 3rd
2 = 4th
Incidents of
Bullying
A
B
C
D
E
You have been asked to see if third graders tend to bully fellow class mates more than fourth graders across 5 different schools.
School Grade 1 = 3rd
2 = 4th
Incidents of
Bullying
A 1
B 2
C 1
D 1
E 2
You have been asked to see if third graders tend to bully fellow class mates more than fourth graders across 5 different schools.
School Grade 1 = 3rd
2 = 4th
Incidents of
Bullying
A 1
B 2
C 1
D 1
E 2
You have been asked to see if third graders tend to bully fellow class mates more than fourth graders across 5 different schools.
School Grade 1 = 3rd
2 = 4th
Incidents of
Bullying
A 1 5
B 2 2
C 1 6
D 1 7
E 2 1
You have been asked to see if third graders tend to bully fellow class mates more than fourth graders across 5 different schools.
School Grade 1 = 3rd
2 = 4th
Incidents of
Bullying
A 1 5
B 2 2
C 1 6
D 1 7
E 2 1
Once again, there are two variables in this problem
University administrators wish to know the degree to which GPA, ACT scores, and the number of extracurricular activities applicants participated in, predict students being admitted into the university.
University administrators wish to know the degree to which GPA, ACT scores, and the number of extracurricular activities applicants participated in, predict students being admitted into the university.
Applicant GPA ACT # of ExtracrclrActivities
Admitted 1 = yes, 2 = no
A
B
C
D
E
University administrators wish to know the degree to which GPA, ACT scores, and the number of extracurricular activities applicants participated in, predict students being admitted into the university.
Applicant GPA ACT # of ExtracrclrActivities
Admitted 1 = yes, 2 = no
A
B
C
D
E
University administrators wish to know the degree to which GPA, ACT scores, and the number of extracurricular activities applicants participated in, predict students being admitted into the university.
Applicant GPA ACT # of ExtracrclrActivities
Admitted 1 = yes, 2 = no
A
B
C
D
E
University administrators wish to know the degree to which GPA, ACT scores, and the number of extracurricular activities applicants participated in, predict students being admitted into the university.
Applicant GPA ACT # of ExtracrclrActivities
Admitted 1 = yes, 2 = no
A 3.2
B 3.7
C 3.1
D 2.8
E 3.9
University administrators wish to know the degree to which GPA, ACT scores, and the number of extracurricular activities applicants participated in, predict students being admitted into the university.
Applicant GPA ACT # of ExtracrclrActivities
Admitted 1 = yes, 2 = no
A 3.2
B 3.7
C 3.1
D 2.8
E 3.9
1st Variable
University administrators wish to know the degree to which GPA, ACT scores, and the number of extracurricular activities applicants participated in, predict students being admitted into the university.
Applicant GPA ACT # of ExtracrclrActivities
Admitted 1 = yes, 2 = no
A 3.2
B 3.7
C 3.1
D 2.8
E 3.9
University administrators wish to know the degree to which GPA, ACT scores, and the number of extracurricular activities applicants participated in, predict students being admitted into the university.
Applicant GPA ACT # of ExtracrclrActivities
Admitted 1 = yes, 2 = no
A 3.2 26
B 3.7 27
C 3.1 22
D 2.8 25
E 3.9 23
University administrators wish to know the degree to which GPA, ACT scores, and the number of extracurricular activities applicants participated in, predict students being admitted into the university.
Applicant GPA ACT # of ExtracrclrActivities
Admitted 1 = yes, 2 = no
A 3.2 26
B 3.7 27
C 3.1 22
D 2.8 25
E 3.9 23
2nd Variable
University administrators wish to know the degree to which GPA, ACT scores, and the number of extracurricular activities applicants participated in, predict students being admitted into the university.
Applicant GPA ACT # of ExtracrclrActivities
A 3.2 26 5
B 3.7 27 3
C 3.1 22 0
D 2.8 25 1
E 3.9 23 3
University administrators wish to know the degree to which GPA, ACT scores, and the number of extracurricular activities applicants participated in, predict students being admitted into the university.
Applicant GPA ACT # of ExtracrclrActivities
Admitted 1 = yes, 2 = no
A 3.2 26 5
B 3.7 27 3
C 3.1 22 0
D 2.8 25 1
E 3.9 23 3
University administrators wish to know the degree to which GPA, ACT scores, and the number of extracurricular activities applicants participated in, predict students being admitted into the university.
Applicant GPA ACT # of ExtracrclrActivities
Admitted 1 = yes, 2 = no
A 3.2 26 5
B 3.7 27 3
C 3.1 22 0
D 2.8 25 1
E 3.9 23 3
3rd Variable
University administrators wish to know the degree to which GPA, ACT scores, and the number of extracurricular activities applicants participated in, predict students being admitted into the university.
Applicant GPA ACT # of ExtracrclrActivities
A 3.2 26 5
B 3.7 27 3
C 3.1 22 0
D 2.8 25 1
E 3.9 23 3
University administrators wish to know the degree to which GPA, ACT scores, and the number of extracurricular activities applicants participated in, predict students being admitted into the university.
Applicant GPA ACT # of ExtracrclrActivities
Admitted 1 = yes, 2 = no
A 3.2 26 5 1
B 3.7 27 3 1
C 3.1 22 0 2
D 2.8 25 1 2
E 3.9 23 3 1
University administrators wish to know the degree to which GPA, ACT scores, and the number of extracurricular activities applicants participated in, predict students being admitted into the university.
Applicant GPA ACT # of ExtracrclrActivities
Admitted 1 = yes, 2 = no
A 3.2 26 5 1
B 3.7 27 3 1
C 3.1 22 0 2
D 2.8 25 1 2
E 3.9 23 3 1
4th Variable
You have been asked to determine if a relationship exists between the amount of peanut butter consumed and gender controlling for age.
You have been asked to determine if a relationship exists between the amount of peanut butter consumed and gender controlling for age.
You have been asked to determine if a relationship exists between the amount of peanut butter consumed and gender controlling for age.
StudyParticipant
Average Daily Peanut Butter
Intake in grams
Gender1 = male
2 = female
Age1 = 0-25
2 = 26-45
A 6 1 1
B 3 1 2
C 2 2 1
D 4 2 2
E 2 1 1
You have been asked to determine if a relationship exists between the amount of peanut butter consumed and gender controlling for age.
StudyParticipant
Average Daily Peanut Butter
Intake in grams
Gender1 = male
2 = female
Age1 = 0-25
2 = 26-45
A 6 1 1
B 3 1 2
C 2 2 1
D 4 2 2
E 2 1 1
1st Variable
You have been asked to determine if a relationship exists between the amount of peanut butter consumed and gender controlling for age.
StudyParticipant
Average Daily Peanut Butter
Intake in grams
Gender1 = male
2 = female
Age1 = 0-25
2 = 26-45
A 6 1 1
B 3 1 2
C 2 2 1
D 4 2 2
E 2 1 1
You have been asked to determine if a relationship exists between the amount of peanut butter consumed and gender controlling for age.
StudyParticipant
Average Daily Peanut Butter
Intake in grams
Gender1 = male
2 = female
Age1 = 0-25
2 = 26-45
A 6 1 1
B 3 1 2
C 2 2 1
D 4 2 2
E 2 1 1
2nd Variable
You have been asked to determine if a relationship exists between the amount of peanut butter consumed and gender controlling for age.
StudyParticipant
Average Daily Peanut Butter
Intake in grams
Gender1 = male
2 = female
Age1 = 0-25
2 = 26-45
A 6 1 1
B 3 1 2
C 2 2 1
D 4 2 2
E 2 1 1
You have been asked to determine if a relationship exists between the amount of peanut butter consumed and gender controlling for age.
StudyParticipant
Average Daily Peanut Butter
Intake in grams
Gender1 = male
2 = female
Age1 = 0-25
2 = 26-45
A 6 1 1
B 3 1 2
C 2 2 1
D 4 2 2
E 2 1 1
Age is actually NOTconsidered a 3rd Variable
You have been asked to determine if a relationship exists between the amount of peanut butter consumed and gender controlling for age.
StudyParticipant
Average Daily Peanut Butter
Intake in grams
Gender1 = male
2 = female
Age1 = 0-25
2 = 26-45
A 6 1 1
B 3 1 2
C 2 2 1
D 4 2 2
E 2 1 1
That is because the two variables of interest are peanut butter intake and gender, controlling for
age is an additional analysis.
You have been asked to determine if a relationship exists between the amount of peanut butter consumed and gender controlling for age.
StudyParticipant
Average Daily Peanut Butter
Intake in grams
Gender1 = male
2 = female
Age1 = 0-25
2 = 26-45
A 6 1 1
B 3 1 2
C 2 2 1
D 4 2 2
E 2 1 1
The idea of controlling for another variable will be explained in another presentation, but it is important for you to know that a problem like this is
examining the relationship between TWO not Three variables.