Scatter Diagram

Instructions:

1. Prepare a document where you explain in detail:

a). What is a scatter plot, the types that exist

R.- Mathematical graph that uses Cartesian coordinates of points in X-Y type, whose objective
It is to analyze the way in which two numerical variables are related for a set of
data.

Types: Positive linear correlation; negative linear correlation; no correlation; isolated points; and
stratification.

b). The steps to create a scatter plot.

R.-

1. Data collection. The variables whose relationship is to be investigated are selected and gathered.
the values of these in pairs, that is, it brings together for each value of a variable the
corresponding to the other. The greater the number of points used to construct a
scatter diagram, it is better. Therefore, whenever possible, it is recommended to obtain more
of 30 pairs of values.

2. Choose axes. In general, if it is about discovering a cause-effect relationship, the possible cause is
represent on the X axis and the probable effect on the Y axis. If what is being investigated is the relationship
between two quality characteristics or between two factors, then on the X axis is noted the one that is
you can manipulate or control more, or whatever happens first during the process. It is necessary
Label each axis with the title of each variable.

3. Build scales. The axes should be as long as possible, but of similar length. For
to build the scale, it is suggested to find the maximum and minimum values of both variables. It should be
choose the units for both axes so that the ends of the axes coincide
approximate way with the maximum and minimum of the corresponding variable.

4. Graph the data. Based on the coordinates on the X axis and the Y axis, represent with a
point each pair of values of the variables. When there are repeated data pairs (with the
the same values on both axes), a circle is drawn over the point to indicate that it is repeated
Once. If it is repeated, another concentric circle is drawn, and so on.

5. Document the diagram. Record all useful information in the diagram.

identify it, such as titles, the period covered by the data, units of each axis, area or
department and person responsible for collecting the data.
d). Explain some of the examples that you understood best.

R.-Example 12.2 related to "Correlation and cause-effect relationship", regarding the error of
to judge all strong correlations as a cause-effect relationship, since it is determined that it concludes that
when working overtime, the percentage of defective products increases. Therefore,
It is understood that one should try not to work overtime. But for the case that is being
analyzing, the perception is erroneous, as one cannot have a very precise correlation between
overtime and percentage of defective pieces.

For example, we can say that when there are issues, therefore there is an increase.
of the percentage of defective parts and delays, and in order to remedy the problem, the are replaced
bad parts to fulfill orders, resulting in overtime work.
On the other hand, when working extra hours, there are factors such as equipment overheating,
worker fatigue, etc., which causes greater problems in the quality of the pieces. That is why
which must be demonstrated through a more detailed analysis and not draw a conclusion
precipitously. So we can choose to verify it by quantifying it.
proportion of defective parts in different phases of the workday being able to be
every four hours.

Once analyzed by the improvement team, the final conclusion was based on two reasons.
fundamentals.

The first is that customers place urgent orders and the company, in order to earn a few more pesos,
it involves a race against time, in which one has to work outside of hours (pay
overtime) and in which the normal way of working is altered. Thus, some lapses occur,
the prototypes are not carefully reviewed and the inspections throughout the process are done in
superficially.

The second reason is a variable that affects the process: the temperature of the environment.
When it is high, the number of defective pieces increases to such an extent that sometimes it is
it is necessary to stop the process until the temperature drops, and this is generally until
late in the afternoon or even at night, which implies working outside normal hours (time
extra).

From the above, it is concluded that extra time is not fundamentally the cause of the increase in
the percentage of defective parts, as there are two causes that occur beforehand.

d). Answer the review questions 1 a) and b) and question 2.

1. About the scatter plot, answer:

a) In a scatter plot, how is it decided which variable goes on the X-axis and which on the Y-axis?
R.- If it is about discovering the cause-effect, the possible cause is represented on the 'X' axis and the
likely effect on the Y axis. If what is being investigated is the relationship between two characteristics of
quality or between two factors, then on the 'X' axis is noted the one that can be manipulated or controlled
more, or the one that occurs first during the process.

It can also be described that the 'X' axis selects the variable that is considered independent.
(the possible cause); and on Axis 'Y' the dependent

(the probable effect).

What is your purpose?

R.- To study the relationship between two factors or causes related to quality; as well as two
quality problems; or a quality problem and its possible cause.

b) Why, in order to analyze the relationship between two variables, in addition to using the diagram of
dispersion, is it suggested to calculate the correlation coefficient?

R.- Because it provides the quantification of the degree of linear association between the variables.
the appropriate measure is Pearson's linear correlation coefficient. It is worth noting that it quantifies
how strong or weak is a linear correlation observed in a scatter plot.

2. Summarize the reference values of r for declaring positive correlations.

very strong, strong, moderate to weak, and non-existent.

Very strong positive correlations: Value 0.9 to 0.99

Strong positive correlations: Value 0.95

Moderate to weak positive correlations: Value 0.50 to 0.10

Non-existent positive correlations: 0.00

2. Complete activity 1 on page 230.

Search the internet, for example on [Link], for an article from a scientific journal or
technological in which the results of a research on the relationship between two is reported
variables using a scatter plot or with the correlation coefficient. Note the
full reference (author/s, year, title of the work and name of the journal). In addition, summarize the
Article and detail the type of relationship that the analyzed variables have, and the main ones.
conclusions.

R.-
Reference: [Link]
act&tlng=pt

Autores: Martínez Reyes, Magally; Soberanes-Martin, Anabelem y Sánchez Soto, Juan Manuel

Año: 2007

Job Title: Correlation Analysis of Mathematical Competencies from Tests

standardized and prerequisite math requirements for new students in computer engineering

RIDE. Ibero-American Journal for Educational Research and Development

Article synthesis: The work shows the correlation data regarding verbal reasoning.
mathematical logic, analytical thinking, and functional thinking, considered as
mathematical competencies in standardized tests, regarding mathematical knowledge
initial that mark the study programs for first-year students in the career of
Computer Engineering of the Valle de Chalco University Center, of the Autonomous University
from the State of Mexico, in 2017, coming from different educational institutions of level
upper secondary education of the State of Mexico.

Type of relationship between the analyzed variables: Pearson linear correlation coefficient and
the comparison of means by Student's t, where a low score was obtained in all instruments
operational level of students in the area of mathematics, which indicates that the strategies
applied in the student's academic trajectory up to the upper secondary level have not favored
its development; in that sense.

Conclusions: Pearson's correlation and the comparison of means by Student's t-test show the
lack of consistency in content and, therefore, the scope of each test. In all
instruments result in a low operational level of students. If one starts from the position of
that these evaluations serve to improve student performance, they are valuable
as a starting point to encourage processes and review concepts with the students that lead them
to achieve the described mathematical competencies. In that sense, activities are recommended
didactics using technology designed to enhance learning
significant and conceptual, as part of an experience by the Academic Body of
Applied Computing, from the area of Educational Technology, from the Valle de Chalco University Center, that
has been developing for 10 years (Soberanes, Martínez and Castillo, 2016), and thus promote a
performance more in line with the characteristics of the professional career.